Press Release
For immediate release
FOR MORE INFORMATION CONTACT:
Susan Serven, Chinese Language School of Connecticut
203/918.8085
susan.serven@chineselanguageschool.org
please visit our web site: www.chineselanguageschool.org
Visit us on Facebook: facebook.com/ChineseLanguageSchoolofConnecticut
Chinese Language School of Connecticut Announces New Board
-- Professionals from Connecticut and Westchester to help expand program’s success in bringing Chinese to students --
“CLSC is entering it’s 10th year with an extremely competent, very dedicated Board of Directors, and we’re pleased to be helping the organization continue to develop its programs and expand its reach, ” Pelham resident and CLSC Board co-Chair, Jeffay Chang and Harrison resident and CLSC Board co-Chair Darwei Kung.
RIVERSIDE, CT, June 15, 2011 – The Chinese Language School of Connecticut (www.ChineseLanguageSchool.org), the non-profit Riverside, CT-based provider of Chinese language programs to students, schools and corporations, has elected their new Board of Directors for the upcoming year.
Newly elected co-Chairs are Harrison resident Darwei Kung and Pelham resident Jeffay Chang.
Jeffay Chang (Co-Chairman) Jeffay serves as the East Coast Trust Strategist for the Goldman Sachs Trust Companies. He was named Executive Vice President with responsibility over national marketing and sales in 2008. Prior to joining Goldman Sachs in May 2004, Jeffay was a Corporate Vice President in the Private Wealth Services Group of UBS Financial Services where he provided counseling and planning services for ultra high net worth clients in such areas as wealth transfer and philanthropic planning, stock option exercise planning, and hedging and monetizing concentrated equity positions.
Prior to UBS Financial Services, Jeffay was a Financial Planner in the Financial Planning Group of US Trust and before that was a Trust Officer in the Trust Settlement Department of US Trust. Jeffay obtained his B.A. from Brandeis University and J.D. from Fordham University School of Law. He is a member of the Society of Trust and Estate Practitioners, New York State Bar Association, New York Bankers Association, Estate Planning Council of New York City and the Westchester Estate Planning Council.
Darwei Kung (Co-Chairman) Darwei is a Portfolio Manager for fixed income and commodity investment funds for Deutsche Asset Management. Prior to his current career in investment management, Darwei spent over 10 years in the telecommunications industry in a variety of professional and management roles in engineering, product management, strategic planning, and business development. Darwei received his bachelors and masters degrees in electrical engineering from the University of Washington in Seattle, and received his MBA and Masters in Computational Finance degrees from Carnegie Mellon University. Darwei lives in Harrison, New York with his wife and son.
Cynthia Chang Scanlan (Director) - Cynthia Chang was born in Taipei, Taiwan and moved to New York City at the age of six, learning English after Taiwanese and Mandarin Chinese. She graduated from the Bronx High School of Science and received a B.A. at the University of Pennsylvania. She worked in real estate and banking in New York City. Her husband, Brian Scanlan, founded a software company, and Cynthia joined the company soon after to manage administrative operations and facilities. The company had an initial public offering in 2000 at which time, Cynthia left to concentrate on family and community service in Greenwich, having moved there in 1997. She has been a board member at the YMCA of Greenwich since 2001, serving as the annual campaign chairman, Facilities Committee chair, and currently as Secretary of the Board. She also served as the First Selectman's representative on the Board of Trustees of the Greenwich Library, and is active with her alma mater, chairing the University of Pennsylvania's Secondary School committee in Greenwich. Cynthia lives in Greenwich with her husband and two children, Kevin, 18, who recently graduated Brunswick School and will be attending the University of Pennsylvania in the fall, and Paula, 11, who attends Greenwich Country Day School.
Dr. Sue Chang, M.D. (Director) is a graduate of the University of Michigan where she received her B.S., followed by her M.D. degree at Michigan State University. She completed her residency training in Internal Medicine and fellowship in Nephrology at Yale University where she served as a research fellow in the genetics of hypertension. She is in private practice with Metabolism Associates of New Haven, CT.
Joab Tjiungwanara (Director) is a Risk Manager with General Electric and has worked extensively in the credit and market risk area at GE Corporate Treasury. He is a graduate of University of Bremen, Germany (Electrical Engineering) and University of Rochester (MBA in Finance). Joab is an overseas Chinese who was born in Indonesia, went to Germany after high school and came to the US for graduate school. He speaks fluent Mandarin, German, English and is conversant in Indonesian.
Susan Serven (Director) - Susan has been with CLSC since the school’s founding in May 2002. Susan is a graduate of Pace University (BBA, Marketing) and Fairfield University (MBA, Finance, International Business, 2011). She has held positions in global marketing at Lever Bros. Co., and Save the Children Federation, and as Special Events Director for the American Cancer Society. Susan founded the Chopstix program in 1998 so her daughters and other children could learn Chinese; all Chopstix proceeds were donated to help fund various non- profit groups working with Chinese orphanage programs. She continued running Chopstix until it joined CLSC in 2003. Susan and her husband Lawrence adopted their daughters Emily in Kunming, Yunnan Province, China in August 1996, and Becky in Gao Ming City, Guangdong Province, in October, 2000. They live in New Canaan, CT.
Thomas K. Myers, Jr., (Director) Tom is the Director of Sales and Marketing for FocusVision Worldwide based in Stamford, CT. A graduate of Bucknell University with a B.A. in Political Science, Tom spent his early career in account service with New York based advertising agencies. During this time he met his Taiwan born wife Katy. Since then Tom has held sales and marketing positions for several international companies. Tom’s interest in Chinese language increased quickly with the birth of his daughter, Emily. “I have always believed a second language to be a useful tool. But a second language with ties to one’s heritage is a gift that should not be missed. My goal is to help CLSC continue its efforts to make learning Chinese as enjoyable and satisfying as possible”. Tom lives in Redding, CT with his wife and daughter.
