Bodhisattva+of+compassion,+Guanyin--a+14th+Century+wood+carving

=**Ming Dynasty 14th Century: wood carving of the Bodhisattva of compassion, Guanyin.**=



Title: Guanyin Date: 1368-1644 Period: Shanxi Province, Ming Dynasty Origins: China Medium: Painted Wood Museum: [|Toledo Museum of Art] Credit Line: Purchased with funds from the Libbey Endowment, Gift of Edward Drummond Libbey, 2004.
 * Artwork Identification**

Introduction
The pose of this image indicates that it is intended to represent the Potalaka or Water-Moon form of Avalokitesvara.

Guanyin is known to be the female bodhisattva of infinite compassion and mercy to East Asian Buddhism. Her full name is Guan Shi Yina; Guan means to observe, watch, or monitor, Shi means the world, Yin means sounds, specifically sounds of those who suffer. Thus, Guanyin is believed to be a compassionate being who watches for and responds to the people in the world who cry out for help. To be compassionate is the supreme virtue of Mahayana Buddhism. She is also associated with vegetarianism, being an act of compassion toward animals. Guanyin was introduced to China as early as the first century AD and spread to Japan through Korea soon after Buddhism was first introduced into the country in the mid seventh century. Historically, the worship of Guanyin was represented as the male Indian Bodhisattva Avalokitesvara, who is portrayed as a healer to the sick and injured. When the worship of Avalokitesvara migrated into China it was worshiped in its masculine form. Since Avalokitesvara is considered to be the personification of compassion and kindness, and these traits are associated with the Chinese concept of Yin, the feminine aspect of creation, the representation of Avalokitesvara in China metamorphosed to an all female form around the twelfth century due to Taoist influence on Buddhism. Avalokitesvara has the largest number of forms and is the most popular Buddhist deity. Guanyin is thought to be neither male or female but in accordance with the lotus sutra the body can take on any form necessary to relieve suffering.

 In a modern period, Guanyin is to be depicted as a beautiful woman wearing a white flowing robe (white representing purity) who brings wealth and children made by her devotees. This depiction derives from the earlier Pandaravaisni also known as Padmapani in the sanskrit from. The name Padmapani means "born of the lotus", the lotus leaf symbolizing purity, peace, and harmony. Along with the white flowing robe, Guanyin is also often shown wearing necklaces or adornments of Indian and or Chinese royalty. Guanyin is often depicted alone or with two children. The two children are called Long Nue and Shan Tsai and they are her disciples. Other Images may show Guanyin accompanied by a bird or standing on top of a dragon. The dragon is a representation of a jataka or story of how Guanyin saved the life of Long Nue from the fish who returned to the sea changed into a dragon (www.nationsonline.org/oneworld/chinese_customs/guan_yin.htm).

Descriptive Analysis
The Bodhisattva Guanyin is depicted here in the form of a very detailed, painted-wood statue. The paint has faded with time, leaving behind the light-brown color of the wood. The statue appears sanded, and smooth to the touch. The craftsmanship of the statue is extraordinary, with detail shown at a professional level.

This piece is very evocative of the earlier [|Song Dynasty style] and was probably constructed during the time of rebuilding the [|Ming Dynasty temples]. The royal ease pose however appears more relaxed than that of earlier Guanyin statues such as the one pictured earlier and is more naturalistic than those of earlier depictions as well. The Song Dynasty was known for humanistic expression, with the emphasis on the realistic appearance of Guanyin. This is intended to help the worshiper feel the closeness of the Bodhisattva, again to grant easy access through prayer to Guanyin to assist in granting peace and well being to the worshiper. They body type is more rounded and fleshy giving the appearance that the robe is clinging to the body.

 The plentiful adornments that normally appear in depictions of other Bodhisattvas make an appearance here and include an ornate and extremely detailed crown, bracelets on both wrists, necklace(s), earrings, what appear to be long, tasseled ropes or chains that extend from her neck, wrap around her right arm and drape over her right leg. The Bodhisattvas robe, which is of he [|Northern Song] variety, is shown flowing effortlessly over her body, with the extra length pooled around her on the ground. The draping of the robe is very rhythmic and schematic. The folds of the robe give the statue a realistic feel.

