SWEETS Prepared by Bookings Copyright おかし ADVANCED LEVEL Daisuke Kawakami Jan Molloy Naoko Nishikawa Jennifer Swanton 9927 2754 weekdays. Teachers may photocopy this kit for educational purposes. All images copyright Museum Victoria unless otherwise stated. Stills of video from exhibition. http://museumvictoria.com.au/immigrationmuseum/education/ Contents Teacher Notes Exhibition Information 3 Background Information 4 Pre/Post Visit Activities 5-8 Glossary 9 -11 Links to VELS 12 Student Activities Museum activities (including video viewing) 13-20 Resources http://museumvictoria.com.au/immigrationmuseum/education/ Tea Ceremony 21 Books 22 Websites 23-24 2 /24 Teacher Notes Sweets Exhibition Notes A shared table … Sweet foods delight us and mark special times in our lives. They are an indulgence shared across cultures and created over generations by individuals and families. Sweets: tastes and traditions from many cultures is the result of a collaboration by members of the Indian, Italian, Japanese, Mauritian and Turkish communities in Victoria. To create this exhibition individuals came together to share traditions, stories and favourite recipes. New friendships were forges, special memories shared and many new sweets were tasted. In this community exhibition at the Immigration Museum visitors can explore the history and cultural significance of sweet foods and find out how sweetness is important to everyone. Different cultures use sweets for many reasons and purposes – to mark important rituals, celebrations and life events. Discover special sweet foods from each of the Indian, Italian, Japanese, Mauritian and Turkish cultures, the ways in which many of them are made and the significance they hold. Featuring fascinating objects, lively photographs and multimedia, the Sweets exhibition will reveal unique perspectives on a very common and popular food. This education resource has been prepared specifically for students of Japanese language and provides specific tasks related to the sweets (おかし) shared by the Japanese community in the exhibition. http://museumvictoria.com.au/immigrationmuseum/education/ 3 /24 Teacher Notes おかし Background Information おかし, おやつ and あめ can often be confused with one another. Teachers may like to explain to students the differences between each word when beginning this topic. おかし a general term which refers to Japanese sweets, confectionary and desserts. おかし can include rice crackers such as（お）せんべい, おかき, あられ and other non-sweet snacks. おかし is usually used for sweets and snacks that you can take home with or take to other places. For instance, かきごおり (snow cones) are not considered おかし in the Japanese sense. おやつ refers to a snack or afternoon tea. あめ refers to lollies. わがし refers specifically to Japanese confectionary. Similarly, there may be confusion around the use of the terms ちゃのゆ and さどう. Both refer to the tea ceremony however, さどう has a more philosophical connotation, literally meaning ‘way (or principle) of the tea’. Note: Not all sweets featured in the on-site activities are featured in the exhibition, therefore will require some pre or post visit research. http://museumvictoria.com.au/immigrationmuseum/education/ 4 /24 Teacher Notes Pre-visit Activities 1) Getting Started Introduce students to a range of Japanese sweets by showing them pictures or photos. (flickr.com is a useful source for images). The objective of this activity is to assess students’ prior knowledge of the topic of Sweets in Japanese and to begin compiling essential vocabulary around the theme of おかし. You may wish to start by introducing some of the more commonly known sweets: あん せんべい だいふく だんご まんじゅう もち sweet bean paste (comes in different varieties) rice cracker rice cake with sweet bean paste filling sweet dumpling