[Kim Leng]

     This summer I spent one week of what remained of my summer vacation attending the “Exploring East Asian Visual Culture” seminar at USC.  I was a little nervous because I had not sat inside a classroom as a student in so many years. My nerves, however, were gone within the first five minutes.  Professor Dube acknowledged that we have committed our time to attend the seminar.  I looked around the room and saw other educators, just like me, who had also committed their time to learning and exploring this topic together. And I am reminded that as educators, we are all students at heart.  We have built a career out of curiosity and the constant search for knowledge. My own work, as a teacher librarian, allows me to share resources and collaborate with teachers.  What I’ve learned in just a week has provided me with an abundance of resources that I can incorporate when collaborating with teachers.

          After a week full of relevant resources, my mind is swimming with many ideas to use in a classroom.  Chinese contemporary and traditional art, Mao’s propaganda posters, the history of North Korean films, Japanese theatre, the history of postcards, K-pop, international movies, are all essential resources that can be incorporated into a classroom.  What I have gained in this weeklong seminar is a catalog of resources that will enrich a lesson in many classrooms. I look forward to sharing these resources with teachers.

      One particular topic that I am excited to explore is Xu Bing’s work on Square Art Calligraphy.  At first glance, his characters look like Chinese calligraphy.   They are not.  The characters are Xu Bing’s creation of the American alphabet written to look like Chinese characters.  When I saw this artwork, I immediately thought of collaborating with the art teacher.  It was only when the Mandarin teacher, who is also a participant in this seminar, informed me that she would like to also participate in this project did I realize that this can be a multidiscipline integration.  As the librarian, I can create a pathfinder with reliable online resources to introduce the history of Chinese calligraphy and provide videos on Xu Bing, explaining his Square Art Calligraphy.  The Mandarin teacher can explain how Chinese characters are written.  The Art teacher can introduce how to create and hold the brush to create various strokes. I think this project will provide students with a hands-on experience in this important part of Chinese history and culture. And we can display some of the students’ work in the library.

     I am so glad that I took a week out of my summer to learn about East Asian culture.  When Professor Kim kicked off the seminar with the history of North Korean films and showed us clips such as “The Lazy Pig,” I was immediately mesmerized. This seminar did not disappoint, since I was exposed to other perspectives.  In this current global economy, being able to understand the perspectives of others is one that is crucial to our collective humanity. 

 

[Kim Leng]

In the foreground, there are three children running in unison with other children behind them. The boy is wearing a military looking outfit.  I see that their arms are raised, leveled to their hearts, with a closed fist of the revolution.  They look determined in their commitment to the cause.  I think the message here is that your individual body is an extension of the state’s body so in order to do your duty for the state, one must make certain to exercise and keep the engine of progress active.

The color red stands out in this poster with red flags next to a building.  There are red armbands and red scarves, as well as a whole section of people next to the building in red.   Children seem to play an important role in this and the little red figures next to the building may be the Red Guards.  Red is the color of the Chinese Revolution and the Chinese flag.  I estimate this poster to be late 1960s or early 1970s.

[Kim Leng]

Hi Aileen,

Thanks for this challenge.  I did some searches and found a couple.  Check out “Not an Easy Girl” by Lizzy.  She was part of a group called After School.  Here’s her performance in traditional dress: https://www.youtube.com/watch?v=t5Az_ZKvlRk and here’s the official music video: https://www.youtube.com/watch?v=ipouIsX1phI (this one has subtitles).  I also found Topp Dogg: https://www.youtube.com/watch?v=ascOzpuacLY.  This one is particularly interesting.  Some scenes depict the group in traditional wear with modern objects.  The entire video is a blend of old and new. The songs are so catchy! I hope you’ll be able to use at least one of the videos in your class.

[Kim Leng]

In today’s lecture, I learned that China spends approximately over $10 Billion on soft power projections.  Many Chinese films promote socialist core values.  When Avatar premiered, the Chinese government took out 2D versions of the film to make room for Confucius. While some Chinese films do well domestically, Confucius flopped. People wanted to see Avatar.  Also, Chinese films have not had a successful crossover in the USA since Crouching Tiger, Hidden Dragon.  

I think the reason for some films not crossing over successfully may something to do with differing messages in the movies.  While the Chinese value sacrifice and the well being of the many over the individual, Americans value the happiness and well being of the individual.  Professor calls this the differing values of the Chinese Dream vs. the American Dream.

