Thursday, 8/2, morning session - Bruce Coats, Scripps College

[Boyan Zhang]

Since you mentioned the impressionism, I would like to share some of my experiences seeing of the impressionists' painting this summer. My family and I went to Paris this summer and we visited the Musee d'Orsay, where exhibits some of the impressionists' work, such as Monet, Degas, and Renoir, etc. I am a big fan of impressionism myself, and I think one of the reasons that I like impressionism is because it shares some commonalities with traditional Chinese painting, which focused more on the artistic concept instead of realism. Here is a link of some traditional Chinese painting, if you are interested. 

Chinese Painting

[Carissa Sadlier]

Right away, through Professor Coat’s lecture, I imagined several simple lesson plans that could be elaborated on:

1.    Telling a Japanese story – and then having children make puppets (ningyo joruri) and putting on a puppet show for the kindergarten 

2.    Break children up into groups and they learn about the different styles of theater (could do this with family of artists too) 

a.    Look at the actor – what is he trying to portray 

b.    Make your own handbill

3.    Look at different Japanese wood prints - Ukiyo-e.org and/or artists and then create our own woodblock print 

4.    Mons

a.    Talk about family and think about what things your family likes and does – journal- discuss in a group

b.    Look at different Mons – discuss what the meaning might be 

c.     Create your own Mon for your family 

[Juana Evink]

Professor Coats' presentation was definitely entertaining. I liked how he provided an introduction to Japanese's theater prints and paintings then ended up with manga and anime. I remember some of my students from last year mentioning that they like Anime. Most of them are familiar with Hello Kitty and Pokemon, I could use some of this as a way to make my unit on Japan more relevant for them. They often complaint that history is in the past, I want to change their view of history and show them ways in which the past influences the present. I will use some of the theater prints and paintings to show my students how impressive their accomplishment is, since Kabuki theater still being talked about and performed.

[Dacia Garza]

Professor Coats presentation was fascinating being that I had never studied anything in regards to his presentation details. I liked his idea of implementing Danjuro, a rough style of acting and posing, masculinity or femininity pose to portray a literature character, we are studying in class. The live student actor pauses and crosses his eyes. Playing the role of the antagonist. Possibly integrating a bit of stage makeup staying true to Japanese traditions of using colors to state emotions such as blue and greens for evil . Also, using makeup as a statement or rather the importance of it to identify characters. I found it so interesting that the Japanese even did on stage transformations with makeup.

 

 

 

 

 

 

 

 

[Mayra Brady]

It was very interesting learning about the history of the Kabuki theatre.  I never knew that the men played the role of a woman and a man in the same play. Professor Coats brought the theatre topic to life by showing us the historical prints, posters, and paintings. I liked the way he described the color, how thin and dark lines represented some of the paintings.

As for the classroom, I would have my students make puppets and create a short script and present to the class.

[Gerlinde Goschi]

Dr. Coats presented many great artworks from Japan.  I will use the work of Urashimo Taro in my class during a lesson.  The theme of time travel and human/animal transformation is a popular one in my class.  In the past, I had a student bring in a manga to show the class.  The students loved it.  I would introduce the "shonen manga" to the class first, allow students to explore it in images.  Then I would continue with Osamu Tezuka's "Astro Boy."  I would talk about its history (inspired by Mickey Mouse) and show several mangas as examples. As the culminating project/assessment, students will create their own manga cover page.  All work will be displayed on the classroom wall.  

I appreciated the presentation of Dr. Coats this morning.  It was very interesting.  I was especially grateful for the many websites he shared with us.  I am excited to explore these and bring the many different pieces of artwork via my projector into my classroom. I can work these into many units I teach.

[Stella Castro]

The first part of today’s lecture/s was that presented by a Mr. Bruce Coats. Mr. Coat’s presentation was titled “Tough Guys, Dandies and Dangerous Women”. I enjoyed this presentation as it consisted of paintings of prestigious artists, (of the time), and their works, styles, and certain characteristics that they are known for in their work. The presentation elaborated on the Kabuki form of entertainment, and that in those years the women were not allowed to entertain in these plays because it was considered dangerous , because the plays were frequented by men, and the actors/actresses were available after the show , so the danger was that they men would get aroused watching the women in this plays and after the play would be over then naturally the men would want to hook up with the women, a form of prostitution would follow, so the government foresaw this as a  problem, and that is why they would not allow the women to entertain in the plays.

Mr. Cates showed us pictures of the lifestyle at the time, the well to do going to the plays and shopping malls to eat, drink and be merry. Then Mr. Coats showed us pictures of the mild forms of erotica that would exist in those days, which was allowed by the government to be accessed by the townspeople in public places, such as train stations and bus stops. This was not odd as many people especially the men were the prime market of these types of magazines/ comic books. As time went on the books got more graphic and sexual.

