Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

world monuments fund

world savvy

I Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

(Cover Image) China, Juanqinzhai in the Qianlong Garden Interior with moon gate, post-conservation, 2008 Si Bing, Palace Museum Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

world monuments fund world monuments fund is the leading independent organization devoted to saving the world’s treasured places. Since 1965, wmf has worked in more than 90 countries, advancing innovation in the field and ensuring that important architectural and cultural sites remain an integral part of society and of a sustainable environment. wmf and its partners around the world seek to inspire an enduring commitment to heritage stewardship by local communities, international travelers, and others benefitting from the legacy of these sites. wmf’s headquarters is in New York City. To learn more, visit www.wmf.org, www.twitter.com/worldmonuments, and www.facebook.com/worldmonuments.

world savvy with the mission to educate and engage youth in community and world affairs, world savvy prepares the next generation of leaders to learn, work and thrive as responsible global citizens in the 21st century. World Savvy was founded in 2002 in response to the critical need for youth to acquire global knowledge and 21st century skills. We create systemic change in K–12 education to provide every student in every classroom with the content knowledge, skills, attitude, and behaviors to be leaders and change-makers in their diverse communities, locally and globally. World Savvy is a leader in global education, providing interdisciplinary academic and arts programs for youth and dynamic professional development for educators to help integrate global issues into the classroom across all disciplines—science, math, history, arts, language, social studies and more. To learn more, visit www.worldsavvy.org.

01 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

unit summary enduring ideas

This project-based learning unit will engage • Connection between conservation and cultural sustainability; how conserving the students in an exploration of the Qianlong Garden past can contribute towards building a more sustainable future in the Forbidden City in Beijing, China. Their • The importance and challenges of international collaboration exploration of the Garden will be the launching • The role of public education programs in bringing the story and context of cultural point for developing a deeper understanding heritage to the public, and instilling a desire to preserve and maintain cultural of 18th century China and learning about the heritage for future generations Qianlong emperor who commissioned the Garden. Students will also have an opportunity to engage with the artworks and masterpieces found in the Garden, learn more about the craft of conservation and the role of international collaboration in essential/driving questions preserving such important sites, and analyze the components of an engaging public education • How is preserving the cultural heritage of our past related to creating a culturally sustainable future? program. For the final project, students will • How can we balance the preservation of traditional spaces and traditional methods choose a local or wmf heritage site and design a of craftsmanship with the need to use sustainable materials and processes to public education campaign to educate others in preserve resources? the community about the beauty and importance • What is the importance of educating the public about cultural heritage? How can of their chosen site. this be connected to our lives today and to future generations? Teachers are strongly encouraged to submit student projects to World Monuments Fund. wmf can, in some cases, post student work on summary of student learning skills their website, connect classrooms to those working at the site, and assess the viability of • Media literacy • Communication and collaboration skills • Enhancing historical knowledge • Analysis of visual arts, and using art as pursuing some project ideas through wmf's work and historical interpretation a lens to history in the field. Submissions and related questions • Problem solving and building solutions • Narrative storytelling should be sent to [email protected]. • Web-based research 02 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

Lessons from this unit address the following categories from the Common Core Standards. To see the full listing of subcategories and grade level objectives met by this unit, see appendix xiv.

standards/gle’s addressed assessment/evidence of instructional procedures understanding Language Arts Literacy in History/Social performance tasks/projects: sequence of lessons Studies Reading Standards for Informational • Final Project: Designing a public Lesson 1: A Time Capsule into Text Grades 6-12 Reading Standards Grades 6-12 education program about another 18th Century China (2 days) • Key Ideas and Details • Key Ideas and Details WMF or local cultural heritage site Lesson 2: The Arts and Craftsmanship • Integration of Knowledge and Ideas • Integration of Knowledge and Ideas of the Qianlong Garden (3 days) Writing Standards Grades 6–12 Writing Standards Grades 6–12 student self-assessment: Lesson 3: International Collaboration • Self-Assessment of Final Project (2 days) • Production and Distribution of Writing • Production and Distribution of Writing • Peer Assessment of Final Project Lesson 4: Sharing a Cultural Masterpiece • Research to Build and Present with the Public (3 days) Knowledge Final Project: Designing a Public Educa- Speaking and Listening Standards tion Program (5 or more days) Grades 6-12 • Comprehension and Collaboration • Presentation of Knowledge and Ideas

03 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

The first four lessons build student background knowledge and critical analysis Graphic Organizers and Study Guides of the unit’s essential questions, preparing them to continue building their skills See appendix for hand- outs and materials to and apply what they have learned for the final project. If instruction time does accompany the lessons. not allow for the full three weeks described in this unit, teachers may choose to utilize the first lessons to introduce students to the heritage site and the work of Integration with World Monuments Fund. See the appendix (appendix xiii) for sample project other Core Subjects and the Arts calendars and timelines lasting one week and three weeks. See the list of standards above for specific connections of the lessons in this unit 1 2 to the social studies standards. days lesson 1:

A Time Capsule into description: objectives: materials: 18th Century China In this lesson, students will be • Students are introduced to the • Photos, background information introduced to the Qianlong Garden Qianlong Garden and build on their on Qianlong Garden from the World [pronounced Chee-yen (the "en" knowledge of 18th century China. Monuments Fund (wmf) website: rhyming with Ben) Loong (the "oo" • Students build historical knowledge http://www.wmf.org/project/ sounding like the "oo" in "cookie)], and enhance critical thinking and qianlong-garden-restoration-project the re–awakening of which provides analysis skills. • Video from wmf website: the world with a window into 18th http://www.wmf.org/video/ century imperial China, much like a world-monuments-fund-2008-hadrian-award-0 time capsule. Students will then learn • Computer and overhead or about the context and history of projector & screen for teacher China and the world at that time. presentation.

04 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

1

day 1 15 R

minutes remainder of class

introduction do now class activity

Give students 2 minutes to think about Use this as a launch for learning about Show the photos from the cnn article, what they would put in a time capsule the Qianlong Garden and how it is along with photos from the slideshow to represent their community—have being revived more than 200 years on the wmf website (do not play the them jot down all their ideas. after it was built and largely left audio). dormant for almost a century, much Share out and then ask students what Lead a discussion with students about like a time capsule. Qianlong Garden people 100 years from now could infer what they can infer about the is located within the Forbidden City in about them from the items in that Qianlong emperor and 18th century Beijing, which served as the imperial time capsule. Record answers on the China from what they have seen in the palace during the Ming and Qing board. After a list is generated, have pictures. Use the following questions dynasties. The restoration of the students look at what’s there and ask as a starter for discussion. Garden is still in progress; currently them whether this basic list gives a full • only the Juanqinzhai building (or the The Qianlong emperor designed the picture of their community. There are “Studio of Exhaustion from Diligent Garden for “leisure and probably some things missing, right? Service” or “Studio”) has been entertainment”; what can that tell us Let’s try again, working backwards this completed. Then distribute the about the Emperor’s social position? • time. Erase the answers on the board following article from cnn about the What can it tell us about and generate a new list of all the things rediscovered and restored Qianlong Chinese culture? • students would like people 100 years Garden: The Emperor is said to have from now to know about their http://www.cnn.com/2011/WORLD/europe/06/02/ “unrestricted finances”; what can community. What items can we qianlong.garden/index.html that tell us about the Chinese Empire choose to represent that? during the 1700s? What can it tell List these items on the board as well. us about the power of the Qianlong emperor? continued 05 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

