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From Geisha to Diva: The Kimono of Ichimaru Teacher’s Guide
Hasegawa Sadanobu III (1881-‐1963), Kyo-‐Maiko – Playing ShuttleCock, ca. 1950s, woodblock print.
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Table of Contents
Guidelines for Teachers ………………………………………………………………….………………………………………3
Program Information …………………….....………………………………………………………………….……..….….….4
Exhibition Resources …..…………………………………………………………………………………………………..….….5
Curriculum Links and Big Ideas ….………………………………………………………………………………...…...…...6
Pre or Post Visit Activity ……………………………………………………………………………..………………...…….….9
Arts Education Vocabulary ………………………………………………………………………………..………..…...……10
12 Ways Art Can Be Used in the Classroom ……………………………………………………....…………………. 11
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Guidelines for Teachers
The educational programs offered by the Kelowna Art Gallery complement our exhibitions, help develop visual literacy, and educate viewers about contemporary art practices. The Kelowna Art Gallery’s Teacher’s Guide has been developed to encourage students and teachers to interact with original works of art. Engaging with the information about the exhibition and suggested activities provided below will reinforce ideas generated and allow for your students to create more artistic connections within the classroom.
This guide is intended to encourage the facilitation of age appropriate critical discussions in response to the artwork. These discussions may include exchanging and generating ideas, developing opinions, listing and reflection, considering alternative viewpoints, developing vocabulary, comparing works, and questioning. Students can also consider the roles of art and artists in reflecting, sustaining, and challenging beliefs and traditions.
Through engagement with the Teacher’s Guide, students will have the opportunity to strengthen their creative and critical thinking skills, visual thinking strategies and communication skills. On page 11 you will find some prompts that are effective in getting students to observe and formulate interpretations of what they see.
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Program Information
From Geshia to Diva is organized and circulated by the Art Gallery of Greater Victoria, British Columbia and curated by Barry Till, the Curator Emeritus of Asian Art. This exhibition aims to reveal the complexities of geisha and the depth of the role they played within Japanese society. The word geisha is made up of two characters, gei (芸) means ‘art’ or ‘accomplished’ and sha (者) meaning ‘person’. Therefore, it can be translated as ‘accomplished person’ or ‘person who lives by the arts.’ The fascinating life of Ichimaru (1906-‐1997), one of the most famous geishas of the 20th century, is told through this collection of her magnificent kimono and personal effects. The exhibition features 34 kimono, 15 obi, in addition to a number of woodblock prints and paintings. Born into a large family in Gifu Prefecture, Ichimaru had to leave home and work as a low-‐rank geisha or oshaku-‐waitress (one who serves sake) at a hot spring spa in Nagano. One day, Ichimaru was asked to sing a specific song by a customer. Embarrassed by not being able to perform the song, she decided to leave for Tokyo and study the songs of the geisha. At the age of 19, she was accepted into a geisha house in Asakusa called Ichimatsu-‐ya. Determined to make herself stand out from other geisha, she studied singing and shamisen under the famous artist-‐teacher Enchiga Kiyomoto. Ichimaru soon became known for her “nightingale-‐like” singing voice and was asked to perform in high-‐class restaurants and teahouses in various geisha districts. Discovered by a recording company in 1927, Ichimaru left geisha-‐hood to pursue an illustrious career as a recording artist, but even as a diva, she continued to perform in full geisha regalia. Combining her experience as a geisha with an extraordinary talent as a vocalist and musician, she became a unique figure in the social history of modern Japan.
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Exhibition Resources
Article Links Victoria Art Gallery, Geisha to Diva exhibit https://aggv.ca/exhibits/from-‐geisha-‐to-‐diva/ From Geisha to Diva, Exhibition at the Textile Museum of Canada https://www.youtube.com/watch?v=qxhEMDWXfhY#action=share National Post, Toronto Art Gallery https://nationalpost.com/life/fashion-‐beauty/from-‐geisha-‐to-‐diva-‐the-‐kimonos-‐of-‐ichimaru-‐exhibition-‐opens-‐in-‐toronto Media Links True Geisha, Documentary https://www.youtube.com/watch?v=J8egNe34CQI Ichimaru performing on NHK, The Shamisen Boogie-‐Woogie https://www.youtube.com/watch?v=VrOV6cChLvs#action=share
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Curriculum Links and Big Ideas
The Kelowna Art Gallery’s school tour program complements the renewed BC Ministry of Education’s Arts Education curriculum. The curriculum is designed to enable students to explore the world through an artistic lens and to express their ideas, opinions, beliefs, and emotions. The Arts Education curriculum is founded on the artistic habits of mind – exploring and creating, reasoning and reflecting, communicating and documenting, and connecting and expanding; all of which are lifelong and transferable knowledge and skills. The tours and hands-‐on art activities also focus on the arts as a means of self-‐expression and understanding of identity, and as a place in which to connect with artists, art processes, artwork, and arts learning in one’s own community. Our tours support the notion that all students can develop artistic mindfulness in all aspects of their daily life, both during and beyond their school years. All students will create and respond to works of art using inquiry, critical thinking, and problem-‐solving skills to deepen their awareness of self, others, and the world.
