Japanin

SUMMER TERM
2003

P R O D U C E D

B Y

focus

J A P A N

2 1

C O N T E N T S
It has been an eventful year since the last

Japanese studies and Japanese language

issue of Japan in focus. Japan 2001 closed

education. Apart from his involvement withat the end of March 2002, having seen

JFET, he was closely associated with the2087 Japan-related events put on in allannual contest for spoken businessparts of the United Kingdom. More than 3Japanese, the Sir Peter Parker Awards, andmillion people attended or participated inkeenly supported the development of

Design an o-bento:

one or more Japan 2001 events. The

Japanese language teaching in schools. An

a food technology resource......6-7‘education’ category, with 483 events, wasinspirational and warm-hearted man, we

the largest, though there were many events

miss him greatly.

What can Japan 21 do for you?..2
A trip of a lifetime ..........................3
Seasons in Japanese art ............4-5

Citizenship and linking...................8Japan UK LIVE! ..................................9

which crossed categories. Two of thestudent winners of competitions with which
JFET was involved visited Japan and report

Noticeboard ...........................10 - 12on their trips on page 3.

On a more cheerful note, in July 2002,
JFET was greatly honoured to receive theJapanese Foreign Minister’s Commendation
for its contribution to the deepening ofNew resource:

We were deeply saddened to learn of themutual understanding between Japan andHiroshima uncensored .................10

sudden death of Sir Peter Parker on 28 April.

the United Kingdom. This was awarded toonly four organisations outside Japan lastBook note:year. To mark the occasion, JFET trustees

Parade of Life..................................10and past and present staff were invited to adinner at the Ambassador’s residence where

World cup competition results ..11

the certificate was presented to Heidi
Potter, executive director, and Nicolas

Teachers’ workshops.....................12Maclean, chairman of trustees.

Japan Foundation Study Tour....12
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(also: www.jfet.org.uk)
Japan 21 is a registered charity and company
limited by guarantee in England & Wales.
Company no 2518664. Charity no 328701.
Registered office Swire House.

Sir Peter Parker, KBE LVO

Finally, on 13 December 2002, JFET
Sir Peter had been UK Chairman of themerged with its sister organisation, theJapan Festival 1991 Committee andJapan Festival Fund, to form Japan 21. This

Chairman of Trustees of JFET since its

will enable us to provide a more integrated

establishment. His formal connection withservice to schools and other educational

Japan dated back to 1942 when he wasinstitutions. In addition to resources and aselected for a wartime course in the

support service for schools teaching about

Japanese language at the School of Oriental

Japan, we have a new, small grants scheme

and African Studies in London. Posted inwhich will provide financial support forJapan during the allied occupation, heevents, particularly those with a strong

maintained his links with the country

community, educational or participatory

throughout his long and successful businesselement. See page 2, or the enclosed leaflet,career. Sir Peter was a great champion of

to find out what Japan 21 can do for you.

WHAT CAN JAPAN 21 DO FOR YOU?

what can Japan 21 do foryou?
Japan 21 has two areas of activity, which reflect its origins from the merger of the Japan Festival Education Trust(JFET) and the Japan Festival Fund: education, providing support to teachers who wish to bring the study of Japan
into their classrooms; and awards, a new grant scheme for those planning Japan-related events. For an overview of all
our activities, read on!

AWARDS

school links

Japan 21 Awards is a

EDUCATION
resources & enquiries

grant scheme

As well as dealing with enquiries on all

helped create over 400 links between

designed to

aspects of Japanese studies, Japan 21

schools in Japan and the UK. Working

encourage theprovides a variety of resource materials

closely with other organisations, such as thedevelopment of small scale Japan related

both for purchase and loan, including:

British Council in Tokyo, we act as a bridge

projects and events in the UK. To assist• Japan Activity Chests

between schools. We also provide a

those who are working within short• Daiwa Japan Resource Packs incl. music,

handbook on linking and an ongoing support

timescales, applications for funding are

geography, language, KS1 activities etc

accepted throughout the year and decisions• kamishibai (Japanese storytelling boards)

taken within one month.

• class sets of soroban, calligraphy brushes,happi etc. for special projects

Applications from schools, arts centres andother educational or community
organisations are encouraged.

service. See page 8 for more details.

