Japan
SUMMER / AUTUMNTERM 2004

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
Japan Today.........................................2Japan 21 Awards Update.................3
Regional Japan Projects...................4
Where to Find Funds.........................5
Sumie: brush and ink painting ..6-7
Photo inquiry:
Farming in Japan...........................8-9
Japanese agriculture:
an overview .......................................10
Noticeboard .......................................11
Teachers Workshops .......................12
Ready Steady NihonGO! ................12

Having changed our name to Japan 21• book a place on a course, or reserve loansome time ago, our website is at lastresources

catching up! We have been working for• apply for a school link and browse orsome time on the new website, which will

download our school link guidelines

be launched in August.

• apply online for Japan 21 Awards and findout about previous grants madeJapan21
Swire House
59 Buckingham Gate
London SW1E 6AJ
Tel: 020 7630 8696
Fax: 020 7931 8453
E-mail:info@japan21.org.uk
Website: www.japan21.org.uk

The new design, with its seven colour coded.... and much more!

areas will make it easy to tell where you are

Before you can download some of thisin the site. There are separate sections for

information, you may be asked to register

Awards applicants, teachers, students andon the site. This is a new feature. It does

JIYC volunteers as well as general

not cost anything to register, but it gives us

background to Japan 21, links to usefulsome idea about who is using the different

organisations and details of our supporters.

resources on the site. This will help us as we

Our aim is to create a site which is quick todevelop new resources and teaching

download, easy to navigate and, of course,materials in the future.

full of useful information.
Please visit our new site from August. If you
You will be able to:have any comments or suggestions for• download resources or request they be

improving it further in the future, please letposted to you (including the latest issue ofus know.

Japan in focus)

http://www.japan21.org.uk

JAPAN TODAY

japan today
SDF may be drawn into tasks other thanscheduled to arrive in Taiwan by September

providing humanitarian aid?

2005. Huge cranes are required to load thenews.bbc.co.uk

carriages onto the ship. One ship can carrywww.solon.org/Constitutions/Japan/English

12 carriages so there will be 30 shipments.

/english-Constitution.html

The first shipment is on its way!

www.japantimes.co.jp

www.japancorp.net (go to transportation)

Japan’s Self Defence Force is currently

economic recovery continues

deployed in Iraq as part of the coalition

The economic recovery in Japan looks set toexperimental nuclear fusion
plant destined for Japan?

forces. This has sparked some heated debate

continue according to recent news reports.

A group of countries (the EU, the US,

in Japan. Why? What is the self defence

Several factors contribute to this prediction:

Russia, Japan, South Korea and China) areforce and what does it do?

i) GDP is continuing to rise, beating thesponsoring a project researching the

Article 9 of the post war constitution

analysts’ estimates, says a BBC report. The

possibilities of fusion power. The siting of

renounced war and the use of force to settle

annual rate of expansion for the year ending

the fusion reactor has not been decided,international disputes. However, with the

March 2004 was 5.6%, instead of the

but Japan has offered to spend $897million

onset of the Cold War, it was deemed

analysts’ predicted 3.6%

more if it is sited in Japan rather thanimpractical for Japan to have no means ofii) Unemployment is falling. The figure forFrance, the other main contender. Fusion

defending itself. So a self defence force was

the year ending March 2004 showed a fall

power is produced in a reactor when tiny

established. It began as the National Police

for the first year since 1990. (nb this is due

atoms collide at high temperature andReserve in 1950, which replaced thein part to a falling birth rate)pressure. When the atoms fuse, they release

American Occupying Forces, and thisiii) The fall in consumer prices is slowing.

energy which can then be harnessed tobecame the SDF in 1954. There were largeiv) The yen has fallen against the dollar.

produce electricity. Fusion power produces

public demonstrations: many people felt that

 Why do these factors give cause forno greenhouse gas emissions and only low

the SDF went against the new constitution.

optimism? And why do some urge caution

levels of radioactive waste.

Now the SDF is in Iraq and many Japanese

because of high oil prices and high interest

www.enn.com/news/2004-05-

wonder why. Under its constitution, its

rates in the US?

27/s_24296.asp

members cannot undertake any military

news.bbc.co.uk

action, defensive or otherwise, so its work iswww.japantimes.co.jp

Read on for snippets of recent news
about Japan. Use them as a stimulus
for informal discussion to
supplement curriculum-based studyof Japan.

