Additional Japanese Bookmarks

FIRST STOP FOLDER

In this day and age, anyone who wishes to study the language of a country should seriously consider the benefit of using films as a resource to delve deeper into culture and customs, as well as native speed speech patterns. Nearly all cultures have a rich tradition of films, or at least film sources which provide a teacher with a natural language opportunity. With few exceptions, nearly every student in your class room has learned a certain degree of his or her native language while perched in front of a TV set. Films, when used in an organized fashion, and with liberal judicious use of the remote control to stop and discuss grammar patterns, attitudes or issues which can be compared to our own traditions or knowledge base becomes a solid means to make connections with countries which are inaccessible for the average student in high school, and sometimes even in college.

With the advances in technology, particularly in Disc Video, my personal recommendation is for the use of DVD whenever possible, due to the capability of easily switching between Japanese native language, dubbed versions and the use of subtitles. In my classes, I tend to use the original Japanese language dialogues, and at times show films without the use of subtitles to challenge my students use of their ears and not just their eyes. The benefit is that students get to hear native speed language, grammar and syntax patterns, as well as have the opportunity to mentally register the actions taking place in context with the dialogue.

One difficulty arises however, that not all DVD's are compatible with all DVD players. Part of this is due to formats, which could be NTSC (which is primarily used in American and Japanese DVD's), or PAL, which is generally not accessible on an American DVD player. Another difficulty is that DVD's are commonly set for a particular region and will only operate on a DVD player which is compatible to the region is identical for the recorded DVD.

Recently, I've discovered Region Free DVD players which allow the capacity of a teacher to gather DVD sources from around the world, and still be able to preview them, and use them as a teaching resource in the classroom. I am particularly impressed with the Malata 520 Region Free DVP player (the Malata is known as a DVP player and not a DVD player) as sold by http://www.HKflix.com. This player even features the capability of plugging in microphones and using the player as a karaoke machine.

I like the fact that this DOT COM supplier also has upgradeable firmware that you can download and run to update your DVD player, which means that they don't just sell the DVD players, they support them as well.

There is also the DAV 3600 player, which is a home theatre system and tuner, packaged with the same sound system used by Sony. This heightens the capability for any of you who might wish to sample karaoke in surround sound, or simply just watch your DVD's with theatre sound. This machine has all the features of the DVP 520. Both of these machines run NTSC and PAL formats as well as DVD's from any region of the world. For more information concerning formats and frequently asked questions about DVD players see the following links.

In addition to the hardware available at HKFlix.com, you can run the search engine and find Japanese dialogue DVD's featuring the King of the Japanese Monsters - GODZILLA. HKflix also has a wealth of Asian films which will play on such a DVD machine, however, you must be selective in your search because there are films which are not educationally appropriate.

For specific information and specifications of this machine click on the following link:

For other options on Region Free Players you can click on this link below.

For a direct link to their web page which features the DVD search engine Click on the link below.

ANIME

These weblinks take you to a variety of web pages about some well known anime productions, directors, scripts and venues to buy anime.

It is a fact that Japanese animation is a valid and entertaining way to learn Japanese language, and in some cases, history. However, it is also a fact that there is a segment of Japanese animation (commonly called hentai) that is perverse. Due to this fact, the term Japanimation which refers to the animated films of Japanese derivation, has spawned another term; Jap-pornimation. It is possible to find questionable "adult" material on any web site selling animation. Culturally, nudity is not looked upon in Japan with quite the same disdain as it is in America. Naturally, I do not have any physical control over your selection, but I strongly advise that students (and adults) should avoid the adult sections. There is so much good animation available that is viewable by all ages -(ie. Tonari no Tottoro, Hotaru no Haka, Dagger of Kamui, Wrath of the Ninja, Battleship Yamato, et al) that it is my hope you should choose wisely.

Note: Dagger of Kamui has an alternate title - Blade of Kamui - with English dialogue only, and edits that shorten the film while leaving out some information, which does the film move along faster, but it loses something in the sequence of events. There are supernatural, (ninja type "shadow" characters with apparent powers to cloud mens minds), and historical events as well as historical figures make appearances in the film. This is based on an original Novel by Tetsu Yano. I use this anime with my second year classes, after having discussed and shown films related to the Sengoku (warring states) Period, and the Edo Period which revolved around the administration of the Tokugawa Clan. Dagger of Kamui occurs towards the end of the Tokugawa Period and bridges to the Meiji restoration. There is some brief backside nudity as an Indian maiden is cornered by some outlaws of the wild west as she is bathing in the river, but it is truly brief.

