What Teachers Need To Know - Core Knowledge Foundation

CK 5 TH HG P104 230.QXD2/14/062:23 PMPage 226VII. Feudal JapanTeaching IdeaDiscuss with students how Japan’sgeography—its island location—allowed it to develop in isolation. Seethat they understand how this isolationallowed Japanese culture to develop inits unique way.Ask students to compare and contrast Japan’s geography and historywith England’s. See that they understand that England’s geography provided a measure of military protection, butthat England was never isolated fromits neighbors and thus developed a culture that, while unique, was alsodeeply influenced by its past and itsneighbors.Shinto shrineTeaching IdeaPoint out that early religions were oftenan attempt to make sense of what washappening in nature and then toappease those deities, or forces, ofnature to keep them from being angryand raining down destruction on thepeople. Ask students if they rememberother early peoples who worshippeddeities associated with nature. (Greeks:Zeus, god of Earth and sky; Poseidon,god of the sea. Romans: Juno, femaledeity of the heavens; Vulcan, god of fireand volcanoes)226Grade 5 Handbookcommended Buddhism to the Japanese also brought with them Chinese writingand ideas about the arts, architecture, and government. The Japanese adoptedsome of these ideas. In the 1200s, several sects, or offshoots, of Buddhism developed. One major sect was Zen Buddhism. The word zen means “meditation” andthis is the central element of Zen Buddhism. Rituals and ceremonies are considered useless. Meditation is one important exercise Zen Buddhists use in theirattempt to achieve Satori, or self-understanding. Zen became particularly popularamong the samurai. Today, less than 10 percent of Japan’s population are adherents of Zen, but Zen Buddhism has attracted followers in the west as well.ShintoShinto is the original religion of the Japanese. It did not have a name untilBuddhism arrived and people wanted to distinguish the two. Shinto means theway of the kami, which are the forces of nature; for example, typhoons, rain, sunlight, earthquakes, a growing flower. A reverence for nature is a major element ofthis religion.Early Shinto had no shrines. After the arrival of Buddhism, the Japanesebegan to build simple shrines in beautiful natural settings in which to worship thekami. These shrines typically have a gateway, called a torii, marking the entrance,and a basin for washing hands before entering the oratory, known as a haiden. Thehaiden is where a visitor will make an offering and pray. There are no rituals inShinto—other than washing one’s hands before entering a shrine with an offering—and no ceremonies other than reciting prayers. The most important building in the shrine is the honden, a sanctuary where an important religious symbolcalled shintai is kept. The shintai is generally a mirror but it could also be a sword,a wooden symbol, or another object. Only the main priest is allowed to enter thehonden; all others are forbidden to enter or see the shintai.By the 700s, the imperial family was claiming that it had descended from thefemale sun deity, Amaterasu [AH-ma-tah-rah-su], in order to legitimize its roleand its power. In the later 1800s, Shinto was divided into State Shinto, whichinvolved worship of the emperor as divine, and Sect, or religious, Shinto. Becausethe emperor was considered to be a god, he was to be given complete loyalty andobedience. Government ministers manipulated State Shinto in order to develop asense of national identity, or patriotism, among the Japanese and gain support forthe government’s new industrial and military policies. State Shinto was bannedafter World War II, when the emperor renounced any claim to divinity.An important aspect of Shinto is ancestor worship. Followers believe that aperson continues to play a role in the family and community after their death. Insome Shinto households, an altar called a tamaya is built to honor deceased relatives.Buddhism and Shinto are not seen as incompatible religions: The majority ofmodern Japanese—about 84 percent—practice both Buddhism and Shinto.B. GeographyPacific Ocean and Sea of JapanThe Pacific is the largest and deepest of the four oceans, extending over abouta third of the surface of Earth. The Pacific reaches from the Arctic to Antarctica

CK 5 TH VA P325 368.QXD2/10/067:47 AMPage 363What Teachers Need to KnowBackgroundHistory of Japanese ArtCross-curricularTeaching IdeaYou may wish to teach the section“Feudal Japan” from World Historyand Geography (see pp. 220–230) inconjunction with this unit.Teaching IdeaAfter introducing the basic conceptsand ideas in this section, useInstructional Master 47, TraditionalJapanese Art, to reinforce the important ideas relating to Japanese art.NameRead each statement relating to traditional Japanese art. Write T if the statement istrue; write F if it is false.TThe Early YearsSome of the earliest surviving Japanese art dates from as early as 10,000 BCE,and consists of expressive clay vessels and figurative sculpture. By about the 3rdcentury CE, sculptors modeled clay figures of humans and animals to serve asfuneral items for the ruling class, and