資料 japan - u-toyama.ac.jpand spellbound by anyone who could spend so much time making a cup of...

174 富山大学芸術文化学部紀要　第3巻　平成21年2月G E I B U N 0 0 3 :

資料平成 20 年９月 29 日受理

“We're fools whether we dance or not, so we might as

well dance. ”

〜Japanese Proverb

This paper was for a presentation/lecture

demonstration at the Rhode Island School of Design

in Providence, Rhode Island on 12 March 2008. The

purpose of my presentation was to focus on my dance

history, experiences, and specifically the choreographic

process of my dance “ tea with me ”. The title “ JAPAN

dancing about tea ” is the umbrella; beneath is the

dance.

Over 500 hundred years ago Sen No Rikyu a

Japanese Zen priest explained the tea ceremony as

Japanese people striving for recognition of true beauty

in plainness and simplicity. Today, not a great deal

has changed in the intervening 500 years. Calmness,

rusticity, gracefulness, aesthetics, and a religious

dimension still define the true spirit of the Japanese tea

ceremony.

In the formative years of modern dance Doris

Humphrey, one who was instrumental in shaping this

new art form, said of dance and dancers that there

was no other way other than dancing to express their

feelings. She believed bodies and movements were

their words and that one single movement held so

much more than volumes of words.

Six years ago when I began to choreograph “ tea

with me ” it became very clear to me what I needed

to do. I should embrace the traditional Japanese tea

ceremony as described by Sen No Rikyu and how Doris

Humphrey believed modern dance and dancers should

express their feelings.

I grew up in New Zealand which was very much

a tea drinking culture following traditions inherited

from England. In 1882 The New Zealand government

realized that tea was becoming the mainstay of a

growing and thirsty colony. To ensure the quality of

tea in 1882 the tea Examination Act was enforced.

From then on only 100% pure tea could be sold in

New Zealand thus quickly eradicating tea diluted with

sawdust or other such less than desirable additives.

The Bell Tea Company was established in 1894

and quickly became an icon of New Zealand. An

interesting anecdote was that in The First World War

1914 -1918, the New Zealand government made a

special concession for those sending food and care

packages to soldiers fighting in Europe. The size

decided for this special concession fortunately matched

that of a one pound tin of Bell Tea. People used

this sturdy container to send their care packages to

soldiers. The tins were then often found littering battle

fields clearly marking that New Zealand troops had

been there.

We used tea not only to satisfy thirst and taste

buds but having a cup of tea was also a way in which

we were able to cope with difficult situations. It was

very common that any bad news began with… “Would

you like a cup of tea? ” This phrase coupled to tea

could soften bad news and settle a multitude of difficult

situations. Tea had a calming effect upon people and

was inevitably accompanied by polite conversation. I

realize that these examples hardly match the rhetoric

of Sen No Rikyu explaining the Japanese tea ceremony

but I do believe tea did and still has a considerable

significance to New Zealand culture.

Dance in New Zealand during my early childhood

was little as Doris Humphrey described. But I still

remember taking part in folk dancing lessons at

elementary school, then stumbling through painful

opening waltzes of High School dances, before we

could twist and shake the night away. Ironically, it was

at High School that my dance training actually began.

JAPAN dancing about tea

● Bruce Wilson / Faculty of Art and Design, University of Toyama● Key Words: choreography, simplicity, visual-metaphors, contemporary

175Bulletin of the Faculty of Art and Design, University of Toyama, Vol. 3, February 2009

At fourteen years old, I was faced with either an extra

math class or taking ballroom dancing. Math lost the

contest very quickly resulting in my stumbling, painful

attempts at waltzing becoming a thing of the past.

Leaving High School I also left behind my ballroom

dance classes and it was not until I was a High School

teacher myself that dance once again entered my life.

Thirty years ago in New Zealand we taught “ creative

movement ” or “ creative dance ” and the term

“modern dance” only appeared alongside professional

performing dance companies. After six years of

teaching dance at a Boy's High school and having my

own dance company “ Linkz ” (1981 – 1986). I was

very fortunate to be awarded two Prestigious Queen

Elizabeth II Arts Scholarships to study dance education

in California. This really whetted my appetite and I

decided to study dance fulltime.

