Travel and Tourism Paper 4 Specialised Tourism

Transcription

1 Travel and Tourism Paper 4 Specialised Tourism Recommended Prior Knowledge There are clear links between the content of this part of Paper 4 and the content of the remaining sections of the paper, 4.2 Cultural Tourism and 4.3 Adventure Tourism. The IGCSE and O Level Travel and Tourism courses introduce students to the concept of environmental impacts of tourism. However, it is possible for students to achieve success in this syllabus, without having previously studied the IGCSE/O Level. Context For their external assessment, students must make a study of at least one ecotourism project and be fully aware of the principles of ecotourism. Students should use a case-study approach to examine the issues affecting the practice of ecotourism. For 4.2, Cultural Tourism relates to individuals and groups of people who travel in order to experience things like heritage, religion, art and customs to develop knowledge and understanding of different communities ways of life and tradition. For 4.3 Adventure tourism refers to outdoor leisure activities, usually entailing some element of risk and which require relatively high levels of physical activity. For their external assessment, students should use a case-study approach to examine the growth and development associated with the adventure tourism market Outline It is suggested that students become familiar with the meaning of ecotourism and the concept of sustainability before looking at a range of examples of real ecotourism projects. 4.1 Ecotourism AO Learning outcomes Suggested Teaching activities Learning resources GCE A2 Travel and Tourism (for OCR Double Award) Heinemann 2006 A Rowe, J Smith, S Stewart, F Warburton R Demaine ISBN Pages Define ecotourism Understand what ecotourism involves Ask students to find an appropriate definition of ecotourism. Search websites to investigate definitions and develop further understanding of the nature, aims and objectives of ecotourism. e.g

2 For example, the Ecotourism Society s definition could be given as the following exercise: Aspect Meaning/exemplification Purposeful travel Natural areas Culture Natural history Integrity of the ecosystem Economic opportunities Conservation of natural resources Beneficial to local people Demonstrate an understanding of the relationship between ecotourism and the concept of sustainability Examine the similarity between ecotourism and the concept of sustainability. Use Sustainable Development of Tourism - conceptual definition (WTO, 2004) as a discussion point. (Website reference for this document is given in learning resources for this section.) In discussing this issue, students might consider the following points, e.g. sustainable tourism should: -Make optimal use of environmental resources that constitute a key element in tourism development, maintaining essential ecological processes and helping to conserve natural heritage and biodiversity. -Respect the socio-cultural authenticity of host communities, conserve their built and living cultural heritage and traditional values, and contribute to inter-cultural understanding and tolerance. -Ensure viable, long-term economic operations, providing socio-economic benefits to all stakeholders that are fairly distributed, including stable employment and income-earning opportunities and social services to host communities, and contributing to poverty alleviation.

3 Issue copies of this document and ask students to produce a mindmap of key information relating to the issues of sustainability; classify and identify sub-categories of information for each stem of the mindmap. Understand and explain the roles of organisations involved in ecotourism Demonstrate an understanding of the principles of the ecotourism model of conservation Revise the key characteristics of private, public and voluntary sector organisations. Ask students to research the roles of major public/private/voluntary organisations involved with ecotourism. They should be able to identify links between different agents of tourism in private sector enterprises, public sector organisations and voluntary sector bodies. Students should also be able to identify typical aims and objectives of organisations from each sector and investigate the importance of collaborative working across sectors. Use the Dragoman website to establish their aims and objectives and compare these with any major international tour operators or hotel chains in the private sector. Investigate the aims and objectives of a public sector organisation such as UNESCO, World Heritage, or government tourism departments. Identify funding mechanisms and assess levels of involvement in tourism projects. Investigate the aims, objectives and funding sources of a voluntary organisation such as Tourism Concern and then write a comparison of operational motives between voluntary organisations and the private sector. Ask students to identify the main principles of ecotourism model of conservation: e.g. -To protect, conserve and maintain the original environment and its species diversity with minimum interference and intervention from management practices in place; e.g e.g ilippines_t_2002_negros_eco.pdf

