Session 8 - Classical Japan, 4/17

[Anonymous]

I think the puzzle style lecture format was really interesting. It highlights question based learning, an approach that our school is trying to implement. This made for a more engaging lecture where we had more opportunities to participate. I will definitely consider reformatting my powerpoints to this style.

[Anonymous]

I think the creation myth of Amateratsu would be a good starting point for a myths unit. Perhaps I could give this story as a starting point for a research project into creation myths. Students could find similar myths about the sun and compile a report about them.

[Anonymous]

I like the idea that of showing how people's perceptions of a situation is not the only one that can be written down. The first reading shows the Chinese opinion of Japan presuming to be equal, and the second reading shows that Shotoku was an admirer of the developments of China, even if his letters were not received in the manner he believed would be acceptable. It might be a good topic for a Socratic Seminar: What should Shotoku have done? or Was China right or wrong to be offended by Shotoku's letters?

[Anonymous]

At the end of this year, I asked my juniors what American Literature text they liked best. Most of them loved The Crucible, and when I asked why, they said it was because of the love triangle, romantic drama, and unrequited love. I think they would love to learn about the courtship rituals of Japan, especially among the nobility.

[Anonymous]

Japan
The reading addresses the creation myth of Japan and how Japan came to be. It also talked about Shinto and the Japanese beliefs. I like how Professor Yamashita organized the major events about Japan.

[Anonymous]

Puzzlement
Professor Yamashita's idea of talking about Japan with the introduction of a puzzle is a great way to peak students interest. I like how he had us go through the artifacts in order to understand Japan. This is a great way to get the students interest to learn something about Japan. I will start looking for puzzlement to get students to generate questions in order for them to start the research.

[Anonymous]

I really enjoyed listening to Professor Yamashita and the way he presented his material. He created a fun and engaging way to present the history of Japan. With the use of "puzzles" and images and comparing those images, students can learn a lot by guessing what happened during that particular civilization, in this case Japan. I also think it is interesting that fingerprints tell the story of where a particular Japanese came from. I never knew so much could be told from a fingerprints.

[Anonymous]

*Session 8: Classical Japan
Professor Yamashita’s historical puzzle is a great way to teach lessons! This strategy can be used with young elementary school students too. Another great lesson would be to compare the emperors’/rulers’ tombs from different regions of the world… students can compare and contrast tomb sites and culture of ancient civilizations around the world.

[Anonymous]

Unfortunately, I was absent for this seminar. After reading everyone's posts, it looks like I missed out on an amazing lecture. I wish I could have experienced the puzzle style lecture. That sounds like something my students would really enjoy. I would also have liked to see the outlines given as maybe this strategy would also be helpful for my students. I think the Pillow Book diary would be something my students would be into because it is not too difficult, it is quite funny, and it gives them so insight into what life was like in Japan during that time.

[Anonymous]

It's unfortunate that I missed this lecture on classical Japan, it appears I missed an opportunity for "interactive puzzle style lecture." However, I'll review the readings and continue a discussion with my colleagues!

[Anonymous]

loved the creative interaction he brought with puzzles. What a fascinating way to increase participation and engagement.

[Anonymous]

[font='Times New Roman']Even though, my focus is to teach modern Japan a lot of the information presented by Samuel H. Yamashita can be introduced to my students so they acquire a broader understanding of its origin. The puzzle concept he used to present each section would be a great way to introduce this information as a precursor for them to gain a better understanding of the ancient Japanese culture. I also found the keyhole tombs intriguing mainly because they helped develop part of the Japanese civilization. I would love show my students illustrations of such and ask what they think these are and why they had this shape. After the discussion, I would extended by having them research and present to class.[/font]
edited by jmartinez on 6/23/2017

[Anonymous]

I enjoyed the professor's presentation of puzzle storytelling. I wonder if he would share his powerpoint? I definitely want to visit Japan asap. I will present also using this puzzle piece story telling by presenting a discussion question to answer.
edited by kjones on 6/23/2017
edited by kjones on 6/23/2017

[Anonymous]

I believe that I will utilize the information from these readings and lecture the most. I have based my curriculum plan on classical Japan. The literature alone has so much to offer and I foresee high student engagement when unpacking the Pillow Book as well as The Tale of The Genji. In my opinion, the social structure is the most salient aspect of classical Japan. I look forward to teaching my students about classical Japan.

[Anonymous]

I agree that the information surrounding Polynesian origins was really interesting. It is absolutely a culture that is not covered in K-12 classes.

[Author]

Posts