Chinese Folk Art: Design a Propaganda Program
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Chinese Folk Art: Design a Propaganda Program

Grade 7ArtEnglishOther7 days
In this project, 7th-grade students take on the role of folk art propagandists, designing a program to honor and promote a specific Chinese handicraft. Students will research the history, techniques, and cultural significance of their chosen art form, analyze its reflection of Chinese values, and advocate for its enduring value in the modern world. The project culminates in a detailed program proposal outlining learning objectives, activities, and assessment strategies to effectively introduce the handicraft to a new audience, fostering appreciation for Chinese folk art and culture.
Chinese Folk ArtCultural SignificanceHandicraft DesignCultural ProgramsTraditional ArtModern WorldPropaganda
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as folk art propagandists, design a program that both honors the cultural significance of a specific Chinese handicraft and inspires others to appreciate its enduring value in the modern world?

Essential Questions

Supporting questions that break down major concepts.
  • What is Chinese folk art and what are its different forms?
  • How does Chinese folk art reflect Chinese culture and values?
  • What is the value of traditional Chinese art in the modern world?
  • How can I effectively introduce a Chinese handicraft to others?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Learn about Chinese folk art and its different forms
  • Understand how Chinese folk art reflects Chinese culture and values
  • Understand the value of traditional Chinese art in the modern world
  • Effectively introduce a Chinese handicraft to others

Entry Events

Events that will be used to introduce the project to students

Museum Visit and Reflection

Organize a visit to a local museum or gallery that features Chinese folk art exhibits. Students can take notes and draw sketches during the visit. After the visit, students will share what they learned and their thoughts.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Folk Art Investigator: Unveiling Traditions

Students explore various forms of Chinese folk art through research and presentation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a specific Chinese folk art form (e.g., paper cutting, calligraphy, embroidery, pottery).
2. Research the history and origins of the chosen art form.
3. Investigate the materials and techniques used in creating the art form.
4. Explore the cultural significance and symbolism associated with the art form.
5. Write a detailed report summarizing the research findings.

Final Product

What students will submit as the final product of the activityA research report detailing the history, techniques, and cultural significance of a chosen Chinese folk art form.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Learn about Chinese folk art and its different forms.
Activity 2

Culture Decoder: Handicrafts as Cultural Mirrors

Students analyze how a chosen Chinese handicraft embodies Chinese cultural values and traditions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a specific Chinese handicraft that you researched in the previous activity.
2. Identify key Chinese cultural values and traditions (e.g., family, harmony, respect for ancestors).
3. Analyze how the chosen handicraft reflects these values through its design, materials, and usage.
4. Gather evidence from research and observations to support the analysis.
5. Write an essay that presents your analysis and insights.

Final Product

What students will submit as the final product of the activityAn analytical essay that explores the relationship between the chosen handicraft and Chinese culture, including specific examples and insights.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Understand how Chinese folk art reflects Chinese culture and values.
Activity 3

Legacy Keeper: Art's Enduring Value

Students investigate the contemporary relevance and importance of traditional Chinese art forms.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research how the chosen handicraft is being preserved or adapted in the modern world.
2. Explore the ways in which traditional Chinese art can contribute to contemporary art and design.
3. Consider the social, economic, and cultural benefits of preserving traditional art forms.
4. Develop a compelling argument for the value of traditional Chinese art in the modern world.
5. Create a presentation to share the argument and supporting evidence.

Final Product

What students will submit as the final product of the activityA presentation (e.g., slideshow, video, or oral presentation) that argues for the continued value of traditional Chinese art in today's society.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Understand the value of traditional Chinese art in the modern world.
Activity 4

Art Ambassador: Designing Cultural Programs

Students design a program or workshop to introduce a specific Chinese handicraft to a new audience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Define the target audience for the program (e.g., elementary school students, senior citizens, tourists).
2. Determine the key learning objectives for the program participants.
3. Develop engaging and hands-on activities that will introduce the handicraft and its cultural significance.
4. Identify the materials and resources needed for the program.
5. Create an assessment plan to evaluate the effectiveness of the program.
6. Write a program proposal that outlines all the key elements.

