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The Intertextual Method for Art Education Applied in Japanese Paper Theatre—a Study on Discovering Intercultural Differences

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In art education we need methods for studying works of art and visual culture interculturally because there are many multicultural art classes and little consensus as to how to interpret art in different cultures. In this article my central aim was to apply the intertextual method that I developed in my doctoral thesis for Western art education to explore whether the method would also work from a non-Western point of view. My hypothesis was that it is possible to find local and global differences that arise from selected texts and study them interculturally. As postmodernism calls attention to marginal areas, I applied my method to a form of visual culture that is not well known in the European art education context, the Japanese kamishibai which can be translated as Japanese paper theatre.Based on the results, my study will propose a method for understanding visual culture and the multiple relations - local and global - between different cultures. Japanese paper theatre also offers an interesting potential for using visual and verbal stories in the theory and practice of art education.

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... In dit artikel verschuiven we onze onderzoeksinteresse van een administratief beleidsartefact naar een uitgesproken educatief artefact: de kamishibai. De kamishibai heeft de vorm van een klein theatertje -een soort poppenkastje -en wordt gebruikt om prenten te tonen en daarrond verhalen te vertellen aan een publiek (zie Figuur 1;Paatela-Nieminen, 2008). De kamishibai is oorspronkelijk ontstaan in Japan als een vorm van straattheater. ...
... De straatkamishibai was erg populair in Japan, vooral bij de armen. Het is pas in de jaren 50 dat de straatkamishibai in de vergeethoek raakte, omwille van de opkomst van de televisie (Orbaugh, 2012;Paatela-Nieminen, 2008). Terwijl er vanuit educatieve hoek vaak kritiek kwam op de straatkamishibai (bv. ...
... Zo werd de kamishibai ook gebruikt om bij de arme bevolking boodschappen te verspreiden over het christendom of onderwijs te promoten. Anderen probeerden met de kamishibai lesgevers en ouders uit de middenklasse en hogere klasse te bereiken (Paatela-Nieminen, 2008). Veel van die ouders bleven de kamishibai echter zien als een immorele, onhygiënische vorm van amusement voor de lagere klasse. ...
Article
Onderwijsvernieuwingen worden vaak onder-steund door artefacten: doelbewust ontwik-kelde instrumenten om vernieuwingsdoelen te realiseren. Soms vormen die artefacten op zichzelf de vernieuwing. Deze studie rapporteert over een enkelvoudige gevalsstudie van de implementatiepraktijken in een kleuterschool na de adoptie van één educatief artefact: de kamishibai. Dit is een klein houten theatertje dat wordt gebruikt als hulpmiddel bij het vertellen van verhalen. Doorheen het implementatieproces wordt duidelijk dat het didactisch gebruik van de kamishibai een veel bredere en meer gevarieerde betekenis kan krijgen. Verder bouwend op inzichten uit het betekenisgevingsperspectief tonen we hoe die betekenissen en zo ook de gepercipieerde inzetbaarheid-van het artefact evolueerden doorheen de tijd. Als resultaat van interpretatieve onderhandelingsprocessen kreeg de kamishibai eerst louter betekenis vanuit een intrinsieke pedagogische agenda, maar ontwikkelde zich vervolgens o.m. tot een politiek instrument om tegemoet te komen aan de druk vanuit de scholengemeenschap en tot een strategisch hulpmiddel voor taal-stimuleringsonderwijs. Aansluitend bij voorgaand onderzoek over de rol van artefacten in schoolontwikkeling, maakt deze studie inzichtelijk dat feitelijke implementatiepraktijken niet alleen het resultaat zijn van de rationale achter het artefact (met welk doel is het ontworpen?), maar ook van de betekenisvolle onderhandeling tussen de gebruikers, hun belangenagenda en de eisen van de organisatorische context.
... O presente trabalho procurou lançar um olhar atento sobre a eficácia da utilização do kamishibai plurilingue enquanto instrumento educativo -o seu impacto no processo de aprendizagem e ensino, no autodesenvolvimento das crianças, nas suas capacidades de comunicação e pensamento, mas, sobretudo, na aquisição de competências interculturais -como uma experiência edificante e positiva para todos (Paatela-Nieminen, 2008). Acreditamos que a exploração educativa do kamishibai plurilingue permite, seguramente, reforçar a pertinência e a visibilidade de uma educação aberta à diversidade de línguas e culturas. ...