For information on the Chinese Language School of Connecticut’s weekday and weekend language programs, including their Before and After School programs, special workshops. lectures, events, private tutoring, online learning, and their corporate language program, please visit www.ChineseLanguageSchool.org. For interesting articles on Chinese language learning and Chinese culture, please visit http://GreenTeaPop.blogspot.com and on Facebook at facebook.com/ChineseLanguageSchoolofConnecticut
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Showing posts with label chinese language children. Show all posts
Showing posts with label chinese language children. Show all posts
Monday, June 13, 2011
Wednesday, June 8, 2011
Why Should My Children Study Chinese?
We're all so busy. We have no time. Besides, our kids will learn Spanish in school, right?
So, why should they study Chinese?
http://www.chineselanguageschool.org/index.php?option=com_content&task=view&id=21&Itemid=37
According to the Chinese Language School of Connecticut, www.ChineseLanguageSchool.org, most education experts agree that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly proficient in the language.
For example, each Mandarin syllable has four tones that can mean different things. For example, "ma" in the first tone means "mother," while spoken in the third tone means "horse." Younger children find it much easier to learn a tonal language such as Chinese because they can mimic sounds much easier than older children or adults.
According to the Connecticut Department of Education, the number of public school students studying Mandarin, mostly non-Asian, has seen a more than ten-fold increase from 2004 to 2006(1). As more Connecticut public and private schools offer Mandarin classes at the middle school and high school level, CLSC students will have an educational advantage since they will have started at a much younger age.
In addition, for those students whose schools only offer Chinese once or twice per week, regular exposure to Chinese via CLSC tutoring and small private classes, will enhance their overall Chinese learning experience.
1 Winnie Hu, "Non-Asians Show a Growing Interest in Chinese Courses," The New York Times, November 29, 2006.
Culture: Learning the Chinese language and culture will allow students to explore an ancient culture, rich with innovation and historical significance. From writing Chinese characters, to learning about the 7 Sages during a watercolor painting exercise, to playing traditional Chinese games, students will be introduced to one of the oldest civilizations in the world.
Communication: Mandarin Chinese is spoken by nearly one out of every four people on the planet. As China grows in economic and political importance, it is critical that U.S. students become global citizens, and that they are given the opportunity to communicate in Chinese and to be familiar with Chinese customs and culture.
Enhanced Cognitive Ability: [From the BBC News and the Guardian, June 30, 2003] According to Dr. Sophie Scott, a psychologist at the Wellcome Trust, and colleagues from hospitals in Oxford and London who performed brain scans on volunteers as they listened to their native languages, when English speakers heard English, their left temporal lobes lit up on screen. When Mandarin Chinese speakers heard their native tongue, both right and left lobes buzzed with activity.
The left temporal lobe is normally associated with piecing sounds together into words; the right with processing melody and intonation.
"Speech really is a complex sound," said Dr Scott. "As well as understanding words, the brain uses the way in which words are spoken, such as intonation and melody, to turn spoken language into meaning. This system has to be robust and flexible enough to deal with variations in speech sounds such as regional accents. We think Mandarin speakers interpret intonation and melody in the right temporal lobe to give correct meaning to the spoken words."
The study suggests that language itself might affect the way the brain develops in a young child.
Improved Skills: In its 1992 report, College Bound Seniors: The 1992 Profile of SAT and Achievement Test Takers, the College Entrance Examination Board reported that "students who averaged 4 or more years of foreign language study scored higher on the verbal section of the SAT than those who had studied 4 or more years in any other subject area. This finding echoes many experts' belief that learning a second language can improve not only a child's aptitude in English, but also enhance creativity and problem-solving skills."
Global Edge: Mandarin Chinese is spoken by nearly 25% of the world’s population. Treasury Secretary TimGeithner, former Australian Prime Minister Kevin Rudd, commentator and fundmanager Jim Rogers, former president of Goldman Sachs John L. Thornton, formerU.S. Ambassador to China Jon Huntsman, and News Corp's chairman Rupert Murdochare just a few of the world's leaders that speak Chinese or realize theimportance of learning Mandarin.
And, in April, 2011, the IMF predicted that China’s economy willsurpass the U.S.’s as early as 2016(2).
With the emergence of China as a growing global superpower, the importance understanding China's global relevance cannot be understated.
2 http://www.marketwatch.com/story/imf-bombshell-age-of-america-about-to-end-2011-04-25?pagenumber=1
So, why should they study Chinese?
http://www.chineselanguageschool.org/index.php?option=com_content&task=view&id=21&Itemid=37
According to the Chinese Language School of Connecticut, www.ChineseLanguageSchool.org, most education experts agree that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly proficient in the language.
For example, each Mandarin syllable has four tones that can mean different things. For example, "ma" in the first tone means "mother," while spoken in the third tone means "horse." Younger children find it much easier to learn a tonal language such as Chinese because they can mimic sounds much easier than older children or adults.
According to the Connecticut Department of Education, the number of public school students studying Mandarin, mostly non-Asian, has seen a more than ten-fold increase from 2004 to 2006(1). As more Connecticut public and private schools offer Mandarin classes at the middle school and high school level, CLSC students will have an educational advantage since they will have started at a much younger age.
In addition, for those students whose schools only offer Chinese once or twice per week, regular exposure to Chinese via CLSC tutoring and small private classes, will enhance their overall Chinese learning experience.
1 Winnie Hu, "Non-Asians Show a Growing Interest in Chinese Courses," The New York Times, November 29, 2006.
Culture: Learning the Chinese language and culture will allow students to explore an ancient culture, rich with innovation and historical significance. From writing Chinese characters, to learning about the 7 Sages during a watercolor painting exercise, to playing traditional Chinese games, students will be introduced to one of the oldest civilizations in the world.
Communication: Mandarin Chinese is spoken by nearly one out of every four people on the planet. As China grows in economic and political importance, it is critical that U.S. students become global citizens, and that they are given the opportunity to communicate in Chinese and to be familiar with Chinese customs and culture.