 The statue appears to draw the viewers eye to the crown worn by the Bodhisattva, and then sends the focus downward and over the rest of the statue by following the Bodhisattvas downcast eyes, lowered head, and her accessories and the folds in her robe, which draws the viewers attention horizontally across he statue.

=** Personal Interpretation **=

Although this is considered a female form of [|Guanyin] there are definite masculine traces that can be seen such as the heavier jaw line, the boxy chin, the muscular left shoulder and the heavier left leg. The garment that Guanyin wears is richly adorned with implied jewels, beads, and scarves. This was often the case when depicting a Bodhisattva used to show the beauty and [|riches of enlightenment], not that of material wealth. But the use of elaborate adornments was an early indicator between the depictions of the Buddha and that of the [|Bodhisattva attendants]. The Bodhisattva can be easily recognized by the elaborate adornments around the neck and head. The crown that the Bodhisattva Guanyin is wearing is great in detail and appears to have a significant amount of weight.

Guanyin as shown here in fact has many similar characteristics as the first images of the enlightened one, Buddha, did such as the presence of a lotus- symbolizing purity, peace and harmony, fleshy physical form, clingy garments, the rounded stomach, the indent in the center of the forehead to indicate a third eye called an [|urna], the elongated and heavy ear lobes, and open downcast eyes, having both shoulders covered by cloth and also the bared feet. These features help to grant a serene meditative figure of the Bodhisattva Guanyin.

These similarities of characteristics from earlier Indian art pieces, especially those of the early depictions of [|Buddha], as well as the mixing of styles in this depiction of Guanyin show the influence of foreign tradition adding the art forms and customs of Chinese culture. The fluidity of the robe is influenced by Chinese art. This figure of Guanyin would originally have been situated on a rocky ledge to connect the figure with the mythical South island home of the Bodhisattva. Guanyin can also be shown sitting in a lotus floating on a river to give the viewer a visualization of the re-birth where she is born out of a lotus and is becoming enlightened in her final birth.

= Contextual and **Formal** **Analysis**=

Guanyin, Song Dynasty (960-1279)  http://upload.wikimedia.org/wikipedia/commons/9/98/Wood_Bodhisattva.jpg “Guanyin” (song) Asian Art Museum of San Francisco Mar 2003  http://www.aamdocents.org/AAM/China/sculpture/b60s24%2BGuanyinWood.htm

It is generally believed that Guanyin has originated from a male form known as Avalokitesvara, first founded in Sanskrit. It was introduced in the first century AD in China by the Song Dynasty, then popularized and spread to Korea, and Japan in the seventh century. Guanyin is one of the most popular Bodhisattva which generally takes a female form of a Bodhisattva. Guanyin is most associated with compassion, in the west she is also known as the goddess of Mercy. Unlike Buddha, a Bodhisattva is one who has attained enlightenment but remains in the physical world until all sentient beings are free from suffering, and has achieved enlightenment. According to the Lotus Sutra, Guanyin possessed the power to change physical form to relieve suffering. Thus Guanyin is neither male or female which in Chinese Buddhism emphasizes that physical form is not a barrier to enlightenment.

Although the Bodhisattva Guanyin was popularized in china, She is well known as an idol in many different cultures and countries. Guanyin is sometimes represented with many arms and heads. A Buddhist legend tells that Guanyin was struggling to help release people from suffering, despite her efforts she realized that there are people beyond her reach that still needed help, she then used her powers to split her head and arms apart to become more readily available to help those in need. Each one of her hands has one eye in the palm to represent the omnipresent mother looking in all directions all at once and relieving human afflictions. Because of this depiction, Guanyin is commonly called "the thousand arms and thousand eyes" Bodhisattva.

The Bodhisattva is also associated with the lotus flower symbolizing prosperity: a plant grown from under water and dirt has reached the surface and prospered into a beautiful, healthy plant. Guanyin is translated into “observing the sounds” meaning that she is listening and feeling the pain of other sentient beings. Some believe that the translation is a reference to a general Buddhist practice of being self aware and living in the moment, thus “observing the sounds” is simply listening to the sounds and being present.

