“Waku Waku” Japanese Cultural Activities ResourceGuide

和 敬 清 寂

A Project Supported by the Northern California Western Nevada Pacific District Funded by Japanese American Citizens LeagueLegacyFundGrant Acknowledgments

This resource guide ismadepossible by the Japanese American Citizens LeagueLegacyFundGrantsProgram

Supported by the Japanese AmericanCitizensLeague Northern California Western Nevada Pacific District

Sonoma County Taiko & Japanese CulturalCampCommittee Sanae Nakajima-Chambers, Carol Kawase, Meg Mizutani,ArnoldShimizu,MiwaSmith

Content Editors Carol Kawase, Meg Mizutani, ArnoldShimizu,MiwaSmith

In Design Formatting Meg Mizutani, Arnold Shimizu

Illustration and Copyediting Holly Kirkman Table of Contents

Why Teach Our Children About TheirHeritage?5 Chapter 3:SEI Purity 31 How Our Resource GuideWasBorn 5 Story - Hanasaka Jiisan 32 What Makes This Resource GuideaUniqueTool 6 Craft - Pochi/Shiro 36 Song - Hanasaka Jiisan 37 About the Four Virtues ofJapaneseCulture7 Game 1 - Jan-ken-pon 39 Game 2-Daruma-san ga Koronda 40 Chapter 1:WA Harmony 9 Language - Kanji andPictograph 42 Story - Momotarō 10 Food - Dorayaki 45 Craft - Origami Kabuto 14 Song -Momotarō 15 Chapter 4:寂 JYAKU Tranquility 47 Game - Kamizumo 16 Story -Kasajizō 48 Language - Onomatopoeia 17 Craft -Jizō 52 Food - Kibidango 19 Song - Yuki 53 Game 1 -Koma 54 Chapter 2:KEI Respect 21 Game 2 - Kendama 55 StoryWarashibe - Chōja 22 Language - Haiku Poetry 56 Craft - Horsefly on a Stick 26 Food - Mochi 57 Song - Ouma noOyako 27 Game - Otedama 28 Questionnaire 58 Language - Greetings and Self-introduction29 Index 59 Food - Onigiri 30 Some 36 sociology studies concludethat culturally responsive pedagogy [educationaltheory] and positive racial identity canplayamajorrolein promoting academic achievementand resilience for minority youth.

- Mary Stone Haley and GeorgeW.Noblit

4 Why Teach Our Children AboutTheirHeritage?

Social psychologist and professor StephenFranzoiwrote,“Social identities provide young people withasharedsetofviews, belief values and goals about themselves and the world in which they live. If society devalues a specific societal group, then there is the risk of falling victim to a negative self-fulfilling prophecy.”1 Studies have shown that children can determine racialdifferencesasyoung preschool, and early detrimental experiencescancreateinternalized negative viewpoints2 ofthemselves . Franzoi also writes, “One way that ethnicminoritieshavecoped with intolerance and non-acceptance isbyrediscoveringtheir own ethnic heritage and actively rejecting the negative stereotypes in the larger culture.”1 This project was developed withthebeliefthat there is an inherent need to create ways for Japanese American youth tofeelproudoftheirheritage.Thus,wedevelopedaresource guide that would appeal to all ages, so anyone can easily explore and enjoy the cultural and historical significances of Japanese heri- tage through storytelling, music, dance,craft,language,games, and foods. The main goal of this resource guideistosupportmulti-and bi-racial youth by offering resources withwhichtoexploretheirJapanese heritage. The guide was developed to encourage us to pass on Japanese cultureandtraditionstoallchildreninafun,informative,en- gaging manner. Empowering people to showcase their Japanese heritage tothegeneralpublicwillfurthercommunicationandunder- standing within a diverse community. The participant feedback questionnaire attheendofguide will allow the project to be assessed foreffectivenessandexpandedto potentially include anothervolume.

How Our Resource GuideWasBorn

In 2004, Sonoma County Japanese American Citizens LeaguepartneredwithSonomaCountyTaiko to form an instructional team to developacomprehensiveJapanese culture program forlocalyouth. The team launched a summer day camp called Taiko andJapaneseCultureCamp(TJCC)inthe same year.

1 Franzoi, Stephen L. “The Self.” Social Psychology. 6th ed. Redding , CA : BVT Pub.,2012.67-106pg86 2 Tilford Center for Multicultural Competency Development, Kansas State University

5 This book is a compilation of selected activities taught at TJCC over theyears.TJCC’smultifacetedcurriculumcoversavarietyof activities, including language, storytelling,songs,folkdance, taiko drumming, craft projects, andJapaneserecipescultural foods. As hundreds of local youth have participatedandenjoyedtheprogram, we became aware that parents andeducatorsneededmorere- sources with which to teach Japanese cultureontheirown,at home or school. After TJCC’s 10th anniversary celebrationin2013,we explored how we could compile our resourcestoshareourrichcurriculum with others who would. liketoteachJapaneseculture The result is this resource guide of activitiesforyouthbetweenthe ages of 5 and 12yearsold. “Waku waku” is a Japanese onomatopeia to describe the feeling of excitement. Hope you and your students enjoy this book!

What Makes This Resource GuideaUniqueTool

Unlike many resource guides that are organized by the seasons or the holidays,thisguideisorganizedbythevirtuesofJapanesecul- ture. TJCC’s curriculum is virtue-based. It is whatwebelievemakesitasuccessfulprogram. Our original focus was simply to offer a good variety of hands-on activities. However,astheprogramgrew,itbecameobviousthat we needed to give the students the toolstounderstandandappreciate Japanese cultural virtues through thoseactivities.Withthisin mind, we madeFour “The Virtues of Japanese Culture” our instructional framework. We borrowed the concept from the four virtues of chanoyu, the tea ceremony, which has been an aesthetic aspect of Japanese cultureandJapanesesocietyforcenturies.Thosevirtues are wa (和), harmony;kei (敬), respect;sei (清), purity;jyaku and (寂), tranquility. They are interconnected anddependentuponone another, just like the four pillarsofahouse. We encourage our Culture Camp students to share the virtues they experience orobservewhileparticipatingineachactivity.Bythe end of the camp, the students are abletounderstandtheircamp experiences in the context of thevirtuesandutilizethese new experi- ences in other aspects of their everydaylives:speakingpolitely, taking turns, sharing, and caringforone’sbelongings. Today, hundreds of activity ideas can be found online. However, we believethisresourceguidewillgiveyouthetoolstoteachJapa- nese culture in a more meaningful and profound manner. This book is designedtoteachyouactivitiescanconductateventslike cultural festivals, school diversity events,Sundayschoolprograms, and social science units focusingonJapanandJapanese holidays. The activities may be utilized as aworkshop,demonstration,or as a series of workshops. Each sectionhasafolkstorythat illustrates the virtue featured in the section. Itisfollowedbyvirtue discussion topics, craft ideas, asong,games,languagelesson, and simple snack ideas. Any activity in this book can be done onitsownorincombinationwithothers. 6 About the Four Virtues ofJapaneseCulture

WaHarmony -

The characterwa is made up of two individual characters. The left-hand side of the character symbolizes “rice” and the right-hand side of the character symbolizes “mouth.” The meaning of wa comes from the idea thatwhenallare fed, there is harmony. In ancient Japan, villages were a unit organized for rice farming, where cooperationofallvillagersandconformityinthecommunity was essential for survival. Thus, oftentimes in Japanese culture, the interestofagroupcomesbeforetheanindividual. Working and living in harmony was an important virtue in ancient Japan. Asimilargroup-orientedmentalityandworkethicisstill present today. Wa is also the way that Japanese refer toartobjects.Harmonyexpresses itself in myriad ways in Japaneseculture,frombehaviors that show and maintain an attitude of peacetotheaestheticsofdisplaying everyday objects.

KeiRespect -

Respect is another backbone of Japanese culture.Ingroup-oriented communities, it is assumed thatwhateveranin- dividual does affects the entire community. People are expected totakecareofeachother.Showingthattheycare, even through ritual, is very important. Peoplewhoaregracious, humble, fair, and thoughtful ofothersareconsid- ered respectful. You can show your respect in many ways, including bowing or using honorific words and phrases when you speak. Respect should be paid not only topeoplebutalsofornatureand resources. Taking off your shoes beforeyouenteranindoorspaceis not only keeps the space clean but alsotoshowsrespect.Children are taught not to leave food onaplatebecauseitiswasteful as well as disrespectful ofthefood.

