educational programs contents page · zodiac. do they know about the chinese zodiac and how it is...

Educational Programs Contents Page Program Overview 1 Public Programs

Exhibit Activities 4

• Chinese Zodiac Bookmarks 5

• Make and Play Jianzi 9 • Chinese Hand Drums 11

• Chinese Paper Lanterns 13

• Paper Cutting 15

Performances and Workshops 23

• Suggested Programs 24

• Community Resources 28

• BCM Program Calendar 30

Large Scale Public Programs 32

• Holiday and Festival Dates 33

• Additional Activities o Nianhua Block Prints 34 o Dragon Boat Puppets 36

• Sample Programs 38 o Dragon Boat Festival o Autumn Moon Festival o Chinese New Year 2008

School Programs 41

• Children’s Life in China 42

• Arts of China 57 Resources 65

• Notes on Chinese Language and Pronunciation 66

• Glossary 69

• Books 72

• Online Sources 77

• Additional Resources 79

© Boston Children’s Museum, 2008 1

Program Overview The programs that have been developed for the exhibit Children of Hangzhou: Connecting with China

are defined in two broad categories: Public Programs for regular family visitors and School Programs

for visiting school groups. Three levels of public programs include: floor kits led by museum educators

and floor staff; performances and workshops, where visiting artists both from China and the local

community are invited to share their expertise; and museum-wide festivals, which combine these two

elements. Two school programs have been developed to give students a more in-depth experience in

the exhibit. The first program “Children’s Life in China” allows students to “meet” one of the children

featured in the exhibit and compare and contrast his or her life with their own. The second program

“Arts of China” explores brush painting and opera to give students an opportunity to experience

traditional Chinese culture.

Depending on the host museum’s staffing and budget capacities/constraints, any number of these

programs can be scheduled during the exhibit run. For reference, the full program calendar for Children

of Hangzhou for the Boston exhibit run and the BCM School Programs brochure are included in the

Educational Manual.

The following is a brief summary of each type of program, and a list of what is included in this section of

the manual.

Public Programs

1. Exhibit Activities:

Floor Kits are simple kit boxes that correspond to themes found within the exhibit. Each kit includes:

activity materials, instructions, and background information. The kits are meant to be simple enough

to be taken off the shelf and led by any floor staff person. The intention is that the kit activities be

conducted inside of the exhibit space, or in a nearby area outside of the exhibit. Kits should enrich

the visitor experience and can be used when staff is available and crowds are not too overwhelming.

Included in the Education Manual are copies of the instructions, templates, and background

information found in each kit:

• Chinese Zodiac Bookmarks

• Make and Play Jianzi—Chinese Shuttlecock

• Chinese Hand Drums

• Chinese Paper Lanterns

• Paper Cutting

2. Performances and Workshops:

In order to enrich the cultural experience and bring an authentic taste of China to our visitors, a

number of performances and workshops were scheduled in Boston throughout the exhibit run.

Most of these programs were scheduled for 20-30 minutes in a suitable museum space, either a

stage or classroom type area. These suggested programs are meant to correspond to a

theme/space within the exhibit. Ideally, these programs will be taught by Museum educators with


content knowledge of China, or by local China specialists—performance groups, language teachers,

etc—who are interested in sharing Chinese culture with museum visitors. Suggested activities

include:

• Traditional Music Concert

• Martial Arts Demonstration

• Opera or Dance Performance

• Rice Dough Sculpture Workshop

• Calligraphy or Painting Workshop

3. Large Scale Public Programs:

Large Scale Public Programs are museum-wide “festivals” that we suggest take place at least once

during the exhibit run. These special events bring visibility to the Museum and allow for greater

collaboration with the community and local China-related organizations. They are also opportunities

for in-house collaboration among different departments within the museum—so that the entire

museum becomes invested in and involved with the Children of Hangzhou exhibit. For example,

work with other museum educators to create connections between exhibits on a museum-wide

basis.

The Education Manual includes sample programs for three festivals:

• Dragon Boat Festival (Duanwu jie 端午节)

• Mid-Autumn Moon Festival (Zhongqiu jie 中秋节)

• Chinese New Year Festival (Chun jie 春节)

Matrix of Public Programming

Exhibit Space/Child Floor Kits Workshops/Performances Large Scale Public

Programs

Apartment/Weicheng Zodiac Bookmarks Traditional Music Concert Food Festival: Work with local

Chinese restaurants to provide

tasting samples

School/Gangzheng Jianzi Martial Arts Demonstration Fitness Fair: Invite dancers,

martial artists, and yo-yo

players for a day of fun

Theatre/Qianyun Hand Drums Opera or Dance Performance Music Festival: Invite local

Chinese musicians to give a

concert

Countryside/Doudou Paper Lanterns Rice Dough Sculpture

Workshop

Craft Fair: Learn more about

traditional Chinese folk arts

Pavilion Paper Cutting Calligraphy or Painting

Workshops

Chinese Holiday Festival:

Cultural Celebration


School Programs

The School Programs for Children of Hangzhou allow for in-depth (one-hour) focus on the lives of

contemporary Chinese children at school, at home, and beyond. These programs utilize materials—

objects, photographs, tools—that are otherwise not necessarily available in the exhibit. The Arts of

China program also provides an opportunity to expand on traditional Chinese culture by incorporating

lessons on Chinese opera and brush painting. School programs should be taught by knowledgeable

Museum educators. Sufficient training and preparation ahead of time is essential. Pre- and Post-Visit

Information sent to classroom teachers who have made a reservation for a school program provide

excellent suggestions for preparing the students before they come and following-up with their class

after their museum visit.

Included in the Education Manual are: BCM’s school program brochure, Pre- and Post-Visit Information

to be sent to classroom teachers in advance of their visit, and the program teaching instructions:

In-exhibit program: Children’s Life in China (Grade K-7)

Come experience children’s life in contemporary China. Through stories of real children, students learn aspects of life in China in depth and through comparison relate what they learn to their own lives in the United States. The program provides a general introduction and small group activity. This program begins with an introduction to Chinese spoken and written language. Students will learn to say a few words in Chinese. Next, using the maps in the exhibit, students will engage in a brief look at Chinese geography (as appropriate to grade level). Issues to be discussed will include: locating China on a world map; locating China in Asia; examining the diversity of land forms in China and discussing implications; comparing the size of China with other countries; looking at population density and distribution; and discussing the implications of density. Groups of students will then “meet” a particular Hangzhou youth, and learn a particular activity with him/her, which will be shared with the rest of the class at the end of the program.

Museum classroom program: Arts of China (Grade 2-7)

Through immersion in a life-like environment of contemporary China, introduce students to the

background and the rich experiences of the arts. In this two-part program, explore the art of Chinese

painting, calligraphy, and Chinese opera.

Staff will guide students in using traditional materials (brushes, ink, rice paper) in writing and painting as

well as helping the class to try out different aspects of Chinese opera, learning key movements, trying

on costumes, trying out musical instruments, and recreating a scene from the classic folk tale “White

Snake Lady.”


Public Programs Exhibit Activities

Floor Kits are simple kit boxes that correspond to themes found within the exhibit. Each kit includes:

activity materials, instructions, and background information. The kits are meant to be simple enough to

be taken off the shelf and led by any floor staff person. The intention is that the kit activities be

conducted inside of the exhibit space, or in a nearby area outside of the exhibit. Kits should enrich the

visitor experience and can be used when staff is available and crowds are not too overwhelming.

Each of the following kit activities relates to one of the five main areas within the Children of Hangzhou

exhibit—school, apartment, theatre, countryside, and pavilion. The kits can be used individually to help

emphasize the life and interests of one of the four children, or the kits can be used in combination for a

Chinese cultural celebration or special event. Suggestions are also included for how these activities

may be related to other museum exhibits, such as science, health and fitness, or the arts.

Make and Play Jianzi Chinese Hand Drums

A floor kit in the exhibit


Chinese Zodiac Bookmarks

Huang Dao Dai 黄道带黄道带黄道带黄道带

Exhibit Space: Apartment / Weicheng

Weicheng’s kitchen has a Chinese zodiac wheel. Learn more about Chinese astrology through this

simple activity.

Program Length/Audience:

• Activity can be set up for 1-2 hours. Visitors will need 5-10 minutes to complete.

• This activity is suitable for all ages.

Activity Objectives:

Introduce visitors to the Chinese zodiac. Whereas in Western astrology people identify their zodiac sign

based on the month they were born, in China your zodiac sign is based on the year you were born.

Using the zodiac wheel, help visitors find their zodiac sign, learn some of its characteristics, and make

a bookmark to remind them of it.

Materials needed:

• zodiac Wheel

• colored paper cut in strips

• 12 animal stamps (look for stamps at

www.injoystamps.com)

• gold, black, and/or red stamp pads

• yarn or string for a tassel (optional)

• hole punch (to add tassel)

Procedures:

General Introduction:

Ask visitors what they know about the zodiac or astrology. Ask what their birth sign is in the Western

zodiac. Do they know about the Chinese zodiac and how it is different? Tell them the story of how the

Chinese zodiac came to be. (See the background information page for reference.)

What’s next?

• After telling the story, invite visitors to find their own sign on the zodiac wheel based on their

birth year.

• Once they find their sign, tell them some of the personality traits associated with their animal.

• Invite them to choose a stamp that represents their sign and a piece of colored paper for the

bookmark.

• Press the stamp into the ink pad and then press firmly on the paper to transfer the image.

• Using the hole punch make a hole at the top of your bookmark and add a tassel (optional).

• For older children, show them the Chinese character for their sign and invite them to practice

writing it on their bookmark. Alternately, invite them to write their favorite personality trait to

remind them of their sign.


Keywords:

• zodiac

• cycle

• birth year

• lunar calendar

• astrology

Background Information:

The Chinese Zodiac represents a cycle of 12 years. This cyclical concept of time differs from the Western

linear concept of time. The Chinese Lunar Calendar is based on the cycles of the moon and is still used for

festive occasions such as Chinese New Year, which marks the beginning of the Chinese calendar and falls

somewhere between late January and early February. Each year of the 12 year cycle is named after one of

12 animals. Each animal has a different personality and different characteristics. The animal is believed to

be the main factor in each person's life that gives them their traits, successes, and happiness in their lifetime.

The Chinese zodiac refers to a pure calendrical cycle; there are no equivalent constellations like those of the

Western zodiac. In imperial times there were astrologers who watched the sky for heavenly omens that

would predict the future of the state, but this was a quite different practice of divination from the popular

present-day methods.

Many popular stories tell about how the zodiac was created and how the order of the animals was

established. The twelve animals in order are the rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey,

rooster, dog, and pig. One popular variation of this Chinese folk tale indicates that a race was used to decide

the order of the animals:

The story of the Chinese Zodiac1

A long time ago in China, the Jade Emperor invited all the animals in his kingdom to share in his New Year

celebration. The emperor also wanted to choose one animal for each year of the twelve-year cycle. He

decided to hold a race with the winners chosen for their intelligence as well as their physical skill. The

elephant, known as being very fair and calm, was asked to be the judge.

The contest began with all the animals in the kingdom competing. The cat and the rat were the worst

swimmers in the animal kingdom, however they were both intelligent. They decided that the best and fastest

way to cross the river was to hop on the back of the ox. The ox, being a naïve and good-natured animal,

agreed to carry them across. However, overcome with a fierce competitiveness, the rat decided that in order

to win, it must do something and promptly pushed the cat into the river. After the ox had crossed the river,

the rat then jumped ahead and reached the shore first to claim first place in the competition.

Following closely behind was the strong ox, who was named the 2nd animal in the zodiac. After the ox, came

the tiger, panting, while explaining to the Emperor just how difficult it was to cross the river with the heavy

currents pushing it downstream all the time. But with powerful strength, it made to shore and was named the

3rd animal in the cycle.

Suddenly, from a distance came a thumping sound and the rabbit arrived. It explained how it crossed the

river: by jumping from one stone to another in a nimble fashion. Halfway through, it almost lost the race but

the rabbit was lucky enough to grab hold of a floating log that later washed him to shore. For that, it became

1 Zodiac story adapted from Story of the Chinese Zodiac, retold by Monica Chang, English translation by Rick

Charette, Yuan-Liou Publishing Company, 1994.


the 4th animal in the zodiac cycle. Coming in 5th place was the dragon, flying and belching fire into the air. Of

course, the Emperor was deeply curious as to why a strong and flying creature such as the dragon should

fail to reach first. The mighty dragon explained that he had to stop and make rain to help all the people and

creatures of the earth, and therefore he was held back a little. Then, on his way to the finish line, he saw a

helpless rabbit clinging to a log so he did a good deed and gave a puff of breath so that the poor creature

would land on the shore. The Emperor was very pleased with the actions of the dragon and added it into the

zodiac cycle. As soon as he had done so, a galloping sound was heard, and the horse appeared. Hidden on

the horse's hoof was the snake, whose sudden appearance gave the horse a fright, making it fall back and

giving the snake 6th spot while the horse took the 7th.

Not long after that, a little distance away, the ram, monkey and rooster came to the shore. These three

creatures helped another to shore. The rooster spotted a raft and took the other two animals with it.

Together, the ram and the monkey cleared the weeds, tugged and pulled and finally got the raft to the shore.

Because of their combined efforts, the Emperor was very pleased and promptly named the ram the 8th

creature, the monkey 9th, and the rooster 10th.

The 11th animal is the dog. His explanation for being late—although he was supposed to be the best

swimmer—was that he needed a good bath. The fresh water from the river was too big a temptation. For

that, he almost didn't make it to finish line. Just as the Emperor was about to call it a day, an oink and squeal

was heard from a little pig. The pig got hungry during the race, promptly stopped for a feast and then fell

asleep. After the nap, the pig continued the race and was named the 12th and last animal of the zodiac cycle.

