ERIC ED422211: Japan: Images of a People.

19 Pages·1997·0.56 MB·English

by  ERIC

DOCUMENT RESUME
ED 422 211
SO 028 852
AUTHOR
Smigielski, Alan; Casey, Douglas, Ed.
TITLE
Japan: Images of a People.
INSTITUTION
Smithsonian Institution, Washington, DC. Office of
Elementary and Secondary Education.
SPONS AGENCY
Brother International Corp., Somerset, NJ.
PUB DATE
1997-00-00
NOTE
18p.; "Take Home" instructions and also in Spanish.
Translation by Sarita Rodriguez.
AVAILABLE FROM
Smithsonian Office of Elementary and Secondary Education,
Arts and Industries Building 1163, MRC 402, Washington, DC
20560; (free).
PUB TYPE
Collected Works - Serials (022) -- Guides
Non-Classroom
(055)
LANGUAGE
English, Spanish
JOURNAL CIT
Art to Zoo: Teaching with the Power of Objects; Jan-Feb 1997
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*Art; Art History; *Asian Studies; Cultural Awareness;
Elementary Secondary Education; Foreign Countries;
Geography; Instructional Materials; Interdisciplinary
Approach; *Japanese Culture; Multicultural Education;
*Museums; Non Western Civilization; Social Studies; World
History
IDENTIFIERS
*Japan
ABSTRACT
This issue of "Art to Zoo" focuses on Japanese art and is
adapted from materials developed by the education department of the
Smithsonian Institution's Freer Gallery of Art and the Arthur M. Sackler
Gallery. After learning how to look at paintings, students make paper screens
that resemble Japanese screens. Background essays about Japan place the art
lessons within a larger social studies unit on Japan. Sections of the lesson
plan include:
"Geography of Japan";
"Looking for Clues: Paintings as
(1)
(2)
Information Sources"; and (3) "Japanese Screens." Worksheets, take-home
pages, and a resources list conclude the unit. Lessons are designed for
grades 4-9 and address art, geography, and social studies.
(EH)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
Japan: Images of a People.
by Alan Smigielski
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
PERMISSION TO REPRODUCE AND
CENTER (ERIC)
le
DISSEMINATE THIS MATERIAL HAS
This document has been reproduced as
received from the person or organization
BEEN GRANTED BY
originating it.
K S tv6 +h_
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy.
INFORMATION CENTER (ERIC)
1
(NI
lf) Smithsonian Institution, Washington, DC. Office of Elementary and
00
Secondary Education.
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BBB31991=Brother International Corp., Somerset, NJ.
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Published: 1997-02
2
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Smithsonian Institution
January/February 1997
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Lesson Plan
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in English/Spanish
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CONTENTS
Page 3
Background Essay I
This is a detail from a screen
COVER PHOTO
painted in the seventeenth
Page 5
Lesson Plan Step I
Detail from Cherry Blossoms
century by Japanese artist
at Ueno Park
Hishikawa Moronobu depicting
Page 6
Activity Page I
Six-foki screen
one of Tokyo's most famous
By Hishikawa Moronohu (1618-94)
seasonal attractions: cherry
Lesson Plan Step 2 Page 7
Ukiyo-e school, Edo period,
blossoms in Ueno Park. To this
seventeenth century
day visitors throng to the park in
Activity Page 2A Page 8
Color and gold powder on paper
the springtime to sit under the
cherry trees with their friends,
Freer Gallery of Art accession
Activity Page 2B Page 9
eat a picnic, and watch the
number F06.267
delicate petals swirl in the
180 x 382.2 cm (70 7/8 x 150 1/2")
Activity Page 2C Page 10
breeze.
Background Essay 2 Page 11
Lesson Plan Step 3 Page 12
Page 13
Take-Home Page 1
Take-Home Page 2 Page 14
Resources Page 15
Art to Zoo's purpose is to help teachers bring into
You may request a
their classrooms the educational power of museums
large-print or disk
and other community resources.
version of Art to Zoo
Art 10 Zoo draws on the Smithsonian's hundreds
by writing to the
of exhibitions and programsfrom art, history. and
address listed on the
science to aviation and folklifeto create classroom-
back cover or by faxing
ready materials for grades four through nine.
to [phone].
Each of the four annual issues explores a single
topic through an interdisciplinary, multicultural
approach.
The Smithsonian invites teachers to duplicate
Art to Zoo materials for educational use.
