Participatory Documentary-Making and Malaysian Chinese Youth Engagement with Lion Dance Craftsmanship

Abstract

Aim of the Study: The study explores how participatory documentary-making facilitates Malaysian Chinese youths’ engagement with lion dance craftsmanship, with particular attention to cultural understanding, emotional connection, and perceived responsibility toward heritage preservation. It also examines differences between youth who participated directly in documentary production and those who engaged through discussion and selected documentary materials.

Methodology: The study employed a qualitative comparative design situated within a participatory research approach. Twenty Malaysian Chinese youths aged 16–18 were purposively recruited. All participants first attended the same introductory documentary-making workshop to establish a comparable baseline of documentary knowledge. Ten youths subsequently participated in an eight-week documentary-making process involving filming, interviews with lion head artisans, and documentation of craftsmanship, while ten comparison participants did not participate directly in production. Three rounds of Focus Group Discussions (FGDs) were conducted at the beginning, during, and after the project. The transcripts were analysed thematically, supplemented by observational notes and documentary materials.

Findings: Three themes emerged: (1) moving from superficial recognition towards cultural identity recognition; (2) moving from spectatorship towards emotional connection; and (3) empowerment through storytelling. Participants involved in documentary production described greater appreciation of the knowledge, labour, and cultural meanings embedded in lion head-making. They also articulated stronger personal connections with the craft and a greater sense of agency in communicating its cultural significance. Comparison participants generally described increased awareness but more limited narrative ownership.

Conclusion: The findings suggest that participatory documentary-making can provide a meaningful context for youth to encounter, interpret, and communicate intangible cultural heritage. Rather than establishing causal impact, the study demonstrates how active media participation may facilitate cultural learning, narrative ownership, intergenerational engagement, and youth agency in heritage communication.