Week 10: Muromachi period

March 29 and March 31

New shoguns! New art forms. After a few weeks of warfare, let’s take a look at more peaceful pursuits for a couple of weeks: arts and theatre.

Table of Contents

Slides

Readings and class details

Wednesday

Ettinger 212, 11am

  • OPTIONAL BACKGROUND: Textbook: Goble, Andrew Edmund. “Go-Daigō, Takauiji, and the Muromachi Shogunate.” In Japan Emerging: Premodern History to 1850, edited by Karl F. Friday, 213-223. New York, NY: Routledge, 2018. https://muhlenberg.on.worldcat.org/oclc/787849954.
    • Read for historical background if you don’t know what’s going on in this time period
  • READ THIS: Textbook: Chance, Linda H. “Medieval Arts and Aesthetics.” In Japan Emerging: Premodern History to 1850, edited by Karl F. Friday, 254-266. New York, NY: Routledge, 2018. https://muhlenberg.on.worldcat.org/oclc/787849954.
  • Primary source:
    • “The Kenmu Code.” In Sources of Japanese Tradition, Vol. 1: From Earliest Times to 1600, compiled by Wm. Th. de Bary, Donald Keene, George Tanabe, and Paul Varley, 419-420. Second edition. Introduction to Asian Civilizations. New York: Columbia Univ. Press, 2001. PDF
      • The Code dates from the fourteenth century. What does it tell you about the samurai’s behavior and the times in general? Why do you think some of the articles consciously draw on Prince Shōtoku’s (Shōtoku Taishi) “Seventeen Article Constition”? Does this text look like an effective law code? Why (not)?
  • Eisai. “A Record of Drinking Tea and Nourishing Life” (Kissa Yòjòki or Book on Improving Health by Drinking Tea). In James Benn, Tea in China: A Religious and Cultural History, 157-71. Honolulu: University of Hawaiʻi Press, 2015. (PDF)
    • Eisai’s book predates Chanoyu or the “tea ceremony”, but he was a significant figure for the spread of tea to Japan- or rather, the re-introduction after it fell out of use during the mid-Heian period.
    • How and why does he “market” tea? What are the connections to Buddhism for Eisai? How does tea fit with other ideas about health? Why do the Japanese people need tea? And how does he establish his authority as a tea expert in this text?
  • Optional extra: Sōgi. An Old Man’s Diversion. In Traditional Japanese Literature: An Anthology. Beginnings to 1600. Edited by Haruo Shirane, 1081-1087. Columbia Univ. Press, 2007. (PDF)
    • For the poetry lovers!
      • Sōgi was one of the most famous renga (linked verse) poets. In this selection he explains as a teacher of renga with examples how to analyze the qualities of these poems.
      • How does renga poetry compare to earlier poems we have seen? Are the familiar elements of Japanese aesthetics present? Do you see new developments?

Friday

Ettinger 212, 11am

  • “Acting Techniques of the Noh Theatre of Japan.” Directed by Larry McMullen, Akira Matsui, and Michigan State University. Department of Theatre. Michigan State University, 1980. Online Video.
  • Primary source: Seami Motokiyo. “The Art of Nō”. In Anthology of Japanese Literature: Earliest Era to Mid-nineteenth Century, compiled and edited by Donald Keene, 259-262. Unesco Collection of Representative Works. New York: Grove Press, 1955. (PDF)
    • Seami (or Zeami) was a major figure in the development of Nō (or Noh) theater. What are the key concepts for Nō, in his view? Do you see connections with earlier discussions of Japanese aesthetics? You can also cross-check with this week’s optional extra “Essays in Idleness” by Yoshida Kenkō.
  • Primary source: “Atsumori” (attributed to Seami). In Traditional Japanese Literature: An Anthology. Beginnings to 1600. Edited by Haruo Shirane, 980-991. Columbia Univ. Press, 2007. (PDF)
    • The story of Atsumori, first recorded in the Tale of Heike, was retold in different new forms. This is the Nō version. How do the characteristics of a Nō play fit the content of this story? Does this interpretation of Kumagai Naozane/Renshō’s life after the battle fit with the Tale of Heike?
    • If you want to refresh your memory on Atsumori’s story, check out the final selection in the PDF from the Tale of Heike (pp. 21-23 of the PDF)
  • Optional Nō theater video content:
    • “Noh: The Classical Theatre of Japan.” Directed by Larry McMullen, Akira Matsui, and Michigan State University. Department of Theatre. Performed by Akira Matsui. Michigan State University, 1980. Online Video.
      • Selection of Nō performances by one of the great and famous actors.

