「Brown University」カテゴリーアーカイブ

Lola Simon: Karakami Papermaking

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This semester, I studied a form of traditional decorative papermaking known as karakami with Sugawara Fumiha, a karakami artisan based in Kyoto. Professor Melissa Rinne, who I took the class Kyoto Artisans and their Worlds with, connected me to Sugawara-sensei, who graciously offered to work with me for my CIP.

I study visual art at Brown with a particular focus on printmaking. I hoped to learn something related to printmaking or papermaking for my CIP. Karakami is at the intersection of both! It involves using carved wood blocks to create patterned papers that are typically used to decorate fusuma sliding doors or shoji screens. Karakami came to Japan from Tang Dynasty China during the 8th century, so it is an extremely old art form that still maintains traditional techniques. This involves mixing pigments using mica, a type of crystal found in granite, with gofun, a white pigment made from ground seashells, and funori, a type of glue that comes from dried and boiled seaweed. The ink is brushed onto a special sieve made of gauze, which is then pressed directly onto the woodblock to transfer the ink to the carving. Finally, a piece of paper is placed onto the block, and, using pressure from your palms, the design is transferred onto the paper.

I was able to create and carve my own karakami woodblock designs of bleeding heart flowers and blueberries. I learned how to mix inks, print the blocks, and cut and glue together the papers in order to create a continuous pattern. I even got to make my own karakami panel which I can hang up in my room.

This experience was one of the most meaningful opportunities in my study of both art and Japanese. I learned so much from Sugawara-sensei, who was an extremely kind, generous, and patient teacher. Over the course of the lessons, I grew more and more comfortable talking to Sugawara-sensei in Japanese and was able to form a life-long connection. I was able to learn an art form that I never could have studied without my time at KCJS, and will be forever grateful for this experience.

Advice to future students: if you have a particular interest you hope to pursue in Kyoto, go for it, even if it seems like something that could be difficult to find! I never thought I’d be able to study printmaking with an artisan in Kyoto, yet alone something as special as karakami. However, after talking to KCJS staff and professors about my interests in printmaking, I was able to be connected with Sugawara-sensei, who, despite having never taught lessons before, enthusiastically agreed to teach me. The KCJS program is incredibly supportive and well-connected to Kyoto and may be able to find you opportunities you’d never expect.

Ink mixing!

Karakami paper laid out to dry.

Carving a design.

Bryce Okihiro: Volunteering at Hiroto Yoshida's Sweet Potato Farm and Toshiharu Nagao's Shop in Miyama

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The CIP I undertook this semester involved working at Hiroto Yoshida’s sweet potato farm (e.g. constructing fencing, tilling the soil, planting sweet potato shoots) and assisting a local shop owner Toshiharu Nagao (e.g. packaging sweet potato products, learning about roasting sweet potatoes) in a rural area called Miyama in northern Kyoto. Through the experience, I learned about the processes and challenges of farming and having a business in the countryside and the methods through which young people are trying to revitalize Japan’s declining town areas. 

The experience was a once-in-a-lifetime opportunity, not merely because I had the chance to explore a region of Kyoto not so commonly visited, but more importantly, because of the transparent conversations I had with locals and the perspective-altering experiences I had whilst working on the farm and interacting with people in the community!

I would definitely recommend this CIP to students who have a passion for farming and a deep interest in the challenges facing Japan’s rural areas. The time and labor commitment to this CIP is intensive (one volunteering session will run from morning to evening (it takes two hours to commute to Miyama and another two hours to come back!)), so if you aren’t genuinely interested in experiencing and learning about life in Miyama, I suggest not even thinking about doing this CIP. But if you do have a genuine passion for farming and learning about rural life in Japan (as well as learning Japanese since most residents in Miyama don’t speak much English), this CIP will undoubtedly be an invaluable and extremely worthwhile experience, and perhaps even life-changing as well!

Zackary Entwistle: Shakuhachi

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I learned how to play shakuhachi for my CIP. Every Thursday I received private lessons from Kawamiya-san for around two hours where I was taught the fundamentals of the instrument, and every Tuesday I put what I learned at my lesson into context by playing with Iwazaki-sensei’s ensemble of koto, shamisen, and shakuhachi players. These lessons and rehearsals culminated with two performances, one where I played a duet with my private lesson teacher and another where I performed a couple pieces with the larger ensemble.