Final Product

What students will submit as the final product of the activityA detailed program proposal that includes learning objectives, activities, materials, and assessment strategies for introducing the chosen handicraft.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Effectively introduce a Chinese handicraft to others.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Chinese Folk Art Exploration Rubric

Category 1

Research and Reporting

Assesses the student's ability to conduct thorough research and present a clear, insightful report on a chosen Chinese folk art form.
Criterion 1

Research Quality

Accuracy and depth of research on the history, techniques, and cultural context of the chosen folk art form.

Exemplary
4 Points

Demonstrates comprehensive and insightful research, exceeding expectations in detail and accuracy.

Proficient
3 Points

Demonstrates thorough and accurate research, meeting expectations with detailed information.

Developing
2 Points

Demonstrates basic research with some inaccuracies or gaps in information.

Beginning
1 Points

Demonstrates minimal research with significant inaccuracies or missing information.

Criterion 2

Report Clarity

Clarity, organization, and completeness of the research report.

Exemplary
4 Points

Presents a well-organized, clear, and comprehensive report that effectively communicates research findings.

Proficient
3 Points

Presents a clear and organized report that adequately communicates research findings.

Developing
2 Points

Presents a report with some organizational issues or lack of clarity, making it difficult to understand research findings.

Beginning
1 Points

Presents a poorly organized and unclear report that fails to communicate research findings effectively.

Criterion 3

Cultural Insight

Insightful interpretation of the cultural significance and symbolism associated with the folk art form.

Exemplary
4 Points

Provides insightful and nuanced interpretations of the cultural significance and symbolism, demonstrating a deep understanding.

Proficient
3 Points

Provides accurate interpretations of the cultural significance and symbolism, demonstrating a good understanding.

Developing
2 Points

Provides superficial or incomplete interpretations of the cultural significance and symbolism.

Beginning
1 Points

Fails to provide meaningful interpretations of the cultural significance and symbolism.

Category 2

Cultural Analysis

Evaluates the student's ability to analyze the relationship between a chosen Chinese handicraft and Chinese culture, focusing on the depth and clarity of the analysis.
Criterion 1

Cultural Connection

Depth of analysis connecting the chosen handicraft to specific Chinese cultural values and traditions.

Exemplary
4 Points

Demonstrates a sophisticated and insightful analysis, making strong connections between the handicraft and deeply rooted cultural values.

Proficient
3 Points

Demonstrates a thorough analysis, making clear connections between the handicraft and relevant cultural values.

Developing
2 Points

Demonstrates a basic analysis with superficial connections between the handicraft and cultural values.

Beginning
1 Points

Demonstrates a minimal analysis with weak or missing connections between the handicraft and cultural values.

Criterion 2

Evidence and Support

Quality of evidence and examples used to support the analysis.

Exemplary
4 Points

Uses compelling and specific evidence to convincingly support the analysis, enhancing the essay's persuasiveness.

Proficient
3 Points

Uses relevant evidence to support the analysis, providing clear examples.

Developing
2 Points

Uses limited or weak evidence to support the analysis, lacking specific examples.

Beginning
1 Points

Fails to provide sufficient evidence to support the analysis.

Criterion 3

Essay Effectiveness

Clarity, coherence, and overall effectiveness of the analytical essay.

Exemplary
4 Points

Presents a well-written, coherent, and insightful essay that effectively communicates the analysis and insights.

Proficient
3 Points

Presents a clear and coherent essay that adequately communicates the analysis and insights.

Developing
2 Points

Presents an essay with some organizational issues or lack of clarity, making it difficult to follow the analysis.

Beginning
1 Points

Presents a poorly written and incoherent essay that fails to effectively communicate the analysis.

Category 3

Advocacy and Presentation

Assesses the student's ability to advocate for the continued relevance and importance of traditional Chinese art forms in contemporary society.
Criterion 1

Contemporary Research

Quality and depth of research on the contemporary relevance and preservation of the chosen handicraft.

