Tuesday afternoon - Japanese art (Coats)

[Anonymous]

This session successfully built upon session one, in my opinion. I liked seeing to how widespread the iconography of the “Tale of Genji” was amongst different classes. It had great influence, including on other stories and works of art that have been written. For example, in the artwork entitled, “Courtesans Dancing.” The Tale of Genji was so wildly popular that even perfumes were created for each of the women. Additionally, games were created for each of the characters and chapters. This is fascinating because it seems like an early form of merchandising. Bringing modern day games relating to this tale into the classroom would not only support varied student learning styles, it would extend student knowledge and peak interest in the story. We could analyze a painting, try various games, utilize items like the Hanafuda Genji cards by Diana Bellafiore, and any other interesting incarnations of the story that would bring it to life for my students. I would definitely want my students to analyze the character traits of Genji and some of the women so they could identify reasons this tale has been so wildly popular from the 12th all the way to the 21st century.

[Anonymous]

I didn't realize the cultural impact of Tale of Genji on Japan. In 7th grade SS students could compare the impact of the Bible on Europe and Genji in Japan as art subject matter in each society. The use of stain glass images in cathedrals and woodblock images to portray specific scenes to illiterate segments of the populations is another area that could be explored.

[Anonymous]

It is very impressed to have Dr. Coats to explain the Japanese art, architecture, and how they are related. I really appreciate the art pieces reflecting the Buddhist and Confucius in Japanese history. Dr. Coasts's explanation is very detailed about how the Japanese gardens and style of architecture are different from Chinese ones, and how they are related to China.

[Anonymous]

The emphasis of combining inside and outside living in architecture really demonstrated the Japanese reverence for nature. I didn't realize the court yard Zen Gardens were based on wall panels from inside of the house. I thought they were totally independent representations of natural features.

[Anonymous]

I didn't realize this either! I know we bring paintings into our home to bring the outdoors inside, but bringing the inside out was new to me also!

[Anonymous]

Dr. Coats’ discussion on Japanese Art surrounded the imagery and art linked to The Tale of Genji. Being a U.S. History and Government teacher we don’t exclusively get an opportunity to read novels in their entirety and even more so, to evaluate Japanese art. However, he alluded to “viewpoints” in literature and art that struck accord to me.
Particularly, he spoke of looking at a narrative and determining the answer to following:
Whose side are you taking?
Whose viewpoint is represented?
Who is being portrayed?
How are they being portrayed?
What role is your interpretation playing?
These questions can be utilized and applied to many different grade levels and subject matters. In particular to the Tale of Genji, one can ask is this the male or female perspective that is being represented. This can be applied in government to media outlets, political parties, propaganda, etc. The options are truly endless to help our students understand perspective and bias alike.

[Anonymous]

I found the balance of Feng- wind and Sui- water in the discourse of Japanese art, architecture, and tradition very interesting. On my recent travels to China I was perplexed by the importance of rocks (the representation of the solid and still) in the home, palace, any location of importance. The role of these rocks can be seen again in the courtyard of the Pacific Asia Museum, in the presentation from Dr. Coat’s, to the beautiful Summer Palace in Beijing. These tangible items play a central role in various Asian countries and it is enlightening to identify this common thread through several nations.

[Anonymous]

We often talk of Utopia in figurative language when discussing a “perfect society” in the creation of the state and later in the foundations of democracy.
Dr. Coats’ showed us three images of “Eden” a biblical reference, one from the Quran, and a modern 21st century interpretation. In my government class, working in Kagan learning groups, I plan on creating an activity surrounding them creating their group Utopia. They will have to brainstorm, agree, and create this perfect paradise for all citizens to live.

[Anonymous]

On the discussion of the gate to nowhere in Japanese architecture, I reflected on the many gates and the importance of different doors in Chinese architecture. On our recent study tour we visited the Forbidden City which features gates, vast expansive space, and the linear order of the buildings. The center door/building was intended for use by the emperor to show his value and stance in the society. Smaller doors/buildings on the right and left would signify a less significant standing for members of the elite, male family members, and prestigious advisors. I attached a photo of Forbidden City to show the contrast.

[Anonymous]

Professor Coats review of the defensive features of the Japanese castles was quite informative. Seventh grade teachers could create a group challenge to devise and explain the most effective plan for attacking and taking over a Japanese castle. The attack could be in the form of diagrams, live demonstration, use of models or computer generated animation as well as a written component to meet CC standards.

[Anonymous]

Forbidden City

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[Anonymous]

The afternoon session was so very informative. There was something from each of the three parts of his lecture that I can use in my classes. The information on the gardens was very interesting. A lot of my students take a horticulture class, so I think it would be great to do a cross-curricular project involving gardens and history. I also liked how his lecture on art complemented the morning lecture on literature. In analyzing sources it would be interesting for my students to compare the paintings of Tale of the Genji and how they changed over time. My students love Samurai and so it would be fun to do some kind of project where they have to design their own armor/helmet. I really got a lot of great ideas from this session.

[Anonymous]

We looked at architecture and saw how royalty homes and regular folks homes were designed. Then we compared them to the White House, and a cabin in the woods. This could be a good exercise in the classroom where we compare the Greek/Roman styles of some formal buildings and other everyday structures. Los Angeles has many types of buildings: the Babylonian Central Library, Greek Theater, Thai temple. How do these buildings compare to ordinary dwellings, adn why were certain styles selected?

In the courtyard section, students in the class can design their own after researching them online. This incorporates multiculturalism, math, engineering, and art (science too if we start looking at electricity, water systems, etc). Students would have to explain the significance of their design. Asian, European, and Latin examples of courtyards within homes can be explored.

When we were discussing Genji, the professor mentioned he was on Japanese money. This would be a fun activity to do with students and topical as we are redesigning our ten dollar bill. What literary characters would we add to our nation's money? Would enough people understand that character? Who is on our bills and coins now?
Genji in games were also explored, and like the money activity, we can have students design a game or activity with literacy characters we have read about. I'm sure there will be many Diary of a Wimpy Kid Monopoly games, but I'm sure a Huck Finn version would pop up somewhere. If Genji was the featured character, have students design an game App where he has to...well, maybe not a game App, but a power drink? Genji cereal?

[Anonymous]

It is said that life during the shogun period was like a military occupation to the commoner. I wonder if this is an oversimplification?

One of my students' favorite lessons is the Samurai. Blood, guts (literally), and glory; what middle schooler would not love that!? Students in my class know about the background of the Heian court's shortcomings that paved the way for the warriors to become the de facto rulers of Japan and make the emperor but a figurehead. With that said, students learn not only about the armor of the samurai, but also about the aesthetics of these warriors (poetry, Zen, honor, Bushido).

Students complete their own Samurai and write a short description of their pedigree and accomplishments they would read to their opponents before crossing swords. What I had not thought about was to incorporate their surroundings/dwellings into this activity. A quick sketch/illustration of their or shogun's castle would be a good addition to this activity. Also, this can pave the way for the study of Medieval Europe.
edited by martinc on 8/4/2015

[Anonymous]

Kevin,

Thank you for such a wonderful idea. Students do compare and contrast the samurai and knights. But, his would be a good area for ME to explore and develop an activity for class.

[Author]

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