III. Extended learning tasks
Tasks
Learning objectives
Names of activity
A
Elementary
level
1. To know the different
How would you
7. Concept map
introduce this traditional
8. Name of the festival
9. Introduction of the festival festival in Cheung Chau?
names of the Jiao
activities
Inquiry questions
2. To understand the nature
of this festival
3. To know more about
“intangible cultural
heritage”
B
1. To know the special
Intermediate
features of this festival
level
2. To understand why
7. Choice of souvenir
8. Symbol of the festival
9. Design of souvenir
What is the best symbol
of this traditional
festival?
Cheung Chau Jiao
Festival is an item of
“intangible cultural
heritage”
C
Advanced
level
1. To know the content and 7.
implication of this
8.
festival
9.
2. To understand the
Evaluation of video
What is the best way to
Design of pamphlet
promote and conserve
Proposal of cultural
this traditional festival in
heritage conservation
Hong Kong?
importance of this festival
3. To know the ways of
conservation
282 Learning and Teaching Resource Pack for Secondary History Curriculum
III. Extended Learning
A Elementary task
Inquiry question: How would you introduce
this traditional festival in Cheung Chau?
A7 Concept map
What do you know about the traditional festival in Cheung Chau? Watch the video and complete the
following concept map with your own knowledge.
Video clips: Cheung Chau Jiao Festival
OR other programmes such as
長洲太平清醮
http://www.youtube.com/watch?v=bJUfr_PUqJA for 5”
(Last access 3 January 2014)
吾土吾情
http://www.youtube.com/watch?NR=1&feature=endscreen&v=gMWQRFTBx3A
http://www.youtube.com/watch?feature=endscreen&v=J6SM2p_wiEM&NR=1
(Last access 3 January 2014)
Teaching tips:
Teachers can guide the students by asking the following questions:
1.
When, where and by whom is the Cheung Chau Jiao Festival organized?
2.
What are the religious and artistic elements of the Cheung Chau Jiao Festival?
3.
Why has the race of snatching buns on the bun towers appeared in the Cheung Chau Jiao Festival in
recent years?
4.
What are the risks that the Cheung Chau Jiao Festival has faced at the social level in recent years?
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
283
Who (participants):
1. ________ people
When (time of origin):
Late _____th century
Who (deities):
1. Pak Tai
Where (temple):
Pak Tai Temple
2. ________ people
2. _________
3. Cantonese people
3. Earth God
4. _________
When (time of celebration):
The ____th month of
the lunar calendar
Where (location):
________ Street,
Cheung Chau
Basic
information
Religious
aspect
Cheung Chau Jiao Festival
Artistic
aspect
Social aspect
What (rituals):
1. Inviting the sacred ones (i.e.
deities)
2. _______________________
3. Purifying the altar and
Consecration
4. _______________________
5. Feeding the water ghosts and
relieving them from suffering
6. Sending off the flower boat
7. Handing out talismans
8. _______________________
_______________________
9. Great offering to the
wandering spirits
10. _______________________
_______________________
11. Hailufeng _______________
_______________________
What (folk and
Why (Reasons for
traditional arts):
artistic development
What (threats):
1. _______________
related to the festival):
1. Knowing little about the
2. Qilin dance
1. Social identity /
3. _______________
Social _________/
4. ___________ craft
Sense of __________.
5. Devotional
Cantonese operas
6. _______________
_______________
_______________
2. Bustling, festive
atmosphere
3. Attracting a lot of
_____________
4. Importing techniques
from the ___________
region
process of ____________
2. _____________ of Cheung
Chau residents.
3. Gradual _______________ of
small-scale industries in
Cheung Chau
4. Reduction in the availability of
______________
5. _____________ in size of
operation
6. Simplification of rituals
284 Learning and Teaching Resource Pack for Secondary History Curriculum
Suggested answer (with the basic information):
Who (participants):
1. Huizhou people
When (time of origin):
Late 19th century
Who (deities):
1. Pak Tai
Where (temple):
Pak Tai Temple
2. Chaozhou people
2. Ghost King
3. Cantonese people
3. Earth God
4. Mountain God
When (time of celebration):
The 4th month of
What (rituals):
1. Inviting the sacred ones (i.e.
deities)
2. Cleaning the neighbourhood
3. Purifying the altar and
consecration
4. Offerings & repentances
5. Feeding the water ghosts and
relieving them from
suffering
6. Sending off the flower boat
7. Handing out talismans
8. Second composite-scene
parade
9. Great offering to the
wandering spirits
10. Snatching buns on bun
towers
11. Hailufeng white-characters
opera
the lunar calendar
Where (location):
Pak Tai Street,
Cheung Chau
Basic
information
Religious
aspect
Cheung Chau Jiao Festival
Artistic
aspect
Social aspect
What (folk and
Why (Reasons for
traditional arts):
artistic development
1. Colour floats
related to the festival):
What (threats):
2. Qilin dance
1. Social identity /
1. Knowing little about the process
3. Lion dance
Social coherence /
4. Paper craft
Sense of belonging.
