As a final project, students will be required to produce a 5-image (minimum), 2000-word (minimum) research project highlighting diversity in the student’s art 'community' (UF community)--specifically, a collection or exhibition of non-Western art in the H

Through time and cultural development, a society changes and so do their forms of art expression. In this paper we will analyze different cultures and heritages as they relate to the students at the University of Florida and the Gainesville community. After examining and interpreting the different Asian art collections at Samuel P. Harn Museum, located on and owned by the University of Florida, I have noticed a change in not only Asian art, but Asian culture as represented at the University of Florida. Despite changes in art form we are still able to represent our current culture through different mediums and techniques, through these different styles of art we may still convey a common message or meaning in a different from such as ancient sculptures vs. digital media.

Introduction

Gainesville is a city located essentially in the middle of Florida and is comprised of mostly college students and professor families as well as a small population not related to the University of Florida. Although it may seem like because the majority of the schools’ population comes from students who attended the University of Florida that it may not be as a diverse city as somewhere bigger, lets say Tampa. Instead the exact opposite is true, because this is a city comprised of students from not only around the country, but around the world. The University of Florida campus is comprised of 57.5% whites, 19.9% Hispanic or Latino, 7.7% Asian, and 6.7% African American (University of Florida Diversity). With the diverse group of students and faculty that the University houses we have many different forms of expression and style throughout the campus and city. We have students who conform to traditions native to their heritage as well as students who can be grouped into the classic “college look”. Overall the University of Florida is a perfect campus to study diversity and the effects our differences have

on the city and school. Some of these distinct differences can be seen and interpreted in the Samuel P. Harn museum that is located on the West most part of campus next to the performing arts auditorium. One of the exhibits that we will be talking about directly Is the museums diverse collection of Asian artwork.

History of Asian Culture: As seen through the Dancing Ganesha

The Dancing Ganesha (Image 1) is an Indian piece that can be seen in various art pieces in Hindu history. Ganesha is one of the most adored Hindu gods, and “one of the most popular and adored deities in the Hindu pantheon”. The Ganesha is known as the “remover of obstacles” and that is described through the sculptures many hands to fight away the many different obstacles the god faces. The sculpture is cut out of one whole piece of black stone and has many minute details that symbolize the amount of time the artist/ sculptor put into the piece and perfecting it. The Dancing Ganeha also exhibits the beloved elephant of the Indian people. The elephant symbolizes wealth, strength, and happiness and is worshiped by people of the Indian culture. All we have talked about can be directly related to not only the Asian population at the University of Florida, but all of the students. As attendees to one of the most prestigious Universities in the State and Country we all have developed a set of tools (hands) to get through the obstacles the University, Professors, and life through our way. Not only do we tackle the circumstances we are faced with and come out stronger and smarter we come out “dancing” and execute our tasks with extreme detail and precision just as the artist did when creating this sculpture. Specifically, the elephant head of the Dancing Ganesha is something that the Indian students at the University of Florida can particularly admire and might even be a sentiment that reminds them of their own home. All of Us students at the University of Florida can relate in one way to the Dancing Ganesha regardless of out religious background and ethnicity.

Asian Art and Cultural Heritage

Buddhism is one of the biggest religions practiced by the Asian countries. It holds a large portion of the regions cultural heritage as it relates to the history of Buddhism. The symbol of

Buddhism is being Buddhist worship, Buddha, who is the focal point of many different Asian sculptures, painting, and figurines. Asian countries such as Cambodia, Thailand, and Myanmar are some of the biggest Buddhist countries comprised of 95.9%, 93.2%, and 87.9% Buddhist in the country respectively (Buddhism by country). Buddhism is not only a religion, but one’s cultural heritages that identifies these people and their family histories. Buddhism also has their own specific form of art and architecture. Buddhist art Is largely comprised of signs, symbols, and sculptures that represent the current and past life of Gautama Buddha (Culture of Buddhism). What once used to be described using signs and symbols is now given humanist qualities that resembles the modern day Buddha, these same humanistic qualities can be seen in the seated Bodhisattva seen in the Image 2 below. The Seated Bodhisattva is made from a single tree trunk and has several removable and secondary attached parts by nails such as the ears and the base (Korea Gilt Wood Seated Bodhisattva). Mahayana Buddhism’s ideals state the everyone should become a bodhisattvas and “make the promise to work for complete enlightenment of all sentient beings by practicing the six perfections”. Buddhist architecture on the other hand can be depicted by large communal and monastic spaces and are inspired by three types of architecture: the stupa, the vihara, and the chaitya (Culture of Buddhism).

