Teacher Resource Guide Korean Art and Culture Outreach Kit

University of Oregon 1430 Johnson Lane Eugene, OR 97403 (541) 346-3027 http://jsma.uoregon.edu/

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0- Gloa^kP`ekfqwboJrpbrjlc>oq,Hlob^kLrqob^`eHfq

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0. Gloa^kP`ekfqwboJrpbrjlc>oq,Hlob^kLrqob^`eHfq

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0/ Gloa^kP`ekfqwboJrpbrjlc>oq,Hlob^kLrqob^`eHfq

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00 Gloa^kPèkfqwboJrpbrjlc>oq,Hlob^kLrqob^èHfq mlqqbovclojp^kam^qqbokp_bd^kqlè^kdb+Fkmôqf`riô)absbilmjbkqpfk hfikpqor`qrobîiltbaò^cqpjbkql^``rjri^qbbumbofbk`brpfkdk^qroî* illhfkd)dobbkdi^wbp+Qefpmboflalcbumbofjbkq^qflkpbosba^p^kfjmloq^kq pqbmmfkdpqlkbfkqebabsbilmjbkqlcDlovbl`biâlk+ ArofkdqebDlovblmbofla)eôabôqebktôb`lkqfkrbaql_bmolar`ba8vbq qebjlpqobmobpbkq^qfsbmlqqbovlcqebbo^fp`biâlk+@biâlkfppqlkbtôb ab`lo^qbatfqedi^wbpqeb`liloo^kdblctefèfkìrabpdobbkplcsôflrp peâbp)lifsb)_irb)^kado^v+Qeb`lilopôbqebobpriqlcqebrpblcì^v `lkq^fkfkdêfdemolmloqflklcfolk+Qebfolkfkqbo^`qptfqeqebdi^wbarofkd qebcfofkd^ka`lilopfq+Vrbtôb)cfopqjâbfkqebE^kavk^pqv@efk^%/-3 ?@è>A//-&)fpqebbôifbpq`biâlk+>iqelrde`lkqbjmloôvtfqeqeb@efkbpb PlkdAvk^pqv)qebDlovblmlqqbopqllhqebfofkpmfo^qflkcoljqebbôifboVrb tôbp+Qebfofabît^pqlobmolar`bqeb`lilolcgâb+>rkfnrbivHlob^k qbèkfnrbfpqlfki^v_i^`h^katefqbabpfdkpfkqlqebdobbk`biâlkdi^wb+ Qebabpfdkfpcfopq`rqfkqlqebì^v^kaqebkcfiibatfqe^_i^`hlotefqbpifm %^t^qbovì^vjfuqrob&+ Qefpilsbivmlqqbovpllk_b`^jbmlmriô _lqefkHlob^^ptbii^pfkqbok^qflkîiv^p lkblcqebjlpqobmobpbkq^qfsbdbkobplc Hlob^kôq+Clobu^jmib)UrGfkd)^./qe* `bkqrovPlkdbkslvqlHlob^)efdeiv mo^fpbaqebprmboflofqvlcHlob^k`biâlk fkefpabq^fibatlohEmpwcmbmewcmle %Fiirpqo^qba>``lrkqlcDlovbl&+ Pèliôivlmfkflkpsôv)_rqqebcfopq molar`qflklcDlovbl`biâlkjrpqe^sb _bdrk_vqebi^qb*kfkqelobôiv*qbkqe `bkqrov^qqebi^qbpq+Fqob^èbafqp^mbu arofkdqebbibsbkqe^kaqtbicqe`bkqrofbp+ >olrkaqebqtbicqe`bkqrov)mlqqbopqrokba qebfo^qqbkqflkcoljqebbunrfpfqbpe^mbp @biâlk@rm).66071)Dlovblmbofla) ^kacfkbgâb`lilolcmrob`biâlkql ./qe*.0qe`bkqrov)Di^wbapqlkbtôb 0*.,/u/*4,5%af^j+&fkèbp tefqb^ka_i^`hmlo`bi^fkcb^qrofkd abq^fibafki^vabpfdkplcìlra^kaò^kb jlqfcploèovp^kqebjrjp+Qeb prmboflofqvlcDlovbl`biâlkfptfabivob`ldkfwba)_rqfki^vmlqqbovîpl abpbosbpòbafqclofqpòb^qfsfqv^kaclojî_b^rqv+Klq^_iv)Hlob^kmlqqbop bumbofjbkqbatfqeoba`lmmborkabodi^wb_bclobqebfo@efkbpb`lrkqbomôqp+ Arofkdqebi^qb*Dlovblmbofla)lufa^qflkcfofkdqbèkfnrbp_b`^jbmlmriô+Fk qefpmbofla)di^wbpîplrkabotbkqè^kdbtefibqebclojîqbkpflklc_ltip t^pplcqbkba+@liib`qfsbiv)qebpbè^kdbpibaqlqebabsbilmjbkqlcGlpblk _rkèblkdtôb+

