MLO 2 : Culture
Outcomes:
2.1 Students develop a comprehensive understanding, appreciation and knowledge of Japanese culture: perspectives (ideas, beliefs, attitudes, values, philosophies), practices (patterns of social interactions) and products (both tangible and intangible, for example, art, history, literature, music).
2.2 Students develop analytical and critical thinking in areas such as how Japan’s cultural background influences modern Japanese life, how to compare their own culture with the Japanese culture, or how Japanese culture relates to other world cultures in an age of global inter-relatedness.
2.1 Students develop a comprehensive understanding, appreciation and knowledge of Japanese culture: perspectives (ideas, beliefs, attitudes, values, philosophies), practices (patterns of social interactions) and products (both tangible and intangible, for example, art, history, literature, music).
2.2 Students develop analytical and critical thinking in areas such as how Japan’s cultural background influences modern Japanese life, how to compare their own culture with the Japanese culture, or how Japanese culture relates to other world cultures in an age of global inter-relatedness.
MLO 2 - Requirement/Completed Classes:
JAPN 300_(Introduction to Adv. Communication) - FALL 2013
JAPN 302_(History of Japan) - FALL 2011
JAPN 305_(Introduction to Japanese Culture and Civilization) - SPRING 2011
JAPN 308_(Japanese Pop-Culture) - FALL 2011
JAPN 313_(Manga, Anime & Modern Japan) - SPRING 2011
JAPN 402_(Japanese Literature) - SPRING 2014
JSC I-F - FALL 2012
JSC J-S - SPRING 2013
MLO 2.1
This MLO is broken into four sections:
Knowledge, Evidence, Application, and Synthesis.
1. Knowledge- I believe that every course taken in order to learn a language along with its culture contributes knowledge. However, I think that best courses to have taught me knowledge about Japanese was the course "JAPN 302" and "JAPN 305". In course JAPN 302, it was taught all in Japanese and being honest very difficult for me. I did gain much knowledge about the feudal lords which included the main three: Oda Nobunaga, Toyotomi Hideyoshi and Tokugawa Ieyasu; the Olympics in Tokyo, Japan and about Commander Matthew C. Perry. As the final project we were allowed to pick a topic based on the history of Japanese culture, so I chose all about "Enka". The course "JAPN 305" had educated me on how historical Japan had operated and was ranked among the classes of samurai, aristocrats, merchants and farmers. I had also learned about the Meiji Restoration, "the modern girl", saw a film called, "Eijanaika", and about an order known as the Ashikaga Shogunate. (see Sample 1a and 1b).
In my courses abroad, one class that stood out the most to me was my mapping course. Through this class, we went on many field trips. Our class visited the small, little, quaint shop where the ceramics made throughout history was used by political parties, such as the White House[PIC 1], Nagoya's governmental building[PIC 1, PIC 2, PIC 3], Oda Nobunaga's museum and castle, and many more. Attending these trips, I learned much of the differences and similarities between Japanese and American cultures. I personally loved how the governmental system was constructed within the courtroom. In the early days, there are three judges, the defendant, the prosecutor and the defendant's lawyer; they were all wearing color-coded attire [PIC 1, PIC 2, PIC 3]. Of course now, it is much like the American set-up, though praying it is NOT like the American system[PIC 1, PIC 2, PIC3].
2. Evidence- In courses such as JAPN 308 and JAPN 313, I had learned about how Manga, for example, had shaped and extremely influenced Japan to how it has become today in pop culture. and watched many films and examples of influential media, both of anime and singers and models. As for the final project, we were ask to make our own manga, and due to such excitement I had gained from this project, I took on two assignments (see Sample 2).
My first trip to Osu was very interesting and intriguing. I do not quite remember what this event was in celebration of, yet when I saw this, I was astounded how different American events are celebrated in contrast to Japanese events [PIC 1, PIC 2].
3. Application- The course I took that I believe best applies to this section is the course I took in Japan. It was known as the Mapping Japan course. From all the knowledge I had gained from JAPN 302 and JAPN 305, I was able to better understand and apply that knowledge when I went on many field trips all cross Nagoya to the actual landmarks. Some examples included where the Emperor Nobunaga had battled, which we found a "mural", or even seeing the olden day armor and buildings that once the people of the past had lived and functioned in their way of life. I was and am able to understand in applying this to my every day life and appreciation for Japanese culture [PIC 1, PIC 2].
4. Synthesis- Through all the courses taken, I can say that I was able to create an understanding and progress deeper thinking and research through my work into further classes of what I had learned about Japanese culture, beliefs, literature and traditions.
MLO 2.2
When I took my MLO 2 course, I took most of them before going to Japan. However, I believe the only way I can express how I is in the feedback papers that within such classes as JAPN 308. Every new topic that I would learn about, I was required to give my feedback of what I had learned and how, in my perspective, to give critical and analytical thoughts onto paper and share them among the class at times. (see Sample 3a, 3b, 3c).
Also, while in Japan, I was able to visit the Toyota Printing Museum. I had never known that before the car was the paper. I was able to see the first automatic printing loom to the more modern ones and eventually into car parts to the most elite ideas for a precise lead-loading machine for mechanical pencils and trumpet playing robots. This field trip was both enriching and taught me so much about the cultural aspects of Japan [PIC 1A, PIC 1B, PIC 2, PIC 3, PIC 4A, PIC 4B, PIC 5A, PIC 5B].