The cat finished too late (thirteenth) to win any place in the calendar, and vowed to be the enemy of the rat

forevermore.

The twelve signs:

鼠鼠鼠鼠 Rat (shu): disciplined, charming, sociable

牛牛牛牛 Ox (niu): dependable, patient, ambitious

虎虎虎虎 Tiger (hu): rebellious, powerful, generous

兔兔兔兔 Rabbit (tu): sensitive, elegant, artistic

龙龙龙龙 Dragon (long): self-assured, proud, fiery

蛇蛇蛇蛇 Snake (she): wise, prudent, purposeful

马马马马 Horse (ma): cheerful, popular, quick-witted

羊羊羊羊 Sheep (yang): sincere, shy, understanding

猴猴猴猴 Monkey (hou): inquisitive, competitive,

intellectual

鸡鸡鸡鸡 Rooster (ji): neat, decisive, practical

狗狗狗狗 Dog (gou): honest, loyal, idealistic

猪猪猪猪 Pig (zhu): sturdy, trusting, sincere

Alternative Suggestions:


• Relate the bookmark making activity to other museum-wide literacy programs.

• Teach visitors about cultural games and focus on “five pieces” (wuziqi) the board game featured

in the apartment kitchen. Invite a local Go (weiqi) player to give a demonstration or workshop.


Make and Play Jianzi 毽子毽子毽子毽子

Chinese Shuttlecock

Exhibit Space: School / Gangzheng

Watch Gangzheng’s video. You’ll notice that he loves sports including the ancient Chinese game of

jianzi.


• Activity can be set up for 1-2 hours. Visitors will need 10-15 minutes to complete and play.

• This activity is best suited to children 3-4 years old and older.


Jianzi is a traditional Asian shuttlecock game that originated in China over 2000 years ago during the

Han dynasty. Single players or small groups try to keep the jianzi from touching the ground by using

parts of their body—but not their hands!—to keep it in play. How long can you keep it going?

Materials needed:

• tissue paper or newspaper (about 8 x 12”)

• metal or plastic washers (or a coin)

• scissors

• rubber bands

• Video of Gangzheng playing jianzi (optional)

Procedures:


Ask visitors if they have ever played hacky sack. Tell them that jianzi is an ancient Chinese variation on

this game. Show them a traditional jianzi made of feathers. Invite them to make their own jianzi so that

they can practice at home.

What’s next?

• Ask visitors to choose a piece of colored tissue paper. (Use several pieces of tissue if you want

a multicolored jianzi.)

• Fold a piece of tissue paper in half.

• Cut the folded paper into strips stopping about 1-2” from the center fold. Be careful not to cut

through the paper!

• Unfold the paper and place a washer at one end of the paper on the uncut portion in the center.

• Fold the paper tightly around the washer from one end to the other. (This will create a long thin

strip of tissue paper. The cut edges will be on the sides and the washer will be securely

wrapped in the center.)

• Fold the cut strips of paper up and wrap a rubber band tightly around the base.

• Open the cut tissue strips and play with your jianzi!


Key Words:

• jianzi

• shuttlecock

• feather ball

• hacky sack

• balance

• hand-eye coordination

• game

• exercise

• competition

• agility


In English, jianzi can be translated as “shuttlecock” or more literally as “feather ball.” This is the term for

both the object as well as the name of the game. Traditional jianzi were made by attaching rooster

feathers to an ancient Chinese coin with a hole in the center. A leather cover is then sewn over the coin.

The coin adds weight and the feathers add balance to the ball.

Similar to the game of hacky sack, jianzi is played by using any body part, except for the player’s hands,

to keep it from touching the ground. The game can also be played like badminton where players use

their body to propel the jianzi over a net to their opponent. Despite the many types of jianzi that can be

found today, for competitive play the official featherball used in the sport of Shuttlecock consists of 4

equal length goose or duck feathers conjoined at a plastic base. It weighs approximately 15 grams. The

total length of the ball is 15 to 18 cm.

Today, jianzi is popular throughout Asia and Europe. The game initially evolved from ancient military

exercises in China. In the early twentieth century, jianzi also spread to Europe. Today there are

international championship competitions. The most recent World Shuttlecock Championship was held

in Hungary in October 2007.

Jianzi is also a great form of exercise and helps to improve hand-eye coordination. Best of all, you don’t

need a lot of space to play!

To get the feel for playing jianzi, warm up by hitting it on the palm of your hand. If that feels comfortable,

try it with your elbow or knee. Finally, try it with your foot—the top of your foot or the instep. Try kicking

it with one foot and then the other. When you feel confident mix it up. Kick the jianzi off your foot, then

off of your knee or elbow. Now, start a game with several players kicking the jianzi back and forth.

Remember not to use your hands!


• Relate the jianzi activity to health and fitness programs. It is a fun way to sneak in a daily dose

of exercise.

• Work with a science educator to explore some of the ancient Chinese inventions listed on the

school bulletin board. For example, learn more about kites or snowflakes.


Chinese Hand Drums

Bo Lang Gu 拨浪鼓拨浪鼓拨浪鼓拨浪鼓

Exhibit Space: Theatre / Qianyun

Several traditional Chinese instruments are featured in the opera theatre. With this activity visitors have

a chance to make their own music.



• Young children will enjoy playing with the drums but will need assistance making their own.

Children age 6 and above should be able to make a drum on their own with some direction.


Drums are popular in Chinese culture and are used for music, celebration, even cheering on your

favorite team. These simple hand drums are made using materials found at home. Try to make your

own.

Materials needed:

• 2 paper cups (8 oz size)

• 1 dowel (about the length of a pencil or chopstick)

• 2 beads

• piece of ribbon or yarn (about 10-12 inches)

• tape

• scissors

• ruler and pencil (optional)

Procedures:2


A popular old-fashioned noise-making toy, the Chinese drum (rattle) is twisted in the hand so that the

beads bounce off it and make a noise. These drums remain relevant to daily life in China and are an

easily recognized cultural symbol. With practice you can get a good rhythm going!

What’s next?

• Cut the two paper cups so they are both approximately 1½ inches high. (The bottom of the cups

will be the drum heads.)

• Cut 10-16 1” tabs into the top of the cup. (Be careful not to cut all the way to the bottom of the

cup.)

• Fold down every other tab inside the cup.

• Thread the beads so that they are about 9-10” apart. (These can be adjusted later to get the

best sound.)

2 Drum activity procedures and concept courtesy of Kathy Lobo, Belmont Public Schools, 2008.


• Tie the ribbon with the beads to the center of the dowel. (Make sure that the beads are even.)

• Fold one tab out so that the dowel can be inserted in the center of a cup. String the beads

across the middle of the cup.

• Slot the two sides of the drum together. Tape around the two slots that hold the dowel in place.

• Spin the dowel to make the tethered beads beat the drum!

Keywords

• drum

• culture

• music

• percussion

• instrument


The history of Chinese percussion instruments is longer than any other type of traditional Chinese

instrument. The character for drum gu鼓 was first recorded in ancient inscriptions on oracle bones and

tortoise shells dating from the Shang Dynasty (1600BCE-1100BCE). At that time more than 50 percent

of Chinese instruments were percussive in nature.

Percussion instruments produce sound through striking on the surface. Common materials used for

making percussion instruments in the past were gold, rock, wood and bamboo. The percussion section

is the most important section in Chinese opera and helps to create the atmosphere of the

performance—stately, imposing, dramatic, or mysterious. Because of the wide variety of sound effects

made by percussion instruments, they are also frequently used to convey joyful or exciting occasions

such as harvests or marriages, and are also used for the celebration of Chinese festivals.

Not only are drums important to performance art, they are also an indispensable part of traditional folk

art. Whereas large drums, cymbals and bells create the percussion section of a Chinese orchestra,

small hand-held toy drums can be enjoyed by a greater number of people and can go anywhere.

Anyone can enjoy the pleasure of a toy drum that utilizes common materials and shows a rustic

character. These simple toys can be used as decorations for a holiday or festival, but they can also be

appreciated as knickknacks to be played with for daily enjoyment.

Originally, small hand drums such as these were used to call women from their homes to see the wares

of the peddler who was passing through town. When spun from side to side, the beads hit the

drumhead to make it resound. Children love to play with anything that makes noise, so this is a popular

item with them. Such small versions are sometimes also referred to as rattle drums.


• Connect the drums to other musical exhibits or activities within the museum.

• Use the story of the opera, “White Snake Lady,” as an opportunity to focus on folk tales. Explore

other Chinese stories or look at folk tales from around the world.


Chinese Paper Lanterns

Deng Long 灯灯灯灯笼笼笼笼

Exhibit Space: Countryside / Doudou

Watch Doudou’s video. You will notice that she loves doing crafts and that she celebrates a special

festival with her family. Lantern making combines both of these elements—it is a decorative craft that

can be used to celebrate many traditional Chinese holidays.



• This activity is best suited to children age 5 and above.


Paper lanterns are a well recognized and identifiable symbol of China. They are frequently used as

decorations for Chinese holidays and celebrations, including the Lantern Festival, Mid-Autumn Moon

Festival, and Ghost Festival, among others.

Materials needed:

• yellow construction paper (8” x 11” suggested)

• red construction paper (8” x 11” suggested)

• scissors

• clear tape

• string

• hole punch

• stick or dowel (about the length of a pencil or chopstick)

• tassels (optional)

Procedures:


Display photographs or examples of different types of Chinese lanterns. Ask what sorts of things the

lanterns remind them of. Have they seen similar lanterns locally—at a Chinese restaurant, in Chinatown,

during, Chinese festivals, etc? Invite visitors to make their own paper lantern.

What’s next?

• Roll the yellow paper lengthwise to form a cylinder. Tape the sides together.

• Fold the red paper in half widthwise.

• Make cuts in the red paper about ½-1 inch apart along the folded edge of the paper. Be careful

not to cut through the unfolded edge of the paper.

• Open the red paper, wrap the uncut ends around the yellow cylinder, and tape it on. Leave

some of the yellow paper showing at either the top or bottom of the lantern.

• Using the hole punch, add two holes at the top edge of the lantern.


• Tie a piece of string to the two holes and attach the stick to carry the lantern.

• Add a tassel at the bottom or side of the lantern for more decoration. (Optional)

• For a different effect, make a longer cylinder and tape several smaller red shades to it, one

above the other. (Optional)

Keywords:

• decoration

• festival

• celebration

• craft

• Lantern Festival

• Mid-Autumn Festival

• Ghost Festival


Throughout the history of China, lanterns have been symbols of hope, rejuvenation, and celebration. Originally, people hung colored lanterns in front of their doors to drive away evil spirits. But today, with society's development, the colored lantern has largely become a symbol of traditional Chinese culture, playing an even more important role in celebrations and ceremonies, such as burials and weddings, and adding to the celebratory atmosphere of many traditional holidays and festivals. As a cultural symbol, the lantern represents joyfulness, the return of spring, and a renewal of the earth. Chinese lanterns come in a variety of shapes, sizes, colors, and materials. They can be round, square, long, or thin. They also come in many forms including human figures, animals, or flowers. Lanterns can be made of many materials too, from expensive silk panels and fragrant wood, to more simple paper and bamboo.

One of the most important holidays in China is the Lantern Festival, or Yuanxiao Jie 元宵节. This

festival is celebrated on the fifteenth day of the first month in the lunar year. The day is celebrated because it is the first full moon of the new year. The bright light and warmth of the lanterns was a reminder that the cold winter would soon end. In many cities in China and in other countries, elaborate lanterns are made to help celebrate the Lantern Festival.

Lanterns are also commonly used to celebrate Mid-Autumn Festival, or Zhongqiu Jie 中秋节. This

holiday falls on the 15th day of the 8th lunar month of the Chinese calendar (usually around mid- or late-September), a date that parallels the Autumn Equinox of the solar calendar. This is the ideal time, when the moon is at its fullest and brightest, to celebrate the abundance of the summer’s harvest. The lanterns are a reminder of the moon’s glow.

A third holiday where lanterns play an important role is the Ghost Festival, or Gui Jie 鬼节. Celebrated

in midsummer on the 15th day of the 7th lunar month in the Chinese calendar, this date is a memorial to the ancestors. As part of the festivities lighted lanterns are often released on water, which signifies giving directions to the lost ghosts and spirits of the ancestors and other deities.


• Connect the lanterns to other paper related arts and crafts that are done in the museum.

• Explore other Chinese folk crafts such as paper folding or paper cutting.


Paper Cutting

Jian Zhi 剪纸剪纸剪纸剪纸

Exhibit Space: Pavilion

The Pavilion serves as the iconic center of the Children of Hangzhou exhibit. This space showcases

key aspects of traditional Chinese culture, including calligraphy, painting, poetry, and good luck

symbols. This activity helps reinforce some of the more traditional aspects of Chinese culture.



• This activity is best suited to children age 5 and above.


Introduce visitors to a traditional Chinese folk art—paper cutting. Papercuts are typically used for

decoration, especially around the time of holidays and festivals. They frequently show good luck

symbols—special characters, deities, flowers, or animals—and often depict scenes of daily life.

Materials needed:

• templates for papercut designs

• scissors

• glue sticks

• colored paper (8” x 11”)

• pencils (optional)

Procedures:


Ask visitors what types of images or symbols remind them of China. Talk about how flowers and

animals in Chinese culture often represent good luck or good wishes. Invite them to create their own

papercut of a symbol that is meaningful to them.

What’s next?

• Choose one of the papercut templates.

• Carefully cut away all of the black paper so that only the colored design remains.

• Glue your cutting onto a piece of colored paper. (Pick a different color so that the design will

really show up well.)

• Add another papercut design to make a unique picture, or use the colored paper to draw your

own design and then cut it out. (Make sure that all of the lines connect!)