The University of Utah Modern dance program

began in 1941 under the visionary guidance of

Elizabeth Roth Hayes becoming one of the first

universities in America to offer a degree in modern

dance. In 1986 I was invited to enroll and I completed

my BFA in modern dance which was followed by an MA

in Modern Dance at the University of Hawaii. Proudly

graduating the oldest in both my BFA and MA classes

I found myself relatively unemployed other than

occasional lowly paid dance workshops. This all led

to me walking away from dance moving to Japan and

surprisingly joining the Japanese corporate business

world to simply make money.

This corporate but lucrative interlude only lasted

six years until the economic bubble in Japan burst.

I was at a turning point in my life and little did I

know that I would soon return to dance once again.

However, I would not come back to “ modern dance ”

but “ contemporary dance ” with an emphasis upon

not only the movement but also the philosophy behind

movements.

When I first began to choreograph in the 1980's

my dances were a series of visual metaphors intricately

laced to my own experiences. Twenty plus years later

Japan was to provide rich images for my choreography.

However, I was not prepared for the absolute visual

overload that Japan presented. The richness of so

many aspects of this intriguing culture overwhelmed

me until I began to focus upon what I perceived to be a

fascinating example of visual simplicity…the Japanese

tea ceremony.

It was during one of my many exploratory walks

around the city of Kanazawa Japan that I stumbled

upon a Japanese tea ceremony beneath a stand of

beautiful flowering cherry blossom trees. This un-

planned chance meeting became very significant in the

following years.

Pic. 1: Kazuemachi, Kanazawa Japan 2001

My naïve “ gaij in ” impression that the tea

ceremony was simple changed that day as I discovered

my perceived simplicity was an illusion. I began to

notice that carefully hidden within the tea ceremony

was an intricate procedure stepped in tradition. But still

being the questioning “ gaijin ” I was both intrigued

and spellbound by anyone who could spend so much

time making a cup of tea little alone anyone who

would wait that long to drink the tea. Now, you must

remember in New Zealand making a cup of tea was

simply; one spoon of tea for each person, one for the

pot let it stand for three minutes and then pour. I was

however captivated by the Japanese tea ceremony and

soon a dance began to take shape.

The dance which I titled “ tea with me ” began

with a series of drawings, simple line drawings which

represented pathways as seen from above while tea

was being made.


Slow suspend on curves

Speed through the turns

Maintain same speed

Curves slow then speed

Flow evenly, same speed

Constant movement

Same speed in curves

Vary the speed, no pause

Play with speed

Feel the curves…enjoy

Figures. 2-11: Choreography First Designs 2001

The dance began to quickly take shape in my

drawings and notes that flowed mixing cultural images

within each choreographed movement.

I was slightly concerned about where I would find

dancers who had sufficient technique and the ability to

share the philosophy within the movement. In the past

I have worked with people who have had limited dance

training but possessed an aura that I knew would

glow during performance. At a local dance studio my

auditions uncovered two ladies, Kazue Kimura and

Tazuko Wakasugi. They had sufficient technique and

a delightful performance quality. I was confident that

they would more than meet my expectations but I

really needed a strong soloist.


Pic. 12: Ladies Pouring Tea 2002

Chika Utsunomiya, who ran the dance studio

where Kazue and Tazuko took class, agreed to be my

soloist. Chika was to be the link between the somewhat

abstract visual images I was creating and the reality

of the Japanese tea ceremony. Chika had extensive

training in Japan before living in London where she

studied at the Laban Center. Her training, philosophy,

performance history contributed in a most pivotal

manner.

Pic. 13: Chika Utsunomiya – Dancer 2002

I still had one more vital component, a person to

perform a Japanese tea ceremony within my dance. The

obvious choice was a Japanese tea master however this

as not to be as luck intervened once again. In Kanazawa,

Japan where I was living there was only a spattering

of foreigners and those you did not know by name you

knew by face. One I knew by face, and the fact that he

seemed to wear traditional Japanese clothing a great

deal, was an American by the name of Scott Drayer.

Pic. 14: R. Scott Drayer – Tea Master 2002

Scott lived in a Japanese tea house where we

finally met formally when he was sharing his collection

of Japanese antiques. During this first meeting he

talked about studying tea making and I mentioned

my intention of choreographing a dance about the

Japanese tea ceremony. I was intrigued with the idea

of further mixing cultures by asking Scott to be my tea

master in “ tea with me ” .

