In Praise of Shadows

Sharen Pula (The Park School of Baltimore) 5th Grade Subjects taught: Literature, Writing, History, Mathematics, Science, Poetry, Architecture, (The Medieval World)
Review of In Praise of Shadows
I simply loved this essay! I am a “Foodie” and aesthetics, as well as cuisine, play an important part in my daily life. At a recent faculty function, a friend was quick to point out the wine: “Oh, this won’t be up to your standards, Sharen. Better think twice.” Even long ago as a young teacher new to school, I was recounting to the Headmaster my trip to France and the glories to be found in the bounty of the land and sea. He could not understand how I could possible compare the finest food of France to the finest art found in its various museums. In his eyes they were definitely not on the same par. We clearly stood at an impasse.
As I read, I was drawn into each section. The narrative was so compelling. I loved its rambling style. I felt that I was sitting with Tanizaki and listening to him in person. I long to peer into the depths of an alcove where sunlight has never been and to experience the magic of shadows. I wish to see objects of lacquer decorated in sparkling patterns that catch the faint light. “The sheen of the lacquer, set out in the night, reflects the wavering candlelight, announcing the drafts that find their way from time to time into the quiet room, luring one into a state of reverie.” He continues his ode to lacquer—“ But lacquer ware is light and soft to the touch, and gives off hardly a sound. I know few greater pleasures than holding a lacquer sups bowl in my hands, feeling upon my palms the weight of the liquid and its mild warmth. The sensation is something like that of holding a plump newborn baby.” This guy could really write.
Tanizaki talks about the beauty in the moment between removing the lid and lifting the bowl to the mouth. This is a man who so appreciates ceremony. I’d try to recreate some of the actual experiences he described so that my students might be able to slip into the “magic”. We’d make miso soup together, light the room in candlelight, remain as quiet and still as possible, and once the sound of the Nepalese singing bowl had quieted, we’d remove the lid, lift the bowl towards our mouths, gaze at the silent liquid, have our palms sense the gentle movements of the liquid, take in the fragrance carried by the vapor and delight in what was to come. At some point deemed appropriate, we’d jot down some initial thoughts concerning the experience, then discuss these in groups and then write descriptive paragraphs or poems in our journals.
Tanizaki also addresses gold as having value in the dark houses of the past. It served the function of a reflector. This reminded me of the Russian icons of medieval Europe. Painted on panels, they were covered in gold. The homes were dimly lit and the flickering candlelight created an aura around these images. Known as a “window into the soul”, they captivated the imaginations of many. I teach my students to gild. Again with candlelight, icons could be positioned throughout the room. Students could carefully move about, spending quiet time looking at the icons. Afterward, they might take pieces of wood, sand them appropriately and try their hands at creating their own iconography or they might imagine themselves as an icon painter, research this a bit and write an original monologue.
There is another side to this essay, that of change and the effects of change on aesthetics. As he notes, “we find it hard to be really at home with things that shine and glitter… while the Westerner polishes metals to a fine brilliance, we prefer not to polish it and begin to enjoy it only when the luster has worn off.” As objects age, the wear, or grime, calls to mind the past that made them.
Today we live in a throw away society. Try getting something that is broken to be fixed. It’s easier and cheaper to just buy a new one. I don’t know if Tanizaki was a “ranting” sort of man, but if he were to witness 21st C life –where few can bear to suffer a pause of more than 5 to 10 seconds, he would surely utter some form of exasperation. He would feel alienated by our bright lights, garish costumes, make-up, the desire to prefer the artificial over the natural. Were he alive today, Tanizaki, while appreciating some aspects of change, would be saddened by the loss of wilderness, silence, and health. I think he would see the social and ecological destruction brought on by advances and mourn the loss of shadows.
I will never think of shadows in the same way again!

Julie O’Leary
Talley Middle School 6-8
Visual Arts
In Praise of Shadows is a book about the aesthetics and beauty in the shadows of Japan. Before reading this book, it is good to know that Tanizaki jumps around a lot in his ideas. He has interesting views of beauty and shadows that I have never thought of before.
Tanizaki writes about a range of topics from toilets, to Japanese architecture, to women. He prefers lanterns and candles to electricity because one can see the beauty around. He describes how spiritual and wonderful the Japanese toilet is. The experience is one of tranquility and perfection. When eating, Tanizaki prefers lacquer ware in dim quarters so he can see the shimmer of the gold or black. He also describes the beauty of women with their blackened teeth, green lipstick, and white skin in the candlelight.
The essay also explores how Japan borrowed ideas and objects from the West. Tanizaki felt that beauty was not thought of in many Western inventions. For example he writes about the dental equipment Japan got from the West. He felt if it was created in Japan it would be much more pleasing to look at. He also prefers Japanese homes because they are darker with more shadows compared to Western homes with many windows and a focus on light. This opened my thoughts and views on architecture because I always prefer buildings and rooms with lots of light and windows. I never thought about the beauty in the shadows and the way different objects look.
I think the book would be too complicated for middle school students, but could be used as a resource for middle school teachers. It could also be used in a Visual Arts or English classes in high school. Sections of it could be used in art (middle and high school) to have students think about how shadows can reflect beauty. Light changes how we view and think about different things. It would be interesting and useful to have the students read about this.

Darla Rodriguez
9-12 HS Art
This essay would be good for any AP English student as a whole, however can be broken apart for as young as 8th grade for topic discussions. The above Amazon description breaks down the many discussion topics into the bare bones of the piece. Although written by a famous Japanese novelist, it would be a good piece to have students guess the authorship. The options put forth in the in depth metaphors of light and shadows deal with culture as well as time. Long and sometimes nitpickingly tedious, this essay gives a wonderful insider view of everyday Japanese living. Discussing of the Japanese opinions of aesthetics- pleasing to the eye and the human spirit- are a unique view. Written in 1977 for the English translation, such topics as discussing bathrooms to innate details: tiles vs. wood, light bulbs vs. candle light, and western toilets vs. Japanese toilets are topics rarely discussed in 2010.
The author discusses the differences in cultures through a series of metaphors. These go beyond candlelight and toilets to discuss women’s’ roles and theatre. My personal favorite part to read was about the connection between the Nō theatre and the Kabuki to woman’s’ roles. Men were the actors and they often portrayed women. In the shadows with candlelight, the makeup (Kabuki) and the masks (Nō) were, as the author states “perfection… (verses) this sense of beauty would vanish under the harsh glare (of floodlights).” The puppets are described and then compared to woman of the shadows. I have known little about blackened teeth, however the discussion of how a woman in the dark will have a fairer face when the rest is in shadow… it is almost unheard of these days. I have a hard time to connect with these housewives. However, the reasoning of the Japanese author was highly descriptive for his connection to his wanton need of darkness and shadow.
What would I want to know about this material? The writing is broken apart into themed sections. Each can easily be read separately from each other to use in the classroom. For example, the section on Nō and Kabuki would be wonderful for World literature and for Drama courses. I will use parts of this in the future when discussing interior design and discussing light and dark properties in art.