BACKGROUND ESSAY 1
Japanese artbeautiful but mysterious? Demystify some examples of Japanese
painting and help your students better understand and appreciate the culture that
produced them with this issue of Art to Zoo. The lessons have been adapted from
materials developed by the education department of the Smithsonian Institution's
Freer Gallery of Art and Arthur M. Sackler Gallery, the two national museums of
Asian art. (See page 15 for information on how to obtain their materials.) After
learning how to look at paintings, your students can make paper screens that
resemble Japanese screens. But first, the following information about the country
social studies unit on Japan.
can help you place the art lessons within a larger
May, respectively; the
spring (March to May);
land is mountainous, leaving
Geography
lotus in August; the chrysan-
summer (June to September)
only the coastal areas for
Japan is a crescent-shaped
themum (Japan's national
with hot and humid condi-
large cities, industrial
archipelago of four large and
flower) in November; and
tions; and fall (October to
development, and farming.
more than a thousand small
the plum in February.
November). Much rain falls
Because of Japan's
islands. The large islands are
during the spring, summer,
location in an unstable area
Hokkaido, the northernmost;
Rice Growing and
and fall. The precipitation
of the Earth's crust, earth-
Honshu, the largest; Shikoku;
Processing
starts first in the south and
quakes and tremors occur
and Kyushu. The combined
Rice cultivation was
moves north during June and
there frequently. Undersea
area of the islands is about
introduced to Japan from
July, and destructive tropical
quakes can cause destructive
145,000 square miles, which
other Asian countries by the
storms called typhoons occur
tidal waves called tsunami.
is larger than the state of
fifth century B.C. Today, rice
in September and October.
Some volcanic mountains are
California or the country of
grows on almost half of the
still active, and there are
Italy. If it were superimposed
cultivated land in Japan.
Vegetation
many hot springs, which the
over the East Coast of the
The climate in most areas
Because of the hot,
Japanese people use for
United States, the group of
of Japan allows for one crop
humid summers there, more
recreational and medicinal
islands would co'ver a space
of rice per year.
than 17,000 varieties of
purposes.
from Maine to Florida.
Long ago the Japanese
plants grow in Japan. Many
Japan is bordered on the
believed the rice plant was
trees thrive, including
Climate
north by the Sea of Okhotsk,
a gift from the gods. For
broad-leafed evergreens
Just as the climate from
on the east by the Pacific
hundreds of years the diffi-
such as camellia, deciduous
Maine to Florida varies, so
Ocean, and on the west by
cult work of growing rice
beech and oak, and conifers.
does the climate vary from
the Tsushima Strait, the Sea
was done by hand, but now
Bamboo grows on Honshu
the northernmost to the
of Japan, and the East China
much is done by machine.
and on the islands to the
southernmost islands of
Sea. No part of Japan is
However, the number of
south. Many flowering plants
Japan. Most of Japan has
more than one hundred miles
hours of labor per acre is still
flourish: azaleas and tree
four seasons: winter
from the sea. Most of the
very high, about 330 hours
peonies bloom in April and
(December to February),
per acre in 1975. This is
with heavy snow only on
about forty times the number
Hokkaido and Honshu;
5
Art to Zoo Japan: Images of a People January/Febivary 1997 3
of hours of labor needed per
wear wide-legged trousers
byobu, separate the area into
Architecture and Furniture
acre for the production of
Japanese architecture
rooms as necessary. Floor
called hakama under a short
corn in the United States.
emphasizes the use of natural coverings include rice-straw
kimono. The most formal
Farmers start rice seeds in
materials and the combina-
mats called tatami. Tatami
kimono are black garments
small plots of dry land, but
tion of interior and exterior
are a standard size: six feet
decorated with white,
the plants need to grow in
long, three feet wide, and
space through the use of slid-
miniature family crests (one
shallow water, so they build
ing screens as doors and win- two inches thick. As a result,
on the back, one on each of
low walls to form a paddy
rooms are measured by the
dows. Gardens are a part of
the sleeves, and one on each
around a field. Pipes bring
number of mats they hold,
the design of most buildings.
side of the chest). The crest
water from a nearby river to
The design of stilt-raised
not in feet and inches.
designs are usually circular
flood the field artificially.
Standard rooms measure
buildings originated from the
or square and are derived
After three or four weeks,
eight, six, or four-and-a-half
style of architecture used in
from flowers, plants, birds,
farmers transplant the young
ancient granaries. Steep
mats. A bed, called a futon,
animals, and many other
plants to the paddy. The fruit,
consists of two mattresses
roofs with wide eaves were
subjects.
a grain, is at the top of the
that can be folded up and
designed to shed heavy rains.