7 SeiPurity -

Sei represents cleanliness and orderliness. Inlandarea,Japanis about the size of California, butinpopulation,it ranks sixth in the world, which is almost half of the entire U.S. population! It is so crowded that keeping everything clean and organized isessential. Sei also indicates a pure state of mind. Honesty, generosity, and hard workaregoodexamplesofthisvirtue.Frugalityandapprecia- tion are also considered virtues. Where there is abundance, itiseasytooverlookthetruevaluesofwhatyouhave. This virtue also encourages people inJapantovaluetheprocess of making things clean andkaiseki beautiful.Traditional cuisine and the art of gift wrapping are good examplesofhowpeopletaketime and care to create somethingelaborate.

JyakuTranquility -

Jyaku represents stillness and a calm state of mind. Tranquility, observedinJapanesemeditationgardens,isconsid- ered essential for innerpeace. 寂 Tranquility also comes from resilience and acceptance. Overcoming challenges not with control or fighting but through acceptance is valued in Japan,especiallyasithasrepeatedly suffered numerous natural disasters throughoutitshistory,includ- ing earthquakes, tsunamis, typhoons, andvolcanoes.Peoplehave learned to accept those hardships andfocusinsteadonrebuilding their lives with resilience.

8 Chapter 1:WA Harmony

9 WA Harmony 和 Story -Ō MOMOTAR The Peach Boy

Historical Significance Momotarō is a popular Japanese folktale hero.Heisoneofthemostfamous characters in Japan, and is an ideal modelforchildrenbecause of his bravery, kind-heartedness, and care forhiscommunity.Momotarō’s name is derived from momo (peach) andtarō (eldest son in the family). ThestorydatestotheEdo period as captured in woodblockprints. The folktale is most strongly associated withthetownofOkayama, a well known fertile growing region in . Due to its mild climate, the surrounding hills Momotarō Resources support growth of the white peach treesforwhichOkayamais known. Onigashi- View Museum of Fine Arts Bostonwebsite ma, the island of the ogres in the story, issometimesassociatedwithMegijima <mfa.org> and site search “KoryusaiIsoda Island in the Seto Inland Sea near Takamatsu duetotheman-madecavesfound Momotaro.” there.

Cultural Significance The Japanese believe that every being,animateandinanimate,contains aheav- enly spirit. Thus, Japan is knownkami asthelandofonemillion , or gods. Dog, monkey, and pheasant characters in kamithe storyarethoughttorepresent in the form of animals who reside on Earthtohelphumanbeings. The town of Okayama lies across theSetoInlandSeafromisland of Shi- koku. A primitive dog breed known as a Japanese Wolfdogissaidtobenative Shikoku Island. Also called Shikoku dogs, theyaretoughandveryagile,having adapted to running through a mountainous region.In1937,the Emperor of Japan recognized the Shikoku as a living “natural monument” of Japan. The role of monkeys as mediatorsKoshin isfoundintheJapanese (Folk Faith.)

10 WA Harmony Sarutahiko is a monkey-like God of the Crossroads betweenheavenandearth. He 和 can be foundKojiki inthe (Record of Ancient Matters) from AD 712. Tokugawa Ieyasu, who was the first shogun (1603-1605) of the Tokugawa shogunate, offi- Kojiki Resources cially designated the Monkey God astheguardianofpeaceinthe nation. View Sacred Texts website The pheasant is Kojikirecorded inthe as Na-naki-me. Na-naki-me was a divine <sacred-texts.com> andclickunder messenger forAmaterasu, the great sun goddess. She istherulerofheavens, "Topics home" link of"Shinto." so her association with the pheasant madethiscreatureanimportant symbol of Amaterasu Resources power, abundance andpromise. View New World Encyclopedia website <newworldencyclopedia.org> andsite search “.” Story Synopsis Long ago a giant peach was found floating down a river by an old, childless Story Adaptations woman who was washing clothes by the river’sbank.Thewomanandherhus- The story has been translated intoEnglish band discovered a small child inside the large fruitwhentheytriedtocutopenthe many times since 1885. Therearemany peach to eat it. The child explained that hehadbeensenttoEarthfromHeaven variations of the story thatcanbefoundin Japanese folklore publications. Numerous to be their son. TheMomotarō oldcouplenamedhim and was amazed attheir adaptations that can also befoundonthe young son’s strength andskill. internet. A band of marauding oni (ogres) often came to the region andterrorizedthevil- • The Adventure ofMomotarō, The lage. WhenMomotarō came of age, he decided to fight theoni to free his village Peach Boy, by Ralph McCarthyisa from the troublemakers. En routeMomotarō tothedistantOniIsland, befriended great version told inpoetryformat. and enticedkibidango with (millet dumpling) a talking dog,monkey,andpheas- • Kids Web Japan website ant who agreed to help him with his quest. When the comrades finally reached the <web-japan.org> has ananimatedver- island, Momotarō and his animal friends entered the ogres’lairandbeattheband sion of an online storybookformat. of ogres into surrendering. • Youtube <youtube.com> hassome good versions of an animatedvideo Momotarō and his newfound friends returned homewiththeogres’plundered format. treasure and the ogre chief as a captive. Theogrechiefpromisednevertoreturn • Candlelight Stories website to their village if they set him free. Thevillagelivedhappilyeverafter. <candlelightstories.com> hasanMP3 audio format. • View Kamishibai (storyboards) for Kids website <Kamishibai.com> and click on “selections” button for story- boards. 11 WA Harmony 和 Four Virtue Discussion Topics

Four Virtues 1. FeaturedWa Virtue: - Harmony See pp. 7-8 of this ResourceGuide. Question: What arewa theexamplesof inMomotarō ’s story? • Through teamwork withMomotarō hisanimalfriends, was able to makethe oni surrender. • He made friends with thekibidango animalsbysharinghis . • He invited the animals to joinhiminthisquest. • Everybody contributed to the team byusingtheiruniqueskills. • The animals learned to get along witheachotherdespitetheir differences. • The village was restored to harmony andbecamepeacefulaftertheoni sur- rendered.

2. Additional Discussion Questions • How did wa help Momotarō? • What do you think wouldMomotarō havehappenedif and his animal friends didn’t havewa? • If you were ableoni toteachthe about wa, how would they have behaveddif- ferently? • When do youwa experience in your daily life of school, family,publicevents, this workshop, etc.? • How does wa help you in your daily life of school, family,publicevents,this workshop, etc.?

12 WA Harmony 3. Suggested Discussion Ideas to Incorporate Other Virtues 和 Kei-Respect Question:kei Whatexamplesof did you observe inthestory? • Momotarō respectfully treated the animalsasfriends. • Oji-san let Momotarō go on a journey becauseMomotarō herespected ’s wishes and determination. Sei-Purity Question:sei Whatexamplesof did you observe inthestory? • Momotarō was grateful toOji-san and Oba-san for raising him astheirown. • Momotarō decided to go on a quest not for hispersonalgainbuttohelp others in his community. Jyaku-Tranquility Question: Whattypeofjyaku did you observe inthestory? • The comrades-in-arms focused and stayed on task to fight theoni . • The comrades all had a calm mind and stayed brave in their fight.

13 WA Harmony 和 Craft - ORIGAMI KABUTO Helmet Kabuto Kabuto Resources is a Japanese samurai helmet. It was not only utilized forprotection • View Paper Craft SquareWebsite in hand-to-hand , but reflected <papercraftsquare.com> andsite search “kabuto kazari” for printed samurai codes and meanings. Thesay- kabuto. ing, ‘Katte kabuto no’ oshimeyo means ‘to not to rest on one’s laurels’.Thereare many origamikabuto versionsof , from simple to complex. Challenge Activity Ideas More origamikabuto activities Materials: Materials: • Origami paper, any sizeandpattern • Origami Paper, butcher paperor newspaper. Kabuto can be made tobe Instructions: worn using a larger 21” x 21” piece of butcher paper or newspaper.Can 1. Access any website image search to obtain directionsforasimpleversionto also try usingwashi fancyprinted or fold kabuto. origami paper to embellish acomplex version for display. 2. Fold into any size, depending onthesizeofpaper. • Stickers and/or felt tipmarkers Instructions: 1. Origami instructions formoremoder- ate or complex versions maybefound on website image sites. Visualassis- tance can be viewed onYoutube. 2. Create an origami displaystandto mount embellishedkabuto . View All About Origami website <all-about-origami.com> andclickon “Resources - Model Library”.

14 WA Harmony Song- MOMOTARŌ 和 Peach Boy

Momotarō Song Resources Melody can be heard on thefollowingsites. • View Youtube <youtube.com> andsite search “Momotarō song.” • Search “Japanese songs” on University of Toyama website <http://www3.u-toyama.ac.jp/niho/ song/song_title_e.html>http://goo.gl/ BZ4n3A. • Search “Japanese songs” on Mama Lisa website <mamalisa.com> and click on “Kids’ Songs from Asia.”

