JapanSPRING TERM
2004

in

focus

P R O D U C E D

B Y

J A P A N

2 1
downloadable resources fromC O N T E N T S

the website. We will even post
them to you if need be, so

reviving the kimono ..........................2

come on, get started!

design your own kimono .................3

Last November saw an electionin Japan. Part of theelections in japan..........................4-5

citizenship curriculum involves
looking at other electoral

linking update ................................6-7

systems so if you areready steady nihonGO!.....................7

interested in teaching about
the Japanese system, see pages

Japan at KS1...................................8-9

4-5.

noticeboard .................................10-11
School links with Japanj21 teachers workshops.................12

continue to grow in number
and the ways they operate
become ever more ingenious.
See pages 6-7 for a summaryof some of the most recent
and interesting.
Girls in traditional dress at a local children’s festival. One of theKS1picture resources (see p8-9)

T

his issue is packed with more

This year’s hectic and wide ranging

resources for you to use in yourworkshop programme is summarised onclassroom and details of events andpage 12. We are currently planning

new ventures, hopefully with something forworkshops for next term and beyond: if you

everyone.

have an idea for a venue or focus for aworkshop, please let us know.

For art teachers and anyone interested inJapan 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

Japanese clothes, see page 2-3 forLanguage teachers: don’t miss the Nihongo

information on a recent revival of

Cup on page 12. The closing date for entries

traditional styles and an activity for KS3 oris the end of March.

above.
If you are a London primary teacher andKS1 teachers: see pages 8-9 for a six week

would be interested in participating in a

project introducing Japan. Everything you

pilot language project, see page 7 forneed is provided, either here or as

details of Ready Steady NihonGO!

REVIVING THE KIMONO

reviving the kimono
young people have led the way in breaking
some of the rules to make the kimono amuch more accessible garment. For
example, one designer, Shinso Ohashi madean obi (belt) from fluffy, parka-like material
with a zip pocket. The company also
designed a clip-on obi, using the same
photo: Kjeld Duits

principle as a clip-on bow tie - no need tomaster how to tie a complex bow!
Young women have followed suit andthrown tradition to the wind, feeling free tophoto: JNTO

experiment with different ways of wearing

made with patterns such as camouflage orkimono. This picture shows a young woman

bold checks and designs like goldfish or

wearing a short kimono, with very

flowers using primary colours. Some areuntraditional accessories.

even made as two piece garments,

Traditional clothes in Japan are

sometimes with a mini skirt or an off-the-enjoying something of a revival. Aftershoulder top. However these are always

years of being worn mainly by older

worn with an obi, so retaining the essential
character of a yukata.

ages are returning to the kimono and its

It is worth remembering that the wordsummer equivalent, the yukata.

kimono simply means “something to wear”

Why have so few people been wearing- nothing more mysterious. So it is quite

them recently? Firstly, they are very

appropriate that designers and wearers

photo:Kjeld Duitspeople or for special occasions, women of all

expensive: kimono can cost thousands ofpounds. Then they are usually made of silkwhich requires careful cleaning. And
wearing a kimono is not easy. Kimono used

useful websiteswww.asahi-jc.com/kimofaq3.htm

Every year on Coming of Age Day in

how to wear a kimono

January, all those aged twenty attend a

www.japan-zone.com/culture/kimono.shtml

special ceremony. Young men usually wear

history and development of the kimono

suits but many women wear kimono.

www.jinjapan.org/trends

Recently women have been daringly

articles on trends in fashion and modern

formal wear and restrictive rules about how

hitching up their kimono, often to show off

life

to wear them developed. How long should ithigh heeled or platform shoes rather thanwww.canoe.ca/LifewiseMirrorsFriday00/

be, how should it be tied, how muchthe traditional zori (Japanese sandal). They

1201_kimono_ap.html

undergarment to show ..... it’s a fine art.

also wear coloured tabi (socks with a toe)

Traditionally mothers taught their daughters

instead of the traditional white ones.

how to put on a kimono but now there are

Yukata (cotton, kimono-shaped garments)

any number of classes you can attend toare also becoming popular. The mostlearn the art.

traditional colours for a yukata print are

And why are people returning to theseblue and white, often with a floral design

traditional clothes? Recently, designers andfor women. Contemporary yukata are being

to be an important part of both men andwomen’s wardrobes, worn as everyday
clothing. But following the introduction ofwestern clothes in the late 19th century,
kimono gradually came to be reserved for2should feel able to adapt it as they choose.

