Posts Tagged 'Inca'

Inti Raymi – Festival of the Sun

June 24 marks one of the most notable festivals of the Inca Empire, Inti Raymi or Sun Celebration. In Quechua, the native language of the Inca, Inti means sun and Raymi means celebration, and this annual observance celebrates the Sun god, the most honored deity in the Inca religion. The largest Inti Raymi festival takes place in Cusco, Peru, but luckily you don’t have to hop on a plane to take part in the celebration–look no further than the DMAinca2From June 24th-28th, we will be hosting sun-inspired activities and programs throughout the Museum. We invite you to participate in docent-led tours of our newest exhibition, Inca:Conquests of the Andes, investigate Inca weaving techniques through an artist-led gallery talk, or even harness the power of the sun to create your own nature print! You can craft your own sun celebration by checking out our full list of activities, here.

Happy Inti Raymi!

Danielle Schulz
Teaching Specialist

FAST Times at the DMA

With each new exhibition at the Museum comes a jolt of excitement for our FAST (Family, Access, School, and Teaching programs at the DMA) team. Education programs at the DMA involve both the permanent collection and any special exhibitions, and a new exhibition means opportunities for exciting new lessons. Though our programming won’t focus on the newly opened exhibition Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes until the fall, we can’t help but brainstorm some experiences we might create around the fantastic content inside. Here’s a look at some of the ideas we’ve got flying between our ears:

Family Programs
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For our littlest learners, from babies to our homeschool kids, we often begin our gallery portion of the program with story time connected to the lesson’s theme. To get thinking about camelids and their importance in Inca life, we’re eyeing one of Anna Dewdney’s Llama Llama books and will then explore objects like the llama-form vessel or llama-head whistle. The focus of the lesson could also be one of the exhibition’s remarkable tunics. We would follow the journey of camelid fibers, which we have on hand for tactile exploration, from their origins on a llama to their ultimate use, being woven into a wonderful piece of clothing. Our youngest visitors will then try their hand at a weaving project in the Museum’s Art Studio.

Access Programs
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For visitors with special needs, our class might focus on jobs in Inca society. Through an object like the tunic with checkerboard pattern and stepped yoke, we can connect the idea of the Inca soldiers who wore the tunic and the weaving specialists who made it to what we know of modern occupations or memories of jobs our participants had in the past. Different art projects would be appropriate for the two groups: with our visitors with intellectual and developmental disabilities, we might choose our Inca dream job and make wearable tunics for it using materials in the Museum’s Art Studio, and for participants with Alzheimer’s, we might take our time with a weaving project. We like to have a hands-on experience all participants can enjoy.

Go van Gogh
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Our Go van Gogh community outreach program involves a staff member and volunteers leading programs in classrooms throughout DISD. For an Inca-based program, we would pick 3–4 works to explore around a theme such as “what we wear,” which could include items like the sleeved tunic, poncho with central medallion and double-headed-birds, or four-cornered hat. For a related art project, the students may design their own tunics using some of the geometric patterns or animal imagery we discussed. We always have amazing works of creativity come out of our Go van Gogh groups!

School Tours
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Most teachers who sign up for school tours want their students to see as much as possible, so our wonderful docents choose highlights from all over the DMA’s expansive collection. Inca might only be one stop on a tour of five or six destinations in the Museum. Docents typically let the interests of the students lead the discussion: are they drawn to textiles or ceramics, ideas of Inca soldiers or animal imagery? Whichever it is, docents would be sure to show contextual images such as a map of the Tahuantinsuyu empire or an illustration of a ruler wearing a tunic. Though the stop is brief, the goal is to teach the students a little bit about another culture, while whetting their appetite so they return for more!

Make sure you take the opportunity to explore Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes before it closes in November. In the meantime, the FAST team will be counting the days until we can explore the exhibition with our many audiences!

Liz Bola is the McDermott Graduate Education Intern for Gallery and Community Teaching and Jennifer Sheppard is the McDermott Education Intern for Family and Access Teaching at the DMA.

