© Japan Society (2024)

Japan Day Event - Organiser Pack

What is this Pack?
This pack was created to provide inspiration and practical guidance for anyone planning an event for
attendees to experience and learn more about Japan and Japanese culture. The activities aim to beaccessible to all, including those who have not previously run events or activities related to Japan.
Who is it for?
This resource was primarily designed with teachers and community leaders in mind, to support theorganisation of Japan Day events at school or for public outreach. However, there are no limits to
who can use this resource - it’s for everyone!
How can it be used?
Japan Day event organisers are free to mix and match the activities to design their event. It’s possible
to pick several to run simultaneously at different “stations” either as carousel or casual drop-in
activities, or to create a timetabled programme. The activities listed can be adapted however is best
suited to the organiser’s needs.
What other resources do you have?
Schools (and other not-for-profit or community organisations which provide educational activities,
such as libraries) organising a Japan Event can get in touch with the Education Team for more advice,information and loan resources via education@japansociety.org.uk.

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Table of Contents
Origami ............................................................................................................................................................... 3
Kamishibai (Storytelling) .................................................................................................................................... 5
Kokeshi Dolls ...................................................................................................................................................... 7
Manga Postcards ................................................................................................................................................ 9
Calligraphy ........................................................................................................................................................ 12
Haiku ................................................................................................................................................................. 15
Ema Boards and Omikuji Fortunes ................................................................................................................... 17
Japanese: Basic Greetings and Counting to 10 ................................................................................................ 19
Additional Topics: Festivals and Seasonal Events ............................................................................................ 21

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OrigamiWhat is Origami?
Origami is the art of folding a square piece of paper
into a 3D sculpture. The word origami is made of two
Japanese characters meaning “to fold” (ori) and“paper” (kami, or gami).
Why choose it?
Origami is a popular choice for Japan Events as mostparticipants will be familiar with it. It’s also low cost,requires minimal preparation and can be easily
tailored to a theme through the pattern choices.
Age Range
All ages. Organisers can choose simple or complex patterns suitable for their audience.
Equipment:• Origami or Square Paper* (5-6 sheets
per participant recommended). It canbe plain, coloured, or patterned.
• Printed
step-by-stepfolding
instructions• Optional: Visualiser (for classroom
settings, where everyone is following
the same pattern step-by-step)

Set up:• Participants will each need a space ata table• No specific setup is necessary as longas each child has a space and thematerials.

* The Japan Society can provide origami paper (suitable forone class) for schools or not-for-profit community
organisations as part of The Japan Activity Chest loan.

General Guidance:• It is recommended that activity facilitators familiarise themselves with origami patterns inadvance to better help participants that may struggle with printed instructions and more
complex shapes.
• Adults or older participants can work on individual patterns as per their own preference, witha facilitator present to help if needed.
• Younger children or children that may be less confident with the activity may benefit fromfollowing the facilitator making a pattern step-by-step.

Learning Opportunities:
As many will already be familiar with origami, it presents a great opportunity for participants to learn
about its cultural context and link to other aspects of Japan and its culture. The Japan Society

4provides origami patterns of cultural objects relevant to Japanese festivals (e.g. Hina dolls, Kabuto
helmet, Koinobori flags) so organisers can choose patterns which reflect the current season or
festivals to deepen participants’ cultural knowledge.
The Japan Society also has a resource and a lesson plan for origami and mathematics, which can beincorporated into the curriculum for KS2 and KS3 students. Of course, many more patterns areavailable from other sources.

Resource List:
The Japan Society• Various: Origami Pattern Instructions• Hina dolls | (March Doll’s Festival)• Kabuto helmet and koinobori flags | (May Children’s Day Festival)• Origami and Mathematics
British Origami Society• https://www.britishorigami.org
CND•

Sadako’s Cranes for Peace

Origami Club
• https://en.origami-club.com

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Kamishibai (Storytelling)

What is Kamishibai?
Kamishibai, meaning “paper theatre”, is a form of street theatre that uses paper illustrations and awooden box to house them, that became popular in 1930s Japan. The wooden box containing theillustrations was carried by travelling performers. They also sold small sweets and snacks to children
before the performance to make money. During a kamishibai performance the front of the box isopen so the illustrations can be seen through the “screen”. As each part of the story is told, theperformer moves the front card to the back, revealing a new illustration.