J A P A NI N

F O C U S

article: japan’s kimono struggles to keep acultural icon alive
www.marquise.de/en/ethno/japan/
obi.shtml
making an obi
www.japanesestreets.com
up to date fashion pictures from japan

DESIGN YOUR OWN KIMONO

design your own kimono

slits

slits

obi vary in size but are usually between 10 and 30 cm wide and about 3metres long

Design your own garment based

toed socks (tabi) and sandals

on the yukata / kimono pattern.

(geta or zori )footwear and other accessories.

traditionally a pale coloured,fabricwhich you may like to break orplain underkimono with a white

What kind of fabric do you want

use as inspiration for your design.

collar is worn and shows just a

to use? Think about texture and kimono are tied with an obi.

little at the neck.

weight. Then think about theConsider the following rules,One side is usually plain and thedesign of the fabric and theother side decorated. When it isshapecolours you want to use. (It cantied, part of both sides will show.

Decide whether you are going to

be plain if you like). Remember

traditionally, kimono display

stick to the traditional shape

you can have a contrasting ordesigns fitting the season they

garment and experiment with thematching obi.

are worn in, for example, cherry

way it is worn, or whether you

blossom in spring, maple leaves

are going to tinker with the basic

Sketch the designs for your fabricin autumn, pine trees and snow

design as well. Draw front andon the pattern for the garment,

in winter...

rear views of your garment being

showing front and back views.

traditional footwear is whiteworn. Don’t forget to include

Show the obi separately.

J A P A NI N

F O C U S

3

ELECTIONS IN JAPAN

elections in JapanIn November 2003 an election was held in Japan, in the House of Representatives. But what does this mean? What isthe House of Representatives? And how does an election work in Japan? Use the information and discussion points
below to explore the basics of the Japanese electoral system. Compare it to the UK system and discuss the merits ofeach.
Curriculum link: KS3 citizenship. The QCA Scheme of Work, unit 6 (Government, Elections and Voting), section 2
includes a study of other electoral systems.

structure of government

three years later. Elections in the House of

The parliament in Japan is known as the Diet. It

Representatives are held every four years, or

consists of two houses, the House of Representatives

sometimes sooner if the prime minister chooses to(Lower House) and the House of Councillors (Upper

call the election early.

House).

?

How often are elections held in the UK? Whenwas the last one? When is the next one likely?

These two houses correspond to the twohouses of parliament in the UK. What are theycalled? Which is the upper, which the lower?

to be held? Are members of both UK houses

elected? If not, how are members selected?

types of election
The House of Representatives and the House of

Elections for both houses operate a mixture ofCouncillors are jointly responsible for passing laws as

proportional representation and single seatwell as approving the annual national budget andconstituencies. Proportional representation means

approving treaties. The House of Representatives hasthat the number of seats a party wins corresponds

slightly more power: where the two houses cannot

DIRECTLY to the number of votes it gets. For

agree after much debate, the House ofexample, there may be 10 seats up for grabs in one

Representatives has
house of representatives

the final say.

300
singleseats

elections

180
PR
seats

house of councillors

152
singleseats

Members of theHouse of Councillors
are elected for a six
year term. But theelections are split: half
are elected one year,
then the other half
4

J A P A NI N

F O C U S

each voter has two votes:
one for a PR candidate and one
for a single seat candidate

100
PR
seats

note:
only half thecouncillors areelected in any one
election, to serve for 6
years. The other half
are elected 3 years
later, also for a 6
year term

party gets 2 of those 10 seats. In a single seat
constituency only one person can be elected. If yourparty is not the winner (the one with the most?

Why do you think the changes to the Japanese

E L E C T IFOENAST UI R
NE J A P A N

district: if your party gets 20% of the votes, yourelectoral system were made? What effects doyou think they may have had?

votes) it doesn’t matter how many votes you get,the november 2003 election

you won’t win ANY seats. The one seat on offer in a

The ruling party, the Liberal Democratic Party (LDP)

single seat election district goes to the winning party.

gained most of the seats but only with a very narrow
majority and was only able to form a government by?

