dunhuang mis
TRANSCRIPT
UC Berkeley/UCLA Summer Institute On China
:
The History, Art, and Culture Dunhuang: Creative Ways to Integrate China
Across the Curriculum
Jennifer Lopez, PUC Nueva Esperanza Charter Academy
Vivian Lam, Bright Star Schools
Natalí Ramón, Field of Dreams Learning YouthBuild Charter School
Susan Jain, UCLA Confucius Institute
ATCFL 5 CsCommunication
Cultures
ConnectionsComparisons
Communities
Overview: Guiding Questions
Guiding QuestionHow do archaeologists use artifacts to learn about the
livelihoods of individuals living around the Mogao Caves?
Jennifer Lopez, PUC Nueva Esperanza Charter Academy
Overview: Objectives In this lesson, students will learn about the purpose of the Mogao Caves through close
readings, videos, and images.
In this lesson, students will experience and appreciate the role of archaeologists when analyzing historical artifacts.
In this lesson, students will critically infer, analyze, and discuss images of the Mogao Caves and make connections to the Silk Road.
In this lesson, students will begin to create their own archaeologist journal about the Mogao Caves, focusing on the social, cultural, religious, and economical factors present in the images, and connect to the Silk Road.
Jennifer Lopez, PUC Nueva Esperanza Charter Academy
Mogao Caves Activity!GOAL: You will pretend to be an archaeologist and infer what life was like for people living near the Mogao Caves, and make connections to the Silk Road if possible.
Directions: 1. You will go around the room and view different images of the Mogao Caves. 2. Your goal is to make at least two inferences from two different images around the room. Make sure to label which image you are making inferences on.
3. Example of inference (Sentence Starter: I infer that…because..)I infer that people living around the Mogao Caves practiced meditation because of the way the Buddha is positioned in the center of the picture, with others sitting around him are praying or meditating as well.
Jennifer Lopez, PUC Nueva Esperanza Charter Academy
Vivian Lam, Bright Star Schools
Vivian Lam, Bright Star Schools
Vivian Lam, Bright Star Schools
Natalí Ramón Social Science/Art
• 10th Grade World History, 11th Grade US History,
12th Grade Economics and Government, and Art.
• Field of Dreams Learning Inc. in Norwalk, CA
• YouthBuild Charter School of California
• Interdisciplinary, Project Based Learning
• Social Justice Oriented & Leadership Development
• 16-24 year old students
Natalí Ramón, Field of Dreams Learning YouthBuild Charter School
Buddhism and its Influence in the Mogao Caves
The Silk Road Buddhism and its tenements
Principles of Art Mogao Cave Analysis &
Brief Writing Piece
Production of Art
Emergence of the Silk Road
Geography The main
participants Resources
traded
Life of Buddha Eight Fold Path Four Noble
Truths
Organic and Geometric Shapes
Movement and Motion
Emphasis and Subordination
Analysis of 1 Mogao Cave Art
Written Response
Oil Pastel Techniques
Create an art piece inspired by the Mogao Cave art
Learning Segments
Visual Art Principles of Art: shapes,
movement, design Production and Practice
Piece inspired by cave art in oil pastel
Writing Brief analysis of Mogao cave
art
History/ Philosophy
Origins and Spread of Buddhism
The Life of the BuddhaThe Four Noble Truths
The Eightfold Path
Geography Silk RoadMain participants
Interdisciplinary Unit
Natalí Ramón, Field of Dreams Learning YouthBuild Charter School
@The Getty• Dunhuang Exhibition
May 7-September 4
• Music of the Silk Roads ConcertFriday, May 20th
• Getty Family DaySaturday, June 11th
• Teachers Conference Monday, August 1st
• Film Screening, Lectures, Concerts throughout the summer
www.confucius.ucla.edu
Thank you ! | 谢谢!