pre-2011 museum resources

[Anonymous]

I also went though the warriors exhibit a few weeks back and am just now getting time to post up my response.

Overall I was a tiny bit dissapointed by the exhibit itself. I think it was mostly a problem of pre-concieved notions being greater than the reality. Rather like the hype for the "biggest" new movie of the season, it somehow cannot quite meet the impression you had in your mind before seeing it.

The warrior scuptures themselves were quite well done. The horse and rider at the beginning is another one you can get a good 360 degree view of, and the horse in armor is in particular work examining. Though the bodies varied in build quality and complexity, the faces were extremely well done. If you go to see this exhibit, spend some time examining the backs of the 6 figures in the end of the show. The details are wonderful, and you can really spend time appreciating them since everyone is crowded around the front and no one thinks to walk back to look.

I knew there were a limited number of full sized scuptures that they had brought to the United States, they somehow seemed less impactful when spread throughout the exhibit. The most they had in close proximity to each other was six, which didn't give the same sort of impact that a larger group might have. I do respect the museum for their arrangement, but frankly the other artifacts were quite interesting on their own and did not require the boost added by an extra warrior placed here and there.

In one of the display cases were some of the most exquisite examples off swordcrafting I've ever seen. I used to do historical reinacting including swordplay and have become familiar with the of some of the finest swordsmiths in the United States. Work intended to be used in combat and admired for their beauty as well. The two swords on display appeared superior. They were amazingly thin and flexible looking, yet uncannily sharp given their age. They utilized a chemical process to protect the blades from corrosion, and the finish served them well all these years. You can still see its irridescent shimmer on the polished surface of the blades. Look closer at the surface and you'll see a scalelike or lined texture (I don't remember which they had) that implies that damascus type forging techniques were used. These involve the layering, fusing, then folding and/or twisting of metal stock to create a unified whole that exhibits the finest properties of each of the types of material used. This is an extremely advanced technique that requires a VERY hot forge, and an advanced knowledge of not just swordsmithing but metalurgy as well. Europeans wouldn't have this knowledge for a LONG time.

I also liked the recreated garden scene. It gave you a nice idea of the luxurious side off the funerary preparations for the afterlife.

Just as interesting as the blades were the bronze works (of which the above garden scene should be included). There were some pretty cool looking architectural elements that were worth spending time looking at. You really had to sit and think about how they would be used, since the types of construction involved are so different from modern western methods.
Also outstand works of bronze were the carriage and chariot. These were absolutely amazing in quality, exhibiting some of the finest detailed casting I've seen ages. The work was in outstanding condition, including intact painted murals, wallpaper, or tapesty (I couldn't see which) in the inside of the carriage. Spend some time looking at these, they are fascinating to look at, and are one of the few works you can really spend time looking at without seeming like a roadblock to the rest of traffic.

This does bring up one irritating but understandable issue...overcrowding. It was VERY crowded. They tried to limit it by having timestamped overpriced tickets and an included audiotour to slow traffic, but with only limited success. You always seemed to be in someone's way, and it seemed like more people were always pushing to move on with others waiting to look. I couldn't really get in close for a good look for more than a few moments at a time, which I wasn't very happy about.

So, on a whole, it was a good exhibit, but would be much improved by staying in LA for long enough for it to get old...that way people who really want to sit and contemplate the work can do so

[Anonymous]

The Pacific Asia Museum in Pasadena is around the corner from Vroman's and the Pasadena Playhouse. It is easy to find and enjoyable to visit. It was a private home for the first half of the 20th century. The woman who owned it collected many of her treasures from the See Family stores in Chinatown and Pasadena, the same See family from "On Gold Mountain" by Lisa See.

The website has an interactive virtual tour of its collection worth looking at.

Click on "Explore the Collections" and select a topic such as 'Tomb Treasures' featuring Han and Tang Dynasties plus a few other items, 'Jade' for mostly 19th Century carvings with some from the Ming and Qing Dynasties, and the 'Jade and Soapstone Carvings' or 'Wood, Stone and Bronze' collections.

This is only a sampling of the categories one can select. Categories are:
Chinese Decorative Arts
Chinese Ceramics
Southeast Asian Art
Himalayan Buddhist Art
Japanese Decorative Arts
Arts of Korea
Special Collections
Archived Exhibitions

The pictured items, which can be enlarged for a detailed view, are accompanied by descriptive data including category, period, composition, and measurements.

http://www.pacificasiamuseum.org/

[Anonymous]

The Asia Pacific Museum has an online exhibit called "Rank and Style: Power Dressing in Imperial China." It is available in either html or Flash Index. The backgound information is not too dificult for students to comprehend. Maneuverability within the site is simple and straight-forward.

