session 5 readings

[Anonymous]

Since the history of China and its related philosophies, poetry, and art are very fuzzy in my memory from high school and college, I am very much enjoying the readings for this course. This weeks readings about art, specifically painting, poetry, and calligraphy were especially interesting to me. I have a father who is an artist and a mother who is extremely creative so growing up in a creative household lent me to be especially appreciative of the arts. Reading about how integrated art, poetry, and calligraphy were in ancient Chinese culture reaches far beyond what I formerly knew. The concept of the Six Principles referring to the artistic formation of calligraphy and poetic writing were particularly interesting. The ancient viewpoints on writing, poetry, and calligraphy are so much more intwined than I ever would have thought. The descriptions of what good poetry was and wasn't lends a note to the way I always viewed and examined art. Poetry is an art form, though I had never truly classified or categorized it as such. The depth of knowledge one needed in order to posses artistic and creative skills in China in ancient times was the way I studied in graduate school. I am in awe of the way that the arts were held to such a high moral, ethical, and internally meditative standard. The article "The Chinese on The Art of Painting," by Siren provided its own poetic explanations of how to interpret and gain knowledge and understanding from art, specifically paintings. It provided me a new perspective lens from which to deepen y personal understanding of Chinese arts and paintings. In similar fashion, the article "The Art of Chinese Poetry," by Liu and "Traslations from the Chinese," by Yutang, did the same, however, provided me with much more background knowledge and logical undertakings of Chinese poetry. The samples of English translations of ancient Chinese poems were very interesting and much more in depth and close to nature than I had formerly realized. I very much am looking forward to viewing art and reading poetry during this weeks class session, as well as hearing what Professor Ye has to say about both and his interpretations of them.

[Anonymous]

The first time I ever paid attention to calligraphy was last year at the Huntington Library. I hadn't realized how beautiful and intricate it is, I had not regarded it as a work of art and have definitely changed my mind after reading the sections assigned for today’s seminar. It’s amazing how certain strokes receive a special name and the importance of how thick or how light the stroke is to better represent each element in nature. I loved the description of the Art of Calligraphy by Pi Lun, he expresses how through calligraphy artist can fully release their emotions and find practically the peace of mind they need. His account reminds me of several Latin American poets who found consolation in writing, how their world changed when they pour out their hearts through their poems which like calligraphy are great works of art.

[Anonymous]

As I read and related this course and it's materials to usage in a classroom, I always have to adjust my relativity to a science based curriculum.

What I found most catching in the poetry used this lesson was how graphic in language it was but limited in someways with the imagery, except the pieces about wine, those spoke to my inner core .

Working in weather and atmosphere this trimester I thought of how useful it would be if you have students use the poetry and find words that not only related to the chapter topic, but to further develop skills by having them research the seasons and what weather was and currently is in the areas mentioned within the text. Even further have them look at global warming and how China impacts the rest of the world and then have them link their research to current events, scientific studies and ongoing reports about the rate of emissions they give off and what the effects are and will be on the atmosphere.

The usage of relate-able materials in dual subjects would work well in ELA and Science given enough time to link and find ways to share materials with the current curriculum.

Previously, in doing earthquakes I often used materials, news articles, and events that often came from or talked about Japan and the severe quakes that continually hit the area. The amount of information and links there are to Asia and the sciences especially Earth Science is plentiful,the goal is being deliberate in what information used to create relativity within the classroom.

[Anonymous]

After yesterday’s seminars and going over all the material I was thinking of have my students work on the painting section. I teach AP Spanish students so I will incorporate Spanish and Latin American art more into the curriculum to be analyzed. I can make use of the paintings that have a poem written on them and have students compare it the surrealist period of a couple of Spanish speaking writers. Also, I can have them analyze the similitude and differences in paintings; they can focus on style, color, materials, etc.
I have to do some research on the paintings that have the mirror as a revolutionary element. I know that during the Renaissance for Velazquez adding his reflection on a mirror to his work was considered extremely innovative for this epoch. I need to find some articles where they might touch on Chinese ancient paintings influencing Spanish painters.