steamed bun sticky rice cake Ask students to imagine what each sweet might taste, feel, and smell like. Useful vocabulary for this could include but is not limited to: あじ どんな あまい しょっぱい おいしい まずい やわらかい かたい おもしろい へん(な) 2) taste, flavour what kind of… sweet salty delicious unappetising soft hard interesting strange KWL Chart Students complete a KWL chart. i.e. What they know, what they want to know and what they learnt as a result of visiting the exhibition. http://museumvictoria.com.au/immigrationmuseum/education/ 5 /24 Teacher Notes Post-visit Activities 1) レシピをつかいてみよう Create a recipe Students write their own ‘Sweets’ recipe in Japanese, complete with pictures to create a class book. This can be a Japanese sweet or a sweet from another culture. As an extension, students may like to make the sweet in class or correctly sequence a simple recipe. 2) ビデオをつくってみよう Create a video Students create a short film in Japanese around one of the following topics: 3) • Cooking show • Documentary about Japanese sweets • Momotaro folktale (using live actors or claymation) レポートをかいてみよう Write a Report Students write and present a report on their visit to the Sweets exhibition. As a minimum, they should include the following information: • いつ • だれと いきましたか。 • どんな ものを • おかしの なまえ（５こ）を • いちばん おもしろかった • いちばん すきな いきましたか。 http://museumvictoria.com.au/immigrationmuseum/education/ みましたか。 かいてください。 おかしは おかしは なんでしたか。 なんでしたか。どうしてですか。 6 /24 Teacher Notes リサーチプロジェクト 4) Research project Students research other types of Japanese sweets (not featured in the exhibition) and create a narrated presentation using PowerPoint or Photo Story. Students may like to research Japanese sweets found in modern day society and culture. This could be done as a fact finding mission by visiting Asian grocery stores in and around the city. 5) Tea Ceremony さどうをやってみよう Recreate a tea ceremony in the classroom. Consider the following: • correct order of doing things • names of the tools used • names of the sweets • etiquette (e.g. bowing, admiring and holding the bowl etc.) Note: you may consider inviting a member from a Tea Ceremony association (see Resources section) to your school. Intercultural Focus • Ask students to watch the video about the tea ceremony. • Encourage students to notice three interesting or surprising things in the video. • Ask students to compare the ritual of the tea ceremony to a food or drink ritual Australia. Do we have anything similar in modern day Australian culture? What about other cultures? Do a whole class PMI (Plus, Minus, Interesting) activity. (よいてん、わるいてん、おもしろいてん) • Encourage students to reflect on what they saw in the video. What can we learn about the Japanese people, culture and language by observing the tea ceremony? • Have students interact with other speakers of Japanese in a tea ceremony role play or by inviting someone to demonstrate the tea ceremony at school or at the museum. http://museumvictoria.com.au/immigrationmuseum/education/ 7 /24 Teacher Notes The following language can be useful when eliciting intercultural knowledge and understandings from students: • なるほど • どうおもいますか • 。。。とおもいます • どうして • どうですか • ほんとう？ • なるほど • おもしろい • 。。。より。。。 • ちがいます • 。。。のほうが。。。 Image adapted from http://www.iltlp.unisa.edu.au/ http://museumvictoria.com.au/immigrationmuseum/education/ 8 /24 Teacher Notes Glossary あ あじ あずき あまい あめ あられ あん taste, flavour sweet red beans sweet (adj) lolly/candy roasted mochi pieces sweet been paste い いけばな いちごだいふく flower arrangement rice cake containing strawberry お おいしい おかき おかし おとそ おもてなし おやつ おゆ delicious mochi cut thin, dried, and baked or deep-fried sweets New Year’s drink made with ginger, ginseng and other herbs to flush away maladies from previous year and promote longevity warm, heart-felt hospitality snack hot water か かきごおり