A GAME OF CHESS vs. MOTORCROSS
a tension of opposites.
Kaisen, Confusionism, Wabisabi, Kata, Yugen, Koshi
Japan.
delicate. Intricate. Logistic.
baby pink roses in the elevators.
hustle!
Paradox. yen and yang.
Serve as a bridge for both sides to meet in the middle. Be cautious not to burn your bridges.
Toyota: emphasizing clean, efficient, intelligent and ....fun.
This is the Japanese way.
Education:
both systems seem to be working AS THEIR CULTURE DICTATES. (Eastern and Western)
Japanese efforts on reformation include:
1. independence and creativity
2. personal development among students
3. civic minded in globalized world
4. taking active roles
Ridigity. Structure. Uniform. Conservative. Traditional. Humble.
docile but fierce!
7/15/2004
7/13/2004
IMPACT PLAN
Impact Plan as of July 19, 2004 Posted and Written by C.
A. Basic Elements
1. Focus and Objectives
My objective is simply stated yet will require many logistical things to happen to ensure a quality production and the desired learning and awareness for all involved.
I plan to dedicate 12 weeks of class time to the study of Japanese history and culture with an emphasis on theatre. Obviously everything that we saw and experienced will be discussed as we go. There are things, however, that directly relate to my discipline. I plan on spending most of my time on these areas. Please read on to see the natural progression of unit study.
*I am a firm believer in teaching and leading by example. My experience in Japan gave me a much better appreciation to Japan, the people and its culture. I will strive to enthusiastically share this with everyone I meet.
2. Activities
In order to achieve the objectives and goals I set out to do with this project, I will need to design new lessons to cater to these particular objectives.
Lesson Plan Ideas for Theatre Arts Classes:
First-six weeks:
*Pre-assessment assignment on Japan- student impressions-history, culture, arts, music, etc.
*Self-study and research on Japan followed by lecture/power point/movie clips.
*Test over Japanese history and culture.
*Assign Independent Study project on Japan due 2nd six weeks
(MAY SERVE AS FINAL EXAM).
*Field trip to Asuka, Japanese Style restaurant.
*Begin Theatre of Japan lecture/power point.
*Show movie clip of Madame Butterfly.
*Yoshiko Cockerham sensei will demonstrate Japanese dance and Kimono
* Steve Scott will demonstrate Martial Arts “How to stage fight scenes”. Stage Fighting safety.
*Read Japanese Children’s Stories, design a set, costumes and props. Cast and Direct
in small groups. Perform. FIELD TRIP PERFORMANCE AT ELEMENTARY SCHOOLS
*Test over theatre history.
Second six-weeks:
Rationale: In the past, my theatre productions class has functioned as a working model of a community theatre. Students are given specific jobs and they are assessed on whether or not these jobs are completed to standard and in a timely fashion. The end product is a production that will viewed by the community, their peers, family members and teachers. To me, this is the most effective and logical way to learn.
Lesson plans, cont.
*Read/Select short plays to perform. No or Kabuki.
*Assign Director’s Notebook.
*Cast shows, begin blocking.
*Assign company jobs for all cast and crew: Lighting design, Set construction, Paint crew, Sound, Stage Manager, Run Crew, Properties, Costume designer, Publicity Crew, etc.
*Begin class design and implementation of shows.
*Perform for high school and elementary schools. Evening performances. (mandatory).
*Tear Down.
*Final Exam or Independent Project Presentations.
* Final written evaluations from students.
3. Results
a. Awareness and respect for another culture.
b. Ability to make comparisons with Western and Eastern cultures.
c. Thorough knowledge of history and culture of Japan and how it all ties together.
d. Designing and creating a polished Japanese Performance.
e. Developing a personal desire to learn about Japan on their own.
f. Performing a staged fight scene without killing each other.
g. Evaluations that state that this project was a worthwhile learning experience for them.
b. (1) Final exam over content, (2) Final performance graded on rubric, (3) Written
Evaluation from students and teachers, (4) Written responses from all
Participants. (5) Daily, weekly assignments given throughout course.
(6) Independent Research Project on Japan assigned at the beginning of the
Term.
