JapanSPRING TERMTERM 2005

in

focus

P R O D U C E D

B Y

J A P A N

2 1

C O N T E N T S
try the soroban you might like it! ...............................2japan today..........................................3

setsubun...........................................4-5

typhoon tokage ..............................6-7

origami at KS1 and 2 ...................8-9

earthquake picture quiz.................10

noticeboard........................................11teachers workshops .......................12

Japan21
Swire House
59 Buckingham Gate
London SW1E 6AJ
Tel: 020 7630 8696
Fax: 020 7931 8453
E-mail:education@japan21.org.uk
Website: www.japan21.org.uk

memorial stones disturbed by the October earthquake. Photo: Niigata university

We hope you will find lots of useful

LIVE! has been named among the prizematerial in this issue of Japan in focus. The

winners of the My Town Map competition.

Boxing Day Indian Ocean tsunami is still

One of 26 winners from over 600 entries,

fresh in everyone’s minds and theJapan UK LIVE! has been awarded the

management of natural disasters is high on

UNESCO Prize for its contribution to thethe global agenda. In 2004, Japan also

development of cross-cultural

suffered badly from typhoons and anunderstanding. The current theme, in which

earthquake in the Niigata region. Problems

students have been turning their attention

for those affected by the earthquake haveto the wider world, comes to an end on 4

now been compounded by heavy snowfall.

March. However, new participants are

People in Japan are all too aware of theiralways welcome, with forthcoming themes

vulnerability, with the threat of a Kanto

offering many opportunities to share ideas

region earthquake always present. Seeand experience. Japan UK LIVE! will not only

pages 6, 7 and 10 for KS3 geography

broaden your school’s international

materials linked to these events.

dimension, but provides links to literacy

Inspired by the festival of setsubun, we(writing for a specific audience, writing

have made materials aimed at KS2 based

instructions and reports etc) and ICT (using

on myths and fairy tales - see pages 4-5.

digital images, sound and movie files,
creating simple web pages). For details ofJapan UK LIVE

forthcoming themes please contact Heidi

We are thrilled to announce that Japan UK

Potter: heidi@japan21.org.uk

SOROBAN

try the soroban - you might
like it!

I

Confident knowledge (instant recall) of

because I could see its potential fortables up to 9 x 9 allows proficient soroban‘physical’ maths - the beads require

users to calculate sums faster than using a

Have you done any work with themanipulation and the soroban holds those

calculator. The mental agility that can besoroban? Do you share my enthusiasm forelusive abstract numbers as concrete values.

developed by using the soroban is mostits potential benefits to primary maths

These characteristics can be very useful for

impressive. The times table circuit and cardteaching? I would love to hear from you;some dyslexic children, for example.

games used to encourage known number

please email me atfacts are useful in their own right - even if

vbeagrie@ntlworld.com

tried it and I liked it a lot. The soroban is

methods prove to have real benefits, thena Japanese abacus and it is brilliant foreach school should be encouraged to haveprimary maths. It caught my attention

number bonds 5 and 10, and the times

a class set of its own to pass around.

I read the article by Kimie Markarian on the

you don’t plan to continue teaching thesoroban in the ATM Mathematics Teachingsoroban. However the ultimate aim is tomagazine (issue 185, December 2003).

encourage the mental imagery ofother useful contacts

Further reasearch in Japan in focus (1997)

manipulating the soroban beads, so that the

To borrow class sets of soroban and a

Victoria Beagrie

found an offer to loan a teaching soroban

teaching soroban contact Japan 21:

and a class set for a period of a half-term. I

tel: 020 7630 8696

saw this as an exciting and challenging

email: education@japan21.org.uk

opportunity to try something new. Heidi

or go to www.japan21.org.uk

Potter at Japan 21 and Kimie Markarian

Kimie Markarian (pictured here) is anprovided me with some worksheets forindependent soroban teacher. Email:beginners. I was particularly fortunate tosoroban@kmarkarian.f9.co.uk

observe Kimie Markarian teaching the

A version of this article first appeared in thesoroban to year 5 and year 8 children at
Cheadle Hulme Community College.

Introduction to the Soroban:
a powerful aid for number

So now I had a set of soroban, a little

Kimie Markarian, Tandi Clausen-May,expertise and loads of inspiration. I planned

Sue Pope; ATM ISBN 1898611289

a taster session that lasted about one hourand offered my services to local schools.

The ATM has published this revised andactual soroban is no longer a necessary tool.