SDF in Iraq

The small white cat with a red ribbon on its

limited to humanitarian aid. A recent article
in The Japan Times reported how the

first export of the bullet train

ear has been adorning fashion accessories,

Japanese government has funded an outside

stationery and an ever increasing range oforganisation to go to Iraq and assist withgoods since 1974. How has she kept her

supplying water, a job also being undertaken

popularity? One suggestion is that her

by the SDF. This organisation is supplying

designers have continually modified her toseven times as much as the SDF. The money

suit the changing times. So, for example thespent on keeping the SDF there is 1000

first ever picture of Hello Kitty showed hertimes as much the money granted to theat a piano - a pastime every mother wished
her daughter to pursue in the 1970s. In theoutside agency.
 What should the SDF role be? It seems it

2

hello kitty is 30!

photo: JNTO

eighties, when teddy bears were popular incannot provide humanitarian aid effectively

Japan is exporting the shinkansen for theJapan, she was depicted with a teddy for aand it is not allowed to fight. Why do you

first time. An old model sits in the National

best friend. Nowadays she is often shown

think Japanese people are opposed to it

Railway Museum in York, but this time newout shopping or at the sushi bar, checking

being in Iraq? Is it because there is stillworking trains are travelling to Taiwan.

out the local delicacies!

conflict happening there and they feel theTransported by ship, 360 trains arewww.sanrio.com

J A P A NI N

F O C U SJAPAN 21 AWARDS: UPDATE

japan 21 awards: update
In the first year of the Japan 21
Awards, 70 applications werereceived, of which 55 were awarded
grants. Priority is given to projects
with an educational or community
base, with an element ofparticipation or exchange, andwhere relatively small injections offunds can make a real difference.
Application forms and guidelines
can be obtained from:awards@japan21.org.uk
tel: 020 7630 5552
Forms are also available online atwww.japan21.org.uk
See page 5 for details of othersources of funding.

The Narberth Nebuta. Photo: Gwen Griffiths.

screamed, but thanks to the team’s

participate. They were asked to write aencouragement I did it, and I was happyparagraph about why they should bethat I did. The feeling afterwards was

selected, and staff chose the best. Forty

fantastic!”

students took part.

an activity centre in Edale with British

But it was not just the extreme sports thatSpecialists came in to help with the day,partners from the Gonenkai youth club. The

made an impact. Favourite activities

making sushi with the students, teaching

aim was to forge friendships between the

included “playing cards with Callum andthem calligraphy and ju-jitsu, as well as

different nationalities and develop

Akira” and “watching Adam and Hiroki’s

other aspects of Japanese culture. But inawareness of cultural differences, at the

karate demonstration”. All participants

addition, there were geographical exercises

same time increasing self confidence,

seemed touched by the strength of the- solving the mystery of why Mrs Endo diednegotiating and decision making skills.

friendships they had made during thein the Kobe earthquake, and memorising

Activities included caving, abseiling and a

weekend. Mary Grace Browning, themaps of parts of Japan to describe tonight hike. Judging from comments made byorganiser, said afterwards that the weekend

classmates who then had to draw thethose taking part afterwards, conquering“exceeded our wildest expectations inoutline without seeing it.

fears in participating in these physicalcementing Japan UK friendship”.

activity weekend: gonenkai
youth club, bury st edmunds
Ten Japanese students spent a weekend atactivities was an important part of theweekend. “When I went abseiling I

japan and geography day fortalented, able and gifted:
tamarside community college

building a nebuta float: sandpalace arts, NarberthChildren in Pembrokeshire worked to makea giant nebuta, or Japanese float for theOrganising a school Japan Day is a

Winter Procession in December last year.

challenge. One of the problems is planning

The float itself was built, based on a koi noa day that will have lasting impact as wellbori (carp banner) design, at a series ofas being enjoyable. By incorporating Japan

community workshops. Children also madeinto a geography curriculum extension day,lanterns for the procession. A local musician

Tamarside Community College addressedcomposed music with a Japanese theme tothis problem. Talented geography students

accompany the float as it moved throughin year 9 were invited to apply tothe streets of Narberth.
J A P A NI N

F O C U S

3

REGIONAL JAPAN PROJECTS

regional japan projectsThis article gives a brief insight into

participating schools in June 2004, creating

Council’s Arts service to widen and enrichsome large scale Japan projects which

fabulous artworks that will be on display atpupils’ learning experiences in the arts.

have taken place recently, or are

the concert in January.

