The activities include reference to Howard Gardner’s theory of Multiple Intelligences (Verbal-Linguistic; Logical-Mathematical; Bodily-Kinesthetic; Visual-Spatial; Musical; Interpersonal; Intrapersonal; Naturalist). It is hoped that this will reflect the variety of learning styles within the classroom setting.

• “Buddhism influenced arts and samurai culture”
“Christianity influenced arts; Crusades a ‘holy’ war”
o Find, display, and discuss a single work showing the influence of Buddhism in Japanese art.
o Further, have students compare this original choice with a second from another culture (e.g. how spirituality influences First Nations art).
(Verbal-Linguistic – speaking, Visual-Spatial – study images; Interpersonal – group work).
• With students list festivals or celebrations taking place in their own community including where the festival originated. Discuss with students the reasons for celebrations in a culture – seasonal / historical / religious. Encourage students to focus on a calendar model, taking into account the entire year.
o Have students creat Read More
The activities include reference to Howard Gardner’s theory of Multiple Intelligences (Verbal-Linguistic; Logical-Mathematical; Bodily-Kinesthetic; Visual-Spatial; Musical; Interpersonal; Intrapersonal; Naturalist). It is hoped that this will reflect the variety of learning styles within the classroom setting.

• “Buddhism influenced arts and samurai culture”
“Christianity influenced arts; Crusades a ‘holy’ war”
o Find, display, and discuss a single work showing the influence of Buddhism in Japanese art.
o Further, have students compare this original choice with a second from another culture (e.g. how spirituality influences First Nations art).
(Verbal-Linguistic – speaking, Visual-Spatial – study images; Interpersonal – group work).
• With students list festivals or celebrations taking place in their own community including where the festival originated. Discuss with students the reasons for celebrations in a culture – seasonal / historical / religious. Encourage students to focus on a calendar model, taking into account the entire year.
o Have students create a calendar (or brochure or collage) illustrating a few festivals and celebrations held throughout the year in Japan, indicating which are traditional and which are additions to Japanese culture.
(Verbal-Linguistic – group discussion; Visual-Spatial – creating)
o Have students create an annual calendar showing all the cultural festivals contained within the class.
• Organize a Japanese festival day. Decide which festival to celebrate and then prepare materials and appropriate foods and activities.
(Bodily-Kinesthetic – work with hands, learn by doing; Interpersonal – group activity)
• Make a miniature Zen garden for meditation or quiet reflection with small box, using a selection of sand, rocks, and a handheld rake or fork (and maybe play Japanese music during activity). (Bodily-Kinesthetic – make garden, handling rocks, physical movement of raking sand; Intrapersonal – individual reflection; Naturalist – collect and work with sand and different types of rocks; Musical – listen to music while ‘working in garden.’).

© 2006, Art Gallery of Greater Victoria. All Rights Reserved.

Learning Objectives

The following learning objectives have been created with considerable and specific reference to the Prescribed Learning Outcomes (PLOs) for various grades and subjects as outlined by the Ministry of Education for the province of British Columbia. The portions that directly reflect curricula language have been italicized. All applicable texts, websites, and other learning resources are listed in the bibliography under References.

• It is hoped that after engaging in the suggested activities students will:
o Identify some characteristics of Japanese culture and society.
o Compare some cultural elements of Japan to those of their own cultural backgrounds.
o Investigate civilizations and their social structures in the context of their times and world views.
o Identify and apply basic skills of aesthetic inquiry to examine, interpret, and compare works of art as expressions of culture.
o Identify and describe major cultural elements of various world civilizations and explain how these are expressed in the arts.
o Demonstrate knowledge of basic concepts and terms that characterize Japanese culture and society.


Teachers' Centre Home Page | Find Learning Resources & Lesson Plans