*Japan ' ABSTRACT a Collection of Activities and Teaching Strategies Provides a Global Approach to Teachingabout Japan at the Elementary School Level

Home , Baseball in Japan, Fujiko Fujio, Ikki Kajiwara, Noboru Kawasaki, Takao Saito

DOCUMENT RESUME

ED 266 987 SO 016 940 AUTHOR Wooster, Judith S. TITLE Halfway Around the World Last Week. PUB DATE 81 NOTE 113p.; Eight pages containing illustrationsare marginally legible. PUB TYPE Guides - Classroom Use- Guides (For Teachers) (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Asian Studies; Behavioral Objectives; Childrens Literature; *Cross Cultural Studies;Elementary Education; *Global Approach; InserviceTeacher Education; Instructional Materials; Learning Activities; Skill Develpment; *Social Studies;Units of Study IDENTIFIERS *Japan ' ABSTRACT A collection of activities and teaching strategies provides a global approach to teachingabout Japan at the elementary school level. Following a preface, material isdivided into three main sections. The first section outlinesinterdisciplinary skill goals and attitudinal skill goals of globallearning experiences. The second section, "For the Teacher Trainer" is designedto help teachers who will work with others to fosterglobal studies. A rationale for global education and the outlinefor a global education inservice are prLsented. The third section containsactivities focusing on Japan. All activities followa standard lesson plan containing theme, concepts, skills, anda student activity. Over ten activities focus on the Japaneseuse of space, Japanese children's literature and children's fun books,baseball in Japan and the United States, and comic book culture. (LP)

*********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** U.S. DWARTMIENT Of EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, 0 TM document has been reprodIced as received from the person or ongrmation 11(ngtriating it. Minor changes have been made to Improve reproduction quality TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu INFORMATION CENTER (ERIC)." ment do not necessarily represent official NIE positron or pOhey.

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3 BEST COPY AVAILABLE Dedication: to a child on Shimonsen Street and all those that she and I may touch in our lives

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When I was halfway around the world last week I spoke with a child

Her eyes were bright and compelling, some say almond-shaped don't they, as they flitted from me to the bubbles bulging from her pipe

She told me she loved to blow bubbles and her sister did too-- yes, that was her sister by her side

and at school she had learned American "O.K." and "bye-bye"

The encounter lasted perhaps tw,) minutes at the outside and only later did I wonder how we had understood one another, the child and me That was on Shimonsen Street halfway around the world last week.

J. Wooster

BEST COPYAVAILABLE reface

We can't all go halfway around the world eachweek. And yet we need to know one another and walk together and sharethe joys of smiles reflected off bubbles from a child's pipe. The teacher who accepts the responsibility of educating children for a future inan increasingly interdependent world must continnAlly search for ways to take children halfwayaround the world daily. The task is one of enormous magnitude.

Educating children for adulthood ina global world requires attention to our goals. Harlan Cleveland asserts that "ina polycutural world it is not treating all peoples as sisters under theskin, but learning to value differences among peoples that is the beginningof tolerance; not all men are brothers, but all brothers are different:" Critics of globaleducation frequently argue that goals such as theseare too nebulous to give direction to educational experiences for students.Others argue we can't afford to wait. Having gone halfway around the world thissummer as a JISEA fellow, I must agree. We must act; we must try.

This collection of activities and approachesrepresents an attempt to help children think about and feel anotherculture.The content focus is Japan, however the goals, strategies and activitiescan be translated into any cross-cultural study.

I wish to give very special thanks to the KezaiKoho Center of the Japan Council for Social and Economic Affairs and theNational Council for Social Studies making possiblemy 1980 trip to Japan. That trip has acted as a oowerful and compelling force in my work withteachers and curriculum development.

1. Harlan Cleveland. "A Passion for Paradox" Global Perspectives.

6 BEST COPY AVAILABLE IV Goan01 Globalkarnify Exittiences

7 BEST COPY AVAILABLE Goals of Global Learning

Social studies experiences for young students contribute

significantly to the overall goals of the elementary school. These

experiences can teach and reinforce basic skills, increase knowledge,

develop concepts, and impact on attitudes.The purposefully planned

learning activity should stress the interaction of content, skills,

and attitudes. Each of the activities in this collection attempts to

do that, drawing skill goals from uae following skills list.2

111111E1/DISCIPLINARY SKILL GOALS

I. Getting Information

Identify a variety of sources of information . multiple sources of the same types of information . varying approaches, viewpoints, interpretations reference works, newspapers, magazines, primary and secondary sources . tables, graphs, charts, diagrams . maps, globes, atlases vismls, field trips, artifacts . listening/observing other: recognize advantages and limitations of various sources

locate sources of print and nonprint information libraries (card catalogs, indices, library guides suchas Readers' Guide to Periodical Literature) use of tables of contents, appendices, glossaries, bibliographies, and indices . museum, galleries, public and private collections, motion pictures, television, radio, recordings, conversations, interviews

2. New York State Education Department, "Teaching Skills Through Social Studies," K -' Social Studies Program, 1981.

BEST COPY AVAILABLE 1 8 identify the types and kinds of information needed . recognition of information to be relevant as differentiated from information to be irrelevant use of sub-questions and/or predicted consequences understanding of purposes for which information is to be used

locate information in print and non-print sources main elements . main ideas supportive elements

organize collected information . orderly, precise summarized notes cited sources

II. Using Information

classify and/or categorize data by . selecting appropriate headings for data . distinguish between relevant and irrelevant information and events placing ideas in order, chronological and other . developing tables, charts, maps, and graphs to clarify data and ideas . identifying differences and similarities in data

evaluate data by . differentiating fact from opinion . identifying frames of reference . identifyi4g value laden words . detecting evidence of propaganda . evaluating author's or person's qualifications

draw inferences from data by . identifying relationships among the parts detecting inconsistencies . weighing conflicting facts and statements

check on completeness of data and question hypotheses based on sufficiency of evidence by . using simple mathematical and statistical devices to analyze data

4, testing, refining, and eliminating hypotheses and working out new ones when necessary . drawing conclusions

generalize from data by

4, applying previously learned concepts and generalizations to the data or situation

4, checking reasonings against basic principles of logic and looks for inconsistencies, limitations, of data, and irrelevancies . creating a broad statement which encompasses findings

9 BEST COPY AVAILABLE scrutinize possible consequences of alternativecourses of actions by evaluating them in light of basicvalues, listing arguments for and against such proposals,and selecting courses of action most likely to achievegoals

revise generalizations in the light ofnew data

III. Presenting Information

write in an expository way by . thinking logically . communicating ideas coherently . forming generalizations based on appropriate data . supporting such generalizations through theuse of relevant factual information . using different forms of written exposition: investigative/informatve, interpretive, argumentative . following an acceptable format that includesan introductory element, a body containing the basisof the exposition, a conclusion

speak in an effective way by O spending sufficient time in pinnning and preparing whether it be for an individual oral reportor as a member of a panel, debate, forum, etc. . talking in sentences keeping to the topic O using appropriate visilAls . learning and developing the skills of beinga discussion leader or participant

use media and various visuals for communicating ideas by . previewing such media and visuals . preparing appropriate commentary . using a variety of media forms: films, filmstrips, photographic essays, etc. . constructing and using appropriate tables, charts, graphs, cartoons, etc.

recognize and use non-verbal means of communicatingby . understanding the variety of kinds of non-verbal communication: gestures, touching, eye language, handling of bodytrunk, etc. . appreciating that the amount and kind of non-verbal communications varies from culture to culture

BEST COPY AVAILABLE IV. Participating in Interpersonal and Group Relations

incorporate a set of positive learning attitudes . recognize that others may have a different point of view . observe the action of others . is attentive to situational as well as personal causes of conflict . listen to reason . recognize and avoids sterotypes . withhold judgment until the facts are known . objectively assess the reactions of other people on one's own behavior

participate in group planning and discussion . follow democratic procedures in helping to make group decisions . initiate ideas . give constructive criticism . suggest means of group evaluation . suggest ways of resolving group differences . anticipate consequences of group action

assume responsibility for carrying out tasks . individual . group

be alert to incongruities and recognize problems

define basic issues . define terms . identify basic assumption . identify value conflicts

set up hypothesis and/or alternatives courses of action

BEST COPY AVAILABLE In addition to these interdisciplinary skills,a group of skills

labeled self-management skillscan offer goals of a more attitudinal

sort. Authors Barbara Winston and Charlotte Anderson 3explain these

skills help people relate to others effectivelyand cope with existing

social conditions. The "skills" have a decided affectivedimension to

them, that is they are related to attitudes,to emotional orientations,

and to the ways people interact withone another. Their skills, adapted

in the following list, become attitudinalgoals for activities in this

collection.

FRU' -MANAGEMIT/ATTITUDINAL SKILL GOALS

V. Self-Manakement Skills

Decrease Egocentric Perceptions

. evidencing a growing capacity to recognize theexistence of perspective and to project themselvesinto alternative perspectives . evidencing a growing capacity to acceptalternative perspectives as being legitimate explanationsof the differing perceptions of others . evidencing a growing capacity to considerand act in response to the interests and welfare of others

Decrease Ethnocentric Perceptions

. demonstrating a growing capacity to makeand prefer statements about their groups that donot imply a standard by which all othergroups are judged . evidencing a growing capacity to makeand prefer statements about other groups which do notuse their own groups as a standard . showing a growing ability to considerand act in response to the interests and welfare of other'sgroups in addition to those of their own group

3. Winston, Barbara J. and Charlotte C.Anderson. Skill Development in Elementary Social Studies: A New Perspective. Social Science Education Consortuum, 1977.

BEST COPY AVAILABLE 5 12 Decrease Stereotypic Perceptions

evidencing a growing capacity to use and prefer qualifying statements that restrict the scope of the characteristics of phenomena evidencing a growing capacity to use and prefer tentative characterizations of perceived phenomena, thus indicating their awareness that both the state of the phenomena and the viewer's perception of it are subject to change

Increase the Ability to Empathize

demonstrating a growing capacity to describe accurately the thoughts and feelings of others evidencing a growing ability to avoid pejorative explanations of behaviors different from their own

evidencing a growing capacity to explain why they might feel, or act the same way as another, were they in the other's social and situational setting

Develop Constructive Attitudes Toward Diversity

. demonstrating a growing capacity to accept diversity as inevitable and natural evidencing a growing capacity to respond to diversity by defending or promoting desirable differences and condemning or reducing undesirable differences . showing a growing ability to recognize the moral complexity inherent in diversity and to seek humane solutions for such moral dilemmas

Develop Constructive Attitudes Toward Change

demonstrating a growing capacity to perceive change as inevitable and natural . evidencing a growing capacity to defend and promote desirable change and condenm or impede undesirable change evidencing a growing capacity to recognize the ramification of chplge . showing a growing ability to recognize the moral complexity inherent in change and to seek humane solutions for such moral dilimmas

Develop Constructive Attitudes Toward Ambiguity

. evidencing a growing capacity to preceive ambiguityas natural and inevitable . developing a growing capacity to tolerate ambiguity

13 BEST COPY AVAILABLE In addition to the interdisciplinary and self-management skill

goals these activities will be keyed to the development of ten key 5 concepts. These concepts have global implications andcan act as

content organizers. These concepts are:

CHANGE CITIZENSHIP CULTURE EMPATHY ENVIRONMENT IDENTITY INTERDEPENDENCE NATION-STATE TECHNOLOGY SCARCITY

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5. New York State Education Department, K-6Social Studies Program, Concept goals, 1981; rj BEST COPY AVAILABLE 14 To lie, Teackrliainer

BEST COPYAVAILABLE TO THE TEACHER TRAINER

The material in this section is designed to aid the teacher trainer who will work with teachers to foster global studies with a focus on non-Western cultures.While the content focus of this material is on Japans the principles, strategies and skills are applicable to any cross-cultural study.