Japan UK LIVE!
In tandem with the school links service, we• The Way We Are

run an internet based exchange project

photographic

allowing students at primary and lower

exhibition

secondary level to exchange information and• geography resource

Japan 21 Awards in brief

Since 1991, the school links programme has

packideas on topics related to their own
experience. See page 9.

• grants for projects relating to Japan andJapan in your classroom

Discovering Japan

Over 100 visits to schools by JapaneseThis touring exhibition offers an interactive

volunteers take place every year, giving

experience of various aspects of life in Japan• usual grant up to £1000

children a first hand encounter with theand is available on loan to museums,• no application deadlines

human face of Japan. This programme isgalleries or community centres.

• open to UK based organisations oravailable in Brighton, Cardiff, Derby &Japanese culture• priority to grassroots and education
related projects

individuals

Nottingham, greater London, Manchester &For more information and full details ofnorth Cheshire and Newcastle.

Education at Japan 21 , please contact us at:

Applying for a Japan 21 Award

2

Swire House, 59 Buckingham Gate

To obtain anteachers’ workshops

London SW1E 6AJ

application form

A series of in-service training days is heldtel: 020 7630 8696

and guidelines,

across the UK for teachers in a wide range

fax: 020 7931 8453

please contact:of subjects such as secondary geography,

email: education@japan21.org.uk

Awards, Japan 21,

music, art, history, food technology as well

website: www.japan21.org.uk

Swire House, 59 Buckingham Gate, London

as primary topics. If you have suggestions

SW1E 6AJ tel: 020 7630 5552

for venues or topics to be covered, pleaseemail: awards@japan21.org.uk

contact us. For details of forthcoming

The form will also soon be available online

workshops, including a summer school forat www.japan21.org.uk

art teachers, please see page 12.

J A P A NI N

F O C U S

A TRIP OF A LIFETIMEa trip of a lifetime
Japan 2001 enabled many to encounter Japan in the UK, but a few lucky competition
winners were given the chance actually to go there. Alexia Binns, one of threewinners in the Homestay UK ‘Finding Japan in Britain’ competition, and Charlotte
Liddle, who won The Way We Are (UK) photographic competition, recount theirexperiences below. Both received two return flights to Japan courtesy of British
Airways, while Charlotte also won £400 spending money from KPMG.
hen I found out that I had won

W

Festival. I had been to Disneyland Paristime looking around the different districts

two return flights to Japan, I

three months earlier and Tokyo’s was soof Tokyo as well as visiting famous land

was completely surprised, butmuch cleaner, bigger and hotter. I would

marks like The Imperial Palace, Tokyo Tower,

when I arrived at the check-in counter torecommend seeing the night parade; it was

The Great Buddha in Kamakura andfind I should have checked in at businessabsolutely amazing.

Cinderella’s Castle in Disneyland. We wereclass I was gobsmacked! My sister, Amanda,
and I had reclining seats on upper deck.

so tired by the end of our stay there, but it
Kiryu's Summer Festival lasted for a wholewas every bit worthwhile.

weekend with events going on throughout
We stayed in Japan for two weeks. The firstthe day and night. We went on Friday night

Two nights’ accommodation in thewas spent at my friend Sayaka's house inwhen the festival was at its peak andmountains was also part of my prize andGunma. Gunma is in a very mountainous

everybody came out to dance, eat and drink

one of my favourite parts of the holiday. The

area. It is very beautiful, surrounded by suchin the town's streets. I joined in the 'pray

beauty and elegance of the Japanesecalm, unlike the Japan I imagined. From

dance', this was done for the appreciation ofcountryside is something that I had never

there we visited Nikko, a tremendous

summer.

anticipated. We spent a morning looking

Buddhist temple which is ornately
decorated and painted. On the same day wewent to the hot springs 'onsen'.

around the Barakura English Gardens andAlthough it didn't actually occur to me at
the time, I realised how environmentallyfriendly Japan is. I only saw dumped rubbish

Visiting an onsen involves bathing in theonce over the fortnight I spent there. The

hot springs either outside or indoors, but

rubbish from fast food outlets and homes iswhat I didn't realise until just before going

separated for recycling purposes.

the afternoon exploring the Tateshina
Mountains. It was good to get up high andsee the wonderful landscape as well as
Mount Fuji.
Our accommodation in the mountains was

to Japan was that onsen baths are taken

Alexia Binns

excellent. It was a traditional Japanese inn

naked, with no swimming costume. That

Queen Mary’s High School, Walsallwith hot springs, a swimming pool and a

day was truly exhilarating!