Challenge Activity Ideas Song Lyric Translation Japanese Dancing “Soran Bushi” 1. Momotarō-san, could you please give me a millet dumpling from the pouch Soran Bushi is a traditional Japanesesea shanty that is said to have been first sung that you are carrying? by fisherman of Hokkaido in northern 2. Yes, I am happy to give you one if you comewithmetodefeattheevilde- Japan. mons Visual demonstration ofthedance: 3. I will become your servant and comewithyouanywherewant. • View Youtube <Youtube.com> andsite search “Soran Bushi” for dance step 4. Let’s go forward. Let’s move at once and conquer Onigashima! instructions. 5. Capture, all don’t even leave one, let’s seize the moment! Lyric translation: 6. Banzai! Banzai! Dog, monkey and pheasant victoriously pulls the cart. • View <wikipedia.org> andsitesearch “Soran Bushi.”

15 WA Harmony 和 Game - KAMIZUMO Paper Sumo Wrestling In early times, sumo wrestlingOtau boutsweretiedto e, the rice planting season. The contests displayed and honored theenduranceandphysicalstrength neces- sary for a good harvest. They also provided anopportunitytoprayforauspi- Sumo Resources cious season from thegods.Sumo wrestling has been documented asearlythe • View the Museum of FineArtsBoston Nara and Heian periods as captured inwoodblockprints. website <mfa.org> andsitesearch “sumo.” Materials: • Small cardboard , at least 8” x 8” x 1.5” • Origami paper

Kamizumo Resources Instructions: • View Youtube <youtube.com> and site searchsumo “paper wrestling” 1. Fold two origami sumo wrestler. ViewWonderHowTowebsite<wonder- for visual instructions onhowtofold howto.com> and search site for folding origamisumowrestlers. the papersumo wrestlers and playthe 2. Mark a circle in the center of the box, leaving at least 1” border away from game. each edge. This areadohyou iscalledthe (sumo ring). 3. At the center of the circle (start position) make two parallel lines about 1” long and 1” apart. Virtue Observations inthisGame 4. Place twosumo origami wrestlers per bout at the start positionsoppositefrom Wa - understanding and followingrules one another. Kei - learning more about sumoandits 5. Gyouji (referee) will start the bout andmonitorthegame. importance in Japanese culture Sei - folding the paper sumowrestlercare- 6. Origami sumo wrestlers are moveddohyou aroundthe by players tappingon fully edges of thebox. Jyaku - calm state of mind toconcentrate 7. The first origami wrestler that ends up outside the ring loses the bout. on playing the gamewell

16 WA Harmony Language - ONOMATOPOEIA 和 A Lesson ofWa Onomatopoeia is an excellent way tointroduceJapaneselanguage to young chil- dren. It is also a powerful tool toteachthechildrenimportance of accepting and embracing differences, especially when learningotherculturesandlanguag- es. Children can grasp the concept bycomparingthemwithonomatopoeia in English.

Onomatopoeia refers to a word that mimicsactualsoundssuchas animal sounds. Onomatopeia Resources Onomatopoeia plays an important roleinJapaneselanguage.Japanese has more Introduction and glossary: onomatopoeia than many otherlanguages. • View Nihongo Resources website Examples <nihongoresources.com> andclickon Dog: wan-wan “language grammar” for information Pig: boo-boo about onomatapoeia and“universal Running around loudly: bata-bata dictionary” for onomatapoeia sounds. Moving around incircle: guru-guru Activity ideas: Pouring rain: za-za • View Southwest Educational Develop- Drizzling rain: shito-shito ment Lab SEDL website and site search “Japanese scenarios.” Japanese onomatopoeia words can evendescribesomethingthat doesn’t make • View Japan Society website noises, such as how things areorhowonefeels. <japansociety.org> andsitesearch Examples “Waku Waku Japanese Lesson 44.” Feeling excited: waku-waku Animal sounds in different languages: Feeling hungry: peko-peko • View Bored Panda website Feeling frustrated: ira-ira <boredpanda.com> andsitesearch “animal sounds.” Instruct the children to close theireyesandlistencarefully to the sound ofJapa- nese onomatopoeia. Easy ones like animalsoundsareagoodstart. Remind • “Who Says a Dog Goes Bow-wow?” them to be open-minded. Most children excitedlyreporttheycould visualize the Author Hank de Zutter, Illustrated by Suse MacDonald, Published by animal based on the onomatopoeiasound. Doubleday Books for Young Readers.

17 WA Harmony 和 When they compare Japanese onomatopoeia withwhattheyarefamiliar with, many children want to decide which ones arebetter.Itisimportanttoremind them they are just different and such ajudgmentisnotnecessary.

Challenge Activity Ideas Activity Ideas: Skit and comic writing withonomatopoeia Explain the definition and the concept of onomatopoeia. Have the students list Create your own skit orcomicincorporat- ing Japanese onomatopoeia. animal sounds with which they are familiar. IntroducecorrespondingJapanese onomatopoeia and compare. Introduce animalsoundsofmultiple languages. Instructions: 1. Have students write ashortskitor Suggested Discussion Questions: draw a two-to-four panelcomic. • Did you hear a dog barking (someone slamming the door, etc.)? 2. Have them identify soundeffectsthat describe the scenes. FindJapanese • How are they different fromours? onomatopoeia for those soundeffects. Advanced students useJapaneseono- • Why do you think Japanese animal sounds are different from ours? Do their matopoeia, which describes feelingsor dogs bark differently? (Even though thesoundsaresame,peoplesay a state of something. them differently because they speakdifferentlanguages.) 3. Share the skit or the comicwithothers. 4. Ask the audience/readers howthe onomatopoeia helped themunderstand the skit/comic better.

18 WA Harmony Food - KIBIDANGO 和 Kibi (Millet) Dango (Ball-shaped)

Millet is an ancient grain. Chineselegends attribute the domestication ofmillettoShen- nong, the legendary Emperor ofChina.Ini- tially a wild, fast growing plant,itseaseof cultivation made it a morecommonlygrown grain than rice in ancient Asia.Chinahas been cultivating millet since4500BC,and it likely came to Japan asatradecommodity. Kibidango was a favorite treat during the bygonedaysofJapan.Some hypoth- eses trace its history to the dumpling servedattheKibitsuShrine in Okayama. A sweetened version is a modern day specialtyoftheOkayamaPrefecture.

Ingredients: • 1 C Millet • 2 - 3 C Water • Salt or sugar

Instructions: Kibidango Resources 1. Cook millet by simmering in water for 25minutes(lesswaterformsagrainy • View Japanese Recipes intheU.S. texture). Kitchen website <japaneserecipesinusa.blogspot.com> 2. Mash the cooked millet or processinfoodprocessor. and site search “the archivesofJanu- 3. Add salt or sugar for a savory or sweet flavor and form into 1/2 inch balls. ary 2009.” 4. Makes 40 small balls. Maybefrozen.

19 20 Chapter 2:KEI Respect

21 KEI Respect 敬 Story - WARASHIBE CHŌJA The Straw Millionaire

Historical Significance The legendWarashibe Chōja of features a poor man whobecomeswealthy through a series of successful trades,startingwithasingle piece of straw. This story is considered a Japanese Buddhist folktale.Itisoneof over one thousand tales written duringHeian thelate period (794-1185). It is specifically associated with Daikoku-ten, one of the Seven Lucky Gods, whoisresponsibleforwealth Daikokuten Resources and prosperity. • View Onmark Production website <onmarkproduction.com> andsite Cultural Significance search “.” As the god of wealth, particularlyDaikoku-ten inthekitchen, is recognized by his plump face, wide smile, and a flat black hat. He is often portrayed holding a Kannon Resources golden mallet, known to magically produce money,andisseenseatedonbalesof rice with mice nearby, signifying plentifulfood. • View Onmark Production website <onmarkproduction.com> andsite Kannon, a symbol of Buddhist wisdombodhisattv andcompassion,isa a, or an search “Kannon.” enlightened deity who is said to remainonEarthasthechampi of the sick, the • View Tales of Genji website disabled, the poor and those whoareintrouble.TheSaigoku Kannon Pilgrimage <taleofgenji.org> andclickon features 33 templesKannon dedicatedto . Hase Temple, located inSakuraiCity, “Saigoku Kannon Pilgrimage.” Nara Prefecture, is the 8th temple onthepilgrimage.Haseisfeatured frequently in the Manyoshu, Japan’s oldest collection of poetry. Japan’sliterarygreatsoften traveled to this place. A statue of theBodhi- Eleven-FacedGoddessofMercy,the sattva, Kannon is enshrined here. Legend holdsthatthisiswherethe young man from the storyKannon prayedto . As a seasonal symbol in Japan, flies are associated with summer and early au- tumn. Japanese childrenShiraoi oftencatchthem. (meaning “a place withmany

22 KEI Respect horseflies” in theAinu language), is a town about anhourbytrainawayfrom 敬 Sapporo, in Hokkaido. Mandarin oranges (mikan) are considered traditional symbolsofabundanceand good fortune. During the new year celebration, they are frequently displayed as decoration and presented as gifts tobusinessassociates,friends and relatives. Silk cloth developed in China during the27thcenturyBCE.Silk cultivation spread to Japan around 300 CE. BecauseChinaheldamonopoly on silk produc- tion, it was considered a very rare commodity. Onlyroyaltyandtheverywealthy could afford to own items madefromsilk.