I saw Crazy Rich Asians this weekend and when Eleanor Young tells Rachel Chu, “You’re so American.  You care about your happiness,” I am reminded of the differing values between Chinese and Americans. And this film is doing very well!  I think the love story of two people who have to overcome obstacles is a familiar plot line….one that viewers can root for. I think a comparison essay of the Chinese Dream vs. the American Dream would be an interesting assignment.

[Kim Leng]

I truly enjoyed Professor Coats’ presentations.  In “Tough Guys, Dandies and Dangerous Women: Japanese Theater Prints,” we, his listeners, are transported to Kyoto, a world surrounded by three mountains, and rich in theatre history. The theatre opens at 10am and closes at sunset.  There’s a Shijo Bridge over the Kamo River where the Gion area shops are for anyone to get food and other goods.  In the summer, platforms are built along the river so that people feel cooler.  I would love to visit Kyoto now and see a world that still manages to maintain its tradition in this ever changing fast-paced environment.  Several assignments that come to mind, to incorporate this lesson into the classroom, include a comparison essay, of the Shakespearean theatre world versus the Kabuki theatre, from stage set-up to the role of actors. In both theatres, men played male and female roles.

In “Too Cute: Refining/Redefining Gender in Contemporary Japan,” I found the history of Mangas from One Piece, Girl’s World, Tokyo Puck, Children’s Land, and Astro Boys fascinating. Shonen manga is written for the young male audience.  Shojo manga is written for the young female audience and yuri are lesbian love stories. Ever wonder who was responsible for the big eyes in mangas?  We can thank Takehisa Yumeji (1884-1934) for that. I can assign students a genre study where they research a type of genre and present what they learned to the class.

[Kim Leng]

I enjoyed our class discussion on soft power.  Thank you for clarifying “soft power” today. Prior to today’s lecture, I had not heard of towns such as Pekin’ or Canton.  I have heard of Chino Hills in Ca.  Now that I have a better grasp of soft power, I see its existence in the current number of Chinese restaurants compared to any other restaurants.  Check out Jennifer 8 Lee’s Ted Talk “The Hunt for General Tso” https://www.ted.com/talks/jennifer_8_lee_looks_for_general_tso#t-31382. Chinese food is everywhere in America!  From America naming towns after Chinese towns, opening of Confucius centers, and eating Chinese food, Chinese soft power is more prevalent than I thought.  I think a lesson on hard power vs. soft power would be interesting for students to learn and then discuss.  What do students think is more effective?   

As Mao appearing on the Chinese currency in 1999, I think it’s because he’s a recognizable image for China.  Whether you love him or hate him, Mao has played a huge influence in China’s history.

[Kim Leng]

What a surprise to enter an exhibit at the Chinese American Museum and stare at a face on display that I recognize.  I saw my friend’s 4^th grade class photo on display today in an exhibit about Monterey Park. When most people think about Monterey Park, diversity does not come to mind.  The specific display that I looked at indicated the number of diverse student populations in the 1990s, showing Monterey Park has a rich diverse history. 

I enjoyed the museum visit. I thought it was wonderful that the labels are in three languages: Chinese, English, and Spanish. It may be a small museum, but it’s very organized and the docent is knowledgeable.  When she informed our group that old Chinatown used to extend to 7^th street and that Union Station used to part of Chinatown, it saddens me to think about the current changes in Chinatown. Supermarkets and stores that I visited as a child are no longer there.  Now there’s a Starbucks, Howlin’ Ray’s, and many other shops that seem to pop up overnight.  This makes me question: Is Chinatown just a place or does it stand for something more?

[Kim Leng]

That’s a great idea, Nira!  Let’s make this happen. I think this project will introduce students to an artist that they may have never heard of.  I can begin this project with both of your classes first.  I can work on gathering some images of the Square Art Calligraphy, for students to decode, followed by a quick introductory video here: http://www.columbia.edu/cu/wallach/exhibitions/Xu-Bing.html.

I also like this site https://www.metmuseum.org/art/collection/search/73325  as it contains the Square Art Calligraphy alphabet, to help guide students in decoding the text, as well as creating their own text.

We can then aim this project as a school-wide event for the month of May, during Asian Pacific American Heritage Month. By then we can have several Square Art Calligraphy from both classes on display in the library as examples.  I think this project is doable.  Let’s meet with the art teacher this semester to work out a plan.

