Tuesday afternoon - Japanese art (Coats)

[Anonymous]

Professor Coats discussed a few of the historical games that were used in Japan. The shell game is almost like a game of memory where scenes of Genji were painted on several shells and then the player would have to match up the pairs. Board games were created to represent the story of Genji. Kyokusui no utage is a game where a cup or item is placed in a stream and the participants all have to write a poem before the cup reaches a certain point. I want to introduce this Japanese game to students, explain the history, show images, and adjust Kyokusui to drawing. I can see students getting into gesture drawings by having a challenge like this. Students would have to come up with something creative that could act as a timer since we do not have a stream in our classroom. Clocks, watches, and cell phones would not be allowed as timers. After a few rounds of drawings then students would do another round of Kyokusui and write a poem about one of their drawings.

[Anonymous]

Professor Miyake's mention of The Tale of Genji was the first I had ever heard of the novel. I was delighted to hear Professor Coats' continued discussion on the topic.

Since I was an English major and teacher and am now a librarian, my interest, of course, is in literature. Professor Coats' knowledge and passion for the character of Genji was definitely contagious and hearing him discuss the novel and its many stories definitely made me want to read it. The only danger with a translated text, of course, is not receiving the original message or meaning behind the text. It is the same for all great works written in languages other than your own. Unless you read the original language, a reader will always lose a little something in the translation. Therefore, I was concerned with Professor Coats' mention of the various adaptations and versions of the original text. Much like the Grimm brothers' fairy tales that have been changed and warped, although the stories become universal and passed along and a readers' own, there is a loss or separation from the original text. If I spoke or read Japanese, I would definitely tackle this novel in its original form, but for now I will have to content myself with the English translation.

As a librarian, I am definitely going to add this to the collection for one my schools, International Studies Learning Center, and will recommend certain chapters that Professor Coats recommended to me for high school students to our teachers as supplemental material for an English class or Japanese class. As Professor Coats recommended, the stories stand alone wonderfully in entertainment and theme but become more attainable to students through the artwork that provides visualization to the story. I think I will also add a manga version of the story to the library to demonstrate an interesting contrast in mediums but using the same story. I will definitely encourage the use of Genji by teachers at ISLC.
edited by crivas on 8/5/2015

[Anonymous]

Professor Coates offered us a great overview of Japanese art related to Genji. I have to admit, I was personally done with Genji by the afternoon, and would loved to have had more insight into the many forms of art we might teach our students and also encounter in local museums, such as ceramics, garments, wood cut prints, landscape painting. It was fine to learn more about Genji through art, but as an art teacher, I would not dwell on that too long in my classroom unless I was teaching the historical precedent, and modern interpretations. I would have preferred insight, as stated in my morning comments, on the driving and enduring themes that are the hallmarks of Japanese art. I do not want this to sound like I did not appreciate the professor. I thought he had so much to offer and I am sure a semester in any of his classes would be quite rewarding. As a teacher, I am looking for the most applicable content to bring my students.

I liked the idea of learning about Japanese gardens. There are so many in the Los Angeles area, such as those at the Huntington, The Suiho En in Van Nuys, The Earl Burns Miller in Long Beach, etc… I liked learning that there were so many kinds of gardens: inspired by poetry, used for strolling, used to inspire poetry through competition, for Shinto contemplation, and even those with working farms attached. I would have liked to have learned more about the design components of the gardens- the elements and symbolism (how the elements of the gardens are distinctly Japanese) and perhaps we will get more access to this on Friday as we tour the Huntington. I could see the creation of a garden as a great design project for my students.

The section on Castles and Samurai was interesting, but I would need much more information to be able to teach it. Again, if I were to teach it, I would reach for the themes that are used in Japanese art, such as love of nature, the seasons, and then I would have the student design an original battle helmet.

[Anonymous]

I think it would have been an interesting theme to see how Shinto shows up in art and gardens. I might have to work on this myself as a lesson.