01 Gloa^kP`ekfqwboJrpbrjlc>oq,Hlob^kLrqob^`eHfq

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02 Gloa^kP`ekfqwboJrpbrjlc>oq,Hlob^kLrqob^`eHfq

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2/ Acknowledgments

This Outreach Kit was conceived and compiled by:

Sally Lee, Education Intern

The Teacher Resource Guide was conceived and compiled by:

Sally Lee, Education Intern Eunju Nam, Education Intern and Exhibition Interpreter Lauren Suveges, Museum Educator

Thank you to the ArtsAsia Advisory Committee for their feedback and evaluation of the Outreach Kit and Teacher Resource Guide:

Katherine Gillard, International School of Beaverton, Beaverton, OR Pamela Heyda, Elementary Teacher, San Francisco, CA Joe Hoffman, Tualatin High School, Tualatin, OR Jeannine Miller, Tualatin High School, Tualatin, OR Kathy Profitt, Arthur Academy, Portland, OR Elaine Pruett, Retired Teacher, Eugene, OR Jesse Sherman, North Eugene High School, Eugene, OR Shelly Silver, Howard Elementary School, Eugene, OR

This teacher’s guide and outreach kit were made possible by the Cheryl and Allyn Ford Educational Outreach Endowment and additional funding provided by the University of Oregon’s Title VI National Resource Center for East Asian Studies.

For additional copies and questions about education programs and scheduled tours please call the Jordan Schnitzer Museum of Art at 541.346.3027 or email: [email protected].

Visit the JSMA website at: http://jsma.uoregon.edu/

Korean Art and Culture Kit: Supplemental Activities K 1 Lucky Bag (grade 4-5)

Objectives: 1. Learn about a traditional Korean lucky bag. 2. Understand the meaning of Lucky bag 3. Create their own lucky bag with milk carton or folding paper Materials: • One pint(473ml) milk carton • utility knife • glue • traditional Korean colored paper or colored paper, and paper string • Visual models on computers, books, or pictures of lucky bag. Background: A lucky bag was originally made as a substitute for pockets because there was no pocket in Hanbok, Korean traditional costume. A unique knot is the point of this lucky bag, and knot has been called ‘Dragonfly knot’ for it looks like a dragon fly. This lucky bag has beautiful colors and shapes which are very Korean. Lucky Bag made with color of the cloth with the meaning of a lucky omen[sign] Chinese Life • Luck[Good Fortune] (福 ) • Wealth (富 ) • Preciousness characters like a pattern to create a pouch that contains the meaning blessed bring about. At the age of Shilla, Goryeo, Joseon Dynasty, it was used in both men and women and by the social standing, its fabrics and colors are chosen. In recent years when the women go out wearing a traditional costume, it is the role of the bag serves as a decorative addition. Sometimes it is used to new year's gift in the Luna New Year’s day.

Korean Art and Culture Kit: Supplemental Activities K 2 This custom is originated from the people of the Joseon Dynasty palaces send a bag which has roasted beans wrapped in red paper to their relative. It has been believed that if a man(woman) wear a lucky bag at his(her) waist in New Year's Day, he(she) will be happy without misery through that year. (It was believed that having this type of bag banished ghosts and brought great fortunes.) Procedure: Discuss the origin and history of a lucky bag. Use books or slides that show examples of the Korean lucky bag. Create student’s own lucky bag. How to make a lucky bag: 1. cut the upper part of the milk carton 2. cut the top off the craton 3. mark a line for folding 4. scratch an X on your carton with the knife 5. from the top, make using the knife straight down to the point where the other two lines cross 6. fold along these lines 7. pinch each edge well 8. unfold again 9. glue the first layer of paper on the carton 10. glue the colored paper onto one side. Make sure there is enough colored paper to cover the bottom of the carton as well as inside of carton. 11. glue the colored paper onto each of the four sides. 12. make a hole with the punch on the upper part of all four sides, between colors 13. put thread through the hole Evaluation: Take the opportunity to discuss the difficulties the students encountered in the process. Enrichment: Students can be encouraged to make different types of luck bags by using different materials such as fabrics or papers. References: http://www.keywordguide.co.kr/site/article/guide_view.asp?guide_idx=6044