We arranged to meet again with my drawings,

some movement phrases and a head full of ideas.

Between bouts of laughter at my absolute naivety in

the rituals of Japanese tea making Scott agreed to be

a part of my dance. Walking away from the meeting

I had clear outlines that I needed to meet. The dance

had to be more than twenty minutes long which would

enable Scott to complete all he needed in order to make

the tea. Smiling, I thought if this dance had been about

making a cup of tea in New Zealand it would have been

about three minutes long.


With the choreography completed, the music

selected and a rehearsal schedule decided I began to

introduce visual elements. These were my metaphors

of Japan that added to the dance. Scott was easy,

traditional Kimono and his entire tea ceremony box of

utensils. He was pleased and then amused that I was

going to ask him to not only be a tea maker but also an

actor.

Pic. 15: R. Scott Drayer – Tea Master 2002

My fascination with the Japanese Kimono and its

multi dimensional design needed to be in my dance.

To achieve this I decided upon an opening with Kazue,

Tazuko and Scott all wearing Kimono and performing

in silence a Japanese dance. Scott may I add was also

skilled in Japanese dance and allowed me to shape

one of his dances to match my choreography and

design. The silence was broken by music as I released

the ladies from their Kimonos exposing a simple black

leotard clad body. To do this successfully I utilized

many meters of fishing twine, endless pulleys to

engineer a way in which the ladies assisted by Scott

could shed their Kimono. The kimonos and fans were

attached by hooks to fishing twine then hoisted above

the stage by primitive but effective pulleys. These

visual Icons of Japan were then free to mingle with

lights gently moving while hovering above the stage.

Having a tea ceremony on stage which included

guests being invited to participate was another

challenge. But again with fishing twine and pulleys I

could lower a kettle in order for Scott to complete his

Japanese tea ceremony.

Pic. 17: The Tea Implements 2002

The finale was to be an image I had of tea falling

from above to cover the entire stage. But I could not let

my imagination run too wild so I settled for hundreds

of carefully cut squares of paper These were held

above the stage in a canopy that my trusty fishing

twine and pulley system allowed me to unleash as a

literal soft snow storm of paper squares.

Scott had told me in our first meeting a philosophy

for the tea ceremony, which he explained as the

concept of WA-KEI-SEI-JAKU.

WA means harmony.

KEI means respect.

SEI means purity.

JAKU means tranquility

The journey of WA plus KEI plus SEI allows us to reach

JAKU. With this in mind the challenge was to ensure my

dance completed this same journey. The contemporary

choreographer now accepted such challenges that

intertwined both the movement and philosophy. My

dance “ tea with me ” attempted to symbolize harmony,

respect, purity and finally tranquility in the closing

moments. Pic. 16: Three Japanese Fans 2002


The premier performance in Kanazawa was

memorable; the audience which included many

of Scott's fellow tea masters poured favorable

responses. The twenty four minute journey that began

with traditional Japanese dance, unfolding into a

contemporary dance, a dream-like mimed tea ceremony

then an actual tea ceremony captured the audience.

“Tea with me ” was performed five times in Japan, and

six times in New Zealand.

In 2005, Scott tragically died and with him, the

dance stopped too. Scott had often said that I should

dance his role in my dance but I always realized was

impossible without extensive training in the art of

tea making. Early in 2006 I had one other option. I

would use all the video footage from 2001 and 2002

performances to make a DVD that could be projected

onto a full stage screen. I would then have Kazue,

Tazuko and Chika dance in front as if Scott was on

stage. I had no idea how powerful this would be until

the first rehearsal.

Today the only performance of “ Tea with me ” is

on DVD as video recorded and edited in Japan during

2001, 2002 and lastly 2006.

“ Tea with me ” is dedicated to the memory of R.

Scott Drayer, Japanese Tea Master, and a good friend

who is sadly missed.

Tea with me…Choreographer: Bruce Wilson, November 2000

Music: Patrick O'Hearn, Taro Hakase

Dancers: Kazue Kimura, Tazuko Wakasugi and

Chika Utsunomiya

Tea Master: R. Scott Drayer

Synopsis... Invited to tea alone provokes an image of

movements being slowly developed. While the tea

is poured, turned and gently sipped, the dance

becomes a mirror from deep within...or perhaps a

shadow outside.