4 -Management practices are to maintain, and where necessary increase, the indigenous diversity through species reintroduction, management of resources and protection of the indigenous habitat; -To ensure that areas under conservation management are economically self-sustaining through the introduction of successful, high value tourist practices; -To encourage meaningful low-impact tourism activities that emphasise conservation practices, environmental education, the history and culture of indigenous communities and provide the visitor with a sincere educating experience 2&yearId= eid= Identify a series of examples where aspects of the model could be applied. Students to make a detailed study of an appropriate ecotourism project using a Case Study approach. The Dubai Al Maha Desert Resort Case Study materials are available, although an investigation into a local ecotourism project would be ideal. Students can then produce a report or give a presentation that considers the impact of ecotourism in the chosen destination and assesses the extent to which ecotourism is sustainable within the selected locations. The report or presentation should cover: Positive and negative impacts economic, social, cultural and environmental as well as existing management strategies or those required to sustain ecotourism activities. Work in groups to investigate one chosen project and prepare a presentation of findings including: -how the project was managed; -the aims and objectives of the project; -the public, private or voluntary organisations involved; -its overall effectiveness. These presentations could be delivered to the rest of the group. A series of such presentations will broaden the E.g. for Dubai Alternatives could include: The Case of Río Blanco, Ecuador mmary.html The Case of Langtang National Park, Nepal ang_nepal.html The case of the Conservation Of The Kalahari Ecosystem Kalahari.html Australia s Great Barrier Reef essons/14/g912/geoactreef.html

5 students awareness of existing ecotourism projects. Extension work The following questions will help to develop students powers of explanation and analysis within the case study investigation. (i) Which social, cultural and/or environmental issue(s) is the project aiming to conserve and protect? (ii) What may be the negative aspects of increased tourism at the destination in terms of social, cultural and/or environmental issues? (iii) If the project involves preservation of historic monuments, explain how preservation and conservation of these is enabled throughout the project. (iv)explain how management of the environment as a tourist resource can contribute to the development of the destination. (v) Discuss how the various agents of tourism development are involved with the chosen project and how they have incorporated the feelings of the host population. (vi) Analyse the benefits of this ecotourism project not only to the host community but also the wider international tourism industry.

6 4.2 Cultural Tourism AO Learning outcomes Suggested Teaching activities Learning resources Appreciate the diverse range of cultural characteristics that draw tourists to visit different destinations. Define the term cultural tourism and provide examples of the main Cultural Tourism activities Ask students to describe and exemplify the following: -Culture as heritage e.g. historic buildings and monuments -Culture as performing arts e.g. theatres and concerts -Culture as visual arts e.g. museums and galleries -Culture as events & festivals e.g. carnivals and parades -Culture as creativity e.g. dance and painting -Culture as everyday life e.g. traditions and rituals. GCE A2 Travel and Tourism (for OCR Double Award) Heinemann 2006 A Rowe, J Smith, S Stewart, F Warburton, R Demaine ISBN Pages Investigate how cultural heritage and attractions contribute to the attractiveness of a destination to tourists. Investigate the range of activities linked with cultural tourism and identify several international destinations appropriate to each of the following: Visiting indigenous populations Visiting World Heritage Sites Visiting historic towns Attending arts festivals Attending carnivals Attending large international events Engaging in creative/holistic activities Visiting culturally regenerated industrial cities Visiting simulated worlds (e.g. Las Vegas). Consider how tourism will affect host cultures and populations. Investigate the ways in which cultural tourism has caused the host population and/or way of life to be adapted. Ask students to identify positive and negative cultural impacts. Students must be able to distinguish between examples of redeveloped or restaged traditional cultures or heritage; where the tourism product has been altered specifically for the benefit

7 of tourists and the continuation of traditional cultures. Explain the importance of cultural attractions and their significance on a national and international scale. Investigate the importance of cultural attractions. Students to provide named examples of: -specially created cultural packages (e.g. cookery packages) -religious tourism (e.g. pilgrimages) -historical events (e.g. battlefield visits) -heritage sites Recognise the importance of accepted behaviour within certain situations. Investigate codes of good tourist behaviour in respecting the traditions, customs and values of other cultures. Ask students to provide specific examples of acceptable conduct in respect of the following: dress, behaviour, laws etc ourism/responsible_traveller.php AO4 Case Study Investigations Individual or groups of students research a chosen Cultural destination. Ask students to produce an informational leaflet for their chosen destination which would provide the tourist with tips relating to traditions, acceptable or inappropriate behaviour/gesture and customs. This could also include food to try, safety, language etc. Similarly, ask students to produce a guide book entry mentioning cultural events and festivals, pilgrimages, celebrations, religion and the growth/re-development of cultural and heritage sites and their significance. This should also consider cultural characteristics and specialised cultural tourism available e.g. visits to theatre, historical trails, food tasting and cooking tours, course for arts, music, dance, and crafts as part of holiday experiences. e.g Students can then compare and contrast the chosen destination with their local area in terms of cultural appeal.