Korean Art and Culture Kit: Supplemental Activities K 3 Pojagi - wrapping cloths (Grades 3-8)

Objectives: 1. Recognize the unique folk art form of pojagi, wrapping cloth as a reflection of Korean history and culture. 2. Understand the concept of folk art as it applies to pojagi cloth. 3. Apply concepts of colors, balance and design to creating a wrapping cloth. 4. Create student’s pojagi designs.

Materials: • One standard piece of white copy paper to act as a base for each child • Wrapping paper supplies of various colors and textures • Glue sticks • Scissors • Visual models on computers, books, or pictures of pojagi wrapping cloth. • templates

Background: Pojagi are wrapping cloths created by Korean women for the purpose of covering and protecting objects, but they are also an expressive means for packing good wishes. The practice of stitching together cloth and elaborating its surface with embroidered,

Korean Art and Culture Kit: Supplemental Activities K 4 painted, or patchwork designs runs deep in Korean traditions-as deep as the belief that by carefully wrapping an object, one can convey one’s blessings, honor, and respect along with that these patchwork cloths for everyday objects. Recently, however, chogakpo have been admired even above the traditionally esteemed embroidered pojagi for their complex designs and color for practical use, but they also know that they are actively engaged in a contemporary creative process. Procedure: 1. Introduce students to the concept of folk art and pojagi in Korea. Impress on the students that this an art form that grows from the needs of the average person. How might they use such cloth? What material would they use? Is there anything similar in the United States (consider the use of bandanas or quilts)? 2. Have students explore samples of pojagi. The Museum of Korean Embroidery provides an especially good site for viewing a variety of cloth. 3. Bring students back together as a group and discuss the features of pojagi, tailoring questions to the age of the students: What colors are used? Why do you think this is so? What shapes do you find in the wrapping cloth? What shapes are the wrapping cloth themselves? 4. Allow students to choose several pieces of wrapping paper to work with. For students using cloth scrapes, a planning period with colored pencil and graph paper is helpful in creating an effective design. 5. Using a sheet of copy paper or cloth as a base, ask students to cut and paste pieces of the various papers together to create a pojagi design. All final products should be square or rectangle, but need not be size and shape of the base. 6. Each student should complete a one-paragraph explanation of their design that addresses use of color, balance and design. Ask students to explain what they would use their wrapping cloth for in historical Korea. Display students’ work.

References: Kumja Paik Kim and Huh Dong-hwa, in Profusion of Color: Korean Costumes and Wrapping Cloths of the Choson Dynasty (Seoul: Asian Art Museum of San Francisco and Museum of Korean Embroidery, 1995)

Korean Art and Culture Kit: Supplemental Activities K 5 Korean Mask (Grades1-8) Objectives: 1. Students will be introduced to the Korean music, drama and dance through masked dance, and understand aesthetic essence and sentiments of Korean people. 2. Students will explore the indigenous art forms of Korean performing arts and understand the similarities and differences between the arts of Korea and those of other own mask. 3. Students will make their own mask.

Materials: • slides or a video of the arts in Korea • Visual models of mask • Worksheet about different kinds of masks • Paper plates, scissors, makers, string

Background: * Talchum is a mask drama in which characters talk, sing, and dance in masks. It is known to have existed since the age of Shilla. It first started as a ritual rather than a form of art, and then developed into a form of play later. There are three kinds: “Byeoksa” was for repelling bad spirits and inviting good luck. In the “Ma-eul” type the whole town danced together. There was also a type played by wandering professional.

Talchum was a way of expressing the lower class people’s oppressed feelings. It was performed on the January full moon day, Buddha’s birthday, Dan-o(the fifth day of May), Chuseok, or national celebrations.

*Masks are called in Tal in Korean, but they are also known by many other names such as Kamyon, Kwangdae, and other. Korean masks have black cloth in the back to secure them behind the heads and also to simulate black hair. Talchum, which literally means “mask dance,” is not just a dance performed by masked dancers but it also a drama with masked characters enacting persons, animals or supernatural being.