While the Guanyin is one of the most well known Bodhisattvas in the world, she used to be shown as a male. However, most people prefer her in the female form she is currently viewed. Guanyin being the sanskrit of Avalokitesvara has several forms and can use any of them to save anyone in need of help. She is usually shown in a white flowing robe. The color white symbolizes purity. She is shown as a full figure as with a flowing form herself as though she was a Willow tree, she was able to survive the most terrible winds and come back to shape. It would give hope to those in terrible times. She usually holds in her right hand (on the left) a weeping willow branch. The Weeping Willow tree is usually green all year round and it is viewed as a symbol of fertility. In her left hand (on the right) she is holding a water pitcher. This pitcher is believed to be filled with “pure water, the divine nectar of life, compassion and wisdom”. Willow branch is also believed to be used to sprinkle the nectar of life onto those who were faithful to her as a physical and spiritual blessing.

Sometimes she is shown in a position with one knee up and sitting, a known position for Guanyin as it was believed that “According to legend, this was how she was once found in her residence on Potalaka Mountain, meditating on the moon's reflection in the water.” She can also be shown in a standing position holding a weeping willow branch which symbolizes the nectar of life. It is believed that if you were faithful to Gaunyin and asked she would help you conceive a male child. It was and still is today in some areas to have male children, as the society is very patriarchal. It has also been said she saves those from shipwrecks as well as being a “offers succor to those in fear and under threat.” She is also a protection from theft. She was more than willing to help those in need as well as a sharp need to protect others as well as children (www.drba.org/dharma/guanyin.asp) She is sometimes shown with a child and those statues are worshiped for mostly fertility and the luck of a male child. She uses compassion, love, and kindness to help all living beings.

= Reference Section =

//** Print **// // Tregear, Mary. “Chinese Art” Thames and Hudson World of Art. Reprint 2006. // // Craven, Roy C. “Indian Art: A Concise History” Thames and Hudson World of Art. Reprint 2001. // // Suzuki, D.T “Zen Buddhism” Double Day Anchor Book. Copywrite 1956. // //** In-Text **// // “song dynasty” China Knowledge: a universal guide for China studies. 2000 // // Ulrich Theobald  // // [] // // “Lotus Sutra”Wikipedia 2010 // // [] // // “Maha Bodhisattvas” Jeff Watt, Copyright © 2010 Shelley and Donald Rubin Foundation // // [] // // “Maitreya” Copyright © 2010 Shelley and Donald Rubin Foundation. // // Photographed Image Copyright © 2004 Rubin Museum of Art // // [] // // “Avalokitesvara” Jeff Watt Copyright © 2010 Shelley and Donald Rubin Foundation. // // Photographed Image Copyright © 2004 Rubin Museum of Art // // [] // // “Padmapani” Indian Splendors, 2010. // // [] // // “Guanyin” ** True Tao Derek Lin 2010 ** // // [] // // “Riches of enlightenment” [|Carrie Fleharty] 2002-2010 Helium, Inc. // // [] // // “Bodhisattva attendants”Rev. Tri Ratna Priya Karuna international Buddhist meditation center May, 2010   // // [] // // “urna” wikipedia 2010 // // [] // // “Buddha” (evolution of) Prof. P.C. Jain May 2004 // // [] // // “south island home” Anthony Debyser, Chen Zhongyu 10/11/2003 Putuoshan. // // http://www.putuoshan.net/English/Seeings/guanyin2.php#Guanyin of the south sea // // “Northern Song” 2007-2010 cultural china. // // [] // // “restored temples”2007-10 Chinatownology // // [] // // “Amitabha Buddha” Wikipedia. 2010 // // [] // // “song dynasty style” [|Lian Slayford] 2002-2010 Helium, Inc // // [] // // “Ming Dynasty temples”1998-2010 Asian Historical Architechure // // [] // // “Guanyin” (song) Asian Art Museum of San Francisco Mar 2003 // // http://www.aamdocents.org/AAM/China/sculpture/b60s24%2BGuanyinWood.ht //

//"Guan Yin- Bodhisavtta" 1998-2010 One World Nations Online// //Used for general background information and meaning of the figure represented.// [] //"Bodhisavtta- New world Encyclopedia" 1999-2010// //Used for more in depth information// []

“Guanyin, Guanyin, Guanshiyin”.Dharma Realm Buddhist Association. 1996. [|http://online.sfsu.edu/~rone/Buddhism/BTTStexts/Guanyin.html]

[]

[] In text quote in Contextual analysis

[]