T

he Way We Are competition was only

The second week was spent at Amanda's
pen pal's house in Chiba. Chiba is muchcloser to Tokyo and therefore more

one of the projects that we carriedout at college to celebrate Japan

2001. All the hard work had paid off when I

wonderful restaurant. The food was so
different to anything I have tried before,
although it looked amazing it wasn’t quite
to my palate. I think the fact that I don’t
like fish had something to do with that!

cramped. It was not surprising that none ofreceived the phone call telling me that I had

the homes I stayed in had gardens as only

won the first prize of two flight tickets to

I liked the city of Kyoto; it was muchfour per cent of Japan's land can be built

Tokyo - as well as spending money!

smaller than Tokyo and a lot more relaxed.

on, due to it being so mountainous. During
our time in Chiba we caught trains a lot
and were amazed at how regular they are
but more so at how expensive transport isin general.

A four-hour walking tour around the backIt was a great opportunity to travel to sucha diverse country and indulge in a culture
so far away from what we experience here
in England. Japan was every bit as exciting
as I had expected.

streets of the city allowed us to learn lots
about the traditional industries for which
Kyoto is famous. We peeked inside fan,pottery and bead making factories as wellas having the opportunity to try on kimono.

The best things I did were going to Nikko,

The six days that we spent in Tokyo wereCharlotte Liddle

Tokyo Disneyland and Kiryu's Summer

jam packed with sight seeing. We spent

Queen Elizabeth 6th Form College, Darlington

J A P A NI N

F O C U S

3

THE SEASONS IN JAPANESE ART

the seasons in Japanese art
a stimulus and resource for teaching and learning
These materials are aimed at KS2 pupils, exploring symbolism and the significance of seasonal motifs in Japanese art.
The internet inquiry is intended as an extension activity for those wanting to explore further. Space here is limited
but there are plenty of easily accessible images on the internet - use the addresses listed here to find and make useof them. If you would like this worksheet as a file with colour images, please email: education@japan21.org.uk

People in Japan are very awareof the changing seasons. In thespring many people travel tospecial places to look at thecherry blossom.

And everywhere in Japan there
are parties in parks under thecherry trees, just to celebrate
the cherry blossom. In theautumn people may travel todifferent places just to look at
the colourful autumn leaves.
Food can also reflect theseason. Some foods, like coldsoba noodles, are usually only
eaten in summer, and udon
(thick noodles) are considered awinter dish. In somerestaurants, meals arepresented to reflect the time ofyear, with food decorated withflowers or leaves of the season.
4

J A P A NI N

F O C U S

Seasonal sweets are also popular, shaped to look like maple leaves
in autumn, or cherry blossom in spring.
Japanese art reflects this closeness with nature. Let’s look at somepictures.

photo courtesy of JICC

Look at this obi. This is a belt to go round a kimono, the traditional
Japanese costume. The flowers on it are chrysanthemums, asymbol of autumn. Why autumn, do you think?
Now look at this dish.
The leaves are maple
leaves. Here most areblue, but some are red.
Which season do you
think this dish would
be used in? Why?
photo courtesy of JICC
Imagine having enough dishes and plates to have different onesfor each season! Most Japanese families do not, but they might
have a few special plates like this to bring out on special
occasions.

THE SEASONS IN JAPANESE ART

Internet inquiry
Go towww.thebritishmuseum.ac.uk

Choose compass. In the
search box, type japan
winter. Flick through theinformation on the objects
that it finds.
How many symbols of
winter can you find?
What are "the three friendsof winter"?

photo courtesy of JICC

The person in this picture is making a flower arrangement withcherry blossom. This type of flower arranging is called ikebana
and people spend many years learning how to do it well. Whichseason do you think this arrangement is for?
Use the internet to find the following picture.
www.jinjapan.org/museum/textile/textile01/textile01.html
Picture number 3This is a kimono. Kimono is the traditional Japanese costume.
Different types are worn in different seasons. They are madedifferently so that the wearer is not too hot or cold. But the design
also reflects the season. The flowers shown on this one arechrysanthemum, bush clover, bellflower and pampas. Have youheard of these flowers? They may be unfamiliar to you but
Japanese children would know them well - they are common in
Japan. Can you find out which season these represent?