During the first week Joji presented

As well as the support from Japan 21,

drumming workshops for primary schools

Sheila Pye, director of the Achievementthat feed into Henbury Secondary School as

taiko to achieve

Zone, is looking for help - not necessarily

well as year seven, eight and nine music

The Achievement Zone in Stoke-on Trent isfinancial - from local Japanese companies.

students at the school.

a team working with a group of eight

Two of the visiting workshop leaders areschools (two secondary, five primary andlocal Japanese women who are willing to go

On Friday of the first week, Joji acted as

one special school) looking for new andin and teach writing. Ms Pye hopes that

artist in residence at Fonthill Primary School

exciting ways to develop and improvecompanies may help recruit other Japanesein Southmead, Bristol. He worked with every

learning. This year they have received anationals to go into schools and talk about

pupil, including infants. In total, nearly 600

Japan 21 award to help fund the Taiko to

everyday life in Japan, and perhaps provide

children had a wonderful time. Previous

Achieve project.

resources such as maps or posters. She isworkshops involved links with Japan 21, theTaiko to Achieve will take place over two

also hoping to involve celebrities with aJapanese Embassy and the South-Westterms, culminating in a performance in thelocal link to raise the profile of the event

Anglo-Japanese Society.

Victoria Hall, Stoke, on 26th January 2005.

and to help children see the value of theirThis hall has recently been refurbished andpersonal contributions.

currently in progress.

has a spacious foyer which will allow forjapanese studies in northern
irelandlarge displays of artwork completed during

The Japanese Studies project has been

the project, to accompany the performance.

running since 1991 but in recent years there

At the centre of the project are the taiko

has been a decline in the number of schools

workshops which will take place in themaintaining effective links, largely due toautumn term. Drummers from Mugenkyo

changes in the sixth form curriculum (thewill work with all eight schools over two

project focussed on sixth form students).

separate weeks. Children will be taught in

Now that this curriculum is established,

age groups, each group creating its own

there has been increased interest frompiece of music. These individual pieces will

schools and students keen to enlarge theirlearning experience by once again including

then be linked into one performance piece
containing drumming, dance, drama andphoto: Bristol Evening Post

Eight or nine schools in each country willverse.

4

Japanese studies in their curriculum.

To begin the project, schools used loan

drumming up a storm

be involved. The Japanese schools are all inresources such as the activity chests andNearly three hundred young people in North

Toyama, in north-west Honshu. Teachers

poster sets from Japan 21 to spark interest

Bristol had lessons in Japanese drummingfrom the UK are travelling to Japan thisand enthusiasm. Now pupils are working

from internationally renowned musician,summer to liaise face to face with theirwith visiting experts exploring activities

Joji Hirota. Joji is not only one of the UK’s

partners and plan the content of their links.

such as mask and kite making, costume,

top Taiko drummers, he is also

A website is being set up and video

traditional folk song and calligraphy. Allinternationally recognised for his

conferencing is likely to play a part inthese strands will contribute something toremarkable percussion skills, playing

communications.

the performance in January, whether it be

WOMAD and creating soundtracks for film

As well as an award from Japan 21, theauditory or visual. Papermaker and artist

and TV.

project has also received generous funding

Elaine Cooper worked with pupils at

The workshops were organised by the City

from The Great Britain Sasakawa Foundation.

J A P A NI N

F O C U S

WHERE TO FIND FUNDS

where to find funds
If you are planning a Japan-related
project and need funding to realiseit, the Japan 21 Awards may be theanswer (page 3). But they are notthe only source of funding
available; other grant-givingorganisations are detailed here.

Daiwa Foundation Japan House

japan foundation

13/14 Cornwall Terrace

The Japan Foundation has a range of grantLondon NW1 4QP

programmes, some of which are available toTel: 020 7486 4348

schools teaching Japanese language. These

Email: grants@dajf.org.uk

include:Website: www.dajf.org.uk• The Materials Donation Programme:
educational institutions can apply for

great britain sasakawa
foundation

Japanese language teaching resources

The Great Britain Sasakawa Foundation• The Training Programme in Urawa, Japan:

The Daiwa Anglo-Japanese Foundation

offers small grants in the range of £500 -intensive courses for teachers of Japanese,awards funding through three programmes:£2000 as partial funding for projects.

to improve their language skills andDaiwa Foundation Small Grants, Daiwa

Evidence of core funding is required before

teaching methodology whilst deepening

Foundation Awards and Daiwa Adrian

applications can be considered. Grants are

their knowledge of Japan. Varying inPrizes. The next deadline for funding will begiven to institutions or organisations rather

duration from three weeks to six months.

30 September 2004 for Daiwa Foundation

than to individuals. Emphasis is put on• Japanese Speech Contest support: grants

Small Grants. Individuals and institutions inprojects involving groups of people in bothfor non profit groups to cover part of thethe UK and Japan may apply for grants ofcountries. Awards are offered to encourage

cost of hall rental and prizes.