I adored my experience learning shakuhachi here in Kyoto. I’ll cherish not only my newly acquired (but still extremely rudimentary) ability to play this instrument I had never even heard in person before coming to this country, but also the memories I made from practicing at rehearsals, getting dinner with my teachers, and going to parties together after the performances. Of course there were also times when I struggled, as hardship is inherent to learning a new instrument, and especially finding time to practice at home in addition to scheduled practices twice a week was challenging to do during a short study abroad experience. But overall, I couldn’t have dreamed of a cooler way to interact authentically with Japanese people and learn about traditional Japanese culture, improving my language skills along the way too.

For any incoming students thinking of learning a new instrument as your CIP, just make sure you’re okay with the sacrifices first. Your time abroad is short and an activity that requires diligent practice like this will drain any freetime left in your already extremely packed study abroad schedule; my time spent on shakuhachi-related activities would sum to more than 10 hours most weeks. I was happy to let shakuhachi be such a big part of my study abroad experience, but you should be mindful of the commitments you’re making before you make them.

(See the full performance here: youtu.be/7RdvqViO6cI)

Christopher Avalos: Tea Ceremony Lessons

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For my CIP activity, I took tea ceremony classes at Kyoto Wabichakai わび茶会(http://www.kyoto-wabichakai.info/). They took place once a week for around 2 hours. Even though this semester abroad was unfortunately cut short, I was able to take four lessons and learned a great deal in that time. I have always really liked Japanese tea and have seen videos about tea ceremony, but I still didn’t really know much about it. With the help of Yamaoka sensei, I found Wabichakai.

For my very first lesson, I mostly observed my sensei as she performed the tea ceremony for me, which involved multiple rituals, preparing and serving the tea, and serving wagashi, or a traditional Japanese sweet. The wagashi was one of my favorite parts of my tea ceremony experience, as the sweets were not only delicious, but they usually held some meaning. For example, one of the lesson’s wagashi was a plum blossom shaped mochi treat, which signified the winter season. I was also fascinated by the ritualistic nature of the entire ceremony. Specifically, everything was done precisely and a specific number of times. During the ceremony, my sensei also explained to me the history of tea ceremony in Japan. Although the vocabulary used was difficult at first, it got easier as time went on through the use of flash cards.

Subsequent lessons saw me more active during the lesson. My sensei taught me how to properly hold a tea bowl and how to drink the tea. Everything had to be done precisely and cleanly, especially when eating and drinking. Moreover, another one of my favorite parts about my experience was the field trip we made to Kitano Tenmangu shrine. The time we went, they had a plum blossom tree field for plum blossom viewing. Not only were the plum blossom trees beautiful, we also got some plum tea. My sensei also explained the history of the temple to me, as she is also well-versed in Kyoto history.

I really enjoyed the one on one nature of the lessons, as it allowed me to really build a relationship with my sensei. Not only did we perform the tea ceremony, but we also learned about each other as well. She told me about her experiences living in San Diego when she was younger and about her daughter. We also talked about my other classes, my family back home, and about my homestay family and experience. Even though I only had a few lessons with her, I feel like we were able to build a relationship that will hopefully last for years to come.

Despite the craziness of the past couple months, my CIP experience was a worthwhile one, and I plan on taking another lesson when I return to Japan in the future. I am grateful for the time I was able to take lessons with my sensei, and I look forward to seeing her again the future.

Sofija Podvisocka: Fencing

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One of the conditions depending on which I decided to study abroad at Doshisha University was the presence of a fencing team, since I needed a space to practice in order to rejoin Brown’s team upon my return. Doshisha’s fencing team operates with a system very different from the one I’m used to, due to the absence of a coach and the dependence on small groups to schedule their own practices, which included usually a warm-up and sparring, with a few days where we would give each other individual lessons. I would meet with the women’s epee team anywhere from two to four times a week, depending on everyone’s availability. 

Practicing with the Doshisha fencing team led me to better understand Japanese cultures in terms of the senpai/kouhai system, but also the progression from using respectful forms to casual speech as we got closer. Furthermore, since I was the youngest of the group, although I had the most experience with fencing, I was given very little responsibility in terms of practices. However, as time went on and the boundary between me and the upperclassmen began to dissipate, I was allowed more say in what the practices entailed, and could even lead some of our drills. 