Article
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Os anos 90 ficaram assinalados por um conjunto de transformações de caráter socioeconómico, que alteraram as dinâmicas sociais, potenciando a interligação, a interdependência, a mobilidade, a superação de fronteiras, a redução do espaço e do tempo e o fluxo de informação, abrindo novas possibilidades de acesso à diversidade cultural. Todo este conjunto de perplexidades e de desafios marcam o nosso tempo e exigem um olhar renovado sobre o papel da escola e a aplicação de um novo paradigma de identidade e de cidadania. Daqui sobressai a importância do desenvolvimento de um leque alargado de competências (capacidades, conhecimentos e atitudes) que possam permitir uma maior interação com pessoas que são linguística e culturalmente diferentes. Com este contributo pretende-se aquilatar sobre os benefícios de promover a compreensão e a aceitação das diferenças culturais em contextos educativos através da utilização do kamishibai plurilingue.
... [6]. ...
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Increase the awareness and response of disaster is an important thing which students must have in facing every types of disaster that occurs in surrounding environment. Kamishibai learning method is a method that use picture technique to give information and description about certain phenomena. The usage of Kamishibai learning method especially in sub material of Indonesian Nature Condition on Social studies need to be increased in an attempt to give student awareness in facing disaster. Therefore, it was conducted a research of Kamishibai learning method to increase awareness and response of disaster in SMPN 1 Lembang class VII. This research was using one group pretest-posttest design. Research result shows that Kamishibai method has a strong influence towards an attempt to increase the awareness and response of disaster, but the knowledge of disaster is still relatively low.
... Usealla ympäristökurssilla on tutkittu kulttuurien muuttumista ja kysytty miten lokaali paikka saa globaaleja piirteitä ja millä tavoin siitä syntyy glokaali hybridi (ks. Paatela-Nieminen 2008). Paikkaan kytköksissä on useina vuosina ollut mukana opiskelijoita National Changhua Universitystä. ...
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PERUSOPETUKSEN UUDEN OPETUSSUUNNITELMAN perusteissa monilukutaito pohjautuu laaja-alaiseen käsitykseen tekstistä. Teksti voi olla eri symbolijärjestelmissä ja niiden yhdistelmissä esimerkiksi visuaalisena, verbaalisena tai auditiivisena. Teksti voi myös ilmetä eri tavoin, muun muassa digitaalisena, painettuna tai puhuttuna. Opetussuunnitelma ei kuitenkaan tarjoa keinoja tekstien välisten merkitysten tuottamiseksi. Tässä artikkelissa tarkastellaan taidekasvatukseen kehitettyä intertekstuaalista menetelmää ja sen yhteyttä mediapedagogiikkaan. Tutkimusaineistona on Helsingin yliopiston opettajaksi opiskelevien intertekstuaalisia tulkintoja kuvataiteen kytköksistä kulttuuriin. Opetuksessa kehitettyä mallia ehdotetaan sovellettavaksi monilukutaitoon ja (kuvataiteen)opetukseen. Sen avulla laaja-alaisia tekstejä voidaan tutkia avoimesti sekä tuottaa, tulkita ja luoda uusia merkityksiä taiteen, tieteen, kulttuurin, median ja oppijoiden välisessä pedagogisessa monimerkityksellisessä tilassa.
... A card depicting the transformation of Alice in Alice in Wonderland(Paatela- Nieminen, 2008). ...
... A card depicting the transformation of Alice in Alice in Wonderland(Paatela- Nieminen, 2008). ...
... There is a wide variety of multicultural art classes but little consensus on how to interpret art in different cultures. This and other experiments (KeiferBoyd & Paatela-Nieminen 2008;Paatela-Nieminen 2008) suggest that the intertextual method can be used to study global, glocal and local issues. Hav- ing discovered the cultural differences it is possible to then have a dialogue about them. ...
... For example, when using the intertextual art method, one learns about one's own heritage and memory on the one hand and about other global memories that move beyond locality on the other hand. Through the intertextual art method, one produces local, global, and glocal (meaning global and local at the same time) competencies (see Paatela-Nieminen 2008, 2009a. This is done by studying a text in its context open-endedly (Genette, 1997b), with plural interpretations about cultural differences (Kristeva, 1984). ...
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This paper reviews discourses on multicultural education and the concept of intercultural competencies in the European and Nordic country of Finland. We focus on their present uses and perceptions by decision-makers, researchers, and also student teachers. Some prognosis for the future is made based on a short case study from art teacher education in this context. The case study represents an approach that replaces an understanding of intercultural competencies only grounded in knowledge with an approach grounded in criticality. In this way, the article represents an attempt to evaluate how intercultural competencies can and should be reconceptualised in global scholarship today.