£1000 - £5000 for travel bursaries,

schools and students in the UK and Japan• Japanese Language Education Fellowship:

conferences and symposia, individual

to develop an awareness of each other’sfor educational institutions and publishers

academic research and educational

culture and society. The Great Britain

wishing to develop Japanese language

exchanges.

Sasakawa Foundation Japan Experiencematerials, devise new teaching methods or

Examples of recent awards in the field of

Study Tour enables young people from one

curricula. The fellowship will fund an 8

education:

inner city school in the UK each year tomonth stay in Japan for one author, or up• An educational exchange between

gain an insight into aspects of

to 3 months for two.

Toyama National College of Maritime

contemporary Japanese society. The• Assistance for Japanese language

Technology and Ballyclare Secondary School

Foundation also offers modest support forteaching materials: for publishers or

through a Japan-Northern Ireland video

students selected to spend a gap year ineducational institutions producing new

conference link. Initial contacts wereJapan with either The Project Trust or GAP.

resources, offering up to a quarter of total

daiwa anglo-japanesefoundation

established during the Japan Festival 1991

(textbooks, dictionaries, cassettes etc)

publishing costs. Materials must be

and several educational activities carried

All applications should be made on thecompleted before an application is made.

out by video conference during 2001-2003.

email form provided by the Foundation on• Secondary Teachers Study Tour: a two• Osaka Association for Youth Development

request. An on-line application form is also

week study tour to Japan normally in thewas funded for an educational exchange

available on the website for all UK

autumn term. Application forms are usually

between UK and Japan junior and seniorapplications. Enquiries and applications

available from April.

high school pupils with problem

should be addressed as follows:

The Japan Foundation

backgrounds.

Great Britain Sasakawa Foundation

6th Floor, Russell Square House

Dilke House, 1 Malet Street,

10/12 Russell Square

Further details and downloadable

London WC1E 7JN

London WC1B 5EH

application packs are available on theTel: 020 7436 9042

Tel: 020 7436 6695

website or by contacting:

Email: grants@gbsf.org.uk

Email: info@jpf.org.uk

The Daiwa Anglo-Japanese Foundation

Website: www.gbsf.org.uk

Website: www.jpf.org.uk

J A P A NI N

F O C U S

5

SUMI-Esumi-e: brush & ink painting
In sumi-e painting, the artist uses only a brush and black ink. Subtle gradations of tone are achieved by varying the
thickness of the ink, while altering the angle of the brush and the pressure exerted on it allows a great range of
expression. In sumi-e, the aim is to capture the essence of the subject and translate it onto paper, leaving out
unnecessary detail.
Japanese artist, Takumasa Ono, currently lives in Gloucestershire. Over the past three years, his exhibition ‘Henro’ has
toured to National Trust properties, where he has also held public workshops for adults and children. Here, he presents
a guide to the basics of sumi-e.

tools

achieve different effects in sumi-e, there isstroke (see above). First dip the brush into

sumi ink stick: the soot of burnt pine is

no reason why you should not experimentwater or light ink, then dip just the tip ofmoulded into a hard stick with a binding

and develop your own techniques. Here,the brush into some dark ink before drawing

agent.

Takumasa Ono starts you off with a guide

your stroke. This sanboku (literally ‘3 sumi

suzuri ink stone: the sumi is rubbed on theto painting koi carp, demonstrating some of

surface of the ink stone with water tothe basic brush strokes.

prepare a thick ink. Different shades of ink
can be made by varying the amount ofkoi carp

water used.

Here the carp are painted using thefude brush: Japanese fude are made from amokkotsu technique. The basic form of thevariety of natural hairs including tanuki (acarp is drawn with simple brush strokes andkind of racoon), rabbit, deer and weasel.

no outline. This contrasts with the koroku

washi Japanese paper: for sumi-e, it is best

technique, where an outline is drawn andto use paper which is fairly absorbent.

later filled with lighter shading.

Different effects can be produced dependingink’) technique allows you to combine dark,on the level of absorbency and the

medium and light tones in a single stroke.

thickness of ink used.

The basic shape of the fish is drawn using aslanted brush (sokuhitsu technique).

sumi-e techniques

Pressing the whole brush head onto theOriginally, there was no classification of

paper at an angle creates a bold, vigorous

techniques used to produce different kinds

stroke. Here, details are being added usingof brush stroke. However, over the years,

the tip of an upright brush (chokuhitsu

people have studied the work of great sumi-

The key to successful sumi-e painting istechnique). The tip of the brush draws thee artists and given names to different ways

your control of the changing colour withincentre of the line, allowing delicate strokesof using the brush. Although it is certainly

a stroke or within the painting as a whole.

to be created.

possible to pass on tips about how toThis may be achieved through using firstlight ink, then slightly darker ink and finallythe darkest ink (orvice versa).
However, it is also
possible toproducegradations incolour within asingle brush

6

J A P A NI N

F O C U S

painting, use your seal or write your namein Japanese to ‘sign’ it.