Communicating in Quechua

INCA

Months. It took literally months during the summer of 2014 to decide on the orthography (the correct spelling/writing) for the exhibition Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes, which opened Friday. For example, should the Museum use “Inca” or “Inka,” among other spelling differences that would emerge in the exhibition texts. Many factors weighed into my decision, from popular recognition to modern linguistics, from consistency in labels to proper pronunciation. For the first few months of the exhibition project, I solicited the opinions of many individuals about the issue—from leading pre-Columbian linguists to Inca archaeologists to fellow curators, and even friends and family. I read the most recent publications, edited volumes, scholarly monographs, and online blogs to ascertain the most current opinions. Indeed, I researched, inquired, and deliberated so long that there was general confusion around the DMA itself about the final decision for months after I had finally settled on a position. Mea culpa; thank you to everyone for their kind patience. And I appreciate the generous input from many colleagues on an issue that elicits deep passion and strong opinions from scholars across disciplines.

Quipu (Khipu) fragment with subsidiary cords/Quipu (khipu) parcial con cuerdas afiliadas, Perú: Andean highlands or coast, Inca (Inka) culture, A.D. 1400–1570, cotton and indigo dye, Dallas Museum of Art, the Nora and John Wise Collection, bequest of John Wise, 1983.W.2174

Quipu (Khipu) fragment with subsidiary cords/Quipu (khipu) parcial con cuerdas afiliadas, Peru, Andean highlands or coast, Inca (Inka) culture, A.D. 1400–1570, cotton and indigo dye, Dallas Museum of Art, the Nora and John Wise Collection, bequest of John Wise, 1983.W.2174

The central issue is this: What is the ideal manner—in a US public exhibition context—for writing words from Runasimi, or Quechua, the language used as a lingua franca by the Inca state system and spoken today by many Andean peoples. Prior to the Spanish arrival in the 1530s, the Andean populations did not utilize a recognizable written script, one that the Spanish acknowledged and transcribed into a phonetic alphabet, as certain Spanish chroniclers attempted in New Spain. The Andean knotted cords, or quipu (khipu), that recorded information were documented by certain chroniclers in South America, who noted that the quipu were used to register taxes and census data, among other information. The individual Spanish chroniclers further documented Quechua words in the phonetic alphabet and according to Spanish pronunciation, with variant spellings. Certain spellings gained in pronunciation, popular recognition, and adoption into English.

Since the mid-20th century, there have been great efforts to revise the orthography of Andean languages, in particular Runasimi (Quechua), with laws passed in Peru during the late 1970s and early 1980s. The revised orthographies introduced changes such as the reduction from a five-vowel alphabet to a three-vowel system for Quechua. Modern linguists, such as the Peruvian scholar Ramon Cerrón-Palomino, have provided welcome standards for ongoing publication in Inca and Andean studies.

Four-cornered hat/Gorro de cuatro puntas, Peru: south-central highlands or coast, Huari (Wari) culture, A.D. 700–900, camelid fiber, Dallas Museum of Art, The Nora and John Wise Collection, gift of Mr. and Mrs. Jake L. Hamon, the Eugene McDermott Family, Mr. and Mrs. Algur H. Meadows and the Meadows Foundation, Incorporated, and Mr. and Mrs. John D. Murchison, 1976.W.2013

Four-cornered hat/Gorro de cuatro puntas, Peru, south-central highlands or coast, Huari (Wari) culture, A.D. 700–900, camelid fiber, Dallas Museum of Art, The Nora and John Wise Collection, gift of Mr. and Mrs. Jake L. Hamon, the Eugene McDermott Family, Mr. and Mrs. Algur H. Meadows and the Meadows Foundation, Incorporated, and Mr. and Mrs. John D. Murchison, 1976.W.2013

