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  • DR. STANLEY MURASHIGE: First I want to talk

  • about the Chinese writing system.

  • A writing system is not exactly the same as calligraphy.

  • When we talk about calligraphy, we are

  • talking about the art of handwriting, the art of writing.

  • And what I want to do is first introduce some basic aspects

  • about the Chinese writing system.

  • And then get into a little bit of the discipline

  • of the practice of calligraphy.

  • And then that will, I think, get us into my main theme, or main idea,

  • is that in Chinese art-- and calligraphy

  • is the highest of the arts.

  • Well poetry, and then calligraphy.

  • But calligraphy.

  • And the visual arts is the highest of the arts.

  • And then painting comes next.

  • Is that when we think about art practice

  • now, or think about art and image making,

  • we talk in terms of representations.

  • That the image is always referring to something.

  • Referring to something outside of it.

  • And the whole discourse of art making-- certainly

  • teaching in an art school this is the case-- a whole discourse of art

  • making assumes that that's what art is about.

  • Whether we're talking about abstraction,

  • or installation art, performance art,

  • it's about referring something to something

  • beyond what it is you're seeing visually.

  • And I want to suggest that that's not really necessarily the best way

  • to think about Chinese calligraphy or Chinese painting.

  • That the real goal, if there is a goal,

  • in the practice of calligraphy traditionally

  • and the practice of painting traditionally,

  • is that it's about participation.

  • The world is something that we share.

  • The world is a collaborative project.

  • Human being is a collaborative project.

  • And that the real goal of this discipline practice

  • of creating something new is basically

  • the same sort of practice listed out of the mundane world of say,

  • for example, farming.

  • One of the analogies that I use in my classes,

  • the way that might help us understand

  • the way I'm thinking about the practice of calligraphy

  • and painting as fine arts in China traditionally,

  • is it's like farming.

  • And what is the goal of farming?

  • Farming doesn't really represent anything.

  • Farming's not directed to refer to something outside of it.

  • Farming is about producing bounty.

  • And producing bounty in the broadest sense.

  • Of fertility, of human creativity, of having families,

  • of having nutrition, of having bounty

  • so that families can perpetuate themselves

  • and create the human cycle in its relationship

  • with nature, in partnership with nature anew.

  • So I'm thinking about calligraphy and painting

  • as historically developing in China as that kind of process.

  • So let's start out with looking at a Chinese character.

  • This is the character xie, to write.

  • So this is the same Chinese character,

  • but in several different forms.

  • And so in my new-- I'm getting better

  • at fancy PowerPoint presentations.

  • So you see these different forms in the slide.

  • And they're all the same Chinese character.

  • So the first one, at the top, our sense is to try to go from the top

  • down in a kind of chronological sequence.

  • And that's partially true here, but it's not exactly true.

  • So some of these characters, these styles

  • of writing the same character, actually exist simultaneously.

  • And they certainly do so now.

  • So the first one, the oldest one though, is at the top.

  • It comes to be called seal script.

  • And I'll give you the Chinese and Mandarin pronunciation, zhuanshu.

  • And I'll show you some examples of that and the sources for that.

  • It originates with Bronze Age China.

  • And Henry was talking about it this morning and going back to 1600 BCE

  • and perhaps even earlier.

  • But a lot of the writing, the earliest surviving

  • writing that we have in the study of Chinese history,

  • dates from the Bronze Age.

  • These are inscriptions that were carved in to bone fragments that

  • were used in divination ceremonies by Shang dynasty royalty.

  • And some of them date to 1300 BCE and further back.

  • And also this style of writing is also

  • used to write inscriptions that are cast

  • into ceremonial bronze vessels.

  • Eventually I'll show you why in a moment,

  • why it comes to be called seal script.

  • So that's the earliest form of Chinese writing.

  • In the Han Dynasty, a period roughly about the same time as the Roman

  • republic and Roman Empire, 206 BCE to 220 in the common era.

  • The formal writing, document writing,

  • is done in what comes to be called lishu clerical script.

  • And so that's what you see here.

  • And this is close to what's down here, which is the regular script.

  • Which is basically, you might say, is a canonical standard form

  • for the writing of this character.

  • This is a kind of script that was used early on for taking notes.

  • It's called cursive or draft script.

  • Sometimes you'll encounter it in English sources translated

  • as grass script, because the character [CHINESE]

  • sometimes also means grass.

  • But it also means drafting or cursive.

  • So it's more appropriate to call it a cursive script.

  • And so that's what you see here.

  • It also becomes a style of writing that is picked up by calligraphers.

  • But it starts out as pretty much a way of shorthand note taking.

  • And then something in between called running script.

  • This is the standard here, if you write

  • the standard in a slightly more simplified form.

  • In a more fluid form, in a little bit more shorthand form,

  • you get this running script.

  • And then finally down here, a regular script,

  • kaishu, which is pretty much the standard font or standard

  • form of writing of this character that you'll see in publications.

  • Book fonts are based upon this and so on.

  • The bottom, the last one here, is a more modern concoction.

  • Aesthetically challenged from my point of view.

  • It's called simplified characters, jiantizi.

  • This is something that was developed during the modern period,

  • driven by educational reforms to help

  • some of these Chinese characters, like this one has

  • a lot of brush strokes in it.

  • So it's a complicated thing to learn how to write.

  • And so the idea is perhaps to simplify the writing system.

  • To make it a little bit easier for school children

  • to learn how to write.

  • So, the simplified characters.

  • Now the general cliche about Chinese characters

  • is that they are pictographs.

  • And that's not really true.

  • I'm going to show you a couple examples of pictographs,

  • or we call them pictographs.

  • That is to say, early forms of writing that

  • are sort of a picture, simplified pictures of the objects.

  • About 85% of Chinese characters are not pictographs.

  • And I'll show you what the bulk of Chinese characters, how

  • they're written and what they look like.

  • But a number of them are these kinds of pictures.

  • So this is a cart or chariot wheeled vehicle.

  • Or as one person once said to me, "wheeled conveyance."

  • And in Mandarin, pronounced che.

  • And so what you're looking at here is, in this chart,

  • a series of different versions of this character.

  • Which by the way, are not necessarily

  • an evolutionary development from an earlier form that

  • is more representational, such as this one,

  • to something that's a little bit more abstract.

  • Rather these are roughly simultaneous during the Bronze Age.

  • So I give you this little bit of dating here.

  • Bronze Age pictographs from circa 13th century BCE.

  • So there's no standardized written form.

  • This is actually one of the contributions

  • of the first emperor of China, Qin Shi Huang.

  • He is noted to have standardized the writing system.

  • So you can see all these variant forms.

  • And then down here is the regular script form

  • that emerges out of the early standard

  • and becomes later on the standard form, an image of a chariot

  • or cart.

  • Many Chinese characters are also graphs or visualization

  • of concepts.

  • And so here we have over and under, shang and xia.

  • And from the Bronze Age images, you see

  • this is a little form with a short line above it

  • and the short line is below it.

  • To suggest graphically the idea of above or underneath.

  • So sometimes those are called ideographs, graphing out of ideas.

  • You can actually combine characters to get

  • different characters by duplicating.

  • So we have two trees, and you get forest.

  • We have three trees and we get a thick forest.

  • And then also the meaning is dark and serious.

  • Or combining two different characters or two different,

  • in this particular case, pictographs.

  • The sun, or some entomologists identified this

  • as a window, but perhaps the sun.

  • And the crescent of the moon, and they

  • get the Chinese character for clear, brilliant, ming.

  • But the most common form of Chinese characters

  • involves this sort of combination of forms involving what linguists come

  • to call radical, radical as in root meaning.

  • So this part that's outlined here in pink

  • is basically the part, forms a part of this column of characters

  • you see here.

  • And the radical gives you some sense of the connotation.

  • It's a connotative part of the character's meaning.

  • So we have this character li, meaning strength.

  • Or this means hit, [CHINESE], a cave, or silk.

  • Mu, tree.

  • And then shui, water.

  • So we can use that as a radical, a root meaning of a form.

  • And we combine that with what's called a phonetic, which

  • gives us a clue to the pronunciation.

  • And during the course of the history of the Chinese language,

  • the pronunciation of these words has changed.