Story Synopsis A hard-working but unluckyYosaku peasantnamed (aka Daietsu-no-suke) prayed to Kannon, the Goddess of Mercy, to helphimescapepoverty.Kannon told him to take the first thing he touched on the ground, and travel west with it. He stum- bled on his way out of the temple andgrabbedapieceofstraw. While traveling,horsefly hecaughta that was bothering him and tied it to the straw. In the nexthorsefly townthebuzzing calmed a crying baby, and the thank- ful mother traded Yosaku three mandarin oranges for the fly. Taking the mandarin oranges, he continued onhisjourneyandencounteredanex- hausted woman, to whom he gave the fruits.Revived,shethanked him by giving Story Adaptations him a rich silk cloth. The story can be found inthesewebsite The peasant met a samurai with a weak horse. Thesamuraitradedhishorsefor references. the silk cloth. The peasant nursed the horse backtohealthandcontinuedwest. • Kids Web Japan website <web-japan.org> has ananimatedver- A successful merchant is impressed by the peasant’shandsomehorseandinvited sion of an online storybook format. Yosaku to his home. The merchant's daughter turnedouttobethesamewomanhe • View Youtube <youtube.com> and had saved with his mandarin oranges. Seeingthisasasign,the merchant insisted site searchWarashibe “ Chōja” for an that the peasant marry hisdaughter,makingYosaku wealthy. The luckypeasant animated video format. passed his new found good fortune toothersinthecommunity.

23 KEI Respect 敬 Four Virtue Discussion Topics

Four Virtues 1. FeaturedKei Virtue: - Respect See pp. 7-8 of this ResourceGuide. Question: Whatkei examplesof did you observe inthestory? • Yosaku respectedKannon ’s teaching and followed whatshetoldhim. • Yosaku treated everybody with respect, evenananimal. • Yosaku was respectful to everybody no matterwhatthesizeorvalue of the gifts people gavehim. • The daimyo kept his promiseYosaku andgave what he promised afterhe returned.

2. Additional discussion questions • How did kei help Yosaku? • How did other peopleshowYosaku kei? • If Yosaku was not a respectful person, what doyouthinkwouldhavehap- pened to him? • When do youkei experience in your daily life of school, family,publicevents, this workshop, etc.? • How does kei help you in your daily life of school, family,publicevents,this workshop, etc.?

24 KEI Respect 3. Suggested Discussion Ideas to Incorporate Other Virtues 敬 Wa-Harmony Question:wa Whatexamplesof did you observe inthestory? • Yosaku was willing to give up what hehadtohelpotherpeople. • Yosaku shared his newfound fortune with othersinthecommunity. Sei-Purity Question:sei Whatexamplesof did you observe inthestory? • Yosaku lived his life frugally and never wantedmorethanheneeded. • He was honest and hardworking. Jyaku-Tranquility Question: Whattypeofjyaku did you observe inthestory? • Yosaku always accepted what was given tohimandnevercomplained,pan- icked, or felt angry. • He utilized calm, thoughtful observation foreachsituation.

25 KEI Respect 敬 Craft - HORSEFLY ONASTICK Simple, inexpensive toys were often createdtoeasilyentertain young children when they became bored. Much of thejoyofsuchatoywasthe curiosity ofthe child intently watching themakerconstructit.

Materials: • 1 ½” x 1 ½” square of black origami paper • Wooden chopstick orshortbamboo stick • Map pin • Fine string or fishing line

Challenge Activity Ideas Instructions: More origami activities 1. Fold origami fly. Materials: Access any website image search toobtaindirectionsforasimple version to • Origami paper in various colorsand sizes fold a fly. You can search Youtube for visual instructions. Instructions: 2. Create pin hole in fly’s head and thread string or fishing line through hole and Find origami instructions tofollowfor knot securely. folding various other typesofinsects. 3. Tie a loop in the other endoftheline. • View Youtube <youtube.com> andsite 4. Attach to of stick with map pin through the loop to allow the fly to freely search “origami fly,” “honeybee” for visual instructions. spin around thestick. • View Origami Resource Centerweb- site <origami-resource-center.com> and search diagrams.

26 KEI Respect Song - OUMA NOOYAKO 敬 Mother Horse and BabyHorse

Ouma-no-Oyako Resources Melody can be heard on thefollowingsites. • View Youtube <youtube.com> andsite search “Ouma no Oyako” song. • View Kamishibai for Kidswebsite <kamishibai.com> and clickonselec- Song Lyric Translation tions button for CD & songbook. 1. Mother horse and baby horse arealwaysclosetogether. Pokkuri,, pokkuri walking together. Challenge Activity Ideas 2. Mother horse is very tender and loving,caringforherbaby. Japanese Dancing “Tanko Bushi” Pokkuri,, pokkuri walking together. Tanko Bushi is a commonObon Japanese (summer time) festival dancethatdepicts actions in mines such as digging,pushinga cart or hanging alantern. Visual demonstration ofthedance: • View Youtube <youtube.com> andsite search “Tanko Bushi” for dance step instructions. Lyric translation: • View <wikipedia.org> andsitesearch “Tanko Bushi.”

27 KEI Respect 敬 Game - OTEDAMA Te (Hand) Tama (Ball) Otedama, the hand ball/bean-bag game,was brought to Japan from ChinaintheNaraPe- Otedama Resources riod. It reached its peak ofpopularityinpost- How to makeotedama and how to playthe World War II Japan, when othertoyswere game can be found on thefollowingsites. unavailable. It is rarely acompetitivegame • The Activity Village website and often accompanied by singingandplayed <activityvillage.co.uk> andsitesearch in concert with Otedamother players. a has two “otedama.” basic forms. Nagedama is played like western • View Youtube <youtube.com> andsite jugglingyosedama and played like jacks. search “otedama.” The bean bags,ojami called , were sewn together from strips ofsilkclothandcon- tained azukiOtedama beans. almost completely vanished fromJapanuntil1990s when a small group of players from thetownofNiihamarestored the game toits current popularity.

Materials: • Any type of durable fabric • Scissors Virtue Obervations inthisGame • Needle and thread or fabric gluetobindtheseams Wa - observation and followingofrules • Small dried beans, rice, orplasticbeads Kei - playing together for themutualenjoy- Instructions: ment of all participants 1. How to makeotedama and how to play the game can befoundontheActivity Sei - making otedama and inspectingfor Village website <activityvillage.co.uk>;otedama sitesearchfor . loose threads or holes inthefabric Jyaku - calm state of mind fordeepconcen- tration to achieve good hand-eyecoordina- tion

28 KEI Respect Language - GREETINGS AND SELF-INTRODUCTION 敬 A Lesson ofKei In Japanese culture, proper greetings and self-introduction areveryimportant.It helps you show respect to each other andcreateharmoniousrelationships. Japanese Greetings andSelf-Introduc- If you know some basic phrases, you will goalongway,eveniftheyarenotper- tion Resources fect. Here are some of the phrasesyoucanpractice. • View About website <japanese.about.com> andsitesearch Good morning O-ha-yō “simple Japanese phrases.” Hello/Good afternoon Ko-n-ni-chi-wa • View Kids Web Japan website Good evening Ko-n-ba-n-wa <web-japan.org/kidsweb> andclickon Good night O-ya-su-mi-na-sa-i “Learn Language.” Good bye Sa-yō-na-ra • View Learn Japanese website <learn-japanese.info> andsitesearch Nice to meet you. Ha-ji-me-ma-shi-te “greetings.” Please be kind tome. Dō-zo yo-ro-shi-ku I am (name). (Girls andWa-ta-shi-wa adults) (name) desu Bowing and Etuquette Resource (Boys) Bo-ku-wa (name) desu • View About website <gojapan.about.com> andsitesearch How are you? O-ge-n-ki-de-su-ka “Go Japan bowing ettiquette.” I am well. Ge-n-ki-de-su Thank you. A-ri-ga-tō Challenge Activity Ideas You are welcome. Dō-i-ta-shi-ma-shi-te Japanese custom ofbowing Before you start eating.... I-ta-da-ki-ma-su In Japanese culture, peoplebowtoone another to express appreciation andrespect When you are done eating. Go-chi-sō-sa-ma to others. You can communicate yourap- preciation and respect withoutwordsby Activity Ideas: bowing. • Discuss how bowing might help you if 1. Students can make small groups and practice sayinggreetingstoeachother. you travel toJapan. 2. Write a short scenario or a skit withsomeofthebasicgreetings. • Try saying the some ofthegreeting 3. Demonstrate the skit in front of others. phrases with bowing.