What election systems do we use in the UK?

forming a coalition with another small party. The(There are different systems in England,biggest opposition party, the Democratic Party of

Scotland and Wales.) Compare these with theJapan won the largest number of seats held by an

Japanese system and discuss the advantages andopposition party since 1955.

disadvantages of each. Do you think one type isfairer than the others?

?

Could this be a result of the changes in theelectoral system? And is it a change for thechanges in the electoral system in
Japan

good?

The number of seats elected through proportional
representation has changed dramatically over theuseful websites

last ten years. Before 1994, all 511 seats in thejapan times

House of Representatives were elected throughwww.japantimes.co.jp

proportional representation. Now only 180 are

BBC news

elected in this way and the rest are single seat

news.bbc.co.uk

constituencies. One of the criticisms levelled at theMainichi news

proportional representation system is that it

www12.mainichi.co.jp/news

produces weak governments and parties, spreading

Kidsweb Japanpower too thinly. Supporters of the system see thiswww.jinjapan.org/kidsweb/japan

as a strength: minority parties get their voice heard.

All Refer Reference

The Diet Building, Tokyo. Photo: JNTO

reference.allrefer.com/country-guidewww.sangin.go.jp.eng/index.htm
Prime Minister of Japan homepage
www.kantei.go.jp/foreign/index-e.html
Election Worldwww.electionworld.org

J A P A NI N

F O C U S

5

LINKING UPDATE

linking update
Every year there are more schools
deciding to set up a link with aschool in Japan. Ideas for theformat of these links are ever moreinventive. Here is a round-up ofsome of the most recent andinnovative links.

They know quite a lot about English culture,

and a college as well. In 1945 everything

and seem to appreciate hamburgers anddisappeared as a result of the Atomic Bomb

David Beckham as much as some of us do!

attack. Three hundred students and

It is very motivating for our students toteachers were killed by the bomb. This ishave such a focus for communication.

why at Hiroshima Jogakuin peaceeducation is given the highest importanceMargaret McCullough,of all.

Richard Cloudesley Schoolrichard cloudesley school andnara yogo(The correspondence is part of a larger

of international cooperation and learning

We started the link with Nara Yogo Gakkou

project on Japan for the students at Richard

about other cultures and ideas. The original

in September 2003. A KS4 class of 7

Cloudesley. This term the Half Moon Theatre

link arose from a friendship between two

students were able to develop theirgroup are visiting the school to runteachers - Kate Butcher from IMS andspeaking and listening, reading and writing

workshops with the school, and haveHitoshi Mukai from Jogakuin - who hadskills through a project on Japan. This

chosen Japan as a focus for their work.)

worked together at Gyosei International

So both schools are interested in the idea

School for Japanese pupils in Milton

involved learning about daily life in Japan

Keynes.

class enjoyed a visit from Japan 21

ingleton middle school andhiroshima jogakuin

volunteers, who demonstrated calligraphy

about the schools

projects

and origami, and shared beautiful kimono.

Ingleton Middle School is a small, rural

IMS and Jogakuin in Hiroshima haveschool for pupils aged 10-13 years. It is achosen groups of more able pupils to work

The students have corresponded quite

co-educational, inclusive school catering for

together on the production of a school

regularly with Nara Yogo School, thepupils of all abilities and backgrounds.

newspaper in English to be exchanged eachlink having been arranged via Japan 21.

Many of the pupils are from farming

term and used as part of a cultural

Communication has been via email,backgrounds or from families who haveexchange. In each school's newspaper, there

letters and cards. The Nara Yogo students,

lived in the area for generations. Situatedwill be (first edition already in circulation) aabout 15 years of age, write inon the edge of the Yorkshire Dales it does

selection of articles from the other school -very impressive English! At Christmas they

not have the grave socio-economic

with parallel content where possible.

made some lovely cards for us.

problems of some inner-city schools but its

Through this special project it is hoped thatlocation and environment bring their own

Japanese and English pupils can interact

special problems, not least in the pupils’

and learn from each other. Staff hope thatlack of access to, and experience of, otherreading the words of youngsters from

cultures, nationalities, ways of thinking andanother culture about their lives, news andchange. The school sees it as a priority toconcerns will help pupils in both countries

broaden the horizons of the pupils and totowards mutual understanding and interest.

through film and non-fiction books. The

introduce them to other ways of life andthinking both directly and indirectly.