During ancient times masks were believed to drive away malicious sprits, diseases, and fearsome animals. Koreans believes they were empowered by the mask’s spirit. If the community had been threatened by evil sprits in the form of natural disasters or disease, they wore masks of a stronger spirit to protect themselves.

Masked dances are a variety of dance-drama performed by dancers wearing masks. They are short satirical skirts in which the common people poke fun at the ruling elite and corrupt clergy, thus releasing tension and building a sense of solidarity in the communities. Many of the dance-dramas seem to have originated in Buddhist morality

Korean Art and Culture Kit: Supplemental Activities K 6 plays or shaman rites. The masked dances reflect the optimism and wit of the Korean people, as well as their creativity. They were one of the few forms of relief from the hardships of Korea’s rigidly stratified traditional society. The masks provide protection, mystery and entertainment.

The mask dance is a popular form of folk art in Korea. The dancers wear masks as they perform. People from the audience are often selected to join in the dance drama.

Procedure: 1. Show slides, pictures of the mask dance. 2. Pass out worksheet about mask. Identify each mask and guess its possible meanings and significance. Share the following information with the class. 3. Ask students to create their own masks based on a story they recently read. 4. Make masks using paper plate. Cut out the eyes, and attach noses and string so that students can wear them. Use a variety of materials, like beans, beads, raffia, fabrics and recycled materials.

Evaluation: Enrichment: Students can conduct research on masks and complete the following information on them. Share with the class. • Countries using masks • Materials for making masks • Reasons for using masks Students can develop a play based on a Korean traditional folktale, then create masks, and act it out.

Golden Crown (Grade 3-8) Objectives: • Learn about the golden crown.(history, culture, symbol) • Make a Shilla golden crown.

Materials: • Shilla golden crown patterns • Glue, scissors, hole puncher, twist ties

Korean Art and Culture Kit: Supplemental Activities K 7 Background: Golden Crowns, symbols of power and authority of kings, were usually decorated with the tree-shaped and antler-shaped ornaments on the crown frames, along with comm.- shaped jades and spangles. Silla golden crowns are splendid in style and various in type and demonstrate the high degree of ornamentation and brilliance of Silla culture. Most impressive of all were the gold crowns, which display more spiritual force than artistic beauty. They are made of cut sheet-gold and none of them seem to be solid enough for practical use. The gold crown worn by the king consists of an outer circlet with five uprights and an inner cap with horn-like branches. It is made of cut sheet-gold like the other gold crowns of the period. The outer circlet has three frontal uprights in highly conventionalized tree-shape, flanked by two antler-shaped uprights. The outer edges of the circlet and of the uprights are decorated with punched dots, and numerous spangles and jade magatama (comma-shaped ornaments) are attached to them by means of twisted wire. Finally there are two long pendants suspended from the circlet like earrings. The separate inner piece is a pointed cap with T-shape designs in open work and the two horn-like branched rising from it. These horns are also decorated with spangles fastened on with wire. The significance of the horns is still controversial, but they seem to be a gold version of bird feathers. To ancient Koreans feathers were the symbols of a mysterious power of flight in the spiritual world. The Chinese San-kuo-chih (History of the Three Kingdoms) describes the custom of the southern Koreans who used feathers as a funeral gift to speed the flight of the dead sprit (Vol.30). In north Korea the Koguryo also valued feathers highly, particularly the tail feathers of the cock, probably because of the universal belief that cocks disperse darkness and evil spirits. In the mural paintings of Koguryo tombs the warriors have their head-dressed decorated with cocks’ tail-feather. Their nickname of ‘cock-worshippers’ reached as far as India. In view of this background, there is a strong possibility that ‘horns’ of a Silla crown were really meant for feathers.

Procedure: How to make a golden crown 1. Cut along the lines of the crown and the jade pieces 2. Use the hole punch for each black dot. 3. Attach the jade pieces to the crown with white or gold twist ties 4. Glue sticks to your crown so its stands up 5. Attach an extra strip of paper so your crown fits just right.