[...If you are now wondering "how on earth" (ittai zettai) the wild west outlaws figure into a film which is (a) historical to the pre-Meiji Restoration Era, (b) referencing the Ainu and (c) has incidental reference to slavery and 1860's America ... nan to naku ... you will just have to see this anime. This anime is also known in the original Japanese version as Kamui no Ken.]

Note: Hotaru no Haka and Tonari no Totoro were released as a double feature with Miyazaki's My Neighbor Totoro. Tokuma and Shinchosha both thought that no one would want to see a movie about a monster and two children in rural Japan, so Totoro was made along with Grave as a form of "risk-sharing." (referenced from Grave of the Fireflies (Hotaru no Haka)Plot Synopsis out of University of Michigan. (see link below)

Note: Wrath of the Ninja (c.1987) was originally released as Yotoden, a three-volume OAV series. The OAVs were put together and edited to make this movie. It is said that that some scenes got omitted, and that the Yotoden OAVs are better than this movie version. However, when I teach a segment involving the Sengoku Period in first year classes, I cover information on Takeda Shingen, Uesugi Kenshin, Oda Nobunaga and Ieyuasu Tokugawa. Considering some of the legends surrounding Oda Nobunaga in particular, regarding his ruthless annihilation of politically active, warring monks from Mt. Hiei and the supersition that arose about his being in league with demons, this anime plays along with that supposition. Nobunaga was apparently killed in a surprize attack mounted by one of his generals. His domicile was burned, but no body was ever recovered so the legend of his being in league with demons, and being a demon himself arises out of this historical fact in as much as I have been able to determine from readings I have done into the matter. Some people confuse this with Ninja Scroll - which has no bearing in fact since Ninja Scroll was released about six years after Wrath of the Ninja. Also, Wrath of the Ninja can be comfortably shown in a high school (even perhaps middle school) classroom whereas Ninja Scroll would not even be a consideration due to extreme violence and nudity. Of course, there is some violence in Wrath of the Ninja (what self respecting Ninja could avoid it?), but it suits the plot and is relatively true to the historical significance of Bushido and Shinobi during the pre-Tokugawa Period of Japan. Understand that the Samurai and the Shinobi (Ninja) had no relationship to each other due to the fact that the Samurai pledged loyalty to a warlord and became surrogate "sons" in a manner of speaking. The Ninja were perceived by the Samurai as mercenaries and hired assassins - so the two types did not mix, although some Samurai clans had loose affiliations with Ninja for "special assignments".

Arms and Armor of the Samurai - Bottomley, Hopson

Bushido - the Way of the Warrior / new perspective on Military tradition - Newman, John, ISBN: 1-85422-030-6 Bison Books ltd. 1989

Secrets of the Samurai - Ratti, oscar & Westbrook, Adele, ISBN: 0-7858-1073-0, Castle Books Barnes & Noble, 1999

The Book of Five Rings - Musashi Miyamoto/Harris, ISBN: 73-33986, 1974

The Code of the Samurai - Sadler, A.l. , ISBN: 0-8048-1535-6, Charles E. Tuttle, 1993

The Martial Spirit - intro to origin, philosophy, psychology - Kauz, Herman, ISBN: 0-87951-327-6, The Overlook Press, 1991

The Samurai - a Military History -Turnbull, S.R., ISBN: 0-02-620540-8, Macmillan Pub. Co. 1977

The Way of the Sword - Kammer, Rheinhard, ISBN: 0-14019066X, Arkana 1986

ARTS & ACTIVITIES: Advertising/ Dolls/ Dance/ Museums/ Netsuke/ Sumi-E / TV/ Ukiyo-E/ Yakimono

ART: - Hanging Scroll Proverbs

There are resources on the internet to find samples of Ukiyo-E as well as coloring books which provide Japanese designs and pictures. These resources can be combined with Japanese proverbs which are available on line or in book form from a variety of sources. Pictures can be copied on poster sized paper (17 X 11 inch paper is usually available in the school somewhere) which can then be mounted on 4 foot sheets of wall paper with a spray adhesive.

METHOD:

Visit local wall paper outlets and find inexpensive, close-out priced wall paper with patterns that lend themselves to Japanese design. The best selections are patterns that are repetetivie in nature and do not have an embossed or raised surface which would interfere with attaching the 17x11 inch designed proverb and kanji page.

These wall papers need to be cut cut them in 3.5 to 4 foot lengths, and I provide these sheets for students who do not bring their own. To recoup my own expense I often ask for 50 cents if I supply the wall paper, which of course, they don't pay if they supply their own.

