Culture through music and dance

Show the following clips and images of murals and graffiti.

• Japanese in Manitoba,” mural. https://www.youtube.com/watch?v=AlQUhlvqcm8&t=68s
• BC -based Japanese artist Taka Sudo’s mural, https://centre.nikkeiplace.org/2023/08/25/mural-by-taka-sudo/
• Types of graffiti, http://outsiderjapan.pbworks.com/w/page/24466757/Graffiti%20the%20Japanese%20Way

1. Have a discussion about what they see and think about the murals and graffiti. Can they pick out differences and similarities? Do they see a cultural influence?
2. Have students make their own notes about the murals versus graffiti.
3. After their notes are done, provide each student with Handout A1: Venn diagram. Have students complete a Venn diagram by answering the question, “What is the difference between a mural and graffiti?”
4. Gather as a class. Using a projector, place an empty Venn diagram on the board – have students share their ideas and write their answers to fill it in.

1. In each group place a picture, photo or images of Japanese Canadian artifacts and history. Teachers can pull examples from the Resource Archive on this site, or source pictures from other sites as needed.
2. Provide each student with the Handout A2: Gallery walk and go over the instructions.
3. Have each group (three or four students) stop at each photo and observe it for three minutes. Next students answer the questions on the graphic organizer. Repeat for each photo, or until time is up.
4. The galley worksheet contains the questions: Describe what you see. (List the people, objects, and activities). What do you think is happening in this photo? What questions do you have about the photo?
5. Reconvene as a class. Go over pictures together as a class (What did the students think? Explain what each of the pictures, photos or images represent.)

1. Students go on a field trip to the BC Royal Museum to view the Landscapes of Injustice travelling exhibit, the Gulf of Georgia Cannery, or other recommended site.
2. Virtual sites that can be visited in your classroom include:
   • Writing Wrongs
   • Broken Promises
   • New Denver Internment Memorial Centre
   • TASHME Historical Project
3. Write a one-page reflection of the field trip by completing Handout A3: Field trip reflection sheet.

1. As a class brainstorm mural ideas. Have students reflect on their own cultural influences.
2. Organize students into four groups. This can be adjusted, but you will need additional pieces of cart paper.
3. Provide Handout A4: Mural planning sheet, one per table group.
4. Use a bulletin board-size sheet of white paper split into four squares to design a mural.
5. Each group gets one square. Each square will amplify the uniqueness of each group and connect as a community (common threads) mural.
6. Go over the design worksheet so each team is clear on the expectations for their design.
7. Each group will create a draft of their square for the mural.
8. Once completed, have each group present to the class. Have students explain what they designed and how they each contributed their own cultural influences into the design.
9. In summary, the entire class will work together to blend all of the squares into one large mural.