Choreography ConceptThe dance was conceptualized from an overhead

perspective. From above, I imagined silently

watching the tea ceremony unfold in simple

flowing patterns much like pouring water upon oil.

The images were shaped, set to music, seen not

from above but from the front, and then taught to

my dancers.

Performances HistoryApril 2001

Premier, Kanazawa, Japan

November 2001

Kanazawa, Japan

March 2002

Auckland, Gisborne, and Whangarei New Zealand

April 2006

Kanazawa, Japan

REFERENCES Anthropoetics 5, no. 1 (Spring/Summer 1999)

An Anthropological Perspective on

the Japanese Tea Ceremony

Herbert Plutschow

http://www.humnet.ucla.edu/humnet/

anthropoetics/ap0501/tea.htm#b7

Bell Tea Company – New

Zealand's No. 1 Tea Company.

http://www.belltea.co.nz/

Pic. 18: Tea falling – an image 2002


Contemporary Dance: A Dialogue

Written by Usha Nathan

http://www.hooked-nussu.org/content/

view/982/88/

Contemporary Dance in Japan:

New wave in dance and butoh after

the 1990s by Kazuko Kuniyoshi

http://www.jaccc.org/event_%20related/

butohdancejapan.html

Contemporary Dance: Signs of the Times

http://www.worldwidedanceuk.com/

content.asp?CategoryID=1397

Doris Humphrey

http://www.artandculture.com/cgi-bin/

WebObjects/ACLive.woa/wa/artist?id=1394

http://www.limon.org/Heritage/Humphrey.html

Philosophical Problems of Dance Criticism: Chapter

11 the Definition of “ Dance ” by Julie Charlotte

Van Camp

Copyright Julie Charlotte Van Camp 1981

All Rights Reserved

http://www.csulb.edu/~jvancamp/diss2.html

Sen no Rikyu̅

http://en.wikipedia.org/wiki/Sen_no_Rikyu

The Enigmas, the Oddities: What to

Make of Dance from Japan

By John Rockwell

Published: January 20, 2006

http://www.nytimes.com/2006/01/20/arts/

dance/20japa.html?_r=1&oref=slogin

The Urasenke Tradition of Tea

Urasenke Konnichian Web Site

http://www.urasenke.or.jp/texte/index.html

Tea and biscuits: the tea and coffee break

http://www.nzhistory.net.nz/culture/

no-pavlova-please/tea-and-coffee-break

Understanding contemporary dance in Aotearoa,

New Zealand

Author: Dr. Karen Barbour, University of Waikato

Publication: Sidestep

Publication Date: 10 October 2007

Subject: An overview of the development of

contemporary dance in Aotearoa, New Zealand

http://www.danz.org.nz/sidestep.php?article_

id=246&type_id=1


NEW ZEALAND the early yearsThe growth of a cultural arts identity! [1769 to 1990]

論説

● Bruce Wilson / The Faculty of Arts and Design, University of Toyama● Key Words : Maori, Integration, Policies, Politics, Bi-cultural, Historical

INTRODUCTION　From the collision of cultures navigated by Cook's discovery in 1769 to 1990, the Arts and Culture of New Zealand have sailed upon an uncharted course. It is the intent of this paper to investigate this voyage, discuss the changes that were affected by the intervention of another culture, and examine how art and culture developed in New Zealand.　I have chosen two courses of discussion that examine cultural interaction between Maori/pakeha (white New Zealander), Maori/government, and government/artist. The first course sails hard to the wind steered by the social scientist presenting an historical overview. Second, multiple tacks steer the humanistic perspective of personal experiences to be included when discussing surviving as an artist in New Zealand. To avoid any confusion, the term "artist" is used as an umbrella for all the arts. The discussion will plot the influences of both public and political policies toward the establishment of a New Zealand cultural identity.

1.PRE-EUROPEAN NEW ZEALAND　For over five hundred years New Zealand existed as a homogeneous culture of the Maori people. Distance from other people meant the Maori developed their culture independent from the rest of Polynesia. While it may be seen as one variant of Polynesia it became distinctly more Maori as time passed.　Maori society in 1769 was rich and diverse. Many cultural features, traditions, and beliefs were shared by most or all New Zealanders but the way of life differed both economically and socio-politically from region to region. What further developments might have taken place can never be known, for the isolation of Maori society was about to be shattered completely. (Davidson 1981:27)

　The sea-surrounded isolation that cultivated their culture was under threat. Forging into unknown waters were the explorers seeking new lands. In 1769, Young Nick the lookout aboard Captain James Cook's vessel the H.M.S. Endeavour sighted land. Cook stepped ashore, promptly displayed the English flag and took possession in the name of his Majesty. This right of ownership or political colonization was at no stage sanctioned by the Maori people. Cook, intentionally or not, had successfully set a course, toward a collision of cultures.