29 KEI Respect 敬 Food - ONIGIRI Triangular Molded RiceBall with Filling and Nori Seaweed WrapMusubi(RiceBall) During the Nara period, before chopsticks were common, rice was often rolled into balls for easy packaging,Nori transportingandeating. sheets were notavail- able until the mid-Edo period,nori whenfarmingthe and fashioning itintosheets became a common practice. Onigiri are commonbento (packaged take-out) lunch or picnicfare.Theycome in a vast array of flavors and a variety of fillings. They can be found almost any- where, from train stations to drug storesandtake-outfoodstands.

Ingredients: • Cooked, steamed Japanese pearlrice Onigiri Making Resources • Pickled Japanese vegetables, orother • View Youtube <youtube.com> andsite foods for filling search “how to mold hot rice.” • View All Recipes website • Nori sheets <allrecipes.com> andsitesearch “Japanese rice balls.” Instructions: 1. Lightly salt the hotrice(optional) 2. Scoop a 1/2 cup of hotriceontoyour hand covered with a pieceofplastic wrap. 3. Place a piece of favorite filling into the center. 4. Quickly mold the rice around the filling and firmly press into a round ball or fat triangle. 5. Place a small rectangularnori sheetof aroundonigiri the or musubi.

30 Chapter 3:SEI Purity

31 SEI Purity 清 Story - HANASAKA JIISAN The Old Man Who Made TreesBloom

Historical Significance Hanasaka (flowers bloom)Jiisan (old man) is a famous folktaleofJapan. The story became famous in Japan duringtheEdoperiod(1603-1868). Itis among the go-daiso-called mukashi banashi (five great folktales). It may very well have been written to acknowledge oneofthemanyaccomplishments from the 8th Shogun’s reign. Shogun Tokugawa Yoshimune’s mother was ofsuchlowrankshewasforbid- den to raise her son. As a result, Yoshimune rejectedtheluxuriouslifestylesof his predecessors. He was known formixingwithcommonersinan effort tofree himself from the strict protocols that kept the shogun confined to the castle. He opened Asukayama Park to allow commoners toenjoytree-viewingpartiesunder the famous cherry trees plantedtherein1720.

Cultural Significance Cherry blossoms bloom in the spring. Itheraldsatimeofawakening and promise after a cold, gray winter of introspection. Cherry blossom symbolism is signifi- cant because they are very beautiful, butonlylastforashort time. The blossoms are often seen as a metaphor for theephemeralqualityoflife. The originhanami of (cherry tree viewing) dates backtoHeianperiod(794 Hanami Resources -1185). Only aristocrats participated in strict ceremoniestoadmirethebeautyof View Library of Congress website sakura (cherry blossoms). Many centuriesamu- later,thecustomspreadtos <loc.gov> and sitesearch rai (warrior) class, but it wasn’thanami untiltheEdoperiodthat became popular “Kitao Shigemasa Yayoi Asukayama.” among the common people.

32 SEI Purity Mochi are cakes of pounded glutinous rice whichbecameaNewYear'streatdur- 清 ing Japan's Heian period. As early asmochi thetenthcentury,variouskindsof were used as imperial offerings at religious ceremonies.Onemeaningofthe word is that“mochi” came from the verb “motsu,” “to hold or to have,” represent- ing mochi as food given Amaterasuby thegoddess because she wanted tonourish Amaterasu Resources See P. 11 of this ResourceGuide. the Japanese people withherrice.

Story Synopsis An old married couple loved their dog. One day,itduginthegarden,andthey found a box of gold pieces there. A neighbor thought the dog must be able to find treasure. He managed to convince thecoupletolethimborrow the dog. Whenit dug in his garden, there were onlybones,sohekilledthe dog. He told thecouple the dog just dropped dead. They grieved and buried it under the fig tree where Story Adaptations they had found thetreasure. The story can be found inthesewebsite references: One night, the dog's master dreamed thatthedogtoldhimtochop down the tree and make a mortar from it. He told hiswife,whosaidtheymust do as the dog • View Sur LaLune Fairytales website asked. When they did, the rice put into the mortarturnedintogold.Theneighbor <SurLaLuneFairytales.com> andsite search “storybook byYeiTheodora borrowed the mortar, but the rice he put in itturnedtofoul-smellinggarbage,and Ozaki.” he and his wife smashed andburnedthemortar. • View Kids Web-Japan website That night, in a dream, the dog toldhismastertotaketheashes and sprinkle them <web-japan.org> and sitesearch on certain cherry trees. When he did, the cherrytreescameintobloom,andthe “animated version of onlinestorybook damiyo (feudal landlord), passing by, marveled atthebeautifulblossomsand format.” gave the elderly couple many gifts. The neighbortriedtodothesame,but • View Youtube <youtube.com> andsite ashes blewdaimyo intothe 's eyes, so he threw the neighbor intoprison.When search “Hanasaka Jiisan” versions of an animated video format. the greedy neighbor was released fromprison,hisfellowvillagers would notlet him live among them anymore, and heandhiswifecouldnot,with their wicked • View Japan Foundation, Sydneyweb- site <jpfsyd-classroomresources.com> ways, find a new home. and site search “play script” version.

33 SEI Purity 清 Four Virtue Discussion Topics

Four Virtues 1. FeaturedSei Virtue: - Purity See pp. 7-8 of this ResourceGuide. Question: Whatsei examplesof did you observe inthestory? • Oji-san and Oba-san were honest and lived a very simple,contentedlifestyle. • They genuinely loved the dog and didn’t exploitusehisabilitiesfortheir personal gain. • Oji-san and Oba-san did not retaliate against thegreedyneighbor. • Shiro truly lovedOji-san andtrusted and Oba-san. • Oji-san and Oba-san had faith in their principleskarma oflifeor .

2. Additional Discussion Questions • How did sei help Oji-san and Oba-san? • Sei means purity and clean. What sort of thingscanbepureandclean?Can something invisible bepureandclean? • If the neighbor was a honest and niceperson,howdoyouthink the story would have ended? • When do you experience sei in your daily lifeofschool,family,publicevents, this workshop, etc.? • How does sei help you in your daily life of school, family,publicevents,this workshop, etc.?

34 SEI Purity 3. Suggested Discussion Ideas to Incorporate Other Virtues 清 Wa-Harmony Question:wa Whatexamplesof did you observe inthestory? • Oji-san and Oba-san lived in harmony with the dog. Theywerekindtoeach other. • The neighbor was not allowed back intothecommunitybecauseof his greedy ways. Kei-Respect Question:kei Whatexamplesof did you observe inthestory? • Oji-san and Oba-san treated the dog with respect andtookgreatcareofhim. • The dog appreciatedOji-san and Oba-san for taking care of himandusedhis abilities worked hard to repaytheirkindness. • Even though Oji-san was a commoner, thedaimyo treated him with respect. Jyaku-Tranquility Question:jyaku Whatexamplesof did you observe inthe story? • Although they wereOji-san verysad, and Oba-san accepted the dog’sdeath and tried to honorhim. • Despite the loss of the mortar, they remained resolute about not being upset about what happened.