Now do the same for spring,summer and autumn. Makea chart and list the symbols
for each season.
Are there any surprises?
Which season has the mostsymbols?
Useful websites
www.thebritishmuseum.ac.uk
The British Museum site. The search engine,
Compass gives access to a huge number ofartifacts held in the museum. Children’s
compass is not used here, simply because it
does not have the specific images required.
www.jinjapan.org/museum
The Virtual Museum of Japanese Arts

Activities Design a t shirt .. OR design and make a clay dish ..
.. to represent your favourite season. Before you start, list and sketch everything you associate withseasons, such as weather, foods, festivals, plants. Then choose your favourite sketches to paint on to your dish or t shirt.
Remember, simple designs are often most effective. Try not to use more than three colours.
 Many songs in Japan are about the seasons - why not learn one with your class? Contact Japan 21 if you need ideas.

J A P A NI N

F O C U S

5

DESIGN A JAPANESE LUNCH

design an o-bento lunch
using food presentation as a learning stimulus
Use the information on these pages to introduce your students to o-bento - a boxed meal that can be taken
anywhere. the contents of an o-bento will vary depending on who will eat it. Home made o-bento in Japan areusually eaten cold and are not refrigerated before eating. These factors as well as the challenge of creating a visuallyappealing meal provide various areas for exploration within food teachnology.

what is an o-bento?
it’s a meal in a box which you
can take anywhere - to school,
work, to the park....

what’s inside?
almost always rice, then several
o-kazu - side dishes. Perhaps
one or two vegetable dishes
and something with fish orchicken. And perhaps a piece offruit. Have a look!
 What do you normally havefor lunch?
 Do you bring a lunch box toschool?

 What is in it?
 Write a list of what might
be in your favourite lunchbox. Next to each item write
down which food group it
belongs to (eg. protein,carbohydrate...).
Now look at the picture below.
 List all the items you cansee, and decide which foodgroup each belongs to.
 Compare your two lists. Are
the same food groups therein each list? Is anything
missing from either?

organising o-bento
O-bento boxes come in all
shapes and sizes. Shop o-bento
have separate places fordifferent types of food. Others
have dividers to keep the riceseparate from the rest of thefood. Or you can use silver foil
or plastic “grass”.
What does the inside ofyour lunch box look like? Is
it different from the o-bento
you see here? How?
Think about what foods are
there, how they are wrapped
etc ....

photo courtesy of The Japan Forum

who eats o-bento

6

J A P A NI N

F O C U S

O-bento are for everyone.
Primary school children usually
have a school lunch. But they
do have special “o-bento days”
when they can take their own
lunch to school. And of course
at the weekend they may takeo-bento out with them - unlessthey are going to McDonalds!

Traditionally, it was themother’s job tomake the obento. Thesedays, with bothparents working,older children
may make their own
lunch or buy lunch on theway to school. You can buy obento in many food shops,
petrol stations, kiosks...

making an o-bento
O-bento are usually made in
the morning using freshly
cooked food. Food that has
been in the fridge is not used.
This means that the food cools
down before you eat it, insteadof heating up (which is what
happens if you use food takenout of the fridge). BUT
sometimes - to save time, leftovers from last night’s dinner
are used.
a selection of childrens’ o-bento boxes

DESIGN A JAPANESE LUNCH

who makes o-bento?

are sold. Design an eki-ben
for your town or area.

activities
In the activities below children at
KS1 and 2 may simply think about
the balance of food groups andpresentation. At KS3 and 4
students should also consider
specific recipes, bearing in mind
nutritional blance, flavour wheneaten cold, packing andpresentation and safety if not
refrigerated.

