ARTH 336/436. Arts of the Landscape & the Garden in China & Japan. Fall 2023.
Professor Lara Blanchard
tel: 781-3893
Art & Architecture Department, Houghton House 208

Group presentations: Sakuteiki v. Zōen.

The second group presentation for this class is scheduled for Thursday, Oct 19. You will examine the different emphases of two texts: Records of Garden Making (Sakuteiki), attributed to TACHIBANA Toshitsuna (1028–94), Japanese, Heian period; and “Illustrations for Designing Mountain, Water, and Hillside Field Landscapes,” attributed to Zōen (fl. before 11th cent.), Japanese, Muromachi period (?), 1466 or earlier. (The translation of Sakuteiki is a required book for this class; David Slawson’s translation of Zōen’s text is on Canvas under Files | Readings, listed under Zoen.) Both of these texts concern Japanese garden design, but they suggest different visions for the ideal Japanese garden. Below is an outline of the contents:

Attributed to TACHIBANA Toshitsuna (1028–94), Records of Garden Making (Sakuteiki), Japanese, Heian period

A. Basics, 153–54
B. Southern Courts, 154–57
C. Ponds and Islands, 157–58
D. Stones, 161–62
E. Gardening Styles, 162–66
F. Islands, 167–68
G. Waterfalls, 169–75
H. Garden Streams, 175–83
I. Setting Stones, 183–88
J. Taboos, 188–192
K. Miscellany, 192–96
L. Trees, 196–201
M. Wellsprings, 201–203
N. More Miscellany, 203

Attributed to Zōen (fl. before 11th cent.), “Illustrations for Designing Mountain, Water, and Hillside Field Landscapes,” Muromachi period (?), 1466 or earlier

Basic Principles: [1–2], Figs. A–C (3 pages)
Rocks I: [2–8], Figs. A–J (7.3 pages)
Trees I: [9–11] & Figs. K–M (2.5 pages)
Rocks II: [12–16] & Figs. N, O (1.2 page)
Trees II: [13] (0.1 page)
Trees III: [17] (0.1 page)
Ponds and Water: [18–21] & Fig. P (2.2 pages)
Trees IV: [22] (0.3 page)
Rocks III: [22–34] (3.6 pages)
Plants I: [24] (0.3 page)
Ways of Planting Trees: [35–61] (4.8 pages)
More Ways of Setting Rocks: [62–94] (5 pages)


Group 1 studies: Basics (A) + Southern Courts (B) +  Gardening Styles (E)  +  Taboos (J) + Miscellany (K) + More Miscellany (N) — 22 pp.

Group 2 studies: Ponds and Islands (C) + Islands (F) + Waterfalls (G) + Garden Streams (H) +  Wellsprings (M) — 23 pp.

Group 3 studies: Stones (D) + Setting Stones (I) — 8 pp.

Group 4 studies: Trees (L) — 6 pp.


Group 1 studies: Basic Principles [1–2], figs. A–C, N— 3 pages

Group 2 studies: Ponds and Water [18–21], fig. P— 2.2 pages

Group 3 studies: Rocks I–III [3–8, 12–16, 22–34], More Ways of Setting Rocks [62–94], figs. D–J, L, N, O— 17.1 pages

Group 4 studies: Trees I–IV [9–11, 13, 17, 22], Plants I [24], Ways of Planting Trees [35–61], figs. K–M, P— 8.1 pages

Please note that for the Sakuteiki translation, I have indicated where to find the passages using page numbers. For Zōen’s “Illustrations,” the pages are not numbered but each excerpt of the text is numbered at the beginning, in brackets. There is some overlap between excerpts. Each group will look at both texts but focus on different sections, as follows:

Group 1, General Design Principles
Group 2, Water
Group 3, Rocks
Group 4, Trees and Plants

After you have read your sections of the texts as described above, plan to answer the following questions:

  • Do your sections of the texts discuss improving upon nature? If so, what do they say?
  • What do your sections of the texts say about the orientations of the gardens or about the importance of the cardinal directions within the garden?
  • Do your sections of the texts mention taboos or anything that should not be done? If so, what are these?
  • What do your sections of the texts say about the naming of garden elements? Is there any discernible difference between Sakuteiki and Zōen’s text?
  • How much is technical advice in designing a garden emphasized in your sections of the text?
  • Are the sections you are focusing on in Sakuteiki and Zōen’s text contradicting each other at any point? If so, does that reveal anything about the different priorities of the two authors?
  • Do the texts ever contradict themselves?

It is not necessary to do outside research for this presentation; you should be able to address the above questions simply through careful reading.

For the presentation itself, you should decide as a group on the best method of conveying the information you have gathered to the entire class. Because many students who take art history classes tend to be visual thinkers, I encourage you to incorporate some visual material into your presentation if possible. If you would like to make handouts for the class, I am happy to make copies for you. You can also use the classroom computer in any way that you need to. Groups 1, 2, and 3 should expect to be presenting for about 15 minutes; Group 4 should expect to present for about 12 minutes.

For the purposes of grading the presentation, I also ask that each member of the group submit a short, typed statement — approximately one or two paragraphs — explaining what you contributed to the development of the group presentation. I've made a separate submission portal in Canvas for this.