Fusion+Portraits-Ye+Hongxing

=Osmosis No. 7- Ye Hongxing=



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 * Title:Osmosis No.7
 * Artist(s): Ye Hongxing
 * Date: 2010
 * Period: Contemporary
 * Country of Origin: China
 * Cultural/Ethnic Affiliation: Chinese
 * Medium: Oil paint
 * Dimensions: 60"x60"
 * Museum/Collection: Unknown
 * Accession Number:Unknown
 * Current Location and Manner of Display: Unknown
 * Provenance: (the history of ownership if known) Unknown

Introduction
This entry is on Osmosis No.7, which is one of a large series of self-portraits by contemporary oil painter, Ye Hongxing. Ye's paintings, masterfully juxtapose traditional Chinese porcelain patterns and other decorative designs, with flawless western oil color technique. Ye utilizes her paintings to reflect the idea of duality and change in contemporary Chinese art and culture.

Descriptive Analysis
Like the majority of Ye Hongxing's work, Osmosis No.7, is done in oil on a 60 inch square canvas. A large circle is centered, dominating the majority of the canvas. The edges of the circle are dark grey, making a stark contrast from the white that the defines the square canvas. The circle acts as a camera lens and zooms in close to the self-portrait of the artist. The monumental face is beautifully rendered in grey scale. The surface is smooth showing no traces of brushstroke. The eyes on the face are closed, and the vantage point is at a slight pitch so we are viewing the face from below, which gives the impression of the face as lying down peacefully. Intricate red and grey line work defines hundreds of mini-repeating arcs, which encompass the entire face overlapping one another. Across the bridge of the nose and falling onto the cheeks are elongated oval ribbons which connect like a spiral phone cord; these ribbons create a prominent infinite sign.

Even with all of the energetic lines swarming the portrait, the colors are subdued and the face is still predominantly white; with the exception of the right side (viewers left) which is visually stamped with bright a red, diamond motif, running vertically over one third of the portrait, just over lapping the right eye. Over the right ear just penetrating the picture plane of the circle is partial red circle, with lines running from the inside rim, to the center which is out of our visual field.Over the left half of the face (viewer's right) stamped over the left eyebrow is a large, thick number "5". Below this number five, are the letters "WU JIA" also in bold, red lettering. From left to right the "W" starts on the left nostril and the letters cross the left cheek ending with the bottom of the "A" running off of the picture plane. Below the letters, centered over the chin, is the impression of a square stamp bearing Chinese characters in the seal style.

Formal and Contextual Analysis
The red patterns and number five on the portrait are from Chinese currency, specifically, the five cent note (illustration). The meaning of the word "Osmosis" in the title, is; the gradual assimilation of ideas. Ye's work is about her adaptation to the rapid change in Chinese society and culture. Contemporary China though controlled by the Communist Party and its socialist ideals functions as a capitalist state, art is bought and sold by corporations just as any other commodity. Ye could be commenting on the development of consumer culture in China. Everyday China builds and expands its industrial and urban life, and with this growth comes new businesses, like Walmart, that pay higher wages. With higher wages comes more money and the ability to purchase stuff. The availability of cheap stuff in China has sky rocketed in the past decade, and the new generation, can afford to buy whatever their consumerist heart desires. To some the exchange of cheap stuff is not a justification for the brutal working conditions in industrial factories and the toll these facilities have on the environment. Osmosis is about the gradual assimilation, so no matter what, Chinese society has changed and the culture is changing as well. For better or worse who knows.

Ye's other work, as seen on her website [] is very different from the work she presents us in The Osmosis series. Instead of the markings found on currency, Ye uses traditional Chinese porcelain design and bright vibrant colors. Certain flowers hold special meaning in traditional porcelain design, such as, the lotus- representing summer the season of life. The tree-pony- represents spring, the season of birth. The chrysanthemum represents autumn the season of change and the harvest. The plum-tree represents winter, the season of hibernation. The Lotus also represents one of the eight immortal Genii.

Colors also have their own significance. Blue is the color of heaven. Yellow is the color of the emperor and the earth. Red represents the sun and white is the stars. Ye uses these symbols as her way of achieving a calm and serenity she needs to cope with the rapid industrial, economic and social changes in contemporary China.