 Design an o-bento forsomeone you know. (NB
think about what they will
like and what is good forthem).
 Rice is the staple in mostJapanese o-bento. Design an
o-bento WITHOUT using rice.
(Remember that o-bento areusually eaten cold)
Eki-ben (means
literally ‘station o-bento’)are sold at stations andon many trains. They areoften made from
ingredients grown in thearea where the o-bento

Once you’ve designed youro-bento, make it! Think
carefully about thepresentation - you need tomake it look as appealing as
possible.
! Always wash your hands
before preparing food.
If you would like a copy of this worksheet
as a file with colour images, please email:education@japan21.org.uk

competition!
Send Japan 21 your own
o-bento design - the box
and the food. Make sure you
show the inside AND outsideof the box, and please makea list of all the foodcontained inside.
We will judge any designs
received by December 1st
2003. Winning schools will
receive a copy of ‘Food ofJapan’ by Shirley Booth.
Winning students will
receive their own Japaneseo-bento box and a selectionof Japanese sweets.
Send your entries to: O-bento
Competition, Japan 21, Swire House. 59
Buckingham GateSW1E 6AJ
Don’t forget to send your school address
and write school name, pupil name andyear group on the back of each design.

J A P A NI N

F O C U S

7

LINKING WITH SCHOOLS IN JAPANlinking and citizenshipunderstanding through direct communication
As anyone involved in a school link will know, the educational benefits for participating students extend far beyond
the realm of language. The inclusion of school links in the curriculum for citizenship strengthens the case for setting
up a link, particularly if you are liaising with a country like Japan whose language may not feature on your school’s
curriculum.

how will a school link withJapan address the citizenshipcurriculum?

developing skills of enquiry andcommunication

email/internet or presentations to the link

Unless Japanese is on your school

other software

Key Stage 3, Unit 17, School Linking,curriculum, linking with a Japanese school

Geography - exchanging images of a

National Curriculum Citizenship scheme ofprobably means communicating in English,

country, comparing countries andwork picks out the following aspects ofat least at first. Communicating in your own

development issues

language with people for whom English is a

RE - looking at different kinds of religion,

second or other language means words havesuch as Shinto or Buddhism in Japan’s case,to be chosen carefully to avoid confusion or

and its role in developing or sustaining a

study:

knowledge and understanding
about becoming informed citizens

school could be made by PowerPoint or

ambiguity. The imbalance in language

community

Becoming familiar with a culture which isfluency requires both sides to exercise

PSHE - developing good relationships andsubstantially different from your own cantolerance and patience. Linking with aunderstanding the differences between

help you to reflect on and understand yourJapanese school may also encourage

peopleown background. Having to explain aspects

communication through different media -History - take a specific date in history andof your own culture to others forces you toemail, letters, pictures, photos ... A language

compare the situation in the UK and Japan -think critically about it, to find reasons forbarrier can be a catalyst for creativity.

government, social, industrial....
English - perhaps compare kabuki drama

the way you do things - reasons that you
For example, why do many British people

developing skills of participation
and responsible action

MFL - developing cultural awarenessnot take off their shoes inside the house?

A successful link depends on the regular

Art and Design - try out some techniques

Why don’t British children help clean theparticipation of all involved. Students willused in Japanese art such as wood blockschool as Japanese children do? In raising

quickly become aware that everybody needs

printing, mangathese questions, communication across

to take part and work together or the link

Music - comparing styles in the UK andcultures can lead to a more general

will lose momentum and fail.

Japan - pop and classicalhave never needed to think about before.

and Shakespeare

appreciation that there is not just one wayof different lifestyles within our own

Cross curricular possibilities for aschool linksociety.

ICT - the link itself could be conducted byto live. It can help to engender toleranceWe
sufferedaterribleearthquake in Kobe. Though we
had a hard time, when we received acard which encourages us from ourIf you are interested in applying for a link for your school or talking
further about the possibilities a link offers then contact:
Katherine Donaghy, Japan 21, Swire House, 59 Buckingham Gate, London
SW1E 6AJ tel: 020 7630 8696 or email: katherine@japan21.org.uk.

earthquake in English.
Motoyama Minami Junior High School
The (exchange of) letters between pupils

Alternatively go directly to the school links section of our website and fill

was a marvellous opportunity forin the online application form. Japan 21 also has comprehensive School

youngsters to understand each

Linking Guidelines which are available in pdf format online to give you
more idea about what to expect and how to set up a school link.