//** Photographs **// // “Guanyin” Toledo Museaum of Art, Edward Drummond Libbey 2004 // // “Guanyin” (song) Asian Art Museum of San Francisco Mar 2003 // // http://www.aamdocents.org/AAM/China/sculpture/b60s24%2BGuanyinWood.htm // // Guanyin, Song Dynasty (960-1279) // // http://upload.wikimedia.org/wikipedia/commons/9/98/Wood_Bodhisattva.jpg //

// **Art Lesson 1** // // **Lesson Title:** Culture and Symbolism // // **Grade Level:** Middle School // // **Time:** six 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 (?) // // VA.5-8.2 Using knowledge of structures and functions (?) // // VA.5-8.3 Choosing and evaluating a range of subject matter, symbols, and ideas (?) // // VA.5-8.4 Understanding the visual arts in relation to history and cultures (?) // // VA.5-8.6 Making connections between visual arts and other disciplines (?) //

// This lesson meets the following [|National Education Technology Standards]: // // NT.K-12.1 Creativity and Innovation (a,b,c) // // NT.K-12.2 Communication and Collaboration (a) // // NT.K-12.3 Research and Information Fluency (a,b,c,d) // // NT.K-12.4 Critical Thinking, Problem Solving, and Decision Making (a,b,c,d) // // NT.K-12.5 Digital Citizenship (a,b) //

// **Significant Key Concepts:** // Culture and Symbolism: //The needs of people and cultural values are reflected symbolically in artwork.//

//**Teaching and Learning Activities:**// Activity 1 (//Part 1)//: Reflecting on, Adding to, and Applying your knowledge//, day one (15 minutes).// //Warm-up Questions// //Work with a partner to answer the following questions in Word. Be sure to restate the questions and respond in complete sentences. Save often. Save to a folder specified by your instructor such as My Documents.// //What is a symbol?// //How do symbols reflect the values or purpose of a community of people or an individual?// //Why do you suppose these symbols were chosen?// //How is a name symbolic?// //How is a holiday symbolic?// //List five ways in which other cultures express their heritage and values.//

Activity 1 (//Part 2)//: Reflecting on, Adding to, and Applying your knowledge//, day one (35 minutes).// //Define the following terms. You may add images to your document. Be sure you reference your source or you will lose points.// //Vocabulary// //To aid in your search enter a vocabulary in the Google subject box. Beside the subject box select advanced search. Retype the words in the “all these words” box. In the last box type in “edu.” The edu term will search for only education sites. Select the “advanced search” button. Having difficulty? Go to the following sites.// //[]// //[]// //[]// //Geography (Use Google images to find and copy a map of China and Asia.)// //China// //Governmental Culture// //Dynasties// //Religious culture// //Buddhism// //Buddha// //Bodhisattva// //Guanyin// //Symbolism in Buddhism// //Royal Ease Posture// //Lotus Blossom// //Fleshy Earlobes// //Downcast Eyes// //Bindi//

//Homework// //Journal 1: What was your contribution to the project that day?//

Activity 1 //(Part 3)//: Reflecting on, Adding to, and Applying your knowledge//, day two (50 minutes).// //Open your teacher’s flash drive and copy and paste the Guanyin image in PowerPoint. Go to Insert, Pictures, and select AutoShapes. Use voice bubbles to identify symbolic attributes found in the image. Write a paragraph summarizing your findings about this character.// //Note: Please take notes as your teacher demonstrates this process.//

//Homework// //Journal 2: What was your contribution to the project that day?//

Activity 2: Making connection through comparison//, day three (50 minutes).// //Go to http://teachartwiki.wikispaces.com/Guanyin copy and paste the information into your folder. Read about the statue of Guanyin. Use the highlighter function in Word to select text that defines symbolic attributes illustrated on the statue.// //Use one to two sentences to answer each of the following questions:// //What is the purpose of the statue?// //What does Guanyin’s role tell you about the local people’s concerns?// //What are the concerns facing you and your community?// //Who or what do people look to for comfort and guidance in our culture?//

//Homework// //Journal 3: What was your contribution to the project that day?//

Activity 3:What do we value and what is our "Bodhisattva"? //day four and five (50 minutes).// //Add to your previous document and answer the following questions.// //What physical and spiritual attributes and symbols we value in our culture in regards to:// //Looks// //Posture// //Character// //Special abilities// //Attire// //List special symbols found in our culture that speaks to idealized figures.// //Make a list of modern concerns people want divine help with.//

