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  • DR. STANLEY MURASHIGE: This is the Chinese term

  • for what we're translating into English as "landscape."

  • And it's important to see the Chinese

  • and to understand what it's about because once one starts

  • to see the term in Chinese, one begins

  • to realize how different this must be

  • from what we mean by "landscape."

  • For example, here I am in Chicago teaching,

  • and as David Roy, who retired from University of Chicago used to say,

  • if you have x-ray vision, you will not see mountains in Illinois.

  • So in the Chinese tradition then, if you went out

  • to the cornfields of Illinois and you painted the landscape

  • that you saw, it would not be considered this.

  • Because the Chinese terms "mountain"--

  • or mountains because the Chinese doesn't differentiate singular

  • or plural here-- and you could think of it as meaning both

  • simultaneously, mountains and water, quite literally, shan shui.

  • So when we look at the emergence of what

  • becomes a great classical traditional Chinese landscape

  • painting in the 10th and 11th centuries when it does

  • emerge I'll show you some earlier images that

  • have mountains and streams in them.

  • You have to have mountains.

  • If there are no mountains, it's not landscape painting.

  • And I have some slides that talk a little bit about yin yang

  • because it's important in the context

  • of earlier Chinese landscaping.

  • There is a kind of a yin yang implication

  • here where mountains and water or rivers and streams

  • refer to two inclinations or tendencies in nature.

  • That is to say that mountains are expressive of the tendency

  • of things to grow high, to grow up towards the sky, to be solid,

  • to change slowly because mountains do change, and to be hard.

  • Water, on the other hand, flows downward, softer.

  • It turns into mist.

  • It's not graspable.

  • It's more open to dramatic changes.

  • So they complement each other.

  • So mountains and streams become mutually entailing

  • complementary expressions of the whole world of nature.

  • And one doesn't encounter really the equivalent,

  • at least in the texts I've encountered,

  • for the English word "nature," either.

  • You'll find terms like mountains and streams or rivers and forests

  • and so on, but the all-encompassing term "nature"

  • is another matter altogether.

  • This is an early example of mountains and water.

  • This is not really landscape.

  • It's a cast bronze incense burner, quite a spectacular object

  • excavated in the late 1960s by Chinese archaeologists

  • from a tomb of a Han Dynasty imperial prince,

  • Prince Liu Sheng, who died 113 B.C.E.

  • And this is something that was buried with him.

  • And it's a mountain island.

  • So this down here depicted in inlaid gold in these scroll forms

  • are patterns of water.

  • The term that we could use, at least at this time, we can call this chi.

  • Chi could be vapor.

  • It could be patterns of vapor.

  • It could be clouds.

  • It could be the forms of mountains.

  • It can be also the forms of water.

  • So in this particular context, this is water and water that swirls up.

  • And it almost turns into these oddly-shaped peaks.

  • There are actually holes cast in and among the mountain peaks

  • so that when the incense is lit, you can imagine

  • the smoke of the incense swirling around these peaks.

  • So an incense burner that was buried with Prince Liu Sheng.

  • Usually identified as one of the legendary islands of immortals,

  • mountain islands of immortals, one of three

  • that exist somewhere off of the Northeast coast of China.

  • The interest in mortality and longevity

  • was important for Han Dynasty culture

  • and also for later Chinese culture and Daoism in particular.

  • But I wanted to put the character for "immortal"

  • that we're translating as "immortal" down here, which

  • is literally a person on the left next to a mountain.

  • A mountain person is immortal.

  • So just by way of introduction, the notion of mountains and streams

  • is connected with a long history of, let's say interest,

  • and what we call it simplistically, cult of immortality, request

  • for longevity in ancient Chinese culture.

  • This is a probably copy of an early original painting.

  • This is just the detail of a hand scroll, ink and color

  • on silk, that is attributed to a painter named Gu Kaizhi, who

  • was living and working in the 300s, dying around about 406

  • in the common era.

  • And the subject is a poem, so this is an illustration of a poem.

  • The poem is the immortal-- sometimes immortal-- nymph of the Luo River.

  • And there she is set in a landscape.

  • Mountains and then we have streams here.

  • And she's floating above the streams and so

  • we have again immortality associated with the world of mountains

  • and streams here in an illustration of a poem.

  • We move into a Buddhist context.

  • And this will be pushing into the sixth century,

  • into the middle of the sixth century.

  • This is just a small detail of wall paintings in a cave sanctuary,

  • a cave shrine, a part of a monastic site, a Buddhist shrine out--

  • and I showed you slides for that before the break--

  • out in the Gobi Desert near Dunhuang.

  • Cave 249, mid-sixth century.

  • And it shows here this is an element of the sky.

  • And there's actually a Chinese sky god immortal, though identified

  • in this context as the god Indra.

  • And then all sorts of other deities and denizens of the sky realm.

  • And then down here the world of mountains

  • picked out in mineral blue and some brown ink.

  • And with a hunting scene here.

  • So this is the world of mountains and streams down below.

  • In another Buddhist context, mid-eighth century,

  • this is again the small detail from a larger mural.

  • And the mural's basically Buddhist subject matter, Buddhist narrative

  • subject matter.

  • So now we have mountains that are strung together

  • in sequences of overlapping forms, conical shapes

  • that are layered together to create a sense of mountain ranges

  • where the mountains and also zigzagging streams

  • are ways of framing a narrative, which is then identified

  • by these blanks here that the text is now gone.

  • So making the subject matter of this narrative a little bit

  • obscure although thought perhaps the depictions of the pilgrimage

  • of the early Tang Dynasty monk Xuanzang be depicted here.

  • Others have suggested these are illustrations of fables and tales

  • from the Lotus Sutra.

  • Peter started out his talk with a parable from the Lotus Sutra.

  • Anyway, so mountains in mineral blue and green here now.

  • We're pushing into the 10th century.

  • We start seeing the emergence of what

  • we can call landscape painting per se.

  • And this is a painting that has some controversy about it.

  • And I'm one who thinks it's an early painting, and others,

  • my colleagues don't agree with me about it.

  • This is a painting that's in the Nelson Atkins

  • museum in Kansas City.

  • And I think it's battered, it's beat up.

  • It's been restored and has some old restoration on it.

  • And some of the paint has flaked off.

  • We don't really know what the title might have been.

  • It's generally just called "Travelers

  • in a Mountain Landscape."

  • It's attributed to this 10th century artist Jing Hao.

  • Also, we have some writing surviving, supposedly

  • written by Jing Hao on landscape painting.

  • This is not a large painting.

  • I don't remember.

  • I didn't have with me handy the actual dimensions,

  • but I remember the image may not be much larger than this.

  • So it's not a really large hanging scroll.

  • What I want to do is show you some details of this image

  • and then start to lay out what I call some of the conventions

  • or some of the vocabulary of 10th and 11th century landscape painting

  • to familiarize you with the language,

  • the visual language of it.

  • Also keeping in mind that the language of this painting is full

  • of an inherent-- emerges as an inherited practice, just the way

  • the writing system in calligraphy works.

  • And you have the eight basic brush strokes,

  • and you have a stroke number and order

  • when you're writing in a character.

  • You also have patterns of practice.

  • We have structuring, improvised practice that is very much

  • a part of the landscape painting tradition.

  • Now I called some of the things I'm going to describe conventions,

  • but I haven't come up with a better word for it

  • because convention sounds so absolute.

  • You know it's like, these are the rules,

  • and you have to follow these rules, and this is how you do it.

  • It's much more open-ended than that.

