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Slides 1, 2 and 3 (detail of slide 1) left right detail Artist unknown Equestrian Archery Drill Approximately 1640 Pair of six fold screens; ink, color and gold on paper 61 1/2 x 144 inches each screen The Avery Brundage Collection, B60 D1 (left), B60 D2 (right) Asian Art Museum Education Department
What is this painting about? This pair of folding screens depicts a samurai archery drill using moving targets—dogs. The arrows are tipped with padding, so the dogs, although probably terrified and bruised were not killed. The dog chase, one of three popular archery drills, had set rules stipulating the number of players and dogs, and the size of the field. The game starts in the right screen with the dog’s release within a rope circle. On the left screen, the lead rider takes aim while galloping at full speed. Archery drills and demonstrations like this were part of samurai education to develop and maintain sharp military skills, such as archery, horsemanship, and sword fighting. They presented an exciting spectacle for local townspeople to enjoy, much like a football game in the US. Who are the people in the crowd? Earlier screens of this same subject focused on the game itself, whereas painters of this screen and others from the Edo period devoted their attention to the details of the crowd. At the far left is the recorder’s booth, where officials watch the contest. Notice the man seated in the center of the booth with paper spread before him to record the game. Surrounding the field are scores of onlookers from all walks of life engaged various leisure activities: eating, drinking, and lively conversation. Activities 1) Describe a person in the crowd. Ask students to pick someone out of the crowd to describe in a writing project. Who are they? What kinds of clothes do they wear? What are they doing. Who did they come to the Dog Chase with? etc. 2) Find the mon. Using Student Handout 1, introduce the Japanese mon, or emblematic crest. Show this screen and slide #14. Have students come up close and find mon on the people’s clothing or on the banners. Have them draw some of them, choosing a favorite that they might like to adapt to create their own for the Temple Book Activity 1. Searching for mon is one way to get the students to look really close at the painting. Ask if they noticed anything else interesting while they were looking. Asian Art Museum Education Department
Page 1 and 2: The Arts of Edo Japan A Teacher Wor
Page 3 and 4: A R Map of Japan Amur Q CHINA Khaba
Page 5 and 6: Consonants are generally pronounced
Page 7 and 8: Generalization: During the Edo peri
Page 9 and 10: Historical Background Japan’s Edo
Page 11 and 12: tation of foreign books was lifted
Page 13 and 14: Artists and Patrons “Since the la
Page 15 and 16: Aesthetic Trends in Chanoyu (Japane
Page 17 and 18: assumed central importance. A reali
Page 19 and 20: The Edo Period (1615-1868) Tea cont
Page 21 and 22: most innovative aspect of Oribe’s
Page 23 and 24: from serving the powerful he was ne
Page 25 and 26: Sowa was highly regarded as connois
Page 27: Slide Descriptions Notes to the sli
Page 31 and 32: painter in the Shogun’s court in
Page 33 and 34: Slide 6 Yuin Teahouse, Kyoto Origin
Page 35 and 36: Slide 7 Gohon Tachizuru-style Hagi
Page 37 and 38: Slide 8 Nonumura Ninsei (died 1695)
Page 39 and 40: Slide 9 left Artist unknown Tale of
Page 41 and 42: Dew-drenched purple trousers: I gri
Page 43 and 44: Slide 10 left right Yamamoto Soken
Page 45 and 46: “Flowers of Birds of the Twelve M
Page 47 and 48: Slide 11 Ike Gyokuran (1727 or 28-1
Page 49 and 50: Slide 12 detail Aoki Shukuya (died
Page 51 and 52: “A Grand View of Yueyang Tower”
Page 53 and 54: Slide 13 Left Noro Kaiseki (1747-18
Page 55 and 56: Slide 14 Artist unknown Fireman’s
Page 57 and 58: Why was the mon so prominent and im
Page 59 and 60: cise strokes, stemmed from the tech
Page 61 and 62: were highly valued for their beauty
Page 63 and 64: shuttle cock with specially decorat
Page 65 and 66: What format is this? Hanging scroll
Page 67 and 68: often the phrases brushed upon the
Page 69 and 70: Slide 20 Signed Chikuhosai Katsura
Page 71 and 72: flowers were placed or hung in the
Page 73 and 74: Asian Art Museum Education Departme
Page 75 and 76: 3) Wrap up discussion. Summarize th
Page 77 and 78: 3) Cut two crease lines on either s
Page 79:
Asian Art Museum Education Departme
Page 85 and 86:
Student Handout 2 Readings on Educa
Page 87 and 88:
Student Handout 3 Formats of Japane
Page 89 and 90:
Neo-Confucian: Rangaku: roji: Shint
Page 91 and 92:
Bibliography Books/Exhibition Catal
Page 93:
Travel Books Fodor’s Exploring Ja
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