Oak Cliff Meets Japan is a year-long series of arts projects that reinforce the concept
and principles of Math, Science, Social Studies, Language Arts (English), and Technology. Equally as important,
the study of these various Japanese Art Forms and Culture will give our diverse student body a unique opportunity
to examine themselves as they compare and contrast their own cultural roots. In the process they will learn to
better appreciate their own diversity while also discovering cultural bonds through their school, their community
and their country.
Project Description:
Our school has been presented with a unique and valuable opportunity. Our visual art teacher has just become a
Japan Fulbright Memorial Scholar. This award will allow him to travel to Japan were he will immerse himself in
Japanese culture and discourse with Japanese educators. When he returns in the fall, he will be working
collaboratively with seven other teachers in Math, Science, Language Arts, Social Studies, Theatre Arts and
Technology to teach our students a variety of Japanese art forms that relate directly to a variety of subjects. For
example: Chemistry students will study and experiment with various chemicals used in Raku* and ultimately create
a variety of glazes to be used by our ceramics students. Math students will reinforce the concepts of geometry
and algebra as they study the Japanese art of Origami* while creating a variety of objects for exhibition. Working
with both our visual art and language arts teachers, students will learn the art of Japanese bookbinding and fill the
pages of their own handmade book with Haiku*. Social Studies students will examine the ancient and modern
history of Japan and prepare a display of maps, charts and interactive materials illustrating the social, political,
cultural and historical relationships between Japan and the United States. Theatre Arts students will make their
own kimonos and study The way of Tea* as they learn to perform this Japanese ritual. Art/Ceramics students will
build a Raku kiln* and present a demonstration of the Japanese raku process. And finally, in collaboration with
the dance teacher, students in our Asian Culture Club will study both traditional and contemporary Japanese
dance and present an exhibition of their skills.
During the Spring Semester, when all of the subject areas have learned their art forms and completed their
projects, the PTA will sponsor an open house and community celebration coinciding with our “Meet the Teacher
Night” In addition to students and parents, everyone from the community will be invited to this celebration
featuring: displays from our Math, Science, Language Arts and Social Studies students, a performance of The
Way of Tea by our Theatre Arts students, a demonstration of Japanese Dance by our Asian Culture Club and a
Raku demonstration by our visual arts students. The open house will also feature exhibits and performances
highlighting our own Oak Cliff culture including, a Mariachi Band, a Jazz Band and Salsa Dancers from our music
and dance students.
Throughout the process, technology students will document all of the various activities, from our lead teacher’s
travels to Japan, to all the individual classroom projects, to the community celebration. They will then create a
series of educational videos for future use in the classroom and access on the internet.
Methods.
All of the projects are designed to be hands-on; giving the students opportunity for self-expression and creativity.
The students will also be working in teams; creating a competitive spirit that will inspire each team to outdo the
other.
The lead teacher will coordinate the various projects within each of the subject areas; providing valuable insights
from his experience in Japan. Each subject area will work independently during the fall semester; with the lead
teacher assisting each teacher in the various subjects with lesson plans and classroom instruction. Each of the
individual classes will then unite their projects during the Spring Cultural Celebration; featuring displays,
performances and demonstrations of all the individual projects. The Spring Celebration will encourage
participation from the entire community and work closely with the PTA for additional support and promotion of the
project.
Technical terms and new teaching techniques.
*Raku is a Japanese process of firing ceramics. Closely associated with the Japanese Tea Ceremony; tea cups
and bowls are commonly made in this way. The simple, modest objects emphasize the Zen philosophy of chance
and natural beauty.
*Origami is the Japanese art of paper folding. The Japanese have used this art form for many years to teach
mathematical concepts. This hands-on approach to learning helps the students visualize complex mathematical
relationships used in geometry and algebra.
*Haiku is a Japanese form of poetry. Its simple, modest structure often highlights nature’s beauty and offers
peaceful yet profound observations of life.
*The Way of Tea is an ancient Japanese ceremony centered around the serving of tea. Hosts study the highly
detailed and meaningful rituals of the ceremony for many years. The complete formal ceremony can take up to
nine hours and is rarely performed today but, even shortened versions of the ceremony are highly structure and
emphasize the individual humility of the participants; placing great value upon nature’s beauty and the importance
of community.
