Daily Life in Ancient China

Chinese Art
Teacher's Resource
Lesson Plan: Daily Life in Ancient China
Lessons submitted by: Patti Burkhardt

Pottery Courtyard House
Grades 6-8
Sunshine State Standards: VAA131, VAA132, VAA133, VAA134, VAB133, VAB134, VAC131, VAC132

Goal:
This activity will ready Grades 6-8 students for their visit to the Naples Art Museum where the Gow Collection will be explored. Three other lessons are included: one each for Grades PreK-2, Grades 3-5, and Grades 9-12.

Additional Background Information

The Han Dynasty was a 400-year period of stability that allowed for increased expansion, trade, prosperity, and cultural creativity. The emperor, followed by the aristocracy who ruled the land in his name, held the greatest wealth, but the gentry, who aided the aristocracy, and the merchants, traditionally at the bottom of the social scale, were better off than they had ever been before. Some of these "commoners" rode in chariots pulled by horses and lived in fine mansions with beautiful gardens. These splendid houses were enhanced with such things as gilded pillars, window frames with bits of mica and colored glass, and marble stairs.

Even the most elegant manors had a layout similar to farmhouses - a courtyard with a gate in the south wall (the direction of holiness), several buildings within the yard, a main dwelling in the center, a garden area behind. The basic framework of the houses was also the same for people of all classes: a roof supported by rows of wood pillars and lintels set on stone slabs on a foundation of rammed earth. By the time of the Han Dynasty, most roofs were tiled instead of thatched. (http://www.ucf.edu)

This impressive gray pottery manor compound is a form of siheyuan, a single-enclosure courtyard with buildings on four sides, which could also be seen in stone and brick tomb carvings of the same period. This type of structure was very popular in the Ming (1368-1644) and Qing (1644-1911) dynasties, especially in Northern China. The compound is comprised of twenty-eight pieces, which make up a walled yard with a two-story building, a central gazebo, four pagoda-like towers, and an elaborate roofed gateway. Each tower is a two-storied structure with first-story eaves and a gently sloping hexagonal cuanjian (pyramidal roof); the base of each story is surrounded by a short railing. A roofed corridor with columns and railings connects the two towers on the right of the central axis, and a similar corridor connects the two towers on the left.

The main building, at the rear of the compound, has an open corridor on the ground floor. Several posts topped by dougong, or bracket sets, firmly support the three rooms on the second floor. Set back under separate si'a ding, or hip roof, each of the three symmetrically placed rooms has a separate entrance and a balcony with a railing overlooking the courtyard.

Pottery houses and towers were very popular tomb objects from the late Western Han through the Eastern Han dynasties, reflecting the prosperity of the farm economy and depicting life on and the operation of individual farms. This compound, however, with its gazebo and pagoda-like towers, is rare. Its configuration suggests some special function, possibly as a temple. (Chang, 2000)

Objective:
The student will draw a basic layout of the courtyard house model from the photo.

Materials:
Basic materials needed for drafting

Teacher Preparation: Study the beliefs behind Chinese architecture through videos, books, and internet resources.

Vocabulary from paragraphs above:

  • dougong, or bracket sets
  • cuanjian or pyramidal roof
  • si'a ding, or hip roofs
  • gazebo
  • pagoda
  • compound
  • siheyuan, a single-enclosure courtyard with buildings on four sides
  • South wall
  • Pillars
  • Lintel
  • Slab
  • Gateway
  • Eaves
  • Railings
  • Columns
  • Central axis


Activity Description

Draw the house plan of the courtyard house. By looking at plans of contemporary houses from the United States, how do the two compare and contrast?

Suggested resources:

Extensive photos with text on different regions of China:
http://www.orientalarchitecture.com

Architecture of China (photos & text)
Pagoda:
http://www.chinavista.com/experience/street/street.html

Yingbi or zhaobi (screenwall):
http://www.chinavista.com/experience/yingbi/yingbi.html

Pavilion:
http://www.chinavista.com/experience/pavilion/pavilion.html

Assessment of Effort / Perseverance
Rubric

  • 4- The project was continued until it was as complete as the student could make it; the student gave effort far beyond that required; the student took pride in going well beyond the requirement.
  • 3- The student worked hard and completed the project, but with a little more effort it might have been outstanding.
  • 2- The student finished the project, but it could have been improved with more effort; there was adequate interpretation of the assignment, but the student neglected the finishing touches; or the student chose an easy project and did it indifferently.
  • 1- The project was mostly completed with a few loose ends left off; the student displayed minimum involvement and lackadaisical effort.
  • 0- The student did not adequately finish major portions of the work.

Three other lessons on Ancient Chinese daily life are included: one each for Grades PreK-2,
Grades 3-5, and Grades 9-12.