Personal Interpretation
At first I look at the pattern, but soon after I see the tranquil portrait. Starting from the peace I receive from examining the contours of the facial features, I become washed away with the aggressive movement of the pattern. There isn't a spot on the face that is free of decorative elements. It would be unnerving if the face didn't maintain the same tranquil qualities. I use the face as an anchor, something to ground me so I don't get swept away by the rest of the work. In fact, I'd say, in light of the decorative elements the soundness of the portrait leads me to believe that the decoration is being controlled by the face, if not being produced by it. It seems that from the beginning the luminous portrait has had everything under control as I rode the roller coaster of imagery. Having all this with in the borders of a circle make me think of eternity. Meditating on the past, and thoughtfully marching forward into the future.

Online sources
[] An informational website that focuses on Asian art specifically porcelain. [] A site dedicated to promoting museum quality art for the global environment [] Is the site of one of Beijing's most notable art galleries. [] a contemporary Chinese gallery

[] A blog site that focuses on art. [] Ye Hongxing's work is featured on this social media site. [] A site that catalogs contemporary Chinese art history. [] A contemporary gallery that works with artists and corporations

Print sources
http://www.jstor.org/stable/3252903 (give the article title, author, page numbers) A brief article about the historical symbolism of Chinese porcelain design.


 * Lesson Title:** Symbolic Self Portraits
 * Grade Level:** 3rd Grade
 * Time:** Five 1 hour long Class Periods

This lesson meets National Arts Education Standards (Visual Art): NA-VA.K-4 1: Understanding and applying media, techniques, and processes (1-4). NA-VA.K-4 2: Using knowledge of structures and functions (1-3). NA-VA.K-4 3: Choosing and evaluating a range of subject matter, symbols, and ideas (2). NA-VA.K-4 4: Understanding the visual arts in relation to history and cultures (1). NA-VA.K-4 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others (2,3).
 * Standards:**

This lesson meets Technology Standards: 1. Creativity and Innovation a,b 3. Research and Information Fluency b,c,d. 4. Critical Thinking, Problem Solving, and Decision Making b,c 5. Digital Citizenship a,b 6**.** Technology Operations and Concepts a,b


 * Central Concept:**
 * Symbolism:** The practice of representing things by symbols, or of investing things with a symbolic meaning or character. A [|symbol] is an object, action, or idea that represents something other than itself, often of a more abstract nature. In Chinese culture certain flowers hold special meaning in traditional porcelain design. For example, the lotus represents summer, the season of life. The tree-pony represents spring, the season of birth. The chrysanthemum represents autumn, the season of change and the harvest. The plum tree represents winter, the season of hibernation. The Lotus also represents one of the eight immortal Genii.


 * Juxtaposition:** Placing, or dealing with close together for contrasting effect: black-and-white photos of slums were starkly juxtaposed with color images. The images are in sepia tone or black and white, contrasting each other, while the symbols bring added emphasis to themselves by contrasting with the detailed and refined background.

The teacher will create an interactive PowerPoint slide show that introduces Chinese symbols and what they symbolize. The Chinese symbols include flowers, calligraphy, and. The Powerpoint lecture and interactive discussion will provide students knowledge and some Chinese symbols that are the preparation for their symbolic self portrait. After the lecture/discussion, students will be quizzed about Chinese symbols.
 * Lesson Activities:**
 * Activity 1:** Introduction to Chinese Symbolism: 1 Class period.



Students will be broken into two groups to play a PowerPoint version of Jeopardy created by the teacher to assess their knowledge.
 * Assessment: **

The teacher will give a brief explanation of juxtaposition using two images as example. After brief instruction students will go to the computer lab using the links bookmarked by the teacher to find images that have interesting juxtapositions. Each student will need to find one image from a culture different than his or her own culture preferably from the Chinese culture but not limited to. The class will come back together and discuss how the juxtaposition affects the emphasis in the image and helps create meaning/new meaning. At the end of the discussion the teacher will project on a Smart-board and facilitate an interpretation of the artwork //Osmosis No. 7// by Ye Hongxing by asking the following questions: -Why do you think the artist chose to make the portrait of this person black and white and leave the symbols in color? -What do you think these symbols may mean? -What do you think the artist is trying to say with this piece?
 * Activity 2**: Introduction to Juxtaposition: 1 Class Period.

Students will be graded on a 1-4 Scale for the following things (4 being the best grade for each area): 1. Use of research time 2. Proper use of computers 3. Selection of artwork. 4. Presenting their image.
 * Assessment: 16 points **

During this class period students will be divided into groups of three or four to discuss symbols that represent them in their everyday life. For example a Catholic student may discuss the symbol of the cross, or a Buddhist student may discuss a Buddhist symbol. Students will each make an idea web that describes them, and as a group, think of symbols that could represent each idea described. The students will discuss what makes the most sense to be in color or to be in black and white or sepia tone, for emphasis. For example a child that has grown up Buddhist may use Buddhist symbols to represent them.
 * Activity 3:** Small Group Brain Storming: 1 Class period.