  • And so we'll see that in the modern pronunciations following

  • what's called Mandarin Chinese.

  • The modern Mandarin pronunciations have shifted.

  • So this is a character in and of itself.

  • Gong, which means, one of its meanings is to work.

  • But here in combination with the radical to form a new character,

  • it's not really there completely to have a connotative function.

  • But rather to give a clue to the pronunciation.

  • So when we take this phonetic, we put it here

  • in this particular example on the left side.

  • We take the character li for strength.

  • Put them together, and we have a new character that's pronounced gong.

  • This is pronounced gong, and so the character

  • is pronounced gung, which means result.

  • It's gong as in kong fu.

  • Gong as in gong fu.

  • So the accomplishment in martial arts through strength

  • and through discipline practice and so on.

  • Now if we take the character hit and combined it with gong,

  • we get gong, to attack.

  • Or if we take cave and we put cave on top of gong,

  • we get empty or hollow.

  • For a couple of meanings.

  • But now it's pronounced in Mandarin Chinese, kong or kung.

  • The pronunciation has shifted.

  • And then we have silk, perhaps thinking of dyed red silk.

  • And so you get the character meaning red, hong.

  • And now the pronunciation is even further removed from gong.

  • Adding a tree, we get a gung, which is a long pole

  • to carry goods on it, hanging from the pole.

  • And then we have water, which in this particular form

  • on the left side turns into three dots.

  • And we have jiang.

  • And this means river.

  • So but this is basically 80% to 85% of the Chinese writing

  • system, Chinese characters, are of the sort.

  • So they're not really in a sense pictographs.

  • The Chinese brush.

  • The way in which you write is using this

  • implement that we call in English the brush.

  • A student of mine, many years ago, was studying calligraphy

  • with a very strict Chinese calligraphy teacher who insisted,

  • he would get really angry if you ever referred to these things

  • as a brush.

  • This is a brush, well what do you do with a brush?

  • You brush your teeth.

  • You clean things with a brush.

  • This is a writing implement.

  • So we call it a pen.

  • So hence I put brush or pen.

  • These are different forms, different sizes, different animal hair.

  • But basically a Chinese brush is a bundle of animal hairs

  • that is glued in to a bamboo tube which serves as a handle.

  • And actually I have a diagram that will

  • show the different parts of the brush tip.

  • You need ink.

  • So this is a typical ink stick.

  • Ink is basically carbon soot.

  • You can burn various kinds of resins from trees and oils from trees,

  • and the smoke is collected in a chimney.

  • And the soot is collected from the chimney

  • and mixed with a glue binder.

  • And that turns the ink into a paste.

  • And the paste is pressed into a mold.

  • And then the ink cake dries.

  • And then the ink comes in this form, hard but light stick.

  • Or fancy 17th century ink cakes with all sorts of imagery and designs

  • and auspicious signs on them for the use of the Chinese emperor.

  • You need to reconstitute the ink, so you have to grind the ink.

  • And this is an example of an ink stone.

  • So you would put a few drops of water,

  • perhaps in the deep end of the ink stone.

  • And then you would take your stick of ink

  • and then grind the ink stick on the surface of the stone

  • in the water in a circular fashion to reconstitute the ink,

  • to dissolve the ink into the water.

  • A calligraphy teacher I had many years ago

  • said that you can tell how patient you

  • are by how rich the blacks are of your ink.

  • Of course a lot of Chinese calligraphers

  • now use high quality ink that comes in a bottle.

  • Or this is a really fancy 18th century

  • imperial stone for grinding your ink.

  • This is a modern one that you can buy online.

  • Actually I stole this picture from an online site.

  • Here's the brush tip.

  • All right.

  • So it consists of four parts.

  • Basically the hairs, the animal hairs.

  • The various kinds of animals hairs can be used.

  • It can be wolf hair, horse hair, rabbit hair,

  • glued in to the open end of a bamboo tube.

  • So the bamboo tube becomes the handle.

  • The center part is called the core.

  • So that's the core.

  • And the core extends the whole length of the tip.

  • And it can be of different sorts of animal hairs.

  • Depending upon the quality of the brush tip

  • you want, how flexible you want it to be,

  • how pliable you want it to be, you'll

  • choose different sorts of hairs, combinations of hairs.

  • Also in some cases, you'll actually wax the core

  • and get a little bit more stiff kind of a resilience.

  • And then wrapped halfway around the core is a mantle.

  • Another bundle of animal hairs.

  • It can be different animal hairs or the same.

  • And then finally, the outer layer.

  • The outer layer goes the whole length of the tip of the brush.

  • And there's a little space between the mantle and the outer layer

  • which forms a kind of reservoir.

  • Now a really good Chinese brush, when

  • it is loaded with ink or pigment, will

  • come to a beautiful tip, come to a nice point.

  • And when it's loaded, the space between the mantle

  • and the outer layer will serve as a kind of reservoir

  • so that the brush can hold quite a bit of ink

  • and you can do quite a bit of writing or painting

  • before you need to reload the brush.

  • And these brushes are not designed in the Western oil painting

  • tradition.

  • It involves a brush that's fairly stiff

  • so that you can push around a paste.

  • Basically oil paints are kind of paste-like.

  • And so the Western brush is designed to be able to push paints.

  • You cannot push oil paints with this.

  • You'll just mess things up.

  • This is a device that is allowed to enable

  • you to control the flow of ink.

  • And that's really what calligraphy and painting is about.

  • Controlling the flow of ink.

  • This is the proper Chinese way of holding an ink brush.

  • The Japanese have a different way of holding the brush.

  • This is the Chinese way of holding the brush.

  • Many, many years ago when I had the sort of fantasy

  • that I was going to study calligraphy,

  • it's basically like studying a musical instrument.

  • So if you decide when you're an adult,

  • and you decide I'm going to take up the violin .

  • Well at some point you realize that might be a little too late for you.

  • Especially if you're planning on a fine career as a soloist.

  • If you didn't start before you're 12, forget it.

  • Well, I discovered calligraphy is sort of working the same way.

  • And one of the teachers I had said, well this is how she was taught.

  • Basically her teacher would put a quail egg, a raw quail egg,

  • in the palm of my hand.

  • So you had to have enough tension to hold this raw egg in your hand

  • while you're writing.

  • And at the same time not be so tense that you crush the egg.

  • So then also, you write horizontally.

  • So the paper is laid out on a table.

  • And the way you hold the brush is you would sit, or you could stand,

  • but you don't rest your elbow or your arm on the table.

  • Unless you're doing really close fine work.

  • But basically you have enough control

  • so that you can write like this.

  • So when you're learning, you're seated.

  • She said her teacher would put a book here.

  • So that you've got this quail egg, she had this quail egg here

  • and she had this book here, and she's trying to write.

  • And it sort of reminded me of Catholic school experiences.

  • But then I had another teacher who used

  • the method where nothing was explained.

  • And I think this is really important.

  • And it gets to a lot what Henry is talking about,

  • about tradition, about learning, about who you become, who you are.

  • About patterns of models for your learning.

  • Say for example, a grandmother or a parent or so on and so forth.

  • So this teacher, what he did was, he took the brush.

  • There were three of us studying.

  • He took the brush, and he didn't explain anything.

  • He took the brush and he put it in your hand.

  • And then he formed your fingers around the brush.

  • And then he held on to your hand, dipped the brush tip in the ink,

  • and then on cheap paper we were just doing the horizontal brush stroke.

  • And he would just do several of them.

  • And he would go to the next student.

  • And he'd come back, grab you hand.

  • And he just kept going around and around that way.

  • And then he'd sort of watch.

  • and he'd watch me do this, you need more li, li, li.

  • Strength, strength, strength.

  • OK, OK, OK.

  • So this was a continuous process of no explanation,

  • but direct hands-on transmission of a whole rhythm of practice.

  • And that's really crucial to understand what calligraphy

  • and what Chinese painting are all about.

  • Is this extraordinary practice in which you learn by modeling.

  • And then you habituate in yourself this discipline and structure.

  • And then ultimately, as you keep practicing over and over,

  • and you just get better and better at it.

  • You might think of this in moral terms, as a kind of moral practice.