  • There are sort of inherited patterns of ways of arranging compositions,

  • of subject matter, of including certain kinds of motifs,

  • that are not absolutely defined.

  • The texts don't actually describe them.

  • I'm going to actually articulate them for my own cataloging of them.

  • But they're open-ended and so that there

  • are ways of structuring organization into the present moment unfolding.

  • And in the creative unfolding of that moment,

  • those very structures that beget your participation in that moment

  • can actually then themselves be changed

  • by how you realize them in that moment.

  • So no real absolute rules about this,

  • although it seems that there are a lot

  • of apparent prescriptions in painting.

  • Here's a detail of the lower part of the painting.

  • You see here.

  • And there are people in it and the people

  • are all in this ghostly white.

  • And that's because a lot of the detail has flaked off,

  • and this is lead white pigment.

  • So this is a mountain landscape, perhaps even

  • might have been meant as a winter landscape given

  • all the presence of the lead white here, with small people floating

  • around, going about their business.

  • This is the upper part of the painting,

  • which has this grand mountain peak.

  • And then there is over here temple buildings.

  • These are palatial style architecture, timber frame

  • architecture, and the presence of temple buildings

  • is in gorges and valleys and mountains

  • is one of the kind of conventional motifs

  • that recur in 10th and 11th century landscape painting

  • and then later landscape paintings.

  • I've taught this material for so long

  • I ended up sort of evolving a phrase to describe this convention.

  • Temple buildings nestled in the gorge

  • partially obscured by mist and trees.

  • I have to find -- and I realized I was saying this over and over

  • and over again, and students were memorizing it.

  • I would get these essay exams back and they'd say,

  • temple buildings nestled in the gorge partially

  • obscured by mist and trees.

  • And one graduate student made an art project out of it

  • where she asked me to translate it into,

  • of all things, classical Chinese and read it in Chinese

  • and then read it in English.

  • And then she refragmented it, and so there's

  • my voice for 10 minutes going on repeating this phrase.

  • So there we have it.

  • Temple buildings nestled in the gorge

  • partially obscured by mist and trees.

  • Trees down at the bottom here, and this is a detail

  • so you get some people there.

  • That's right here.

  • And this man is also a kind of a recurring motif.

  • He showed up in the blue and green Tang Dynasty landscape.

  • I suggest it might be referring to the story

  • of a pilgrimage of Xuanzang.

  • There was a image of a man with a broad-brimmed hat on a horse.

  • Well, here's an image of a man on maybe a horse but possibly a mule.

  • Eventually it's become standard that he rides a mule,

  • and he has a broad-brimmed hat.

  • He's emerging from behind the slope.

  • And this recurs in a lot of Chinese landscape paintings later.

  • He becomes poeticized.

  • He becomes a kind of trope for the lone wanderer,

  • wandering among mountains and streams,

  • except that he usually gets to the point where he's not alone.

  • He always has an attendant who's a little bit smaller

  • than he is, always on foot.

  • And then another detail and some more figures.

  • That's over here.

  • More people right there, and they're next to--

  • this is a hole in the painting.

  • The painting is really badly damaged so there

  • are spots in it where there is no painting.

  • You're looking at this dark area.

  • You're looking at the backing of the painting.

  • More people up here.

  • And one of the things that's characteristic of 10th and 11th

  • century landscape paintings for the most part

  • is that when you see people, they are going about their business.

  • No matter how strange the landscape looks.

  • They're just, OK, I've got the kids here.

  • I'm carrying goods up this slope.

  • Or you're traveling, and you're wandering.

  • And actually, Guo Xi , in his teachings to his son in the 11th

  • century about landscape paintings is that well,

  • you want to focus on those elements of mountains and streams which are

  • suitable for dwelling, wandering, traveling, and gazing.

  • And they become for me anyway the four almost canonical ways

  • of structuring the human encounter with nature

  • in the world of landscape painting and also the poetry of painting

  • as well.

  • So what nature is is something you do.

  • It's not a place.

  • Nature is thinking about it.

  • Nature is writing poetry about it.

  • Nature is wandering through it.

  • It is living in it.

  • It is imagining living in it.

  • It is something that you participate in.

  • Let me start outlining some of the broader, shall I say,

  • conventional practices or patterns of practice that inform 10th

  • and 11th century landscape paintings.

  • Composition.

  • Composition is how you lay out the forms in the image.

  • You will have, first of all, the great mountain.

  • And there's a hierarchy of the realm of nature.

  • In the 10th and 11th century, there's a keen sense

  • that nature and human beings mirror each other socially.

  • So as in the case of the human community,

  • there's a hierarchy so there is in the world of mountains and streams.

  • And that is the great mountain, who in the 11th century

  • is at times identified as the sovereign mountain.

  • And then once you have the sovereign mountain,

  • you lay out the smaller forms of mountains.

  • So we have a hierarchy dominated by what

  • we might call a great mountain or the main mountain

  • or the lord mountain, so to speak.

  • Now this main mountain that dominates

  • the hierarchy of the painting is usually

  • paired with trees down at the bottom.

  • So we have the summit of the mountain, and down below here

  • is a group of tall trees, near the bottom.

  • And this is a pairing that we'll see over and over and over again.

  • Now it's not an absolute rule.

  • We're going to see variations on it.

  • And sometimes it doesn't actually exist,

  • and the trees are replaced by a rock.

  • Because down here we also have another kind

  • of pairing that appears commonly, the mountain summit

  • juxtaposed against, down at the bottom, large boulders,

  • large clusters of rocks.

  • Now then, we have the division along this, shall we say,

  • this relationship, this correlation here,

  • the division of-- in the vertical format-- the division

  • of the painting space into the left half

  • and the right half, where one half is more open space.

  • In this particular example, the space on the left side

  • is more open here and given to more horizontal forms.

  • On the right side, by way of complement parity,

  • we have a more densely packed, almost closed off space,

  • where the forms are vertical in orientation, vertical forms.

  • So they complement each other and where these two kinds of space meet

  • is in the middle where we have the lord mountain.

  • Not quite so visible here, and perhaps because it's 10th century

  • we see this phenomenon that I'm going to talk about in a moment,

  • more prominent in later paintings, is also

  • a shifting point of view from top to bottom.

  • The painting is divided along axes.

  • You can imagine a vertical axis cutting into the painting

  • and also a horizontal axis right to the middle of the painting.

  • Now along these axes, particularly along the vertical one,

  • you're going to have a shifting point of view

  • so that when you're looking at the summit of the mountain,

  • you're looking at it from down below.

  • When you're looking at these rocks down here and the trees down here

  • below, you're looking from up above.

  • And where the middle horizontal axis is, you're looking straight on.

  • Now I tell this to art students, who say,

  • well, you got that kind of perspective in the Renaissance.

  • And then I say to them, does this look

  • like a Renaissance painting spatially?

  • And they say, well, no.

  • Well, one of the reasons is because spatially, what's happening

  • is that as you are looking up and you're looking down,

  • you are moving.

  • So the way I describe this to my students

  • is imagine the plane of the picture where

  • you have the fulcrum of a seesaw.

  • And you as the viewer are on one end of the seesaw,

  • and the horizon line is on the back end of the seesaw.

  • And so that as you look up to the summit, your end of the seesaw

  • is going down, and the horizon line-- which you see

  • is our horizon line here-- goes up.

  • When you look down on these rocks, as you shift your gaze from top

  • down, your end of the seesaw goes up, and the horizon line goes down.

  • When you're in the middle, you're both balanced,

  • and you're right here in the middle.