The wall paper lengths are ultimately finished off at both ends with dowel rods (1/4 inch diameter works well - and these are student purchased). Before attaching the dowel rods, we have often used newsprint which we have gotten as left over endrolls from a local newspaper. By moistening the wallpaper (if it is prepasted) we have backed the wallpaper with newsprint to keep the wallpaper from gluing itself to a wall where it is displayed in case it gets wet. Recently we have dispensed with this practice because the wall paper tends to curl at the sides after the newsprint has been applied. It also takes additional time to dry the wallpaper before the design can be attached with a spray adhesive.

After students have practiced with a fude (brush) to write the proverb of their choice. With a little creativity, and specifically for those students who don't feel that they have any drawing talent, we take some designs or prints which we scan into a computer, and use some sort of graphic design software like Adobe Photoshop. By printing these designs/patterns on regular paper, and sometimes using a copy machine to enlarge or position the design on the 17 x 11 inch sheet of paper which is the finished size, we also allow space for the fude brush printing of the proverb in kanji. I use books which give samples of design structure and talk about the use of negative space in Japanese design. This negative space allows a viewer of the work to use their own imagination in filling in details left blank by the artist. We finally cut the dowel rods with a hand saw of some sort to fit the width of the wall paper to create kakejiku, and I attach some nylon cord at the top from the both ends of the dowel rod so that the finished kakejiku (hanging scroll) can be displayed.

In this way, students have turned out hanging scrolls which are simple but effective representations of similar Japanese art. This is a good way to introduce information on Japanese artisits such as Hiroshige Ando, and to also introduce Kabuki theatre since many art prints were used in much the same way as modern playbills for a movie theatre.

The following is a handout that I usually provide to the class concerning this project, or for reading and then posting in a conspicuous area of the class.

Students have to select a proverb or saying from the lists provided and determine a design which would complement or add a depth to the saying. Japanese design can be described as being minimalist to allow the viewer a chance to project his own imagination into the design of the scroll. Gold and silver ornamentation in a screen (or scroll) was used in Japanese design to reflect candlelight in the dark houses at night and provide a secondary source of light. This also means that some elements of Japanese design are reflected in the placement of a graphic and the calligraphy while allowing portions of the paper to remain relatively untouched and void of color. Selection of the design, proverb, color scheme and combination of elements is left to the students but it should follow appropriate school guidelines.

The proverbs are developed from a variety of sources to reflect similarities and differences in perspective with our culture and attitudes. Students are instructed to choose a proverb or saying carefully because of potential differences in attitudes and how people in our culture might have a vehement negative view of their selection. It must be remembered that the idea of being politically correct is not international and is limited primarily to us as Americans.

Cultural biases may exist, although interpretation by the viewer may have more bearing upon this than what is actually implied in the saying or proverb. Students are instructed that sometimes practices or views held by a culture or society cannot be judged as good or bad by our concept of right or wrong, but must simply be regarded as different, and taken in the context of the culture being studied.

We can personally choose to reject a concept of another culture, but we have no inherent right to judge or appear condescending to another culture based upon our attitudes and ideals. Our attitudes and perceptions cannot be superimposed upon any culture other than our own.

Our attitudes and ideals have no bearing upon any foreign culture being examined. When we attempt to impose our social and moral codes upon another culture, we risk “breaking the prime directive” as featured in a popular fictional series. Life, however, isn’t fictional, and many foreign countries and peoples have traditonally taken a dim view of alien powers or peoples passing judgment on them in a prejudicial fashion. This is also the root of many great misunderstandings.

The study of foreign language in schools is an attempt to bridge the gaps where misunderstandings can linger. What we must try to do, is to understand the roots or causes of attitudes and behaviors in the culture of the language being studied. We can study and understand how certain attitudes or methods of operation came into being for a particular country - based upon the history, influences upon, and experiences of the people in the country being studied. With education and understanding, acceptance of differences can be dealt with honestly, and can be intelligently discussed, without recrimination or mistrust of the motives of the people involved.

Perhaps the differences we can see amongst races even here at home in our own country can be better accepted and allowed to peacefully co-exist with the use of gentle persuasion to mutually agree on socially acceptable behaviors and norms as we evolve as a nation.

This non-threatening, (personal acceptance reserved) judgementally open and outward acceptance of things as they factually are, is perhaps more necessary when we study non-traditional western cultures and languages. This is because similarities between Asian and Western cultures are fewer than between any two traditionally studied western cultures and languages such as German, Spanish, French or Italian.

Examples of culture specific items vary :

* Some tribes in Africa feel threatened by people who smile because baring ones teeth is a sign of aggression in the animals they observe daily.

