Green+Hei+Gen+No.10+--+Zhou+Chunya

Title: Green Hei Gen No. 10 Artist: Zhou Chunya Country of Origin: China Culture/Ethnicity: Chinese Date: 2001 Size: 220 x 320 inches Medium: Oil on Canvas Current Location: [|The Red Mansion Foundation]
 * Artwork Identification**

In the 1990s, artist Zhou Chunya began work on a series of paintings known as the //Green Do//g series, depicting his beloved German Shepherd, Hei Gen ("Black root"). Chunya’s initial paintings of Hei Gen placed the dog in a variety of settings that included Chunya himself as well as other individuals all in gray tones; Hei Gen consistently appeared in a vivid green with red tongue and belly. Following the suspicious death of his pet in 1999, Chunya mourned Hei Gen for a period of time before continuing his //Green Dog// series (Supangkat, 2008). Works done after Hei Gen’s death eliminate all elements except the dog himself. Green Hei Gen No. 10 is one of the works in this second half of Zhou's //Green Dog// series.
 * Introduction**

Zhou Chunya works on a very large canvas; this particular work is approximately 18 feet wide x 23 feet high. The majority of the canvas, particularly the upper left half, maintains a pure white negative space. Occupying the bottom right half is a seated German Shepherd in a monochromatic green with shades of red in the belly and chest. The line of the dog’s back and the top of his head and ears form a diagonal line from the top right-hand corner to the bottom left-hand corner that visually splits the canvas into these two halves. The dog is seated so that his front feet lead his body as it faces toward the viewer and off to the right, while his head is turned to the left and slightly downward. Chunya uses foreshortening, which makes closer objects appear larger. Because of this the dogs head seems significantly closer to the viewer. His ears follow suit as they project out, one straight up and one down. This might remind one of a pinwheel. Also exaggerated are the long curved nails extending from the dog’s knobby toes. While Hei Gen’s body exhibits a naturalistic, yet fairly undetailed treatment, the face of the dog is incredibly accurate, particularly in the details of the eye. The loose and wilder brushstrokes creating legs and the forms of the body become much tighter, finer, and deliberate in the face. With the eyebrow raised as if watching something or someone with coy interest, the dog inspires the viewer to assign a personality to this two-dimensional canine. Creating dimension in the body are greens ranging from a very pale to a very dark, with an intense hue of the green dominating the figure. The brightness of the greens used in the formation of the body contrast strongly against the bright white background. Opposite from green on the color wheel is the bright red that Chunya uses to show us the dog’s belly, maximizing the total contrast in the work as a whole.
 * Descriptive Analysis**

Without any knowledge of the artist, one might never guess at the painting’s Chinese origins. In his earlier works, Chunya showed a greater tendency toward traditional Chinese subjects, such as landscapes, although he usually painted them in a Western expressionist style. The vivid colors, high contrast, and loose, brushy paint remain constant as he moves toward a less formal, but more emotional style resulting directly from his anguish over the death of his beloved Hei Gen. Concerned less about subject and more about direct expression of emotion, Chunya paints his dog with no intention of creating a message or defining a culture or style. The //Green Dog// paintings are very personal and individual; Chunya hopes to transcend existing knowledge of his work to let his green dogs speak for themselves in an indefinable way (Supangkat, 2008).
 * Formal Analysis**

Chunya has a strong German Neo-Expressionist background from his studies in Germany. It seems to have influenced the way that he paints (Supangkat, 2008). This is evident in his use of non-descriptive color, free brushstroke, and the sheer level of emotion embedded in his images. Chunya himself describes the color green he uses as “quiet, romantic, and lyric, and it contains in it the tranquility right before an explosion (Goodman, 2002).” The green gives this seated dog an intense stimulating energy; although Hei Gen sits calmly, it feels as if something is about to happen. It also suggests Chunya’s warm feelings toward the animal. Additionally, Chunya assigns to the color red the qualities of being “public, stout, explosive, and provoking (Goodman, 2002).” With the usually red tongue locked up inside the closed mouth, and the belly exposed only minimally, Chunya keeps this particular depiction of Hei Gen fairly peaceful. The emphasis is on a vulnerable side of a subject that is normally shown as bold and wild.

The realistic look of innocence on Hei Gen’s face and his focus on an unseen object begs such questions as “Where is his owner? Is he alone? Is someone coming to him?” Any dog owner recognizes this simple, yet incredibly accurate posture that asks quietly to be loved while simultaneously expressing the dog’s own unwavering affection in return. Chunya confesses his dreams of home and land ownership so that his pet may be let out of the cramped apartment they lived in to roam free in a garden (Nuridsany, 2003, p.101-105). Unfortunately for them both, the Chinese government created a ban on dog breeds deemed dangerous, including German Shepherds, and he suspects that the death of Hei Gen may have been due to a neighbor’s poisoning as a result of this ban (Chinese Contemporary, 2006). His dream of taking Hei Gen to a new home and garden can never come true. In this painting, Hei Gen seems to be looking longingly to his owner, wondering when he’ll be able to leave the confines of the small apartment, the cruel neighbor, and the government rule; Hei Gen waits patiently here for Chunya to come back to him.