This will be followed by exchange ofteaching ideas related to the teaching ofHiroshima Jogakuin School is anindependent secondary school for girls of
12 to 18 year-olds. There are about 1300
students and 100 teachers. Founded in
1886 as a school of English and the Bible, it
has now extended to include a kindergarten

6

J A P A NI N

F O C U S

English - teaching methods, literature
reviews, etc. which will be done informally
between the teachers. At some stage in the
future, both schools hope that exchange
visits may be possible.
Kate Butcher, Ingleton Middle Schooland to Germany once a month to provide
video conference
sessioncontinue the discussion
and get more materials
on the websites,
Learning Face 2 Faceand JapanUKLive!

students with the opportunity to practice

LINKING UPDATE

pre-reading or
preparation for thesession (sharematerials beforehandfrom teachers,
students and website)

foreign languages together.
The project will launch a website called

daily classroom
learningsame sky: mathematics acrosscontinents
a Future Learning And Teaching
project sharing maths between
students of Anderson High School in
Shetland Islands and students ofNara Women’s University Secondary
School.

Learning Face 2 Face, in June 2004, which is
the other technical pillar of this sharedlearning and teaching project. Participating
Students studying Advanced Higher
Mathematics at Anderson High School andthe Maths Club at Nara Women’s University
Secondary School (Nara, Japan) weregathered to study Mathematics together ina virtual classroom. The project, called
Future Learning and Teaching in the Global
Classroom, enables students to study across"TSUNAGATTA!" (Connected!)

continents using the latest video

A Japanese voice echoed in the newly

conferencing techniques.

students can take part in discussions(Forum) and exchange essays and messages(Drop Box) and check the programmes andmaterials for the VC sessions. In advance ofthe launch of the website, Mathematics
students and teachers have already started
discussion on the Japan UK Live! Website,
run by Japan 21. Japan 21 provides atranslation facility to enable students andteachers to communicate with each otherwithout a linguistic barrier.

renovated Video Conference room atAnderson High School, Lerwick (Shetland

The virtual conferencing doesn’t just stop

Islands) during the early morning of 27th

with Japan. In fact the project involves

January 2004. It was 8.00am in theAnderson High School connecting to partner

morning - very cold and still dark outside,schools in South Africa once a fortnight toand very quiet in the school building.

share perspectives on South African History,

ready steadynihonGO!

short course in Japanese from September

class teacher, with training and teaching2004. The course will be taught by amaterials provided. At this stage it isJapanese native speaker working with theanticipated thatthe course will consist oflanguage opportunity for london
primary schools!

These technologies are integrated into thedaily learning and teaching especially in
Shetland as shown in the diagram above.
Miki Nishimura, Anderson High School

weekly lessons of approximately 40 minutes
over a 5 – 9 week period (depending on theschool timetable).

According to the Languages for All strategy

Any schools interested in taking part in thisfor England published by the DfES in 2002,

pilot should contact Japan 21, stating withevery child should have the opportunity

which year group and during which term

throughout KS2 to study a foreign language

you would like to run the course, and givingby 2012. There is a long way to go before

brief details of any other teaching you do on

we will achieve this, but as a start, Japan 21

Japan, if applicable.

is working with the Japan Foundation

Tel: 020 7630 8696

London Language Centre in developing

Email: education@japan21.org.uk

models for Japanese language teaching atprimary schools.

Up to 5 schools each term during the
2004-5 academic year will be selected to

An initial research phase has been

pilot this course, which will be extended andcompleted and we are now seeking primaryrolled out to other schools following

school partners in the London area to pilot aevaluation.