The teacher is ultimately the one who develops curriculum for

students. As the one who selects materials and implements program,

the teacher makes decisions that determine to a great degree what a

student will learn and how they will learn it. The decisions a

teacher makes about content and classroom strategies are often

influenced by habit, available resoureces, experience, background,

and personal interest. Unfortunately, many of these factors are

biased toward Western civilization, frequently historical

content.

The ignoringof non-Western culture in the curriculum is not

deliberate but grows from the elementary teacher's own experience back-

ground. Teachers tend to teach what they were taught, and elementary

teachers received social studies curriculum heavy on 'American history

and the history of Western Europe. Few experienced Afro-Asian studies,

economics, political science, or broader based geographic studies.Texts

for elementary students often reflect these biases. Even foreign language

and travel experiences tend to have a Western orientation.

Q. BEST COPY AVAILABLE 16 However, we live in an increasingly global world.The global

interdependence of the world's people necessitates greater awareness

of non-Western and less frequently studies cultures, those not often

a part of elementary programs.

Changing the way teachers select and use content in social studies

is an enormous task. Curriculum projects of the sixties taught us

that good material is not enough. Teachers must be assisted in the

change process. The hope of the eighties appears to lie in teacher

training. The February 1980 Educational Leadership, the Journal of the

Association for Supervision and Curriculum Development was devoted

entirely to this subject. One article in that issue was a review of

two hundred inservice studies. The messages from the authors

Beverly Showers and Bruce Joyce indicate that:

- teachers are good learners and nearly all can acquire new skills to fine tune their competence

- in order to improve their skills and learn new approaches to teaching, teachers need e:ertain conditions-- conditions that are not common in most inservice settings

- there are conditions, research base reveals, that help teachers to learn.

The information compiled by Joyce and Showers can act as a guide

as we plan and promote inservice experiences to help ;teachers globe.lize

education. Training, according to Joyce and Showers can be of two

types. Type one is aimed at tuning our present skills while type two

involves learning new ways of teaching. Regardless of type, the out-

comes of training can be classified into several levels:

Level 1. Awareness realizing the importance of an area and beginning to focus on it

Level 2. Concepts and organized knowledge to provide intellectual control on the part of teachers over the relevant content, in this case global education

10. BEST COPYAVAILABLE 17 Level 3. principles and skills described as the "tools for action"

Level 4. Application and problem-solving transferring skills, concepts, and principles to the classroom

All four levels of impact arenecessary if change in classroom

instruction is to be realized. The following are suggestions for pinnning

a series of inservice sessions for elementary teachers keeping the four

levels of training in mind. The material in the teacher section of

this booklet forms the base for the inservice series,so you may find

it useful to duplicate sections for participants.

To help teachers .

- attain a more global view of social studies in the elementary classroom

- select content, focusing on non-Western cultures, especially Japan

- develop lessons that link content concepts and skills

- gain skill in evaluating material avoiding stereotypic views

- plan for interdisciplinary learning

- extend their knowledge of Japanese culture

BEST COPY AVAILABLE H.18 INSERVICE: fotattrd610Ial6-41Z5

Session I:

Social Studies for a Global World

. What should we teach - content, concepts, skills, prioritizing activities

Session II:

Fostering a Global View Through Interdisciplinary Skills and Self-Management Skills

Session III:

Planning for Global Goals

Exploring Sample Activities with a Content Focus on Japan

. Developing Classroom Activities using information in Session I, II, III

Session IV:

Trouble Shooting Problems Encountered

Classroom Management

The plan may be adapted to the time available. Perhaps half or

whole day session at a conferenceor a summer two day intensive session

may be more appropriate to your audience.

As you plan for a staff development session,you may want to know

more about your participants. A needs survey such as the followingcan

be helpful.

BEST COPYAVAILABLE 19 THE UNIVERSITY OF THE STATE OF NEW YORK THE STATE EDUCATION DEPARTMENT ALBANY, NEW YORK 12234

ASSISTANT COMMISSIONER FOR DIVISION OF GENERAL EDUCATION GENERAL EDUCATION AND CURRICULAR SERVICES BUREAU OF SOCIAL STUDIES EDUCATION 4c218. 474.5#711 474.5.34 474.1410

TO:

FROM:

RE: Inservice Survey

You will be participating in inservice work related to elementary Social Studies. To help plan the session to meet your needs, I would appreciate your filling out this form and returning it to me by at

1. Do you teach social studies?

2. If no, please explain your interest in this inservice work and return the form.

3. If you answered yes to question number one, please complete the 3a-g.

a. What grade level(s) do you teach?

b. Is your classroom self-contained?

c. Is your program departmentalized?

d. What subjects areas do you teach?

e. What do you feel are the greatest strengths of your social studies program?

f. What do you feel are its greatest weaknesses?

13 BEST COPY AVAILABLE c0 Inservice Survey - 2 -

g. Please expinir what you'd hope to gain from this inservicework.

h. Have you heardor read the term global education?

If yes, what source(s)?

If yes, how might you explainthe term to a colleague?

BEST COPY AVAILABLE 21 CtmientFOCUS JAPAN

BEST COPY AVAILABLE FORMAT OF ACTIVITIES

The activities in this collectionare organized in the following snheme:

CONTENT THEME: The overall theme of the activity (or activities)to follow will be stated.

CONCEPTS: Of the ten concept goals, thosestressed in the activity or activity sequence will behighlighted. A brief descriptive phrase will elaborateon the concepts listed in this section.

INTERDISCIPLINARY SKILLS:

Skills from the comprehensive liston pages to 4 will appear here as skill orprocess goals.

SP:TY-MANAGEMENT SKILLS:

Skills from the list onpages to6will appear here as affective goals.

LEARNING ACTIVITY SEQUENCE: OR LEARNING ACTIVITY:

This material outlines a classroom lessonsuitable for elmentary students. While some of the activities are single lesson ideas, othersare a sequence of activities with a common theme.

BEST COPY AVAILABLE 24

BEST COPYAVAILABLE IS USING LIIIITED SPACE CREATIVELY

CONTENT THEME: Space is limited in Japan. This factor has affected many facets of Japanese life.

CONCEPTS: Scarcity of physical space

Environment . as an alterable space

INTERDISCIPLINARY SKILLS'

Getting information Evaluating alternativecourses of action Participating in group planning and discussion

SELF - MANAGEMENT SKILLS

Decrease egocentric perceptions Increase the ability to empathize

LEARNING ACTIVITY SEQUENCE:

Through this sequence of activities students will explore how limited space can be used creatively in diverse ways.The use of space in Japanese homes is the content considered.

Activity I:

To introduce students to the idea of organizing materials to fit into a given limited space begin with this classroom activity.

What section of our room seems to have a problem of too much crowded into a small space?

Often a coatroom, crafts corner, library area will be suggested.

What are some problems caused by the crowding?

Make an experience chart or list of these for later use.

BEST COPY AVAILABLE 25 "We're going to try to come up with some solutions to the crowding in that area. Letts suggest and list some ways we might deal with the situation by brainstorming."

Share with students the following brainstorming guidelines:

1. Suggest all ideas, eoen ones that may seem silly or extrece.

2. Give suggestions in brief form, not whole sentences or long explanations.

3. Accept the ideas of others openly (don't put them down)

4. Add ideas that are suggested to you by the ideas of others.

Students will use the brainstormed ideas and work in small groups to suggest a way to deal with the crowded spot.

They might draw or des,:ribe their plan, presenting it to the group.

Select a scher or composite of several, and actually try it in the classroom.

BEST COPYAVAILABLE After ,everal days, use the original problems list to evaluate the new scheme.

Before and after photos might be useful for visual analysis activities.

Activity 2: In Japanese homes limited space is used in creative ways.

The first segment of this activity is aimed at acquainting students with a Japanese home. This can be done through

- library books, filmstrips, picture sets

- textbook segments on Japan

- slides or descriptions from Japanese guests to the classroom or recent visitors to Japan

An extremely comprehensive source for materials is the book Opening Doors: Contemporary Japan available through the Asia Society, Inc., New York, c 1979.

Some possible questions:

What are some similarities to your room in your home?

What are some things you have in your home you do not see? some things you see you do not have?

One room in a Japanese home often serves manypurposes. What purposes do you think these rooms might serve?

TEACEER NOTES:

Japanese homes have variety, but room sizes are perhaps more standardized than Western counterparts by the dependence on tatami mat floor cover. Though tatami is now becoming extremely costly, these mats, about 90 cm. x 180 cm. are often used to describea room size. For example, one might describe a very common size room as a six tatami room.

Today a Japanese city dwelling family might very typically live in an apartment consisting of two mat rooms, (often a 4.5 anda 6 tatami) and a kitchen and bathroom (see diagram).

BEST COPY AVAILABLE 1. entrance: shoes are left outside 2. floors are covered with straw mats _...... ,.....:0- 3. sliding doors: ...... _. windows made of 4. storage C5) S. sleeping area: A Traditional bedding put Japanese Home on mattress O.rbath floor 7. altar 8. dining table 9. kitchen

5610116did gudits 6r. 6 28 61cal T BEST COPYAVAILABLE zz Furnishings in apartments and homes may be traditional, "Western" or an eclectic mixture. Wealthier families may have a Western room containing such items as sofas, chairs, carpeting, a piano, coffee table and end tables. Western art and decor often dominates such rooms.

Regardless of the economic status of a family, there is less storage space and smaller scale appliances and furnishings than in U.S. homes.Generally, the families have less living apace and live closer together than Americans do.

Often rooms are multipurposed.A daytime living room may have tatami floor cover and a low table with cushions for sitting, having tea, and meals. At night the table may be tipped on end and moved to accommodate a sleeping mat or futon.

