advanced level - Museum Victoria

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