Head+On+A+Plate,+2001,+Yung+Hsein-Chen



Title: Head on a Plate Artist: [|Yung-Hsien Chen] ( 陳永賢, Chen Yongxian)
 * Artwork Identification**

Date: 2001 Period: Contemporary Country of Origin: Taiwan Cultural/Ethnic Affiliation: Taiwanese Medium: Video installation Dimensions: Unknown Museum/Collection: Unknown Current Location and Manner of Display: Installation

Yung-Hsien Chen was born in 1965 in Taiwan. He graduated from Taipei National University of Arts in 1989 receiving a PhD in Visual Arts and a PhD in Arts and Communications. He is both a writer and an art critic. Yung-Hsien has published a series of books on contemporary art. He began his art career in painting but eventually made his way into photography and video. He is currently a professor in the Department of Multimedia and Animation Arts, National Taiwan University of Arts. Yung-Hsien has had solo exhibitions and has exhibited with several other artists including Yuan Goang-Ming. The video featured here, //Head on a Plate// is a four part series that examines the philosophy of [|Lao-Tse], the Taoist philosopher who is thought to have written the sacred text Tao-Te Ching.(4)
 * Introduction**

The image above shows //Grassing,// segment one of the video, //Head on a Plate//. In the video images there is a man's head, presumably the artist's. The head is a white or grayish tone and is devoid of emotion. The eyes and mouth of the head are shut. The head in the first frame is looking to the left and has no visible texture on its surface. There is rice seeds flying into the face from the left. As the frames progress more rice hits the face. Eventually we can see grass growing from the face. It covers the face and the video clips begin to move around the head. In the center frame the grass is growing like a mohawk. It is mostly centered on the right side of the head. The grass keeps getting longer and longer. The final frame of this image shows a closer view. The head is still and motionless while long green grass grows from the right side of the head.
 * Descriptive Analysis**

Yung-Hsien Chen was born on a farm and his family were farmers.//(2)// As a child he watched rice grow. In the work //Head on a Plate- Grassing//, we see this direct reference to rice growing and the natural repetition of the cycle of life. These early experiences introduced him to nature and the connection that humans have with the land. When he was 34 years old he became ill. Once recovered from his illness he felt like he needed to incorporate his “eyes and nose” into his work. This is when he began to turn to [|Buddhism] and this change became prevalent in his work.//(3) This early work shown below illustrates heads that appear to be floating much like those in Head on a Plate. The painting lacks the sentiment that is reflected in the video work which seems to suggest desire for a oneness with nature. //
 * Formal & Contextual Analysis**

//Head on a Plate// focuses on the philosophy of Lao Tse (Laozi). Lao-Tse preached that becoming one with nature will provide positive characteristics. (4) According to Yung-Hsein Chen, Lao-Tse said that there are "five ways in which we begin to lose our original nature." (1) The five senses, colors, smells, notes, tastes, and desires, detract from our original nature and can cause injury to our lives. Chen used this idea to create four video segments that explore this concept. Beginning with Grassing, Chen addresses the sense of hearing and how notes or sounds from the outside can compete with what is important to the our true nature. Based on a Zen fable, one half of the head is covered with growing rice while the other remains clear and open. Chen explains this by saying that “while one side of human existence is constantly alert to the sound of the world around it to such an extent that it drowns out any real messages, there is always the side to human existence that allows for awareness of something greater and more transcendent.”(1)



The segment "In and out" is about the mouth. The sense being addressed is that of language and communication. The head appears in this segment but is covered in Chinese characters and looks more human. It references a Buddhist fable of a flower taking in nutrition as a human may take in information. The flower blooms and a new cycle begins. Breathing with Maggots, is based on the sense of smell and focuses on meditation. Meditation and breathing symbolize life while maggots symbolize death. Every breath you take is one closer to death. Finally, Unknown Shore shows a head floating like a lotus flower on a pond. It is the sense of sight. Apparently a Lotus grows best in the muddiest of waters. The metaphor that Chen is going for is that “Buddhist teaching is perfected in the dirtiest, most difficult places.” (1) The lotus is seeking out that land where it can fulfill its natural purpose. After his illness, Yung Hseing-Chen wanted to bring “meditation to art”. This video piece demonstrates his focus on this goal.

