Analysis of Chinese Folk Art Features Liyang Zhang , Jianwei Ban , Lili
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DOCUMENT RESUME UD 031 738 Cultural Expressions. a Cultural
DOCUMENT RESUME ED 408 385 UD 031 738 TITLE Cultural Expressions. A Cultural Arts Education Program Featuring Assembly Programs, Close-Up Workshops and Special Engagements with Culturally-Based Artists. INSTITUTION Crossover Project, Aurora, CO. PUB DATE 96 NOTE 24p.; Additional support provided by a number of cultural and social organizations. PUB TYPE Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Cultural Awareness; Cultural Differences; Cultural Enrichment; *Curriculum Development; Dance; Elementary Secondary Education; Music; *Programs; Story Telling; Theater Arts; *Workshops IDENTIFIERS *Colorado (Denver) ABSTRACT The Crossover Project of the Aurora and Denver (Colorado) areas is a networking and resource nonprofit organization that delivers multicultural programs to attempt to create social transformation through the arts. The Project sets up an environment to support personal, group, neighborhood, community and social change through its educational, cultural, and neighborhood-organizing programs. This directory lists workshops and assembly programs offered through the Crossover Project to supplement or enhance a curriculum or occasion. The programs are grouped into the following categories:(1) dance;(2) music;(3) poetry;(4) storytelling; and (5) theater. A series of seven hands-on workshops called "Cultural Closeups" presented in one or two classes is also described. Each program description tells about the content and the artists performing. Three additional programs are described. The application form to arrange one of these programs is attached. (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** A CULTURAL ARTS EDUCATIONPROGRAM FEATURING ASSEMBLY PROGRAMS, CLOSE-UP WORKSHOPS,AND SPECIAL ENGAGEMENTS WITH CULTURALLY-BASED ARTISTS. PERMISSION TO REPRODUCE AND U.S. -
Cultural Significance and Artistic Value of Chinese Folk New Year Pictures in Traditional Festivals
2019 International Conference on Humanities, Cultures, Arts and Design (ICHCAD 2019) Cultural Significance and Artistic Value of Chinese Folk New Year Pictures in Traditional Festivals Zhiqiang Chena,*, Yongding Tanb Lingnan Normal University, Zhanjiang, 750021, China [email protected], [email protected] *Corresponding Author Keywords: New Year Pictures, Cultural Significance, Artistic Value Abstract: the History of Chinese Folk New Year Pictures Can Be Traced Back to the Han Dynasty. It Occupies an Important Position in People's Spiritual and Cultural Life and is a Valuable Cultural Heritage of the Chinese Nation. in the Long Process of Development, Chinese Traditional Folk New Year Paintings Have Formed a Unique Painting Style. Its Composition, Shape, Colour and Other Factors Have Strong Subjective Imagery, Reflecting People's Cognitive Concepts. New Year Pictures Express the Basic Spirit of Chinese Traditional Culture with the Cultural Form Closest to People and Life, Providing a Unique Spiritual Temperament for the Survival and Continuation of the Nation and Culture. It is a Popular Reading Material and Educational Reading Material for the People and Plays a Role in Popularizing Historical Knowledge and Moral Education. New Year Pictures Have Beautiful Shapes and Colours, Which Promote the Formation of People's Aesthetics, Spread Aesthetic Ideas and Form Their Own Unique Views on Shapes and Colours. 1. Introduction The Chinese culture and art have a long history, stretching from ancient times to modern times. The vast expanse of water is unbridled and brilliant, shining in the sky of world civilization. Chinese folk wood engraving New Year pictures have a long history and cover a wide range of areas in our country. -
Lucky Motifs in Chinese Folk Art: Interpreting Paper-Cut from Chinese Shaanxi
