pre-2011 museum resources

[Anonymous]

Yesterday, I went to the Pacific Asia Museum in Pasadena to see the exhibit "Reflections of Beauty: Women from Japan’s Floating World". I thoroughly enjoyed this exhibit, which featured works of art from the floating world or ukiyo from about 1603 to 1868.

These works focused on the geisha, with many of the pieces showing them in the act of constructing their beauty, entertaining, dancing, attending parties or engaging in leisure activities around Edo.

There were photographs and objects from the period including makeup sets, hair ornaments and kimonos. The pieces I most enjoyed were several "mitate" (pictures in imaginary settings that involved a new context or seeing of the subject). One of these showed a Japanese beauty with a Chinese patriarch. The accompanying text explained that this pairing was frequently made and was intended to represent sexual fulfillment with spiritual enlightenment. This association of the beautiful geisha with figures representing Chinese culture was also said to be an attempt to represent the military government of the Edo period's seduction by the merchant class.

I was also able to view the rest of the museum collections and found them interesting and beautiful. My 10 year old son was charmed by the display of "netsuke" masks, which were small wooden carved weights attached to the obi to counterbalance other items. I was somewhat fascinated by an ornate necklace from Tibet, which was described as a part of a "ritual bone apron". This necklace was carved from human bone and was amazing.

I was quite lucky to visit the museum at this time as the gift shop is being reorganized and their merchandise is being offered at large discounts. I picked up some lovely items for my classroom including a gorgeous umbrella and some paper lanterns.

In terms of instructional applications of the Pacific Asia Museum, it would make an outstanding fieldtrip destination with my students. If I cannot manage the logistics of a field trip, I did find that their homepage has links to much of their collections, if not the special exhibits. Perhaps my students can take a "virtual" trip to the museum.

[Anonymous]

During the month of June I had the pleasure of going on a tour of the Japanese American Museum in downtown Los Angeles. This museum focuses on the experience of Japanese Americans during the internment camps. The idea is to show the experience of the immigrants through the lens of this historical mishap. The museum docent spoke to us about how this experience changed many Japanese families for years to come. The docents at the museum were all people who had experienced internment. Some remember, others were too young to remember.

This museum would be a great experience to take your students of US history. It shows how many of the Japanese packed up their belongings in a basket and made the journey to the West Coast. There were pictures from Angel Island and even some examples of the picture brides. The pictures in the exhibit were very powerful. Most of them were real, but others were thought to be staged government propaganda. The propaganda pictures were interesting because it would show a “typical” Japanese American family sitting around a table, 1950’s Cleaver style, while living in an internment camp. Scary what they can make us believe.

The museum works hand in hand with the National Center for the Preservation of Democracy. I took a stop over there on the same day. They also have an interesting exhibit highlighting the contributions of varying ethnic groups in the effort to preserve American Democracy. A few of them were Asian Americans. Both exhibits were powerful reminders of the will of any people to want freedom and fight for freedom, even when the country of their supposed freedom turns against them.

[Anonymous]

Great info. The Huntington Library should definitely be checked out.

[Anonymous]

Japanese American National Museum—July 11, 2006
1. Common Ground: The Heart of a Community (Continuing)

Since I missed a class due to parent conferences, I needed to complete a make-up assignment. I had wanted to visit the Japanese American National Museum for quite some time, but this gave me further incentive to go. I attended with another current seminar participant (Richard) and a former participant (Keely), which was great because we were immediately able to make connections to seminar content and discuss how these exhibits could be incorporated into our curriculum.