  • Because actually what does happen later

  • on in the history of Chinese art is that there's

  • an almost ethical character, an ethical imperative,

  • to the way in which you practice and the appropriateness

  • about your practice as an artist.

  • OK so we have the implements, brush, ink, ink stone, so on and so forth.

  • And then, when you're going to write a Chinese character,

  • depending upon the style.

  • So we have seal script, we have clerical script,

  • and we have regular script.

  • These are the eight basic brush strokes

  • for writing the standard form, kaishu, regular script.

  • If you're going to learn how to write,

  • not talking about calligraphy, just learning

  • how to write in the regular script, kaishu,

  • these are the eight brush strokes you use.

  • Use only these eight.

  • And use eight in these form.

  • You don't invent your own, so to speak.

  • And each of the eight brush strokes has its own rhythm,

  • it's own gesture, its own performative practice.

  • So this is just one.

  • This is one of the basic ones that you

  • learn when you're starting to learn how to write.

  • It's a horizontal brush stroke called a heng.

  • And this is an image I've excerpted from another text, which

  • is excerpting a modern Chinese calligraphy text.

  • Because this is not a traditional way

  • of understanding the practice of writing

  • or the practice of calligraphy.

  • They diagram it out to create a grammar of the basic brush strokes.

  • That's kind of an appropriation of a modern technique

  • of learning a kind of language.

  • You create a grammar, and the grammar of these gestures.

  • So that's what all these-- within the brush strokes, the circles,

  • the dots, and the arrows here are this kind of grammar composed

  • by a modern Chinese calligrapher who has published it in a textbook.

  • So how does this work?

  • So if we're going to do this horizontal brush stroke,

  • it's not simply a matter of, OK I've got ink in my brush,

  • I want to make this brush stroke, It's

  • going to be this so I just plop the brush down,

  • and then I just go across and I lift the brush up.

  • When you watch somebody writing, it looks like that.

  • But what actually goes into that spontaneous gesture

  • is parsed out here in a particular style.

  • This is also a particular style.

  • So we start off there.

  • That's where you begin.

  • And you notice there's a little bit of a hook

  • there, because the initial movement you make with the brush tip

  • is actually at an angle.

  • So you go up and you go down.

  • And that's what this is.

  • You're actually going up and you're coming back down.

  • And in this particular style you're coming down with a slight curve,

  • and so you get this curved edge here.

  • And so you're making, as you come down, a counterclockwise motion.

  • The double circle here means stop.

  • Come to a brief full stop.

  • And push downward pressure, put downward pressure

  • on the tip of the brush, which releases the flow of ink.

  • And so you get this nice bulge here.

  • But you pause because you are making a transition.

  • The pause is a moment of readjustment.

  • It's a nanosecond, this instant, where

  • you are readjusting because you're going from one direction, one

  • rhythm and tempo, to another one.

  • So after you make your pause, you are

  • going to draw the tip of the brush stroke.

  • And so the arrow there indicates the pattern and the direction

  • of the tip of the brush following the handle.

  • So the tip of the brush actually moves up at a slight curving angle.

  • If you see this pattern.

  • And then when you get to the middle, you'll

  • notice the middle a slightly thinner than the ends of the brush strokes.

  • Because as you're moving the tip of the brush towards the center,

  • you're also slowly lifting up the tip of the brush,

  • releasing pressure, withdrawing the flow of ink so it gets thinner.

  • And then when you get to what should be the middle,

  • you start to put downward pressure back

  • on it, increasing the flow of ink.

  • And then the brush stroke starts to get thicker.

  • But then as we approach the end, we have to prepare for the end,

  • so this circle means a hesitation.

  • Not necessarily a double circle full stop, but a hesitation as you

  • prepare yourself for another transition.

  • And the transitions are really important.

  • So we're going to be changing direction, changing rhythm,

  • changing our tempo.

  • So this is getting ready.

  • And then the black dot here tells us stop.

  • Because we're going to make a 90, eventually 180 degree shift.

  • So it means stop.

  • It also means put downward pressure on the tip of the brush,

  • allowing ink to flow so you get this nice thick bulge again.

  • And now we are going to pull down with the tip of the brush.

  • We're going to come to another stop here at the circle.

  • We're also making a clockwise change of direction.

  • So we start off at this end, the beginning end,

  • and we are actually moving counterclockwise.

  • When we come to the end here, we're actually going to go clockwise.

  • A complementary reversal.

  • So this last white circle means stop.

  • And it also means put downward pressure on the tip of the brush.

  • And you allow the ink to flow and we this nice bulge here.

  • And then to finish, you slowly pull the brush tip

  • back in towards the center and then you pull up,

  • so you lift the brush tip off of the paper, or off of the silk.

  • That's how you do the heng in this particular style.

  • And so you could practice that over and over and over again.

  • And this teacher I had would never explain anything.

  • He'd just hold your hand and you keep doing it and keep doing it

  • until you master this whole pattern.

  • All right, now if that isn't enough, you've

  • got the eight basic brush strokes.

  • Each brush stroke has its own gesture, or world of gestures.

  • Then you're going to write a character.

  • So each character has its own order of the brush strokes.

  • So you can't write the character in any particular fashion you want.

  • So this particular character up here, yong, forever.

  • Start there.

  • One, two, three, four, five.

  • That's it.

  • Always that way.

  • And if you're learning this, it becomes part of your rhythm.

  • And so, I'm not native to this, having studied Chinese,

  • I can look at these instantly and tell you how many brush strokes

  • and tell you where you start and that sort of thing.

  • And sometimes you forget.

  • Somebody will say, how do you write that?

  • And you can't quite remember.

  • The interesting thing is, I've noticed

  • the Chinese do this, as well as those of us who

  • are students of Chinese, you start to move your hands.

  • Do you visualize it?

  • No, no, no.

  • You start moving your hands.

  • And you hope basically that the muscle memory is going to kick in

  • and you remember the rest of the strokes.

  • That's how it works.

  • And if you're lucky, it works that way.

  • And I've had the gratifying experience

  • of having well-educated graduate school studied

  • Chinese who will forget.

  • They've been in this country a little too long.

  • Well how do you write that?

  • And they'll start.

  • They can't remember, and then I feel really good.

  • I don't feel like such a dummy.

  • All right.

  • So some of the different forms.

  • Let me quickly show you some different examples

  • of different ways of writing Chinese.

  • This is the Bronze Age inscription.

  • So this is actually an ink rubbing with a modern transcription

  • of the Chinese characters.

  • And so we can actually date this particular inscription

  • to the basically the week after the Zhou dynasty conquest of the Shang.

  • That's basically pretty much what it says here.

  • And so it's circa 11th century BCE, in the middle

  • of the 11th century BCE.

  • And this is the vessel from which this inscription was taken.

  • And it's a commemorative kind of inscription.

  • And so that's what the Bronze Age writing looked like.

  • That becomes seal script.

  • This is actually what's called the Yishan tablet.

  • And if you're an art historian, this is really typical.

  • Standardization of the characters, the writing system

  • by the first emperor of China, Qin Shi Huang Ti.

  • But it's an ink rubbing of a 10th century stone

  • tablet, which is a copy of a third century BC original.

  • But in any case, this is thought to be

  • an example of what happens to that Bronze Age writing.

  • Which you can see now is very tidily done.

  • The character sit in nice squares, they're

  • organized along tidy columns and rows.

  • And this is thought to be what the regularization,

  • the early standardization, of the Chinese writing system looked like.

  • Here's an example of a 14th century calligrapher and painter,

  • Zhao Mengfu, writing a title page for a scroll.

  • It's a record of a temple.

  • And Zhao Mengfu is the name of the artist.

  • And so this form of writing continues

  • on as a particularly informal writing for title pages,

  • for tablet inscriptions, the names of tablets and so on.

  • The grid that you see here is also an aspect of it's formality.

  • Then this sort of writing, this style of writing,

  • is used for imperial documents.

  • And carved into seals for imperial documents.

  • And so this, until the modern period,

  • is still the style of Chinese writing

  • that is used for official government documents.

  • Artists will now carve their own seals

  • using this particular style of writing.

  • There are also now computer programs.

