![]() ![]() What is the location of the cult figure in each? How does this affect devotion to this figure? Both the Parthenon and the stupa also contain a large number of reliefs. Who is permitted to enter the Parthenon? Where do the lay people gather? How is that similar or dissimilar to how the stupa is used? To what direction or directions are the Parthenon and the Great Stupa oriented? Is that significant in relation to the practice of the religion? Each monument is dedicated to a specific figure. Ask the students to look first at the shape of the two structures.ĭo they have any thoughts on how the shape of the stupa underscores its very different function from the Parthenon? Ask if they notice any other differences. You can then generate a conversation comparing and contrasting the Parthenon and the Great Stupa of Sanchi. Project a slide of the stupa and ask “what qualities does this share with other monuments we have previously discussed?” See how many examples the students can reference. ![]() The primary focus of the lecture will be on Buddhism, outlining its origins in the historical figure of Siddhartha Guatama (the Buddha) and its two earliest phases: Hinayana, which underscored an aniconic practice, and Mahayana, which introduced a reliance on icons of the Buddha and other newly emerging deities such as the bodhisattva.Īssign this video on the Great Stupa (Māhā Stupa) before class to ground students in a common Buddhist practice-pilgrimage and ritual circumambulation. In other words, Buddhism as a faith came second, but its visual culture came first. Hinduism, which was not originally a faith with statues of deities, was forced to follow suite in order to remain competitive with Buddhism as it spread through India and other parts of the Himalayan region and Southeast Asia. Since Buddhism attracted a large number of adherents many years after the death of the historical Buddha, a visual culture was introduced to aid the practitioner. It is also helpful to explain to the class that although Buddhism is an outgrowth of Hinduism, there is a specific reason to begin the discussion with Buddhism. Introducing similarities between what has already been discussed can provide comfort and familiarity before moving into a discussion of Buddhism and Hinduism, concepts that can be challenging to those new to these traditions. Ask the class to provide examples of religious and/or administrative objects or buildings from the Ancient Near East or from Ancient Egypt to re-visit key issues in the creation of visual culture and the built environment. It can be helpful for the instructor as well as the students to find connections between other cultures that have previously been discussed in class. For many instructors of the art history survey, teaching Asian Art can be intimidating since it falls outside of the parameters of a Western area of expertise. ![]()
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