Having explored the multipurpose nature of the Japanese room students will furnish the empty room working in partner pairs. Each pair of students will complete two pictures, one showing the room as a family living room in the daytime, the other in use at night.

Before students begin the task, have them list criteria by which the rooms might be judged. They might suggest such things as flexibility, ease of changing from day room to night. These criteria can be applied as students share their solutions.

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BEST COPY AVAILABLE During the debriefing, the following points might be discussed:

Living space is scarce in Japan.

What effect might you expect that fact has had on

- price of housing - demand for new housing - size of new apartments - rental fees - availability of apartmehts - furniture manufacturing - people's relationships within the home

Activity 3:When land is scarce its cost is high.

Some interesting math related activities might revolve around a 1976 estimate of land costs in a suburban area an hour's train ride from Tokyo.Opening Doors: Contemporary Japan (pg. 183) reports such land sold for $1,700 per tsubo (tsoo-boh) which is approximately 36 square feet. An average lot is 30-35 tsubo or in 1976 figures $76,500.

An alternative to this is to get a danchi (dahn-chee) or low rent public housing apartment in a complex. To buy a 2 DK or 3 DK apartment in a private complex cost approximately $40,000 in 1976.

Try to measure out in the classroom

- a 6 tatami room - a tsubo - 30 tsubo (30 x 36 sq. ft.) or an average lot size

Activity People living in limited spaces have to choose carefully what they need and want.

Imagine your family moving to Japan fora year into a 3 DK apartment (3 multi-use rooms, kitchen, diningarea, bathroom). What problems might you have?Make a list of things each member of your family might need.Add things you feel each would want.What things your family members value might have to be left behind?

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IIA I Activity 5:People living in close proximity need rules to protect their privacy.

The following dialogue was suggested*bya Washington, D.C. high school student's experience in Japansummer 1980. The boy, Don, was a Youth For Understandingexchange student. The Returnee Coordinatorwas an adult interested in helping students adjust to reentry into U.S.culture.

R.C. What was a critical incident that affectedyou when you were becoming adjusted to living with your Japanese family?

Don: Well we had some trouble about noise. You see the houses are qmAl) and the walls thin. I like loud music--not real loud--but my family didn't.

R.C.: Was there a problem?

Don: Yeah, my Japanese mother said I had toturn it down. So I did, but I kept it up to aboutseven on the stereo which I didn't think was loud. Ten was highest.

R.C.:Did that settle things?

Don: No, she'd always have my brothergo into my room and turn it down.

R.C.: How did you feel about that?

Don: Well I got mad. See there wasn't really anything to do at night because Japanese high school kidsstudy so much. What I liked to do was just listen tomusic at night. I didn't think that was unfair.

Don's problem bothered him when hewas visiting Japan. How do you feel about the way he handled it?What other choices did he have?

Think about living in a 2 DKor 3 DK home such as those we have studied.

What might be some rules necessary for familiesto have as they live together? Work in threes and make lists of rules that might help.

Make a check next to rules similar to 1-ulesyou have at home.

32 BEST COPYAVAILABLE 26. Follow up and elaboration:

Creative use of space as seen in Japaneselandscaping and gardens can be studied to elaborateon the theme of these activities.Economic as well Is cultural effects of limited space can be explored. What types of industries have grown up? What kindsof products might be influenced by limitedspace in Japan?

For activities to elaborateon this sequence consider Japanese Family) a-Match. Box Kit by the BostonChildren's Museum.

33 BEST COPY AVAILABLE Prabi I/vicar:if jhfelneSCfin

34 BEST COPY AVAILABLE 23 FUN WITH LEARNING: JAPANESE CHILDREN S ACTIVITIES

Children in Japan use fun and activity books much as American

children do. Parents are encouraged to spend time with their children

reading to them and working activities such as those in this collection.6

Children can learn more about Japan by using such materials.

CONTENT THEME: Japanese children learn many things through fun or activity books.

CONCEPTS: CULTURE learned ways

IDENTITY . attitude toward self as learner

INTERDISCIPLINARY SKILLS :

Getting information from visuals Identifying similarities and differences Drawing conclusions

SELF-MANAGEMENT SKIMS:

Decrease stereotypic perceptions Decrease ethnocentricity

LEARNING ACTIVITY SEQUENCE:

The following pages are copies of pages from Japanese children's fun books. On the back of each page are suggestions for use of the materials. In some cases students will actually use the fun pages as they were intended to 'le used. In other cases, students will simply use them as data sources.

6. Citations were impossible for me to obtain for Liese activities as they are taken from books purchased in Japan with no English information.

BEST COPY AVAILABLE 2,7 35 27

BEST CONAVAILABLE So 36 boy These pages are taken from afun and activity book a Japanese Japan from these two or girl might use. You can learn a lot about the things you can think of that scenes. Talk with a friend about all (a letter is a good idea) you observe. Then prepare a piece of writing that someone in the picture mightwrite.

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44 BEST COPY AVAILABLE 3ASE3ALL IN JAPAN: CULTURAL INSIGHTS

CONTNT TH--7ME: Baseball in Japan differs from the American version in several significant ways. You can gain cultural insights through comparison.

CVC7PTS: Culture Identity

INnRDISCIPLIFARY SKILLS:

Gathering information from reading Using information to compare andcon- trast Presenting information in a written form

SELF-7.1ANAGET!ENT SKILLS:

Decrease ethnocentric perceptions Develop constructive attitudes toward diversity

52 BEST COPY AVAILABLE, 45 TEACHER NOTE:

Three readings of various reading levelsdeal with baseball, a very popular sport in Japan today.

LEARNING ACTIVITY SEQUENCE:

Gathering information from printed sourcescan be made easier for students with the aid ofan information retrieval chart such as theone suggested.Students can read one or more of the articles, then collect information on the chart.

The retrieval chart can be used to providea foundation for a piece of expository writing.

Students could role play a Little League situationin which the "new kid" on the team is fromJapan. They could explore potential cross culturalconflicts.

The New Games Foundation isa group of people interested in "New Games" many of which are cooperative innature while allowing participants to "Play Hard,Play Fair with Nobody Hurt."Many of their games involveconseasua decision-making characteristic of the decision-making process in Japan.Play games from The New Games Book, edited by Andrew Fluegelman, Dolphin books,Doubleday & Co., Inc., Garden City. New York, 1976.Have students consider similarities and differences to othergames they have played.

53 BEST COPY AVAILABLE 4-4 BASEBALL: U.S. AND JAPAN

Read to find key features of the game of baseball in the U.S. and Japan. List them In the chart below.

Now use the information from above to bzlp you discover similarities and differences in U.S. and Japanese baseball.

SIMILARITIES:

DIFFERENCES:

BEST COPY AVAILABLE 47 BEST COPY AVAILABLE

Baseball: A Mirror ofJapanese Society

By DAVID NORFLUS Historical Background In the development of baseball,there are many parallels Them are various approaches for analyzinga society. One between Japan and the United States.In both nations, baseball could study the laws and government, read theliterature, was the child of industrialism. Thesame factors gave rise to baseball observe the treatment of its minorities, examinethe economy thegrowthoftechnology,urbanization, or study the values and priorities of the people. industrialization, increased leisure,income, etc. Another approach of studyinga culture and its people is Baseball, while played inthe United States during the 1840's, did not become through the sports the people play and their attitudestoward a popular professional sport withmass play and leisure for sportscan tell us a greet dui about a appeal until the advent of industrialismin the post Civil War nation, a dimension that has not been fullyexplored. Sports era. Ukewise, the drorlopment of baseballin .span dates from permeates many levels of contemporary society and 1873. five years after the influences Meiji Restoration and twentyyears such elements as business activities, clothingstyles, status, after Commodore Perryopened Japan to the West. The language, ethical values, the concept of thehero, etc. Today Japanese sought to importnot only the technology but the life many scholars are involved in the study of sports- sociologists, style of the West. HoraceWilson, an American teacher in historians, economists, political scientists,anthropologists, etc. Tokyo, introduced thegems to students at DaigokuNanko To discuss the sports of Japan is too broada topic. I will University and was madepart of the school's physical analyze Japanese baseball and how it reflectsthe values of education program.1 Japanese society. Attention willalso be devoted to the Besball might have reachedJapan through another source, economic factors surrounding the sport Alexander Joy Cartwright, theinventor of baseball in the Much of the material contained could beadapted to United States.2 Hewas a forty-niner who reached Hawaiion classroom use. Through sports, one could motivate studentsto August 28, 1849; therehe measured out the dimensions of become interested in learning about a nation with whichthey Hawaii's first baseball fieldand organized teams and taught the have relatively little familiarity. game all over the islands.3 Baseballwas played widely in I have endeavored, whenever possible,to compare Japanese Hawaii before itwas introduced into' half the area of the values and practices with those of the United Stems. _ continental United States. It'is passiblethat the gems could havp,been transplanted from Hawaiito Japan. BEST COPYAVAILABLE Unlike the United States, baseballin Japan was first own values and culture.It has been suggested that popularizedinthe secondary schools and colleges the and Japanese do not fear Americanizationof their social lifeas ultimately became a professional sport. Baseball became the they enamel in selective assimilationwhile leaving their national eat organized group game and proved very useful in creating core intact.10 This attitude can be seen in theoperation of the poup spirit; this was especially true at the high school level. Japanese version of baseball. Baseball's popularity grew quickly on me sandlotsand soon The Japanese put a high premiumon scoring the first run blames regular part of the athletic programs at universities in of the game. According to Joe Lutz,an American manager in Tokyo. Ultimately, schools and universities throughout the Japan, the approach is tooconservativesafety first above aeon became centers for the game. everything ase.11 The Japanese However, the growth of the gems are very concerned with the was due mainly to'Ion of face." To the Japanese it isan embarrassment to be numerous barn-storming trips to Japan by American baseball scored on first and this is why they playvery conservatively in ams that increased interest in the game. The barnstorming the any stages of the game a comparedto the Americans was done by both American college teems and professional who go for the "big" inning. Sayan. The professional tows were palatallyorganized by The Japanese are great believers in American sporting goods manufacturers who tradition and the hoped to develop seniority system. It is a shock for Americansplaying in Japan 111 Oriental market for sporting goods; A.J. Reach and Co. to witness gifted young players riding the bench subsidized the 1908-9 and 1913 tours.4 Baseball when players at that time with seniority start regularly;12 inou:. games, merit rather MI strictly an amateur sport and the Japaneseteams that than age prevails. In our society played the Americans were the top college age, seniority, and tradition teams in the are relatively unimportant Athletes in the United Stateshave country. The American players aided in thegrowth of a relatively short playing career and are Japanese baseball by coaching the Japanese young. In many areas players in all of life we show disregard for tradition forced retirements, phases of the game. In the competition, theAmericans wan all hiring practices, lack of status. she genies. The overwhelming supremacy etc. In Japan respect and of the Americans deference are paid to experience andage. coupled with the financial succassof thetours, particularly the The Japanese have a preoccupation one with Babe Ruth in 1934, convinced Japanese with fitness and businessmen hesith.13 There isa great stress on bathing, massage, the body, andsportsmen that . the time was ripe to agonizea etc. In sports there is also an emphasis'on health and energy. professional baseball league. The Japanese ballplayers The Yornuiri are all in excellent condition for they newspapers led the way in introducing believe that proper training will lead Japanese to winning. Teams wail professionalbaseball.In1936, the seven team report before noon for a night game an" spend professionalleague began competitive play.3 In a great deal of 1937, an time arching. During the winter,Japanese players are eighth team was added. Expansioncame in 19E.) in the form already out for spring training wearing iki of a second professional league. suits and mittens- They mountain climb, chop wood and The growth of professional race through obstacle baseball was not without its court. The athletes exercise one month after the setbacks. At first, college baseball season so was may popular. During they will not get soft during December, whichis their one World War II most of the Japaneseball parks were either month off. &SOW is a full-time, heavily damaged or completely destroyed.6 year round job. The pitchat The wartime will often pitch everyday and they donot employ pitching regime was opposed to baseball andmany of the players were specialists as we do. Their remedy for drafted into the armed forces. a sore arm is more pitching whereas we prescribe rest. As in the United States, dueto prosperity, baseball enjoyed a boom in the post-war era. The World Another characteristic of Japanese baseball ispoliteness. A Series between the two pitcher who comes dose to hittinga batter with the bell will Japanese leagues became the biggestsingle sporting event in the country. bow and say he is sorry.16 Compare thisattitude with the American view of winning when athletes Though baseball was popular in are,at times, Japan from the beginning, purposely injured. In American bluebell throwinga ball at the it had to compete with othersports - judo, wrestling, boxing, etc. Baseball now became firmly opponent's head is certainly part of tnegenie and highlights entrenched as the country's the different approaches to the national game. There are several factors game. From this we can see which contributed to why the United States has more violent crimesthan those that this growth. The Americanmilitary leaders of thepostwar caseation of Japan attempted occur in Japan. Our sports reflect values sucha winning, and to de-emphasize individual violence; the end justifies the means. Portsthathad militaristicovertones and to encourage The employment system of Japanese firms ischaractelzed democratic team sports like baseball.The post war period created a tremendous interest in by the guarantee of lifetime employment withthe employee everything American from placing his trust in the company and havinga 1-nee of identity iterature to baseball.8 Also.the prosperity of the periodgave impetus to the development of baseball. with the company, and managementplacing its trust in the Attendance figures wiil certainly continuing service and cooperation of the employees.16The support the-fect that labor management practices of Japanesefirms also extend to baseball can no longer exclusivelybe considered America's baseball; players are rarely traded in Japanbecause of the national pastime. In 1966, the CentralLeague drew over six million fans to the traditional loyalty. Paternalism and loyaltyare more valued games and the Pacific League closeto than rational business dealings. The three million. In 1973, the Tokyo firm or the team is the Giants drew almost three extension of the family and the boss million at home and almostone and a hall million on the or Manner is the road.9 surrogate or substitute father. Managers have been knownto volunteer advice to playerson whom to marry and how to spend one's leisure time. Sheba!! and Society In the United States,a Babe Ruth, Hank Aaron or a George In baseball, the Japanese have againshown themselves to be Blanda are traded or released outright Mt adapters of ideas from other 'said:. They in the twilight of an adopted the outstanding careerwithlittle erne of baseball but made modifications in considerationforpast keeping with their contributions or loyalty. It is a businesswhen continued 56 BEST COPY eaSI AVAILABLE productivity is the prime consideration. Perhaps, the Japanese The Economics of Japanese Baseball approach, which is more humane, should be adopted in our The professional Japanese emPloYer4mPloyest relations. Currently, it appears, Japan is teams are owned outright by private corporations; the Yomuri Giantsare owned by the changing with more labor turnover and higherunemployment Yomuri Shimbun newspaper chain, theHanshin Tigers are When the Japanese team went: to releasea senior player it owned by the Hanshin electric railwaycompany, and the ands a place for him in the organizationas scout or manager. Hankyu Braves are owned by the Hankyu enterprises.25This- If this is not possible, the formerplayer may be employed in another division of the corporate would be tantamount in the United Statesof teams being conglomerate which owns called the McDonald Padres instead of the San the. team. This is a face-saving practicefor both the employer Diego Padres, and employee. or the Chicago Cubs being known as the Wrigley Cubs.Our The United States is accustomed teams are identified with cities New York, Chicago,St Louis, to seeing individuals etc. We attempt to encourage civic pride and accepting responsibility for failure; ifa teem does not play urban rivalry well,the coach or manager which help to sell tickets. The TokyoGiants are one of the accepts responsibility and is few teams to be directly identified with summarily fired. In sports thisgets transiated into "winning its home city. The firms that own teams are insome allied field connected with is the only thing" or "the andjustifies the means." We place tremendous stress on winning and sPorts, newspapers, transportation firms, or foodconcerns. In success. In Japan, traebail the United States attempts managers are not fired no matter how are made at horizontal forms of many porno' are lost. combination, also; a beer firm, chewing Instead, the losing managersare sent off on ritualistic retreats gum enterprise, or a or indefinite IMO of absence, to provide food concern will consider it a good ideato own a team which a face-saving will NOW! its products. approach to both the manager and theteam. The concern for the loss of face has ramifications in Over the years, there has beena high turnover in ownership other spews of thegame. in that one company will replace Don Blasingame, an American,found it difficult to understand another as owner. Since the 1920's, busing.'firms have organized baseball why fielders smile broadly aftermaking errors-or-mistake& teams to The smiles rnoreeee ..00MPenYsolidarity,toencourage are . the Japanese wayofconcealing recruit:ional embarrassment 19 An error is a form of failure. activities and to improve public relations.26They soon came to realize the advertising value of having Whatever the problem of obstacle,it ht the Japanese a team - free publicity approach to attack it with for the company. A critic of thisinterlocking practice a fearsome dstermhtation to be maintains that the gems has been adversely daiichi, the very best. This approachhas enabled the Japanese affected. Many of to overcome problems of geography the corporations are primarily interestedin the publicity value and economics in rather than the gems. The teams becoming one of the leadingnations of the world. This are frequently money losing approach is now being applied to propositions operated as a tax writs-offby the big commercial sports for they play a hard finns.27 as they work.19 A characteristic of the Japanese is single There is no reserve clause in Japan. mindedness in whatever they do. Sportsis an outlet for the A player is not bound national drive to excel. it is to a club for life. The player signsa five year contract compensation to a writer for fraternity with annual increases; constraints imposed upon Japanby geography. The same at the expiration of the motivation that led to expansion contract, the player becomes a freeagent but is given a bonus and war pushes the Japanese if he remains with the original team.28 athlete.20 Somesay sports is an alternative to war. Sports The playas thus have serves the useful function of providing an option of signing with other teamsat the expiration of socially approved current contracts. This improves their bargaining outlets from the heavypressures of competition IIe school and strength with work. MOWS, and American teams are moving in thisdirection. Itis no accident that the As in the United States, there isa wide gap between the Japanese were attracted to salaries of superstars and the marginal athlotos.26 baseball, a sport that callsupon dedication, cooperation and The poor team effort. salaries of the marginal players havemade them susceptible to Baseball has a need for precision,pinpoint the whims of gamblers, accuracya game of inches. The Japanese are especially a gambling on sports has become one built of thebiggest sources of income for gengsters.30 for baseball with their speedand alertness.21 The Baseball, like other popular phenomenon of gambling is generallyassociated with greeter sports, also serves as an outlet affluence and leisure time of the for the energies of urbandwellers who hold monotonous jobs people. In 1970, a full scale and lack job gratification. In investigation by the Japaneseparliament revealed that as many a study conducted by the as 30 ballplayers had pocketed bribes from ministry of labor, 37% of theworkers in the age group 20.24 gangsters to throw found work monotonous.22 games; one investigator estimated thatsome 200 gongs handle More consideration is being given bets totalling roughly 5% million to leisure activates such assports and recreation centers a dollars a day.31 ways of dealing with the problem. Japan is second only to the UnitedStates in the number of television sets in use; there In both the United Statesand Japan, baseball players ere are 16 million sets or one for every exalted, accorded a high six Japanese.32 Many of thegames are televised. Television status tad are considered folk heroes could be both a blessing and by the people; one writersuggests that the Japanese players a curse - it could create spectator are now acquiring the legends and interest but at the same timemake baseball a studio sport. myths formerly reserved for As ; the Samurai warrior.23 The he United States, not all the franchisesare of equal need for identification and social wealth and population potential. release which are a part ofpostwar Japan has bean fostered by The Tokyo - Yokohama and the news media. In both Japan the OsakaKyotoKobe regionsare the two great centers of and the United States the population. it is in these professional athlete is the modemday folk hero. areas where the teams are located Another interesting characteristic with five teams in Tokyo andfour in Osaka. The remaining of Japanese society three are in Nayoya, Fukoka, and brought out by baseball is thework ethic. There is a curfew Hiroshima. The teems outside of the two populationcenters have an attendance for night games that doesnot permit games to last beyond ten problem. Expansion does not figure in Japan'sfuture baseball o'clock, so that the fans willnot be too tired to go to work in plans. Even within the TokyoYokohamaarea club wealth is the moming.24 This demonstratesthe emphasis placed on work and worker productivity. unequal. The Tokyo Giants have the wealthiest andmost 60successful team, and dm lead in annual attendance. A prime 5 7 BEST COPYAVAILABLE

Page51 factor may be the location of its stadium which is in the heart worker; higher productivity is rewarded. It is a tool for of the city.34 The Tokyo Giants demonstrate that there is a motivating workers and has been adopted by Americanteams. relationship between making money and having the best team. The Japanese do not have a minor league system; the bulk They are the weelth;ast team and the most successful on the of the players come from the schools, colleges, andamateur field. teams. As a career goal, opportunities for jobs as professional According ton one writer, Japanese baseball reflects the full baseball players are very limited: however, those who make it employment syndrome of the nation. Each team carries two big -we guaranteed the good lilawealth, fame, and social bat boys when only one is needed. Ukewise, six umpires are used where four would suffice.35 Each ball club also employs ten fulltime scouts and cheerleaders. However, the dubs do Conclusion not hire road secretaries; the athletes must make their own I have attempted to show how Japan has adopted baseball arrangements on the road. and made it the national sport, but the game is played on Unlike the United States, the stadiums are not municipally Japanese terms. By careful examination of baseball, we cansee owned, but areprivately owned and rented out to the how the American and Japanese societies an both similar and balldubs. In this manner the cost of the ballpark is not on the different Through a thorough analysis of Japanese baseball, taxpayers but on the private owners. we can learn a great deal about the society, the values, the Despite the feeling of cooperation and team cohesion, economy anditspeople. Japanesebaseballisreallya outstanding players we motivated to do better through microcosm of Japanese society. If one wants to learn and gain complex bonuses or incentive arrangements. The same practice insight into the Japanese people, one could start with the is part of the general structure of wages paid to the Japanese study of professional baseball.