  • If you want to have a seal made, you just put in the characters

  • and the computer program will generate the pattern.

  • Which is then plugged into a machine that grinds it out.

  • This is an example of 14th century Zhao Mengfu's seals.

  • These are excerpted from pieces of calligraphy

  • and some paintings done by him.

  • And they're basically his name.

  • You'll see seals on some of the paintings

  • and examples of calligraphy that I show you.

  • These are marks of ownership.

  • They are basically the signatures of artists.

  • Collectors in later generations who own something

  • will oftentimes put their seals.

  • When a piece enters into the Imperial collection,

  • the emperor will put seals on it.

  • So they do mark ownership.

  • But beyond marking ownership, I see them as signs of participation.

  • A work of art is always a living work of art.

  • That is to say, it is an occasion, in a sense triggered

  • by the work of the artist, that can carry on.

  • Occasionally can carry on for generations in which others,

  • through the practice of viewing and the practice of writing

  • inscriptions and adding seals, they can add to it.

  • They can consider themselves as participants

  • in the affirmation, reaffirmation, and the creation anew

  • of something that is alive.

  • A living tradition.

  • The regular script.

  • So some examples of regular script.

  • Here's a 7th century example in an ink rubbing

  • from the Tang Dynasty. [CHINESE] dynasty.

  • So this is a little bit more what one

  • would recognize as the typical Chinese, standard Chinese writing.

  • And I just wanted to show you this in comparison

  • with this example from the 8th century.

  • And so we have really different approaches.

  • And I'm showing you this to give you a dramatic visual sense that,

  • well given that you have all this mastery of patterns.

  • The eight brush strokes, the individual brush strokes,

  • the stroke order and number, that there

  • is plenty of room for variety.

  • If you look at people's signatures, they are all different.

  • Just as different as ours are.

  • So if we go back.

  • Look at that very fine, thing, elegant lines.

  • Different sense of proportions.

  • And then [CHINESE], really known for his really blunt straightforward

  • unmannered kind of approach.

  • And then in later times, in the Song dynasty,

  • they upheld [CHINESE] as a kind of Confucian martyr and hero.

  • And they would say that that shows up in his calligraphy.

  • Cursive script.

  • I'm showing you a particularly dramatic form of cursive script.

  • Sometimes called wild cursive script,

  • that is thought to be by an 8th century monk, Buddhist monk.

  • Although the authenticity is open to some debate.

  • But he's known to prefer to write when he's a little inebriated.

  • And there's some idea of that here.

  • It is legible.

  • Not by me.

  • Just to give you an example.

  • One of the ways in which calligraphy is preserved and transmitted

  • is through engraving on stones.

  • A lot of the famous pieces that I showed, as you can see,

  • are preserved in stone engravings and are

  • transmitted by making ink rubbings.

  • And this goes back for centuries in Chinese history.

  • And so one wonders, how accurate can a stone engraving

  • be of something that is so fluently written?

  • Well here's an example.

  • This is actually from that eighth century example by Huai Su.

  • And then here's an ink rubbing from a stone

  • engraving after the original.

  • And that's pretty good.

  • We don't have time to do this comparison,

  • but I just wanted to point out that there are a lot of copies.

  • There are tracing copies of original pieces.

  • The sort of outline tracing and then you fill in.

  • There are also free hand copies.

  • Copies are not necessarily intended to be forgeries or fakes.

  • Sometimes they are, but oftentimes they're not.

  • Quite often they're pedagogical exercises.

  • I'm often asked, in the context of Chinese traditional painting,

  • isn't it the goal of the artist to imitate the old masters

  • and you copy the old masters.

  • And I say, well no.

  • That's not really the goal.

  • In fact the Chinese art writers would

  • say that's not what you're supposed to do.

  • The whole point, if we want to use the modern word traditional.

  • The whole point of being traditional is you have to see something new.

  • That's what it means to be traditional,

  • is you're always seeing something new.

  • I'll talk about that a little bit more.

  • So this is actually a rare freehand copy of this.

  • So this is actually the original.

  • I do this in classes and it's a lot of fun

  • because students, art students, they go in to this debate.

  • And a lot of them, we do a straw poll, most of them

  • go for this one as the original.

  • Because look at this stroke, look at that stroke.

  • So it's a measure of quality and so on and so forth.

  • But then there are usually, almost always, no I'd say always.

  • Every time I've done this comparison in class,

  • there are two or three students who say, you know, that may well be.

  • But when I look at the overall and I look

  • at the relationship of the brush strokes.

  • This is better.

  • The rest of the class, is this Huang Tingjian, 11th century?

  • Oh yes.

  • And then three students stick to their guns and say that's it.

  • And then the three students are vindicated.

  • Because they say, well this is the original.

  • That's the original.

  • And this is a detail here.

  • When you actually see the context, things start to change.

  • In fact when I show this slide in relationship

  • to this one, then the rest of the class, they can see the difference.

  • They say, oh now it makes more sense.

  • When you abstract something out, it doesn't make any sense.

  • Everything is alive in this context.

  • Everything is somehow interdependently related

  • to each other.

  • And that's really the idea here.

  • First of all, it historically involves 11th century

  • tastes and such, but it's really the reason why this is Huang Tingjian

  • is, what's the difference?

  • This is flat, lifeless.

  • If you look at this combination of three

  • brush strokes, one, two, three.

  • And this guy's no slouch, by the way.

  • Freehand copy.

  • This is a really skillful hand.

  • But there is no real energy between and among the strokes.

  • When you look here there is something alive in them.

  • And also between the characters, nice even spacing

  • that pretty much isolates them.

  • But the whole point is that everything is connected together.

  • And the most important part of the brush work

  • is what's in between the brush work.

  • The real life of brush work is the relationship among the brush work.

  • The space in between has to be full of life.

  • And so the goal that's often stated in almost cliched fashion

  • is that, you want this chi, you want this energy,

  • you want this vitality in your work.

  • But the vitality ultimately is not some sort

  • of abstract, external, spiritual, cosmic energy

  • that is informing this that you're trying to refer to,

  • or you're trying to capture.

  • You live it out.

  • You're practicing it.

  • And so the idea is that to get to this,

  • is that it happens because you are living it.

  • And so that the rhythm of the brush becomes

  • really crucial in your practice because it

  • is the actual rhythm of your momentary performance.

  • And in that momentary performance, you

  • are actually living yourself out as a human

  • being connected with other human beings.

  • And you do that in the writing system and in calligraphy

  • because you are mastering a rhythm that

  • is shared by you, and your teachers, and your teachers' teachers.

  • And by the way, it's not just the genealogy of masters.

  • It's also the families and the friends of those masters.

  • Their mastery is also part of their life as human beings connected

  • with their own families, their clans,

  • with members of their community.

  • That's their rhythm.

  • And so when you are studying with a master, such as this teacher who

  • just held our hands, that's what you're

  • getting on a very fundamental level.

  • That becomes part of who you are.

  • So if I had continued to study with this man, who by the way

  • is a specialist in [CHINESE] at Taiwan National University,

  • he would have become quite literally part of me.

  • Because who I am is a performance.

  • As a human being, I'm an event connected with all the other events

  • of the world, other human beings as events.

  • And that's natural.

  • There's no-- as Henry was talking about,

  • no autonomous free individuals.

  • Were all sort of interconnected.

  • And so there's no pure me that is separable from the rhythms

  • of others.

  • So I become who I am by virtue of inhabiting

  • the rhythm of my teacher.

  • Now proceeding on, let's move in to the modern period a little bit.

  • Calligraphy and writing, in the contemporary realm in China,

  • the Chinese are concerned-- and I have some other paintings

  • after I talk about landscape painting-- the Chinese are

  • concerned with lots of issues.

  • The relationship of the present to the past, the relationship of China

  • to the global world, what's going on in China with the rapid commercial

  • acceleration and development and all that sort of thing.

  • I just want to show you an artist who, this is his name, Xu Bing.

  • He gained a great deal of notoriety in the late '80's in China

  • as one of the experimental avant Garde artists.

  • He eventually left China.

  • He works out of New York.

  • You see his pictures, he's got long hair and he wears black.

  • He is the perfect sort of urbane New York art culture and art scene.