[Anonymous]

I was so sick last night but REALLY didn't want to miss the lecture. This is one of my favorite so far, & I wish I could hit "replay" so I could hear it again when I am more coherent.
Although, I lack the background in history, language, culture, economics, etc. of Asia, I have always been drawn to the deceptively simple artistry of Chinese painting. The subdued colors are soothing, the themes of nature are refreshing, the strokes necessarily perfection because there are so few of them. By contrast, (especially when I've seen some of the European masters in person), European art has sometimes struck me as garish and over-done.
Chinese painting represents so many cultural values: the respect for mastery, conformity over individuality (although I was surprised to learn that prominent calligraphers can be identified by their unique strokes), and then the themes of the paintings themselves.
I appreciated the readings which went into more details of the specific techniques: the tools, how to hold the brush, and the history of Chinese painting. I would truly enjoy a whole semester on this topic alone. I regret being so sick last night.
My thoughts now are (how do I acquire one of these masterpieces... jk - kinda) and how to incorporate art, the humanities in general, into my World Literature class. Art is disappearing from curriculums to my dismay. There is value in stimulating creativity and sustaining concentration (as Professor Ye pointed out last night). I've included it as a topic in my research lesson, but I'd like to do more.

[Anonymous]

Today’s lecture by Professor Ye was very insightful to learn more about Chinese artwork, paintings, and calligraphy. Many of the images he showed would be great to show to students and have them dissect their purpose and theme. Students could make inferences and assertions on the images, and debate and discuss their purpose based on the topic at hand. I also would love to have students actually engage in some of the calligraphy themselves, and teach them the background that Professor Ye talked about. I especially enjoyed his discussion on the images of Buddhist art at the Dunhuang caves. I was actually able to visit the Dunhuang caves last year, and it was fascinating to see the influence of not only Buddhism, but of also cultures that were interacted with the Silk Road (India, Greece, and other Euro powers). The Getty will have an exhibit on one of the Dunhuang Caves coming out in May (through Sept), so y’all should look into taking your students! The link for more information on the exhibit is here: http://www.getty.edu/research/exhibitions_events/exhibitions/cave_temples_dunhuang/index.html

[Anonymous]

The reading on “Chinese Calligraphy: An Introduction” would be great to give to students as an introduction before learning about Chinese writing systems. I appreciate how the reading goes over how to hold the brush and how the wrist and arm should be. As mentioned before, I would love to have students actually experience what it would be like to write in calligraphy after reading this document. I got to experience it myself last summer in China and it was really hard, but definitely worth the experience and as I practiced more letters, it got better. I would love to have students actually practice writing Chinese characters in calligraphy, that way they experience both. Once the students have actually experienced the process of writing in calligraphy, I could have them read the excerpts on the second page of the reading, and write quick writes based on these quotes and make connections on how these quotes connect to their experience of writing in calligraphy was.
edited by jenniferlopez on 3/9/2016

[Anonymous]

This post is in response to Jennifer's post on Session 5 Reading: Calligraphy Reading. I have found it challenging to bring in what we have been learning into a second grade classroom. I noticed an earlier post where students created works of art. This is a great idea but I'm in a charter school where students have a separate art instructor. The calligraphy lesson mentioned by Jennifer is genius! In second grade students are building their penmanship skills. Having them experience calligraphy is an excellent introduction into bringing the content we have been learning about East Asia into my classroom. Thank you! As for reading the excerpts, my student have been working on close reading with guidance. Another fantastic exercise! I'm very excited that everything is beginning to come together.
edited by mvelarde on 3/9/2016

[Anonymous]

Professor Ye returned to present historical Chinese art, and spent considerable time discussing calligraphy. The historical ramification of the Chinese art world that impacted Chinese society, and the societal norms that impacted Chinese art. What does it say about a specific time period through an artist's eye? There were many pieces of art presented by Professor Ye. With those images, a teacher can implement the artwork in a larger unit about Chinese history and literature, but they can also stand alone for thematic analysis within other units of study.

The reading Chinese Calligraphy: An Introduction by C. Lai, offers poetry and poetic prose regarding the art form of calligraphy that can be used in the study of poetry. In The Art of Chinese Poetry by James Liu, the structure of Chinese characters uses a formal translation of pictures with a formula for the creation of those characters. From Translations from the Chinese: The Importance of Understanding by Lin Yutang, the author demonstrates the art of calligraphy through the history of Chinese dynasties. Finally, The Chinese on the Art of Painting gives the reader the intricacies of brush work and the development of certain artists. As mentioned above, much of the artwork can stand alone within a thematic unit. I frequently use the See-Mean-Matter method for students to analyze visual art and how it is connected to the literature that we are reading.