5. Devotional
Cantonese opera
6. Snatching buns on
bun towers
2. Bustling, festive
atmosphere
3. Attracting a lot of
tourists
4. Importing techniques
from the Foshan region
of change
2. Emigration of Cheung Chau
residents.
3. Gradual disappearance of
small-scale industries in Cheung
Chau
4. Reduction in the availability of
resources
5. Shrinking in size of operation
6. Simplification of rituals
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
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A8 Name of the festival
Would you like to call the festival ‘Taiping Qingjiao’, ‘bun festival’ or other names? Explain your answer.
Name of the
festival
Reason(s)
Implication
Suggested answers for A8
Name of the
Cheung Chau Bun Festival
festival
Reason(s)
˙ easy to remember, especially for foreigners
˙ lucky bun: related to both the exciting race of snatching buns on the bun towers
and the religious meaning of blessing others
Implication
˙ focus more on its attraction to tourists rather than its religious tradition.
Name of the
Taiping Qingjiao of Cheung Chau
festival
Reason(s)
˙ There are different jiao rituals in each day of this annual event, and these are all
conducted by Taoist ritual masters.
˙ Conventionally, residents of Cheung Chau have called it the Cheung Chau
Taiping Qingjiao.
Implication
˙ more authentic as it is a traditional religious practice in Cheung Chau
Name of the
Free answer
festival
Reason(s)
Any reasonable answers
Implication
Any reasonable answers
286 Learning and Teaching Resource Pack for Secondary History Curriculum
A9 Introduction of the festival
To introduce the festival, you have to work individually or in pairs and you are required to
1.
select 1-4 pictures (primary or secondary source, or own drawing) that show(s) the characteristics of
the Festival related to intangible cultural heritage and paste it/them to the spaces provided.
2.
3.
describe the key message of the pictures; and
explain the reasons for choosing the picture(s).
Picture 1
Picture 2
Description of the picture:
Description of the picture:
Reasons for the choice:
Reasons for the choice:
Picture 3
Picture 4
Description of the picture:
Description of the picture:
Reasons for the choice:
Reasons for the choice:
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
287
Sample for A9
Picture(s)
with caption
The bun towers
Description
of the picture
Reasons for
the choice
These big and small bun towers made of lucky buns are located in the playground
outside the Pak Tai Temple. Sponsors of the activities include local communities,
kaifong associations and some charitable organizations. These bun towers are made to
thank the deities and bring good luck to everyone.
As reported by the local media, the race of snatching buns on the bun towers is one of
the most eye-catching activities of the Cheung Chau Jiao Festival. Apart from the local
residents of Cheung Chau, tourists are also attracted to obtain the buns distributed by
the activities organizer for their implications of peacefulness. As the bun towers have
become the well-known icon of the Cheung Chau Jiao Festival, the race of snatching
buns on the bun towers becomes the representative medium that unites the local
residents and tourists.
Marking
Total
1.
Picture(s) chosen: clear, relevant
2
2.
Description: clear, relevant, able to identify the key message
4
3.
Reasons: clear, logical, related to the characteristics of the Festival and
4
its nature as an intangible cultural heritage
10
Other comments:
288 Learning and Teaching Resource Pack for Secondary History Curriculum
Marks
B
Intermediate task
Inquiry question: What is the best symbol of
this traditional festival?
B7 Choice of souvenir
Look at the souvenirs in the pictures and do the two following tasks:
1. Search the souvenirs of this traditional festival that are not shown in the picture and paste the photos
or images of these souvenirs onto the area below.
Souvenirs which I can find from *books/internet/my own collection:
* Delete where appropriate
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
289
2. Referring to Task 1, which souvenir do you like most? Explain your answer.
Your choice
Reason
Suggested answer for task 2
Your choice
Free answer
Reason
Free answer: Students may refer to the design, the price,
the target recipient or other factors.
290 Learning and Teaching Resource Pack for Secondary History Curriculum
B8 Symbol of the festival
Nowadays, the ‘lucky bun’ has become the symbol of the Cheung Chau Jiao Festival. Do you know why?