Emotion is assigned to the dog anthropomorphically. He is portrayed much as a child who has lost his parents: scared, sad, and alone. Chunya, like many pet owners, probably felt that his dog was like a child to him. It is no surprise that human emotion would then be attached to this dog, particularly as a response to the intense emotion Chunya himself feels toward this dog. The dog may even be a symbol of Chunya himself. Either way, years after Hei Gen’s passing, Zhou Chunya continues to devote his work to the eternal love of his canine friend.

The following works show Zhou Chunya's progression over time in his //Green Dog// series. These include works both preceding and following the death of Hei Gen and demonstrate the development of Chunya's approach in style and medium.

Zhou Chunya, who currently lives and works in Chengdu, was born in 1955 in Chongqing. He trained as a propaganda poster painter in the early 1970s during the Cultural Revolution. Zhou graduated the Sichuan Academy of Fine Arts in 1982 and completed his master's program at he University of Kassel in Germany. His most well known works are his "green dog" series, but his repertoire also includes colorful Expressionistic series of figures, landscapes, and flowers.
 * Artist Information**

//Online Sources://
 * References**

Artzine: A Chinese Contemporary Art Portal. 2008. [] (brief description of the artist's works and a list of the artist's solo exhibitions)

Chinese Contemporary, Beijing Gallery. 2006. [] (gallery’s brief description of the artist and his Green Dog series, as well as a timeline of the artist’s exhibitions)

Goodman, Jonathan. //Zhou Chunya, Chinese Painter, A Project for 2002: Heading Neither West Nor East//. Hordaland International Art Gallery. November 2002. [] (extensive study of the artist’s combination of western and eastern influences, and how this changes with the artist’s progression over time)

Nicoletti, Giovanna. //Zhou Chunya//. Shanghart Gallery.[] (gallery’s comparison of the artist’s work to traditional Chinese art, as well as a discussion of the artist’s own style)

Supangkat, Jim. //Representation of the (Un)Real//. CP Foundation. 2008. [] (curator’s notes go extensively into the artist’s history of work with analysis of both style and subject, including influences)

//Zhou Chunya//. The Red Mansion Foundation. [] (timeline of artist's exhibitions, location of Green Hei Gen No.10)

//Printed Sources:// Grosenick, Uta; Schübbe, Caspar H., eds. //China Art Book.// Köln, DuMont Buchverlag, 2007. (collection of contemporary Chinese artists, brief biographies, descriptions, and images of works)

Nuridsany, Michel. //China Art Now//. Photography by Marc Domage. Paris: Flammarion, 2002. (compilation of contemporary Chinese artists, images of their works, and brief descriptions and biographies)


 * Lesson Title ** : Community and Animals
 * Grade Level: ** High school
 * Time: ** 26, 60 minute class periods

This lesson meets the following [|National Standards for Arts Education] (Visual Arts) NA-VA.9-12.1: Understanding and applying media, techniques, and processes (1, 2, 3). NA-VA.9-12.3: Choosing and evaluating a range of subject matter, symbols, and ideas (1, 2, 3, 4). NA-VA.9-12.4: Understanding the visual arts in relation to history and cultures (1, 3).
 * Standards: **

This lesson meets the following [|National Educational Technology Standards] for student 1. Creativity and Innovation (a, b) 3.Research and Information Fluency (b, d)  4.Critical Thinking, Problem Solving, and Decision Making (c)


 * Central Concepts: **
 * This unit is based on community, culture, and animals. Students will be viewing different aspects of how animals are viewed in our culture and community as well as others. Students will be introduced to animal restrictions and regulations. Animal restrictions and regulations are laws that a government puts on a certain type or breed of animal. These laws keep citizens from owning certain animals.
 * The artist Zhou Chunya lived in China with his German shepherd. Unfortunately China put a ban on “aggressive” dog breeds. The artist’s dog was found dead shortly after the ban. Many other Chinese were forced to forfeit their dog, kill it, or abandon it on the street.
 * This lesson engages students in discussing why we have animals and what they mean for us especially animals that are pets; it also focuses on animal regulations and restrictions and what causes that has on the animal, the environment, and for humans.
 * Students should do research on their local community and find out if there are any pet restrictions and if it has affected the community.
 * In addition to //Green Hei Gen No.10 by// Zhou Chunya, students will look at local artwork concerning no more homeless pets by examining the Blue Dog Book and artwork by George Rodrigue, as well as artwork done by Cyris Meija. The students will do artwork supporting their community to adopt pets.
 * Students will find out what people of different nations think about pets. //What are animals used for? How are they viewed by other people? Do they have pets? What kinds? What kind of reactions do these views play on culture, community, and environment?//

__ Activity 1: Communal Visual Art Examination, 1 class period. __
 * Lesson Activities: **
 * Students will look at and discuss work by the artist.
 * Students will write down their thoughts in small groups.
 * Students will watch a PowerPoint about the artist and his work.
 * At the end of the lesson students will discuss the work further in a large group.