2. THE EARLY YEARS 1769 -1840　In the wake of Cook's discovery came the traders. By 1800 English, French, and Americans had bases from which to hunt seals for their lucrative skins. The sealing industry began to decline in 1810 and attention turned to the whales as another source of income. Trading companies were formed exporting New Zealand flax, agricultural products, and native timber. In 1814 the Reverend Samuel Marsden, who was previously a magistrate in Botany Bay Australia, introduced Christianity. On Christmas day, 1814, the gospel was preached on New Zealand soil for the first time. Marsden's text was from the gospel of St. Luke: "Behold I bring you tidings of great of great joy." (Sinclair 1980:37)　Marsden represented the Church Missionary Society (Anglican) and along with the Wesleyans and Roman Catholic soon established Mission Stations. The early missionaries taught the Maori how to trade in the ways of the European. When they felt that this was successful both teaching and preaching gained more emphasis. Teaching reading and writing enabled the Maori to record their language. In the process of passing on these new skills they also passed on the way

平成 24 年 10 月 17 日受理

Bulletin of the Faculty of Art and Design, University of Toyama, Vol.7, February 2013 129

of the Christian. Not all Maori responded to the call of the missionaries. Sinclair (1980:45) describes various resistance cults that emerged during the 1830's. One such cult was the Nakahi. This derived from the serpent in the book of Genesis that related to the Maori ngarara, (lizard spirit form) and survived right until the end of the century. The Ratana movement began much later in 1918 when Tahupotiki Wiremu Ratana heard the voice of God calling. "I have come back to Aotearoa to choose you, the Maori people." (Oliver 1981:292) This movement still exists today as a powerful political voice of the Maori within the Labour Party.　The first fifty years of trading, preaching, and settling did not convince the Maori to change. In 1820 the "Maori were still completely confident in the merit of rightness of their own culture." (Sinclair: 39) yet, the next decade signaled change. The traders, missionaries, and settlers all brought with them the diverse cultures of the world. Cultures mixed blood in battle, then in birth, but ultimately three cultural options faced the immigrants and the indigenous peoples:

1. They could choose to live side by side. This was evident in the early settlers who reaped the same resources, lived on the same land but pursue different cultural paths.

2. They could move together in a uniform manner. This occurred as the missionaries attempted to merge the people under the umbrella of Christianity. At the same time inter-marriage became increasingly common between European males and Maori females. However, there is little early record of Maori males taking European wives.

3. Finally they could intensify their differences as was evident in initial skirmishes that led to full-scale war.

　Thus, New Zealand in a short span of history attempted all three of the above options while weaving together cultures during those turbulent colonial years. 　Some twelve thousand miles away in England the issues of "race" were debated. This resulted in the attitudes of intending immigrants being guided accordingly by public and political persuasion. Victorian politicians warned that traditional culture was to be seen as a hallmark of difference and this posed problems to the English government. The problem was simply that any difference from what the British