*Raku kilns come in a variety of forms and like other kilns are used to fire ceramics. The main difference between
a Raku kiln and others is the firing time. Unlike, other kilns that bring the temperature up over an 8 – 12 hour
period, Raku kilns reach approximately 2000 degrees in less than an hour. And, unlike other kilns that take
several hours to cool down before the contents are removed, the objects fired in Raku kiln’s are removed while the
kiln is still at its peak temperature. This process is very spectacular to watch and the extreme thermal shock often
creates a beautiful crackling of the glazes.
Both our teachers and administrators believe that art plays a quintessential role in education and the learning
process. Art is the “core” subject in Oak Cliff Meets Japan and this project is an excellent example for the
effective use of art as a vehicle to learning.
Goals and Objectives:
One reason we have taken on this ambitious project is to encourage greater collaboration between subject areas.
Another reason is to create a forum from which to consider cultural diversity. But most importantly, we hope this
project will encourage stronger ties between the school and the community. We plan to use the community
celebration as an event to introduce PEAK (Prevention and Education Through the Arts for Kids)to the
community. PEAK is an after-school and summer program based upon the “40 Developmental Assets” as outlined
by Search Institute. It is designed to empower our youth to make positive life choices; preventing substance-
abuse, violence, teen-age pregnancy and truancy.
Benefits:
This hands-on project will add relevance and reinforcement to the curriculum of each of the subject areas;
inspiring students and giving them a hunger to learn more about each subject. Giving the students an opportunity
to compare and contrast Japanese and American culture will give then a unique opportunity to see their own
cultural differences from a new perspective; allowing them to appreciate their diversity while discovering their own
commonalities. The community celebrations will also give our students a sense of pride and accomplishment while
fostering greater communication and collaboration between the school, parents and the community as a whole.
Biggest obstacle:
The one factor of which we have least control is the participation from parents and the community. Typically,
family attendance during our “meet the teacher night” is low. For this reason we will be promoting the program
heavily to encourage community and family participation at the community celebration.
Objectives:
While approximately 500 students will participate as these projects become part of their regular lesson plans. It is
our goal for at least 10% of these students to make a larger commitment and become presenters at the community
celebration. We also hope to coincide the event with our “Meet the Teacher Night” and increase parent
attendance by at least 20%.
and principles of Math, Science, Social Studies, Language Arts (English), and Technology. Equally as important,
the study of these various Japanese Art Forms and Culture will give our diverse student body a unique opportunity
to examine themselves as they compare and contrast their own cultural roots. In the process they will learn to
better appreciate their own diversity while also discovering cultural bonds through their school, their community
and their country.
Project Description:
Our school has been presented with a unique and valuable opportunity. Our visual art teacher has just become a
Japan Fulbright Memorial Scholar. This award will allow him to travel to Japan were he will immerse himself in
Japanese culture and discourse with Japanese educators. When he returns in the fall, he will be working
collaboratively with seven other teachers in Math, Science, Language Arts, Social Studies, Theatre Arts and
Technology to teach our students a variety of Japanese art forms that relate directly to a variety of subjects. For
example: Chemistry students will study and experiment with various chemicals used in Raku* and ultimately create
a variety of glazes to be used by our ceramics students. Math students will reinforce the concepts of geometry
and algebra as they study the Japanese art of Origami* while creating a variety of objects for exhibition. Working
with both our visual art and language arts teachers, students will learn the art of Japanese bookbinding and fill the
pages of their own handmade book with Haiku*. Social Studies students will examine the ancient and modern
history of Japan and prepare a display of maps, charts and interactive materials illustrating the social, political,
cultural and historical relationships between Japan and the United States. Theatre Arts students will make their
own kimonos and study The way of Tea* as they learn to perform this Japanese ritual. Art/Ceramics students will
build a Raku kiln* and present a demonstration of the Japanese raku process. And finally, in collaboration with
the dance teacher, students in our Asian Culture Club will study both traditional and contemporary Japanese
dance and present an exhibition of their skills.
During the Spring Semester, when all of the subject areas have learned their art forms and completed their
projects, the PTA will sponsor an open house and community celebration coinciding with our “Meet the Teacher
Night” In addition to students and parents, everyone from the community will be invited to this celebration
featuring: displays from our Math, Science, Language Arts and Social Studies students, a performance of The
Way of Tea by our Theatre Arts students, a demonstration of Japanese Dance by our Asian Culture Club and a
Raku demonstration by our visual arts students. The open house will also feature exhibits and performances
highlighting our own Oak Cliff culture including, a Mariachi Band, a Jazz Band and Salsa Dancers from our music
and dance students.
