
Research on the inheritance and innovative strategy of Queshan Iron Fireworks Technique under the perspective of knowledge management
1. Introduction
Iron fireworks originated in China’s Northern Song Dynasty and has a history of more than one thousand years. It is said that during the Northern Song Dynasty, in order to relieve the drought, the local people voluntarily donated money to build temples and cast big bells, and the playing iron fireworks was discovered by blacksmiths in the process of melting iron, which was later gradually developed into a folkloric entertainment activity. Performers need to heat the iron to about 1500 degrees Celsius, and then use special tools to hit the iron into the air, forming brilliant sparks and patterns. The iron fireworks not only has a unique ornamental value1, but also signifies wealth and fortune, career prosperity and development, as well as the longing and desire for a better life in the future.

2. Current status of inheritance
Because of the difficulty of passing on the art of playing iron fireworks and the high cost of investment, it is currently facing the plight of being on the verge of being lost. Moreover, with the aging of the inheritors and the lack of interest of young people, the art of playing iron fireworks faces a serious risk of knowledge loss. Once the older generation of artists pass away, the skills and experience they have mastered will not be effectively passed on and preserved. At the same time, due to the single way of knowledge transmission, slow dissemination and other problems, the knowledge system of the technique of playing iron fireworks may gradually become incomplete or even disappear.
In view of the dilemma faced by the inheritance of iron fireworks, the inheritance and protection of this can not only exist in the form of expression, Li Xi proposed2 that the creation of intangible cultural heritage (ICH) archives can to a certain extent solve this kind of problem. An ICH archive is the result of crystallizing such original information in a certain carrier, so the creation of an archive of the ICH of iron fireworks can effectively record and preserve all aspects of this technique. Ikujiro Nonaka classified knowledge3 into tacit knowledge and explicit knowledge, and we can capture and make explicit the knowledge of the legacy of iron fireworks according to these two classifications.
3. Effectively documenting knowledge of iron fireworks
3.1. Recording explicit knowledge
Recording the explicit knowledge of iron fireworks needs to be systematic and comprehensive, which means not only focusing on the technique itself, but also digging deeper into its evolution in different regions and times. Such comprehensiveness and systematicity help to build a complete body of knowledge and provide rich and detailed reference materials for subsequent learners.
3.2. Visualization of tacit knowledge
The tacit knowledge in the art of iron fireworks is often difficult to convey through simple words or pictures, such as the craftsman’s sense of touch and the subtle mastery of fire. In order to capture this tacit knowledge, experienced iron fireworks workers can be invited to conduct interviews, revealing the mysteries behind the techniques through their oral narratives and experience sharing. Demonstration of skills and interactive teaching are also effective means of visualizing tacit knowledge. By demonstrating the key steps and difficulties of the skills, the craftsmen can let the learners visualize the operation process and key points of the skills. At the same time, interactive teaching can stimulate learners’ enthusiasm and interest in learning, and deepen their understanding and mastery of the skills through practical operation and immediate feedback. This kind of teaching method not only helps to transfer tacit knowledge, but also cultivates learners’ innovative and practical abilities.
4. Effective transmission of the iron fireworks
The Nonaka’s SECI model4 divides the process of knowledge transformation into four basic modes: socialization, externalization, combination, and internalization, which are effective for the inheritance of the iron fireworks. Next, I will analyze the effectiveness of this model for the transmission of iron fireworks by incorporating the case of the blogger “September” learning to play iron fireworks5 into these four stages.

4.1. Socialization
In the inheritance of iron fireworks, the transfer of tacit knowledge such as knack and hand feeling experience often requires face-to-face teaching, which is a process of immanentization. Through observation, imitation and practice, the apprentice can gradually master the master’s skills, thus realizing the transmission and accumulation of tacit knowledge. For example, “September” learned the technique of iron fireworks from Mr. Yang Jianjun, a national intangible cultural heritage inheritor, observed every movement and detail of the master, and gradually mastered the skills and experience through continuous imitation and practice.
4.2. Externalization
At this stage is the transformation of tacit knowledge into explicit knowledge. The master records the techniques and precautions of iron fireworks in the form of text or diagrams to form instructional materials. This explicit knowledge not only helps the apprentice to better understand and master the skills, but also facilitates other learners. In the process of learning to make iron fireworks, “September” not only focused on practice, but also actively summarized her experience and insights. She shared her learning process and experience with more people by posting videos of her learning to play iron fireworks on the Weibo and TikTok online platforms, which helped to spread the art of playing iron fireworks widely and deepen her understanding.
