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Reexamining and Reinventing of
A Collaborative Project-
An Ode of Reclaiming A Work of Art :
The Wonder of Tao- A Meditation on
Spirituality and Ecological Balance




                  Li-chin (Crystal) Huang
(Continued)

     This research was conducted in summer 2005 from a course –
     The Theory and Practice of Inter-Disciplinary Collaborations Through
     A CBAE Model , facilitated by Dr. Kim Schwartzhorff.


The main theme of the book-The Wonder of The
Tao- is focused on revealing and healing the
relationship between spirituality and ecological
balance drawn from inter-disciplines of Visual
Arts (filming, photography, illustration, and quilt
art), Eastern and Western Religions, Eco-
Economics Geography, Sociology, and
Technology.
                                                                       2
The project explored locales via a field
study and interview with professor Eggert
and quilt artist Pat Eggert to investigate the
imbedded rich visual and socio-
geographical symbolisms and spirituality
from local prairies of Menomonie/
Wisconsinas well as those of Minnesota to
trace the quintessential concept of self-
sufficient, sustainable ecological “Prairie
Model” as the alternation to the dominant
capitalist entrepreneurship.
                                           3
(Continued)

            This Inter-disciplinary collaborative model
            focused on examining contemporary geo-
            economic concerns via the following approaches:

1.   Community-Based Art Education (CBAE) Studies:
     a practice attends to the relationships between arts and
     communities with emancipatory character.

2. Interdisciplinarity: refers to the qualities of studies that cut
     across several established disciplines or traditional fields of
     study.
3. Collaboration: in this model, artists work with diverse
     individuals or groups from outside of the field of visual arts.

                                                                       4
4. Integration: this model integrates critical theory, inquiry- based
   learning, cooperative learning, and technology in a holistic way to examine the
   intertextuality of our eco-system.

5. Critical examination: Education is a political process that
   either reinforces an inequitable status quo through control of
   consciousness or seeks to change it through critical reflection.

6. Diversity: In a pluralistic society, there are a variety of aesthetic
   values and definitions of symbolic worth, which is aesthetically and/or
   symbolically relative to its specific social context. Spectatorship
   understands that what the eye purportedly sees is dictated by sets of
   coded languages and generic apparatuses.
    (see the diagram in the next slide).

                                                                             5
Contextualized Aesthetic and Symbolic Values
                  in A Pluralistic Society
  Psychological/                                                                   Ideological/Moral
Cognitive dimension                        Theories of                                dimension
                                        Philosophy of Art
     Mimetic or                                                                  Expressionism
   imitationalism                  Objective Vs. Subjective
                                        Account s of                              Emotionalism
  Formalism                        Aesthetics and criticism

Ephemeralism                                                                       Pragmatism/
                                                                                   Functionalism
   Organicism
                                        Preparation of artists
                                        in every field of human
                                        development with
                                        sensitivities, skills and             Attender/participant
 Work of art: studio, non-              imagination to
                                        participating in
 studio and community                   challenging status quo
 based art productions                  and engaging in social                  Art History
                                        reconstruction

                             Note: CBAE: Community Based Art Education
 Socio-Cultural                    (DBAE: Disciplinary based Art Education)      Economic-Political
  dimension                                                                         dimension
A. East and West meet!
  Let us study Lao Tsu’s “Tao-te Ching”

B. “Wu Wei” (無 為)
   - the quintessential of the Tao/Dao (    )
  Playfulness;
  Pure self-expression;
  No purposes;
  No functionality; or.
  “Art for art’s sake, if you want to name it!
                                           7
a. Cross-cultural Collaboration:
  East and West Met – beginning with the
  translation of Lao Tze’s DaoDeJing/Tao Te Ching (道德 經)
b. Inter-disciplinary Collaboration:
  Eco-economist Professor Jim Eggert, writer and quilt artist Pat
  Eggert, Dr. Steve Deckelman/Mathematician as the film maker, and
  Li-chin (Crystal) Huang- Social Science instructor as the translator,
  media and imagerymaker (illustrations and Calligraphy).
c. Cross-geographical Collaboration:
 Integrate academic disciplines with geographic information (the
 concept of self sufficient, sustainablePrairie Model) from Minnesota
 and Wisconsin to provide alternate ways of living for the Capitalist
 Consumptive Economic entrepreneurship.
                                                                   8
(Continued)