Yung-Hsein Chen's work is influenced by his personal history and his philosophical beliefs. Not only is Yung-Hsein a working artist, he teaches, and writes about art as well. This suggests that he is an informed artist and must be influenced by others around him. One such possible influence is the Chinese artist, Huan Zhang. Zhang also is influenced by Buddhism and like and uses his body as an integral part of his work. Zhang was born in China in 1965 the same year as Chen. Perhaps these two artists were familiar with and influenced by each other's work. In Huan Zhang 's //My New York//, Huan covers his body in meat to give himself a "super hero" like body. In Chen's video //Release//, the artist covers his head with meat in order to symbolize human struggle with the desire of the flesh.

Chen may have also been influenced by artist, [|Bill Viola]. Chen was certainly familiar with him because he wrote an essay about the artist for a Taiwanese publication. Viola, a video artist for over 35 years creates video installations that focus on human experience and an understanding of the self. Viola's work is also inspired by Western and Eastern religions.(9)

Yung-Hsein Chen has indeed brought his “eyes and nose” into his work. What he has lived as the child of a farming family, and learned from his studies of Buddhism has come through in his video work. Although the [|Lao Tse's five senses] are based on an Asian concept of the five senses, many of the Zen and Buddhist references may be unfamiliar to Western culture. The idea of the body and our natural senses being both at odds with our surroundings and in tune with them is a concept that many can identify with on a personal level. In grassing we see that humans may be able to hear many things but the constant barrage of information may make it difficult to understand what we hear and to focus on what is truly relevant. This work is very intriguing and the thought and intent of the artist seems very apparent.
 * Personal Interpretations**

Online Sources 1) " Yung Hsein-Chen", website, http://ge.tnua.edu.tw/~yhchen/index.html
 * References**

2) " Chen Yung-Hsein, Images of the Absolute". Dr. Chris Mullen, Brighton University UK, []

3) "Bizarre Visions no.4, Chen Yung-Hsein Using His Head", Nana Chen reflects on Taiwan's up and coming artists, August 23rd 2007, http://www.culture.tw/index.php?option=com_content&task=view&id=236&Itemid=56

4) WebChron, The Web Chronology Project, China and East Asia Chronology, Lao Tse, []

5) Yung Hsein Chen Video Channel, http://www.youtube.com/user/chenyunghsien

6) TDAIC, Taiwan Digital Art Information Center, http://www.digiarts.org.tw/ShowArtist.aspx?lang=en&CA_GROUP=R3&CR_NO=31

7) []

(8) Zhang Huan, website, []

(9) Bill Viola, ebsite, []

Printed sources

** Lesson : Internal On External ** 6-8th grade

 Two Weeks (10 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).** **NA-VA.9-12.2 Using knowledge of structures and functions (1, 2, 3, 4).** **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, 2, 3).** **NA-VA.9-12.5: Reflecting upon and assessing the characteristics and merits of their work and the work of others (1, 2, 3, 4).** **NA-VA.9-12.6: Making connections between visual arts and other disciplines (2, 3).**

This lesson meets the following National Educational Technology Standards: []

**Central Concepts:**

Perfection: The state or quality being or becoming perfect.  Since the very beginning of time man has struggled against none other than himself. Whether it be greed, vanity, or other strongholds; for sure, war with one's self is inevitable. In Chen's work he conveyed perfection by donning a meat suit that by some people's standards would be perceived as a perfect human specimen. Rather than settling for average, Chen plays with the insecurities of humanity.

Vanity: Excessive pride in one's appearance, qualities, abilities, achievements, etc. <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> What is it that causes us to focus on ourselves? Are our individual needs more important than our group causes? Take an ant colony for example; does each individual ant matter, or the overall colony of more importance? In Chen's work //Head on a Plate// he talks about becoming one with nature. In order to do such a thing one must look deep within themselves forgetting the lusts of their flesh.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">**Teacher preparation:**

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> This lesson draws direct comparisons between the work of Yung-Hsein Chen and Huan Zhang. Both artists created artworks in which each covers himself in meat. This work demonstrates man's struggle with bodily desires.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">Print Images of Yung-Hsein Chen and Huan Zhang’s work for Activity 1.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> Prepare art materials for Activity 3

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">**Teacher resources and information:**


 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">// My New York // by Huan Zhang.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">// Release Video // by Yung-Hsein Chen
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">// Head on a Plate // by Yung Hsein-Chen
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">Personal examples made by the teacher.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">Chia Pets will serve as a visual aid, and are reminiscent of Chen's //Head on a plate//.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">Short readings from the book, " The Taiwanese Americans" by Franklin Ng
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">// Grassing // by Yung-Hsein Chen

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** Activity 1: Artworks by Yung-Hsein Chen and Huan Zhang ** **.** 2 class periods

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> a. Teacher prepares a Google Doc prior to class discussion. Then teacher shows a power point presentation analyzing both Yung-Hsein Chen and Huan Zhang’s work based on these questions:
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">What makes these artists' work stand out amongst other artists you know? (Prompt students' responses with artwork imagery.)
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">"How are you responding to it?" (Elicit students' emotional and aesthetic responses.)
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">"Why did the artist make these choices?" (Assist students in identifying and explaining the artist's intent).