Watch the video and find out the reasons.
Video: Cheung Chau Jiao Festival
Attractions of
Characteristics of the lucky bun
Why it is chosen as the symbol
Other items
Why they are not chosen as the symbol
the ‘lucky bun’
Other items
less appropriate
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
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Suggested answer
Attractions of
Characteristics of the lucky bun
Why it is chosen as the symbol
the ‘lucky bun’
Round shape of the buns & the
Cute; compatible with different products;
implication of ‘luck’
brings blessings
With different flavours
Delicious; a good idea for arranging
cookery class
The race of snatching buns on the bun
Exciting; widely covered by the media
towers
Attractive to different kinds of people
Other items
Other items
Why they are not chosen as the symbol
less appropriate
Lion dance
Not so unique, since there are also lion
dances in other occasions.
Devotional Cantonese operas
Not so unique, since there are also
devotional Cantonese operas around the
Buddha’s Birthday in many places.
Colour floats parade
Not so unique, since there is also a parade
in the evening of the 2nd Chinese New
Year Day
292 Learning and Teaching Resource Pack for Secondary History Curriculum
B9 Design of souvenir
You are required to complete the table according to the following instructions:
1.
design a brand-new souvenir for the festival that is not related to the lucky bun;
2.
describe the features and meaning of the souvenir and highlight the characteristics of the festival and
its nature as an intangible cultural heritage; and
3.
give a 5-minute presentation to the whole class to promote the product.
You may work in pair or in group.
The product and
its features
Link with the
festival and
intangible
cultural heritage
Class
Format
Content
presentation
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
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Sample for B9
The product
A commemorative stand featuring the Pak Tai Temple
and its features
Link with the
Festival
Class
presentation
Pak Tai Temple is one of the central places of religion and traditions among the
Cheung Chau residents. It is also the starting point and the destination of the
composite-scene parades. Even the race of snatching buns on the bun towers, i.e. the
finale of the Jiao Festival, is also held in the football field near the Pak Tai Temple.
Therefore, the Pak Tai Temple can be regarded as the focal point of the Cheung Chau
Jiao Festival.
Format
Content
The students shoot
and edit a
commercial clip of
about 30 seconds, and
play it during their
presentation in the
lesson.
A granny who is physically immobile recollects and narrates
the good old days to her grandchildren, and expresses how
much she misses the bustling and jolly atmosphere of the
Cheung Chau Jiao Festival. She wants to visit Cheung Chau
again and take part in the celebration of the Jiao Festival.
Thus, her grandchildren try their best to make a
commemorative stand featuring the Pak Tai Temple
according to its photos, showing their love and care for their
granny.
Marking
Total
1.
Design: interesting; creative; feasible
3
2.
Description: clear; relevant; interesting; related to the characteristics of
4
the festival and its nature as an intangible cultural heritage
3.
Class presentation: clear; able to sell the product; within the time limit
3
10
Other comments:
294 Learning and Teaching Resource Pack for Secondary History Curriculum
Marks
C
Advance task
Inquiry question: What is the best way to
promote and conserve this traditional festival
in Hong Kong?
C7 Evaluation of video
1. Do you think the video included in this package provides adequate information to explain why the
Cheung Chau Jiao Festival is inscribed onto the Third National List of Intangible Cultural Heritage?
Watch the video and explain your answer.
Video: Cheung Chau Jiao Festival
Meaning of intangible cultural heritage
Characteristics of the Cheung Chau Jiao
Festival mentioned in the video
Relevant
information
provided
(Yes or No)
It is transmitted from generation to
generation.
It is constantly recreated by communities
and groups in response to their
environment, their interaction with nature
and their history.
It provides the communities and groups
with a sense of identity and continuity, thus
promoting respect for cultural diversity and
human creativity.
It belongs to the practices, representations,
expressions, knowledge, skills, as well as
the instruments, objects, artifacts and
cultural spaces associated with the
UNESCO Convention for the Safeguarding
of the Intangible Cultural Heritage 2003.
Communities, groups and, in some cases,
individuals recognize them as part of their
heritage.
It is manifested in one of the following
domains: oral traditions and expressions,
including language as a vehicle of the
intangible cultural heritage; performing arts;
social practices, rituals and festive events;
knowledge and practices concerning nature
and the universe; traditional craftsmanship.
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
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Suggested answer
Meaning of intangible cultural heritage
Characteristics of the Cheung Chau Jiao
Festival mentioned in the video
It is transmitted from generation to
generation.