8

partner school, we were very happy. Somestudents tried to write letters about theJ A P A NI N

F O C U S

other’s way of life.
Phoenix School

LINKING WITH SCHOOLS IN JAPANjapan UK LIVE! - it’s back!
www.japanuklive.org
Even if you are not planning to study Japan this year, why not have a look at Japan UK LIVE! ?
The site is equally useful for schools looking to develop their ICT work and bring an international dimension to school
life, as for those studying Japan per se. Much of the content involves students in the UK researching and reporting on
their own life, though of course they will, in turn, find out much about Japan. The topics for next year include
many which fall within normal programmes of study in schools. The site can provide your pupils with an additional
audience for their investigations.
collaborative project work for schools

learning experience. Sets of worksheets

looking for a more in-depth challenge.

can also be posted to you.

Schools interested in this option should getin touch as soon as possible to find partners

curriculum, from literacy andand discuss content and timing.

geography to citizenship, PSHE and ICTfeatures of the site
how does the site work?

There are links to many areas of the

The site is secure. Message areas are
only accessible to students at
registered schools.

The site is bilingual, with mirror English
Japan UK LIVE! is a FREE resource for

The website uses a series of talkboards on

and Japanese pages, allowing students

set themes, with topics ranging from thein both countries to say what they

personal to the more global. Topics lastmean, not limited by language ability.

between 5-7 weeks and schools may choose

Messages in one language are

how to get involved

to participate in particular themes ontranslated into the other.

To request a password or further

The site allows students to post

information please contact Heidi Potter atneeds. At any one time there are threephotographs and images as well asJapan 21, Swire House, 59 Buckingham

themed talkboards. Children can either

messages, giving great potential for

Gate, London SW1E 6AJ

respond to messages already posted or write

expression.

tel: 020 7630 8696 fax: 020 7931 8453

There are accompanying downloableemail: heidi@japan21.org.uk

worksheets to enhance your students’website: www.japanuklive.org

subjects or at times most suited to their

new messages.
There is also an area set aside forschools in the UK and Japan.

schedule of themes and talkboard discussion topics
8 Sept - 24 Oct
My family

Home Sweet Home
Taking a fresh look at the environment they know best (family members, pets, responsibilities at home), pupils
become aware of other lifestyles

I Spy - at home

pupils investigate similarities and differences in housing and consider geographical, historical and other cultural
reasons for these

Hanging out
27 Oct - 12 Dec

turning the spotlight onto children’s life outside school and patterns in leisure activities
Our Town

Talk of the town

introducing the geography and history of pupils’ locality, looking at local customs, foods, festivals etc

Face to facepupils learn more about their local area through meetings and interviews with local people, then report theirfindings to the Japan UK LIVE! audience

Around and aboutshare information to discover similarities and differences in land use and amenities

12 Jan - 5 Mar ‘04 Our World
Tomorrow’s world

pupils imagine their world 50 years from now

Saving the earth

a look at environmental issues facing us today, including global warming, waste disposal, recycling etc

One world

looking at things close to home which may be connected with another country, pupils begin to understandinternational movement of people and goods

9

J A P A NI N

F O C U S

9show the extent and success

NOTICEof the censorship after the

NOTICEBOARD

Second World War had

BOARD

ended. For example, thecontinuing success of thecensorship is shown in aninterview with the ex head

Atomic Bomb Survivors
Uncensoredof the American National Air

www.hiroshimauncensored.org

resigned in 1995 when he

The film "Atomic Bomb Survivors

was unable to include some

Uncensored" is an educational non-profit

previously censored material

film designed for schools, particularly forin an exhibition ininterviews with those involved.

Citizenship at KS4. It may also be used for

Washington DC.

All the contributors were keen for

and Space Museum who

History, Media, English and General Studies.

schoolchildren here to understand the

The film was made with the help and

The film also has interviews withhuman consequences of the atomic bomb.

sponsorship of Japan 2001.

Hiroshima survivors who were children in

The film also aims to give pupils today an1945, some of whom had not told theirobjective awareness of the effects of

The film covers the story of the censorshipexperiences before. Pictures drawn by

censorship.

of atomic bomb survivors’ testimonies fromsurvivors, censored photographs, and1945 to today using interviews withcensored film footage accompany these oral

For further information and to obtain theJapanese survivors and American witnesses.

testimonies.

video (cost £15), contact:

Censored testimonies, photographs and

The theme is developed and expanded

Dr Tania Mathias on tel: 0207 386 5841 orfilm footage from the 1940s is used towith other contemporary film footage andemail: taniamathias@onetel.net.uk

