Japan
AUTUMN TERM
2003

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

Two earthquakes,
a world apart ..................................2-3
EXPO 2005 in Aichi: a decision
making exercise forYear 5-6 pupils ............................. 4-5
Background to Aichi and EXPO .....6
Japan 21 Awards................................7
Arts of Japan Summer School:
report and resources.....................8-9
Noticeboard ................................10-11
Original Sushi Competition...........11

Taiiku no hi (Health Sports Day) is a national holiday in Japan, held on the second Monday in October.
Neighbourhoods gather together for a wide range of sporting events. Many schools, such as this one in Tokyo, holdtheir sports days in autumn, when the weather is usually fine, but not too hot.

Welcome to the 19th issue ofDon’t forget the deadline for the o-bento

Japan in focus, the educationcompetition (see page 10). If you are fired

newsletter for Japan 21. This

up by food, you may also be interested inissue is full of resources for use at primary

the sushi competition on page 11.

and secondary level.

First steps: New resources
for KS1 ................................................11
Teachers’ workshops .......................12
British Council grants for schoolFirst steps – we are delighted to present
Geography teachers: see pages 2-3 for a

our new poster pack resources suitable forlesson idea comparing the impact of two

the foundation stage and KS1. Bursting

recent earthquakes.

with lesson ideas, these packs help
introduce Japan to younger children in a

Art teachers may be interested in thelinks and partnerships

resources arising from the Arts of Japan

with Japan.........................................12study week held in July - see pages 8-9.

simple, yet effective way. For more
information on how you can borrow theseresources, turn to page 11.

If you are a primary teacher, we hope you

Japan 21
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

will find the decision-making exercise on

Being launched in November are the Japanpages 4-6 useful. Focussing on EXPO 2005

UK LIVE! Project Pages. Following the site’sto be held in Aichi prefecture, it centres

bilingual format, groups of two or morearound a classroom debate.

schools working on a collaboration will begiven their own exclusive working area. ThisSee page 7 to find out if you could apply

consists of a talkboard, which can be used

for a Japan 21 Award. Since the awards

to discuss the project and plan the work,

started in May, over 25 have been made.

and a simple web page creation system. Go

You might find inspiration here if you needto www.japanuklive.org or contact Japan 21

ideas for a project.

to find out more.

“destroyed”.

reported landslides in the region.

Hundreds of

The nuclear reactor in Miyagi

factories and small

prefecture shut downbusinesses wereautomatically.

TWO EARTHQUAKES(Source: USGS Earthquakes Hazards Program)also at least
partially destroyed.

disaster management

Key roads wereIn Miyagi, emergency disasterbadly cracked andhead quarters were quickly

blocked withestablished.

debris.

deaths and injuries

Government officials said that it

Rescue workers sent to Algeria

The death toll for the Algerian

was newly built houses or houses

from abroad complained of theearthquake was put at over 2000.

under construction that werelack of interpreters, transport and

Nobody died in the Miyagi

worst hit. There has been muchof general confusion among theoffshore earthquake. More thananger directed at the builders andauthorities.

7000 people were seriously

at the government for allowing

injured in Algeria. In Miyagi thebuildings of questionablefigure quoted for injured people

safety to be built.

was “more than 140”, but mostinjuries were minor.

In Miyagi, thehighways, airports

2

structural damage

and shinkansen train

Thousands of houses werelines were all closed

destroyed in Algiers. Days after

briefly. Some fires broke

the earthquake, 3500 houses hadout but were quickly

already been registered as

extinguished. There were two

J A P A NI N

F O C U S

(Source: USGS Earthquakes Hazards Program)WORLD APARTOn May 21st 2003 there was an earthquake in Northern Algeria measuring 6.8 in magnitude and over2000 people were killed. Five days later there was another earthquake, this time off the coast of North
East Japan and although over 100 people were injured, no one was killed. The Japanese earthquake wasmeasured at 7.0. Earthquakes of very similar magnitude: why then so different in their human impacts?

TWO EARTHQUAKES, A

two earthquakes, a worldaparttasks

Use the information on thesemeans a hosepipe ban. In an

pages to answer the following

LEDC it can mean death.” Explain

questions in brief. Then use thewith reference to theseinternet sites listed and any otherearthquake studies.