7

J A P A NI N

F O C U S

7

JAPAN IN GEOGRAPHY AT KS1national curriculum links
lesson 1
2d Children will use secondary sources of
information (photos) to discuss what kind ofcountry they think they're investigating.
3a Using photos, children will identify what kindof country Japan is in terms of weather,landscape, people.

lesson 2
1c In looking at pictures of an unknown country
children will express their own views about what
they perceive.
2a Children will use geographical vocabulary tojapan ingeography at ks1
a 6-session project designed to introduce Japan at Key Stage one
within the geography curriculum. All additional resources can be
downloaded from the website at www.japan21.org.uk or call 020
7630 8696 to have them posted to your school.

explain Japan's location in relation to the UK(eg: near, far, east, west...)2c Children will use globes, maps and plans at a
range of scales to locate Japan.
3e Children will recognise how Japan is linked to
the UK (through language, sports etc).

lesson 3

1

lesson: 30 - 40 mins
resources: photo set 1
Study together as a class various
pictures of Japan. Use contrasting

lesson: 30-40 mins
resources: globe, map 1
Introduce a globe to the children.

images. The teacher should not tell the

Can they locate Japan and the UK?

example what is it like to live in this place?).

children at this stage where the photos

Ask them: how would you get to Japan?

2a Children will use geographical vocabulary

come from.

Car? Bus? Train? Show me your route. How

1a Children will ask geographical questions (for(adjectives) to describe various different

long do you think it will take? Have you

locations in Japan.

ever been to an airport ? What was it like?

2c/d Children will use maps and photos to locate
different towns/ regions of Japan.

Children should then be given a map of

3a Children will identify and describe what
various different regions in Japan are like (inthe world and should colour in Japan andterms of weather, landscape, population).

the UK. Children should be encouraged to

3b Children will describe where different towns

make comparisons between Japan and otherin Japan are located by making reference to thecountries: is Japan bigger or smaller thanmap.
3d In finding out what their region is like,children will compare it with other places in

the UK? Point on your map to a country
Itsukushima shrine, Miyajima (near Hiroshima)

Japan, as well as places in the UK.

that is bigger than the UK. (Don't worry
about continents at this point. It’s morelesson 4
Ask the following questions: what can you

important that children can use “x is bigger

see? What are the people doing? What arethan / smaller than” correctly)

they eating? What is the weather like - how

Look at the shape of Japan. What does it

weather affects the landscape and people's daily

do you know? What can you tell me aboutlook like? Is it joined on to any otherlives).

the buildings? What do you think thecountries? Is the UK the same? Can you

lesson 5

people are talking about etc...

think of a word that means a piece of land

Only once the pictures have been studied

in the middle of the sea?

1a Children will ask geographical questions to
help them decide what to pack in their suitcases.
4a Children will make observations about
features in the environment (for example, how

2d Children will use secondary sources of
information (photos) to gain an overall
impression of Japan.

should the teacher ask: where do you think

3a Children will identify and describe whatthese pictures were taken? How do you

Extension: Do people in Japan speakknow they are not of (town where yourEnglish? What language do you think theyschool is)?

speak? Do you know any Japanese words?

various different regions in Japan are like (interms of weather, landscape, population) andthen try to categorise different places.
3e Children will recognise how Japan and the UK

Have you heard of karaoke, judo, karate etc?

are linked through food, transport, holiday
activities.

Tell the children that the pictures are of

What do they mean? Can anyone here speak

lesson 6

Japan. Has anyone heard of Japan? What doa different language? Tell us about it. (If

1c Children will use their knowledge of Japan toyou know about it? Where is it? List all of

there's time, learn some basic greetings.)

in the form of a postcard.

the facts children already know or think

3a Children will identify and describe what

they know, so that they can be used as avarious different regions in Japan are like (inform of assessment at the end of the unit ofterms of weather, landscape, holiday
destinations, souvenirs, food).

work. (i.e. when asked the same question

3b When writing their postcards, children willagain after 6 weeks, what can children telldescribe where different towns in Japan are.

you about Japan then?)

J A P A NI N

F O C U S

Photo courtesy JICC

express their own views about Japanese places82happening? What is it? Where do you think

3 resources: map set 2,completely inappropriate for travel abroad,they are going? etc Have you ever been tosuch as a cup and saucer.)

