[Serece Tascione]

It really was a beautiful story. Thank you for adding background to it that adds meaning to the context. The crane is a common Asian symbol. In Korea it symbolizes longevity, peace and purity. In Japan, is the holiest of creatures for it's longevity, as well, symbolizes good fortune. In China, logevity is also a theme characterized with the crane, and to that, they add long-lasting love and marriage as it is known to be a monogomous bird. When this story is shared with students, I think a grat addition would be to inform them of these symbolic characteristics. I feel it brings more meaning and life to the metaphors portrayed in the story. Being that a crane is often referred to in Haiku, this would be another great additon to the study. Being that I am an art teacher, I would also include a study of the crane in Asian art. With their significance, they are found in paitings on various canvases including: silk robes, bronze or clay. Students can paint them on a card or with their own Haiku about the crane. An of course, origami cranes can be made based off of the book, "Sadako and the Thousand Paper Cranes," which is a common connection students can make as I have seen it used in several school libraries. 

[Serece Tascione]

Brigid, yes, being that when they tried to ammend the law, but quickly scrapped that idea because circumstances chnaged, definitely shows what they feel about woman and the superiority of men. Just knowing that gender can't be controlled, one would think that this law would need an amendment regardless of that fact that a boy was worn. From looking at the lienage, you currently see 3/4 females in line for emperor.  This can obviously happen again in the future, so I woluld feel a country should have laws in place to prepare for this. Especially as you stated, a child needs to be 'prepped' for this role from a young age. Still, the fact that a decision like this can be quickly made just because a male was born is a large factor  that contributes to the way women are viewed and respected. 

[Serece Tascione]

Intersting and disappointing as you both mentioned. When I hear these things, it seems so 'old school.' That's why I was so shocked in our lecture, and from the readings and videos when I heard about the times around the Uman Ribu movement. It seems like this inequality was only more significant long ago. The fact that we do have so much more research and times have changed, I would think these norms would change too. But yes, since times are changing, I do agree that is why women stay single longer and wait to have children. However, it does seem that eventhough they are trying to change, obstacles still hinder them from accomplishing it like: taxes, extreme social pressures, or even the fact that it wasn't until 1999 that Japanese legalized birth control. The fact that there are these obstacles, I feel, are even more shocking. 

[Serece Tascione]

I completely agree. I feel like we feel this is the only way because that is the only way we have done it. This would be a very interesting research project for the classroom. Facts can then lead to their opinion in a debate format. I think this idea would be fascinating. 

[Serece Tascione]

The amount of information shared in this seminar was far more than I imagined when I signed up.  As an elementary Visual Arts teacher, my main goal was to find ways to incorporate the arts into my program, so I was excited when the arts were mentioned, and challenged when they were not. I knew I needed to find an avenue to teach the vast and diverse history that was being shared with me. My school near a university where professors are invited from Asia to teach for a semester at a time. This usually takes place during their summer, so they bring their children with them mainly to learn English, but also for the experience. Having a consistent flow of East Asian students in my school, I want to find ways they can acclimate and find connection to a new temporary home. 