Notes 17Sports Illustrated-5/17/76-"Bowed But Never Bloodied" Robert Whiting. P. 46. 1Sports and Society . Talamini, John T. and Page, Charles H. Little Brown & Co. - Boston, 1973. P. 130. 1877me - 8/20/73- "Breiza San Is a Hitto." P. 49-50. 19L/4.9/11/74 2The Man Who Invented Baseball Harold Peterson. - "Frantic Lunge into Sports." P. 42. Charles Scribners' Sons, New York, 1969. 20/Wrsv York Times- 9/27/74"Japan Has A Love Affair 3/bid- pages 1972, 1973. With Sports."P.136. 21.japirt 4The Rise of Japanese Baseball Pony Robert 0bojski. at first Hand - Joseph I.C. Clarke, 1973. Scholarly Chilton Book Co., Radnor, Penn., 1975. P. 8-11. Inc., Wilmington, Del. P. 60. 81bid. -P. 30-31. 22Labor Relations in Japan. P. 76. 6 /bid.. P. 40. 23No Joy itMudville RalphAndreano,1965 7/bid. - P. 41. Schenkman Publishing, Cambridge, Mass. P. 72. 24Robert Obojski. P. 116. 8/bid. - P. 42. 25 /bid.- P. 32. 9/bid. - P. 45. 26No Joy in Mudville. 10japan Tomlin . Walker and Co., New York, P. 63.64. 1973. P. 137. 270bojski. P. 33. 110bojoski,p. 101. 28BM Week The Hustlers Handbook - G.P. Putnams 12/bid.P. 103., Sons, New York, 1965. P. 229. 290bojski. P. 33. 13Changing Cu /tunes, Changing Lives-Kiefer, Christie, W. 30/bid. Jossey Bass Publishers, San Francisco. P. 218. - P. 34. 31Newsweek 3/30/70 "FoulBall in Japan." P. 99. 14Saturdey Evening Post 2/13/65 Leonard Shooter - "Take me out to the old Yakyu." P. 82. 32"Japart Hasa Love Affair with Sports." P. 133. 15/bid. 0 P. 84. 33/bid. P. 137. 341bid. P. 137. 16Labor Relations inJapan - KatsumiYakabe - 1974. Intl Soc. for Education Info, -Inc. P. 2. 350bOjski. P. 203.

L,WC6 50c/4i Science Peconi) Axis CovAledy9fr, ludas iti77 vol xv No I 5$8 When East meets THE READERS DIGEST hours a day on the field, head West in Japanese for theendure the samepregame grind as dormitory and an evening ofstrategythe lowliest first-year player. ball parks, sessions and indoor workouts. At 38, Shinicht Eto,a three-time The average Japanese cultural shock is game isbatting and a ten-year All- more like a corporate board meetingStar, bound 4o minutes of pce- the name of the than an athletic event..tilleadtsitua- jogging.and wind sprints left game and the tion arises, there is *Am&ds- too exhausted to play his best. cussion on the field among manager,But there were noexceptions made . first rule is coaches ana players that theaveragein his dub; Eto lost weight, gime lasts three hours. his batting average dropped, hespent "You've Gotta Unlike their Americancounter- Have Wa" the second half of theseason on the parts, losing managers in Japanarebench and finally announcedhis seldom fired. outnght. Instead,theyretirement. Irrational? Perhaps, but go through an elaborate ritual de-any games lost because Eto was dog- signed to save faceaid then resign.tired were not as importantas -11= Such phenomenaare the tip of theexample he set. iceberg. Below lies the concept of If you ask a Japanesemanager group harmony, or wa. The individ-the most important ngredietieof ualist is honored in America.Ina winning team, lit- would most This Is Japan, 4eyinalagi, individualism, islikely answer, "Wa. " Ifyou ask him almost a dirty word In place ofhow to knocka team'sow awrlf, he "doing your own thing," theJapa- say, "Hire ale American." For Baseball? nese have a proverb: "The nail thatalthough the Japanese have been kicks up shall be hammered down."employing former American major- Condone 'fres, In Japan, ialary holdoutsare rare.leaguers for t8 yearsand paying Storrs Imusiaxam A player takes what the dub givesthe gasjiss (outsiders) high salaries Roma Wurnso him. Demandingmore money isthey have not .been elated with the 4ojinshugi at its wont, becauseitexperience overall. i i DON'T KNOWWhat it is they play have incorporated the values of shows the player .hasput his own In the pressure-cooker world of here," grumbled former Cali samurai discipline,respect for au- interests before those of theteam. US. pro sports,temper outbursts are fornia Angel pitcher Clydethority and devotionto the group The American player lives by the Wright after his first considered exceptable,even salutary. season' as aThe res.dt is a uniquely rule: '7 know what's best for me." InBut Japanese players Tokyo Giant. "All I know Japanese are expected is, it ain'tgame. Japan, the word ofmanagers andto follow Sadaharu Oh's example. baseball." Wright had learnedwhat American baseball players coaches is law. They have the virtues"When he strikes out," many expatriates had known for start says an ad- training in March and takeno more Orientals most respectage and ex-mirer, "he breaks into2 smile and years: Baseball, Japanese-style, isnotthan six weeks to periencehence, knowledge; and introts tack to the bench." Temper the same game that's played prepare for the inseason. They spend four hourson the interest of team harmony, theytantrumsalong with practical jok- America. The Nippon versionisthe field each day and then head demand that everyone do everythinging, bickering, complaining and played with a bat and ball for oth- and thethe golf courseor swimming pool. the same way. Tokyo Giantsuperstarer norms of American clubhouse same rule book, but that's where theJapanese teams begin training Sadaharu Oh, whose career home-lifeare viewed in Japan resemblance ends. The in as unwel- JapaneseJanuary and, aftera numbing six runtotal of 838 through1979 leavescome incursions into the team's col- A, 11011111 MIwIMUO (fUltIONS 78). .11/11 ST tftt SIT.. IOW 11. ere WK.. Hank Aaron's 735 in the dust,mustlective oeace of mind. Thr.f offend 1,10CA ClUlti11.1W YOWL W.V. IONS 6$ 59 00 BEST COPY AVAILiko LE THE READERS DIGEST 1980 THIS ISBASEBALL? I the finer sensitivities of the Japanese,into his uniform when he decided Halfway to the bench, he threw thetease your teammates Be on time and, as many American players have to put away the bats he would not ball against the dugout wall, cursed, Do not disturb the harmony of the learned the hard way, Japanese sensi- be using for the game. He went up and disappeared into the clubhouse.team. tivities are finer. near the dugout, got the bats, and as There he npped off his uniform, Japanese teams in recent years For example, Ken Aspromonte,he was leaving, heard his replace- shredded it and A it into the teamhave tried to be more selective in who later managed the Clevelandment being announced in the stadi- bath. Amid a rapid- disch9e ofsigning up Americans. Character in- Indians, was the first man in theum. Spencer decided to get even. obscenities, Wright said so vestigations have become a standard history of Japanese baseball to beClad only in underwear and shower that the. team interpreter under-part of the recruiting process, and fined for "conduct unbecoming adogs, he took one of his bats and stood: "Stupidest damn baseball rvemore managers are going for quiet, ball player." strode out to the on-deck circle to ever seen." even-tempered types who it into the Aspromonte pulled off this feattake a few practice swings. He was Nothing like this had ever hap- Japanese system. The 1979 crop of 34 with the Chunidri Dragons of Na-ordered off the field, suspended and wl/ on the Giants. "CrazyWright"pgm (there is a limit of two per goya in 1965. Called out on strikes,fined !ko. Spencer paid up, later .. IIheadline news. Outraged let-team) was the most agreeable ever to Aspromonte stormed back to thereporting with a wide grin, "It was ters,telegrams and phone callsplay in Japan. It included Wayne bench, kicked over chairs and at-worth every penny." poured in. But Nagashima kept hisGarrett, Lee Stanton and Felix Mil- tacked the water cooler. He was In the years since Don New- cool. First, he explained to his pitcherian. Garrett, a former Met, is so doing what comes naturally to manycombe and Larry Doby became the that the Japanese way of playing theobliging that he got up at 7:30 and American players, but Dragon man-first ex-major-leaguen to play in -ame is a group effort. Thanthejoined his teammates in their daily ager Miduo Nishizawa yanked As-Japan, not a season has passed with- '.manager faced the angry masses."morning walk." Stanton, late of the promonte out of the game andout a controversial incident involving There would be no disciplinary ac-Angels and Mariners, amicably al- suspended him. Aspromonte wasgaym players. However, it wasp t tion. He was iilad Wright cared solowed the Hanshin Tiger batting fined $2o, and required to visituntil Clyde Wright came along that much about winning. coach to criticize his batting style. Nishizawa's home and issue a formal behavior rules for foreigners were Such benevolent words from theMilian, a former Brave and Met, apology to get back in his manager's finally codified. Wright, who had' prince of Japanese baseballdis- lit* refused an oiler to let good graces. pitched for the Angels and the Mil- sipated much of the public's antago- I 11 train as he wished and instead Others followed in Aspromonte':waukee Brewers, made his first Japa- nism. Management, however, tookmixed all the rigors of a Japan- footsteps. Ex-San Francisco Giantnese appearance; withthe nationally advantage of the opportunity to is-ese pre - season camp. Daryl Spencer was one of the morepopular Tokyo Glints, in 1976. sue a special set of rules forthe The new tranquillity produced memorable. One night, as he was In the sixth inning, with the snore Pi* results. Seven batted better than lackadaisically going through the1-4 Wright allowed the first two The Japanese press dubbed it .300, and the affable Charlie Manuel, pregame workout, his manager onbatten to get on base. Giant pitching the gafisit "Ten Commandments."an ex-Minnesota sub, led thePacific the Hankyu Braves, Yukio Nishi-coach Shigau Sugishita walked out Among other things, it enjoined: League in home runs despite having moto, decided something had to beon the field to take him out of the Obey the manager; do not criti-been sidelined for 55 days with a done. game, and cu.:7,5er Shigeo Naga- cize his strategy Take are ofbroken jaw. "You don't look sharp, Spencer- shima amounted that he was send- your uniform Do not scream and Indeed, it looks as though a new s/in,"hesaid. "I don't think you caning in a relief pitcher. yell in the dugout, or destroy objecubreed of harmonious American ball hit this pitcher." Wright blew. a gasket. To the in the clubhouse Do not severelyplayer has at last found sva "Cant hit him? I'm batting .340horror of 30,000 fans at Tokyo's against that guyl" Kawasaki Stadium and a Saturday - "Not tonight. You're our night TV audience of millions, he Spencer was in the dressing room brushed aside the coach's request for changing from his practice clothesthe ball and stalked off the mound. 69 61 62 BEST COPAVAILABLE The sun shone on an April day. The crowdat the ball field buzzed with excitement. Children in baseball uniformswarmed up on the sidelines. Another season of Little Leaguebaseball was about to begin. The players came or to the field. Thetwo teams bowed seri- ously to each other. Then they bowed to the crowd.Thousands of miles from the U.S., the Japanese baseballseason was beginning. Baseball has been pieyed in Japan formany years. Since the 1950's, it has been one of Japan'smore popular sports. Thousands of children play Little Leaguebaseball. In the 1960's, Japanese teams began tocompete in the Lit- tle League world series held at Williamsport,Pennsylvania. The first Japanese team that came to the U.S.was beaten badly. The team set a record for the number of errors made in the field. Somepeoplewon- dered. how good Japanese teams really were. In 1967 they found out. A team from West Tokyo won the world series. In the final game, Masahiro Miyahara (mah- 31317-HEE-fee mee-yah-HAH- rah), a 12-year-old pitcher, gave up only three hits. Kenichi Tsuchiya (ken-EE- chee tsoo-GHEE -yah), an 11-year-old outfielder, hit a tremendous 300-foot (92- meter) home run over the fence.

