Session 3 (10/3) - Japan Becoming a Pacific Power

[Jaclyn Wall]

I really enjoyed Professor Takesa Tomoki's breakdown of the Peoples Right Movement in the 1870's and 1880's. Given the local groups wanted to have a voice they became independent groups made up of both the poor and middle classes. These indepdendent groups were led by Taisuke Hagaki and Shigenobu Okuma which were part of the liberal party. With this leadership it allowed more people to feel comfortable to have their voices heard vs. just listening to the rich and having things go as they did in the past. I think this is very relatable to now with both the BLM movement and the Presidental election. When explaining to students how BLM has allowed people of all races, and all walks of life (rich, poor, white, black, etc.) to speak up and demand their voices be heard it is not only powerful, but also the beginning of a movement. Although my students are in 3rd grade, I brought both of these Japenese leaders up to them and explained how by using their voices and standing up for what they believed in, caused others to feel more comfortable to have their voices also heard. It was a powerful discussion which we then transitioned into how Americans are currently using their voices more than ever for the upcoming Presidental election.

[Jaclyn Wall]

The Ukiyo-e art pieces we discussed were fascinating. I have an art minor with my undergraduate degree so remember learning about this style in a art history class. The sheer amount of detail which goes into these prints is miraculous and tedious given the amount of detail from a patterned wood block. When looking at the link Professor Dupe provided, I was especially drawn to the piece Midnight: Mother and Sleepy Child by Kitagawa Utamaro. He was known for his portrayal of beautiful women, and this one is just that. The way she is cradling her child you can tell there is a special bond between them. The body language of the child's head looking up at his endearing mother; while the mother is looking down at her child with a smiler upon her face exudes happiness. It goes to show that during a time when women weren't necessarily always appreciated, they still brought joy to the world.

Attachments:

You must be logged in to view attached files.

[Brigid Schmidt]

I agree with you that the lecture and the Jordan Sand and Steven Wills reading could be beneficial to discuss with students. Fires have been very prevalent in the areas where many of my students live and our school is located (we closed down last year for a few days due to the fires.) What were similar components of the fires in Edo to the fires in Southern California? Differences? For one, at the time, Edo was densely populated, the most populous city in the world and Southern California is quite densely populated too. However, in Edo, many of their structures made of wood and fire fighting technology was not anything like it is today. It is interesting that the winter months were most common for "fire season" in Edo due to dry air and strong winds and their summer months were wetter. It tends to be the opposite here. A commonality they both share is that authorites regulated where and when people could have fires. There were also punishments for fires that were started. There are many comparisons and contrasts my students could make between the fires in Edo and our recent fire seasons. Students could further dive into critical thinking about precautions people can take, questioning if people should be building in the mountains, and thinking of ways to stop the spread of wild fires. 

[Brigid Schmidt]

I found the "Bridge" Ukyio-e from the Georgia Museum or Art. I chose this one because I loved the artwork and really like bridges. It might be a stretch, but with the bridge and houses maybe men and women are going to and from work. The bridge also looked a bit more modern, so maybe this was starting to become more of a growing town. We can see the detailed umbrellas the people are carrying. The mountains, water and palm trees display the beauty of the area. I will be sharing some of these woodblock pieces with my students to have them work on writing settings and sensory details. 

 

Attachments:

You must be logged in to view attached files.

[Tara Corral]

I like the first image on the blog. Its a blue print which depicts three men on a roof either repairing the roof or creating more kites to fly in the air like the two next to them. Mount Fuji is in the background and the buildings appear with signs hanging on the sides similar to how stores advertise their signs/logos. I feel like this might be considered industrialization woodblock print because of the working men and appearance of the buildings. I linked to website because it seems to be a good read as well and focuses on different sub-genres of Ukyio-e and a bit of information on the famous artists Hokusai. 

[Tara Corral]

It is incredibly fascinating the amount of work that they can put in ito those wood block prints. If I'm correct for every choice of color there is a new woodblock print that needs to be carved and set to perfectly match with the first print. I've worked with High School students carving Linoleum for a printing design, and I can tell you that my students struggled so much. First understanding that what is carved away will be left blank as well as what is left behind will carry the color.   I wanted to say though your choice of Wood Block print is gorgeous choice and looking at Claytons article we can see how much it influenced European Artists like Mary Cassatt who created her own rendition of the painting continuing those elegant lines and simple colors. 

[Tara Corral]

I think in Clayton's article it mentions that Claude Monet first came across ukyio-e prints as wrapping paper which later inspired his interest and his artwork. I think that could be a great concept even for an Art Class, It would take some time to research what items the US considers disposable and what countries reuse those materials or vice versa. It would make for a great asssignment where students become aware of their own trash and the possibilities of upcycling. I'm trying to think of some examples such as Chip Bags, Plastic Bags, Bottles but i wonder if their is anything uniquely American that studeents could incorporate. 

