UC Berkeley/UCLA Summer Institute On China

: 

The History, Art, and Culture Dunhuang: Creative Ways to Integrate China 

Across the Curriculum 

Jennifer Lopez, PUC Nueva Esperanza Charter Academy

Vivian Lam, Bright Star Schools 

Natalí Ramón, Field of Dreams Learning YouthBuild Charter School

Susan Jain, UCLA Confucius Institute

ATCFL 5 CsCommunication

Cultures

ConnectionsComparisons

Communities

Overview: Guiding Questions

Guiding QuestionHow do archaeologists use artifacts to learn about the

livelihoods of individuals living around the Mogao Caves?

Jennifer Lopez, PUC Nueva Esperanza Charter Academy

Overview: Objectives In this lesson, students will learn about the purpose of the Mogao Caves through close 

readings, videos, and images.

In this lesson, students will experience and appreciate the role of archaeologists when analyzing historical artifacts.

In this lesson, students will critically infer, analyze, and discuss images of the Mogao Caves and make connections to the Silk Road. 

In this lesson, students will begin to create their own archaeologist journal about the Mogao Caves, focusing on the social, cultural, religious, and economical factors present in the images, and connect to the Silk Road. 

Jennifer Lopez, PUC Nueva Esperanza Charter Academy

Mogao Caves Activity!GOAL: You will pretend to be an archaeologist and infer what life was like for people living near the Mogao Caves, and make connections to the Silk Road if possible. 

Directions: 1. You will go around the room and view different images of the Mogao Caves. 2. Your goal is to make at least two inferences from two different images around the room. Make sure to label which image you are making inferences on. 

3. Example of inference (Sentence Starter:  I infer that…because..)I infer that people living around the Mogao Caves practiced meditation because of the way the Buddha is positioned in the center of the picture, with others sitting around him are praying or meditating as well. 

Jennifer Lopez, PUC Nueva Esperanza Charter Academy

Vivian Lam, Bright Star Schools 

Vivian Lam, Bright Star Schools 

Vivian Lam, Bright Star Schools 

Natalí Ramón Social Science/Art

• 10th Grade World History, 11th Grade US History, 

12th Grade Economics and Government, and Art. 

• Field of Dreams Learning Inc. in Norwalk, CA

• YouthBuild Charter School of California 

• Interdisciplinary, Project Based Learning

• Social Justice Oriented & Leadership Development 

 

• 16-24 year old students 

Natalí Ramón, Field of Dreams Learning YouthBuild Charter School

Buddhism and its Influence in the Mogao Caves 

The Silk Road Buddhism and its tenements

Principles of Art Mogao Cave Analysis &

Brief Writing Piece

Production of Art

Emergence of the Silk Road

Geography The main

participants Resources

traded

Life of Buddha Eight Fold Path Four Noble

Truths

Organic and Geometric Shapes

Movement and Motion

Emphasis and Subordination

Analysis of 1 Mogao Cave Art

Written Response

Oil Pastel Techniques

Create an art piece inspired by the Mogao Cave art

Learning Segments

Visual Art Principles of Art: shapes,

movement, design Production and Practice

Piece inspired by cave art in oil pastel

Writing Brief analysis of Mogao cave

art

History/ Philosophy

Origins and Spread of Buddhism

The Life of the BuddhaThe Four Noble Truths

The Eightfold Path

Geography Silk RoadMain participants

Interdisciplinary Unit

Natalí Ramón, Field of Dreams Learning YouthBuild Charter School

@The Getty• Dunhuang Exhibition

May 7-September 4

• Music of the Silk Roads ConcertFriday, May 20th

• Getty Family DaySaturday, June 11th

• Teachers Conference Monday, August 1st

• Film Screening, Lectures, Concerts throughout the summer

www.confucius.ucla.edu

Thank you ！ | 谢谢！