Book
note:

haiku. Children had to look carefully at the prints to work out what
they depicted, then think themselves into the images by describing
the seasons, emotions or stories they contained.
This volume brings together some 200 of the haiku, side by side withthe woodblock prints which inspired them. It is clear that this way

PARADE OF LIFE
Poems inspired by Japanese
Printsof approaching haiku has a number of benefits. Knowing they haveto write a haiku, children need to ‘read’ the artwork and decide on
the action and mood. Thanks to the haiku form, the writing task ismanageable by all abilities: both simple language and brevity are an

10

Selected by Paul Conneally & Alan Summers
Edited by Hester Cockcroft & Kate Newnham
ISBN: 09539234-2-8 price £5.00 (+ £2.20 UK postage)advantage. Equally, having a visual focus for the writing exercise

In 2001, Bristol Museum and Art Gallery invited the poet Paul

Parade of Life is attractively presented, enticing the reader to dip

Conneally to conduct a week’s residency at the Museum

into the selected haiku and relate them to the relevant woodblock

encouraging closer examination of the art on display, through use of

print. One interesting element is to see in how many different ways

haiku. Paul worked with over 300 people, both school groups andany given print can be interpreted. At the back of the book, a simple

other visitors. Together they produced more than 400 poems, many

activity sheet and bibliography will be of use to those inspired toinspired by ‘Parade of Life’, an exhibition of woodblock prints.

experiment with haiku in their classroom.

After introducing the haiku form, Paul asked primary school children

The collection is available from The Shop, Bristol City Museum andto choose a print and make up a selection of phrases and

Art Gallery, Queens Road, Bristol BS8 1RL tel: 0117 922 3650 or‘fragments’ about it. He then showed them how to make these into

email: sue_steven@bristol-city.gov.uk

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seems to help avoid the most common haiku trap, by ensuring thatsuccessful syllable counting does not become the sole objective.

working holiday scheme 2003:
work and travel in Japan for a
year

Further information and applicationby the British Council, whose purpose is tomaterials are available from:promote international friendship in this way.

Applications are now being invited fromtel: 020 7465 6565 (London)

young Britons for the 2003 Working Holiday

tel: 0131 25 4777 (Edinburgh)

Scheme. The Scheme, introduced in April

and online at www.uk.emb-japan.go.jp

2001, offers the opportunity to experience(If you would like information on other GAP

living and working in Japan for a period ofyear opportunities in Japan, please contact

up to one year, gaining valuable knowledge

Japan 21.)and insight into a different culture.
Participants are allowed to take on

For more information on offering invitations
once or twice a year, visit www.hostuk.org
or call HOST on 020 7254 3039.

mugenkyo taiko weekend
workshops
25-26 October 2003
1-2 November 2003

order to supplement their funds for travel.

would you like to welcome aJapanese person to your home
for a weekend?

Applicants should intend primarily to

There are plenty of students from Japan atplay a short piece from the west coast ofholiday in Japan for a period of up to one

universities and colleges in the UK. Many ofJapan.

year from the date of entry and be aged

them would love to meet British residents,

between 18-25 (inclusive) at the time theyjoin in with the family, and compare notes

apply for the visa, except in those caseson the culture and way of life in the two

where the competent authorities of theemployment incidental to their holiday in

NOTICE BOARD

The Consulates General of Japan in the UK

Hands - on workshops covering thefundamentals of taiko drumming. By the endof the two days, participants will be able to

Cost: £90 (non residential. Residential rates
available on request)

countries. Language practice could comeFor details, write to Mugen Taiko Dojo, PO

Government of Japan agree to extend theinto it as well!

Box 5124, Lanark, ML11 0WA or visit

limitation of age up to 30 years.

