Korean Traditional Cultures

Introduction

Purpose

As we live, we experience many different cultures and learn about the unique traditions and histories of each country. This webquest focuses on exploring important parts of Korean traditional culture. Things like traditional clothing, games, and instruments are more than just objects—they show us how our ancestors lived and thought, and they still have meaning for us today. 

This activity helps students understand traditional culture and build pride in it, which are important parts of the primary school curriculum. By solving creative problems and doing hands-on exploration, students will get a deeper experience of our culture. This process also helps to build pride in Korean culture, while also teaching important skills for being a global citizen.

Task

Objective

1.Students can research Korean traditional culture and compare it with other cultures. (Clothes, Games, Instrument ... etc)

2. Students can experience Korean traditional culture.

3. Students can make hanbok and geomungo themselves.

 

Project

Learn about traditional Korean clothes and games, and feel the beauty of Korean traditional music while making DIY geomungo. 

This project was designed to remember Korean traditional culture at a time when new cultures continue to emerge.

 

Background knowledge

The hanbok, which symbolizes traditional Korean beauty, reflects the style and spirit of things such as ideology, customs, behaviors, form, and skills that have been transmitted since olden times. It consists of a skirt, jeogori (top), baji (pants), durumagi (outer), vest, and magoja (outer coat worn by men).

Janggi is a traditional Korean board game similar to chess, played on a 9x10 grid with two players. The objective is to capture the opponent's king using various pieces with unique movement rules.

The skirt and jeogori, which have a splendid and graceful shape that is created by straight and curved lines, are Korea’s unique clothing.

Geomungo is a traditional Korean musical instrument and string instrument with six strings.

Process

 

Activity 1: Design My Hanbok

  • Objective: Learn vocabulary related to hanboks and practice describing designs in English.

<text>

 

 
 

[ Steps ]

1. Research in English:

  • Use English websites or articles to learn about hanboks.
  • Focus on vocabulary such as jeogori, skirt, and traditional patterns.

2. Drawing and Writing:

  • Draw your own hanbok design on paper.
  • Write 3–5 sentences in English to describe your design and fill in the blank.

<worksheet>

3. Creating and Presenting:

  • Fold colored paper to make your hanbok design.
  • Present your hanbok to your classmates in English, using sentences like:
    • "This is my hanbok design."
    • "I used bright colors because they look cheerful."
  • Upload a photo of your work along with a description introducing it on Padlet.

padlet

https://padlet.com/gustmdrb1/korean-traditional-culture-f6j0acd854mdbif7

 

Activity 2. Compare Chess and Jang-Gi

  • Objective: Learn key vocabulary and concepts related to chess and jang-gi, practice comparing and contrasting skills in English, and develop collaborative digital skills by sharing results online.

<text>

Jang-Gi - https://www.pychess.org/variants/janggi

Chess - https://www.chesskid.com/learn/articles/how-to-play-chess

 

[Steps]

1. Research in English:

  • Use English texts provided by the teacher or reliable online articles to learn about chess and jang-gi.
  • Focus on vocabulary such as rook, bishop, general, palace, and intersections.
  • Identify key information about:
    • Rules (how each game is played).
    • Pieces (what pieces they have).

2. Comparing and Completing a Venn Diagram:

  • Based on the research, work individually or in pairs to fill out a Venn diagram comparing chess and jang-gi.
  • Include at least 3 similarities (e.g., two-player games, strategic elements) and 3 unique aspects of each game (e.g., board design, piece movements).

<worksheet>

3. Creating and Sharing:

  • Take a photo of the completed Venn diagram.
  • Write a brief description in English about your findings (3–5 sentences). For example:
    • "Chess and jang-gi are both strategy board games, but their boards and rules are different. Chess has a square board, while jang-gi uses intersections. The objective is similar: to checkmate the opponent's key piece."
  • Upload your photo and description to Padlet to share with your classmates.

padlet

https://padlet.com/gustmdrb1/korean-traditional-culture-f6j0acd854mdbif7

 

Activity 3. Make DIY Geomungo

  • Objective: Learn vocabulary related to the geomungo, practice following instructions in English, and engage in collaborative feedback by sharing and commenting on classmates' work.

​​​​​​​<text>

https://worldofmusicality.com/geomungo-musical-instrument-facts/?utm_source=chatgpt.com

[Steps]

1. Research in English:

  • Use English texts provided by the teacher or reliable online sources to learn about the geomungo.
  • Focus on vocabulary such as body, bridge, strings, picks, and sound chamber.
  • Identify the names, characteristics, and roles of each part of the geomungo.

2. Creating the DIY Geomungo:

  • Follow the instructions in the DIY kit to assemble your geomungo.
  • Practice procedural language such as:
    • "Attach the strings to the body."
    • "Place the bridge in the correct position."
  • Decorate your geomungo to reflect your unique style.

3. Uploading and Sharing on Padlet:

  • Take a photo of your completed geomungo.
  • Write a brief description in English about your work (3–5 sentences). Example:
    • "This is my DIY geomungo. It has six strings, and I decorated it with bright colors to make it look cheerful. The body is made of paper, and the bridge is carefully placed to hold the strings."
  • Upload your photo and description to Padlet.

padlet

https://padlet.com/gustmdrb1/korean-traditional-culture-f6j0acd854mdbif7

4. Commenting and Giving Feedback:

  • Explore your classmates' geomungo projects on Padlet.
  • Write at least one positive comment in English on their posts. Examples:
    • "I love your design! The colors are so vibrant."
    • "Your geomungo looks very well made. Great job!"
Evaluation

  • Understanding and Application of Knowledge (30%)

    • Demonstrates understanding of key concepts and vocabulary relevant to the activity.
    • Accurately applies research findings to complete the task.

  • Creativity and Originality (30%)

    • Shows originality and creativity in the design, comparison, or assembly process.
    • Adds unique personal touches to the final product.

  • Language Use and Communication (20%)

    • Effectively uses English to describe, explain, or compare ideas.
    • Writes grammatically correct and contextually appropriate sentences in descriptions and comments.

  • Collaboration and Engagement (20%)

    • Actively engages with classmates by sharing work and providing constructive comments.
    • Shows respect and encouragement in interactions on Padlet or during presentations.
Conclusion

Through this WebQuest, students have explored Korean traditional culture in a creative and practical way, as part of their English language learning. The hanbok design activity allowed them to understand the aesthetics and symbolism of traditional Korean attire, while expressing these ideas in English. By designing their own hanbok, students not only gained a deeper understanding of Korean traditional clothing, but also had the opportunity to express their creativity and improve their English skills as they described their designs.

The comparison between janggi and chess in English encouraged students to analyze the strategic thinking and historical backgrounds of both games, discussing their similarities and differences. This activity enabled students to practice using English to express cultural differences and develop critical thinking skills, while gaining a deeper respect for cultural diversity.

In the DIY geomungo project, students experienced the structure and role of a traditional Korean instrument, while learning related English vocabulary and expressions. Through researching the parts of the geomungo and explaining the process in English, students improved both their understanding of traditional culture and their language skills.

These activities provided students with the opportunity to learn about traditional culture while simultaneously improving their English language abilities. More importantly, they learned that traditional culture is not just a part of the past, but a living legacy that continues to shape our identity today. By reflecting on these experiences, students not only developed a deeper cultural pride but also enhanced their ability to communicate and express themselves in English, preparing them for a broader global perspective.