RESOURCES ESSAYS

expertise between educators from different Our studies spoke beyond the Chinese cul- schools, disciplines and grade levels. ture to provide a system of inquiry and an Masters and Participants included teachers and staff from understanding of how creative works reflect Masterpieces of three district high schools, one junior high, cultural values, shape cultural traditions, and and three universities, representing disci- fix self-perceptions within a society. : plines of social studies, language arts, foreign Through an in-depth study of one culture, we An Interdisciplinary language, fine arts, and physical education. became better able to read a variety of cul- Along with classroom teachers, the group tural texts. We studied not only Chinese Study included a student teacher, departmental achievements, but also considered the ways by Kelly Ann Long aides, school counselors, and a retired teacher in which all cultures construct images of self who works with preparation of student-teach- and other. We discussed how the arts rein- eachers seek opportunities for ers. By inviting a diverse group of individu- force and sometimes bring into question cul- content-rich educational experiences. als from a variety of disciplines, we broad- tural assumptions and characteristics. Such In the Poudre School District in Fort ened the impact of the seminar. Our study investigations improved our ability to T Collins, Colorado, a Focus Grant focused upon content relevant to national, address a variety of concerns which confront funded by the National Endowment for state, and local standards in English and teachers of cultural studies. Of course, these the Humanities provided just such an oppor- Social Studies. monthly interactions between scholars and tunity. Each month, twenty-four teachers Our district humanities courses explore learners did not address all concerns of edu- engaged in a weekend of intellectual stimula- creative endeavors of various cultures cators who teach about . tion and discussion. The NEH Focus Grant through an integrated study of art, architec- As scholars shared their expertise and enabled educators to explore areas of the ture, music, theater, dance, literature, philos- scholarly interests with secondary teachers, humanities through focused study of one ophy, and history. One difficulty in teaching we developed a community of inquiry among society. “Masters and Masterpieces of such comprehensive interdisciplinary those interested in Asian Studies and nur- Chinese Culture: An Interdisciplinary Study” humanities classes is that few of us are tured collaboration between the educational provided a unique opportunity to broaden trained in all of these disciplines. Fewer still levels. Area experts selected the texts and understanding of the aesthetic underpinnings have had in-depth instruction in the content, directed sessions in which we sought to of Chinese culture. The exploration of form, function, and aesthetics of major artis- determine underlying cultural values and aes- China’s history, philosophy and artistic tradi- tic expressions in Asian cultures. China’s thetic principles revealed by masterpieces tions provided participants with broader per- long and complex history presents a particu- within each discipline. Scholars from spectives and insights to cultural studies in lar challenge for teachers who strive to pre- Colorado State University and the University general. sent a meaningful, coherent, and integrated of Colorado at Boulder conducted most of NEH Focus Grant opportunities provide up approach to its diverse cultural achieve- the fourteen sessions which took place from to $25,000 in support of projects that focus ments. 6 p.m. until 9 p.m. on Friday afternoon and 9 upon disciplines in the humanities and that The NEH seminar directly addressed these a.m. until noon on Saturday mornings. support collaboration between individuals needs. It provided challenges and intellectual Each session included readings, lectures and institutions involved in K-16 education. stimulation which enriched teachers and and discussions focused upon distinct periods Our NEH grant provided stipends for presen- directly benefited their students. All partici- in Chinese history and key documents of ters and participants, as well as books and pants integrated some aspect of their learning Chinese cultural expression. Reading selec- materials. “Masters and Masterpieces of about China into their professional endeav- tions included philosophical writings, histori- Chinese Culture” provides a model for explo- ors. A physical education teacher developed cal texts, poetry, song lyrics, traditional and ration of topics pertinent to areas of Asian a unit for her wellness class which intro- modern Chinese theatrical works, works of Humanities and an approach that can be duced philosophical underpinnings of modern fiction, and theory and criticism of employed in other