* Stepping into the arms of a statue of a Buddhist God or Saint in Thailand for a photographic opportunity will be viewed differently there than how we would view a visitor to Washington D.C. who climbs to sit in Abe Lincolns’ lap for a Kodak moment at the Lincoln Monument.

* Eating raw fish is not rejected, but rather quickly accepted when you are a fisherman at sea who doesn’t want to try to build a fire in the boat and thereby sink your transportation.

* Public nudity in a bathhouse is accepted and largely ignored as simply being natural because of national overcrowding and limited personal privacy even at home. Also washing before you get into the public bath is required since there is limited water for replacement and no one wants to sit in your dirty water. You will get many dirty looks if you dirty the water which must be used by all. Toilets are viewed as unsanitary in some countries because a person must sit in the same spot as another. Open drop toilets are perceived as being much more sanitary.

* Eskimos have almost a hundred words to describe different types of snow since there are recognized differences between types.

* Japanese use the word “blue” to describe someone who is pale..., or to give the color of grass.

* Family honor is important when your religious text implies that you will be joined with your ancestors in a herafter which is better than this existence. You are taught that you will be doomed to repeat the burden of life reincarnated if you don’t overcome the desires of the flesh.

* Harmony of the soul, and personal restraint becomes important when you had a warrior class that developed these certain ideals of behavior related to chivalry and nobility in a feudal society. When being an individual might cost you your life, you might choose to blend in to the group.

* The role of women and men in a foreign society might not be what we accept as our ideal.In Japan, women are beginning to have the same opportunities as men, including the 15 hour days with volunteer overtime, and stress related debilitating health problems. The housewife may not have the authority of the husband..but she controls the money of the house.

* There will always be differences between people as long as there is more than one person on the earth. How we choose to deal with those differences will either add to, or subtract from the quality of all our lives.

Japanese Proverbs - (#1 Even Monkeys Fall from Trees) - Galef, David & Hashimoto, Jun, ISBN: 0-8048-3226-9, Tuttle, 1987

Japanese Proverbs - (#2 Even a Stone Buddha Can Talk) - Galef, David & Hashimoto, Jun, ISBN: 0-8048-2127-5, Tuttle, 2000

Japanese Proverbs and Sayings - Buchanan, Daniel C., ISBN: 0-8061-1082-1, U. of Oklahoma Press, 1988

Kokinshu - a Collection of Poem Ancient and Modern - Rodd, Rasplica, Laurel, ISBN: 0-88727-249-5, Cheng and Tsui Co., 1996

FILMS

A good source for film studies is the CENTER FOR JAPANESE STUDIES (CJS) and their annual film festivals at University of Michigan.

As it states on their page:

"[we will be continually adding new titles and more information to the titles currently under construction] This web site has grown out of the Center for Japanese Studies’ (CJS) annual film festivals. CJS at the University of Michigan is the oldest interdisciplinary institute in the United States devoted to research on Japan and the training of Japanese teaching specialists. As part of its public outreach program the Center has been screening Japanese films for a number of years. At first, on an "as we could get them" basis, but since the early 1970s, 10-20 films annually in two different film series. CJS has shown over 300 films including documentaries, animation, classics, experimental films, and popular titles, most in their original Japanese with English subtitles. Currently we have both a summer and fall film series. While accessible to everyone, the information here has been set up primarily for teachers who are looking to integrate films into their teachings on Japan, or things Japanese. As a result the pages contain complete plot information (we give the plot away), so if you don't want to know how the story ends don't read the plot information. The commentary, plot information, notes, and references are provided as a starting point for an exploration of these films and Japan, they are not meant to be the last word on these films. Please take them as such. Film print availability is listed because of the difficulty in locating distributors of Japanese prints. These pages are not supported by any film companies, rather we provide this information as a guide to helping you find films (not video tapes). For general help in locating prints see the Kinema Club pages"

The films of Akira Kurosawa are a major contribution to film arts. His films have impacted upon major film makers of the United States to include George Lucas, Steven Spielberg, Martin Scorcese and others. "The Hidden Fortress", a film apparently from the Sengoku Period, features Toshiro Mifune as a General Rokurota who is attempting to rescue a princess from opposing forces after her clan was attacked and dessimated.