HOST is a well-established charity, backed

www.mugenkyo.com

2002 world cup competition results
The ‘Teaching and Learning Goals: Japan and the World Cup’ pack produced by JFET to tie in with
the Japan and Korea World Cup was extremely well received, with the downloadable web version
proving as popular as the hard copy. Many schools entered the competitions: ‘A Postcard Home’ for
KS 1 & 2, and ‘Why Japan?’ for KS3.
For a full list of competition winners, please contact Japan 21.
We would like to thank the following for generously providing prizes:
Bandai UK Ltd for a selection of Betty Spaghetty, Bratz, Power Rangers and Digimon toys for KS 1 & 2; Hitachi Charitable Trustfor a CD Radio Cassette Player for the KS 3 1st Prize; JP Books for book vouchers for the schools of the KS 1 & 2 1st Prize
Winners. Japan Forum for the books for the KS 3 1st Prize Winner's school. JFET provided all other prizes

FIRST PRIZEKEY STAGE 1:
Danielle Cohen, Darlinghurst Primary School, Essex
FIRST PRIZEKEY STAGE 3:
Alison Ryder, King
Edward VI School,
Suffolk

FIRST PRIZEKEY STAGE 2:
Michael Green,
St Philip Howard
Catholic School, Kent

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11

TEACHERS WORKSHOPSTEACHERS’ WORKSHOPS

JFET organises a regular programmeof workshops for teachers inconjunction with the Japan
Information and Cultural Centre,
offering teachers interested inteaching about Japan the chance togain ideas and resources for use in
the classroom. Courses are free but
places are limited: for further
information or a booking form,
please contact Japan 21 on 020
7630 8696 or email
education@japan21.org.uk Or bookonline at www.jfet.org.uk

THE ORIGINAL SUSHICOMPETITION
This competition has been organised
annually as a non-profit, good will

JAPAN FOUNDATIONSECONDARY TEACHERSSTUDY TOUR
4 - 19 November 2003

event since 2001. The aim is to bringabout new styles of sushi through theimagination of those who live in the
UK.
All the recipes were unique. ‘Pikachu
Sushi’, ‘Tomato man’, ‘Double-decker
Sushi’, ‘Millennium Dome Sushi’ were

Applications are invited from full-timejust some of the incredible creations.

secondary schoolteachers or from those

The judging panel was very impressed

who work in the administration ofwith the taste as well as the beautiful

secondary education to the Japan

presentation. Ross Burden, chairman ofFoundation's annual Study Tour to Japan.

the judges, praised the competition.
BISHOP’S STORTFORD COLLEGE, HERTS

He said: "The best thing about the

The Tour covers visits to schools and1 NOVEMBER 2003

Original Sushi Competition is that it has

places of educational and cultural interestfor ART and GEOGRAPHY teachers

fostered cultural exchange throughin Tokyo, Kyoto, Hiroshima and to a local

Geography: including decision-making

something as exciting and enjoyable asprefecture where there is a one night home

exercise around Tokyo relocation, thefood. There is no better place to start

stay. It is funded by the Japan Foundation

depopulation phenomenon etc

when you want to become acquainted

and international flights and all direct Tour

Art: practical sessions on woodblock prints,

with a new culture than with its

costs in Japan are covered except the costsumi-e and nihonga.

cuisine. Moreover, these events haveof possible supply teacher cover.

been very successful in promoting the
TIVERTON HOTEL, DEVON

growth of sushi as one of London’sPriority will be given to humanities and

8 NOVEMBER 2003

most popular foods."

social studies teachers who teach about

Geography: Japan and the KS3 strategy,
map related exercises, and current economic
trendsJapan; to teachers of the JapaneseRaspberry & coconut sushi cheesecake by
Colin Winter, winner of the adult Gold Prizelanguage who have never visited Japan; tothose with at least 3 years' teaching

Citizenship : Atomic Bomb survivors - a newexperience and who expect to remain inresource for KS3/4, school links, haiku forteaching for at least a further 10 years;

citizenshipand to those who have not visited Japan

Primary: origami for mathematics,

before.

geography and haiku for literacy
Further information and application
ARTS OF JAPAN SUMMER SCHOOL

forms in writing only to Stephen McEnally

7 - 11 JULY 2003, BRISTOL

at the address below. Please state yourAt time of going to print a few places
remain on this one week course. Create aMillenium Dome, by Memi Sumiya winner of
the adult Bronze Prizeschool, position and subject that you teach.
The Japan Foundation London Office,decorative folding screen and a wood block

Russell Square House, 10 - 12 Russell

print. Learn the basics of sumi-e ink

Square, London WC1B 5EH

painting, nihonga, papermaking and manga.

fax: 020 7323 4888

LAST CHANCE TO BOOK A PLACE: contact

nb: Applications should be postmarked noJapan 21 on 020 7630 8696

later than Friday 1 August. A briefing
will be held on Sat 11 October.

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