Tomb+Guardian+in+Sancai+Glaze

Date: Tang Dynasty (618 - 907)
 * [[image:http://www.lcsd.gov.hk/ce/Museum/Arts/images/collections/22/2_2_4a.jpg width="300" height="421" caption="Tomb Guardian by Unknown Artist" link="@http://www.lcsd.gov.hk/ce/Museum/Arts/images/collections/22/2_2_4a.jpg"]]
 * Country of Origin: China
 * Cultural/Ethnic Affiliation: China
 * Medium: Ceramic
 * Dimensions: Single statue height: 69.9 cm, width: 20 cm
 * Museum/Collection: Hong Kong Museum of Art

**Introduction:**
This piece is a Chinese Tomb Guardian from the first half of the Tang dynasty. The piece was glazed in the sancai (san' tsai) style, commonly used for burial objects during the period. Though the sancai style was produced for only a short amount of time and in a limited area, there are thousands of examples commonly found throughout aristocratic tombs. These sculptures are popular in museums around the world due to their precise shapes, vibrant coloration, and interest surrounding the Tang Dynasty.

**Descriptive Analysis:**
Standing roughly 70 cm (27.5 in) tall and 20 cm (7.9 in) wide, the figure resembles a frightening lion-like creature standing on a small pedestal. The creature has horns, hooves, and a gaping maw. There is some tactile detailing on the face of the creature and some cross-etched detailing on its mane, but no other detailing of this kind cannot be seen on the body. The pedestal's design carries a whirled, cloud-like design and the entire piece is made of white-ware, otherwise known as kaolin clay, due to it's source. This white (or nearly white) pottery had high firing temperatures that left the piece perfectly smooth and absent of the crackled appearance on many ceramic works from earlier periods. The glaze consists of several seperate colors on the creature's upper body, but intermingled on its legs and pedestal. The colors are of classic sancai shades, being that of green, red, brown, and a yellow, tinted slip.

Formal & Contextual Analysis**:**
The Tang Dynasty is considered to have been the highlight of Imperial Chinese power, whose aristocracy consisted of several families with wide-reaching power and empire-wide recognition. However, the empire was thrown into turmoil halfway through, due to the An Lushan Rebellion. This uprising uprooted the aristocracy and changed many things politically. The Tang Dynasty can effectively be split into two distinct halves; the first was characterized by a Chinese reign and the second with control taken by barbarian invaders (Lewis, 2009, p 1.).

Tang art emphasized difference and contrast (Scott, 1970, pg. 78), embodied in the sancai style. Sancai refers to how all of the pieces feature multiple colors, usually three. It was during the first half of the Tang Dynasty that the sancai style originated, though the exact start date is unknown. The earliest example of this style dates to 664 and is no more than a fragment of a much larger piece (Masahiko, 1981, pg. 61). The exact end date of sancai production was during the An Lushan Rebellion, which took place in 756. As such, we are left with a span of just over 90 years in which sancai style ceramics were produced. This short, but high yield, production period is characterized by how it was produced in only the Henan, and possibly, Chang'an and Luoyang areas (Masahiko, 1981, pg. 61).

The major leap forward that allowed for the production of this style is white-ware. There is no white glaze in the palette of the sancai style, only a clear or slightly tinted one, allowing the pure-white pottery underneath to stand out. The whiteness of the pottery allowed for complicated glaze designs with vivid colors. At the time, white-ware was the best thing a potter could work with (Masahiko, 1981, pg. 61) and many techniques were used to add the glazes, including the dripping and running effects which are present on this piece's front legs. The earliest of examples have these drips, though it may have been accidental. The glazes were kept in place through the use of incised lines, much like the ones on the head of the creature, and these lines were sometimes comparable to etchings done in silver (Scott, 1970, pg. 80).

As previously stated, sancai style glazed ceramics were solely used as funerary objects (lokapala). The ruling elite used expensive imported objects in daily life that were far too important and valuable to bury. Therefore, most sancai ceramics are meant to emulate objects that would be used in daily life. These objects consist of wooden trays, silver cups, and an assortment of jars, vases, and bowls, all of which have many representations in sancai style. In a sense, they are non-functional representations of functional objects (Masahiko, 1981, pg. 64).

Tomb guardians and figures of humans and animals were also produced, with the human figures consisting of courtesans, athletes, grooms, and other followers and attendants. Some of these were Turkish, Persian or Mongolian in appearance and even include Jewish merchants and Christian missionaries. A limit was imposed on the size and number of figurines allowed, depending on how important the deceased-elite might be (Scott, 1970, pg. 80). This particular tomb guardian is of an earlier "beast style" and does not feature a human face. It would have been placed in the tomb with another just like it in hopes of warding the site from evil spirits and those who might tamper with the tomb's contents. This piece is recognizable as connected to the early Tang becuase the lion's paws have been exchanged with hooves, but not having been adorned with wing-like pieces that would adorn later works(Fong, 1991, pg. 160).