During my half-term loan I taught thirteen

2extended version of its previous booklet
on the soroban. It includes a brief history“taster” sessions to years two, three, four,

Borrowing the soroban is a fun activity for

and rationale for use of the soroban,

five and six in three schools. The programme

exploring multicultural maths and the set

showing how it can aid the visualisation

was similar across all the age groups, withcan be passed around the whole school toof number and mental calculation. Clear

appropriate adjustments to the vocabularytake advantage of the loan. Yet I wonder if

instructions for using the soroban are

and pace of delivery. The novelty of the

we aren’t missing a much bigger, even more

provided, together with calculations tosoroban and the fast-changing activities

exciting opportunity? I would love to teachgive practice. At each step theheld the children’s attention in quite

one soroban session to my class every week

mathematical concepts being developed

intense concentration for the whole session.

and then see if the children choose to adopt

are identified so that teachers will know

I was pleasantly surprised by the children’s

the “soroban thinking” for themselves.

how to devise their own activities.

willingness to engage with the challenge

Soroban work can be done on paper, so the

To obtain a copy (£9.75 or £6.83 for ATM

of learning something completely new

availability of the class set is not amembers) email admin@atm.org.uk orfrom a visitor.

restricting factor. Should this crossover ofvisit www.atm.org.uk

J A P A NI N

F O C U S

Another selection of snippets fromrecent press about Japan. These canbe used as stimuli for discussion
with KS3 and 4 pupils, as anextension activity. Please use thewebsites listed for more detailed
information.

China now Japan’s biggest
trading partnera constitutional crisis

Toyota’s hydrogen-powered bus

There is a crisis in Japan. The Emperor is 71

Toyota has just unveiled its hydrogen-years old: when he dies his son Naruhito

powered fuel cell hybrid-electric bus which

will become Emperor. But after that, nobody

will operate at the World Expo in Aichi later

knows what will happen, because as yet

this year. The buses are powered by two

there are no male heirs. Only men are

different kinds of batteries: fuel cellallowed to rule and it is forty years since abatteries (which generate electricity

male (Prince Akishino) was born into thethrough chemical reaction between high-imperial family. Prince Naruhito and his wifepressure hydrogen and oxygen) and nickel

have had a baby girl but she will not be

hydride batteries, like those in a laptop

According to figures released in January

allowed to rule unless the law is changed. A

computer or mobile phone. The only

2005 by Japan’s finance ministry, China has

Japanese government panel has been set up

emission from these buses is water, making

overtaken the USA as Japan’s biggest

to discuss this: according to surveys, overthem extremely environmentally-friendly.

trading partner. China now accounts for

70% of the population favour a change but

They are also extremely quiet and give a

20.1% of Japan’s trade, compared withthere is a strong minority resisting any

very smooth ride. In Aichi, a hydrogen

18.6% for the US. Japan’s exports to andchange. One constitutional expert was

station will be set up for refuelling.

imports from China in 2004 totalled 22.2

quoted as saying “the first emperor wastrillion yen. Trade with the US in the same

male and his Y chromosome has beenof the future? Can you foresee any

year came to 20.48 trillion yen.

inherited only by the male line. This is the

problems?

It is worth bearing in mind that theseestablished principle that has beenwww.enn.com

figures were affected by certain short term

maintained by 125 Emperors. I wonder if it

www-1.expo2005.or.jp/en/

factors. For example, there was a 13 month-is right to allow modern notions such as

long ban on US beef in Japan prompted bysexism to deny the blood principle”.

local heroes

a BSE scare in the US at the end of 2003.

What do you think? What does “theMany towns and cities in Japan are getting

blood principle” mean?

their own ”action heroes”. Imitating a tv

How do you think Japan would change

series from the seventies which featured

if an empress ruled the country?

groups of young people who protect theNonetheless economists predict that Japan’s
trade with China will continue to grow inyears to come. They make this predictionwhat do you think? Is this the transport

partly because of lower tariffs and also a

www.abc.net.au

earth, these groups are springing up all overbetter investment climate resulting fromwww.japantimes.co.jp

the country - now there are over 130 of

China’s entry into the World Trade

news.bbc.co.uk

them. They may take on a variety of roles.