1 (Image) China, Juanqinzhai in the Qianlong Garden Interior with Theater Room, day post-conservation, 2008 1 Si Bing, Palace Museum continued

• Do you think that the Emperor, Groups and Readings: in some way, was trying to create a • Group 1: Letter from the Qianlong time capsule of his reign? If so, what emperor to King George III in 1793 do you think he would want people (http://academic.brooklyn.cuny.edu/core9/phalsall/ to know about him? What about the texts/qianlong.html) Chinese culture? • Group 2 : wmf brochures on • Can we see any similarities between Qianlong Garden contemporary elaborate buildings, (http://www.wmf.org/sites/default/files/ and the Qianlong Garden? wmf_article/pg_38-45_hutongs.pdf http://www.wmf.org/sites/default/files/wmf_ Homework: publication/WMF_China-Qianlong_Brochure.pdf ) Divide students into three groups and • Group 3: 2 readings on the assign one of three different readings Qing Emperors and Qing State to each group. For homework, (http://www.learn.columbia.edu/nanxuntu/html/ students should read their given article state/index.html and http://www.learn.columbia. and complete the accompanying edu/nanxuntu/html/emperors/index.html) worksheet (readings can be found at the links below and the worksheets titled “18th century China” are in the appendix, numbers i, ii, and iii).

06 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

1

day 2 10 50

minutes minutes

introduction do now class activity

Allow 10 minutes at the start of Form new groups of 3 students each. Then have students go back to their class for group members to meet Select students for groups based on earlier groups of three, using the and discuss their assigned reading their assigned homework readings, so keywords in some way to write a and worksheets. that each reading is represented in the poem about the Qianlong emperor new groups. Each student should or the Qianlong Garden (which is discuss the main points of their only fitting, since Qianlong was also reading with the other two students in an accomplished poet). the group, who should take notes and make sure they understand the main Post each of the poems on the wall concepts of each reading. of the class, and if time allows, ask groups to share their poems with The instructor will then lead a whole the class. class discussion of all three readings. Ask students to come up with English/Language Arts keywords from the main points that Extension: highlight the history and context of English classes could go more in-depth the Qianlong emperor’s reign and here in utilizing this poetry activity— th 18 century China. writing a poem in a certain style that is being studied in class, breaking down and discussing the elements of poetry, or even researching the poetry of the Qianlong emperor and other historical (or contemporary) Chinese poetry.

07 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

2 3

days lesson 2:

The Art and Craftsmanship of description: objectives: materials: Qianlong Garden In this lesson, students will delve • Students will deepen their • Copy of photo more deeply into the artistry of the understanding of the artistic (to project on overhead) from Qianlong Garden and Juanqinzhai, techniques and styles represented in http://www.cnn.com/2011/WORLD/europe/ in particular, analyzing some of the the Qianlong Garden. 06/02/qianlong.garden/index.html techniques and styles used and getting • Students will enhance their skills in a chance to recreate the trompe l’oeil analyzing art and in replicating technique themselves. In addition, artistic techniques. students will explore the role of • Students will analyze the role of conservators in finding sustainable conservators and how their work solutions to preserve the Garden for connects to sustainability. generations to come.

08 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

2

day 1 2 R

minutes remainder of class

introduction do now Class activities:

Now that we have talked a bit about Now ask students to share some of • Look at the image of the crane the history of the Garden, let’s look their observations and discuss. peeking through the hole in the more deeply at some of the pieces that Here are some talking points to guide bamboo fence. This again almost have been preserved. On the overhead, the discussion: appears 3d and it gives the post the first photo accompanying this • Note the covered stage and the raised appearance that the viewer is cnn article (or show the photo on the platform in front of it—this is connected to the outdoors. cover of this unit): essentially a theater for one. The circular hole in the bamboo http://www.cnn.com/2011/WORLD/europe/06/02/ • Look at the ceiling—what do you also mirrors the actual bamboo qianlong.garden/index.html. see there? This is a huge mural of doorway into the theater room. • Beyond the crane you see paintings It shows details of the theater room in wisteria climbing around a lattice of other buildings in the grounds, Juanqinzhai, covered in murals. of bamboo. Notice how the wisteria again to make you feel as if you are Write down all the things you see in appears to be dangling from the looking directly out into the grounds, this photo—colors, lines, textures, ceiling—as if it is 3d. • Follow the wisteria on the ceiling connecting the in and outdoors. shapes, etc. • over to the far wall—notice how it The color of the bamboo seems to Describe as many things as you can. seems to wrap around and dangle glisten and shine, almost like gold. • from the edge of the ceiling—again, Look at the symmetry of the room almost as if it is 3d. and placement of the stage in the center.

continued 09 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

2

day 1 Class activities: continued Bring students’ attention back to the Have students design a drawing similar in To create the trompe l’oeil perspective, dangling wisteria on the ceiling. This is style to the trompe l’oeil paintings in the shading and shadow will be very important. an art style known as trompe l’oeil, which Juanqinzhai—where the gardens can be Shading in the shadows of the objects makes literally means "fools the eye" in French. seen outside the window or the wisteria it appear to stand out from the painting. Paintings of this type have been around dangles through the bamboo lattice. In addition, objects further away should since Antiquity, but it wasn't until the Instruct students to draw the window to have darker shadows. Light shining on the Italians (re)discovered linear perspective frame their drawing, then to draw the still objects also makes it appear to stand out. during the Renaissance period that trompe life objects so that it appears to be peeking Show the textures of the objects in the l'oeil became popular. Variations of this through that frame from the natural world drawing as best you can. Once the pencil technique have become popular today outside. The goal is to recreate just one or sketch is complete and the shadows are with some artists, who use chalk to design two plants or natural elements in the trompe appropriately incorporated, move on to sidewalk murals that appear 3d, as if objects l’oeil style, in order to get a feel for the colors. Use pencils or colored pastels are coming up out of the sidewalk, or shading and perspective of the technique, and choose colors that are realistic and conversely, that you might fall into a hole not necessarily to design a completely match the subject. in the sidewalk (google “3d sidewalk art” to realistic garden as in the Juanqinzhai murals. Numerous resources can be found on the see examples). Have students create a pencil sketch of internet to provide more examples and tips their scene to begin, and then think about Students will now get a chance to draw their on creating a trompe l’oeil drawing. Two shading and shadowing. own trompe l’oeil style drawing. Before class, resources to start with include: create a still life using branches, flowers, “Stepping into a Painting” lesson plan from leaves or pine cones, etc. on the window sill the Philadelphia Museum of Art - or on a table in your room so that students http://www.philamuseum.org/education/lesson_plans/12. can use it as inspiration for their drawings. html?page=1 Use pencils or colored pastels and white paper. Tricking the Eye: activity from the Art Institute of Chicago - http://www.artic.edu/artaccess/AA_American/pages/ Amer_FamAct2.shtml

