Chinese Painting and Calligraphy: Formats

Total Page:16

File Type:pdf, Size:1020Kb

Chinese Painting and Calligraphy: Formats Chinese painting and calligraphy: formats The earliest surviving Chinese paintings are found on silk funerary banners of the second century BC. Wall paintings and rubbings of figural scenes from stone bas- reliefs are known from the second century AD. From the Han dynasty (206 BC-AD 220), the Chinese have inscribed important scholarly and religious texts on stone, then used damp, absorbent paper to make rubbings. This was used as a means of reproduction before the invention of printing in the Tang dynasty (AD 618-906). Rubbings were also important in the training of calligraphy, since scholars could learn from copies by the great masters. The most common formats in Chinese painting and calligraphy are the hanging scroll, the handscroll, the album leaf and the fan painting. The vertical hanging scroll was meant to be viewed by a group of people together, and was used for large landscapes and figure compositions. The handscroll was suited to a small group to unroll and read section by section, from right to left. The painting and subject matter were often more delicate than that of the other formats. The album contained a series of leaves by a single artist, or works on a related theme by several artists. Fan paintings, either the round or folding arc-shaped type, showed genre subjects in an unusual compositional format. In the Qing dynasty (1644-1911), paintings on glass were produced, mainly for export (though the Qianlong emperor (1735-95) received some as gifts). The picture was viewed from the front, but painted from the back, a technique also used on inside- painted snuff bottles. Source URL: http://www.britishmuseum.org/explore/highlights/article_index/c/chinese_painting_and_calligr-1.aspx Saylor URL: http://www.saylor.org/courses/arth305/2.4.3 © Trustees of the British Museum Saylor.org Used under academic and non-commercial permission. Page 1 of 1 .
Recommended publications
  • Tenth-Century Painting Before Song Taizong's Reign
    Tenth-Century Painting before Song Taizong’s Reign: A Macrohistorical View Jonathan Hay 1 285 TENT H CENT URY CHINA AND BEYOND 2 longue durée artistic 3 Formats 286 TENT H-CENT URY PAINT ING BEFORE SONG TAIZONG’S R EIGN Tangchao minghua lu 4 5 It 6 287 TENT H CENT URY CHINA AND BEYOND 7 The Handscroll Lady Guoguo on a Spring Outing Ladies Preparing Newly Woven Silk Pasturing Horses Palace Ban- quet Lofty Scholars Female Transcendents in the Lang Gar- 288 TENT H-CENT URY PAINT ING BEFORE SONG TAIZONG’S R EIGN den Nymph of the Luo River8 9 10 Oxen 11 Examining Books 12 13 Along the River at First Snow 14 15 Waiting for the Ferry 16 The Hanging Scroll 17 18 19 289 TENT H CENT URY CHINA AND BEYOND Sparrows and Flowers of the Four Seasons Spring MountainsAutumn Mountains 20 The Feng and Shan 21 tuzhou 22 23 24 25 26 27 28 290 TENT H-CENT URY PAINT ING BEFORE SONG TAIZONG’S R EIGN 29 30 31 32 Blue Magpie and Thorny Shrubs Xiaoyi Stealing the Lanting Scroll 33 291 TENT H CENT URY CHINA AND BEYOND 34 35 36 Screens 37 38 The Lofty Scholar Liang Boluan 39 Autumn Mountains at Dusk 292 TENT H-CENT URY PAINT ING BEFORE SONG TAIZONG’S R EIGN 40Layered Mountains and Dense Forests41 Reading the Stele by Pitted Rocks 42 It has Court Ladies Pinning Flowers in Their Hair 43 44 The Emperor Minghuang’s Journey to Shu River Boats and a Riverside Mansion 45 46 47tuzhang 48 Villagers Celebrating the Dragonboat Festival 49 Travelers in Snow-Covered Mountains and 50 .
    [Show full text]
  • Lecture Notes, by James Cahill
    Lecture Notes, by James Cahill Note: The image numbers in these lecture notes do not exactly coincide with the images onscreen but are meant to be reference points in the lectures’ progression. Lecture 12D: Sōgen‐ga Sōgenga, the title Iʹve given to this next section, is simply the Japanese pronunciation of Song Yuan hua 宋元畫/ 宋元画, or Song and Yuan painting. But Iʹve used it loosely for the kind of Song and Yuan paintings preserved mainly in Japan, many representing types unknown in China, and what we call Chan painting is prominent among them. I gave a seminar at U.C. Berkeley under this title, and then organized an exhibition of the same title, made up of paintings of this kind as kept in our University Art Museum, along with examples borrowed from dealers in Japan. It was a small and quiet exhibition that didnʹt get much publicity, didnʹt cost much (we had a $5,000 grant from the Society for Asian Art in San Francisco), and produced only a very modest catalog. But Iʹm still devoted to this kind of painting, which I know well from many years of making the rounds of Japanese collectors and dealers, so Iʹve devoted this section of my last lecture to it. So if this section is seen by any multimillionaire who wants to build a collection of these paintings, and maybe a museum of them, get in touch with me for some introductions and advice. For the rest of you, just enjoy them and try to pay more attention to them in the future.
    [Show full text]
  • Qi Baishi: a Master of Many Arts
    QI BAISHI: A MASTER OF MANY ARTS Qi Baishi was equally renowned for his achievements in seal carving as for his contributions to modernizing traditional literati painting; he was also a master calligrapher and poet. He was born to a poor farming family in Xiangtan, Hunan Province, and learned Chinese characters from his grandfather, who used a stick to trace them in the dirt. Physically unsuited to farming tasks, he was apprenticed to a woodcarver, but at nineteen he came across a book that would change his life: the Mustard Seed Garden Manual, a classic early Qing dynasty (1644–1911) treatise illustrating traditional techniques of literati painting. Qi taught himself to paint from it, refining his skills and studying the arts of seal cutting, poetry, and calligraphy with the many teachers he met as an itinerant woodcarver. His life spanned a period of great upheaval and reform in Chinese culture, but his unique style and politically neutral subjects allowed him to remain in favor through different regimes and cultural shifts. At the end of his life, he was lauded as the “People’s Artist,” elected honorary Chairman of the National Association of Fine Arts, and given the International Peace Award by the World Peace Council. With the resurgence of interest in ink painting in contemporary China, Qi Baishi, sometimes referred to as “China’s Picasso,” is celebrated as one of the leading artists of the twentieth century and his paintings are highly sought after by collectors and museums. Qi Baishi China, 1864–1957 Crabs circa 1930 Album leaf, ink on paper Gift of Katsuizumi Sotokichi, University of Michigan Museum of Art, 1949/1.199 inscribed: To Mr.
    [Show full text]
  • East Asian Art Toolbox: Material World
    East Asian Art Toolbox: Material World About this Toolbox: This toolbox provides educators with the means of bringing hands-on activities and discussions relating to the Detroit Institute of Arts’ collection into the classroom. Offering students the opportunity to closely examine and touch replica artworks, the toolbox helps them better understand the messages, materials, and methods of art production and design. Learning Target: Through a variety of hands-on experiences, students will investigate different artistic mediums in order to discover how artists have applied various tools and technology in the transformation of raw materials into works of art. Students will also explore ways in which East Asian painting and calligraphy in various formats convey cultural values. Toolbox Objects 1. Silk Hanging Scroll 7. Metal Samples: Bronze Discs, Steel Discs, 2. Paper Handscroll Copper Plate 3. Papermaking Kit 8. Paper Samples: Mulberry Kozo Paper, 4. Calligraphy Kit Bamboo/Mulberry Paper, Mulberry/Cotton 5. Seal Stamp Kit Paper, Lacquered Paper 6. Wood Samples: Lacquered Wood 9. Stone Samples: Soapstone, Jade, Turquoise Chopsticks with Porcelain Rest, Bamboo 10. Ceramic Samples: Four Different Types of Chopsticks in Bamboo Case, Handmade Celadon Dishes Rosewood Chopsticks Inlaid with Mother- 11. Fabric Samples: Silk Scarf and Polyester of-Pearl Bojagi Table Runner Student Books • The Empress and the Silkworm by Lily Toy Hong • Lóng is a Dragon: Chinese Writing for Children by Peggy Goldstein • Good Fortune in a Wrapping Cloth by Joan Schoettler • Moth and Wasp, Soil and Ocean by Sigrid Schmalzer Please see https://www.eagle.pitt.edu/ for additional book resources and activities. VIRTUAL TIP • Provide students with photos of the objects and copies of the graphic organizer through a Learning Management System (LMS).
