Head+of+Buddha

//Head of Buddha,// Korea, Unified Silla dynasty, late 8th-early 9th century, Cast Iron Photo © 2004 The Detroit Institute of Arts. 1988.1

Title: Head of Buddha Artist(s): Unknown Date: Late 8th-early 9th century Period: Unified Silla dynasty Country of Origin: Korea Cultural/Ethnic Affiliation: Medium: Sculpture, Cast Iron Dimensions: Unknown Museum/Collection: Detroit Institute of Arts Accession Number: Current Location and Manner of Display: Detroit Institute of Arts Provenance: Unknown
 * Artwork Identification**

Buddhism was first introduced into Korea from China in the late 4th century. However, Buddhism did not enter the southeastern Korean kingdom of Silla until the 5th century. Buddhism was not initially accepted until the reign of King Jinheung (540-576). Buddhism soon became widespread throughout the kingdom of Silla. During the late period of Silla, known as Unified Silla, a great number of temples were built along with thousands of stone figures, carvings, and statues representing the Buddha and other Buddhist divinities.
 * Introduction**

The Head of Buddha is located on Level 1/Lower Level of the Detroit Institute of Arts. It is displayed in a hallway with other art from Asia. Among the objects on display, this large sculpture is the most noticeable. The Buddha head rests in a floating wall display case enclosed in glass suspended about 4 feet above the floor, above most other artworks on display in the hallway. It is one of the highest displays in the hallway. The lighting is very ambient and only illuminates each piece of art in the hallway. This allows a very intimate encounter with its viewer. In addition, the terra-cotta colored walls also reflect a sense of intimacy.

//Head of Buddha//, Unified Silla dynasty,Korea, late 8th-early 9th century, Cast Iron

This head was connected to a colossal seated Buddha that was enshrined in a temple. The Head of Buddha is over life size and about two feet in height. The Buddha head appears to be in good condition considering its age. The medium used to create the sculpture is cast iron, which appears to be rusted throughout. There is a large hole in the head directly above the Buddha’s hairline. The neck of the Buddha's head appears to have been chipped or broken when it was removed. Based on the chipped edges of the neck and edges from the missing fragment from the head, the sculpture walls appear to be somewhat thin. Although the work shows signs of rust and broken fragments, it does not deduct from the quality of the sculpture.
 * Descriptive Analysis**

There is a slight bulge or bump on the top of the Buddha’s hair, and its hair texture consists of a “snail shell” curl pattern. His earlobes are elongated or stretched without any jewels, indicating divine or elevated status. The Buddha’s eyes are horizontal and carved very deep, which makes it difficult for the viewer to determine whether his eyes are downcast or completely closed. Either downcast or closed, this gesture gives a true sense of meditation. His eyebrows are a crescent shape. Despite other stylized features, the Buddha’s nose and mouth are rendered in a soft naturalistic manner. In addition, the mouth displays a gesture of a slight smirk, and the overall shape of the Buddha’s face appears to be somewhat fleshy.

The Head of Buddha sculpture was derived from the Unified Silla period in Korea. Korea received its Buddhist influence from China. The meditative expression on the Buddha’s face is related to a Chinese meditation-based Buddhist practice known as Chan (Japanese: Zen) that originated in the 6th and 7th centuries. Soon the influence of this new meditation-based school reached Korea during the late Unified Silla period, where it was known as Seon, which is the Korean pronunciation for the Chinese word Chan, which means meditation. A Korean monk known as Beomnang went to China to study under a Chinese master named Daoxin in the 7th century. Beomnang is credited with the initial spread of Seon Buddhism into Korea. Early Unified Silla art combined Silla styles and Baekje styles.
 * Contextual Analysis**

Map of Korea © 2000–2009 The Metropolitan Museum of Art

The early formation of Seon caused tension between the new meditation schools and the previously existing academically oriented schools called Gyo, which means “learning” or “study.” Many Koreans began to study Chan in China and upon their return, established their own mountain monastery schools. There were nine schools called the “nine mountains” school of Seon in Korea. Buddhism of the Silla period brought significant cultural achievements in many areas, including painting, sculpture, architecture, and literature. This larger than life sized Buddha head was among many Buddhist images that were used to inspire the idea of meditation in temples.

The deep horizontal-shaped eyes and crescent-shaped brows of the Buddha's head give it a distinct Korean cultural feature. The closed eyes of the Buddha's head represent a deep meditation technique. This feature is a direct connection with Seon Buddhism. The Seon branch of Buddhism was known for its stress on meditation, monasticism, and asceticism. Seon is a way to discover the Buddha that lies within oneself by heavy meditation, without having to study complicated doctrines.