            From ancient to modern art, East Asian culture is an enriching way to create a bond for these students. Social Emotional Learning (SEL) Guiding Principles ensure the opportunity for our students to have a culturally relevant environment. To me, this is crucial for a more accepting world with less discrimination due to ignorance. For upper grades, I plan to include Korean Minhwa, Japanese woodblock printmaking through the artwork of Hokusai. For TK, I want to introduce the Japanese Wabi- Sabi, and enhance upon what our school already does for the celebration of the Chinese New Year Parade that our kindergarten hosts. Though not mentioned much in the seminar, my research led me to a common art style that is dear to my heart- Japanese Kirie. In the spirit of Wabi-Sabi, I found various examples of upcycling artists who are making an impact on our waste. South Korea has its Seoul Upcycling Plaza educating and exhibiting used material that artists have given new purpose to. With paper cutting being a form of art that has evolved over many years, there are several exquisite Japanese artists to know about. Masayo Fukuda makes absolutely exquisite masterpieces that stun an audience with her intricate 3D illusions.  Whereas, artists like Yuken Teruya asks the question, can a toilet paper roll that is made from a tree, be turned back into a tree? He encourages us to acknowledge the ecosystems that we live in. With waste management being a significant problem in Korea 20 years ago, artists found upcycling to be a part of the solution. This can be appreciated and hold high value to students across the world, therefore exposure to the different artists can be influential. To initiate these ideas, I would focus on Teruya. In a school wide project, by grade-level or by class, I would have each student represent a part of the tree with cutting a single toilet paper roll. Then we would assemble them to create one sculpture that encourages the school community to envision the possibilities and being more mindful of our waste.

[Serece Tascione]

Many ideas and events shocked me in these videos. The first one was the wood block print, “Fancy Dress Ball.” The name itself strikes me because this was during a time that Japanese elites were ‘adopting’ western culture, and if they considered this western wear ‘fancy’ I wonder what they called their fancy balls. Was their ball attire not fancy before? Small question, yes, but it is mixed in a bowl of several questions that arise from this scene. As mentioned in the video, Western wear including hairstyles, instruments and dancing were emphasized at this ball. I wonder if then, what food or beverages were served; was there a Western influence portrayed in the menu? What food/recipes were there that were not part of their culture? As well, since there was a string orchestra and Western ‘keyboards’, what did this scene sound like? Was Western music played? I would assume so being that different instruments may not make the same sounds other cultures are used to. Which means these musicians would have had to learn these instruments and the songs prior to the ball. We all know the time that needs; it shows a true dedication to the Iwakura Mission. Finally, the dancing. Were Western dances introduced as well. Though ballroom dancing was practiced in cultures around the world for centuries, I wonder what, by the show of the wive’s hand on the husband’s shoulder, the history of ballroom dancing was in Japan. Along with the fact that dancing with your wife was ‘unheard of.’ Who did you dance with if not your wife? This makes me feel that perhaps ballroom dancing was not practiced in Japan prior to the Westernization.

[Serece Tascione]

It's fascinating how one topic triggered more, and such a personal one to the students. I love how they made a connection with the crayfish they were currently learning about. They don't often feel their voices matter a their age, but through projects like this, they see that they do. They have no idea the potential they have, so providing the opportunity for them is one of most important jobs. I think this would be a great time to add in the children or young adults who have been in the news that have also made their voice heard. It could begin with looking at local Girl Scout Gold Award projects for example. The more projects and initiatives they see coming from children, the more inspiration they may have to doing something that will get their voice hear for the greater good. Your last staement is the most profound, what would our history be today without these people? 

[Serece Tascione]

Oh my, I remember doing that linoleum project in high school! I don't recall a connection to history behind it, so I am all for making sure that is where the lesson is derived. I've also tried a simpler print with 4th and 5th graders. I began in my social studies lessons for 4th graders. We used a thin foam and talked about the positive and negative space. Much practice had to take place through rough drafts before they attempted the final. A very simple initial was hard to get right with foam. The 5th graders used a thicker styrofoam tray to do a print of Hokusia's Great Wave off Kanagawa. The process always creates interest in them. As they see examples of his work and other wood block prints, not only do they learn about the culture, but after they attempt it themselves, it brings a true appreciation for the inticate details in these equisite prints. Have you attempted prints with any other materials?