After a brief introduction about the history of the badges, one can enter one of five folders. The first, "Dragons and Phoenixes: Badges for the Imperial Family" includes 28 images. Each image can be enlarged. A short description accompanies each image.

The images are colorful and enlarging them does not take away from appreciating the detail because the focus function of the Flash keeps the image clear. One can see the individual threads and the color combinations of the embroidery. Examples of the symbols, the crane, clouds, the deer, are shown with a brief description. The eight Buddhist emblems are beautiful in red and blue. The eight immortals attributes are labled as are the five poisons: toad, lizard, centipede, snake and scorpion. One can search the emblems for the symbols.

The dragons emblazoned on the Emporers' robes are spectacular. Rank badges for the military feature lions and tigers and the symbolic meaning is explained. Civil Officials, the mandarins, had 9 ranks represented by birds. Each badge is explained and the rules of behavior by rank of the mandarins is delineated. Did you know that mandarins could not walk? They were required to travel by sedan chair and with an appropriate number of attendees, sometimes as many as 50.

This is an interesting site to share with students. It could easily be tied into an art project, a written assignment, or a posterboard presentation.

[Anonymous]

I was planning to make-up a session at the Bowers museum with my family last Wednesday afternoon, however what I found was unexpected. The Museum’s special event was for kids but I think that part of the event may work well with the high school students at my school.
When my family and I walked into the museum I observed the Terra Cotta Warriors statues, which reminded me of P.F Chang’s Restaurant. The information booth re-directed us towards the Kidseum, which is a part of the Bowers museum two blocks down the street. At the Kidseum there was a Japanese American family playing music on what I though were Chinese Tanggu Drums, however they were the Japanese version, O-Daiko drums. Once the family of four (mother-son-younger sister-and aunt) stop playing the drums they allowed the children to bang on the sets and then practiced some easy to learn techniques with the kids. Mind you that the kids are between 3 and 6 years old, so the noise level was quite high. I am pretty sure that the introduction briefly covered historical elements of the music and its use. Although the kids were not very much interested in anything but in making sounds. Once the hour presentation I had a chance to tour the exhibit on the Chinese Monkey King’s story. Attached to this post will be pictures of my visit.
Now, as to the part of how I may incorporate part of this presentation to my classroom instruction. First, our school would have to be either very fortunate or maybe we could be awarded a grant from the foundations I plan to apply to in order to get the funding necessary to have the presenters to come out to our school site. Secondly, I believe many teachers would instantly apply this presentation to the arts standards.

• 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

However, I am of the opinion that this may be also include into the better understanding of Japanese cultural history and also tie it into Language Arts. Our principal is always indicating how our students need help in writing skills, and with this presentation the students can write and express what has been observed and what they have learned.

• 2.0 Writing Applications (Genres and Their Characteristics) Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grades eleven and twelve outlined in Writing S
• 11.7 Students analyze America’s participation in World War II.
• Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans

The Monkey King’s Story or museum’s other exhibit is not necessarily impressive enough to warrant a tour of the museum. Although I believe that the story itself may be interesting to some of my students as they may be able to uncover values through the story. The many re-telling of the story and different illustrations of the characters in the story, which may have changed throughout the years, may capture the artists in the class interests. Pictures of the story are also attached.
• 3.0 HISTORICAL AND CULTURAL CONTEXT
• Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
• Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

In summary, I would like to say that my kids had a good time and I enjoyed the Kidseum. I got what I needed from it but I would not recommend the drive down to Santa Ana unless there is a special event., such as the O-Daiko Drums I observed or maybe other such presentations.

[Anonymous]

I was planning to make-up a session at the Bowers museum with my family last Wednesday afternoon, however what I found was unexpected. The Museum’s special event was for kids but I think that part of the event may work well with the high school students at my school.
When my family and I walked into the museum I observed the Terra Cotta Warriors statues, which reminded me of P.F Chang’s Restaurant. The information booth re-directed us towards the Kidseum, which is a part of the Bowers museum two blocks down the street. At the Kidseum there was a Japanese American family playing music on what I though were Chinese Tanggu Drums, however they were the Japanese version, O-Daiko drums. Once the family of four (mother-son-younger sister-and aunt) stop playing the drums they allowed the children to bang on the sets and then practiced some easy to learn techniques with the kids. Mind you that the kids are between 3 and 6 years old, so the noise level was quite high. I am pretty sure that the introduction briefly covered historical elements of the music and its use. Although the kids were not very much interested in anything but in making sounds. Once the hour presentation I had a chance to tour the exhibit on the Chinese Monkey King’s story. Attached to this post will be pictures of my visit.
Now, as to the part of how I may incorporate part of this presentation to my classroom instruction. First, our school would have to be either very fortunate or maybe we could be awarded a grant from the foundations I plan to apply to in order to get the funding necessary to have the presenters to come out to our school site. Secondly, I believe many teachers would instantly apply this presentation to the arts standards.