Organisation in 2001. Figures showed that

The Suginami Task Force Rangers, for

the Chinese economy grew by 9.5% in 2004.

talking plants?

example, work in the Suginami district ofThey also showed that Japan’s worldwide

Two toy manufacturers in Japan, Tomy andTokyo trying to persuade people to use theirtrade surplus grew by 17.9% in 2004 to

Takara have recently produced bean plants

own bags at the supermarket. Dressed in

12.01 trillion yen. This represented anthat carry a personalised message written

power-ranger style suits complete withincrease for the third year running.

on one of the leaves.

balaclava helmets and tall white boots, they

who are the UK’s top trading partners?

The plant is set in a white egg which

are bound to make an impact!



what makes a country a good trading“hatches” soon after being put in water. A

Hirado (in Nagasaki prefecture) boasts thepartner?

message is inscribed on the leaf with a laser

Hirado Defence Task Force Hiradoshiman.

what is a trade surplus?

JAPAN TODAY

japan today

beam - you can choose from six messages,

This group promotes development of the

www.japantimes.co.jp

such as “I love you” or “good luck”. Whatcity and “protects” it from depopulation.

news.bbc.co.uk

will they think of next!

www.web-jpn.org/kidsweb

www.washingtonpost.com

news.bbc.co.uk

Can you imagine this catching on here?

J A P A NI N

F O C U S

3put the number of beans corresponding to

SETSUBUN

setsubun

their age into a cup.

the bean throwing festival!

storytelling: the demon and thefarmeractivities for KS1 and 2

There are several stories linked withsetsubun. This is one of the most well

etsubun is an ancient festival stillS

an animal. For example, 2004 was the Yearcelebrated every February in Japan. Itof the Monkey. 2005 is the Year of themarks a new start, the end of the

Rooster. To find out more about thecoldest months and the beginning of spring,

Japanese zodiac, have a look at this site:when new seeds are planted and things

http://japanese.about.com/library/weekly/aa

begin to grow. Many years ago, when100498.htm

people in Japan used a lunar calendar,

When people eat the number of beans

setsubun marked the beginning of the newcorresponding to their age, they do this foryear. There used to be four setsubun

good luck. And especially if they are aged

festivals, one at each change of season.

25 or 42 (men), and 19 or 33 (women).

Now only the one at the beginning ofThese years are known as “yakudoshi” -spring is celebrated.

unlucky years. Some people believe that
unfortunate events are likely to happen inwhat happens at setsubun?

these years.

There are several ways of celebrating, allbased on old folk tales associated with theactivities

festival. The most common is mame maki.

1. Make demon masks using the oni pictureThis means bean-throwing, and this isshown below. Go to www.japan21.org.uk toexactly what happens. One member of thedownload a full size picture or make anfamily (usually a man, maybe dad or oldest

enlarged copy on to card, then colour it inson) dresses up as a devil (oni). The rest of

the most vibrant colours you can find. Cut it

the family then throw soya beans at him,out. Now make a hole at each side andshouting “oni wa soto, fuku wa uchi!” This

thread string or elastic through. Make holesmeans “demons out, good luck in!” Thenfor eyes, and it’s ready!

each person picks up beans and later eats

2. Hold your own setsubun festival. Make

the number corresponding to their age.

demon masks, then take it in turns to be(Don’t try eating dried soya beans - in Japanthe oni, running around while the otherthey sell special, edible setsubun beans).

children throw beans at the oni. Don’t

People also hang sardine heads and holly

forget to shout “oni wa soto, fuku wa uchi!”leaves on the door of their houses. These are

When all the beans are gone each child cansupposed to keep the demons away.

pick up some beans and, using chopsticks,

known.
This story can be used to tie in with the
National Literacy Strategy either in year 3
or 5 (see curriculum links, at the end of thearticle). These activities are designed for year
5, term 2, but may be adapted for year 3.
Tell the story to your class, and talk about
it using the points for discussion suggested.
Once the story has been read, have thechildren summarise it in 8 sentences and inchronological order (for lower ability
children, children can arrange prepared
mixed sentences in the correct order. To
download suggested sentences go towww.japan21.org.uk)
Children then use these sentences tocreate their own comic board version of themyth, remembering the features of cartoon
strips (simple drawings, speech/ thought
bubbles, onomatopoeia, the use of small
connective sentences between pictures).
Each sentence represents one picture, so thetotal comic strip should be eight pictures
long. (nb Japanese onomatopoeia is used inthis story. Are the sounds the same in
English? Or in other languages that thechildren know?)
At the end, have children present their
comic strips to the rest of the class. Whichones have worked well? Why?