Enhanced Cognitive Ability: [From the BBC News and the Guardian, June 30, 2003] According to Dr. Sophie Scott, a psychologist at the Wellcome Trust, and colleagues from hospitals in Oxford and London who performed brain scans on volunteers as they listened to their native languages, when English speakers heard English, their left temporal lobes lit up on screen. When Mandarin Chinese speakers heard their native tongue, both right and left lobes buzzed with activity.
The left temporal lobe is normally associated with piecing sounds together into words; the right with processing melody and intonation.
"Speech really is a complex sound," said Dr Scott. "As well as understanding words, the brain uses the way in which words are spoken, such as intonation and melody, to turn spoken language into meaning. This system has to be robust and flexible enough to deal with variations in speech sounds such as regional accents. We think Mandarin speakers interpret intonation and melody in the right temporal lobe to give correct meaning to the spoken words."
The study suggests that language itself might affect the way the brain develops in a young child.
Improved Skills: In its 1992 report, College Bound Seniors: The 1992 Profile of SAT and Achievement Test Takers, the College Entrance Examination Board reported that "students who averaged 4 or more years of foreign language study scored higher on the verbal section of the SAT than those who had studied 4 or more years in any other subject area. This finding echoes many experts' belief that learning a second language can improve not only a child's aptitude in English, but also enhance creativity and problem-solving skills."
Global Edge: Mandarin Chinese is spoken by nearly 25% of the world’s population. Treasury Secretary TimGeithner, former Australian Prime Minister Kevin Rudd, commentator and fundmanager Jim Rogers, former president of Goldman Sachs John L. Thornton, formerU.S. Ambassador to China Jon Huntsman, and News Corp's chairman Rupert Murdochare just a few of the world's leaders that speak Chinese or realize theimportance of learning Mandarin.
And, in April, 2011, the IMF predicted that China’s economy willsurpass the U.S.’s as early as 2016(2).
With the emergence of China as a growing global superpower, the importance understanding China's global relevance cannot be understated.
2 http://www.marketwatch.com/story/imf-bombshell-age-of-america-about-to-end-2011-04-25?pagenumber=1
Monday, September 27, 2010
Parents Debate the Merits of Chinese
Maybe they should sign their youngest children up for toddler league T-ball, instead?
http://blogs.wsj.com/metropolis/2010/09/27/parents-debate-the-rise-of-mandarin-at-elementary-schools/
By Yuliya Chernova
The growth of Mandarin classes at elementary schools in and around New York City stirred debate at UrbanBaby.com, a popular forum website for parents.
As The Journal reported, more schools around the city this year started offering — and in some cases requiring — Mandarin instruction, including New Explorations Into Science, Technology and Math (known as NEST+m), PS 20 on Manhattan’s Lower East Side and PS 310 in Sunset Park, Brooklyn. The rise of Mandarin stems, in part, from separate programs backed by the U.S. and Chinese governments that offer resources for the classes.
The UrbanBaby discussion took on the issue of whether Mandarin is appropriate for elementary-school children. Some writers on the anonymous forum suggested that there is no need to introduce a difficult language so early on, arguing that children won’t gain proficiency anyway when taught just once a week. As one commenter put it:
anyone who has tried to teach toddlers a foreign language that no one in their household speaks (inc nanny) will realize that the classes are just not enough - you need to either live there and immerse or have the immersion at home for it to take hold.
Other commenters suggested that it’s harder to find Mandarin practice outside of school, making it even more unlikely that the language would stick for young students. Some contributors to the forum argued that Spanish will be the predominant and most useful second language in the U.S. for years to come, so schools should focus on it. One commenter was skeptical about language instruction in general for elementary students: “But is it really necessary for a child at the age of 5 to be taught some random language? I can think of 10 other things that could be done with that time.”
Some contributors spoke out in support of early exposure to Mandarin. One person, identified as a NEST+m parent, argued that “the daytime class gives you a place to start if you decide to embrace it. Otherwise just do the minimum and treat it like on of the other non-core subjects e.g. dance.”
Another self-identified parent of a student in the NEST+m Mandarin program said the once-a-week class was “more about the culture/geography so far and less about the language,” which served as an important introduction to China generally.
http://blogs.wsj.com/metropolis/2010/09/27/parents-debate-the-rise-of-mandarin-at-elementary-schools/
By Yuliya Chernova
The growth of Mandarin classes at elementary schools in and around New York City stirred debate at UrbanBaby.com, a popular forum website for parents.
As The Journal reported, more schools around the city this year started offering — and in some cases requiring — Mandarin instruction, including New Explorations Into Science, Technology and Math (known as NEST+m), PS 20 on Manhattan’s Lower East Side and PS 310 in Sunset Park, Brooklyn. The rise of Mandarin stems, in part, from separate programs backed by the U.S. and Chinese governments that offer resources for the classes.
The UrbanBaby discussion took on the issue of whether Mandarin is appropriate for elementary-school children. Some writers on the anonymous forum suggested that there is no need to introduce a difficult language so early on, arguing that children won’t gain proficiency anyway when taught just once a week. As one commenter put it:
anyone who has tried to teach toddlers a foreign language that no one in their household speaks (inc nanny) will realize that the classes are just not enough - you need to either live there and immerse or have the immersion at home for it to take hold.
Other commenters suggested that it’s harder to find Mandarin practice outside of school, making it even more unlikely that the language would stick for young students. Some contributors to the forum argued that Spanish will be the predominant and most useful second language in the U.S. for years to come, so schools should focus on it. One commenter was skeptical about language instruction in general for elementary students: “But is it really necessary for a child at the age of 5 to be taught some random language? I can think of 10 other things that could be done with that time.”
Some contributors spoke out in support of early exposure to Mandarin. One person, identified as a NEST+m parent, argued that “the daytime class gives you a place to start if you decide to embrace it. Otherwise just do the minimum and treat it like on of the other non-core subjects e.g. dance.”
Another self-identified parent of a student in the NEST+m Mandarin program said the once-a-week class was “more about the culture/geography so far and less about the language,” which served as an important introduction to China generally.
