June 4, 2016

2016 Chinese Classes "One Big Thing" Projects

Here are some amazing "One Big Thing" Chinese projects from my eager-to-learn and hard-working 6th, 9th, and 10th graders:
- A skyscraper designed for a real lot in Shanghai 

- An exquisite model of a Suzhou garden

- Cooking a four-course Chinese meal, including a whole fish

- Riverdale Welcomes You music video

- Jewelry design Inspired by MET China Through the Looking Glass exhibition

- A guide to "Five Best Hiking Trails in China" 

- Sowing a stuffed Panda 

- Violin performance of "梁祝 Liang Zhu" (Butterfly Lovers)

- A Detailed map of Manhattan Chinatown 

- The Animal Kingdom of China 

- Paintings of Yellow Mountain and Hong Village 

- Cello performance of "Seven Tunes Heard in China"

- Chinese Breaking News website

- Recreating the ancient Chinese invention of printing press

- A 3D map of China

- Glass suspension bridge in Hunan

- Jiaozhou Bay Bridge

- The Eight Cuisines of China in NYC website

- A children's book in Chinese

- Piano and flute performance of "茉莉花“ (Jasmine Flowers)

- Learning Chinese calligraphy 

... and there are more!
The end of a school year is always bitter-sweet, but it is more sweet than bitter. So proud of the wonderful progress the students have made! You guys rock!!


November 3, 2015

"The Spiritual Child" Book Review

Another Dimension
The Spiritual Child: The New Science on Parenting for Health and Lifelong Thriving, by Lisa Miller 

That spirituality serves as a source of encouragement, support and protection has been known for centuries, but in this eloquent book, Lisa Miller, professor of psychology and education at Teachers College, Columbia University, argues that spirituality is ever, if not more, relevant today. Combining both scientific and anecdotal evidence, Miller posits that the innate, biological spirituality in children, once nurtured in the first two decades of their lives, can serve as a reliable protector from depression, substance abuse and other risky behaviors in adolescence. Moreover, spirituality provides a lifelong source of purpose, compassion, satisfaction, success, and happiness. In addition to one's relationship with God (manifested differently in different religions and cultures), according to Miller, spirituality can also grow from one's transcendent relationship with nature or another person who loves us unconditionally. This inclusive definition of spirituality - and Miller's practical recommendations about how to preserve and encourage it in children - not only gives parents and educators language to guide children's spiritual development, but also leads us to reflect on our own inner lives and spirituality. Challenged by the press and challenging for the parent or educator who would pick up its thread, Miller's angle on resiliency is not a bad place to begin another school year in light of all that schools ask of those who spend their days in them.


Meng Lusardi, Riverdale Country School, NY


See also: http://www.klingenstein.org/klingbrief/klingbrief_September_15.html

January 20, 2015

Teaching Chinese Dance through Calligraphy (Complete Lesson Plan and Reflection)

Teaching Chinese Dance through Calligraphy 
Two-hour class / workshop

Teaching Chinese calligraphy:

  1. Getting to know the calligraphy “four treasures”
    1. grind the ink stone
  2. handling the brush: student experiment
    1. draw horizontal lines
    2. draw vertical lines
  3. Learn the basic eight strokes: teacher demonstrate (EXPLAIN THE PROCEDURE AND SHAPE OF EACH STROKE), student imitate
    1. dot
      1. FIVE STEPS: LIFT, PRESS, LIFT, ROUND IT UP, REVERSE
    2. horizontal
    3. vertical
    4. left falling
    5. right falling
    6. folding
    7. lift
    8. hook
  4. interpret one stroke using movement
    1. dot: a fist, a jump, a fold, on the floor, arm, leg, motion
  5. Charade (stroke)
    1. each student pick a stroke and perform it in movement, other students guess
  6. Character creation
    1. student choose to combine strokes to create characters
    2. some of them may create real characters!
  7. Charade (character)
    1. student act out their characters
    2. other students can see their characters
    3. OR teacher writes out a few characters students created, and then have one student act and others guess


Clean up


A break


Teaching Dance:

  1. Watch calligraphy-inspired dance
    1. Lines Beyond Form
    2. Ink Passion
  2. Ribbon Dance
    1. a ribbon glued to a wooden stick
    2. 1-2-3-4: top right (1), top left (2), bottom right (3), bottom left (4)
    3. 5-6-7-8: up (5), down (6), arm swing clockwise (7-8)
    4. 1-2-3-4: body turn clockwise (1-3), up (4)
    5. 5-6-7-8: zigzag swerve down, knees bent at (4)
    6. 1-2-3-4: arm swing counter-clockwise, step left (1-2), lie down on right side of the body (3-4)
    7. 5-6-7-8: get up, back to standing
    8. 1-2-3-4-5-6-7-8: improvise
    9. 1-2-3-4: facing 45 degrees to the left, front (1), back (2), jump and land with left foot at the front, front (3-4)
    10. 5-6-7-8: zigzag swerve to the right  


Reflection:

  1. First two reflection questions
    1. What did you learn?
    2. What do you want to learn more?
  2. Group share
  3. Third reflection question
    1. What moments you felt frustrated / challenged?
    2. What moments you felt liberated?
  4. Group share


If you have more time, go deeper and have students complete their culminating projects: Student choreography as inspired by Chinese dances.