Korean Art and Culture Kit: Supplemental Activities K 8 Korean Tigers This image is available in our online collections database! Check this out and others at http://jsmacollection.uoregon.edu/main.p hp?module=objects

Seated Yellow and Black Tiger Unknown Artist 19th-20th century Ink on color on paper Korean 12-7/8 x 9 inches

Grades: 1-5 Objectives: • Students will be introduced to Korea’s shamanism and folk religion which has been influenced Korean people for thousands of years. • Students will be recognized a tiger as a symbol of Korea • Students will create their own tigers by folding papers.

Materials: Stories from the Korean folk traditional about tigers Pictures of tigers: photograph and illustration Paper markers

Procedure: 1. Tell a Korean folk story that include a tiger 2. show students the slides ‘how to make a paper tiger’(see the attachment)

Korean Art and Culture Kit: Supplemental Activities K 9 3. make a paper tiger and display every students’ finished artwork.

Enrichment: Look for stories about tigers in the literature of other countries. Research the present state of the tiger in the world with regards to its endangered status.

References: Katheleen, J. Crane Foundation. Tiger, Burning Bright. Elizabeth: Hollym, 1992. Han, Suzanne Crowder, Korean Folk and Fairy Tales. Elizabeth, NJ:Hollym, 1991

Korean Art and Culture Kit: Supplemental Activities K 10 Danchung (Grades 6-12)

Objectives: • Shares and discusses background information on the function and design of Danchung. • Create students’ own danchung design.

Materials: Visual models on computers, books or picture of danchung Papers, markers, color pencils

Background:

The beautiful and grand decoration painted in wooden architecture. It's the very Danchung - Korean traditional colors. It's been used in the part of wall pictures and Buddhist paintings. Being so many nursery stories to be related to it at ancient three kingdom era, Goguryeo(37 B.C.-A.D.668), Baekje(18 B.C-A.D. 660), and Silla(57 B.C.-A.D. 935), it means that it is vitalized at that time. There's no record when to bring to our country exactly, but it's supposed to do from China at 3 nations time. There are two stories about Solku and Damzing written in the book - 3 nations' history.

The wooden architecture has advanced in ancient Korea. Danchung also has been as developed as it. These are the very reasons to use it. The first one is to emphasize durability of timber architecture. Danchung has been used to preserve it for a long time. Painted with Danchung-paint and paste, they intended to protect the timber decay and crack. This is the very important reason to use it. The second one is to cover the roughness. Pine tree which usually have been used by architecture-stuff in Korea are apt to be cracked. Though those are water wetted timbers, as dried, twisted crack has easily happened. The third one is correct a manufactured work. When an unabled engraver made a mistake, pine tree can be twisted to up and down. Therefore we need make it painted neatly.The fourth one is to make people understand Hwaum, the theory of Buddhism. This is a main reason to do Danchung. There's been no building from the past without special buildings for example grand palaces and temples. People should have been shrunken, because Danchung was made too brilliant. Its brilliance is a theory of Hwaum in itself.

Procedure: Examples of danchung design

Korean Art and Culture Kit: Supplemental Activities K 11

Korean Art and Culture Kit: Supplemental Activities K 12 Turtle Ship (Geobukseon) (Grades 4-8)

This image is available in our online collections database! Check this out and others at http://jsmacollection.uoregon.edu/main.p hp?module=objects

Turtle Ships in Battle Unknown Artist Joseon period, 19th century Hanging scroll; ink and color on silk Korean 63 x 26-1/2 inches

Objectives: 1. learn about Geobuksun(construction, structure, weapons, cannon) 2. learn about Korean history in the 16th century. 3. make a paper geobuksun

Materials: Templates Scissors, glue, painting tools

Korean Art and Culture Kit: Supplemental Activities K 13 Background: The Korean Turtle Ship is the first ironclad warship in the world shaped like a turtle that was invented and built by Admiral Yi, Soon Shin in 1592. During the IMJIN WAR(1592- 1598), under Admiral Yi’s command, the turtle ships were engaged as the vanguard and brought the seas under their control to lead the country to victory. Therefore, the Korean people admire Yi as the most famous Admiral in Korea history, and an original form of the turtle ship was rebuilt and kept by the Korean Naval Academy in Jin Hae.

Gobuksun’s outer shell structure is the same as a flat-bottom Panoksun war ship, but it is additionally covered with a turtle shell-shaped dome heavily studded with sharp spear tips facing outward. This design intended to deter enemy landings and fire attacks, which was a common method of destroying ships at the time. Each gobukseon is armed with approximately 15cannons on wooden carts; there is an opening in the armor for each cannon to shoot from. There are six cannons each on the port and starboard sides, two on the shoulder walls, and one on the stern. The geobukseon is propelled by oars; each ship has eight large oars on either side and each oar is pulled by a team of five sailors.