Keywords:

• papercut

• symbol

• pattern

• design


• template

• fortune

• auspicious


Chinese paper cutting is a traditional art form that has existed for thousands of years. When paper was

first invented in China it was considered a precious commodity. People with access to paper for an

entertainment purpose, such as art, were usually nobles or from wealthy families. From the 7th to 13th

century, paper cutting became more popular as paper was more widely available.

In the rural countryside in China, paper cutting was a traditionally female activity. In the past, every girl

was expected to master it and brides were often judged by their skill. Papercut designs were also used

as patterns, especially for embroidery and lacquer work. Professional paper cutting artists, on the other

hand, are usually male and work together in workshops.

Today, papercuts are chiefly decorative, especially in the Chinese countryside. They ornament walls,

windows, doors, columns, mirrors, lamps, and lanterns in homes and are often given as gifts. In rural

areas, entrances decorated with papercuts are supposed to bring good luck. For this reason, people

frequently decorate their homes and doorways with papercuts during the Chinese New Year Festival, or

Chun Jie 春节. The chosen designs typically reflect aspects of life such as prosperity, health, or harvest.

Some papercuts represent stories about the happiness gained from the accomplishment of common

goals.

Many patterns and designs used for papercuts are derived from the Chinese language. Because the

language has many homophones, words that have the same sound but different meanings, there are

many symbols in China that represent fortune, good wishes, or luck because of how the word sounds.

For example:

Fish 鱼 (yu) sounds like “surplus” 餘 (yu)

Bat 蝠 (fu) sounds like “good fortune” 福 (fu)

Peony富贵花 (fuguihua) means "flower of riches 富 and honor 贵”

Other auspicious symbols include:

Butterfly 蝴蝶 (hudie) a representation of happiness and love

Phoenix 凤凰 (fenghuang) a representation of good fortune and opportunity

Crane 鹤 (he) a representation of longevity


• Connect the papercuts to other paper related arts and crafts that are done in the museum.

• Invite an artist who makes papercuts to give a workshop so that visitors to learn how to create

their own designs; or offer a paper cutting demonstration.

• Have an international paper festival celebrating paper crafts from around the world.


Templates Make photocopies of the attached templates on colored paper. Red is a lucky color in China and yellow is also popular. Avoid using white paper as this color is traditionally reserved for funerals. Chinese Papercut Template 1

Chun 春 is the Chinese character for “spring.” It is a common Chinese New Year decoration, as

Chinese New Year is called the “Spring Festival” in Chinese. It is often placed on windows, doors and other places to welcome in the spring.


Chinese Papercut Template 2

Xi or shuang xi 喜喜 is the Chinese character for “double happiness.” It is a common Chinese

decoration, particularly at weddings as a wish for happiness. It is also occasionally used during Chinese New Year for its implication of much happiness for the year ahead.


Chinese Papercut Template 3 The image of the rooster is very common in Chinese folk art. For thousands of years Chinese people relied on roosters to tell time in the morning. It is also a symbol of hard work and one of the twelve animals in the Chinese zodiac.



Hudie蝴蝶, or butterfly, is a very popular Chinese decoration. It is a homophone of the Chinese word,

“old age” lao die老耋. It is often used to symbolize longevity.

Butterfly 1


Butterfly 2



The Chinese word for “bat” is bianfu蝙蝠. “Fu” is a homophone for the Chinese character for “good

fortune,” which is also fu福. Therefore, it is a common Chinese symbol for good luck for use during

Chinese New Year and general decoration for all occasions.


Public Programs Performances and Workshops

In order to enrich the cultural experience and bring an authentic taste of China to our visitors, a number

of performances and workshops were scheduled in Boston throughout the exhibit run. Most of these

programs were scheduled for 20-30 minutes in a suitable museum space, either a stage or classroom

type area. These suggested programs are meant to correspond to a theme/space within the exhibit.

These programs include workshop ideas that can be conducted by museum educators with content

knowledge of China, and performance and demonstration ideas that may be best facilitated by local

China specialists in the areas of dance, music, and martial arts. Please see the list of Community

Resources to find local organizations with an interest in sharing and promoting Chinese culture in your

area. The full BCM program calendar is also included if you are interested in additional performance

and workshop options.

Paper Folding Demonstration Martial Arts Workshop

Qianyun Performing Opera


Suggested Programs

Traditional Music Concert

Exhibit Tie-in: Weicheng likes to play the cello and hopes to one day accompany his grandfather

on the yueqin, a stringed instrument that is nicknamed the “moon guitar” because of its round

body.

Program Objective: Introduce traditional Chinese instruments, such as the yueqin, to museum

visitors.

Duration/Audience: Program should be scheduled for 20-30 minutes. Visitors of all ages.

Procedure: Invite a local Chinese musician or group to perform at the museum. This could

include an ensemble of different instruments—percussion, strings, and winds—or an individual

instrument, such as the erhu (Chinese violin) or yangqin (hammered dulcimer). Contact a local

Chinese school to see if they offer music classes and would be willing to volunteer to perform or

provide a student concert.

Martial Arts Demonstration

Exhibit Tie-in: Gangzheng loves sports! Chinese martial arts, or wushu, is a traditional activity

for both athletic pursuit and relaxation that is seen throughout China.

Program Objective: Introduce traditional Chinese martial arts to visitors, such as tai chi, bagua,

or specific animal forms, like praying mantis or tiger.

Duration/Audience: Program should be scheduled for 20-30 minutes, longer if a workshop is

included. Visitors of all ages.

Procedure: Invite an instructor or small group of students from a local martial arts school to give

a demonstration or workshop. Make sure that the martial arts style they teach is in fact Chinese.

(Please note that taekwondo is Korean and karate, judo, and aikido are Japanese.) The

demonstration might show different styles of martial arts, including external styles such as shuai

jiao摔跤 wrestling and internal styles such as tai chi chuan太極拳. If the instructor is willing,

offer a short workshop following the demonstration where students can learn some basic

stretches or positions.

Opera Workshop or Performance

Exhibit Tie-in: Qianyun is studying to become a professional opera performer. She learns to sing,

dance, and perform martial arts in order to tell classic stories and folk tales on stage.

Program Objective: Introduce a style of traditional Chinese opera or dance to museum visitors,

or introduce a Chinese folk tale.


Duration/Audience: A performance or workshop should be scheduled for approximately 20-30

minutes. Visitors of all ages for a performance. Up to 15 people; children ages 6 and above for a

workshop.

Procedure 1: Performance

Performance arts are an important part of Chinese culture. Chinese opera in particular

combines music, dance, and even martial arts movements.

• Invite a local dance troupe specializing in Chinese dance to give a performance. Many

student groups are eager to have the opportunity to perform. A selection of 3-4 folk

dances or regional dances could be included

• If your area has an opera troupe that performs a regional style of Chinese opera, for

example Beijing or Cantonese style, invite them to perform. A selection of 2-3 different

songs could be included as well as a brief introduction of the musical instruments and

performance movements. (Like Western opera, Chinese opera is an acquired taste.

Short musical pieces may work best for a museum audience.)

Procedure 2: Workshop

Adapt the opera activity described in the Arts of China School Program to create a workshop

that can be used for general public programming. This approach might focus more on Chinese

folk tales and storytelling. Using a knowledgeable staff person, host an opera workshop in the

theatre space of the exhibit. For specific instructions, please refer to the School Program guide

lesson on the Arts of China.

Rice Dough Sculpture Workshop

Exhibit Tie-in: Doudou’s grandparents are rice farmers in the Chinese countryside. Not only is

rice an important crop in China, but it can also be used for other purposes. Here glutinous rice

flour is used for making crafts, another of Doudou’s interests.

Program Objective: Introduce rice dough sculpture, a traditional Chinese folk art, to visitors.

Duration/Audience: Program should be scheduled for 30-45 minutes. Up to 20 people; children

ages 6 and above.

Procedure: Folk arts have a long tradition in China and remain popular today. Along with the

many well known paper crafts mentioned in this manual, making figures out of glutinous rice

dough remains a popular activity in both rural and urban areas. If you have a rice dough artist in

your area, invite them to give a workshop. Otherwise, use the recipe and instructions included to

host a workshop for visitors to learn to make their own rice dough sculptures.

Recipe:3

• ½ cup salt

3 Rice Dough Sculpture Recipe and instructions provided by Yu-Chuan Dao, courtesy of Chinese Culture Connection, Malden,

MA, 2008.


• 3 ¾ cups white flour (“King Arthur” brand recommended)

• 1 tsp. Alum (found in the baking aisle of most grocery stores)

• 1 ¾ cups water

• ½ cup glutinous rice flour (found in Asian grocery stores)

• Icing color (not food coloring; found in kitchen supply stores)

Note: Dough should be prepared in advance of the workshop. Include several colors as well as

black and white for visitors to work with.

Instructions:

• Dissolve salt and alum in water.

• Mix white flour and rice flour in bowl. Pour in salt-alum mixture gradually. Mix well.

• Knead dough well on a board or counter.

• Make golf ball sized pieces and flatten.

• Place dough pieces in boiling water for 1-2 minutes. Remove them when they begin to

float.

• When cool—knead in coloring. Use latex gloves to prevent staining hands. Do not use

more than two to three finger daubs of coloring. A little goes a long way!

• Keep dough tightly covered in refrigerator until use.

• To make ornaments, let dough warm to room temperature for easier handling.

• Make small animals, flowers, etc. that can be stuck on a toothpick or kebab-stick.

o Start with a caterpillar! This is an easy figure that allows visitors to become

comfortable with the dough.

o Choose a color to work with.

o Knead the dough to remove any air bubbles.

o Form a series of small balls out of the dough (about the size of a pencil eraser).

Make some larger or smaller to define the head or tail.

o Line the balls up in a row so that they are side to side. Gently pinch or squeeze

the balls together to form the shape of the body.

o Use a small piece of white dough to make eyes. Because these will be tiny, use a

toothpick to help place them on the head.

o Use a small piece of black dough to make pupils. Again, use the toothpick to

place them on the eyes.

o Using a different color of dough, make a leaf for the caterpillar to eat or sit on.

o Knead the dough and then use your palms to flatten the dough and shape it into

a leaf. Use a toothpick to add veins to the surface.

o Place the leaf of a piece of cardboard or Styrofoam. Position the caterpillar on

top of the leaf.

• Let dry. When dough objects are completely dry—this may take between 3 to 10 days

depending on object size and humidity—coat with clear nail polish for a shiny effect and

preservation.


Calligraphy Workshop

Exhibit Tie-in: The pavilion offers several activities that relate to Chinese language and

calligraphy. Practice writing poetry or try to write characters on your own using a brush and

water.

Program Objective: Introduce visitors to Chinese language and how to write traditional

calligraphy using a brush and ink.

Duration/Audience: Program should be scheduled for 20-30 minutes. Up to 18 people; children

ages 7 and above.

Procedure: Invite a local calligrapher or Chinese language teacher to give a workshop on writing

Chinese characters. This could include an explanation of how characters have evolved from

ancient times to the present, which would allow visitors to identify the original pictographic form

and see how it relates to writing today. Visitors should also be given the opportunity to write

characters using traditional ink, brushes, and calligraphy paper.

As an alternative, use knowledgeable museum staff to lead a calligraphy or brush painting

workshop using either the painting activity described in the Arts of China School Program, or the

calligraphy writing activity described in the Post-Visit Activities of the Children’s Life in China

School Program.


Community Resources

If your museum does not already have a relationship with local Chinese community organizations,

please use these suggested resources to help assist with programs and other collaborative projects.

Massachusetts

• Boston Chinatown Neighborhood Center: http://bcnc.net

• Cambridge Center for Chinese Culture: http://www.bostoncccc.org

• Chinese Culture Connection: http://www.chinesecultureconnection.org

• Chinese Cultural Enrichment (website for artist Chiao Bin Huang):

http://www.chinesecultureboston.com

• Fairbank Center for Chinese Studies, Harvard University: http://www.fas.harvard.edu/~fairbank

• Five College Center for East Asian Studies: http://www.smith.edu/fcceas

• Hong Kong Dragon Boat Festival of Boston: http://www.bostondragonboat.org

• Grace Lin, Children’s Author/Illustrator: http://www.gracelin.com

• Greater Boston Chinese Culture Association: http://gbcca.org

• Li Min Mo, Chinese storyteller: http://liminmo.com/php/main.php

• Massachusetts Go Association: http://massgo.org

• Master Bow Sim Mark Tai Chi Arts Association: http://www.taichi-arts.com/index.shtml

• Primary Source: Education for Global Understanding: http://www.primarysource.org/default.php

• Wah Lum Kung-fu: http://www.wahlumpai.us

• Youth Eastern String Music Troupe: http://youtheasternstring.com/default.htm

Tennessee

• The Confucius Institute, The University of Memphis: http://cas.memphis.edu/cium

• East Tennessee Chinese Association: http://www.etca-knoxville.org

• Greater Memphis United Chinese Association (GMUCA): phone (901) 485.7518

• Knoxville/Chattanooga Dragon Boat Races: http://www.knoxdragonboats.com

• Memphis Zoo, Pandas: http://www.memphiszoo.org/home.aspx?pid=1

• University of Tennessee, Chattanooga Asia Program:

http://www.utc.edu/Research/AsiaProgram/index.php

California

• Center for Chinese Studies, University of California, Berkeley: http://ieas.berkeley.edu/ccs