[Serece Tascione]

Hi Thomas and Tara, wrapping paper has been a topic in my household for quite sometime, and even moer relevant this holiday season. My mother has shared with us why she delicately opens her gifts, and it is because growing up, that paper would be reused for another gift. The idea of ripping open a present has diverted our attention to the needs of the world and put them on self-seeking needs. I was disappointed in manufaturers and myself to learn that much of today's wrapping paper is not even recycleable. For years we have been careful to put it in the recycle bin, think ing we were doing the right thing. This conversation and the research needed that you mention is very imprtant for our students to learn. Looking at how other cultrues recylce is an inforative way to do discover new ideas. I love the idea of upcycling and have seen artists make handbags out of those chip bags. One lesson I have seen put to action was about water bottle caps. In short, the class researched the disposal of them in geography and inmath, they discussed the negative impact they are making, and created a large mural of water bottle caps as mosaic tiles. Tara, how about students beginning the research with items they notice they could upcylce? I found the artist Yuken Teruya who provides a message in his art in which he cuts and configures toilet paper rolls into a tree showing a place where they came from and that it is important that we do not forget this. He also does other work with paper bags and trees. In the end, I would love for students to make a connection that carries over into their personal recycling choices outside of a school project. 

[Serece Tascione]

Hi Brigid, I love this idea. I often incorporate music into my lessons or transitions. I hope to expose students to a larger variety of genres and bands than what they are listening to. I love your idea on how you use this to initiate a coversation on different cultures. This is a great way to help the students realize what we know about a culture collectively. It seems your students may have realized they knew more or had a stronger connection than they thought they did. I think it naturally leads to them wanting to discover more. With students bringing up atheletes from this conversation, it is apparent that this gives an opportunity for each indiviual in a class full of students with different interests to chime in. Thank you for sharing this idea. 

[Serece Tascione]

Hi Maria, Thanks for shraing the article about the Dutch women. I find it interesting that 'TOP military offiiclals' realized the women became a part of the Comfort Women unwillingly. A Top person should be more on Top of things like this. How did they not realize  something like this before? The article does state that the Japanes requested a list of women, in itself that is leading down a path that supports inequality. The sequence of events in this matter make me question the word 'realized.' Since stations reopened after the officials acknowledged the wrong doings, I am led to believe they did know the whoel time. I am with you in recognizing that this needs to be rightfully acknowledged by Japan. 

[Serece Tascione]

I feel many students know many of the products they purchase are from China, but do they realize how many of the products? For students to see how current economic growth, I would put the students into groups, each creating polls of surveying where products that use/purchase are made. Students can survey household products, electronics, games, or school products to name a few. As students examine results in pie charts created by Google Forms, for example, students can discuss their conclusions related to econimic development.  

[Serece Tascione]

Students in upper grade elementary and beyond, see charts organizing the different parts of the government. They visually see the organization of the hierarchy. Since they are familiar with this chart for the United States, I would think that showing them a similar chart for China’s history would be helpful, along with other government structures around the world, and even how they have changed over time. They can compare similar charts with what they are familiar with here, to how it has changed in China.

[Serece Tascione]

I chose the 9 of clubs. It depicts a boy and sister, presumably siblings, in a home. With the sister holding a bucket, and a window view of people farming, the picture emphasizes that the family is a part of the industrial and social production brigade. They are very cheery with the sister smiling at her brother who is being dressed as a Red Guard soldier by his grandparent. He stands proud as he is getting ready to play/pretend in this role.  The kids are excited to be a part of this! This symbolizes that the values of Mao were being encouraged to all, even the lower class and the children, and that it should be something to think highly of. 

[Serece Tascione]

     Though the Nationalist and Communists in China were rivals, they both wanted to unify China for the people against the warlords that overpowered the people of China and from foreign intrusions. They were in this fight together for the people of China; however, after WWll, they come into war with one another. Their ideologies about how to accomplish this differed. Where Nationalists principles came from Sun Yasten and backed by Guomindang and the US who believed that “China could not be strong until it rid itself from imperialist encroachment…” They felt resistance was their only way out. Communists, with ideologies from the Soviet Union, were strong in number and laid out a plan that included strict regulations for its members. In the end, the communists succeed. I think their priority is to rebirth the power China once had and regain its reputation.

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