This course aims to guide students in rethinking "music" from a contemporary musicological perspective, understanding it as a cultural practice that is produced, perceived, and interpreted. Moving beyond traditional work-centered approaches, the course combines historical musicology, ethnomusicology, and critical theory to explore how music generates meaning within social structures, technological media, bodily experience, and power relations. Through engagement with key theoretical texts—such as studies on musical rhetoric, soundscape theory, and the material turn—as well as analysis of concrete case studies spanning art music, popular music, and everyday sound practices, students will acquire a range of musicological research methods while reflecting on the assumptions underlying listening, analysis, and writing. The course encourages students to integrate theory with their own research interests or practical experience, cultivating critical listening skills and interdisciplinary thinking.

Teaching Chinese is not just about teaching grammar and vocabulary; it is also about helping students understand the culture and thinking patterns behind the Chinese language. In the classroom, I focus on integrating language learning with practical communication. Through dialogues, text discussions, and cultural mini-activities, students can experience the charm of Chinese in real-life situations. I also respect each student's learning pace and interests, encouraging them to take risks and express themselves actively. Such a classroom not only helps students improve their language skills but also enables them to better understand Chinese culture and enjoy the process of learning Chinese.