George Lucas has directly indicated that this Kurosawa film was a source of inspiration for characters and incidental plots in his Star Wars films. Kurosawa Sensei drew from the wealth of literature to give us Jidai Geki (Period Pieces) which came from sources such as Shakespeare's MacBeth - (Throne of Blood), King Lear - (Ran), Rashomon (Akutagawa Ryunosuke), and historical figures such as in the film "Kagemusha" (about the Warlord Takeda Shingen of the Sengoku Period). "Men Who Tread on Tiger's Tail" was based on the kabuki play regarding the tragic circumstances of Yoshitsune Minamoto and his faithful retainer Benkei. The kabuki play on which "Men Who Tread on Tiger's Tail" is based is titled "Kajincho" and a similarly related piece from the Noh Drama is titled "Ataka".

Kurosawa's film, "The Lower Depths", explored the desperation of the outcast society, known at various times in Japanese society as the Eta or the Burakumin, basically meaning that his was the untouchable society who lived outside the city limits due largely to the fact that these individuals primarily dealt with dead animals or the leather trade and were considered unclean in a culture which took great stock in ritual and physical cleanliness.

"Shichi Nin no Samurai", which was the direct inspiration for the American Western Classic - "The Magnificent Seven" with Yul Brenner, is nearly 3 hours in length, but this is perhaps my favorite film . "Yojimbo" was the inspiration for one of the first films which came to be known as spaghetti westerns and launched the film career of Clint Eastwood in his portrayal of a drifter who says little but shoots, and generally thinks, pretty fast to overcome the ambitions of two rival gangs who have taken over a town and are destroying it for the local townspeople through rampant greed and corruption. This same plot line was used in a film of - in my opinion - lesser status, which is titled "Last Man Standing" featuring Bruce Willis.

Besides period pieces, rom Kurosawa's own personal imaginings and dreams (in fact he produced a film of short stories called "Dreams") come many other films which are classic and entertaining, as well as educationally viable in addressing such topics as dialect, historic periods, society and societal problems, as well as aspirations and dreams found within the world of his characters. "Dreams" deals with folklore and a child's perception, soldiers returning from World War II with regrets and sorrow over lost comrades, the ghostly story of Yuki Onna, and a cinematic nightmare regarding nuclear fallout and world devastation. As such, "Dreams" is a good film to use for Halloween time in a class, either in segments or in total. As for the horror genre, it is interesting to note that Kurosawa also worked closely with Inoshiro Honda and Tomoyuki Tanaka who were responsible for the production and release of Godzilla films from the outset of the Monster. Akira Kurosawa surrounded himself with a troupe of actors which he developed as ensemble players.

One of these players was Toshiro Mifune, perhaps best known to American audiences as the Shogun to be in James Clavell's lengthy miniseries with Richard Chamberlain. In this miniseries, SHOGUN, Mifune loosely portrays Ieyasu Tokugawa of the Sengoku Period who ultimately established the Tokugawa Shogunate which lasted for more than 260 years.

Akira Kurosawa was honored by the Acadamy Awards of 26 March 1990 with a lifetime achievement award and his films continue to provide a wealth of entertainment through VHS and DVD. I recommend nearly all of Kurosawa's works as an absolutely essential part of Japanese education because of the depth and breadth of his cultural, historical and linguistic explorations which bridged gaps between traditional Japanese theatre forms, classical Shakespearean dramas, and good old fashioned American westerns. If you don't incorporate anything else into your language classes, at least avail yourself to the interdisciplinary education you can provide with using films such as Ran, Throne of Blood, Shichi Nin No Samurai and Yojimbo into your lesson plans. These films and their British or American related counterparts are priceless in making connections and communication.

The Films of Akira Kurosawa - Richie, Donald, ISBN: 0-520-20026-8, U of California, 1996

Seven Samurai and Other Screenplays - Akira Kurosawa/Richie, IBNS: 0-571-16224-x, 1992

The Western - Fenin, George & Everson, Wm, ISBN: 0-1400-4416-7 Penguin 1973

Clint Eastwood - McCabe, Bob, ISBN: 0-517-18449-4 Crescent Books

Mr. Smith Goes to Tokyo (under the American occupation) - Hirano, Kyoko, ISBN: 1-560098-402-3 Smithsonian Inst., 1992

Peasants, Rebels and Outcasts -The underside of Modern Japan, Mikiso Hane, ISBN: 0-394-71040-1, 1982

Shogun - Clavell, James, ISBN: 0-440-17800-2, Dell, 1975

Kwaidan (kowaidan) - Hearn. Lafcadio, ISBN: 0-8048-0948-2, Charles E. Tuttle 1998

Individualism and the Japanese (1st Ed.) - Yamazaki, Masakazu (Sugihara), ISBN: 4-915226-09-3, Japan Echo, 2000

Harp of Burma - Takeyama, Michio( trans Hibbett), ISBN: 0-8048-0232-7, Charles E. Tuttle, 1987