... Para efectos de análisis, los adjetivos se transformaron en valores numéricos que iban desde 5 para la categoría súper rico hasta 1 para la categoría súper feo. Las historias tuvieron como objetivo acercar a las personas menores de edad a una percepción positiva de los vegetales (Paatela-Nieminen, 2008), por lo que su temática giraba en torno a los beneficios del chayote y el brócoli, expresados estos a lo largo de las aventuras de " Sam " y " Lucy " respectivamente. Durante la narración se mostraron ambos vegetales de manera física concreta, para que quienes participaban en el taller pudieran familiarizarse con los alimentos en cuestión. ...
Article
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Este artículo presenta la evaluación de la promoción positiva de los vegetales chayote (Sechium edule) y brócoli (Brassica oleracea L), al emplear la estrategia de animación a la lectura conocida como Kamishibai. Durante el año 2012 en San José, se estudió la actitud infantil hacia los vegetales (positiva, negativa o neutra), y el agrado sensorial que sentía esta población antes de la exposición al Kamishibai y, posterior a la misma; se trabajó conn 213 infantes preescolares entre los 4 y 6 años de edad. Las evaluaciones de actitud se efectuaron por medio de una entrevista, mientras que el agrado se estudió por medio de un panel sensorial. La exposición al Kamishibai consistió en 10 intervenciones en la forma de sesiones de cuentos, donde se dividieron los infantes en cuatro grupos según género del menor y género del personaje del cuento que promocionó el vegetal. Todas las actividades se llevaron a cabo en un espacio de juego acondicionado para tal efecto en el salón de clases. A partir de los resultados obtenidos, puede argumentarse que el uso de la técnica del Kamishibai como técnica de animación a la lectura incrementó significativamente la opinión positiva y el agrado inicial hacia los vegetales en estas personas menores (p<0,05), indiferentemente de su género y del género de las figuras que efectuaron la promoción.
... For example, when using the intertextual art method, one learns about one's own heritage and memory on the one hand and about other global memories that move beyond locality on the other hand. Through the intertextual art method, one produces local, global, and glocal (meaning global and local at the same time) competencies (see Paatela-Nieminen 2008, 2009a. This is done by studying a text in its context open-endedly (Genette, 1997b), with plural interpretations about cultural differences (Kristeva, 1984). ...
... This method offers tools for studying the relations and differences in contexts. It also works in practise when one wants to study existing designs and produce differences between them and create new ideas (see Paatela-Nieminen, 2008). ...
Article
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This paper appraises design studies as part of teacher education and they are seen here as both a product and a process. Concept design has been applied when teaching the process of designing a product and paying attention to the viewpoint of the customer. However, I argue for the use of the intertextual art method because it offers an intercultural viewpoint for design education and promotes the understanding of plural meanings between cultures. The article presents a case study taken from a teacher student's open-ended intercultural design learning process and a prognosis is made for the future based on this study.
... An example of the intertextual method applicable in a school context could be studying, in some respect, interconnected artworks, their themes, executions (such as colours, materials, etc.) through selfproduced craft works and thus create an intertextual dialogue between the artworks and craft. According to Paatela-Nieminen (2008), the intertextual method relates to postmodern principles, but it is also an open-ended medium that can integrate different kinds of knowledge, meaning-making processes and cultures, in order to reveal differences and pluralism regarding the target. In craft, it helps to see beyond the traditional way of craft education, and it 'knits' the ideas into the wider fabric of contexts and cultures. ...
Article
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Craft as a school subject faces new challenges as the array of learning objectives widens and the traditional distinctions between craft and art begins to blur. In an effort to redefine the subject of craft, teachers can strengthen the relevance and meaningfulness of craft education by contextualizing craft with different kinds of pedagogical models. This article focuses on a pedagogical model that combines craft and art education. This kind of approach includes not only the production of crafted items, but also the demonstration of one's skills, knowledge, thoughts, experiences, perceptions and emotions - tasks traditionally reserved for artistic expression. At the core of the learning task is the personal and active processing of a mental image or association. Craft as a form of self-expression can be a way of learning sensitivity towards different cultural or ecological phenomena, reflecting on culture and society, and better understanding cultural differences. In this model, the relationship with tradition is future oriented and renewable.