metalworkers cast bronze ritual bells anddecorated mirrors.Buddhism ArrivesThe introduction of Buddhism from Korea and China in the mid-6thcentury greatly affected Japanese society and art. Until the 10th century, Japaneseartists mainly reworked the existing Chinese and Korean art styles. Sculpture waslargely tied to Buddhism. Painters depicted both Buddhist and non-Buddhistthemes. Like the Chinese, Japanese painters historically worked with ink andwater-soluble colors on paper or silk. They likewise worked with establishedChinese subjects—narratives, landscapes, and portraits. In both Japan and China,calligraphy was considered an art form, critiqued for the visual qualities of the inkstrokes.DateTraditional Japanese ArtTFTFTTTFT1. Traditional Japanese art is known for depicting the beauty of nature.2. With its arrival in the mid-6th century, Buddhism greatly affected Japanese societyand art.3. Unlike the ancient Shinto religion, Japanese Zen Buddhism avoids any connectionwith nature.4. Japanese gardens usually feature one or more of these elements: water, plants,stones, bridges, waterfalls.5. Typically, a Japanese garden is designed to be a place for growing many differentflowers, fruits, and vegetables.6. Japanese woodblock prints have long been a popular form of art.7. The Great Buddha of Kamakura is an enormous sculpture that portrays a sense ofcalmness.8. The Ryoan-ji garden, like most Japanese gardens, offers a sense of beauty, simplicity,and serenity.9. What makes the Ryoan-ji garden special is its islands of rock surrounded by poolsof water.10. Harunobo’s Girl Viewing Plum Blossoms at Night exemplifies the art of woodblockprinting.Revisit, Revise, and Expand Go back over the false statements you labeled F.Working with a partner, take turns rewording each false statement to make it true.Then collaborate with your partner to develop one or more additional true statementsabout traditional Japanese art.Extension Use what you have learned to design your own print or sculpture inspiredby traditional Japanese art. First, make a list of some qualities of traditional Japaneseart that you would like to use. Then, use your list of qualities to sketch your design.Add notes or labels to your sketch to show what materials you would use to createthe print or sculpture.Purpose: To introduce or review concepts and vocabulary relating to traditional Japanese artMaster 47Copyright Core Knowledge FoundationMany cultures have influenced Japan’s history, culture, and art throughoutthe ages. Chinese and Korean influence dominated from the seventh to the ninthcenturies. Europe began to have an influence in the sixteenth century as did theUnited States after 1868. Despite the variety of outside influences, Japanese arthas distinct characteristics. One is simple elegance in form and design. Noticethe careful inclusion of details in Suzuki Harunobu’s Girl Viewing PlumBlossoms at Night. (See discussion on p. 366.) Japanese art also demonstratesa keen sensitivity to the sublime aspect of nature. Japanese gardens honornature’s splendor while subtly shaping the outdoors into three-dimensionalartistic experiences. (See discussion on pp. 365–366.) Subtlety, too, pervadessculpture, even in such a monumental piece as The Great Buddha ofKamakura. Draped over Buddha’s quiet body, the pleats in his robe create onlythe slightest hint of repeated pattern. (See discussion on pp. 364–365.)Note: The descriptions and activities in the main text below areintended to help you become familiar with the artworks before presenting them to students; however, some of the activities might be adapted forclassroom use. Activities intended specifically for students can be foundin the Teaching Idea sidebars. The Looking Questions given below arealso printed on the reverse side of the Art Resources, and have been written with students in mind, so that they might be used as a rough plan forclass discussion. You should feel free to use these questions or developquestions of your own. Be sure students have time to look at the reproductions carefully before asking the Looking Questions.Grade 5: Visual ArtsUse Instructional Master 47.Visual Arts363

CK 5 TH VA P325 368.QXD2/10/067:47 AMPage 364III. Art of JapanThree-Dimensional Landscape ArtJapanese Zen Buddhism and the ancient Shinto religion were both key to thedevelopment of Japanese gardens. Both religions connect deeply to nature.According to Shinto belief, spirits or gods manifest themselves in all aspects ofnature, including trees, rocks, and waterfalls. (See the World History andGeography section “Feudal Japan,” pp. 220–230, for more information on Shinto.)Nature, therefore, reflects the beauty of the gods. Zen Buddhists from the 1200sthrough the 1400s taught that the best way to gain the wisdom of Buddha wasthrough contemplation and by living in simple harmony with nature. Japanese gardens offer sanctuaries where humans can become closer to the divine.Teaching IdeaHave students conduct research to findout more about Japanese gardens andtea ceremonies. Students can even recreate a tea ceremony as a culminatingactivity for the unit.Teaching IdeaYou can find more pictures of Japanesegardens by searching the web for“Japanese Garden.”Teaching IdeaYou can find dozens of additionalimages of Japanese art prints online toshare with students by searching forkeywords such as “ukiyo-e.” You canalso search using the names of ukiyo-eartists, such as Hokusai, Hiroshige,Utamaro, and Harunobu.Teaching IdeaFind additional images of the Buddhaonline using a search engine. Sharethese pictures with students. Discusssome of the common elements ofBuddha images, e.g., the fact that he isusually shown seated. Why is this?