That being said, Doshisha’s fencing team reminded me in many ways of my own. No matter the differences in speech between Japanese and English, the struggles of the student-athlete remain the same. Between balancing classes and practices, making time to focus on this extracurricular, and the comradery of the team dynamic, I felt very much immersed in the same society as I was back home. 

For future KCJS students thinking about their CIP going into their study abroad experience, my main piece of advice would be to choose not based on the subject of the CIP entirely, but also based on the community you would be involving yourself in. Focus on building relationships throughout the semester just as you would back home, even though there’s an expiration date hovering in your mind you can’t always ignore. The CIP itself might be temporary, but what you learn from it will remain ever-present.

Sunny Snell: Volunteering at Preschool

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For my CIP, I volunteered with Mitsuba Preschool twice a week as an English teacher and more general participant in daily activities. On Mondays, I joined the preschool for lunchtime, eating and playing outside, and on Thursdays I would come during after-hours, which was mainly indoor play.

Mitsuba is organized into three classes oldest to youngest: yurigumi (lily class, kindergarten-age), baragumi (rose class, pre-kindergarten), and momogumi (peach class, very pre-kindergarten). Although this was explained to me early on, it took a while to sink in. Similarly, there were other elements to the preschool, such as when and where we clean up, when it is appropriate to play, and how to dispose of a plastic bento box, that it felt like I struggled to learn. In general, I felt a lot of concern at first about fitting in and figuring out where I should be at any given time. However, the sensei’s and children were welcoming, it wasn’t long before I found myself more comfortable and invested, albeit not the most aware of every detail. Despite my lower level in the language, through smaller attempts at memorizing names or bringing proper supplies, I did my best to show the principal and teachers how much I wanted to be there, and they were hugely supportive. I also began to notice really interesting points about the preschool. For example, after playtime each day (which included activities like knitting, coloring, or construction using toys like Legos), the teachers would call up a few students to show the others what they had made. This was a fun way to see playtime being used for more specifically creative purposes, and I could tell the students loved the chance to see their effort validated. And the items that the students created truly were impressive: I watched a boy make a fully functioning (if not motorized) merry-go-round from a plastic construction-type playset.

Towards the beginning of the semester, I did activities like reading and singing in English, even singing “Let it Go” karaoke-style for all the kids during after-hours playtime. While that was a lot of fun and I hope the students enjoyed it, the most rewarding part of this semester was probably getting to know one particular student. During playtime, I noticed a student whose family more recently immigrated to Japan spent more time on the sidelines, so I approached him and we began to play together, most often communicating through gestures since neither of us could speak to each other in Japanese that well, let alone the other’s native language. Eventually he started to open up and seek me out, and I had the opportunity to see firsthand his work to adjust to the pace of the preschool. Just this week I spoke with another teacher about how much he has worked to learn Japanese: when I first arrived he was hardly speaking at all, but last week I watched him get through whole sentences. Being close enough to watch him improve alone made me feel the time I invested in the preschool was worthwhile.

Overall, I enjoyed the time I spent at Mitsuba and feel very grateful to have had the opportunity to get so uniquely involved in the community immediately surrounding Doshisha. If there is anything I have taken from the experience, it is gratefulness for the warm welcome of the teachers and students, and excitement for the future of the preschool, even if I cannot be there for it.

Nicholas Rasetti: Tennis

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For my CIP, I’ve been playing tennis at the Saiin Park Tennis Courts with a local recreational program. Every Tuesday, Ben Bellick and I show up at 6PM and get to practice honing our tennis skills, both with each other, with Japanese, and under the guidance of the people running the program. Even in the short time I’ve been playing for since coming here, I can already see a lot of improvement in my game. On top of that, it’s a great way to blow off stress and relax without going out and spending too much money.

 

Although not particularly a Japanese activity in and of itself, I feel like tennis is a good window through which many aspects of Japanese culture and people can be seen. For example, one of my most common observations throughout my time on the courts was the willingness of the Japanese to lend a helping hand whenever you need it. They’ll gladly take time out of their own development to help you by explaining how you can improve your form or showing you what the right method is. Even with the language barrier, they’ve really done their best and I’ve learned a lot as a result. They have no obligation to help me in that way, but they’re always willing to, and for that I’m extremely grateful.