An annual event since the late 19th century
Yes
It is constantly recreated by communities
and groups in response to their
environment, their interaction with nature
and their history.
Changes in date, the race of snatching buns
on the bun towers, introduction of the
parade (see A3 Task 1 for details)
Yes
It provides the communities and groups
with a sense of identity and continuity, thus
promoting respect for cultural diversity and
human creativity.
Since the 19th century, the festival has been
held every year without any break. The
fundamental religious rituals of the
Hailufeng region is carried on, thus
providing a sense of identity and continuity.
On the other hand, it can also adapt to social
and economic changes and unite different
ethnic groups on the island. It also takes in
various cultural elements, e.g. Cantonese
operas, lion dance, colour floats, etc. It
brings into full play its creativity, and turns
the traditions of Huizhou and Chaozhou
people in Cheung Chau into a traditional
activity of the Cantonese people and other
ethnic groups as well.
Yes
It belongs to the practices, representations,
expressions, knowledge, skills, as well as
the instruments, objects, artifacts and
cultural spaces associated with the
UNESCO Convention for the Safeguarding
of the Intangible Cultural Heritage 2003.
Everything e.g. the paper effigy of the
Ghost King, the gongs and drums, the
colour floats, etc.
Yes
296 Learning and Teaching Resource Pack for Secondary History Curriculum
Relevant
information
provided
(Yes or No)
Meaning of intangible cultural heritage
Characteristics of the Cheung Chau Jiao
Festival mentioned in the video
Relevant
information
provided
(Yes or No)
Communities, groups and, in some cases,
individuals recognize them as part of their
heritage.
Residents of both Cheung Chau and Hong
Kong try to keep it as part of their tradition
through organizing and sponsoring the
festival.
Yes
It is manifested in one of the following
domains: oral traditions and expressions,
including language as a vehicle of the
intangible cultural heritage; performing arts;
social practices, rituals and festive events;
knowledge and practices concerning nature
and the universe; traditional craftsmanship.
Cheung Chau residents being mobilized to
donate money, take part in worshipping and
activities of entertaining the deities (social
practices, rituals and festive events).
Yes
Making of folk crafts by craft masters from
the Hailufeng region. The most important
paper craft items are the three giant deity
statues of the Ghost King, the Earth God
and the Mountain God, which are about five
metres tall.
2. Is the video “Cheung Chau Jiao Festival” useful as a media to let the public know and understand the
continuities and changes of this traditional festival?
Suggested answer:
Yes, it is useful. It has a good coverage of different aspects which include the following:
-
Origin of the festival
-
changing role of different clans in conserving the festival
-
traditional religious rituals with the addition of new elements
-
interview of the paper craft masters about the heritage of skills in making the folk craft
-
interview of historians and experts about the need and ways of cultural conservation
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
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C8 Design of pamphlet
To promote cultural tourism in Hong Kong, you are required to design a pamphlet (printed or electronic)
to:
1.
2.
introduce the Cheung Chau Jiao Festival; and
select a theme which shows the characteristics of the festival and its nature as an “intangible cultural
heritage”, and describe the related cultural experiences during the Festival.
3.
[Optional task: Give a 5-minute presentation to promote the tour package – Use a scale of 0-5 marks
for clarity, level of interest and effectiveness in promoting the package.]
You may work in pair or in group.
Suggestions for C8
P.1 - Cover: introduce the theme
P.2 - Introduce Cheung Chau Jiao
P.3 - Overview of the theme
Festival: why it is worth the
and relevant cultural
experience
experiences
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Suggestions for C8
P.4-5 - Map and/or pictures: highlights of different cultural experiences
P.6 - Closing: how to get
(Sample 1)
further information
(Sample 2)
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
299
Marking
Total
1.
Introduction: interesting; correct information
2
2.
Description: interrelated theme and cultural experiences; interesting;
5
correct information; related to the characteristics of the festival and its
nature as an intangible cultural heritage
3.
Design: clear; interesting; creative
3
10
Other comments:
300 Learning and Teaching Resource Pack for Secondary History Curriculum
Marks
C9 Proposal of conserving the cultural heritage
of Cheung Chau Jiao Festival
Study the following source about the conservation of intangible cultural heritage and finish Tasks 1 and 2
about the assessment and suggestions for the conservation of intangible cultural heritage:
Do you know?
Procedures for the conservation of intangible cultural heritage in Hong Kong
Step 1 - Finding out the cultural value of the intangible cultural heritage:
 The Intangible Cultural Heritage Advisory Committee, which was set up in 2008, steers the conduct of the
territory-wide survey on Hong Kong’s ICH.