(One reason is because meditation isgenerally done in a seated position.)364Grade 5 HandbookJapanese gardens take many forms, but the most essential ingredients arewater, plants, stones, waterfalls, and bridges. However, whether a dry rock garden– an-ji (see discussion on pp. 365–366), or one lush with trees andsuch as Ryoponds, all Japanese gardens utilize nature to produce a beautiful, serene place forpeople to reflect and meditate.Among the aristocracy, Zen Buddhism gave rise to the tea ceremony, a prescribed ritual for drinking tea that involved all the senses. Potters made exquisite,minimally designed bowls, water jars, and tea-powder holders. Hanging scrollsdepicting natural scenes were hung on walls and in niches. The ritual gestures forpouring, passing, drinking, and sharing the tea enhanced the slow pace in whichparticipants relished the rarified peace and beauty of the entire experience.PrintsAlthough learning about Japanese prints is not in the Sequence as a learninggoal for Grade 5, we have included it in this discussion if you wish to expandyour discussion on Japanese art. The first Japanese woodblock prints were madeat temples and distributed free to the faithful. The later prints of the Edo period(1603–1867), called ukiyo-e [ooh-key-oh-yay], were also popular, but highly secular in nature. Ukiyo-e artists depicted scenes in Edo (now Tokyo). The scenescelebrated beauty, wealth, fame, and love. The wealthy merchant class hungeredfor these images of famous courtesans and handsome kabuki actors. (See the discussion of Woman Admiring Plum Blossoms at Night on p. 366.) Today, ukiyo-eprints are collected both in Japan and abroad, but originally they were consideredonly minor enterprises within Japanese society. In fact, it was the FrenchImpressionists and post-Impressionists in Paris during the late 19th century whofirst recognized their artistic importance.Japanese woodblock prints became available in Paris during the 1860s. Theirradical compositions (daring perspectives and cropping of figures) as well theirdepictions of daily life greatly influenced many French Impressionists and postImpressionists.Looking at the Included Reproduced Artworks22The Great Buddha of Kamakura (1252)Buddhists try to escape the constant cycle of birth, suffering, and death bybreaking free of the world of illusion to achieve personal enlightenment (a statecalled nirvana). The Great Buddha of Kamakura visually demonstrates a part ofthis process. The Buddha is depicted deep in meditation, a practice through

CK 5 TH VA P325 368.QXD2/10/067:47 AMPage 364III. Art of JapanThree-Dimensional Landscape ArtJapanese Zen Buddhism and the ancient Shinto religion were both key to thedevelopment of Japanese gardens. Both religions connect deeply to nature.According to Shinto belief, spirits or gods manifest themselves in all aspects ofnature, including trees, rocks, and waterfalls. (See the World History andGeography section “Feudal Japan,” pp. 220–230, for more information on Shinto.)Nature, therefore, reflects the beauty of the gods. Zen Buddhists from the 1200sthrough the 1400s taught that the best way to gain the wisdom of Buddha wasthrough contemplation and by living in simple harmony with nature. Japanese gardens offer sanctuaries where humans can become closer to the divine.Teaching IdeaHave students conduct research to findout more about Japanese gardens andtea ceremonies. Students can even recreate a tea ceremony as a culminatingactivity for the unit.Teaching IdeaYou can find more pictures of Japanesegardens by searching the web for“Japanese Garden.”Teaching IdeaYou can find dozens of additionalimages of Japanese art prints online toshare with students by searching forkeywords such as “ukiyo-e.” You canalso search using the names of ukiyo-eartists, such as Hokusai, Hiroshige,Utamaro, and Harunobu.Teaching IdeaFind additional images of the Buddhaonline using a search engine. Sharethese pictures with students. Discusssome of the common elements ofBuddha images, e.g., the fact that he isusually shown seated. Why is this?