35 SEI Purity 清 Craft - POCHI/SHIRO The Dog In Japan, the dog is believed to havebeendomesticatedasearly as the Jomon pe- Challenge Activity Ideas riod (10,000 B.C.). White dogs are thought tobeespeciallyauspiciousandoften Shikishi picture of the storyscene appear in folk tales. In the Tokugawa Tsunayoshi, the fifth shogun and Shikishi boards are made from fine hand- ardent Buddhist, ordered the protection ofallanimals,especially dogs. Hisregu- made art papers laminated toahardback- lations concerning dogs were so extremethathewasridiculedas theInu (dog) ing. They are edged with astripofgold Shogun. paper and are traditionallysumi-e usedfor painting,haiku , calligraphy, and watercolor A more recent story is chuukenthe 1920'staleof (faithful painting. dog), Hachiko. Hachiko met his master at Shibuya stationat Materials: the end of every workday. Even afterhismasterdiedoneday • Black sumi-e or watercolor inkand at work, Hachiko continued to wait atthesta- thick calligraphy brushorpointed tion for 10 years. He became apopularsymbol paint brush of devotion, depicted by abronzestatueofhim • Pink, dark pink and/or whitetissue in front of Shibuya station. paper Materials: • Shikishi boards or watercolor boards, available at art supply storesoronline White origami paper in two sizes (one size forbodyandslightlysmallersize Instructions: the head) • Paint a cherry tree branchsilhouette on the top portionshikishi ofthe board Instructions: using sumi ink and a thickpaintbrush 1. Access any website image search to obtain directionsforasimpleversionto or calligraphy brush. fold a two-part dog. • If using a watercolor board,feelfree to paint a thin gold borderaround 2. Fold both parts asinstructed. the edge, to replicate thedetailof 3. Use a dab of glue or small piece of tape to affix the head to the body. shikishi board. (Continues on Page37)

36 SEI Purity Song - HANASAKA JIISAN 清 The Old Man Who Made TreesBloom

Hanasaka Jiisan and Cherry Blossom Song Resources Melody can be heard on thefollowingsites. • View Youtube <youtube.com> andsite search “Hanasaka Jiisan melody.” • Search Japanese songs onUniversity of Toyama website <http://www3.u-toyama.ac.jp/niho/ song/song_title_e.html>. • Search Japanese songs onMamaLisa website <mamalisa.com> andclickon “songs” from “Asia: Cherry Blossom song.”

(Continued from P.36) • Tear small pieces of tissuepaperand twist into blossom shapes torepresent the sakura (cherry blossoms.) Gluethe blossoms onto the tip portionsofthe branch silhouette. Allow gluetodry. Students can add an origamidogpos- ing under the blooming branch. Students can also include anappropriate haiku with the picture. Pleasereviewhaiku writing instruction in theChapterFour Jyaku section of this resourceguide. 37 SEI Purity 清 Song Lyric Translation 1. Pochi was barkingOji-san intheyard. dug a hole and out pouredlotsof money -zaku sounds. 2. Old mean man took Pochi away. He made himdigaholeinhisyardbutout poured trash -gara sounds. 3. Oji-san carved a mortar. While pounding sticky mochi,outpouredlotsof money -zaku sounds. 4. Old mean man stole the mortar. While poundingmochi,outpouredlotsof trash -gara sounds. 5. Oji-san scattered the ashes. The ash became flowers on the tees, and he re- ceived rewards fromthelord. 6. Old mean man scattered the ashes. The ashgotintothelord'seyes,andOld mean man was sent tojail.

Challenge Activitiy Ideas Japanese Dancing “Sakura Ondo” Sakura Ondo is about the beauty ofblos- soming cherry blossoms. Visual demonstration of thedanceandlyric translation: • View Youtube <youtube.com> andsite search “Sakura Ondo.”

38 SEI Purity Game 1 - JAN-KEN-PON 清 Rock Paper Scissors Rock-paper-scissors is a hand game played betweentwotofourplayerswhere each player simultaneously forms oneofthreeshapeswithan outstretched hand. These shapes are "rock" (a simple fist), "paper" (a flat hand), and "scissors" (a fist with the index and middle fingers extended, forming a V). The game originated in China before becomingpopularinJapan during the 17th century.

Instructions: 1. Each player silently decides which hand toplayandshowsthathandonthe count of three. • Can also show hand at thejan-ken-pon completionofsaying,‘ ’ (three syl- lables) 2. The game has only three possible outcomesotherthanatie. • Rock crushes scissors - rock handwinsoverscissors. Jan-Ken-Pon Resources • Paper covers rock - paper handwinsoverrock.. • View Youtube <youtube.com> andsite • Scissors cut paper - scissor handwinsoverpaper. search “jankenpon game.” • Both players who play the same hand isdeemedatieandhandis replayed.

Jan... Ken ... PON!

39 SEI Purity 清 Game 2 - DARUMA-SAN GAKORONDA The Daruma Has FallenDown Though consideredomocha atoy( ),Daruma a doll has a design thatisrichin Daruma-san-ga-koronda Resources symbolism and is regarded as a talisman ofgoodlucktotheJapanese.Daruma • View Web Japan website dolls are seen as a symbol of perseverance andgoodluck,making them a popular <web-japan.org> and sitesearch gift of encouragement. “Nipponia vol. 26,” • View Youtube <youtube.com> andsite Rules: search “JapaneseDarumasan game ga This game is similar to ‘red lightgreenlight.’ koronda.” • Need at least three players.

Daruma Resources • One person playsoni, or demon, also knownas‘it.’ • View Onmark Production • The goal of the gameoni istotouchthe without being caught, tofreeprison- <onmarkproduction.com> andsite ers from theoni. search “daruma.” Instructions:

1. First determineoni the by playingjan-ken-po n (rock paper scissors)

2. The oni faces away fromgroupandsays “Daruma san” gakoronda as fast or slow as they choose. Virtue Observations intheseGames • Whileoni says the phrase, players trytoclose Wa - observation and followingofrules in on theoni without getting caughtmoving Kei - playing together for themutualenjoy- ment of all participants • At the end of theoni phase,the turns to seeif Sei - gentle, safe movements, sonoone anyone is moving. gets hurt • Oni gets to capture anyone he/shecatches Jyaku - concentration for thesoundof moving, holding the prisoner bythehand. caller’s command

40 SEI Purity 3. Prisoners can onibe freedfromthe by getting closeoni enoughtothe without 清 being caught. • Players can “cut the bindings” by breaking the grip between the oni and first prisoner andKitta calling“ ,” meaning “chopped.” 4. All players starts running back toTomare thestartlineuntiloniyells“ ,” or “Stop”. 5. If theoni can touch a player in 3 steps,oni thatplayerbecomesthenext . 6. If the players areoni beyond3steps, will ask the closest player,“Howmany steps?” • The player gives a number oflargeorsmallsteps. 7. If theoni can touch a player once taking thosesteps,thatplayeristhe next oni and the game startsagain.

41 SEI Purity 清 Language - KANJI ANDPICTOGRAPH A Lesson ofSei Practicing writing Japanese characterssei isagreatactivityfor . Students needto focus, have good posture, and pay attentiontothebalanceofthe characters. The Japanese language has threekanji differentwritingsystems; , hiragana and katakana. The first system introduced to Japan waskanji , a writing system based on Chinese characters.Kanji is a pictographic character. Eachcharactersymbol- izes its meaning. Japanese peoplekanji stilluse every day. There are 50,000differentkanji charac- ters, but Japanese people only use approximately2,000ofthem regularly. Elementary school childrenkanji learnapproximately1,000 characters, andstu- dents learn 1,000 more in juniorkanji highschool.Writing neatly and carefully is important in Japan, so calligraphy classesarepartofthecompulsory education Kana Writing Resources curriculum. • View Japanese Lessons website <japanese-lesson.com> foroverview Activity Ideas: about writing inJapanese. • View Kanji Alive website 1. Message Writing <kanjialive.com> for lessonsinread- Write a message to friends andkanji familyusingafavorite character ing and writing kanji. : • View Kanji Link website • Have students pick a character from alistsuchasthefollowing <kanji-link.com> for videolessonsin 和 (harmony) 敬 (respect) reading and writing kanji. 花 (flowers) 友 (friends) • View About website <japanese.about.com> forJapanese 愛 (love) 平和 (peace) Language lessons. 幸 (happiness) • Jimi’s Book of Japanese: AMotivat- ing Method to Learn Japanese(Hira- • Have the students review the lines, thebalance,anddirection of each line. gana) by Peter X.Takahashi. Writing Japanese Katakana: AnIntroductory • Have the students write the character on apieceofpaper.Theycandecorate Japanese Language WorkbookbyJim or draw on thepaper. Gleason.