... There is a wide variety of multicultural art classes but little consensus on how to interpret art in different cultures. This and other experiments (KeiferBoyd & Paatela-Nieminen 2008; Paatela-Nieminen 2008) suggest that the intertextual method can be used to study global, glocal and local issues. Having discovered the cultural differences it is possible to then have a dialogue about them. ...
Article
The storytelling technique Kamishibai has shown multiple advantages in educational settings. However, there is a lack of studies that deepen on its implementation in teacher training. A total of 114 pre-service teachers (mean age = 20.76 years), enrolled in a Degree of Primary Education, participated in a project where they had to design and perform for primary-education pupils as a target audience. A semi-structured online survey was administered to determine pre-service teachers’ satisfaction and perceptions towards their Kamishibai and the work in teams. The results revealed that most of the pre-service teachers were satisfied with the team experience. Besides, some benefits were listed: fostering creativity, at university; catching pupils’ attention, fostering creativity and promoting reading, in primary-school context. The Kamishibai implementation goes beyond promoting reading and other linguistic skills in both mother tongue and foreign language; it may be considered a multidisciplinary educative resource to strengthen further cross-curricular competences.
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Berbicara dalam bahasa Jepang merupakan salah satu hal yang umumnya dianggap sulit bagi pemelajar bahasa Jepang. Ketidakpercayaan diri, kecemasan, kurangnya latihan, maupun proses pembelajaran yang kurang menekankan pada kemampuan berbicara dapat menjadi faktor penyebab kesulitan-kesulitan tersebut. Banyak strategi, tmetode, teknik maupun media yang dapat diimplementasikan untuk melatih kemampuan berbicara bahasa Jepang, salah satunya adalah dengan bercerita. Di Jepang terdapat salah satu teknik bercerita yang menarik dan interaktif, yaitu kamishibai. Kamishibai merupakan bentuk bercerita visual partisipatori yang menggabungkan gambar dengan narasi yang menarik dari pencerita. Menurut kajian dari Segu (2016) Kamishibai dinyatakan efektif meningkatkan kemampuan bercerita siswa. Oleh sebab itu tujuan dari penelitian ini adalah untuk mengetahu persepsi siswa terhadap implementasi kamishibai sebagai media latihan berbicara bahasa Jepang. Data pada penelitian ini adalah hasil angket persepsi siswa, teknik pengumpulan data dengan menggunakan angket 4 skala Likert. Responden pada penelitian ini adalah siswa SMA Pembangunan Laboratorium Universitas Negeri Padang yang berjumlah 18 orang. Hasil dari penelitian diketahui bahwa lebih dari 88% responden memberikan persepsi yang positif terhadap penerapan kamishibai sebagai media latihan berbicara bahasa Jepang. Hampir seluruh siswa berpandangan bahwa dengan kamishibai dapat meningkatkan ketertarikan, antusiasme, kepercayaan diri, minat dan motivasi siswa dalam berbicara bahasa Jepang.
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The article considers questions about the role and significance of art education in the context of ensuring sustainable development of society. The features of the development of art education in the postmodern era, its functions and specific features (individuality, creativity, understanding of a person as the highest value, etc.) are analyzed. The interdependence of arts education and sustainable development are characterized. The exceptional importance for ensuring sustainable development of an appropriately oriented and updated arts education was emphasized. In particular, it seems possible to ensure a change in stereotypes, ways of thinking and actions of people, the formation of appropriate motivation and public opinion in the context of applied nature through the influence of art. Ways to improve art education with the aim of ensuring sustainable development are proposed: integration of formal and non-formal art education, ensuring innovativeness, interdisciplinarity and multiculturalism of art education, creating an inclusive environment in higher educational institutions. We see prospects for further scientific research in the creation of a model for training specialists with certain properties and substantiation of the features of its implementation in real conditions of the educational process in higher education institutions of the artistic direction.
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In the field of art education, it is imperative to use new and innovative methods to study visual culture, and to adopt multicultural and intercultural approaches to interpret art in different cultures. It is interesting to study the way in which the intertextual method (the interrelationship between texts, whether written, oral, past or present; the implicit or explicit connection between a set of texts forming a context which conditions the understanding and development of the discourse) can be employed to interpret art from a western or eastern perspective. The kamishibai art form should be integrated into pre-school and elementary school curricula to promote reading. This proposal goes beyond simply understanding a text with images. The focus is on how a text can be performed theatrically and involve the participation and interaction of children as protagonists in the process. We start by introducing the concept of kamishibai, including its origins and different stages of evolution throughout history until the present day. Then, we discuss the potential new roles that contemporary kamishibai could assume in the educational context. Finally, we present an educational proposal to promote its use in early childhood education. We consider that the development of artistic interpretation, the potential value of a text when performed theatrically facilitates the introduction of multiculturalism to children.
