The Peranakan Museum

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1 Link to Primary Social Studies Syllabus Concepts Culture Diversity Generalisation A culture can be shaped by diverse influences from other cultures. Site and Rationale Theme: Coming Together as a Nation Our People s Culture (Primary 2) The Peranakan Museum Liu LiJia, Ng Xin Yi, Tan Tian Rong and Donica Tang Li Hui (Post Graduate Diploma in Education/Primary, Class of 2015) The exhibitions at the Peranakan Museum are enriching and engaging, allowing visitors to learn more about the culture. It encompasses a wide range of cultural aspects including the origins, food, fashion, religion and wedding traditions. Pupils have learnt that Singapore is a multi-cultural society. They have studied the dominant cultures that make up Singapore, namely the Chinese, Malay and Indian cultures. The Peranakan culture, though a less dominant culture, also contributes to the multi-cultural make-up of Singapore. It is unique as it is shaped by the dominant cultural influences mentioned. Therefore, learning about the Peranakan culture will help pupils reflect on the different cultures that they have previously learnt in class. They will also better appreciate multi-culturalism in Singapore. 1

2 Scenario Rick Lee and Brenda Choo are getting married next week. All of you are the family members of the bride and groom. Your task is to help the bridal couple choose their gifts to be exchanged between their two families during the Lap Chai ceremony, get ideas for the selection of a suitable altar cloth for the wedding and design a sarong kebaya and a baju lokchuan to be presented to the couple on their wedding day. Inquiry Question How is the Peranakan culture shaped by other cultures? Stage Guiding Question Venue/Time Suggested Instructional Objective Suggested Activity Pre-fieldwork Classroom 60 min Define the terms: Peranakan, Nyonya and Baba. Identify some elements of the Peranakan culture: o Fashion: Kebaya o Wedding objects: Auspicious baskets for the transport and exchange of gifts before the wedding o Peranakan food: Ang ku kueh, kueh pai tee, popiah and soon kueh Define key vocabulary terms: Symbol, motif. Quiz pupils on their knowledge of the Chinese, Indian and Malay customs and practices. Ask pupils to guess the culture that the nonya kebaya belongs to and compare it with the Malay kebaya. Describe the influence of the Malay culture on the Peranakan clothing. Show photographs of other items that belong to the Peranakan culture: Auspicious baskets and peranakan food. Introduce the Peranakan culture which also contributes to Singapore s multiculturalism in addition to the cultures learnt previously. 2

3 State the symbolic meanings of motifs that will be introduced during the fieldwork. Explain the meaning of Peranakan by using a hand puppet. Read a story book entitled, The Beaded Slippers by Adeline Foo to familiarize pupils to the Peranakan items. Brief class on its visit to the Peranakan Museum by posing the inquiry question and presenting the fieldwork scenario. Teach key vocabulary like symbols and motifs and their meanings. Assign roles to pupils and introduce the museum etiquette. -Introduction Who are the Peranakans? Where do they come from? What are the cultures that have shaped the Peranakan culture? Gallery 1 (Origins) Level 1 15 min Explain who the Peranakans are and the three main groups of Peranakans. Name the places of origin for the Peranakans. Recap with class the museum etiquette, the inquiry question, their roles (as the family members of the bridal couple) and the fieldwork tasks to be accomplished. Instruct class to view a video and read the information display boards on the origins of the Peranakans. -Station 1 How can you tell that the Peranakan culture is made up of diverse cultures? o What is the Lap Galleys 2-5 (Weddings) Level 2 30 min Describe the customs and cultural practices of the Peranakan community. Explain the Lap Chai ceremony which takes place before the wedding day. It is a ceremony where wedding gifts are exchanged between the bridal families. 3

