The Japan Forum > Click Nippon > Class Ideas

Students read the interview article about Aoyanagi, a tatami maker who makes bags with tatami, and explore traditions in their own environment and how they have been passed down. Students then create a commercial or flyer for the tatami bag.

Students will read the interview article about Nakaya Chikako, who runs emakizushi workshops to promote instruction in its techniques. Students get to know about emakizushi, and think about the positive influence of making emakizushi together for the family today.

The students will watch a video of Mr Komoto who launched a new wave of kendama, answer questions and talk about what they saw. Making kendama and doing kendama dance/exercise are opportunities to connect with other key learning areas. Students will also research the history of kendama and learn about the changes to games and lifestyles over time.

Students will read the interview with a male childcare worker and reflect on attitudes regarding gender roles and how they are changing in Japan. Students will also discuss about the changes in gender roles in the learner's country and the merit of gender-equal society.

Students will read a short text about setsubun and experience activities such as mamemaki. They also have opportunities to make an oni mask, sing songs and discuss their own cultural events.

Students will read the article of a stationary designer, and explore the culture and meaning of personalizing stationary and other items as well as making handmade items.

Students will read the interview article of Ms Yoshido, a communication stylist, and learn about the Japanese spirit of omotenashi. Students also reflect on their own culture of hospitality and think about the feelings and spirit behind these actions.

1) Read articles on idols regarding self-realization together with your friends and discuss your thoughts and understandings.
2) Convey orally and in simple sentences how to proactively self-realize your feelings towards your favorite idol.

By reading an article of a father who makes Kyara-Ben, students will learn about Kyara-Ben as a Japanese food culture and understand what he wants to express through making them. Students will also design their own Kyara-Ben and explain their thoughts for each item. The recipes of Kyara-Ben are available to expand the lesson to cross curricular learning.

Students read the text written by a female high school student, and learn about the Japanese way of celebrating Valentine’s Day and how it has changed over time. Students will then expand the topic to discuss gift-giving topics such as hand-made gifts and wrapping as aspect of Japanese culture. Students will also have an opportunity to explain, in Japanese, about how they celebrate Valentine’s Day.

Students engage with the prefectures and make up of Japan; uncovering the unique specialities of each prefecture in an appealing way through the Kewpie character mascots.

Using the handout, students explore theJapanese high school students' experience and reflection of entering the nation wide competition, Fasshon Koshien, which was extended from their club activity. Other activities include: watching video of the Fasshon Koshien and choose the best one pretending to be judges and explain their reasons for their selection, designing clothes imaging they will enter the Fasshon Koshien next year.

Using the handout, students explore theJapanese high school students' experience and reflection of entering the nation wide competition, Fasshon Koshien, which was extended from their club activity. Other activities include: watching video of the Fasshon Koshien and choose the best one pretending to be judges and explain their reasons for their selection, designing clothes imaging they will enter the Fasshon Koshien next year.

Students learn shodo through activities such as matching new expressions and close activities. Students experience shodo by writing their favourite kanji or word. As a final activity, students compare how Aika's shodo club and the students' club activities are organised (notice similarlities and differences), discuss how Aika grew up through practising shodo, and share their similar experience.

Students understand Aika through activities such as multiple choice, matching new expressions and so on. Students experience shodo by writing their favourite kanji or word. As a final activity, students compare how Aika's shodo club and the students' club activities are organised (notice similarlities and differences), discuss how Aika grew up through practising shodo, and share their similar experience.