Assignments

1. Reminder: Blog post (content week 9)

5 points, due March 27, 11:59PM

Write a blog post exploring themes or ideas based on your reading. You do not need to have all the answers. In fact, learning to ask good analytical or research questions is a skill you can develop during the semester. Remember the description of the assignment from the syllabus.

  • Length: approx. 400 words. excl. list of materials consulted.
  • Add the list of materials consulted at the end of the post, in Chicago notes and bibliography style.
    • TOP TIP: Just copy the bibliography information from the Reading list on this webpage, do not add the descriptive notes I provide for your information.
  • Add the words “Week 9” in the title.
    • Please use this exact phrase, so your post will show up in the blog stream.
  • Include a relevant image, and add a caption with the source/credit, and an Alt text description
  • Post on your website, and add to the category hst267.

When you’re done, read this declaration carefully and then fill out the Canvas quiz to collect your points.

Declaration
– I wrote a post of approximately 400 words in response to the readings.
– I included the bibliographic references for the materials I used for my post.
– I indicated which Exploration Pack I chose [if applicable].
– I included an image, and I provided a caption and credit (source), and an Alt text description for the image.
– I use the words Week 9 in the title, and added the post to category hst267

2. Feedback with Hypothes.is

3 points, due March 22, 11:59pm

Below you find links to three blog posts from your fellow students. If one of the websites is your own, or it is twice the same person’s, refresh the page, and you should get new sites. Any of the posts that appear here are fair game for commenting, even if they are about earlier weeks: those posts came in after the first deadline.

  • Post 1:
  • Post 2:
  • Post 3:

Leave feedback, questions, thoughts, insights about the contents of the posts of your fellow students using Hypothes.is group HST267. You can ask for clarifications, point out similarities and differences with the material you covered, or with your interpretation. This should encourage you to dive a bit deeper in the materials, or visit those you did not read at first.

Use tags in Hypothes.is: question: If you have a question; answered: if you gave an answer to a question; info: if you provide more information, looking up additional facts, drawing on knowledge from other classes; and other tags you can think of. This will help us to navigate more quickly to the questions that still need answering.

Use the “Architect’s Model” of giving feedback, and engage with concrete issues. Go beyond “Yeah, I agree,” “I like” or “I think the same”, and instead explain why you have that reaction, or if you disagree, you can try to persuade the original poster of your idea or interpretation.

Remember that Hypothes.is allows for hyperlinks, e.g. to materials that support your argument, or you can include pictures (memes! [yes, there she is again]), videos etc. that help the original poster to learn more.

When you’re done, read this declaration carefully, and then fill out the Canvas quiz to collect your points.

Declaration
– I commented on three fellow students’ weekly blog post on Week 8 materials, using the Hypothes.is group HST267.
– I made sure to leave substantial comments that help the writer to improve the post, or to identify their strengths.
– I left comments that I would like to receive myself: thoughtful, helpful, kind, but also pointing out errors so they can be fixed.

3. Blog post (content week 10)

5 points, due April 3, 11:59PM

Write a blog post exploring themes or ideas based on your reading. You do not need to have all the answers. In fact, learning to ask good analytical or research questions is a skill you can develop during the semester. Remember the description of the assignment from the syllabus.

  • Length: approx. 400 words. excl. list of materials consulted.
  • Add the list of materials consulted at the end of the post, in Chicago notes and bibliography style.
    • TOP TIP: Just copy the bibliography information from the Reading list on this webpage, do not add the descriptive notes I provide for your information.
  • Add the words “Week 10” in the title.
    • Please use this exact phrase, so your post will show up in the blog stream.
  • Include a relevant image, and add a caption with the source/credit, and an Alt text description
  • Post on your website, and add to the category hst267.