Compare and Contrast

Now that we have spoken about tradition Asian art and culture, now we will see how the current Asian Students at the University of Florida identify with the ideals and styles of traditional Asian culture. I believe the way these students identify to their traditional history while living on their own is mainly through similar beliefs as traditional to their culture and maybe some figurines that remind them of their families’ history. What I do not believe that the Asian population at the university of Florida does is use traditional clothing and architecture in their living spaces. We may see students with elephant or Buddha figurines in their apartment and stull believe in the same principals their parents most likely instilled in them. What we don’t exactly see is students specifically designing spaces with communal areas like we spoke about and wearing traditional Indian clothing such as the Sari and Kurta for example. Although some students who do stick especially strong to traditional ties do wear such clothing, but this

is seen less often in our current society. Clothing is something that would distinctly point out someone from a certain culture. Such as female citizens and students from India would wear a sari and wrapped garments with elaborate designs and jewels. The traditional headscarves as in image 3 below are typically silk and made of bright colors such as neon greens and bright pinks with elaborate designs, the scarf is typically draped over the shoulders and worn almost as a wrap. This is something that is specifically traditional and related to Indian culture that we may not see as often on our campus specifically. Traditional Buddhist clothing can be described as a set of three typically orange colored robes accompanied by a buzz cut for the men. Traditional Buddhist also wear a mala, which is a bracelet of 108 beads representing 108human passions (Writer-N-Progress). These forms of traditional outfits again can not be directly seen on our Florida campus although we have a population of 1.9% Buddhist, and 1.1% of students identifying as Hindu (Faculty and Staff Climate Survey).

Reflection and Diversity

The University of Florida, home of the fighting gators, is also home to students have identifies themselves from a myriad of different cultures, and religions. Together we form a diverse student population with just about anyone with any belief. This group of students express themselves not only through their majors and school work, but the hobbies they decide to partake, the many student organization, the jobs they hold, clothes they wear, friends they associate with and many many more forms for expression. What we have seen change in recent years is the art forms students use and choose to create. What used to be typically considered art would be painting, sculpting, and drawing has expanded to include digital art in the forms of photographs, music, digital designs, makeup and many more. The diversity of our campus is expanding in that sense as well as religious and culturally. Through this artwork that can be seen throughout campus from posters put up to student art displayed we are able to see and embrace the artist diversity of our campus. Another form of art that is nearly perfected by the students at the University of Florida is the art of education. We are a hardworking group of students who have dedicated our lives to education and the enhancement of our own knowledge as well as the worlds knowledge through research and testing. We are taught by

professors who have also dedicated their lives to the form of art known as education and that is a quality and characteristic that every single student at the University of Florida takes pride in. Although this is far different from the traditional Asian art we were speaking of it is alive and influential to all students. Technology and an increasingly tech savvy generation allows these new forms of art to be interpreted, learned and practiced.

Social Roles

By looking at, studying and interpreting art from centuries ago we are able to predict the different social roles of these ancient people. The Ritual beaker that is pictured in Image 4 below is a particularly symbol of wealth and political power. Chinese rituals were an important aspect of ancient life for not only in formal ceremonies, but also informal one held within the family (Smith). The beakers were used in rituals of politics and crowing leaders, but also in rituals of religion and could be used as a center piece of the ritual and a part of a larger set of matching beakers or used for offerings of wine during or after the ceremony. These ritual beakers can be seen throughout many centuries as rituals were an important and central part of Chinese culture. As time went on we see that the pieces become more elaborate and now consisting of different metals and colors as pictured in Image 5 below. The importance of ritual beakers in ancient Chinese history was magnified with the start of the bronze age giving immense social and political power to the Shang Dynasty. Bronzes and and ritual bronzes were controlled by the ruler who gave them to his nobles as a sign of favor and appreciation (Chinese ritual bronzes). The massive stamped pottery pedestal stand (Image 6), was also something that described an owner of high social order. The stand was used to hold various pieces of artwork and sculptures that were primarily owned by rulers, leaders and people holding wealthy or power.

Educational Importance of art

Today typically the purpose of art is for social enjoyment and a lot of the time does not have a distinct separate purpose. In ancient Asian culture art was normally used for separate life functions and particularly used in education. The arts were used as tools and often

necessarily for a peoples means of survival and were therefore were of educational importance it known how make and use such art. The Asian society particularly used art from different societies to learn about them and their practices. The purpose of current Asian art education has a goal of bringing back and teaching traditional Asian art while trying to incorporate the modern and technological means the world is now turning towards. The importance of art in Asian culture is to help creative, perceptual and cognitive skills, improve skills of harmony such as sharing, and understanding ancient Asian art (Education for Creativity). This is something that can also be connected back to the University of Florida in the sense that a lot of the art around campus and in classes is used to help creativity and the interpretational thinking of students and can be of benefit to any and every student rather than the art students which is what many believe.

Image 1:

Dancing Ganesha, Indian People (Harn), 13th Century Carved in the round, Black stone

Image 2:

Image 2:

Gilt Wood Seated Bodhisattva, Choson dynasty, Korea (Harn) 17th Century, Wood with gilt and polychrome

Image 3:

Figure Women's Headscarf, Ethiopian People (Harn), early 20th Century Indian SiIk, woven in India and Imported to Ethiopia

Image 4

:

Ritual Beaker, Shang dynasty, Chinese People (Harn) 12th Century BCE, Bronze

Image 5:

Chinese Ritual Beaker (Smith), 20th Century Chinese Enamel and Silver Gu Form Vase

mage 6:

Massive Stamped Pottery Pedestal Stand Korea (Harn), 5-6th Century, Pottery