SUMI-E

can work with a single class for a 60 - 90
As you are painting, experiment with theminute session.

amount of ink you put on the brush. A ‘wet’
During the workshop itself, Takumasa willbrush, fully filled with sumi ink, will produce
a rich bold stroke or a blotting effect. Try

Sumi-e paintings often take their subjects

demonstrate again briefly, after which thepainting with a wet brush filled with lightfrom nature, but there is no reason why you

children will be handed paper and fude pen

ink or dark ink as well as the sanboku (3should not try other subjects. Takumasa Ono(a pre-inked brush) and asked to have a go.

ink) technique.

After practising on rough paper, they willOn the other hand, when using a ‘dry’ brush,then be handed washi paper on which to

you will apply a minimum amount of ink

paint their ‘best’ picture. When they areusing a quick brush stroke. This produces

satisfied with their work, they will take it toscratchy, narrow strokes.

Takumasa who will write the pupil’s name inJapanese and place a seal on the painting.
It is also possible to create collaborativepieces, where Takumasa adds a few brushstrokes of his own to the pupil’s work.
If you would like to arrange a visit to yourfrequently uses sumi-e as a ‘sketching’

school, please contact Takumasa Ono by

medium when visiting a place he is going toemail: ono@gd6.so-net.ne.jp (If you do not

paint. After reducing the view being painted

have access to email, messages can beto the bare essentials, he returns to his

forwarded via Japan 21.)studio to add colour and detail to his screen
prints, for example.

During the Henro exhibition tour, visits
should be within reach of the relevant

School based workshops

National Trust property. There are a couple

In tandem with the Henro exhibition,of venues still to come in this year’s tour:

Takumasa Ono has been visiting schools in

19 Aug - 5 September: Polesden Lacey

the vicinity of National Trust properties to8-19 September: Standen, West Sussex

conduct workshops. More than 600 children,
Having added the detail using the tip ofaged 5 - 13, have participated in sumi-e

your brush, it’s time to add the water.

workshops so far and, encouraged by their

Finally, when you are satisfied with yourresponse to working with brush andJapanese paper, he plans to undertake

Henro 2005 venues will be announced laterin the year. See the National Trust website(www.nationaltrust.org.uk) or Ono-san’s
website at www.asahi-net.or.jp/~HH5YSZK/ono/onoOe.htm

further school visits.
At other times of the year, visits to other
A day of workshops will start with ademonstration lasting about 30 minutes toall the pupils who will be taking part inparts of the country are also possible,
particularly in the south and west of the UK,within reasonable distance of Gloucester.

workshops. The pupils are then divided into
groups of up to 30 children for the practicalworkshop session. Alternatively, Takumasa

 For details of sumi-e classes in London(taught by another teacher) see page 11.

J A P A NI N

F O C U S

7

FARMING IN JAPANfarming in Japan
There are changes ahead for Japan’s farmers: in 2002, the Ministry of Agriculture, Forestry and Fisheries (MAFF)
undertook a review of paddy field farming and published a Framework for Rice Policy Reform. The Ministry’s aim is
to implement major changes in systems by 2010. Naturally, this has sparked heated debate within the Japanesefarming community. But what are the current issues? What factors have influenced the state of agriculture in Japan?
And what kind of future faces the industry and those who work in it?
These activities encourage students to draw conclusions using a range of sources: photographic, statistical and text.
Use them together or as stand-alone exercises to supplement existing schemes of work. All the photos on thesepages, plus additional images and resources, are available to download from our website www.japan21.org.uk Or, toobtain a CD of these resources from Japan 21, email: education@japan21.org.uk or tel: 020 7630 8696.

the whole class to see. Ask a few

KS3 Geography

what do photographs tell us
about farming in Japan?

