Paper short abstract:

Japanese Studies students from all years studied multiple aspects of noh together on a themed language project. The preparation for the noh masters' visit gave a practical purpose to their learning, while the workshops enhanced their level of appreciation for noh and its source culture.

Paper long abstract:

This paper describes, explains and evaluates the Japanese language noh project from the perspective of pedagogy in Japanese language and culture.

This project brought together undergraduates from different years of the Japanese Studies programme to participate in learning activities related to noh, which would both prepare them to get the most from the workshops and performances held towards the end of semester 1, and provide a focus for multiple types of learning relevant to their degree programme.

It aimed to offer a holistic, interdisciplinary learning experience from year 1 to year 4, around the same theme, and to provide the opportunity to learn about Japanese traditional performing arts, culture and society, language and teamwork, while acquiring specific skills and carrying out assigned tasks as follows:

• Learning how to type Japanese characters on the computer (1st years)

• Learning how to read semi-authentic Japanese texts for research (1st and 2nd years)

• Deepening knowledge of Japanese language and culture through producing event materials in a realistic working situation (all years)

• Working in a team with other 1st, 2nd and 4th years

Through these activities, the project also sought to build a sense of community among all Japanese Studies students, as a role play simulating a company/research environment and as a means of cultivating peer support learning. The project was therefore organized through teams led by 4th years and composed of students from different year groups and different levels of language learning, who worked together on tasks linked to specified learning outcomes. Although these were completed collaboratively, each student's achievement was assessed at their own level.

The paper will attempt to identify ways in which the "Passion in Stillness" workshops and performances supplemented and transformed the students' learning experience by motivating them to engage actively with the prescribed tasks and offering unique opportunities to further their understanding of Japanese language and culture through studying multiple aspects of noh.