Students will be graded on a 1-4 Scale for the following things (4 being the best grade for each area): 1. Contribution to the team project/work. 2. Taking responsibility. 3. Valuing other team members.
 * Assessment: 12 Points **

For these two class periods students will look through magazines and the Internet to find images that symbolize them. Each student will be allowed to use the computer for an amount of time to print images in the classroom. After students have all of their images printed and cut out they will make a self-portrait collage using pre-cut paper and glue. Students will need to make choices on emphasis in their portrait by selecting color and positions of their collage. As each student finishes their piece the teacher will help the student photograph their work for the classroom critique.
 * Activity 4:** Symbolic Self Portrait Studio time: 2 Class Periods.

Students will be graded on a 1-4 Scale for the following things (4 being the best grade for each area): 1. Quality of collage work. 2. Understanding and application of art concepts: Apply concepts juxtaposition and symbols stressed for the project. 3. Participation: How the student uses work time. 4. Use of Materials: If the student uses materials properly 5. Behavior : Following art classroom rules.
 * Assessment: 20 points**

For the final class period in this unit the teacher will have put together a PowerPoint presentation of all the students work for critique. This class period will be dedicated to students critiquing each others artwork. Students will each be given a chance to put their artwork up in front of the class to receive feed back and interpretations of their artwork. The teacher will ask the following question to engage the students: -What do you think holds the most emphasis in this image? -What is the use of color telling us about this artist?
 * Activity 5:** Student Group Critiques: 1 Class Period

Students will be graded on a 1-4 Scale for the following things (4 being the best grade for each area): 1. Contribution: Provided useful ideas and relevant information. 2. Working with others: Listened, shared, and worked well with peers. 3. Focus: Stayed focused on the task and participated in the critique. 4. Preparedness: Had finished artwork and was ready to critique.
 * Assessment: 16 points**

http://teachartwiki.wikispaces.com/Fusion+Portraits-Ye+Hongxing
 * References:**

**Lesson Title:** Assimilation/ Appropriation Osmosis Portraits **Grade:** 10th **Time:** 9 Class Periods/ 7 Hours

__ Standards: __ Visual Arts Standard 1: Understanding and applying media, techniques, and processes ~Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas ~Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures ~Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

__ Technology Standards: __ 1. Creativity and Innovation: a,b,c,d 2. Research and Information Fluency: b,c 5. Digital Citizenship: a,b,c,d 6.Technology Operations and Concepts: a,b,d

__Central Concepts:__ Appropriation: The use of different imagery from outside sources to create an artwork. Richard Prince is a well known modern-day artist who uses appropriation in most of his work.

Assimilation: The acceptance of beliefs and/or values of an outside culture. China has become increasingly Westernized in adopting Western culture and business practices.

Culture: Shared values, beliefs, and practices that characterize a group of people

Cultural Identity: Identity in reference to one’s cultural practices.

__ Lesson Overview: __ How might one’s cultural identity change when faced with assimilation? After looking at images of Ye Hongxing's //Fusion Portrait No. 7//, the students will be given their project assignment to create a portrait of themselves in the same style. While Hongxing's works are painstakingly done in oil paint, the students will be working using photos and images on a photo manipulation software. Students will brainstorm their own identity while taking into consideration how they see themselves vs. how others might see them and cultural assimilation via visual culture. They will be asked to think about images that are important to them and symbols that they feel represent cultural influences on them. They will use the software to collage and imbed images over their own portrait that they feel are important to their cultural identity.

__Activity 1:__ Introducing Vocabulary (30 minutes)
 * Lesson Activities: **

Students will first be introduced to the idea of image appropriation by showing Richard Prince's Debutante Nurse. After explaining that it is a book cover that has been painted over, they will be asked whether or not it is art. This will introduce the idea of appropriation. Related concepts such as Culture, Westernization, and Cultural Identity should be discussed. Students will be asked to take notes and then questioned as a group after the lecture on the meaning of the terms

__Activity 2:__ East and West; Traditional and Modern (30 minutes)

The teacher will project traditional Song Dynasty Chinese portrait titled //Portrait of the Immortal Magu// and a //Renaissance Portrait// by Domenico Ghirlandaio.



The teacher will then project the traditional Song Dynasty Chinese portrait titled //Portrait of the Immortal Magu// and Ye Hongxing's //Fusion Portrait No. 7//. Students are asked to compare the two portraits and identify their similarities and differences on a Venn diagram. In addition, students are asked to answer the following questions: How has contemporary Chinese art changed? Why? Why do you think Chinese art styles have changed so much? What are the influences?

