Hi, Everyone, 

Please view the two videos and at least skim over the readings before our Zoom session on Monday. I look forward to your questions and comments. In particular, I hope you will think about how you can apply pre-1800 Korea to your classroom, regardless of which level/subject you teach.

Best,

Jennifer

The inequalities for women in all societies is always disheartening. For some of these women such as Ho Nansorhon who kept up her poetry despite being married and continued to write despite her obligations. I remember the quote " women are to be seen and not heard." I always thougt that it was the saddest thing, but then learning that women especially in the U.S the point of going to university was to find a husband. Eleanor of Aquataine was a woman who defied the conventions of her time, she controlled her life and defied those who tried to hem her in. I like that Ho Nansorhon was such a woman who was given the opportunity by her family to be exactly who she was a poet. It was also interesting that before Confucianism many lived with their parents after marriage, whereas it was normally thought that they moved in immediately with their husband's family. The concept of "Shakespeare sister" I liked how they made that comparison.

The fact that there was movable print in 1234 is remarkable, but shouldn't be surprising. Many advancements did start in Asia and not in Europe, but since we have very limited point of view. Also, the fact that many people just focus on Japan and Chinese accomplishments and not the Koreans. The "Admiral" defeating the Japanese fleet with only 12 ships is something that I never heard before. 

1. Looking at Sim Saimdang's work had me thinking about how to weave in her artwork to our study of plants, life cycles, and ecosystems. Scientific illustration in the school garden is a great end of the year activity and Sim Saimdang could be our mentor artist! I wonder if there are any biographies of her written for younger children

The 5th grade English Learner students (that I work with the most) enjoy looking at visual art and having discussions about it. The korean artist Sin Saimdang would be an excellent artist to introduce and share the context of her life alongside a structured discussion around her works. Most of the 5th graders have a a lot of appreciation for current Korean culture, but are not engaged with much of Korean history, just like me. Students can read and share the main ideas from a 5th grade-level text about Sin Saimdang and then engage in a constructive conversation about her paintings. After viewing and discussing her works, students can create their own Chochungdo painting (a painting genre started by Shin Saimdang, depicting plants and insects) after taking a nature walk on campus.

I had never really thought about historical examples of cultural appropriate vs appreciation. I teach Sociology at my school too and it is something we discuss but really only using current examples from our world today. Like the appropriation of Native American traditions and dress. So your questions made me think....is that idea really only relevant to today? One thing we've discussed a lot in this course is the borrowing of cultural elements from written language to traditions. Do they have that sense back then or is that a more modern creation that arose with nationalism? Is it something that has become (or should become) taboo because of the discrimination and in some place persecution of minority groups in the 19th - 21st centuries? 

I've never really thought about historical appropriation. What would count? I know I’ve used this example previously but Van Gogh copying Japanese artwork…is that appropriation? When the British figure out how to make their own porcelain and make it to look like Chinese creation, is that appropriation? When I discuss this topic in our current world, I usually emphasize the monetary gain element with famous people. When I hang a dream catcher in my bedroom, I hope it catches those bad dreams so I would say that is more appreciation. It is an interesting thing to contemplate.

Thanks Molly and Jennifer! This makes me think of the debates unfolding in education and in general about who how to share information and engage in learning about cultures that are not your own. As a teacher with no direct cultural/ethnic linkages to east asia, what are some pitfalls I need to watch out for as I engage my students in learning activities about east asian culture? How would my teaching/approach change if there are students who do have direct connections to these cultures in my class? While elementary-aged children aren't exactly looking out to see if their teachers are committing acts of cultural appropriation, it's still important to model respectful engagement with cultures that aren't your own, no matter who's in the room. I would never show up to school in hanbok, for example! It's such an amazing resource when there's a student in your class who does have a direct connection to the culture/history being discussed, and I'm always looking for ways to bring my students home cultures into the classroom (without putting them on the spot of course). 

3. Hanbok and cultural dress tie-in with teaching about gender identity. As teachers work to create space for children of various gender identities and expressions to be themselves in our classrooms, talking about how pink was a boy's color in traditional Korean dress can help children start to understand that the association of certain colors/interests/behaviors with specific gender identities is arbitrary and socially constructed. Might be nice to bring up with this book: https://www.amazon.com/Pink-Boys-Robb-Pearlman/dp/0762462477