Throughout the process, technology students will document all of the various activities, from our lead teacher’s
travels to Japan, to all the individual classroom projects, to the community celebration. They will then create a
series of educational videos for future use in the classroom and access on the internet.
Methods.
All of the projects are designed to be hands-on; giving the students opportunity for self-expression and creativity.
The students will also be working in teams; creating a competitive spirit that will inspire each team to outdo the
other.
The lead teacher will coordinate the various projects within each of the subject areas; providing valuable insights
from his experience in Japan. Each subject area will work independently during the fall semester; with the lead
teacher assisting each teacher in the various subjects with lesson plans and classroom instruction. Each of the
individual classes will then unite their projects during the Spring Cultural Celebration; featuring displays,
performances and demonstrations of all the individual projects. The Spring Celebration will encourage
participation from the entire community and work closely with the PTA for additional support and promotion of the
project.
Technical terms and new teaching techniques.
*Raku is a Japanese process of firing ceramics. Closely associated with the Japanese Tea Ceremony; tea cups
and bowls are commonly made in this way. The simple, modest objects emphasize the Zen philosophy of chance
and natural beauty.
*Origami is the Japanese art of paper folding. The Japanese have used this art form for many years to teach
mathematical concepts. This hands-on approach to learning helps the students visualize complex mathematical
relationships used in geometry and algebra.
*Haiku is a Japanese form of poetry. Its simple, modest structure often highlights nature’s beauty and offers
peaceful yet profound observations of life.
*The Way of Tea is an ancient Japanese ceremony centered around the serving of tea. Hosts study the highly
detailed and meaningful rituals of the ceremony for many years. The complete formal ceremony can take up to
nine hours and is rarely performed today but, even shortened versions of the ceremony are highly structure and
emphasize the individual humility of the participants; placing great value upon nature’s beauty and the importance
of community.
*Raku kilns come in a variety of forms and like other kilns are used to fire ceramics. The main difference between
a Raku kiln and others is the firing time. Unlike, other kilns that bring the temperature up over an 8 – 12 hour
period, Raku kilns reach approximately 2000 degrees in less than an hour. And, unlike other kilns that take
several hours to cool down before the contents are removed, the objects fired in Raku kiln’s are removed while the
kiln is still at its peak temperature. This process is very spectacular to watch and the extreme thermal shock often
creates a beautiful crackling of the glazes.
Both our teachers and administrators believe that art plays a quintessential role in education and the learning
process. Art is the “core” subject in Oak Cliff Meets Japan and this project is an excellent example for the
effective use of art as a vehicle to learning.
Goals and Objectives:
One reason we have taken on this ambitious project is to encourage greater collaboration between subject areas.
Another reason is to create a forum from which to consider cultural diversity. But most importantly, we hope this
project will encourage stronger ties between the school and the community. We plan to use the community
celebration as an event to introduce PEAK (Prevention and Education Through the Arts for Kids)to the
community. PEAK is an after-school and summer program based upon the “40 Developmental Assets” as outlined
by Search Institute. It is designed to empower our youth to make positive life choices; preventing substance-
abuse, violence, teen-age pregnancy and truancy.
Benefits:
This hands-on project will add relevance and reinforcement to the curriculum of each of the subject areas;
inspiring students and giving them a hunger to learn more about each subject. Giving the students an opportunity
to compare and contrast Japanese and American culture will give then a unique opportunity to see their own
cultural differences from a new perspective; allowing them to appreciate their diversity while discovering their own
commonalities. The community celebrations will also give our students a sense of pride and accomplishment while
fostering greater communication and collaboration between the school, parents and the community as a whole.
Biggest obstacle:
The one factor of which we have least control is the participation from parents and the community. Typically,
family attendance during our “meet the teacher night” is low. For this reason we will be promoting the program
heavily to encourage community and family participation at the community celebration.
Objectives:
While approximately 500 students will participate as these projects become part of their regular lesson plans. It is
our goal for at least 10% of these students to make a larger commitment and become presenters at the community
celebration. We also hope to coincide the event with our “Meet the Teacher Night” and increase parent
attendance by at least 20%.
Follow-on Plan
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