__Activity 3:__ Digital Gallery (1 class period) Students will visit a digital gallery such as: Detroit Institute of Art: [] Chicago Institute of Art: [] National Palace Museum: [] Pheonix Art Museum: [|http://www.phxart.org/slideshow/index.html#/COL/72157606224219494/] or any portraits they can find on their own. and observe different cultural styles in artwork. They will be prompted to discuss answers to the following questions about different artworks from diverse cultures.

Questions How do the style of the portraits reflect their cultures? Does the style or subject matter of the portrait change your view of the culture? When might this portrait have been created? Does this portrait seem to have influence from other cultures?

__Activity 4:__ Self-portrait (4 Class Periods) Students will look at images from digital collections online from museums such as the galleries listed in Activity 3. They will choose a style of portraiture and create a digital photographic self portrait in black and white. The portrait must attempt to express something about themselves, and it also must be appropriate for school. Text may not be used in the portraits. It is likely that there will not be a 1:1 ratio of cameras to students. Students waiting for a turn with the cameras may either help other students with their self portraits or begin to think about different symbols or icons that they feel are important in their lives. Images of these symbols will be uploaded to a weebly website made specifically for the class. Each student will get their own page to edit. They will need to choose at least 3 symbols to put on their page. For each symbol, they will need to explain what the symbol is (i.e. what does it represent? where did it come from?) and why it is important to who they are.

__Activity 5:__ "I am..." (3 Class Periods) Teacher will bring back the image of Ye Hongxing's self portrait and facilitate a discussion of the symbols she used to represent aspects of her cultural heritage. From there, students should talk about symbols and icons they have been looking up on their own. Students will be editing their self portraits digitally by appropriating images/symbols from their culture that they believe affect their identity. To do so, they will need to brainstorm what symbols they believe have significance to who they are that are also culturally relevant. This will bring in the definition of culture and it will be recalled from the first activity. Afterwards, student portraits will be projected for discussion and critique. Questions to fuel discussion:
 * 1) What is being conveyed by this image?
 * 2) Is this what was intended by the artist?
 * 3) If not, why might the intended and interpreted messages be different?

Rubric
 * Assessments: **
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Understanding the Terminology || The student can define the terms "Appropriation, Assimilation, Culture, Westernization, Societal Influence, and Cultural Identity" and tell how they differ. S(he) can also discuss these concepts in a meaningful way. || Student can define most of the concepts as well as discuss them in a meaningful way. || Student demonstrates a basic to little understanding of the concepts and makes little effort to discuss them meaningfully. || Student does not try to understand the terminology and gives little to no effort in conversation. ||
 * Time and Effort || Class time was used wisely. Much time and effort was given. It is clear the student worked at home as well as at school. || Class time was used wisely. Student could have put in more time and effort at home. || Class time was not always used wisely, but student did do some additional work at home. || Class time was not used wisely and the student put in no additional effort. ||
 * Attention to Theme || The student gives a reasonable explanation of how they adapted their portrait to the cultural style. For the most part, the relationship is clear without explanation. || The student gives a reasonable explanation of how they adapted their portrait to the cultural style. The relationship somewhat is clear without explanation. || The student gives a fairly reasonable explanation of how they adapted their portrait to the style. || The student\'s explanations are weak and illustrate difficulty understanding how to adapt portraiture to the style. ||
 * Personal Creativity || Several of the graphics or use of style in the work reflect an exceptional degree of student creativity in their creation and/or display || One or two of the graphics or use of style used in the collage reflect student creativity in their creation and/or display. || One or two graphics or uses of style were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop). || The student did not make or customize any of the stylistic or digital aspects of the portrait. ||

(2012): n.pag. //Pheonix Museum of Art:Online Gallery//. Web. 4 Apr 2013. [|ALTEC at University of Kansas. (2008). //RubiStar: Create rubrics for your project-based learning activities //. Retrieved from []

"Collections." (2013): n.pag. //The Art Institute of Chicago//. Web. 4 Apr 2013. [|http://www.artic.edu/aic/collections/.]

Ghirlandaio, Domenico. //Portrait of a Lady c 1490 //. 1490. Painting. n.p. Web. 7 Apr 2013. [|.]

Hezhi, Ma. //Portrait of the Immortal Magu //. 1140-1190. Painting. National Palace MuseumWeb. 6 Apr 2013. [|.]

Prince, Richard. //Debutante Nurse //. 2004. Painting. Art Tattler InternationalWeb. 5 Apr 2013. [|].