  • What is also almost a magical kind of phenomenon

  • is that-- This is almost sort of quantum mechanics in a way--

  • when you look at any detail, no matter

  • where it is, when you think in detail, and you look at the summit

  • or you look down here below, you're always looking straight on.

  • And you're like, whoa.

  • Because it's kind of mind-- It freaks my students out.

  • It's mind-blowing.

  • All right.

  • There is also, though, because of the hanging scroll format,

  • most of the paintings of this era are

  • surviving in this vertical format.

  • Because of the vertical format and the proportions of the rectangle

  • here, it's not so prominent but you also

  • start to get the shifting point of view left and right.

  • So that when you look towards left, you've moved over to the right.

  • When you look to the right, you move over to the left.

  • It's not so prominent, but it starts to emerge there also.

  • So those are the basic, overall compositional sorts

  • of structures that one sees recurring in 10th and 11th century

  • landscape paintings but also in paintings that are later than 10th

  • and 11th century that are emulating the tradition

  • of the 10th and 11th century.

  • So they start, too.

  • They show up in later paintings.

  • And very few paintings from this period survive.

  • You can count the number of authenticated paintings,

  • or generally accepted paintings, minus contemporary art historians,

  • that date from this period on both hands

  • and have a few fingers left over.

  • Interestingly enough, I was just telling a participant in the break

  • that two of these paintings are in Kansas City, Missouri.

  • And this Is one of them, and another one later on you'll see.

  • So there are other kinds of things, too,

  • that are more, what shall we say, motifs that show up.

  • I already mentioned the temple buildings,

  • but there are also bridges for the idea of wondering and traveling.

  • And you will see, besides fancy temple buildings,

  • you'll see more rustic kinds of cottages for the idea of dwelling.

  • Sometimes viewing pavilions.

  • You will see-- I know it's not so present here.

  • You might not be able to see it so well in this slide,

  • but streams cascading over rocks.

  • That's another motif.

  • Waterfalls and streams cascading over rocks.

  • The broad-brimmed hatted guy on the mule shows up quite a bit.

  • So "vocabulary," quote unquote of 10th

  • and 11th century landscape painting, the great or sovereign mountain,

  • hierarchical relationships, division of the painting along axes vertical

  • and horizontal.

  • This is from teaching.

  • I start to put more text in that summarizes and [INAUDIBLE].

  • A differentiation of the space left and right,

  • one side more open and horizontal, the other dense and vertical.

  • The correlation between the main mountain summit

  • and a grove of tall trees below.

  • Oh, by the way, I forgot to mention that in the tall trees below,

  • one's got to be bent.

  • At least one's got to be bent and sometimes really

  • twisted and gnarly.

  • The shifting point of view along the vertical and horizontal axes.

  • Water or river below.

  • We've got pools of water that suggest

  • seeing part of a river or a large stream.

  • Streams cascading over rocks and waterfalls.

  • Temple buildings nestled in the gorge.

  • Simple rustic cottages, pathways and bridges.

  • People going about their business.

  • And then the mule rider with the big hat.

  • So here's another painting compared to the Jing Hao

  • painting I just showed you.

  • This one is an attribution.

  • It's not very likely to be of this period,

  • but it shows a lot of the same kinds of features.

  • You see the main mountain, and you can

  • see the mountain head or the summit is similar in shape

  • to Jing Hao's painting.

  • We have our trees down here below, not exactly the same

  • but in a different configuration.

  • But still that idea here, and here's our bent one down here below.

  • We have a space that's more open on one side

  • and more closed on the other side.

  • We have stream that cascades over rocks.

  • We have a ridge here.

  • I'll show you a few details, including-- Let's see.

  • Here we go.

  • Here's a detail of the summit, and guess what's here.

  • There's our temple, and I'm sorry this slide's not so good.

  • There's our temple building.

  • And then here's the detail at the bottom, ridges.

  • There's a little bit of a scene of a village down here below.

  • There's a pathway here.

  • And we get a close-up view, there is our guy on the donkey, the hat.

  • There's a little bit of domesticity, including various depictions

  • of mules sleeping on the ground and lots of narrative

  • observation of this world.

  • This is a world alive, and those small human beings

  • are very much a part of this world.

  • Here's another example.

  • Again, open on one side, closed on the other side.

  • We have a dominant cluster of mountains.

  • We have tall trees down here below.

  • Here's a bent tree.

  • Add another one for good measure.

  • We have a zigzagging stream that cascades over rocks

  • and I get really fancy.

  • Bingo, there's a temple building nestled in a snowy gorge.

  • And then another example, it's attributed to really important 11th

  • century landscape painter, but this is an attribution.

  • It's probably a later painting.

  • I'm showing our dominant mountain.

  • Slightly more open space on this side, closed off space here.

  • Waterfalls, a division of the painting,

  • horizontal and then the vertical axis.

  • And the mountain is slightly off axis.

  • That's perfectly OK.

  • We have a cluster of trees down here below.

  • And then at least one tree is bent.

  • And then down here, I'll zoom in, if you can make it out.

  • If you can make that out, that's over here.

  • Guess what.

  • There's our temple building again.

  • Mist, lots of mist, is also part of the 10th and 11th century

  • tradition.

  • I should put that down on my list.

  • Mist, mist enshrouded mountains.

  • Here's yet another one.

  • We have our dominant mountain.

  • And then we have closed off on one side, open on the other side.

  • We have a waterfall with streams cascading over rocks.

  • the division of the painting along axes, and et cetera.

  • There's, guess what, there's our temple building.

  • And then this is also in Kansas City.

  • It's actually a wonderful painting.

  • Though the composition is extraordinary,

  • the execution is a little bit repetitive,

  • suggesting to some of us that it's a copy of some extraordinary work

  • that we no longer have.

  • Attributed to Li Cheng, one of the most important, at least on record

  • anyway, 10th century painters.

  • And then we have central mountain peaks, base goes around it.

  • Our temple is now prominently placed along

  • these central horizontal axis.

  • The pagoda of the temple occupies an extraordinary position

  • at the intersection of the horizontal axis with the vertical,

  • which is an important-- usually in these paintings--

  • an important moment of transition.

  • It's where you find mist.

  • It's that moment where the human viewer and the horizon line

  • are level.

  • There's a moment of transition between the watery realm

  • of the earth and the sky realm, with humans in the middle.

  • Streams and rivers down here.

  • There's a bridge here.

  • There, by the way, there's a broad-brimmed hatted guy

  • down here in the lower right hand corner.

  • Which side is more open?

  • Which side is more closed?

  • Not so clear.

  • It's kind of ambiguous.

  • And that's part of the point is that,

  • like as I was saying, that these are open-ended kinds of inherited

  • practices.

  • They're not absolute rules.

  • They don't bother to write them down.

  • There are probably regional variations

  • on these kinds of things, personal ones.

  • Different teachers have different approaches.

  • But the idea is that this is a kind of practice and discipline

  • that is the structuring that enables you to be free to be creative

  • in the moment, to participate in the spontaneous unfolding

  • of the moment.

  • So it may seem to a kind of modernist point of view shared

  • by many art students is that how can this kind of structure

  • allow originality, authenticity, and freedom?

  • But Henry was saying this morning, if you

  • don't have a kind of structure, what do you have?

  • You have nothing.

  • You have chaos.

  • There is no possibility for freedom.

  • All right.

  • Now this is one of the great paintings that

  • survives in the handful that survived from the 11th century

  • by this artist named Fan Kuan.

  • And I'll show you a few details of it.

  • And there's the large mountain.

  • It is a little bit more open on the left side.

  • But this is enormous mountain.