Evidence for MLO 2:
Sample 1a_(Final Presentation: Enka)JAPN 302
1b_(Midterm: Samurai and the Modern Girl)JAPN 305
Sample 2_[Manga Finals_(Art+Character Design©me/script©:
DemM_Jordan Sanchez/S.B._Shawn Clark)]JAPN 313
> Demention Munition
> Surrender the Booth
Sample 3a_(Feedback: Manga&Culture)
3b_(Feedback: Japanese/American Television Influence)
3c_(Feedback: Miyazaki, Akira and Storytelling)
JAPN 300_(Introduction to Adv. Communication) - FALL 2013
JAPN 302_(History of Japan) - FALL 2011
JAPN 305_(Introduction to Japanese Culture and Civilization) - SPRING 2011
JAPN 308_(Japanese Pop-Culture) - FALL 2011
JAPN 313_(Manga, Anime & Modern Japan) - SPRING 2011
JAPN 402_(Japanese Literature) - SPRING 2014
JSC I-F - FALL 2012
JSC J-S - SPRING 2013
MLO 2.1
This MLO is broken into four sections:
Knowledge, Evidence, Application, and Synthesis.
1. Knowledge- I believe that every course taken in order to learn a language along with its culture contributes knowledge. However, I think that best courses to have taught me knowledge about Japanese was the course "JAPN 302" and "JAPN 305". In course JAPN 302, it was taught all in Japanese and being honest very difficult for me. I did gain much knowledge about the feudal lords which included the main three: Oda Nobunaga, Toyotomi Hideyoshi and Tokugawa Ieyasu; the Olympics in Tokyo, Japan and about Commander Matthew C. Perry. As the final project we were allowed to pick a topic based on the history of Japanese culture, so I chose all about "Enka". The course "JAPN 305" had educated me on how historical Japan had operated and was ranked among the classes of samurai, aristocrats, merchants and farmers. I had also learned about the Meiji Restoration, "the modern girl", saw a film called, "Eijanaika", and about an order known as the Ashikaga Shogunate. (see Sample 1a and 1b).
In my courses abroad, one class that stood out the most to me was my mapping course. Through this class, we went on many field trips. Our class visited the small, little, quaint shop where the ceramics made throughout history was used by political parties, such as the White House[PIC 1], Nagoya's governmental building[PIC 1, PIC 2, PIC 3], Oda Nobunaga's museum and castle, and many more. Attending these trips, I learned much of the differences and similarities between Japanese and American cultures. I personally loved how the governmental system was constructed within the courtroom. In the early days, there are three judges, the defendant, the prosecutor and the defendant's lawyer; they were all wearing color-coded attire [PIC 1, PIC 2, PIC 3]. Of course now, it is much like the American set-up, though praying it is NOT like the American system[PIC 1, PIC 2, PIC3].
2. Evidence- In courses such as JAPN 308 and JAPN 313, I had learned about how Manga, for example, had shaped and extremely influenced Japan to how it has become today in pop culture. and watched many films and examples of influential media, both of anime and singers and models. As for the final project, we were ask to make our own manga, and due to such excitement I had gained from this project, I took on two assignments (see Sample 2).
My first trip to Osu was very interesting and intriguing. I do not quite remember what this event was in celebration of, yet when I saw this, I was astounded how different American events are celebrated in contrast to Japanese events [PIC 1, PIC 2].
3. Application- The course I took that I believe best applies to this section is the course I took in Japan. It was known as the Mapping Japan course. From all the knowledge I had gained from JAPN 302 and JAPN 305, I was able to better understand and apply that knowledge when I went on many field trips all cross Nagoya to the actual landmarks. Some examples included where the Emperor Nobunaga had battled, which we found a "mural", or even seeing the olden day armor and buildings that once the people of the past had lived and functioned in their way of life. I was and am able to understand in applying this to my every day life and appreciation for Japanese culture [PIC 1, PIC 2].
4. Synthesis- Through all the courses taken, I can say that I was able to create an understanding and progress deeper thinking and research through my work into further classes of what I had learned about Japanese culture, beliefs, literature and traditions.
MLO 2.2
When I took my MLO 2 course, I took most of them before going to Japan. However, I believe the only way I can express how I is in the feedback papers that within such classes as JAPN 308. Every new topic that I would learn about, I was required to give my feedback of what I had learned and how, in my perspective, to give critical and analytical thoughts onto paper and share them among the class at times. (see Sample 3a, 3b, 3c).
Also, while in Japan, I was able to visit the Toyota Printing Museum. I had never known that before the car was the paper. I was able to see the first automatic printing loom to the more modern ones and eventually into car parts to the most elite ideas for a precise lead-loading machine for mechanical pencils and trumpet playing robots. This field trip was both enriching and taught me so much about the cultural aspects of Japan [PIC 1A, PIC 1B, PIC 2, PIC 3, PIC 4A, PIC 4B, PIC 5A, PIC 5B].
Evidence for MLO 2:
Sample 1a_(Final Presentation: Enka)JAPN 302
1b_(Midterm: Samurai and the Modern Girl)JAPN 305
Sample 2_[Manga Finals_(Art+Character Design©me/script©:
DemM_Jordan Sanchez/S.B._Shawn Clark)]JAPN 313
> Demention Munition
> Surrender the Booth
Sample 3a_(Feedback: Manga&Culture)
3b_(Feedback: Japanese/American Television Influence)
3c_(Feedback: Miyazaki, Akira and Storytelling)