1. Inspired by Thousand Hand Bodhisattva (千手观音)




2. Inspired by Jasmine Flower (茉莉花)





Reflection:
Learning Chinese calligraphy is a mindful work. Teaching too. You cannot rush through something that requires mindfulness and focus. Therefore, although teaching the technicalities of stroke writing takes time, it is the necessary, and the best, way to learn. Slow and steady is the way to go.
The time spent on writing calligraphy may feel long, but it was the required foundation for understanding the dance movement inspired by the calligraphy.
The connection between calligraphy and dance is a connection between art on a flat medium to art in the spatial medium. It is a form of interpretation, a translation that remains faithful to the original yet allows individuality.
Although both calligraphy and dance require much discipline, both are also highly creative. The creativity, however, is built upon the discipline. Without working on the foundational techniques, creations will miss the point. Without creativity, it is droll imitation. Both discipline and creativity live symbiotically to make possible the aesthetic whole.

September 6, 2014

Mother's Love

Mother sought my opinion the other day on the phone:

"Cousin Beans threw a tantrum again today. Do you have any advice for me?"

Cousin Beans is my father's 15-year-old nephew. His mother passed away, the reason of which nobody ever mentioned, and his father, my uncle, has bungled every job opportunities offered to him and now loafs at grandparents'  home all day long. Cousin Beans grew up with his cavalier dad and my grandparents in a loud house, as my grandmother often yelled at him as well as my uncle, partly because my grandmother has a shrieking voice, and partly because Cousin Beans and his father were both unwanted burdens on her and grandpa's senescent age. Yet Cousin Beans is a spoiled child. He, after all, is the only grandson of my grandparents'. As unwillingly as they shouldered the responsibility of raising their grandson, my grandparents had tried to sate all Cousin Beans capricious demands as their only mail heir, a sort of a big deal in Chinese culture.

My mother, being selfless as she always is, made my grandparents a magnificent offer a few months ago: she and my father offered to take Cousin Beans to Beijing and send him, at my parents' expense, to a private boarding school in Xiangtang Village, Changping County. The school is run by a Buddhist practitioner who is willing to accept my cousin and teach him the specialized skill of Chinese calligraphy and painting related to the Buddha, Kitchen Gods, and other popular images. It is an unbelievably good offer for my grandparents, who yearned for less work, less expenditure, and some quietude at home. Cousin Beans agreed himself too. The idea of going to school in the capital city of Beijing appealed to him. 

A few weeks ago in late August, therefore, Cousin Beans arrived at Beijing. For the first few days, he appeared quite self-sufficient. He went to the major bookstores, or at least so I heard, in downtown Beijing during the day and took care of himself until evening time when my parents got off work. He even, to my parents' delight, apprenticed for a newspaper parlor for a day and earned two free meals as a result of his work there. But things took a upsetting turn when the time came for Cousin Beans to go to his new school. He suddenly realized that the new school, located in a village in the mountainous suburb thirty miles north of Beijing, does not look nearly as glamourous as the city life he thought he was getting himself into. Therefore, when my parents visited him, they discovered, not completely shockingly but still unexpectedly, that Cousin Beans had caused quite some trouble by hitting his fists against the wall, cutting him arm with a knife, and making a fool of himself in front of his religious, even-tempered, and well-behaved classmates, teachers, and neighbors by howling and bawling remarks like "staying here will ruin me" or "I'll suffocate if you don't send me home." He did have his setbacks though: when he made secret phone calls to my grandparents hoping they would hear his plea and take him back, he did not get any affirmative answer.

Having seen how thoughtful and resourceful my mother is in raising me and managing her family, I knew she asked for my opinion because she really needed one. She also respects my perspectives because I have been a teacher for the past four years. I know something about education, we both believe.

So I told mother: 

"Kids are always trying to push boundaries, and Cousin Beans is testing your boundary. He is trying to get your attention and see if you would bulge under his 'threats'. You have to stay your ground, set clear rules and consequences. If he breaks the rule, execute the consequence. Why don't you start with cutting his money?"

According to my mother, Cousin Beans came to Beijing with 800 kuai Renminbi, and splurged more than 600 in the city before he even started school. He had been a vain child in the sense that although my grandparents do not live in luxury, he had always been pampered with brand clothes, watches, and pocket money for fun. My parents obviously won't cater to his vanity, but they had originally considered giving him 100 a month as pocket money starting in October. Now, however, mother thinks my idea makes sense and she will adopt it.

She and my father then typed out what they prepared to present to Cousin Beans the following weekend: the rules, and the consequences of losing his monthly allowance if he fails to comply with the rules. I was eager to find out what would happen. 

I called two nights ago:

"Hey, how did the talk go last weekend?"

"Not good," said my mother.

"What do you mean?"

"It didn't happen." 