“In an MEDC, a drought
TWO EARTHQUAKES

sources you can find to obtain
more information and give fulleranswers.


On a world map locate Miyagi

and Northern Algeria.

Damage from the Miyagi earthquake
photo courtesy Yamato Town

Japan seemed to cope wellwith this earthquake, having
learned lessons from Kobe (17th

Look at the fact file for each

January 1995, magnitude 6.8).

country. What geological reasons

But if another, more devastating,are there for one earthquake

earthquake were to happen inbeing so much more devastating

Japan, do you think they would bethan the other?

ready? What measures have they
already got in place and what, if



Now look at the damage

A temple after the Miyagi Earthquake
photo courtesy the K2 Factory

useful websites
http://news.bbc.co.uk
Type Algeria earthquake or Sendai
earthquake in the search box.

any, problems can you foresee?
http://www.cbsnews.com/stories

caused. Why did the earthquake
have such devastating

consequences for the Algerians?

distribution of hazards. Is there a

Could anything have been done in

relationship between theAlgeria to make this earthquake

distribution of hazards and theless of a catastrophe? If so, what?

distribution of MEDCs and LEDCs?

Describe the global/2003/05/26/world/main555537.
shtml
This CBS news site provides an in
depth account of the Miyagi
earthquake, with links to reportson the Algeria earthquake, so
students can draw comparisons.
http://neic.usgs.gov
US geological survey, National
Earthquake Information Center.

Reproduced with kind permission from Philip
Allan Updates. Taken from:Natural Disasters: Definitions, Databases &Dilemmas, Geography Review, Volume 10,
Issue 1 (September 1996)

J A P A NI N

F O C U S

3

EXPO 2005 IN AICHI

expo 2005 in aichi
a decision making exercise for Year 5-6 pupils
The next world Expo will be held in Aichi, Central Japan, in 2005. The theme of the event is to be “the wisdom ofnature” but there have been many objections, local and global, to its environmental impact. Using the materials
printed here, children can take part in a role play designed to develop awareness of the environmental and economic
issues associated with hosting such a large scale international event, and to allow them to consider the possible
conflict between the two.
Target age group: Years 5-6.
National curriculum links: KS2 Geography - 1d, 2c, 2d, 2g, 5a
Literacy Links (National Literacy Strategy) - Year 5, Term 3 - Year 6, Term 2
You may also like to use the background information on page 6 to introduce the project.

schedule

The first two are the main protagonists andshould be taken. Should Aichi host Expo

The majority of the class ”play” thethey should put their cases at the beginning2005 or not?

residents of Aichi. Their task is to listen toof the class. Then there should be time forthe evidence presented by five charactersthe whole class to discuss the motion and

If possible, the characters should be notified

and then vote on whether or not they thinktake a preliminary vote. After this, one ofthe day before you plan to hold the

Aichi should agree to host the Expo.

the other three “witnesses” should give their

discussion, so that they can familiarise

evidence. The discussion can then continue

themselves with their role and the speech

Five children should be selected to play the

before the second and third witnesses give

they must make. For their speech they may

following roles (all the names are fictitious):

their evidence.

either read from a card (copy, cut out andMr Watanabe, Governor of Aichi

perhaps enlarge text from these pages) or

Mr Tanaka, leader of an environmental

Having now heard all of the arguments thethey may use that as a basis from which topressure group in Aichi

class should be split into five groups, eachwrite their own speech. Useful website

Mrs Morioka, spokeswoman for Toyota

working for a particular “party”. They should

addresses can be given as a source of extra

Motor Company

be given time to prepare posters arguing

information (see list on page 6). There is

Ms Ishikawa, EXPO 2005 organiser

their case and then time to present aalso background information on both Aichi

Mr Honda, local resident, pensioner

collective closing statement. Finally, a voteand Expo on page 6.

Mr Watanabe, Governor of Aichi
I am very keen that Aichi hosts the Expo. There are over 120 nations taking part.
Exhibits by US state governments will showcase state-of-the-art technology,
including the human genome. There is also a plan to go to Siberia and dig up afrozen mammoth to have on show!
With such fantastic events lined up, this is just too good an opportunity to miss andAichi wants to be a part of it. Expo will put Aichi firmly on the world map! Can’t bebad! Tourists visiting the Expo will bring in lots of income, especially for our hotels
and shops. Think of the profit! I know some people are worried about the impact on
the environment but the theme of the Expo is “Nature’s wisdom”. Pavilions will bebuilt from units that can be taken down and used again. As much as possible public transport will be used to get people to
the Expo site. So not only are we promoting the natural environment, we’re protecting it too. Vote yes to Expo!

