Program Overview 1 Public Programs 5 Resources 57

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Educational Programs

Contents Page

Program Overview 1

Public Programs 5

Exhibit Activities 6  Chinese Zodiac Bookmarks 7  Make and Play Jianzi 10  Chinese Hand Drums 12  Chinese Paper Lanterns 14  Paper Cutting 16 Performances and Workshops 24 Suggested Programs 25

Large Scale Public Programs 29 Holiday and Festival Dates 30 Additional Activities  Nianhua Block Prints 31  Dragon Boat Puppets 33 Sample Programs 35  Dragon Boat Festival  Autumn Moon Festival  Chinese New Year 2008

School Programs 40 Children’s Life in China 41

Resources 57

Notes on Chinese Language and Pronunciation 58 Glossary 59 Books 64 Online Sources 69 Additional Resources 71

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: Included in the Education Manual are copies of the instructions, templates, and background information for the following drop-in activties:  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)

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. 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: 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.

Public Programs

Public Programs Exhibit Activities

Each of the following activities relates to one of the five main areas within the Children of Hangzhou exhibit—school, apartment, theatre, countryside, and pavilion. The drop-in activities can be used individually to help emphasize the life and interests of one of the four children, or 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

Chinese Zodiac Bookmarks

Huang Dao Dai 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  gold, black, and/or red stamp pads  colored paper cut in strips  yarn or string for a tassel (optional)  12 animal stamps  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 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

1 Zodiac story adapted from Story of the Chinese Zodiac, retold by Monica Chang, English translation by Rick Charette, Yuan-Liou Publishing Company, 1994. © Boston Children’s Museum, 2015 8 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 Rat (shu): disciplined, charming, sociable 马 Horse (ma): cheerful, popular, quick-witted

牛 Ox (niu): dependable, patient, ambitious 羊 Sheep (yang): sincere, shy, understanding

虎 Tiger (hu): rebellious, powerful, generous 猴 Monkey (hou): inquisitive, competitive, intellectual 兔 Rabbit (tu): sensitive, elegant, artistic 鸡 Rooster (ji): neat, decisive, practical

龙 Dragon (long): self-assured, proud, fiery 狗 Dog (gou): honest, loyal, idealistic

蛇 Snake (she): wise, prudent, purposeful 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

Chinese Shuttlecock

Exhibit Space: School / Gangzheng Watch Gangzheng’s video. You’ll notice that he loves sports including the ancient Chinese game of jianzi.

Program Length/Audience:  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.

Activity Objectives: 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

Procedures: General Introduction: 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  game  hacky sack  exercise  balance  competition  hand-eye coordination  agility

Background Information: 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!

Alternative Suggestions:  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

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.

Program Length/Audience:  Activity can be set up for 2-3 hours. Visitors will need 15-20 minutes to complete.  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.

Activity Objectives: 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 General Introduction: 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. © Boston Children’s Museum, 2015 12

 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  percussion  culture  instrument  music

Background Information: 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.

Alternative Suggestions:  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 灯笼

Exhibit Space: Countryside / Dou Dou Watch Dou Dou’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.

Program Length/Audience:  Activity can be set up for 1-2 hours. Visitors will need 10-15 minutes to complete.  This activity is best suited to children age 5 and above.

Activity Objectives: 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: General Introduction: 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  Lantern Festival  festival  Mid-Autumn Festival  celebration  Ghost Festival  craft

Background Information: 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.

Alternative Suggestions:  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

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.

Program Length/Audience:  Activity can be set up for 1-2 hours. Visitors will need 10-15 minutes to complete.  This activity is best suited to children age 5 and above.

Activity Objectives: 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)

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  design  symbol  template  pattern  fortune

 auspicious

Background Information: 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

Alternative Suggestions:  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.

Chinese Papercut Template 4

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

Chinese Papercut Template 5

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 are welcome to observe 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: Dou Dou’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 Dou Dou’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 ¾ cups white flour (“King Arthur” brand recommended)

3 Rice Dough Sculpture Recipe and instructions provided by Yu-Chuan Dao, courtesy of Chinese Culture Connection, Malden, MA, 2008. © Boston Children’s Museum, 2015 26

 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.

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 Performances

Races

Holidays and Festival Dates

Chun Jie 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.  Mid January – Mid February

Qing Ming Jie 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 4th or 5th

Duanwu Jie 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.  Mid May – Mid June

Qixi 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

Zhongyuan Jie 中元节 / Gui Jie 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.  Mid August – Mid September

Zhongqiu Jie 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.  Mid September – Mid October

Additional Activities

Nianhua 年画 Block Prints

Holiday Celebration: Chinese New Year/Spring Festival

Program Length/Audience:  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.