Mother then explained that as soon as they brought up the "talk" with Cousin Beans in their car, he threw another tantrum. He kicked and yelled like a madman. Then my mother lost her temper in the car, and said things like "get out." Cousin Beans did get out, on his own. When my father stopped the car before a traffic light, he ran out. He ran so fast that my parents lost sight of him in a couple seconds. Then my parents, somewhat worried for him, went to the teacher's house and waited. There, they learned that Cousin Beans called grandma and grandpa again and separately, and he was rejected twice. Grandpa said he did not believe that my parents have "abandoned" (in Cousin Bean's words) him, and nor did he believe that Cousin Beans needed money for "school." Grandma said even more bluntly, as is her wont, that she did not want him back. Cousin Beans did come back to his dorm later in the day, but he and my parents never saw each other anymore that day.

I was livid listening. I was fuming at Cousin Beans for treating my parents with such churlishness and disrespect. Disrespecting my parents is disrespecting me. I asked mother why she is putting herself through such an ordeal, why she wants to raise an ingrate whom she has no obligation to raise? I worry about my parents. The last thing I would accept is for Cousin Beans to upset my parents, exhaust them, make them sick, or hurt them in any other way.

But mother, then, showed me that her love goes beyond her own child. She said,

"You don't have to worry about me. I appreciate your love for me and I appreciate your care for Cousin Beans…"

"I do not want to care about him. I care about, about you." I interrupted, although I knew I should not have said that.

"But in your care for me, you are showing your care for Cousin Beans. You want him to do well, and so do I. Yes, he may not ever thank me and your dad for putting him in a completely strange place, but we believe this is his best chance learning host to support himself. It is not his fault that he has so many faults in him today. He is still a child.

"Your father and I have decided that we will help him. For things we believe in, we will try our best to see it through."

I am not surprised to hear mother say it. Mother has taught me too much as I grew up. Her belief, her determination, her perseverance, her magnificent love are not strangers to me. Yes as I try hard to understand her, it still pains me to think about how she may suffer in being selfless.

Sensing my lingering reluctance and angst, mother tried to calm me, "My darling, we had a good chat today. Every time we have a candid, heartfelt chat, you make me extremely happy. A chat is just a chat. There is no need to dwell on this afterwards. Don't think about it too much."

All right, mother. I won't think about it more. But tears still welled up in my eyes. They are not tears of sadness, but tears of wonder and awe at my mother's profound, magnanimous, and altruistic kindness and love. Perhaps I am a better person than I think I am. Perhaps I do care about Cousin Beans. It is Mother's Love that has melted my hearts, dyed my eyes pink, rendered them lachrymose, and made me believe in goodness, forgiveness, and hope.





July 29, 2014

Dear Teacher Letter - We Must Teach Humanity

If you haven't, read the Dear Teacher Letter below:

*****************
Dear Teacher:
I am a survivor of a concentration camp. My eyes saw what no man should witness:
Gas chambers built by learned engineers.
Children poisoned by educated physicians.
Infants killed by trained nurses.
Women and babies shot and burned by high school and college graduates.
So, I am suspicious of education.
My request is: Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns.
Reading, writing, arithmetic are important only if they serve to make our children more human.
******************

I first read this letter in June and the content has stuck with me ever since. The most important goal of education is to prepare humane, responsible, kind, and ethical citizens. Students' so-called "academic" performance may speak to their intelligence, but the most noble responsibility of a teacher is to make sure that the students' hearts are in the right places, such as empathy, understanding, patience, tolerance, kindness, etc. Teaching a student to think is not enough; we must teach students to think with their heart.

We must teach humanity, teach character, not just content.


For more information, see Facing History and Ourselves resources at https://www.facinghistory.org/for-educators/educator-resources/readings/education-and-future.

June 19, 2014

Bilingual (Chinese-English) Church Wedding Ceremony Program 中英对照的教堂婚礼仪式

The Wedding Ceremony  礼仪

Below is my Catholic wedding's ceremony program, which I have translated into Chinese for my parents and family who will fly in for the ceremony from China. Since there are not a lot of bilingual Chinese-English resources out there about this traditional Catholic sacrament of Marriage, I hope this translation will help the next bride help her family become acquainted with the Holy Matrimony in the presence of the Lord.

PRE-CEREMONY MUSIC 序乐

PROCESSIONAL 入席

OPENING PRAYER 开幕祷告





OLD TESTAMENT READING 旧经阅读


RESPONSORIAL PSALM 献诗

NEW TESTAMENT READING 新经阅读

GOSPEL ACCLAMATION 哈利路亚颂歌

GOSPEL READING 经文诵读

QUESTIONS OF INTENT 牧师、新人问答


MARRIAGE VOWS 婚姻誓约

BLESSING OF RINGS 戒指祈福

PRAYER OF THE FAITHFUL 信友祷词


PRESENTATION OF GIFTS 呈上圣礼

PRAYER OVER THE OFFERINGS 圣礼祷词


NUPTIAL BLESSING 新婚祝福

SIGN OF PEACE 和平礼

COMMUNION 领圣礼

PRESENTATION OF FLOWERS TO THE BLESSED MOTHER 向圣母献花

PRAYER AFTER COMMUNION 领圣礼后祈祷

FINAL BLESSING 再次祝福


RECESSIONAL 礼成