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AnonymousMary, I would love to teach at the same school as you because then we could do some cross-curricular projects where you cover the art aspects and I could cover the history aspects. You have some great ideas about how to implement this into your course.
AnonymousI feel like I found a teacher's treasure in this wonderful museum! I didn't even know it existed till I signed up for this seminar. I enjoyed and learned a great deal from Kathy's informative tour. I will use her discription of the Buddha in my classroom: the 'iconography' (hand gestures/positions), the simple robes, long ears, the 3rd eye, the locus flower under his feet, the semi closed eyes and what each of these mean. Other things I learned and will use: the filio piety of Confusism-responsibility both ways,, jade-the stones spiritual significance, how it mediatd between heaven and earh. I loved what I learned about the Asian courtyard. How you can't walk straight through it. It is designed in circular patterns, it radiates cycles to keep the energy inside the courtyard. Asians love something in the courtyard that is moving, thus the water, the koi (fish) story of it becoming a dragon, a metaphor that we too can overcome obstacles, bamboo-ability to bend but not break, pine tree - strong, lasting through winter. The courtyard was a place to come to for energy, she called it 'chee kee.' My personal favorite discovery was one we passed by because of time, but that I went back to on my own during our lunch break. The 'Journeys of the Silk Road' Galorie gave me so many wonderful ideas for my teaching of the Silk Road. I loved the hands on activities that were available here and other areas in the museum.
AnonymousI enjoyed the tour of the museum! I was sad that the Buddhism exhibit was leaving as it so clearly displayed the iconography of Buddhism, and I would have loved for my sixth-grade students to have seen it. I think my students would benefit from the Silk Road exhibit, and the hands-on element of trying on the clothing would really connect well to their age. The China gallery was a highlight for me as it ties in very well to my curriculum. I thought Cathy's point on how Confucian beliefs were sometimes taught and perverted through the lens of the upper classes was very interesting. I also hope to use the traveling trunks when they are ready.
AnonymousThis museum is definitely a hidden gem. I had passed by several times, but never had the time (or made the time) to go in and explore. There are many museums that are free on a specific day of the month and feature special events, but it is a matter of looking into it and taking advantage of them. From now on I will be more alert. The group tour was very informative. The Ikko Tanaka exhibition was great. It was nice of them to wait for the group to go through before they remove the two exhibition. It amazed me how quick they are to change the exhibitions. By time we finished the tour, the Buddhism exhibit was already cleared and the letters on the wall were being removed. By the end of lunch, I walked back in to the museum to read information on artifacts in the intro room and men had already placed display cases were Buddha was and along the wall.
As a 6th grade teacher, I can appreciate the fact that the artifacts displayed are carefully chosen to represent a religion, dynasty, or country and the students will not get overwhelmed with information. Simplicity is key when on a field trip with elementary or middle school students (I've never taught high school students). By not overwhelming them, we can have an in-depth discussion about the artifacts or compare the artifacts. If they saw too many of them, it might make it difficult for them to remember details. I usually give my students a writing activity or quest that they have to complete during field trips. This keeps them attentive to their surroundings and prevents them from becoming disruptive or slacking off. I also have them fill out a "depth of knowledge" icon chart which they have complete with language of the discipline, sequence, Image (center), change over time, and a free choice. I put these in plastic covers and hold them together with a key ring. It is hung in the back of the room for them to see and read quietly when they have free time. Students love to compare their classmates experiences with theirs.
AnonymousCathy is a great docent. She is very informed. It was pretty neat to hear about the Korean shaman also. I also like that she engages her audience, she is not the sage on stage. Also, it is interesting to note Dr. Yu Yu is a Yuan and Korea expert. Japanese and Chinese art are always at the forefront, perhaps now more Korean art will be at the museum.
I really enjoyed the three galleries: China, Korea, and Japan. I will be digging through their collection to get more examples of art to present to my students. It is a good way to have students understand certain themes that bind these three great cultures.
AnonymousYes, the Silk Road. Their exhibit reminds me of the exhibit at the NHM. Wonderful stuff!
AnonymousI particularly enjoyed the background on the Buddhist statue and deciphering its icons. I also agree a great visual assignment for the classroom. In addition, it's nice to see Asian contemporary art as well. I really enjoyed tanaka's designs and work.
AnonymousI am planning on coming back to the museum this Sunday and bringing some of my family. Ironically my youngest daughter wants to get into the ukelele and they happen to have a jamming session. I want to share some of the things I discovered in the museum too. Fun!
AnonymousAs we have spent more time at the museum this week I have been trying to think of different ways to incorporate the exhibits and information into my curriculum. I would like to bring my students to the museum on a field trip, but if for some reason that isn't possible I have found so much on the museum's website that I can incorporate into the class. I especially enjoyed looking at some of the items in their catalog. Also after this morning's session I have much more respect for the gift the dowager empress gave her lady in waiting.
AnonymousScott I totally agree! It would be fun to teach at the same school as you and totally go cross-curricular with our ideas!
AnonymousI learned quite a bit from the Decoding Buddhist Iconography exhibit. What I now know to be Buddha’s bump of knowledge, or ushinisha, I previously assumed was a bun of hair or a head covering of some kind. I now have a great admiration and appreciation for the symbolism involved in Buddhist sculptures (ear lobes, hand gestures, etc.) expressing enlightenment and appreciate USC for the opportunity to explore topics and philosophies to which I have not previously been exposed.
AnonymousAlthough there was an abundance of information and beauty presented at the Huntington, what I held on to was when Duncan mentioned the government mandated mourning period. Frankly, I am struggling to link it up to standards, but I find it incredibly fascinating and might try to develop some sort of writing response and comparative government lesson from it. Perhaps review the historical aspect, find a modern example or government policy, create a comparison/contrast graphic organizer, and advocate for a modified or new policy. I still have some brainstorming to do on this one.
clay dubeIn our opening session, we'll tour the museum where two exhibits have been kept up just for us. We'll also meet the museum's education coordinators and learn about their various programs for teachers, students and families.
To learn more about the museum: http://www.pacificasiamuseum.org/
Here's a progress report on the museum published in the LA Times in January: http://www.latimes.com/entertainment/arts/culture/la-et-cm-usc-pacific-asia-museum-christina-yu-yu-20150115-story.html#page=1
Here's an article about the two exhibitions that will be closing: http://www.pasadenastarnews.com/lifestyle/20150411/ikko-tanaka-amida-buddha-exhibits-debut-at-usc-pacific-asia-museum
AnonymousPAM museum is a great resource to learn about Buddhism. Raised by my buddhist grandma, I was never asked to study anything about buddhism other than going to the temple with her every 1st and 15th of lunar month. I kind of get the idea about buddhism, but never know the meaning of buddha's hand gestures or their eyes. I learned so much in the museum from Cathy. I think it can be a great lesson to talk about a buddha statue, and the information buddha wants show people by how he/she looks like. Students can also compare buddha with the "God" figure in their own religions to develop a deeper understanding of religions and how it impact people's life.