4

J A P A NI N

F O C U S

Mrs Morioka,
spokeswoman for Toyota
Motor Corporation

Mr Honda, pensioner
and local resident

EXPO 2005 IN AICHIMr Tanaka, leader ofAichi environmental pressure
group

Expo in Aichi? I

We aredon’t think so!

supplyingIt’s a ludicroushydrogen-idea! We don’t

powered fuelneed an event

cell buses tolike that here -carry people

Aichi doesn’taround theneed changing.

If the Expo is held in Aichi there will

Expo site.

Think of thebe 15 million extra people visiting

These do notincrease in

here. How will they get here? Manyemit carbon

traffic. I find it hard enough to crosswill drive and cars mean pollution.

dioxide or

the road as it is. My legs aren’t what

Access to the venue is only by roads

other toxic substances like cars andthey were! And what happens if- no trains. This will cause serious

diesel powered vehicles. They are

Expo doesn’t make money, if it loses

traffic congestion, not to mention

also very quiet and highly energy

money? I know who will be footing

air and noise pollution. New roads

efficient. We can show the world wethe bill - us, that’s who! The good

will have to be built, roads which(Japan) are developing the eco -old residents of Aichi. It’s us whowill only be useful during the Expo.

friendly transport of the future.

will have to put up with the noise

Think of all that disruption to nature

What better place to promote thefrom all the building work and theand wildlife - for such a short time!

cars than the Expo!

traffic jams once it gets started. And

And where are all these people

our reward? Higher taxes I bet. I

going to stay? Will extra hotels be

don’t believe we are going to benefit

built? Where will they be built?

from better amenities built for Expo

Where will they put their extra- a lot of it will be temporary andrubbish? Aichi could end up as one

what is permanent won’t be useful.

big rubbish dump.

Who need roads leading to a sitewhich has been dismantled? And

OK, I can see that people aremaking an effort to minimise theeffect on the environment, but that’s
not enough! Oh yes, the site of theExpo has been moved away from the
Kaisho forest because there weregoshawks, a rare breed of hawk,
nesting there. But they are stillgoing to cut down 15 acres ofwoodland. 15 acres is a lot of trees!
There is no way you can invite 15
million people into your region andnot have an effect on theenvironment. Oppose Expo!

think of the noise when the workers

Ms
Ishikawa,
organiser of
EXPO 2005
We areare building the site. My wife has aweak heart and won’t be able tostand it - the stress will be thedeath of us. Say no to Expo!

developing
technology toturn waste into
energy. Food thrown away will bemixed with wood chips from thetrees cut down when building thesite and turned into energy to lightand heat the Expo pavilions.

!

don’t forget to turn over forbackground information (page 6)

J A P A NI N

F O C U S

5

BACKGROND TO AICHI EXPO 2005

background to aichi expo
2005
achievements: perhaps new technology,

Aichi is a prefecture (like a county) in thewhat are the main industries in
Aichi?

centre of Japan. It is between Osaka andCar manufacturing (Toyota, Suzuki, VWor music. The very first Expo was held inTokyo. You can get there from Tokyo by

Japan, Landrover Japan), ceramics andLondon in 1851 - the Great Exhibition, at

taking the shinkansen (bullet train). It takes

textiles.

Crystal Palace. The building itself waswhere is Aichi?

new ideas for food or new poetry, artwork

perhaps the most spectacular aspect of this1 hour 40 minutes.

are there any big cities?

are there any famous
landmarks?

Nagoya is the main city. Its population is

Nagoya castle was built by Tokugawa

just over 2 million. The population of Aichi

Ieyasu in 1612. He made his capital city in

Anyone can go to an Expo. They are held inprefecture is just over 7 million. Gary

Edo (now Tokyo) but came from this area.

cities around the world. There is no set time

Lineker used to play football for Nagoya

He was the Shogun (leader of the

between Expos - they are not held every

Grampus Eight.

government and a warrior). He began thefour years like the Olympics. Over the last

Tokugawa Shogunate, a military

fifteen years there have been four World

what is the scenery like?

government which lasted for over two

Expos - in Portugal, South Korea, Spain andSome of the land is flat but there are

hundred years.