Sunday, September 12, 2010
Peabody Essex Museum the First to Show Off Hidden Works
http://www.boston.com/ae/theater_arts/exhibitionist/2010/07/peabody_essex_m.html
By Geoff Edgers
Globe Staff
A special international partnership will make the Peabody Essex Museum the first place in the world to display a group of 90 imperial objects from a hidden Chinese palace complex inside Beijing's Forbidden City.
Related
Photos
Rare art on display
•Video A preview of the show in Salem
For nearly 500 years, the sprawling Forbidden City served as the home of Chinese emperors. When the last emperor was forced out in 1924, the government closed the doors on a two-acre compound deep within the Forbidden City, filled with magnificent 18th-century artworks and other objects.
Now the US public will see those works for the first time in a show called "The Emperor's Private Paradise: Treasures from the Forbidden City." The objects, which range from paintings and murals to exquisite pieces of furniture and jades, will make up an exhibition running Sept. 14-Jan. 9 at the Salem museum. Organized by PEM with the Palace Museum, Beijing and the New York-based World Monuments Fund, the show will then travel to the Metropolitan Museum of Art and Milwaukee Art Museum.
“These are objects created by the finest artists at the time, and they’ve never been seen before,” said PEM curator of Chinese art Nancy Berliner, speaking by phone this week from the Forbidden City, where she and a group of museum workers are readying the objects that will be brought to Salem for the show.
It is extremely unusual for China to send cultural objects abroad, and the museum will be the first place anywhere -- including China -- that these pieces will be shown to the public.
The partnership springs from an ambitious $25 million project to renovate the palace garden complex, a project that began in 2001 and won’t be complete until 2019. Officials from the World Monuments Fund overseeing the restoration were impressed by PEM’s installation of Yin Yu Tang, a late Qing dynasty merchants' house, at the museum. After viewing the house in 2004, the nonprofit organization hired Berliner as a consultant.
That led to the Salem museum's coup.
This week, as temperatures in Beijing have risen to 104 degrees, Berliner and four other museum staffers have been meticulously packing up the objects in the palace compound created by Emperor Qianlong in the 18th century and last occupied by Emperor Puyi. It is a quiet, contemplative space, Berliner said, where there is often only room to walk single file because the emperor never intended it to be experienced by groups. Of the
27 buildings in the garden complex, just one has been restored so far.
Speaking by phone from a building that had not yet been restored, Berliner said she was holding a flashlight because there were no lights.
“The feeling inside these buildings and in the garden as a whole is a little bit like being in an incredibly luxurious and contemplative playground,” said Berliner, who noted that she has visited the Forbidden City hundreds of times since her first visit in 1980 but only gained access to Qianlong's complex in recent years.
The museum has great expectations for the exhibition, projecting that it will draw as many as 85,000 visitors. That would make it the second most attended at the museum since its reopening after a major expansion in 2003.
But bringing “The Emperor’s Private Paradise” to Salem is not cheap. The exhibition will cost $1.8 million, or more than the museum spent on exhibitions for all of 2009. All but $300,000 is being covered through support from the Carpenter Foundation, American Express, Mandarin Oriental, and other sponsors.
“This is once-in-a-lifetime material,” said Lynda Roscoe Hartigan, the museum’s chief curator. “This truly is one of those shows where a lot of stars have aligned to make this possible.”
In Salem, Berliner hopes to use architectural flourishes to re-create the feel of the 18th-century garden complex. The works on hand will provide a stunning window into the private universe crafted by China’s rulers. A Buddhist shrine painted on silk shows a series of holy and supernatural figures with Qianlong, depicted in gold, at the center. A carved wooden throne features bamboo thread marquetry, gold paintings, and a jade inlay. And then there is the jade screen depicting the 16 disciples of the Buddha. Only recently did restorers discover that Qianlong, who commissioned the work, had the screen installed in a way that hid the golden images painted on its reverse side. Conservators never knew of that other side.
“He installed it so the panels were actually up against walls," Berliner said. "When they took it out, they discovered that on the side of the panels that faced the walls were these incredibly beautiful paintings of botanical motifs that had never been seen before.”
The Forbidden City is one of the world's most popular tourist attractions, drawing more than seven million people a year. None of the buildings in Qianlong garden complex, however, have been open to the public.
Peabody Essex Museum director Dan Monroe said that he was moved, walking through the hidden space for the first time.
"There are several gates and doors and pathways, but it shocks you with its immensity," he said. "It’s full of large monumental buildings and small buildings and water features and bridges. And it’s a spectacular space that was designed for tranquility and harmony."
Henry Ng, executive vice president of the World Monuments Fund, said that the Palace Museum's trust in Berliner made it possible to bring the works to the United States.
"I don't think it could be done anywhere else," said Ng. "Nancy is the reason they're letting them go."
Hartigan emphasized the beauty of the works that will be on display.
"The fact that the garden itself is this exquisite combination of art, architecture, and nature and that this comes across so clearly in the exhibition is another important aspect of this," she said. "The notion that not even the Chinese themelves have seen these artworks is really remarkable."
Berliner believes it is unlikely that works from the garden complex will ever be allowed out once the restoration is complete. That means, she says, this will be the first and last time these objects will be seen in the United States.
Geoff Edgers can be reached at gedgers@globe.com
By Geoff Edgers
Globe Staff
A special international partnership will make the Peabody Essex Museum the first place in the world to display a group of 90 imperial objects from a hidden Chinese palace complex inside Beijing's Forbidden City.
Related
Photos
Rare art on display
•Video A preview of the show in Salem
For nearly 500 years, the sprawling Forbidden City served as the home of Chinese emperors. When the last emperor was forced out in 1924, the government closed the doors on a two-acre compound deep within the Forbidden City, filled with magnificent 18th-century artworks and other objects.
Now the US public will see those works for the first time in a show called "The Emperor's Private Paradise: Treasures from the Forbidden City." The objects, which range from paintings and murals to exquisite pieces of furniture and jades, will make up an exhibition running Sept. 14-Jan. 9 at the Salem museum. Organized by PEM with the Palace Museum, Beijing and the New York-based World Monuments Fund, the show will then travel to the Metropolitan Museum of Art and Milwaukee Art Museum.