Why choose it?
Kamishibai is well-suited to events targeting families or young children. Anyone comfortable reading
stories in front of an audience can perform kamishibai if a professional is not an option. There aremany different stories available which can be tailored to your event. Once the story is chosen andrehearsed, there is little preparation required. If the event is at a school, pupils could even make theirown kamishibai using The Japan Society resources and tell the story themselves.

Age Range
Most suitable for family events or younger children (primary school and below).

Equipment:• Kamishibai story*• Optional: Kamishibai Theatre homemade from cardboard, orborrowed from The Japan Society• (Optional): Wooden Clackers to calleveryone’s attention to the story start(hyoshigi)* The Japan Society has physical versions for loan, as
well as digital versions, and PDFs for printing.

Set up:• A space at the front should be set forthe performer with a table or desk forthe box theatre/screen (if using) andchairs/seating space for the audience• Set a time for your performance• If using a digital kamishibai, test the
projector in advance and that the slides
and sounds play properly• No other specific setup is necessary

6General Guidance• Not everyone will be familiar with kamishibai so consider giving the audience a short
introduction or explanation at the start.
• As the story is being told the performer can rely on the text on the back of the illustrations,but an important part of any kamishibai is to make the performance your own – adapting or
adding embellishments is encouraged!
• Performers are recommended to familiarise themselves with the story and illustrations inadvance and practice moving the cards. All the cards are numbered – double check they’re in
the correct order before each performance.
• The Japan Society has different stories for particular seasons or festivals and/or you canchoose a story most suited to the age of your intended audience

Learning Opportunities
This activity allows children to become familiar with Japanese culture through different traditional
folk stories. Participants can also learn about specific seasons or festivals in Japan and their cultural
significance. There are also possibilities to directly engage children prior to the performance;
depending on your event, children could rehearse and perform or re-write their own versions of thestory to practice creative writing.

Resource List
The Japan Society• Physical Kamishibai are available from The Japan Society:o Browse and request a loan of our kamishibai setso Browse and print downloadable kamishibai stories and illustrations• Download digital kamishibai, PowerPoint presentations of the different stories• Create Kamishibai - Lesson Plans• Kamishibai Performance Video of Momotaro• Other Kamishibai Resource Videos

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Kokeshi Dolls

What are Kokeshi Dolls?
Kokeshi are traditional handcrafted wooden dolls which originated in the Tohoku region in northern
Japan where they were sold in areas with hot springs. Characterised by their lack of arms and legs,
they are considered to be charms that bring children health and happiness. Originally intended as
toys for children, kokeshi are now recognised as ornamental artisan handicrafts.

Why choose it?
Kokeshi introduces a traditional Japanese craft which will be new to most participants. This can bea good choice if participants have previously tried many other traditional Japan-related activities
such as origami and organisers are looking for alternatives. It is suitable for all and allows participants
to be creative. Wooden peg dolls are inexpensive and widely available from craft shops. The materials
for decorating can be chosen according to what is most suitable for the event and audience.

Age Range
All ages. Participants can decorate their dolls freely.

Equipment:• Wooden peg dolls (height of at least
90mm recommended)• Materials to decorate – crayons, felt
tips, colouring pencils, poster or acrylic
paints• Paintbrushes, water pots, palette• Aprons, as appropriate• Pre-decorated examples

Set up:• Tables and chairs with plenty of spacefor participants and materials• Table and floor coverings asappropriate• Access to a sink if using paints

General Guidance• Facilitators should explain to participants what a kokeshi is and show traditional examples
before the practical part of the activity. There is a kokeshi information sheet available forolder children for use when running this as a self-guided or casual drop-in activity.