10 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

2

day 2 30 – 40 10

minutes minutes

Class activities: Closing:

Have students watch the audio All of the objects students learned All of these were issues that World slideshow on wmf’s website (http://www. about today have been meticulously Monuments Fund faced as they sought wmf.org/slide-show/emperors-private-paradise- restored to return them, as best as to restore the Qianlong Garden. The audio-slideshow)—have them do this in possible, to their original condition. nature of the work of conservation is groups of 4, jigsaw style. Each student Ask students to imagine what some of to solve problems and be concerned is assigned 3 slides and has to teach the the challenges in restoring these items with sustainability, in the sense that other students 3–4 main ideas—either might have been. Answers include: you want buildings and objects and about history, culture, or artistic • Delicate condition of the objects traditional methods to live on for importance—about each slide. Allow and delicate, fragile materials future generations. Tell students that 15 minutes for students to watch their • Hard to access some traditional now they are going to take a look at assigned slides and prepare notes on materials some specific issues from the Qianlong what they will teach their classmates. • Craftsmen with traditional art Garden restoration project—they will Then allow the next 15 minutes for skills are disappearing think about how they would solve the students to show their group members • How to keep the objects in good issues and then learn how World the slide photo and teach them key condition (light, temperature Monuments Fund and the Palace ideas related to that slide. control, etc.) Museum addressed the issues. Copy Then bring students back together to • Items that are in such poor condition the handout titled “Restoring discuss what they learned today. What it’s hard to tell what the original Qianlong Garden—Conservation have they learned about the artistic looked like or it is impossible to Issues” (appendix iv) and distribute styles and elements depicted in the completely restore it one or two scenarios to each group items from the slideshow? What does of students. Give each pair 2 minutes this reveal about the Qianlong emperor to discuss, and then discuss responses and this time period? with the whole class, being sure to reveal the solution utilized by wmf (see the teacher key in appendix v). 11 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

2

day 3 15 R

minutes remainder of class

introduction do now class activity:

Take a moment and envision your Lead students in a discussion of the But even though the purpose for favorite park in your hometown. differences between Western gardens gardens or parks is often similar Draw a brief sketch of the park and traditional Chinese gardens. Use around the world, the styles of gardens and the major elements of the park, the following paragraphs as sample and parks varies across cultures and then free-write about the following script to begin the discussion: history. Traditional Chinese gardens questions. "People have been building parks and vary dramatically from the decorative • What are your favorite activities gardens for centuries for many of gardens and parks frequently seen in when you visit? the same reasons that students just the United States. Western gardens • What feelings or moods does it described in the opening activity, are about grass, flowers, and open evoke in you? and the Qianlong emperor is no space, with few buildings inside the • What is the impact of a park different. The Garden was designed as park space. The four ingredients of a on the urban setting around it? his private retreat after he retired as Chinese garden are rocks, architecture, plantings, and water. They are meant Have students share their responses Emperor, and not only did the gardens to create a microcosm of the universe and discuss. evoke the feeling of being enveloped in nature, but even the buildings in one space, almost like the universe make you feel that you are part of in a jar. Chinese gardens create the nature. Remember the murals that feeling of bringing the expansiveness of were discussed previously—where one nature into your own small garden space." wall is made to seem nonexistent, as if the room fades into the garden and continues on and on.

continued 12 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

2 10

minutes

day 3 class activity: Closing: * continued Show students photos of Chinese gardens, Sketch out a design of your ideal small, If students have worked on the World pointing out these four main elements. As private retreat space. It should be no more Monuments Fund unit for New Gourna, you display the photos for the whole class, than ½ an acre or so, and in designing your Egypt, they will have spent a significant lead a group discussion on the differences retreat space, you should pay attention amount of time discussing sustainability and they see between these gardens and parks to sustainable design* and try to have as design. Have them apply some of those ideas with which they are familiar in the United minimal an impact on the environment and to this activity. If classes have not studied the States. What feelings or moods do the existing spaces as possible (no air polluting New Gourna unit, teachers may want to take different spaces evoke? factories or 30 story skyscrapers in your a couple minutes to discuss sustainability • For more background information about retreat space). Will you include elements with students. See Lessons 1 and 2 of the Chinese gardens, print out the short handout more like a Chinese garden—with the four New Gourna unit, as well as World Savvy’s from the Metropolitan Museum of Art elements of rocks, architecture, plants, and Sustainable Communities Guide for ideas www.worldsavvy.org titled “Chinese Gardens and Collector’s water? Or will you design a space more like (visit for more information). Rocks” and have students read it together. a Western park—with grass and open space http://www.metmuseum.org/toah/hd/cgrk/hd_cgrk.htm and flowers? • To find photos and images of Chinese Allow students 7-8 minutes to think about gardens, visit these additional resources: and sketch a basic design. Then ask a few • “Nature Within Walls: The Chinese students to share out and discuss the Garden Court at the Metropolitan elements of their garden and why they Museum of Art” from chose them. http://www.metmuseum.org/learn/for-educators/ publications-for-educators/nature-within-walls • unesco Suzhou Gardens website: http://whc.unesco.org/en/list/813/ • Zhishan Garden, National Palace Museum, http://www.npm.gov.tw/exh96/chih-shan/index1_en.html

13 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

3 2

days lesson 3:

International Collaboration description: objectives: materials:

In this lesson, students will learn about • Students will enhance their • Student copies of the forewords the unique international collaboration understanding of the role of from World Monuments Fund between the Palace Museum in international collaboration in report, Juanqinzhai in the Beijing and World Monuments Fund conserving cultural heritage. Qianlong Garden, The Forbidden that led to the successful restoration • Students will explore the concept City, Beijing of Juanqinzhai and promises to be of who is responsible for conserving (see appendices vi and vii) a model for future conservation cultural heritage. collaborations. In doing so, students will also analyze some of the benefits and challenges of collaboration.

14 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

3

day 1 10 R

minutes remainder of class

introduction do now class activity:

Now that the Qianlong Garden is In the case of Qianlong Garden, the Have students read the forewords from being revived, it needs to be restored restoration was done in partnership Juanqinzhai in the Qianlong Garden, to its former glory. Either have between the Palace Museum (which The Forbidden City, Beijing, written students write or talk with a partner administers the Forbidden City in by Jin Hongkui and Bonnie Burnham about the answers to the following Beijing, in which Qianlong Garden is about this collaboration and discuss questions: located) and the American non-profit the following questions. • Who do you think should be organization, World Monuments Fund • What were the benefits of this responsible for restoring cultural (wmf). wmf provided funding and international collaboration? heritage or cultural sites such as international expertise for the project, • What strengths did the Palace Qianlong Garden? and the Palace Museum coordinated Museum and wmf each bring to • Government or private organizations the project, provided local matching the project, and what do you think or individual donors? funds and supplied traditional each gained from the collaboration? • If government, local or national Chinese expertise and craftsmen • What is globalization? government? for the restoration. This collaboration How is this collaboration a reflection • What happens if government doesn’t is unique, partly because of the sheer of globalization? have the expertise or the money to size and scale of the project, but also • How does this collaboration promote restore a site? because the history of the US–China sustainability? relationship in the last century has been • How will it impact future Have students share responses and fraught with tension and controversy. discuss as a whole class. conservation projects?