  • And the general narrative of modern art history

  • about 11th century landscape paintings, this

  • is the moment when Chinese artists are

  • most interested in depicting the world that they see.

  • Yes and no, I think that takes us in the wrong direction.

  • The way I see it is that there's something

  • about the concrete physical world that one lives in becomes much more

  • important part of your participation in-- Henry

  • was talking, alluding to-- now a metaphysics that's emerging into,

  • shall we say, a neo-Confucian notion of practice.

  • In any case, just to save some time, let

  • me just show you a few details of this painting.

  • I'm going to spend the last half hour mostly talking

  • about one other painting, but I'll just quickly

  • show you some details of this one.

  • This one, that's a detail of this large rock down here below,

  • sort of Rock of Gibraltar kind of configuration.

  • It has two people in it.

  • He's one of them.

  • Where is he?

  • He's here.

  • And they're leading a pack of mules.

  • And by the way, this detail's only like an inch or so.

  • So this is extraordinary, right?

  • And behind him, there's the caboose, his partner.

  • That's right over here.

  • The painting has a signature.

  • This is supposedly the signature, and where is that?

  • That's there, found by a Taiwanese art historian going over

  • the painting with a magnifying glass in the '60s, I believe.

  • And then this is the signature, and there's

  • what it is in this awful font.

  • Signatures, by the way, are no guarantee

  • of authenticity, given the importance of the virtuosity

  • in the handling of the brush, and the practice of calligraphy,

  • signatures are very easily faked.

  • So there are no guarantees of authenticity.

  • Nor are seals, by the way.

  • Seals are also easily faked.

  • Cascading streams over rocks.

  • And that's over here.

  • And more detail on the bottom here.

  • And another detail.

  • This painting is a little over 80 inches

  • high so it's a monumental work on silk.

  • We have temple buildings there.

  • But Fan Kuan is a little bit unconventional.

  • So he's not really quite following all the rules, if you consider them

  • rules, because of the way he modifies the orientation, where

  • he puts the temple, for example.

  • And there are no tall trees down at the bottom of the painting,

  • although he does follow another convention of putting boulders down

  • at the bottom.

  • This is a detail here.

  • This is where rhythm is the key to understanding

  • the rendering of composition of landscape,

  • but also what constitutes a rock, what

  • constitutes mist, what constitutes the world of nature and mountains

  • and streams is the rhythm.

  • And the rhythm is expressive of correlationality.

  • It's how things work together.

  • Rhythm is the energy of how things interact together,

  • the corresponding relationships.

  • So if we think about how rhythm works in this detail,

  • imagine, so this is the central axis.

  • And we have these lines, these contours that extend out.

  • You imagine, the way I describe this customarily,

  • is you imagine this is water.

  • You throw a pebble into the water, and you

  • have these extending, radiating lines of energy that move outward.

  • One of the characteristics, too, of all of these paintings-- this one,

  • I'm just bringing this idea, this notion,

  • this phenomenon out here-- is that along the central axis,

  • the rhythm is always from the center, out and up.

  • So this is energy that moves out and up and on the other side, energy

  • that moves out and up this direction.

  • When you come to the outer edges, to the left edge or to the right edge,

  • the energy moves up and in, by way of complementing

  • the energy that moves out and up.

  • So this is not arbitrary in the sense

  • that Fan Kuan is-- this is clearly a kind of pattern of practice

  • that's going on.

  • On the other hand, it's intended that part of the practice

  • is, this is spontaneously executed.

  • They do not sketch these things out.

  • You go back to the studio.

  • These are not real places necessarily.

  • In a sense, it doesn't also mean, it's

  • not quite right to say that they're imagined places

  • because imagine takes is into the realm

  • of human personal subjectivity versus the world out there.

  • And that's not really quite what's going on here.

  • But it's really taking the experience of the world,

  • taking the world of mountains, and bringing them back

  • into your studio, and then speaking them

  • in the language of these conventions of composition,

  • the motifs, patterns and techniques of brush work,

  • handling ink washes and that sort of thing.

  • Spontaneously, and spontaneous doesn't necessarily mean fast.

  • The notion that a spontaneous gesture must look fast

  • is something that comes out of the impressionists.

  • Because impressionists in trying to achieve an unmediated realization

  • of an absolute timeless truth, say, forget education,

  • but if you think too much, the thinking

  • is going to get in the way.

  • And analysis and rationale doesn't get in the way.

  • They're sort of romantics.

  • They come out of romantic--

  • So the brush work is all spotted and quick.

  • Why?

  • Because you're trying not to think so you work fast.

  • Get the quick sketch.

  • That's a European modernist notion of spontaneity.

  • So my students say, well, something like this

  • doesn't look like it's done spontaneously.

  • Well, spontaneity here means an utter virtuosic mastery

  • of the practice that in the particular moment

  • of the making of the painting, there's

  • this extraordinarily insightful realization of participation

  • in the rhythm of the moment, which includes

  • the rhythm of your teachers, your family, your friends, and also

  • the rhythm of nature.

  • This is the notion of, shall we say, oneness.

  • It's not some kind of necessary, some kind

  • of mystical sort of disillusion off into an amorphous kind of infinity.

  • But actually oneness is you as this particular person

  • in the collaboration with others in the realization

  • of unfolding of time, the world.

  • And when you are able to do that-- and the analogy

  • is music-- when you're able to do that, you're making music.

  • And it's an event.

  • Life is human beings, and it's this event that's unfolding.

  • So it's time, and when you have that, that's spontaneity.

  • So some patterns of trees.

  • The techniques of the brush work here and all these different kinds

  • of trees, this is basically one brush work,

  • one brush technique here.

  • And it's the same in all of these, but simply

  • by varying pressure, varying tempo, inflecting the brush

  • in different ways, you get different kinds of trees.

  • And what's actually I think they're trying to show here

  • is this is a family of trees that's different from this family

  • of trees, except that they're all related.

  • In one family, these are immediate family,

  • and then these are the cousins.

  • But simply by varying rhythm and situation.

  • Patterns of leaves and pine needles.

  • This is, by the way, this pine tree, which

  • has extraordinary position in Fan Kuan's painting,

  • he doesn't divide the painting top half, bottom half.

  • He pushed it into top 2/3, bottom 2/3.

  • This is where the balance of the seesaw is,

  • and this is where this tree is.

  • This is where the mist is.

  • The forms down here are all horizontal and compressed.

  • He's compressed the energy of the forms down into the bottom third.

  • So it's like compressing a spring, and you

  • have this energy that bounces in zigzag fashion among these forms.

  • It's sort of like imagine compressing gases,

  • and so there's this pressure that's built up.

  • When you get here into the mist, all this pressure is released.

  • All the forms go vertical, and this mountain

  • seems tall, gargantuan, and monumental.

  • It pushes out towards the left and right

  • because it's like a rocket exploding.

  • It's an acceleration.

  • So size is a matter of acceleration and explosion of density.

  • Now this is the painting I want to focus on the rest of this talk.

  • Guo Xi's Early Spring dated to 1072.

  • It's five feet, three inches high.

  • Same sorts of things.

  • We have our central mountain, open left half, closed right half.

  • And I'll show you some details of it.

  • Let's take a look at it.

  • There's a detail of the lower left hand.

  • There are people in it as well.

  • Here they are.

  • Two women.

  • She's holding some stuff.

  • Looks like they just disembarked from this boat.

  • There's a kid here, and there's a little infant.

  • She's carrying an infant.

  • They seem to be in conversation.

  • They're headed here.

  • That's all going on here.

  • They're headed home, simple rustic thatched roof cottages.