areas of cultural study. before she invited a fine arts. The selected readings provided The Focus Grant facilitated an exchange of guest to teach tai chi chuan. Seminar read- added depth for participants already knowl- ings and discussions about relationship and edgeable about China, as well as an introduc- family provided insight for a counselor who tion for those just beginning their study of sometimes works with Chinese students and China. Excerpts from several selections KELLY ANN LONG teaches Asian Humanities and their families. Teachers of social studies, proved useful in the high school classroom. World Authors in the International Baccalaureate literature, and Asian humanities classes The central question of the seminar was: Is program, and Asian Humanities for Poudre High found ample opportunity to apply gleanings there a Chinese aesthetic, and if so, how it is School in Fort Collins, Colorado. She is a Ph.D. from the seminar, as will be discussed revealed in the masterpieces of Chinese cre- candidate in U.S. Intellectual History at the below. As a result of a shared and dynamic ative endeavor. Other guiding questions University of Colorado at Boulder. Long was a learning experience, teacher-participants included: In what ways do traditional and 1992 recipient of a National Endowment for the felt better prepared to help their students modern creative achievements of China draw Humanities Teacher-Scholar Award. Her research interests in U. S.-China Cultural exchange devel- synthesize the study of humanities disci- upon and reflect the central values of that cul- oped as a result of that opportunity. plines and Chinese culture. ture? What continuities and transitions are

48 EDUCATION ABOUT ASIA Volume 2, Number 1 Spring 1997 RESOURCES ESSAYS

revealed in masterpieces throughout Chinese society. Students traced the influence of sand-year history of also sur- history? How does the outer form of an artis- Taoist, Confucian, and Buddhist principles in faced through our study. The lectures focused tic expression reflect underlying social values the poetry of , Tu , and upon factors that drive choices translators and philosophical frameworks? prior to writing their own in the style poems make—relating both to the form of the origi- We examined the ideal of the Confucian based upon these masters. nal poems and to changing literary tastes in Scholar, the cultured individual who knew In the second session, the seminar group the target language (English). After listening and performed the arts of writing, poetry, surveyed Chinese fine arts, focusing primari- to readings of poetry in Chinese and English, painting, and music. The group scrutinized ly upon works created during the Tang we discussed key concerns of Chinese poetry single works that embodied several disci- Dynasty. This session centered upon the Silk and practiced our skills at evaluating transla- plines. The criteria by which a Chinese Route as a means of exploring cultural tions. In order to better understand how a viewer or reader might determine the artistic exchange and the evolution of artistic forms Chinese poem works, participants tried their merit of a work became a focus of discus- in China. The Principles of own hands at the translator’s task. Using sion. We asked: how were the designations of by George Rowley, and chapters from word-by-word translations into English of the masters and masterpieces made historically? Michael Sullivan’s The Arts of China served , we attempted to reflect a What were the aims of these cultural expres- as primary texts. As we learned about the cri- sensitivity to the aesthetics that drive Chinese sions, and why were certain works created teria used by the Chinese to assess master- poetry as we translated the words into poetic during particular periods considered exem- pieces, we also learned about symbols and English. plary? Readings provided a basis for under- methods of expression utilized in the fine This activity was especially successful with standing the aesthetic criteria by which, and arts. We studied the application of Chinese high school students who learned about poet- the cultural context in which, Chinese mas- artistic conventions to a variety of subjects, ic techniques through their own struggles to ters and masterpieces were designated. By examined techniques, and speculated upon create translations. A teacher of French used reading works that revealed the importance the meanings of various works. After learn- the Chinese poetry unit to introduce poetic of memory in Chinese arts, we learned about ing about five major styles of Chinese paint- form and translational concerns to her stu- artists’ contributions to subsequent ages and ing— courtly, monumental, literal, lyric, and dents. After using the translation packet on considered how these shaped an ongoing spontaneous—we observed works of several Chinese poetry as a general introduction to stream of