  • And this is a work that I'm going to show

  • you is, he's become really famous for.

  • That was done in 1988 in China, for a Chinese audience.

  • Not really thinking about that this is

  • going to be an internationally renowned piece.

  • And it has.

  • And it's still something that is identified with him.

  • And it still has showings.

  • Which is unusual in the realm of contemporary art.

  • I'm not sure that's a good thing.

  • There's a bit of a double standard nowadays

  • in the realm of contemporary art.

  • If you are doing the same thing you were doing five years ago,

  • you're not advancing, you're not changing, you're not growing.

  • And so for the most part, you don't show the same work over and over

  • again.

  • Certainly not a work that dates to 1988.

  • Well this installation still gets shows.

  • That's another story altogether.

  • But anyway, Xu Bing, working out of New York.

  • This is called Book From the Sky.

  • Tianshu.

  • The name Tianshu has all kinds of other meanings.

  • I'll get to that in a moment.

  • This is an installation that I believe

  • is the Elvehjem Museum in the University of Wisconsin Madison.

  • And it involves three different kinds of text.

  • And he grew up with educated parents, both of his parents

  • were struggled against during the Cultural Revolution.

  • He tells a story about standing on the street side

  • with a friend of his and watching in the distance

  • some man being struggled against, only

  • to discover that it was his father.

  • His parents were intellectuals.

  • He grew up in a world of books.

  • He learns calligraphy.

  • He read a great deal.

  • And his art training was as a calligrapher,

  • ultimately printmaking.

  • He studied printmaking.

  • But from the time he was young, he was

  • interested in books and print culture.

  • So in this pieces he is looking at writing

  • and he is looking at printed media in three different forms.

  • On the bottom, as you see in this installation.

  • And this is actually an example of it, a smaller example of it,

  • that was set up in the Sackler Museum in Washington, DC

  • a few years ago.

  • Let me go back to the large one.

  • We have books here, which are hand sewn bound

  • books, following traditional Chinese style.

  • And the printed font also follows a Song Dynasty printed font style.

  • The cover of the books you'll see are blue,

  • which actually refers to texts primarily

  • that are philosophical texts.

  • Then we has several of these in rows,

  • several rows, hundreds of them.

  • Hanging from the ceiling are references to scroll texts.

  • Which generally have associations with Buddhist texts and scriptures.

  • But he has them draped, extended and draped from the ceiling.

  • And then on the wall, more recent kind of reference to wall

  • mounted text.

  • Text, for example, like newspapers that we posted on walls

  • so that the neighborhood can read them

  • without subscribing and buying a newspaper.

  • Many people couldn't afford to.

  • Perhaps even a reference politically to the democracy wall.

  • Some have suggested that.

  • But anyway, a wall text.

  • So three different forms of printed text.

  • The installation at the Sackler in Washington, DC

  • did not include the wall texts.

  • It was a smaller space.

  • So he has the books on the floor on a wooden platform.

  • And then the scroll texts hanging from the ceiling.

  • Here's another view of it.

  • Here's a good view of what one of the open books look like.

  • These are beautiful boxes.

  • I've always wanted one.

  • But if you've got $10,000 nowadays.

  • He's a big deal.

  • So at least $10,000 just to buy one.

  • So forget it.

  • It's probably more expensive now.

  • Anyway so it's in Chinese style, so what would be for us

  • the back end is opened up, but this is actually the title page.

  • They're beautifully done.

  • And this is a detail from this kind of text.

  • But what's interesting about this is to actually, for me, watch Chinese.

  • For, example, in the Sackler Museum, the Chinese would go there

  • and they look at this thing and they would puzzle over it.

  • Because the Chinese can't read this either.

  • The context for this piece really was China.

  • Because the moment of realization happens if you can read Chinese.

  • Only to realize that you can't read anything that he's published.

  • But if you don't read Chinese, well you can't read it anyway.

  • And you don't know.

  • But what he does is, he takes the whole, the sort of inherent,

  • the disciplined structure of the practice of writing

  • and the making of Chinese characters.

  • And he sort of empties them of their standard meaning.

  • But there's some of them are funny.

  • This is three people chasing a mouth.

  • And these are four selves.

  • And so he invented several thousand non-existent Chinese characters.

  • Although somebody went through the painstaking research

  • to find that there are actually two, at least two inadvertent characters

  • that do sort of exist.

  • I thought why would somebody want to go

  • through that painstaking research to just discover that.

  • Anyway, so here he is at work, inventing fake Chinese characters.

  • I heard him give a talk on this piece.

  • What was it like?

  • You working all by yourself in the late '80s.

  • Because actually when he redid the piece in the early '90s

  • in Wisconsin, he had assistants.

  • And they redid the additions and all that sort of thing.

  • But he was just by himself.

  • He said, I found it very relaxing.

  • So he'd sit there, invent Chinese characters,

  • and they were also then carved into movable type.

  • Which existed early on in China, but then the Chinese decided,

  • This this doesn't make any sense, so let's just

  • carve straightforward wood blocks for each page.

  • But anyway, so movable type.

  • And this is what the typeset looked like.

  • So you can see, this is why artists call it work.

  • But then he also cites that when he was sent down to the countryside

  • to work with the peasants, one of the things

  • that he was asked to do by the peasants, most of whom

  • were illiterate.

  • One of things he did as an artist was

  • put out a publication of local peasant news

  • and that sort of thing.

  • It had illustrations in it.

  • But they would also call him on him to do these traditional good luck

  • characters for things like the Chinese New Year celebration

  • and whatnot.

  • This is an example of that kind of thing.

  • It's a playful sort of thing that is a combination of these four

  • characters, [CHINESE].

  • Something like summoning wealth and coming into close proximity

  • and bringing in treasures.

  • So it's a good wish for prosperity.

  • But what it is, you combine all four into a single good luck

  • auspicious character, which you would post on your door.

  • And so if you look here, this is zhao, so that's here.

  • [CHINESE], which is here.

  • And then jin, which is here.

  • And then this character, this is the top part is up here.

  • And then this part, which is actually

  • a pictograph of a cowrie shell.

  • Which you've got here.

  • Which also is there.

  • So this is a clever combination of these characters.

  • Here's another example.

  • Huang jin wan liang.

  • Which is 10,000 tails or units of gold.

  • So here's liang down here.

  • And 10,000 is the combination of this with this down here.

  • Here's jin, metal right down here.

  • And then wan, yellow.

  • And then these two pieces perhaps.

  • But anyway, so you get the idea.

  • So this is traditional in China.

  • So this is part of the inspiration for him to do this play on writing.

  • Tianshu, by the way, Book from the Sky,

  • has a reference to heavenly or celestial writings

  • that would come down and needed to be interpreted by diviners.

  • So it was basically nonsense that needed interpretation.

  • His more recent work, after he moves to the United States,

  • his work starts to change.

  • It becomes much more about cross-cultural communication.

  • Cross-culture interaction.

  • And so it's a different context.

  • So his work starts to change.

  • And he comes up with something called Square Word Calligraphy.

  • And here you have a slide that shows a student here at a desk,

  • practicing using a copybook, following

  • from what is a common sort of publication

  • that you find in Chinese bookstores, in the art section

  • for people who want to practice calligraphy and study calligraphy.

  • They'll buy these books that have reproductions

  • of ink rubbings of famous pieces.

  • And with instructions, and basically you can copy them.

  • Either on prepared practice paper or on blank sheets of paper

  • with grid lines and so on.

  • And so we have Square Word Calligraphy.

  • Here's a close-up view.

  • But the interesting thing about Square Word Calligraphy

  • is the Chinese can't read it either.

  • In fact, you guys can read it.

  • Because it says, L,I,T,T,L,E. Little Bo Peep.

  • Little Bo Peep has lost her sheep and so on.

  • And it is actually also a style of writing.

  • It's clerical script writing.

  • So there's a lot of play in it.

  • And it's a way of using play and humor

  • to try to bring in his American audience

  • into the practice, what it is like.

  • And as he puts it, basically to demystify the Chinese language

  • and Chinese writing system for Americans and for other Westerners.

  • He also has software.

  • This came from a project called What is Your Surname, Please.

