In the Li Miao Chuan Hall of Hongxing School in Wuzhishan City, Hainan Province, 12-year-old Zhang Chen (pseudonym) sits on the ground, raising the warp with his left hand and skillfully picking flowers with his right hand......
Like this Li brocade course, Zhang Chen has been studying for three consecutive years. Thanks to the "Intangible Cultural Heritage on Campus" activity, this craft, which was only learned by girls in the past, has also become the "favorite" of many male students.
The inheritor of the Li nationality's spinning, dyeing and weaving skills is instructing the students to weave brocade. Photo by Xinhua Daily Telegraph reporter Zhao Yeping
There is a lot of stuff in the needle and thread. Zhang Chen told the Xinhua Daily Telegraph reporter that he learned brocade not only to learn the craft, but also to exercise patience and concentration, "when picking flowers, you must be stable and accurate, wrong warp, the pattern is not right." In the learning process, weaving mistakes and rework often occur. This made him realize that whether it is learning or doing things, he must be practical, serious and keep improving.
Like Zhang Chen, the teachers and children of Red Star School found that the "intangible cultural heritage into the campus" brought far more than skills and interests, but also a deeper understanding of life philosophy and rekindled cultural self-confidence.
Learn intangible cultural heritage, and rural babies can also shine
Hongxing School is located in Wuzhishan City, a minority settlement in the central part of Hainan Island, and is a nine-year compulsory education school. There are more than 1,000 students in the school, and 86% of them are Li and Miao students.
Seven or eight years ago, the school's management realized that with the changes of the times, there is a shortage of intangible cultural heritage inheritors, and the intangible cultural heritage of the Li and Miao ethnic groups, which was born in the agricultural civilization, is facing the risk of being lost and disappeared. Many children not only do not understand their own culture, but even have feelings of inferiority.
In March 2018, Hongxing School, together with the Wuzhishan Municipal Tourism and Cultural Bureau, the Municipal Education Bureau, and the Municipal Cultural Center, opened two intangible cultural heritage courses in the form of the third classroom in the school, "Li Traditional Spinning, Dyeing, Weaving and Embroidery Skills" and "Li Folk Songs".
"At first, I was worried that the children would not be able to sit still, because it would take an hour to sit on the tapestry. But after the start of the class, I was surprised by the children's performance. Wang Hongxia, vice principal of Red Star School, said.
She still remembers that there was a Li Jin class, 18 boys knitted better than the girls, and a tall boy who was often "complained" seemed to "change his personality" after contacting Li Jin and became a learning activist. In the primary school graduation examination, a problem class with the weakest grade actually ranked first in the average score of Chinese among the township schools in the city.
Gradually, the intangible cultural heritage courses won the recognition of teachers and parents, and the number of courses increased from 2 to 9. Wang Hongxia said that everyone agreed that intangible cultural heritage has a magic that is different from book education. Some of the changes that occur in students can be seen intuitively, while others are reflected in changes in spirit.
In the eyes of children, "show" is the main reason for them to fall in love with intangible cultural heritage. Many children have a sparkling moment through this.
Every year on June 1st and New Year's Day, the school will hold two intangible cultural heritage school-based curriculum report performances - "Intangible Cultural Heritage Achievements Exhibition" and "Intangible Cultural Heritage Works Exhibition" to provide a stage for teachers and students to show themselves.
Before New Year's Day, the school will also hold a "Campus Flea Market", where children pick self-grown vegetables, homemade five-color rice, fish tea, etc. "Some of the students make fish tea that is very popular, and parents buy a lot of it every time. Wang Hongxia said.
On the stage, the dynamic and cheerful bamboo pole dance, the colorful Li Jinmiao embroidery performance, and the mysterious and solemn Panhuang dance lit up the children's childhood with distinctive characteristics.
Tang Mengru, a first-year junior high school student, has been on the stage six times, she studied with Huang Hailin, the inheritor of the Li nose flute, and not only can appear on the school's stage every year, but also won the second prize in a provincial aesthetic education competition. In the past two years, she has performed on stage during the "March 3" festival of the Li nationality.