• Chinese Culture Center of San Francisco: http://www.c-c-c.org

• Palo Alto Chinese School: http://www.paloaltochineseschool.org

• Melody of China Music Center: http://www.melodyofchina.org

• San Francisco International Dragon Boat Festival: http://www.sfdragonboat.com

• Stanford Program on International and Cross-Cultural Education:

http://spice.stanford.edu/clearinghouse

• Yao Yong Dance: http://www.yaoyongdance.org


Minnesota

• Center for Chinese Culture: http://www.mn3c.org/home.php

• China Center, University of Minnesota:

http://www.chinacenter.umn.edu/news/newsletter/spring2003.html

• Dragon Festival: http://dragonfestival.org/default.aspx

• Minnesota-China Partnership: http://www.minnesota-china.com/partner.htm

• Minnesota Chinese Dance Theater: http://www.minghuadancetheater.org

• Minnesota Chinese Music Ensemble: http://www.minnesotachinesemusic.com

• School of Shaolin Kung Fu: http://www.schoolofshaolin.com

New York

• China Institute: http://www.chinainstitute.org

• Chinese Kung-Fu Wu-Su Association: http://www.kungfu-wusu.com

• Chinese Music Ensemble of New York: http://www.chinesemusic.org/home/cmeny/index.htm

• Hong Kong Dragon Boat Festival in New York: http://www.hkdbf-ny.org

• Sholeen Lou-Hsiao, Creator Kingka Language Learning game: http://www.kingkagames.com

• Weatherhead East Asian Institute, Columbia University: http://www.columbia.edu/cu/weai

Texas

• Asia Society Texas Center: http://www.asiasociety.org/visit/texas

• Chao Center for Chinese Studies, Rice University: http://asia.rice.edu

• Confucius Institute at Texas A&M University: http://confucius.tamu.edu

• HeBei Chinese Martial Arts Institute: http://www.hebeiwushu.com

• Hua Xia Chinese School: http://www.houstonhuaxia.org

• The Institute of Chinese Culture: http://members.aol.com/icchouston

• Texas Dragon Boat Association: http://www.texasdragonboat.com

Gatineau, Canada

• Confucius Institute in Quebec: http://www.confuciusinstitute.qc.ca

• Ottawa Chinese Language and Culture Academy:

http://www.geocities.com/chineseottawa/index.html

• Ottawa Dragon Boat Festival: http://www.dragonboat.net/home.php

• Societe de Kungfu Chinois du Quebec: http://www.skfcq.com/kungfu/web/kungfu-05-cours.htm


BCM Program Calendar

May 14, 2008-January 4, 2009—all programs held at Boston Children’s Museum unless noted.

May:

• Chinese Music Concert by the Youth Music Ensemble of Greater Boston Chinese Culture

Association (GBCCA)

June:

• Dragon Boat Festival—Community Festival in Cambridge, MA on the Charles River

• Chinese Opera Workshops

July:

• Performances by storyteller Li Min Mo

• Demonstrations by the Massachusetts Go Association

• Martial Arts Performances by the Bow Sim Mark Tai Chi Arts Association

• Chinese Cultural Performance by Cambridge Center for Chinese Culture (CCCC)

• Erhu concert by musician Zhantao Lin and his students

• Paper folding demonstration and Calligraphy Workshops by artist Chiao Bin Huang

August:

• Summer Artists in Residence from China

o Qianyun, the opera student featured in the Children of Hangzhou exhibit, and her

parents came to Boston to perform at BCM

o Master Anling Wang, a martial arts master, performed and offered workshops at BCM

• Ribbon Dance Performances and Workshops by artist Chiao Bin Huang

• Yo-yo performance and workshop by students at GBCCA

• Bamboo Demonstrations

• Calligraphy workshops and paper cutting demonstration by artist Chiao Bin Huang

• Yangqin concert by students of the Society for Chinese Instrumental Music

• Chinese Music Concert by the Youth Music Ensemble of GBCCA

• Rice Dough Sculpture Workshops by Chinese Culture Connection

• Chinese language learning workshop with Kingka memory and matching game with game

creator Sholeen Lou-Hsiao

September:

• Autumn Moon Festival celebration including performances and kit activities

• Chinese Shadow Puppet Workshop

October:

• Double Nine Festival

• Dance Performance by students at Sharon Chinese School


December:

• Martial Arts Performance by Bow Sim Mark Tai Chi Arts Association

• Paper Fest: Explore paper crafts from around the world. (Museum Wide Event)

January/February 2009: Chinese New Year Celebration


Public Programs Large Scale Public Programs

Large Scale Public Programs are museum-wide “festivals” that we suggest take place at least once

during the exhibit run. These special events bring visibility to the Museum and allow for greater

collaboration with the community and local China-related organizations. They are also opportunities for

in-house collaboration among different departments within the museum—so that the entire museum

becomes invested in and involved with the Children of Hangzhou exhibit.

These programs can take on various forms:

• Hold a holiday celebration for Chinese New Year or Mid Autumn Festival to celebrate Chinese

culture in all its forms.

• Coordinate a museum-wide festival such as a fitness fair or art fest that focuses on games and

sports around the world or international crafts, respectively. Work with other museum educators

to relate the China programs to other disciplines, such as art, science, or health.

• Work with local organizations to participate in a community event that is held outside the

museum. This is a wonderful way to promote the exhibit and other museum programs.

A list of Chinese holidays and festivals is included here to help plan a celebration during the exhibit run

at your institution. These dates may also coincide with local community events, such as Dragon Boat

Festival, that your museum could use as an outreach opportunity. Additional exhibit activities and

sample programs are included for your reference.

Zongzi Dragon Boat Festival Performances

Races


Holidays and Festival Dates

Chun Jie 春节春节春节春节 / Spring Festival

Commonly known as Chinese New Year, Chun Jie is the most important holiday in the Chinese calendar. When literally translated it means “Spring Festival” and marks the coming of spring.

• January 26, 2009

• February 14, 2010

• February 3, 2011

• January 23, 2012

Qing Ming Jie 清明节清明节清明节清明节 / Clear and Bright

Remembering the lives of ancestors is an important part of Chinese culture. Qing ming, which means “clear and bright,” is a celebration to honor the dead. It is often known as Tomb Sweeping Day and is a joyous occasion. Food offerings are made, incense is lit, and paper money is burned.

• April 4, 2009

• April 5, 2010

• April 5, 2011

• April 4, 2012

Duanwu Jie 端午节端午节端午节端午节 / Dragon Boat Festival

The Dragon Boat Festival, or “double fifth,” marks the beginning of summer. Boat races are held and special rice dumplings called zongzi are eaten to commemorate the life of poet Qu Yuan.

• May 28, 2009

• June 16, 2010

• June 6, 2011

• June 23, 2012

Qixi 七夕七夕七夕七夕 / Seventh Night

Qixi falls on the seventh day of the seventh lunar month and is often called Chinese Valentine’s Day. This holiday commemorate the love story of the Cowherd and the Weaver Girl who are separated by the Milky Way and are united for one night only.

• August 26, 2009

• August 16, 2010

• August 6, 2011

• August 23, 2012

Zhongyuan Jie 中元节中元节中元节中元节 / Gui Jie 鬼节鬼节鬼节鬼节 / Ghost Festival

The Ghost Festival is held during the seventh month of the lunar calendar. Throughout the month, spirits roam the earth visiting their families. Paper lanterns are often lit and set afloat on rivers to guide the spirits of the dead.

• September 3, 2009

• August 24, 2010

• August 14, 2011

• August 31, 2012

Zhongqiu Jie 中秋节中秋节中秋节中秋节 / Mid Autumn Festival

Mid Autumn Festival, or Zhongqiu Jie, marks the arrival of fall. It is a celebration of the harvest moon, when the moon appears at its brightest. People light lanterns, eat special moon cakes, and tell folk tales about the moon.

• October 3, 2009





Additional Activities

Nianhua 年画年画年画年画 Block Prints

Holiday Celebration: Chinese New Year/Spring Festival


• Visitors will need 20 minutes to complete. Would work best in a classroom setting as a

workshop.

• Children age 6 and above should be able to do this activity on their own after some instruction.

Provide a few pre-made blocks for younger children to practice stamping the image.


Print making is a traditional Chinese folk art. Nianhua (nian 年 means year and hua 画 means picture or

painting) are known as New Year Prints. They frequently show good luck symbols, local gods, or

wishes for peace or happiness. Introduce a folk art to visitors as well as some important Chinese

symbols.

Materials needed:

• styrofoam plates

• sharpened pencils (with rounded tip to draw on styrofoam)

• red block printing ink

• white or colored paper (not red)

• paint rollers

Procedures:


Ask visitors what types of images or symbols remind them of China. Talk about how flowers and

animals in Chinese culture often represent good luck or good wishes. Because of the auspicious

meaning of these symbols, families often decorate their homes for the New Year with this type of

imagery in the hopes of bringing good fortune for the year ahead. Happy scenes from daily life are also

commonly seen.

What’s next?

• Choose one of the symbols mentioned to create a picture—fish, butterfly, flower, bat—or create

your own image.

• Using a pencil, draw your picture onto a Styrofoam plate. Make sure that the outline is clear.

(Remember that the image will appear in reverse when printed so make sure any words or

characters are backwards.)

• Using the paint roller, apply a coat of red paint to the plate. Retrace the lines of your drawing to

clear any red paint from the outline.


• Press the plate firmly onto a piece of paper so that the image transfers to the paper.

Keywords:

• nianhua

• block prints

• symbol

• festival

• celebration

• good fortune

• auspicious

• lucky picture


Until the mid-20th century, nianhua (New Year woodblock prints) were the most common form of

household decoration in China. As the title of the genre suggests, most nianhua were designed as part

of New Year celebrations, and with their themes of enduring optimism and brilliant colors they brought a

spark of light into an otherwise dreary mid-winter environment. Once posted, the prints would continue

to influence the spiritual, social and cultural values of the family long after the initial festival had passed.

Traditional New Year pictures, usually made by the block printing method, are characterized by simple,

clear lines, vibrant colors, and scenes of prosperity. Homophones, words that have the same sound but

different meanings, are also used because many symbols in China represent fortune, good wishes, or

luck because of how the word sounds. The printing method consists of several steps: drawing and

tracing, block engraving, printing, coloring and, in some cases, mounting. The finished pictures,

therefore, have the features of both woodcut prints and Chinese paintings, making a special branch in

traditional folk art.

The themes expressed in New Year pictures cover a wide range, from plump babies holding a fish to

the Old God of Longevity, from landscapes to birds and flowers, from the plowing cattle in spring to rich

harvests in autumn. Human figures often show artistic exaggeration, but the message in all pictures is

always good luck, long life, prosperity, or other auspicious wishes to the people. Typical objects

depicted in the pictures include the crane or the peach, which both symbolize a long life; and the plum

or peony, which are marks of good fortune and happiness. Watermelon or pomegranate seeds can be

used to represent children. The colors most favored are red, green, purple, yellow and black because

they are bright and also contrast with one another to give fresh, vivid, and inspiring impressions.


Dragon Boat Puppets

Holiday Celebration: Dragon Boat Festival



• This activity is well suited for children ages 4 and above. Younger children may need assistance

cutting out the templates.


Introduce visitors to the Dragon Boat Festival, an annual Asian celebration in China, Taiwan, Hong

Kong, Singapore, Malaysia, and growing in popularity in North America. As the name suggests, the

Dragon Boat Festival is celebrated with a series of dragon boat races. While children do not typically

paddle in the boats, this puppet activity encourages them to get involved and act out their own races.

Materials needed:

• dragon boat and figure templates (multiple colors)

• popsicle sticks

• scissors

• glue dots or glue sticks

• masking tape

• pencils/hole punch/markers/glitter glue pens (to decorate)

Procedures:


Dragon Boat Festival is celebrated on the fifth day of the fifth month of the Chinese (lunar) calendar and

is also known as “double fifth.” The holiday originated in ancient China and is still celebrated today. It

commemorates the death of the poet Qu Yuan. Tell visitors the story of Qu Yuan’s life and why he is

still commemorated with this festival. (See background information below.)

What’s next?

• Choose a colored boat template and cut around the black outline. Cut out figure templates.

• Add a glue dot/apply glue stick to the front of one of the figures and stick it to the back of the

boat. (The figures will look like they are in the boat.)

• Invite visitors to decorate their dragon boat and figures using the different materials.

• Add a glue dot to the Popsicle stick and stick it to the back of the boat; reinforce with a piece of

masking tape if necessary.

• Invite children to act out their own dragon boat race. Enjoy!

• (Combine with the hand drum activity to simulate the drummer in the boat.)

Keywords:

• Dragon Boat

• celebration

• festival

• Qu Yuan


• lunar calendar • Duanwu Jie 端午节 (Chinese name for

the holiday)


Duanwu Jie, known as Dragon Boat Festival in English, is a traditional Chinese holiday. Occurring on the fifth day of the fifth month in the Chinese lunar calendar, the holiday is also known as “double fifth.” The principle event of this annual celebration is the Dragon Boat Race. For more than 2000 years, dragon boats have been raced on the waterways of China, and today Dragon Boat Festivals are celebrated the world over. Dragon Boats are long narrow boats powered by a group of paddlers. A traditional Hong Kong dragon boat is a sleek 39-foot long solid teak racer decorated with a vividly colored dragon’s head at the prow and tail at the stern. A standard team of paddlers includes approximately 22 people—20 paddlers, 1 drummer who sets the pace for the crew, and 1 steersperson who navigates the course. Depending on the size of the boat, there could be as few as 10 paddlers to as many as 50. Paddlers must work in unison to get full power from their swift strokes.

