In preparation for a school visit to the Huntington Botanical Gardens Japanese Garden

Transcription

1 Botanical Garden Programs: Japanese Gardens JAPANESE STONE LANTERNS: CULTURE AND DECORATION IN THE JAPANESE GARDEN Grades 4 7 I. Introduction In preparation for a school visit to the Huntington Botanical Gardens Japanese Garden tour, we will observe images of Japanese lanterns, and will make lanterns out of clay. The history and symbolism of Japanese lanterns will be introduced, and concepts of design and decorative elements will be explored in the Japanese garden. II. III. Objective To introduce students to decorative elements in the Japanese garden through learning about Japanese lanterns and making a model of one out of clay. Standards Assessed Visual Arts Standards (California Department of Eduction, 2001) Standard 1.0 Artistic Perception: Processing, analyzing, and responding to sensory information through the language and skills unique to the visual arts. Standard 2.0 Creative Expression: Creating, performing, and participating in the visual arts Standard 3.0 Historical and Cultural Context: Understanding the visual arts in relation to history and culture. Standard 4.0 Aesthetic Valuing: Responding to, analyzing, and making judgments about works in the visual arts. 1

2 Japanese Stone Lanterns IV. Background Stone and bronze lanterns have been used in Japanese temple precincts and gardens for hundreds of years. The use of stone lanterns dates back to 600 A.D., when they were brought from China. Originally, lanterns were used to line entrances to temples and pagodas. Some of the earliest lanterns had compartments for an oil lamp. The lamps were lit as an offering to the Buddha. When lanterns were introduced into Japanese tea gardens, they became popular as a garden element. These lanterns lit the way through a garden for an evening tea ceremony. In contemporary gardens, lanterns are placed for aesthetic purposes. Japanese lanterns are positioned along a curve in a path, near water, or near a building. Japanese lanterns come in a number of different forms. Lanterns on a vertical post are called pedestal lanterns (tachi-doro), other lanterns have multiple supports and are called legged lanterns (ashitsuki-doro). A buried lantern (ikekomi-doro) has its base sunk directly into the soil. The parts of a pedestal lantern are labeled on (Student Handout Two). At the Huntington, your students will see mostly pedestal and legged lanterns. V. Materials Needed Images or photographs of different lanterns (Student Handout One) Labeled drawing of a lantern (Student Handout Two) Clay Pencils VI. Procedure 1. Show your students images of different Japanese lanterns (Student Handout One). Explain that they will see many of these during their visit to the Huntington s Japanese Garden. Discuss the forms and the purpose of the lanterns: a) Why do you think that there are lanterns in Japanese gardens? b) Do they serve decorative purposes? c) Could they serve functional purposes? d) What similarities and differences do you notice between these different examples? 2. Distribute copies of the worksheet that have the different parts of a lantern labeled (Student Handout Two). a) Where does the light go? b) Why do you think the base is called the earth ring? c) What does the top of the lantern look like to you? 2

3 Japanese Stone Lanterns 3. Ask students to think about how they would make a stone lantern. Have them sketch their ideas & label the different components. 4. Distribute clay for the students to work with. Ask them to each make a small model of a Japanese lantern. They can use pencils to carve in designs. 5. Let the lantersn dry in a safe place. If you have the facilities to fire clay, that is great. Otherwise, consider using a clay that air dries or can be baked in an oven. VII. Discussion Questions 1. What purposes do lanterns serve in Japanese gardens? 2. What similarities and differences do you notice between the different kinds of lanterns? 3. What materials are Japanese lanterns made out of? 4. How do you think Japanese lanterns are made? VIII. Making Connections IX. 1. Research different types of gardens, for example: Japanese, Chinese, English, formal, informal. 2. What sculptures and decorative elements can you find in a Japanese garden? 3. In other types of gardens, what kinds of decorative elements do they have? How do they compare with those in Japanese gardens? 4. What kind of atmosphere do you think the lanterns help to create in the Japanese garden? 5. How would you compare Japanese lanterns to other kinds of lights and lanterns in outdoor settings? Extension Activities 1. Research the history of Japanese lanterns: what was the original significance of lanterns at temples? How were the lanterns connected with Buddhism in Japan? How were they made? 2. Research and think about the symbolism of the different parts of a Japanese lantern. Incorporate different designs that represent specific things to you in your lantern. Write about what each symbol means. 3. Create a miniature garden to put your lantern into. Try to incorporate plants, rocks, water, and other Japanese garden elements, like a dry garden, bonsai court, pagoda sculpture, or statues. 3

4 Japanese Lanterns at The Huntington Botanical Gardens 4 Legged Type Japanese Stone Lanterns Student Handout One Pedastal Type Japanese Garden Program

5 Japanese Stone Lanterns Student Handout Two Parts of a stone lantern Tachi-doro, or pedestal type jewel umbrella light compartment central platform post earth ring 5

6 Japanese Stone Lanterns Vocabulary VOCABULARY buried lantern earth ring pedestal legged lantern stone lanterns symbolism a lantern with its base sunken directly into the soil the base of a stone lantern; it is called the earth ring because of its connection with the ground an upright support for a sculpture or, in this case, for a lantern; in Japanese lanterns it is often round, and is also referred to as a post a lantern with multiple supports stone lanterns can have spiritual significance, but can also be used as decorative garden elements; stone lanterns in Japan are some-times lit during ceremonies the association of meaning with specific objects, plants, animals or places 6