(One reason is because meditation isgenerally done in a seated position.)364Grade 5 HandbookJapanese gardens take many forms, but the most essential ingredients arewater, plants, stones, waterfalls, and bridges. However, whether a dry rock garden– an-ji (see discussion on pp. 365–366), or one lush with trees andsuch as Ryoponds, all Japanese gardens utilize nature to produce a beautiful, serene place forpeople to reflect and meditate.Among the aristocracy, Zen Buddhism gave rise to the tea ceremony, a prescribed ritual for drinking tea that involved all the senses. Potters made exquisite,minimally designed bowls, water jars, and tea-powder holders. Hanging scrollsdepicting natural scenes were hung on walls and in niches. The ritual gestures forpouring, passing, drinking, and sharing the tea enhanced the slow pace in whichparticipants relished the rarified peace and beauty of the entire experience.PrintsAlthough learning about Japanese prints is not in the Sequence as a learninggoal for Grade 5, we have included it in this discussion if you wish to expandyour discussion on Japanese art. The first Japanese woodblock prints were madeat temples and distributed free to the faithful. The later prints of the Edo period(1603–1867), called ukiyo-e [ooh-key-oh-yay], were also popular, but highly secular in nature. Ukiyo-e artists depicted scenes in Edo (now Tokyo). The scenescelebrated beauty, wealth, fame, and love. The wealthy merchant class hungeredfor these images of famous courtesans and handsome kabuki actors. (See the discussion of Woman Admiring Plum Blossoms at Night on p. 366.) Today, ukiyo-eprints are collected both in Japan and abroad, but originally they were consideredonly minor enterprises within Japanese society. In fact, it was the FrenchImpressionists and post-Impressionists in Paris during the late 19th century whofirst recognized their artistic importance.Japanese woodblock prints became available in Paris during the 1860s. Theirradical compositions (daring perspectives and cropping of figures) as well theirdepictions of daily life greatly influenced many French Impressionists and postImpressionists.Looking at the Included Reproduced Artworks22The Great Buddha of Kamakura (1252)Buddhists try to escape the constant cycle of birth, suffering, and death bybreaking free of the world of illusion to achieve personal enlightenment (a statecalled nirvana). The Great Buddha of Kamakura visually demonstrates a part ofthis process. The Buddha is depicted deep in meditation, a practice through

CK 5 TH VA P325 368.QXD2/10/067:47 AMPage 365which believers try to extinguish their personal desires and passions. Everythingabout the enormous sculpture depicts a deep sense of spiritual calm. TheBuddha’s downcast eyes indicate inner focus, as do his relaxed hands and posture.The figure is fairly idealized, rather than a specific portrait of a historical figure. Buddha’s perfect outward body posture is meant to indicate his inner, spiritual perfection.Looking questions What type of person do you think this figure represents? What in the artspecifically supports your idea? Answers will vary. What do you think the figure is doing? What clues can you find? Answerswill vary, but the posture and the expression of the figure should lead students to the conclusion that Buddha is meditating. Why do you think the sculpture is so large? The size of the sculptureincreases the emotional impact of the work. It emphasizes the importance ofBuddhism in the culture. How did the designer of this sculpture use line to make the figure seemapproachable and not frightening? There are no harsh, strong vertical orhorizontal lines. Most lines are soft and curving.23–an-ji Temple Garden (1499)RyoJapanese garden design existed at least as early as the eighth century. In fact,the Japanese word for “garden” initially indicated a purified place for worship ofnative Shinto spirits. Zen dry rock gardens were developed later and weredesigned as fixed spaces with large rocks on gravel. Japanese gardens are intended to create a sense of peace and simplicity.– an-ji rock garden in Kyoto is one of the most famous rock gardens inRyo– an-ji means “Temple of the Peaceful Dragon.” It measures 30 metersJapan. Ryoby 10 meters and contains 15 large rocks. However, the rocks are arranged in sucha way that only 14 can be viewed from any one vantage point. It is said that onlythose who have achieved genuine spiritual enlightenment can see all 15 rocks at– an-ji, onlookers view the austere beauty from the temple terrace.once. At RyoWhere is the “water” that is so typical of Japanese gardens? One possible interpretation is that the rock formations are intended to represent islands floating inthe sea, represented by the pebbles or gravel.Looking questions What makes this a garden? It’s outside, it’s made from natural materials,and it’s clearly designed. This garden is meant for meditation. What qualities does it have thatmight encourage thoughtful reflection? Answers will vary. The simplicityand gentle lines are restful, without demanding a great deal of attention theway that a lush flower garden would. This garden has 15 stones. As you walk in the garden, you can see only14 stones at any one time. How might this feature encourage meditation?The scene changes slowly, but never surprisingly. You make progress, butsimultaneously do not progress. This is in the Buddhist tradition of learningto be in the moment within your thoughts, i.e., in the present.Teachi

families ruling in the shogun’s name. Japan from the 1100s on was a feudal society headed by the shogun or by those ruling in the shogun’s name. Samurai, soldier-nobles, owed allegiance to daimyos, higher lords who were large landholders and direct vassals of the shogun.