Pupils will:

resource: photo set 1 (shown below)

adjectives to the class, who then have to

1a Give each student a different picture anddecide which picture is being described.

analyse and evaluate evidence and draw andask him/her to jot down key words andThen ask a few other students to read out

justify conclusions

adjectives to describe what they see. They

their statements - is it still possible to work

use secondary sources of evidence including

should also write a statement about

out which picture they were working with?

describe and explain the physical and humanfarming in Japan based only on the Put students in groups so that eachfeatures that give rise to the distinctive

evidence provided by their picture.

group has a full set of pictures. Students

character of places Pin up or project the set of photos forpool their information and produce a brief

curriculum links
ask geographical questions and identify
issues1d
2d

photographs to understand farming in Japan3c

3d

explain how and why changes happen,
relating to the development of agriculturalland and the issues that arise from thesechanges

5 - 14 Environmental Studies
Understanding People and PlaceThe Human Environment
level Dfor a developed area or country, describe
main features of economic life and how
they are changing, eg farming

Human- physical interactions
level C

describe the main features of agriculturalland uselevel Dfor a selected land use change, describe
possible effects, good and bad, on thelandscape / environment

8

J A P A NI N

F O C U S

individuals to read out their key words andsummary of what they now know about

FARMING IN JAPANfarming in Japan to be presented to the restof the class. While doing this they should
consider how accurate their findings arelikely to be, based only on pictures, andconsider what other sources of information
would confirm their conclusions.

photo set 2: picture B

in 1980. This means

using statistics to find out about
farmingthat although eachresource: statistical tables and supporting information(note: additional statistical tables are available on line)

responsible for farming

farmer is still
his/her own land, they

Continuing to work in groups, distribute thebenefit in various ways

tables among the class, one for each group.

from being part of aFirst, students should each make a graph (orlarger group, as you willsee. All their rice fields
were grouped into threephoto set 2: picture A

graphs) to illustrate the data. Then, as agroup discuss what the graph shows: what
does it mean for farming in Japan? Try andexplain the reasons for changes shown in
the graph. Each group should prepare a
short report to feed back to the whole class.

blocks, and the fields in each block growthree crops over a two-year cycle. Planting
is staggered so that the different blocks arealways at different stages of the cycle,
growing rice, wheat and azuki beans.
There are various advantages to this system: because the same crops are grown on allevidence for changes in farming
resource: photo set 2 (shown above); hints card (on line)

Compare the two pictures. Both show rice
being grown on terraced fields, but in very
different styles. One is using much more
traditional farming methods than the other.
In picture B, changes have been made toconvert the land from terraces very likethose in picture A. What changes? And what
effect have they had? Discuss as a class.
Now ask each student to make two lists,
one of positive and one of negative impacts
which the changes have made.
extension: look again at picture A. Imagine
there is a plan to convert to larger scale
farming here. Make a case for either the
farmer, supporting the changes or a local
resident who is opposing them. Use theHints card to help make your case.

the land, the system is fair to everyone.
 crop rotation means that they do nothave problems from repeatedly growing thesame crops on the same piece of land.
 the co-operative can buy newer andlarger farm equipment than individuals
could. It trains a few people who operate
the equipment and they will train others in
the future.
The co-operative has total responsibility
for farming the wheat and azuki beans, aswell as 10% of the rice. 60% of the farms
ask the co-op to give some help with riceproduction, for example planting out theseedlings. In the future the co-op willprobably do even more as the population
ages and the number of people who can’t
do farm work increases. In the future, itplans to start greenhouse cultivation as
well.

9

case study: a farming area near
Himejiconclusions you have drawn from the

Yamada is a small faming district in the

picture and statistics sources you havewest of Japan. The 100 farm households inalready looked at. Do they agree? Does it

Yamada set up an agricultural co-operative

answer any of the questions you had?

 Compare this case study with the

J A P A NI N

F O C U S

9

JAPANESE AGRICULTURE

japanese agriculture: an
overview
he Japanese climate is ideal for riceT

to increase the number of rice-based school

decide how much rice to grow and thegrowing, with a warm rainy season

meals are trying to change consumer

government will just advise them about

followed by a hot summer. Rice isattitudes. Producers are being urged to

production needs and check overall yieldgrown throughout Japan, but most is

improve quality, eg of wheat and soyaplans. Producers will sell rice throughproduced in the Tohoku region in the northbeans and to develop further production ofvarious channels which give them moreof Honshu. Hokkaido is the centre of the

fruit and vegetables. The ‘200g of fruit a

direct contact with consumers. Subsidy

beef and dairy industry and its farms alsoday’ campaign is designed to encourage

programmes are also being reformed.

produce much of Japan’s wheat and barley.

people to eat more fruit.

Instead of a standard rate paid directly tothe farmers, the subsidy will be paid to local

Oranges are a common sight in the warmer
south, while fruits such as apples andpolicy changes

farming groups who will decide how it isgrapes are grown in the northern regions.

After the war, farmers were encouraged toshared among members. This will help them

In land reforms in the 1950s, much of

produce lots of rice, but a glut of rice in theplan farming strategy for their area.