__ Activity 2: Research + Thumbnail sketches, 1 class period. __
 * Students will research online how animals and their local community affect each other using a worksheet provided by the teacher.
 * They will use Kidspiration or Kid Pix to help with their ideas based on their research to make sketches or notes.

__ Activity 3: Poster, 5 class periods. __
 * Students will design a poster to bring awareness to the public about “bully breeds,” spay and neuter, and encouraging adoption from local shelters instead of breeders.

__ Activity 4: Communal Visual Art Examination of //Green Hei Gen No.10// by Zhou Chunya, 1 class period. __
 * Students will look at //Green Hei Gen No.10// then have a group discussion.
 * Students will write down their thoughts in small groups then talk about their thoughts in a large group.
 * Students will watch a PowerPoint about the artist and his work.
 * Afterwards students will discuss the work further in a large group.

__ Activity 5: Research + Thumbnail sketches, 1 class period. __
 * Students will research online on animals and Chinese culture and society and write a one page paper.
 * They will use Kidspiration or Kid Pix to write notes and sketches.

__ Activity 6: Digital Imaging Picture 5 class periods __
 * Students will create a picture concerning their research and how Chinese culture has an effect on pets using Photoshop.

__ Activity 7: Comparison, 1 class period __
 * After learning and researching about the current local and Chinese issues with animals, students will come back to the classroom to discuss their findings as well as their artwork.
 * Students will make sketches to show a comparison and contrast of views on animals, or show their thoughts and understandings in a new way such as on a slab, sculpture, or pottery.

__ Activity 8: Ceramics project, 5 class period __
 * Students will create their ceramics slab pieces, fire them, and then glaze them for firing in the kiln.

__ Activity 9: Upload and Update digital Portfolio, 1 class period __
 * Students will take pictures of all their work from this unit and upload it to their digital portfolio already created on Flickr.
 * Students will write a description of their piece and how they created them, as well as what they learned or thought was interesting about this unit.


 * Assessment:** Include analytical or holistic scoring rubrics for all assignments that will be graded.
 * ** Rubric for Activity 2: Research and Thumbnail Sketches ** ||  Points per performance criteria:  ||
 * Student Name: ||  Date:  ||^   ||
 * Performance Criteria ||||||  ** Possible Points **  ||^   ||
 * ^  ||  1  ||  3  ||  5  ||   ||
 * Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||  Student located little information, and attempted to organize, analyze, evaluate, synthesize, and ethically use information from a couple of sources and media.  ||  Student located, organized, analyzed, evaluated, synthesized, and ethically used information from some of sources and media.  ||  Student effectively located, organized, analyzed, evaluated, synthesized, and ethically used information from a variety of sources and media.  ||^   ||
 * || 1  ||  3  ||  5  ||   ||
 * Student process data and report results. ||  Student attempted to process data and report results.  ||  Student processed data and reported results.  ||  Student effectively processed data and reported results.  ||^   ||
 * || 1  ||  3  ||  5  ||   ||
 * Student collect and analyze data to identify solutions and/or make informed decisions. ||  Student attempted to collect and analyze data to identify solutions and/or make informed decisions.  ||  Student collected and analyzed data to identify solutions and/or make informed decisions.  ||  Student effectively collected and analyzed data to identify solutions and/or make informed decisions.  ||^   ||
 * Total points out of 15 points possible: 15-14=A 13-12=B 11-9=C 8-7=D 6-=E ||   ||


 * ** Rubric for Activity 3: Poster ** ||  Points per performance criteria:  ||
 * Student Name: || Date: ||^  ||
 * Performance Criteria ||||||  ** Possible Points **  ||^   ||
 * ^  ||  1  ||  3  ||  5  ||   ||
 * Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. || Student attempted to use techniques, and processes that are carried out in their artwork.

|| Student uses techniques, and processes with sufficient skill that their intentions are carried out in their artworks.