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Examples of traditional kokeshi for display can be loaned from The Japan Society, either aspart of The Japan Activity Chest loan or on their own.
Different materials react differently on the wooden peg dolls, so it is worth testing in advance.
For example, some types of felt tip pen may bleed and give a blotchy effect.
This activity allows for a lot of creative freedom. If you would like participants to produce
traditional designs, offer guidance or spend time pointing out these features at the start.
Acrylic paints dry very quickly so are good for older participants and can be taken home thesame day. If using poster paints, you will need to factor in drying time.

Learning Opportunities
There is the opportunity to link the activity to The Dolls Festival which is celebrated annually inMarch. Also, while kokeshi are traditional artefacts, they are also toys and are therefore directly
aimed at children; participants can engage with Japanese culture in an enjoyable and practical way.
You could look at other Japanese toys (paper balloons, kites, kodama spinning tops, and kendama
are a few examples) or traditional crafts as well.
If the event is at school and you have time, this activity can be integrated into an art lesson wherestudents create their own blank kokeshi dolls to decorate (e.g. from papier mâché) prior to the event.

Resource List
The Japan Society• Kokeshi information worksheet• Loan kokeshi for display• Doll’s Festival (March)
Japan House London• Learn more about kokeshi and download the design your own kokeshi worksheet created by
Japan House to learn about three different types of kokeshi doll

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Manga Postcards

What is Manga? *In Japan, manga means comics/graphic novels/sequential art in general. However, manga has a
specific style distinguishing it from its Western counterparts. Comics, which are made in non-East
Asian countries, such as Marvel and DC comics are not called “manga” in Japan; most Japanesepeople would refer to these as comics.

Today manga can be found in all kinds of genres, including romance, action, science fiction, fantasy,
as well as serious and sometimes heavy topics aimed at adults. Even though many Japanese people
think of “made in Japan” when they hear the word “manga”, today it is also a global phenomenon,
produced in many different languages and by different people.
*This section is an edited version of The Japan Society resource notes for teachers, Manga: Key Questions,originally authored by Chie Kutsuwada and edited by Michael Tsang.

Why choose it?
Manga has gained a lot of popularity in recent years and many libraries now have dedicated manga
sections. Even children who may not know about manga as a Japanese artform are likely to be familiar
with Japanese animations which are based on manga series and appeared on British TV (e.g.
Pokémon, Dragon Ball series, Naruto, etc.) and it’s a topic with broad appeal. This activity can belinked to the subjects of art, history, culture and literacy/reading.

Age Range
Recommended for age 10 and over and may be particularly good for secondary school age students.
Younger children can participate but may need more explanation and support.

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Equipment:• Basic drawing equipment: pencils,
pencil sharpeners, erasers, colouring
pencils (optional)• Fine liner pens (provide a variety ofthickness if possible)• Blank postcards• Printed activity worksheets (seeResource List)• Printed examples of the manga style(The Japan Society has someworksheets)

Set up:• Each participant will require a chair andflat space at a table•

A whiteboard or screen may be useful if
you want to show students examples or
sketch ideas•

Optional: Manga books as inspiration(available from most libraries or to buy
from well-stocked bookshops)

General Guidance• The primary resource for this activity is a worksheet which focuses on making a manga
portrait on a postcard in ukiyo-e style, which is a genre of traditional Japanese art (woodblock prints) popular between the 17-19th centuries.
• It might be useful for facilitators to read The Japan Society’s Manga: Key Questions, Teachers’
Notes in advance of the activity and to briefly familiarise themselves with ukiyo-e in order inorder to answer any general questions participants may have.
• Additional general manga resources (see Resource List below) can also be provided for thisactivity if you want participants to produce a straightforward manga-style drawing.

Learning Opportunities
Through this activity, participants can learn about two different Japanese art styles: manga andukiyo-e and create their own versions. It could be used to prompt comparisons of different styles ofart and to learn more about the history of ukiyo-e or woodblock prints.
After the initial introduction of manga, it could be a useful tool in engaging students with reading andEnglish literature; in recent years there have been manga adaptations of literary classics such asworks of Shakespeare and these could be a reading incentive for children who may otherwise be
disinterested in reading.