Australia. There has not been an Expo in

Expo - a huge building made of glass. Sadly
it burnt down in 1936.

the UK since 1924.

mountains. Mount Horaiji is a volcanic
mountain and a very beautiful spot. It iswhat is an Expo?

also home for Japanese “scop”owls, which

Expo is short for Exposition which is

Expo mascots

have a famous “hoot”. If you climb to theanother word for exhibition. Expo is a

The official mascots for Expo can be seen at

top of the mountain you can see down tochance for countries across the world towww.expo2005.or.jp/en/whatexpo/mascot.html

the sea at Mikawa bay.

show off and share their finest

They are called Kiccoro and Morizo andresemble trees. Many goods featuring these
mascots will be sold during the event. Why
do you think trees have been chosen to
represent the Aichi Expo? Can you find out
what the names mean?

Useful Websites
Nagoya Castle is famous for the twogolden dolphin-like creatures whichadorn the roof. The current castle
building is a reconstruction: theoriginal was destroyed during WorldWar II bombing raids.

www.expo2005.or.jp/language.html
The official site for Expo 2005 - lotsof pictures and information. Someareas not fully operational yet but achildren’s page is under construction.
www.japantimes.co.jp/
Put “Aichi Expo” in the search box tofind previous articles about the event
www.mofa.go.jp/j_info/expo2005/
index.html
The Ministry of Foreign Affairs’ site very factual, few pictures.

6

J A P A NI N

F O C U SJAPAN 21 AWARDS

japan 21 awards
The new Japan 21 Awards are grants in support of community, grassroots and education projects taking place in the
UK. There are no deadlines: all applications are dealt with as received and a response can be given in most cases
within one month. There are no strict conditions, but grants made are usually up to £1000 and no more than half ofthe total budget. Since May this year there have been 43 applications, 29 of which have received grants so far. A
wide range of projects have been funded, some of which are outlined below.

the touring mackintosh tea
roomcollection, 12 schools will take part inschool came in at various points during theworkshops and talks. The project will

week. The project culminated in each class

A design project for primary schools on

culminate in an exhibition in April 2004 ofpresenting a table of work representing their

the west coast of Scotland

pupils’ artwork arising from the project,country which was examined by and sharedjuxtaposing this with genuine artefacts

with the whole school.

including Japanese prints.

other projects
geography world wide week

A large number of schools received funding

St Chad’s Primary School, Lichfield

for Japan Days or projects, including Priory C
of E Primary School, London,
Westfield Middle School, Bedford andGlenmoor School, Bournemouth.
Funding was also provided for

Making furniture for the tea room

papermaking and printmaking

The project was created by The Lighthouse,workshops at the British Museum.

Glasgow, to promote the work of Scottish(See page 10 for details of fourarchitect and designer Charles Rennie

printmaking workshops for secondary

Mackintosh to primary schools in rural

pupils in spring 2004).

locations on the west coast of Scotland andfor them to explore the influence ofJapan 21 Awards have also supported

Japanese architecture on his designs. A tea

a number of taiko workshops androom kit has been created and over thecourses for adults and children inperiod of a week the children work on aboth schools and community centres.

number of projects including designing andmaking cardboard furniture, decorative

King Edward VII School, Sheffield,

paper panels and lighting. They alsoYear 4 children at St Chad’s primary school

document the development of the tea room

Another Award was given to St Chad’s

project to develop resource materials forby taking photographs and making a video.

Primary School in Lichfield for theirlanguage teaching.

The tea room is then opened on the final

Geography World Wide Week. Each class

day for friends and family to visit and enjoy

was allocated a different country to study

applying for an award

tea and cakes.

for the week and the pupils in year 4

If you are planning a project and would like

was given an Award for a longer term

studied Japan. Activities ranged fromto apply for an Award, please contact Japan

diverse designs

learning how to count to ten in Japanese

21 for an application form and guidelines.