continued 15 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

3

day

1 class activity: Now have students compare this Before the activity starts, the teacher continued example of international collaboration should select several monuments, to thinking about how collaborations heritage sites, or gardens and parks in to preserve cultural heritage and make their community that are in need of them more sustainable might happen preservation or updating. Write these in your community. Students will take up on the board and make sure all on a role playing activity to work students are familiar with these sites through a scenario where they will (provide maps or photos if necessary). collaborate to preserve a local heritage Have students look at the sites chosen site. Key questions to think about and think about who the various during this activity are (make sure stakeholders with an investment in these are posted on the board for today this site are. Make a second list on and tomorrow’s activity): the board of all the stakeholders that • Who is responsible for the site? students brainstorm in relation to these • Who are the experts that can provide sites. Stakeholders might include guidance and technical skills to local, state or national government, ensure the preservation of the site? neighborhood residents, environmental • How can we ensure that solutions organizations, athletes and picnickers made today have a minimal impact (in the case of parks), schools, local on the community (environmentally, business owners, etc. The next step economically, or socially) and can be will be to think about how stakeholders maintained in the future? collaborate to take action in preserving China, Juanqinzhai in the Qianlong Garden the selected sites. To do this, begin Interior with Theater Room, post-conservation, 2008 by choosing, as a class, one site from Si Bing, Palace Museum the list and four stakeholders invested in that site.

16 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

3 40 – 50 10

minutes minutes day Class Activity: Assessment: 2 Divide the students into four groups—one group represented in the new group. Have In the closing minutes of class, have the for each of the stakeholders chosen in day each student share with the group members group decide on some key principles for one of this activity. Then have the students their recommendations for the site. Staying successful collaboration. A basic, short list meet together, from the perspective of their in their stakeholder’s perspective, have could include: stakeholder group, to think about their them try to work together to decide on the • Listen to everyone; goals in preserving the site, what actions best plan for the site—come to a consensus, • Make sure everyone has a chance they would recommend to preserve the if possible. Allow 15–20 minutes for this to voice their opinion; site, and how they would answer the three portion of the activity. • Compromise; key questions outlined yesterday. Pass Have each group share out briefly the final • Be respectful. out the handout titled “Collaborating recommendations their group decided to Preserve History—A View from on. Did the group come to a consensus Optional Extension: Stakeholders” (appendix viii) for students or was there still disagreement at the end? This lesson has focused on the integral role to use as a guide in their discussion and After each group has briefly shared out, of international collaboration to successfully to record notes. debrief the activity. What were the biggest restore the Qianlong Garden. Reinforce This activity is as much about the ideas challenges when the various stakeholders this lesson by establishing an international they come up with, as about the process were trying to collaborate? What happened collaboration in your classroom—find of collaboration itself. So tell students when the goals and actions recommended a school on the other side of the globe to that as they discuss with their groups, pay by different stakeholders didn’t match? collaborate with for the rest of this unit. attention to the process of collaboration. How many groups were able to come to Share resources with those students, teach What works, what doesn’t? How can you consensus? In the final plans presented, were others about local heritage sites, and either ensure that everyone’s voices and needs there stakeholders who were losing out? work on the final project collaboratively or are met? share final projects with each other. Some After students have had about 15 minutes resources for finding global schools for to come up with recommendations, have collaborative projects are: students form into new, smaller groups. • Global Education Collaborative Students should now form groups of four, http://globaleducation.ning.com/ with one student from each stakeholder • iEARN - www.iearn.org • ePals - http://www.epals.com/ • Eduweavers - http://www.eduweavers.org/ 17 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

4 2 – 3

days lesson 4:

Sharing Cultural Masterpieces description: objectives: materials: with the Public In this lesson, students will study • Students will enhance their • Copies of student handouts different public education programs, observational, critical thinking (see appendices ix and x) including an online exhibition and a and analysis skills. • Access to computer lab local cultural heritage site or museum, • Students will identify the key and will analyze the key principles and principles of a public education components for designing an engaging program. public education program.

18 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

4 5 R

minutes remainder of class day 1 introduction: do now class activity:

Refer students back to the audio slideshow Students will now get an opportunity The observation guide will lead students they viewed several days ago on the art of to explore another online exhibit to think to think about the way information is the Qianlong Garden (http://www.wmf.org/slide- critically about how the authors have presented in that online exhibition, as show/emperors-private-paradise-audio-slideshow). designed it as a means for providing opposed to the content of items in the Tell them that for the next few days the class information to the public. Have students exhibit. Students should pay close attention will be exploring different methods of move to the computer lab (or start class to the way that the website tells the story sharing cultural masterpieces such as these in the computer lab) and pass out the of that exhibit, which they will compare the with the public, including online exhibits handout (appendix ix) titled “Observation following day to a live museum visit. like this slideshow and live exhibits at Handout—Online Exhibition”. They should museums and onsite at cultural sites. visit the website of a local or national The audio slideshow was created in museum, and view the online exhibition conjunction with a traveling exhibition for one of their current exhibitions (you of art and interiors from the restored might want to pre-select a few current Juanqinzhai building in the Qianlong exhibits as well). If students finish early, Garden that was exhibited at several art have them choose another exhibition to museums in the United States during 2010 explore, giving them even more evidence and 2011. The slideshow will now be hosted to think about when comparing public on the website for World Monuments education programs. Fund to provide more detail about this groundbreaking conservation project. Replay a portion of the slideshow again for students, and ask them this time to think about the way the information about the treasures from the Qianlong Garden is portrayed. What are some of the benefits of an audio slideshow like this? What are some of the drawbacks?

19 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

4

days 2 – 3

class activity: closing:

Visit a local museum or heritage Use the following questions as a guide Ask students, “What do you think causing damage to the restored site —with a focus not just on for the discussion: is the difference between an exhibit complex? How do you make sure that that is housed inside a museum, and the environmental conditions remain enjoying the latest exhibit, but also • Did it feel as though you were exhibits that are on the grounds of stable so that the restorations already observing and analyzing the way that listening to a story or narrative about a cultural heritage site?” Discuss made are sustained? the museum or site tells the story of the exhibit/site? for a few minutes, then present the that exhibit. How are they educating How did the creators do this? interesting case that is facing wmf Have students work in pairs to the public about the theme and items • How many different methods were and the Palace Museum as they prepare brainstorm for a couple of minutes included in that exhibit? Students used to relay information? should complete the handout titled the Qianlong Garden for visitors. some ideas for how they might (visual, text, audio, tactile, etc.) address these issues in Qianlong “Observation Handout—Museum Visit” • The garden complex was designed to Who was the audience for this Garden. Allow 2–3 minutes for (appendix x) during their visit. be the retirement home of one man, exhibit/site? students to share out their responses. On the same day or the following • What was different about the online the emperor. Some of the walkways in day in class, discuss what students exhibition versus the physical exhibit the garden are narrow and have nooks Adaptation: observed on the field trip and as a at a museum? and crannies that make it hard to navigate around, and there is a narrow If a field trip to a local museum or class, pulling out the key components Record some of the key components stairway to a rooftop with a grand heritage site is not possible, classes could and concrete examples of how to tell and guiding principles of designing a view of the Forbidden City, again only brainstorm sites they have visited in the the narrative of a cultural heritage site. public education program that come big enough for one person. So how do past (any art museum, or sites like Ellis from the discussion, and later post you design an exhibit to allow dozens Island, Washington Monument, etc.) to them on the wall as a reference for the of tourists at a time to wander around complete the handout and discuss. final project. and see the garden, without

