Students learn shodo through activities such as matching new expressions and close activities. Students experience shodo by writing their favourite kanji or word. As a final activity, students compare how Aika's shodo club and the students' club activities are organised (notice similarlities and differences), discuss how Aika grew up through practising shodo, and share their similar experience.

目 標	* Deduce and learn the meanings of new words and expressions used in the article. * Summarize the article by answering comprehension-type questions. * Explain about Aika. * Experience Shodo by writing student's own favourite words.
対 象	Senior
日本語レベル	basic-intermediate

What to prepare

• Handout 1（The beginner level version of "Sharing the fun and fascination of Shodo" in Japanese)
  (Word形式) / (PDF形式)
• Handout 2 (Task sheet)
  (Word形式) 1、2、3、4、5、6、7
(PDF形式) 1、2、3、4、5、6、7

Procedure

1. Match the Japanese word to its English meaning.

1.しょどう　2.さくひん　3.ちからづよい　4.しょどうぶ　5.れんしゅう　6.つかいます　7.つくります　8.ならいます　9.いけん
10.いいませんでした　11.いいました　12.ふで　13.すみ　14.しょうらい　15.しょくにん

a. opinion　b. art work　c. powerful　d. practice　e. calligraphy club　f. said 　g. learn　　h. make/create　i. Shodo ink　
j. Shodo brush　k. calligraphy　l. didn't say　m. future　n. craftsman　o. use

 

2. Complete the summary of the article by choosing the most appropriate word/phrase for each space.　Then write the meaning of each sentence.

あいかさんは、1_______________、「書の甲子園」のをみました。川口高校の作品は、2_________________とは、とてもち がいました。そして、この書道部に入りたいと思って、川口高校に入学しました。 に入って、あいかさんは　3____________________。あいかさんは自分の意見が4__________________。パフォーマン ス書道のけいけんから、自分の意見をはっきり言えば分かり合えるということを5_______________________。つらいけいけんから、く るしいときも、6______________をかえることで、7_____________できるということに気がつきました。 あいかさんのはを作るに8____________________。この３年間書道部で、書道のぎじゅつといっしょに、 9＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿も身につけました。これからも、10＿＿＿＿＿＿＿＿をバネにして進んで行きたいです。

1. 言えるようになりました
2. なることです
3. 私の書道のイメージ
4. や、せいしんてきな強さ
5. 中学生の時
6. 考え方
7. すごくかわりました
8. しっぱい
9. かいけつ
10. 学びました

 

3. Answer in English.

1. What made Aika choose Kwaguchi High School?
2. How did Aika change after joining Calligraphy club?
3. What did Aika learn from the experience of Performance Shodo?
4. What is written in the seven notebooks?
5. In the summer holiday of her 3rd grade, Aika wrote in her notebook, 'I've got to show myself as I am, and feel things as they are!'. Explain what she was going through.
6. What is Aika's dream?

 

4. What are Aika's favourite things? In Japanese, write them in the most appropriate column. Then write your own favourites in.

	Aika's favourites	Your favourites
好きなじ
好きなことば
好きなばしょ
しゅみ

 

5. Write your favourite kanji or word using shodo paper, a brush and sumi ink (can be replaced with black ink or paint).

 

6. Answer in Japanese.

1. You are Aika. Write a letter in Japanese to the Calligraphy teacher to give at the graduation. Answer in Japanese.
2. Aika is at a job interview for a calligraphy tool company. In pairs, create an interview between the manager and Aika. Your interview could include some questions like: 書道が好きですか。何年ぐらい書道をれんしゅうしていますか。どうしてこの会社で働きたいですか。Role play your interview to the class.

 

7. In English, discuss following points with your classmates.

1. Do any of your friends practise Calligraphy?
2. Compare the time table of Aika's shodo club and your club activities. Are they similar? If they are different, explain how they are different.
3. If you joined the Shodo club, would you enjoy morning practice? Give your reasons.
4. Ayaka said that she has changed since she joined the calligraphy club. How did she change? What kind of role did the teacher play? Do you have similar experience? Share your story with classmates.
5. List all the Japanese traditional art form you know.
6. Why do you think some traditional art form like Calligraphy is still popular among young people in Japan?