Amanda Held
EDS174: Student Teaching Seminar
EXPLORING CULTURE: Chinese Dragon Puppets
Introductory Information
Grade 6
Class Size: 20-30
45 minutes: Multiple Sessions
Lesson Topic and Description: In this lesson, students will learn about the use of symbols and
tradition in different cultures; more specifically, the use of dragons in the Chinese culture.
Students will learn the history and mythology behind Chinese dragons and examine their different
forms and functions. Students will then take a field trip to the Museum of Fine Arts where they
will be given a guided tour through the Art of Asia with a focus on Chinese Art. Students will
return to the classroom and use this knowledge to create their own Chinese dragon puppets. They
will be given an introduction to primary, secondary and complimentary colors as well as a
demonstration on how to use watercolor pencils. Students will then use these skills to create their
dragon puppet.
Stage I: Desired Results
A. Enduring Understandings:
 Learning, sharing, and exploring different cultures helps create tolerance and acceptance.
 Understanding our differences can lead to healthy relationships.
 Positive interactions and relationships between people of all cultures can boost selfconfidence and bring value and a sense of worth to one’s life.
 Art plays an important role in reflecting and recording history in different cultures.
B. Essential Questions:
 What does the word culture mean to you?
 What are some different cultures from around the world?
 What sorts of traditions and symbols are specific to these different cultures?
 What sorts of traditions and symbols are found in your own culture?
 Why might it be important to understand cultures other than your own?
 What is the relationship between art and culture? Are they connected? If so, how?
C. Learning Standards:
 NATIONAL CONTENT STANDARD 1: Apply media, techniques, and processes with
sufficient skill, confidence, and sensitivity that their intentions are carried out in their
artwork.
 NATIONAL CONTENT STANDARD 5: Identify intentions of those creating artworks,
explore the implications of the various purposes, and justify their analysis of purposes in
particular works.
 MA Standard 1(1.5): Expand the repertoire of 2D and 3D art processes, techniques, and
materials with a focus on the range of possibilities within each medium.
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MA Standard 2(2.16): Create artwork that demonstrates a purposeful use of the elements
and principles of design to create meaning and emotion.
MA Standard3(3.6): Create artwork that employs the use of free form symbolic imagery
that demonstrates personal invention and/or conveys ideas and emotions.
MA Standard 3(3.12): Demonstrate the ability to use representation, abstraction or
symbolism to create 2D and 3D artwork that conveys a personal point of view about issues
and ideas.
MA Standard 5(5.6): Demonstrate the ability to describe the kinds of imagery used to
represent subject matter and ideas.
MA Standard 6(6.3): Interpret the meaning of artistic works by explaining how the subject
matter and/or form reflect the events, ideas, religions, and customs of people living at a
particular time in history.
MA Standard 7(7.2): Describe the roles of artists in specific cultures and periods.
MA Standard 8(8.3): Create works inspired by historical or cultural styles.
D. Learning Objectives
Students will know:
 Students will know how to communicate their observations in a visually pleasing manner
 Students will know how to communicate ideas effectively through group
discussion
 Students will know the meaning of culture and different cultures from around the world
 Students will know how to explore their own identities and personalities by investigating the
idea of culture
 Students will know how to analyze the meaning of a piece of artwork
 Students will know the function and history of Chinese dragons
 Students will know characteristics unique to Chinese dragons
 Students will know the work of Huang Rong Yu and Chan Da Bei.
 Students will be exposed to various types of Chinese dragons:sculptures, paintings, reliefs,
etc.
 Students will know the meaning of tradition and symbolism
 Students will know the meaning of primary, secondary and complementary colors
Students will do:
 Students will study the relationship between art and culture
 Students will learn how to appropriately participate in group discussions
 Students will make connections between art and other disciplines such as history
 Students will recognize importance of understanding different cultures and how it affects
their relationships with one another
 Students will complete a worksheet that will help them explore the idea of culture and
other cultures from around the world
 Students will examine, observe and discuss the function and characteristics of Chinese
dragons and Chinese culture
 Students will study the Chinese New Year and its significance in the Chinese culture
 Students will create their own Chinese dragon puppet
 Students will complete a rough sketch of their dragon puppet
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Students
Students
Students
Students
dragons
Students
Students
will
will
will
will
learn how to effectively use watercolor pencils
experiment with mixing primary colors to get secondary colors
experiment with using complimentary colors
be able to explain how their final product reflects unique traits of Chinese
will discuss their ideas with the teacher
will demonstrate good craftsmanship in gluing, painting and cutting
Stage 2: Assessment Evidence
A. Performance Task as Evidence:
The final product should be a paper puppet of a Chinese dragon. The puppet should demonstrate an
effective use of watercolor pencils as well as a clear understanding of color theory. The students
work should include use of complimentary colors and demonstrate evidence of mixing primary colors
to achieve secondary colors with their watercolor pencils. Their work should be neat and clean
while showing creativity and originality. The final product should also convey an understanding of
the Chinese culture and symbolism by incorporating characteristics in their puppets that are unique
to Chinese dragons.