Temples and shrines all over Japan holdspecial celebrations at setsubun. Famousthe demon and the farmer

people, often sumo wrestlers, are invited toOcome and throw beans to the crowds ofpeople who come to watch.

nce upon a time there lived a
farmer who had a very beautiful
daughter. All the boys in the village

wanted to marry her. But the farmer said tofind out more

the boys, “If any of you can lift the

The person chosen to throw the beans is

millstone with his bare hands, you canusually someone who is born under the sign

marry my daughter!” The millstone wasof the same zodiac animal of the coming

huge and very heavy. Nobody could lift it.

year. In Japan, each year is associated with

4

J A P A NI N

F O C U S

 what is a millstone?

 What are soya beans? Can you think ofanything made from soya beans?

One day, a young man turned up at theholly leaves or they’ll scratch your eyes andfarmer’s house. His arms were as thick asmake you blind! Yaa, yaa, yareyo!”tree trunks and his body looked strong and These are funny things to be afraid of. Can
you think of any other strange things that
demons are supposed to be afraid of? (egvampires and garlic...)

Before long they could hear footsteps:

me your daughter?” The farmer replied, “Yes,

The demons clapped in time to the beat,that’s right.”

accompanying their song. The farmer What is revenge? Do you think revenge is agood thing or a bad thing?

So the boy wrapped his arms around thelistened carefully to the words of the song.

“Where’s the girl?” one of the demons

millstone, gave a great roar and lifted the

One of the demons now turned to theshouted. “Give me back my wife!” yelledmillstone right above his head. The farmer

farmer’s daughter and yelled “Hey, now you

another. “If you don’t give her back I will

and the rest of his family stood with theirmust sing for us!” “That’s right” saidbeat you to a pulp!” shouted another. The

mouths open, shocked.

another, “Sing! Sing!” So the girl sang ademons ran towards the doorway, but then“Now you must give me your daughter assong in a most beautiful voice.

they saw the sardine and the holly.

you promised,” said the young man. And he“Now it’s time for the flies and mice to“Pooh, what a stink!” said one. “Yuck! A

quickly hoisted her over his shoulder andsleep. Now it’s time for the cows and horses

sardine head,” shouted another. “Ouch!

ran off into the mountains.

to sleep. Now it’s time for you, child, toHolly leaves,” said another. “It’s got me in The farmer is choosing a husband for his
daughter. Do you think this is a good idea?
What is an arranged marriage? Can you
think of any countries or cultures where thishappens?
 How does the farmer choose the man? Whatkind of man would you want for yourdaughter?

sleep. Goodnight.”

the eye! I can’t see!” The demons couldn’t What kind of song is this? Do you know
any lullabies? Why do you think lullabies
send children to sleep?

get past the doorway.

The demons listened, entranced, completely

beans at the demons. “Ouch!” cried one. “Ohabsorbed in her song. One by one, theyno, not beans!” shouted another demon. The“Wait!” shouted the farmer. “Who are you?

began to doze off, right where they sat.

demons panicked as they were hit by some

Where are you from?” He was shocked andBefore long, all you could hear were hugebeans and slipped on others. “Let’s run

worried. In a panic he chased after thesnores: “Gougou, gaagaa”. All the demons

away!” “We are no match for the beans!”

young man and his daughter.

had fallen asleep. The farmer quickly ran to

Crying and screaming, the demons fled..

On and on they ran, deep into thehis daughter. “Come on, let’s run away!” The

mountains. The farmer followed and saw

girl said, “Look, this iron club is called athem reach a well-lit cave in the distance.

senriba. If you tap it once it will take you

The young man carried the girl inside.

anywhere you want. Let’s use it to escape.”

The farmer crept up carefully, and saw

The farmer and his daughter sat astride thethat the cave was a demons’ lair. The

senriba and gave it a quick tap.

demons were right in the middle of a big What is an iron club?
 How did the girl manage to escape? Did she
use her strength or her head?

if I can pick up the millstone, you will give

party and the farmer’s daughter was sitting
next to a young demon.

DOKA DOKA, GARA GARA. The demons were

SETSUBUN

sturdy. He said to the farmer, “Is it true thaton their way back to get revenge.

“Now it’s our turn,” said the farmer. The
farmer and his family started to throw What kind of story is this? (myth) How do
you know? (there’s a hero, a problem to besolved, a journey, mythical creatures, special
help (senriba), a battle, a happy ending etc)

Curriculum links
Year 5 Term 2 National Literacy Strategy• Word 11 to explore onomatopoeia. Collect, invent What is a lair?
 Do you think the girl will escape? How will
she do it?