Mr. Coats was able to turn the subject matter around in the last part of his presentation as he ended his lecture with and on the subject of Anime and Cartoons, which many children as well as young adults and even adults are fond of. Mr. Coats showed us pictures of famous image of well liked characters such as “Astro Boy”, an android robot, as well as Doraemon, Dragon Quest Hero, Pokémon, and the famous Hello Kitty, all characters of Manga. Mr. Coats also told of a comic character,” OSCAR”, whom I never heard of before but is a girl that is bought up as a boy, so technically she is a girl/boy, or boy/girl, which I thought this fascinating since these comics were from long ago,9Maybe), and I did not think that this type of subject would even be brought up in those times, as opposed to now, having gender equality, transgender/androgyny, and sex operations,

From this part of the lecture I can teach my students how to make a comic book, how to develop and invent a superhero of their own thoughts and mind, with powers that the fictional character may or may not have. I can teach them how to draw a simple character, (But I first would have to learn this myself). I can teach them about the usage of water colors/ paintings, and textures, as well as how to draw simple patterns.

[Zoey McKinney]

We have a drama unit in 4th grade where the students' cumulative project is to write a act their own skits. One of the things I like about kabuki theater is that it is appealing to boys, who I sometimes have struggle to engage. Sometimes they hear the words "drama" and "theater" and are ready to dismiss the whole unit as something "girly." When you're looking at these prints of kabuki actors, especially the aragoto "rough style" roles, you can make no argument that the genre is "girly." I think the students would have so much fun looking at the prints and coming up with their own poses to represent their characters. I think they would also be fascinated to learn about women being excluded from acting, and men taking over all female roles. We could talk about how, historically, theater was dominated by men both in the East and the West as others have pointed out. Once the students are comfortable with the idea of acting, they usually have so much fun expressing themselves on stage. I think introducing kabuki theater would be a great hook to get them to buy in.

[Jennifer Place]

The lecture on Wood Block Prints was fascinating.  It was surprising to learn how the depictions of women changed so little over time.  The examples were lovely and I look forward to sharing them with my students.  Although my students are very fond of both Manga and Anime, I know very little about it.  We conduct once-a-week clubs and I think I will offer Manga and Anime as a choice.  We will switch roles and the students will teach me.  The students will create their own characters and story, possibly in small groups.  Thanks for telling me about your after school group Jess!  I hope mine will be as successful!

[Zoey McKinney]

I think another way you could tie in the influence of the past is through the manga and anime productions based on historical events or literature. The easy one, of course, is through the Tale of Genji. While reading the manga couldn't replace reading the actual book, I think it would be really interesting to look at depictions of the story over time, since people have been reading and being inspired by this book for a thousand years. It would be a great hook to even play a scene from the anime and ask students how this connects to Japanese history or what they might have learned from it. Why do they think the Tale of Genji has such staying power? Can they think of Western stories that have been similarly influential? 

[Martin Castillo]

Wonderful prints and background information by Professor Coats. The websites are a goldmine!  I was glad that he focused on the artistic/aesthetic part of medieval Japan. Students love to hear about the samurais, but I was glad that he mentioned them, but did not dwell on them. I really enjoyed the information and prints of "everyday" life in Kyoto: merchants, geishas, etc. 

Students can be given background information about the different aspects of Japanese art during this period. Placards with information can further explain the given image or images, gallery walk-like. Students can also have expert groups to explain certain images as the various groups rotate to a particular station. With the Tale of Genji students can sketch and color their own scenes and explain the scene using the wrap-around technique that was explained to us.

[Aileen Level]

I was particularly interested in today's lecture about images of kabuki performers and performances. While I have had the opportunity to see a kabuki performance in Tokyo, I didn't know much of anything about the art form at the time. Today's presentation described exactly what a kabuki show looks like today as well but filled in all much of the hows and whys. I'd like to go back now that I have a better sense of what was going on. 

Regarding usage in class, I could use some of the images of the "Tale of Genji." My students will certainly be far more interested in anime/manga and modern pop culture than in any of our medieval subject matter, so the modern retellings & images of this classic story may give this topic more appeal for them.

Additionally, the wood block print information in general would provide an interesting link to lessons about printing technologies in China and Europe.

[Shad Springer]

During this morning's lecture, I had a couple of thoughts on how to incorporate some of Professor Coats's presentation into my classroom. In the beginning of the year, I have the students create their own name plates for their desks. I have them put some images and symbols on it that represent their family, hobbies, etc. I could easily extend this idea to have them create a mon, or family crest, after first showing them many Japanese examples. Secondly, I'd like to show them the 2020 Tokyo Olympic mascots and have them discuss what the colors and designs could represent. Then, I'd reveal to them their names (Miratowa and Someity) and what their translations are in English. Again, this would foster a discussion on the choice of names and what they symbolize. Finally, since the Olympics are coming to Los Angeles in 2024, the students would have the opportunity to design their own LA 2024 mascots and name them. I'd have them post their images on our class blog and write a paragraph explaining their rationale behind the images and the meaning of the names. 

[Shad Springer]

Depending on the age of your students, you could also show them a clip from "Drag Race", an increasingly popular reality show featuring drag queens acting, lip syncing, designing outfits, etc. in an effort to contemporize the cross-dressing elements in Shakespeare, Japanese ukiyo-e prints, etc. 

[Courtney Hendrix]

These are great resources! Thanks! I had been thinking about talking about the gender roles in the prints and how they differ especially later when it changed as the audience changed, but I would also like to include this into my discussion as well or instead as I have taught about many of the Impressionist already. I think my students could probably connect more to that comparison given their background knowledge. I look forward to checking out those articles. 

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