• 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

However, I am of the opinion that this may be also include into the better understanding of Japanese cultural history and also tie it into Language Arts. Our principal is always indicating how our students need help in writing skills, and with this presentation the students can write and express what has been observed and what they have learned.

• 2.0 Writing Applications (Genres and Their Characteristics) Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grades eleven and twelve outlined in Writing S
• 11.7 Students analyze America’s participation in World War II.
• Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans

The Monkey King’s Story or museum’s other exhibit is not necessarily impressive enough to warrant a tour of the museum. Although I believe that the story itself may be interesting to some of my students as they may be able to uncover values through the story. The many re-telling of the story and different illustrations of the characters in the story, which may have changed throughout the years, may capture the artists in the class interests. Pictures of the story are also attached.
• 3.0 HISTORICAL AND CULTURAL CONTEXT
• Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
• Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

In summary, I would like to say that my kids had a good time and I enjoyed the Kidseum. I got what I needed from it but I would not recommend the drive down to Santa Ana unless there is a special event., such as the O-Daiko Drums I observed or maybe other such presentations.

[Anonymous]

I was planning to make-up a session at the Bowers museum with my family last Wednesday afternoon, however what I found was unexpected. The Museum’s special event was for kids but I think that part of the event may work well with the high school students at my school.
When my family and I walked into the museum I observed the Terra Cotta Warriors statues, which reminded me of P.F Chang’s Restaurant. The information booth re-directed us towards the Kidseum, which is a part of the Bowers museum two blocks down the street. At the Kidseum there was a Japanese American family playing music on what I though were Chinese Tanggu Drums, however they were the Japanese version, O-Daiko drums. Once the family of four (mother-son-younger sister-and aunt) stop playing the drums they allowed the children to bang on the sets and then practiced some easy to learn techniques with the kids. Mind you that the kids are between 3 and 6 years old, so the noise level was quite high. I am pretty sure that the introduction briefly covered historical elements of the music and its use. Although the kids were not very much interested in anything but in making sounds. Once the hour presentation I had a chance to tour the exhibit on the Chinese Monkey King’s story. Attached to this post will be pictures of my visit.
Now, as to the part of how I may incorporate part of this presentation to my classroom instruction. First, our school would have to be either very fortunate or maybe we could be awarded a grant from the foundations I plan to apply to in order to get the funding necessary to have the presenters to come out to our school site. Secondly, I believe many teachers would instantly apply this presentation to the arts standards.

• 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

However, I am of the opinion that this may be also include into the better understanding of Japanese cultural history and also tie it into Language Arts. Our principal is always indicating how our students need help in writing skills, and with this presentation the students can write and express what has been observed and what they have learned.

• 2.0 Writing Applications (Genres and Their Characteristics) Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grades eleven and twelve outlined in Writing S
• 11.7 Students analyze America’s participation in World War II.
• Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans

The Monkey King’s Story or museum’s other exhibit is not necessarily impressive enough to warrant a tour of the museum. Although I believe that the story itself may be interesting to some of my students as they may be able to uncover values through the story. The many re-telling of the story and different illustrations of the characters in the story, which may have changed throughout the years, may capture the artists in the class interests. Pictures of the story are also attached.
• 3.0 HISTORICAL AND CULTURAL CONTEXT
• Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
• Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

In summary, I would like to say that my kids had a good time and I enjoyed the Kidseum. I got what I needed from it but I would not recommend the drive down to Santa Ana unless there is a special event., such as the O-Daiko Drums I observed or maybe other such presentations.

[Anonymous]

Last Tuesday (Every second Tuesday of the month is free.) I visited the Los Angeles County Museum of Art to observe the exhibit The Age of Imagination, a display of Japanese art from the Edo Period, 1615-1868. The exhibit runs to mid-September.

There were a number of interesting observations. First, although the locus of government was in Edo (now Tokyo), the center for art was Kyoto. In fact, the primary artist displayed was a wealthy Kyoto greengrocer who became so involved in his art that he turned over the business to others in his family so that he could paint full time.