The Story of Qu Yuan Traditionally, the Dragon Boat Festival commemorates the life and death of the ancient poet-patriot, Qu Yuan (340-278 BCE). Qu Yuan was a minister who advocated social reforms in his home state of Chu. When the king decided to ally with the increasingly powerful state of Qin, Qu Yuan was banished for opposing the alliance. In exile, Qu Yuan wrote poetry expressing his concern for his country and people. Twenty eight years later, the state of Qin conquered the Chu capital. In despair, Qu Yuan committed suicide by drowning himself in the Mi Lo River on the fifth day of the fifth month. The people of Chu rushed to the river to rescue Qu Yuan. Alas, it was too late. The people of Chu sprinkled rice in the water to feed the fish and the river dragon so that they would not eat Qu Yuan’s body and spirit. Many years later, Qu Yuan’s ghost appeared complaining that he was hungry because the river dragon was eating the rice that was meant for him. Fearful of the trouble a hungry ghost can cause, the people were eager to satisfy Qu Yuan’s ghost. They wrapped and tied the rice in bamboo leaves before throwing it in the river. This is the origin of zongzi, steamed rice dumplings wrapped in bamboo and filled with sweet or savory fillings. Eating zongzi is now as much a part of the Dragon Boat Festival as the boat races.


Sample Programs

Dragon Boat Festival (Duanwu Jie 端午节端午节端午节端午节): June 8, 2008

The Hong Kong Dragon Boat Festival in Boston is an annual community event held on the Charles River in

Cambridge each spring. Boston Children’s Museum has been instrumental in organizing this event since its

inception in 1979; 2009 will mark the 30th anniversary of this celebration. The museum collaborates with

many local organizations to promote Asian culture in the New England area.

On the Charles River 9:00-5:00 Hong Kong Dragon Boat Race Finals

Along Memorial Drive 12:00-5:00 Asian Foods

In the Arts and Crafts Tent 12:00-5:00 Chinese Arts and Crafts Activities provided by Greater Boston Chinese

Culture Association and Boston Children’s Museum

Boston side (12:00-12:30) 12:00-12:10 Eye-dotting Ceremony

12:10-12:20 Dragon Dance by Wah Lum Kung Fu

12:20-12:30 Dragon Dance Parade over Bridge with Sponsors

Cambridge side in Performance Tent (12:30-5:00) 12:30–12:40 Dragon Dance by Wah Lum Kung Fu

12:40–1:00 Opening Ceremony

1:00-1:30 Chinese Music Ensemble, Chinese Yoyo, and traditional Chinese dance by GBCCA (Greater Boston Chinese Cultural Association)

1:30–1:45 Korean Poongmul Drum/Dance Family Troupe 1:45-2:15 Hula and Tahitian Dance performance by Polynesian Dance Arts 2:15-2:45 Japanese Taiko Drumming by Odaiko New England

2:45-3:15 Chinese Martial Arts and dragon/lion dance by Wah Lum Kung Fu

3:15-3:45 Chinese folk dance and music (drum and hulusi) by CCCC (Cambridge Center for Chinese Culture)

3:45-4:00 Korean Poongmul Drum/Dance Family Troupe

4:00-4:30 Hula and Tahitian Dance performance by Polynesian Dance Arts

4:30–5:00 Japanese Taiko Drumming by Odaiko New England

5:00 Award Ceremony


Autumn Moon Festival (Zhongqiu Jie 中秋节中秋节中秋节中秋节): September 14, 2008

Autumn Moon Festival is smaller-scale event that is held in the museum. Because this holiday is also

celebrated in Japan and Korea it can be used as an opportunity to recognize different traditions

throughout East Asia, or it can be used to celebrate a single culture, in this case China.

The Third Floor Bridge (outside the Global Gallery; 3rd Floor)

11:00am-4:00pm (ongoing) Make a Paper Lantern!

The Common (2nd Floor)

11:00am & 12:00pm Traditional Music Concert by Youth Eastern String Troupe

KidStage (1st Floor)

1:00pm & 2:00pm Storytelling by local author/illustrator Grace Lin

The Common (2nd Floor)

1:30pm & 2:30pm Martial Arts Demonstrations

Chinese New Year Festival 2008 (Chun Jie 春节春节春节春节): February 17, 2008

Chinese New Year is the most important holiday of the year for Chinese families. People thoroughly

clean their homes and put up special New Year decorations. Chinese New Year is a time for family

gatherings, good food, interesting games, and wishes for good luck, wealth, health, and happiness. It is

a wonderful occasion to have a large celebration that gets the whole museum involved!

Museum Wide 11:00 – 4:00 On-Going Activities, Performances, and Workshops

Johnny’s Workbench (Floor 2) Make a Mouse Hat to wear around the museum

3rd Floor Bridge Help make a big picture for a Chinese story “Mouse Wedding”

2nd Floor Common Try on a child’s Lion Head and do the Lion Dance! (3:00– 4:00pm

ONLY)

2nd Floor Common Make Red Envelopes! A classic Chinese New Year tradition!

2nd Floor Bridge Calligraphy: Write your name in Chinese!

Boston Black (3rd Floor) Make a Paper Toy Mouse

1st Floor KidStage (Please get tickets at the information desk; limited seating)

11:30– 12:00 Chinese Traditional Dance and Folk Arts by GBCCA

12:30 – 12:45 Why Rat Came First: Participatory play about the Chinese Zodiac!


1:30-2:00 Chinese Traditional Dance and Folk Arts by GBCCA

2:30-2:45 Why Rat Came First: Participatory play about the Chinese Zodiac!

3:00-3:45 Why Rat Came First: Participatory play about the Chinese Zodiac!

2nd Floor Common

11:00 – 12:30 Yangqin, Chinese dulcimer, by Zhentian Zhang and students of

Boston Chinese Dulcimer Ensemble

1:00-1:30 Chinese Lion Dance Parade by GBCCA

Acrobatic Performance by Wangju Chen

3:00-3:30 Chinese Lion Dance Parade by GBCCA

2nd Floor Art Studio Make a Paper Lantern: Art workshop

11:30, 12:30, 1:30 & 2:30 Please sign-up for workshops at the Art Studio 30-minutes before

start time; recommended for age 5 and above

2nd Floor Play Space (ongoing from 11:00-4:00)

Messy Sensory Area Pin whiskers on the Mouse… And bring home as a souvenir!

Parent Resource Room Chinese Baby Snacks: Taste some snacks that toddlers in China

often eat, and compare with what toddlers in the U.S. often eat!

Music and Movement Room Learn Chinese through songs (30-minute programs begin at 11:00

and 1:30)


School Programs

The School Programs for Children of Hangzhou allow for in-depth (one-hour) focus on the lives of

contemporary Chinese children at school, at home, and beyond. These programs utilize materials—

objects, photographs, tools—that are otherwise not necessarily available in the exhibit. The Arts of

China program also provides an opportunity to expand on traditional Chinese culture by incorporating

lessons on Chinese opera and brush painting. School programs should be taught by knowledgeable

Museum educators. Sufficient training and preparation ahead of time is essential. Pre- and Post-Visit

Information sent to classroom teachers who have made a reservation for a school program provide

excellent suggestions for preparing the students before they come and following-up with their class

after their museum visit.

• In-exhibit program: Children’s Life in China (Grade K-7)

• Museum classroom program: Arts of China (Grade 2-7)


Children's Life in China

Group Visit Lesson One / Grades K-3 & 4-7

The program Children’s Life in China aims at teaching Chinese culture to children through experiencing life, a matter that children can relate to and are familiar with. According to conclusions drawn by Selinda Research,4 in cultural exhibitions young children learn most effectively by relating to their own life through the respective developmental stage for their age group. This program will enable students to get to know the four children whose stories are represented in the Children of Hangzhou exhibition. Each student will participate in presenting the life and activities of one of the four Chinese students. Through various activities before and after the visit to the exhibit as well as during the visit, students will learn to appreciate the lives of children in China. Through the reflections, we hope American children will also learn to appreciate their own life here in the United States.

Big Ideas • Learn about children’s life in contemporary China • Gain awareness of the fact that children’s life in China today mixes aspects of modern and

traditional life • Compare and contrast children’s life in America and in China

Goals

• Experience Chinese cultural activities in the exhibit • Activate background knowledge • Learn to make inferences, and to compare and contrast • Collaborate with peers • Give an oral presentation

4 Selinda Research Associates, Inc., provides evaluation, research, and consultation services for museums and

other informal learning environments. http://www.selindaresearch.com


Pre Visit Activities This segment prepares students for the visit to the Children of Hangzhou exhibition and helps students build their background knowledge for learning about another country and culture. Some of these suggested activities serve to connect the learning before the visit to that after. Other activities help students reflect on their own life by anticipating learning about the lives of other children and some activities are simply fun. 1. Activity One: Locate China in the world Show the class a world map or a globe, and find China on that map. Compare the sizes of the following countries: China United States, (including Alaska and Hawaii) Canada Print the map of China attached in this packet. Help students fill in the following:

• Major cities: Beijing, Shanghai, Hong Kong, Hangzhou, Xi'an, and Lhasa. • Major rivers: the Yangtze River (Chang Jiang) and the Yellow River (Huang He) • The Great Wall • Surrounding countries – specify a few – Japan, Korea, Afghanistan, Myanmar, India, Vietnam,

etc. • Major landforms—Himalayan Mountains, Taklamakan Desert, Gobi Desert, Tibetan Highlands,

etc. (suggested for grade 5 and above) 2. Activity Two: Story “White Snake Lady”

Borrow a copy of “White Snake Lady” (other title variations include “Madame White Snake” and “Lady White Snake”) from the local library or use the attached version. Read the story with the class. The class can retell and/or draw illustrations for the story individually or as groups. Introducing students to this story before they visit the exhibit will help to familiarize them with a Chinese folk tale. The story is featured in the exhibit through the life of Guo Qianyun, one of the four children, who performs the story as a form of Chinese opera. This also reinforces the continued importance that traditional stories and art forms have in contemporary society. 3. Activity Three: KWL chart Start a KWL (What do you know? What do you want to learn? What have you learned?) chart in the class. Hold a class discussion, and fill in the K and W columns regarding what students know and what students want to know about China and children’s life in China. As part of the post-visit activities, discuss what students have learned about China and Chinese children's lives and fill in the last column of the chart with the class. 4. Activity Four: Compare life of Chinese and American children Start a list of routines of school and home life of the students in the class chronicling the daily activities, all in one column. A parallel column is saved for info on activities and routines of Chinese kids after the museum visit.


School Visit to Children of Hangzhou: Connecting with China Staff needed: One museum educator plus four chaperones Materials needed

• Globe or world map • assignment sheets for the four groups • clipboards and worksheets for note taking and presentation • jianzi (Chinese shuttlecock) • Chinese abacus • 1 set of wuziqi (a Chinese board game) • 1 biandan (carrying pole) for the country • 1 opera costume • photos of each child in the exhibit

Procedure

I. Intro (10 min.) 1. Meet class at Bus Stop area in exhibit 2. Say to the class “Welcome to Hangzhou China” in Chinese and English 3. With help of students find China and Hangzhou on the maps and then the globe 4. Ask students about the longest trips they have taken, and what it felt like, including the

length of the traveling and the means of transportation. Establish the distance from your city/town to Hangzhou.

5. Ask students to imagine what it would be like to be in a new country, eg. not being able to understand the language; not knowing where things are (restaurants, stores, etc); wanting to learn about the culture through a friend, etc.

6. Tell the class they will be divided into four groups and will learn about aspects of life in China with one of the four children as their host.

II. Small group activity (20 min.)

1. Ask the students to stand with their respective chaperones. If there are more than four chaperones/groups, divide the students evenly into four groups.

2. Assign one chaperone to each group, and pass him or her the assignment sheet 3. Tell students that they will meet their host in a section of the exhibition. They should learn

everything about that host and share with the whole class at the end of the program. 4. When arriving at the destination of each group, the group should watch the video of the

Chinese child first. At the end of the viewing, the chaperone should check comprehension quickly. (See the attached worksheets for sample questions.)

5. Specific activities are listed on the worksheet for each group. See attached sheets.

III. Presentation to whole class (20 min.)

IV. Q&A and discussion (10 min.)


Group One: Farm/Village area Meet Doudou and learn about life on a farm (Doudou is pronounced dough-dough.)

Find the intro panel text for Doudou and read it as a group. Then locate the countryside area of the exhibit.

Gather the whole group in front of the window on the house facade and watch Doudou's video.

Check comprehension after viewing by asking some of the following questions: (For grade three and below, chaperones should take notes for reference during the presentation later. For grade three and above, ask a student to take notes to prepare for the presentation.)

What is the name of your host? ____________ _ _

How old is she? What grade is she in? ____________ _ _

Where does she live? ____________ _ _

Who is she visiting? Why? ____________ _ _

What kinds of things does she like to do there? ___________ _ _ _

What are some of her hobbies? ________________ ______ ______

What does she like most about the countryside? ____________ _ _ Is there anything else you learned about Doudou? Let each member in the group explore the farm area for 5 minutes. Everyone should practice using the bamboo carrying pole to lift the baskets (add objects to give them some weight). Other activities to try include rice planting and building the bamboo chair.

When 5 minutes are up, gather the group and go over the presentation:

Designate each student to do one of the following:

• announce the host's name and age

• say one thing about Doudou's life

• say another thing about Doudou's life

• describe Doudou's hobbies

• describe rice planting

• demonstrate carrying two baskets with a bamboo pole

Meet the rest of the class and get ready for the presentation to the whole group.


Group Two: Theatre area

Meet Qianyun and learn about life for a young opera student (Qianyun is pronounced Chien-yoon)

Find the intro panel text for Qianyun and read it as a group. Then locate the theater area of the exhibit.

Gather the group in front of the Opera poster (near the pavilion) and watch Qianyun's video.

Check comprehension after viewing by asking some of the following questions: (For grade three and below, chaperones should take notes for reference during the presentation later. For grade three and above, ask a student to take notes to prepare for the presentations.)


How old is she? What grade is she in? ____________ _ _

Where does she live? ____________ _ _

What is she studying? _________ ___ _ _

What kind of school does she go to? ___________ _ _ _

What role does she play in the opera? ____ ____________ _ ____

What does she like to do when she is not at school? ____________ _ Is there anything else you learned about Qianyun?

