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.

• “Many of the Western influences on Japanese culture at this time are still evident today.”
o Have students discuss such influences and other instances of cultural borrowing – e.g. can students identify Japanese products that they use (e.g. electronics, language, food, animation/film etc.) (Interpersonal – group discussion)
o Have students create a contemporary portrait (fictional) of someone showing two historical cultural fashions (e.g. tattoos, body piercing) and identify where they originated. (Visual-Spatial – drawing)
o Have students make a poster illustrating one aspect of everyday life that has remained unchanged and one aspect that has changed in Japan. (Visual-Spatial – drawing)
• Illustrate the role of the emperor throughout Japanese hist 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.

• “Many of the Western influences on Japanese culture at this time are still evident today.”
o Have students discuss such influences and other instances of cultural borrowing – e.g. can students identify Japanese products that they use (e.g. electronics, language, food, animation/film etc.) (Interpersonal – group discussion)
o Have students create a contemporary portrait (fictional) of someone showing two historical cultural fashions (e.g. tattoos, body piercing) and identify where they originated. (Visual-Spatial – drawing)
o Have students make a poster illustrating one aspect of everyday life that has remained unchanged and one aspect that has changed in Japan. (Visual-Spatial – drawing)
• Illustrate the role of the emperor throughout Japanese history, from ancient times to present day. (Visual-Spatial – drawing; Logic-Mathematical – linear ordering)
• Create a tourist brochure of Japanese history describing the important events and periods – include interesting sites of places of interest. (Verbal-Linguistic – writing; Visual-Spatial – drawing)
• Create an illustrated timeline showing how the Japanese governed themselves from ancient times to present day – include the role of emperors, daimyo, and shogun. (Visual-Spatial – drawing; Logic-Mathematical – linear ordering)


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

Click Meiji or Pre-Meiji to decide what time period the image below is from.

Art Gallery of Greater Victoria

JAPAN
© 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 Analyze elements and characteristics that contribute to the identity of civilizations, such as symbolic structures of power and authority.
o Demonstrate appreciation of contributions of a variety of cultures to Canada and the world.


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