**Personal Interpretation**
The multicolored nature of early Tang ceramics have an almost quirky whimsical quality about them. The colors of the piece can be distinct and separate, or they can merge and mix. One may be initially drawn to their "mixed up", loud presence; though the more research one does, the more they can appreciate how the Tang Dynasty really was Chinese high art. This notion often leaves the viewer saddened by the notion that these delightful pieces were only produced for a lifetime or two.

**References:**
Fong, Mary H. //Antecedents of Sui-Tang Burial Practices in Shaanxi//. Published in //Artibus Asiae//. Vol. 51, No. 3/4. pp. 147-198. Aritbus Asiae Publishers, 1991. Stable URL: []

Lewis, Mark Edward. //China's Cosmopolitian Empire: The Tang dynasty//. USA: The President and Fellows of Harvard College, 2009.

Masahiko, Sato. Translated by Kyoko Hanaoka and Susan Barberi //Chinese Ceramics: A Short History//. New York: John Weatherhill, Inc., 1981.

Scott, Hugh. //The Golden Age of Chinese Art: The Lively T'ang dynasty//. Japan: Charles E. Tuttle Company, Inc, 1970

**Lesson Title:** Exploring the Art of Sancai Glazing

 * Grade level:** Elementary, 4-5th grade.
 * Time:** 40 minute classes, 10 days total.

__**Standards:**__ This lesson meets the following National Standards for Art Education (visual arts):
 * NA-VA.K-4 1**. Understanding and Applying Media, Technology, and Processes
 * NA-VA.K-4 2**. Using Knowledge of Structures and Functions
 * NA-VA.K-4 3.** Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
 * NA-VA.K-4 4**. Understanding the Visual Arts in relation to History and Culture
 * NA-VA.K-4 5.** Reflecting upon and Assessing the Characteristics and Merits of their Work and the Work of Others

This lesson meets the following National Educational Technology Standards for Students: 2. Communication and collaboration (a & b) 3. Research and Information Fluency (b) 4. Critical Thinking, Problem Solving, and Decision Making (c) 5. Digital Citizenship (a & b) 6. Technology Operations and Concepts (a)


 * Central Concepts:**
 * **Tang Sancai** (“three colors” glazing technique): A type of ceramics originating during the Tang Dynasty, in China (618-907), utilizing three colors of glaze for decoration. The body of Sancai ceramics is white clay, which was similar to the clay used in funerary based ceramics. In fact, Sancai ceramics were created through a wide range of decorative forms with bright colors and due to a tendency of using green, yellow and white colors, sancai may also be referred to as "egg-and-spinach," usually by collectors in the West. In earlier ages the ceramic style did not attract many collectors because most of the pieces were burial objects. The Tomb Guardians created during the Tang Dynasty reflect the unique style of Sancai ceramics.
 * **Tomb Guardians:** Statues were used throughout Chinese history and in other cultures to protect the soul of the deceased, and the objects included in one’s burial, from evil or trespassers. Mostly the elite classes possessed tomb guardians “protecting" their burial ground. These tomb guardians reflect the Tang culture, views, beliefs, as well as their superstitions. The Tang tomb guardians of the past can be compared to modern day burial practices to understand the purpose and reason for tomb guardians.
 * **Chinese Tang Dynasty:** An imperial dynasty of China during 618- 907. This dynasty is often referred to as the high point of Chinese civilization, with the most populous city in the world (at that time) being Chang’an (present day Xi’an). During Tang’s rein, the Silk Road was hled within the dynasty's control. This control, as well as an enormous population size, allowed the Tang to exert a powerful cultural influence over neighboring states in places such as Korea, Japan, and Vietnam.