Let each member in the group explore the theater area for 5 minutes. Everyone should practice the “throwing water sleeve” technique as shown in the demonstration video by Qianyun. Other activities include trying on the different costumes and acting out the play on the stage.




• say one thing about Qianyun's life

• say another thing about Qianyun's life

• describe Qianyun's hobbies

• describe Yueju opera

• demonstrate the “throwing water sleeve” technique



Group Three: Apartment area

Meet Weicheng and learn about life at home (Weicheng is pronounced Way-cheng)

Find the intro panel text for Weicheng and read it as a group. Then locate the apartment area of the exhibit.

Gather the group in front of the family TV and watch Weicheng's video.



How old is he? What grade is he in? ____________ _ _

Where does he live? ____________ _ _

Who does he live with? _________ ___ _ _

What event are they celebrating? ___________ _ _ _

What does he learn to cook? ____ ________ ____ _ ____

What are some of his hobbies? ____________ _ Is there anything else you learned about Weicheng?

Let each member in the group explore the apartment area for 5 minutes. Everyone should practice playing wuziqi, a child’s version of the ancient Chinese game weiqi, or go. Other activities include looking through the kitchen drawers and refrigerator and finding your Chinese zodiac sign.




• say one thing about Weicheng's life

• say another thing about Weicheng's life

• describe Weicheng's hobbies

• describe grandma’s birthday celebration

• demonstrate playing wuziqi, “five in a row”



Group Four: School/classroom area

Meet Gangzheng and learn about life at school (Gangzheng is pronounced Gahng-jung)

Find the intro panel text for Gangzheng and read it as a group. Then locate the classroom area of the exhibit.

Gather the group in front of the blackboard and watch Gangzheng's video and the teacher's video.



How old is he? What grade is he in? ____________ _ _

Where does go during the day? School? Library? Home? __________ __

What is the class learning? _________ ___ _ _

What is different about his school? ___________ _ _ _

What is the same about his school? ____ ________ ___ _ ____

What are some of his hobbies? ____________ _ Is there anything else you learned about Gangzheng?

Let each member in the group explore the classroom area for 5 minutes. Everyone should practice playing with the jianzi, or Chinese shuttlecock. Other activities include reading the inventions bulletin board and practicing counting on the abacus.




• say one thing about Gangzheng's life

• say another thing about Gangzheng's life

• describe Gangzheng's hobbies

• describe the school exercises in the Chinese school

• demonstrate playing with the jianzi

Meet the rest of the class and get ready for the presentation to the whole group


Post Visit Activities Activity One: Complete the KWL chart As a group, complete the chart by filling in what have you have learned about China and Chinese children's lives. Activity Two: Compare life between children in the US and China Add information about children's life in China in the vacant column next to the one with info on American kids' life started in the pre-visit activity. Compare and contrast the two. Activity Three: Learn Chinese calligraphy (See attached) Activity Four: Connect with children in China Ask students to write letters to the four children in China. Choose the child they connected with the most:

• Qianyun

• Doudou

• Weicheng

• Gangzheng They can write what they have learned in the exhibit from their stories and ask questions if they still have something they want to learn.


Writing Chinese Calligraphy 1. The four treasures of a Chinese scholar’s study and artist’s studio: Paper (zhi � ) Paper was invented in China in the year 104 AD by Cai Lun ��, a Chinese court official in the Han Dynasty. The first paper was made of hemp, mulberry tree bark, silk, and old fishing nets, but now a variety of plant fibers are used to make different kinds of paper. The most desirable paper for Chinese ink painting is xuan paper. It gets its name from its birthplace, Xuan Cheng in Anhui Province. Its main ingredients are rice straw and green sandalwood pulp. Ink stick (mo � ) Ink sticks are hardened blocks of soot mixed with animal gum. Chinese calligraphy uses mostly black ink, while colored ink sticks are for Chinese paintings. Many artists also use watercolors for Chinese paintings. Brush (bi � ) There is a wide selection of Chinese brushes, of different sizes and made from different materials. Bamboo is most commonly used for the brush handle. The hairs, or bristles, can be made of goat hair, rabbit hair, horsehair, or other animal hairs. Ink stone (yan � ) Ink stones are for grinding the ink stick with water to make liquid ink. Good quality ink stones are appreciated as both collectable art pieces as well as for the practical function of making ink. Nowadays, liquid ink that comes pre-made in containers is also available to school students for convenience. Serious artists still prefer making ink the hard way, by grinding water with the ink stick in the ink stone! 2. Practice holding the brush: A Chinese calligraphy brush is held differently from the way a paintbrush or pen or pencil is held. You must hold the brush vertically. Practice so that your hand is not tense. Your wrist can rest on the table if you are using a small brush on small paper. (Experienced calligraphers very often stand to write large-sized characters by moving their whole arm.)


3. Learn the basic calligraphy strokes: Everybody learning to write in Chinese must first master these basic strokes.

Basic rules about writing Chinese calligraphy: 1. Start each horizontal stroke from its left and move towards the right. 2. Start each vertical stroke from its top and move towards the bottom. 3. Start each character (which is a combination of strokes) from its left side and top. 4. Traditional Chinese writing is read from top to bottom, starting from the right side.

橫(héng) Horizontal

豎(shù) Vertical stroke

點(diān) dot

撇(piě) left diagonal

捺(nà) right diagonal


4. Practice these basic strokes in the boxes below.


5. Learn to write these characters. Trace the characters in the middle. Try to write on your own on the right-hand column.

山 shān (mountain)

人 rén (person)

木 mù (wood or tree)


水

shui (water)

石

shí (stone)

日

rì (sun)


竹 zhú (bamboo)

森 sēn (woods)


Make an Accordion Book The accordion book is one of the ancient forms of Chinese bookbinding. Make an accordion book. Use it as an album for your Chinese characters! Steps to make an accordion book:

• Cut along the dotted line to divide the 11” x 17” paper into two long strips. Measure the paper so the two strips are the same size.

• Fold each strip of paper at the lines indicated. Leave a ¼ inch extra on one edge.

• Glue the ¼ extra of each strip together, and glue the two side panels on the two pieces of cardboard paper. The cardboard pieces will be the front and back covers.

• Cut out the title and glue it to the cover.

Tie a ribbon or string around the book for a finished look.

• You can write one Chinese character on each page, or you can cut out the words from the calligraphy practice packet. Glue one onto each page. This is your Chinese calligraphy collection!

中

國

書

法

Chinese Calligraphy

Title strip for

students to cut

and glue to the

front cover:


Arts of China

Group Visit Lesson Two / Grades 2-7

Chinese arts are among the oldest and richest in the world. The exhibition Children of Hangzhou: Connecting with China showcases aspects of traditional Chinese arts, including visual and performing art. The exhibit uses original landscape paintings portraying scenes of Hangzhou, both rural and urban, by the Hangzhou-based artist Ms. Lin Sumei. The story of Qianyun, a promising young Chinese opera student in the exhibit demonstrates Chinese performing arts. Through this program, students will gain authentic experience in Chinese visual art and performing arts. The immersive environment of Chinese art and aesthetics makes the experience special and memorable. This lesson requires a minimum of second grade reading level.

Big Ideas

• The arts of China are rich and colorful.

• Children in contemporary China learn traditional art forms.

• Chinese opera is one way to learn legends and stories.

• Chinese opera is different from Western opera.

• Visual and performing arts require discipline and training. Objectives

• Learn about Chinese painting and calligraphy

• Experience traditional Chinese art materials: bamboo brushes, xuanzhi paper, ink

• Exercise fine motor skills by assembling scrolls with a range of materials

• Learn about Chinese opera, including some basic movements

• Understand that learning Chinese art requires special training

• Collaborate with peers


Pre Visit Activities for Arts of China This segment prepares students for their visit to the Children of Hangzhou exhibition and helps students build their background knowledge for learning about another country and culture. 1. Activity One: Locate China in the world Show the class a world map or a globe, and find China on that map. Compare the sizes of the following countries: China United States, (including Alaska and Hawaii) Canada Print the map of China attached in this packet. Help students fill in the following:

• Major cities: Beijing, Shanghai, Hong Kong, Hangzhou, Xi'an, and Lhasa. • Major rivers: the Yangtze River (Chang Jiang) and the Yellow River (Huang He) • The Great Wall • Surrounding countries – specify a few – Japan, Korea, Afghanistan, Myanmar, India, Vietnam,

etc. • Major landforms—Himalayan Mountains, Taklamakan Desert, Gobi Desert, Tibetan Highlands,

etc. (suggested for grade 5 and above) 2. Activity Two: Chinese Stories Borrow the following books from the school or a local library. Read the stories with the class. The class can retell and/or draw illustrations for the story individually or as groups. Introducing these stories before the museum visit will help familiarize students with Chinese folk tales and prepare them for the activities they will do when they visit the China exhibit.

“White Snake Lady”5 This story is featured in the exhibit through the life of Guo Qianyun who performs the tale at school as a Chinese opera. The popularity of the story as a folk tale and opera also reinforces the continued importance that traditional stories and art forms have in contemporary society. “Liang and the Magic Paintbrush”6 Chinese brush painting has a long historical and cultural tradition in China. The story of Liang and his magic paintbrush helps introduce students to this important art form.

5 Aaron Shepard & Song Nan Zhang, Pan Asian Publications, 2001

6 Demi, Henry Holt & Company, 1988


School Visit for Arts of China Staff needed Two museum education staff Materials needed

• globe or world map • “White Snake Lady” story • opera costumes • 1 Chinese painting scroll • white paper for practicing ink

painting strokes • xuanzhi paper cut into 6 x 4” pieces • 15 brushes for Chinese painting • liquid ink • 8 small cups for ink dishes

• old newspaper to protect table or work surface

• paper towels for any ink spilled • construction paper pre-cut to 8 x 22”

pieces in assorted colors • dark color string precut to 1 ½’

(enough for all kids) • glue • clear scotch tape

Procedure

I. Intro (5 min.) 1. Meet class at Bus Stop area in exhibit 2. Say to the class “Welcome to Hangzhou China” in Chinese and English 3. With help of students find China and Hangzhou on the maps and then the globe 4. Tell students that they will be in China and will try some Chinese art activities. One is an

opera piece and the other is Chinese painting and calligraphy.

II. Small group activity (20+20 min.) Divide the class into two halves, each with 10-15 students. Each group will do one activity for 20 minutes and switch to the 2nd activity for 20 minutes.

Painting activity One museum educator will lead one group to a nearby open area for the painting activity:

• Three to four folding tables are set in a row, with 4-5 chairs around each table.

• The tables are prepared with felt mats (1 1/2’ x 1’ in size, one for each student), 2 small cups on each table with ink in each, and one brush per student.

• An easel with paper is needed for the educator to demonstrate painting strokes.

• The educator will explain the tools used in Chinese ink painting and calligraphy: xuanzhi paper, bamboo brush, ink stick and ink stone. Although liquid ink is used for convenience sake, an ink stick and stone will be included in the kit to show students.

• Show students how to hold the brush correctly, and how to dip the brush in ink and prepare the tip for painting.

• Demonstrate on the paper on the easel how to start painting a panda (see instructions attached).

• Students will practice painting on regular paper. After completing one copy, students will be given xuanzhi paper to paint a final copy.

• If time permits, glue the painting on the pre-cut construction paper scroll. Fold the top and bottom of the scroll and attach a string on top for hanging


Opera activity One museum educator will lead half of the class into the theater area in the exhibition.

• The group will watch Qianyun's video and short demo video. Afterwards the group will spend 2 minutes in the area for exploration:

• Look at and listen to or try to play the various musical instruments

• Look at the costumes and curtains on the stage

• Read the theatre poster

• Gather the group together in the theater stage area, and review the story of “White Snake Lady,” with the help of the paintings on the backdrops

• Have students form groups of three, and find an area in the theater setting to try a mini drama excerpt from “White Snake Lady: the Broken Bridge.” The segment is in part captured in Qianyun's video. A worksheet is attached to help each group to plan their performance.

• Costumes will be distributed to each student once they have chosen their roles. The groups will switch and repeat the 20 minute programs for the 2nd half of the class.

III. Q&A with whole class (5 min.)

IV. Free exploration in the exhibition (10 min.) After learning about Chinese art, look for some other examples of art in the exhibit:

• an example of Chinese calligraphy

• examples of Chinese brush painting

• the Great Wall of China After learning about Qianyun’s life, learn something about the other children in the exhibit:

• Where does Doudou live?

• How old is Gangzheng?

• Who does Weicheng live with?

© Boston Children’s Museum, 2008

Attachment #1 (Arts of China) Instructions for painting a panda step 1. Correct way to hold the brush: 2. Lead the class step by step to complete a panda painting:

3. Add bamboo leaves and stems as necessary. Remember to remind kids to put their names down on the painting. Optional: Have students design their own name seal with red pen and include in the painting.

© Boston Children’s Museum, 2008

panda step-by-step

2. Lead the class step by step to complete a panda painting:

3. Add bamboo leaves and stems as necessary. Remember to remind kids to put their names down on

Have students design their own name seal with red pen and include in the painting.

61

3. Add bamboo leaves and stems as necessary. Remember to remind kids to put their names down on

Have students design their own name seal with red pen and include in the painting.