Japan’s farmland was redistributed. Land1970s led to a change in policy. The

owned by a few large landowners was given

future plans

to the people who actually farmed it. Most

Looking to the future, it is clear that Japan’sof these farms were small units, below 3

farming industry will have to make somehectares per household. Individual fields

changes. Rural areas are losing population

were often much smaller. In hilly areas,

and farm owners are aging, so it will not be

narrow fields or terraces have been cut into

possible to continue to run an industry

steep slopes. In urban areas, it is stillbased on many small farms. Farming needs

common to see fields dotted among theto become larger scale and this is happening

buildings.

in various ways. Some farm owners contract
out their land to be farmed by large farming

declinecompanies while, in other areas, groups of

The farming population continues tofarm owners have formed co-operatives

decline. The number of people living in farm

which enable them to share the work andhouseholds fell below 10 million for the first

capital costs. Many small fields are being
put together to make single larger fields.

time in 2002. This is due to the decrease in10

the number of farms as well as thegovernment tried to control the amount

However, moving to larger scale farming

continuing trend towards nuclear families.

being produced and prevent a slump in rice

operations brings problems. Most families

35% of people in farm households are now

prices. Since 1971 there has been a

are reluctant to sell their land so any

aged 65 and over. 55% of farm workers areprogramme to reduce the amount of landchanges need to be agreed by many people.

over 65 and 60% are women. Over 67% of

being farmed for rice. Subsidies have been

There are also financial costs. Fields need tofarm households earn most of their income

paid to farmers for setting land aside andbe re-sized, then the irrigation, drainage andfrom work other than farming.

for growing other crops. High rice prices

farm road infrastructure needs to be

Agricultural production has declined frommean that small scale farms have been ablechanged. The government provides some

9% of GDP in 1960 to 1.4% in 2001.

to survive. 36% of rice output (by value)funding for this. In the long term, these

Japan’s overall food self sufficiency on thecomes from business-scale farms; thismoves will reduce the amount of labour

basis of calories is 40%, the lowest of any

compares to 70-90% for otherneeded to farm the land and make it easy toleading industrial nation. The Ministry ofcommodities.

use fewer large machines instead of many

Agriculture, Forestry & Fisheries has

As part of the Framework for Rice Policy

small ones, thus cutting costs.

identified the drop in consumer demand for

Reform, announced in 2002, governmentwww.stat.go.jp/english/index.htm

rice as one reason for this. Campaigns tocontrol of rice output will end by 2008.

www.maff.go.jp/index.html

promote rice as part of a healthy diet andFarmers and farming organisations will

www.usda.gov

J A P A NI N

F O C U S

oriental painting
courseEducational & Cultural
Centre, Cambridge
Peter Cavaciuti isrunning a course in
Nihonga and Nanga,
traditional Japanesepainting, on Wednesdays from 2.30-4.30pm.

courses andworkshops

For further details telephone: 01223 376600

NEW! joint workshops at thejapanese embassy and the british
museum2-25 September 2004

The Embassy of Japan has been offering

After the incredible success of thisworkshops to schools for several years

production in BITE:03, Complicite return

under its Club Taishikan scheme. Workshopswith their sell out show based on theare led by Japanese nationals or embassy

collection of short stories by Haruki

staff, covering activities such as calligraphy,

Murakami.

origami, tea ceremony etc. Now schools canFurther information: www.barbican.org.uk

extend their visit to London, going on to the

Box Office: 0845 120 7500

British Museum to work with artifacts fromor email Admin@Kaetsu.co.uk

the elephant vanishes
Barbican Theatre, London
COMPLICITE - Directed by Simon McBurney.

themed workshop folllowed by a gallery

well hammered: the art ofjapanese metalwork

activity. Themes for the workshops are:until July 2005

Heroes in Japanese Arts

Russell-Cotes Art Gallery & Museum,

Changing Fashions and Accessories in Japan

Bournemouth

The Natural World in Japanese Arts

Tel: 01202 451812

The Culture of Performance in Japan

This exhibition illustrates the skills of

The visit to the museum will last

Japanese metalworkers and the various

approximately 90 minutes.

objects they produced including swords,

There is no charge.

armour, bronze sculpture, cloissonne andFor more information about thisfine examples of export ware such as aopportunity, please contact the education

silver elephant by Nakagawa Yoshizane andofficer at the Embassy: 020 7465 6573

three works by Komai of Kyoto.

email: education@jpembassy.org.uk

Further information from:the Japanese galleries. They will be offered ashaun.garner@bournemouth.gov.uk

japanese black ink painting(sumi-e)www.russell-cotes.bournemouth.gov.uk

Hampstead School of Art, London NW3

NB: a teachers workshop to tie in with thisOngoing classes on Mondays, 11:30-13:30

exhibition is planned for October 18th: seeand 18:00-20:00.

page 12 for full details.