 * Lesson Activities:**

**Activity 1: Introduction - Comparison through Speech Bubbles**. (1 class period)

 * Use a PowerPoint presentation to introduce and showcase the following topics:
 * What is Sancai Glazing?
 * When did this glazing method occur?
 * Originated during the Tang Dynasty 618 AD - 907 AD.
 * Where can it be found?
 * Occurred while the Tang Dynasty was in control of China.
 * Date for Tang Dynasty?
 * Tang Dynasty controlled China from 618 AD, preceding the Sui Dynasty, then eventually was followed by the Fives Dynasties in 907 AD.
 * What is the purpose and function of tomb guardians?
 * They were used throughout Chinese history and in other cultures to protect the soul of the deceased, and the objects included in one’s burial, from evil or trespassers. Mostly the elite classes possessed tomb guardians “protecting" their burial ground.
 * Tomb guardians normally consist of humans and fussed animals, or even a combination of human and animal.
 * Besides tomb guardians, what else is glazed with Sancai Glaze during the Tang Dynasty?
 * This method has also been used on human and animal, usually horse ceramics.
 * The following slides compare and contrast the lesson topic to similar Western themes and objects.
 * Consider Western themes and objects similar to Chinese Tomb guardians; for example traditional tombstones, urns, and memorial monuments.
 * Comments about the subject of the statues (in red).
 * Comments about the formal choices of the statues (in blue).
 * Comments about the context of the statues (in yellow).
 * Comments about the process of making the statues (in green).
 * Example slide:


 * Teacher preparation:**
 * Research images of the Tang Dynasty, Tang’s tomb guardians, Sancai glaze, and related Western objects and their information.
 * Create a PowerPoint.

**Activity 2: Researching Using Social Bookmarked Websites** (2 class periods)

 * This activity is meant to reinforce the material from the introduction activity.
 * Students use websites collected by the teacher using Delicious.com.
 * Bookmarked websites
 * @http://www.delicious.com/stacks/view/Lv3kWG
 * Students will complete a worksheet using the bookmark websites.
 * When and where did the Tang Dynasty occur?
 * List three facts about the Tang Dynasty?
 * What colors are associated with Sancai Glazing?
 * What subject is usually used for Sancai Glazing? (functional tools, figures and/or creatures)
 * When did Sancai Glazing originate?
 * What is the purpose of tomb guardians?
 * In your own words, what does tomb guardians resemble?
 * Looking at image 3, what kind of creatures do you see?
 * What would you add to your guardian?
 * The purpose of guardians is to protect. Is there a place, event, object, memory, person, and/or family you would create a guardian for? Why?


 * Sample research worksheet:
 * worksheet_for_teachartwiki.pdf


 * Teacher preparation:**
 * Searching for trustworthy websites pertaining to the lesson topics
 * Creating bookmarks on Delicious.com
 * Creating questions/worksheet for students

**Activity 3: Students Create Their Own Guardians in Sancai Glaze** (4 to 5 class periods)

 * The teacher shows parts of the YouTube videos titled The Origin of Sancai (01) Part One ½ ( @http://www.youtube.com/watch?v=MYWgmsDABgs) and The Origin of Sancai (02) Part Two ½ (@http://www.youtube.com/watch?v=vm0ZgGAXRLE&feature=relmfu) about Tang Sancai.
 * Same formal choices: utilize the Sancai Glazing method
 * Similar function and subject: students can still explore creating tomb guardian creatures, though students can create an animal or figure ceramic work.
 * Another context: Tomb guardians are created for protection. Students will create their guardian to protect a place, person, family, event, object, and/or memory.
 * Sketch their idea
 * Receive portioned clay for use in creating their piece
 * Mold and design the clay into their desired creature
 * Fire the clay in the class kiln
 * Day 4 and 5
 * Glaze fired creatures, using a color scheme reminiscent of Sancai glazing techniques.
 * Fire the creatures again, to seal the colors and finalize the work.


 * Teacher preparation:**
 * Locate the videos on youtube.com (If YouTube is blocked at your school, you need to download/convert the YouTube video.)
 * Create guidelines for students’ artwork
 * Setup classroom for students to make their artwork
 * Create a list of materials
 * Gather and distribute supplies and materials for student use

**Activity 4: Artist’s Statement** (1 class period)

 * Students will write an artist statement using a word processing program.
 * Components that need to be addressed:
 * What is your guardian protecting? Why?
 * Describe your guardian? What does it resemble? What animals can be found?
 * Explain the formal and subject choices you made?
 * What did you enjoy, or didn’t enjoy about this project?
 * Sample artist statement worksheet:
 * artist_statement_worksheet_for_teachartwiki.pdf

**Activity 5: Add Project to Student's Portfolio and Art Blog** (1 class period)

 * Students take digital pictures of their Tomb Guardian, or Tomb Guardian inspired creature, in Sancai Glaze.
 * Students add their digital pictures and artist statement to their portfolios on the computer, through student folders on the teacher’s/classroom computer or external hard drive.
 * Students add their digital picture and artist statement to the school’s art blog or webpage.
 * Students are required to invite friends and family view and comment on their artwork.


 * Teacher preparation:**
 * Acquire digital camera and external hard drive.
 * Secure computer lab time so that students will have access to programs and technology important in the lesson's process.
 * Create an art blog connected to the school’s website and/or one specifically designated for use within the classroom.