Grades K – 3
● People create art to express who they are as individuals and community. ● People connect to others and share ideas through the arts. ● Engagement in the arts creates opportunities for inquiry through purposeful play. ● Inquiry through the arts creates opportunities for risk taking. ● Creative experiences involve an interplay between explorations, inquiry, and purposeful
choice. ● Exploring works of art exposes us to diverse values, knowledge, and perspectives.
Grades 4 – 7
● Engaging in creative expression and experiences expands peoples’ sense of identity and belonging.
● Experiencing art is a means to develop empathy for others’ perspectives and experiences.
● Dance, drama, music, and visual arts are each a unique language for creating and communicating.
● Experiencing art challenges our point of view and expands our understanding of others. ● Artists experiment in a variety of ways to discover new possibilities and perspectives
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Grades 8 – 12
● Creative growth requires patience, readiness to take risks, and willingness to try new approaches.
● The arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, places, and cultures.
● Traditions, perspectives, worldviews, and stories are shared through aesthetic experiences.
● Active participation in the arts is essential to building culture, expressing, and exploring personal identity, and revealing insights into the human experience.
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Exhibition Specific Curriculum Connections
Social Studies Big Ideas Grades K – 3
• Canada is multicultural and made up of diverse communities. • People from diverse cultures and societies share some common experiences and
aspects of life. • Our stories and traditions reflect who we are and where we are from.
Grades 4 – 7
• Collective identity is constructed and can change over time. • Media sources can both positively and negatively affect our understanding of important
cultural events and issues. • Religious and cultural practices that emerged during this period have endured and
continue to influence people. Grades 8 – 12
• Immigration and multiculturalism continue to shape Canadian society and identity. • Understanding the diversity and complexity of cultural expressions in one culture
enhances our understanding of other cultures. • Interactions between belief systems, social organization, and languages influence
artistic expressions of culture. *This list only represents a few examples of curricular connections. We encourage you to explore the following links for more information:
• Arts Education: https://curriculum.gov.bc.ca/curriculum/arts-‐education • Social Studies: https://curriculum.gov.bc.ca/curriculum/social-‐studies
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Pre-‐ or Post-‐ Visit Activity
String Block Prints
This activity is inspired by the collection of block prints that are part of the exhibition From Geisha to Diva. Students can explore pattern and print making through this block printing variation. Materials:
• Wooden blocks • String or elastic bands • Multimedia paper • Block printing ink or acrylic paint • Paper plates
Instructions:
1. Wrap string or elastic bands several times around a wooden block. Tie the string firmly into place.
2. Starting with one color, press the block into ink or paint and then press it onto paper. 3. Continue to press the inked block onto the paper until a uniform pattern is made. 4. To add accents or dimension to the design, turn the block in different directions and/or
add a different colour over the first layer. Example:
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Arts Education Vocabulary
Audience: a group of people who participate in a show or encounter a work of art, literature, theatre, music, video games, or academics in any medium.
Curator: the individual who is responsible for an exhibition – including selecting and displaying works, writing labels and organizing support materials.
Exhibition: the space in which art objects (in the most general sense) meet an audience.
Form: the three-‐dimensional quality/qualities of an artwork.
Geisha: Japanese women who entertain through performing ancient traditions of art, dance and singing. They are best known for their distinctive white makeup and their elaborate kimono.
Kimono: a traditional Japanese, T-‐shaped garment that is worn by wrapping the left side over the right. It is usually worn with an obi belt, alongside a number of other accessories.
Medium: the materials that are used to create a work of art. The plural of medium is media.
Obi: a broad sash worn around the waist of a Japanese kimono.
Performing Arts: a form of art in which artists use their voices, bodies or inanimate objects to convey artistic expression.
Process: the means by which art is made (e.g., painting, drawing, carving, sculpting, sewing, weaving, collage, assemblage, printmaking, photography, digital imaging).
Repetition: a principle of design in which one or more of the elements of an image appear multiple times for effect.
Samisen: a traditional Japanese three-‐stringed instrument that is played with a large pick.
Symbolism: the use of objects, words, or actions to represent abstract ideas.
Texture: the perceived surface quality of a work of art. It is an element of two-‐dimensional and three-‐dimensional design and is distinguished by its perceived visual and physical properties
Wood Block Print: a technique for printing text, images or patterns that is used widely throughout East Asia. The most popular style of Japanese woodblock prints is Ukiyo-‐e.
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Twelve Ways Art Can Be Used in the Classroom
1. A work of art can be a story (poem, play, song) starter. 2. A work of art can be a taking-‐off point for research. 3. A work of art can begin a discussion about history, society, or culture. 4. A work of art can create a connection to current events, a social issue, or a
political theme.
5. A work of art can be a point of comparison with other people, places, and times. 6. A work of art can inspire a calculation, scientific investigation, or technological
discovery.
7. A work of art can improve skills in looking and seeing. 8. A work of art can teach us about people and perspective taking. 9. A work can be beautiful, ugly, challenging, inspiring, or confrontational. A work of
art can stimulate thinking. 10. A work of art can be an inspiration to make more original works of art. 11. A work of art can be a tool for mindfulness. 12. A work of art can facilitate in communicating ideas.
If you have any questions, comments, or suggestions for our tours, activities or teacher’s guides please feel free to contact Ryan Trafrananko, Education Coordinator.
[email protected] | 250-‐762-‐2226 ext. 307