Kitagawa+Utamaro,+Courtesan+in+Procession(1793-1795)



Title: //Courtesan in Procession// Artist: Kitagawa Utamaro Date: 1793-1795 Period: Edo Country of Origin: Japan Medium: ink, white pigment, and color on paper Museum Collection: University of Michigan Museum of Art, gift of the Margaret Watson Parker Art Collection
 * Artwork Identification**

//Courtesan in Procession// is one of many works of art by Kitagawa Utamaro, a Japanese [|printmaker] of the Edo Period. It is printed in a style typical of the period, a cropped, color image of an elegantly dressed courtesan.
 * Introduction**

//Courtesan in Procession// by Kitagawa Utamaro is an image of a beautiful woman on her way to the palace. Her body faces the right of the picture but her head is turned toward the viewer. She is dressed in long, flowing, and floral patterned robes and her hair is carefully styled and pulled up on top of her head in what appears to be a large loose bun. Encircling the base of the bun is an ornament that has pieces protruding from it. The woman's face is expressionless and covered in white make-up with a touch of blush on the cheeks. She wears [|geta] shoes and traditional stockings. Behind this woman is another woman similarly dressed, following her in procession. The women are colored primarily in black and white. Above the figures and on the bottom left are Japanese characters and red seals. Surrounding the print is a colorful floral border, though a muted orange color dominates.
 * Descriptive Analysis**

Utamaro's //Courtesan in Procession// was created during the Edo period in Japan. (Edo is current day Tokyo.) This period, from about 1603-1868, was one of peace and prosperity in Japan. This allowed for cultural developments, including Kabuki theater. Artists of this period prided themselves on their mastery of line, color, and composition. //Courtesan in Procession// is a type of wood block print called [|ukiyo-e], a style that focused on amusement and play. During the 16th century, ukiyo-e was primarily genre scenes. In the 18th century these prints became popular because of advances in multicolor printing. Artists began to crop images to single figures of Kabuki actors or courtesans (depicting nobles or government officials was forbidden at this time) and paid special attention to the elegance and detail in the clothing and demeanor of the model. Not surprisingly, these prints often determined the latest fashion and behavioral trends for women of all classes. Later, as Westerners became more interested in Eastern cultures, prints like Utamaro's influenced French [|Impressionists] including [|Claude Monet], and [|Edgar Degas].
 * Formal & Contextual Analysis**

Ledes, A. E. (1996). Women in Edo Japan. //The Magazine Antiques//. //149//:352-354.
 * Bibliography**

Ibid. (2000). Asian Art in New York//.// //The Magazine Antiques//. //157// (3): 366-370.

Schiff, J. (2002, April 15). `U' Asian Galleries add Two Exhibits. //The Michigan Daily.// Retrieved Feb. 20, 2009 http://www.michigandaily.com/content/u-asian-galleries-add-two-exhibits.

University of Michigan Museum of Art. (n.d.). //Asia: Japan//. Retrieved Feb. 20 2009 http://www.umma.umich.edu/collections/japan.php.


 * Art Lesson Plan 1**
 * Title:** Create Your Own Celebrity Fashion
 * Grade level:** Middle School
 * Time:** 4- 5 50 minute class periods

Standards:
This lesson meets the following [|National Standards for Arts Education]: VA.5-8.1: Understanding and applying media, techniques, and processes (a & b) VA.5-8.2: Using knowledge of structures and functions (b & c) VA.5-8.3: Choosing and evaluating a range of subject matter, symbols, and ideas (a & b)

This lesson meets the following [|National Educational Technology Standards for Students]: 2 Communication and Collaboration (b) 4 Critical Thinking, Problem Solving, and Decision Making (a & b) 6 Technology Operations and Concepts (a & b)

Celebrity and Fashion: Celebrities influence fashion and behavioral trends. The media grants easy access to trends. This happens in historical times, today, and in many cultures.
 * Key Concepts:**

**Teaching and Learning Activities:**
//Activity 1: Celebrity and Fashion//, 1-2 50 min. class periods Project the print, Courtesan in Procession, and ask students to speculate and answer the following questions:
 * Who is the subject of the print?
 * Why did the artist depict the subject?
 * What is the effect of this print?
 * What is the parallel example of this print in our culture today?