[Anonymous]

As all the presenters prior to him, Coats had so many interesting insights. I found the portion focused on architecture, castles, and Shinto shrines highly interesting. Having recently gone to places of worship in China and Taiwan, I found the differences remarkable. While in Taipei, we visited the Confucian Temple and Longshan Temple and were able to see people giving their offerings. We even witnessed a full worship mass at Longshan Temple and had to wait to go in, but we could see and hear them. The torii gates are completely opened. There is no closed fence to keep people out/in or obvious separation. People simple follow the separation marked by the Shimenawa . Shinto shrines are visited during special festivals or special events (e.g. wedding and babies when they are a few weeks) and had a stage. Just like the Chinese temples, people visit the site to pray. Also, guardian lions and offering halls can be found at the site.

This is a picture of offerings at Longshan Temple
https://goo.gl/photos/wAd8Vy2AxG19dtGy6
edited by malvarenga on 8/5/2015

[Anonymous]

Japanese history is very complex, especially so when it comes to the topic of Buddhism and Shinto. In many other cultures and countries, religious beliefs cause great tension and rift among its people. However, it seems that since the introduction of Buddhism in the Nara Period into Japan from Korea, Buddhism and Shinto have managed to create a somewhat balanced relationship. In Nara for example, the largest wooden structure TODAIJI holds one of the most impressive statues of a Buddha. However, should you walk another 10 minutes up the hill you will find a large Shinto shrine, complete with the TORII entrance. Of course this isn't to say that there were no conflicts between the two belief systems; history tells us that temples were shut down, burned down, etc. However, even today we can walk over to a Buddhist temple on side of the street then visit a Shinto shrine on the other. The ability of the two systems to cohabit truly is unique to Japan and its people.
edited by mhagiwara on 8/5/2015

[Anonymous]

To begin, I must confess I had never heard of The Tale of Genji prior to today. During this part of the presentation, similar to Tara, I focused in on Coats' direction of perspective. Typically in English literature critics analyze the point of view of the narrator or the protagonist. With this work that has been reinterpreted by so many people, in so many different media, in so many different time periods, the artist's perspective is crucial to understanding its significance in Japanese culture. Seeing images of the tale printed on Japanese currency and public garden spaces in Japan modeled after settings in the tale recalled the tour on Monday morning of the museum in the Tanaka exhibit when Cathy told us about the gov. initiative to standardize Japanese language to promote a literate public. I connected that to what Prof. Miyake reported this morning about the gov. decision to reflect back to the Heian period as the era defining classical Japanese literature and that today Japan has a 90% literacy rate. As an 10th English teacher I find that astounding and completely interconnected in terms of these results stemming from the public efforts to make literature a pervasive part of cultural identity. I rough sketched some ideas of a potential lesson based on some of the ideas Coats shared (see below), but I don't know if or how anything I sketched would fit into my current curriculum.

During the last two segments (garden and samurai) I thought a lot about nature and commerce in modern Asian culture relative to our current global economy. I know my mind wanders a bit, so bare with me please. Shinto, Shaman, and Taoism are monotheistic nature-based faiths and all still have a pervasive place in their respective cultures. I thought of how Western media scapegoats Asian cultures of exploiting natural resources (ex. overfishing and industrial waste and pollution). All modern civilizations have exploited resources. Following this trail like bread crumbs as the day progressed with more information I realized a new understanding of Japanese anime films such as Princess Mononoke, Howl's Moving Castle (my all time favorite), and Spirited Away that depict kami as central characters and the role of Shinto in contemplating the nature and commerce paradox that has plagued modernity as a result of our globalized marketplace and high demand for natural resources. I thought about how these films use the characters to explore paths to balance, but leave the audience with no clear answers. Up until today I marveled at the Asian perspective of magical realism (Miyake) and delighted in the creativity and beauty of the animation, but now I think I have started to understand the films differently. Granted I am a Westerner using reader response criticism to interpret meaning in narrative structures, but after today's sessions that is the point of Japanese art and literature; isn't it?

assign groups different sections (jig saw) and create projects to share their interpretations of the narrative relative to their understanding of Heian culture (liza dobson?) refer to Miyake’s resources
Compare to how women are treated in aristocratic European society (themes of romance and conquest)
compare a classical representation to a modern representation to interpret the artist’s perspective of the literary text (excerpt): CCSS visual texts: compare an except from the narrative to an image of a scene from the excerpt
edited by lbernard on 8/5/2015

[Anonymous]

After thoroughly enjoying Professor Coats, I have decided to read his recommended version of the Tale of Gengi for myself. On the Japanese Garden section I had researched much of what he imparted already and I really enjoyed his photo examples. What pleased me most was this man's obvious love of what he does. He seamlessly weaves his own personal experiences with his passion for all things Japanese/Asian.