A summer kimono made
stalk. When the rice is ripe,
The multi-storied towers, stored during the day.
of light cotton is called
it resembles the oat plant and
called pagodas, developed
Families use a low table and
yukata. Winter kimono are
is golden yellow.
from the finial decorations
cushions for dining and can
woolen. Special socks (tabi),
Farmers drain the paddy
push the furniture aside at
found on the tops of Indian
which are divided between
to harvest the rice. They
other times.
stupas, mound-shaped
the big toe and the rest of the
cut the stalks, tie them in
structures built to house
Most homes contain a
toes, cover the feet. Over the
bundles, and hang them up
tokonoma, a niche for dis-
religious relics, usually
socks go thong-type sandals,
to dry. When the bundles are
playing art work, a flower
related to Buddha.
which can be worn on
dry, they thresh (beat) the
Although there are now
arrangement, or both. Many
either foot.
rice and winnow it (toss it in
people change the display
high-rise apartments in
Adapted from an essay
the air) to separate the grain
Japan, traditional Japanese
seasonally or more often.
by Nancy Hague Lyons and
(the part that is eaten) from
houses have only one or
Sarah Ridley in Japan:
the outer brown husk. Finally
two stories and no basement.
Clothing Images and Words.
the harvesters store the grain
They use space to the fullest; Today most Japanese
in bags. Rice is Japan's
often the same room com-
wear Western-style
staple food and the plant's
clothing but may choose the
bines living room, dining
straw becomes part of many
room, and bedroom. Instead
traditional kimono for special
useful products such as hats,
occasions. The kimono is a
of solid walls, sliding paper
sandals, floor mats (tatami),
screens, called fusuma, and
floor-length robe held
wine (sake), and food for
folding screens, called
together by a sash at the
livestock. Huge ropes made
waist. Men's sashes are
of rice straw decorate
narrow, women's sashes,
entrances to shrines of the
called obi, are wide. For
Shinto religion.
formal occasions, men wear
kimono in dark shades and
women wear very colorful
and beautifully embroidered
kimono. Men sometimes
6
4 Art to Zoo Japan: Images of a People January/February 1997
LESSON PLAN
Step 1
United States as well as
conclude that the Japanese
GEOGRAPHY OF JAPAN
between different points on
chain of islands is a great
the island chain.
distance from the United
Objectives
4. Ask your students to
States and close to the larger
Identify major
complete the map of Japan
land mass of Asia.
geographical features of
included in Activity Page 1
2. Give each student a
Japan.
by placing the names of the
copy of Activity Page 1,
Interpret Japan's
selected islands, bodies of
"Mapping It Out," and other
geographical location with
water, and cities in the cor-
maps you have collected.
reference to the United
rect locations. (Younger stu-
Using Background Essay 1
States.
dents might enjoy coloring
as a guide, tell your students
the landforms and bodies of
that Japan consists of a chain
Materials
water.) When your students
of mountainous islands
Copies of Activity Page 1.
have finished the activity, ask
that cover more than one
Maps of the world, Japan,
them to think about whether
thousand miles (1,600 km)
and the United States
an island location might
from north to southabout
(you might also use the
affect the culture of a people
the distance from Maine to
atlas section of your social
(you might also refer to other
Florida in the United States.
studies book).
island nations such as Great
Emphasize that only
Pens, pencils, colored
Britain, Australia, and
relatively small coastal areas
markers, crayons.
Cuba). How do people over-
of Japan are suitable for set-
come geographic barriers?
tlement and farming and that
Subjects
(Consider related issues such
there is a great variation in
Geography, social studies
as trade and language.)
climate from north to south.
Mention that traditional
3. Direct your students
Procedure
Japanese culture incorporated
to Activity Page 1. Ask
1. Tell your students that
both indigenous elements
them to estimate the distance
during the next few class
and cultural influences from
between the west coast of the
meetings they'll be studying
China and other areas of the
United States and Japan
some of the traditional art of
Asian mainland. Also note
using the provided inset map
Japan. Ask them to describe
that the sea is an important
of the world or maps in their
Japan's location in the world
resource to island peoples,
social studies books or
relative to the United States.
both as a source of food
atlases. (Be sure to stress the
Answers may vary, but
and as a natural means of
importance of a map's scale
students will probably
transportation.
in determining distance.)
5. Conclude the lesson by
Students should conclude
telling students that in the
that Japan is about 6,200
next step they will be asked
miles (10,000 kin) from the
to observe how geographical
West Coast of the United
features appear in the
States. Have them measure
traditional art of Japan.
its distance from the coast of
Asia. To place the measure-
ments in perspective, have
students determine distances
between their community
and diverse parts of the
7
Art to Zoo Japan: Images of a People January/February 1997 5
ACTIVITY PAGE 1
Mapping It Out
Directions:
Major islands
Major bodies
Nearby
Selected cities
Honshu
Tokyo
of water
countries
Locate the
Kyushu
Pacific Ocean
Russia
Yokohoma
Shikoku
Sea of Japan
following
China
Kyoto
Hokkaido
Sea of Okhotsk
North Korea
Osaka
features on
Okinawa
East China Sea
South Korea
Nagoya
Ryukyu Islands
Sapporo
the map.
