Dajiao Festival of Cheung Chau CDI NSS Enriching Knowledge for the History Curriculum: Seminar and Site Visit on Intangible Cultural Heritage – Dajiao Festival of Cheung Chau (New) Ms. SIN Sze-man, History panel head, St. Paul's School (Lam Tin) 1

Learning objectives Knowledge1.understand the definition of “intangible cultural heritage” 2.know the origin, development and social value and function of Cheung Chau Dajiao Festival Skills1.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 secondaryLocal traditional customs and culture Senior secondaryCompulsory Part: the coexistence and interaction of Chinese and foreign cultures Elective Part: Local heritage studies 2

Design of the Package 3

Trial lesson of Part III ElementaryIntermediateAdvanced Learning objectives Motivation Presentation Consolidation Extended Activity Different activities: Mix and Match depending on learning objectives and characteristics of students ElementaryIntermediateAdvanced Learning objectivesObjectives & rituals MotivationName of the festival PresentationIts characteristics & intangible cultural heritage Importance of preserving this festival ConsolidationCore value of the festival Extended ActivityDesign a souveniorPreserve a festival Trial Lesson: Dajiao Festival of Cheung Chau: Keep It or Not? 4

Activities marked * = From the package Characteristics 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 5

Trial lesson: A. Motivation Inquiry QInputProcessOutput 1.What is the meaning of the festival? -Different names of the festival & their meaning Video w/o picture: 長洲太平 清醮飄色巡遊 (0:23 until correct guess) PPT: 3 names of festival Think- pair- share worksheet 6

Trial lesson: B. Presentation Inquiry QInputProcessOutput 1. * a. What are the characteristics of the festival? -Most memorable item & why -Chinese tradition & foreign/modern influence shown in the festival Video: 長洲 太平清醮 飄色巡遊 (5”) (readings) Individua l Group discussio n Blackboard Worksheet 7

Trial lesson: B. Presentation Inquiry QInputProcessOutput 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 Group discussion Group competition (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 8

B2: Readings 9

Trial lesson: C. Consolidation Inquiry QInputProcessOutput 2. 2” HW: Should this festival be preserved? -Perspective of different stakeholders Worksheet (video) (readings) Role play Blackboard Worksheet 10

Trial lesson: D. Extended Activity Inquiry QInputProcessOutput 2.* a. How can the festival be promoted? -Design a souvenior -Class presentation (video) (readings) (Worksheet) Individual or group work Poster Class presentatio n 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 11

D1 12

D2 13

Trial lesson: Further Adaptation Junior formLess 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 focusCompulsory only: B1 Elective only: B2, B3 14