Zhao Mengfu

(noun)

(1254–1322) A Chinese prince and descendant of the Song Dynasty's imperial family, and a scholar, painter, and calligrapher during the Yuan Dynasty.

Related Terms

Examples of Zhao Mengfu in the following topics:

  • Painting under the Yuan Dynasty

    • Zhao Mengfu was a Chinese scholar, painter, and calligrapher, whose rejection of the refined, gentle brushwork of his era in favor of the cruder style of the 8th century is considered to have brought about a revolution that created the modern Chinese landscape painting.

  • The Southern Song Era

    • Other members of the Song imperial family continued to live in the Yuan dynasty, including Zhao Mengfu and Zhao Yong.

  • The Eastern Zhou Period

    • By the end of 5th century BCE, the feudal system was consolidated into seven prominent and powerful states—Han, Wei, Zhao, Yue, Chu, Qi, and Qin—and China entered the Warring States period, when each state vied for complete control.
    • After a series of wars among these powerful states, King Zhao of Qin defeated King Nan of Zhou and conquered West Zhou in 256 BCE; his grandson, King Zhuangxiang of Qin, conquered East Zhou, bringing the Zhou Dynasty to an end.
    • Qin has expanded southwest, Chu north and Zhao northwest.

  • References

    • Zhao, R. & Orey, M. (1999).

  • Philosophy and Art of the Han Dynasty

    • The Records of the Grand Historian by Sima Tan (d. 110 BCE) and his son Sima Qian (145–86 BCE) established the standard model for all of imperial China's Standard Histories, such as the Book of Han written by Ban Biao (3–54 CE), his son Ban Gu (32–92 CE), and his daughter Ban Zhao (45–116 CE).

  • Origins of the Song Dynasty

    • Zhao Kuangyin, later known as Emperor Taizu (r. 960–976), usurped the throne from the Zhou with the support of military commanders in 960, initiating the Song dynasty.

  • Coaching and Scaffolding

    • Applebee and Langer (1983), as cited by Zhao and Orey (1999), identify these five features as:
    • Zhao and Orey (1999) identify these six general features of the scaffolding process as: sharing a specific goal, whole task approach, immediate availability of help, intention assisting, optimal level of help, and conveying an expert model.
    • However, the learner's interests must be recruited or enlisted through the teacher's ability to communicate with the learner and achieve intersubjectivity (sharing intentions, perceptions, feelings and conceptions) (Zhao & Orey, 1999).
    • This procedure directly corresponds to the first rule of scaffolding as defined by Zhao & Orey (1999), which is to assist the learner with those tasks he/she is not yet able to carry out on his/her own.
    • Zhao, R., & Orey, M. (1999).