Students understand Aika through activities such as multiple choice, matching new expressions and so on. 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 reading comprehension-type questions. * Experience Shodo by student's own favourite words.
対 象	Junior
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
(PDF形式) 1、2、3、4、5、6

Procedure

1. Match the Japanese word to its English meaning a-o.

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 sentence by choosing the most appropriate verb. Then explain the meaning of the sentence in English.

1. 川口高校のさくひんは、あいかさんのしょどうのイメージとは、とても（ならいました、ちがいました、おもいました）。
2. あいかさんは　しょどうぶに入りたいと（おもいました、つくりました、ならいました）。
3. しょどうぶに入って、あいかさんは　すごく(いいました、ありました、かわりました)。
4. あいかさんは大きい大会の前は土日も（いいます、れんしゅうします、つかいます）。
5. あいかさんは　パフォーマンス書道をやって、たいせつなことを (つくりました、ちがいました、ならいました、)。
6. 今までいろいろなふでを（べんきょうしました、つかいました、かわりました）。
7. しょうらいは　ふでのしょくにんに　（なりたいです、大好きです、よみます）。

 

3. Answer in English.

1. What made Aika choose Kawaguchi High School?
2. When do Shodo club meet for practice?
3. Aika says the teacher makes soup for the members. Why do you think the teacher does that?
4. How did Aika change after joining Calligraphy club?
5. What did Aika learn from the experience of Performance Shodo?
6. What does Aika want to be in the future?
7. What influence did Aika get from joining the Calligraphy club? Answer in English.
8. From what Aika said in the article, what do you imagine her Calligraphy teacher is like? Answer in English.

 

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. 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?