The teacher then presents the background information about the print. The main points should include a brief history of how ukiyo-e prints developed, and how the prints influenced Japanese fashion and culture as well as Impressionist painters.

The teacher will find three appropriate pictures of celebrities, from fashion magazines or advertisements; these pictures should include male and female models who are from American culture and two other cultures in the world such as Spain, India, etc. Input these images and //Courtesan in Procession// to PowerPoint and set each image as a background of a PowerPoint slide. Divide students into groups. Each group needs one image (PowerPoint slide) and a computer. Students will use conversation balloons to notate examples of fashion trends in the picture. Examples of fashion include clothes, hair, accessories, make-up, body posture and behavior —behaviors can be positive, like displaying confidence, or reading to children, or negative, such as gambling, or egocentric preening. Each notation should be specific as possible for instance, “ripped, stone-washed, blue jeans,” not “jeans." Each group will present the fashions found in their image.

Next, ask students to answer the following questions: 1. What fashion trends do you follow (not limited to those in the provided pictures)? Everyone follows something, i.e. cell phones, iPods, games, bikes, etc. 2. What are some trends, brands of clothing, or products that celebrities endorse? For example, Queen Latifa promotes CoverGirl, Sarah McLaughlin supports the ASPCA, Sean Combs has a clothing line, Kirstie Alley promotes Jenny Craig. 3. Are you more likely to follow a trend or buy a brand of clothing if it is endorsed by a celebrity? Why? Why not? 4. What do you think the advertisement is saying about the product? Why? Is its message accurate or true-to-life?

//Activity 2: Make Your Own Celebrity Advertisement//, 3-4 50 min. class periods
 * 1) Students will create an advertisement of themselves as a celebrity modeling the fashion they want to endorse. Portraits should include clothes, accessories, hair, make-up, and behavior. Fashions may be actual or created, and may be inspired by the fashions from any culture and any time period (historical to contemporary). Students may use computer programs such as Adobe Photoshop, Adobe Illustrator, or Paint. For more traditional methods students may use paint, drawing, or collage.
 * 2) Students will upload their images to the class blog along with a post explaining their fashion and why they chose to endorse it. Students will also be asked to provide constructive feedback by commenting on each other's entries. If students do not already have a blog from previous projects follow these steps:
 * Step 1—Prior to teaching lesson, have each student create an e-mail account using [|http://www.gmail.com] and collect student e-mail addresses. Create a blog site using [|http://www.blogger.com]. Limit blog contributors to the class members as to limit possibilities of vandalism. Invite students through e-mail to join blog.
 * Step 2 – Students create a blog account. On the day the project begins, have students check their Gmail account and follow invitation link to [|http://www.blogger.com].
 * Step 3 – Demonstrate how to create account by using their Gmail address, and creating a password. Sign up for Blogger: Select username and accept terms.
 * Step 4 – Show students how to add entries to existing blog: Click “New Post,” title post, add content. To add images, save to computer, click tiny landscape picture that reads “Add Image” when you hold your curser over it. Click “Browse” and “Open File,” or insert URL for image from the web. Choose layout, and upload image.
 * Step 5 – Click “Publish Post.” To view, click “View Blog.”
 * Step 6 – To check for understanding, have students post a test blog.
 * Step 7 – Show students how to comment on existing blogs. Click “Comments,” write comment, click “Publish Your Comment.”

Fashions are creative and reflect knowledge of how advertisements depict a product. Project demonstrates good command of media. || _ / 80 points || Posted comments on at least three different blog entries. || _ __/ 10 points__ ||
 * Assessment:**
 * Activity 1 || Student thoughtfully answered questions. Student made insightful notations on celebrity advertisement and contributed to presentation. || _ __/ 10 points__ ||
 * Activity 2 || Advertisement is well-constructed and aesthetically pleasing.
 * Blog || Blog clearly explains the fashion, reason for endorsement, and is well-written using proper grammar and spelling.
 * //Total// ||  || _ / 100 points ||