20 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

5 5

days lesson 5:

Designing a Public description: objectives: materials: Education Program This final project will allow students • Students will apply their • Access to computer lab for the opportunity to apply what they understanding of cultural student research have learned about the restoration heritage and public education • Materials needed (paper, signs, paint, of the Qianlong Garden and how this programming. markers, etc.) to create exhibits site is being presented to the public • Students will deepen their skills • Copies of student handouts by designing their own public educa- in storytelling and narrative. (self and peer assessments, tion program. Students will choose • Students will enhance their skills appendices xi and xii) either a cultural heritage site from in research, synthesis, and their own community or one of the critical thinking. projects of World Monuments Fund, and will present their final displays or exhibits to an audience of visitors from the school or local community.

21 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

5

day 1 10 R

minutes remainder of class

introduction do now class activity:

Have students think about all the various Students will now get a chance to emulate Each exhibit should include: heritage sites or museums or cultural the site they most enjoyed and remember, • brief history and context of the site, attractions they have visited in their lives. and will get a chance to choose a site • major dates and locations related Which one do you remember the most? and design their own education program to the site, Why? What did you learn from visiting to share this site with the public. They will • why it is significant, this site? Have students write for a couple have the next five days to research, plan, • at least 5 images, details, objects, or minutes in response to these questions, and then develop their exhibit, which interesting facts about the site. then ask some students to share their will then be presented on the final day responses and discuss. of the unit. The format of the display itself can be any one of these options: Introduce the final project, and begin brainstorming some potential sites students • 2d (think of a traditional art exhibit could design their projects on. Think about in a museum, with images and signs sites they have learned about through on a wall) • other wmf units, or sites that are found in 3d (appropriate for displaying sculptures, their local community. Start to generate objects, or interactive displays) • a list of sites on the board to get students Electronic (a website, video, wiki, etc.) thinking, then allow them time to work No matter which format is chosen, the independently, to continue brainstorming, major elements from the first list above or time in the computer lab to begin must be included. researching sites.

22 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

5

days days day

2 – 3 3 or 4 5

Provide class time for students to Allow class time on this day for This will be the day that students will Following this, have students complete conduct research and begin to design students to provide peer feedback on display their public education projects. the self-assessment (appendix xi) for their projects. their displays. Pass out handout titled They will not be verbally presenting their final project. Consider adding a mini-lesson on “Peer Assessment—Designing a Public their projects—a well-designed display one or two of these days to guide and Education Program” (appendix xii) should speak for itself. Students provide additional support for the and pair two student groups together should set up their exhibits in the student projects. Topics could include to share progress so far on their project classroom, computer lab, cafeteria using social media to engage visitors and to provide feedback on their or other locations within the school. in your site and bring them to your displays. Students then have the rest Then invite students from other exhibit, developing a narrative or story of the class period and the evening classes or from a local elementary about your site, or even inviting in (or a weekend) to revise and put final school (make sure to coordinate these a curator from a local museum to touches on their project. visits ahead of time), or parents and share their expertise. community members to come and view the displays. If time allows, provide additional days for students to research and prepare Visitors likely will not have time to view their project. all the displays. Divide the displays up into sections, and then assign visitors to a given section. You can also provide visitor feedback cards so they can give general feedback or nominate their favorite displays. 23 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

materials and resources technology/multimedia History Resources on Qianlong and 18th century China: Trompe L’oeil resources: (tape recorder, vcr, •Letter from the Qianlong emperor to King George III in 1793: •“Stepping into a Painting” lesson plan from the overhead, etc): http://academic.brooklyn.cuny.edu/core9/phalsall/texts/ Philadelphia Museum of Art • Overhead and/or projector qianlong.html http://www.philamuseum.org/education/ • Access to computer lab •WMF brochures on Qianlong Garden: lesson_plans/12.html?page=1 software/internet sites http://www.wmf.org/sites/default/files/wmf_article/ • “Tricking the Eye” activity from the Art Institute of Chicago Websites about the Qianlong Garden: pg_38-45_hutongs.pdf http://www.artic.edu/artaccess/AA_American/pages/ • World Monuments Fund main site: http://www.wmf.org/sites/default/files/ Amer_FamAct2.shtml http://www.wmf.org/project/ wmf_publication/WMF_China-Qianlong_Brochure.pdf Chinese Gardens: qianlong-garden-restoration-project •2 readings on the Qing Emperors and Qing State: •Metropolitan Museum of Art “Chinese Gardens and Collector’s Rocks” • Video from the WMF website: http://www.learn.columbia.edu/nanxuntu/html/state/index.html http://www.metmuseum.org/toah/hd/cgrk/hd_cgrk.htm http://www.wmf.org/video/ http://www.learn.columbia.edu/nanxuntu/html/ world-monuments-fund-2008-hadrian-award-0 • “Nature Within Walls: The Chinese Garden Court emperors/index.html • CNN article: at the Metropolitan Museum of Art” http://www.cnn.com/2011/WORLD/europe/06/02/ • Columbia University: Asia for Educators http://www.metmuseum.org/learn/for-educators/ qianlong.garden/index.html http://afe.easia.columbia.edu/tps/1750.htm publications-for-educators/nature-within-walls • Columbia University – “The Grandeur of the Qing” • WMF audio slideshow: • UNESCO Suzhou Gardens website http://www.wmf.org/slide-show/ http://www.learn.columbia.edu/nanxuntu/start.html http://whc.unesco.org/en/list/813/ emperors-private-paradise-audio-slideshow • Zhishan Garden, National Palace Museum http://www.npm.gov.tw/exh96/chih-shan/index1_en.html

Publications (includes books, textbooks): •Nancy Berliner et al, The Emperor's Private Paradise: Treasures from the Forbidden City, New Haven and London: Peabody Essex Museum in association with Yale University Press, 2010 •Nancy Berliner,ed. Juanqinzhai in the Qianlong Garden, The Forbidden City, Beijing, Scala: London, 2008.