42 SEI Purity 2. Pictograph GuessingGame 清 Create pictorial series of transformation ofpictographstomodernJapanesechar- acters. • Find pictograph diagrams online thatshowthetransformationofkatakana . • View Language Museum website <language-museum.com> andclickletter “J” for Japanese ancient pictographs. • Find pictograph diagrams online thatshowthetransformationofkanji charac- ters. • Use image search engine for Japanese pictographsforimagediagrams. • Hide all but the first picture of the pictorial pictograph transformation series from students. • Show step by step each pictograph asthestudentstriestoguess the ultimate modern kanji character. Pictograph Resources • Guess which modernkanji is represented based on theunfurlingpictorial • Kana Pict-o-Graphix: Mnemonicsfor pictographs. Japanese Hiragana andKatakanaBy Michael Rowle

43 SEI Purity 清 3.Hiragana andKatakana Pronunciation • Print out a downloadable/printablehiragana and katakana chart. • Search imagehiragana sitesfor and katakana charts. • Practice pronouncing the charactersonebyone. • View Youtube <youtube.com>hiragana” andsitesearch“Japanese to hear pronunciations. • Using the charts, try to find the words that the students may already know. Hiragana words examples: すし (sushi) てりやき (teriyaki) すもう (sumo) たいこ (taiko) とうふ (tofu) Katakana words examples: (“ー“ is a symbol to extend the soundrightbeforeit.) アメリカ (America) インターネット (internet) コーヒー (coffee)

General Japanese Language Resources 4. Write Your American NameinKatakana • View Science Language JapanFre- • Have students write theirkatakana namesusingthe syllabary, quently asked questions website <sljfaq.org> for introduction and • Duplicate as close as possible to the original pronunciation. contents. • As a phonetic translation, it is impossibletocomeupwithexactly the same • View Japanese Translation website sound. <japanesetranslator.co.uk> andclick on “dictionaries.” • For example, the closest Japanese pronunciation of Sarah is “sa-ra,” written サラ. • Try other English words for fun!

44 SEI Purity Food - DORAYAKI 清 Dora (Gong) Yaki (To CookorBake) Legend has it that the firstdorayaki were madesamurai whena forgot his gong (dora) upon leaving a farmer’s home where hehadbeenhiding.Thefarmersub- sequently used the gong to frydorayaki pancakes,thusthename . By the end of the Muromachi period, sugarbecameacommoncommodity from China. This marked the beginningdorayaki ofJapanesesweets.Theoriginal consisted of only one layer. Its current formwasinventedin1914byUsagiya,a sweetshop in the Ueno districtofTokyo.

Ingredients: • Pancake mix • Ready-made canned red bean paste orhomemaderedbeanpaste

Instructions: • Visit Just One Cookbook website <justonecookbook.com> forpancakeand red bean paste recipes.

45 46 Chapter 4:寂 JYAKU Tranquility

47 JYAKU Tranquility 寂 Story - KASAJIZŌ Hats for the Stone Guardians

Jizō Resources • View Onmark Production website Historical Significance <onmarkproduction.com> andsite Ojizō-Sama, as he is often respectfully called, isoneofthemostveneratedBodhi- search “jizō.” sattva in all of Japan. He is usually depictedasamonk,wearingrobes and having • View Onmark Production website a shaved head. You can find Ojizō-Sama in cemeteries, gardens, onroadsidesand <onmarkproduction.com> andsite search “six realms.” temples all over Japan. YouoftenencounterOjizō-Sama in graveyards adorned with a red bib and a red baby hat. Parentspresenttheseitems to either thankhim for saving a child from illness ortoaskhimprotectachild in the afterlife.

Cultural Significance Jizō (Earth Treasury) serves his/her customary andtraditionalrolesasanenlight- ened deity for motherhood, children, firemen, travelers, pilgrims, and the protec- tor of all beings caught in the sixrealmsbetweenheavenandearth. Jizō is aBodhisattva, one who achieves but postpones enlightenmentuntilallcan be saved. Jizō embodies supreme spiritual optimism, compassion,anduniversal salvation. He often holdsShakujo astaffcalled . This is used both toscareaway living creatures so he doesn’t hurt them accidentallyandtoawakenusfromour dream-like world of illusion. On manyimagesandstatues,healso holds awish- granting jewel. According to Japanese folk belief, redisthecolorforexpelling demons andill- ness. Rituals of spirit quelling wereregularlyundertakenbythe Japanese court during the Asuka Period (522 - 645 AD) and centered on a red-colored fire deity.

48 JYAKU Tranquility Story Synopsis 寂 Once upon a time,Oji-san therewas , an old Oba-sanman, and , his wife. They were poor, but they had kind hearts and gentle souls.Theylivedasimplelifein the countryside. That New Year’s Eve, there wasn’t enough food.Theywishedtheycouldcel- ebrate with at least one rice cake on New Year’s Day. So Oji-san went into town and tried to sell his handmade strawhats,butnoonewould buy a single hatthat busy New Year’s Eve. Meanwhile, it began tosnowandthenitgotdark,sohe trudged back home. He felt sorry for his wife.Hedidn’twanttospendaNew Year without anyfood. On his way home, Jizōhe cameuponsix statues covered withsnow.Oji-san thought, ‘’They look so very cold. Iwanttodosomethingforthem.’’ Sohe cleared the snow off their heads and gave themhisstrawhats.Heputoneoneach Jizō, but he only had five hats. So, he took the old towel he wore on his own head and put itJizō onthelast . He though, ‘They are OKnow.Haveahappy New Year!’’ Back home, he told his wife about the Jizō statues. She said,‘’You did the right thing. I am proudofyourkindness.’’ At midnight,Oji-san and Oba-san were awakened by strange voicesoutside. They were scared. Whenthenoise stopped, they peeped throughthewin- Story Adaptations dow. What an unbelievable sightto behold! There were the six Jizō leaving There are other adaptations tothestory found in these website references. them gifts for a grand NewYearcel- ebration. Bags of rice, fish, vegetables, • View Kids Web Japan website and money were gifts ofappreciation <web-japan.org/kidsweb> andsite search “Kasajizō for animated story- from Jizō forOji-san ’s thoughtful ges- book.” ture. That auspicious newyearbegan • View KCP Window on Japanwebsite the start of a life of happinessandpros- <kcpwindowonjapan,com> andsite perity forOji-san and Oba-san. search “Kasajizō for story.”

49 JYAKU Tranquility 寂 Four Virtue Discussion Topics

Four Virtues 1. FeaturedJyaku Virtue - Tranquility See pp. 7-8 of this ResourceGuide. Q. What examplesjyaku of did you observe inthestory? • Oji-san and Oba-san lived a simple, tranquil lifestyle withnogreedladen thoughts. • Even if they had no food to eat, theydidnotcomplainorgetangry with each other. • With their calm mind and extraordinary perseverance,theywerestillableto give to others. • They were ableJizō tohear coming because it wasveryquiet. • Their personal calm determination helpedthemsurviveinsuchextreme hard- ships. • Jizō statues were standing quietly andpeacefully. • The snow fell quietly.

2. Additional Discussion Questions • How did jyaku help Oji-san and Oba-san? • Jyaku means tranquility (quietness) and calm.Whatkindofthingscanbe tranquil (quiet) and calm? Can youfeelcalmevenwhenhear noises? • When do youjyaku experience in your daily life of school, family,public events, this workshop, etc.? • How does jyaku help you in your daily life of school,family,publicevents, this workshop, etc.?

50 JYAKU Tranquility 3. Suggested Discussion Ideas to Incorporate Other Virtues 寂 Wa-Harmony Question:wa Whatexamplesof did you observe inthestory? • Even if they were poorOji-san anddidn’thavemuch, and Oba-san lived harmoniously. • Oji-san and Oba-san never complained. Kei-Respect Question:kei Whatexamplesof did you observe inthestory? • Oji-san and Oba-san were kind to each other and treatedeachotherwith respect. • Oba-san respected Oji-san’s decision to giveJizō allthehatsto . • Oji-san paid respectJizō to by giving up not only all thehatsbutalsohisown towel. • Jizō appreciated his kindness so they rewarded the couple. Sei-Purity Question:Whatsei examplesof did you observe inthestory? • Oji-san and Oba-san lived frugally and they never askedformorethanthey needed. • Despite their hardships, they were honest and generous people.

51 JYAKU Tranquility 寂 Craft -JIZŌ Many Japanese, evenJizō today,believe will save them at any time,inanysitua- tion, without any conditions or stipulationsbeyondsimplefaith.Jizō is thus very popular and depicted in countless formsthroughoutJapan.Itis no exaggeration to say that nearly all villages and localitieshavetheirownbelovedJizō statues, which are frequently given unique names defining their specific function of salvation.

Materials: Origami Resources • Origami paper that is grey on one sideandwhiteontheotherside. • View All About Origami website • Red crayon or colored pencil <all-about-origami.com> andclickon “Resources - Model Library Display Instructions: Stand.” 1. Gather six sheets of greyorigamipaper. 2. Access any website image search to obtain directionsforasimpleversionto fold jizō. Challenge Activity Ideas Clay Jizō Figurines 3. Color the white bibportionred. Materials: 4. Glue sixjizō origami in a row onto a rectangular pieceofcardstocklarge enough for sixjizō. • Fimo clay and stove ovenortoaster oven or pottery clay andpotter’soven 5. Create an origami display standjizōs tomountcardstockmomentoof . Instructions: 6. View All About Origami website <all-about-origami.com> andclickon • For fimo clay, view Art Platter website “Resources - Model Library” for display stand diagram. <artplatter.com> and clickon“clay crafts.” • For pottery clay, view YoutubeChan- nel <youtube.com> YokoSuzukimak- ing Jizō statues.