cultural expression. masters, and discussed how the Chinese tra- the topic of translation, she used the same The seminar concept of focused inquiry ditionally evaluated mastery. We applied our mode of inquiry to introduce French poems around a central concept worked well in the understanding through oral critique of a and translations. In an International high school classroom. Students responded selection of scrolls. Baccalaureate World Authors class, the trans- positively to an investigation of the Chinese In the high school classroom, students also lation unit proved fruitful in helping students culture that sought to trace continuity and responded well to this approach. Using slides to practice their skills in close reading of a transitions in that culture. By observing how and reproductions, we discussed traditional text. Students examined and contrasted the an idea such as the concept of the individual, subject matter, use of negative space, prefer- effect of particular word choices, use of figu- nature, or social responsibility was treated ence for asymmetry, and the use of color in rative language, use or lack of through time and in different art forms, stu- Chinese paintings. After study, students scheme, prevailing imagery, and the influ- dents refined their own ability to synthesize offered insightful oral evaluations of repro- ence of these elements on and meaning concepts. Tracing philosophical and aesthetic ductions of Chinese masterpieces. Students of a poem. underpinnings evidenced in various art forms proved adept at applying specific and cultural- The NEH group continued exploration of also offered a useful tool for approaching the ly relevant criteria to their evaluations of the China’s history with a lecture focused upon vast and its arts. Chinese arts. They also painted bamboo and transitions and consistencies in the Chinese The first NEH session provided an landscapes in the style of Chinese masters, culture from the to the mid- overview of Chinese history up to the Tang added their own in-the-style poetry to the 1800s, again reading from China: A Macro Dynasty, along with an introduction to three work, and created chops to sign their names. History. The lecture provided background for philosophical traditions in China. In prepara- The seminar group continued the explo- examination of the Chinese . tion for these sessions, participants read Ray ration of the interrelationship of the arts in Beginning with a discussion of traditional Huang’s China: A Macro History, Wing-tsit China in a session on Chinese poetry. Chinese theatrical forms, we learned about Chang’s The Way of the Tao, selections from Discussion focused around two major topics: ingredients of traditional Chinese theater, The Doctrine of the Mean and The Sayings of themes of Chinese classical poetry, and trans- including story line, staging techniques, cos- Lao Zi, and a selection on Chan lations into English. Along with the central tuming, dance, acrobatics, music, and presen- from Theodore De Bary’s Sources of Chinese text, The Heart of Chinese Poetry, by Greg tational styles. A reader’s theater of Peach Tradition. These philosophical systems pro- Whincup, we used selections from a variety Blossom Fan led to discussion of how the vided themes for our exploration of artistic of other texts. We studied the themes of love, script reflected the major characteristics, con- expressions through Chinese history. Comic war, nature, and religion in order to contrast ventions, and concerns of traditional Chinese book versions of and Western treatment of the same topics. theater. worked well to introduce high school stu- Observations about differences in how these The following session centered on modern dents to basic philosophical ideals of Chinese themes were handled through the three-thou- theater and considered events in twentieth

Teaching About the Religions of Asia 49 RESOURCES ESSAYS

century China which brought theater to the facilitated by the American Council of Yu, Tsao. Sunrise. Peking: Foreign Language forefront of the modern literary movement. Learned Societies. Poudre School District is Press, 1960, 1978. Through use of a dramatic script, Lao She’s hosting an exchange teacher from Beijing, MODERN LITERATURE Teahouse, we were introduced to issues con- China, who teaches Asian humanities cours- Goldblatt, Howard, translator. Chairman fronting China as it moved into the twentieth es as part of a team and also Chinese lan- Mao Would Not Be Amused. New York: century. We read Tsao Yu’s Sunrise to guage to high school and elementary stu- Grove Atlantic, 1994. explore Western influences upon the Chinese dents as well as adults. We hope to send a Spence, Jonathan. The Gate of Heavenly culture and theater. A short and inexpensive P.S.D. teacher to China next year and to Peace: The Chinese and Their Revolution, text, Teahouse served well in the high school again participate as a recipient