“These are objects created by the finest artists at the time, and they’ve never been seen before,” said PEM curator of Chinese art Nancy Berliner, speaking by phone this week from the Forbidden City, where she and a group of museum workers are readying the objects that will be brought to Salem for the show.
It is extremely unusual for China to send cultural objects abroad, and the museum will be the first place anywhere -- including China -- that these pieces will be shown to the public.
The partnership springs from an ambitious $25 million project to renovate the palace garden complex, a project that began in 2001 and won’t be complete until 2019. Officials from the World Monuments Fund overseeing the restoration were impressed by PEM’s installation of Yin Yu Tang, a late Qing dynasty merchants' house, at the museum. After viewing the house in 2004, the nonprofit organization hired Berliner as a consultant.
That led to the Salem museum's coup.
This week, as temperatures in Beijing have risen to 104 degrees, Berliner and four other museum staffers have been meticulously packing up the objects in the palace compound created by Emperor Qianlong in the 18th century and last occupied by Emperor Puyi. It is a quiet, contemplative space, Berliner said, where there is often only room to walk single file because the emperor never intended it to be experienced by groups. Of the
27 buildings in the garden complex, just one has been restored so far.
Speaking by phone from a building that had not yet been restored, Berliner said she was holding a flashlight because there were no lights.
“The feeling inside these buildings and in the garden as a whole is a little bit like being in an incredibly luxurious and contemplative playground,” said Berliner, who noted that she has visited the Forbidden City hundreds of times since her first visit in 1980 but only gained access to Qianlong's complex in recent years.
The museum has great expectations for the exhibition, projecting that it will draw as many as 85,000 visitors. That would make it the second most attended at the museum since its reopening after a major expansion in 2003.
But bringing “The Emperor’s Private Paradise” to Salem is not cheap. The exhibition will cost $1.8 million, or more than the museum spent on exhibitions for all of 2009. All but $300,000 is being covered through support from the Carpenter Foundation, American Express, Mandarin Oriental, and other sponsors.
“This is once-in-a-lifetime material,” said Lynda Roscoe Hartigan, the museum’s chief curator. “This truly is one of those shows where a lot of stars have aligned to make this possible.”
In Salem, Berliner hopes to use architectural flourishes to re-create the feel of the 18th-century garden complex. The works on hand will provide a stunning window into the private universe crafted by China’s rulers. A Buddhist shrine painted on silk shows a series of holy and supernatural figures with Qianlong, depicted in gold, at the center. A carved wooden throne features bamboo thread marquetry, gold paintings, and a jade inlay. And then there is the jade screen depicting the 16 disciples of the Buddha. Only recently did restorers discover that Qianlong, who commissioned the work, had the screen installed in a way that hid the golden images painted on its reverse side. Conservators never knew of that other side.
“He installed it so the panels were actually up against walls," Berliner said. "When they took it out, they discovered that on the side of the panels that faced the walls were these incredibly beautiful paintings of botanical motifs that had never been seen before.”
The Forbidden City is one of the world's most popular tourist attractions, drawing more than seven million people a year. None of the buildings in Qianlong garden complex, however, have been open to the public.
Peabody Essex Museum director Dan Monroe said that he was moved, walking through the hidden space for the first time.
"There are several gates and doors and pathways, but it shocks you with its immensity," he said. "It’s full of large monumental buildings and small buildings and water features and bridges. And it’s a spectacular space that was designed for tranquility and harmony."
Henry Ng, executive vice president of the World Monuments Fund, said that the Palace Museum's trust in Berliner made it possible to bring the works to the United States.
"I don't think it could be done anywhere else," said Ng. "Nancy is the reason they're letting them go."
Hartigan emphasized the beauty of the works that will be on display.
"The fact that the garden itself is this exquisite combination of art, architecture, and nature and that this comes across so clearly in the exhibition is another important aspect of this," she said. "The notion that not even the Chinese themelves have seen these artworks is really remarkable."
Berliner believes it is unlikely that works from the garden complex will ever be allowed out once the restoration is complete. That means, she says, this will be the first and last time these objects will be seen in the United States.
Geoff Edgers can be reached at gedgers@globe.com
The World of Khublai Khan at the Met
Special Exhibition
The World of Khubilai Khan: Chinese Art in the Yuan Dynasty
September 28, 2010–January 2, 2011
The Tisch Galleries, 2nd floor
This exhibition will cover the period from 1215, the year of Khubilai's birth, to 1368, the year of the fall of the Yuan dynasty in China founded by Khubilai Khan, and will feature every art form, including paintings, sculpture, gold and silver, textiles, ceramics, lacquer, and other decorative arts, religious and secular. The exhibition will highlight new art forms and styles generated in China as a result of the unification of China under the Yuan dynasty and the massive influx of craftsmen from all over the vast Mongol empire—with reverberations in Italian art of the fourteenth century.
The World of Khubilai Khan: Chinese Art in the Yuan Dynasty
September 28, 2010–January 2, 2011
The Tisch Galleries, 2nd floor
This exhibition will cover the period from 1215, the year of Khubilai's birth, to 1368, the year of the fall of the Yuan dynasty in China founded by Khubilai Khan, and will feature every art form, including paintings, sculpture, gold and silver, textiles, ceramics, lacquer, and other decorative arts, religious and secular. The exhibition will highlight new art forms and styles generated in China as a result of the unification of China under the Yuan dynasty and the massive influx of craftsmen from all over the vast Mongol empire—with reverberations in Italian art of the fourteenth century.
NY Times on Chinese Language Learning and Testing
From http://www.nytimes.com/2010/09/12/weekinreview/12rosenthal.html?pagewanted=2&_r=2&sq=Testing,%20%20the%20Chinese%20Way&st=cse&scp=1
When my children were 6 and 8, taking tests was as much a part of the rhythm of their school day as tag at recess or listening to stories at circle time. There were the “mad minute” math quizzes twice each week, with the results elaborately graphed. There were regular spelling quizzes. Even today I have my daughter’s minutely graded third-grade science exams, with grades like 23/25 or A minus.