[Serece Tascione]

Hi Thomas and Tara, wrapping paper has been a topic in my household for quite sometime, and even moer relevant this holiday season. My mother has shared with us why she delicately opens her gifts, and it is because growing up, that paper would be reused for another gift. The idea of ripping open a present has diverted our attention to the needs of the world and put them on self-seeking needs. I was disappointed in manufaturers and myself to learn that much of today's wrapping paper is not even recycleable. For years we have been careful to put it in the recycle bin, think ing we were doing the right thing. This conversation and the research needed that you mention is very imprtant for our students to learn. Looking at how other cultrues recylce is an inforative way to do discover new ideas. I love the idea of upcycling and have seen artists make handbags out of those chip bags. One lesson I have seen put to action was about water bottle caps. In short, the class researched the disposal of them in geography and inmath, they discussed the negative impact they are making, and created a large mural of water bottle caps as mosaic tiles. Tara, how about students beginning the research with items they notice they could upcylce? I found the artist Yuken Teruya who provides a message in his art in which he cuts and configures toilet paper rolls into a tree showing a place where they came from and that it is important that we do not forget this. He also does other work with paper bags and trees. In the end, I would love for students to make a connection that carries over into their personal recycling choices outside of a school project. 

[Serece Tascione]

Oh my, I remember doing that linoleum project in high school! I don't recall a connection to history behind it, so I am all for making sure that is where the lesson is derived. I've also tried a simpler print with 4th and 5th graders. I began in my social studies lessons for 4th graders. We used a thin foam and talked about the positive and negative space. Much practice had to take place through rough drafts before they attempted the final. A very simple initial was hard to get right with foam. The 5th graders used a thicker styrofoam tray to do a print of Hokusia's Great Wave off Kanagawa. The process always creates interest in them. As they see examples of his work and other wood block prints, not only do they learn about the culture, but after they attempt it themselves, it brings a true appreciation for the inticate details in these equisite prints. Have you attempted prints with any other materials?

[Brigid Schmidt]

The Meiji Restoration is one described as a revival of ancient kingly rule, but also a revolution. The governement fused the glorification of the past along with embracing radical change. It celebrated the uniqueness of Japan while adopting new Western ideas and technologies. There was an effacement of certain local practices, but a celebration of others. One example of this is by creating a new series of bank notes that was designed to celebrate the glories of the Japanese past. However, they were actually printed in the United States so they would have advance conterfeit technology and they were not very traditional (they chose copperplate printing over Japanese woodblocks.) The images needed not be too "Asistic" and somewhat analogous to Western styles. 

The Meiji state did dissolve the samurai hierarchy status, but it sought to to situate the Japanese emperor in a global hierarchy of monarchs. Giving Emperor Meiji links to the ancient past helped in the process of making Japan modern. Modular nationalism went forward while promoting Japanese legends and stories on the subject on honor, loyalty, and valor. Nativists hoped for primal unity and a return to ancient rituals, yet that was seen as utopian hopes.  

However, by the early 1900s, Meiji nationalism was quite successful. The founder of the Boy Scout movement used Japan as an example of modern patriotism, stemming from the sons learning chivalry from their Samurai forefathers. Westerners were enthralled by the idea that the Japanese nation was organic, natural, and timeless. There was a new appreciation of Japan and that was evident in the Anglo-Japanese Alliance of 1902 where Japan and Britian formed an alliance for the first time against a European rival: Russia. They were able to turn people away from thinking of Japan as backward and find the beauty and respect for the country and its culture. 

 

[Maria Cardenas]

It is very interesting that both Japan and China wanted to grab thoughts and practices from the West but it only worked in one country. Like we stated in our discussion,  I belive China wasn't able to adapt because of thier internal issues. The Chinese were not ready for change to happen while the Japanese were more open for that. I think Japna also learned from the events that happen between China and Western countries, the fighting. This lead to Japan becoming powerful and fighting for land in Asia. 

[Nayeli Ruiz-Sanchez]

The Mejing Restoration came in 1868 when rule was restored under the emperor of Mejing. The goal of the restored government was to be a new emperor in the Charter Oath. This restoration also led to many changes in Japans political and social structures. During this time of restoration western ideas were adopted and put into action. A great thing came about the Mejing Restoration, the rapid modernization if Japan allowed and increase in production. Japan also built many industries because of this rapid industrialization.

[Lizbeth Vazquez-Ruiz]

I agree using photographs to teach a certain timeline in history is a wonderful idea. Students can analyze a photograph and make observations about it’s content. They can use these observations to draw conclusions and use their historical imagination and their knowledge to analyze a photograph. This  can also engage students and allow them to absorb more details. 

 

Possible prompts: 

What is the caption? 

Are there people in the photograph? 

What do they look like? 

Who might they be? 

What are they doing? 

 Where are they? 

What is in the background? 

 Is the photo posed or spontaneous? 

Why might the photographer have taken the photo? 

What message do you think the photographer was trying to get across with this photograph?

 

[Khrystle San Diego]

I found this Ukyio-e which illustrates three women (two older and one younger) creating paper dolls. This was created in 1901 by an artist named Shuntei. The art piece is titled Kami ningyo (paper dolls) from Kodomo asobi (Children's play). 

I find this woodblock print interesting because it shows the characters actually playing or having fun in a natural setting of a home or school. I also am noticing that there are different colors used here like blue, pink, orange, red, purple, green, and black. This would be a good image to bring into the classroom because it shows an activity that they younger students can relate with. 
https://www.harashobo.com/english/ukiyoe_detail.php?print_id=29062

[Ester Yang]

I have never visited Japan and like you, had very little knowledge on the Japanese culture. From taking this course, I feel like I'm gaining so much knowledge in the history of Asia. As a science teacher, I didn't quite have the opportunity to learn the history (minust the ones we took in grade school) of different countries. These lectures from different professors gave me a chance to learn more about different cultures and how they grew as a country. 

[Author]

Posts