Resource List
The Japan Society• Manga Key Questions (Teachers’ Notes)• Ukiyo-e Manga Postcard Instructions Worksheet• Manga Lesson 1 Resources and Worksheets• Manga Lesson 2 Resources and Worksheets (including interview videos with 3 manga
artists)• Magnificent Manga Lesson including Manga Expression Worksheet (KS2)11

Embassy of Japan• Manga Jiman competition (runs annually)• Yonkoma Manga Information Sheet (Yonkoma is a self-contained ‘four panel’ comic)

V&A•

Japanese Woodblock Prints (ukiyo-e) A short and comprehensive introduction

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Calligraphy

What is Japanese Calligraphy?
Japanese calligraphy, or shodo, is an art form using a brush and ink. Japanese calligraphy originallycame from China and predominantly used Chinese characters called kanji which are still one of thethree writing systems used in modern Japanese. In time, Japan developed its own alphabets(hiragana and katakana, which are now used along with kanji characters) and writing styles.

Calligraphy Glossary• Fude a calligraphy brush• Hanshi thin and durable Japanese paper used for calligraphy• Sumi black ink. Sumi is also a name for an inkstick which is the solid form of ink and groundin an inkstone with water to create liquid ink. Liquid ink is usually used for beginners.
• Suzuri inkstone.
• Shitajiki a cloth placed underneath the paper to prevent bleeding of the ink• Bunchin a paper weight used to hold the paper in place

Why choose it?
Trying Japanese calligraphy is a memorable experience for participants which they are unlikely tohave tried before. Students can also learn about the Japanese writing system and the backgroundand meaning of kanji characters.

Age Range
All ages. More assistance/activity supervisors will be required for younger participants.

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Equipment:• All the items listed in the glossary or
alternatives:- fude or paintbrushes (or fude pens)- hanshi or copy paper- pre-mixed sumi ink or watereddown black paint- inkwells or palettes- paperweights- shitajiki or newspaper• Extra newspaper (used to sandwich
participants’ work to take home)• Optional: aprons

Set up:• Tables and chairs where eachparticipant will sit should have its own“calligraphy station” with theequipment set out• Cover all tables with wipeable plastic or
disposable paper cloths• Adults should dispense a small amountof ink in participants inkwells as
required• Print out and display different kanji
characters with the stroke orders (seeResource List)

General Guidance
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We highly recommend this activity is facilitated by a professional or someone
experienced; participants will get the best results if they are advised on the proper
techniques (e.g. stroke order, change in thickness of the stroke by using pressure, and so on)
The Access To Experts directory lists some professional calligraphers offering workshops in
the UK. Depending on location, volunteers from The Japan Society’s Japan in Your Classroom
scheme can occasionally offer calligraphy; contact the Education Team for more information.
Fude brushes or fude pens (no ink needed) can be loaned from The Japan Society forclassroom use.
If a professional or experienced calligrapher is not available, you may like to offer the chance
to use calligraphy equipment and can make use of The Japan Society’s Calligraphy Tutorial
Video.
Participants will get through a lot of paper – recycled or copy paper can be used for practice
sheets and hanshi or quality paper can be saved for final versions.
Only place one sheet of paper at a time on the shitajiki/newspaper to avoid ink bleeding
through to other sheets
Water is not necessary for the ink or the brushes during the activity but should be used toclean brushes afterwards. Brushes should be hung upside to dry where possible.
Finished calligraphy pieces can be left to dry on a drying rack or sandwiched between sheetsof old newspaper and rolled up to take home.

Learning Opportunities
Giving participants the chance to try Japanese calligraphy gives them a first-hand perspective on
how nuanced it is and how small movements can make a big difference. Each brush stroke is uniqueand should not be corrected or gone over; if the artist is not happy with the work they will try again.
Participants can learn to appreciate calligraphy and develop their own artistic sense.
Calligraphy can be linked to teaching about Japanese language and the writing systems, history andculture (e.g. China’s influence, development of the writing system, Japanese court culture) and also

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can be a gateway into looking at other Japanese art forms (such as sumi-e ink wash painting or
ukiyo-e woodblock printing).

