CDI020130516
NSS Enriching Knowledge for the History Curriculum:
Seminar and Site Visit on Intangible Cultural Heritage –
Dajiao Festival of Cheung Chau (New)
Dajiao Festival of Cheung Chau
Ms. SIN Sze-man,
History panel head,
St. Paul's School (Lam Tin)
03.05.2013
1
Learning objectives
Knowledge
Skills
Attitude
1.
understand the definition of “intangible cultural
heritage”
2. know the origin, development and social value and
function of Cheung Chau Dajiao Festival
1. strengthen students’ historical concepts of
continuity and change and cause-and effect
relationship
2. enhance students’ ability of comprehension, critical
thinking and creativity
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 cultures
Elective Part: Local heritage studies
2
Design of the Package
3
Trial lesson of Part III
Elementary
Learning
objectives
Motivation
Presentation
Consolidation
Extended Activity
Intermediate
Advanced
Different activities:
Mix and Match
depending on learning objectives and
characteristics of students
Trial Lesson:
Dajiao Festival of Cheung Chau: Keep It or Not?
Elementary
Learning objectives
Motivation
Presentation
Intermediate
Advanced
Objectives & rituals
Its characteristics &
intangible cultural
heritage
Importance of
preserving this
festival
Core value of the
festival
4
Preserve a festival
Name of the
festival
Consolidation
Extended Activity
Design a souvenior
Trial Lesson:
Dajiao Festival of Cheung Chau: Keep It or Not?
 Activities marked * = From the package
 Characteristics of students
Level // no. of students:
S5 // 20 girls
Ability // Motivation:
low – average // Average – (high)
Language:
EMI
 Teaching philosophy: SID
Scaffolding
Interest
Diversity
•
•
•
•
Input – process - output
Learning styles
Ability
Interest
5
Inquiry Q
Input
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
Trial lesson: A. Motivation
1.
Process
• Thinkpairshare
Output
• worksheet
6
Trial lesson: B. Presentation
Inquiry Q
1.
* a. What are the
characteristics of the
festival?
-Most memorable item
& why
-Chinese tradition &
foreign/modern
influence shown in the
festival
Input
Process
Output
• Video: 28- • Individua • Blackboard
l
• Worksheet
4-2012長洲
• Group
太平清醮
discussio
飄色巡遊
(5”)
n
• (readings)
7
Trial lesson: B. Presentation
Inquiry Q
2.
Input
Process
* 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
c. Definition of
intangible cultural
heritage and examples
of the festival (each
group responsible for 2
criteria)
• Worksheet • Group
• Pictures for discussion
matching
• Group
discussion
Output
• Group
competition
(take turn to
give answer)
• Group
presentation
• Worksheet
8
B2: Readings
9
Trial lesson: C. Consolidation
Inquiry Q
2.
2”
Input
HW: Should this
• Worksheet
festival be preserved? • (video)
- Perspective of
• (readings)
different
stakeholders
Process
• Role play
Output
• Blackboard
• Worksheet
10
Trial lesson: D. Extended Activity
Inquiry Q
2. * a. How can the festival be
promoted?
- Design a souvenior
- Class presentation
Input
Process
• (video)
Individual
• (readings)
or group
• (Worksheet) work
Output
• Poster
• Class
presentatio
n
OR
b. Select one Chinese
custom/festival in HK to
-
-
Individual
• Essay
evaluate whether it can be
used to promote heritage
tourism; and
propose how to
promote/improve/preserve
this festival, if appropriate.
11
D1
12
D2
13
Junior form
Trial
Less details e.g. B2:
lesson: •Further
Adaptation
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: B1
Elective only: B2, B3
14