As an Andean scholar, I had actively used many revised spellings in teaching and coursework, as well as in a recent 2013 exhibition, Between Mountains and Sea: Arts of the Ancient Andes, at the Blanton Museum of Art in Austin, Texas. Upon joining the DMA, I had further standardized the terms within the Museum’s database, emphasizing the revised spellings of Wari (for Huari), Tiwanaku (for Tiahuanaco) and Inka (for Inca). With specialization in the cultures of the Formative Period and the north coast of Peru, I confess to addressing only superficially the issue of orthography prior to the DMA exhibition. The spellings of the Cupisnique, Moche, and Chimú—the successive north coast cultures—have remained relatively constant. So I had adopted the basic premise that to utilize the new Quechua spellings was to honor indigenous rights, which aligns well with my role as a researcher of Andean cultural heritage.

Through the months I spent researching, however, the issue became less black and white for this context; it came to include various factors regarding public recognition and spelling consistency through the exhibition design. In the end, the decision to maintain historical spellings as the primary terms in the Inca exhibition likewise presented the wonderful opportunity to introduce an audience to corresponding Quechua spellings. The exhibition Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes thus features not only English and Spanish text but also dual spellings for most Quechua terms. A wall panel explaining the chosen orthography opens the exhibition, providing viewers with an opportunity to consider the complex ways language records, reflects, and defines a historical culture.

Kimberly L. Jones, PhD, is The Ellen and Harry S. Parker III Assistant Curator of the Arts of the Americas at the DMA.

Arturo’s Adventures in Peru

Where in the world can you see a llama wandering around ancient ruins, take a boat across the largest lake in South America, and eat cuy (guinea pig) for dinner? Peru!

Waiting at DFW airport, ready to start the adventure!

Waiting at DFW airport, ready to start the adventure!

I recently took a trip to Peru to hike the Inca Trail to Machu Picchu. It was my first visit to South America, and since the Museum’s family mascot Arturo is from Peru, I thought it might be nice to take him along with me so that he could visit his homeland. He wasn’t very good at giving me directions, but we still had a good time.

View of Lake Titicaca with the mountains of Bolivia in the background

View of Lake Titicaca with the mountains of Bolivia in the background

Our first stop was Lake Titicaca—the largest lake in South America and the highest navigable lake in the world. Arturo didn’t have any troubles at all, but when I first arrived, Peru literally took my breath away. Lake Titicaca is 12,507 feet above sea level, while Dallas is only 430 feet above sea level—that’s a big difference! Hiking around the island of Taquile, we could see all the way to the mountains of Bolivia.

Cusco

Cusco

Next stop: Cusco and the Sacred Valley. The Inca people built Cusco as the capital of their empire and created the city in the shape of a puma. Today Cusco is a mix of Inca ruins wedged between Spanish Colonial churches, cobblestoned streets, trendy restaurants, and llamas, llamas everywhere! My favorite part of Cusco was the food. We went to the market and discovered a fruit call lucuma. It tastes like butterscotch and caramel!

There are many archeological sites around Cusco, and one of Arturo’s favorites was Moray. There we discovered these huge circles dug into the ground. We aren’t sure what these were made for, but scholars guess that they might have been used for experimenting with growing different crops. Can you find Arturo?

On Day 3 of the Inca Trail

On Day 3 of the Inca Trail

Finally, it was time to hike the Inca Trail—which was definitely the highlight of the trip. We hiked a total of 38 kilometers (about 23 miles) over the course of four days to reach the ancient city of Machu Picchu. On day two, we went over the highest point of the trek—a mountain pass called Dead Woman’s pass at an elevation of 13,829 feet. Arturo got a free ride in my backpack, so it was no trouble for him, but I was definitely sore after going up and down more than 5,000 Inca steps. On day three, we had incredible views of the mountains and started hiking through the cloud forest.

First view of Machu Picchu

First view of Machu Picchu

We finally reached Machu Picchu on the last day just as the sun came over the mountains, and it was breathtaking. These ruins were discovered by the outside world in 1911 when Hiram Bingham, a professor from Yale University, was guided to the site by local farmers. Most scholars believe that Machu Picchu was built as an estate for the Incan emperor, but our trail guide thinks that perhaps it served as a university of sorts.