The revolutionary Geobukseon ship was a brilliant military innovation which saved Korea from its enemies and helped earn Yi Sun-Shin his reputation for ingenuity and creavity.

Korean Art and Culture Kit: Supplemental Activities K 14 Korean Ceramics/Pottery in Korea (Grades 4-8)

This image is available in our online collections database! Check this out and others at http://jsmacollection.uoregon.edu/main.p hp?module=objects

Covered Pedestal Jar Unknown Artist Ceramic Korean

Objectives: 1. Learn about the artistry and craft involved in the creation of celadon pottery 2. Understand the symbols in the Korean ceramics 3. Create an individual work of art

Materials: Worksheet about symbols Play-dough, clay Mixing bowl, paper plates Clay tools / Pencil, paper clip or toothpick

Procedure:

1. Use art books or slides that show examples of Korean pottery. 2. Discuss the shape, function, decoration, and technique of each Korean ceramic object. Is the piece symmetrical and regular or slightly irregular? What colors were used? How is the piece decorated? Can you see geometric or natural forms? 3. Pass out pliable clay and have students make a bowl or vase using the coil method to begin the project (see below for directions). They can then gently carve (with a pencil, paper clip, or toothpick) a design around their vessel. Students should use worksheet for ideas. Explain to the students that the raised

Korean Art and Culture Kit: Supplemental Activities K 15 or incised (cut into) designs are both found on Korean ceramics. Designs on the objects are usually ideas that come from everyday life or from nature.

Coil method: • Roll clay into long, thin snake-like ropes. • Start coiling, tightly, and gradually build up the sides of the pot. • When all the clay is used, smooth out the sides • Add bits of clay for a raised result or use a knife to cut design into the object.

5. Have a students write a paragraph about their object and what the symbols on it mean

References Arts of Korea: Ceramics http://www.metmuseum.org/explore/Korea/koeaonline/cCeramicIDx.htm

Korean Art and Culture Kit: Supplemental Activities K 16 Folding Screen (Grades 1-5)

Ten Symbols of Longevity Unknown Artist Joseon period, 19th Century (?) Ten-panel folding screen; ink, color and gold on silk Korean

Objectives: 1. discuss the eastern practice of room decoration and functions of folding screen in Korea. 2. understand the ten symbols of longevity in the screen at the JSMA 3. Create student’s own longevity symbols and decorate folding screen as they wish

Materials: ‘The ten symbols of longevity’ screen in the Korean collection at the JSMA Worksheet about symbols Paper, markers, painting tools

Background: Folding screen is made form several joined panels bearing decorative painting and calligraphy, used to separate interiors and enclose private spaces, among other uses. The Korean concept of the wall expresses itself best in the folding screen. When the literati of Korea wanted to establish an inner space for the act of creation, for instance, they did it simply by setting up a folding screen. Set up your flower-and-bird screen you are just married. With your books and brushes screen you are a scholar. And with your

Korean Art and Culture Kit: Supplemental Activities K 17 mountains-and-stream screen you become a Taoist immortal, idling away the day like a retired scholar in your rustic retreat. In ten folding screens are the expressions of you.

Westerners have always tried to beautify their walls; the decoration of walls is inherent in the development of their art. One difference between East and West is that the East’s folding is not a wall with a work of art hung on compositions, depending on how many panels and which of them one choose to open. There is so much difference from one simple stationary painting on a wall. This portable wall on the East is a portable work of art. And when you have done with it and want to view another, just fold it up and it disappears.(copied from Korean Outreach kit)

Procedure: 1. Discuss -what have been used as a wall decoration in different cultures? 2. Worksheet-Match the symbols with appropriate meanings 3. Observe folding screens in the museum collection, and discuss the subject of the screen and identify symbols and their meanings. 4. Students will make their own folding screen using symbols that are meaningful to them.