The light on the stage again and again made this little girl full of confidence. Speaking of the future, she said: "I want to go to university in Beijing, and when the time comes, I will blow the nose flute to my roommates and introduce them to the ethnic characteristics and customs of the Li nationality." ”
The bamboo pole dance gave Wang Yiran, a second-year junior high school girl, a chance to show herself generously. Wang Yiran is a small "scholar", he has been boarding at school since the first grade, and rarely goes out on weekends, so he knows little about Li culture and hometown customs.
The bamboo pole dance gave her a different experience. "Unlike learning from books, bamboo pole dancing emphasizes body movements, which allows me to experience different kinds of fun. Moreover, bamboo pole dancing is a team event, and I pay attention to teamwork and tacit understanding with teammates, and I have made a lot of friends. ”
Jiao Jiajia, a Han girl, is a native of Dalian, Liaoning Province, and her family has moved to Wuzhishan since she was in elementary school. In Jiajia's heart, Wuzhishan is both familiar and unfamiliar, but fortunately, the school has opened an intangible cultural heritage class, which gives her the opportunity to get to know her new hometown in depth and up close.
"I can now embroider a 20-centimeter-square headscarf, and I took it back to my parents to show it, and they all liked it very much and supported me in learning Miao embroidery. Jiajia said that her current dream is to become a Miao embroidery inheritor.
The children's self-confidence display also enhances the teachers' professional well-being. Chinese teacher Wang Moli is happiest when she leads the children out to perform. "There are a few girls who blow the nose flute and become the protagonists on the municipal stage, and I feel as if I am shining when I look at their self-confidence and self-discipline on stage. ”
Teaching intangible cultural heritage: Serious sowing is worth the hard work
Speaking of the inheritance activities for primary school students in the past seven years, the inheritor of Miao folk songs, Bon Lixiang, couldn't help but be overjoyed. She has classes 3 times a week, rain or shine, because "no matter how hard it is, it's worth it".
She told reporters that singing is one of the distinctive characteristics of the Miao people, but in recent years, Miao folk songs are at risk of being lost. "Almost all young and middle-aged people under the age of 40 in the village can't sing anymore. Some young people are still a little disgusted, thinking that what they have learned is useless. Children spend most of their time on campus, which is also difficult to access. ”
Miao folk songs come from production and life, and are an indispensable part of production and life. In Bon Lixiang's view, once the folk songs are broken and lost, they will gradually disappear, and "in the future, people can only learn about the Miao people from books."
"Intangible cultural heritage on campus" has become a good opportunity for inheritance.
In 2017, the Wuzhishan Cultural Center selected 9 projects and 60 representative inheritors from 23 intangible cultural heritage projects in the city, and led them to 14 public primary and secondary schools in the city after intensive training.
These inheritors, who do not have a high level of education and grew up in the countryside, are both nervous and excited after being given the mission of entering the campus.
"I've never stood on the podium, I've never taught so many children. "There are no textbooks, music scores, accompaniment, and I don't know where to start. "The people in the village are disgusted, will the children like it?" "What should I do if I can't speak Mandarin well and don't meet the school......'s requirements?"
The output is forced to import, and the inheritors are looking for teaching methods that are suitable for children. With the help of the city's cultural center and the school's music teachers, Bon Reika put a lot of effort into collecting, organizing, composing, and compiling a folk song booklet with sheet music and music.
After 7 years of teaching practice, Bon Lixiang has become familiar with classroom teaching. "It's a lot of difficulty, but I enjoy it because the interaction between teaching and learning is like water flowing. Bon Lixiang said sincerely.
After the most difficult run-in period, these inheritors fell in love with the school's classroom. Wang Xuebing, the inheritor of Li Jin, said happily, "Today's children are smart, highly perceptive, and learn quickly, and I am motivated to teach." ”
Like Wang Xuebing, Chen Xiuqing, the inheritor of the Miao Panhuang Dance, was so happy when he talked about his doll students. He, his younger brother Chen Xiu'an, and his son Chen Gaoxian teach five classes a week to more than 100 children, and their classes are very popular at the school.