The Bridge Over the River Kwai - Boulle, Pierre, 33rd printing, Bantam Paperback, 1968

With regards to these last two reference, I find that these two films make an excellent companion set in my third year classes. Harp of Burma (Biruma no Tategoto) by director Kon Ichikawa is a striking film, set in Burma near the end of the war. It is based on the novel by Takeyama Michio which is listed above, and, atleast as one theme which can be taken to explore, addresses the similarities between fighting men of opposing armies. As Americans, we can recognize some of the emotions faced by men in a foreign land fighting for a cause, and arriving at a point in their lives when they must come to terms with inner spiritual needs. There is a strong music connection with this film, particularly with the performance of Stephen Foster's "There's No Place Like Home", which proves to be a pivotal element in the outcome for the soldiers in one Japanese command. Within this film, an example of the Buddhist philosophy that an ideal follower is one who is motivated by compassion to perform deeds which cultivate the six Buddhist virtues of generosity, morality, patience, zeal, concentration, and wisdom is brought out by the protagonist, Mizushima. The director, Kon Ichikawa began his career as an animator, and is also the director for Dagger of Kamui which is listed in the Anime section.

I generally show the "Bridge on the River Kwai" and use web resources as well as resources from the DVD notes and the book to highlight the difference between fiction and reality. Pierre Boulle wrote the book upon which the film is based, and did not base the book on fact. It is actually historically inaccurate because the ending in the film when compared to historical reality is vastly different. I will refrain from telling you the ending of the movie because it would ruin the climax of the film, if you haven't seen it. I do suggest further study regarding the history of the River Kwai Bridge, and will point out that it was a severe, deadly and horrendous time for those forced to build it. However, it served as a functional bridge up to the late 1940's if my memory serves me correctly, and brings out attitudes and differences between Americans, British and Japanese military men.

I also use this film to incorporate an article published by JAPAN ECHO Vol. 26, No. 6, December 1999,

Prisoners in Burma, THE ANGLO-JAPANESE HOSTILITIES FROM A CULTURAL PERSPECTIVE.

There is a distinct possibility that there really is a flavor of bias and bigotry being protrayed in the film. In order to examine and evaluate reality, one of the topics we address in class is that of racial discrimination. We approach it from the Japanese perspective as found in the Prisoners of Burma article and by examining the historical actions of the United States government. Before World War II, America denied citizenship to any Asian people's unless they were born here. We examine information about the concentration camps set up in America, and the relocation of thousands of Japanese-Americans to these camps, as well as the patriotism demonstrated by the 442nd Battalion which was stationed in Europe and composed of Japanese Americans who were only allowed to fight in Germany. Much of this information can be resourced more completely to your needs by using the internet and concentrating on issues which come up with students as your film viewing prompts discussion.

The Kikuchi Diary (Chronicle from and American Concentration Camp) - Kikuchi, Charles, ISBN: 0-252-06283-3, Univ. of Ill .Press, 1993

The Samurai Trilogy, of which the three films are known as Samurai I Musashi Miyamoto, Samurai II - Duel at Ichijoji Temple and Samurai III - Duel at Ganryu Island feature Toshiro Mifune as the Samurai who became known as a Sword Saint (Kenshi). This historical figure, Miyamoto Musashi, figures prominently during the latter days of the Warring States periold (Sengoku) and actually survived the battles he participated in when he was on the side opposing the Tokugawa forces. As he matured, he cultivated skill and discipline in a variety of artistic forms, and excelled in carving, sumi-e, the making of sword guards, and writing. His Book of Five Rings (Go rin no Sho) is still a popular book of strategy today, which has been co-opted by American businessmen to study corporate tactics. Besides the translation of his book by Victor Harris, there is a newer translation which has been made by Thomas Cleary.

Musashi - Yoshikawa, Eiji, ISBN: 4-7700-1957-2, Kodansha, 1995

The Book of Five Rings - Musashi Miyamoto/Harris, Victor, ISBN: 73-33986, 1974

Musashi (paperback)- Yoshikawa, Eijo ISBN: 0-671-67721-7, Pocket Books 1989

FOOD

GODZILLA RELATED

I had students nag me for several years about Godzilla. I finally incorporated it into my lesson plan based around the 'cause' for its creation. (It was due to lack of knowledge about what would happen when the first hydrogen bomb was test in Bikini, and it unfortunately involved a Japanese fishing vessel and the fisermen aboard. Aikichi Kuboyama, one of the fishermen onboard, was fatally affected by the radiation which wafted on soft sea breezes over 80 miles away from the test site. The fishing vessel, the Fukuryu Maru (Lucky Dragon) was 80 miles away from the Pacific hydrogen bomb testing site at Bikini in about 1954.