B. Other Evidence/Continuum of Assessment Strategies:
There will be informal checks regarding student work such as observations, teacher questioning,
examining student work and think-alouds in order to provide feedback to the teacher and the
student. Students will be assessed on completion of all tasks including sketches, worksheets,
participation in discussions, proper technique and good craftsmanship.
C. Criteria:
 Did students think critically about the meaning culture and how this understanding affects
them?
 Did the student’s final project demonstrate these understandings?
 Did students own observations during in-class discussions expand on these ideas?
 Did students demonstrate an interest and understanding of other artists work regarding
the theme of Chinese Dragons?
 Did the students produce works of art that demonstrate an understanding of unity and
color?
 Did students take into consideration the characteristics specific to Chinese dragons in their
final project?
 Did the student experiment with the materials?
 Does the student’s final product reflect an understanding of these materials (watercolor
pencils, ink, decorative paper, etc?
 Did the student successfully convey this understanding in a visually pleasing manner?
Students will be assessed according to a rubric. The rubric will be based on the student’s ability to
work cooperatively and responsibly, follow instructions and their ability to create a piece that is
carefully thought out, creative, meaningful and visually interesting. Additional considerations
include: color planning –unity of piece, craftsmanship in painting, cutting and gluing, amount of
detail, daily participation and effort.
Model of Grade 8 Rubric
Behavior (5% each)
1
2
3
4
Project (20% each)
Respecting classroom:
- Work area was well kept
- Materials were used
appropriately
Craftsmanship:
- Project was well-thought out
and executed: demonstrates
good use and understanding of
unity, color planning, watercolor
pencils
Listening-not talking out loud:
- Attentive and quiet during
demonstrations
- Non-disruptive during class
period
Followed Assignment:
- Correct size
- Experimented with mixing colors
- Added embellishments and
detail with other materials such
as feathers, fine point pens and
metallic paper
- Project demonstrates an indepth exploration of the Chinese
culture and aspects specific to
Chinese Dragons (horns, claws,
long necks and bodies, etc.)
Participating and cooperative:
- Took part in class
discussions/ critiques
- Helped with clean up and
other assigned tasks
Good Use of Materials:
- Clean cutting and gluing
-Experimented with at least one
other material to embellish piece
Worked well with others:
- Respectful of other
classmates artwork and work
area
- Worked well with others
when setting up display of final
project
Creative/Unique and Visually
Interesting:
- Idea and construction went
above and beyond project
requirements and demonstrated
an excellent understanding of the
characteristics specific to
Chinese Dragons
KEY: 4= Always
3=Usually 2= Sometimes 1= Rarely
Stage 3: Learning Plan
1
2
3
4
A. Materials and equipment: Newsprint, 9x12 inch heavy grade paper, fine point markers,
watercolor pencils, white glue, metallic strips and other decorative paper, popsicle sticks or dowels.
B. Vocabulary and Definitions:
Chinese New Year: Literally means "Year-pass Eve". One of the most important traditional Chinese
holidays. It is sometimes called the Lunar New Year, especially by people outside China. The festival
traditionally begins on the first day of the first lunar month and represents the beginning of a new
year.
Color: One of the most important elements of art, especially important to painting
Complimentary Colors: A color directly opposite another on a color wheel and providing the
greatest chromatic contrast to it.
Craftsmanship: How carefully something is made
Culture:
 The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all
other products of human work and thought.
 These patterns, traits, and products considered as the expression of a particular period,
class, community, or population: Edwardian culture; Japanese culture; the culture of poverty.
 The predominating attitudes and behavior that characterize the functioning of a group or
organization.
 Intellectual and artistic activity and the works produced by it.