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1*-:"4r,itvre=.....f,;, IL''114t 0 3 -10".,,...... ,_ . .. -... _ __, az,&4114'1 15 In addition to baseball other sports activities area part of Japanese life. These pages from an activity book will give students an idea of other Japanese sports.

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50 BEST COPY AVAILABLE TEA= NOTES:

This sequence of activities is built around literatureand can be used in language arts, social studiesor interdisciplinary experiences.Using literature with ztudents canencourage a wide variety of skill learnings and foster social studies contentknowledge. Carefully chosen examples of fables, folktales and realisticfiction and non-fiction can help students develop the self-managementskills of descreasing egocentric, ethnocentric_1 stereotypic perceptions and increasing acceptance of

Choosing children's literature witha multicultural focus must be done with attention to knowledge and attitudes conveyed.The Council on interracial Books for Children, Inc. (1841 Broadway, New York, NY 10023) suggests guidelines for evaluatmng children's books.Their list is adapted below:

1. Consider the illustrations and photographs

- avoiding those that stereotype by overgeneralizing demeaning or rediculing

- avoiding those that employ tokenism

2. Consider the story line '. the

- weighing the orientation standard for success (Western? Eastern?bias?)

- checking the roles of characters

3. Consider the lifestyles

- avoiding those that portray other cultures as quaint, exotic, or bizarre

4. Consider the relationships between people

- avoiding t:=oks in which characters are portrayed with stereotypic behaviors

5. Note the herci;s and heroines

notiug the attitudes and values projected

- considering the accuracy of those values

6. OonfiLder the effects on a child's self-image

- noting how the book might be perceived by students of the culture portrayed

68 541 7. Consider the author's and/or illustrator'sbackground

- using information on the book jacket and from sources such as the Junior Book ofAuthors qualifies the author or illustrator todeal with the subject

8. Consider the author's perspective

- looking to see if the author's bias is evident and disturbing to the plotor characterizations

9. Be alert to vocabulary

- looking for words with insulting connotations

10. Consider the copyright date

In addition to applying the abovecriteria, it is advantageous to check books and stories with Japanesepeople to assess their reactions. Consider university students, highschool exchange students, sister city contacts, community residentsor visitors from Japan as sources of opinions.

There is a wide variety of literaturerelated to Japan available for use with students. For specific sources, consult thefollowing:

Japan Through Children's Literaturean annotated bibliography by Yasuko Makino. Available from: Asia Society, Educational Resource Program, 133 East 58thStreet, New York, NY 10022.

Cultural Awareness: A Resource Bibliography by Velma E.Schmidt Earldene McNeill. Available from: the National Association for the Education of Young Children, 1834Connecticut Avenue, N.W., Washington, D.C. 20009. (1978).

Opening Doors: Contemporary Japan containsa section on elementary textbook material relatedto Japan (pages 3-7) annotated by themes.This comprehensive bookwas prepared by the Education Sub-Committee, U.S.-JapanConference for Cultural and Educational Interchange incooperation with the North Carolina Dept. of Public Instruction. Available from: The Asia Society Inc., New York, NY 10021. (1979).

69 The literature chosen for theseactivities rates well using the ten Council on Interracial Books.criteri as guidelines.The activities and materialscan be used in their present form for

4, student use as in

- independent reading guides - activity contracts - learning center material - library projects - interdisciplinary projects - enrichment

. use in teacher training to stress

- the role of literature in social studies learning - interdisciplinary themes - preparation of sample literature materials for independent study

61 Activity:

NOTE TO STUDENTS:

We will be studying literature that teachesabout other people in other places and times. It might be interesting to you to know that children all over the world read to learn.

In Japan,for example, parentsare strongly encouraged to share good books with children. In fact, each year there is a list of special books of merit or high quality chosen in Japan. Children can read the books and write answers to questions about themfor a national contest. Winners receive prizes.

You can guess what some of the 1980 book selectionsare about by looking at these advertising brochures for theliterature contest. Can you find a book cover that might interest you?

Pretend you are on a committee to organizea special reading contest in your school.

On a chart list some jobsyour committee would have to work with a friend on this. Now try to put the jobs in order from first job to last.

Perhaps you might want to useyour list of jobs to actually plan a reading and writing contest like the one in Japan. Check with your teacher or school librarian for ideas and help.

One part of the job in plAnninga reading contest such as the one in Japan is to select books that would be good choices for children to read. One way you could do this job is by taking favorite books of your classmates and students of other ages. Could you wcrk through your school or public library to do this?What questions would you ask? How wouldyou gather the results to organizea final list?

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BEST COPY AVAILABLE 7 6 61 Elizabeth inthrop

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Note to the teacher:

One was to use this packet isto read the entire story to the students or put iton tape for a listening station. The activity packetcan then be done by students working independently or in smallgroups. You may choose touse the packet in sections.

BEST COPYAVAILABLE 77 JOURNEY TO THE BRIGHTKINGDOM by Elizabeth Winthrop illustrated by ChariesMikolaycak Holiday House New York

This story is an adaptation of the well-known Japanese folktale, The Rolling Rice Cakes, which tells of a man who entered Kakure-sato,a mythical kingdom ruled by mice. When this man went to his fieldsone day to gather firewood, he accidentally droppedhis lunch into a hole. As hewas leaning over to retrieve the rice cakes, he heard tinysinging voices. Overcome by curiosity, he tumbled down the hole to the rich world ofKakure-sato. The mice insisted hereturn home, and gave him a present of a very small bale of rice. The tiny bale turned out to be a magical giftbecause it stayed full to the top,no matter how much rice was taken from it. I was first introduced to thisstory in the Manga, or Hokusai sketchbooks. Katsushika Hokusai (1760-1849) was a famousJapanese print- maker who drew landscapes, folktale characters, and many popularscenes in Japanese life.

ELIZABETH WINTHROP

78 BEST COPY AVAILABLE 69 Sl

1/1 use a collection of Japanese art to helpyou with these questions:

Would you know this wasa Japanese story if you only saw the pictures? If so, how?

Do you think the artistwas influenced by Japanese art? Observe to collect data. Can you find some similarities to Japanese prints?Some differences? Write a paragraph beginning withyour choice of the sentences below:

Artist illustrator CharlesMikolaycak [was or was not] influencedby Japanese art in his work for Journey To TheBright Kingdom

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11111111W1 KlY0 WAS BORN in May. When the little girl was laid beside her, the mother reached out and gently touched the baby's face with her fingertips, running her hands over the fine, smooth skin and the small bump of a nose. "Is she pretty?" the wife asked her husband. "She is beautiful." "Tell me what she looks like." "She has bright black eyes and a round face and a tiny pink mouth." "Oh, I wish I could see her," the wife cried, pulling the baby dose and rocking her. Her husband went out of the room quickly so that she could not hear him crying. The baby grew fast and, every day, her mother would strap Kiyo on her back and take her out for a walk in the spring sun. And the mother would tell the baby what she was seeing. "The cherry trees aro all blossoming now. Look up, Kiyo, and see their pink blooms. There must be a robin sitting up in the branches because I can hear him singing. Do you see him?"

)in the story, Kiyo's mother lost her sight. You learned some thinffs about blind people through thestory. You probably wonder other things about blind people. Make a list of questions you might want to ask a Wand person. 1-..--....1 Group these questions into categories. Give each category a name. cernizietalocal Ascoaitikin the 3 ifit amswers tour /617. C. = y 80 BEST COPY AVAILABLE 71 "Oh, Mama could never make it all the way here. It would be impossible," Kiyo cried but even as she said it, she was thinking that they might be able to lead her along the footpath of the river if her father helped her. "Bring her here," the mouse said again. "We will be waiting." And with that, he hopped away and was soon lost from sight. During dinner that night, Kiyo was very quiet. Even her mother noticed it. "Kiyo, did you come home through the field today?" she asked. "Yes, Mama." "Well, aren't you going to tell me about it?" "One mouse came to eat my rice cake. He looked very thin. The winter must have been bad for them." Her mother asked no more questions. She -- went to bed early. "What's wrong with you, Kiyo?" her father said that evening. "You seem distracted today." "It's the mouse I saw, Papa. I told him about Mama and how worried we both have been, and he spoke to me. No, ren11,:," she cried when she saw the doubt on hi. lace. "He told me to take Mama to the field.Hesaid they would be waiting." "Kiyo, that's impossible. She could never make it that far. And what good would it cjo?" He reached out to pat her shoulder. "`f,:;ur mother loves the tales of your mice. But you must not get carried away with them. Go to bed now." Kiyo tried to say something mom, but he waved her away.

.%.Kiyo's father advised her not to take her mother to the fields to meet 'the mice. Pretend you are Kiyo's father.Make a list of x4ksoul"you would give kiyo to explain why h6r mother should not go. List as many reasons as you can.

BEST COPYAVAILABLE IL]The mice talked together. They talked among themselves and Kiyo could not hear them. They had a difficult decisionto make about jwhgtheror not to invite Kiyo and hermother to Kakure-sato. Fill in ..the chart with all the mousereasons on both sides of the issueyou can think of.

We should invite them J We should not invite them

Share your list with three otherpeople. Make a tape or perform for your class the discussion of the mice.

82 BEST COPY AVAILABLE Words to describe

Kiyo described things shesaw to her mother. What words might you use to describe the followingto a blind friend?