  • Now these guys, with their sun hats, hunched over,

  • bearing heavy loads up a steep incline, are right there.

  • And then we have this guy poling his boat, fishermen shoring up his net.

  • They are down here.

  • This guy on a bridge, turning around to see what's going on.

  • This guy is there, and he's looking at these two,

  • a foreigner and guess who.

  • Emerging from behind a slope, there.

  • A viewing pavilion, that's there.

  • And by the way, I should have mentioned temple building-- god,

  • I should have mentioned the temple buildings right there.

  • So there's all kind of an orientation

  • of wandering directed in Guo Xi's Early Spring.

  • So we start at the bottom with these boulders,

  • and we have tall trees and a bent tree, really gnarly one here.

  • So we start at the bottom.

  • There's a kind of movement of these cloud-like boulders that

  • takes us up towards the center.

  • We stop and say hello to the trees, who greet us.

  • And Guo Xi actually, in his teachings to his son,

  • refers to them as junzi, using the Confucian term

  • for exemplary person.

  • So they're like junzi, ministers of the court, beckoning you.

  • And so then that's the bottom half of the painting.

  • He takes us into this swirling center here,

  • and then we'll move off into the valley.

  • Now here are the tall trees.

  • An extraordinary painting.

  • This is early in spring so the mountain world

  • is waking up from its dormancy in winter.

  • That's those bare trees there.

  • And then the valley.

  • So we proceed into the valley.

  • This Is where the broad-brimmed hatted guy is,

  • and so we're going to actually follow

  • this in a kind of a clockwise turning.

  • And the trees over here are sort of pointing their direction this way.

  • Go that way.

  • And these trees here at the left edge

  • are pointing in, saying, go that way.

  • Go that way.

  • So we're going to go into the valley.

  • We're listening to them.

  • There's also a pair of cliffs up here,

  • and I want to say something about the cliffs in a moment

  • so that's where we're looking.

  • The over-hanging cliffs here are actually

  • also a kind of an inherited practice.

  • Certainly, they're a reality in Chinese mountains.

  • But also we see an eighth century detail

  • of Dunhuang, a little detail.

  • Actually, it's a Buddhist subject matter,

  • but it shows over-hanging cliffs.

  • You can make it out with a zigzagging stream.

  • So Guo Xi's landscape motif has a old ancestor.

  • There are also some mountains here, if you can make them out, in white.

  • And then they have little vertical brown lines

  • that indicate trees on top of the summit.

  • This is from a mid-eighth century Chinese lute, a pipa.

  • It's a plectrum guard.

  • It guards the face of the pipa.

  • It has this painted image on it.

  • It's in Japan.

  • It was a gift to the Japanese emperor.

  • And it shows overhanging cliffs that open up onto a valley

  • and a zigzagging stream.

  • First, let me say something about these cliffs.

  • There's a kind of relationality that I

  • referred to just a minute ago with Fan Kuan's painting that

  • shows corresponding kinds of relationships.

  • The mountain has all these family-like,

  • kinship-like relationships in it.

  • For example, these two cliffs.

  • We have two over-hanging cliffs that are very similar in shape.

  • This sort of soft edge, and one is lighter in the back

  • to the one that's darker here, but they seem to be very similar.

  • Then we have another pair that are slightly different, more jagged

  • edge.

  • But these two seem to be related to each other.

  • So you might say that this is like, say, younger brother, older

  • brother, younger brother, older brother, but then

  • they're cousins to each other.

  • And there's a great deal of this kind of correlative sense of form

  • that plays out throughout Guo Xi's painting.

  • Now this is the signature and the title, Guo Xi and Early Spring.

  • This is the date, and then we have Guo Xi's signature.

  • So that's where this is.

  • It's on the left hand side of the painting,

  • right overlooking the valley.

  • This is Guo Xi's signature here.

  • It's partly effaced by damage to the silk.

  • And the seal is underneath.

  • Now when we get to the top of the painting,

  • here we see more clearly these cliffs.

  • Ignore the inscription.

  • The inscription is added by the Qianlong emperor

  • in the 18th century, and also this is his seal.

  • So the inscription and the largest of the seals

  • is not original to the painting.

  • And then if we look at the summit, we

  • have this undulating line with vertical lines

  • to indicate trees at the summit.

  • And then we have here a diagram of decorative imaging

  • on an inlaid bronze tube from the Han Dynasty, second century B.C.E.

  • And what's depicted here, I've marked out in the pink here,

  • is an undulating-- originally in gold inlay-- of mountains.

  • These are mountains with vertical striations

  • that indicate trees at the tops of them,

  • and we have an undulating line.

  • And then this is second century B.C.E., and here we have 1072,

  • Guo Xi is doing the same thing, but not the same thing.

  • And he's not conscious.

  • This is not a postmodern, conscious, historical allusion to the past.

  • This is just something that grows naturally

  • out of the traditional practice.

  • We circle around.

  • So we've come up from the trees, boulder, trees,

  • swirling around the middle with these forms,

  • swirling like a vortex.

  • We spin into the valley, and we circle around the summit.

  • We go up to the summit, and then we drop down through the mist here.

  • And where we end up, in this densely filled valley.

  • Down on the right side, here are temple buildings,

  • and there's a cascading stream pouring over rocks.

  • That's here.

  • And then another detail, closer view of the stream.

  • We have our temple buildings up at the top.

  • And then these two trees, which are right here.

  • Now these are extraordinary trees that I

  • want to spend a little moment with this detail

  • to show how this interdependent sense of response,

  • this rhythm and the response that is really

  • how the relationship of these two trees works.

  • You start with this tree.

  • We could start with the other one, but arbitrarily

  • start with this one.

  • It's a little closer to us.

  • It overlaps the other one, and it rises out

  • of the rocky soil in an arc, which is basically

  • something like a quarter circle.

  • It's not really a circle because it's more tightly bent here,

  • and it starts to straighten out here.

  • It's turning counter-clockwise, and it has a knot hole here,

  • and then it bends 90 degrees.

  • Well, the tree behind it says, OK.

  • That's what you do.

  • I'm going to do the same thing.

  • I'm going to turn a quarter circle, then straighten out.

  • I got my own knot hole.

  • I'm also going to get really thick and craggy and all knotty down here

  • below.

  • And I'm also going to bend not quite at a right angle.

  • And then I'm going to go up this way,

  • and I'm going to shoot out another branch.

  • And I'm going to go up this way.

  • I'm going to go that way.

  • So how do you feel about that?

  • This tree then says, OK, well I'm going to go.

  • Now you went clockwise.

  • I'm going to go clockwise, too.

  • So I go clockwise.

  • I'm going to go up this way.

  • And not only that, zigzag zigzag and disappear into the mist.

  • This tree says, OK, I follow suit, zigzag zigzag into the mist.

  • They sing together.

  • Everything, every detail in this painting operates that way.

  • Every detail.

  • Nothing is isolated.

  • Everything is seen in this-- when you focus on any detail--

  • everything relates to each other in this kind of rhythmic fashion,

  • this play of give and take.

  • Down the boulder down below.

  • Clouds like clouds.

  • Rhythm.

  • What makes a rock a rock?

  • This, it's an event.

  • A rock is the event.

  • Something happened.

  • It's this billowing cloud of rock.

  • That's the event.

  • But the event is constituted in multiple events.

  • What are those events?

  • It's the rhythm of light and dark.

  • Dark, light.

  • Dark, light.

  • Dark, light.

  • Dark, light.

  • Dark, et cetera.

  • Pulse.

  • Then we have overlapping forms.

  • So you can imagine faces, facets, one over the other in sequence.