かけじく カステラ かたい かしわもち かんてん きせつ くりきんとん こいちゃ こきょう こどものひ ことわざ shaved ice with syrup and/or azuki beans hanging scroll Japanese sponge cake (originally introduced from Portugal) hard Rice cake wrapped in oak leaf with sweet bean paste inside (eaten during Kodomo no hi) agar-agar (seaweed gelatin) season mashed sweet potatoes with sweetened chestnuts thick tea mirror-shaped red bean sweet containing mochi Children’s Day (5 May) proverb, saying http://museumvictoria.com.au/immigrationmuseum/education/ 9 /24 Teacher Notes さ さくら さくらもち さどう しちごさん しょっぱい せとがた せんべい cherry blossom Pink rice cake filled with sweet bean paste wrapped in sakura leaf tea ceremony festival (shrine visit) by children aged 7, 5 and 3 salty ceramic mould rice cracker た だいふく たてる だんご ちとせあめ ちゃのゆ ちゃばこ ちゃわん どうぐ どんな rice cake with sweet bean paste filling to make (tea, at a tea ceremony) sweet dumpling Red and white candy packaged in a bag decorated with a crane and turtle, symbolising longevity for Shichi-Go-San ceremony tea ceremony (‘way of the tea’) portable tea ceremony set tea bowl tool, utensil what kind of… な にています ぬきがた ぬの similar moulds for sweet decorations cloth は はなごろも ひがし ひしもち Sweet made from sweet bean paste, shaped in the form of a cherry blossom petal (named after fancy kimono used for cherry blossom viewing) dried confectionary, a type of wagashi ひなまつり ふく Diamond shaped mochi with three layers (pink, white, green) eaten during Hina Matsuri Girls’/Doll Festival (3 March) to wipe へん(な) strange http://museumvictoria.com.au/immigrationmuseum/education/ 10 /24 Teacher Notes ま まっちゃ まんじゅう もち まずい powdered green tea steamed bun sticky rice cake unappetising や やきいん やわらかい branding irons soft ら りきゅうまんじゅう Steamed buns usually made with brown sugar (named after well-known tea ceremony master, Sen no Rikyu) わ わがし Japanese sweets often served with tea http://museumvictoria.com.au/immigrationmuseum/education/ 11 /24 Teacher Notes Links to VELS Interdisciplinary Learning Discipline based Learning Level Domain Languages - Japanese Level 5-6 Communicating in a language other than English Intercultural knowledge and language awareness Exhibition context The exhibition showcases traditional Japanese cultural practice specifically related to sweet food, including the Tea Ceremony. Students have the opportunity to respond to activities based on the objects in the exhibition, including a short film on the Tea ceremony, using guided worksheets. The exhibition offers opportunities for students to reflect on Japanese people, culture and language based on their observations in the exhibition. Education support materials provide post visit speaking and listening activities. Communication Level 5-6 Design Creativity and technology The exhibition provides stimulus material for discussion, writing and visual communication. They have the opportunity to reflect on the ways in which Sweet foods contribute to Japanese and other cultures. Students can take the experiences of the exhibition and explore in a range of ways back at school. Physical, personal and social learning Thinking Interpersonal Development Level 5-6 Personal Learning Civics and Citizenship http://museumvictoria.com.au/immigrationmuseum/education/ Students have the opportunity to learn with others by attending an exhibition and to develop knowledge and skills that will help them to become informed, confident members of a diverse and inclusive Australian society. 12 /24 Student Activity SWEETS EXHIBITION WORKSHEET おかし Advanced Museum Activities てんじについて 1. 次のしゃしんを見て、名前を日本語で書いて、英語でせつめいを書いて 下さい。 名前(ひらがな) http://museumvictoria.com.au/immigrationmuseum/education/ 英語のせつめい 13 /24 Student Activity SWEETS EXHIBITION WORKSHEET 2. 次のしゃしんのどうぐは何に使いますか。 どうぐ 名前(ひらがな) 使い方 3. 「せとがた」や「ぬきがた」ににている物を見たことや使ったことが ありますか。 _________________________________________________________________ 「せとがた」や「ぬきがた」を使ってわがしのほかに何が作れると 思いますか。 _________________________________________________________________ 4. 次のおかしや食べ物はどのきせつや行事で食べますか。 http://museumvictoria.com.au/immigrationmuseum/education/ 14 /24 Student Activity SWEETS EXHIBITION WORKSHEET きせつ(春、夏、秋、冬) 行事 Image: Midori CC BY-SA-2.0 ひしもち Image: Katorisi CC BY-SA-2.0 ちとせあめ Image: Katorisi CC BY-SA-2.0 かしわもち Image: Shizhao CC BY-SA-2.0 だんご Image: BetacommandBot CC BY-SA-2.0 くりきんとん Image: Tamago915 CC BY-SA2.0 かきごおり Image: Katorisi CC BY-SA-2.0 さくらもち 5. だんごの三つの色はそれぞれ何をあらわしていますか。 http://museumvictoria.com.au/immigrationmuseum/education/ 15 /24 Student Activity SWEETS EXHIBITION WORKSHEET 赤 _________________________________________________________ 白 _________________________________________________________ みどり _________________________________________________________ *あらわしています to represent 6. 「花よりだんご」ということわざはどんないみだと思いますか。 _________________________________________________________________ *ことわざ saying http://museumvictoria.com.au/immigrationmuseum/education/ いみ meaning 16 /24 Student Activity SWEETS EXHIBITION WORKSHEET ビデオについて 1. 男の人がちゃしつに入る時に、どうしてせんすを出したと思いますか。 _________________________________________________________________ *ちゃしつ せんす tea room fan 2. 次のことばをせつめいして下さい。 おもてなし _________________________________________________________ わがし _________________________________________________________ まっちゃ _________________________________________________________ あん _________________________________________________________ こいちゃ _________________________________________________________ ひがし _________________________________________________________ 3. ビデオを見て、正しいじゅんばんに番ごうを書いて下さい。 さ ど う • 茶道のどうぐをぬのでふく。( • おちゃをたてる。( • おきゃくがちゃしつに入る。( • おゆでちゃわんをあたためる。( http://museumvictoria.com.au/immigrationmuseum/education/ ) ) ) ) 17 /24 Student Activity SWEETS EXHIBITION WORKSHEET • おきゃくが口や手をあらう。( • おちゃを飲む。( どうぐ tool, utensil たてる to make (tea) ) ) ぬの cloth おゆ hot water ふく ちゃわん to wipe tea bowl 4. どうしてさどうのおかしはあまりあまくないですか。 ____________________________________________________________________ 5. こいちゃを飲む時に、どうしておきゃくは同じちゃわんで飲むと 思いますか。 ____________________________________________________________________ http://museumvictoria.com.au/immigrationmuseum/education/ 18 /24 Student Activity SWEETS EXHIBITION WORKSHEET レシピについて 1. レシピを読んでしゃしんと名前をせんでむすんで下さい。 カステラ はなごろも Image: Katorisi CC BY-SA-2.0 りきゅうまんじゅう いちごだいふく Image courtesy of city of Ube City Tourism Division http://museumvictoria.com.au/immigrationmuseum/education/ 19 /24 Student Activity SWEETS EXHIBITION WORKSHEET 2. 次の文を読んで、正しい文に○ を、正しくない文に×を書いて下さい。 • はなごろもの色はピンクです。( • はなごろもは白いあんを使います。( ) • カステラはたまごを少し使います。( ) • カステラはオーブンで作ります。( • いちごだいふくは 1990 年にできました。( • 日本でいちごだいふくは春のおかしです。( • りきゅうまんじゅうの「りきゅう」は人の名前です。( • りきゅうまんじゅうの色はみどりです。( ) ) ) ) ) ) 3. レシピを読んで、どのおかしを食べたいと思いますか。 どうしてですか。 ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ http://museumvictoria.com.au/immigrationmuseum/education/ 20 /24 Resources Japanese tea ceremony - Adam Wojcinski The Ceremony The Japanese tea ceremony is an art that developed from the practice of tea drinking in Zen temples. It has developed as the embodiment of the tranquil mind state and values involved in Zen practice. In a tea ceremony, powdered green tea or ‘matcha’ is prepared in front of guests according to a highly structured procedure. The practice of the tea ceremony, however, involves much more what its English name suggests. The tea ceremony, or ‘chanoyu’ in Japanese, involves all the activities leading to tea drinking; all the utensils used in the tea ceremony; the entire atmosphere surrounding the procedure; and the most important phase, the frame of mind or the spirit which grows out of the combination of all these factors. While studying the tea ceremony, one learns about many