Korean Art and Culture Kit: Supplemental Activities K 18 Hanging Scroll (Grades 1-5)

Monumental Portrait of Military Figure Monumental Portrait of Scholar Official

Both found in the JSMA collection and online! Unknown Artist Joseon period, ca 19th century Hanging scroll; ink and color on silk Korean

Objectives: 1. be familiar with the individual elements that comprise an Asian scroll. 2. learn about making a hanging scroll

Korean Art and Culture Kit: Supplemental Activities K 19 3. recreate student’s own hanging scroll on a nature theme

Materials: Chopsticks or long stick Korean traditional paper called hanji or paper String Colored pencils or crayons

Background: Portable Korean paintings were produced as hanging scroll, handscrolls, fans, or album leaves mounted in a book.

Korean Art and Culture Kit: Supplemental Activities K 20 Korean Fan (Grades 4-8)

Objectives: 1. Learn about the shape, function, decoration, and technique of each Korean fan. 2. Create their own fan

Materials: 1)*A roll of white paper (like butcher paper) that is at least two feet high and can be cut off in three foot chunks. Thin wooden sticks, like bamboo skewers, 7-9 for each fan, 2 popsicle sticks for each fan, yarn in various colors, pencils, paint brushes, tempera paint, scissors, clear tape (a roll for a pair of children to share), and a heavy duty stapler.

2)*Fan patterns, tagboard, scissors, hole puncher, yam, yam needles, brads, paints, paintbrush

Background: Korean art historian believe that the folding fan was invented by a Buddhist monk during the Goryeo Dynasty(918-1392), before it spread as far as Europe through China and Japan. An emperor of the Northern Sung Dynasty was fascinated by the beauty and ingenuity of Goryeo folding fan and decided that the Goryeoseon (Goryeo Fan) as he named it, should be made in China, too. Seo Geung, who was Sung envoy to the Goryeo Dynasty, wrote in his encyclopedic book, Goryeo Dogyeong (An illustrated book of Goryeo) that “Goryeo people carry a fan even in mid-winter, and its design of folding and unfolding is very original.” Records show that this folding type of Goryeo hand fan was something that foreigners had never seen before.

Traditional Korean hand fans have been highly regarded by Japanese, Chinese and even Western countries for their fine-quality materials, artistic originality and tasteful decorations. An first-rate Korean hand fan usually consists of a beautiful landscape; a bird-and-flower painting or a poem written in a graceful calligraphic style on paper, the ribs elaborately inscribed with various nakuk (pyrography) designs of symbolic animals or plants such as bats, chrysanthemums and maehwa; and the head decorated ornaments, and incense bag, sunidial or yundo compass, all creating a wonderful harmony with its delightful lines and unique forms that can be rarely seen anywhere else in the world.

The main function of a Korean paper fan is to create a cool breeze to diffuse the heat of a summer’s day, but it has many other important functions as well. It has been used as a screen to hide the fan-holder’s face from people or from the sun’s scorching rays, as a weapon for self-defense, and as the main prop of an entertainer in a performance of pansori or other traditional performing art. It has also been an essential implement and

Korean Art and Culture Kit: Supplemental Activities K 21 symbol of love of Korean mothers who try to keep annoying insects such as mosquitoes of flies away from their children, who have fallen into sweet sleep on a hot afternoon. Procedure: 1. show students many kinds of fans in Korea. 2. discuss the shape, function, decoration, and technique of each fan: what shape are they, how were they made, how were they decorated? Are they used for special purpose? 3. learn about folding fan 4. Make a folding fan

How to make a fan(1) 1. cut out the fan patterns and trace them on your file folders. You will need to trace and cut fourteen pieces. 2. use the hole puncher to make a hole in the center of each piece, top and bottom. 3. lay the pieces on top of one another and push a brad through the punched out holes on the bottom. Secure all fourteen pieces. 4. spread the fan out and sew a length of yam through the holes at the top of the fan. Make a knot at either end. 5. paint the open fan with the design of your choice. When the fan is dry, you can decorate it with length of yam tied to the sides of the fan. How to make a fan(2) 1. Cut off three foot pieces of paper off the roll of white paper, one for each student. 2. Have the student draw out floral designs on one side of the paper starting about six or seven inches from the bottom. 3. When they are finished drawing pass out tempera paint in bright colors and have the student paint the flowers. They don’t need to do the background, unless they really want to. 4. Turn over the paper when dry (in a school setting this might mean the next session with that class), and repeat steps 2 and 3.

