Dajiao Festival of Cheung Chau

CDI020130516NSS Enriching Knowledge for the History Curriculum:

Seminar and Site Visit on Intangible Cultural Heritage – Dajiao Festival of Cheung Chau (New)

03.05.2013

Ms. SIN Sze-man, History panel head,

St. Paul's School (Lam Tin)

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Learning objectivesKnowledge 1. understand the definition of “intangible

cultural heritage”2. know the origin, development and social

value and function of Cheung Chau Dajiao Festival

Skills 1. strengthen students’ historical concepts of continuity and change and cause-and effect relationship

2. enhance students’ ability of comprehension, critical thinking and creativity

Attitude nurture students’ concern and respect of cultural preservation of “intangible cultural heritage”.Areas of Study

Junior secondary

Local traditional customs and culture

Senior secondary

Compulsory Part: the coexistence and interaction of Chinese and foreign culturesElective Part: Local heritage studies

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Design of the Package

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Trial lesson of Part IIIElementary Intermediat

eAdvanced

Learning objectivesMotivation PresentationConsolidation Extended Activity

Different activities: Mix and Match

depending on learning objectives and characteristics of students

Elementary Intermediate AdvancedLearning objectives

Objectives & rituals

Motivation Name of the festival

Presentation Its characteristics & intangible

cultural heritage

Importance of preserving this

festivalConsolidation Core value of

the festivalExtended Activity

Design a souvenior

Preserve a festival

Trial Lesson:Dajiao Festival of Cheung Chau: Keep It or Not?

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Trial Lesson:Dajiao Festival of Cheung Chau: Keep It or Not?

Activities marked * = From the packageCharacteristics of students

Teaching philosophy: SID

Level // no. of students:

S5 // 20 girls

Ability // Motivation: low – average // Average – (high)

Language: EMI

Scaffolding

Interest

Diversity • Input – process - output• Learning styles• Ability• Interest

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Trial lesson: A. MotivationInquiry Q Input Process Output

1. What is the meaning of the festival?-Different names of the festival & their meaning

• Video w/o picture: 28-4-2012長洲太平清醮飄色巡遊 (0:23 until correct guess)

• PPT: 3 names of festival

• Think-pair-share

• worksheet

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Trial lesson: B. PresentationInquiry Q Input Process Output

1.

* a. What are the characteristics of the festival?-Most memorable item & why-Chinese tradition & foreign/modern influence shown in the festival

• Video: 28-4-2012長洲太平清醮飄色巡遊 (5”)

• (readings)

• Individual

• Group discussion

• Blackboard

• Worksheet

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Trial lesson: B. PresentationInquiry Q Input Process Output

2. * Do you agree that the festival is qualified as intangible cultural heritage?

• (readings)

a. Major events of the festival

• PPT: T introduce the festival

b. Bun scrambling competition: change and continuity; why changes

• PPT • Groupdiscussion

• Groupcompetition

(take turn to give answer)

c. Definition of intangible cultural heritage and examples of the festival (each group responsible for 2 criteria)

• Worksheet

• Pictures for matching

• Group

discussion

• Group

presentation

• Worksheet

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B2: Readings

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Trial lesson: C. ConsolidationInquiry Q Input Process Output

2.2”

HW: Should this festival be preserved?-Perspective of different stakeholders

• Worksheet• (video)• (readings)

• Role play

• Blackboard

• Worksheet

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Trial lesson: D. Extended ActivityInquiry Q Input Process Output

2.

* a. How can the festival be promoted?-Design a souvenior-Class presentation

• (video)• (readings)• (Workshe

et)

Individual or group work

• Poster• Class

presentation

OR

b. Select one Chinese custom/festival in HK to-evaluate whether it can be used to promote heritage tourism; and-propose how to promote/improve/preserve this festival, if appropriate.

Individual • Essay

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D1

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D2

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Trial lesson: Further Adaptation Junior form Less details e.g. B2: •summary of the definition of intangible cultural heritage•1 picture for 1 group to analyze

More capable students

Less input e.g. Reading•Prepare their own mind More pre-lesson preparation e.g. B1•Collect and describe pictures by themselves •[flow of lesson: B1 first; then A2 by debate]

Teaching focus

Compulsory only: B1Elective only: B2, B3

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