In an instant they were back at home. They

“Ah! that must be the young man who

Everyone was very worried about what theconventions to guide the reader and the use oflifted the millstone,” the farmer whispered

demons would do when they woke andpunctuation to replace intonation, pauses andto himself. “But he’s really a demon!”found the girl gone. “Don’t worry,” said the• text 1 to identify and classify the features of myths

Although the farmer was very scared, hefarmer, “I know what demons are afraid of.

(hero, villian, a problem to be solved, journey, help,

was even more worried about his daughter,

Quick, get a holly leaf, stick a sardine headso he stayed to see what would happen.

on top and hang it outside over the

Eventually the demons got drunk anddoorway.”

told everyone what had happened, that they
had just run away from the demons’ lair.

and use words whose meaning is represented intheir sounds• Sentence 6a,d to be aware of the differences
between spoken and written language, including

gesturesbegan to sing: “Yaa, yareyo! Better not go How does he know this is what they are afraid of?

near sardine heads or yourThe grandmother added, “Let’s get somenose will shrivel and fallsoya beans too. People say that they ward

off! Better not go nearoff evil”.

battle, resolution...)• text 11 to write own version of a myth in a comic
strip styleYear 3 Term 2 National Literacy Strategy• sentence 1 to use awareness of grammar todecipher new or unfamiliar words• text 2 to identify typical story themes, eg. good overevil
• text 3 to write a story plan for own myth using
story theme

J A P A NI N

F O C U S

5

TYPHOON TOKAGE

typhoon tokage

what
is a typhoon?

A typhoon is a storm with winds ofover 119km/hour, occurring in the west
pacific ocean. The same thing in this partof the world would be called a hurricane.
The winds are followed by heavy rain.
Typhoons or hurricanes form over a
Philippines. Do you warm sea. The warm water evaporates
the air, creating clouds andthink disruption to into
lowering the atmospheric pressure of
the air. Because air usually moves fromtransport would
areas of high to low pressure, thishave been as bad in creates wind. The earth’s rotation
the wind swirl round. If thethe Philippines as it makes
winds at the top of the atmosphere
was in Japan? Try to are a very different speed from thoseat the bottom, this will cause “windexplain why you feel shear” and the storm will breakup. But if they are the same
this.
speed, they may continue toswirl and grow to form atyphoon, or hurricane.

coping with natural hazards
a resource for KS3 geography
On October 20th 2004 Japan was hit by Typhoon
Tokage, with wind speeds recorded at 229 km perhour. At least eighty people died. This was the tenthtyphoon to hit Japan that year. Usually there arethree or four, and none as strong as this one. This
was the worst typhoon since 1979 when 115 people
died. The diameter of Typhoon Tokage was measured
as 800 km. Because it was so big it affected large
parts of the country - everywhere south of Tohoku
suffered in some way. Its size contributed
significantly to the high death toll.

area affected by
Typhoon Tokage

Tokyo
Kyoto
Osaka

6

landslides

Most deaths werecaused by landslides - asecondary impact of the hazard. Rainfall in October
was 570 mm, the highest monthly total since 1945. In
Miyazu, Kyoto prefecture, a mudslide engulfed
several homes, killing two people. In Tamano, Hyogo
prefecture, a massive landslide killed four people. A
village in Nagano prefecture was completely cut off
after 100 landslides destroyed all roads leading to it.
In Ehime, a woman died when her house was buried
in a landslide.
Question: what is a landslide? Explain why you think
there were so many landslides after this typhoon?

transport disruption

flooding

The shinkansen (bullet train) was shut down on
Wednesday (20th October) afternoon between Tokyo
and Osaka because of heavy rain. It reopened laterthat evening. On other parts of the line more thanforty trains were cancelled. Three days after thetyphoon, regular train services (not shinkansen) werestill suspended. Almost 1000 flights were cancelled,
affecting 127,000 passengers. Two containerships
and a training ship ran aground.
Question: about a month after Typhoon Tokage hit
Japan, another big typhoon hit Manila in the

Flooding was widespread throughout southern andwestern Japan after this typhoon. In Toyooka, HyogoJ A P A NI N

F O C U S

landslip and fallen trees caused by the typhoon in Kayamachi, near Kyoto. Photo
courtesy of Mr Hayakawa, Kyoto.