The first exhibit we visited was called “Common Ground: The Heart of a Community.” This is a permanent exhibit at the museum. The exhibit details the history of Japanese Americans in the United States, beginning with the arrival of Japanese immigrants to Hawaii through the present. One of the most striking features of the exhibit involved the issue of internment during World War II. An actual tar paper barracks from a concentration camp in Wyoming had been transported to the museum by previous residents, and we were lucky enough on our visit to meet a former resident of one of the internment camps. He was only eight years old when his family was forced to move to Idaho, and he told us that for the first two weeks in the camp, the only things available to eat were Vienna sausages and stewed tomatoes. He could go anywhere he’d like within the camp’s grounds during the day, but at night, he was only allowed to travel within his own block. People were forbidden from singing Japanese songs, having large group meetings, and celebrating Japanese holidays and customs (in short, anything that the soldiers felt promoted Japanese nationalism). To make money, this man had worked harvesting potatoes, where he could earn $0.10 for each bag of potatoes he collected. He even noted that “political correctness” was in place in the camps, as the guard towers that were erected were referred to by the soldiers as “fire watch towers,” as if that is what their real purpose was. This man repeated that even if they had wanted to escape, they couldn’t—where else would they go but the barren desert? One of the most memorable things, though, that this man told us was that even though times were mostly miserable in the camp, there were moments of fun. He said that his view of life has changed and remains positive, and although he used to see life as a “rocky road,” he now sees it more like a ribbon with twists and curves around the “Maypole of life.” I thought that was an incredibly positive attitude to maintain after all he had endured. It was also interesting to see forced evacuation signs, belongings of those in the camps, and photos of how Japanese Americans contributed to the war effort.

I highly recommend a visit to this museum. As I walked through this exhibit, I couldn’t stop thinking about what a valuable experience it would be for my students to hear the personal story of an actual concentration camp resident. That, in combination with the many photos from how the Japanese were treated in Los Angeles, would make history feel much more relevant and close to home. Most of my students think that history happened such a long time ago, but hearing about it firsthand and seeing an actual barracks makes the experience come alive and seem as if it were just yesterday.

[Anonymous]

Japanese American National Museum—July 11, 2006
Exhibit 2: Kip Fulbeck: Part Asian, 100% Hapa (now through October 29, 2006)

First of all, let me say that I didn’t even know what the word “hapa” meant until I attended this fun exhibit. This exhibit is a collection of portraits by the photographer Kip Fulbeck (who considers himself Hapa). According to the exhibit’s literature, he was inspired by always being asked the question, “What are you?” by people who wanted to know his heritage.

There are many striking qualities about these portraits. First, the photos are of just the faces of males and females of all ages. There names are not included with the photos, but each was asked to describe themselves in their own words and handwriting, and this appears (along with their ethnic heritage) underneath their faces. Some of their descriptions of themselves are humorous, while others express frustration at a world where they have not felt accepted for who they are. To me, it was inspiring to see the beauty of the vast mixtures of cultures and how people can identify themselves as many things—sometimes things that have to do with their cultures, but often they chose to describe themselves as something beyond just an ethnicity.

I think this exhibit would be a lot of fun to take students to see. Many of my own students are of mixed racial heritage, and I know that they could identify with these subjects’ struggles with identity. In addition, on certain days, the museum takes Polaroids of visitors and asks them to write about themselves (just like the exhibit). What a great way for students to make a personal connection with culture and art! In fact, it would be great to do this anyway with students, even if they could not attend the actual exhibit, to encourage pride in their heritage and to learn about the cultures of others.

[Anonymous]

I love to also buy replica objects whenever I can. I have my own "Faux" museum in my classroom. While the objects are not truly old, the students love to look at them and touch them and talk about how items were used or what they are. While real artifacts are expensive, and easily broken, good reproductions can also be very useful in a classroom setting. Some items are not replicas of famous artifacts, but are still very useful. One of my favorite items is a sandstone carving of the wisdom mudra of buddhism, which the kids try to mimick and ask what it means. The things that are more breakable I use museum gel to stick it to the table it sits on so it cannot fall off if bumped (or in an earthquake).

[Anonymous]

That is simply a great idea. If one is not able to get a hold of physical objects, I think enlarged photos can work.

[Anonymous]

Thank you! I use those too when I can't get something they can touch. They are fascinated by even the pictures. If you can use a color printer when possible it really captures their interest. I have pictures for Hindu gods and the Buddha like the one I have here next to my name. The artistry captures their interest and also teaches them about art styles because they always think it's a girl. I explain to them that art is different in different places, and even though the Buddha may appear effeminate to them, it is not. I could probably do a better job of explaining it to them if I learned a little more about Indian art (so I recently purchased a book on the topic).

