Years and years ago, Kevin and I went through this phase of wanting to be art teachers. It was foolish nonsense of course, we could never be teachers without ending up on the news for what we said to the administrators. But some of the classes we took were good. It was the mid-90s political correctness era and our professor warned us a million times to avoid what she called “that lousy tacos and eggrolls approach” to teaching kids about other cultures. Meaning that unless you give art projects meaning and context, you’re doing little more than stereotyping and trivializing those cultures.
Last week we studied ancient China and with no prompting from their learned teacher, my children launched themselves head-on into that lousy tacos and eggrolls approach. They copied random characters onto popsicle sticks and declared the sticks Oracle Bones. They made little kites, made dragon dance costumes with moving mouths and eyes out of taped-together old flashcards. They made their own shadow puppets, made fans, and gave Kevin and I many many red envelopes with little construction-paper Chinese coins. They ate rice with chopsticks, which is easy for Nicolaus and hard for everyone else, they tried seaweed snacks, they basically did every single thing that my professor would have hated. They did most of this with little or no prompting, and they were so excited about it all that I felt great about the week.
But I got an A in that class! It’s all wrong! But the thing is, where were they getting these ideas? From what we were learning, right? And while the boys cut and painted and pasted and tried to tie popsicle sticks together, I walked around behind them reading and talking about the history of China. I talked about different systems of ethics. I talked about empires and dynasties, even though I greatly simplified it because goodness sakes. I got them to draw the mountains, the deserts, the major rivers. We talked about the wall, the underground tombs and the terra cotta army and the crazy MFer who started those things. We read about the origins of major holidays, the Chinese creation myth, ancestor worship. How much of the historical context went into their busy, lousy eggroll craft-doing little brains? I’m not sure. But today Nicolaus announced that he is more of a Taoist than a Confuscist. And Graham told me he is going to climb Mount Everest and see the ancient tombs and the forbidden city just as soon as we buy him a ticket to China. “Even though,” he sighed, “We’ll have to go to modern China.”
Neither of them want to see the wall. They think the wall is terrible.
We also read a zillion stories together and listened to The Five Chinese Brothers. I made a Pandora channel called Traditional Chinese Folk Music, and we talked about what kinds of imagery the songs made us think of. We read the story of Mulan and watched the movie. Then we read the story again and talked about what kinds of things they change to make something into a modern movie.
We were going to talk about India next but thanks to NPR and an unfortunate Netflix viewing of 3 Ninjas, my kids are now insisting on learning everything about Japan. So here I am awake late at night trying to put together some basic idea of what we’ll do all week. Since we’re on the heels of learning about Chinese I’ll probably rely heavily on compare/contrast. I don’t have any good books on Japan and our awesome world history book had to be thrown out because of the sour milk event. Luckily there’s Wikipedia and Mr.Donn’s history pages and Brain Pop and man, how did anyone ever teach anything before the internet?