"I especially cherish the opportunity to teach dance in the school, and the professional team in the village is all in their fifties and sixties, and it is difficult to mobilize young villagers to learn. Chen Xiuqing said that in order to teach well, he repeatedly studied pondering, decomposing movements, beating beats, and innovating choreography.
In June 2022, 17 students from Red Star School, led by Chen Xiuqing, appeared on the "Little Intangible Cultural Heritage Moistening Children's Heart" column of Haikou Radio and Television Station. To be able to perform in the provincial capital, he is as excited and proud as the children.
5 lessons a week has become the responsibility and mission of these three men. Chen Xiuqing and Chen Xiu'an's parents are the inheritors of intangible cultural heritage, and in the hearts of the brothers, intangible cultural heritage is not only a simple skill, but also the crystallization of life philosophy and wisdom.
The lineages interviewed all said that what they are doing now is planting a small seed in the hearts of children, whether it will bloom in the future or not.
From "entering the school" to "being in school", the inheritance of intangible cultural heritage has been steadily promoted
In recent years, many teachers at Red Star School have gradually changed from the role of intangible cultural heritage class assistants to another kind of intangible cultural heritage inheritors.
At first, the teachers took the initiative to help the inheritors break down the teaching steps and improve the vividness of the teaching. "I remember that there was an inheritor who came to the school to talk about five-color rice, and she finished it in one class, and there was nothing to talk about later, so the assistant teacher taught her to add the origin story and interesting facts in the process of picking ingredients, so as to increase the thickness and attractiveness of the course. Wang Hongxia said.
Subsequently, the school has formed a school-based curriculum research and development craze, focusing on Li totem painting, Miao Panhuang dance, Li bamboo and wood instrumental music, etc., constantly changing the curriculum concept of intangible cultural heritage teachers, improving the effectiveness of intangible cultural heritage classrooms, and stimulating students' feelings of knowing and loving their hometown.
"Intangible cultural heritage enriches my teaching. Art teacher Dai Ya happily brought a stack of students' art works, and showed reporters a piece of "artistic creation" based on intangible cultural heritage - Li totem symbol painting, cartoon beautiful girl wearing Li costumes, etc., several of which won awards in relevant competitions in the province.
"This is the result of the innovative integration of the intangible cultural heritage curriculum and the national curriculum. Dai Ya said that her university teachers had instructed them on how to extract the artistic elements of their hometown for creation, and after coming into contact with the intangible cultural heritage culture of Wuzhishan, they found that Hainan's ethnic minority culture was rich and unique, so she began to inspire the children to look at their hometown from the perspective of art. This is a good exercise for their innovative attitude, and it also makes them feel that art is not out of reach, but can be produced from their own brushwork. ”
"Intangible cultural heritage makes curriculum innovation possible. Wang Hongxia, who is also a primary school Chinese teacher, found that there is a lot of content in the national curriculum that can be combined with intangible cultural heritage.
For example, when teaching "Chinese cuisine", Li and Miao five-color rice, fish tea, rice wine, etc. can be one of the teaching contents, and when teaching "folk customs" unit, Li and Miao folk customs can be introduced in the classroom. "This not only enriches the classroom but also makes the national curriculum more accessible."
With the increase in the number of years of "intangible cultural heritage entering the campus", the teachers of Red Star School have found more and more areas that can be "played" and "combined".
In 2023, on the basis of years of practice, Hongxing School proposed the practical research project of "Retaining the Memory of the Li and Miao Nationality" intangible cultural heritage course into the campus, aiming to combine the national curriculum to explore a local culture curriculum that integrates intangible cultural heritage culture and modern culture and is more suitable for local children.
At that time, the children of Red Star School will not only be able to learn the original intangible cultural heritage skills and culture from the inheritors, but also follow the subject teachers to better feel the power of cultural extension and innovation.
Liu Liting, director of the Wuzhishan Cultural Center, said that in Wuzhishan, the intangible cultural heritage into the campus has been carried out for 11 years, and has formed a broad consensus between the government and society, schools and inheritors, teachers and students. (Reporter Zhao Yeping)
Source: Xinhua Daily Telegraph
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