  • And basically, I suspect there was a take off of-- sometimes you

  • have Chinatown festivals and they say, well just give me your name

  • and we'll compose it into Chinese characters.

  • And I think that might have been an inspiration for the software

  • project, where you can put in your name

  • and it converts it into Square Word Calligraphy.

  • And so they have this set up also at the Sackler Museum.

  • And then this is the name of actually

  • a little African-American girl who is

  • playing around with this computer.

  • And her name is [? Oesha. ?] So you come up with rather strange

  • looking Chinese characters.

  • At the Sackler, they had set up a whole classroom, the Square Word

  • Calligraphy classroom.

  • He's actually been invited by museum education departments

  • around the country to actually do this.

  • In fact when I was visiting here, they actually

  • had a staff from museum education there to greet families.

  • A lot of families would come here with their kids.

  • And also individual adult members would come in here.

  • And they could actually sit down at these desks

  • and start practicing Square Word Calligraphy.

  • And so he has two television monitors

  • that are going with videotaped presentation of some

  • of the techniques and whatnot.

  • He has on the blackboard some basic instructions.

  • And this is all in Square World Calligraphy,

  • so if you want to take the time, you can actually read it.

  • This poor man was trying to pretend and be natural,

  • knowing that I was taking his picture.

  • And then here's the board.

  • This is the only known self portrait of Xu Bing,

  • showing how to hold the brush and the names of the basic brush

  • strokes and so on.

  • And then he also had on display ink rubbings

  • mounted in accordion album fashion of Square Word Calligraphy.

  • and the ink rubbings were made from stone tablets,

  • which he had engraved.

  • Grade.

  • Which follows also Chinese traditions

  • of stone inscriptions, inscriptions on stone tablets.

  • And then he had these wall hangings of scrolls of texts there,

  • in Square Word Calligraphy, which he had

  • written in clerical script style.

  • This text happens to be quotations from Chairman Mao's Little Red

  • Book, painstakingly done.

  • Then he also had on display there what were called wordscapes.

  • This is kind of interesting.

  • And so these are landscapes.

  • This is part of a projects where he was commissioned,

  • along with a number of other artists, to go to Tibet

  • and then do projects.

  • Whatever they wanted to do.

  • And he took a sketchbook and he went out and did landscapes.

  • But he did them as wordscapes.

  • So instead of representing in brush strokes,

  • he actually wrote down, using old forms

  • of Chinese characters, what was there.

  • So various kinds of trees, all forms of trees and whatnot.

  • Here's a detail of that.

  • So trees.

  • Mountains over here, small mountains.

  • And we have some of the characters, he'll

  • have rocks-- [CHINESE] rocks-- or pass would be [CHINESE] and so on.

  • This is a bit of a play on the literati tradition of painting,

  • where the literati saw their paintings

  • as also a form of writing.

  • They really try to marry poetry to their painting.

  • So painting was scene as poetry, and poetry was seen as painting.

  • And so some of them would actually sign their works by saying,

  • not painted by, they would say, written by so and so.

  • So I can show you an example of a literati painting.

  • Though it's not signed as written by so and so.

  • But this is a sort of example of a kind of art

  • that was done in the early 14th century.

  • It's dated 1306.

  • The literati work in the 14th century, that's where the data is.

  • The artist inscription includes the date.

  • I put a translation here, by James Cahill,

  • of the artist inscription, which is there.

  • I won't have time to go over it.

  • And then the magic of Photoshop, I can show you

  • what the painting looked like without the added seals.

  • In the 14th century, after it was written.

  • Also this is a contemporary.

  • This is not the artist inscription, but a contemporary of his

  • added this.

  • This is what the painting looked like.

  • And then this is what we have now.

  • So Xu Bing is making a reference to this literati tradition.

  • And a lot of hi work is making references

  • to techniques of the past.

  • He made rubbings, ink rubbings, of a section

  • of the Great Wall of China and so on.

  • This is a Chinese equivalent of the Webster dictionary

  • definition of bird.

  • So this is all mounted on a board which

  • is on the floor at the exhibition at the Sackler.

  • And so we have Niao, which is bird.

  • And the definition of bird.

  • Warm blooded, they reproduce by laying eggs and so on.

  • And then he has here the most recent Chinese form

  • of the character, which is the simplified form of the character.

  • Which then slowly rises up, changes color, and then

  • we have from the simplified form, we go

  • to the kaishu form, the regular script form.

  • Which then turns color again, which turns into the clerical script form

  • up here.

  • And then from the clerical script form,

  • we go to the Bronze Age pictographic form.

  • And these birds soar up to the sky.

  • It is really quite a beautiful piece.

  • I was able to get these pictures because this

  • is a special exhibition.

  • Normally museums do not allow you to photograph special exhibitions.

  • But this one actually had a sign that said,

  • you are welcome to photograph the art work.

  • So the idea is, that one of the things

  • that Xu Bing himself says-- whether we want to buy into it or not,

  • I don't know.

  • But anyway, he said he was sent down to the countryside

  • and that was a positively transforming experience for him.

  • Imagine well-educated urban youth going into the countryside.

  • It's not like us, say me, going from Chicago to an Iowa farm.

  • You go to the countryside, maybe no running water, no toilets outside,

  • maybe electricity, maybe not electricity.

  • So this is quite a shock for somebody like Xu Bing.

  • But he committed himself, so he says anyway,

  • to working there and working with the peasants.

  • And the impact that had later on as an artist, coming in to New York

  • was that, he saw the idea that art should serve the people.

  • And he says this is really what his work is about.

  • It's educational.

  • He hopes it will break down some of the seemingly permanent barriers

  • that keep us from a fruitful cross-cultural understanding

  • and communication.

  • And he does it through his work.

  • One of the, I guess eye opening things for me, experiences for me,

  • was actually meeting artists who are working

  • in a modernized traditional vein who are actually

  • friends with these experimental artists.

  • In Shanghai once, we had this big dinner

  • thrown by one of the [CHINESE], one of the experimental artists,

  • inviting all his friends and inviting a bunch of us.

  • And he shelled out.

  • And so you had the complete mixture of those artists who

  • identify with the tradition, but in dramatically transformed practice.

  • And then the radicals.

  • And they were all talking about the same issues, and they friends.

  • Now this is not always true in the Academy's.

  • They can separate the traditionals from the moderns.

  • But here you have a number of young artists

  • and they were concerned with what's happening in China.

  • And going about dealing with that in different ways.

  • And they respected each other for that.

  • And they were close.

  • I have to say that at my institution,

  • you don't necessary see that sort of nice relationship between people

  • who are all supposedly contemporary and experimental.

  • The lore about the emergence of writing and painting

  • is that writing and painting emerged together.

  • And it is true the encounter, a sort of a special event

  • encounter between charismatic sages of the past and the world around.

  • We might say the sky, the earth, and whatnot.

  • Or things coming out of a river.

  • And the way I interpret the lore.

  • For example, [CHINESE] who has four eyes, he looks up to the sky,

  • he sees the patterns of the heavenly bodies.

  • He looks down to the earth, he sees the patterns

  • of the tracks of beasts and birds.

  • And then he comes up with writing and painting.

  • The way we normally would think of that is that, well he invents it.

  • Inspired by this, he is inspired to invent culture.

  • What it is is that the graphic patterns that

  • become the brush marks, shall we say, for writing and painting

  • are actually the marking out of the creative rhythm

  • of the event of his encounter or participation

  • in the unfolding of the world.

  • And understanding, where he gets insight,

  • is that there is an understanding of the meaning of that participation

  • and how that works.

  • It's rhythm.

  • He realizes it's rhythm, gains insight that

  • is in fact extraordinary rhythm, this relationship.

  • And then that gets traced out.

  • And so writing is, in a sense, the most, shall we say,

  • rarefied expression.

  • A realization of that rhythmic participation

  • in the creation that is the world.

  • The event of the world.

  • I guess I would say something along those lines.

  • You have calligraphy is this phenomenon that is art.

  • Then there's writing, and publication.

  • So while they overlap, it doesn't mean

  • that calligraphy, as an aesthetic practice is, as far as I can tell,

  • diminished.

  • A lot of poetry is memorized and sung, or chanted.

  • Yes and then reading the poem is also

  • a different sort of experience.