Questions
 Look at the picture above. Try to explain why thishouse has collapsed.
 One thing that made the flooding worse was thatso many houses had been built on river flood
plains. What is a flood plain? Explain why peoplechoose to live on them in spite of the risks.
 Hyogo prefecture now has very good earthquake
emergency plans, but flood prevention measures
were inadequate. Only eleven of the towns in thearea had a flood map. What do you think a flood
map is? Explain how having one might have
reduced the impact of the typhoon.

creative writing
Look at the following statements. Each one gives
information about some of the causes and effects ofthe typhoon. Which of these things could people
have done something about? Which were impossible
to stop? Discuss and then divide the statements into
two separate lists.
 In 2004, ten typhoons hit Japan. The annual
average is 2.6 typhoons.
 It is nearly 50 years since two typhoons hit Japanin October, the end of the typhoon season.
 The waves in Muroto, Kochi prefecture, were 17.8
metres high. The normal maximum height during
a typhoon is 13 metres.
 The sea embankments in Muroto were built in 1967.
 The ocean between the Philippines and Japan was

TYPHO
SO
UN
M I T- O
EKAGE

prefecture, the embankments of a river flowing
through the centre of the city collapsed. Even after
the typhoon passed the muddy water didn’t subside,
so in about 800 houses people were left stranded on
the first floor. This was particularly difficult for thevery young and elderly to cope with. Many people
were rescued from their rooftops but road and rail
links were cut so rescue operations were badly
hindered. In Maizuru, a coach full of elderly people
was almost submerged by floods. Passengers spent anight on the roof before being rescued.
Photo courtesy of Mr Hayakawa, Kyoto.

unusually warm, which meant that the typhoon
did not weaken as it travelled over the sea, as
would usually be expected.
 Many elderly people could not evacuate in time
and were trapped in houses. The disabled and very
young also had problems evacuating. It wasdifficult even for able-bodied people to evacuate
fast enough at night time.
 A tourist bus was stranded in flood water. The
elderly passengers were lucky to escape unharmed.
 It has long been accepted that river embankments
in Toyooka are not high or wide enough.
 Rain water tanks and lakes or reservoirs can help
to regulate water flow.
 Typhoon 23 coincided with a high tide in Kobe.
Drainage pipes were old, could not cope with somuch water and so overflowed.
Because of climate change, it cannot be assumed
that the typhoons of 2004, particularly Tokage, arefreak events. Using what you have learned fromdiscussing the sentences, write a report suggesting
preventive measures to be put in place so that thenext big typhoon is not such a disaster.

useful websites
news.bbc.co.uk and www.japantimes.co.jp
web-jpn.org/kidsweb
www.aoml.noaa.gov (Atlantic Oceanographic &Meteorological Laboratory: definitions of typhoons etc)
J A P A NI N

F O C U S

7

origami for maths at ks 1 and ks 2
ORIGAMIcrownpaper: 15 cm x 15 cm
Points to note:Dotted lines are fold lines
and the arrows show thedirection of the fold.
A hairpin arrow indicatesthat you fold to make acrease then fold out
again.
A reverse fold means foldin the opposite directionof the crease.

useful contacts
British Origami Society:assembly (inside)

www.britishorigami.org.uk
A fount of origami
information, complete with
online shop for ordering

Slide the ends inside one another, leaving the triangle section free. The triangles can then overlap.
Assemble seven units in the same way.

paper, books and leafletswith folding instructions aswell as videos and CDRoms.

assemble in a circle (nb putting
the last one in is more tricky)

8

J A P A NI N

F O C U S

HISTORY

These two models were written by origami artist Tomoko Fuse. If you are planning a Japan day, these could form thebasis of an origami workshop. You can also use them to support maths at key stage one and two.* Use the crownmodel to talk about properties of shape. Discuss the shapes that are made after each fold (square, rectangle, triangle)
and how many of each make a bigger shape. You can also discuss symmetry. The cat model can be used in the same
way but also to introduce different types of triangle. Once the model is finished, ask pupils to count the number oftriangles they can see.
*nb: These models are a little complex but simpler origami can be used to support maths at foundation level.

curriculum links

Shape, space and measures: KS 2

Shape, space and measures: KS 1

inquisitive cat

Pupils should be taught to1c approach spatial problems flexibly including trying
alternative approaches to overcome difficulties
2a recognise right angles, perpendicular and parallel lines
2b visualise and describe 2D and 3D shapes and use correct
terminology when referring to triangles
2d visualise 3D shapes from 2D drawings and use this knowledge
to help interpret instructions