Resource List
The Japan Society• Access to Experts Directory including Japanese Calligraphy workshop facilitators in theUK• Japan in Your Classroom Volunteer Scheme• Calligraphy Tutorial Video• Writing in Japanese - Lesson Plan and Presentation• Calligraphy Strokes Practice Worksheet• Kanji Practice Worksheets• Ready Steady NihonGo! Is a 10-lesson interactive language project designed to help teachJapanese to KS2 pupils. Lesson 4 looks at kanji and Japanese writing

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Haiku

What is Haiku?
A haiku is a short Japanese poem consisting of three lines. There is no need to restrict or countsyllables when composing haiku in English. More important is that haiku usually include a seasonalreference or word, called kigo in Japanese. Generally, haiku are poems made with the purpose ofreflecting on the world around us, as well as capturing a particular moment in time.

Why choose it?
Haiku are an accessible form of poetry for all ages and can be created in a short time. Participants
are likely to be familiar with the concept of haiku but may have not written one. Writing haiku
encourages creativity and it can also promote mindfulness as participants need to focus on the world
around them for inspiration. Going outside, or on a short “haiku walk” is particularly recommended
when composing haiku and this can act as a good break from other activities.
Age Range
All ages – recommended from 4 years to adultEquipment:• Printed Copies of the Writing a Haiku
Outside worksheet for each participant• Clipboards or something to lean on• Pencils and pensSet up:• None required
Recommended:• Access to an outdoor green space• Seating or area where participants canread their final poems aloud at the end

General Guidance• We recommend facilitators read the Beyond 5-7-5 Haiku Booklet and watch the short Beyond
5-7-5 Video (see Resource List) in advance of the session to familiarise themselves with theconcept of haiku and traditional and modern examples.
• If you plan to go on a “haiku walk” with participants to gather inspiration, pick a short routeand check in advance that it is safe and accessible.
• Emphasise the importance of writing from real experience and jotting down ideas based onwhat participants see, hear, smell and feel during the session. Try to steer them away fromsyllable counting.

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The activity is suitable for all ages, however bear in mind that younger students will needmore supervision and assistance writing their haiku so group size should be tailoredaccordingly.
You may wish to pick an enclosed green space to make monitoring easier and allow
participants to explore within set boundaries. A green area within school grounds, playground,or local park can all work well.

Learning Opportunities
This is a chance to learn about the important features of haiku, to connect with poetry and create
personal responses. The topic can easily be linked to the English curriculum via other forms of poetry,literacy or creative writing. Outdoor haiku workshops could also be linked to topics of mindfulness,mental wellbeing, science, and nature.
Haiku are meant to be read aloud and so the end of the session is a good opportunity for allparticipants to practice speaking in front of others and sharing their work. Haiku should be read aloudtwice with a short pause in between.

Resource List
The Japan Society• How to Haiku Video – Beyond 5 7 5This page also includes the downloadable booklet Beyond 5-7-5 by Haiku Poet Paul
Conneally. See pages 6-7 for Writing Haiku Outside worksheets, or download the worksheet
only here.
• Journeys with Haiku is a 3 lesson series exploring haiku for KS3• Find out about future editions of World Children’s Haiku Contest (runs biennially, launchingin the autumn term)

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Ema Boards and Omikuji Fortunes

What are Ema and Omikuji?

Ema (meaning “picture-horse”) are wooden plaques predominantly associated with Shinto (Japan’s
own religion). One side is decorated with a picture and the blank side can be used to write prayers
or wishes on. The ema are then hung up at a Shinto shrine so the gods, or kami, receive them.
Omikuji are printed fortunes on small slips of folded paper. These can be bought for a small amount(usually ¥100 or ¥200) by visitors to shrines and temples. The fortunes usually contain a generalprediction about luck the visitor can expect in future as well as brief summaries about health,education, work, and romance or family life. Unlucky fortunes can be tied up and left behind.
Whilst these cultural items are linked to Japanese faith and religion, the majority of the Japanese
population would not describe themselves as particularly religious; visits to both temples and shrines
are part of daily life in Japan.