[Anonymous]

Like Tara H., I was intrigued by the professor's suggestion that students can design their own idyllic space (paradise/utopia). I teach world literature to 10th and 12th graders, and utilizing artwork and literature as was done today will certainly make this topic more approachable, yet still creative for my students.

I also appreciated the analysis of courtyards, castles and architecture in Japan.

And of course, as a literature teacher, I took much from the many versions of Genji mentioned by both professors today. My students like to read tales of heroic figures, so this seems like a natural fit. I would like to check with Claudia R. to see which chapter(s) Coats recommended.

[Anonymous]

Profesor Coates, provided significant and beautiful images of the Tale of Genji. I had the opportunity to teach about it last year for my 7th grade students. Unfortunately, i have to admit that i didn't do a good job, because I had no real knowledge of the novel, just what the text book said. After, this seminar I have significant knowledge of the Tale of Genji, and other Japanese literature which I didn't know before. Next, time I have the opportunity to teach about Japan, I will spend more time teaching about their literature, and show the animated version of the Tale of Genji to my students and have them write a different ending or a new character to show their understanding of the story.
edited by juanae on 8/5/2015

[Anonymous]

These images of Eden got me thinking about using some of what Professor Coats was teaching/showing us with the book The Giver that my students will read in the 6th grade. How I can tie this all together is still formulating in my mindseye but I want to combine the two and also with the gates/doors as all are used in this novel they are scheduled to read this year.

[Anonymous]

We got a little bit of everything with Professor Coats in Japanese art starting with more about Genji The long popularity of this work of literature was astounding to me. It seems to get more popular with time. Our country is a baby country compared to China. This work has been popular more than double the age of America. It makes me wonder which of our literature will grow in popularity and withstand the test of time as Genji has proven to do. The art work of coutyards recreating Eden and the gowns, seasonal in color, were enoyed by all. Some things never change. We all want Eden/paradise in our lives. I was intrigued that people in Japan have Mount Fuji gardens and Mr. Fuji worshiping. It reminds me of the story of the widow woman who lamented to her friend that her husband had died at sea and now her three sons had left home and all gone to sea. She was "You ask why your sons have left you and gone to the sea. "Look around your home, your sons grew up looking at all these pictures of the sea. They grew to love and appreciate the sea."

[Anonymous]

The afternoon session was an eye-opener to the architecture and gardens of Japan. I was fortunate enough to visit Japan a few times and I always wondered about the beautiful construction of the palaces and castles. I was able to review most of the links provided in an email for Tale of Genji artwork. Many of the links had lesson plans, power point presentation, student worksheets, and etc. I was really happy to see a wood blocking activity for students; using this method I would be able to incorporate literature and art in my class.

[Anonymous]

The afternoon session was an eye-opener to the architecture and gardens of Japan. I was fortunate enough to visit Japan a few times and I always wondered about the beautiful construction of the palaces and castles. I was able to review most of the links provided in an email for Tale of Genji artwork. Many of the links had lesson plans, power point presentation, student worksheets, and etc. I was really happy to see a wood blocking activity for students; using this method I would be able to incorporate literature and art in my class.

[Anonymous]

I was really impressed by Professor Coats presentation. I learned about the Tale of Genji in so much more detail than I ever thought I knew. This is a great piece of literature that is important/prominent in Japanese culture. It is a great tale that challenges cultural norms and has an unlikely hero emerge Genji. Stories like this show struggles and demons all Japanese could go through and how they can still prevail in Japanese ideals like loyalty and respect. This is why there have been so many adaptations and students leaving high school have to take an entrance exam on a part of the Tale of Genji to get into college. Also, the fact the story has such a worldwide following based on the themes of the book that applies to most societies.

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