Design: A plan to arrange the parts of an artwork. A work of art that has a planned arrangement
of parts
Myth: A traditional or legendary story, usually concerning some being or hero or event, with or
without a determinable basis of fact or a natural explanation, esp. one that is concerned with
deities or demigods and explains some practice, rite, or phenomenon of nature. any invented story,
idea, or concept
Primary Colors: Colors that are made up of only one part. Colors from which other colors are
made: red yellow and blue.
Secondary Colors: A color made by mixing two primary colors: orange, green and violet
Symbolism: The practice of representing things by means of symbols or of attributing symbolic
meanings or significance to objects, events, or relationships.
Tradition: An inherited, established, or customary pattern of thought, action, or behavior (as a
religious practice or a social custom)
C. Visual Image Resources:
Ceramic pots with dragons
1. Wine Jar, Ming Dynasty, early 16-th century
These brilliantly colored large stoneware vessels are one of the most popular wares of the Ming
period. The lively design features two pairs of dragons pursuing the flaming jewel amidst sea acn
cloud motifs. - From Two Thousand Years of Chinese Ceramics by V. Reynolds,P.H. Curtis, and Y.F.
Pei (70k)
2. Vase, Chia Ching reign (1532-1455)
Porcelain, with five-color enameled decoration of imperial five clawed dragons sporting amid waves.
Art Treasures of the Peking Museum.(102k)
Dragons on Clothing
3.
The "100 boys" jacket of Empress Xiao Jing is embroidered with figures of dragons, bamboo,
flowers, and 100 boys playing games, flying kites, catching birds, and pretending to be officials.
Empress Xiao Jing is a comtemporary of Elizabeth I of England.
4.
Dragon robe silk
Chuba, Qing Dynasty (17-th century). Metropolitan Museum, New York
Dragons in Public Places:
5a.
b.
Nine Dragon Wall
A very popular tourist site in Beijing is this Nine-Dragon Wall in BaiHai Park. After hundreds of
years, the colors of the ceramic tiles are just as brilliant. The wall was built in 1756. It is 21m long,
about 15m high and i.2m thick. It is faced with 424 7-color ceramic tiles.
At the center of the wall, there is a giant dragon, flanged by four dragons on each side. In addition
to these nine large dragons, the wall is covered from edge to edge with many smaller dragons. In all,
there are 635 dragons.
6.
Chinese Dragon Sculpture in Korea
7.
A Black Dragon Creeps Along Wall Protecting The Mandarin at Yu Yuan Garden, Shanghai
8.
Protected Chinese Dragon Sculpture on Plinth at Summer Palace, Beijing
9.
Black Dragon At Entrance To Long Tan, Beijing
10.
Bronze Sculpture of Chinese Dragon at Temple Of Heaven, Beijing
Chinese Dragon Paintings
11.
Golden Dragon and Flaming Pearl of Good Fortune, 26" x 51", Artist: Huang Rong Yu
12.
Flying Dragon, 26" x 26", Artist: Chan Da Bei
D. Text, media and Web Resources:
Text:
Goldstein, P. (1991). Long is a Dragon: Chinese Writing for Children. New York, NY. Scholastic,
Inc.
Renison, J. (2007). The Secret History of Dragons. London. Kandour Ltd.
The 2007 Calendar of Dragons. Kansas City, Missouri. Andrews McMeel Publishing.
Web:
1. Images of pottery (#1, #2), robes(#3, #4) and Nine Dragon Wall(#5a):
http://www.chinapage.com/dragon1.html
2. Second Image of Nine Dragon Wall(5b):
http://www.newworldencyclopedia.org/entry/Image:DatongJiulongBi.jpg
3. Chinese dragon sculpture(#6)
http://www.newworldencyclopedia.org/entry/Chinese_dragon
4. Sculpture of a Black Dragon Creeps Along Wall Protecting The Mandarin
At Yu Yuan Garden, Shanghai (#7)
http://beifan.com/034dragon/cd01h.html or
http://www.newworldencyclopedia.org/entry/Image:Wall_roof_modelled_as_a_dragon_%28Yu_Yua
n_Gardens%2C_Shanghai%2C_China%29.jpg
5. Protected Chinese Dragon Sculpture on Plinth at Summer Palace, Beijing (#8):
http://beifan.com/034dragon/cd02h.html
6. Black Dragon At Entrance To Long Tan, Beijing (#9): http://beifan.com/034dragon/cd03h.html
7. Bronze Sculpture of Chinese Dragon at Temple Of Heaven, Beijing (#10):
http://beifan.com/034dragon/cd04h.html
8. Golden Dragon and Flaming Pearl of Good Fortune, 26" x 51", Artist: Huang Rong Yu (#11):
http://www.chinesepaintings.com/chinese-dragon-painting.html
9. Flying Dragon, 26" x 26", Artist: Chan Da Bei: http://www.chinesepaintings.com/chinese-
dragon-painting.html
Additional Resources:
Handcrafted Chinese papercut greeting card distributed by Linda Levine. Cambridge, MA.