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> b. After students provide their speculations on the purposes of the artwork, the teacher asks if they have any questions about the artwork or artist such as:
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> "Who or what is Yung-Hsein Chen and Huan Zhang?"
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">"Are these works be considered violent? Please, consider the message these works send to people unfamiliar with art. Can the //Head on a Plate// be perceived in a different way?"
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">"How can the outer body battle the inner body?" Some students might find this strange, and wonder how this can be art.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">c. Teacher further develops students understanding of the works by giving a brief presentation/video while describing the work of Yung-Hsein Chen and Huan Zhang’s work and their cultural significance.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">**Activity 2: What troubled them?** 2 class periods

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> a. Documentaries will be shown to the entire class to illicit response (Jimi Hendrix, Michael Jackson, and Greg Valentino). These three gentlemen all struggled with either their appearance or some inner troubles. These images will aid students into the right directions in terms of their artwork.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;"> b. Students will get in groups to talk about what they saw.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 13.3333px;">

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** c. Each group will discuss the cases presented to generate ideas of just how people battle with themselves. Groups will be asked to use the brainstorming format to generate questions and comments about the three people, and what they know about what troubled these people. **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** 1. KWL will be used to purge students on hidden and unspoken ideas. **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** 2. The class will engage in discussion about what they came up with. By openly discussing it their thoughts to the class. ** <span style="font-family: 'Arial Black',Gadget,sans-serif;">** 3. Group by group students will present their thoughts from the brainstorming on what troubled these people. **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** Activity 3: Constructing work. 5 class periods **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** a. Demonstration of paper mache, Photoshop, and two-dimensional approaches will be modeled. All to give students multiple ways of completing the assignment.**

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** b. Students are asked to look deep within themselves. Students must then point out an internal flaw by integrating a solution that they also possess. For example, if the student's flaw was lying, they could fight that flaw with occasional gift of telling the truth. In theory they must construct their own personal battle. With the brainstorming activities out of the way, students should have a clear understanding of what struggle they want to focus on. They will not be limited in terms of what art medium to use. **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">**c. Each student is responsible for his / her own creation. The work must in some way deal with the central concepts of the lesson. If students like they can use Huan Zhang, or Yung-Hsein Chen’s work as inspiration. The instructor will also show work from previous classes, for the lesson such as their peers who've completed this assignment to the instructors liking. It usually eases the stress of a big assignment for the students to know that their not the first to take on this task. **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">**Activity 4: Group Critique, 1 class period**

===<span style="font-family: 'Arial Black',Gadget,sans-serif;">** a. Finally students will participate in a Token Response critique where they put labels on each other’s work. Token Response is an awesome way to engage students on the aesthetic aspects of their own work. You use cut outs of a house to symbolize which work they would put in their home. They cut out a dollar sign to signify what piece looks like it cost the most. They cut out a rain drop to signify what piece they dislike the most. Everyone in the class competes and this helps students gain understanding on how their work is perceived. This will give the class along with the instructor a good understanding of what appeals to the class artistically. They will learn about art criticism under the guidance of the instructor.** ===

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** Assessment: **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** Activity 1: Class Participation (Weight). ** <span style="font-family: 'Arial Black',Gadget,sans-serif;">** a. Are students demonstrating meaningful participation through discussion participation? **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** Activity 2 : Group Productivity, Group Discussion, and Presentation (Points). ** <span style="font-family: 'Arial Black',Gadget,sans-serif;">**a. Are students contributing to group and working well with others?** <span style="font-family: 'Arial Black',Gadget,sans-serif;">**b. Do students play a role in group presentation to class?**

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** Activity 3 : Idea, Craft, and Execution (Points). ** <span style="font-family: 'Arial Black',Gadget,sans-serif;">** a. Does student's art work demonstrate understanding of concept in a thoughtful manner? ** <span style="font-family: 'Arial Black',Gadget,sans-serif;">** b. Does the student's art work reflect effort and problem-solving to successfully convey meaning? ** <span style="font-family: 'Arial Black',Gadget,sans-serif;">** c. Is the artwork crafted well? **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** Resources **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** [|wikicommons.org] **

<span style="font-family: 'Arial Black',Gadget,sans-serif;">** [|www.google.com] **