Asian Studies I (XVII), 2 (2013), pp. 123–141 Lucky Motifs in Chinese Folk Art: Interpreting Paper-cut from Chinese Shaanxi Xuxiao WANG Abstract Paper-cut is not simply a form of traditional Chinese folk art. Lucky motifs developed in paper-cut certainly acquired profound cultural connotations. As paper-cut is a time- honoured skill across the nation, interpreting those motifs requires cultural receptiveness and anthropological sensitivity. The author of this article analyzes examples of paper-cut from Northern Shaanxi, China, to identify the cohesive motifs and explore the auspiciousness of the specific concepts of Fu, Lu, Shou, Xi. The paper-cut of Northern Shaanxi is an ideal representative of the craft as a whole because of the relative stability of this region in history, in terms of both art and culture. Furthermore, its straightforward style provides a clear demonstration of motifs regarding folk understanding of expectations for life. Keywords: Paper-cut, Shaanxi, lucky motifs, cultural heritage Izvleček Izrezljanka iz papirja ni le ena izmed oblik tradicionalne kitajske ljudske umetnosti, saj določeni motivi sreče, ki so se razvili znotraj te umetnosti, zahtevajo poglobljeno razumevanje kulturnih konotacij. Ker je izrezljanka iz papirja častitljiva in stara veščina, ki se izdeluje po vsej državi, je za interpretacijo teh motivov potrebna kulturna receptivnost in antropološka senzitivnost. Avtorica pričujočega članka analizira primere izrezljank iz papirja iz severnega dela province Shaanxi na Kitajskem, da bi identificirala povezane motive ter raziskala dojemanje sreče in ugodnosti specifičnih konceptov, kot so Fu, Lu, Shou, Xi. Zaradi relativne stabilnosti severnega dela province Shaanxi v zgodovini, tako na področju umetnosti kot kulture, so izrezljanke iz papirja iz tega območja vzoren predstavnik rokodelstva kot celote. -
The 2021 Festival!
Welcome to the 2021 Festival! What’s happening: • 21 videos of stories recorded by our storytellers These can be watched on demand, anytime during the April 16-17 festival and for 30 days after. • Live (Zoom) workshops taught by our storytellers Come learn from the best! The workshops will occur at the times indicated in the schedule. Recordings will be posted afterward and can be viewed for up to 30 days after the festival, so if you miss something, you can catch up. • Live (Zoom) storytelling with our storytellers These performances will occur at the times indicated in the schedule. Recordings will be posted afterward and can be viewed for up to 30 days after the festival, so if you miss something, you can catch up. See the following pages for details. **************************************************************************** All of this is included with your festival ticket ($10 per household general admission; free for students and teachers) and can be viewed through the festival’s platform on ExpoPass. Registrants will be emailed a “magic link” to access the festival on April 16-17 and for 30 days afterward. To register, go to 2021 Georgia Mountain Storytelling Festival-new-format | RegForm.com. Questions? Email [email protected] Videos for Students Antonio Rocha: “Chicken and Crocodile” 15 minutes Adapted here by Antonio Rocha, this African animal tale is fun and full of antics and surprises. It teaches profound lessons that will help you turn your day into a beautiful living experience. This video is appropriate for all ages but is especially suited for younger viewers. Antonio Rocha: “Party in the Sky” 20 minutes Adapted by Antonio Rocha, this Brazilian animal tale is fun, sweet, and kind, and it teaches us the power of persevering while trying to overcome obstacles. -
Introduction To
Introduction to EXPLORING ANCIENT MEXICO INSPIRED BY THE EXHIBIT CERAMICS OF WESTERN MEXICO 1 HOW MAKE PICO DE GALLO Background AGES 7 and up In the Pre-Columbian era as today, salsa was made by utilizing ingredients commonly found in the SKILL LEVEL environment. Pre-Columbian salsas were made from Beginner (may need help from parents) squash, fruits, tomatoes, tomatillos, onions and spices. The exact recipe would be different depending on DESCRIPTION community and region. Salsas transformed through the For this project you and your family will be making fresh salsa called years. One of the famous salsas from Mexico is called Pico de Gallo. We are going to give you a simple recipe that you can Pico de Gallo. It has become a staple in Mexican cuisine. customize for future salsa