 The South China Research Centre (SCRC) of the Hong Kong University of Science and Technology (HKUST)
was commissioned by the HKSAR Government to form a survey team which conducts a territory-wide survey
of ICH in Hong Kong with a view to collecting research data and extensive research and field work.
 The territory-wide survey involves documentary research, drawing up a preliminary list of ICH in Hong Kong,
commencing extensive field work, taking video recordings and organizing an oral history survey.
Step 2 – Assessment:
 The survey team assesses each of the surveyed items in regard to the following aspects: (1) the number of
practitioners; (2) status of transmission; (3) uniqueness as Hong Kong’s ICH; (4) historical depth; and (5)
association with community.
 The Advisory Committee considers the uniqueness of each ICH item, its relative cultural heritage value and
importance, as well as its historical, literary, artistic and scientific values, according to the definition and
categories stated in the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage 2003.
Step 3 – Policy making:
 The Government will develop an online database for making available ICH inventory items and the
information gathered by the survey team through studies and researches. It also updates the information of
these items for easy access by the public as well as adding new items to the inventory where appropriate.
 The Advisory Committee organizes public consultation and briefings in various districts, publicizes the
conservation of ICH, drafts reporting forms and forming official channels to collect the views of the public.
Afterwards, it would publish the first ICH inventory list for Hong Kong.
Step 4 – Planning for and implementing conservation according to policies:
 The Government will draw up a representative list of ICH for Hong Kong which provides the Government
with a basis for prioritizing resources and safeguarding measures.
 The ICHAC will nominate suitable items on the representative list for application for inscription onto the
National List of ICH or UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity.
 The Government will devise and implement a host of safeguarding measures which cover identification,
documentation, in-depth research, conservation, promotion and transmission of the heritage.
Step 5 – Evaluation and following up in the long run:
 The survey team will continuously advise the Government and advocate various social organizations and the
general public to take part in the safeguarding and conservation of ICH. It will also urge the Government to
formulate new policies and offer financial support to prolong the conservation of ICH.
Source of information:
“LC Paper No. CB(2)1299/12-13(05), Legislative Council Panel on Home Affairs Territory-wide
Survey of Intangible Cultural Heritage in Hong Kong (14 June 2013) – Hong Kong Heritage Museum
website” (http://www.heritagemuseum.gov.hk/downloads/Survey&annex_E.pdf), (Last access 29
October 2013).
Case Study of Local Heritage Studies: Cheung Chau Jiao Festival • Exemplars of Learning and Teaching Activities
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Try to assess the current circumstances of the Cheung Chau Jiao Festival as an intangible cultural heritage
and formulate a scheme of conservation.
1. Assessment of the current circumstances of the intangible cultural heritage:
Thinking point
Content to be assessed
Need for
conservation
1 = Maximum/
5 = Minimum
Historical
value
Community
Facing
challenges
Brief
summary
When did the intangible
cultural heritage originate?
1-2-3-4-5
Which specific period of
history does it reflect?
1-2-3-4-5
Do other places have
similar intangible cultural
heritage?
1-2-3-4-5
What is its practical use in
Hong Kong/ the
community?
1-2-3-4-5
Does Hong Kong/ this
community have any
intangible cultural heritage
of a similar purpose?
1-2-3-4-5
Is it properly managed by
the government/ community
organizations?
1-2-3-4-5
Does the commercialization
of tourism affect the
intangible cultural heritage?
1-2-3-4-5
Is the public aware of its
conservation?
1-2-3-4-5
Does this intangible cultural
heritage face the problem
of inheritance?
1-2-3-4-5
Is it necessary to conserve this intangible cultural heritage? Why or why not?
302 Learning and Teaching Resource Pack for Secondary History Curriculum
2. Formulating a scheme of conservation:
Means of
conservation
Feasibility
Benefits
Costs
1 = Maximum/
5 = Minimum
Strengthening the
management
1-2-3-4-5
Spreading
conservation-related
knowledge during
the course of
tourism
1-2-3-4-5
Emphasizing
cultural experience
through tourism
development
1-2-3-4-5
Discovering its
economic value and
benefits
1-2-3-4-5
Strengthening the
promotion of the
intangible cultural
heritage
1-2-3-4-5
Opening up
professional
education related to
heritage
1-2-3-4-5
Strengthening the
protection of
inheritors
1-2-3-4-5
Brief summary:
Which of the above means of conservation do you find the most suitable? Why?
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304 Learning and Teaching Resource Pack for Secondary History Curriculum