Potteries Museum & Art Gallery, Stoke-and making sushi to an introduction to theEither write to Awards, Japan 21, Swire

on-Trent

game of go. They also worked with JapaneseHouse, 59 Buckingham Gate, London SW1E

Using the foreign collection from thefolk tales, wrote haiku and painted in

6AJ, email awards@japan21.org.uk or

museum, in particular the Japanese prints

Japanese styles. Specialists from outside thetelephone 020 7630 5552.

7J A P A NI N

F O C U S

7

ARTS OF JAPAN SUMMER SCHOOL

arts of japan summer
schoolBetween 7-11 July 2003, Japan 21 held an ‘Arts of Japan’ workshop in Bristol for secondary school art teachers.
Participants were instructed by both British and Japanese artists and were given the opportunity to learn a wide rangeof different art forms. A series of lectures provided context for the practical work undertaken. During the week,
participants also took part in a museum workshop held at Bristol Museum and Art Gallery. Various artefacts from theJapanese collection were made available to view and study, ranging from tiny, intricate netsuke carvings of gods, tolavishly decorated kimono and ornate folding screens. Participants then designed classroom activities based around
one or more of the items investigated at the museum. Here are three examples of short projects created by theparticipants. They cover general themes and could thus be utilised by art teachers across the country.
Please remember, your local museum is likely to hold similar examples of work, so a visit may be in order! The impactof a museum visit should never be underestimated since it creates the perfect environment in which to bring Japanese
art to life. If you would like information about Japanese collections near you, please contact Japan 21.
We are very grateful to the Daiwa Anglo-Japanese Foundation, the Embassy of Japan and the Japan Foundation for
their support of the summer school.

journeys
Nick Johnson
The stimulus for this project is a woodcut
print:
Hokusai (1760 – 1849) ‘Inume Pass in Kai
Province’ 1830 – 33, one of the 36 prints ofMount Fuji.

audience
KS3/4 students

objectives

 Richard Long’s photographic evidence of a to decide on when, where and why a stopjourney

and a view are best used to describe theform of a building or a feature of abrainstorming / ‘bell work’landscape

These lateral thinking exercises can be done

 to record the subject in a way whichat the beginning of a lesson.

brings out the elements which best

 Why do you think Hokusai drew 36

represent or symbolise it

views? Could you describe a 3D shape to present a number of stops on a journeywith only 2 views?

as a visual record of the form seen from

 Tokyo Disneyland has named its Japanesedifferent views

restaurant after Hokusai, perhaps becauseaim

8this artist’s work has come to represent andTo explore the idea of a journey around a

understanding the art of others

symbolise Japan for many people. Imagine

dominant building or natural form.

During or before embarking on this project,

you are a restaurant owner about to open a

use the following resources to

new eating establishment serving food frombuild up background knowledge.

a different country (maybe India, Italy,

J A P A NI N

F O C U S

 Japanese prints – series ofThailand). If naming your restaurant after alandscapes

famous artist representing that country and Topographical artists of 19th

culture, who would you choose ? Why?

Century England – especially In Japan, Mt Fuji is the symbolic

Turnermountain - perhaps because of its

 Background reading about

distinctive shape. Which natural feature

early tours by Thomas Cook tobest represents your part of the British

Switzerland / Alps

Isles? Why?

Manju netsuke (round),symbolism – researching the meanings

Fuji between the skyscrapers. How do you

black lacquer lidded box

using resources supplied by the museum,recognise well known shapes when you

with design ofchrysanthemums andonly see part of them?

ARTS OF JAPAN SUMMER SCHOOL

 In today’s Tokyo, you can only glimpse Mt

internet sites etc.

Chinese character,19th Century

task

culture reference: japan
Development:

To record (photograph, write notes, makein the classroom

drawings and diagrams, rearrange found

Having studied the various netsuke carvings,

forms, mark the route) a journey around apupils design their own symbolic mythicallandmark. Present work based on the record

creature. This 2D design is then transferred

as a continuous piece of work.

to 3D. Plaster, or modelling clay should be
pushed into a small mould (each pupil investigate painting techniques (nihonga

and sumi-e) develop paper making techniques, paper

layering and use of collage
 develop stylisation of symbols and ideas

for use as decoration on the finished fan

extension tasks

should use a different shaped container (eg How do you distinguish between adifferent shape yoghurt pots) to create an

final response

individual ‘starting block’)