making. Pico de Gallo translates directly as “Rooster Beak.” MATERIALS Although the origins of this name are unknown, there 2 Large Bowls Cilantro (½ bunch) are many theories as to where it came from. Many Spoon Knife believe that the name came from the way people ate it. Serrano Peppers (0-3)* Tomatoes (2-5) Fingers were used rather than utensils. This might mimic Onion (1) Salt / Pepper (to taste) the way a bird pecks at food. Another theory is that Cutting Board Other Peppers (0-3)* the salsa is called Pico de Gallo because the pieces are Lime / Lemon* (1-3) chopped to the size of bird feed. Whatever the name may mean, this salsa is delicious, simple to make, and Materials with an (*) are optional, use only if available customizable! ALTERNATIVE MATERIALS Remember this recipe can be customized. -
Rethinking the Role of Folklore in Museums: Exploring New Directions for Folklore in Museum Policy and Practice
Rethinking the Role of Folklore in Museums: Exploring New Directions for Folklore in Museum Policy and Practice A White Paper prepared by the American Folklore Society Folklore and Public Policy Working Group on Folklore and Museums Prepared by: Marsha Bol, C. Kurt Dewhurst, Carrie Hertz, Jason Baird Jackson, Marsha MacDowell, Charlie Seemann, Suzy Seriff, and Daniel Sheehy February 2015 2 Introduction The American Folklore Society’s working group on Folklore and Museums Policy and Practice has taken its cue from the growing number of folklorists who are working in and with museums to foster a greater presence for folklore in museum theory, practice, and policy. This work emerges from formal and informal conversations already underway among museum-minded folklorists. The Folklore and Museums Policy and Programs working group has been committed to synthesizing and extending these discussions through its activities and publications. Building upon past contributions by folklorists, the working group has held a series of regular phone conferences; a convening in Santa Fe in the fall of 2013 and a second convening in conjunction with the 2014 American Alliance of Museum’s Annual Meeting in Seattle; initiated a series of professional activities; conducted a series of sessions and tours related to folklife and museums for the 2014 American Folklore Society Meetings in Santa Fe; created a new Folklore and Museums Section of the Society; developed a working e-list of folklorists interested in a listserv on folklore and museums; and initiated or completed reports/publications to examine arenas where folklore can contribute to public and museum practice policies. A series of articles will be forthcoming on folklife and museums in Museum Anthropology Review (ed. -
Mexican Folk Art and Culture
Mexican Folk Art Mexican Folk Art Written and Designed by Nicole Mullen Based in part by the exhibition Tesoros Escondidos: Hidden Treasures from the Mexican Collections curated by Ira Jacknis, Research Anthropologist, Phoebe A. Hearst Museum of Anthropology. Object Photography: Therese Babineau Intern assistance: Elizabeth Lesch Copyright © 2004. Phoebe A. Hearst Museum of Anthropology and the Regents of the University of California. All rights reserved. This publication was made possible in part by a generous grant from the William Randolph Hearst Foundation. PHOEBE A. HEARST MUSEUM OF ANTHROPOLOGY TABLE OF CONTENTS Mexico 4 Map 5 Ancient Mexico 6 The Spanish Conquest 8 The Mexican Revolution and Renaissance 10 Folk Art 11 Masks 13 Pottery 17 Laquerware 21 Clothing and Textiles 24 Baskets, Gourds and Glass 28 Female figurine. Made by Teodora Blanco; Toys and Miniatures 30 Santa María Atzompa, Oaxaca. Teodora Paper Arts 33 Blanco (1928-80) was a major Mexican folk artist. While in her late twenties she began Tin and Copper 35 to make her female figurines, for which she is best known. This pot-carrying figure wears Art of the Huichol 36 a Oaxacan shawl around her head. Oaxacan Woodcarving 38 Fireworks 39 Food 40 Day of the Dead 43 Vocabulary 47 Review Questions 48 Bibliography 50 3 MEXICAN FOLK ART PHOEBE A. HEARST MUSEUM OF ANTHROPOLOGY Mexico Mexico is very diverse geographically. It is made up of fertile valleys, tropical forests, high mountain peaks, deep canyons, and desert landscapes. Clockwise: Pacific coast, south of Puerto Vallarta, Jalisco, 1996. Lake Pátzcuaro, as seen from Tzintzuntzan, Michoacán, 1996. -