350
A
Al Ilk
A:7
LtigiA1111111WRI
6000 mi
3000
AIONVIIIIIK
9600 km
4800
AO"
le,_plawror
it in
Japan
6 Art to Zoo Japan: Images of a People January/February 1997
LESSON PLAN
Step 2
daily lives of the peoples
from Activity Page 2C. (Do
TEACHER'S NOTES
LOOKING FOR CLUES:
depicted? How are the two
not tell your students the title
PAINTINGS AS
October MorningDeerfield,
scenes alike or different? Ask
or subject of the painting
INFORMATION SOURCES
Mass.
your students to consider
at this time.) When your stu-
By Willard Leroy Metcalf
whether paintings are good
dents have finished answer-
Objectives
(American, 1858-1925)
sources for clues to another
ing the questions, begin a
Interpret Japanese and
Painted in 1917
culture. They will probably
class discussion based on
American paintings.
Oil on canvas
conclude that paintings are
Freer Gallery of Art accession
their responses. Students will
Evaluate paintings as
number 18.154
valuable sources of informa-
probably conclude that the
sources of cultural and
66.1 x 73.8 cm (26 x 29")
tion. If they do not note any
painting depicts a town in
historical information.
limitations of paintings as
the United States during the
Country Scenes
information sources, be sure
early twentieth century. Be
Six-fold screen
Materials
to stress that paintings cap-
sure to tell your students that
By Katsushika Hokusai (Japanese,
Copies of Activity Pages
ture only a single moment in
1760-1849)
the scene was painted by
2A, B, and C.
Ukiyo-e School, Edo period,
time, in a particular place,
American artist Willard
Pens or pencils.
nineteenth century
and may express only the
Leroy Metcalf in 1917 and
Color and gold on paper
viewpoint of the artist. Have
is entitled October
Subjects
Freer Gallery of Art accession
students create a list of ques-
MorningDeedield (see
Art, social studies
number 02.48
tions they have about the
150.9 x 353.1 cm (59 7/16 x 139")
inset for teacher's notes).
lives of the people depicted
3. Give each student a
Procedure
This is a detail from the right
for which the paintings do
copy of Activity Page 2B
1. Tell your students
screen of a pair of screens. The
not provide answers. What
and repeat the procedure
that they'll be acting like
artist depicts the season, autumn,
do the paintings tell us about
described in Lesson Plan
detectives in this activity.
and the setting, Mount Fuji soar-
life in Japan and America
Step 2. (Again, do not tell
ing above the clouds in the distant
Ask them what detectives
landscape. On the right side of the
today? You may also wish
your students the title or sub-
look for to solve a mystery.
screen Hokusai painted a farmer's
to emphasize that we can
ject of the painting yet.) In
Answers may vary, but stu-
cottage. Four men are rethatching
misinterpret what we see.
the class discussion, students
dents will probably conclude
the roof; additional bundles of
Conclude the activity by
may conclude that the paint-
that detectives seek clues that
thatch are tacked around the
asking students what other
ing depicts a rural area in
suggest a particular sequence
trees. In the doorway of the house
sources of information they
Japan sometime in the past.
a man steps forward carrying a
of events in the past.
bundle of white cloth that he will
might examine for clues to a
Be sure to tell your students
Emphasize that.they'll now
bring to the two women who are
culture. Answers will vary,
that the painting, entitled
be looking for clues in paint-
seated on the ground. The women
but students will probably
Country Scenes, was painted
ings that can provide insights
are fulling cloth, a method of pro-
conclude that paintings by
by Japanese artist Katsushika
into the daily lives of people
cessing woolen material with mal-
other artists, artwork from
Hokusai during the early
lets to shrink and thicken it.
in earlier times who lived in
Beside them stands a young boy,
different time periods, the
decades of the 1800s (see
Japan and the United States.
who drags a basket of chestnuts.
accounts of travelers, and
inset for teacher's notes).
2. Give each student a
Beyond this group a man works
contact with people from
Stress that the painting was
copy of Activity page 2A and
busily away deepening the
another culture might
done on panels that combine
two copies of 2C. Ask them
grooves in a millstone, while two
provide alternative views
to make a six-fold screen, a
to examine carefully the
peddlers with their merchandise
of that culture.
pause to chat on the path in the
form of tTaditional Japanese
painting on Activity Page 2A
foreground. In the rear of the com-
art your students will study
and answer the accompany-
dog follows two
position a white
in the next activity.
ing observation questions
men who converse on the bridge.
4. Review what students
learned about both scenes by
observing the paintings. How
would they characterize the
9
Art to Zoo Japan: Images of a People January/February 1997 7
ACTIVITY PAGE 2A
.
8 Art to Zoo Japan: Images of a People January/February /997