Korean Buddhist art was also influenced by new Tang Dynasty styles as evidenced by a new popular Buddhist motif with full-faced Buddha sculptures; because of its religious influence from China, the Unified Silla kingdom also developed similar art styles of China as well. The Head of Buddha image is based on Tang Dynasty Buddhist art. The style is derived from Gupta styles of Buddhist imagery. The Head of Buddha displays downcast eyes and a solemn facial expression. The stylized snail shell curls and fleshy face reflect an influence of Gupta style on Tang China from which it was introduced to Korea. The art of the Tang Dynasty was open to foreign influences. During the eighth and ninth centuries many luxury goods, books and works of art were imported from China (to Silla) and many monks and students traveled to Tang China to study Buddhism or Confucian scholarship. As a result, Tang's influence was widespread and contributed to Korean cultural development. In addition, the Tang Dynasty once allied with the Silla kingdom, and the two kingdoms maintained close ties. This is the reason that many qualities of Chinese culture are represented in the Korean Silla kingdom.

//Seated Buddha//, Tang dynasty, China (618–907) ca. 650, Dry Lacquer with Gilt and Polychrome © 2000–2009 The Metropolitan Museum of Art.

//Standing Buddha//, Gupta period, 5th century, India (Uttar Pradesh, Mathura), Red Sandstone © 2000–2009 The Metropolitan Museum of Art.

The use of cast iron was introduced into Korea from China in the Iron Age around the 4th century. Iron was then produced locally in southern Korea, which attracted many traders from Japan. The use of cast iron to make Buddhist imagery during the Silla period was not common, because many statues of the Buddha are cast in bronze during that period. Because of its rarity, the Head of Buddha statue on display at the Detroit Institute of Arts could have possibly been cast in bronze for a special purpose, but that reason is not yet known.

__Unified Silla Dynasty & Pyu Period styles__

//Standing Buddha of Medicine// (//Bhaishajyaguru//), Unified Silla dynasty, early 7th century, Gilt bronze © 2000-2009 The Metropolitan Museum of Art

//Seated Buddha,// Pyu period, early 8th-early 9th century, Bronze © 2000-2009 The Metropolitan Museum of Art

//Standing Buddha,// Unified Silla dynasty (668-935), Gilt Bronze © 2000-2009 The Metropolitan Museum of Art

//Buddha and Amitabha Buddha,// Unified Silla dynasty (c. 692), Gold © 2000-2009 The Metropolitan Museum of Art

Brown, Kathryn. "Buddhism and the Trade Routes." Asia Society Museum, 2003. [] (March 2009).
 * Printed and Online Sources:**

Brown, Kathryn. "Buddhism and the Trade Routes." Asia Society Museum, 2003. [] (March 2009).

"Korea, 1000 B.C.–1 A.D.". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000, [] (March 2009).

“Korean Buddhism Basis of Japanese Buddhism: Tracing it’s characteristics and History.” The Seoul Times, 2008 [] (March 2009).

Portal, Jane. Korea Art and Archaeology (New York: Thames and Hudson, Inc., 2000), 68.

"Buddha and Amitabha Buddha.” The Metropolitan Museum of Art, 2000-2009 []. (March 2009).
 * Image Sources:**

"Head of Buddha.” The Detroit Institute of Arts, 2004. [] (March 2009).

"Map of Korea.” The Metropolitan Museum of Art, 2000-2009. [] (March 2009).

"Seated Buddha.” The Metropolitan Museum of Art, 2000-2009. [] (March 2009).

“Seated Buddha.” The Metropolitan Museum of Art, 2000-2009. [] (March 2009).

"Standing Buddha [Korea] (12.37.136).” In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–2009. [] (March 2009).

"Standing Buddha.” The Metropolitan Museum of Art, 2000-2009. [] (March 2009).

"Standing Buddha of Medicine (Bhaishajyaguru)." The Metropolitan Muse um of Art, 2000 -2009. [] (March 2009).


 * Lesson Plan 1**
 * Title:** The Power of Buddha
 * Grade Level:** Elementary, 4th Grade
 * Time:** 4 Class Periods (45 minutes each)

This lesson meets the following [|National Standards for Arts Education]: NA-VA.K-4.1 Understanding and applying media, techniques, and processes (3) NA-VA.K-4.3 Choosing and evaluating a range of subject matter, symbols, and ideas (2) NA-VA.K-4.5 Reflecting and assessing the characteristics and merits of their work and the work of others (1 & 2)
 * Standards:**

This lesson meets the following [|National Educational Technology Standards for Students]: 1. Creativity and Innovation (a, b) 2. Communication and Collaboration (d) 4. Critical Thinking, Problem Solving, and Decision Making (b) 6. Technology Operations and Concepts (b)

1. The larger than life sized Buddha head demonstrates its iconic significance in Korean culture. 2. The Buddha provided inspiration for meditation in temples.
 * Significant Key Concepts:**

Activity 1: What’s That? Day 1: The instructor will assign the project //What’s That?// This project is to get the students actively engaged in the artwork, and defend what they know/think about the artwork.
 * Teaching and Learning Activities:**

The students will look at visuals (handouts) of the Head of Buddha. Before the teacher talks about the work, he/she needs to find out what the students think/know. The students will be asked to identify and think about the character and speculate who might have created this, how, and why. Students will spend 10 minutes critically thinking about the art work.