//Homework// //Journal 4: What was your contribution to the project that day?//

//Use symbols from Buddhism and contemporary culture design a modern day Bodhisattva using Kidspiration. Write a paragraph defining your Bodhisattva.// //When you are done go to File and Export your design. When the request bar appears select jpeg. Save the jpg file to the folder specified by your instructor.//



// The illustration of Guanyin above is an example created in Kidspiration. Be sure to copy and paste your image into your Word document when you are finished. Write a paragraph explaining the symbolism selected and the purpose of your bodhisattva. Give a significant name to your bodhisattva. //

// Homework // // Journal 5: What was your contribution to the project that day? //

Activity 4: Presenting Your Bodhisvattva //, day six (50 minutes).// //Each team will have 10 minutes to present their Bodhisvattva.//

//Homework// //Journal 6: What was your contribution to the project that day?//

Activity 5: Final Reflection and evaluating your group mates //(Homework)// //Each person will write a final reflection about the unit. The paper should be about 10 paragraphs long and will address the following topics.// //Name some of the significant things you learned about:// Symbolism //In Chinese Buddhism// //In our culture// //Technology// //Benefits of 2.0 technologies// //As a research tool// //As a tool for creating original works of art// //Information Gathering// //As a method for synthesizing information// //Describe the most significant point of information you learned from this project// //Collaborative Work// //Describe the benefits of collaborative work// //Describe the challenges of collaborative work// //Summarizing the Learning Values// //Describe what you would change about this lesson// //Describe your favorite part about this lesson// //Evaluating Classmate’s Work// //Briefly write about another team’s work that made an impression on you//

//Evaluating your group mates:// //Circle the grade you would give your partner either a 50 – 75 – 100// //Your partner’s name _// //Explain why you would give them this grade.//

//__**Assessment:**__// __Activity 1: Reflecting on, adding to, and applying your knowledge__

3 - Partially complete ||<  ||<   || 3 - Partially complete ||<  ||<   || 3 - Partially complete ||<  ||<   || 3 - Partially complete ||<  ||<   ||
 * < Objective ||< Evident ||< Not Evident ||< Points Earned ||
 * < All questions answered in complete sentences. ||< 5 - Thorough complete
 * < All terms are answered in complete sentences. ||< 5 - Thorough complete
 * < Map ||< 3 - complete ||<  ||<   ||
 * < Sources listed ||< 5 - Thorough complete
 * < Application of knowledge - 10 accurate observations ||< 5 - Thorough complete
 * < Total Points Possible - 23 ||<  ||<   ||<   ||

Activity 2: Making connections through comparison

3 - Partially complete ||  ||   || 3 - 2/3 points of pertinent information is highlighted ||  ||   || 3 - Some questions are answered thoughtfully ||  ||   ||
 * Objective || Evident || Not Evident || Points Earned ||
 * Research gathering || 5 - Thorough complete
 * Key point identification || 5 - 5 or points of pertinent information highlighted
 * Summarizing and synthesizing information || 5 - All questions are thoughtfully answered
 * Total Points Possible - 15 ||  ||   ||   ||

Activity 3: What do we value and what is our "Bodhisattva"?

3 - Some questions are answered thoughtfully ||  ||   || 3 - Partially complete ||  ||   || 3 - Partially complete ||  ||   ||
 * Objective || Evident || Not Evident || Points Earned ||
 * Thinking about our cultural values || 5 - All questions are thoughtfully answered
 * Preparation for the design of Bodhisattva || 3 - points possible ||  ||   ||
 * Kidspiration Bodhisattva || 5 - 6 or more symbols are evident 3 - 3/5 symbols are evident ||  ||   ||
 * Composition provides interest || 5 - Thorough complete
 * Bodhisattva Description || 5 - Thorough complete
 * Total points possible - 23 ||  ||   ||   ||

Activity 4: Presenting Your Bodhisattva


 * Criteria || 5 - Thorough complete || 3 - Partially complete || Not presented || Points Earned ||