8 4.3 Adventure Tourism AO Learning outcomes Suggested Teaching activities Learning resources Define the term adventure tourism. Demonstrate an understanding of what is actually involved in terms of the main adventure tourism activities (ATAs). Ask students to idea storm words associated with the term adventure. Then categorise these words into core characteristics of adventurous activities, emotions associated with adventure and motivators for engaging in adventurous activities. e.g. Core Characteristics Emotions Motivators Risk Fear Novelty Show knowledge of the types of activity sometimes referred to as part of an adventure holiday. Identify examples of adventure tourism activities. Idea storm to create a list of as many adventure tourism activities as possible. Ask students to categorise activities under the following headings in the form of a table: Water-based ATAs Land-based ATAs Air-based ATAs The local area s tourist or visitor guide Local tourist board s Destination Manual Internet sites Advertisements Guidebooks Brochures Examples of adventure tourism activities, e.g. Name of Activity Category Canoeing Water-based Snowboarding Land-based Hang-gliding Air-based Understand the types of setting for adventure tourism activities. Explore the range of environments typically associated with adventure tourism activities. Ask students to consider where tourists will engage in the sorts of adventurous activities identified in the table in the previous task. They should give reasons for their answers.

9 Understand and appreciate the scale and significance of adventure tourism on a global scale. Investigate local and international examples of destinations offering adventure tourism activities. Use a wide range of resources to investigate the nature of adventurous activities offered in specific destinations. Use a table such as the one below to guide students to make connections between regions of the world and the type of adventurous activities associated with these areas. E.g. The local area s tourist or visitor guide Local tourist board s Destination Manual Internet sites Advertisements Guidebooks Brochures Region of the World Nature of Adventurous Activities Central, Southern America Island destinations e.g. Caribbean Scuba diving; Europe Middle East Asia Trekking in Nepal; North America Australia New Zealand Antarctic AO4 Explain the scale of adventure tourism provision in a chosen adventure tourism destination Demonstrate an understanding of the impacts that the development of the adventure tourism market has on a destination. Use a case study approach, to carry out a detailed study into adventure tourism provision in one destination. For the chosen adventure tourism destination: Students to identify the range of adventure tourism activity providers in the area; explain the range of products and services offered to adventure tourists in the area and examine how the destination has developed in terms of: -Environmental factors positive and negative impacts on the environment -Numbers of visitors (day visits, overnight visits & overseas visitors and the economic impacts of increased visitor numbers) -Socio-cultural impacts -The agents of adventure tourism development and the roles of the Private, Public & Voluntary sectors and the influence of ATA Governing & Regulatory Bodies (if applicable) -Support facilities within the destination -Management of the impacts of adventure tourism in the area, both e.g. l#adventurestourism ture/

10 positive and negative AO4 Analyse and exemplify the positive and negative impacts of adventure tourism activities on the environment Students can carry out Internet research in order to identify specific examples of positive environmental impacts of adventure tourism activities, e.g. -Conservation of heritage sites -Regeneration & redevelopment of derelict sites -Pollution controls -Traffic & access management schemes etc. Ask students to identify examples of negative effects, e.g. -Traffic congestion - Honeypot sites -Footpath erosion -Loss of open space -Water supply issues -Wildlife habitats -Loss of bio-diversity -Water & air pollution Sample case studies of particular developments, e.g. within Adventure Tourism: The New Frontier Butterworth Heinemann 2003 J Swarbrooke, C Beard, S Leckie, G Pomfret ISBN Newspaper articles & reports. GCE A2 Travel and Tourism (for OCR Double Award) Heinemann 2006 A Rowe, J Smith, S Stewart, F Warburton R Demaine ISBN Pages