Ed Lew’s Whitman Lion Dance Team Brings Chinese New Year to Life

Introduction: Lion Dance in Seattle’s Cultural Landscape

Lion dance has long been an important tradition in Chinese and Chinese American communities, especially during Lunar New Year celebrations. In Seattle, school programs played a key role in introducing this vibrant art form to younger generations—blending performance, cultural education, and community identity.

One such moment took place in 1992 at Graham Hill Elementary School, where a lion dance performance left a lasting impression—not just as entertainment, but as a meaningful cultural experience.

This article is based on personal experience and historical research into Seattle school programs.

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A Childhood Memory: Chinese New Year 1992

In February 1992, students at Graham Hill Elementary gathered in the lunchroom for a Chinese New Year assembly. The day’s program, written on the chalkboard by a teacher, included a lion dance performance by students from Whitman Middle School.

The idea to invite the group came from staff members Sylvia Ma, Diana Boyle, and Mrs. Mickelson, who helped bring this cultural experience to the school.

Before the performance began, the lion head rested in the hallway atop a large drum—a multicolored Liu Bei–style lion, likely crafted in Hong Kong. At exactly 10:00 a.m., the first drumbeats echoed through the space, signaling the start of something unforgettable.

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The Performance: Sound, Movement, and Energy

The program opened with an introduction explaining the history of lion dancing. Then, a “big-headed” Laughing Buddha character appeared, playfully encouraging the audience to quiet down as drums, cymbals, and gongs erupted into a powerful rhythm.

Behind the scenes, the lion dancers worked in pairs, switching seamlessly between the head and tail. The physical effort was significant—the lion head alone weighed around 50 pounds, requiring both strength and coordination.

As the performance began, the performers called out, “Gung Hey Fat Choy!” The lion appeared to awaken—rising, stretching, and moving as if emerging from a mountain cave, guided by the rhythm of the drum.

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A Moment from the Audience

As part of the performance, the Laughing Buddha tossed strawberry-flavored “lucky” candy into the crowd. Students rushed forward, laughing and scrambling to gather what they could before returning to their tables.

Then, the lion moved into the audience.

As it approached my table, some students ran. I ducked underneath, thinking I had found a safe hiding place. Instead, the lion leapt onto the tabletop above me, the surface trembling as it danced.

Moments later, the Laughing Buddha crouched down, fanning playfully to coax me out. Beneath the table, surrounded by pounding drums and crashing cymbals, everything felt louder, closer, and more intense than I had ever experienced.

After the performance, during a short Q&A, one student asked what had happened to the child who hid. A performer pointed directly at me and said, “Oh, there he is!” The room filled with laughter—and just like that, I had become part of the story.

Looking back now, I wish I had requested photos or footage of the entire performance. At the time, it felt like just another school assembly. In memory, it has become something much bigger.

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The History Behind the Performance

Years later, I came to understand that this performance was part of a much larger story rooted in Seattle’s educational and cultural history.

The Whitman Middle School group traced its origins to a program founded in 1980 at Madison Middle School by educator Betty Lau. After spending a year teaching in Beijing, Lau introduced lion dance as a way to connect students—many of them recent immigrants—to cultural traditions.

With support from educators like Gordie Yee and Chanhom Lee, Lau built the program from the ground up. She even sewed costumes herself and brought in instructor David Leong, a martial arts teacher, to train students.

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Cultural Identity and Student Impact

For many students, especially those in ESL programs, lion dance became more than an activity—it was a source of identity and pride.

Educator Eddie Lew, who later helped lead the program, recognized its broader impact. Participation helped students feel more connected to their school and community while also sharing their culture with a wider audience.

The program’s success was recognized in 1988 when the Madison team received a Mayor’s Kids Place award at the Seattle Center Opera House. Artifacts from this achievement were later preserved by the Wing Luke Museum, which documents Asian American history in the region.

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Challenges and Adaptation

The program also faced challenges. At one point, a faculty member objected to lion dancing on religious grounds. In response, Betty Lau adapted the program—removing religious language and emphasizing its cultural and martial arts roots.

Even traditional elements like the “eye-dotting” ceremony were reframed as a “lion awakening ceremony” to make the program more accessible within a public-school setting.

These adaptations allowed the program to continue and grow, eventually becoming an established part of school events—even during periods when other activities were restricted.

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Why This Story Matters

This story is more than a childhood memory. It reflects how cultural traditions like lion dance helped shape identity, build confidence, and create connections within diverse school communities.

For students experiencing it for the first time, the performance was exciting and unforgettable. For those performing, it was a way to express heritage and share it with others.

Moments like the one in 1992 show how schools can serve as powerful spaces for cultural exchange—where traditions are not only preserved but brought to life for new generations.

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A Memory That Became Meaning

At the time, hiding under a table during a lion dance felt like a small, personal moment. Years later, it became something more—a window into a larger cultural history and a reminder of how deeply these experiences can stay with us.

With gratitude to Sylvia Ma, Diana Boyle, and Mrs. Mickelson for organizing the event, and to Betty Lau and others who preserved this history, the memory remains not just vivid—but meaningful.

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Key Takeaways

• Lion dance programs in Seattle schools helped preserve cultural traditions

• Educators like Betty Lau played a key role in introducing these programs

• Performances created lasting memories for students and audiences alike

• Cultural activities strengthened identity and community connections