  • This one here you can sort of define.

  • Maybe this is another one.

  • This is another facet.

  • This is another one.

  • And they're like also arcs, oval shapes, elliptic shapes,

  • in sort of a curve.

  • And then they turn with respect to each other counterclockwise or

  • clockwise along a zigzagging line that

  • pulses in the core of this rock.

  • So you might think of it as a cam shaft in an internal combustion

  • engine where these arcs, these forms,

  • are turning in relationship to each other, and which way they turn

  • depends upon where you are.

  • If you're looking at one, it turns clockwise with respect

  • to the other.

  • And then you move on, the one that was once turning clockwise

  • is now turning clockwise.

  • So we have this kind of rotating zigzagging form in addition

  • to the light and dark alternation, and then we

  • have the edges of the boulder, which start to expand in these curves.

  • So this thing balloons up in a world of aggregated rhythms,

  • rhythmic forms and pulses.

  • And then the growth is also transformation,

  • extraordinary transformation, where what something is depends

  • upon, first of all, your point of view

  • at that particular moment of looking,

  • and also, your point of view is also temporarily framing

  • a set of conditions.

  • And with that temporary set of conditions,

  • you have that's what that thing is.

  • When you shift your point of view, those older conditions

  • don't quite hold.

  • They give birth to new conditions, and so what thing was in one point

  • is becoming something else in another.

  • Transformation.

  • So if we look at this gully here, which

  • in sort of a Western tradition of representation

  • would be delineation.

  • Dark lines around an object are delineation.

  • Delineation is a way of separating an object

  • from the rest of the world, of isolating it

  • as-- talking about using Henry's word-- autonomous from everything,

  • to use a line to border it off.

  • Chinese painting uses lines but never to delineate in that fashion.

  • Lines always are about the connections,

  • the sort of porous connections that really link things together.

  • So what is this?

  • We could say, well, this is a border to the right side of the rock.

  • But actually it has a life of its own, depending upon where you look.

  • Down here, yes, OK, that's the border, the edge of the rock.

  • But then it starts to expand, it turns into a gully up here.

  • And over here what is it?

  • It's another rock, another cluster of boulders.

  • If we're looking at this in relationship

  • to this, yes, it's edge, it's gully, it's shadow.

  • But when we look at this dark area in relationship to this,

  • this is a body of water.

  • So now it's shoreline.

  • So what is it?

  • Depends on your point of view, which is constantly changing.

  • So then we get to here's a detail.

  • Where's our temple buildings?

  • Here, black and white.

  • And we have this ridge here that's arcing,

  • that's turning counterclockwise, by virtue of overlapping,

  • undulating lines and planes.

  • So you have this one.

  • And on top of that one is this one.

  • On top of that one is this one here, that's right here.

  • I want to call your attention to the interesting light and dark

  • relationship here.

  • In the Art school, we call this a figure ground ambivalence.

  • Now, in academic European painting, light and shadow

  • are about modeling.

  • It's about rendering three-dimensional mass and volume

  • in space, so setting distinct objects in a space.

  • they're separate from that space.

  • And so seeing and perceiving is actually

  • seeing light and shadow relationships.

  • And it's interesting that it's an important way

  • of seeing classically, in the history of art in Europe,

  • when also the metaphors of light and shadow and light and dark

  • are such powerful ones, in Europe, and not so powerful in China.

  • light and shadow here, when you look at the light side, OK, it projects.

  • The dark side recedes.

  • Shift your point of view, and you look directly the dark side.

  • Now, it projects and light recedes.

  • It's not supposed to do that, if you're painting in,

  • in the Renaissance or in the 19th century academy.

  • But it does so in China.

  • So you create this pulse that's happening, this rhythm of light

  • and dark in their encounter.

  • There's also a way of looking at how this ridge comes to be.

  • And there are different ways of looking at.

  • And one way of looking at it is from the point

  • of view of deferentiality.

  • So how does this white ridge achieve its particular shape,

  • its uniqueness, its bulge here, its indentation here,

  • and its indentation there?

  • What it does is it says-- hypothetically,

  • we say-- it says to the dark area, OK, I tell you what.

  • I'm going to let you do you want to do, and I'll follow suit.

  • I will respond in kind.

  • You want to recede.

  • I will push in.

  • You want to push in.

  • I will recede.

  • Ah, you want to recede here, so I'll push in.

  • By virtue of deference to the dark area,

  • the light area actually most assertively becomes what it is,

  • in its uniqueness.

  • Conversely, the dark area is doing the same thing.

  • This is harmony.

  • This is what nature is.

  • All right, the dark area says the same way.

  • It says, all right, light area, you want to push in.

  • I'll recede.

  • You want to pull back.

  • I'll push in, So on and so forth.

  • So the two working together, work on the yin yang

  • kind of exchange of mutual deference.

  • They create this world.

  • They create so everything in this painting

  • has that sensibility to it.

  • Now, let's look at this detail.

  • Finally, two figures, the last figures I haven't shown you.

  • They're right there.

  • And they're climbing up a ridge.

  • This ridge, well, it's a really small detail in the center

  • of the painting, near where the vertical axis and the horizontal

  • axis intersect.

  • Look at this edge here.

  • And one of the things about Chinese brush work and calligraphy

  • is that, you can draw a line where the edges of that line

  • are not parallel.

  • You normally think of a line, and the edges of the line

  • are even, not in calligraphy.

  • You can do this extraordinary thing.

  • You get a pulse here of the ridge.

  • Let's look at this detail-- thick, thin, thick, thin, thick, thin,

  • thick, thin, already has a rhythm.

  • But it's a rhythm that is, in one sense,

  • responding to nature and its physicality.

  • With each change of thick and thin, there's a change in direction.

  • So this thick is going down this way.

  • Thin is going down this way.

  • Thick is going down this way.

  • Thick is going down this and turning.

  • And then it turns here.

  • It goes in two directions.

  • And then it get thin, going this way.

  • We're basically zigging and zagging.

  • Think of that first brush stroke that I went through,

  • in the first half of my talk.

  • So we have a rhythm of thick and thin but a rhythm of zig

  • and zag, smallest detail.

  • We zoom out-- left, right, left, right.

  • And we also have dark tone, light tone.

  • So we have that sort of dark-light figure ground

  • ambivalence in the rhythm of that.

  • Now, what do we have?

  • We have an interesting relationship between the zigzagging here

  • and this tree, which is an S-curve here and another S-curve here.

  • But we sort of make jagged S-curve and another jagged S-curve.

  • And then, remember the two trees?

  • They're over here.

  • And that's all over here.

  • So we have this extraordinarily relationship

  • between these two different kinds of trees.

  • And we also have this ridge that's further in the distance,

  • working together.

  • There is the sense too here, of another kind of S-curve

  • that's underneath here, within the circle here.

  • And that makes people think of this.

  • This is an older sort of form of what

  • we all the diagram of yin and yang.

  • And so is Guo Xi putting the taiji, the yin yang

  • symbol, in the center of early spring?

  • Well, that's open to debate.

  • I don't know.

  • I mean, it's such a part of the spontaneous practices

  • of the tradition, so much a part of your flesh and blood

  • that it could come out naturally.

  • What about yin and yang, the taiji?

  • The way we generally talk about yin yang, which is basically here.

  • The reason I'm bringing this up is because it's

  • the rhythm of the world, in its novelty, the creation's novelty.

  • It's this rhythm of the interaction of these two tendencies.

  • Sometimes, yin and yang are described

  • as forces and that sort of thing.

  • And I tend to think.

