Exploring the Chinese Garden as a Teaching Tool: USC U.S.-China Institute’s K-12 Workshop at The Huntington
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Classroom Activity
During the first indoor session, Kristin guided the exercises and introduced the Huntington’s resources. She presented the “See-Think-Do Framework” using the painting Juniper in Round Design from the Bamboo Studio Manual of Calligraphy and Painting 十竹齋書畫譜. The teachers first described what they observed in the artwork and interpreted its meaning. After that, they were asked to write a four-line poem inspired by the piece and share them with the class.
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Chinese Garden Project Presentation
In the second session, Bin He and Lois Chung showcased their hands-on teaching approaches. Bin introduced his “strict first, relaxed later” method. Initially, he builds a solid foundation by having students rigorously learn vocabulary and idioms using visual aids - for example, a picture of Mozart to illustrate 古典艺术 (classical art) - without relying on English hints. He then incorporates LEGO activities, such as building a section of a Suzhou garden, to boost engagement and reinforce the understanding through hands-on learning.
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Student-Centered Approach
Lois introduced a student-centered approach by having students lead the tour during the trip. Prior to the visit, students are assigned research topics and prepare by studying relevant vocabulary, sentence structures, and practicing their presentations. They then guide an in-person tour of the Huntington Chinese Garden, integrating their research with the actual landscape. By doing so, students take an active role in their learning process, enhancing their Chinese language skills while deepening their understanding of Chinese garden culture in an immersive, hands-on experience.
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Collaborative Learning
Our educators experienced this method firsthand by collaborating with another teacher specializing in different areas to prepare a guided tour of Liu Fang Yuan (流芳園, The Garden of Flowing Fragrance), one of the finest classical Chinese gardens outside of China. Each pair was assigned to present on different aspects of the garden, including its lake, rocks, plants, architecture, and writings. During the lunch break, they conducted research, refined their presentations, and worked closely with their partners to ensure a comprehensive and engaging tour.
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Outdoor Immersive Exploration
In the afternoon, our group of teachers visited Liu Fang Yuan in person, with each pair introducing a different part of the garden. We began with an introduction to the garden’s lake and plants. As we walked to the water’s edge, two teachers described the lake’s beauty - its sense of space, time, and poetic significance. Then, another pair introduced the lotus flowers. In Chinese, the words for lotus, lián (莲) and hé (荷), are homophones for words meaning “continuity” and “harmony,” both of which are central concepts in traditional beliefs.
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Indoor Immersive Exploration
Next, the teachers walked together into Ji Xian Yuan (集賢院, The Court of Assembled Worthies), which exemplifies the classic style of a scholar’s garden. Inside, the Flowery Brush Library 筆花書房, a scholar’s studio, reflects the ancient Chinese scholar’s ideal of a reclusive life, along with a deep cultural emphasis on calligraphy and paintings.
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Hands-On Activity
Stepping out of the studio, the courtyard features intricate pebble mosaic paving patterns, each with a unique name and meaning, many of which symbolize good wishes. For instance, one teacher introduced the pattern “May Your Honored Home Be Filled with Fortune and Honor (yutang fugui 玉堂富貴)”, which conveys blessings of prosperity and dignity.
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Hands-On Activity
Toward the end of the trip, our teachers also introduced the story behind Patching Up the Sky (Bu Tian 補天), the towering stone near the teahouse, as well as the history of the Chinese Garden’s name, which is drawn from the "Rhapsody on the Goddess of the Luo River" by Cao Zhi (曹植).
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Reflective Integration
The teachers and guest speakers then gathered for a debrief at Stargazing Tower 望星樓. The teachers shared their reflections on the experience and discussed how they could integrate what they learned into their future lessons. They also expressed their hope to bring their students to the Huntington, allowing them to experience and learn about Chinese culture firsthand.