perceived as culture created stumbling blocks for the total dominance that was so eagerly sought after as a part of British colonization. 　Great Britain guided policies from a distance. The British government while happy to reap financial rewards from New Zealand showed little other concerns. In 1817 in response to reports of European atrocities, Great Britain passed the first piece of legislation relating to New Zealand. The English government emphasized that New Zealand was not within "His Majesty's Dominions" but later under more pressure from missionaries reports of anarchy produced legislation in 1823 and 1828 that "made provisions for offenses to be tried in New South Wales." (Oliver 1981:42) Enforcing policies often fell upon military personnel promoted to political office. Such an appointment was Captain William Hobson. Upon arriving in New Zealand at the Bay of Islands on 29 January 1840 he immediately proclaimed himself the Lieutenant-Governor. This act "was anomalous, for he had proclaimed himself Lieutenant-Governor of a British Colony that did not, as yet, exist." (Sinclair: 72) Hobson had little legal knowledge and no legal advisor that forced him to rely upon instructions being sent from England. Unfortunately for Hobson instructions were delayed by the five month sea journey. Under these less than ideal conditions Hobson was called upon to implement a most significant and controversial piece of legislation, The Treaty of Waitangi. The treaty was an assurance from Queen Victoria to the over 150,000 Maori against other foreign intervention. In historical sense this resembled European colonization of North America. Like the American Indian, the Maori were deceived and began to fight for their land and rightful recognition of their culture. This scenario, that is war erupting as the failure of diplomacy, became a trademark of British colonization throughout the world.　After the wars of 1860-80, which the Maori lost, the government, guided by England, continued to amalgamate the Maori by absorbing them into an increasing European population. To do this the government used diplomacy and conciliation rather than military action. During this period of assimilation the English still insisted that the Maori culture be rightfully recognized. Yet there appeared to an anomaly in their endorsement of Maori culture. To the mathematician, 1 culture + 1 culture = 2 cultures. But


the English saw 1 culture + 1 culture = 1 culture. That one culture was English:　By the end of the nineteenth century both islands were settled, the Maori had been pacified, and a national government was organized. New Zealand had quickly and readily accepted its role as a British colony. (McLeod 1968:8)

3. MAORI CULTURE AND ARTS (1769 -1900)　The Maori culture had always laid emphasis upon arts and crafts, songs and dance, literature and ceremony. The colonialists could see these visible components of Maori culture. Unfortunately for the Maori, there were needs and values foreign to the colonial eye. The extended family or whanau, where mutual aid became a dominant feature, was largely ignored by the colonialists. They also failed to recognize the importance of the iwi or tribe. The iwi was central to the Maori's identity and link to the past. The social structure of the Maori began to disintegrate from first contact with the European. Between 1769 and 1900 the Maori underwent observable changes in language, housing, and dress. The most alarming change was because the Maori no longer belonged to the majority culture; "By 1890 the European population outnumbered the Maori fourteen to one." (Oliver 1981: 168) The coming of the twentieth century swept winds of change through New Zealand. Traditional Maori culture tossed and turned in this whirlwind finally settling the Maori in nowhere land. 　To expect no change in a culture during assimilation or colonization is to be unrealistic. What is not always apparent is the degree of change and the rate with which it occurs. In cultural amalgams much can be lost forever if the rapidity of change accelerates beyond the ongoing preservation that naturally protects a culture.　The past is one of the cultural determinants which influence the present, but for the Maori there are two pasts: The cultural experience that stems from the thousand or so years in which the Maori lived undisturbed in New Zealand, and the past that begins with the European occupation. The latter has had such a profound effect on the Maori that the last century and a quarter have virtually eclipsed all that went before. (McLeod 1968:281)

4. EARLY EUROPEAN ARTS AND CULTURE (1840 - 1900)　The traders and missionaries prior to 1840 were the cultural minority. The traders were there to gain wealth while the missionaries saw their calling to be converting the Maori to Christianity. Both groups freely mixed with the Maori and did not instigate major cultural changes. The change came in the wave of settlers sailing toward the new land. This wave of settlers saw the European population increase tenfold in the years 1840 - 1850. State assisted immigration became a commercial enterprise. The New Zealand Company, led by Edward Gibbon Wakefield who strongly advocated the annexation of New Zealand, was responsible for over twelve thousand immigrants. Cultural pockets developed throughout New Zealand guided by the heritage and cultural preference of those involved. Within this influx of immigrants:　There were some well-educated pioneers, men who carried books, furniture, pictures, and musical instruments far into the High Country in extraordinary testimony to their attachment to culture and civilization. (Jackson 1969:42)　Those immigrants of both political and economic power became a dominant force in the shaping of cultural change. This could not be said of the less elite immigrant strata for with them only minimal possessions were brought to New Zealand. Reading was popular but confined to what arrived safely from the lengthy sea journeys. Books of verse, fiction and nonfiction, along with the ever popular Illustrated London News satisfied the literary diet. Music was very important, even extending to a flourishing Scottish Pipe Band influence during the military presence of 1840 - 1860. Choral singing was another favorite form of entertainment and toward the end of the century large audiences eagerly awaited touring Opera Companies. 　The early painters, 1840 - 1860, captured the landscapes but exhibitions were sparsely attended. John Logan Campbell frustrated at the lack of fine arts during the 1850's in the colony believed that emigration was "only for clodhoppers and country bumpkins not for civilized beings" (Graham 1981:131) It was hoped that alongside the arduous colonial life that a respect for cultural and intellectual pursuits would increase. Sadly this did not occur. As the population grew so did political bodies. Many of those elected to both national and local political positions of the new