Shofuteki Kakusho, a rakugo performer is

NOTICEBOARD

NOTICEBOARD

The Kaetsu

puppet rakugo for schools
in the UK for a year offering
performances and workshops to schools.
Kakusho is a professional comediantrained in the art of rakugo. He has
toured worldwide as well as performingin Japan. In 2003 he was awarded theMinister of Education’s Art
Encouragement Prize.
Until March 2005, Kakushow is basedin the UK and is keen to work withschools. He does not require a fee, justtravel expenses (and accommodation if
required).
about rakugo
Rakugo is the art of Japanese comic
storytelling. It is performed by one
person sitting on a cushion, telling thestory with a fan and a handkerchief forprops. There are always several
characters in a rakugo story. To portraythese, the performer will change their
voice, facial expression and mannerisms.
In most cases the characters have strong
stereotypical personalities so it is easy
for the audience to tell the difference
between them.

puppet rakugo
Kakushow has created a new style ofrakugo by adding puppetry and slapstickto the traditional rakugo style. This iscalled Puppet Rakugo.
For further information, look at thewebsites: http://www.kakushow.com or
www.kakushowcomedyworks.com
If you are interested in having a show,
contact Kakushow:

To register call: 07967 970 129

email: media@themission.com.sg

For further information, check the website:

mobile: 07979 986700 or

www.TaliaLehavi.com

tel/fax: 020 7374 5050

J A P A NI N

F O C U S

11curricular activities. Practical sessions

earthquakes and urbanisation.

will introduce paper-based art

Drama teachers will explore Noh theatre

projects, hanga and sumi-e.

and ways of introducing it into the

Drama: an introduction to nohclassroom.

drama. Teachers will learn how to

Options for those following either of theread and chant a section from a playcross curricular courses will include

and practise some of the basic

language, citizenship, papermaking,movements. Noh-related objects in the

woodblock printing, haiku and food.

TEACHERS WORKSHOPS

teachers
workshops
russell-cotes museum & art
gallery, bournemouth

museum’s collection will be also be on display.

Monday 18 October 2004

University of Central Lancashire,
Preston (to be confirmed)

Exhibition (see page 10) this is a workshop

groby community college,leicester (to be confirmed)

for art and drama teachers. While reflecting

Saturday 13 November 2004

A course for geography, art and language

themes within the current exhibition, theA day offering separate courses forteachers. More information to follow.

practical workshops will provide stand-alone

geography and drama teachers, as well as

ideas for classroom activities.

cross curricular options for primary and

Further details are available from Japan 21.

Art teachers will view the Museum’s

secondary teachers.

tel: 020 7630 8696, fax: 020 7931 8453

Japanese collection and look at how such aGeography teachers will look at Japan atemail: education@japan21.org.uk

resource can be used to inspire cross

Key Stage Three, focussing particularly on

Go to www.japan21.org.uk to book online.

In conjunction with the Well Hammered

Friday 19th November 2004

ready steady nihonGO!
Japan 21 and the Japan Foundation London

amazing enthusiasm and, by the end of theAfter the September trial the course will be

Language Cente (JFLLC) have been working

week, pupils were able to give simple self-

revised and then trialled again at a further

together to produce a unique scheme of

introductions and count up to 100! They also

selection of schools from January.

work to teach Japanese at KS2. The scheme

learned some origami, how to holdwill comprise 10 structured lesson plans, allchopsticks and investigated the Tanabata

If your school would be interested inwith relevant National Curriculum links andfestival.

joining the project from the Spring term,
please contact Katherine Donaghy on 020

a set of accompanying Culture Notes.
Photocopiable resources are also included.

7630 8696 or email:Language learning at primary level doesn’tkatherine@japan21.org.uk

need to be
From September five lucky schools in theconfined to the

London area will be piloting the scheme,

boundaries ofworking closely with a Japanese teacher tothe usualdeliver the lessons. As a pre-cursor to thisEuropeantrial, staff from Japan 21 and JFLLC spent

languages onfour days at Meadlands Primary School,

offer. ClearlyRichmond in June and delivered a selection

Japanese reallyof the lessons to years 3, 4 and 5. None ofcan provide athe children had any prior experience of

new andJapanese, so they all set off on an equal

refreshingfooting. Both children and staff showedalternative.

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

F O C U S