Grade: 6-12Subject: English Language Arts, U.S. History
Number of Activities: 2
During the 1970s, arts and culture became vehicles for elevating the narratives of Asian Americans, a term first used in 1968 during the struggle to establish ethnic studies at San Francisco State College. Under this new pan-Asian identity, a generation of young Asian American organizers, academics, and artists emerged and ready to define themselves and their history to the rest of America. Musicians, artists, writers and filmmakers helped to increase the visibility of Asian American identities and cultures across various media.
Students will:
- Learn about Asian Americans in arts and culture
- Analyze the music of Asian Americans in expressing the Asian American experience
- Learn about Asian American musicians, artists, writers, and filmmakers
- Learn about Asian Americans in the fields of medicine, law, politics, labor, journalism, activism, military service, literature
During the 1970s, arts and culture became vehicles for elevating the narratives of Asian Americans, a term first used in 1968 during the struggle to establish ethnic studies at California universities. Under this new pan-Asian identity, a generation of young Asian American organizers, academics, and artists emerged, ready to define themselves and their history to the rest of America.
Actors, musicians, artists, writers, and filmmakers helped to increase the visibility of Asian American identities and cultures across various media. In the late 1960s, the East West Players—the oldest and largest Asian American theatre company in the U.S.—was formed in Los Angeles in a church basement. The plays encapsulated both Asian and Asian American experiences, including the incarceration of Japanese Americans and immigration stories of Angel Island. The stories captivated and educated multiracial audiences. These Asian American playwrights and actors paved the way for today’s successful actors.
In 1970, Chris Kando Ijima, Noboku Joanne Miyamoto, and William “Charlie” Chin formed a folk band to share their music on the Asian American experience at venues across the country. The trio met at a conference for Asian American activists and student organizations at Pace College in New York City. Their 1973 recording, A Grain of Sand: Music for the Struggle by Asians in America, is considered the first album of Asian American music.
In the following years, Asian Americans would create ground-breaking work in the arts. In 1976, author Maxine Hong Kingston published her memoir, The Woman Warrior: Memoirs of a Girlhood among Ghosts. Woman Warrior would later become essential class readings in AsianAmerican and ethnic studies courses, and establish the category of Asian American literature. In the film world, director Wayne Wang’s noir Chan Is Missing (1982) explores Chinese American identity and is one of the first successful and acclaimed Asian American narrative feature films beyond the Asian American community. Wang would later direct the film adaptation of author Amy Tan’s best-selling 1989 debut novel, The Joy Luck Club. The film, a 1993 box office success, was the first major studio production to star an all-Asian cast since 1961’s Flower Drum Song.
Arts and culture can serve as catalysts in propelling movements forward. The arts reflected the spirit of and supported the
Asian American Movement in the fight for social and racial justice, ethnic studies, and visibility.
- Asian American Movement: A grassroots movement from the late 1960s to 1980s that included the fight for ethnic studies at California universities and the creation of community programs, arts, music, literature, and other works by Asian Americans.
- How does art and culture shape identity?
- Do art and culture have the power to affect history?
- How might art and culture build communities and contribute to social or political movements?
- In what ways can art connect present generations to past generations?
Activity 1:
A Grain of Sand
After watching the video and reading the background essay, students will analyze the lyrics of “We Are The Children” by A Grain of Sand (words and music by Iijima-Miyamoto).
Play a
recording of the song, also on Smithsonian Folkways. Direct the students to follow along as they listen to the song. Then, read the song lyrics aloud. Teachers may wish to read it aloud or ask for volunteers. During the read-aloud, prompt the students to circle any unknown words or references. Clarify and discuss any of these phrases or words.
After listening to and reading the lyrics, the students should take a few minutes to reflect on these questions:
- What did you notice about the song? What phrases or words stood out to you?
- What questions do you have about the song?
- What connections can you make between this song and your life, other school subjects, or events in the world?
Prompt students to turn to a partner and share their reflections. If time permits, ask students to share their ideas with the entire class.
Resources for Activity:
- Iijima, Chris Kando, Nobuko Miyamoto, "Charlie" Chin.
A Grain of Sand: Music for the Struggle by Asians in America. Smithsonian Folkways Recordings, 1973.
Activity 2: Art & Culture
Begin the activity by noting that other prominent artists that emerged during the 1970s including Duane Kubo (a filmmaker), Robert Nakamura (filmmaker), Nam June Paik (visual art), and Lawson Inada (poetry).
Give students a choice to examine one Asian American artist. Assign students one of the following artists and ask them to research and get to know one item of their art that they’ll reflect on. Students will also plan their own original responses to the work of art.
Artists to assign to the class:
- Lawson Inada, poet
- Nam June Paik, visual artist
- Duane Kubo, film
- Chris Kando Iijima, folk artist
- Nobuko JoAnne Miyamoto, folk artist
- Leland Wong, graphic artist
- Frank Chin, playwright
- Masumi Hayashi, photographer and artist
In a journal or on a piece of paper, ask students to make the following observations about their selected piece of art:
- “The art gives flesh and blood to the politics,” says Noboku Joanne Miyamoto in the video clip. What does that mean? How is that fitting in regards to your assigned artist?
- What did you notice about the art, film, or poem? What phrases or words stood out to you?
- What questions do you have for the artist?
- What connections can you make between this piece of art and your life, other school subjects, or events in the world?
Next, have students select an artistic medium (print, song, video, graphic representation) to create their own original work that represents their culture, identity, family, or their generation.
Once students have enough time to create a piece of art in response, tell them that they will exhibit their works to their classmates. Give students a piece of tape and ask them to create a “Gallery Wall” of their creations around the room. Pass out a stack of sticky notes. As they wander around the room, they should write and post a comment next to their peers’ circles. Remind students that the sticky notes should be positive, express appreciation, or give a comment. Some sentence starters for the sticky notes might include:
- “I like how…”
- “I also…”
- “This connected with me because…”
- “I notice how...”
After students have a chance to wander around the gallery and post comments, gather again as a whole group. Ask them to share aloud some reflections: What did you notice about all of the creations? What did you learn about yourself from the activity? About others?
California Common Core Standards Addressed
College- and Career-Readiness Anchor Standards – English Language Arts:
CSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Grades 6-8
CCSS.ELA-Literacy.RI.6-8.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-Literacy.W.6-8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.SL.6-7.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-Literacy.SL.6-8.3
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.SL.6-8.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
CCSS.ELA-Literacy.SL.6-8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CSS.ELA-Literacy.L.6-8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6-8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Grades 9-10:
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Grades 11-12:
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
National Standards for History:
U.S. History Grades 5-12 10.2D.2
Analyze how social change and renewed ethnic diversity has affected artistic expression and popular culture. [Analyze cause-and-effect relationships]
U.S. History Grades 5-12 10.2D.3
Explain the influence of media on contemporary American culture. [Explain historical continuity and change]
National Core Art Anchor Standards:
Anchor Standard #1
Generate and conceptualize artistic ideas and work.
Anchor Standard #2
Organize and develop artistic ideas and work.
Anchor Standard #4
Select, analyze and interpret artistic work for presentation.
Anchor Standard #6
Convey meaning through the presentation of artistic work.
Anchor Standard #7
Perceive and analyze artistic work.
Anchor Standard #8
Interpret intent and meaning in artistic work.
Anchor Standard #10
Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard #11
Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.