Results
The final product was a book “The Wonder of the Tao” which
focused on "revealing and healing" as well as exploring the
relationship between spirituality and ecological balance while
drawing on the teachings and traditions of
Taoism, Buddhism, Judaism, and Christianity.
Life is much to celebrate, but there are also unforgivable (and
unnecessary) losses as a result of our current cultural and
economic arrangements. We took a critical view at the impact of
technology and global economics on the Planet Earth from Life and
Co-responsibility perspectives to facilitate viewers to question the
current practice of Capitalism.                                   9
Results
The essential part of our project was a rational optimism -
embracing the twin ideas of "balance and rebirth“. Professor
Eggert proposes the “Prairie Model” (see the next slide) as an
alternative ways of life for the current capitalistic entrepreneurship.
Our project emphasizes contributions from modern science as well
as the practices of ancient philosophy (both from East and
West, such as Taoism, including the art of T'ai Chi- see the
translation display)-for the health of individuals, communities, and
the ecological web that sustains our unique, yet fragile planet.
                                                                  10
A Meditation on Spirituality and
  Ecological Balance of “Prairie Model”




    Red Wing Minnesota




Minnesota Prairie Lands   Wisconsin Prairie Lands   11
The concept of Prairie Model
                               - beyond Symbolism
"One approach to assessing such complex interconnections is to
produce computer models of the world economies, of the world
ecosystems, and the interactions between them,"
(Hannon, 1992)."The effort will require constructing new
models, interconnecting existing models, and assimilating existing
data bases to simulate the impacts of major economic and
environmental changes."
A project of this magnitude will require the high-performance
computational resources and the networking capabilities, which will
host the effort involving a large group of ecological and economic
modelers from around the world.
Source: ”Modeling the global links between ecology and economy” retrieved from
http://access.ncsa.uiuc.edu/Archive/backissues/92.3/92.3.GlobalLinks.html

                                                                                 12
After the book was published, we were invited to
several book reading and signing events at
bookstores and local communities to disseminate
the messages that affect most of us in the
contemporary society.




      Watch the video of
      Eco- economist Eggert’s
      Prairie Model on the
      sustainable economy
                                           13
The Wonder of the Tao Book Reading




                                     14
1. Interdisciplinary approach has a synergetic effect
   – the total is more than the sum of the parts, i.e.,
   resulting in a constitution of new object of knowledge.
2. The intertextuality of images, sounds, and spatial
   delineations are embedded in multi/culture which lends
   ever- accruing layers of meanings for re/interpreting
   and re/mapping and re/assessing.
3. The aim of human development is the preparation of
   artists (Herbert Read, 1943) who have developed the
   ideas, sensitivity, the skills and the imagination to
   create work that is imaginative, skillful, and well
   executed regardless of the domain in which one works
   (Eisner, 2002).
4. The Intrinsic connections between art and daily life
   underpins a democratic framework for critical reflection
   and seeking change.
                                                       15
For K-12 Projects:
1. Karen T. Keifer-Boyd’s Open Spaces, Open Minds: Art in Partnership with the Earth, and Josh Kun’s articles
in packet.
2. http://www.art-in-partnership.org.uk/wip/ for you as Artist educators
Established in 1985, Art in Partnership was the first public art commissioning agency in Scotland and is one of
the leading agencies of its kind in the UK. Art in Partnership is an independent visual arts consultancy and
public art commissioning agency. They provide artistic advice and a curatorial and project management
service for public and private sector organizations considering commissioning works of art or developing
collections of contemporary art and craft. They offer a creative approach to the development of public art
strategies and visual art projects. Art in Partnership Scotland Ltd is a charitable company limited by
guarantee.
3. http://www.tnte.com/mmc/mams/Teacherresourcelinks.html for you in classroom
This site provides miscellaneous resources for conducting collaborative projects: Clip Art Collaborative
Projects Educational Associations Games Lesson Plans Miscellaneous Resources
Professional Development Standards Teacher Tools


Reference:
Adams, M (2002 ). Interdisciplinarity and Community as Tools for Art Education and Social Change in Issues in
Contemporary Issues in Art Education. Prentice Hall.
Bastos, M. ( 2002 ). Making the Familiar Strange: A Community-Based Art Education Framework in Issues in
Contemporary Issues in Art Education. Prentice Hall.
Chalmers, G. (1981). Art education as ethnology. Studies in Art Education, A Journal of Issues and Research in Art
Education,3 (22), 6-14.