4 Chai ceremony? o Which cultures have shaped the wedding practices of the Peranakans? Identify the different cultures that have shaped the Peranakan culture. Appreciate the Peranakan customs and cultural practices through their sharing of what they like best about the culture. Instruct pupils to be in role (either as family members of the bride or groom) to pick some suitable wedding gifts (teaching resources will be provided) for the other family and explain the meanings of the gifts. Get pupils to observe the Lap Chai exhibits in the gallery. Inform class that the ceremony is similar to the Guo Da Li, a Chinese wedding practice. Get pupils to observe the Peranakan wedding procession exhibits and pose a question on the similarities between the exhibits and the Malay and Chinese cultures. Recap the main learning points for the station. Instruct pupils to reflect on their learning. -Station 2 How can you tell that the Peranakan culture is made up of diverse cultures? o What is the altar cloth used for? Lift Lobby Level 2 Special Exhibition Gallery Level 2 Instruct groups to identify the motifs on the picture of the altar cloth in their activity booklets, name them and state their significance using the resource boxes and big board provided. Explain the Malay word for batik altar cloth and purposes of such cloths. 4

5 o Which cultures have shaped the design of the Peranakan cloths? 30 min Get class to examine the motifs on 1 altar cloth and 1 sarong cloth displayed in the gallery. Recap the main learning points for the station. Instruct pupils to reflect on their learning. -Station 3 How can you tell that the Peranakan culture is made up of diverse cultures? o What do the Chinese Peranakans wear? o Which cultures have shaped the Peranakan culture? Galley 6 (Language and Fashion) Level 3 Lecture Room Level 1 30 min With reference to the exhibits, ask questions to teach class about the ethnic attire worn by the Peranakan Chinese. Direct pupils to observe and touch the various sarong designs to learn about the influence of the various cultures on the designs. Instruct pupils to design a set of ethnic attire for the wedding couple. Pupils will select the appropriate motifs and meanings and apply them in their design and present them. Recap the main learning points for the station. Instruct pupils to reflect on their learning. How can you tell that the Peranakan culture is made up of diverse Lecture Room Level 1 Instruct class to wash their hands in the restrooms before commencing Station 4 activities. 5

6 -Station 4 cultures? o What is Tok Panjang? o Which cultures have shaped the eating practices of the Peranakans? Galley 9 (Food and Feasting) Level 3 30 min Ask class to write down any three utensils they use for eating at home. Divide the class into groups and tell them that they will experience eating like the Peranakans with the utensils provided. Ask class to match the utensils in their activity booklets to the cultures that use them and help pupils understand that the Peranakans use similar utensils as the rest of the pupils at home. Get class to observe how the utensils are arranged on the small table (for regular meals) and the big table (called the Tok Panjang which is meant for feasts for special occasions). Highlight the influence of the various cultures on the arrangement of utensils on the Tok Panjang. Ask class to read the information display boards to learn more about the Tok Panjang. Recap the main learning points for the station. Instruct pupils to reflect on their learning. Lift Lobby Level 3 Share the main takeaways from the fieldwork. Recap with class the main cultures which have shaped the Peranakan culture. 6

7 -Conclusion 15 min Get pupils to pick one ice-cream stick which has the name of the culture that is evident in the Peranakan culture and share one item from the Peranakan culture that is shaped by the culture indicated on the ice-cream stick. Get groups to share with class one thing they like best about the Peranakan culture. Get class to reflect on the main takeaways from the fieldwork. Post- fieldwork Classroom 60 min Design a postcard. Use a photo montage and a slide presentation to help class recap their learning at the museum. Ask questions to help class relate the Peranakan culture to the broader Singapore culture. Pupils will appreciate that the many cultures that have shaped the Peranakan culture is a reflection of multiculturalism in Singapore and it is important that all cultures learn to exist in harmony to ensure peace and happiness for the country. Instruct pupils in pairs to design a postcard with an explanation on the Peranakan culture. 7

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Pupil Activity Booklet. Peranakan Museum. Primary 2 Social Studies

Pupil Activity Booklet. Peranakan Museum. Primary 2 Social Studies Pupil Activity Booklet Peranakan Museum Primary 2 Social Studies Liu LiJia, Ng Xin Yi, Tan Tian Rong and Tang Li Hui Donica (Post-Graduate Diploma in Education, Class of 2015) Name: Class: Date: (Note: