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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 . -
CUNY in Nanjing
China Program Description, p. 1 of 5 CUNY-BC Study in China: Program Description & Itinerary Tentative Program Dates: May 30-June 20, 2016 Application Deadline: March 21, 2016 Program Director: Professor Shuming Lu Department of Speech Communication Arts & Sciences Brooklyn College, the City University of New York Telephone: 718-951-5225 E-mail: [email protected] This program is designed in such a way that all travel is education-related. The cities we have chosen to visit are all sites of great historical and cultural importance. 1. Beijing is the current capital of China and used to be the capital of several late Chinese dynasties. Many sites in Beijing (e.g., Tiananmen Square, Palace Museum, Forbidden City, the Great Wall, Summer Palace, the Olympic Stadium) are directly related to what we are teaching in our courses on Chinese history, culture, society, and Chinese business & economy. 2. Xi’an was where Chinese dynasties started several thousand years ago and many subsequent emperors established their capitals. It is also the eastern starting point of the ancient overland Silk Road. Sites that strongly support the academic content of our courses are the Terra Cotta Museum, Qin Shihuangdi Emperor’s Mausoleum, Wild Good Pagoda Buddhist Temple & Square, Xuanzang Buddhist Statue, Silk Road Sites, Tang Dynasty Art Museum, Muslim Quarter, and the Great Mosque. 3. Nanjing was the capital of six ancient Chinese dynasties and the capital of the first Republic of China—a place of great significance in modern Chinese history. Ming Dynasty first established its capital here and then moved the capital to Beijing. -
Ashoka's Edicts & Inscriptions
AsHokA’s Edicts & inscriptions The great Emperor Ashoka, the third monarch of the Maurya dynasty converted to Buddhism after witnessing the horrific effects of war in Kalinga. He became a champion and patron of Buddhism and strove to spread Dhamma throughout his empire and beyond. He erected pillars and edicts all over the subcontinent and even in modern-day Afghanistan, Nepal, Bangladesh and Pakistan to spread the Buddha’s word. The Edicts of Ashoka are in total 33 inscriptions written on the Pillars, boulders and cave walls of Mauryan Period, during the reign of the Emperor Ashok that are dispersed throughout the Indian Sub-continent covering India, Pakistan and Nepal. These inscriptions are divided into three broad sections – 1. Major Rock Edicts 2. Pillar Rock Edicts 3. Minor Rock Edicts These edicts have mentioned that Buddhism as a religion had reached as far as Mediterranean under the Ashokan reign. Many Buddhist monuments had been created in the wide-spread area. In these edicts, Buddhism and the Buddha are also mentioned. But primarily these edicts focus more on social and moral precepts rather than the religious practices (or the philosophical dimension) of Buddhism during Ashoka’s reign. A notable thing in these inscriptions is, that Ashoka refers to himself in many of these inscriptions as “Devampiyaa” which means “Beloved of the Gods” and “King Piyadassi.” Language used: The inscriptions found in the eastern parts of Mauryan empire are written using the Brahmi script in Magadhi language. While in the western parts of the empire, the script used is Kharoshti, written in Prakrit. -
Sokkuram: Buddhist Monument and Political Statement in Korea Author(S): Mark Harrell Source: World Archaeology, Vol. 27, No. 2, Buddhist Archaeology (Oct., 1995), Pp
Sokkuram: Buddhist Monument and Political Statement in Korea Author(s): Mark Harrell Source: World Archaeology, Vol. 27, No. 2, Buddhist Archaeology (Oct., 1995), pp. 318-335 Published by: Taylor & Francis, Ltd. Stable URL: http://www.jstor.org/stable/125088 Accessed: 23/03/2009 22:01 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=taylorfrancis. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to World Archaeology. http://www.jstor.org Sokkuram: Buddhist mconument and political statement in Korea Mark Harrell Abstract A brief historical setting of Sokkuram in the context of Silla unification of Korea will be followed by a further brief cultural setting of this temple - considering it a product of both an international Buddhism and an 'international style'. -
Painting Outside the Lines: How Daoism Shaped
PAINTING OUTSIDE THE LINES: HOW DAOISM SHAPED CONCEPTIONS OF ARTISTIC EXCELLENCE IN MEDIEVAL CHINA, 800–1200 A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN RELIGION (ASIAN) AUGUST 2012 By Aaron Reich Thesis Committee: Poul Andersen, Chairperson James Frankel Kate Lingley Acknowledgements Though the work on this thesis was largely carried out between 2010–2012, my interest in the religious aspects of Chinese painting began several years prior. In the fall of 2007, my mentor Professor Poul Andersen introduced me to his research into the inspirational relationship between Daoist ritual and religious painting in the case of Wu Daozi, the most esteemed Tang dynasty painter of religious art. Taken by a newfound fascination with this topic, I began to explore the pioneering translations of Chinese painting texts for a graduate seminar on ritual theory, and in them I found a world of potential material ripe for analysis within the framework of religious studies. I devoted the following two years to intensive Chinese language study in Taiwan, where I had the fortuitous opportunity to make frequent visits to view the paintings on exhibit at the National Palace Museum in Taipei. Once I had acquired the ability to work through primary sources, I returned to Honolulu to continue my study of literary Chinese and begin my exploration into the texts that ultimately led to the central discoveries within this thesis. This work would not have been possible without the sincere care and unwavering support of the many individuals who helped me bring it to fruition. -
Performing Arts of Asia
Performing Arts of Asia A Newspapers In Education program Performing Arts of Asia Teaching guide by Sarah Loudon Cover Images Upper photo: Wu Man (courtesy of Liu Junqi). Lower photo: Simon Shaheen (courtesy of the artist). For more information on these artists, visit www.uwworldseries.org. Web: seattletimes.com/nie Phone: 206/652-6290 Toll-free: 1-888/775-2655 NIE Program Evaluation We value your feedback on our programs. Please complete and return this form to NIE at the address listed below. PROGRAM NAME: __________________________________________________Performing Arts of Asia GRADE LEVEL TAUGHT: _________________ NAME (OPTIONAL): ________________________________________________________________________________________ Program/Educational Objectives Newspaper Use 1. Did you feel the educational materials for 1. Did the use of the newspaper enhance your this program: students’ learning experience? o Exceeded expectations o Strongly agree o Met expectations o Agree o Did not meet expectations o Disagree o Strongly disagree Comments: _________________________________ o Don’t Know ____________________________________________ ____________________________________________ Comments: _________________________________ ____________________________________________ 2. Did you feel the learning materials met state ____________________________________________ standards/aligned with your curricula? 2. Do you feel that the newspaper-based activities o Strongly agree in the in-paper NIE articles helped support the o Agree learning objectives of the -
Buddhism from Wikipedia, the Free Encyclopedia Jump To: Navigation, Search
Buddhism From Wikipedia, the free encyclopedia Jump to: navigation, search A statue of Gautama Buddha in Bodhgaya, India. Bodhgaya is traditionally considered the place of his awakening[1] Part of a series on Buddhism Outline · Portal History Timeline · Councils Gautama Buddha Disciples Later Buddhists Dharma or Concepts Four Noble Truths Dependent Origination Impermanence Suffering · Middle Way Non-self · Emptiness Five Aggregates Karma · Rebirth Samsara · Cosmology Practices Three Jewels Precepts · Perfections Meditation · Wisdom Noble Eightfold Path Wings to Awakening Monasticism · Laity Nirvāṇa Four Stages · Arhat Buddha · Bodhisattva Schools · Canons Theravāda · Pali Mahāyāna · Chinese Vajrayāna · Tibetan Countries and Regions Related topics Comparative studies Cultural elements Criticism v • d • e Buddhism (Pali/Sanskrit: बौद धमर Buddh Dharma) is a religion and philosophy encompassing a variety of traditions, beliefs and practices, largely based on teachings attributed to Siddhartha Gautama, commonly known as the Buddha (Pāli/Sanskrit "the awakened one"). The Buddha lived and taught in the northeastern Indian subcontinent some time between the 6th and 4th centuries BCE.[2] He is recognized by adherents as an awakened teacher who shared his insights to help sentient beings end suffering (or dukkha), achieve nirvana, and escape what is seen as a cycle of suffering and rebirth. Two major branches of Buddhism are recognized: Theravada ("The School of the Elders") and Mahayana ("The Great Vehicle"). Theravada—the oldest surviving branch—has a widespread following in Sri Lanka and Southeast Asia, and Mahayana is found throughout East Asia and includes the traditions of Pure Land, Zen, Nichiren Buddhism, Tibetan Buddhism, Shingon, Tendai and Shinnyo-en. In some classifications Vajrayana, a subcategory of Mahayana, is recognized as a third branch. -
HT-101 History.Pdf
Directorate of Distance Education UNIVERSITY OF JAMMU JAMMU SELF LEARNING MATERIAL B. A. SEMESTER - I SUBJECT : HISTORY Units I-IV COURSE No. : HT-101 Lesson No. 1-19 Stazin Shakya Course Co-ordinator http:/www.distanceeducation.in Printed and published on behalf of the Directorate of Distance Education, University of Jammu, Jammu by the Director, DDE, University of Jammu, Jammu ANCIENT INDIA COURSE No. : HT - 101 Course Contributors : Content Editing and Proof Reading : Dr. Hina S. Abrol Dr. Hina S. Abrol Prof. Neelu Gupta Mr. Kamal Kishore Ms. Jagmeet Kour c Directorate of Distance Education, University of Jammu, Jammu, 2019 • All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without permission in writing from the DDE, University of Jammu. • The script writer shall be responsible for the lesson/script submitted to the DDE and any plagiarism shall be his/her entire responsibility. Printed at :- Pathania Printers /19/ SYLLABUS B.A. Semester - I Course No. : HT - 101 TITLE : ANCIENT INDIA Unit-I i. Survey of literature - Vedas to Upanishads. ii. Social Life in Early & Later Vedic Age. iii. Economic Life in Early & Later Vedic Age. iv. Religious Life in Early & Later Vedic Age. Unii-II i. Life and Teachings of Mahavira. ii. Development of Jainism after Mahavira. iii. Life and Teachings of Buddha. iv. Development of Buddhism : Four Buddhist Councils and Mahayana Sect. Unit-III i. Origin and Sources of Mauryas. ii. Administration of Mauryas. iii. Kalinga War and Policy of Dhamma Vijaya of Ashoka. iv. Causes of Downfall of the Mauryas. -
Art History IA Course Outline
Non-Degree Applicable Glendale Community College Course ID 000139 September 2016 COURSE OUTLINE Adult Basic and Secondary Education 149 Art History 1A Catalog Statement ABSE 149 is a high school level course designed to give an overview of art and architecture from prehistory times up to the Renaissance. The course includes the art of Europe, Asia, Africa, and the Americas. Total Lecture Units: 0.0 Total Laboratory Units: 0.0 Total Course Units: 0.0 Total Lecture Hours: 0.0 Total Laboratory Hours: 100.0 Total Laboratory Hours To Be Arranged: 0.0 Total Faculty Contact Hours: 100.0 Total Student Contact Hours: 100.0 Recommended preparation: ESL 40 or equivalent Note: This is a self-paced course in an open-entry, open-exit lab environment. Successful completion of this course is worth 5 high school credits (1/2 unit) towards a high school diploma. Course Entry Expectations Prior to enrolling in the course, the student should be able to: demonstrate mastery of grammatical structures studied at a level sufficient to pass unit tests and the divisional grammar mastery test for ESL level 4 or equivalent; write a three paragraph composition that contains an introductory paragraph, a body, and a conclusion; decode reading passages at the 3,000 word level, identify main ideas and supporting details, make inferences, and summarize short passages. Course Exit Standards Upon successful completion of the required coursework, the student will be able to: identify the differences between fine arts and applied arts; discuss why cultures and artists create art; discuss the impact of religion on art and architecture throughout history; identify the contributions of the following civilizations to art and architecture: Ancient Egypt, Rome, Greece, India, Japan, China, Native Americans, and Africa. -
Ashoka-Emperor.Pdf
Newsletter Archives www.dollsofindia.com Ashoka the Great A Journey from Monarch to Monk Copyright © 2015, DollsofIndia India is a land of great spirituality – a land which has seen much spiritual upheaval; where mighty kings and emperors suddenly attained a realized state; gave up all the wealth, position and power they possessed; and followed the hallowed path to true freedom and liberation. Such is the story of Emperor Ashoka Maurya, popularly referred to as Ashoka the Great. In this post, we bring you the tale of that great ruler. Introduction to Ashoka Ashoka Comic Book Ashoka Maurya ruled almost the entire Indian subcontinent from c. 268 to 232 BCE. Rapidly rising to fame, he went on to become one of India's greatest ever emperors. His realm spanned the Hindu Kush mountains in Afghanistan, to present-day Bangladesh in the East. Barring small regions in present-day Tamil Nadu and Kerala, his rule spread over all of India. Pataliputra in Magadha (present-day Bihar) was his capital – he also maintained provincial capitals at Takshashila and Ujjaini. In 260 BCE, King Ashoka waged a great war against Kalinga (present-day Odisha) and won the same. All his ancestors had failed at their previous attempts to conquer this region. The war brought on much destruction, which saddened him. He started looking for inner peace and finally embraced Buddhism. He later dedicated his entire life for the propagation of Buddhism, eventually coming to be known as one of the greatest ever philanthropists that the motherland gave birth to. Birth and Early Life Ashoka Maurya was born to the Emperor of the Mauryan dynasty, Bindusara and his wife Dharma or Dhamma. -
The Mysterious Lonely Saint
Why is the ‘Lonely Saint’ so lonely in Korea’s Buddhist Monasteries? Beatrix Mecsi Associate Professor ELTE University Budapest ABSTRACT In Joseon Korea where Buddhism was suppressed by the Confucian ideology, different iconographies appeared and a special syncretism can be observed. From the 17th century onwards we can trace a special figure, called the “Lonely Saint” (Dokseong) or Naban jonja, who is usually represented as a monk in landscape settings, full of symbols of immortality. His figure is usually enshrined together with shamanist and daoist images, thus making a special connection with those practices. The connection is especially strong with them, since he is also used in the same fashion, for real-world benefits and for long life. From these features we can identify this Buddhist saint with one of the foremost pupils of Shakyamuni Buddha, the Indian Pindola Bharadvaja, who is called Binduro in Korea, and Binzuru in Japan. This particular Arhat, Pindola Bharadvaja, was worshipped as a separate figure from the very early times (we have evidence that in China the cult of Pindola was existent by the 5th century CE.). Since he has associations with magic and longevity (he had to stay in Earth until the coming of the Future Buddha, Maitreya), he became surrounded by longevity symbols and placed together with Daoist and folk-deities in Korea. This form of enshrinement is unique to Korea. In Japan he is conceived as a healing saint and his figure is usually represented in a sculpted form outside the halls of Buddhist temples from the Edo period onwards. The common feature of these images in Korea and Japan that both are approachable and very human figures who are intermediators to the holier and more psychologically-distant Buddha-realms. -
10.1: Literature: Sanskrit, Pali, Prakrit and Tamil 10.2: Scientific and Technical Treatises Author: Dr
Subject: History Lesson: Cultural development Course Developers : 10.1: Literature: Sanskrit, Pali, Prakrit and Tamil 10.2: Scientific and technical treatises Author: Dr. Shonaleeka Kaul Assistant Professor, Department of History, University of Delhi 10.3: Understanding Indian art: changing perspectives Author: Dr. Parul Pandya Dhar Associate Professor, Department of History, University of Delhi 10.4: Art and architecture: patronage 10.5: The Mauryan phase: monumental architecture, stone sculpture and terracottas Author: Dr. Snigdha Singh Associate Professor, Miranda House, University of Delhi 10.6: The early stupa: Sanchi,Bharhut, Amaravati and Nagarjunakonda 10.7: The rock-cut cave: Western Ghats, Udayagiri and Khandagiri 10.8: Sculpture: regional styles (up to c. 300 CE): Gandhara, Mathura and Amaravati Author: Dr. Devika Rangachari Post-Doctoral Fellow, Department of History, University of Delhi, and writer 10.9: Rock cut caves: architecture, sculpture, painting 10.10: Temple architecture, c. 300 - 750 CE 10.11: Ancient Indian sculpture, c. 300 - 700 CE Author: Sanjukta Datta Ph.D Scholar, Department of History, University of Delhi Language Editor: Veena Sachdev Production Editor: Ashutosh Kumar Assistant Professor, Lady Shri Ram College, University of Delhi NOTE: The dates in modern historical writings are generally given according to the Christian calendar. In recent years, the use of AD (Anno Domini) and BC (Before Christ) has to some extent been replaced by BCE (Before Common Era) and CE (Common Era). Both usages are acceptable,