Japan: Traditions and Culture



Japan: Traditions and Culture

Overview

Students will explore Japanese customs and history and create their own works that reflect these traditions.

Links to Curriculum Outcomes

Students will (be expected to)

• Identify and use primary and secondary sources to learn and communicate about the past (social studies)

• use material and non-material elements of culture to explain the concept of culture (social studies)

• develop awareness of the ethnic diversity, cultural uniqueness, and influence of the visual arts in our society (visual arts)

• reflect on and give reasons for their interpretations of an increasing variety of texts (language arts)

Links to Telling Stories: Themes / Key Words

• symbolism

• ensign

Art Works

• Untitled, Robert Harris, CAG H-1757

• Untitled, Robert Harris, CAG H-1773

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Lesson #1: Tea Time

Objective Students will learn that ceremonies are passed from generation to generation and will participate in a reenactment of a traditional Japanese Tea Ceremony.

Materials

• large pottery bowl

• sweets

• ladle, bamboo stirrer, spoon

• red silk napkin

• white linen cloth

• powdered tea

• plug in kettle

• water

• cups (one for each person)

Activities

1. Discuss as a class ceremonies that the students are familiar with (graduation, weddings, baptisms, birthdays, etc.) and what is involved with these ceremonies:

• Where do ceremonies come from?

• Are they something new or are they traditions past down?

• Where do we learn about the ceremonies in our cultures? (Discuss how we are brought up with them so therefore know what is involved.)

2. Refer to the Robert Harris drawings. What kinds of ceremonies can the students imagine that the two characters depicted may take part in? (Answers may vary widely, as the two pictures are very mystical!!)

3. Tell students that they are going to take part in a ceremony that is very traditional in Japan. Have students sit around on the floor with elbow room. Set up all of the materials at the front of the room in a place were everyone can see but that is out of the way. If possible wear a kimono!! With the students, perform a version of the following ceremony.

Japanese Tea Ceremony

• Bow to the students and welcome them. "Yopku irasshaimashita" means welcome.

• Call each student by their last name, always adding the word SAN. (John Martin would be Martin-San.)

• Serve students a small treat.

• Clean the ladle with a red silk napkin.

• Wipe the rim of the pottery bowl with a white linen cloth.

• Warm the pottery bowl with hot water. Pour out the hot water.

• Spoon the loose tea into the pottery bowl.

• Ladle hot water into the bowl and stir vigorously with the stirrer until the tea foams.

• Ladle the tea into cups for the students.

• Students bow and sip the tea.

Computer Option

• Have students research ceremonies from all over the world. Countries could be assigned to groups with a ceremony day at the end of the project to act out some of the discoveries.

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Lesson #2: Japanese Mon: Art and History

Objective Students will investigate culture through symbols focusing on traditional Japanese Mon.

Materials

• white poster board

• geometry compasses

• pencils

• erasers

• black felt tipped markers

Activities

1. Show students examples of cultural symbols such as the four leafed clover, Claddagh rings, Celtic knots, ying yang, Star of David, Fleur-de-lis, Buddha, the peace sign. Discuss the meanings and feelings that these images evoke for the students when they see them.

2. Observe the Robert Harris drawings. What two symbols depict Japanese / Asian styles (Japanese script, kimono)

Explain the ‘Mon’, traditional symbol of the Japanese family:

The ‘Mon’ is what people in Japan have used for centuries as a symbol of their family. It is similar to the crests of well off families in the U.S. and Britain. In Japan its use was not only for the privileged – any family could have one. These symbols are very important in Japanese history and they date back to the 11th century, when warriors would place their families’ ‘Mon’ on their banners during battle. After returning from war, the symbols became a distinguishing mark for the family. They are most often circular, done in black ink, and their focus is usually on the environment (waves, lightening, sun, moon, animals, etc.).

3. Have students do an image search on Google for Japanese Mon, Japanese Kamon or simply Japanese Family Crests so they can familiarize themselves with what the traditional family Mon look like.