arts that are themselves separate disciplines outside the tea ceremony. These include many of the major Japanese arts such as ceramics, calligraphy, poetry, flowers and kaiseki cuisine. Practicing the tea ceremony helps people think more clearly, relax, become more disciplined and beautify interactions with others. In feudal Japan, chanoyu and Zen were widely practised and held in high esteem by the samurai. The Ueda Sōko Tradition of Chanoyu was founded in Hiroshima in the early 1600s by warlord and tea master Ueda Sōko from whom the Tradition takes its name. The Presenter Adam Wojcinski is part of the first Australian group of the Ueda Sōko Tradition of Japanese tea ceremony. He regularly holds tea ceremony practice as well as performances. Adam’s school presentations reveal essential aspects of Japanese culture to the students. He will demonstrate the tea ceremony to them, with some students being involved. Maximum number: class size (approx 25 students) Bookings & Inquiries – Nexus Arts www.nexusarts.com.au (Ph) 03 9528 3416 (Freecall) 1800 675 897 (Fax) 03 9523 6866 (Email) [email protected] http://museumvictoria.com.au/immigrationmuseum/education/ 21 /24 Resources Books A Flavour of Japan Fisher, Teresa (1999) Japan: how we breathe and how our hearts beat Tadatsugu, Kudo and Tamiko (2008) Squeamish about Sushi Reynolds, Betty (2000) Tea Ceremony Sato, Shozo and Sato, Alice Ogura (2005) The Adventure of Momotaro, The Peach Boy McCarthy, Ralph F and Saito, Ioe (1993) The Little Peach Boy: a Japanese folktale McDougall, Jill & Peterson, Laura (2004) Kits ‘Momotaro the peach boy’ retold by Hazuki Kataoka and David Battino - 12 kamishibai cards, bilingual English/Japanese. Published by Leaf Moon Arts, 2010 Momotaro [kit] - 1 DVD, 1 CD-ROM & 1 book (2004) The above publications are available for loan from the Languages and Multicultural Education Resource Centre (LMERC), Ground Floor, 150 Palmerston Street, Carlton Victoria, 3053. Membership, an online catalogue and other details are available on the Department of Education and Early Childhood Development website at: http://www.education.vic.gov.au/studentlearning/progr ams/lmerc/default.htm http://museumvictoria.com.au/immigrationmuseum/education/ 22 /24 Resources Websites Folktales Momotaro http://jpplays.jpf-sydney.org/jf/1.htm Odango dokoisho http://jpplays.jpf-sydney.org/jf/1.htm Ikkyuu san http://jpplays.jpf-sydney.org/ot/3.htm Japanese Confectionary Stores General http://higashiya-shop.com/ http://www.tadashichi.com/special/sakuratokushu.html Senbei http://www.ogurasansou.co.jp/item/456.html Dorayaki https://shop.taneya.co.jp/shop/c/c1013/ Mochi http://yumochi.com/ http://www.mochicream.com/index.html http://jcafe.sushiburger.com.au/dessert.html Crepes http://www.crepeojisan.com/crepe.html Donuts http://www.misterdonut.jp/ Green tea http://www.tsujiri.co.jp/ http://museumvictoria.com.au/immigrationmuseum/education/ 23 /24 Resources Tea ceremony Chado Urasenke Tankokai Melbourne Association Contact and MC: Ritsuko Greenwood Ph: 0400 680 199 Email: [email protected] http://www.japaninmelbourne.com.au/notice/regulation /2.html Japanese Cultural and Daily Life – Ocha http://www.tjf.or.jp/eng/content/japaneseculture/03och a.htm Nexus Arts Mr Adam Wojcinski Contact: Sue Russell Ph: 03 9528 3416 / freecall: 1800 675 897 Email: [email protected] Web: www.nexusarts.com.au General information Japan Wagashi Association http://www.wagashi.or.jp/ Kids Web Japan http://web-japan.org/kidsweb/cook/wagashi/index.html Japanese Video Topics http://web-japan.org/jvt/index.html Japanese Food Explorer http://www.asiaeducation.edu.au/sites/explorers/explor ers/japanese/www/expl_jp_foo/index.html http://museumvictoria.com.au/immigrationmuseum/education/ 24 /24
© Copyright 2024 Paperzz