Level: Elementary, 4-5th grade. Since this lesson is designed for elementary students, I believe it is only appropriate to assess the activities as a whole, instead of assessing individual activities. The rubric found below will be used for this lesson, and a similar rubric should be used throughout the year. There are three portions to the rubric: self-assessment, peer-assessment, and an assessment done by the teacher. There is a second rubric based purely on classroom management.
 * Assessment:**

**Point scale**

 * 1 || 2 || 3 || 4 || 5 ||
 * Unacceptable ||  || Meets expectations ||   || Exemplary ||

**Rubric:**
10% || **Peer-assessment** 10% || **Teacher-assessment** 80% ||
 * Student name: || **Self-assessment**
 * **Demonstrates he/she understands lesson’s concepts** ||  ||   ||   ||
 * **Lesson project:**
 * Followed procedure
 * Genuine concept/creativity
 * Formal choices ||  ||   ||   ||
 * **Use of technology for discussion, research,** **and creating art blog entry:**
 * Demonstrates effective use of technology in unit ||  ||   ||   ||
 * **Writing assignment (comments on speech bubbles,** **research, and artist statement)**
 * Grammar/spelling
 * Amount of words
 * Quality and relevance of information ||  ||   ||   ||
 * Template for performance rubric:
 * rubric_elementary.pdf

**Rubric for classroom behavior:**
The classroom behavior rubric will be graded in the same format as the lesson content rubric, a 5 -1 scale. An example of what I expect from my students.
 * Classroom management ||
 * Student name || 5 Exemplary || 4 || 3 Meets expectations || 2 || 1 Unacceptable ||
 * ** Enter Room ** || Always on time ||  || Arrives a few minutes late occasionally ||   || Absent or arrive late most of the time. ||
 * ** Work Habits **

** To Get Started ** || Listen to and write down directions. Take out notes or directions, which have received earlier. Begin working. ||  || Not listening but materials are ready. ||  || Sleeping, talking, mismanaging materials. ||
 * ** Work Habits **

** During the Class period ** || Stay focused on painting activity during class. Answer and respond to questions. Ask questions ||  || Working, but talking to classmates while working. Using self-control. ||  || Interaction with others is disruptive. Interrupts learning process. Throws things. ||
 * ** Class Discussion ** || Engaged in conversation. Answering and asking questions. Taking notes, contributing ideas. ||  || Listening but not contributing. ||   || Sleeping, not paying attention. Not taking notes, not discussing, making noises. ||
 * ** Clean Up ** || Begin 4 minutes before end of period to put all tools, materials and instruments away, clean area. ||  || Starts at appropriate time but forgets two or more of the responsibilities ||   || Throwing or damaging tools, instruments, materials. Failing to put things away. ||
 * ** Handing in Assignments ** || Turn in on time with all pieces accounted for. ||  || Turn in on time but missing one item asked for. ||   || Fails to hand in. ||
 * Template for classroom behavior rubric guide:
 * classroom_management_rubric.pdf

Classroom behaviors rubric sheet students will be graded with. 10% || **Peer-assessment** 10% || **Teacher-assessment** 80% ||
 * Student name: || **Self-assessment**
 * ** Enter Room ** ||  ||   ||   ||
 * ** Work Habits **

** To Get Started ** ||  ||   ||   ||
 * ** Work Habits **

** During the Class period ** ||  ||   ||   ||
 * **Class discussion** ||  ||   ||   ||
 * **Clean up** ||  ||   ||   ||
 * **Handing in Assignments** ||  ||   ||   ||
 * Template for classroom behavior:
 * [|classroom_management_rubric_for_grading.pdf]

__**References:**__ Information sources: http://teachartwiki.wikispaces.com/Tomb+Guardian+in+Sancai+Glaze @http://en.wikipedia.org/wiki/Sancai http://barakatgalleryuae.com/chineseart.html @http://www.artfromancientlands.com/TangSancaiGlazedTomb%20GuardianH681.html @http://www.artfromancientlands.com/tanghorseh677.html @http://ceramics.chalre.com/collection/tang_chinese_ceramics.htm @http://antiquesndynasties.com/chinese_ceramics.html @http://www.susu-saaa.org/art/china/49708.php @http://quod.lib.umich.edu/m/musart?rgn1=&type=boolean&view=thumbnail&q1=sancai&sel1=ic_all&rgn9=musart_iod&sel9=ic_exact&op9=And Rubric Advice: http://www.educ.state.ak.us/tls/frameworks/arts/6assess1.htm#sample