4. Students will begin creating their own Mon by brainstorming ideas they could use to symbolize their families. They should be inspired by the Mon that they researched but should not copy original Japanese Mon. Remind students that nature should be one of their main focuses in creating an authentic Mon.

5. Show students how to draw a circle with a geometry compass and have them each draw one on white paper. Have students complete their Mon inside the circle, taking care in how the symbol is placed within the circle and the amount of space that it uses.

Ideas for Assessment

Have students address the following:

• What does your Mon symbolize to you?

• How does it apply to your family?

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Lesson #3: Hurray Haiku!

Objective Students will explore the ancient Japanese form of poetry, Haiku.

Materials

• white paper

• pencil crayons / crayons

• examples of Haiku (can be found on the internet, in the library, and at bookstores)

Activities

1. Explain to students that Haiku is a form of poetry that dates back to 7th-century Japan. It is very short (usually three lines), does not rhyme, and is usually about a single event, often nature. The traditional form of Haiku involves two accented beats/words in the first line, three accented beats/words in the second, and two in the third. Show / read them these examples:

• After I step

through the moonbeam–

I do it again

-George Swede

• A snowman

turned into a shield

snowball fight

-Tooru Usui

2. Read numerous examples of Haiku from poetry books (show pictures when Haiku is illustrated) so students can get a very concrete example of what it entails.

3. Depending on the abilities of your students:

• Have students write their own poem using the rules of Haiku and illustrate it when they are finished, or

• Students could select a poem they liked from those that have been previously read (make the collection of poems accessible for students to revisit). Have students copy the poem onto drawing paper and then illustrate what they think the haiku is saying. Have students write an explanation of why they drew what they did – what about the Haiku inspired the drawing they created?

Computer Option

• Students could search for their own examples of Haiku and then hold an in class poetry reading with what they have chosen.

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Lesson #4: My Name as Art

Objective Students will create banners with their names printed in the Katakana alphabet

Materials

• white Bristol board cut lengthwise (one half for each student)

• red and black Bristol board (uncut)

• pencil

• black felt tipped markers

• gold sparkles / glue

• copy of the Katakana/English alphabet for each student (can be found at scroll to the bottom of the page)

Activities

1. Have students observe the two Robert Harris drawings referenced above. Discuss the markings they see going up the sides of the page. What are they?

When student response is that it is Japanese writing, discuss that it is written top to bottom. Show students an overhead of the Katakana / English alphabet and have them notice the letters in their name.

2. Explain to students that they will be creating their own banner with their name written in Katakana. (Show an example of your name so they can see the finished product.) Pass out copies of the alphabet and have students practice the symbols in their names.

3. Distribute the "banners" (Bristol board cut previously) and have students write the symbols in their names top to bottom in pencil. Remind students to think about the appropriate size for each letter, depending on how many symbols are in their names.

When they are happy with the pencil outlines they may trace them with black felt tipped marker.

4. Have students mount the finished banner on black or red poster board or Bristol board for a finished appearance. They may also sprinkle gold sparkles to give it a richer look.

Ideas for Assessment

Ensure students used the correct symbols in their names. Keep in mind that some students may have difficulty with the transfer of the symbol from small to large. As long as it resembles the original letter they were successful in their artwork.

Suggested Resources

• The Girl Who Loved Caterpillars: A Twelfth-Century Tale from Japan (Jean Merrill, 1997)

• The Way We Do It in Japan (Geneva Cobb Iijima, 2002)

• The Samurai's Tale (Erik C. Haugaard, 1990)

• Night of the Ninjas (Mary Pope Osborne, 1995)

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Melissa VanToever

Two 40 minute social studies classes

One or two 40 minute language arts class

One 40 minute visual arts class

Four

Social Studies, Language Arts, Visual Arts

Developed By

Suggested Length

Suggested Grade Level(s)

Subject Areas

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