[Anonymous]

I went to the Pacific Asia Museum yesterday, and will be writing a class-make-up on my trip. But I wanted to send this information out more quickly than my assignment so no one misses out! The museum is undergoing a remodeling right now, and although some of the exhibits are closed, it is going to look great. Most interestingly to you, however, is that the gift store is liquidating EVERYTHING. Go now, before you miss it! They have some great items, and they even gave me some stacks of postcards for free. (They are selling them for a penny each anyway!).

I purchased a framed pair of bound shoes, about three inches long (what they aspired to). They were made out of old fabric from the 19th or early 20th century but made recently. They originally were selling them for $125, but I quickly picked up a pair for $20! When I left they had about six or so left. They also have books for a dollar or two, silk from Japan for half off and some 19th century small chinese porcelain items you can purchase, among other great things. They appear to want everything to go and open a totally new store when the remodeling is finished.

Have fun if you go!

[Anonymous]

I decided to visits the Bower’s Museum located in the city of Santa Ana, in Orange County. Exhibits on hand that might be of interest to middle school teachers: displays of art from pre-Columbian Mexico, Central and South America; artifacts from various tribal groups from the pacific rim to China and Southeast Asia (which I will elaborate on in the next paragraph); and a mummies exhibit, which focuses on the process of this ritual and has artifacts on display ranging from amulets to papyri. The first two exhibits are permanent, while the mummy artifacts will be at the museum until April 2007.

Of particular interest for those looking for Asian artifacts is the exhibit that shows artifacts devoted to the Miao people, a minority group found in southwest China. According to the background information provided by the museum there are eight million people that identify themselves as Miao, and overall there are over fifty distinct minority groups found in China. Therefore, when looking at the Chinese people it is important to recognize that it is not just one monolithic group.

The Miao people are known for their colorful textiles and elaborate sliver ornaments. Motifs found in their cultural expressions are spiral patterns, dragons, flowers, and birds. One example on display are sliver crowns, which resemble flat discs. It is stated in the museum plaques that crowns are typical headdresses for the Miao people. Also on display are sliver necklaces, embroidered jackets, and dyed/pleated skirts. The plaques for these various items state that single young women wear them because of the belief that the more silver a woman wears the wealthier and more beautiful they will become in the future.

There are at least eight distinct Miao artifacts on display. In addition to these artifacts, there are items on display from minority groups found in Laos, Vietnam, and Thailand.

[Anonymous]

As a hapa myself, I find it very interesting to see how others define themselves. When I was young, I was constantly asked about my heritage. "What are you?", or my favorite, "I'm normal. What are you?" When I was young, there weren't many hapas in the area, so "hapa" was not an acceptable answer. In order to help me, my parents armed with with knowledge. By the age of 5, I could explain my ethnicity, nationality, and race and also explain the difference between all 3. I don't think my peers understood my answers, but they did stop asking.

My grandmother always hated us to use the word "hapa", because when she was young, it was considered a derogatory word. She preferred us to call ourselves "ai no ko" - children of love. (Obviously, only those overwhelmed by love would allow themselves to marry across racial lines.)

In terms of ethnicity, I never really belonged to any one group, but I chose to identify myself through other channels. As I started to travel, my look allowed me to quickly identify the majority asian group of the area I visited, for I would always be mistaken as that ethnicity.

In today's time, hapas are far more common. I've had numerous hapa students, and the term "hapa" has entered the mainstream. I suppose there are enough of us, that there can actually be an exhibit dedicated to us

[Anonymous]

I love the answer you gave others! That was what was so intriguing about this exhibit--that people's concept of what is "normal" and what people "are" is ever-shifting. My family is of Danish heritage, and I had to laugh because on one of the portraits, a young hapa boy said he was part Danish but didn't like to tell people that because they always thought he meant he was a pastry! I think, perhaps, your grandmother's alternative term is the most beautiful, though. Have you seen the exhibit? If not, you would probably enjoy it immensely. Check when they're taking the polaroids so you can add yourself! There's also a great companion book to the exhibit that would be fun to share with students.