24 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

appendix unit handouts I . 18th century china reading 1 (letter to king james)

II . 18th century china reading 2 (wmf reports)

III . 18th century china reading 3 (the grandeur of the qing)

IV . restoring qianlong garden conservation issues

V . restoring qianlong garden conservation issues—for teachers

VI . foreword juanqinzhai and the qianlong garden

VII . foreword juanqinzhai and its restoration

VIII . collaborating to preserve history a view from stakeholders

IX . observation handout online exhibition

X . observation handout museum visit

XI . self-assessment designing a public education program

XII . peer assessment designing a public education program

X III . sample project calendars

X IV. full listing of common core standards

25 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

i 18TH CENTURY CHINA READING 1 (LETTER TO KING JAMES) http://academic.brooklyn.cuny.edu/core9/phalsall/texts/qianlong.html After reading the letter the Qianlong emperor wrote James (1793), answer to King the following questions. 5. 4. 3. 2. 1. might be diffused between people? We have an example here of architecture, but what else? Since wethat this is a great know time of global contacts, of things what other types Why then do you think that Qianlong is secretive and buildings? about his courts is said that the Qianlong Garden has a lot of EuropeanIt influence. How does the Qianlong emperor view his empire compared to others in the world at the time? What can we from learn the letter about Chinese culture in the 1700s? What can we from learn the letter about the Qianlong emperor?

26 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

ii 18TH CENTURY CHINA READING 2 (wmf reports) Why? http://www.wmf.org/sites/default/files/wmf_publication/WMF_China-Qianlong_Brochure.pdf http://www.wmf.org/sites/default/files/wmf_article/pg_38-45_hutongs.pdf After reading the two resources from World Fund, Monuments answer the following questions. 5. 4. 3. 2. 1. What can they tell us about Chinese culture in the 1700s? What can those names tell us about the Qianlong emperor? atLooking the map in WMF brochure, what names of places/buildings stand out to you? is it thought thatplanning techniques the urban for what century originated?In Beijing was able to give so much insight into Chinese culture and architecture? What are the two main reasons, Beijing, as an “artistically integrated sculpture,” urban

27 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

iii 18TH CENTURY CHINA READING 3 (THE GRANDEUR OF THE QING) http://www.learn.columbia.edu/nanxuntu/html/state/index.html http://www.learn.columbia.edu/nanxuntu/html/emperors/index.html After viewing the various images of Qianlong Garden, answer the following questions. 5. 4. 3. 2. 1. reign (1736–1796). How do these events compare to the Qing state? Think about other political events around occurring the world the time of Qianlong’s during reign? What do these tours tell you about the emperors? What of the was the impact “Inspection Tours” and Qianlong took their during that both Kangxi in the Qing dynasty? What was the role of the arts Why? and Qianlong, successful?Kangxi According to the reading, what made the reign of the two main Qing Emperors, What can they tell us about these two men? Look and Qianlong emperors at the photosincluded with reading. of the Kangxi

28 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

iv

RESTORING QIANLONG GARDEN

CONSERVATION ISSUES

scenario 1: scenario 3: Each of the following short scenarios detail issues The bamboo structures and decoration throughout Traditional Chinese methods for making paper don’t that arose during the collaboration between the Qianlong Garden were in need of restoring and match with current conservation standards, which World Monuments Fund and the Palace Museum complete rebuilding in some cases, but very few call for paper that won’t yellow, among other in Beijing in the process of restoring the Qianlong craftsmen were available who knew how to work requirements. How would you address this situation? Garden. Read your assigned scenario with a with bamboo in this way. Master He, a 75-year old partner and discuss how you would handle each craftsman, was identified to lead the restoration of scenario 4: situation, and think particularly about the fine woodwork and bamboo in the Qianlong Garden, Some of the woodwork throughout the Qianlong sustainability of your solutions. but conservators were worried about what would Garden had delicate mother of pearl inlays that happen when he was no longer able to work. needed to be repaired or replaced. The problem What would you do? is that many of these particular inlays came from freshwater mollusk shells that are now an scenario 2: endangered species. What would you do? To begin the restoration of Qianlong Garden, the Palace Museum and World Monuments Fund needed to find craftsmen with a variety of skills in traditional arts—from silk-backed murals to woodwork inlaid with precious materials to making paper using traditional methods and materials. How would you go about finding these craftsmen who might be spread across China?

29 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

v

RESTORING QIANLONG GARDEN

CONSERVATION ISSUES—FOR TEACHERS

scenario 1 - elderly bamboo craftsman: scenario 3 - traditional paper doesn’t meet modern conservation standards: Each of the following short scenarios detail issues In order to make sure future generations learned The modern conservationists worked with the that arose during the collaboration between the traditional skills and methods of working with traditional papermaker to adjust the process to World Monuments Fund and the Palace Museum bamboo and other fine woodworks, the Palace use traditional methods and new conservation in Beijing in the process of restoring the Qianlong Museum and World Monuments Fund established standards. After 6–7 months, this craftsman was Garden. Read your assigned scenario with a partner a series of workshops led by the 75-year old able to create a paper that met standards, verified and discuss how you would handle each situation, craftsman to pass his skills and knowledge on to through independent tests, and now he will make and think particularly about the sustainability of other craftsmen. the paper for the rest of the project. your solutions. scenario 2 - finding traditional craftsmen: Student answers to address each of the following scenario 4 - mother of pearl now endangered: Press releases and media were used to announce scenarios might vary; this handout details a brief note the upcoming restoration of Qianlong Garden and Although a special license can be obtained to harvest following each scenario about how wmf and the Palace and use mollusks that are on the endangered list, Museum addressed the issues. the need for a large group of skilled craftsmen to assist in the restoration. Announcements were made consideration is being given to leaving the sections across the country to locate craftsmen in villages missing their mother of pearl design empty. and cities throughout China.

30 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

vi FOREWORD JUANQINZHAI AND THE QIANLONG GARDEN

Jin Hongkui

In comparison with the monumental 720,000 Both the Palace Museum and wmf maintained a The restoration process of Juanqinzhai was the first metre-square Forbidden City, the Qianlong Garden, conservative attitude during the process of restoring time the Palace Museum implemented technical occupying only 6,400 square metres, is miniscule. Juanqinzhai: all technical measures were carried measures to maintain a controlled environment At the forefront of the Forbidden City (today’s Palace out only after complete advanced analyses of the that would assist in preserving historic interiors. Museum), Taihedian (Hall of Supreme Harmony), conditions. At every step materials were only used Therefore the project plays a pilot role in the where the emperor met with his ministers, measures after careful, small-case tests and assessments. protection of the interior decoration in the 2,011 square metres, while the floor area of The technical measures taken during this conservation Forbidden City, and also carries significance in Juanqinzhai within the Qianlong Garden is only demonstrated that through adequate and serious the realization of maintaining its integrity. This book 244 square metres (see footnote, page 12). However, study of historic relics, proper conservation can briefly introduces the history and significance of the Qianlong Garden, despite its small size, has an maximize the preservation and protection of the Juanqinzhai and the process of the seven-year undeniable charm and allure that has garnered object, and at the same time also preserve traditional conservation project carried out by experts from tremendous attention since its creation some technologies and craftsmanship, which are valuable two sides of the earth. The volume can be seen as a 230 years ago. resources of historical knowledge. The conservation concise conservation report. Future visitors and As the jewel of the Forbidden City, the Qianlong treatments applied were strictly in accordance with scholars will always be grateful for these efforts. Garden complex of 27 buildings and pavilions, the “China Principles for Preservation of Cultural Moreover, through this book, readers will realize the ancient trees and rockeries has always been under Heritage”, which were developed by an international reasons why the Palace Museum and wmf have now separate management within the administration consortium of conservation entities, including the decided to extend their co-operation. The Juanqinzhai of the Palace Museum because of the technical Chinese State Administration of Cultural Heritage venture has now become a pilot project for the larger challenges to restore it. Access to the area has been and the Getty Conservatory Institute. endeavour of conserving the entire Qianlong Garden intentionally restricted. Juanqinzhai’s reputation and we all have full confidence in the prospect of and splendour, and its conservation challenges this future co-operation. attracted the attention of World Monuments Fund (wmf), based in distant New York. Seeing that this gem has suffered nearly a 100 years of obscuration, in 2000 wmf proposed to finance the joint conservation of Juanqinzhai with the Palace

