{"id":383,"date":"2021-08-18T20:57:43","date_gmt":"2021-08-19T01:57:43","guid":{"rendered":"http:\/\/gfisk.com\/locallearning\/?page_id=383"},"modified":"2022-02-11T13:19:02","modified_gmt":"2022-02-11T19:19:02","slug":"exploring-portraits-dress-and-identity-in-asian-art","status":"publish","type":"resource","link":"https:\/\/locallearningnetwork.org\/resource\/exploring-portraits-dress-and-identity-in-asian-art\/","title":{"rendered":"Exploring Portraits, Dress, and Identity in Asian Art"},"content":{"rendered":"
\"image-from-pecoremodule\"<\/a>

Japanese Woodblock Print of Kabuki Actor, Oyawa-ya Onoe Matsusuke, as Oboshi Yuranosuke in the Play The Forty-seven Samurai. Asian Arts & Culture Center Collection, Object #P-026<\/p><\/div>\n

Joanna Pecore<\/em>
\n Asian Arts & Culture Center, Towson University, Towson, Maryland<\/em><\/p>\n

Discovery Questions<\/h3>\n

What can art objects from distant times and places express about the identity of the people and the cultures depicted in them?<\/p>\n

How would students represent group identity in a portrait?<\/p>\n

How can exploring this question help students to build research, observation, and analysis skills?<\/p>\n

Materials (all accessible from lesson plan link in sidebar)<\/h3>\n
    \n
  • Image: Japanese Woodblock Print of Kabuki Actor, Oyawa-ya Onoe Matsusuke, as Oboshi Yuranosuke in the Play The Forty-seven Samurai<\/em>. Asian Arts & Culture Center Collection, Object #P-026<\/li>\n
  • \u201cAbout the Image\u201d Information Sheet for the teacher<\/li>\n<\/ul>\n

    Preparation<\/h3>\n
      \n
    • Study the image and download it to project for students.<\/li>\n
    • Read \u201cAbout the Image.\u201d<\/li>\n
    • Review activities and adapt for your class.<\/li>\n<\/ul>\n

      Activities<\/h3>\n

      Part 1<\/strong><\/h4>\n
        \n
      1. Share the image with your class.<\/li>\n
      2. Ask students to make observations<\/em> (What do you see?) and share them with the rest of the class.<\/li>\n
      3. Ask students to analyze<\/em>.<\/li>\n<\/ol>\n
          \n
        • What might these observations tell us about the person in the picture?<\/li>\n
        • What might the clothing, hair, accessories, and text help us learn about the person\u2019s identity?<\/li>\n<\/ul>\n
            \n
          1. As students analyze the image in a class discussion, share information about the image to affirm, encourage, and supportively redirect student analyses.<\/li>\n
          2. Once the class seems satisfied with their decoding of the image, transition to a discussion about portraiture and identity.<\/li>\n<\/ol>\n

            (Discuss the Image)<\/p>\n

              \n
            • Who do you think created this portrait?<\/li>\n
            • Why?<\/li>\n
            • What do you think the creator hopes the viewer will see in terms of the person\u2019s individual identity?<\/li>\n
            • What does the creator hope the viewer sees in terms of the person\u2019s social identity?<\/li>\n
            • How do the clothing, hair, accessories, and other elements contribute to this perception?<\/li>\n
            • Who are the viewers?<\/li>\n
            • Do you think they see what the creator intended?<\/li>\n
            • What else might they see?<\/li>\n<\/ul>\n

              (Discuss Portraits in General)<\/p>\n

                \n
              • Based on the responses above, what is the purpose of a portrait?<\/li>\n
              • What strategies do portrait artists use to accomplish their goals?<\/li>\n
              • What role do dress and adornment play in portraiture?<\/li>\n
              • How would you define a portrait?<\/li>\n
              • Create a definition of portrait as a class. (Make it provisional if students are not comfortable with finalizing it).<\/li>\n<\/ul>\n

                Part 2<\/strong><\/h4>\n
                  \n
                1. Ask students to research, observe, and analyze portraits in their homes and community based on the working definition of a portrait students created. They may photograph or sketch examples to share in class.<\/li>\n
                2. In a class discussion of students\u2019 examples, consider these questions.<\/li>\n<\/ol>\n
                    \n
                  • What messages does it convey? How?<\/li>\n
                  • Who is the presenter?<\/li>\n
                  • Who is the audience?<\/li>\n
                  • \u00a0How is it staged?<\/li>\n
                  • \u00a0What role do dress and adornment play in expressing those messages?<\/li>\n<\/ul>\n

                    Part 3<\/strong><\/h4>\n
                      \n
                    1. Create a classroom portraiture studio to create group portraits. Ask them to call on the class definition of a portrait as they work.<\/li>\n
                    2. Divide the class in half.\u00a0 Assign half the class the role \u201cportrait artist\u201d and assign half the class to the role \u201cportrait subject.\u201d<\/li>\n
                    3. Ask \u201cportrait artists\u201d and \u201cportrait subjects\u201d to work together to define a group identity for the \u201cportrait subjects\u201d and identify strategies for expressing the group identity through portraiture by revisiting the questions above.<\/li>\n
                    4. The groups work together to plan and create a group portrait that may be a photograph, sketch, painting, or collage.<\/li>\n
                    5. \u00a0Display the final portrait and ask students to write reflections on the process and the final product, the portrait.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

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