4. Resources
a. Reference books, Materials and Supplies:
1. Japanese Kimono Designs (text)
2. Make your Own Japanese Clothing (text)
3. Japanese Children’s Favorite Stories (text)
4. Japanese No Dramas (text)
5. Lost Japan selected chapters on Kabuki (text)
6. Photographs and CD to be made into a power point
7. “Wall of Japan” including a timeline of Japan, photographs, historic sites, brochures, paintings, etc.
8. Kabuki Masks purchased (demon, woman, old man)
b. Human Resources and equipment:
1. Yoshiko Cockerham, Japanese sensei
2. Steve Scott, martial arts instructor
3. Stephanie Benham, Fine Arts Dept. Chair
4. LCD player, use of theatre facilities
5. Carolyn Springer, resident artist
6. Teachers from the program
c. Financial Support
1. MCCSC Foundations Grant (up to $500)
-Grants is due October 15th; monies distributed in November.
5. Time Frame
*Plan will be initiated at the start of grading period two (November 22).
The first 6 weeks ends January 14th.
Classes will continue from January 19 to March 4th.
*Final Exams and written evaluations will be given March 3rd.
* Performances held February 3rd (Fine Arts Night) and 4th.
* Japan Day is later in the spring; date will be announced.
* Learning Community Seminar for faculty will occur in the fall.
*Seminar will also be open to the local Toyota dealership, School Board and
The community at large.
B. Support Elements
1. Learning Community Seminar presented at monthly faculty meeting in the fall.
2. Will propose to my department that we do a cross-curricular study of Japan for at least a week in the second grading period. This would include as many teachers as possible and I will give thematic ideas for all disciplines:
Examples include (not limited to these ideas):
Comparative Literature, English:
Japanese poetry, read famous Japanese authors or texts about Japan, write Haiku, display works. Freshman HD is required to read an Amy Tan novel. Tap into cultural differences with English teachers.
Mathematics:
Origami, I. M PEI’s Miho Museum (looking for more help in this area from participants.)
Art, Drawing, painting, textiles:
History of Toyoda looms, study Japanese style painting, paint backdrops for theatrical performances calligraphy, build Kimonos for class performance, create poster layout, etc.
History, AM history and world history:
Study WWII, Hiroshima, timeline of events, leaders and Shoguns in power, etc.
Family and Consumer Science;
Japanese style cooking; have local Japanese expert come in and demonstrate how to make sushi; make food for Fine Arts night.
Public Speaking:
Research and present Informational and Comparative speeches on Japan: the environment, public education, history and culture, etc.
Biology:
Environmental issues, Dr. Rainwater, recycling efforts, Toyota’s green building—look for personal examples in Indiana.
Gym:
Basic martial arts moves—self defense.
Music Dept.:
Play Japanese-themed and-or arranged music. Play at Fine Arts night.
A. Basic Elements
1. Focus and Objectives
My objective is simply stated yet will require many logistical things to happen to ensure a quality production and the desired learning and awareness for all involved.
I plan to dedicate 12 weeks of class time to the study of Japanese history and culture with an emphasis on theatre. Obviously everything that we saw and experienced will be discussed as we go. There are things, however, that directly relate to my discipline. I plan on spending most of my time on these areas. Please read on to see the natural progression of unit study.
*I am a firm believer in teaching and leading by example. My experience in Japan gave me a much better appreciation to Japan, the people and its culture. I will strive to enthusiastically share this with everyone I meet.
2. Activities
In order to achieve the objectives and goals I set out to do with this project, I will need to design new lessons to cater to these particular objectives.
Lesson Plan Ideas for Theatre Arts Classes:
First-six weeks:
*Pre-assessment assignment on Japan- student impressions-history, culture, arts, music, etc.
*Self-study and research on Japan followed by lecture/power point/movie clips.
*Test over Japanese history and culture.
*Assign Independent Study project on Japan due 2nd six weeks
(MAY SERVE AS FINAL EXAM).
*Field trip to Asuka, Japanese Style restaurant.
*Begin Theatre of Japan lecture/power point.
*Show movie clip of Madame Butterfly.
*Yoshiko Cockerham sensei will demonstrate Japanese dance and Kimono
* Steve Scott will demonstrate Martial Arts “How to stage fight scenes”. Stage Fighting safety.
*Read Japanese Children’s Stories, design a set, costumes and props. Cast and Direct
in small groups. Perform. FIELD TRIP PERFORMANCE AT ELEMENTARY SCHOOLS
*Test over theatre history.