    [Show full text]
  • Lecture Notes, by James Cahill
    Lecture Notes, by James Cahill Note: The image numbers in these lecture notes do not exactly coincide with the images onscreen but are meant to be reference points in the lectures’ progression. Lecture 9B: Political and Poetic Themes in Southern Song Painting As we move into a period from which more reliable work survives, we can begin to address big concerns such as political themes in court painting, and poetic painting. The latter, poetic painting, means different things to different people; I myself gave a series of lectures that turned into a book titled The Lyric Journey: Poetic Painting in China and Japan (Harvard University Press, 1996). As I acknowledge in that book, there are a number of ways one can define poetic painting in China; I certainly donʹt claim that mine is the only right one, or even that itʹs the best way. In a broad sense, a lot of Southern Song Academy and academy‐style painting can be called poetic, either because it was done in response to couplets and quatrains of poetry presented to the artists by the emperor or others in the court, or simply because they knew that their imperial patrons preferred paintings that could be called poetic. I will develop that theme more as we move further into Southern Song painting; but I want to keep it always problematic, not a quality that one can define clearly or identify easily in paintings. Political Themes and Dynastic Restoration 9.13.1: The Virtuous Brothers Po‐I and Shu‐chʹi in the Wilderness Picking Herbs, early copy after Li Tang, handscroll, Palace Museum, Beijing.
    [Show full text]
  • Chinese Scrolls
    CHINESE RESOURCES FOR EDUCATORS SCROLLS Appreciating Chinese Calligraphy, (video) Asian Art Museum – Chong Moon Lee Centre for Asian From The MRAG Collection EDUCATION Art and Culture. Sourced 9 August 2010 from: http://www.asianart.org/educationalvideos.htm#china Asia: Art Gallery of New South Wales (website) Art Gallery of New South Wales. Sourced 9 August 2010 from: http://www.asianart.com.au/ ACROSS KLAS K-6 Asia for Educators (website) Weatherhead East Asian Institute, University of Columbia. Sourced 9 August 2010 » Eastern art and poetry often uses metaphor, from: http://afe.easia.columbia.edu/ where the seasons, or the beauty of a flower, are Kan, D. (1974) The How and Why of Chinese Painting. used to embody ideas like knowledge, politics or Van Nostrand Reinhold Company, New York. philosophy. Write your own short poem and create Schardt, M. (1995) Brushstrokes: styles and techniques an artwork inspired by it. of Chinese painting. Education Kit, Asian Art Museum – » Research the traditions of Chinese New Year and Chong Moon Lee Centre for Asian Art and Culture. create a newspaper report which explains the traditions. » China, like Japan, Britain and other parts of Europe, CRITICAL AND HISTORICAL 7-12 have traditional methods and equipment to be used in the preparation of tea. Host a tea ceremony » Reproducing the work of masters is a respected with your class. tradition in Chinese art history, as emulation was K-6 a way of fostering techniques and skills. Consider ART MAKING the artists you have studied and consider how their work has affected your style or techniques. » Use food colouring and brushes on wet paper and » Many of the scrolls in the MRAG Collection paint flowers or birds like the ones in the Chinese incorporate image and text into their compositions.
    [Show full text]
  • Teachers' Guide for Painting
    Painting TO THE TEACHER OBJECTIVES OF THIS UNIT: To introduce students to one of the major Chinese arts. To raise questions about what we can infer from paintings about social and material life. To introduce the distinction between court and scholar painting and allow discussion of the emergence of landscape as a major art form. TEACHING STRATEGIES: This unit can be taught as a general introduction to Chinese painting or the two main subsections can be taught independently, depending on whether the teacher is more interested in using painting to teach about other things or wants to discuss painting itself as an art. WHEN TO TEACH: In a chronologically-organized course, Painting should not be used before the Song period, as most of the examples in this unit are from the Song and Yuan dynasties. If both Calligraphy and Painting are used, Calligraphy should precede Painting, as it provides valuable information on social and aesthetic values which informed the study, evaluation, and collecting of both types of works of art. This unit would also be appropriate in a course on Chinese art. http://depts.washington.edu/chinaciv/painting/tptgintr.htm (1 of 3) [11/26/2001 10:59:00 AM] Painting We know from textual and archaeological sources that painting was practiced in China from very early times and in a variety of media. Wall paintings were produced in great numbers in the early period of China's history, but because so little early architecture in China remained intact over the centuries, few of these large-scale paintings have survived.
    [Show full text]
  • Edo: Art in Japan 1615-1868; Teaching Program
    edo teach.qxd4 12/9/98 10:42 AM Page 1 Teaching Program Edo art in japan 1615 – 1868 national gallery of art, washington edo teach.qxd4 12/9/98 10:42 AM Page 2 The exhibition Edo: Art in Japan 1615 – 1868 is made possible by NTT Exhibition dates: 15 November 1998 through 15 February 1999 edo teach.qxd4 12/9/98 10:42 AM Page 1 Edo Art in Japan 1615 – 1868 Teaching Program National Gallery of Art, Washington edo teach.qxd4 12/9/98 10:42 AM Page 2 acknowledgments notes to the reader This teaching program was written for the The Japanese government has designated education division by Christine Guth, an inde- numerous works of art as National Treasures, pendent scholar. Since receiving her Ph.D. in Important Cultural Properties, or Important Art Fine Arts from Harvard University in 1976, she Objects because of their artistic quality, historic has taught at institutions such as Harvard, value, and rarity. Several works with these des- Princeton, and the University of Pennsylvania. ignations are included in this publication. Her recent publications include Art, Tea, and Industry: Masuda Takashi and the Mitsui Circle Dimensions are in centimeters, followed by (Princeton, 1993) and Art of Edo Japan: The Artist inches in parentheses, height preceding width, and the City, 1615Ð1868 (New York, 1996). and width preceding depth. Concept development and teaching activities Cover: Watanabe Shik¿, Mount Yoshino, early by Anne Henderson, Heidi Hinish, and Barbara eighteenth century, detail from a pair of six- Moore. panel screens; ink, color, and gold on paper, Private Collection, Kyoto Thanks to Leo Kasun, Elisa Patterson, Ruth Perlin, Renata Sant’anna, Takahide Tsuchiya, Title page: Dish with radish and waves design, and Susan Witmer for their assistance with c.
    [Show full text]
  • Lecture Notes, by James Cahill
    Lecture Notes, by James Cahill Note: The image numbers in these lecture notes do not exactly coincide with the images onscreen but are meant to be reference points in the lectures’ progression. Lecture 10B: Bird‐and‐Flower Painting: Emperor Huizong and After This second part of Lecture 10 is about the bird‐and‐flower painting of the time of Emperor Huizong and, later, includes a brief look at a slightly earlier artist. As in the lecture that preceded this one, my approach will be mainly visual: how bird‐and‐flower painting changes stylistically; what the different artists contributed. I’ll deal with the paintings ascribed to Emperor Huizong only with regard to style and authenticity: what characterizes the paintings that I take to be really from his hand. And that account will differ strongly from whatʹs been written about them before. On the other hand, much of the really valuable arguments made in the writings of Patricia Ebrey and Maggie Bickford, cited in my remarks, you will have to get by reading their writings, as I recommend strongly that you do. Also, Alfreda Murck has written an article in which she attempts to relate one of the paintings weʹll see early on in this lecture, Cui Baiʹs Hare and Magpies painted in 1061, to a particular incident in history. I wonʹt comment on that, except to say that sheʹs a terrific scholar and if youʹre serious about the subject you should read her article —it was presented at a panel honoring Ellen Laing. 10.20 Cui Bai 崔白 (active ca.
    [Show full text]
  • Writing an Image: Chinese Literati Art
    Writing an Image: Chinese Literati Art Shuishan Yu Oakland University Art Gallery Rochester, Michigan Cover image: Chen Nian (Banding, 1876-1970), Plum Blossoms, 1941; ink on paper, 38 x 12 ½ inches, hanging scroll; Gift of Professor and Mrs. Amitendranath Tagore, Collection of Oakland University Writing an Image: Chinese Literati Art Shuishan Yu September 11-November 22, 2009 Oakland University Art Gallery Writing an Image: Chinese Literati Art Introduction Literati art, or Weren Yishu 文人藝術, is a Chinese art form nurtured and promoted by scholars. The creators of literati art do not consider themselves as specialized artists, but first and foremost as human beings completed by Confucian moral cultivation and elevated by Daoist integration with nature. Literati art thus emphasizes art as a way of life that, in turn, nurtures the cultivation and moral character of the practitioner. The learning and creative process of art are just as essential as the final product. The four noble arts of literati: calligraphy, painting, guqin (a seven-stringed musical instrument with a rich history dating back 5,000 years), and weiqi (an ancient Chinese board game), or qin qi shu hua 琴棋書畫 in Chinese, are inseparable and equally important in cultivating ideal personality and understanding the supreme truth Dao 道. Literati art thus casts a different look at amateurism, which does not mean unprofessional but rather anti-professional. For the literati artists, great art is created by pure enjoyment and a sincere motivation to share that pleasure. The professional divisions are deliberately abandoned. Built on common philosophical grounds, and sharing common terminologies and ideologies, art, music, literature, theatre, and architecture are often mutually inclusive in the literati tradition, creating an inter-disciplinary framework that provides unique perspectives for the understanding and conceiving of them all.
    [Show full text]
  • Lecture Notes, by James Cahill
    Lecture Notes, by James Cahill Note: The image numbers in these lecture notes do not exactly coincide with the images onscreen but are meant to be reference points in the lectures’ progression. Lecture 9A: New Directions in Landscape: Li Tang (李唐) and His Followers Now, as we move into a new age of landscape painting, we encounter another of the great Song masters of landscape, that is, Li Tang—and, fortunately, another from whom we have a major, signed work that moreover is dated. Weʹll see several other paintings associated with Li Tang, and weʹll see one with an old attribution to an earlier master that I myself re‐attributed and published long ago as probably by Li Tang. Weʹll see several signed and reliable works by followers of his within the Academy, which allow us not only to construct an oeuvre for the artist himself, but also to chart out his following over perhaps two generations. This is all very new and allows an art‐historical neatness beyond what I could achieve in the earlier lectures. Itʹs a neat enough pattern to even allow us to reject a famous and fine pair of paintings, one of them with a purported Li Tang signature, which used to be taken seriously by many scholars as works by Li Tang, but now can be clearly seen to be much later, dating to around the end of Song. Iʹll also begin showing photos of real landscapes beside the painted pictures for comparison, in order to show how the artists transformed what they saw in nature into artistic forms.
    [Show full text]
  • Poetic Imagination in Japanese Art: Selections from the Collection of Mary and Cheney Cowles
    Poetic Imagination in Japanese Art: Selections from the Collection of Mary and Cheney Cowles October 13, 2018 – January 13, 2019 Portland Art Museum Gallery Labels Poetic Imagination in Japanese Art: Selections from the Mary and Cheney Cowles Collection Portland Art Museum | October 13, 2018–January 13, 2019 | Gallery Didactics Not for publication 1 / 74 INTRODUCTION The Portland Art Museum is honored to present Poetic Imagination in Japanese Art: Selections from the Collection of Mary and Cheney Cowles. Formed over the past four decades, the Cowles Collection reveals thoughtful and discriminating taste, informed by a deep sympathy for tradition as well as an adventurous spirit open to departures from the canon. This is the first major exhibition devoted to the Collection, and the great majority of works are being shown to the public for the first time. From a host of possibilities, we have chosen to focus on one of the great strengths of the collection: visual art closely tied to poetic traditions. Poetry, painting, and calligraphy have always been deeply intertwined in East Asia, but in Japan the nature and meaning of those relationships have transformed over time, responding to larger cultural changes. The more than one hundred paintings, calligraphies, and ceramics in the exhibition, spanning the eighth to 20th centuries, illuminate the central role of poetry in the painting and calligraphy across time and in diverse social contexts. Exquisitely beautiful and richly diverse, the works in this exhibition invite contemplative looking and emotional response. We hope that you will be moved to compose your own verses about what you see and experience.
    [Show full text]