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This paper presents the evaluation of positive promotion of squash (Sechium edule) and broccoli (Brassica oleracea L) on attitude (positive, negative or neutral) and sensory liking of 213 preschool children between 4 and 6 years old. For that propose, in San José, Costa Rica, during the year 2012, the strategy for encouraging reading known as Kamishibai was used, exposing children to 10 interventions in the form of storytelling sessions, where they were divided into four groups according to their gender and the gender of the character in the story that promoted the vegetables. Determinations for attitude, by an interview, and liking, by sensory panel, were established before and after the intervention with the Kamishibai. All activities were conducted in a playground set for this purpose in the classroom. From the results, it can be argued that the use of the Kamishibai as a strategy for encouraging reading increased significantly both the positive attitude and the liking for the vegetables in children (p
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This multidisciplinary article presents a methodology, a research project and selected outcomes from an environmental art education course for teacher students. The course is part of an art education minor at the University of Helsinki, Department of Teacher Education. The students were asked to construct their place through an intertextual art method that provided them the means to study their place open-endedly as a space of plural cultural meanings. Applying the results from their intertextual process, they reconstructed their place artistically. The end-product was a personal work of art that included traces of their chosen places, and created a new meaning for it. The outcome is a visual space of compacted meanings from different places. Places contain history and memories important to identity construction. The results show that the intertextual reading extends the students’ concept of place as a space for relational and plural meanings. Foucault’s concept of heterotopia, as it applies to otherness of places and spaces, was used alongside the intertextual art method.
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While any of the action methods overviewed so far can be considered appropriate for conducting advocacy research, the whole is greater than the sum of its parts. Action research as social justice research becomes advocacy when the project extends beyond data collection and analysis to answer research questions that also change the current status of conditions impacting teaching, learning, and working. Here, ethics are of the utmost importance, and reciprocity between researcher and participants is emphasized through dialogically based research methods to avoid exploitation. This chapter addresses strategies and avenues for using action research as a path for change and advocacy, drawing upon Augusto Boal’s participatory theater strategies for difficult dialogues, in that a focus on ethics involves mutually educative dialogue, reciprocal reflexivity, and intersubjectivity (Alexander & Mohanty, 2010; Boal, 1985, 1992; Brouwer, Mulder, Nigten, & Martz, 2005; Butler, 2005; Dill & Zambrana, 2009; Fischer, 2010; Lykes & Coquillon, 2006).
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The power of images today lies in their relations with other texts. I have designed an intertextual method for use in art education research that enables texts, understood as denoting both visual and verbal signs, to be studied in relation to each other (Paatela-Nieminen 1996, 2000). The aim of the experiment described in this article was to determine whether this method could be applied to art education with young children at a museum. An educational curator at the Sinebrychoff Art Museum in Helsinki tried out the method and primaryschool children studied portraits subjectively in relation to other kinds of cultural texts. The findings suggest that a simplified form of intertextual method can be applied with young children.
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There is a resurgence of interest in the powerful concept of emotion in current educational policy and practice. This article calls for the recognition and conceptualisation of a triadic schema for theorising the location of emotion within a creative educational experience. The schema represents emotion within three domains within current practice: Person, Process and Product.The principal focus of the article is pupils aged 5-16 and consideration is given to the application of the conceptualised schema within art and design education as represented by the national curriculum statement of importance. The central hypothesis of the work is that greater recognition of an emotional dimension within a triadic schema - developing emotional capacity in students to engage in a creative process (person); stimulating emotional engagement through appropriate learning contexts (process) and facilitating the emotional interfacing with outcomes (product) - will help conceptualise the powerful interrelationship between emotion, creativity and learning.Based upon an extensive synthesised literature review a schema, developed through abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product-orientated experience within the primary and secondary stages of England's education system.