  • The language I use is that, yin and yang refer not to forces, so much

  • as inclinations, tendencies, and proclivities, within a situation.

  • And they're not really-- the way we talk about them

  • and think of them as absolute opposites, ontological opposites.

  • One sometimes reads that they're thought

  • of in some kind of materialist dielectric or that sort of thing.

  • That doesn't really quite work.

  • They're interchangeable.

  • And you say, well, how can they be interchangeable?

  • That leads to an Orientalcy of Chinese paintings

  • being sort of mysticism.

  • The only way you can get two ontological opposite to become one

  • is this mystery, some sort of magic or something like that.

  • But it's really, really quite, in many ways,

  • down to earth in what's going on.

  • They way we could start to understand yin yang

  • is not these kinds of radical opposites

  • but are actually-- and it makes sense--

  • as inclinations that are mutually interchangeable.

  • We look at the Chinese characters.

  • We have a radical and phonetic.

  • Radical is the left side.

  • Radical is the same in both of them.

  • The radical refers to a hill, H-I-L-L.

  • What does a hill have to do with these cosmological principles?

  • Well, yin was the shaded side of the hill.

  • Yang was the sunny side of the hill.

  • It's already beginning to sense that, well, wait a minute.

  • It's the same on hill.

  • But one side has go sun.

  • The other side has got the light.

  • And we being to start to see that these are relatively relationships.

  • Although there is a tendency.

  • One side of the hill tends to get the sun most of the time.

  • And the other side doesn't.

  • So yang becomes south.

  • Yin becomes north.

  • And here, yang becomes depicted as a graphed-out continuous line

  • and a broken line here.

  • We have these qualities, negative-positive, passive-active,

  • female-male, receptive-creative.

  • And we tend to think these are, again, the ontological opposites.

  • And they're not really.

  • What they are is, yin and yang are relational, completely relational.

  • Nothing is absolutely yin.

  • Nothing is absolutely yang.

  • The way they're described is that, they cycle around each other,

  • in a kind of diachronic fashion.

  • First, you have things at their height.

  • They're at yang, sort of like the seasons.

  • Summer is yang.

  • And then, we plunge into autumn, as we are now.

  • And so we're heading into yin in winter, and so on.

  • They cycle around each other.

  • And that's a common way of understanding it.

  • And there's another way also of understanding it

  • that every situation unfolding is simultaneously yin and yang.

  • So you and I are simultaneously yin and yang.

  • And the way I sort of describe it to my students

  • is, I say well, in this lecture, who's yin and who's yang?

  • And usually they'll say well, Stanley.

  • Obviously, you're yang and we're obviously yin.

  • We're being passive.

  • And I say, well, how passive are you?

  • To what extent are you paying attention?

  • To what extent are you responding in a certain fashion?

  • Your very response, actually in a way no matter what

  • that response is, could be snoozing and whatnot,

  • is somehow an active response.

  • My yang is a response to you.

  • My yang is also a response to-- I'm sorry.

  • The yin aspect of me is my response to you

  • as I'm talking spontaneously.

  • It's also my response to the symposium,

  • and it's what it requires, what is asked,

  • what it's invited me to do, it's invited us to do,

  • which is a response to the greater call for the needs of Portland

  • Community College and its interest, which is a greater

  • response to higher education in the State of Oregon, west coast.

  • How far do you want to go with this anyway to which I'm responding

  • and to which you're also responding?

  • So the question of who is yin and who is yang

  • is not so-- we're both, depending upon your point of view,

  • but there is also focus.

  • In this particular case in the lecture, I'm more yang in a sense

  • than you are.

  • Sports.

  • American football.

  • The Team on the offense is yang and the team on the defense is yen.

  • Right?

  • So you have this offensive-- this running back with the ball.

  • He's charging down the field, and we say, yeah, that's really yang.

  • But every step he takes is in a response

  • to what the defense is doing.

  • So is he yin or yang?

  • He's both.

  • So that's another way of actually as a useful tool for bringing it down

  • to the realm of the concrete and in particular in a way

  • of understanding how yin and yang is not necessary

  • kind of a mystical union of opposites, but actually very

  • productive and fruitful way of thinking

  • about-- skip this diagram-- of how world is a field of unfolding

  • events, a continuous field unfolding.

  • So what we have here, here's the detail of the two figures here,

  • and here's the whole painting.

  • Same thing.

  • The rhythmic give and take, the yin-yang sort of impulse

  • in this tiny stroke here, this tiny moment here is the whole painting.

  • This is the same thing.

  • S curve here and we have this as the meeting place of light and dark,

  • or workspace that is, pushing in in the space that's extruding

  • and that how they are complementary to each other

  • and mutually entailing.

  • So the whole painting works in this fashion on all levels.

  • So we get to the one and the totality, the one and the many.

  • The many are all the myriad events that

  • are taking place in this world in this painting,

  • and they constitute the great mountain.

  • The great mountain is not some god that creates this world,

  • It's actually constituted by the myriad events that take place.

  • By the same time, the myriad events happen

  • as part of that overall unfolding context of the whole, so they

  • are in a sense also constituted by the whole and by each other.

  • Music was the analogy.

  • For me that's really important, and I do pick jazz and classical music

  • because they're such discipline.

  • Classical music in many ways plays an important part

  • because of its formality, but they're

  • both improvatory traditions.

  • You have to master this discipline in order

  • to perform in the freedom of spontaneity

  • and the creative unfolding in the moment, and it's also social.

  • Calligraphy and the enjoyment of the painting, and painting

  • is actually a way of realizing your mutually-entailing relationship

  • and interdependency with everything else.

  • And that's the goal is actually to realize that participation.

  • So the way I look at painting, there's another way,

  • a level of looking at Guo Xi's Early Spring painting

  • is that it is not at all any kind of way a representation of mountains

  • or even an imagined or expressive representation of mountains,

  • but rather it's a score for performance

  • like this sheet of music.

  • Because this sheet of music isn't music.

  • It's a possibility for music to happen.

  • Just as this painting is a possibility

  • for a certain kind of event to happen.

  • The event happens to be living out and re-performing

  • the rhythms of nature, which is basically also

  • for the viewer, the living out and the re-performance a Guo Xi's

  • rhythm of painting it, and Guo Xi's masters and teachers,

  • and Guo Xi's all of the experiences he's

  • had in the complex world of interrelationships that he's

  • lived out to the moment of that painting.

  • You the proper viewer appropriately viewing

  • can also relive that and re-perform that, and it is important

  • and it's stated that you have to be the proper viewer.

  • You can't just sort of like what we do.

  • We go to the museum and say, that's cool.

  • I like that.

  • Let's move on.

  • How long do you want to spend this museum?

  • You know?

  • It's like friends of mine that go with me says,

  • I tell you what, you guys.

  • You guys go on your own.

  • I'm going to be here for hours.

  • My feet are killing me, but it's just a difference in approach.

  • But that's what's needed here.

  • It's just a long look that is opening,

  • is being deferential to the image.

  • So viewing the image actually seduces you.

  • It wants you, it invites you.

  • There are all these rhythms.

  • Look at the details.

  • Look at the relation of the details of the whole.

  • Absorb yourself into this extraordinary world

  • that's coming into blossom under your gaze.

  • You respond to it, and in a sense, it's responding to you.

  • And then together in that moment of spontaneous view,

  • you're making music.

  • But with not just with the painting and not just with the mountains,

  • but the whole world of extraordinary world of relationships

  • that are happening, that have happened in the past,

  • they are happening in the moment, and will

  • continue to happen in the future.

  • That's when painting happens.

  • It's a performance of art.