When you’re done, read this declaration carefully and then fill out the Canvas quiz to collect your points.

Declaration
– I wrote a post of approximately 400 words in response to the readings.
– I included the bibliographic references for the materials I used for my post.
– I indicated which Exploration Pack I chose [if applicable].
– I included an image, and I provided a caption and credit (source), and an Alt text description for the image.
– I use the words Week 10 in the title, and added the post to category hst267

Extra Credit tasks

EC 10-1: Extra commenting:

2 points, due by Sunday Apr. 2, 11.59pm.

Do you like reading your colleagues’ work? Do you like helping them out by identifying ways to make their posts better? Here’s some good news! You can earn extra credit by doing extra commenting! This assignment will be available regularly throughout the semester.

  • Go to the Blog Stream of the Class under Participants’ Posts on the website
  • Pick a post that piques your curiosity and that you have not yet commented on
  • Use Hypothes.is group HST267, and leave feedback as we practiced with the Architects’s model
  • Pick 2 additional posts (a total of 3 for this task): they can come from other students in the blog stream, or if you like the writer, you can stay with them and comment more.
  • The only conditions are:
    • that you do not comment on blog posts you already commented on before, as part of your regular weekly “Exploration” tasks.
    • that the post is actually written for HST267, and not some other class. Check the category, and the content 🙃
  • Add the tag extra to the comment (this helps me to keep track of how many people use this option.)

When you’re done, please read this declaration carefully and collect your points with the Canvas Declaration Quiz.

Declaration
I selected three blogs I have not yet commented on before, from our class’ blog stream, and I used the Hypothes.is group HST271 to comment.
I made sure to leave substantial comments that help the writer to improve the post, or to identify their strengths.
I added the tag extra to my Hypothes.is comments.
I left comments that I would like to receive myself: thoughtful, helpful, kind, but also pointing out errors so they can be fixed.

EC 10-2: “Down the Rabbit Hole”

3 points, due by Sunday, April 2, 11.59pm.

Are you curious? Can you spend hours on internet following one link after another trying to get to the bottom of something? Did you know you can now also get some extra credit for this?

Pick a topic, place name, object, book or person connected to our readings from this week, and follow your curiosity “down the rabbit hole”, like Alice in Wonderland. Then share in a blog post with us where you went, and what you found. Your post does not have to be very long: 250 words should work; more is fine if you went on a deep dive, of course. Here’s what to include:

  • What in the course materials this week got you inspired to go down the rabbit hole?
  • Include as hyperlinked text the websites you visited, and what you learned there.
  • Include an image, with caption giving credit for the image.
  • You may also critique the sources you find, in particular if you have your doubts about their reliability, or you come across conflicting interpretations. Which one did you side with, and why?
  • Add the post to category hst267, use the title template “Down the rabbit hole: [insert subject]”, and add the tag extra.

Read the following Declaration carefully, and then head on over to Canvas to collect your points in the Declaration Quiz:

Declaration
I wrote a post about additional materials on the internet I found, starting from a topic connected to course materials from this week.
I included the sites I visited as hyperlinked text, and explained what I learned on these pages.
I included an image, with a caption and credit for the image.
I added the post to the category hst267, used the tag extra, and used the title template “Down the rabbit hole: [insert topic]” for my post.

Where to get assistance?

  • Tea Room on in person or on Discord:
    • open anytime for you
    • I will be hosting Tue 2PM-3PM; Wed. 1-2PM, or at other times by appointment via Google Calendar (usually a 15-20min appointment is enough). You can also find me in my office during Tea Room times.
    • Private room for confidential chat available on request.
  • Discord Text Channel #hst267
  • DLAs: Digital Learning Assistants: check the schedule!
  • Writing Center: Sunday-Wednesday: 3:30 – 5:30 pm and 7-11 pm; Thursday: 3:30 – 5:30 pm and 7-9 pm
  • Trexler Library Course Subject Guide: our own dedicated subject guide for the course 
  • Safety on/around campus: report an incident