  • And I think they're complementary.

  • Because reading them, I mean while I was

  • saying that most Chinese characters are not pictographs,

  • there is still this visual element that

  • comes into play in the many worlds of meanings for each word.

  • Which is part of poetry.

  • So there is a poetry that's oral, there's a poetry that's recited,

  • it's memorized.

  • But there's a poetry that you read.

  • But they overlap in meaning.

  • Yes and no.

  • I'm not quite sure because Xu Bing himself more recently

  • has played down the notion that his work was politically inspired.

  • And certainly in his other work more recently since then

  • has been towards more universal kinds

  • of human forms of expression and ideas.

  • Moving away from the political.

  • That could be a response to the fact that most

  • contemporary Chinese artists who get international recognition now,

  • they're shown in the Venice Biennales

  • and what not, are read politically.

  • This is a complaint actually, from some students I have.

  • Is that you want to be just a contemporary artist,

  • but I get read as a Chinese contemporary artist.

  • And that China is defined primarily from the point of view,

  • by Western curators and some Chinese curators working in the West,

  • as being this political issue.

  • Or a world of political issues.

  • So he might be responding to that and changing his tenor.

  • I've heard that reading too about his work.

  • And I think that's a possibility.

  • He's very, much like Jasper Johns when you ask him question,

  • he gives you the straight answer that

  • seems to be the straight answer, but it's not really

  • quite a straight answer.

  • And so he says something that sounds so straightforward

  • and you realize, wait a minute, does he really mean that.

  • Is this really what his work is about.

  • So I don't know the answer to that question.

  • I suspect that maybe he works on multiple levels.

  • That it can, and it would have this-- particularly

  • it's done for a Chinese audience in 1988.

  • It's become something else since then.

  • In other words, if you don't get the punchline,

  • because we don't read Chinese let's say, then in a sense the piece

  • fails.

  • And he says that doesn't really matter.

  • Well I think that's disingenuous.

  • I think it does matter.

  • And I do think given its origins, the context of its origins,

  • that it is political.

  • But I think it also goes beyond that.

  • And he wants it to go beyond that now.

  • Chinese landscape painting in the 10th and 11th centuries.

  • Start out with something that's not Chinese.

  • Something that belongs to the artist in Chicago.

  • J.M.W. Turner's-- when I started studying Chinese art,

  • when I went to the University of Chicago,

  • I was going to do a doctorate in art history.

  • I wasn't studying anything Chinese.

  • This is the stuff I was interested in.

  • I was interested in this kind of early 19th century,

  • transformation to Europe, Industrial Revolution, that kind of stuff.

  • But then I took a class with Harrie Vanderstappen.

  • I have never heard anyone talk about art in the way he did.

  • It was an extraordinary experience.

  • And so that's how I switched my second year of graduate school.

  • It's a long story.

  • Anyway so, why do I bring this up?

  • Because well, we have landscape.

  • So we think Chinese landscape painting,

  • and Chinese landscape painting is often

  • compared to somebody like Turner, but they really

  • are of different worlds.

  • But it's also-- Turner you have the world, the sublime,

  • you have the Industrial Revolution.

  • Why does nature become, why does landscape painting

  • become an important subject matter for painters in Europe

  • when it does?

  • You have 17th century in the Netherlands.

  • And you have the Netherlands mercantile industry

  • and commercial growth and colonization and so forth.

  • But when you get to the late 18th century into the 19th century.

  • The sublime landscape, you have Constable,

  • you have Turner and so on.

  • The Industrial Revolution and changes in what's going on,

  • radical changes in Europe.

  • I've actually just recently talked about this

  • with some of my graduate students, about Orientalism,

  • the search for origins, the quest for oneness with nature,

  • feelings of loss, of distance from the primitive,

  • one's primitive origins.

  • And the primitive being connected with the primal forces,

  • the sublime forces of nature.

  • And you've got all of this in Turner.

  • Think about this painting.

  • Val d'Aosta: Snowstorm, Avalanche, and Thunderstorm.

  • Not one thing is enough, he's got to have all three rolled together.

  • And then you have these people in the lower right hand

  • corner running for their lives.

  • So when you see Chinese landscape paintings

  • from the 10th and 11th centurites, people say,

  • well the people are so small, the mountains are so big.

  • And so we think this.

  • The human beings' smallness in the face of the sublime awesome power

  • of nature.

  • And that doesn't figure at all into the Chinese discourse

  • of nature and painting.

  • [CHINESE] in the 11th century, 11th century landscaper,

  • he's teaching his son how to paint.

  • He says, mountains are really big things.

  • So you want to make your people small enough,

  • because when people are too big, the mountains won't look big anymore.

  • So it's a matter of practical realization.

  • All right, so Turner.

  • I just had a couple of quotations, because I just

  • love reading this stuff to classes.

  • This is Ruskin, John Ruskin on Turner.

  • "No doubt can, I think, be reasonably entertained

  • as to the utter inutility of all that

  • has hitherto been accomplished by painters of landscape.

  • No moral end has been answered, no permanent good

  • affected by any of their works.

  • Landscape art has never taught us one deep or holy lesson.

  • It has not recorded that which is fleeting, nor penetrated that which

  • was hidden, nor interpreted that which was obscure.

  • It has never made us feel the wonder, nor the power,

  • nor the glory of the universe."

  • He could be writing now.

  • "That which ought to have been a witness to the omnipotence of God

  • has become an exhibition of the dexterity of man."

  • OK so, then what does he have to say about Turner?

  • Turner, on the other hand, "He stands

  • upon an eminence from which he looks back over the universe of God,

  • and forward over the generations of men.

  • Let every work of his hand be a history of the one,

  • and a lesson to the other.

  • Let each exertion of his mighty mind be both hymn and prophecy,

  • adoration to the Deity, revelation to mankind."

  • Ruskin is a particularly sort of unique expression of something

  • that's going on, but to see God in Turner.

  • And this is what a lot of art in the modern period,

  • say 19th century into the 20th century, is driven by.

  • A desire to have an image that refers to,

  • alludes to, or tries to commune with whatever you want to call it.

  • The absolute, with deity, with God, with some sort

  • of timeless essential truth.

  • That for Turner and Constable is in nature,

  • into your observations of nature.

  • Truth is going to be found in nature.

  • And it's going to be found in the drama of nature.

  • And that truth is ultimately going to transcend that drama,

  • and transcend the drama of human time

  • and do something that's timeless and eternal.

  • Which is a familiar story.

  • Monet.

  • We talked about, but we didn't write about what he was doing.

  • He said it would be great if he could be blind and suddenly

  • be able to see and be able to paint just impressions.

  • To paint like a child.

  • For Monet and his Impressionist colleagues,

  • truth is in light and color.

  • Not in the conventions you learn from the painting academy.

  • So you reject convention, because convention is a fetter.

  • It binds you to an artificially learned way of seeing.

  • Forget that, that's not a natural way of seeing.

  • It's not an immediate way of seeing.

  • You just have to see like the child, like the primitive, immediately.

  • So there's a desire to break off any kind of mediating

  • effect the separates you from truth.

  • And you can get that truth, interestingly,

  • through visual perception.

  • And that visual perception is seeing light.

  • Interesting that it's light, which is

  • such a powerful metaphor in Western culture, and color.

  • But nevertheless, it's after a more immediate, truer realization

  • of truth.

  • So this is not truth thought, the painting is not truth.

  • But it gets at, it refers to.

  • It's a desire to commune with this timeless truth.

  • Kandinsky, we push Kandinsky into the early 20th century abstraction.

  • Which by the way, Kandinsky was also a landscape painter.

  • So even some references to forms that

  • suggest elements out of nature.

  • 1913, Improvisation number 30.

  • What does Kandinsky say about what he's doing?

  • "The absolute is not to be sought in the form.

  • The form is almost bound in time.

  • It is relative, since it is nothing more than the means necessary today

  • in which today's revelation manifests itself, resounds.

  • The resonance is the soul of the form which can only come alive

  • through the resonance, and which works from within to without.

  • The form is the outer expression of inner content."

  • So we're after the absolute.

  • But it's not form itself.

  • It's something beyond form.

  • Because what's the problem with form?