Constructing and decorating a fan in the‘private’ or a ‘public’ place / view?
 What scale is the landmark – do you

traditional Japanese style.
Students then take time to carve their

KS2: pupils relate work to pattern only,

netsuke, using the shape of their containerusing a block printing method of decoration.

it as a strong symbol? "Warts and all", oras a limitation. How can they adapt thePatterns could be carved into polystyrene

stylised?

shape they have been presented with to fit

blocks, using an old biro and then applied totheir design? Colour could be added to

the fan. Children should think carefullycomplete the netsuke.

about their choice of colours and how tochange the scale to focus on it?
 How do you create work which identifies

netsuke carvings

build up layers (Y5/Y6 especially).
As a comparison to the netsuke work, pupils

KS3: whole project, but with stencil

should be encouraged to study the work ofavailable for the basic fan shape and using

aims

Michaelangelo and his sculptures. What areexisting papers. Limited or directed to investigate carving techniques used in

the similarities / differences with theinvestigation.

traditional Japanese netsuke.

netsuke carving work?

Belinda Bouchard to investigate the symbolism depicted in

the netsuke. Why were ‘natural elements’or mythical creatures / gods often depicted?
 to make a miniature carving based on

those studied.

KS4: whole project with emphasis on
independent learning – simplified paper
making.

japanese fans

A level: students would be expected toMichelle Walsh, Rachel Sawyer,
Judith Jamesstudy the project in more depth and include
wood block printing, advanced papermaking
and decoration and, in addition to making
the fan, construct another item – eg, screen,at the museum
Carefully study any netsuke carvings thatthe museum owns and examine any

aims

kite, abstract 3D forms.

To increase pupils’ knowledge of Japanese

Key Skills

culture and tradition.

literacy: investigation skills

restrictions / boundaries that the artist had
to work with. How did he compromise?
Study the materials used to make thecarvings and any carving tools available.
What about the shape?

numeracy: scale and measuring

objectives

ICT: fan and net investigation

 to understand the concept of symbolism

citizenship: having respect for and helping

and pattern.

others / understanding another culture.

 to be aware of traditional Japanesetechniques including ‘nihonga’ and ‘sumi-e’.
 to understand paper-making and paper

layer construction, with reference to screen
construction and decorative fans.
Ebisu, one of theSeven Gods ofHappiness, holding a
sea bream, ivory,c.1900Students will be required to investigate
Japanese artefacts, recording images andJ A P A NI N

F O C U S

9

NOTICE BOARD

NOTICE
BOARD

legend and landscape:japanese paintings

harmony

Ashmolean Museum, Oxford

international visual and digital artists and

The best Japanese paintingscontemporary crafts and design masters

from the museum’s collection,from Japan. Until 21 December 2003

most from the Shiijo andFurther details from: The Art Engine, London,

Nanga schools.

020 7739 2707.

Until January 2004.

london@theartengine.com

Further details: 01865 278067

www.theartengine.com

correction: atomic bomb
survivors uncensored video

well hammered: the art ofjapanese metalwork

the japan society library

Please note that the phone number for Dr

Russell-Cotes Art Gallery & Museum,situated at Swire House, 59 Buckingham

Tania Mathias printed in the last issue of

BournemouthGate, London SW1E 6AJ.

Japan in focus was incorrect. It should haveThis exhibition illustrates the skills ofread 020 8977 2118.

Japanese metalworkers and the various

The Library is particularly strong in theobjects they produced including swords,

following areas:

The Japan Society and its Library arearmour, bronze sculpture, cloisonné and

Don’t forget that the deadline for the Japan

fine examples of export ware such as aperiodicals on Japan and Japan’s relations

21 o-bento design competition set in the lastsilver elephant by Nakagawa Yoshizane andwith the West covering the late Edo period

issue of Japan in focus is 1st December.

three works by Komai of Kyoto.

through to the Taisho era (c. 1850-1926);

Send your designs to: O-bento Competition,

Until July 2005. Further details:

Japan 21, Swire House, 59 Buckingham Gatewww.russell-cotes.bournemouth.gov.uk

printed books published in the 18th andSW1E 6AJ. Don’t forget to send your schooltel 01202 451812 or email

19th centuries;

address and write your school name, pupil

shaungarner@bournemouth.gov.uk



o-bento competition: reminder

Older Western language books andAntiquarian Japanese woodblock-Photographs taken in Japan from theearly 1860s to the 1950s;

name and year group on the back of eachhaiku and glassGlass Art Gallery, London

its foundation in 1891 to the present day;japanese print making forsecondary school students

Ancient disciplines, new directions - eleven

artists have been paired with eleven poets

covering such areas as politics, economics,

Four separate one-day courses by Hiroko

from the British Haiku society toliterature, the arts and society.