52 JYAKU Tranquility Song - YUKI 寂 Snow

Yuki Song Resources Melody can be heard on thefollowingsite. • View Youtube <youtube.com> andsite search “Yuki Japanese song.”

Challenge Activity Ideas Song Lyric Translation: Japanese Dancing “Hanasaka Ondo” 1. Snow is falling. Hailstones arefalling. Hanagasa Ondo (flower straw hat dance) is a festival dance from theYamagataPrefec- They fall and fall pilingup. ture, Japan. Mountains and fields now wear white hats. Visual demonstration ofthedance: Even the dead branches seembloomingwhite. • View Youtube <Youtube.com> andsite 2. Snow is falling. Hailstones arefalling. search “Hanagasa Ondo.” They fall and fall, neverstopfalling Lyric translation: The dog is happy running intheyard. • View <wikipedia.org> andsitesearch The cat is under the kotatsuheating table,called“ ,” curling up and snoozing. “Hanagasa Ondo.”

53 JYAKU Tranquility 寂 Game 1 -KOMA Spinning Tops The spinning top is one of the oldest toys inhumanhistory.InJapan,asimple game calledkoma asobi (top spinning) has been around sinceasearlythe10th Koma Resources century. It is especially popular during theNewYearholidays.Wellbefore • View Japan Spinning TopMuseum Heian period, spinning tops were usedasawaytoaskthegods about future pros- website <wa.commufa.jp/~koma> and pects for the newyear. view various types oftops. • View Youtube <youtube.com> andsite Top spinning was often seen as entertainment attemplesandshrinefestivalsdur- search “Japanese spinning tops” or ing the Nara period. From there itbecameincreasinglypopular as a children’s “koma.” game. In the Edo period, spinning topsgrewinpopularitywith children and • View Youtube <youtube.com> andsite adults. Even now, new top designs andtricksarebeingcreated. search “spinning tops battle.” Entertainers soon appeared to show theacrobaticcapacityoftops, by the Gen- roku era, hawkers selling toothpaste became popularwithchildrenbyshowingoff named tricks with spinningtops.

Materials: • Origami paper

Instructions: 1. Access Youtube and site search “origami spinning tops” for visual demonstrations. • There are many versions of paper topsthatcanbemade. • Choose the design that student feels willhelpthemwininaplayoff.

54 JYAKU Tranquility Game 2 - KENDAMA 寂 Ball and CupGame Although the Ainu in Japan are thought to havedevelopedaballandcupstyle toy, thekendama probably traces back to the introduction oftheballandcupfrom Kendama Resources Europe at the end of the 18th century. In theearly20thcentury,basicJapa- • View Youtube <youtube.com> andsite nese kendama ken( - sticktama and - ball) had acquired the twoadditionalside search “” for visual demon- cups and wasnichigatsu calleda ball. In 1919, Hamaji EgusaofHiroshimasuc- strations. cessfully registered a sort of early Japanesestylepatentfor the toy. At thispoint, • View Paper Craft Square the current kendamaform ofthe was essentially fixed. <papercraftsquare.com> andsite search “kendama” for printed paper version. • View Amazon website <amazon.com> and sitekendama search“ toys” for kendama toy purchases.

Virtue Observations intheseGames Wa - observation and followingofrules Kei - respect the skills oftheotherplayers Sei- keeping your toys ingoodworking condition and practicing tobeagoodhon- est player Jyaku - calm state of mind fordeepconcen- tration to achieve good hand-eyetechnique

55 JYAKU Tranquility 寂 Language - HAIKU POETRY A Lesson ofJyaku Haiku is a great activity to introduce the virtue oftranquility.Whenreadingor writing haiku poems, children have to listen quietlyandfeeltheatmosphere and Haiku Resources the scenes. By limiting the length totheminimumnumberofsyllables, writers • ViewHaiku Poetry Website have to learn how to let go of unnecessary detailsandkeepthe most important <haiku-poetry.org> toviewexamples elements. of famous haiku poems. Basho, Buson,and Issa Shiki were the few poets in Japan who,overthecentu- ries, have become respectedhaiku fortheir poetry. The most famouswasBasho, credited withhaiku making a revered form of poetry. He refined the 17 syllable format. Basho Before , the popular poetry formattanka of31syllables( ) had been used during the Heian period of Japanese culture(700-1100).Itwasasocial requirement to be able to instantly recognize,appreciateandrecite Japanese and Chinese poetry. Haiku poems consist of 3 lines. The first and last lines of ahaiku have 5 syllables and the middle line has 7 syllables.haiku Thelinesrarelyrhyme.Here'sa to help you remember: Challenge Activity Ideas I am first with five More haiku activities Then seven in themiddle-- Have students’ haiku written neatly ona Five again toend. decorated paper. Because haiku are such short poems, they arehat usuallywrittenaboutthingst Introduce some famoushaiku Japanese translated in English. are recognizable to the reader. Animals andseasonsareexamplesofeasytopics children might enjoy exploring. • Have students discuss whattheysee, hear, smell, taste, and feeliftheywere Activity Ideas: in the scene. • Ask them how it would havebeen 1. Give some exampleshaiku oftranslated . different ifhaikuwas written infull 2. Encourage the students to use all five senses to experience the subject of the sentences instead. haiku. 3. Have studentshaiku writetheirown .

56 JYAKU Tranquility Food - MOCHI 寂 Rice Cake Mochi is Japanese ricemochigome cakemadeof (short-grain japanese gluti- nous rice.) The rice is pounded into dough-like consistencyandmoldedintothe desired shape. In Japan, it is traditionallymadeinaceremony calledmochitsuki . While eaten year-round, mochi is a traditional food for theJapaneseNewYear and is commonly sold and eatenduringthattime. Kagami Mochi (mirror rice cake), is a traditional JapaneseNewYeardecoration. It usually consists oftworoundmochi (rice cakes), the smaller placedatopthe larger, andadaidai (Japanese orange) with an attached leafontop.Thestackis believed to represent the coming year and thegoingyear.Themirrorreference is said to represent the time of the year when one reflects on one’s past and looks forward to one’s future.

Ingredients: • Mochiko (sweet rice flour) • Water Mochi Resources: • Sugar • View Just One Cookbook <justonecookbook.com> andsite • Katakuriko (potato starch) search “microwavemochi” for season- ing ideas. Instructions: • View Just One Cookbook • View WikiHow website <wikihow.com> <justonecookbook.com> andsite search “red bean paste.” and site searchmochi “microwave recipe.” • View Koda Farms website<koda- farms.com> and site search“mochiko rice flour.” • View Youtube <youtube.com> and site search “Microwave Mochiin10 minutes.”

57 “Waku” Waku Japanese Cultural Activities Resource Guide

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58 Index

A J P Amaterasu 11,33 jan-ken-pon 39 pictographs 43 jizō 48, 49, 50, 51, 52 C jyaku 6, 8, 13, 16, 25, 28,35,40,50,55 S cherry blossoms 32 Sakura Ondo 37 K sei 6, 8, 13, 16, 25, 28,34,40,51,55 D kabuto 14 self-introduction 29 kamizumo 16 Sonoma County Taiko5 Daikoku-ten 22 kanji 42,43 Soran Bushi 15 Daruma 40 Kannon 22, 23,24 sumo 16 dorayaki 45 Kasajizō 3, 49 katakana 42, 43,44 T F kei 6, 7, 13, 16, 24, 28,35,40,51,55 Tanko Bushi 27 Four Virtues of Japanese Culture3,6,7 kendama 55 kibidango 19 Kojiki 11 V G koma 54 virtue-based curriculum 6 greetings 29

M W H mochi 33, 38,57 wa 6, 7, 12, 16, 25, 28,35,40,51,55 haiku 36, 37,56 Momotarō 3, 10, 11, 12, 13, 15 Warashibe Chōja 22, 23 Hanagasa Ondo53 hanami 32 Hanasaka Jiisan 3,33,38 O Y hiragana 42,43 oni 11, 12, 13, 15, 16, 29,30,32,33,40, Yuki 53 horsefly 23,26 41, 43, 51,57 onigiri 30 onomatopoeia 6,17,18 origami 14, 16, 26,36,52,54 otedama 28 Ouma-no-oyako 27 59