Disneyland? Which one?

adjectives, fact cards

Once children have packed, ask them toChildren are then given chopsticks to

Give each table two contrasting places injustify their choices. As a class ask: if youpractise with and this activity will relate toJapan to focus on, such as Hokkaido andwere going to a hot place, what might you

the food pictures (If the school is able to get

Kyushu, Kyoto and Tokyo, Nagano andneed? What would you definitely not need?

hold of any Japanese food they could try

Osaka. The first task is then for children to

Ask children to examine their selection

eating it - otherwise try picking up small

find the two locations on their map

again and check if they would now want toobjects like pasta shapes ...)

lesson: 1 hourJAPAN IN GEOGRAPHY AT KS1

card provided. Some items should bechange any of their contents.
The teacher could briefly explain passports
to the children and they could then design
their own for display, including drawing a
picture of their face and writing down their

5

picture: JICC

name, age and birthday.

lesson: 30 - 40 mins
photo set 2, category headings,
chopsticks
This session is to provide children

6lesson: 1 hour
resources: postcard templatesChildren will pretend they've been

Ask the questions: what sort of place dowith the necessary information to help them

you think Hokkaido is? How do you know?

in Lesson 6. The main aim is to give children

What do you think the weather's like? Whata general overview of Japan but

postcard home. On one side they draw ado you think there is to do there? Wouldconcentrating on subjects that the children

picture and on the other write their

you like to visit it? Why, or why not?

can relate to. Thus the themes covered

message.

on holiday to Japan and will write aOnce the children have had their initialshould be things like 'food', tourist

LAG: Postcard is fairly structured with justdiscussions, give them large cut out

attractions - such as Disneyland or Kitty

the odd word to fill in.

adjectives which they have to put on eachland, 'souvenirs' and perhaps 'transport'.

MAG: Some structure to provide guidance

location to describe it, such as 'hot', 'cold',

TAG: Only a few words given to help, such'busy', 'quiet'...

as 'On the first day I...''Tomorrow I will....'

Finally children have to write thisDear__________________,I am having a___________ time in_____________. I will
be in Japan for______days.
The weather
is__________ and I
have to wear my__________ everyday!

information up as sentences on fact cards.
Cards are differentiated so for LAG (lower
ability group): children simply have to
identify the correct word from the map andcopy it down - e.g. 'Tokyo is....and....' MAG:
'Tokyo is..............' TAG: 'Tokyo is..............' Usewords from the map and your own words to

Postcards can then be used as a display. As

describe each location.

a final assessment, teachers should refer4

lesson: 30 - 40 mins
resources: holiday items picture
sheet, passport templatesback to the first lesson and ask children
again what they now know about Japan compare answers to the initial list.

The children are now going on
holiday to one of their two locations. What

Each table is given a jumble of photos and

NB: to obtain the extra resources needed

would they pack and why? They can take 5

several cards with category headings on.

for this project, please visit the website at

items to only one of their locations from

Then they have to sort the photos into thewww.jfet.org.uk or contact Japan 21:

the selection on the table in front of themcorrect categories - eg. food, old buildings,

tel: 020 7630 8696

(use your own artifacts or use the picture

new buildings. Discuss the images - what's

email: education@japan21.org.uk

J A P A NI N

F O C U S

9

NOTICE BOARD

NOTICE
BOARD

hana yuiestablished artist from the other country.

Hana Yui comprise of

The processes of cross-cultural and cross-drumming Kodo members,

discipline working collaborations are pivotal

Chieko Kojima and Yoko

to this project and its outcome. The

Fujimoto and Okinawan dance

exhibition is touring both the UK and Japan.

expert Mitsue Kinjo. TheyFor further details contact The Surrey

perform a colourful

Institute of Art & Design, Falkner Road,

combination of taiko, Japanese

Farnham GU9 7DS or visit the website:

song and dance. In their UK

www.throughthe surface.surrart.co.uk

tour they also collaborate withcome closer III

three British taiko groups.

Alsager Arts Centre, Manchester

Queen’s Hall, Edinburgh: with Mugenkyo

8 March - 2 April 2004

19 March 2004

Toshie Ise and Miho Suginami believe that all

Lilian Baylis Theatre, London: with Taikoof one’s senses should be used to experience

Meantime

art and that it is we who give the finishing

23-24 March 2004

touch to their work!