I know that this might not be considered by some to be Japanese culture, but it is an interesting aside from the historical 'reality' that Tokyo hasn't been rebuilt that many times after kaiju (monster) attacks. These links should give you some information that the kids (and of course YOU) should enjoy!

There are a lot of good Godzilla web sites out there, so I've tried to narrow it down a to few of the best ones.

Barry's TEMPLE OF GODZILLA - This is one of the best Godzilla sites on the net. Lots of info, pictures, sounds and much more.

GOJI-WORLD - Excellent site, written in English and Japanese, with good information on Godzilla movies and collectibles. Goji-World proclaims itself to be the Internet's Longest Running Godzilla Site, in any language! Established 1994

GOVERNMENT

HISTORY

HOTELS

LANGUAGE & DICTIONARIES

LITERATURE

The oldest known book by one author which we have today is by Murasaki Shikibu during the Heian Period of Japan. This book is very lengthy and runs to more than 50 chapters but has been made into a very styalized animation called the Tale of Genji [Genji no Monogatari]. Use of this film necessitates a good deal of preparation to discuss court life in Heian Japan, custom and culture as well as court intrigue. Some high school students might find it a bit tedious because of the slowness generally found in ritualized behaviors, but it is a resource for the time period. This is another prime example of how literature can be worked into a Japanese class through films which also enable studies of history and custom.

. THE BOOK: The Tale of Genji - Murasaki Shikibu, ISBN: 0-394-73530-7, 1976

In addition to Genji no Monogatari, other literary sources are useful in the Japanese class. I personally have used Shogun, Bridge on the River Kwai, The Harp of Burma, Japan Sinks (Nihon Chinbotsu), The Book of 5 Rings (Go rin no Sho), the proverb books listed below, the Anthologies of Japanese literature by Donald Keene and the Haiku books by Higginson. There is such a wealth of information and many other items which have proved usefull. I have a personal library of over 500 books which directly relate to Japanese culture, history, society, government and other topics

Lady Shonagon, a writer from the Heian period and contemporary to Lady Shikibu who wrote the Tale of Genji, also provides some resource for the study or attitudes and ideas of 900 a.d, and how they compare and contrast to attitudes and ideas of the present. Some of them seem to be very familiar to us even today. THE BOOK:

The Pillow Book of Sei Shonagon, Morris, Ivan, ISBN: Columbia University Press; ISBN: 0231073372;©1967 reprint 1987,(October 15, 1991)

THE URL

This of course, is one way to practice kanji and calligraphy with a brush, and additional work can be done as you teach plain form uses to students. Haiku is an elegant and efficient way to have students study plain forms, historical sources of haiku and eventually attempt to write a simple haiku themselves. This is often a project I do with my second year students during spring break. I give a simple explanation of haiku in the week before spring break, we discuss season words, the impressionistic style of limiting the haiku to the examination of one moment in time that the student recognizes as having some sort of mental or emotional impact, and then students are asked to look for at least one haiku moment while they are off on spring break. When they return, we examine the various experiences they bring back and begin to develop a simple sentence structure with appropriate vocabulary and season words in a 5-7-5 format. The students begin to understand that haiku is based on simplicity and doesn’t have the capability of being as “wordy” as a haiku when it is written in English. This is also a good way to introduce simplicity as being a foundation in many Japanese arts - such as the tea ceremony, sumi-e (ink painting) and the use of negative space - which is a portion of a painting where the artist allows the observer to have an opportunity to imagine parts of landscapes or interiors which are suggested by minimal strokes - or complete absence of drawing.

Book Resources:

Haiku World (an internationl poetry almanac) - Higginson, William L., ISBN: 4-7700-2090-2, Kodansha, 1996

The Haiku Handbook, Higginson, William L. ISBN 4-7700-1430-9 Kodansha 1989 Haiku World - an internationl poetry almanac, Higginson, William L. ISBN 4-7700-2090-2 Kodansha 1996

Japan in Your Pocket 09 Who’s Who in Japan ISBN: 4533007988 ; Japan Travel Bureau.

Dimensions (in inches): 0.55 x 5.83 x 4.23

This last little paperback book is one resource for Haiku written by important figures from Japanese history, such as Oda Nobunaga, Hideyoshi Toyotomi and Tokugawa Ieyasu. Samples of haiku written by these Sengoky Era warriors are provided below. Students generally find it interesting to realize that warriors considered poetry and art to be mental and physical disciplines that were an important part in personal training.