E. Learning Activities and Instruction:
Day 1:
MFA FIELD TRIP PREACTIVITY:
Students will be given a handout that addresses these questions: What does the word culture
mean to you? What defines a culture? How would you describe your own culture? Give examples
of symbols and traditions that are common in your culture. Give some examples of different
cultures from around the world. What sorts of traditions and symbols are specific to these
different cultures? How would you describe your own culture? Give examples of symbols and
traditions that are common in your culture. Students will be given one sheet per group and will
have about 10 minutes to come up with some ideas. The teacher will put three categories on the
board that correspond to the questions on the worksheet: These categories will include: What
is culture? Examples of different cultures and traditions/symbols in your own culture.
The teacher will then go around the room by table and ask the students what they came up
with. The teacher will record these answers on the board in the corresponding categories.
After each table has had a chance to share, the teacher will then reiterate the fact that there
are many different cultures, beliefs and traditions.
The teacher will then say, “A lot of times art is an important part of what defines a culture and
so we are going to be focusing on the art of Chinese Dragons and learning about their purpose
and function in the Chinese culture. The teacher will then have the students gather around to
look at a powerpoint presentation. The students will view a brief slideshow and discuss
different types of ways Chinese dragons are used; where you can find images of Chinese
dragons and what function they serve. The teacher will show the students the slides and ask
questions such as: What do you see? If I told this dragon was on top of a temple, or protecting
a palace of a prince, what may its purpose be? What do you notice about the dragon itself?
What does he look like? Through this process, students will come to recognize that Chinese
dragons have specific characteristics that make them unique: the head of a camel, neck of a
snake, scales of a carp. The teacher will then ask the students why they think it is important to
understand and learn about different cultures. How does this affect the way we view or treat
others? Can understanding one another’s cultures and backgrounds affect our relationships with
one another? How? There will be a brief discussion and the teacher will then establish some of
the enduring understandings: “Learning, sharing, and exploring different cultures helps create
tolerance and acceptance.” “Understanding our differences can lead to healthy relationships.”
The teacher will write these on the board and leave them there throughout the duration of the
lesson. After the slideshow presentation, the teacher will give the students handouts that
summarize and reiterate the information from the powerpoint presentation.
The teacher will end by engaging students in an inquiry-based discussion on the important
aspects of visiting a museum: wear comfortable clothes, bring a healthy lunch and snacks, and
proper etiquette.
Day 2:
MFA FIELD TRIP ACTIVITY:
Students will be taken on a guided tour through the Art of Asia. Students will see one of the
finest collections of Asian art, spanning thousands of years, across multiple countries and
regions: India, China, Japan, Korea, and Southeast Asia. While they explore these different
collections will be filling out their activity book and taking note on things we had discussed in
class.
DAY 3
POST MFA FIELD TRIP ACTIVITY:
Students will be given a short reflection sheet that asks about their experience at the Museum:
What did they learn? What was their favorite part about the field trip…etc? Students will
then be asked to briefly share and discuss these ideas.
Students will then begin their projects. The teacher will have the class gather around and
briefly explain the first step which is to make a rough sketch of your dragon on a piece of 9x12
newsprint. The teacher will then explain that once they are done with this step they are going
to be moving onto the heavy grade paper and begin their final product. The teacher will then
show the students some examples of Chinese dragons from previous years as well as the
teacher’s own benchmark product.
Day 3: The teacher will explain about primary, secondary and complimentary colors. The
teacher will have a poster that he/she made on the board to assist in this discussion. The
teacher will then give a demonstration on how to use watercolor pencils and mix colors. The
students will then being to color their dragons. The students will be encouraged to embellish
their dragons with black ink, metallic paper, feathers, etc and the teacher will once again use
projects from previous years as well as the benchmark as examples of how to add and enhance
their dragon. Next, the teacher will show the students how to cut their dragon out and form an
accordion in the middle. Finally, the students will be shown how to attach wooden dowels to
their dragon. Now they have their puppet!