Resources

Dancer, approx. 618–700. China Tang dynasty (618–906). Painted earthenware. The Avery Brundage Collection, B60P305.

Students express the Balinese concept of working together to create a community by applying the kecak musical pattern of interlocking parts to “Mary Had a Little Lamb,” and design their own chant using words or sounds to represent their characters.

Students will: 1.) create a pocket size version of kamishibai and illustrate a Japanese folktale; 2.) learn the history of kamishibai; 3.) use oral, written, and visual language in presenting Japanese folktales; 4.) discuss the similarities and differences in American and Japanese storytelling traditions; 4.) gain an awareness of Japanese culture and Japanese society in early to mid-20th century.

Calligraphy is considered to be one of the most important art forms in Chinese culture. Only in Islamic art does calligraphy also rank so highly.

In groups, students will research and present information about the First Emperor’s accomplishments and legacy.

Flowers, 1615, by Xue Susu (1564-1637). China; Ming dynasty (1368-1644). Handscroll; ink on paper. Museum purchase, B66D22.

Sword making is a refined and highly scientific art that is revered in Japan. A sword guard (tsuba) is a metal guard on a samurai sword between the handgrip and the blade. It protects the hand from sliding onto the sharp edge of the blade. Sword guards vary in shape and design and were carved or molded. Use the templates or create your own shape and design a sword guard.

A kit’alar is a calligraphic work written on a rectangular piece of paper pasted onto a cardboard backing. Equal margins are left around the calligraphy in which the artist decorates with marbled paper (ebru) or illumination.

Explores ancient Buddhist cave shrines in China, including why the sites were created and the major sponsors and patrons.