Museum, which happily accepted; a partnership Jin Hongkui, “Forward: Juanqinzhai and the Qianlong Garden,” in between the two institutions was created in 2001. Juanqinzhai in the Qianlong Garden, The Forbidden City, Beijing, ed. Nancy Berliner (Scala: London, 2008), 6. 31 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

vii FOREWORD JUANQINZHAI AND ITS RESTORATION

Bonnie Burnham

The work of World Monuments Fund (wmf) in the Juanqinzhai’s interiors had remained largely The international co-operation that made the Forbidden City began in 2000 when wmf and the untouched since their creation. When the restoration of Juanqinzhai possible cannot be Palace Museum first discussed an international restoration project began in 2001, most of the over-emphasized; it even might be considered the partnership for the restoration and preservation of interior decoration, which includes bamboo-thread bookend to the history of this building. Juanqinzhai Juanqinzhai (Studio of Exhaustion from Diligent marquetry, white-jade cartouches and seating areas was created during the reign of the Qianlong Service, sometimes called the Lodge of Retirement). of embroidered satin, was disintegrating or in emperor, when the country was the world’s largest This was the first partnership between the Palace serious disrepair. During the seven years it took to and richest nation, and was engaged in extensive Museum and an American organization to restore a restore Juanqinzhai, the project addressed many interaction with the West in trade, politics, significant building in the Forbidden City, and it conservation challenges that included not only aesthetics and ideas. Juanqinzhai’s theatre room is quickly developed into one of the strongest and restoration of its architectural richness, modernization covered in meticulously executed room-size most important partnerships for wmf worldwide. of the infrastructure and making the building both architectural trompe-l’oeil paintings based on western Since 1996 wmf has been working in the People’s physically and programmatically accessible to the principles of perspective and clearly influenced by Republic of China on the preservation of many public, but also the replication and revival of long-lost Giuseppe Castiglione, a Jesuit missionary and aspects of the country’s rich cultural heritage, artisan skills and techniques. painter who settled in China around 1730. While including imperial sites, ancient temples, village A highlight of the international technical-exchange the impact of Chinese art and architecture on marketplaces, theatres and archaeological sites. component of this project was the visit in July 2004 western-European art of this period is well known, Because of the site’s significance and visibility, by members of the Palace Museum conservation this room reveals a rare instance in which this Juanqinzhai has become the centrepiece of wmf’s team to a dozen conservation sites, laboratories and influence was reciprocal. Perhaps it is only fitting, work in China and a model of international museums in the usa. The focus of the visit was to then, that its restoration some 210 years later has co-operation in the field of cultural-heritage identify facilities, resources or methodologies with occurred when China is once again fully engaged conservation. the potential to advance conservation in the with the international community, and wmf is Forbidden City, especially those addressing the honored to be part of the history of this building conservation of paintings on silk and paper, climate- and to be making it accessible to the public. control issues and the interpretation and presentation of historic structures to the public.

Bonnie Burnham, “Forward: Juanqinzhai and its Restoration,” in Juanqinzhai in the Qianlong Garden, The Forbidden City, Beijing, ed. Nancy Berliner (Scala: London, 2008), 7. 32 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

viii COLLABORATING TO PRESERVE HISTORY A VIEW FROM STAKEHOLDERS • • • • • • stakeholder selected student should record your group’s decisions on this handout, to use when you break up into new groups. Use the questions on this handout to guide the discussion in your stakeholder group. Each group member

name preservation 5. 4. 3. 2. 1.

group sheet if necessary to your describe plan)? sheet if necessary Based on the above ideas, do you what recommend actions for this site (use the back of this (environmentally, economically, or socially) and can be maintained in the future? How can we ensure that solutions made today have on the community a minimal impact of the site? preservation that can provideWho are to the experts guidance ensure and technical the skills Who should be responsible for the site? What are possibilities might include: the goals of yourSome project? preservation : Other? To recreate something historically accurate? in tourism or people fromBring outside your to community use the space? Provide new uses and spaces for the community? To recreate something historically accurate? To preventdeterioration and keep it safe? further

:

site

:

33 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

ix OBSERVATION HANDOUT ONLINE EXHIBITION e x hibit student As you view the online exhibition, fill in the table below with your observations. any lar resources does additional random tion to that did narrative pictures videos the was interactivity information you how signs the path how layout

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34 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

x OBSERVATION HANDOUT MUSEUM VISIT cultural student During the field trip,During fill in the table below with your observations. any them engaged teract spend exhibit observe visitors random tion to that did narrative or a the was interactivity information you how signs the path how layout

distance

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35 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

xi STUDENT SELF-ASSESSMENT DESIGNING A PUBLIC EDUCATION PROGRAM project student back on all the steps on both strengths you and weaknesses, took thinking Reflect in creating this project. Use this form toyou on the project reflect have created in the process. you and the work put forth and effort

name name 6. 5. 4. 3. 2. 1. What is the most important thing you in this project? learned What is the most important What do you wish you could change or improve about this project? What of your is the strongest project? aspect morethis project successful? areUpon reflection, there any steps that could have been added or done differently to make What steps did you list them below. take in completing Briefly this project? examples from your that project meet those criteria. and guidelines? List each criteria in the project Did my set forth meet all the criteria project : :

36 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

xii PEER ASSESSMENT DESIGNING A PUBLIC EDUCATION PROGRAM student student presentations. Use this form to offer feedback for and constructive criticism your their peers as they practice student examples) What did student do well? (give 2–3 specific examples) What did student do well? (give 2–3 specific

name name name : : :

specific examples) specific What can student improve on? (give 2–3 examples) specific What can student improve on? (give 2–3

37 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

xiii

Qianlong Garden, China One Week Timeline SAMPLE PROJECT CALENDAR

Course: World History Classes

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Project Week 1 Lesson 1, Day 1 1.2 Lesson 2, day 2 Lesson 3, day 1 3.2 A Time Capsule into Continue historical overview of The Arts and Craftsmanship International Collaboration Explore the challenges and benefits of 18th Century China 18th century China. of Qianlong Garden collaboration through role playing. Explore the significance of the interna- Explore the concept of time capsules, View the online slideshow on tional collaboration between the Palace and how rediscovery of Qianlong WMF’s website to learn more details Museum and World Monuments Fund in Garden is a window into 18th century about restored masterpieces from the restoration of Qianlong Garden. China. Juanqinzhai.