Activity Objectives: 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: General Introduction: 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  festival  auspicious  block prints  celebration  lucky picture  symbol  good fortune

Background Information: 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

Program Length/Audience:  Activity can be set up for 1-2 hours. Visitors will need 10-15 minutes to complete.  This activity is well suited for children ages 4 and above. Younger children may need assistance cutting out the templates.

Activity Objectives: 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: General Introduction: 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  festival  celebration  Qu Yuan

 lunar calendar  Duanwu Jie 端午节 (Chinese name for the holiday)

Background Information: 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 NOTE: The following programs were done either in 2008 or 2015

Dragon Boat Festival (Duanwu Jie 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): 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): 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)

Chinese New Year Festival 2015

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. 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)

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. During the program, the class will be divided into four smaller groups. Each group will participate in presenting the life and activities of one of the four Chinese students. 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 © Boston Children’s Museum, 2015 41

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. © Boston Children’s Museum, 2015 42

School Visit to Children of Hangzhou: Connecting with China

Staff needed: One museum educator, one assistant, at least four chaperones

Materials needed  Globe or world map (optional)  assignment sheets for the four groups  clipboards and worksheets for note taking and presentation  Timer (optional)

Procedure I. Intro (5-10 minutes) Map of Hanzhou/Entrance 1. Meet the class at the entrance to the exhibit. Lead the group to sit on the floor facing the map of Hangzhou. 2. Welcome the class to BCM and Children of Hangzhou 3. Introduce that Hangzhou and Boston are sister cities; Use the map to compare Boston and Hangzhou—urban and rural areas 4. Proceed to warm-up or Small group activity depending on time available.

II. Warm-up Exploration (10 min.) 1. After discussing some similarities and differences, invite the group to explore the exhibit with one of the following tasks: 1. Kids in China today do lots of the same things that kids in the US do. Find one thing in the exhibit that is the same as your life and one thing that is different from your life. 2. The city of Hangzhou is both traditional and modern. Find one thing in the exhibit that represents life in China long ago and one thing that represents life today. 3. The city of Hangzhou is like any big city with skyscrapers but also has many parks and open spaces. Find one thing in the exhibit that represents a park or the countryside and one thing that represents city life. 2. Give the class 5 minutes to spread out and explore the exhibit. Everyone must stay in the exhibit! 3. After 5 minutes, have the students meet at the interactive map. Invite students to raise their hands and share something that they found (e.g. something representing city life). Repeat inviting students to share the other thing they found (e.g. something representing rural life). 4. Use interactive map to show where Hangzhou is in China, compare to Boston in USA; Show more images of urban and rural areas. 5. Proceed to small group activity.

III. Small Group Activity (15 minutes) 1. After sharing from their explorations, tell the class that they are now going to meet one of the four students featured in the exhibit and find out more about them. 2. Divide the class into 4 groups. If there are already 4 chaperones, have each group stand with their chaperone. If there are more chaperones/groups, have the teacher help divide the class evenly. 3. Give each group (or chaperone if working with younger students) the clip board with questions. 4. Each small group will have about 10 minutes to learn more about the student and explore that area of the exhibit. 5. When arriving at the destination of each group, the group should watch the student’s video diary first. After watching, try to answer the questions on the worksheet and see what more you can find out by exploring that area. © Boston Children’s Museum, 2015 43

6. Invite each group to bring back any objects in the area that they can share about the student they met. 7. If a group finishes before time is up, have the group meet at the pavilion and try out the games or tai chi practice.

IV. Presentation to whole class (10 min.) Meet at the Pavilion 1. After each group has had time to explore their assigned space, bring the class back together at the pavilion. 2. Each group will be invited to tell the class who they met and share at least 3 things they learned about them. 3. After each group has had a turn to present, ask the class who they would like to meet if they visited Hangzhou. Have a show of hands for each of the 4 kids. 4. Any final questions? 5. If time allows, give the class any final time to continue exploring the exhibit.

Group One: The Countryside

Doudou visits her grandparents on the weekend. Find her video diary near the tool shed and watch together.

After watching, try to answer the following questions: (Have a student or chaperone take notes.)

Who did you meet? (Practice saying their Chinese name.) ______

What are some of her hobbies? ______

Where does she live? ______

Who is she visiting? Why? ______

What kinds of things does she like to do there? ______

Is there anything else you learned about Doudou? ______

Now explore the countryside. Practice rice planting or even feed the water buffalo!

What are three things that you want to share with the class about Doudou? ______

______

When your group is ready, meet the class back at the pavilion area.

Group Two: Theatre area

Qianyun is studying Chinese Opera. Find her video diary near the costume rack and watch together.

