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BOWERS MUSEUM EDUCATOR AND STUDENT RESOURCE PRESENTATION

BOWERS MUSEUM EDUCATOR AND STUDENT RESOURCE PRESENTATION. Exhibition Summary . Warriors, Tombs and Temples: China’s Enduring Legacy is the remarkable story of the Qin, Han and Tang dynasties.

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BOWERS MUSEUM EDUCATOR AND STUDENT RESOURCE PRESENTATION

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  1. BOWERS MUSEUM EDUCATOR AND STUDENT RESOURCE PRESENTATION

  2. Exhibition Summary Warriors, Tombs and Temples: China’s Enduring Legacy is the remarkable story of the Qin, Han and Tang dynasties. Told through a collection of priceless art from China - from the ancient and extraordinary to the sacred and the everyday. Journey through time and toward cultural understanding as you see the recently unearthed discoveries from the Qin-era imperial tomb of Qin Shihuangdi.

  3. Exhibition Summary continued Seldom seen outside of China are the intricately carved miniature armies that once guarded the tombs of Han emperors and their aristocracy. Presenting treasures from the royal tombs and temples of the imperial city of Xi’an’s terminal place on the Silk Road. Among these treasures is a nesting set of five boxes that once held Buddha’s finger bone as the most holy of religious relics.

  4. Archaeological Discoveries • From royal & elite graves & beneath a Buddhist temple • Rarely or never seen in the US before • From capital cities of 3 great dynasties: • Qin (221 -- 206 BCE): Xianyang • Han (206 -- 220 CE): Chang’an • Tang (618 -- 907): Chang’an • All just south of the Wei River near modern Xi’an in Shaanxi Province

  5. Discoveries made near Xianyang & Chang’an.

  6. California Content Standards History/Social Science: • 6.6 Students analyze the geographic, political, economic, religious and social structures of the early civilizations of China. • 7.3 Students analyze the geographic, political, economic, religious and social structures of the civilizations of China in the Middle Ages. Visual Art: Aesthetic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. • Historical and Cultural Context: Students analyze the role and development of the visual arts in the past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists. • Students will know the natural origin of the materials used to make common objects.

  7. What to look for at the museum from the Qin Dynasty • Notice the differences between Qin warriors and Han warriors. • What are ancient Chinese burial beliefs? • Why did Qin Shihuangdi choose to bring these items to the afterlife? • Do these objects depict his greatness?

  8. Pre-visit Discussion:Qin Dynasty Materials • From Qin Shihuangdi’s tomb complex & other sites around Xianyang • Terra cotta warriors • Qin Shihuangdi (221 - 210 BCE) • Unification • Standardization • Infrastructure projects • Legalism

  9. Pre-visit Activity Compare these warriors from the Qin & Han dynasty. What observations can you make from these objects? Figure of Standing Infantry Solider with Shield彩绘步兵俑 Western Han (171 – 141 BCE)Painted Earthenware: h. 49 cm. w.16 cm. Figure of Kneeling Archer 跪射俑 Qin Dynasty (221 – 206 BCE), with visible pigment: h. 128 cm. Earthenware

  10. Comparison of Qin & Han Warriors • Made during Qin (221 – 206 BCE)- Height 128 cm, life-sized • Detailed armor and facial features • Held bow in hand • Western Han (171 – 141 BCE)- Height 49 cm., miniaturized • Created after the Qin dynasty • Held weapon in hand with shield Question: Why did the Han emperor prefer taking a miniaturized warrior to the afterlife as compared to the Qin’s life-sized soldier? … Compared to the Qin warriors, this may represent Han dynasty criticism of Qin extravagance.

  11. What to look for at the museum from the Han Dynasty: • Evidence of advances in technology. • Compared to the Qin warriors, this may represent Han dynasty criticism of Qin extravagance. What are the differences in size? • Historians describe Jingdi’s reign as a period of order and stability. How do you see this portrayed? • Notice what kind of household items are also found in the Han tombs.

  12. Pre-visit Discussion: Han Dynasty Materials • First 2 from founder Han Gaozu’s tomb complex: the Changling (c. 196 BCE) • The rest from Han Jingdi’s tomb complex: the Yangling (c. 141 BCE) • Both in a row of imperial tombs N. of the Wei R. • Han Dynasty (206 BCE - 220 CE) • Huge territory • Effective government • Good standard of living for people • Opening of silk road • Advances in science & technology • Name for ethnic Chinese

  13. Pre-visit Activity: The Han (206 BCE – 220 CE) Figure of Sow 陶母猪 Western Han (c. 141 BCE)Painted Earthenware: l. 45 cm. h. 21.5 cm. Look at this object from Emperor Jingdi’s tomb. What observations can you make? Why bring this to the afterlife?

  14. Oink! Baaa! • Question: • Why would this Han emperor choose to bring livestock to the afterlife? • … • The well-fed, healthy animals buried in Emperor Jingdi’s compound suggest a peaceful and prosperous agricultural economy.

  15. What to look for at the museum from the Tang Dynasty: • Reliquaries served as containers for sacred items important to Buddhists. • How did Buddhism flourish during this time? • Look for foreign influence in China. • Find evidence of the importance of Daoism. • What is the Chinese portrayal of the dragon?

  16. Pre-visit Discussion:Tang Dynasty Materials • “Ah, the Tang” - China’s golden age • Huge territory • Enormous wealth • Effective government • Trade expands on silk road • Transfer of technology, art, ideas • Buddhism and Daoism flourish

  17. Pre-visit Activity: The Tang (618 – 907) What information about the Tang dynasty can you retrieve from this mural? Mural of Two Polo Players 马球图 Tang (c. 747 CE)Mineral Pigments on Plaster: l. 305 cm. h. 130 cm. Unearthed from tomb of Prince Li Yong in Fuping County, Shaanxi Province

  18. Question: • Why would this Tang royal chose to bury a mural depicting a game of polo? • … • Polo was a favorite subject of murals in Tang royal male burials and a favorite pastime of the Chang’an elite.

  19. Post-visit Activities • If you were a royal, what items would you bring to the afterlife? Bring one from home and share with the class.

  20. Post-visit Discussion • We learned what the ancient Chinese royals valued by analyzing artifacts buried in their tombs. Discussed what items did each royal value and how did they differ?

  21. Additional Activities • Choose an object and write how it is relevant to the time period/dynasty it was created. • Research project: Find theories why the Kneeling Archer’s face is green. • Celebrate after taking an exam by playing a game of polo, safely!

  22. Additional Discussion Points • Discuss questions in the “What to look for at the museum” sections. • Why is U.S. and Chinese government collaboration on this exhibit important? • How do these artifacts answer questions about China’s history?

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