![[Lesson Plans Banner]](/US/en/digital/edu/images/bannerLessonPlans.gif)
Japanese Gardening - A Style Shaped by Its Culture and How It
Contrasts with Western Style Gardening
Edward A. Dafflitto
Keeven Elementary School, St. Louis, Missouri
Subject: Social Studies
Grade: 6
"The students were delighted when they got their photographs
back to find that they had successfully pinpointed in their pictures
the elements that they were trying to show."
Purpose and Description of Project
Edward Dafflitto's project enabled students to identify the symbolic
elements of Japanese gardening and the religions from which these
symbols and elements were derived. Students were to prepare photojournals
that compared Japanese and Western gardening styles and that served
as a basis for student lectures to other classes. Among the skills
Dafflitto sought to strengthen were observing, classifying, organizing,
and comparing/contrasting.
Activities
Pre-photographic activities included group meetings to explain
the project and to study and discuss Japanese culture and religions.
Following extended discussion of the symbolism in Japanese gardens
and how the elements compared with those of Western gardens, each
student designed a Japanese garden and explained it to the class.
Students split into groups; each group combined the individual
elements into a group garden design which was actually prepared
in model form and presented to the class. They also explored Haiku
poetry and wrote short essays on Japanese style. Then each student
submitted for approval a list of the 20 elements she or he intended
to photograph. Technical preparation included explanation of
basic photographic techniques
and practice picture-taking without film in the cameras.
The class spent two hours touring and photographing plantings
at the Missouri Botanical Gardens-one hour in the Japanese Garden
and one hour on their own. Students categorized their finished
photos and constructed photojournals that visually demonstrated
the difference between the two styles. Using the labeled photos
in the journal, each student then developed and made a short presentation
to students not involved in the project. To evaluate student understanding,
Dafflitto used quizzes and worksheets, and reviewed the essays,
garden plans, and photojournals.
Materials, Resources, and Expenses
Dafflitto provided a variety of written resources on
basic photography
and Japan, its culture, and its gardening style. Information and
a narrated slide show from the Missouri Botanical Garden Education
department supplemented these resources.
Students used cameras to carefully plan each photo. Each student was allowed
one roll of color film.
Outcomes and Adaptability
Dafflitto found that his students were successful in orally and
visually demonstrating their awareness of the contrasts between
the two types of gardens. In addition to student improvement in
the skill areas he had selected, Dafflitto noted that the class
gained a deeper understanding of Japanese culture, an increased
appreciation of nature and an awareness of aesthetics, and an
enjoyment from their newly learned photographic skills. The amount
of time spent in preparing the students to take pictures was well
worth it. They took very few unusable photos. Photos proved to
have a great impact on learning. Says DaSitto, "Those students
who were involved in the project gained a much deeper understanding
of what was being taught after getting their pictures back."
According to Dafflitto, this comparing/contrasting project could
be adapted, for example, for a science unit on plants that would
utilize photos to contrast plants in the wild with those in landscaped
settings.