[Anonymous]

This truly has been my favorite lecture so far. I love art, and I was really intrigued in learning about Chinese art in which includes calligraphy. I can relate to this type of art because when I was in elementary school, I had an actual "cursive" class in which I received an actual grade on my performance. (Maybe I'm dating myself, but it's the truth). In addition to cursive class, my elementary teacher also taught us calligraphy during our art class. As mentioned before, I teach 2nd grade. Typically, cursive is introduced in third grade. I know there is a debate on the topic of teaching cursive handwriting in the 21st Century. I was shocked when I learned that there was even a discussion against teaching cursive handwriting in elementary schools. My position is to keep cursive in our curriculum as I feel there is a historical and artistic significance to learning how to write in cursive. In addition, there are many historical documents written in cursive and calligraphy, and for students to read these historical artifacts, they must know how to write in cursive. According to Ts'ai: Pi Lun, "The Art of Calligraphy is a form of recreation in which one unburdens one's heart and soul, dissipates care and get rid of melancholy." I agree with this statement, as I can relate to the feelings described when I am writing someone's name in calligraphy in a simple envelope. Not only does it take me to an artistic mood, but it actually looks very pretty and people enjoy it and appreciate it.

[Anonymous]

Excellent idea Jennifer! I first learned calligraphy with a brush; and it was very difficult. However, later I discovered the calligraphy pens. Also, sharing your experience on where and how you first learned calligraphy will definitely be an engaging moment for your students. Keep us posted on how your lesson went, and post pictures of student samples. Thank you for sharing your ideas.
edited by cseman on 4/3/2016

[Anonymous]

" One should first think of [the artist] and his changing moods; to be modeled upon and try to write in his manner."

I thought this line was extremely important to understand how calligraphy is not only seen as a method of sharing ideas through words and characters but also is seen as an art form that is dependent on an artist's emotions (that are linked to context and history) and his/her fleeting moment's mind. What a great element of complexity does this add to historical texts! This excerpt from Chiang Chi allows me to think of Chinese texts as not only being needed to be seen in translation but for students to actually see the primary source to notice the distinct types of brushes and strokes, the thickness or thinness of characters and words, and for students to have a biography of the author next to the sources to add as a supplement of any biases or backgrounds that they should be aware of.

Another reading that I found to be extremely informative was "The Art of Chinese Poetry" by James J.Y. Liu which broke down common misconceptions of Westerners when attempting to define Chinese characters. He writes that a common fallacy is that "all Chinese characters are pictograms or ideograms" when there are numerous classes or principles that come to shape Chinese characters such as sounds, synonymous characters, harmonizing ideas/sounds, combining characters, etc. I have to admit that I was one of those people who fell to this fallacy. Since I speak only Spanish and English (both which have European bases), I assumed that Chinese characters were fully different. And I have read a couple of Chinese texts that mostly focus on how characters were formed by associations (like the character for "peace" is a Huei-yi character that combines the characters of a woman under a roof). So I guess I'm trying to say that my knowledge of Chinese characters were limited by the texts that I would read. Either way I think that's super awesome and tells us so much about cultural norms. The facts that "peace" is represented by a woman under the roof of her home tells us so much about gender roles. Someone translating that character can understand how a woman's place is seen as being within the home just based on "understanding the meaning" of both these characters.

[Anonymous]

Session 5

The Chinese on the Art of Painting was a difficult yet interesting read for me. I am a lover of art ;however, have no skills or technical knowledge in that area. It is interesting to understand that there are 6 principles in painting including Spirit-resonance,life movement; Bone-manner (structural) use of the brush; Conform with the objects in giving their shape; According to the species apply the colours; Plan and design, place and position; Transmit models by drawing. And after trying to comprehend these principles, reading that most painters were not able to combine all of these six categories. I also found it interesting that paintings had the purpose of going beyond the writings and showing what the event looked like, the expressions and feelings conveyed from the individuals experiencing and living through the times, and the design and styles of the specific time period . Along with the lectures, I have enjoyed seeing the slides that the professors have brought to help me understand the time period through costume, style, expression, posture, structure, etc.

[Anonymous]

Session 5

Professor Ye

This lecture was again very interesting and thought provoking for me. I really like to think about how I might introduce this information into my class or how I can introduce this to some of my students. With this lecture combined with the last it gave me an idea for a project that I could offer students. I ideally would like to have students study different types of art throughout the time periods discussed throughout our curriculum, giving them some choices. Then having the students do research, create a presentation and then an example of the style of artwork they researched. I feel like this would really engage my students and giving them choices of civilizations would give them even more of a reason to be engaged.

[Anonymous]

Learning about calligraphy and the history behind the meaning of the strokes and possessions of art work was very fascinating. In the classroom I was able to incorporate this lecture by teaching my students the history of calligraphy intertwined with cursive. Students were able to gain understanding of the history in pictographs and how the art had vivid meaning behind each stroke and piece. For example the students were able to understand meaning behind the colors, strokes, brushes and overall painting. In response my students were able to create similar painted pieces that intentionally brought meaning and incorporated the calligraphy art.

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