Exemplary
4 Points

Demonstrates comprehensive and insightful research, showcasing innovative ways the handicraft is being preserved or adapted.

Proficient
3 Points

Demonstrates thorough research, highlighting relevant examples of preservation or adaptation.

Developing
2 Points

Demonstrates basic research with some gaps in information regarding preservation or adaptation.

Beginning
1 Points

Demonstrates minimal research with significant inaccuracies or missing information on preservation or adaptation.

Criterion 2

Argument Strength

Strength and persuasiveness of the argument for the value of traditional Chinese art in the modern world.

Exemplary
4 Points

Presents a compelling and persuasive argument, supported by strong evidence and thoughtful reasoning.

Proficient
3 Points

Presents a clear and well-supported argument for the value of traditional Chinese art.

Developing
2 Points

Presents a weak or underdeveloped argument with limited supporting evidence.

Beginning
1 Points

Fails to present a clear argument for the value of traditional Chinese art.

Criterion 3

Presentation Impact

Clarity, creativity, and effectiveness of the presentation in conveying the argument.

Exemplary
4 Points

Delivers a highly engaging and creative presentation that effectively communicates the argument and captivates the audience.

Proficient
3 Points

Delivers a clear and effective presentation that adequately communicates the argument.

Developing
2 Points

Delivers a presentation with some organizational issues or lack of clarity, hindering the communication of the argument.

Beginning
1 Points

Delivers a poorly organized and unclear presentation that fails to effectively communicate the argument.

Category 4

Program Design

Focuses on the student's ability to design a comprehensive and engaging program to introduce a specific Chinese handicraft to a new audience.
Criterion 1

Objective Clarity

Clarity and appropriateness of the learning objectives for the target audience.

Exemplary
4 Points

Defines highly specific and appropriate learning objectives that align perfectly with the target audience’s needs and interests.

Proficient
3 Points

Defines clear and appropriate learning objectives that align well with the target audience.

Developing
2 Points

Defines somewhat vague or inappropriate learning objectives that may not fully align with the target audience.

Beginning
1 Points

Fails to define clear and appropriate learning objectives for the target audience.

Criterion 2

Activity Design

Creativity, engagement, and cultural sensitivity of the proposed activities.

Exemplary
4 Points

Develops exceptionally creative, engaging, and culturally sensitive activities that are highly effective in introducing the handicraft.

Proficient
3 Points

Develops engaging and culturally sensitive activities that effectively introduce the handicraft.

Developing
2 Points

Develops activities that are somewhat engaging but may lack cultural sensitivity or effectiveness.

Beginning
1 Points

Develops activities that are not engaging, culturally insensitive, or ineffective.

Criterion 3

Assessment Strategy

Feasibility, thoroughness, and appropriateness of the assessment plan.

Exemplary
4 Points

Creates a highly feasible, thorough, and appropriate assessment plan that effectively evaluates the program’s success.

Proficient
3 Points

Creates a feasible and appropriate assessment plan that adequately evaluates the program’s success.

Developing
2 Points

Creates an assessment plan that is somewhat incomplete or inappropriate for evaluating the program’s success.

Beginning
1 Points

Fails to create a feasible or appropriate assessment plan.

Criterion 4

Proposal Quality

Overall quality and clarity of the program proposal.

Exemplary
4 Points

Presents a well-written, highly organized, and compelling program proposal that is ready for implementation.

Proficient
3 Points

Presents a clear and organized program proposal that outlines all key elements.

Developing
2 Points

Presents a program proposal with some organizational issues or lack of clarity.

Beginning
1 Points

Presents a poorly written and disorganized program proposal that is difficult to understand.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising thing you learned about Chinese folk art, and how did it change your perception of Chinese culture?

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Question 2

How did your understanding of Chinese cultural values evolve through the analysis of your chosen handicraft? Provide specific examples from your research.

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Question 3

In what ways do you think traditional Chinese art can contribute to contemporary society, and what actions can individuals take to help preserve these art forms?

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Question 4

What was the most challenging aspect of designing your cultural program, and what did you learn from overcoming that challenge?

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