After watching, try to answer the following questions: (Have a student or chaperone take notes.)

Who did you meet? (Practice saying their Chinese name.) ______

How old is she? ______

What are some of her hobbies? ______

What is she studying? ______

What do her parents do? ______

Is there anything else you learned about Qianyun? ______

Now explore the opera theatre. Try on a costume and practice some of the opera movements on stage!

What are three things that you want to share with the class about Qianyun? ______

______

When your group is ready, meet the class back at the pavilion area.

Group Three: Apartment Kitchen

Weicheng and his family are getting ready to celebrate. Find his video diary near the kitchen table and watch together.

After watching, try to answer the following questions: (Have a student or chaperone take notes.)

Who did you meet? (Practice saying their Chinese name.) ______

How old is he? What grade is he in? ______

Who does he live with? ______

What are some of his hobbies? ______

What event is his family celebrating? ______

Is there anything else you learned about Weicheng? ______

Now explore the kitchen. Look in the drawers, cabinets and fridge to see if you have the same things at home. Check out the recipe too or set the table for a feast!

What are three things that you want to share with the class about Weicheng? ______

______

When your group is ready, meet the class back at the pavilion area.

Group Four: School Classroom

Gangzheng is headed for a typical day at school. Find his video diary next to the blackboard and watch together.

After watching, try to answer the following questions: (Have a student or chaperone take notes.)

Who did you meet? (Practice saying their Chinese name.) ______

How old is he? What grade is he in? ______

What is the first thing he does at school? ______

Is his school the same as your school or different? ______

What does he do after school? ______

Is there anything else you learned about Gangzheng? ______

Now explore the classroom. The class is studying ancient China. Help to build the Great Wall or learn more about Chinese characters!

What are three things that you want to share with the class about Gangzheng? ______

______

When your group is ready, meet the class back at the pavilion area. 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)

Post Visit Activities

Activity One: Learn Chinese calligraphy (See attached)

Activity Two: Make and accordion book (See attached)

Activity Three: 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  Dou Dou  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 紙 ) Paper was invented in China in the year 104 AD by Cai Lun 蔡倫, 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 墨 ) 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 筆 ) 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 硯 ) 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.

中

國  Cut out the title and glue it to the cover. Title strip for

Tie a ribbon or string around the book students to cut for a finished look. 書 and glue to the

front cover: 法

Chinese Calligraphy  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!

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.5

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.

5 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. © Boston Children’s Museum, 2015 58

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 t as in talk

p as in pine n as in none

m as in mother l as in loud

f as in food g as in good

d as in dig k as in kid

ng as in song sh as in shake h as in hot r as in raw j as in jeep z like “ds” in words q like “ch” in cheat c like “ts” in eats x like a sound between the “s” in see and the “sh” in she s as in son

zh like “dg” in sludge y as in Yao Ming

ch as in children 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” o is a pure "O" sound, lips rounded but not moving as the sound is produced e is like “uh” in duh u is “oo” as in spoon i is like “ee” in see 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 -ian sounds like “yan”

-an like “on” as in Don (NOT like Dawn”) -iang is like pinyin “yang”

-ang sounds like “ah-ng” (NOT like “ang” in -iao is like “eow” in meow hang) -ie sounds like “yeh” (as if saying “yes”) -ao is like “ow” in now -in as in “een” in green -ei is like “ay” in pay -ing as in “ing” in sing -en is like “un” in sun -iong is like pinyin “yong” -eng is like “ung” in sung -iu is like “yo” in yo-yo -er like “ar” in are -ong is like “ong” in song -ia is like “ya” in “see ya”

-ou is like “ow” in low -ui sounds like way

-ua sounds like “wah” -un is like “wou” in would and ending in “n” sound (woon) -uai sounds like why -uo sounds like “wo” as in wall -uan like “wan” in wand -üan like yuan and written without two dots -uang like “oo” + ang (wang) -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

© Boston Children’s Museum, 2015 62 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 University Press, 1994.

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 University Press, 2000.

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 University Press, 1997.

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

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)

Additional Resources

Catalogues Asia for Kids China Books & Periodicals, Inc. 4480 Lake Forest Dr., Suite 302 2929 24th St. Cincinnati, OH 45242-3100 San Francisco, CA 94110-4126 Phone 1-513-563-3100/1-800-888-9681 Phone 1-415-282-2994 www.AsiaforKids.com www.chinabooks.com

Cheng & Tsui Company Shen’s Books 25 West St. 40951 Fremont Blvd. Boston, MA 02111-1213 Fremont, CA 94538 Phone 1-800-554-1963 Phone 1-800-456-6660 www.cheng-tsui.com www.shens.com