Phoenix Theatre, Exeter 28-29 March

For further information call 0161 247 5302

2004: with Kagemusha

php japan close-up

or visit www.suganami.freeserve.co.uk

taiko workshops
the arts of Japanmugen taiko dojo, near Glasgow

a selection from the permanent collection

The introductory weekend workshop will

The British Museum, London

cover the fundamentals of Taiko drumming.

Highlights of this latest exhibition include

By the end of the two days, thematerial related to karakuri automata,participants will be able to play a shortdomestic porcelains from the Shibata Giftpiece from the west coast of Japan. The

and several outstanding newly acquired

rhythm will be taught in the traditional

Free subscriptions offered to UK
schools!

scholar paintings of the 19th century which

way - verbally, so don't worry if you can't

Japan is moving at a dizzying pace.

are on view for the first time.

read music. The workshop is suitable for

Keeping up with events and trends is

until 25 April

anyone aged 14 and over and of any level

important: Japan Close-Up brings you

For further information call 020 7323

of fitness.

right to the heart of Japan. Each month,8823 or email

03/04 April 2004

it highlights issues that move Japan andmpilbeam@thebritishmuseum.ac.uk

10/11 April 2004

make this dynamic country what it iscost: £110 (non residential; residential rates

today, and what it will be in the future. It

the arts of Japan: teachers guidealso available)

provides analysis of major trends, insights

This guide, produced at the time of the

Further details from Mugen Taiko Dojo

on Japan's movers and shakers andKazari exhibition at the British Museum lasttel 01357 522 008

articles on aspects of Japanese culture.

spring, is still available to teachers, priced £3.

email: mail@taikodojo.com

It introduces teachers to the Arts of Japan,

web: www.taikodojo.com

exploring different media within their

To receive this monthly magazine free ofcharge, please send your name andhistorical and cultural context. Aimed mainly

through the surface

school details to Japan 21, Swire House,at secondary level, it is generously illustrated

Fabrica, Brighton: March - June 2004

59 Buckingham Gate, London SW1E 6AJ

and contains suggestions for in-gallery and

A project celebrating “collaboration”.

email: education@japan21.org.uk

classroom activities and a reading list.

Featuring 14 of the most innovative textile

fax: 020 7931 8453.

artists in the UK and Japan, the work has

10

To obtain a copy, contact the Department ofbeen created through a unique

Japan Close-Up will be sent to you

Education at the British Museum on 020

collaboration between emerging anddirectly by the publishers, PHP

7323 8511 or email education@theestablished artists in the two countries -International.

britishmuseum.ac.uk

where an emerging artist is paired with an

J A P A NI N

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Project Pages
The Japan UK LIVE! project pages are

NOTICE BOARD

designed for use by schools wishing to set
up their own collaborations with partners inJapan. You decide what you will investigate
and we provide you with a private talkboard
and simple web page creation system, so
your students can plan and present theirwork. If needed, we will also translatemessages just as in the main Japan UK LIVE!
talkboards, which makes this ideal for thoseworking with younger children. (SeeAnderson High School on page 6-7 to findJapan UK LIVE!
announcing programme of
talkboards from April 2004

allow children to share information, building

out how one school is using this facility.)

up to a month by month comparison of life
in Japan and the UK. The programme fornext year can be downloaded on the JapanUK LIVE! website atwww.japanuklive.org/english.html

The Japan UK LIVE! website has closed for

For more information on any aspect ofJapan UK LIVE!, please contact Heidi Potter
on 020 7630 8696 or email:heidi@japan21.org.uk

STOP PRESS!

the spring holidays and will reopen withThis programme is not yet set in stone and,new talkboards on 26 April 2004. As well as

if you are thinking of using the site, weApplications for the Japan Foundationa rolling programme of half-termly themes

would welcome your feedback on our plans

Autumn Study Tour 2004 for Humanities(Everyday Life and Food Culture during thevia the online questionnaire atteachers are now invited. For details ringsummer term), a Seasons talkboard will

www.japanuklive.org/test/question2.htm

the Japan Foundation on 020 7436 6695.

art and design inset KS1/2
the art of the Japanese screen

Maidstone Museum and Bentlif Art Gallery

is a registered charity promoting art and

17 March 2004, 10am - 4pm. FREE. To bookdesign education for children. For more

fax Rosamunde Bell on 01622 685022 orinformation about VLF go to www.visualcall 01622 602853

learning foundation.fsnet.co.uk or telephone

These one day courses for KS1 and KS2teachers will be led by Trilby Lawlor andJudy Cam of the Visual Learning Foundation.
The courses will work throught the stages ofa multicultural unit of work for art anddesign based on the Japanese collections in
the museums, galleries or gardens. The

Judy Cam or Trilby Lawlor on 020 7609
Russell-Cotes Art Gallery and Museum,

7155.

