In most regional secondary educational institutions, instruction about intangible cultural heritage is often limited to verbal diffusion or scattered, superficial craft exercises. These pedagogical approaches, which are not connected, are not suitable for building an enduring identification with the indigenous folk traditions of the learners. This paper reports on the application of a curriculum about the Tantou New Year paintings in a middle school in Hunan Province. The instruction design was composed of three articulated parts: interpretation of the cultural symbols, the woodblock printing technique, and the public display, organized around a specific assignment on campus. Based on Dewey’s philosophy of experiential learning, the results showed how the students built a real emotional attachment to the culture only when they had completed the processes of carving, printing, and showing their work to real viewers. It was the act of creation that made them become active bearers of the culture.