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BEST COPYAVAILABLE A traditionalform of Japanese poetry is called haiku. Haiku frequ ntly describesnature. Here are some examples of haikupoetry. 7/2ezitco:ein?e cv,

4., I in flatiav evnt, rwrui1978

These poems followa syllable format with line one, five syllables in seven in line two, and fivein line three. Use your word listsabove and other ideas the haiku form. to write poetry in

84 BEST COPY AVAILABLE eaq 1-eadvA4) /c/An 1/4.Cuiso B7oss7trito fook

The tale of the foolish and stubborn landlordin Once Under the Cherry Blossom Tree is one of many traditionaltales in Japan. An excellent source of fciktales is available inthe collection Folktales of Ja an edited by Keigo Seki and translatedby Robert J. Adams. University of Chicago Press, Chicago, 1963.

The introduction and table of contents from thiscollection give a sense of the scope of the volume andth.: variety in folktales.

85 BEST COPY AVAILABLE clfRibed-o-a,(40 ;11'1)42,

86 BEST COPY AVAILABLE 70 OidOk {ills fritIdt/' rizriaQirt -Aced

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Coerr, Eleanor. Sadako & The Thousand PaperCranesDell,*/ Read Chapter One: Familities everywhere celebratespecial occasions. In chapter one Sadako isexcited about Peace Day.

List brief ideas and factsabout Peace Day

List words to describe

Pretend you are Sadako writingin her diary while shewas waiting to go to the Peace Day celebration.Use ideas from your lists above.

Er/ BEST COPY AVAILABLE 0 What is a memorial day? Make a list of memorial days we celebrate in the UnitedStates and their purpose. You may want touse a calendar with special days marked in for help.

Name of Day

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1*-14.1-1of three, places /4rmatie-rg theini!

944dt-MetkvachttA vnto abo-oe acuite6e/

So BEST COPY AVAILABLE Chizuko and Sadako were best friends. What are qualities you think are important in a best friend?Make a list.

e/When Sadako beganto have dizzy spells she decided not to tell her parents. Pretend you are Sadako thi--ing about thatdecision. Write your thoughts:

On one hand I should tellsomeone about my dizzy spells

On the other hand, maybe I should keep my dizzy spellsas my own secret.

BEST COPY AVAILABLE 8 9g ( Sadako learned she had the disease called leukemia. Chapter four describes some of her feelings, Make a list of as many words as possible to describe the things she was feeling,

Pretend you are a friend from Sadako's class at school. Write her a note to send .co.cthe hospital.

oSadako found folding the get-wellpaper cranes was difficult at first. With Chizuko's help, she learned. Try following instructions for making a paper crane. Work with a friend and try to keep trying until you learn how.

You may want to make a copy of the poem from chapterfive to display with your cranes.

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: Z : 11 Z 0 0 Sadako's mother Mrs. Sasaki worked hard on the kimono for Sadako. She worked late into the night though she realized Sadakowas very ill and may never leave the hospital. What thoughts do you think her mother bac' as she sewed the silk dress?

6Sadakc thought about death and dying. Like most people she had a lot of questions about death. Make a list of questions you think Sadako may have wondered about death.

.6 wieSadako's class felt it was important topay tribute tL Sadako and they did many things before and after her death. Are there people in your community who deserve a tribute?How might you and your class honor them?

_0 weProbably people in your community fought in World WarII. Perhaps you might even find someone who went to Japan after the war and worked with the Army of Occupation. What questions might you have about World War II. Make a list, then attempt to find someone who might help you with answers.

bk BEST COPYAVAILACLE 40 doSadako continued to have hope thatshe would get well. Even after her friend Kenji died, she foldedpaper cranes. Pretend you are a news reporter assigned to writea human interest story about Sadako. Use any facts from the story and

Think of your audience of newspaper readers. How would they judge your news story? List at least four criteria (characteristics to judge a story by.)

To be good, a human interest story

Now judge your story against the criteria you chose by makinga check in the good, fair or poor box for each criteria.

My Story is Good Fair Poor

SS BEST COPY AVAILA3LE 93

TEACHER NOM:

On a recent trip to Japan, comic books were common reading fare for children and young adults. In an attempt to acquaint students with commonalities in modern Japanese and U.S. comic book culture you could

Use the article "Comic Book Culture in Japan" from Look Japan, August 10, 1980 asa

- student reference (as is or adapted) - teacher reference

. Use the reprints as

- student handouts with suggested activities - a data base for activities

. Use the above materials to provide stimulus for the following activities:

LEARNING ACTIVITY SEQUENCE:

Discuss (or have students read and discuss) main points of article Comic Book Culture in Japan. Yoshiya Solda did quite a bit of research for his article on Comic-Book Culture in Japan. Make a list of questions he might have usedas starting points for his research.

Put a check next to questions that would be interesting to you to study. Select one question to research. Work with your teacher to

Comic books in Japan today have many similarities to U.S. comic books. Just from using the sample pages, can you predict similarities you might expect to find if you looked at many Japanese and American comics. Could you check your hypothesis in any way.

Read carefully to identify the main sections of Professor Soeda's article. Using that as an outline, collect information for a piece of writing on Comic-Book Culture in America.

Where could you get information? What problems might you encounter?

BEST COPY AVAILABLE BEST COPY AVAILABLE

8 LOOK JAPAN, AUGUST 10, 1980 1116 NS. 11111.,16"111b.. 11116 41116, IM11,111 ,1116, "Mh. 'Ia. Ink ^11111"" Ink 'Mk 11% VIAIIIell "NW Oh. 11M,NIS." Comic-Book Culture in Japan