[Kim Leng]

(I’m fourth from the left front row).

I had a great time learning about Korean culture at the Korean Cultural Center. The video presentation was informative and visually pleasing.  The South Korean landscape is beautiful: clear beaches, majestic mountains, and islands.  I definitely want to visit South Korea one of these days. I learned so much during the visit to the Korean Cultural Center, but I was fascinated the most by the Korean alphabet.  

I did not know that a writing system can be considered scientific.  Hangeul, the Korean alphabet, is considered one of the most scientific in the world. Consisting of 10 vowels and 17 consonants (now 14), each letter has its own specific verbal sound. The vowels symbolize three elements: a dot for heaven, vertical line for man, and horizontal line for earth.  With so many students into K-pop and Korean drama, I can introduce Hanguel in class and challenge students to write some words in Hangeul.  Check out this Britannica guide to Hangeul: https://www.britannica.com/topic/Hangul-Korean-alphabet.

[Kim Leng]

It’s close to midnight and I’m here sitting at my desk and thinking about postcards.  Other than Professor Brown and several others in our class today, how many other people right now are also thinking about how postcards helped modernize the whole nation of Japan? Postcards brought “visual and consumer culture” (Brown 47) to Japan.  People purchased postcards because by 1904, it was easily reproduced with new printing technologies. Companies also advertised on postcards and travel was encouraged. People would write on the postcards and use the post office.  The postcard supported tourism, consumerism, and business! The use of postcard also promoted education because people wrote and read the postcards.  According to Professor Brown, postcards “reveal the modern emphasis on education, which, by 1910, had produced nearly total literacy in Japan” (49).  That’s just amazing! 

As for connecting this in the classroom, I can see a mini country research project.  Have students select a country of their choice and they can write a travel postcard.  The postcard may include 3-4 fascinating facts about the country.

[Kim Leng]

"Watching the clips of Japanese cinema I felt my body and mind in a more relaxed state."

I agree.  The scenes from Tokyo Story were breathtaking.  I love how Ozu frames each scene to show us the space the characters inhabit and what people do in each of those spaces. He's given the audience time to think about the dialogue between the various characters...Time to take in what's spoken out loud and their facial gestures without any other distractions.

 

 

[Kim Leng]

I enjoyed our class analyzing the political posters to educate people about family planning, parenting, and general life lessons (everyone dies!). These posters would be a great exercise in analyzing a primary source.  I found this useful handout for students to use: https://www.archives.gov/education/lessons/worksheets/poster.html.  Conveying a message through the visual arts can be a challenge.  I wonder…what might my students be able to create given the challenge to create a poster about a topic?

[Kim Leng]

Professor Yasar’s lecture regarding the influence of Benshi tradition on the silent film era in Japan was enlightening. They have that much power to make up cultural facts.  I did not know that the silent film era in Japan consisted of the Benshi tradition. It’s no wonder that Japanese came much later to the sound film era. The Benshis were holding onto their jobs and the Japanese theatres holding 1,000 + people also needed an upgrade.

We have Career Day at our school.  I can introduce the Benshi tradition and tie that with what jobs students think will be obsolete in the future and why.  Then we can take a look at https://www.bls.gov/emp/tables/fastest-declining-occupations.htm and compare their list with the Bureau of Labor Statistics. Did one or more of their guesses make the list?Another fun activity might be for students to try their hand at being Benshi for the day.  They compose the story, offer cultural facts (have them do prior research about a country). This process will allow students to do hone their storytelling, listening and writing skills. 

[Kim Leng]

What about Zhu Yu's Eating People?  I still don't have the courage to Google that one yet.

[Kim Leng]

I just found out that Xu Bing had an exhibit at the LACMA in 2014 - 2015.  http://www.lacma.org/art/exhibition/xu-bing.  Did anyone get a chance to view it?  I did not know about Xu Bing’s Square Word Calligraphy until this afternoon’s presentation. For this particular subject, I want to collaborate with an art teacher.  This will cover the historical and cultural content of the art standards and relates to diversity. It will also cover standard 2.1:  Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. We can itroduce the artist Xu Bing and some of his works with a focus on Square Word Calligraphy.  Ask students if they are able to decode the text and discuss artist’s purpose for this art piece. 

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