4.3. Combination
The combination and systematization of explicit knowledge is an important way of knowledge innovation, this stage is reflected in the integration and innovation of skills. The inheritor integrates and optimizes dispersed knowledge resources of iron fireworks such as experience, team members’ creativity, and audience’s suggestions to form a systematic knowledge base, which is easy for team members to access and learn. “September” released a series of videos on the TikTok about the technique of iron fireworks, combining magnificent scenes with music through carefully choreographed scripts and visual effects. The videos not only showed the basic steps and techniques taught by the master, but also skillfully incorporated some of her own creativity. She also collected and organized all kinds of information and literature about iron fireworks, combined with her own practical experience and insights, and systematically analyzed and summarized them on social media platforms to put forward new insights and ideas, contributing to the inheritance and development of iron fireworks.
4.4. Internalization
In the inheritance of iron fireworks, this stage is embodied in the apprentice’s internalization of the learned techniques into his or her own skills and abilities through continuous practice and study. After a long period of study and practice, “September” gradually internalized the techniques she learned into her own skills and abilities. She was not only able to perform the iron fireworks independently, but also incorporated her own creativity and style into her performances. This process has not only improved her skill level, but also laid a solid foundation for her future inheritance and innovation.
5. Effective integration of iron fireworks with technology
Virtual reality (VR) and augmented reality (AR) technologies are gradually becoming a bridge between intangible cultural heritage and the public. The integration of these two technologies with the iron fireworks not only brings an unprecedented way of displaying the performance, but also stimulates the public’s strong interest in and desire to explore the intangible cultural heritage with its unique charm.
Through VR technology, the performance scene and technical process of the iron fireworks can be highly restored. After wearing the VR glasses, the audience can closely observe how the craftsmen sweat under the high temperature, how to hit the hot iron into brilliant sparks, this immersive experience not only lets the audience feel the magnificent scene of iron fireworks, but also lets them deeply appreciate the craftsman’s exquisite skills and unremitting efforts. This immersive VR experience greatly enhances the audience’s understanding and recognition of ICH, and inspires them to explore and protect ICH6.
AR technology further breaks the boundaries between reality and virtualization, and the audience can see the virtual performance of the iron fireworks in the real world through smart devices. These virtual elements may be integrated with the actual scene, adding viewing interest and sense of technology, may also appear in the form of interaction, such as allowing the audience to “hands-on” participation in the production process of iron fireworks, experience the craftsman’s skills and wisdom.
6. Conclusion
Through the introduction of knowledge management theory, especially the creation of ICH archives, the explicitation of tacit knowledge, and the integration with modern technology, we are able to record and pass on the precious intangible cultural heritage of the iron fireworks more effectively. This not only provides a solid support for the sustainable development of the technique of beating iron fireworks, but also sets an example for us to protect and promote all intangible cultural heritage.
Article source: Adapted from Research on the inheritance and innovative strategy of Queshan Iron Fireworks technique under the perspective of knowledge management, prepared as part of the requirements for completion of course KM6304 Knowledge Management Strategies and Policies in the Nanyang Technological University Singapore Master of Science in Knowledge Management (KM).
Header image source: 绿色情报员 on Sohu.
References:
- Zhang, F. (2018). Study on the Folk Culture of “Playing Iron Fireworks” in Queshan, Henan Province. Qinghai Normal University. ↩
- Li, X., & Wang, Q. (2021). An Analysis of the Application of Knowledge Management in the Field of Intangible Cultural Heritage Archives. Beijing Archives, 3,15-18. ↩
- Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14-37. ↩
- Guo, D., & Shen,W. (2020). An analysis of the mechanism of knowledge transfer and transformation in the mentoring interaction of modern apprenticeship—Based on Ikujiro Nonaka’s SECI theoretical model. Vocational and Technical Education Communications, 4, 12-18. ↩
- 化学小生. (2024, April 9). Qingsi | Inheriting the intangible cultural heritage and tasting Chinese romance. Sohu. ↩
- Wen, L., Zeng, Y., Chen, F., & He, X. (2024). Xiangtan University’s Non-legacy Innovation and Exploration No.1 Team explores new market opportunities of “VR+Punching Iron Fireworks”. Zhongrenshe Media. ↩