 

In addition to a willingness to help whenever I might need it, they’re also very encouraging and supportive. Anytime I might whiff a ball or make an error, they’re quick to jump in and tell me not to worry about it, or “Don’t mind!”. While this might not seem like much, when you’re trying your best to get back into a sport you haven’t played in a long time and are making a lot of errors, it can make all the difference. It’s much easier to laugh off an error along with everyone than to feel uncomfortable because you feel like people are silently judging you.  Overall, it’s the little things that make it a true pleasure to go out and play tennis with the friendly Japanese folk down at the Saiin tennis courts.

 

-Nick Rasetti

Zack Even: Volunteering at a Kodomo Shokudo

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At the start of the program, I was unsure of what I wanted to do for my CIP. I had mentioned in the KCJS questionnaires that I was interested in participating in an activity involving cooking, and Nakata Sensei suggested that I work at a kodomo shokudo, a cafeteria where members of the community, particularly families with kids, can come for a free meal.

I tried calling a few kodomo shokudo’s in the area, and, after handing off the phone to Nakata Sensei almost immediately in the first call, I managed my way through the second on my own and found a shokudo that needed volunteers. With a limited amount of information about the cafeteria – just the name of one of the volunteers, its location, and a time I should arrive by – I set out the following Friday for the first time.

Because I knew very little about what to expect, I was nervous on my first day. Even finding the shokudo was a bit difficult: it is much smaller than I anticipated, located within an unassuming house. I waited for a few minutes along the street until someone appeared whom I could ask. Luckily, she was one of the volunteers.

Working at the shokudo has improved my Japanese language and allowed me to apply it in a way I rarely get to in class – to discuss food and cooking. My CIP has also introduced me to a number of interesting people, including the two kind women who run the shokudo, an economics professor at Doshisha, and a man who works in computer graphics, whom I met up with outside the shokudo to talk about computer animation. By preparing food alongside the women who run the shokudo, my vocabulary relating to food improved, along with my miming skills, which I could always fall back on if I didn’t understand what they had asked me to do. I also got to interact with kids who came to the shokudo. While my host family has a two-month-old baby whom I love having around, obviously I cannot communicate with her yet, so the shokudo gave me an opportunity – to practice my language with children – that I would not otherwise have had.

While, as a foreigner, I often felt a bit like the odd one out at the dinners, I also felt like I was truly participating in and even contributing to the community. As the woman who runs the shokudo asked me when my last day would be, I felt a sense of pride knowing that to a small degree they had come to depend on my help. While it seems that, at least at this particular shokudo, some families come simply to enjoy the community atmosphere, others seem to rely on the Friday dinners. Like in the US and any other countries, a portion of families in Japan cannot afford enough food for their children – one in seven, Nakata Sensei informed me. The shokudo guarantees them at least one stress-free, pleasant meal a week, and I enjoyed being able to help create that meal for the families who came.

Jamal Tulimat: Klexon

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For my CIP activity, I participated in Kyoto International Club Klexon, a conversational club where English speakers come to speak with Japanese participants who would like to practice their English. The club met once almost every week from 7 to 9 PM at the Wings Kyoto Center. The two hours were split into parts; for the first one, I usually got a new partner every ten minutes in a way similar to speed dating, where I talked with them about anything ranging from our daily lives to our opinions on recent political developments. For the second hour, several Japanese participants and I made a group of five to six, where we got to speak in a way similar to friends on a group outing. Although we were usually given topics to talk about, I found it more helpful to talk about things that often come up in conversations to help the Japanese participants improve their English.

Participating in Klexon was a great opportunity to make native Japanese friends and feel more like I’m participating in the community. I was a bit sad at the beginning thinking that I was not going to get much of an opportunity to practice my Japanese, but luckily after the first week, I got to go to the local bar with newly made Klexon friends where I spoke with them in Japanese while sharing a nice drink. After immersing myself more in the club, I began to think of Klexon as more of a social place where one meets friends rather than a place where one comes to do work. The more I participated in Klexon, the more I bonded with friends I made there. Eventually, several KCJS student participants and I got to make a group chat with our Klexon friends where we scheduled meet ups and outings on some weekends. On one Saturday, we all got together and went to the Kyoto Shibori Museum where we learned different dying techniques before we each got to dye our own scarf in wonderful patterns and colors.

Even though English is my second language while Japanese is my fourth, participating in Klexon really helped me understand my progress in Japanese, further showing me what I needed to focus on to get better. For example, after seeing where Japanese people commonly made mistakes, I was able to reflect on expressions that were difficult to say since they did not translate between the two languages very well.