  • It's bound in time, and therefore it's relative.

  • Chinese landscape painting isn't at all like this.

  • There's a common sort of-- I've heard people say,

  • well Chinese painting doesn't depict the world that you see.

  • So it's like that.

  • It's about a truth beyond the world that you see.

  • And it's after a timeless truth.

  • Somebody sounding like Kandinsky talking about Chinese painting.

  • My argument is that Chinese painting isn't at all

  • about something timeless.

  • And that it doesn't make any sense to talk about the world of nature

  • or the world of human being as being without time.

  • And that actually the function of human being, the function of nature

  • is of actually time itself.

  • That's what we are, that's what nature is, we are all events.

  • Continuous events, no boundaries, where

  • we contribute in our eventfulness to the grander event

  • of the world and the universe unfolding.

  • And that the goal of painting, and the goal of calligraphy,

  • is to realize the most appropriate participation and collaboration

  • with others, including nature, in the making of that world.

  • And so what become the underlying debate in Chinese art writing

  • is not about questions of representation or reference

  • to something beyond form.

  • It is actually about how to perfect a practice that

  • realizes the most appropriate participatory role for you

  • as a contributor to life.

  • And there's this element of this ethical imperative that comes in.

  • You get it right.

  • You get it right not because your picture is better.

  • Yes your picture is better, because what it does

  • is it offers an occasion for others, as well as yourself,

  • to share together in a collaborative project that

  • is creatively renewing life.

  • Basic formats for Chinese paintings, this is a diagram that shows some.

  • I have diagrams for this.

  • This is a hand scroll, hanging scroll.

  • This is the traditional Chinese fan painting,

  • which is a circular kind of fan mounted on a stick.

  • The folding fan is an import into China that comes from Korea

  • and comes from Japan.

  • Much later, it was during the Ming dynasty.

  • And we have other sorts of intimate formats,

  • which is what we call albums.

  • Where you have an image accompanied perhaps by a poetic inscription,

  • mounted on a board that folds up.

  • And you make sets of these, perhaps a set of eight, for example.

  • Or you can mount albums in an accordion fashion, as you see here.

  • So small intimate formats of fan and album.

  • We have the hanging scroll.

  • The paintings I'm going to show you slides of,

  • for the most part talking about 10th and 11th century landscape

  • paintings, will be in this format, the hanging scroll format.

  • And what you see here is the scroll image in black.

  • This black rectangle indicates where the image is.

  • The image is mounted on paper backing.

  • By the way, we habitually say rice paper.

  • Rice paper has nothing to do with rice.

  • It's usually mulberry bark paper.

  • We call it mulberry bark paper.

  • So there are different kinds of materials used for making paper,

  • but the most common one for paintings and mountings

  • of paintings is mulberry bark paper.

  • Anyway, so it's mounted on paper backing.

  • And then all these parts that are numbered here

  • are silk brocade that is also mounted

  • on paper that's pasted together to frame the painting, so to speak.

  • And the whole thing in the back is another sheet of paper.

  • And then you have a roller at the bottom, which

  • becomes the weight when you hang the painting.

  • It keeps the painting straight.

  • But also, it becomes the core of the scroll.

  • Because you can roll this painting up.

  • Hence it's called a hanging scroll format.

  • Now the scroll format I think is important for us understand,

  • because it has implications for the social meaning

  • and practice of painting and the viewing of paintings.

  • The scroll format is perfectly suited for occasional viewing.

  • Changing paintings with the seasons or for the particular occasion.

  • If you think of that Turner painting, which is about this big,

  • mounted in a frame.

  • Oil paintings, pretty much you leave them out.

  • Unless you are really wealthy and you have huge storage capabilities.

  • Because when you want to change the paintings you have to have help.

  • Bring them all down, you put them in the garage or wherever.

  • And then you put new paintings up.

  • The European oil painting tradition is not

  • about changing paintings for occasion.

  • The Chinese scroll painting is, on the other hand, just

  • about occasions.

  • New Year's, put these paintings out.

  • Well it's time to change the paintings.

  • Roll them all up, put them on shelves, put them in a closet,

  • there you go.

  • You can put new paintings out.

  • Even large ones.

  • They vary in size.

  • There's a pair of 16th century paintings

  • I saw in the National Palace Museum in Taiwan, where the image

  • itself is over nine feet.

  • So imagine the whole scroll, the pair of them.

  • So those are unusual, but they exist.

  • So here's an example of a small hanging scroll.

  • It's a Chinese painting, by the way, but it

  • belongs to a Japanese temple.

  • It's part of a subtemple of the [CHINESE], a 13th century painter.

  • But to show you how one might look in situ, at least

  • in a Japanese temple complex.

  • The hand scroll.

  • The same sort of idea, where you have the main image that's

  • mounted on paper and then it's framed by various pieces of silk

  • brocade.

  • And then also you can roll that up.

  • If it's a horizontal format.

  • And the beginning part is on the right side.

  • So traditionally you write Chinese vertically in columns

  • and you read from top down, top to bottom.

  • And read from right to left.

  • And so this edge is the beginning.

  • So you might have a title page, or frontispiece.

  • And then this would be the image, of perhaps a piece of calligraphy.

  • And then you might have pieces of paper added to it for someone

  • later to add inscriptions and [INAUDIBLE] and commentary.

  • You can unroll this and here's a dowel

  • that forms the core of the scroll when it's rolled up.

  • Now when you view a hand scroll.

  • Here's a small one in Cleveland Museum.

  • This Is a small one.

  • Some of them are really long.

  • There are some Imperial 18th century hand

  • scrolls where one scroll is 70 feet long.

  • You view it a section at a time.

  • Hand scrolls are never left out on display.

  • If you go to a museum that has some of these things,

  • they'll have cases where they can unroll long sections of them

  • and leave them out on display.

  • This is not how they were viewed.

  • They were viewed only on occasion.

  • Until they're viewed, they're stored away.

  • And then when you want to look at them, you take them out

  • and you unroll them.

  • When you're finished, you roll them back up and you put them away.

  • So purely for occasional viewing.

  • And you would view them a section at a time, moving from the right

  • to the left.

  • And this is actually a very short image.

  • But on the other hand, you would be moving.

  • As you go through a long scroll, you go through one section

  • and then you roll it up, and you move to the next section,

  • and then you move to the next section.

  • You see a section at a time at arm's length.

  • And the typical scroll might be 12 inches from top

  • to bottom, something like that.

  • So you have small scrolls that are eight inches top

  • to bottom, 12 inches.

  • There's a monumental landscape scroll

  • in Kansas City which is 18 inches.

  • There are some Imperial scrolls, 18th century again, [CHINESE]

  • emperor, where the image itself is taller than I am.

  • That's not very intimate.

  • But it's basically an intimate viewing format.

  • Only two, at most three people, can view a scroll adequately

  • at a time, a section at a time.

  • So it's purely occasional, and it's for a really personal,

  • intimate viewing with very close friends or relatives or whatnot.

  • So I think that's important to note.

  • The idea of-- when you're changing scrolls, and often

  • when you're viewing them, on social occasions.

  • These social occasions and holidays are,

  • we can think of them as human correlates

  • to the unfolding of the seasons.

  • Chinese New Year's is a spring festival,

  • so maybe you change the paintings.

  • It's the human sociality being played out

  • in correspondence and correlation to the unfolding of nature.

  • So the scroll format is a human expression of that relationship.

  • Of the collaborative relationship of human beings to nature.

  • This is a scroll in its box.

  • And then a couple of more imagines and then we'll take a break.

  • There are also screens.

  • A Chinese traditional screen is usually flat.

  • So here's a painted screen showing a literary gathering in a garden.

  • And then there are also mural paintings.

  • I want to show you one example from the Buddhist cave shrines

  • outside of Dunhuang in northwest China, in the Gobi Desert.

  • And also murals decorate temples, Daoist temples, Buddhist temples.

DR. STANLEY MURASHIGE: First I want to talk

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Stanley Murashige在PCC第一部分"中國書畫....&quot。 (Stanley Murashige at PCC Part 1 "Chinese Painting and Calligraphy....")

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    Li Rose 發佈於 2021 年 01 月 14 日
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