ORIGAMI

Pupils should be taught to:
1d use the correct language and vocabulary for shapes
2a describe properties of the shapes made as they fold the model
2b observe, handle and describe common 2D shapes that are made as
they fold the paper, including triangles, rectangles, squares
2d recognise reflective symmetry as it occurs during thefolding process

paper: 15 cm x 15 cm

make crease marks along the dotted lines

behind in the same way

open the front of the model slightly and fold the bottom triangle up
inside (inside reverse fold).

draw a face for the cat

Open the centre, put your fingers inside
between the outer flaps and push down the
middle, folding up the front to make the faceand ears (as in figure 11)

turn the model over(back)(face)

rub thumb and finger together
to make the cat move

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9

EARTHQUAKE QUIZ

earthquake in Niigata:picture quiz
The following pictures were taken in Niigata just after the earthquake in October 2004. Look at each picture: can you
work out what has happened? How would it have looked before the earthquake? Write a short description of what
you see, then check the answers at the bottom of the page. (Pictures are courtesy of Niigata University) NB Larger
copies of these pictures can be downloaded from japan21.org.uk

secondary impacts
Read out the sentences in bold to the class. Discuss how
these factors may have made the impact of the earthquake
worse. Use the information below to aid discussion.
1

Niigata is a remote area.
Because it is remote, it was difficult for help to getthrough after the earthquake and for reconstruction to
begin properly.

12Winters in Niigata are severe. This earthquake hit justbefore the onset of winter.
Niigata is on the Japan Sea Coast and suffers severe
winters. The earthquake hit in October just before winter,so there was no time for people to make their houses
safe before the onset of bad weather. Many will be living
in emergency accommodation all winter.

3

The snowfall this year has been the worst for 19 years
This year’s snowfall has been very heavy - 3-4 metres inthe earthquake zone. This is the worst for 19 years,

2

causing additional damage to already weakened structures.
As at 3 Feb 2005, 10 people had died shovelling snow.
http://www.asahi.com/english

picture answers
picture 1
Along route 117, the road subsided where it joined a bridge.

3

picture 2
Kashiwazaki city, Nagatori area, a 2 metre-diameter
manhole rose about 1 metre. Apparently there were several
instances of this happening.
picture 3
Kashiwazaki city, Yasuda area, the road subsided along thewater pipe.
picture 4
Between Echigohirota and Nagatori, collapse of rail banking

4
10

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on the Shinetsu line.

Prize in 2000,
Takahashi has beencommissioned by the
Serpentine to make a
new work thatcomprises a series of
distinct environments
throughout the Gallery.

NOTICEBOARD

NOTICEBOARD

Book Note
A Guide to the JapaneseStage: from Traditional to
Cutting Edge
Ronald Cavaye, P. Griffith,
A. Senda

Further informationfrom the Serpentine Gallery, tel: 020 7402

Publisher: Kodansha Europe

gap year in Japan

6075 or visit the website at

ISBN: 477002987X

Project Trust have places for school leavers

www.serpentinegallery.org

List price: £11.99
An extremely accessible resource forschool in central Tokyo and a commune

new Japan exhibition at the
royal armouries museum inleeds: june - august 2004

outside Kyoto. For further details contact:

Twinned with Toshogu Shrine in Japan sincetraditional and modern genres, with

info@projecttrust.org.uk or look at

the Japan Festival in 1991, the Armouries

individual chapters on kabuki, bunraku,

www.projecttrust.org.uk

and the Shrine have developed their long-noh, kyogen and contemporary theatre.

wishing to spend 12 months inJapan for their gap year. Current teachingplacements include Hokkaido, aanyone setting out to find out about
Japanese theatre. This book covers

term relationship significantly, withdeai photo essay cafe &competition

exchange of loans and special events.