Second six-weeks:
Rationale: In the past, my theatre productions class has functioned as a working model of a community theatre. Students are given specific jobs and they are assessed on whether or not these jobs are completed to standard and in a timely fashion. The end product is a production that will viewed by the community, their peers, family members and teachers. To me, this is the most effective and logical way to learn.
Lesson plans, cont.
*Read/Select short plays to perform. No or Kabuki.
*Assign Director’s Notebook.
*Cast shows, begin blocking.
*Assign company jobs for all cast and crew: Lighting design, Set construction, Paint crew, Sound, Stage Manager, Run Crew, Properties, Costume designer, Publicity Crew, etc.
*Begin class design and implementation of shows.
*Perform for high school and elementary schools. Evening performances. (mandatory).
*Tear Down.
*Final Exam or Independent Project Presentations.
* Final written evaluations from students.
3. Results
a. Awareness and respect for another culture.
b. Ability to make comparisons with Western and Eastern cultures.
c. Thorough knowledge of history and culture of Japan and how it all ties together.
d. Designing and creating a polished Japanese Performance.
e. Developing a personal desire to learn about Japan on their own.
f. Performing a staged fight scene without killing each other.
g. Evaluations that state that this project was a worthwhile learning experience for them.
b. (1) Final exam over content, (2) Final performance graded on rubric, (3) Written
Evaluation from students and teachers, (4) Written responses from all
Participants. (5) Daily, weekly assignments given throughout course.
(6) Independent Research Project on Japan assigned at the beginning of the
Term.
4. Resources
a. Reference books, Materials and Supplies:
1. Japanese Kimono Designs (text)
2. Make your Own Japanese Clothing (text)
3. Japanese Children’s Favorite Stories (text)
4. Japanese No Dramas (text)
5. Lost Japan selected chapters on Kabuki (text)
6. Photographs and CD to be made into a power point
7. “Wall of Japan” including a timeline of Japan, photographs, historic sites, brochures, paintings, etc.
8. Kabuki Masks purchased (demon, woman, old man)
b. Human Resources and equipment:
1. Yoshiko Cockerham, Japanese sensei
2. Steve Scott, martial arts instructor
3. Stephanie Benham, Fine Arts Dept. Chair
4. LCD player, use of theatre facilities
5. Carolyn Springer, resident artist
6. Teachers from the program
c. Financial Support
1. MCCSC Foundations Grant (up to $500)
-Grants is due October 15th; monies distributed in November.
5. Time Frame
*Plan will be initiated at the start of grading period two (November 22).
The first 6 weeks ends January 14th.
Classes will continue from January 19 to March 4th.
*Final Exams and written evaluations will be given March 3rd.
* Performances held February 3rd (Fine Arts Night) and 4th.
* Japan Day is later in the spring; date will be announced.
* Learning Community Seminar for faculty will occur in the fall.
*Seminar will also be open to the local Toyota dealership, School Board and
The community at large.
B. Support Elements
1. Learning Community Seminar presented at monthly faculty meeting in the fall.
2. Will propose to my department that we do a cross-curricular study of Japan for at least a week in the second grading period. This would include as many teachers as possible and I will give thematic ideas for all disciplines:
Examples include (not limited to these ideas):
Comparative Literature, English:
Japanese poetry, read famous Japanese authors or texts about Japan, write Haiku, display works. Freshman HD is required to read an Amy Tan novel. Tap into cultural differences with English teachers.
Mathematics:
Origami, I. M PEI’s Miho Museum (looking for more help in this area from participants.)
Art, Drawing, painting, textiles:
History of Toyoda looms, study Japanese style painting, paint backdrops for theatrical performances calligraphy, build Kimonos for class performance, create poster layout, etc.
History, AM history and world history:
Study WWII, Hiroshima, timeline of events, leaders and Shoguns in power, etc.
Family and Consumer Science;
Japanese style cooking; have local Japanese expert come in and demonstrate how to make sushi; make food for Fine Arts night.
Public Speaking:
Research and present Informational and Comparative speeches on Japan: the environment, public education, history and culture, etc.
Biology:
Environmental issues, Dr. Rainwater, recycling efforts, Toyota’s green building—look for personal examples in Indiana.
Gym:
Basic martial arts moves—self defense.
Music Dept.:
Play Japanese-themed and-or arranged music. Play at Fine Arts night.
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