Attachment #2 (Arts of China) Theater activity worksheet

White Snake Lady Yueju Production

Scene: Broken Bridge at the West Lake Characters:

1. Lady in White: white snake spirit, Scholar Xu’s wife 2. Scholar Xu: scholar, husband of Lady in White 3. Maid in Green: green snake spirit, Lady in White's maid and loyal friend

On Dragon Boat Festival, Lady in White drinks an herbal drink, which lifts her magic. She is unable to keep her human form and she reveals her true self—a white snake spirit. Her husband, Scholar Xu, is terrified and runs away. Lady in White and Maid in Green try to look for him. Lady in White still loves Scholar Xu and wants to find him, but Maid in Green wants to punish him for running away his wife. The three of them meet at the famous Broken Bridge at the Beautiful West Lake in Hangzhou. The worksheet helps each group write down the words for each character and plan the performance of this short scene. Scholar Xu: (scared and running) _____________________________________________ Maid in Green: (angry, holding a sword, running after Xu) _________________________ ______________________________________________________________________ Scholar Xu: (caught up by Maid Green) _________________________________________ Xu is trying to escape Maid Green Lady in White: (comes and tries to stop Maid in Green) _____________________________ ______________________________________________________________________ The three talk together for a little while, and decide to forgive each other and make up. They go home together.


Post Visit Activities for Arts of China Activity One: Have an art exhibit in the school!

Collect all the brush paintings done while visiting Boston Children’s Museum and hold an exhibit for the school.

Activity Two: Paper Cutting

Chinese people invented paper more than 2000 years ago. Paper cutting artworks are the most popular and most accessible art form for the Chinese people. Copy the templates onto colored paper and cut around the black outlines. (For templates, refer to the Exhibit Activities under Public Programs. For older students, have them create their own papercut designs.)

Activity Three: Chinese Fine and Folk Art

Rent the museum teaching kit “Chinese Fine and Folk Art” and try other art activities from China. Activity Four: Visit an Art Museum

Go to an art museum that has a Chinese art collection. Appreciate the paintings and other art objects from China.


Attachment #3 (Arts of China)

White Snake Lady

A folk tale from China7

"White Snake Lady" is one of the most popular folk tales in China. It is the love story between the loyal heroine Lady in White, who is a snake spirit in human form, and her human husband, Scholar Xu (pronounced “shoe”). One day, Lady in White and Maid in Green, both snake spirits, decided to take the form of human women and enjoy the beautiful scenery of West Lake in Hangzhou. There they met Scholar Xu, a young student, who was also enjoying the scenery. When Lady in White and Scholar Xu met, they both fell in love with one another and got married soon after. In late spring, on the day of Dragon Boat Festival, Scholar Xu and Lady in White celebrated the holiday. To celebrate, Scholar Xu offered Lady in White a traditional herbal drink. Unfortunately, the herbs in the drink were very strong and Lady in White revealed her true self—a white snake spirit. The appearance of a snake shocked Scholar Xu to death! To bring him back to life, Lady in White obtained a magic herb from Magic Mountain. With this herb she brought her husband back to life. Scholar Xu then went to the Jinshan Temple and met monk Fa Hai. Fa Hai told him that the snake he had seen on the Dragon Boat Festival was actually his wife. Scholar Xu was frightened by this news and was persuaded to stay in the temple. Lady in White went to beg Fa Hai to return her husband to her, but Fa Hai showed no mercy on her. Desperately, Lady in White fought with Fa Hai. Unfortunately, she lost the battle and escaped to the Broken Bridge on West Lake. Scholar Xu had also gone to the Broken Bridge. He was struggling between love and fear for his wife. Eventually he was overcome by love for Lady in White. Although heart-broken, Lady in White was also still in love with Scholar Xu. Meanwhile, Maid in Green, Lady in White’s best friend, was very angry with Scholar Xu for running away from his wife. She wanted to punish him. However, Lady in White stopped her friend, showing Maid in Green that Scholar Xu was still in love. They all made up and remained friends. Later, Lady in White gave birth to a baby boy. Despite her happiness, monk Fa Hai still did not trust her kind spirit and captured her. He mercilessly imprisoned her under a pagoda by West Lake. Years later, Lady in White was rescued by Maid in Green and reunited with her family.

7 Adapted from the book Lady White Snake: A Tale from Chinese Opera, retold by Aaron Shepard, illustrated by

Song Nan Zhang, Pan Asian Publications, 2001. This adapted text for “White Snake Lady” is best suited to older students, 4

th grade and above. Invite students to

read the story on their own and then create their own illustrations. If you have younger students, borrow a copy of the story from your school or local library and read it to them.


Resources

There are a number of excellent resources available about China. We have put together this guide in

order to help navigate through the online and print sources available to educators. These lists are not

exhaustive but are merely intended as a starting point for those who want to learn more about Chinese

culture, language, or history.

Because many Chinese terms are used throughout this manual, the resource section begins with notes

on Chinese language and pronunciation. This is followed by a glossary of the Chinese words that

appear in the manual. It is important that educators who will be guiding school programs or exhibit

activities are familiar and comfortable with these terms.8

A bibliography of books about China is also included to further supplement the information provided

here. This book list is categorized by subject to help guide your search. Subject headings include

history and culture, anthropology, arts and literature, folk stories, and festivals.

Due to the wealth of online resources available, we have provided listings for several renowned East

Asian Outreach Centers within the United States that provide educational materials and up to date

information about China online.

8 To listen to an accurate pronunciation guide for Mandarin Chinese, visit

http://chinesepod.com/resources/pronunciation. Choose the sound that you would like to practice and then listen. You can also use the glossary section to look up English and Chinese terms and then listen to how they are used in a sentence: http://chinesepod.com/resources/glossary.


Notes on Chinese Language and Pronunciation

The standardized form of spoken Chinese is Standard Mandarin (Putonghua 普通话/Guoyu 国语),

based on the Beijing dialect. Standard Mandarin is the official language of the People's Republic of China and of Taiwan, as well as one of four official languages of Singapore. However, there are a number of linguistic subdivisions ("languages" or "dialect groups") within China itself. There are between six and twelve main regional groups of Chinese (depending on classification scheme), of which the most populous is Mandarin (widely spoken across northern and south western China), followed by Wu (widely spoken in south eastern China including Zhejiang, Jiangsu and Anhui provinces and Shanghai), Min (widely spoken in the south eastern provinces of Fujian and Guangdong), and Cantonese (widely spoken in southern China, including Hong Kong). Most of these groups are mutually unintelligible, though some may share common terms and some degree of intelligibility. Today the most common Romanization standard for Standard Mandarin is Hanyu Pinyin, often known simply as pinyin, introduced in 1956 by the People's Republic of China. Pinyin is almost universally employed now for teaching standard spoken Chinese in schools and universities across America, Australia and Europe. It is also the Romanization system used throughout this manual. Tones: One of the biggest differences between Chinese and Western languages is the tones used to pronounce words. In English, tones denote whether something is a question, a command, or a general statement. In Mandarin, however, each word has a tone. If you do not use the right tone with a word it can change the meaning of the word. Mandarin Chinese has four distinct tones and a fifth neutral tone. • First tone is pronounced with a high level tone, it starts high and stays high (as if “singing” the

word): mā 妈 (mother)

• Second tone is pronounced with a tone that rises to the top, it starts medium and rises (as if

asking a question “what?”: má 麻 (hemp)

• Third tone is pronounced with a tone that starts medium, dips to low, and then rises high: mă 马

(horse) • Fourth tone is pronounced with a tone that starts at the top and then falls sharply to low (as if

giving a command “stop!”: mà 骂(curse or scold)

As you can see from this guide, pronouncing a word with an incorrect tone can change the meaning of

your sentence. You certainly would not want to call you mother a horse!

Consonants: There are 24 consonants in pinyin.

b as in boy

p as in pine

m as in mother

f as in food

d as in dig

t as in talk

n as in none


l as in loud

g as in good

k as in kid

ng as in song

h as in hot

j as in jeep

q like “ch” in cheat

x like a sound between the “s” in see and

the “sh” in she

zh like “dg” in sludge

ch as in children

sh as in shake

r as in raw

z like “ds” in words

c like “ts” in eats

s as in son

y as in Yao Ming

w as in we

Vowels: There are 6 simple vowels. (These sounds may change depending on the consonant used.)

a is like “ah” in “father”

e is like “uh” in duh

i is like “ee” in see

o is a pure "O" sound, lips rounded but not

moving as the sound is produced

u is “oo” as in spoon

ü like the u in the French rue

Vowel Combinations: In Chinese pronunciation, basic vowels can form vowel combinations with each

other or with a nasal consonant.

-ai like “ie” in pie

-an like “on” as in Don (NOT like Dawn”)

-ang sounds like “ah-ng” (NOT like “ang” in

hang)

-ao is like “ow” in now

-ei is like “ay” in pay

-en is like “un” in sun

-eng is like “ung” in sung

-er like “ar” in are

-ia is like “ya” in “see ya”

-ian sounds like “yan”

-iang is like pinyin “yang”

-iao is like “eow” in meow

-ie sounds like “yeh” (as if saying “yes”)

-in as in “een” in green

-ing as in “ing” in sing


-iong is like pinyin “yong”

-iu is like “yo” in yo-yo

-ong is like “ong” in song

-ou is like “ow” in low

-ua sounds like “wah”

-uai sounds like why

-uan like “wan” in wand

-uang like “oo” + ang (wang)

-ui sounds like way

-un is like “wou” in would and ending in “n”

sound (woon)

-uo sounds like “wo” as in wall

-üan like yuan and written without two dots

-üe is like “yue” (“we” in “wet”)


Glossary of Chinese Terms

Pinyin Pronunciation Characters English Meaning

baguazhang ba-gwah-dgahng 八卦掌 “eight trigram palm” (style of internal

martial arts)

bi bee 筆 brush

bianfu byan-foo 蝙蝠 bat

bolanggu bO-lahng-goo 拨浪鼓 rattle drum

chun choon 春 spring

Chun Jie choon jyeh 春节 Spring Festival (Chinese Lunar New

Year Celebration)

deng long dung long 灯笼 lantern

dian dyan 點 dot

Duanwu Jie dwan-woo jyeh 端午节 Dragon Boat Festival

erhu arhoo 二胡 Chinese violin

fenghuang fung-hwang 凤凰 phoenix

fu foo 福 good fortune

fu foo 蝠 bat

fuguihua foo-gway-hwah 富贵花 peony

gou gow 狗 dog

gu goo 鼓 drum

Gui Jie gway-jyeh 鬼节 Ghost Festival

Hangzhou Hahng-djow 杭州 Hangzhou

he huh 鹤 crane

heng hung 橫 horizontal

hou how (like low) 猴 monkey

hu hoo 虎 tiger

huangdaodai hwang-dow (like now)-dieh 黄道带 zodiac

hudie hoo-dyeh 蝴蝶 butterfly

ji jee 鸡 rooster


jianzhi jyan-djer 剪纸 paper cutting

jianzi jyan-dseh 毽子 shuttlecock

laodie low (like now)-dyeh 老耋 old age

long long 龙 dragon

ma ma 马 horse

mo mO 墨 ink stick

mu moo 木 wood

na na 捺 right diagonal

nianhua nyan-hwah 年画 New Year picture

niu nyo 牛 ox

pie pyeh 撇 left diagonal

ren r-un 人 person

ri rih 日 sun

sen sun 森 forest

shan shan 山 mountain

she shuh 蛇 snake

shi shir (like shirt) 石 stone

shu shoo 鼠 rat

shu shoo 豎 vertical stroke

shuaijiao shwhy-jeow 摔跤 wrestling (style of external martial arts)

shui shway 水 water

taijiquan tie-jee-chwan 太極拳 tai chi

tu too 兔 rabbit

weiqi way-chee 围棋 Go (game)

wushu woo-shoo 武术 martial arts

wuziqi woo-dsi-chee 五子棋 “five pieces” (game)

xi or shuang xi shee / shwang-shee 喜喜 double happiness

yan yan 硯 ink stone

yang yahng 羊 sheep


yangqin yahng-cheen 扬琴 hammered dulcimer

yu yoo 鱼 fish

yu yoo 餘 surplus

Yuanxiao Jie ywan-sheow jyeh 元宵节 Lantern Festival

yueqin yweh-cheen 月琴 “moon guitar” or lute

zhi djer 紙 paper

Zhongqiu Jie djong-chyo jyeh 中秋节 Mid Autumn Festival

zhu djoo 竹 bamboo

zhu djoo 猪 pig


Books

History and Culture

Chang, Tian. The Culture of Festivals. Beijing: Chinese Economy Press, 1995.

Cotterell, Arthur. Ancient China. New York: Knopf: Distributed by Random House, 1994.

Ebrey, Patricia Buckley. Cambridge Illustrated History of China. London: Cambridge University Press,

1999.

Enderlein, Cheryl L. Celebrating Birthdays in China. Mankato, Minn.: Bridgestone Books, 1998.

Gernet, Jacques. Daily Life in China on the Eve of the Mongol Invasion: 1250-1276. Trans. H.M. Wright.

Stanford: Stanford University Press, 1962.

Fung Yu-lan. A Short History of Chinese Philosophy. Ed. Derk Bodde Toronto: The Macmillan

Company, 1948.

Hartz, Paula. Taoism. New York, NY: Facts on File, 1993.

Hoobler, Thomas and Dorothy Hoobler. Confucianism. New York, NY: Facts on Files, Inc., 1993.

Hu, William C. Chinese New Year: Facts and Folklore. Ars Ceramica, Ltd., 1991.

Hucker, Charles O. China’s Imperial Past: An Introduction to Chinese History and Culture. Stanford

University Press, 1975.

Kwok, Irene. Chinese Cultural Resource Book: (for elementary bilingual teachers). Fall River, MA:

National Assessment and Dissemination Center for Bilingual-Bicultural Education, 1976.

Li Leyi. Tracing the Roots of Chinese Characters: 500 Cases. Beijing: Beijing Language and Culture


Li, Xin. The Tao of Life Stories: Chinese Language, Poetry, and Culture in Education. New York: P.

Lang, 2003.

Li Xueqin. Zhou Yi Shu Yuan. Chengdu: Ba Shu Shu She, 2006.

Munro, Donald. J. The Concept of Man in Early China. Stanford: Stanford University Press, 1969.