Activity 5: Final Reflection


 * Objective || Evident - 2 || Not Evident || Points Earned ||
 * Symbolism - in Chinese Buddhism ||  ||   ||   ||
 * Symbolism - in our culture ||  ||   ||   ||
 * Technology - benefits as a research tool ||  ||   ||   ||
 * Technology - benefits as a tool for creating original works of art ||  ||   ||   ||
 * Synthesizing information ||  ||   ||   ||
 * Describe of the most significant point of information you learned in this project ||  ||   ||   ||
 * Describe of the benefits of collaborative work ||  ||   ||   ||
 * Describe of the challenges of the collaborative work ||  ||   ||   ||
 * Describe what you would change about this lesson ||  ||   ||   ||
 * Describe your favorite part about this lesson ||  ||   ||   ||
 * Briefly write about another team's work that made an impression on you ||  ||   ||   ||
 * Work is written in complete sentences ||  ||   ||   ||
 * The reflection is cohesive with effective transitions and language ||  ||   ||   ||
 * Total Points Possible - 26 ||  ||   ||   ||
 * Daily journal entries regarding your contribution || 5 - Thorough complete || 3 - Partially complete || Points Earned ||
 * Journal 1 ||  ||   ||   ||
 * Journal 2 ||  ||   ||   ||
 * Journal 3 ||  ||   ||   ||
 * Journal 4 ||  ||   ||   ||
 * Journal 5 ||  ||   ||   ||
 * Journal 6 ||  ||   ||   ||
 * Total Points Possible - 30 ||  ||   ||   ||

//**References**// Printed Sources //Bradley Smith and Wan-go Weng, China: A History in Art (Japan: Toppan), 153-192, 209-240.//

Online Sources // “Kushan period”, Discover India, Gale Cingage Learning 2010 // // [] //

// “Trade Routes”Eds. Josh Lauer and Neil Schlager. Vol. 1. p35-40. (3510 words) From Gale Virtual Reference Library. // // http://find.galegroup.com/gps/retrieve.do?contentSet=EBKS&resultListType=RESULT_LIST&qrySerId=Locale%28en%2CUS%2C%29%3AFQE%3D%28K0%2CNone%2C13%29Kushan+period%24&sgHitCountType=None&inPS=true&sort=DateDescend&searchType=BasicSearchForm&tabID=T001&prodId=IPS&searchId=R1&currentPosition=1&userGroupName=lom_emichu&docId=CX3408500024&docType=EBKS&contentSet=EBKS __//

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// “Maitreya” Copyright © 2010 Shelley and Donald Rubin Foundation. // // Photographed Image Copyright © 2004 Rubin Museum of Art // // [] //

// “Avalokitesvara” Jeff Watt Copyright © 2010 Shelley and Donald Rubin Foundation. // // Photographed Image Copyright © 2004 Rubin Museum of Art // // [] //

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// “fertility” [|Sep 20, 2009] [|Jennifer Walker] // // http://ancienthistory.suite101.com/article.cfm/nature_spirits_and_early_buddhism //

// “Guanyin” Hank Fu, New York Public Library // // [] //

// “Riches of enlightenment” [|Carrie Fleharty] 2002-2010 Helium, Inc. // // [] //

// “Bodhisattva attendants”Rev. Tri Ratna Priya Karuna international Buddhist meditation center May, 2010   // // [] //

// “urna” wikipedia 2010 // // [] //

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// “south island home” Anthony Debyser, Chen Zhongyu 10/11/2003 Putuoshan. // // http://www.putuoshan.net/English/Seeings/guanyin2.php#Guanyin of the south sea //

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Image Sources//

silk road [] avalok, image, painting [] “avalok” image, sculpture [] “avalok” image, face [] mathura Buddha [] mathura standing buddha [] flanked buddha [] international buddha [] song guanyin [] standing ming guanyin [|http://lh6.ggpht.com/_SUBGzd1BG60/S0QRoAdBinI/AAAAAAAD924/fx4Of6HlzoA/s160/Anon,%20GuanYin%20(Avalokitesvara)%20Ming.jpg] lotus [] painted lotus [] lotus sutra guanyin [] south sea guanyin, distance [] south sea guanyin, close up [|http://www.umich.edu/~iinet/media/ccs/photocontest_06/originals/The%20Statue%20of%20Guan%20Yin.JPG] south sea guanyin, many heads [] restored temples []

Guanyin 13th century. http://www.sdmart.org/Image1/index.html

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