Krug, D. (2002). Teaching Art in the Contexts of Everyday life in Issues in Contemporary Issues in Art Education.
Prentice Hall.
Rogoff, I. (2000). Terra Infirma: Geography’s visual culture. London: Routledge


                                                                                                              16

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Green and Dao

  • 1. Reexamining and Reinventing of A Collaborative Project- An Ode of Reclaiming A Work of Art : The Wonder of Tao- A Meditation on Spirituality and Ecological Balance Li-chin (Crystal) Huang
  • 2. (Continued) This research was conducted in summer 2005 from a course – The Theory and Practice of Inter-Disciplinary Collaborations Through A CBAE Model , facilitated by Dr. Kim Schwartzhorff. The main theme of the book-The Wonder of The Tao- is focused on revealing and healing the relationship between spirituality and ecological balance drawn from inter-disciplines of Visual Arts (filming, photography, illustration, and quilt art), Eastern and Western Religions, Eco- Economics Geography, Sociology, and Technology. 2
  • 3. The project explored locales via a field study and interview with professor Eggert and quilt artist Pat Eggert to investigate the imbedded rich visual and socio- geographical symbolisms and spirituality from local prairies of Menomonie/ Wisconsinas well as those of Minnesota to trace the quintessential concept of self- sufficient, sustainable ecological “Prairie Model” as the alternation to the dominant capitalist entrepreneurship. 3
  • 4. (Continued) This Inter-disciplinary collaborative model focused on examining contemporary geo- economic concerns via the following approaches: 1. Community-Based Art Education (CBAE) Studies: a practice attends to the relationships between arts and communities with emancipatory character. 2. Interdisciplinarity: refers to the qualities of studies that cut across several established disciplines or traditional fields of study. 3. Collaboration: in this model, artists work with diverse individuals or groups from outside of the field of visual arts. 4
  • 5. 4. Integration: this model integrates critical theory, inquiry- based learning, cooperative learning, and technology in a holistic way to examine the intertextuality of our eco-system. 5. Critical examination: Education is a political process that either reinforces an inequitable status quo through control of consciousness or seeks to change it through critical reflection. 6. Diversity: In a pluralistic society, there are a variety of aesthetic values and definitions of symbolic worth, which is aesthetically and/or symbolically relative to its specific social context. Spectatorship understands that what the eye purportedly sees is dictated by sets of coded languages and generic apparatuses. (see the diagram in the next slide). 5
  • 6. Contextualized Aesthetic and Symbolic Values in A Pluralistic Society Psychological/ Ideological/Moral Cognitive dimension Theories of dimension Philosophy of Art Mimetic or Expressionism imitationalism Objective Vs. Subjective Account s of Emotionalism Formalism Aesthetics and criticism Ephemeralism Pragmatism/ Functionalism Organicism Preparation of artists in every field of human development with sensitivities, skills and Attender/participant Work of art: studio, non- imagination to participating in studio and community challenging status quo based art productions and engaging in social Art History reconstruction Note: CBAE: Community Based Art Education Socio-Cultural (DBAE: Disciplinary based Art Education) Economic-Political dimension dimension
  • 7. A. East and West meet! Let us study Lao Tsu’s “Tao-te Ching” B. “Wu Wei” (無 為) - the quintessential of the Tao/Dao ( ) Playfulness; Pure self-expression; No purposes; No functionality; or. “Art for art’s sake, if you want to name it! 7
  • 8. a. Cross-cultural Collaboration: East and West Met – beginning with the translation of Lao Tze’s DaoDeJing/Tao Te Ching (道德 經) b. Inter-disciplinary Collaboration: Eco-economist Professor Jim Eggert, writer and quilt artist Pat Eggert, Dr. Steve Deckelman/Mathematician as the film maker, and Li-chin (Crystal) Huang- Social Science instructor as the translator, media and imagerymaker (illustrations and Calligraphy). c. Cross-geographical Collaboration: Integrate academic disciplines with geographic information (the concept of self sufficient, sustainablePrairie Model) from Minnesota and Wisconsin to provide alternate ways of living for the Capitalist Consumptive Economic entrepreneurship. 8