Bournemouth
19 March 2004, 10am - 4pm. FREE. To book
fax Victoria Pirie on 01202 451851 or call01202 451858

courses will demonstrate how a museum
visit can be an inspirational resource in thedelivery of the art and design curriculum.
Sketchbook research in the galleries will

The Royal Botanic Gardens, Kew
24 March 2004, 10am - 4pm. £40. To book
fax Bruce Robertson on 020 7253 1877

explore the theme of nature in Japanese art.
design ideas will be developed through“Connecting with Collections” is a national

making Japanese screens and folded paper

programme of art and design INSET courses

dolls. Suggestions will be made for using thebased in museums and galleries. The

ideas in the generic unit of work “Visiting acourses, devised and taught by the Visual

Gallery, Museum or site” in the QCA Scheme

Learning Foundation are sponsored byof work for Art and Design.

Crayola UK. The Visual Learning FoundationJ A P A NI N

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11

TEACHERS’ WORKSHOPS

teachers’ workshops
Our aim is always to covertake up the challenge of thenihongo cup!

as wide an area as possible
and this year workshops
have been held in Bishop’s

Entries are now being invited for the JLC

Stortford, Tiverton, Telford,

Japanese Speech Contest for Secondary

Glasgow and Aberdeen.

Schools (Nihongo Cup), organised by the

Each workshop offered at

Japanese Language Committee of theleast two courses for

Association for Language Learning (ALL)separate curriculum areas.

in partnership with the Embassy ofJapan and the Japan Foundation.

Art and geography teachers
were invited to Bishop

The contest follows on from the success

Stortford. Art teachers

The most recent workshops were held inof Flights of Fancy, initiated by JLC as partenjoyed practical workshops in calligraphy,

Scotland, in Glasgow and Aberdeen.

of Japan 2001. Open to 11-16 year-old

sumie and printmaking and geographers

Demand for places was high with long

pupils studying Japanese as a foreign

were impressed with the first hand accountwaiting lists for both. It was also the first

language in UK schools and colleges, theof the Kobe earthquake given by Ali Boileau.

time that Japan 21 linked up with the Japan

competition is divided into two

Foundation London Language Centre tocategories: Key Stage 3, for those aged 14

In Tiverton, the primary course was tiedoffer a language course alongside otheror under on August 31 and Key Stage 4,very closely to the national curriculum with

options.

for pupils aged 16 or under on August 31.

focussed very much on KS3, offering ideas

The next teachers workshop will be held on

speech in Japanese on the theme My

for activities using photo and map

Saturday 19th June in Aberdare, SouthDream, to be submitted by March 31. Six

resources. Tania Mathias ran a session

Wales. For details of the course content,

finalists from each category will then be

aimed at KS3 citizenship loooking at

please check the website at www.jfet.org.uk

invited to speak at Finals Day on Saturday

sessions on haiku, geography and origami
for mathematics. The geography course

To enter, students should record a short

experiences of some of the A-bomb

June 26. The best speaker in eachsurvivors.

category will win a palm-top computerand a special trophy, to be kept by their

In Telford, food technology teachers had theschools for a year. Gold, silver and bronzechance to experiment with sushi rolls,

medals will also be awarded to thetempura and miso soup, whilst learningwinner and two runners-up.

about the make-up of the Japanese diet.
Musicians worked with taiko drums,

For further details and application forms

learning how Japanese drumming can bevisit the JLC website at www.jlcweb.org.uk

adapted to fit the curriculum. Dramaor contact the Project Manager on 020

teachers attended sessions led by visiting

7379 3934 or by email:cultural ambassador, Takayasu Komiya,cml@japanesematters.co.uk.

giving them the opportunity to learn andpractise the art of rakugo, or Japanesecomic monologues.

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

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