Why choose them?
These two activities are suitable for all and will be new for most participants. Preparation for theactivity is inexpensive and simple (if using The Japan Society’s templates printed on card or paper).
The activity can accommodate large numbers of participants, be completed quickly, and be drop-in
or self-facilitated. Encourage participants to hang up their finished ema to create a nice display.

Age Range
All ages.

Equipment:• Ema boards – print The Japan Society
templates on card (see Resource List),or buy wooden ones online• Scissors, hole punch and string for cardema. Can be pre-cut and made inadvance if you preferSet up:• A box with all omikuji ready forparticipants to pick one• Space at tables where participants will
write a wish on their ema• Prepare a space where the finishedema can be hung for display

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Pens and felt tips for writing wishes
and decorating
Printed omikuji fortunes, pre-cut andfoldedGeneral Guidance• Ema and omikuji can be treated as supplementary to other activities and children can comeup to the ema and omikuji station between different activities or throughout the day.
• Children can be involved in the preparations for this activity. For example, every child can be
asked to make up and write a fortune to add to the omikuji container (we recommend to havean adult check them first). Similarly, children can cut out and decorate the front of the ema
boards in advance, or you could hold a design contest with the winning designs printed on
the front of all ema at the event.
• Omikuji could be part of a fundraising element of the event if appropriate, with everyone
donating a fixed amount in exchange for an omikuji.

Learning Opportunities
This activity is a fun way to introduce Japanese faith and religious customs to the students and tocompare differences or similarities with their own culture or religion. Bringing the activity
preparations into the classroom prior to the event can be an opportunity to discuss ema and omikuji
in more detail and can also be used with The Japan Society’s lesson Religion in Japan.

Resource List
The Japan Society• Religion in Japan Lesson includes background notes, a lesson plan and presentation•

Video – Shrines and Temples•

Ema board Template•

Omikuji Template19Japanese: Basic Greetings and Counting to 10

About the Japanese Language
Japanese is distinct from other languages and spoken by roughly 120 million speakers. There arethree alphabets or sets of characters used in Japanese writing which are kanji, hiragana andkatakana. Hiragana and katakana have a set number of characters and are phonetic, each character
represents a syllable within the Japanese language (occurring in consonant and vowel combinations
such as ka, ki, ku, ke, ko). Kanji are Chinese characters first introduced to Japan around the 5th
century. Single kanji characters represent meanings and can often be read in multiple ways. 2,136
kanji are classed as ‘daily use’ and all children must learn to write and understand these by the timethey finish school.

Why choose it?
Language is a fundamental part of culture and can help broaden children’s horizons. A language
taster to Japanese can build excitement for future Japanese activities and may be particularly useful
if your school or organisation offers Japanese lessons or has any exchange programmes planned.

Age Range
All ages

Equipment:• Optional: Printed greetings flashcards
and blank bingo cards for game (seeResource List)

Set up:• None required but AV equipment
should be prepared if using The Japan
Society’s Ready Steady NihonGo!
Resource

General Guidance• This activity requires a Japanese teacher or speaker who can model correct pronunciation
and answer basic questions about Japanese language.
• You might like to prepare badges for participants with their names written in Japanese or
help them write their own during the session (if the latter, participants will need individual
support and printed hiragana or katana sheets).
• Formal Japanese greetings can be long and so it is advised that facilitators speak slowly andbreak up greetings into smaller segments. Tell students not to worry about getting it wrong
and encourage shy students.

Learning Opportunities
All participants can have fun learning language basics which will allow them to communicate inJapanese and build confidence speaking. Greetings can be regularly used in future and thisintroduction can be built on with more Japanese language skills.

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Resource List
The Japan Society• Lesson 1 - Ready Steady NihonGO!
• Writing Exercise Worksheet (Numbers 1 to 10)
The Japan Foundation•

https://www.jpf.org.uk/language/21

Additional Topics: Festivals and Seasonal Events

About Japanese Festivals and Seasonal Events
In Japan, there are many festivals and seasonal celebrations from January all the way to the end of
the year. These provide a great starting point to exploring to Japanese culture with children. Find ourfull list of lessons and activity packs related to these events below.
Resource List
The Japan Society• Festivals and Seasonal Celebrations resources and activity packs