We were living in China, where their school blended a mostly Western elementary school curriculum with the emphasis on discipline and testing that typifies Asian educational styles. In Asia, such a march of tests for young children was regarded as normal, and not evil or particularly anxiety provoking. That made for some interesting culture clashes. I remember nearly constant tension between the Asian parents, who wanted still more tests and homework, and the Western parents, who were more concerned with whether their kids were having fun — and wanted less.
I still have occasional nightmares about a miserable summer vacation spent force-feeding flash cards into the brain of my 5-year-old son — who was clearly not “ready” to read, but through herculean effort and tears, learned anyway. Reading was simply a requirement for progressing from kindergarten to first grade. How could he take tests and do worksheets if he couldn’t read the questions?
But Andrew and Cara, now 16 and 18, have only the warmest memories of their years at the International School of Beijing — they mostly didn’t understand that they were being “tested.” As educators and parents in the United States debate new federal programs that will probably expose young children to far more exams and quizzes than is the current norm, I think often of the ups and downs of my children’s elementary education. What makes a test feel like an interesting challenge rather than an anxiety-provoking assault?
Testing of young children had been out of favor for decades among early-childhood educators in the United States, who worry that it stifles creativity and harms self-esteem, and does not accurately reflect the style and irregular pace of children’s learning anyway. (There may be some truth to that. My son, who suffered the flash card assault, was by age 7 the family’s most voracious reader.) Testing young children has been so out of favor that even the test-based No Child Left Behind law doesn’t start testing students’ reading abilities until after third grade — at which point, some educators believe, it is too late to remedy deficiencies.
But recently, American education’s “no test” philosophy for young children has been coming under assault, as government programs strongly promote the practice.
First there was No Child Left Behind, which took effect in 2003 and required states to give all students standardized tests to measure school progress.
Now, President Obama’s Race to the Top educational competition — which announced billions of dollars in state grants this month — includes and encourages more reliance on what educators call “formative tests” or “formative assessments.” These are not the big once-a-year or once-in-a-lifetime exams, like the SATs, but a stream of smaller, less monumental tests, designed in theory, at least, primarily to help students and their teachers know how they’re doing.
Some education experts hail the change as a step forward from the ideological dark ages. “Research has long shown that more frequent testing is beneficial to kids, but educators have resisted this finding,” said Gregory J. Cizek, a professor of educational measurement and evaluation at the University of North Carolina at Chapel Hill.
Of course, the tests have to be age-appropriate, Professor Cizek notes, and the Race to the Top program includes funds for research to develop new exams. Filling in three pages of multiple-choice bubbles may not be appropriate for young children. Likewise “high stakes” tests — like the Chinese university entrance exam, which alone determines university placement — create anxiety and may unfairly derail a youngster’s future based on poor performance on a single day.
But Professor Cizek, who started his career as a second-grade teacher, said the prevailing philosophy of offering young children unconditional praise and support was probably not the best prescription for successful education. “What’s best for kids is frequent testing, where even if they do badly, they can get help and improve and have the satisfaction of doing better,” he said. “Kids don’t get self-esteem by people just telling them they are wonderful.”
Other educators recoil at the thought of more tests. “The Obama administration is using the power of the purse to compel states to add more destructive testing,” said Alfie Kohn, author of “The Case Against Standardized Testing” and many other books on education. “With Race to the Top the bad news has gotten worse, with a relentless regimen that turns schools into test prep courses.”
He said genuine learning in young children was a global process, while tests look at narrow and specific skills, and good teachers don’t need tests to know if a child is learning. He added that for young children, good test results were more a function of whether children can sit still or hold a pencil. “These tests are being added in the name of accountability despite the objections of early-childhood educators who say they have no place in the classrooms,” he said.
Rather than a “low-stress tool to identify gaps in the learning process,” he added, “they are used as a club to punish students who need help.”
I will not pretend that raising children amid a stream of tests is a Zen experience, for them or for their parents. In Beijing, both of my children had subjects or grades in which they performed poorly. There was an entire elementary school year in which my son got consistently mediocre grades in math, in English, in everything, it seemed. It took endless parental cheerleading to maintain his self-esteem. And there were times when — yes — I’m sure he felt bad about himself.
But let’s face it, life is filled with all kinds of tests — some you ace and some you flunk — so at some point you have to get used to it. “Schools do a lot of nurturing and facilitating, and then it’s a bit of a shock for children when they have to sit at a desk all alone and be tested,” Professor Cizek said.
When testing is commonplace and the teachers are supportive — as my children’s were, for the most part — the tests felt like so many puzzles; not so much a judgment on your being, but an interesting challenge. It is a testament to the International School of Beijing — or to the malleability of childhood memory — that Andrew now says he did not realize that he was being tested. Will tests be like that in a national program, like Race to the Top?
When we moved back to New York City, my children, then 9 and 11, started at a progressive school with no real tests, no grades, not even auditions for the annual school musical. They didn’t last long. It turned out they had come to like the feedback of testing.
“How do I know if I get what’s going on in math class?” my daughter asked with obvious discomfort after a month. Primed with Beijing test-taking experience, they each soon tested into New York City’s academic public schools — where they have had tests aplenty and (probably not surprisingly) a high proportion of Asian classmates.
When my children were 6 and 8, taking tests was as much a part of the rhythm of their school day as tag at recess or listening to stories at circle time. There were the “mad minute” math quizzes twice each week, with the results elaborately graphed. There were regular spelling quizzes. Even today I have my daughter’s minutely graded third-grade science exams, with grades like 23/25 or A minus.
We were living in China, where their school blended a mostly Western elementary school curriculum with the emphasis on discipline and testing that typifies Asian educational styles. In Asia, such a march of tests for young children was regarded as normal, and not evil or particularly anxiety provoking. That made for some interesting culture clashes. I remember nearly constant tension between the Asian parents, who wanted still more tests and homework, and the Western parents, who were more concerned with whether their kids were having fun — and wanted less.