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Doubinsky. Lincoln: University of Nebraska Press Hearn, L. (1972) Kokoro: Hints and Echoes of Japanese Inner Life. Tokyo: Tuttle Publishing IKAJA (The International Kamishibai Association of Japan) (online). Available from URL: www. geocities.jp/kamishibai/index-e.html (accessed 7 October 2007)
International conversations through art': the 31st InSEA world Martina Paatela-Nieminen congress
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Paatela-Nieminen, M. (2000) 'On the threshold of intercultural Alices: Intertextual research on the illustrations of the English Alice in Wonderland and German Alice im Wunderland in intermedia research in the field of art education' (CD-ROM) Publication series A 29. Doctoral thesis in English. Helsinki: University of Art and Design Paatela-Nieminen, M. (2003a) Intertextual and intercultural Alices in Wonderland (CD-ROM), in P. Sahasrabudhhe [Ed.] 'International conversations through art': the 31st InSEA world Martina Paatela-Nieminen congress, August 2002. New York Proceedings. Center for international art education, New York: Teachers College, Columbia University Paatela-Nieminen, M. (2003b) An intertextual method applied in an art education MA eLearning programme, in E. Salmi & J. Lantto [Eds] Cumulus Working Papers Tallinn, publication series G. Helsinki: University of Art and Design Helsinki, p. 98
Taiteen ja kulttuurin tuntemusta intertekstuaalisesti
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Paatela-Nieminen, M. (2007) Taiteen ja kulttuurin tuntemusta intertekstuaalisesti. [Learning art and culture intertextually], in K. Merenluoto, A. Virta & P. Carpelan [Eds] Opettajankoulutuksen muuttuvat rakenteet. [The changing structures of teacher training] Turku: Department of Teacher education, University of Turku Sakai, K. (2005) Kamishibai: the art of story telling (online). Available from URL: www.bolokids. com/200511/0002.htm (accessed 26 January 2007)
Komparative Ästhetik: Künste und ästhetische Erfahrungen zwischen Asien und Europa, Reihe für asiatische und komparative Philosophie
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Servomaa, S. (2000) Beauty in the pine: a study on creative expressiveness of the pine in Japanese aesthetics, in R. Elberfeld and G. Wolhlfart [Eds] Komparative Ästhetik: Künste und ästhetische Erfahrungen zwischen Asien und Europa, Reihe für asiatische und komparative Philosophie; Bd. 3. Köln: Chora, pp. 286-95
Nihonjidoubunkashiousho 38 [History of Japanese youth culture, series 38
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Suzuki, T. (2005) Mediatoshiteno kamishibai [Kamishibai as a media]. Nihonjidoubunkashiousho 38 [History of Japanese youth culture, series 38]. Tokyo: Kyuzansha Varley, P. (2000) Japanese Culture, 4th edn, updated and expanded. Honolulu: University of Hawai Press Interviews Inoue, K. (17 November 2005) Tokyo: Doshinsha Masaki, T. (11 February 2006) email
Tokyo: Taikuusha Kawasaki, Masaharu (writer) and Yuno, Seiichi (illustrator) (1965) Fushigi no kuni no Arisu. Original text Carroll
  • Umihiko Ito
  • Miki Ito
Ito, Umihiko (writer) and Ito, Miki (illustrator) (1977) Gaikoku mukashibanashi. Fushigi no kuni no Arisu. [Foreign Old Tales. Alice in Wonderland]. Tokyo: NHK Service Center Kamichibai taikei [Kamishibai collection] (1994), Vols. 1-4. Tokyo: Taikuusha Kamichibai taikei [Kamishibai collection] (1995), Vols. 8, 11. Tokyo: Taikuusha Kawasaki, Masaharu (writer) and Yuno, Seiichi (illustrator) (1965) Fushigi no kuni no Arisu. Original text Carroll, [Alice in Wonderland] 1st volume. Utsukushii kokoro [The Beautiful Mind Series].
No more Hiroshima, No more Nagasaki'. Kamishibai translated by Etzuko Nozaka. Tokyo: Doshinsha Takahashi, Gozan (writer), and Yuno Seiichi (illustrator) (1952) Fushigi no kuni no Arisu chan
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Matsui, E. (2006) Echoes through the World: 'No more Hiroshima, No more Nagasaki'. Kamishibai translated by Etzuko Nozaka. Tokyo: Doshinsha Takahashi, Gozan (writer), and Yuno Seiichi (illustrator) (1952) Fushigi no kuni no Arisu chan [Alice-chan in Wonderland]. Edited by Educational Kamishibai Society. Tokyo: Nihon kamishibai gentou [nowadays Doshinsha Publishing archives]
An exhibition on intertextual art education task for high school students (online)
  • T Makinen
  • M Paatela-Nieminen