Elementary School (K-3),Elementary School (4-5),Middle School (6-8)
Lesson or Activity
Students will create their own books and stamps, and can inscribe poetry or good wishes on each others books. They will then take their books with them on a pilgrimage to the Asian Art Museum, the Japanese tea garden, or the beach, and record their impressions.
Elementary School (4-5),Middle School (6-8),High School (9-12)
Lesson or Activity
Students will: 1.) analyze the role of the puppet master (dalang) in Indonesian rod puppet theater (wayang golek). 2.) Read a summary of the Ramayana or a scene from this Hindu epic. 3.) Identify the different puppet character types. 4.) construct a rod puppet of a character from the Ramayana or the Mahabharata.
Students will: 1.) examine the Hindu tradition of threshold art; 2.) discuss how Indian values are expressed in the ephemeral art of threshold painting; 3.) draw traditional connect-the-dots threshold art designs; 4.) make colored rice flour and create an auspicious floor painting
Torma are butter and roasted barley flour sculptures are a uniquely Tibetan concept and are usually made by teams of monks in preparation for a religious festival. Torma sculptures take many forms. Some look like stupas, others take the form of Penden Lhamo’s mule, others look like mandalas, others are abstract floral offerings, others are like flaming daggers. In this activity, students will create a sculpture in the style of a Tibetan torma. Students can take their inspiration from a Tibetan art work they have seen or create their own.
Students analyze objects from South Asia, West Asia, and China to connect to the travel experiences of ancient merchants and traders, develop an understanding of the breadth of the land and sea trade, and explore how art and ideas travel and change over time and place.
Students compare and contrast the different ways in which people commemorate the passing of a year by interviewing their families, creating a tablescape, and sharing their traditions with their classmates.
Students will create a "Fresh Start" journal in which they will observe and record the progress on their sabze plant each day. They will then record their progress towards achieving their new year’s resolution.
Compare the famous excerpt of the Battle at Yashima (1185) from The Tale of the Heike with the painting of the Battles at Ichi-no-tani and Yashima, from The Tale of the Heike to analyze how artists and writers have portrayed the life and experiences of a samurai warrior.
Students will debate the pros and cons of excavating archaeological sites and tourism, and write a persuasive letter to the Chinese government advocating for the increase or decrease of excavation and tourist activity.
40–45 min. The lesson can take 15 min. for the teacher to summarize and read the exhibition introduction and to give the worksheet for a homework assignment; or 40–45 min. of classroom discussion and group work.
Students will gain an appreciation of the great lengths the people of Afghanistan took to prevent theft and destruction of their national treasures while the country was under siege by the Soviets and by the Taliban.
Students are able to study the history of ancient China through the eyes of modern archaeologists as they discover 6,000 years of Chinese regional arts and culture dating from 5,000 BCE to 1,000 CE. In presenting archaeology and recent excavations in China, teachers are also able to use many cross-curricular activities that incorporate visual arts, social sciences, sciences, mathematics, music, literature, world religions, and drama. The following activity is a visual arts and social science lesson based on the excavation of Prince Liu Sheng’s tomb.
This background information will help you prepare your students for their visit to Roads of Arabia: Archaeology and History of the Kingdom of Saudia Arabia (on view at the Asian Art Museum from October 24, 2014–January 18, 2015).
Students will: 1.) Examine the history and stories told in Indonesian rod puppet theater (wayang golek). 2.) Discuss how storytelling reflects the religious, cultural, and moral values of a people. 3.) Discuss how the jester characters express the political and social concerns of the common people. 4.) Read a summary of the Ramayana or the Mahabarata, or scenes from these Hindu epics. 5.) Reenact a scene from the Ramayana or the Mahabharata using the puppet master (dalang) performance outlines written by Kathy Foley.
The term, bushido, is often used to describe the samurai warrior code during medieval and modern times. The definition refers to a late 19th century description and was actually quite different than codes from earlier times. Compare warrior codes from different times with the modern definition of bushido. Then, choose which code you think matches the samurai in the screen painting, the Battles at Ichi-no-tani and Yashima, from The Tale of the Heike.