I still have occasional nightmares about a miserable summer vacation spent force-feeding flash cards into the brain of my 5-year-old son — who was clearly not “ready” to read, but through herculean effort and tears, learned anyway. Reading was simply a requirement for progressing from kindergarten to first grade. How could he take tests and do worksheets if he couldn’t read the questions?
But Andrew and Cara, now 16 and 18, have only the warmest memories of their years at the International School of Beijing — they mostly didn’t understand that they were being “tested.” As educators and parents in the United States debate new federal programs that will probably expose young children to far more exams and quizzes than is the current norm, I think often of the ups and downs of my children’s elementary education. What makes a test feel like an interesting challenge rather than an anxiety-provoking assault?
Testing of young children had been out of favor for decades among early-childhood educators in the United States, who worry that it stifles creativity and harms self-esteem, and does not accurately reflect the style and irregular pace of children’s learning anyway. (There may be some truth to that. My son, who suffered the flash card assault, was by age 7 the family’s most voracious reader.) Testing young children has been so out of favor that even the test-based No Child Left Behind law doesn’t start testing students’ reading abilities until after third grade — at which point, some educators believe, it is too late to remedy deficiencies.
But recently, American education’s “no test” philosophy for young children has been coming under assault, as government programs strongly promote the practice.
First there was No Child Left Behind, which took effect in 2003 and required states to give all students standardized tests to measure school progress.
Now, President Obama’s Race to the Top educational competition — which announced billions of dollars in state grants this month — includes and encourages more reliance on what educators call “formative tests” or “formative assessments.” These are not the big once-a-year or once-in-a-lifetime exams, like the SATs, but a stream of smaller, less monumental tests, designed in theory, at least, primarily to help students and their teachers know how they’re doing.
Some education experts hail the change as a step forward from the ideological dark ages. “Research has long shown that more frequent testing is beneficial to kids, but educators have resisted this finding,” said Gregory J. Cizek, a professor of educational measurement and evaluation at the University of North Carolina at Chapel Hill.
Of course, the tests have to be age-appropriate, Professor Cizek notes, and the Race to the Top program includes funds for research to develop new exams. Filling in three pages of multiple-choice bubbles may not be appropriate for young children. Likewise “high stakes” tests — like the Chinese university entrance exam, which alone determines university placement — create anxiety and may unfairly derail a youngster’s future based on poor performance on a single day.
But Professor Cizek, who started his career as a second-grade teacher, said the prevailing philosophy of offering young children unconditional praise and support was probably not the best prescription for successful education. “What’s best for kids is frequent testing, where even if they do badly, they can get help and improve and have the satisfaction of doing better,” he said. “Kids don’t get self-esteem by people just telling them they are wonderful.”
Other educators recoil at the thought of more tests. “The Obama administration is using the power of the purse to compel states to add more destructive testing,” said Alfie Kohn, author of “The Case Against Standardized Testing” and many other books on education. “With Race to the Top the bad news has gotten worse, with a relentless regimen that turns schools into test prep courses.”
He said genuine learning in young children was a global process, while tests look at narrow and specific skills, and good teachers don’t need tests to know if a child is learning. He added that for young children, good test results were more a function of whether children can sit still or hold a pencil. “These tests are being added in the name of accountability despite the objections of early-childhood educators who say they have no place in the classrooms,” he said.
Rather than a “low-stress tool to identify gaps in the learning process,” he added, “they are used as a club to punish students who need help.”
I will not pretend that raising children amid a stream of tests is a Zen experience, for them or for their parents. In Beijing, both of my children had subjects or grades in which they performed poorly. There was an entire elementary school year in which my son got consistently mediocre grades in math, in English, in everything, it seemed. It took endless parental cheerleading to maintain his self-esteem. And there were times when — yes — I’m sure he felt bad about himself.
But let’s face it, life is filled with all kinds of tests — some you ace and some you flunk — so at some point you have to get used to it. “Schools do a lot of nurturing and facilitating, and then it’s a bit of a shock for children when they have to sit at a desk all alone and be tested,” Professor Cizek said.
When testing is commonplace and the teachers are supportive — as my children’s were, for the most part — the tests felt like so many puzzles; not so much a judgment on your being, but an interesting challenge. It is a testament to the International School of Beijing — or to the malleability of childhood memory — that Andrew now says he did not realize that he was being tested. Will tests be like that in a national program, like Race to the Top?
When we moved back to New York City, my children, then 9 and 11, started at a progressive school with no real tests, no grades, not even auditions for the annual school musical. They didn’t last long. It turned out they had come to like the feedback of testing.
“How do I know if I get what’s going on in math class?” my daughter asked with obvious discomfort after a month. Primed with Beijing test-taking experience, they each soon tested into New York City’s academic public schools — where they have had tests aplenty and (probably not surprisingly) a high proportion of Asian classmates.
Saturday, May 16, 2009
Why Study Mandarin Chinese?
Since so many people ask how young a child should be before learning a second language, or why a child should learn Chinese, as opposed to a more "westernized" language such as Spanish, I thought it could be helpful to post an article from our web site, www.ChineseLanguageSchool.org, on "Why Study Chinese."
Here we go...
"Congratulations on starting the search for your child's Chinese language introduction.
Education experts agree that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly proficient in the language.
For example, each Mandarin syllable has four tones that can mean different things. For example, "ma" in the first tone means "mother," while spoken in the third tone means "horse." Younger children find it much easier to learn a tonal language such as Chinese because they can mimic sounds much easier than older children or adults.
According to the Connecticut Department of Education, the number of public school students studying Mandarin, mostly non-Asian, has seen a more than ten-fold increase from 2004 to 20061. As more Connecticut public and private schools offer Mandarin classes at the middle school and high school level, CLSC students will have an educational advantage since they will have started at a much younger age.
In addition, for those students whose schools only offer Chinese once or twice per week, regular exposure to Chinese via CLSC tutoring and small private classes, will enhance their overall Chinese learning experience.