  • 9. (Continued) Results The final product was a book “The Wonder of the Tao” which focused on "revealing and healing" as well as exploring the relationship between spirituality and ecological balance while drawing on the teachings and traditions of Taoism, Buddhism, Judaism, and Christianity. Life is much to celebrate, but there are also unforgivable (and unnecessary) losses as a result of our current cultural and economic arrangements. We took a critical view at the impact of technology and global economics on the Planet Earth from Life and Co-responsibility perspectives to facilitate viewers to question the current practice of Capitalism. 9
  • 10. Results The essential part of our project was a rational optimism - embracing the twin ideas of "balance and rebirth“. Professor Eggert proposes the “Prairie Model” (see the next slide) as an alternative ways of life for the current capitalistic entrepreneurship. Our project emphasizes contributions from modern science as well as the practices of ancient philosophy (both from East and West, such as Taoism, including the art of T'ai Chi- see the translation display)-for the health of individuals, communities, and the ecological web that sustains our unique, yet fragile planet. 10
  • 11. A Meditation on Spirituality and Ecological Balance of “Prairie Model” Red Wing Minnesota Minnesota Prairie Lands Wisconsin Prairie Lands 11
  • 12. The concept of Prairie Model - beyond Symbolism "One approach to assessing such complex interconnections is to produce computer models of the world economies, of the world ecosystems, and the interactions between them," (Hannon, 1992)."The effort will require constructing new models, interconnecting existing models, and assimilating existing data bases to simulate the impacts of major economic and environmental changes." A project of this magnitude will require the high-performance computational resources and the networking capabilities, which will host the effort involving a large group of ecological and economic modelers from around the world. Source: ”Modeling the global links between ecology and economy” retrieved from http://access.ncsa.uiuc.edu/Archive/backissues/92.3/92.3.GlobalLinks.html 12
  • 13. After the book was published, we were invited to several book reading and signing events at bookstores and local communities to disseminate the messages that affect most of us in the contemporary society. Watch the video of Eco- economist Eggert’s Prairie Model on the sustainable economy 13
  • 14. The Wonder of the Tao Book Reading 14
  • 15. 1. Interdisciplinary approach has a synergetic effect – the total is more than the sum of the parts, i.e., resulting in a constitution of new object of knowledge. 2. The intertextuality of images, sounds, and spatial delineations are embedded in multi/culture which lends ever- accruing layers of meanings for re/interpreting and re/mapping and re/assessing. 3. The aim of human development is the preparation of artists (Herbert Read, 1943) who have developed the ideas, sensitivity, the skills and the imagination to create work that is imaginative, skillful, and well executed regardless of the domain in which one works (Eisner, 2002). 4. The Intrinsic connections between art and daily life underpins a democratic framework for critical reflection and seeking change. 15
  • 16. For K-12 Projects: 1. Karen T. Keifer-Boyd’s Open Spaces, Open Minds: Art in Partnership with the Earth, and Josh Kun’s articles in packet. 2. http://www.art-in-partnership.org.uk/wip/ for you as Artist educators Established in 1985, Art in Partnership was the first public art commissioning agency in Scotland and is one of the leading agencies of its kind in the UK. Art in Partnership is an independent visual arts consultancy and public art commissioning agency. They provide artistic advice and a curatorial and project management service for public and private sector organizations considering commissioning works of art or developing collections of contemporary art and craft. They offer a creative approach to the development of public art strategies and visual art projects. Art in Partnership Scotland Ltd is a charitable company limited by guarantee. 3. http://www.tnte.com/mmc/mams/Teacherresourcelinks.html for you in classroom This site provides miscellaneous resources for conducting collaborative projects: Clip Art Collaborative Projects Educational Associations Games Lesson Plans Miscellaneous Resources Professional Development Standards Teacher Tools Reference: Adams, M (2002 ). Interdisciplinarity and Community as Tools for Art Education and Social Change in Issues in Contemporary Issues in Art Education. Prentice Hall. Bastos, M. ( 2002 ). Making the Familiar Strange: A Community-Based Art Education Framework in Issues in Contemporary Issues in Art Education. Prentice Hall. Chalmers, G. (1981). Art education as ethnology. Studies in Art Education, A Journal of Issues and Research in Art Education,3 (22), 6-14. Krug, D. (2002). Teaching Art in the Contexts of Everyday life in Issues in Contemporary Issues in Art Education. Prentice Hall. Rogoff, I. (2000). Terra Infirma: Geography’s visual culture. London: Routledge 16