kan) 1,000,000 copies From the circulation figures men Big Comic Original (Twice monthly,tioned above, one can imagine the large By Yoshiya Soeda Shogakkan) 800,000 copies numbers of comic readers that must Professor of Sociology, Tsukuba University MangoAction (Weekly, Futabasha)exist. In the case of the bops' comics 400,000 copies alone, the total weekly publication of the Comic-book culture is one of the princi- Play Comic (Weekly, Akita Shoten)four magazines mentioned is 7,200,000 pal facets of contemporary Japanese Comic Publications 350,000 copies copies, nearly all of which are actually As for the number of pages and popular culture. It has not necessarily And their Readers purchased. If we add a few more maga- held this position for a long time. Before number of comics in each of thesezines not mentioned above, the number the Second World. War, and for a while In the current prosperous state of magazines, the boys' and girls' comicsof boys' comics magazines purchased after the war, comic books held only a comic-book culture, there are many run about 360 pages per magazine, andweekly is about 8 Million. In some cases secondary position in popular culture. kindsof comic magazines being each magazine carries from 10 to 20a boy will buy more than one magazine, From around 1960, comic books rapidly published in great numbers, and many differentserializedcomics. Theseand in some cases a single magazine will begantoattractgreat numbers of comics appear in each of these magazines will sometimes carry one orbe passed around and read by several readers, and to become one of the magazines. These magazines can be two short strips that finish in one install-boys.Since we havenoreliable recreational pastimes of theirdaily divided into three groups according to ment as well. The adult comics run fromstatisticalsurveysregardingthese about 240 to 270 pages, and carry about lives. The structural changes in Japan- theirpresumedreadership: Boys' a'tuations, we can only talk in general ese culture and society since that time comics, girls' comics, and adult comics. 15 serialized comics in each. The lengthterms, but let's suppose there are 8 have been influenced by the changes in Most of these are weekly publications, of serialization of a story varies, withmillion boys in Japan who have the the sensibility and sense of values of the but a few are semi-monthly or monthly. some ending after three to six months,custom of reading at least one boys' Japanese, particularly young people. It Let us begin by introducing the names, but if a story shows a high degree ofcomic magazine every week, and put is near'l'y impossible ".0 examine the life- publishers, and circulation of the major popularity it can run for a long time. Totheir ages at between 5 and 18. Since the style of the Japanese peopleif one comic magazines( with approximate the best of my knowledge, there aretotal male population between 5 and 18 is ignores the influence of comic books. I circulation figures). currently five comics which have beenonly 12 million, that means that two out would like to attempt a brief introduc- The boys' comics: running for 10 years or more. ofevery three Japanese boys are tion to and analysis of contemporary Boys' Jump (Weekly, Shueisha) Aside from these special comic maga-regular readers of boys' comics. Japanese comic-book culture from three 2,500,000 copies zines, comic strips appear in daily news- If we follow the same suppositions for angles: Comic publications and their Boys' Movable (Weekly, Kodan- papers and inregular weekly andthe girls' comics, there are 2,500,000 readers,the comics themselves and sha) 1,700,000 copies monthly magazines as well. These othergirls between 5 and 18 who regularly their authors, and the reception and Boys' Sunday (Weekly, Shcgakkan) publications used to be the primaryread comic magazines. that is one-sixth reputationin Japan ofcomic-book 1,600,000 copies outlet for comics, but they have nowof the female population of Japan in that culture. Boys' Champion(Weekly,Akita become secondary to the comic maga-age group. In the case of the adult. Shoten) 1,400,009 copies zines. The shift took place from the 1960scomics, the four magazines mentioned Note: The Japanese word mange, here translated The girls' comics: through the early 1970s. The first boys'above are all directed towards men, and as "comics" or "comic-book," has unique cultural orgirls'comicmagazinestobetheir combined circulation is 2,550,000. connotations which enable itto be translated Margaret(Weekly, Shueisha) variously as "comics," "comic-strip," "cartoon," 800,000 copies published were Boys' Sunday and Boys'Butthere are many other comic "caricature." or "animation." Since Professor Soeda Girls' Friend (Twice monthly, Magazine in 1959. With these two maga-magazines of this type in this category, Is concerned here, however, se:-'y with printed zines as the focal point, comics began toperhaps as many as 40 or 50 in all. There comics and comic books in the strictest sense,- the Kodansha) 800,000 copies term has been translated accordingly ratherthanleft Girls' Comic (Weekly, Shogakkan) attract great popularity among youngare no reliable circulation figures for it In the original Japanese. Mors specific sub-genres, boys and adolescents. As for the adultthese other magazines. The regular however, for which there is no comfortable English 500,000 copies equivalent ti.e., gold-ge and bout-Alba!), have been The adult comics: comics, the first major ones to appear tell in the original Japanepe, with a literal translation Big Comic (Twice monthly, Shogak- were Manga Action in 1967 and Big in parentheses. Comic in 1968, 97 Translated by Alan Paul. readers of these magazines, in the case of men, range from their high teens to The principal subjects of the stories is stories featuring "gamblers" (associa- about 35 years of age. Most of these are girls' comic magazines are aspects of tion with organized crime implied), and men who developed the custom of school life, love stories, and stories of the stories about professional athletes. In reading boys' comics in their youth, and rise to stardom in the entertainment addition there are stories set before the simply moved to adult comics as they world. A special trait of the girls' comics Meiji Restoration about the samurai, grew older. It is taught that the rapid is that compared to the boys' comics farmers, and townsmen of that era, and appearen_e of these adult comics one there is relatively little nonsense or science-fiction stories as well. Most of after another in the late 1960s was due to jokes, and relatively more that re'ates these stories are melodramatic, ap- the fact that the children who began directly to romance. pealing to the most commonplace in- reading comics in 1960 were growing up The principal subjects of the adult terests of the masses, but there are and looking for comics of a more mature comics include stories of professional some that try to portray life as it is, nature. life, with some kind of specialist such as realistically emphasizing the personality In the case of women, it used to be a doctor or professor as the protagonist; entirely rational ma (tiler. Tezuka has a and humanity of their heroes, and rich background in literature and musk. unusual for a woman to continue to read stories portraying the family and office sensitively expressing the joys, sadness, comic magazines after the adolescent lifeof an average citizen;stories He has written a comic-book version of and pain of living. Those stories por- Dostoevsky's Crime and Punishment, period, but over the past ten re :s the featuringcriminalsordetectives; traying the life of a typical citizen hav' number of women who read adult and has incorporated into his comics a relatively high amount of humorous many of the film-editing techniques of comics has risen dramatically. There material.Inaddition,adultcomic are still, however, no comic magazines Hollywood. If e had great knowledge and magazines carry one-page or eight-panel ability as a natural scientist as well, aimed directly at adult women. Most satirical comics, and nonsensical comics aimed at adult women are found having graduated from the medical de- serialized comics which run only two or :t inthe weekly women's magazines, partment of his university, and having three pages per episode. served as an intern in a hospital (he has together with serializations of popular The most outstanding characteristic of novels, and articles about scandals a degree in medicine). In other words, the post-1960 comics when compared he brought to his narrative comics a host involving popular stars. with the comics of the prewar and After being publishedin a comic oftalents which had previously not .1 postwar (until the 1950s) periods is their existed among authors of comics. magazine,if a certain strip is par- comparatively strong sense of narrative. ticularly popular it may be made into an Tezuka pioneered the comic with a It seems that the formerly predominant strong narrative sense, which ishe ; animated television series. in addition, view thatall comics were intended dominant form today. He began by there are many feature films, both live- simply for amusement, to make one action and animated, based on popular writing boys' comics. and soon was the laugh, was replaced gradually by the most prominent writer in the field. Later comics. The charactersin popular view that comics were a form of popular comics can also appear as the heroes of he wrote girls' comics as well. "The novel or story-telling, close in nature to Firebird" (Nino Tori) first appeared in popular songs, or on television com- a written text, and at times they have mercials promoting products. 1954, serialized in a boys' comic maga- even been interpreted as being ex- zine, but was interrupted, and when itt Comics and their Authors tremely close in character to a form of appeared again in 1956. it was in a girls' pure literature. comic magazine. In the 1960s, his work Most of the comics serialized in comic There are two major factors behind moved into adult comic magazines. ! magazines are of a narrative nature. this change in view. The first is the Even today he is the leading author Among the principal subjects of the appearance, at the beginning of the post- among all three groups, and most comic comics in the boys' comic magazines are war comics book, of a single author authors under 40 say that they came to aspects of l,fe in junior high and high whose ability at constructing stories was love comics through Tezuka, and that it schools, children's and adult? Inter- Leading author Osamu Tezuka on the genius level. This is Osamu was underhisinfluencethatthey action with friendly ghosts and robots, pioneered strong narrationin 'vezuka. Much as in good literature, decided to write comics themselves. the pranks andhijinksof naughty comics. "Tetsuwan Atom" (Astro Tezuka's stories envelope the reader Shotaro Ishimori and Fujiko Fujio are children, first love between a boy and Boy. publ.: Kodansha) is a long-time totally, until he feels himself a character two examples. They share with Tezuka girl, science-fiction stories, particularly favorite. in thestory,feeling,thinking, and the point of being strongly influenced by "space operas," and professional moving like the other characters, and Americanmovies. Beginningwith athletes' success stories. Most of these being made to think deeply about the Tezuka, the object of most superior stories are turbulent, up-and-down af- topics presented by Tezuka. His artistic comic authors was the popularization of fairs. Some of them feature jokes or talent is impossible to analyze in an comics with a strong narrative. humorously intended nonsense, but this is net the case with most of them. BEST COPY AVAILABLE 99 98 time, we have the classicalenter- The second factor was a conditiontairunents of the picture book(ezoshi) rooted in traditional Japanese cultureand picture scroll(emakimono),and it that led to the widespread acceptance ofmay be that these formed the beginning comics with a strong narrative as aof the genealogy resulting in the tran- sourceofdailyrecreation.Today,sition fromkamishibaitogekta.In comics with anunusuallystrongaddition,inJapantherewas the narretivesense arecalledgekigatradition of thebenshl,a narrator who (dramatic comics), and are as such dis-provided simultaneous explanations to tinguished from other comics. Thesesilent movies. As this is a device not often gekiga used in other countries, there is a need came to be widely read at the Below: -Boy's Magazine" soared with the "geki-ga" comic "Star of end of the 19505 and the authors in thatto study further its relation to the ap- the Giants" (publ.: Kodansha) written by Ikki Kajiwara andillustrated by early period were basically divided intopearance of the kanishibal. Noboru Kawasaki. two groups. The firstof these was centeredinOsaka,andinthe surrounding Kansai area, and its bestReception and Reputation representative was Takao Saito. This group, while being strongly influenced In the twenty years since 1960, comic by Tezuka, attempted to write comics authors have greatly developed the aimed directly at young people. Themeans of expression in comics, and have second group was based in Tokyo, andmade them more subtle. In addition, was composed chiefly of authors who there has been a tandem development of had previously writtenaspecialthe ability of comics readers to read Japanese formofchildren'senter- comics properly and decipher their tainmentcalledkanishibal(paper- charms. There are many sides to the plays). The best representative of that question of the author's means of ex- group would be Sanpei Shirato. Both pression and the reader's abilityto read groups called their new comics gekiga, or receive, but the single most important but this kind of comic was really in- areaisthatof the portrayal of a ventedduringthewar underthe character's psyche and personality. For separate nameof /mini shibai. mostcomicauthors,psychological Kanii-shbaiare a form of entertain- descriptionsaretransmitted chiefly ment in which a narrator shows to the through the characters' facial expres- children, one at a time, 15 or more sions, particularly the eyes and the pictures in which a single story unfolds, mouth,andsecondarilythrough while performing all the dialogue and depiction of the characters' actions, or narration. The narrator performed in their dialogue. The reader imagines the street, and hisstorytelling per- what the character is feeling or thinking formance was a means of attracting from this combination of facial ex- children to buy the candy he had for pression, action, and dialogue. During sale.Kumi.shibui disappearedrapidly the early period, the emotions expressed afterthe warwiththeadventof were most often such relatively simple television, and some of the people who onesn'joy,surprise, and sadness. used to draw the pictures for them Gradually, however, such complicated began to writegekigainstead. It seems emotions as the suspiciously motivated likely that one source of the public's flatteryofawoman,orjealously suddenaffectionforgekiaand compounded with self-loathing, came to narrative comics was that they had been be expressed. When we took at this prepared by thesekaishibal.Fur- growth of emotional expression, we can thermore, if we go back even further in see how character portrayal in the comics has come of age. When we look for special characteristics that comics that have been 10i particularly popular over the past 20 BEST COPY AVAILABLE years might share, %m find that they all presentedcharactersto -hea_. their day. This is a trait the comics Giants" (Kyojin no Hoshi), story bylkki share with television drama,movies, and movies, to name a few. Comicsare and popular literature. Kajiwara, illustration by NoboruKawa- currently in the process of broadening saki, began to be serialized inBoys' In the same way, most comics witha Magazine. The appearance of their generational base of acceptance. strongnarrative,especially geki-go, this It is very difficult, however, tomake have ratherstormy tremendously popular comiccan be said plotlines.Such to represent the peak of the spectacular predilions with respect to the content of stories include violence, andscenes of a comics of the future. On theone hand, rise of geki-ga during this period. Dueto strong sexual nature. Those who bearill this strip, the above publication there will probably be many works willtowards comics, or hit a which simply belong to the those who circulation figure of overone million common- cannot enjoy them, have claimedthat copies, which in itself was the place mainstream of popular culture. those who love comicslove them topic of But on the other hand, the few much discussion. In contrast, itseems works because they love sex and violence.The that nonsense comics, comics designed with a high level of artistic intent will weakuess of this argument. is thatit does probably continue as well. Narrative not explain the failure of chiefly to make one laugh,attracted many comic more interest during the seventies. Of comics and humorously intended comics strips loaded with sex and violenceto course there were still many superior will probably continue to be writtenside- gain any following at all. by-side. Above that, all I can say is that When we try to examine `low geki-ga around, but none thatattained those the explosive popularity .of those the social psyche of the populace of who cannot enjoy comics anda; a result of the decades to come will probably have feel critical towards them 1960s. I think that this change functions are actually as a reflection of the change in the social common cultural traditions as its base, reading them, what we usuallyfind is and that these will be expressed inmany that they concentrate psyche over this period. on the dialogue, Finally, bow will Japanese comic-book forms through the talent of individual and pay virtually no attention comic artists. to the culture change in theyears to come? I facial expressions asa signal of internal do not have any confident matters that need to be interpreted. answers on This this. There are several thingsthat I do is like going into a movietheater with think relatively safe to your eyes closed and trying to enjoy the predict: The film by listening only. average age of those who read comics The personalities of the most will gradually rise; and eventuallythere popular will be comics and geld-goaimed at comic characters are quite variedand it every generation. In Jopan there is hard to pinpoint any generaltrends. are Even so, if one speaks in any number of examples of new forms of vague terms, popular culture thatare assimilated tram 1960 through the early 1970s,the first by young people, while adults type of hero that was most likelyto be ex- popular was someone with press indifference or opposition,but superior gradually overcome agebarriers with ability in his profession, whoworked the passage of time. hard and who, in matters ofcompetition This has been the case with baseball, popularmusic, or fights, knocked down hisoppones1 without pausing to considerthe means. Such anattitude reflects the social psyche of those people who,dreaming of a life of abundance, workedwith all their strength during theperiod of high economic growth. Incontrast to this. the heroes of the :970s,a decade of low economic growth and recession,were more often ordinary citizensor laborers BEST COPYAVAILABLE who wo. it and fall in love,who remain anonymous to the world but quietlygo aheadlivingtheirlives.This also reflects one extreme ofthe popular social psyche of its period. If we differentiate further, we can say Above: Greatly influenced by Tezuka, Faith° that the narrative comics ofthe 1960s, particularly the geki.go, Fujio created "Dome:non" I publ.: Shogokkord, gained enor- 102 whir!' is popular among children. mous popularity, installing comic-book culture as a principalpart of popular culture. In,1965,..the.comie Sta

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