Imada drawing on the British Museum’s wide

collaborate in an exhibition of glass art.

Some of the most valuable items cannot

collection of Japanese prints for inspiration.

Until 7 December 2003

be loaned but are available for study on

The workshops will be held on the following

Further details:

site; good study facilities and a limited

dates in 2004:

www.londonglassblowing.co.uk

photocopying service are available. Other

Thursday 12 February, Thursday 11 March

info@londonglassblowing.co.uk

books are available for loan.

Friday 26 March, Friday 2 April

tel: 020 7403 2800.

design.

The records of the Japan Society from
Post-war Western writing on Japan,

Opening Hours & Enquiries

For details contact Mavis Pilbeam, the British

japanese robots old and newOpening hours are as follows:

British Museum, Clore Education Centre

Wednesday 1400-1700

japan: art and nature

A cultural history from karakuri dolls to

FridayBirmingham Museum and Art Gallery

aibo robots. Morning lecture and informal

Those wishing to visit the Library or who

Works drawn from the permanent collections

afternoon demonstrations by Shyobei

have an enquiry concerning the collectionof Birmingham Museum and Art Gallery,

Tamaya, Grand Master of karakuri

should contact the Library Assistant prior to

including landscape prints by Hiroshige, inro,

traditional mechanical dolls.

their visit (tel: 020 7828 6330, fax: 020

netsuke, kimono, tsubo and ceramics

17 January 2004

7828 6331 or e-mail ajhp@japan

featuring plant, bird, animal and insect life.

For details contact Mavis Pilbeam, thesociety.org.uk). Further details are available

Until 2004. Admission free. Further details:

British Museum, 020 7323 8832.

on the Japan Society website:

0121 303 2834 or www.bmag.org.uk

mpilbeam@thebritishmuseum.ac.uk

www.japansociety.org.uk.

Museum, 020 7323 8832.

10

An exhibition of works by emerging

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1200-1500

the original sushi competition
2004

simply download one from the competition’s
web site: www.sushi-competition.com.
Separate forms especially for school use,

NOTICE BOARD

Japan along with a host of other fantastic
prizes -so there’s no time to waste - get in
the kitchen and get creating! The finalists(10 adults and 10 children) will be invited tothe competition's Main Event at Matsuri,High Holborn, London on 27th April 2004,
where children’s work will be displayed andthe final judging will take place.

with additional space for drawings, areavailable from the competition organisers at
the address below.
NB: A few lucky schools will also have theMiso Mozarella Sushi,
Grand Winner, original sushi competition 2003

There's more to sushi than rice, fish andseaweed, and the Original Sushi
Competition gives you a chance to find out
just how much more. The competition
began in 2001 to encourage an exchange ofJapanese and British food and culture
through sushi. The Sushi Competition 2004
is now fast approaching and by simply
creating your own sushi recipe you stand achance of winning a pair of ANA flights to

How to Enterchance to host their own sushi making

To enter the competition, simply come up

event. Again, contact the organisers towith an original sushi recipe(s) for which

register your interest.

you may use any ingredients you like aslong as your sushi includes sushi grade rice.

CLOSING DATE: 10 March 2004

(Please include pictures or drawings.) You

For further information please visit the

may want to base your idea on existing

website www.sushi-competition.com

sushi forms, and if so, referring toor email info@sushi-competition.com.

traditional sushi recipe books may be

The Original Sushi Competition

helpful, but feel free to let your imagination

c/o Cross Media Ltd.

go wild!