Most of the displayed art, other than the statuary, was either on scrolls or screens, with a few items on fans. The paintings were remarkably detailed. Even for those without a particular interest in Japan or Asia, this is an exhibition well worth visiting.

[Anonymous]

Before it goes in October you should definitely try to see the Terra Cotta Warriors exhibit at the Bowers Museum in Santa Ana. If you could take a class there's enough for at least a two hour field trip. There's also stuff you can buy at the gift shop. The museum has some nice pieces from other dynasties than the Qin so you can do a lot about Chinese History. They even have some of that light blue/green porcelain we learnd about. The museum also has Southwest native American objects relating to Shamanism. Really worth the time. Admission was only $18.00--not counting the gas to get there.

[Anonymous]

I am not sure if anyone has mentioned the Manzanar National Historic site.
Each year there is a pilgrimage to Manzanar during the last Saturday of April. You can read more about this event on their website. I learned about this occasion through the UTLA newsletter. Those who went on the trip had an opportunity to receive salary points. This is an event you might want to attend next year. The site offers additional resources such as lesson plans. The photo albums on this site are really nice.
http://www.nps.gov/manz/

[Anonymous]

I have always wanted to take a group of 6 or 7 students to Manzanar, after having read the book or covering the Internment Camps during WW2. Yet funding has been a problem. I will try looking through the website provided to see if financial aid is available. This would really bring Asia awareness to my class.

[Anonymous]

Having browsed the website suggested I think that I will probably have to apply for a grant in order to visit Manzanar. From the looks of it the Museum appears to be teacher friendly and the only concern would be lodging for one overnight stay. There are no fees to the park and visits are recommended in winter, however the annual pilgramage the last week in April sounds much more filled with activities. The Website has the application to the museum and is informative but is not for research necessarily.
http://www.nps.gov/manz/

[Anonymous]

I just got back from the exhibit on the Terra Cotta Warriors. This was a very wonderful exhibit. I have known and talked about these warriors for many years and it was pleasing to be viewing the actual real thing in person. The exhibit itself was also very informative about China's first emperor. What some people might not realize is that they actually had to put all of the warriors back together again because they were in pieces. Chairman Mao also was behind the push to have the site promoted. Not being a fan of Confucius himself he wanted to help promote his new agenda through the discovery of the great Qin Dynasty that united the ancient people. I was also amazed at the palaces that the emperor had, of which one could hold up to 10,000 people in an upper floor. He also had all his courtiers killed in order to root out a spy he could not find. Wow, too bad for the honest ones. The museum also had some interesting exhibits on Meso-America which fits well into the 7th grade curriculum. Great place to get information and resources for students. It would be great for any students to see the Terra Cotta Warriors before the exhibit ends.

[Anonymous]

For anyone visiting San Francisco the Asian Art Museum would be the place to stop to see the one of the largest museums in the Western world that is dedicated to Asian art. If you can't make it to the museum, you can visit the website.

http://www.asianart.org/

The website is easy to use and very well organized. The educator resources and programs listed under the "education" section on the website will be particularly helpful.

[Anonymous]

My exhibition at LACMA on the Japanese art was interesting. Titled:
The Age of Imagination: Japanese Art, 1615–1868
I was hoping to find a deep selection with prints the size of walls for some reason.
It would be a great field trip for those who plan early in the year as it closes next month.

[Anonymous]

Since I missed one of the Saturday sessions, I visited the Japanese Art Museum that is part of LACMA. The first thing I noticed was the incredibly interesting architecture of the building. It soaring design was very modern, but referenced Japanese pagodas. The Bridge to the museum was framed with bamboo and vegetation that mimiced entering a garden. The interior of the museum is also visually arresting. it is designed like a spiral that gradually rises. The art is displayed along tables and short walls as the viewer travels up the sloping floor. It reminded me of an opening flower.

Although I visited this museum before, this time I understood a little better what the artwork was trying to depict. Having taken this seminar and done some of the readings, I had a better understanding of Japanese history and its timeline.

I found the exhibit on Japanese Prints: Word/Poem/Picture especially interesting. There was a section on the 100 poems by 100 poets which showed the illustrated scrolls with each poem. Unfortunately, the poems were not all translated. I read online later that these poems were made into a game that is still used to teach children about the imperial poets.

The other display that caught my attention was Poetry on Your Sleeve, an exhibit of cloth with poems or symbols on them. The one with chrysanthmums was beautiful.

This museum is truly a jewel in the Los Angeles landscape. Its unique collection and spectacular design make it a must-see for nyone interested in Eastern art.
Susan Dubin

[Author]

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