Needless to stay, Klexon was a significant part of my study abroad and language study and I’d recommend it to anyone who is willing to go out of their comfort zone to make friends. My tip is – if you want to get to know someone, ask for their LINE! It’s easy and most people will say yes. Klexon is really the experience that you make out of it!

Derek Hong: Ritsumeikan Wadaiko DON

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For my CIP, I participated in Wadaiko DON.  Wadaiko DON is a student-run taiko circle at Ritsumeikan University.  At my home university in the US, I am a part of a taiko club run by Brown and RISD students called Gendo Taiko, and I wanted to see how a wadaiko circle as run by students in Japan differs from a taiko club run by students in the US.

My initial contact with the club was difficult since I was still getting used to having full conversations in Japanese.  However, the students in the club were welcoming and readily willing to let me participate.  The amount of time I needed to put into my CIP was a little higher than usual since practice was usually twice a week for at least an hour, but I was determined to try and participate as much as I could.  During practice, I had to quickly get comfortable using plain forms and, more importantly, using casual speech.  In the end, even though I’m still not fluent in casual speech, I was able to hear how the friends talked to each other and gave instruction.

It is a bit regrettable that my time in the taiko group was so short and that I needed to commute far to participate.  It made it difficult to spend enough time with them to really practice my Japanese and get a sense of how they are outside of the taiko circle setting.  That said, I think it was a great insight into how student circles are run in Japan.  For the most part, there are a lot of similarities between Wadaiko DON and Gendo Taiko.  We are both student run groups, we both practice together as a group, and we play many of the same styles.  Further, like Gendo Taiko, many of the Wadaiko DON members started taiko only after entering the circle.  As for differences, Wadaiko DON is about twice the size of Gendo Taiko and, as such, they are able to perform at a much higher potential level.  For each performance, they hold auditions to decide who can participate.

On the whole, I’m very glad that I was able to participate and be accepted into a Japanese university student group, especially one that concerns taiko.  Wadaiko DON performs at a very high level, and I am very thankful to be able to have seen their mainstage performance, participate in regular practice, and perform in the Takase-gawa Sakura Matsuri (pictures and videos below).  The Wadaiko DON members were extremely welcoming and helpful even when I didn’t quickly understand their instruction.  Even though the language barrier made it difficult to interact smoothly with the groups usual happenings, this was a unique experience that could only have happened during my study abroad.  I am especially glad to have participated in the Takase-gawa Sakura Matsuri, during which I was able to see the carrying of the Mikoshi from the perspective of the parade that went down Teramachi-dōri.  It was a unique perspective on Japanese life and the continuation of tradition.

On the day of the Matsuri, the weather was sunny and warm, and the sakura blossoms were just beginning to lose their petals.  As the wind swept through the trees, the petals flew up and floated down gently, breezing in the background of the crowded streets.  Even though it was my first sakura matsuri, I had the feeling that it was a picture perfect representation of what sakura matsuri could be.  People of all ages attended, from the elderly who came to experience the annual matsuri once again to the children who are sure to have made fond memories.  Anyone can participate in the carrying of the mikoshi (“portable shrine”, although its significance is far deeper than the English translation would make it seem) throughout the streets and, within the large group of mikoshi carriers, there was a strong sense of community and participation in tradition.  As the large parade processed through Teramachi-dōri Shōtengai and the narrow streets adjacent to it, onlookers came out to see this once-a-year event.  The spot of the festival, the Former Rissei Elementary School, seems to have been particularly chosen because of its long history.  At the taiko performance, a woman danced among the taiko players.  Although out of the ordinary, it seemed like she and her family had attended the Rissei Elementary School before it was decommissioned and that she was moved to the point of dance by the once-again lively atmosphere of the school.  Instead of letting the building fall into disuse and be forgotten, the matsuri brings life to the location.  Although the Takase-gawa Sakura Matsuri is only in its 38th year, the tradition of matsuri goes far back in Japanese history.  Even though it was my first matsuri, I felt like there was deep significance in the passing of cultural memories through events like this.

I hope to bring these new perspectives on taiko and matsuri back to Gendo Taiko and try to inform the way we put on matsuri in our own communities half-way across the world on the East Coast.

第３８回高瀬川桜祭り　神輿

三宅太鼓