  • Just one I've shared since I've shown you hanging scrolls.

  • Well, how does this work in a horizontal format?

  • This is in Kansas City.

  • This is an extraordinary painting of Kansas City.

  • As it survives its ink on silk, its 18 inches high,

  • but it's actually cut off about an inch off the bottom

  • and an inch off the top.

  • But as a horizontal format, we have the same kinds of things.

  • We got tall trees here.

  • We've got a bent tree here.

  • It angles in to a zigzag extreme, and it

  • takes you into a misty distance.

  • We come to the middle of painting, what do you have?

  • Great mountain.

  • Hierarchy of form.

  • Basically also even the 18 inches, you

  • have this varying shifting point of view up and down.

  • But the shifting point of view here now is horizontal,

  • and you're moving it through the painting section by section.

  • So it has all the elements of the vertical format,

  • but now in horizontally.

  • Then we come to the denouement.

  • We have the smaller peaks.

  • By the way, there's the broad rimmed head of Guo on the bridge.

  • And then we come to the very end.

  • You can see another view of him.

  • He's looking pretty good.

  • This is another fellow who's trying to get his mule into a ferry

  • and the mule won't go, so he's raised his walking stick

  • and he's going to whack the mule on the butt.

  • This is the end of the scroll.

  • It takes us into-- where does this take us?

  • This is the end.

  • It's actually an open-ended end.

  • It takes us into the beginning as if you're

  • going to begin this whole cycle over and over again.

  • When you put the beginning and the end together,

  • we have the great mountain in the middle,

  • we have these trees that start off here,

  • and we have the trees that angle us back in, kind of a refolding

  • onto itself.

  • So just to show you some mountains, what mountains in China

  • actually look like.

  • Even though these paintings that I'm showing

  • you are not meant to be paintings of actual mountains.

  • This is Mount Hua with some Daoist priests

  • and the old, old photographs.

  • And to show you, notice that there are buildings there.

  • There they are.

  • So there's a certain reality to these buildings

  • nestled in precarious places.

  • The easy way up.

  • I've never been up Mount Hua, sorry to say.

  • And these bent trees, extraordinary trees.

  • This is Huangshan, Yellow Mountain, in Anhui Province.

  • And the relationship of these forms to mists,

  • which is constantly changing and moving, is another view.

  • And these vertical peaks with trees and growing on these ridges.

  • This is also Mount Hua.

  • These so-called special mountains, sometimes called sacred mountains,

  • don't think of them as singular peaks

  • like Mount Fuji or [INAUDIBLE].

  • They're actually landscapes of multiple peaks and valleys

  • and ridges and cliffs and streams.

  • This is actually a detail of one mountain.

  • But here's the stream down here below with our tiny people

  • down here below.

  • And then finally, the Wuyi Mountains here.

  • So I think we have a couple of minutes left for a few questions.

  • A very good question.

  • Case of Guo Xi, the painting I just talked about.

  • It's been a long time.

  • He ends up being hired by the emperor,

  • and he works for the Shenzong emperor.

  • So he's an imperial court painter.

  • Fan Kuan we don't know.

  • Did he work for anybody?

  • Unfortunately, we know so little about most of the painters.

  • Guo Xi is one of the exceptions.

  • So at this time, many of the painters

  • were professional painters who worked for important patrons

  • like the emperor.

  • Guo Xi, we know a lot about records he's painted.

  • He was contracted to paint landscape murals of imperial palace

  • buildings, lots of screens.

  • None of this survives.

  • There's some interesting stories, too, of him working.

  • One case, although he's not the only painter

  • who's described as doing this.

  • Whereas a plastered wall, it's got rough plaster,

  • and he says leave it rough.

  • And then, he takes rags dipped in ink washes,

  • and he just brushes the whole wall.

  • And then the witnesses say, wow, magically before our eyes,

  • we see this whole world of peaks and waterfalls

  • and streams emerge and so on.

  • Yes, there emerges a hierarchy value.

  • The 10th and 11th century is the moment

  • when this kind of painting, landscape painting,

  • emerges into prominence.

  • Prior to that, the prominent sorts of subjects

  • were figure paintings of various kinds.

  • Buddhist paintings, Daoist religious images, and Confucian sages.

  • There's a didactic component that's important to the figure painting.

  • Certain kinds of narratives, whether they're poetic

  • or they're didactic or whatnot.

  • A lot of these paintings, unfortunately, don't survive.

  • But we have records of them, written records, that tell us.

  • So 10th or 11th century is the moment

  • when landscape painting emerges as becoming, perhaps

  • for a while anyway, the most important subject

  • matter for painters.

  • Still life isn't a subject matter in China.

  • There are other kinds of images of flowers and so on and so forth.

  • And actually in the 11th century is when they start to emerge,

  • also, is important.

  • But none of those painting survive.

  • Generally, you have imperial court painters

  • who are painting some of these.

  • Bamboo in a grand scale and birds and flowers

  • for special occasions and whatnot.

  • So those are also important in this period.

  • But then you also have the scholar officials of the 11th century

  • are serving in the imperial government.

  • Not as painters, not as artists.

  • But they're also formulating their own aesthetic.

  • They 're the ones who start to paint on paper, focusing

  • on smaller, more intimate images.

  • Also with ink with a little color, bamboo, plum blossoms, and things

  • like that.

  • They're actually-- because they're also the art writers there,

  • the history of that tradition becomes dominant.

  • In actual practice, on the other hand,

  • historically, the scholar officials are

  • competing with a market for other kinds of painting

  • which are far more popular.

  • They're never really written out until you get to the 17th century,

  • and you get things like the Mustard Seed Garden Manuel

  • and that sort of thing.

  • But even then, that's not quite the same thing as what I'm doing.

  • But there's this notion of, you can learn

  • how to paint by mastering all these patterns.

  • But that's already a culmination of something

  • that's happening in the Ming dynasty where this is pastiche.

  • And the better artists, all these references to the past,

  • and to poetry, and so on and so forth.

  • But what I've laid out here, you will not

  • find written anywhere in any primary source text.

  • Or even any secondary source text.

  • Nobody else is writing about this sort of thing.

  • It's thinking about individuation from the autonomous individual.

  • But basically, a chorus of musicians is

  • made up of particular individuals.

  • A choir singing is that particular choir singing that particular music

  • at that particular moment.

  • And it sounds that way because those particular people are singing it.

  • Right?

  • So it's not that this is a tradition about erasing

  • the uniqueness of people.

  • It's actually about-- people were saying last night--

  • this is actually the uniqueness of who you are contributes to this.

  • It's Guo Xi's contributing and being part of this continuous fabric.

  • And the continuous fabric is alive by virtue

  • of the uniqueness of the persons who constitute it.

  • And that's really what that mountain is.

  • That particular painting, that particular mountain

  • is those particular events that are happening together.

  • So it's not that.

  • And so it isn't contradictory.

  • It seems that way because this is how we often read China.

  • So China's all about-- look at the architecture, the copying

  • of the masters, faithful to the repetition of tradition.

  • There's no room for individuality.

  • But at least ideally, the individual counts for everything.

  • Because you can't have a group without its individuals.

  • You can't have China without its unique individuals participating.

  • That's what life is.

  • So all of us working together in our particularity,

  • offering our particular contributions to each other,

  • and allowing each other to offer our differences

  • and particularities to us.

  • And that's collaboration.

  • And that's really what Chinese art, in its ideal practice, is about.

  • All right.

  • I think that's it.

  • Well, thank you very much.

DR. STANLEY MURASHIGE: This is the Chinese term

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