chinese lantern festival - the arts


Level: 1-4
Duration: 3 weeks
Years: 1-8
Strand:

  • Visual: Developing Practical Knowledge (PK), Communicating and Interpreting (CI), Developing Ideas (DI)
  • Dance and Music: Developing Ideas (DI), Communicating and Interpreting (CI), Understanding Dance and Music in Context
  • Drama: Developing Ideas (DI), Communicating and Interpreting (CI)

Acknowledgement

Asia:NZ would like to thank all those that contributed towards this unit. In particular, Sophia Shih for sharing her lantern-making expertise, the Arts Implementation team from the Auckland College of Education (now Faculty of Education, University of Auckland) who helped coordinate our first lantern-making workshop and to the participants.

About this Unit

This multi-level arts unit focusing on the Lantern Festival has been written by Mike Tapp. The original unit by Mike Tapp and Christina Ward has been updated and teachers can now match the level to their class. They also have the option of choosing activities from other levels to match the abilities of their students.

The Lantern Festival is celebrated as part of Chinese New Year in communities all over the world. The customs and traditions can vary from country to country.

The start of the Chinese New Year is based on the cycles of the moon so the Western calendar dates vary each year. Chinese New Year is usually celebrated around late January or early February. Each New Year is represented by one of the twelve zodiac animals.

The Lantern Festival takes place on the 15th day of the first month of the lunar year. The Asia:NZ Lantern Festival in Auckland's Albert Park and Christchurch's Victoria Square, is held each year around February/March.

Achievement Objectives

Specific Learning Outcomes

Cross Curricular Links

Process

  • Inquiry

Essential Skills Focus

  • Communication
  • Information
  • Problem solving
  • Self management
  • Social and cooperative
  • Physical
  • Work and study

Settings

  • New Zealand
  • Asia
  • Europe
  • Other

Perspectives

  • Multicultural
  • Current issues
  • Future

Teaching and Learning

Resources Required

Resources have been integrated into the activities. Examples are:

 

Recommended References

Contacts

  • People are your most valuable resources. Where possible, make contact with and seek the advice of the experts in your own Chinese community.

Print

  • Books - contact The National Library
  • School Journals

Electronic

The sites below provide general background information