The traditional chapters include a brief

However, this is the first time that thehistory of the genre, a summary of the

www.tjf.or.jp/photoessaycafe

Armouries has planned a major exhibition in

main categories of play as well as

Many of you will be familiar with Deai,

its Leeds Museum. Objects never seen insynopses of the most often performed

having worked with resources detailing thethe West before will be on display

plays. Each chapter also gives insights

lives of seven Japanese high school

throughout the months of June, July andinto the stylised movements used in

students. The Photo Essay Cafe is a website

August. The education programmes willtraditional theatre. The noh and kabuki

where students from all over the world can

include new materials for art and design,

chapters include line drawings showing

communicate through photo essays theyhistory and literacy. All activities will besome of the most important gestures

create themselves. Create your own photobased around the centre’s popularand what they mean. The bunraku

essay, telling your story and expressing yourinteractive handling sessions, dressing up

section has diagrams showing how thethoughts.

activities and Art Kart programmes.

puppets are constructed andcompetition

To find out more, call 0113 220 1888 or

manipulated. Main character types are

Seven students who submit essays to theemail: educate.leeds@armouries.org.uk

explained for each genre, and in the

Cafe will be invited to come to Japan andmeet the seven Deai students, stay in a
Japanese home and travel around Japan. To
enter, you must have studied using the Deaimaterials. Essays should be about 500
words, with about five photos.
For full details of how to enter, go to thewebsite. Closing date: March 31, 2005.

tomoko takahashi
Serpentine Gallery, London
22 February - 10 April 2005
For her first major exhibition in the UK
since she was nominated for the Turnernoh section some of the most common
masks are pictured. There is also a
description of the stage in each case andits role within the drama.
The contemporary section features ten
selected plays then describes major
trends and personalities that haveinfluenced theatre in Japan in recent
years.
The book also features a listings section,
giving contact details for all major
theatres in Japan.

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11

TEACHERS WORKSHOPS

teachers workshops

programme allowed participants to examine
Japan-related artifacts and then take part inpractical sessions based on what they had
seen. Art teachers worked with woodblock
printing, sumi-e (ink brush painting) andreport: japan 21 teachers
workshops autumn 2004

Particularly popular was a session looking at
where Japan fits in the KS3 strategy, given
by David Weatherly, geography adviser forJapan 21 held three workshops for teachers

Devon. Sessions also covered naturalin the autumn term, 2004, in Bournemouth,

hazards, the current economic situation andLeicester and Preston. Workshops continueurban case studies.

to concentrate on the key curriculum areas

paper-based projects. Drama teachers usedexhibits relating to Noh drama as a starting
point, then went on to learn the chant andmovement for a section of a play, together
with its musical accompaniment.
Drama teachers were also invited towhere Japan is taught. Geographers were

In Bournemouth the day tied in with theinvited to sessions at Preston and Leicester,

ongoing “Well Hammered” exhibition at theboth courses focussing on Key Stage 3.

Russell-Cotes Museum & Art Gallery. The

Leicester, and an art course ran at Preston.
In Preston, the Japan Foundation London
Language Centre provided a taster day forteachers interested in setting up Japanese
language courses. Participants learned somebasic Japanese and had the opportunity to
discuss resources, staffing, accreditation andother issues relating to the teaching ofJapanese at primary and secondary levels.

future workshops
Japan 21 is currently rethinking the format
of workshops. At the moment there are no
definite dates for the coming year, but more
information will be available soon. Look out
for news in the next issue of Japan in focus
and on the website: www.japan21.org.uk

International Day at Kings
Norton Girls’ School and
Language College, Birmingham.
22nd October 2004.

country, making and eating sushi and sumi-

influence. ‘We learnt a lot about howe (ink brush painting). The workshops wereJapanese people live,’ said Bethany andmainly run by experts in their field,

Stephanie, Year 7 pupils, ‘It was great to use

contacted via Japan 21’s ‘Access to Experts’the special brushes for sumi-e and welist, but also by staff at Kings Norton Girls’

enjoyed learning to write our names inInternational Day means the school’s

School and Katherine and Hiroko fromJapanese’.

timetable is suspended for the day, andJapan 21.

From a teacher’s point of view, being able

pupils from all year groups participate in

The day was a tremendous success. The

to provide the pupils with such high quality

activities and workshops to learn more

students were given an insight into aworkshops was fantastic. These people

about particular countries and global issues.

culture that until then they knew little

provided an in-depth knowledge and superb

Year 7 pupils spent the day learning about

about, and it has fired their enthusiasm toskill level, and it was a privilege to be able

Japan. Their day involved reading andfind out more about Japan and otherto work with and learn from them.

writing haiku, origami, learning about thecountries beyond their immediate sphere of

Clare Strong, King’s Norton Girls School

If undelivered, please return to:
Japan 21, Swire House 59 Buckingham Gate London SW1E 6AJ
12J A P A NI N

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