Folk Studies 561: Folk Art Fall Semester 2010, Monday 5:30-8:15
FOLK STUDIES 561: FOLK ART FALL SEMESTER 2010, MONDAY 5:30-8:15 Instructor: Timothy H. Evans Office: FAC 245 Office Hours: Monday 1-3, Tuesday 10-12, or by appointment Phone (207) 745-5897 (office) E-mail: [email protected] This graduate seminar is an interdisciplinary survey of the field of folk art studies. Drawing primarily on folk studies but also on anthropology, art history, literature, visual studies, cultural studies and other areas, the course will be an introduction to the study of visual arts within cultural context, while encouraging students to apply this knowledge in a variety of possible venues. The course is thematically organized but will also focus on matters of methodology, research and presentation of folk art. Lectures and discussions will be supplemented with films, field trips and other activities. COURSE REQUIREMENTS 1. Class participation (20% of final grade). In a graduate seminar, participation is the heart of the class. To participate, you will need to keep up with the readings. 2. Oral book review (10% of final grade). Not a detailed summary of the book, but a critical evaluation of the book’s purpose, scope, theoretical framework, and major arguments, using examples from the book. Approximately 15- 20 minutes. Reports may include handouts, slides, power point presentations, etc. 3. Semester project (40% of final grade: 10% for oral presentation, 30% for written paper). A research project involving fieldwork with folk art or artists. 1-2 page proposals are due 10/4, 20 minute oral presentations are 11/22 and 11/29, the final project is due 12/6. -
Korean Folk Art
Korean Folk Art Folk paintings are an invaluable part of Korea’s cultural heritage and convey the mythology, religion and views of the Korean people. They are the artistic expressions of individuals who drew paintings to decorate homes and to celebrate joyful family occasions, such as weddings and sixtieth birthdays. It has been said that the tradition of folk painting endured for so long because they “touched the soul of the people.” One is easily charmed by Korean folk art. The unknown artisans who created folk paintings had an optimistic outlook on life. In their agrarian society “they perceived a miraculous order of the universe that they attempted to express.” They used symbolism to convey their feelings of happiness, anger, love and delight in everyday life. Humor and satire are important elements of the paintings. In Korea, folk art has traditionally been viewed as a secondary art form despite its rich tradition and widespread popularity. Due to this misperception, minhwa (“folk painting”) has been devalued or misunderstood and compared unfavorably with the tradition of the aristocratic class known as muninhwa (“scholarly painting”). Recently, minhwa has begun to attract serious scholarly attention and is beginning to enjoy long overdue recognition as an important genre with its own distinctive aesthetic qualities and historical significance. Folk paintings are grouped into two major categories of folk belief: wishing for good luck and repelling evil spirits. Every folk painting contains people’s wish for happiness. Folk paintings have two underlying themes: longevity and blessings for all people. Wishing for longevity, artists displayed paintings of the sun, clouds, pine trees, bamboo, cranes, deer, turtles, water and rocks. -
Folk Art” Reevaluating Bengali Scroll Paintings