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Regardless of its ancient use, we were very excited to get there and were in awe of what the Inca people built. I think everyone should jump at the chance to visit Peru, but if a visit there is not in your near future, come to the DMA and take a look at our collection of Ancient American art–You’ll just have to imagine the mountains and llamas!

Sican culture, Ceremonial mask, A.D. 900-1100, Dallas Museum of Art, The Eugene and Margaret McDermott Art Fund, Inc.

Sican culture, Ceremonial mask, A.D. 900-1100, Dallas Museum of Art, The Eugene and Margaret McDermott Art Fund, Inc.

Leah Hanson
Manager of Early Learning Programs

The Color of Love

Love is in the air, and red is on the walls of the DMA. Since Valentine’s Day is tomorrow, we decided to explore the works in the collection that represent the color of love. Below are a few works you can visit in the DMA galleries without charge, now that we have free general admission, and you can check out other red works in the collection on the DMA’s Pinterest page. If you are looking for a fun date night to celebrate Valentine’s Day, stay out until midnight on Friday for our February Late Night; visit the DMA’s website for the Late Night schedule.

Crawford Riddell, Bed, c. 1844, brazilian rosewood, tulip poplar, and yellow pine, Dallas Museum of Art, gift of three anonymous donors, Friends of the Decorative Arts Fund, General Acquisitions Fund, Discretionary Decorative Arts Fund, and the Boshell Family Foundation

Crawford Riddell, Bed, c. 1844, brazilian rosewood, tulip poplar, and yellow pine, Dallas Museum of Art, gift of three anonymous donors, Friends of the Decorative Arts Fund, General Acquisitions Fund, Discretionary Decorative Arts Fund, and the Boshell Family Foundation

Mark Rothko, Orange, Red and Red, 1962, oil on canvas, Dallas Museum of Art, gift of Mr. and Mrs. Algur H. Meadows and the Meadows Foundation, Incorporated

Mark Rothko, Orange, Red and Red, 1962, oil on canvas, Dallas Museum of Art, gift of Mr. and Mrs. Algur H. Meadows and the Meadows Foundation, Incorporated, (c) 2013 kate Rothko Prizel & Christopher Rothko/Artists Rights Society (ARS), New York

Marsden Hartley, Mountains, no. 19, 1930, oil on board, Dallas Museum of Art, The Eugene and Margaret McDermott Art Fund, Inc.

Marsden Hartley, Mountains, no. 19, 1930, oil on board, Dallas Museum of Art, The Eugene and Margaret McDermott Art Fund, Inc.

Paul Gauguin, Under the Pandanus (I Raro te Oviri), 1891, oil on canvas, Dallas Museum of Art, Foundation for the Arts Collection, gift of the Adele R. Levy Fund, Inc.

Paul Gauguin, Under the Pandanus, 1891, oil on canvas, Dallas Museum of Art, Foundation for the Arts Collection, gift of the Adele R. Levy Fund, Inc.

Rectangular box, mark and reign of Emperor Wanli (r. 1573-1619), dated in inscription to 1595, cinnabar lacquer over wood core, Dallas Museum of Art, gift of Mr. and Mrs. George A. Shutt

Rectangular box, China, mark and reign of Emperor Wanli (r. 1573-1619), dated in inscription to 1595, cinnabar lacquer over wood core, Dallas Museum of Art, gift of Mr. and Mrs. George A. Shutt

Tunic with checkerboard pattern and stepped yoke, Inca culture, Late Horizon, 1476-1534, camelid fiber, Dallas Museum of Art, The Eugene and Margaret McDermott Art Fund, Inc. in honor of Carol Robbins

Tunic with checkerboard pattern and stepped yoke, Peru, Inca culture, Late Horizon, 1476-1534, camelid fiber, Dallas Museum of Art, The Eugene and Margaret McDermott Art Fund, Inc. in honor of Carol Robbins


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