The World of the Shining Prince (Court Life in Ancient Japan) - Morris, Ivan ISBN: 0-14-00-5479-0, Penguin, 1979

Anthology of Japanese Literature - Keene, Donald, ISBN: 0-8021-5058-6, Evergreen Pprback, 1960

Japanese Proverbs - (#1 Even Monkeys Fall from Trees) - Galef, David & Hashimoto, Jun, ISBN: 0-8048-3226-9, Tuttle, 1987

Japanese Proverbs - (#2 Even a Stone Buddha Can Talk) - Galef, David & Hashimoto, Jun, ISBN: 0-8048-2127-5, Tuttle, 2000

Japanese Proverbs and Sayings - Buchanan, Daniel C., ISBN: 0-8061-1082-1, U. of Oklahoma Press, 1988

Kokinshu - a Collection of Poem Ancient and Modern - Rodd, Rasplica, Laurel, ISBN: 0-88727-249-5, Cheng and Tsui Co., 1996

Modern Japanese Literature - Donald Keene, ISBN: 0-8021-5095-0, Evergreen Pprback, 1960

On the Japanese Classics - Ikeda, Daisaku, ISBN: 0-0-8348-0140-x Uchio Shuppan-Sha, Tokyo, 1974

The Travellers Literary Companion - Japan, Guest, Harry, ISBN: 0-8442-8972-8 NTC PASSPORT 1995

One Hundred Poems from the Japanese - Rexroth, Kenneth, ISBN: 0-8112-0181-3 New Directions ppbk, 1964

MAPS, TRAVEL & GENERAL INTEREST (Tokyo & Mt.Fuji)

MARTIAL ARTS, THE NINJA & THE SAMURAI

Arms and Armor of the Samurai - Bottomley, Hopson

Bushido - the Way of the Warrior / new perspective on Military tradition - Newman, John, ISBN: 1-85422-030-6 Bison Books ltd. 1989

Secrets of the Samurai - Ratti, oscar & Westbrook, Adele, ISBN: 0-7858-1073-0, Castle Books Barnes & Noble, 1999

The Code of the Samurai - Sadler, A.l. , ISBN: 0-8048-1535-6, Charles E. Tuttle, 1993

The Martial Spirit - intro to origin, philosophy, psychology - Kauz, Herman, ISBN: 0-87951-327-6, The Overlook Press, 1991

The Samurai - a Military History -Turnbull, S.R., ISBN: 0-02-620540-8, Macmillan Pub. Co. 1977

The Way of the Sword - Kammer, Rheinhard, ISBN: 0-14019066X, Arkana 1986

Japan in Your Pocket 09 Who’s Who in Japan ISBN: 4533007988 ; Japan Travel Bureau.

Dimensions (in inches): 0.55 x 5.83 x 4.23

The Samurai Trilogy, of which the three films are known as Samurai I Musashi Miyamoto, Samurai II - Duel at Ichijoji Temple and Samurai III - Duel at Ganryu Island feature Toshiro Mifune as the Samurai who became known as a Sword Saint (Kenshi). He figures prominently during the latter days of the Warring States periold (Sengoku) and actually survived the battles he participated in when he was on the side opposing the Tokugawa forces. As he matured, he also practiced and excelled in carving, sumi-e, the making of sword guards, and writing. His Book of Five Rings (Go rin no Sho) is still today a popular book of strategy which has been co-opted by American businessmen to study corporate tactics. Besides the translation of his book by Victor Harris, there is a newer translation which has been made by Thomas Cleary.

Musashi - Yoshikawa, Eiji, ISBN: 4-7700-1957-2, Kodansha, 1995

The Book of Five Rings - Musashi Miyamoto/Harris, Victor, ISBN: 73-33986, 1974

Musashi (paperback)- Yoshikawa, Eijo ISBN: 0-671-67721-7, Pocket Books 1989

MUSIC

1. RAPANESE: The musical method of learning Japanese

Pictures and Information on Rapanese the Clown

2. JAPANESE MUSIC (Traditional, Court Music, Noh, Shakuhachi, Koto, Shamisen, Folk Music, Popular Music, Children’s Music, Western Music, New Japanese Music)

3. TRADITIONAL JAPANESE MUSIC

4. One of my favorite vocalists from when I lived in Japan from 1975-1977

NEWS SOURCES

RELIGION

REMOTE CAMERAS / Live Video Cameras and Tours

SUBWAY & RAILWAY

SUMO

THEATRE: KABUKI & NOH

UNIVERSAL CURRENCY CONVERTER

Word processing in Japanese