Beatrix Hauser University o f Frankfurt/Main From Oral Tradition to “Folk Art” Reevaluating Bengali Scroll Paintings Abstract This article contributes to the scholarship on the politics of production and consump tion of the arts in modern India as well as to relating issues of aesthetics and develop ment. It describes the tradition of scroll painters— Patuas (patuya)— and the practice of storytelling in contemporary West Bengal, where a small number of picture showmen who follow this caste-based occupation can still be found. In this article the process by which this tradition was recognized as “folk art” is analyzed and a shift of genre from a primarily oral tradition to a primarily visual tradition (i.e., from the performance of scrolls to their selling as art products) is demonstrated. It is argued that “Patua art,” as it is perceived today, is a quite recent phenomenon, generated to a great extent by the urban intellectual elite of Calcutta. Keywords: Storytelling— scroll painting— folk art— politics of authenticity— Bengal Asian Folklore Studies, Volume 61,2002: 105—122 HOULD YOU COME to Calcutta one day, you might be invited to the house of a Bengali family. And while you are in their house, a Patua Smight happen to call in. Your host will introduce him as a atradition al scroll painter,” who comes by from time to time to sell his scrolls. He will ask you whether you are interested in seeing his paintings. Okay, why not? Both of you go out on the veranda, where the old man is already waiting for you. -
Annual Report
ANNUAL REPORT FISCAL YEAR 2018 AMERICAN FOLK ART MUSEUM JULY 1, 2017–JUNE 30, 2018 “The American Folk Art Museum seems to mount some of the best shows in the country.” —JERRY SALTZ NEW YORK MAGAZINE, AUGUST 20, 2018 AMERICAN FOLK ART MUSEUM ANNUAL REPORT FISCAL YEAR 2018 WELCOME LETTER 2 Jason T. Busch INTRODUCTION 3 Monty Blanchard DASHBOARD 4 EXHIBITIONS 6 LOANS 14 PUBLICATIONS 15 EDUCATIONAL PROGRAMS 16 ADULT PUBLIC PROGRAMS 22 ARCHIVES AND LIBRARY 26 MUSEUM CAREER INTERNSHIP PROGRAM 27 MEMBERS AND FRIENDS 28 FALL BENEFIT GALA 30 MUSEUM SHOP 31 NEW ACQUISITIONS 32 FINANCIAL STATEMENTS 36 DONORS, FOLK ART CIRCLE, AND MEMBERS 38 BOARD OF TRUSTEES 41 STAFF 42 IN MEMORIAM 44 Copyright © 2019 by American Folk Art Museum, New York Dear members and friends, It is an honor for me to write you as director of the American Folk Art Museum (AFAM). For me, having the opportunity to lead our critically important museum is like coming home. As a child growing up in Cleveland, Ohio, I was introduced to New York City through AFAM’s iconic painting Situation in America, 1848, which was repro- duced as a coverlet that my mother purchased and lovingly displayed on a wall in our living room. Ever since, AFAM has helped to shape my understanding of self-taught art across time and place. I have been fortunate to serve as a curator and administrator at museums in Hartford, Minneapolis, Pittsburgh, and St. Louis. I feel privileged to now direct the nation’s leading museum in folk art across four centuries, working with a dedicated and talented staff and trustees to chart the next chapter of AFAM. -
1 Unit 2 Topic 6 Chinese Folk Art and Porcelain
© 2021 Cengage Learning Asia Pte Ltd UNIT 2 TOPIC 6 CHINESE FOLK ART AND PORCELAIN __________________________________________________________________________ Pre-knowledge Before class, students should read Unit 2 Topic 6 and watch some videos on Chinese folk art and porcelain to gain some basic understanding. Aim and Objectives Topic 6 aims to provide students with some knowledge of various forms of Chinese folk art and porcelain. It will also equip them with basic knowledge of the origins and development of Chinese folk art and porcelain, and the impact they have had on the modern world. Teaching and Learning Activities Activity 1 Have your students read the section on kites in the Textbook carefully. Then have them research Beijing kites and prepare a presentation for the class. Activity 2 Find and share with your students information on how some traditional Chinese crafts have been lost in the passage of time. Then have a class discussion on whether they should have been protected and how. Activity 3 Ask your students to research online the link between the word “China”, as a country name, and the word “china”, a type of clay. Activity 4 Bring a porcelain bowl or teapot to class and show it to your students. Analyse the design and patterns seen on the bowl or teapot. Then have a class discussion on how the Chinese culture has been represented in the item. Activity 5 Compare two pieces of porcelain ware, one from the West and one from China. Then have a class discussion on how the two cultures are reflected in each piece respectively.