Ground Floor, 66 Wells Street,
London W1T 3PY

You can pick up an application form attel: 020 7436 1960

Japanese restaurants around London or

fax: 020 7436 1930

NEW FOR 2003 / 4!
Japan 21 has developed a series of poster based resource packs on Japan suitable for nursery and KS1 children. Each pack contains brightly
coloured A1 posters and other linked resources, which together form a comprehensive unit of study for the foundation stage. Easy-to-follow
teachers’ notes are also included, with stimulating lesson ideas and associated worksheets which may be copied for use in the classroom.
EVERYDAY LIFE: A child’s year; Lunchtime; Greetings; Getting
ready for school; Road safety
AUTUMN: Sports Day; Typhoon; Autumn trees; Harvest; 7-5-3
Festival (15 November)
WINTER: Snow; New Year games; Winter food; Setsubun(3 February)
autumn: 7-5-3 Festival

SPRING: First day at school; Cherry blossom walk; Spring flowers;

everyday life: lunchtime

Spring flora & fauna; Hina Matsuri (Girls’ Day, 3 March)
SUMMER I: Children’s Day (5 May); Summer birds, animals &insects; The rainy season
SUMMER II: Tanabata (7 July); Tsukimi (moon viewing); Summer
holidays; Summer flowers; Summer foodwinter: New Year games

spring: first day at school

We have limited numbers of packs, so you are advised to checkavailability before planning an event around these resources.
Contact Japan 21 by email at education@japan21.org.uk or
telephone 020 7630 8696.
These materials can
www.japan21.org.uk
summer I: Children’s day

also

be

requested

onlineat:summer II: summer days

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11

TEACHERS’ WORKSHOPS

teachers’ workshops
If you teach about Japan, or would like to, make sure you aren’t missing out on this year’s programme of workshops
for teachers. It’s a chance to get fired up by experts and to have hands-on experience, not to mention being able tostock up on free resources! Places are free to schools and courses are usually run on Saturdays to avoid problems
with cover. So if we’re in your area, book a place now!

For further details or to book a place on any of the course below, please contact Japan 21
tel: 020 7630 8696 or email: education@japan21.org.uk
Renfrew High School, Renfrew
Saturday 6 March 2004
Courses for primary teachers, geography

Bishop’s Stortford College,
Bishop’s Stortford
Saturday 29 November 2003
This course is rescheduled from its original
date in February when snow forced
cancellation. There will be sessions forgeography teachers and art teachers(woodblock printing, calligraphy and sumi-e)

Telford venue to be confirmed
Saturday 7 February

British Council
School links and partnerships
with Japan

specialists, and language co-ordinators at

Grants are available to schools andboth primary and secondary levels.

colleges in England that have, or are

Geographers will look at Japan in the 5 - 14

interested in establishing, links withcurriculum, natural hazards and theschools and colleges in Japan.

Japanese economy today. Primary teachers

School-based projects

will attend sessions on haiku, art and theGrants are available for schools toplace of Japan in the curriculum. Language

undertake joint curriculum or specialteachers will attend a Japanese language

interest projects. These may take different

taster day run by language consultants fromforms: some may require the mobility of

the Japan Foundation Nihongo Centre, withteaching staff, involve large numbers ofideas for setting up Japanese teaching instudents over an extended period, adopt a

your school.

cross-curricular approach or support theparticipation of a cluster of schools.

Summerhill Centre, Aberdeen
Saturday 13 March 2004

Language Immersion

For primary teachers, secondary geographyteachers to attend an immersion course inteachers and language coordinators at

Japan that combines intensive Japaneseeither level. The sessions will be the same asstudies with an active programme of

the Renfrew course (please see above).

cultural activity. Grants cover tuition,

Funding is available for pupils and

For drama, food technology, music andmeals and accommodation, though

primary teachers.

participants are expected to cover their

The drama course will focus on rakugo, aown travel costs. In July 2003,

comic form, led by a Japanese practitioner.

participants spent two weeks at Kyoto

Music teachers will attend workshops on

University.

taiko drumming and its origins in Japanese

For details of these and other British

traditional music. Food technology teachers

Council programmes to support links withwill look at the staples of the Japanese dietJapan, please visit:and learn to cook some basic recipes. There

www.britishcouncil.org/education/schools

will also be a cross curricular course fortelephone: 020 7389 4595 or

primary teachers focussing on haiku and art.

email: world.links@britishcouncil.org

If undelivered, please return to:
Japan 21, Swire House, 59 Buckingham Gate, London SW1E 6AJ
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