|| Student effectively uses   techniques, and processes with sufficient skill that their intentions are carried out in their artworks. ||^  || ||  Student applied some subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
 * || 1  ||  3  ||  5  ||   ||
 * Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. || Students attempted to apply subjects, symbols, and ideas in their artworks and attempted to use the skills gained to solve problems in daily life.

|| Student took risks when applying subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.

||^  ||
 * Total points out of 10 points possible:10-9=A 9-8=B 7=C 6=D 5-=E ||   ||


 * ** Rubric for Activity 5: Research and Thumbnail Sketches ** ||  Points per performance criteria:  ||
 * Student Name: ||  Date:  ||^   ||
 * Performance Criteria ||||||  ** Possible Points **  ||^   ||
 * ^  ||  1  ||  3  ||  5  ||   ||
 * Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||  Student located little information, and attempted to organize, analyze, evaluate, synthesize, and ethically use information from a couple of sources and media.  ||  Student located, organized, analyzed, evaluated, synthesized, and ethically used information from some of sources and media.  ||  Student effectively located, organized, analyzed, evaluated, synthesized, and ethically used information from a variety of sources and media.  ||^   ||
 * || 1  ||  3  ||  5  ||   ||
 * Student process data and report results. ||  Student attempted to process data and report results.  ||  Student processed data and reported results.  ||  Student effectively processed data and reported results.  ||^   ||
 * || 1  ||  3  ||  5  ||   ||
 * Student collect and analyze data to identify solutions and/or make informed decisions. ||  Student attempted to collect and analyze data to identify solutions and/or make informed decisions.  ||  Student collected and analyzed data to identify solutions and/or make informed decisions.  ||  Student effectively collected and analyzed data to identify solutions and/or make informed decisions.  ||^   ||
 * Total points out of 15 points possible: 15-14=A 13-12=B 11-9=C 8-7=D 6-=E ||   ||

techniques, and processes with sufficient skill that their intentions are carried out in their artworks. || Student effectively uses techniques, and processes with sufficient skill that their intentions are carried out in their artworks. ||^  ||  when applying subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. ||^  ||
 * ** Rubric for Activity 6: Digital Imaging Picture ** ||  Points per performance criteria:  ||
 * Student Name: ||  Date:  ||^   ||
 * Performance Criteria ||||||  ** Possible Points **  ||^   ||
 * ^  ||  1  ||  3  ||  5  ||   ||
 * Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. ||  Student attempted to use techniques, and processes that are carried out in their artwork.  ||  Student uses
 * || 1  ||  3  ||  5  ||   ||
 * Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. ||  Students attempted to apply subjects, symbols, and ideas in their artworks and attempted to use the skills gained to solve problems in daily life.  ||  Student applied some subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.  ||  Student took risks
 * || 1  ||  3  ||  5  ||   ||
 * Student 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. ||  Student attempted to analyze relationships of works of art to one another in terms of history, aesthetics, and culture, when making their own art.  ||  Student analyzed 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.  ||  Student effectively analyzed 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.  ||^   ||
 * || 1  ||  3  ||  5  ||   ||
 * Student creates original works as a means of personal or group. ||   Student attempted to create original work as a means of personal or group expression using Photoshop.  ||   Student created original work as a means of personal or group expression using Photoshop.  ||   Student effectively created original work as a means of personal or group expression using Photoshop.  ||   ||
 * Total points out of 20 points possible: 20-19=A 19-17=B 16-14=C 13-11=D 10-=E ||   ||

techniques, and processes with sufficient skill that their intentions are carried out in their artworks. || Student effectively uses techniques, and processes with sufficient skill that their intentions are carried out in their artworks. ||^  ||  when applying subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. ||^  ||  8-7=D 6-=E  ||   || **References:** [] [] [] [] http://teachartwiki.wikispaces.com/Green+Hei+Gen+No.10+--+Zhou+Chunya
 * ** Rubric for Activity 8: Ceramics Project ** ||  Points per performance criteria:  ||
 * Student Name: ||  Date:  ||^   ||
 * Performance Criteria ||||||  ** Possible Points **  ||^   ||
 * ^  ||  1  ||  3  ||  5  ||   ||
 * Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. ||  Student attempted to use techniques, and processes that are carried out in their artwork.  ||  Student uses
 * || 1  ||  3  ||  5  ||   ||
 * Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. ||  Students attempted to apply subjects, symbols, and ideas in their artworks and attempted to use the skills gained to solve problems in daily life.  ||  Student applied some subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.  ||  Student took risks
 * || 1  ||  3  ||  5  ||   ||
 * Student 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. ||  Student attempted to analyze relationships of works of art to one another in terms of history, aesthetics, and culture, when making their own art.  ||  Student analyzed 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.  ||  Student effectively analyzed 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.  ||^   ||
 * Total points out of 15 points possible: 15-14=A 13-12=B 11-9=C