Korean Art and Culture Kit: Supplemental Activities K 22 5. When the paint is dry, have the student fold the large paper into a paper fan, like an accordion. 6. When it is all folded pass out the scissors. The student will then cut a rectangle out of the bottom (the five or six inches with no flowers) about six inches on one side of the folded whole. This might be hard for little fingers to cut through, so for younger children this step might have to be done for them. 7. Using the bamboo skewers, tape one on one side of each fold, with the end coming down one to two inches on the rectangle that was cut out. One piece of clear tape on the bottom, one piece on the top, one on one side of each folded ‘mountain’ in the accordion folds. These will support the fan so it doesn’t collapse under its own weight. 8. Staple the handle together on the bottom of each fan (teachers might have to do this as it is hard to get a staple through all that paper. 9. Tape two popsicle sticks on the handle, one on one side and then the other, so that the handle doesn’t collapse. They should start roughly where the bamboo skewer did. 10. Wrap yarn around the handle, over the popsicle sticks, and into the rectangle for a soft and attractive grip.

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Korean Art and Culture Kit: Supplemental Activities K 23 Korean Art and Culture Kit: Supplemental Activities K 24 A Suggested List of Online Resources for Teaching About Korea

Online Lesson Plans and Teaching Resources: AskAsia: Korea http://www.askasia.org/Korea/

Korea Society http://www.koreasociety.org/

Education about Asia magazine http://www.aasianst.org/EAA/samples.htm

Instrok (East Rock Institute) http://instrok.org/instrok/lessons.html ”. Indiana University – East Asian Studies website http://www.indiana.edu/%7Eeasc/bibliography/korea.htm

National Geographic Website http://www.nationalgeographic.com/education/

Ohio State University East Asian Studies website – NCTA (National Consortium for Teaching About Asia ) http://oia.osu.edu/ncta/lessons.html#korea

University of California – Berkeley – Center for Korean Studies http://ieas.berkeley.edu/cks/k12_workshop_2003.05.html

AccessAsia: Korea http://www.curriculum.edu.au/accessasia/korea/index.htm . Online Audiovisual Materials about Korea:

Korea.net http://www.korea.net/kois/eng_vns_list.asp?ecode+video&category

Indiana University – Audio/Slide Program for Use in Korean Studies http://www.indiana.edu/~easc/resources/korea_slides/index.htm

The Ultimate Source of Online Maps for Use in Classrooms: The Perry Castaneda Library Map Collection at the University of Texas at Austin http://www.lib.utexas.edu/maps/korea.html

Korean Art and Culture Kit: Supplemental Activities K 25 Arts and Architecture Websites, including student inter-actives, virtual tours, and lesson plans related to art and architecture of Korea.

The Metropolitan Museum of Art - Arts of Korea http://www.metmuseum.org/explore/Korea/koreaonline/index.htm

Korean Brush Painting- A one day lesson plan for 7th grade by Sue Lindemulder http://www.international.ucla.edu/shenzhen/2002ncta/lindemulder/koreanbrush.html

Detroit Institute of Art - Asian Art Collection - Exploring Asia through Art http://edu.dia.org/tao/resource_guide/ http://www.dia.org/collections/asian/#

Seattle Museum of Art - Explore Korea: A Visit to Grandfather’s House http://www.seattleartmuseum.org/Exhibit/Archive/grandfathershouse/lessons/forTeac hers.htm

Online directions for making 2 Korean kites: http://www.koreakite.or.kr/e_kite_5.html

Websites for Basic Korean Language Information: Korean Studies at Monash University: http://www.arts.monash.edu.au/korean/ http://www.arts.monash.edu.au/korean/kor1010/index.html

KOSNET (Korean Study Net) http://www.interedu.go.kr

Let’s Speak Korean http://www.korea.net/kois/eng_vns_read.asp?movie_no=128

Online Images and Materials about Korea for Students to Browse:

Life in Korea: Cultural Spotlight http://www.lifeinkorea.com/culture/spotlight.cfm

Images of Korea http://www.mct.go.kr/imagesofkorea/eng/about/main.htm

Indiana University – East Asian Studies Center website – Cultures Speak : Korea http://www.indiana.edu/~easc/resources/brochure/koreanspeaks/intro.htm

Korean Art and Culture Kit: Supplemental Activities K 26 “Korea in East Asian and World History: A Guide for Teachers” by Charles K. Armstrong, Associate Professor of Korean History, Columbia University http://afe.easia.columbia.edu/korea/kp_korea.htm

Korean Art and Culture Kit: Supplemental Activities K 27