[Anonymous]

I missed a class (and I was sad about it!) so I had to make it up by attending a lecture or going to a museum. I chose to go to the Pacific Asia Museum. As I stated in my website review, it has an awesome website, so that is one of the reasons I chose to go there. I really liked to the look at the Buddha section of the website, and it excited me to go to the museum and actually look at the pieces.

When I got there, I was disappointed to find out it was being remodeled. There were at least three sections of the place shut down, and a lot of the Chinese and Japanese relics were what was not available to the public, or not labeled. In the first room there were beautiful jade looking pieces that had no labels, so it was hard to identify. While that was disappointing, I did see a whole lot of useful items in the room for Southeast Asia. There was a pretty sizable dancing statue of Ganesh from India, with the story of how Ganesh came to be and came to have an elephant head. It was very cute, really. There were also many different Buddha statues in a few different rooms. Some were from the website, and were great to see in person because the sizes were different, and one of them, was just absolutely much bigger than I thought it would be, and it was just great to look at! It was a very peaceful Buddha. There were others too, and it gave me a good idea for the lesson I would use with the information at the Museum.

There was also a lot of beautiful porcelain in another section that I think had already been renovated because it looked much nicer than the rest of the Museum. It was very beautiful, but honestly, it wasn’t all that old and it would probably bore a bunch of 6th graders. Lastly, I went into the gift shop, which was liquidating and purchased some bound shoes, books, silk scarves and postcards. Some of it was just for my benefit, but some of it will also be useful in the classroom.

For a lesson, I would be excited to create a lesson for Buddhism using the website of the Museum http://www.pacificasiamuseum.org and the museum itself. After teaching what Buddhism was, which I personally like to show parts of or all of Little Buddha with Keanu Reeves to help with, I would continue the lesson. Students are always curious about the Buddha they are used to seeing, the happy chubby Buddha in Chinese restaurants. This would be how I would open the concept of seeing different representations of Buddha, as well as the fact that anyone can be a Buddha according to Buddhism, it means an enlightened person, not just THE Buddha, or Siddartha Gautama, who they learn about in the textbook and the movie. I would use the website to further introduce them to Buddhist art, perhaps in the computer lab, letting the kids play on the site in pairs, and giving them a sheet to fill out… perhaps in conjuction with the game they play on that particular topic. (It’s a fact or fiction game). Also, perhaps it would be fun to have them write down the differences they notice (some of which are pointed out on the website) between the different buddhas in different places. They could speculate and/or debate on why there are differences. Then we could go on a field trip to the museum, which by then will be even better because the renovation should be complete. They can stay in their partners, and look at the items they saw up close, noticing the size, the color and anything else they see that is similar or different. AND where they came from. Maybe even draw it… sitting, or standing (some are walking). I didn’t notice any of the Happy Buddha’s there, but I do have one small one in class and would be happy to purchase one bigger just for the activity. We could discuss the information I found out about how Happy Buddha is not THE Buddha, but a different person that reached enlightenment (see Wikipedia in English and search for Happy Buddha for interesting info). Discuss their observations. Then, for a concluding activity, they could make a chart, like a graphic organizer, with different Buddha drawings representing the differences (by them or cut and pasted from the website) and then I would give them categories, like color, face shape, sitting or standing, and if it is THE Buddha or a Buddha, etc. They would get a great cultural art lesson and be able to see the differences between the different Buddha’s they see in life. To make an even more strictly standards based under the chart they could make a graphic organizer of the 4 noble truths and the eightfold path. Using pictures to convey the meanings will mostly be a way to show they understand them more than just to copy them, or instead of the graphic organizers or along with them, they could apply the 4 noble truths & the eightfold path by writing a story instead of how someone they know became enlightened according to the ways of Buddhism.
[Edit by="jreynolds on Jul 18, 4:48:03 PM"]Edited for more appropriate title. [/Edit]

[Anonymous]

No, I haven't seen it yet but hope to before it leaves. Thanks for the classroom ideas

[Anonymous]

If anyone is unable to go, their website is good to visit. While not as great as seeing things in person, the website has a lot of images and information. If you are able to go, it is free every 4th Friday of the month.

[Author]

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