saturday night. 7:46p.m.
A beautiful evening in Indiana: unseasonably cool and fragrant.
I spent the whole of my afternoon catching up with old friends, Ariel (a doctorate student in environmental physics) and Karen (an amazing artist and carpenter). His mother Gayla Balter gave me a tour of their gardens-- a 3 acre plot of land on the outskirts of Lake Griffy and Hoosier National Forest. Beautiful country.
Gayla is one of those remarkable people whom you only recognize if you've been around a few times. For some reason I feel such a strong connection to her.
I always have meaningful conversations when I visit and I leave feeling content.
We spoke today of my trip to Japan--and the themes of the visit. It was first time since I had been home that I was able to share what I experienced in a more meaningful way. They were genuinely interested in Japanese farming and environmental issues, the perception of the Japanese educational system, recycling, its people, the food...Maybe this was the kick in the pants I needed.
The sun is setting and the birds have finished their evening song.
Been reading Greene's Heart of the Matter accompanied by a glass of wine but took pause and realized that some people are born with no poetry. What does that mean, exactly? They have no Rhyme? Rhythm? Possibly. Poetry--like Chemistry. Beautiful Poetry.
And then there is Madonna.
Here is what made me think of it:
"The poetry you read,Wilson, is too romantic. It does matter. It matters much more than love. Love isn't a fact like age and religion..."
Love isn't a fact like age or religion.
And the walls came tumbling down, down, down.
Phone wires are tough for me. I guess it takes practice--like writing poetry?
7/24/2004
7/23/2004
7/21/2004
Healthcare in Japan
this was my doc...
front desk help (she was wearing jeans under that labcoat)
waiting room
Getting sick while out of the country is never fun. Especially when in a program as fast-paced as this one.
Assumptions: I thought that health care in the east had its problems. I experienced the health care system in Europe and found it frightening. But I had more expectations for the Japanese system. My assumptions stemmed from the idea that in a culture so technologically advanced, so cutting-edge, the system would be comparable to ours, if not more advanced.
Being from a family of health care providers and seeing the insane hours they put in (weekends, holidays, on-call) I was again surprised that Tokyo, one of if not the largest city in Japan had so little options. I was taken to a clinic
, up a flight of stairs, out of sight from the street into a small room that served as the waiting room, front desk and office all in one.
The place for lack of tactful explanation, was run-down but played soothing music--the receptionist wore jeans under her labcoat. Keeping up appearances?
This doctor had 1 small room sectioned off with a sheet. It was in complete disarray. He sat at his desk (see photo), asked my translator (Yiga)a few questions and made a prognosis. He used archaic utensils--a mental spoonlike device to show me that my glands were indeed swollen, another device with water and vinegar was used to measure the amount of phlegm accumulating in the back of my throat.
His approach and recommendation was very holistic. He was not a fan of anti-biotics as my stomach would not tolerate them well.
However, he did prescribe 4 different pills and some gargle, which was unnecessary as far as I was concerned.
In the time I was there, he saw 5 other patients. There was very little waiting.
So, what did I learn?
I learned that appearances are not everything. This doctor was able to tell me my ailments through touch. I understand his only means for making any money is through prescribing meds, but I feel that in the states doctors pamper patients...Perhaps due to the amount of money they make?
I didn't get a chance tos the entire bill, but I believe the visit was about 3600 yen. The medications, however, brought the cost way up...The entire visit including taxi equaled around $80.
This back home would be about the same price as just a doctor visit where you would sit in a waiting room, get your blood pressure checked, temperature, height and weight while watching CNN in your room.
I prefer the holistic approach method used by the doctor. He was genuine and quick.
June 20, 2004 journal entry
A New Concept: Dr.'s office on a Sunday in Japan. Hospitals are not open on Sundays. I was told often times people drive around the hospital waiting for a parking space and often die waiting. Literally! So much for Promptcare. I think Bloomington would go into shock if there wasn't emergency care 24-7. Guess that is one way to control the population?
7/20/2004
josh, Mari and Desire
Saturday. A little before noon.
ringing my hands, I approach the keyboard.
Scanning the photos, I try to find a place to start.
I tuned in to NPR yesterday in the middle of a program. It sounded like some kind of environmental forum of sorts. While the speaker's monologue continued he stated that we (Americans) use X amount of energy; twice the amount of Japan and the U.S. is so much bigger.
The beat-up Ford truck in front of me emitted blue smoke as he accelerated through the light. A cigarette butt was toked from the passenger side window. I had to turn up the radio to hear as another car had his bass woofers up so loud I could feel it in my chest.
The program continued...
"...Industrialization. A new industrialization is upon us...American companies are working on strategies to be more like Japan...."
I shut the radio off and sighed.
ringing my hands, I approach the keyboard.
Scanning the photos, I try to find a place to start.
I tuned in to NPR yesterday in the middle of a program. It sounded like some kind of environmental forum of sorts. While the speaker's monologue continued he stated that we (Americans) use X amount of energy; twice the amount of Japan and the U.S. is so much bigger.
The beat-up Ford truck in front of me emitted blue smoke as he accelerated through the light. A cigarette butt was toked from the passenger side window. I had to turn up the radio to hear as another car had his bass woofers up so loud I could feel it in my chest.
The program continued...
"...Industrialization. A new industrialization is upon us...American companies are working on strategies to be more like Japan...."
I shut the radio off and sighed.
7/19/2004
The ink dark moon
I thought to pick
the flower of forgetting
for myself
but I found it
already growing in his heart.
-onn no komachi
my final paper is due today.(I'm working on it Josh!)
It seems like the whole thing was a dream
and here at home it is business as usual. Why won't they let me
remember? To whom can I share those moments?
I want to remember everything but the subtle details
slip through the cracks of time like lucid flowing waters.
I don't want to share any of my thoughts or
my intimate secrets here or anywhere.
I don't want them to know of
the people I met,
the sights that inspired,
the impact it all had on my life.
****
I climbed up the steep stairway to the top of the hillside in Kyoto.
Atonement was found beneath the orange boughs of the shrine;
the purification and ceremony of water--
putting out the ash with my heel;
scattering each blackened photograph
down the mountainside like feathers.
release.
Atop the roof we looked out over the city
shared our stories
and held each other tightly.
why haven't I
thought of this before?
This body,
remembering yours,
is the keepsake you left.
-Izumi Shikibu
the flower of forgetting
for myself
but I found it
already growing in his heart.
-onn no komachi
my final paper is due today.(I'm working on it Josh!)
It seems like the whole thing was a dream
and here at home it is business as usual. Why won't they let me
remember? To whom can I share those moments?
I want to remember everything but the subtle details
slip through the cracks of time like lucid flowing waters.
I don't want to share any of my thoughts or
my intimate secrets here or anywhere.
I don't want them to know of
the people I met,
the sights that inspired,
the impact it all had on my life.
****
I climbed up the steep stairway to the top of the hillside in Kyoto.
Atonement was found beneath the orange boughs of the shrine;
the purification and ceremony of water--
putting out the ash with my heel;
scattering each blackened photograph
down the mountainside like feathers.
release.
Atop the roof we looked out over the city
shared our stories
and held each other tightly.
why haven't I
thought of this before?
This body,
remembering yours,
is the keepsake you left.
-Izumi Shikibu
7/15/2004
First Thoughts & Reflections
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!
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!
7/13/2004
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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