Resources

Students are introduced to the Ramayana (Story of Rama) and recall events by sequencing related art objects on a Story Hill. Then students make connections between artistic and literary depictions of character by comparing Vishnu and Ravana.

Asian Art Museum Storyteller Miriam Mills tells a story about a gecko from Bali.

Learn about samurai castles.

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.

Create a helmet out of folded paper, called origami. Decorate it with added embellishments and markings to simulate the patterns of lacing and other details.

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.