district in the 1895-1980. New York: Penguin Books, 1981. literature and humanities classroom to intro- exchange program. duce modern Chinese theater, while also The NEH Focus Grant serves as a proto- RECOMMENDED READING introducing major episodes in the history of type for the development of content-based Baims, Geremie, and John Minford. Seeds of twentieth century China. teacher development seminars facilitated by Fire, Chinese Voices of Conscience. New The concluding NEH session introduced Colorado State University scholars for York: Noonday Press, 1989. dominant themes, authors, and literary works Poudre School District teachers. The goals Birch, Cyril, editor. Anthology of Chinese of twentieth century . We of creating sequencing and coherence Literature, vol. 2, From the 14th Century to focused upon works of social usefulness or between the educational levels, and the need the Present. New York: Grove Press, 1974. social protest. After a survey of the major for content area professional development Chaves, Jonathan. The Columbia Book of authors and themes of the May Fourth for teachers provide incentives for further Later Chinese Poetry. New York: Columbia Movement, we concentrated upon contempo- collaboration between university and K-12 University Press, 1986. rary works. Sections from Jonathan Spence’s educators. The National Endowment for the Dolby, William. A History of Chinese The Gate of Heavenly Peace provided insight Humanities provides an exciting and valu- Drama. New York: Barnes and Noble, 1976. to historical events that influenced the direc- able opportunity for such explorations Man, Sai-cheong. “ on the Performing tion of China’s literary movement. Chairman through the Humanities Focus Grants. Arts,” Renditions: A Chinese-English Mao Would Not Be Amused, edited by Translation Magazine. Hong Kong: Wing Howard Goldblatt, served as the primary text Tai Cheung, (Autumn, 1974). for study of contemporary fiction. Professor SELECTED READINGS Owen, Stephen. Remembrances: The Goldblatt engaged us in discussion of his ORGANIZED BY SEMINAR Experience of the Past in Classical Chinese own interaction and work with dissident writ- Literature. Cambridge: Harvard University ers, and discussed issues and concerns rele- HISTORY AND PHILOSOPHY Chan, Wing-tsit. The Way of Lao Tzu. New Press, 1986. vant to translators of contemporary fiction. York: Macmillan Publishing, 1963. Spence, Jonathan. The Search for Modern The impact of this Focus Grant will be China. New York: Norton, 1990. ongoing and far reaching. All sessions were Chung, Tsai Chih. The Doctrine of the Mean. Singapore: Asiapac, 1993. Sullivan, Michael. The Three Perfections: videotaped and each high school media cen- Chung, Tsai Chih. The Sayings of Lao Zi. Chinese Painting, Poetry and . ter has a full set of the sessions available for New York: George Braziller, 1974. use by staff and students. In addition, a sup- Singapore: Asiapac, 1994. Waley, Arthur. Study of Chinese Painting. plemental grant of $1,500 provided by the Huang, Ray. China: A Macro History. New New York: Charles Scribners Sons, 1974. China and Inner Asia Council of the York: M. E. Sharpe, 1990. Association for Asian Studies enabled the Watson, Burton. Early Chinese Literature. FINE ARTS New York: Columbia University Press, 1962. seminar group to continue our studies into Rowley, George. Principles of Chinese ———.The Columbia Book of Chinese the following academic year. Readings have Painting. Princeton, New Jersey: Princeton Poetry. New York: Columbia University focused upon the questions: What was the University Press, 1959. Press, 1984. role of the individual in traditional Chinese Sullivan, Michael. A Short History of Yee, Lee. The New Realism, Writings from culture? What is the role and definition of . Berkeley: University of China After the . the individual in modern Chinese culture? California Press, 1967. How does the history and literature of post- Hippocrene Books, 1983. n 1949 China support or refute the idea of an POETRY Whincup, Greg. The Heart of Chinese underlying aesthetic? What continuities or Poetry. New York: Doubleday, Anchor transformations are revealed in the literature Books, 1987. Editor’s Note: If you are interested in more surveyed? information about National Endowment for Beyond our expectations, the grant also THEATER the Humanities Focus Grants contact: prepared the way for other China related She, Lao. Teahouse. Beijing: Foreign Bruce Robinson Language Press, 1974. National Endowment for the Humanities opportunities in our school district. Largely 1100 Pennsylvania Avenue, NW because of the enthusiasm which developed Shang-jen, K’ung. The Peach Blossom Fan. Washington, DC 20506 district-wide as a result of this study, we Berkeley: University of California Press, Phone 202-606-8377 were invited to participate in an exchange 1976. e-mail [email protected].

50 EDUCATION ABOUT ASIA Volume 2, Number 1 Spring 1997