Murrowchick, Robert, ed. Cradles of Civilization: China. University of Oklahoma Press, 1995.


Newman, Jacqueline. Food Culture in China. Westport, CT: Greenwood Press, 2004.

Shen, Xiaolong. Han Zi Ren Wen Jing Shen Lun. Nanchang China: Jiang Xi Jiao Yu Chu Ban She,

1995.

Spence, Jonathan D. The Search for Modern China. New York: W.W.Norton, 1990.

Stepanchuk, Carol and Leland Wong. Exploring Chinatown: A Children’s Guide to Chinese Culture.

Berkeley, Calif.: Pacific View Press, 2002.

Tu Wei-ming. The Living Tree: The Changing Meaning of Being Chinese Today. Stanford: Stanford

University Press, 1994

Waley, Arthur. Three Ways of Thought in Ancient China. Stanford: Stanford University Press, 1994.

Wang, Duo. Chinese Ancient Gardens and Culture. Wuhan China: Hubei Jiao Yu Chu Ban She, 2003.

Wang Jian Hai. Zhongguo Wanju Yishushi. Hunan, China: Hunan Meishu Chubanshe, 2006

Wang, Robin R. Chinese Philosophy in an Era of Globalization. New York: SUNY Press, 2004.

Windridge, Charles. Tong Sing: The “Know-Everything Book” Based on the Ancient Chinese Almanac.

New York: Three Rivers Press, 2000.

Yang, Shaorong, Traditional Chinese Clothing: Costumes, Adornments & Culture. San Francisco: Long

River Press, 2004.

Zhang, Weiqing. The History of Chinese Culture. Jinan, China: Shandong Ren Min Chu Ban She, 2002.

Anthropology

Becker, Jasper. Dragon Rising: An Inside Look at China Today. Washington, D.C.: National

Geographic Society, 2006.

Chen, Yiu Por. Schooling problem of rural-urban migrant children: the forgotten story of urbanization in

China. Thesis (A.L.M., Government)--Harvard University, 2005.

Cohen, Myron L. Kinship, Contract, Community, and State: Anthropological Perspectives on China.

Stanford: Stanford University Press, 2005.

Fan Jie. Rural China: Economic and Social Change in the Late Twentieth Century. Armonk, N.Y., M. E:

Sharpe, 2006.

Fawdry, Marguerite. Chinese Childhood. New York: Barron's, 1977.


Giskin, Howard and Bettye S. Walsh. An Introduction to Chinese Culture through the Family.

Albany: SUNY Press, 2001.

Jing Jun, ed. Feeding China’s Little Emperors: Food, Children, and Social Change. Stanford: Stanford


Leeming, Frank. Rural China Today. London, NY: Longman, 1985.

Liu, Bokui. Chinese Culture and Chinese Communities. Guangzhou: Ji Nan Da Xue Chu Ban She,

2005.

Parish, William L., Shen Chonglin, and Chang Chi-hsiang. Family Support Network in the Chinese

Countryside. Hong Kong Institute of Asia-Pacific Studies; The Chinese University of Hong

Kong, 1996.

Quan, Zhong. Ju Zhu Gai Bian Zhongguo: Yi Ge Ren He Yi Zuo Cheng. Tianjin Shi, Tianjin She Hui Ke

Xue Yuan Chu Ban She, 2001.

Wang Fei-Ling. From Family to Market: Labor Allocation in Contemporary China. Rowman &

Littlefield, 1998.

Watson, James L. (ed.) Golden Arches East: McDonald’s in East Asia. Stanford: Stanford


Wu Fulong. Globalization and the Chinese City. New York: Routledge, 2006.

Yan, Yunxiang. Private Lives Under Socialism: Love, Intimacy, and Family Change in a Chinese Village:

1949-1999. Stanford: Stanford University Press, 2002.

Arts and Literature

Williams, C. A. S. Chinese Symbolism and Art Motifs: a Comprehensive Handbook on Symbolism in

Chinese Art through the Ages. Tokyo: Tuttle, 2006

Bartholomew, Terese Tse. Hidden Meanings in Chinese Art. San Francisco: Asian Art Museum, 2006.

Bao Chengjie, Cao Juan, and He Jun. Culture of China: Fascinating Stage Arts, Beijing, Foreign

Languages Press, 2002

Berliner, Nancy Z. Chinese Folk Art: The Small Skills of Carving Insects. Boston: Brown and Company,

1986.

Bhattacharya, Deben. Performing Arts of China (Video recording): the Opera. New York: Lyrichord Disc;

Montpelier, VT: Multicultural Media, 2003.


Ho Minfong, Jean Tseng, and Mou-sien. Children’s Poems from the Tang Dynasty: Maples in the Mist.

Lothrop, Lee & Shepard Books, 1996.

Li Xiaoxiang. Origin of Chinese Music and Art. Asiapac Comic, 2001

Li, Yi. Zhonghua Shu Fa. Nanning: Guangxi Jiao Yu Chu Ban She, 1997.

Liu, Zhonghong and Jiang, Xia. Zhongguo Minjian Jixiang Wenyang Yu Shaoer Meishu Jiaoyu. Henan:

Hena Renmin Chubanshe, 2004

McNaughton, William, ed. Chinese Literature: An Anthology from the Earliest Times to the Present Day.

Rutland, VT: Charles E. Tuttle, 1974.

Qu Lei Lei. Simple Art of Chinese Calligraphy: Create Your Own Chinese Characters and Symbols for

Good Fortune and Prosperity. New York: Watson-Guptill Publications, 2002.

Sickman, Laurence and Alexander Soper. The Art and Architecture of China. New York: Penguin, 1978.

Weng, Wan-go. Chinese Painting and Calligraphy: A Pictorial Survey. New York: Dover, 1978.

Chinese Folk Stories

Chang, Monica and Lesley Liu. The Mouse Bride. Taiwan: Yuan-Liou Publishing Company, 1994.

Chen, Debby and Wenhai Ma. Monkey King Wreaks Havoc in Heaven. Union City, CA: Pan Asian

Publications, 2001.

Demi. Liang and the Magic Paintbrush. New York: Holt, Rinehart, and Winston, 1980.

Kraus, Robert, et al. The Making of Monkey King. Union City, CA: Pan Asian Publications, 1998.

Shepard, Aaron and Song Nan Zhang. Lady White Snake: A Tale from Chinese Opera. Union City, CA:

Pan Asian Publications, 2001.

Yep, Laurence and Kam Mak. The Dragon Prince: A Chinese Beauty and The Beast Tale. New York:

Harper Collins Publishers, 1997.

Young, Ed. Monkey King. New York: Harper Collins Publishers, 2001.

Young, Ed, and Hilary Beckett. The Rooster's Horns: a Chinese Puppet Play to Make and Perform.

New York: Collins + World in cooperation with the U.S. Committee for UNICEF, 1978.

Chinese Festivals

Behrens, June and Terry Behrens. Gung Hay Fat Choy = Happy New Year. Chicago: Childrens Press,

1982.


Chang, Monica, illustrated by Arthur Lee. Story of the Chinese Zodiac. Taipei, Taiwan: Yuan-Liou

Publishing Co., 1994.

Chinn, Karen, Cornelius Van Wright, and Ying-Hwa Hu. Sam and Lucky Money. New York: Lee & Low

Books Inc., 1995.

Demi. Happy New Year / Kung-hsi Fa-ts’ai. Crown Publishers, 2001.

Hu, William C. Chinese New Year: Fact and Folklore. Ann Arbor, Mich. : Ars Ceramica, 1991.

Simonds, Nina, Leslie Swartz, and Children’s Museum of Boston; illustrated by Meilo So. Moonbeams,

Dumplings and Dragon Boats. San Diego: Harcourt Inc., 2002.

Sing, Rachel and Shao Wei Liu. Chinese New Year’s Dragon. Cleveland: Modern Curriculum Press,

1992.

Stepanchuk, Carol. Red Eggs and Dragon Boats: Celebrating Chinese Festivals. Berkeley, CA: Pacific

View Press, 1994.

Young, Ed. Cat and Rat: the Legend of the Chinese Zodiac. New York: Henry Holt, 1995.

Waters, Kate, Madeline Slovenz-Low, and Martha Cooper. Lion Dancer: Ernie Wan’s Chinese New

Year. New York: Scholastic, Inc., 1990.

Wong, Janet S. and Yangsook Choi. This Next New Year. New York: Francis Foster Books, 2000.

Zhan, Tong. Legends of Ten Chinese Traditional Festivals. Dolphin Books, 1992.


Online Sources

East Asian Outreach Centers

• Asia Society www.asiasociety.org

725 Park Ave.

New York, NY 10021

(212) 288-6400

Asia Society is the leading global organization working to strengthen relationships and promote

understanding among the people, leaders, and institutions of Asia and the United States. We seek

to enhance dialogue, encourage creative expression, and generate new ideas across the fields of

policy, business, education, arts, and culture.

Founded in 1956, Asia Society is a nonpartisan, nonprofit educational institution with offices in

Hong Kong, Houston, Korea, Los Angeles, Manila, Melbourne, Mumbai, New York, San Francisco,

Shanghai, and Washington, DC.

• Association for Asian Studies www.aasianst.org

1021 East Huron Street

Ann Arbor, MI 48104

(734) 665-2490

The Association for Asian Studies (AAS) is a scholarly, non-political, non-profit professional

association, open to all persons interested in Asia. It seeks through publications, meetings, and

seminars to facilitate contact and an exchange of information among scholars to increase their

understanding of East, South, and Southeast Asia. It counts among its members: scholars,

business people, diplomats, journalists, and interested lay persons.

The AAS was founded in 1941, originally as publisher of the Far Eastern Quarterly (now the Journal

of Asian Studies). It has gone through a series of reorganizations to serve better the broadening

disciplinary and geographical interests of its membership.

• Five College Center for East Asian Studies www.smith.edu/fcceas

Florence Gilman Pavilion

Smith College

69 Paradise Road

Northhampton, MA 01063

(413) 585-3751

The Five College Center for East Asian Studies is one of many programs administered by Five Colleges, Incorporated. The member institutions of the consortium are: Amherst, Hampshire, Mount Holyoke, and Smith Colleges, and the University of Massachusetts Amherst. We aim to support, encourage, and improve the teaching of East Asian cultures in elementary, middle, and secondary


schools, and two- and four-year colleges in the Northeast. We work to improve the quality, quantity, and distribution of resources for teaching about East Asia at the college and pre-college levels, and to offer opportunities for pre-college educators to experience East Asian cultures firsthand. The Center maintains a Resource Library, publishes a newsletter three times a year, and conducts seminars, institutes, conferences, and workshops for college and pre-college educators.

• National Consortium for Teaching About Asia (NCTA) http://www.nctasia.org

General inquiries to: [email protected]

The National Consortium for Teaching about Asia (NCTA), funded by the Freeman Foundation, is a

multi-year initiative to encourage and facilitate teaching and learning about Asia in world history,

geography, social studies, and literature courses.

Launched in October 1998, this nationwide program is a collaboration of the East Asian Studies

programs of seven national institutions -- Columbia University, Five College Center for East Asian

Studies at Smith College, Indiana University, the University of Colorado, the University of Pittsburgh,

the University of Southern California, and the University of Washington. To learn about an

upcoming seminar in your state or region, please visit your U.S. State Page by choosing it from the

homepage dropdown menu.

• Primary Source www.primarysource.org

101 Walnut Street

Watertown, MA 02472

(617) 923-9933

Primary Source promotes history and humanities education by connecting educators to people and

cultures throughout the world. In partnership with teachers, scholars, and the broader community,

Primary Source provides learning opportunities and curriculum resources for K-12 educators. By

introducing global content, Primary Source shapes the way teachers and students learn, so that

their knowledge is deeper and their thinking is flexible and open to inquiry.

Other Sources:

http://afe.easia.columbia.edu

Asia for Educators, Columbia University, an initiative of the East Asian Curriculum Project and the

project on Asia in the Core Curriculum

http://www.chinapage.com/main2.html

China the Beautiful: Classical Chinese Art, Calligraphy, Poetry, History, Literature, Painting and

Philosophy (in Chinese and English)

https://www.cia.gov/cia/publications/factbook/index.html

The World Factbook: The Central Intelligence Agency


Additional Resources

Teaching Kits (See brochure included with manual for additional information.)

Boston Children’s Museum

300 Congress St.

Boston, MA 02210

617-426-6500x231

www.bostonchildrensmuseum.org/educators/teaching_kits.html

China related kits: Ancient China, Chinese Celebrations, Chinese Games, Chinese Shadow

Puppets, Fine and Folk Arts of China, Travel of Marco Polo.

Catalogues

Asia for Kids

4480 Lake Forest Dr., Suite 302

Cincinnati, OH 45242-3100

Phone 1-513-563-3100/1-800-888-9681

www.AsiaforKids.com

Cheng & Tsui Company

25 West St.

Boston, MA 02111-1213

Phone 1-800-554-1963

www.cheng-tsui.com

China Books & Periodicals, Inc.

2929 24th St.

San Francisco, CA 94110-4126

Phone 1-415-282-2994

www.chinabooks.com

Shen’s Books

40951 Fremont Blvd.

Fremont, CA 94538

Phone 1-800-456-6660

www.shens.com

Magazines

Calliope Magazine

www.cobblestonepub.com/pages/callmain.htm

Issues related to China:

• Buddhism 1995, March/April

• The Ming Dynasty: The World of the Yongle Emperor, May/June 1995.

• China's First Emperor: Shi-Huangdi, October 1997.

• The Han Dynasty of China, October 1998.

• Confucius, October 1999.

• Daoism (Taoism), October 2000.

• Silk Road, February 2002.

• Song Dynasty of China, December 2002.

• Tang Dynasty, November 2003.

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