Afterward, the class will spend 10 minutes discussing some of their responses. Using the last 20 minutes, the teacher will explain the art work, giving details such as when it was created, who created it, and why. The teacher will also go in depth on how the iconic figure makes an impact on the culture, people, and its function in their rituals. The teacher will explain the role the Head of Buddha takes in relation to its culture. The Head of Buddha (Korea, late 8th-early 9th century, Cast Iron) sculpture was derived from the Unified Silla Dynasty in Korea. The larger than life sized Buddha head was among many Buddhist images that were used to inspire the idea of meditation in temples.

Activity 2: You have the Power Days 2 and 3: Now that the students have a better understanding of the Head of Buddha they will be creating their own iconic artwork. First, the students will be asked a question.

Question: If you had the power to change the world as a global icon like the Buddha, what would you do, what would your icon represent, what would it look like, and what ritual or activity will be associated with the icon?

Using Corefx Software, students will be designing their very own icon. The teacher will need to request the computer lab to complete this iconic artwork and the blog project followed (3 class periods - 45 minutes each. This project assumes that the students have used the software. If Corefx is not available, Photoshop or Kidpix software works great too. Corefx is 4th grade friendly. If the teacher is new to the software, before teaching the class, they should take the Corefx tutorial to get familiar with its interface and learn its tools.

Core Learning: []

Before working in the computer lab, the teacher should have discussed the project guidelines and asked students to sketch ideas. While the students are at a computer station the teacher can bring up a visual once again of the Head of Buddha using the Internet. Display the image on each computer or a projector for a visual reference and reinforcement of what they discussed.

The students will have two class periods to create an icon. The first thing the students should do is put their name and date on the artwork, followed by the name of their icon. The student’s work should demonstrate a figure doing an activity, or representing something. Later the class will write about the icon. Allow 40 minutes on the first day and 25 minutes the second day for creative designs using the Corefx software.

When the students are finished with their designs, they need to write about them. The students need to write a statement of intent in a paragraph. Ask the students what their icon represents, and to explain its character and actions. When they are done writing, ask for volunteers to present their designs and what their icon would do. This process should last the remaining 30 minutes on the second day.

Activity 3: Reflective Journal Day 4: The class will go back to the computer lab and discuss what was learned over the last three days. The teacher will have each student respond to a set of prompts on Microsoft Word. The responses should be a critical examination of their knowledge of the material (2-3 sentences per response).

Prompts: What does the Buddha symbol represent? How is the icon you created similar or different to the Buddha? What are the steps you took to create the icon? Please Describe Finish the prompt: If I had the power to change the world, as an icon, I would… Now that the process is complete, what would you have done differently, from any part of the lesson?

Have the students work on the above prompts for 30 minutes.

In the remaining class time, explain to the class that their work will be posted on a blog website. The teacher will be responsible for the final attachment to the blog site, including the icons designed on a computer and reflective journals. For continuing education (6th graders and up) the students post their own works. The teacher will give a brief demonstration of the blog site, blogger.com, and how the students can post their works. The teacher will simply insert the jpg images of the icons and copy the student’s reflections from Microsoft Word and paste them to the blog site.

The blog site is for the school teacher, students, and parents to see. It will be a private blog. A link to the blog will be posted to the schools website, and an information handout will go home to the parents.

Teachers: If you are unaware of blogger.com, you will first need to create a blog account. Go to blogger.com and click on create a blog. Follow the steps requested of you and proceed to upload the works. When the blog is complete, copy the URL (web address) and insert it to the schools website. Write a purpose statement for the project, including the URL and project guidelines and send home handouts for the parents. Have the students bring back the form with a signature stating that the parents have read the handout. Encourage the parents, teachers, and faculty to respond simply by adding a comment under the blog created.


 * Assessment:**
 * Criteria || Student Score ||
 * //What’s That//: ||  ||
 * Stated an idea about the artwork (2pts) ||  ||
 * Wrote down what they know/thought (2pts) ||  ||
 * Involved Critical Thinking (3pts) ||  ||
 * Participated in class discussion (3pts) ||  ||
 * //You have the power:// ||  ||
 * Answer the prompt (1pt) ||  ||
 * Name; Date; Icon info (3pts) ||  ||
 * Creativity (5pts) ||  ||
 * Design and Layout (5pts) ||  ||
 * Statement of intent (2-3 sentences) (5pts) ||  ||
 * //Reflective Journal:// ||  ||
 * Answer the prompts (2-3 sentences) (5pts) ||  ||
 * Signed handout (1pt) ||  ||
 * Total lesson project (35pts) ||  ||