38 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

xiii

Qianlong Garden, China One Week Timeline SAMPLE PROJECT CALENDAR

Course: Visual Arts Classes

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Project Week 1 Lesson 2, Day 1 2.2 2.3 Lesson 4, day 1 4.2 The Arts and Craftsmanship View the online slideshow on Explore the major elements of Sharing a Cultural Masterpiece Visit to a museum or cultural site to of Qianlong Garden WMF’s website to learn more details Chinese gardens - rocks, architecture, with the Public continue analysis of public education about restored masterpieces from plantings, and water - and compare programs. Explore the art of the Juanqinzhai Juanqinzhai. to Western gardens and parks. Studying an online exhibit for Qianlong and learn about the trompe l’oeil Garden to analyze key principles for an painting technique. engaging public education program.

39 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

xiii

Qianlong Garden, China Three Week Timeline SAMPLE PROJECT CALENDAR

Project: Designing a Public Education Program

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Project Week 1 Lesson 1, Day 1 1.2 Lesson 2, Day 1 2.2 2.3 A Time Capsule into Continue historical overview of The Arts and Craftsmanship View the online slideshow on WMF’s Explore the major elements of Chinese 18th Century China 18th century China. of Qianlong Garden website to learn more details about re- gardens - rocks, architecture, plantings, Explore the concept of time capsules, Explore the art of the Juanqinzhai stored masterpieces from Juanqinzhai. and water - and compare to Western and how rediscovery of Qianlong and learn about the trompe l’oeil gardens and parks. Garden is a window into 18th century painting technique. China.

Project Week 2 Lesson 3, Day 1 3.2 Lesson 4, day 1 4.2 4.3 International Collaboration Explore the challenges and benefits of Sharing a Cultural Master- Visit to a museum or cultural site to Debrief the previous day’s field trip and Explore the significance of the collaboration through role playing. piece with the Public continue analysis of public education collectively finalize some key principles international collaboration between Studying an online exhibit for Qian- programs. of an engaging public education the Palace Museum and World Monu- long Garden to analyze key principles program. ments Fund in the restoration of for an engaging public education Qianlong Garden. program.

Project Week 3 Lesson 5, day 1 5.2 5.3 5.4 5.5 Designing a Public Educa- Mini-lesson on social media, crafting Peer feedback on projects. Final work day and revisions for project. Final presentations of public education tion Program narrative, or inviting a curator or programs. Students will choose a local heritage exhibitor to visit class. Work day. site or another WMF site and design a public education program for it. Remainder of class for project work.

40 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

xiv

full listing of common core standards language arts

reading standards for informational text grades 6–12 (ri 6-12) The following list outlines the complete standard key Ideas and Details descriptions for each standard that is addressed 1. (grades 9 –10) Cite strong and thorough textual 8. (grades 9 –10) Gather relevant information from as part of this unit. evidence to support analysis of what the text says multiple authoritative print and digital sources, explicitly as well as inferences drawn from the text. using advanced searches effectively; assess the usefulness of each source in answering the Integration of Knowledge and Ideas To read more about the Common Core Standards research question; integrate information into the 7. (grades 11–12) Integrate and evaluate multiple or download the complete list of standards, text selectively to maintain the flow of ideas, sources of information presented in different visit www.corestandards.org. avoiding plagiarism and following a standard media or formats (e.g. visually, quantitatively) as format for citation. well as in words in order to address a question 8. (grades 11–12) Gather relevant information from or solve a problem. multiple authoritative print and digital sources, writing standards grades 6–12 (w 6–12) using advanced searches effectively; assess the strengths and limitations of each source in terms Production and Distribution of Writing of the task, purpose, and audience; integrate 4. (grades 9 –12) Produce clear and coherent writing information into the text selectively to maintain in which the development, organization, and style the flow of ideas, avoiding plagiarism and are appropriate to task, purpose, and audience. overreliance on any one source and following a Research to Build and Present Knowledge standard format for citation. 7. (grades 9 –12) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

41 Project-Based Learning Unit: QIANLONG GARDEN, BEIJING, CHINA

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full listing of common core standards speaking and listening standards grades 6–12 (sl 6–12) Comprehension and Collaboration 1. (grade 9 –10) Initiate and participate effectively in • d. Respond thoughtfully to diverse perspectives, a range of collaborative discussions (one-on-one, synthesize comments, claims, and evidence in groups, and teacher-led) with diverse partners made on all sides of an issue; resolve on grades 9 –10 topics, texts, and issues, building contradictions when possible; and determine on others’ ideas and expressing their own clearly what additional information or research is and persuasively. required to deepen the investigation or • b. Work with peers to set rules for collegial complete the task. discussion and decision-making (e.g. informal Presentation of Knowledge and Ideas consensus, taking votes on key issues, 4. (grades 9–10) Present information, findings, and presentation of alternate views), clear goals supporting evidence clearly, concisely, and and deadlines, and individual roles as needed. logically such that listeners can follow the line of • d. Respond thoughtfully to diverse perspectives, reasoning and the organization, development, summarize points of agreement and disagree- substance, and style are appropriate to purpose, ment, and, when warranted, qualify or justify audience, and task. their own views and understanding and make 5. (grades 9 –12) Make strategic use of digital media new connections in light of the evidence and (e.g. textual graphical, audio, visual, and reasoning presented. interactive elements) in presentations to enhance 1. (grade 11–12) Initiate and participate effectively understanding of findings, reasoning, and in a range of collaborative discussions (one-on- evidence and to add interest. one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • b. Work with peers to promote civil, democratic discussion and decision-making, set clear goals and deadlines, and establish individual roles as needed.

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full listing of common core standards literacy in history/social studies

reading standards grades 6–12 (rh 6–12) writing standards grades 6–12 (whst 6–12) key Ideas and Details Production and Distribution of Writing 2. (grades 9 –10) Determine the central ideas or 4. (grades 9 –12) Produce clear and coherent writing information of a primary or secondary source; in which the development, organization, and style provide an accurate summary of how key events are appropriate to task, purpose, and audience. or ideas develop over the course of the text. Research to Build and Present Knowledge 2. (grades 11–12) Determine the central ideas or 7. (grades 9 –12) Conduct short as well as more information of a primary or secondary source; sustained research projects to answer a question provide an accurate summary that makes clear the (including a self-generated question) or solve a relationships among the key details and ideas. problem; narrow or broaden the inquiry when Integration of Knowledge and Ideas appropriate; synthesize multiple sources on the 7. (grades 9 –10) Integrate quantitative or technical subject, demonstrating understanding of the analysis (e.g. charts, research data) with qualitative subject under investigation. analysis in print or digital text. 8. (grades 9 –10) Gather relevant information from 7. (grades 11–12) Integrate and evaluate multiple multiple authoritative print and digital sources, using sources of information presented in diverse advanced searches effectively; assess the usefulness formats and media (e.g. visually, quantitatively, as of each source in answering the research question; well as in words) in order to address a question or integrate information into the text selectively to solve a problem. maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 8. (grades 11–12) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. (grades 9 –12) Draw evidence from informational texts to support analysis reflection, and research. 43