1 Winnie Hu, "Non-Asians Show a Growing Interest in Chinese Courses," The New York Times, November 29, 2006.
Culture: Learning the Chinese language and culture will allow students to explore an ancient culture, rich with innovation and historical significance. From writing Chinese characters, to learning about the 7 Sages during a watercolor painting exercise, to playing traditional Chinese games, students will be introduced to one of the oldest civilizations in the world.
Communication: Mandarin Chinese is spoken by nearly one out of every four people on the planet. As China grows in economic and political importance, it is critical that U.S. students become global citizens, and that they are given the opportunity to communicate in Chinese and to be familiar with Chinese customs and culture.
Enhanced Cognitive Ability: [From the BBC News and the Guardian, June 30, 2003] According to Dr. Sophie Scott, a psychologist at the Wellcome Trust, and colleagues from hospitals in Oxford and London who performed brain scans on volunteers as they listened to their native languages, when English speakers heard English, their left temporal lobes lit up on screen. When Mandarin Chinese speakers heard their native tongue, both right and left lobes buzzed with activity.
The left temporal lobe is normally associated with piecing sounds together into words; the right with processing melody and intonation.
"Speech really is a complex sound," said Dr Scott. "As well as understanding words, the brain uses the way in which words are spoken, such as intonation and melody, to turn spoken language into meaning. This system has to be robust and flexible enough to deal with variations in speech sounds such as regional accents. We think Mandarin speakers interpret intonation and melody in the right temporal lobe to give correct meaning to the spoken words."
The study suggests that language itself might affect the way the brain develops in a young child.
Improved Skills: In its 1992 report, College Bound Seniors: The 1992 Profile of SAT and Achievement Test Takers, the College Entrance Examination Board reported that "students who averaged 4 or more years of foreign language study scored higher on the verbal section of the SAT than those who had studied 4 or more years in any other subject area. This finding echoes many experts' belief that learning a second language can improve not only a child's aptitude in English, but also enhance creativity and problem-solving skills."
Global Edge: Treasury Secretary Tim Geithner, Australia Prime Minister Kevin Rudd, commentator and fund manager Jim Rogers, former president of Goldman Sachs John L. Thornton, and News Corp's chairman Rupert Murdoch are just a few of the world's leaders that speak Chinese or realize the importance of learning Mandarin.1 With the emergence of China as a global economic superpower (Goldman Sachs famously prophesizes that China will overtake the US as the world's largest economy by 2050, and China is now the world's third-largest trading nation.2), the importance understanding China's global relevance cannot be understated. "
1 Ellen Gamerman, "Drilling Kids in Chinese," The Wall Street Journal, March 17, 2007.
2 Kevin Rudd, Peking University, April 9, 2008
Here we go...
"Congratulations on starting the search for your child's Chinese language introduction.
Education experts agree that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly proficient in the language.
For example, each Mandarin syllable has four tones that can mean different things. For example, "ma" in the first tone means "mother," while spoken in the third tone means "horse." Younger children find it much easier to learn a tonal language such as Chinese because they can mimic sounds much easier than older children or adults.
According to the Connecticut Department of Education, the number of public school students studying Mandarin, mostly non-Asian, has seen a more than ten-fold increase from 2004 to 20061. As more Connecticut public and private schools offer Mandarin classes at the middle school and high school level, CLSC students will have an educational advantage since they will have started at a much younger age.
In addition, for those students whose schools only offer Chinese once or twice per week, regular exposure to Chinese via CLSC tutoring and small private classes, will enhance their overall Chinese learning experience.
1 Winnie Hu, "Non-Asians Show a Growing Interest in Chinese Courses," The New York Times, November 29, 2006.
Culture: Learning the Chinese language and culture will allow students to explore an ancient culture, rich with innovation and historical significance. From writing Chinese characters, to learning about the 7 Sages during a watercolor painting exercise, to playing traditional Chinese games, students will be introduced to one of the oldest civilizations in the world.
Communication: Mandarin Chinese is spoken by nearly one out of every four people on the planet. As China grows in economic and political importance, it is critical that U.S. students become global citizens, and that they are given the opportunity to communicate in Chinese and to be familiar with Chinese customs and culture.
Enhanced Cognitive Ability: [From the BBC News and the Guardian, June 30, 2003] According to Dr. Sophie Scott, a psychologist at the Wellcome Trust, and colleagues from hospitals in Oxford and London who performed brain scans on volunteers as they listened to their native languages, when English speakers heard English, their left temporal lobes lit up on screen. When Mandarin Chinese speakers heard their native tongue, both right and left lobes buzzed with activity.
The left temporal lobe is normally associated with piecing sounds together into words; the right with processing melody and intonation.
"Speech really is a complex sound," said Dr Scott. "As well as understanding words, the brain uses the way in which words are spoken, such as intonation and melody, to turn spoken language into meaning. This system has to be robust and flexible enough to deal with variations in speech sounds such as regional accents. We think Mandarin speakers interpret intonation and melody in the right temporal lobe to give correct meaning to the spoken words."
The study suggests that language itself might affect the way the brain develops in a young child.
Improved Skills: In its 1992 report, College Bound Seniors: The 1992 Profile of SAT and Achievement Test Takers, the College Entrance Examination Board reported that "students who averaged 4 or more years of foreign language study scored higher on the verbal section of the SAT than those who had studied 4 or more years in any other subject area. This finding echoes many experts' belief that learning a second language can improve not only a child's aptitude in English, but also enhance creativity and problem-solving skills."
Global Edge: Treasury Secretary Tim Geithner, Australia Prime Minister Kevin Rudd, commentator and fund manager Jim Rogers, former president of Goldman Sachs John L. Thornton, and News Corp's chairman Rupert Murdoch are just a few of the world's leaders that speak Chinese or realize the importance of learning Mandarin.1 With the emergence of China as a global economic superpower (Goldman Sachs famously prophesizes that China will overtake the US as the world's largest economy by 2050, and China is now the world's third-largest trading nation.2), the importance understanding China's global relevance cannot be understated. "
1 Ellen Gamerman, "Drilling Kids in Chinese," The Wall Street Journal, March 17, 2007.
2 Kevin Rudd, Peking University, April 9, 2008
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