colony unfortunately lacked a cultural awareness. This attitude was reflected in minimal attention given to the development of matters of culture.　To help locally born people develop and mature few institutions existed where training in the fine arts and performing arts could be found. There were those who enriched the cultural milieu of colonial New Zealand but there were far too few of them. There was an art school established in Otago in 1870 and that was followed a decade later by art schools in the main centers. The turn of the century signaled the beginning of an arts' exodus. A situation had developed in which talented artists, among them painter Frances Hodgkins and writer Ngaio Marsh, frustrated with the lack of training and support were left with no alternative but to leave New Zealand and study overseas. At this time little support was to be found in the education system that was guided by the middle class who endorsed a curriculum that preferred literacy and vocational skills to matters of aesthetics. 　Rural life dominated, emphasizing hard physical work and productivity. New Zealand was becoming a utilitarian society and out of this emerged a cultural identity, the cow-cocky (farmer). The cow-cocky became an icon, a symbol of the hard working pioneer struggling to tame the wilderness. Decades later in Maurice Shadbolt's novel, Strangers and Journeys that epitomizes the cow-cocky, a young boy shows his father a box of paints that he was given:

"What is the idea, boy?" his father asked. "To paint pictures," he said, though it seemed obvious. "That's very well," his father observed, "for those who have time. Life is not pretty pictures." (Gibbons 1981:314)

　Utilitarianism, as symbolized by the cow-cocky, was soon to be joined by the sportsman as cultural icons of New Zealand. While the century ticked over New Zealand culture stood still, content to remain becalmed through an uncertainty of how to develop.

5. KEY POLITICAL FIGURES 1960 - 1990　The thirty years from 1960 to 1990 were dominated by four key figures. The 1960's belonged to Keith Holyoake and the National Party. Norman Kirk's Labour Party swept to power in 1972 and speculation of a sustained period in government ended with his untimely death in 1974. The political seesaw rested

with Rob Muldoon's National Party in winning the 1975 election. Muldoon remained until a snap election in 1984 launched David Lange and the "new look" Labour Party to power. Each of these four men was instrumental in shaping New Zealand’ s culture.　Holyoake survived by being what the majority of New Zealanders wanted in a politician. He was staid, solid, and safe. These are not considered character traits that lean toward the arts. He led his government like a business corporation and seldom took risks. Holyoake was not outspoken about the arts, he put pen to paper in authorizing legislation but seldom were his own opinions voiced. Holyoake was a symbol of support for any pursuits that contributed to the well-being of the country. If art and culture contributed to this goal then he tipped his hat accordingly.　The Kirk era was one of hope. The Labour Party had been rebuilt with a new image. Far-seeing policies, a youthful front bench of parliamentarians as well as extolling values of the 1930's Labour Movement, characterized the sweep of change. Culture was not neglected and Kirk embraced the Maori with recognition of their Maoritanga (all things Maori). This was demonstrated by his willingness to implement changes to rectify racial grievances in education, the workforce, and sporting contacts with South Africa. His working-class background made him easily identifiable to the ordinary person. It did not take long before his skills in matters of international foreign affairs built a reputation respected throughout the world. What looked to be a golden era was to come to an end with Kirk's untimely death.　Robert Muldoon was certainly one of the more memorable New Zealand Prime Ministers, but hardly memorable in his support of the arts. In the first of his two autobiographies he tells the reader how bright he was at school but never attained first place because he was always "beaten by some girl who was good at art." On another occasion he said that too many women are wasting their time in arts degrees as it only leads "to a teaching career." Obviously his task was to balance books, his was a financial mind immersed in the economic running of the country. Muldoon was at his most insensitive when it came to racial relations. In 1976 dawn raids by police to deport Tongan and Samoan over-stayers made many think that they were living in South Africa. Turmoil surrounded this


controversial leader during his nine years in power.　David Lange at the age of forty two became the youngest New Zealand Prime Minister. His victory signaled the end to the Muldoon era and the beginning of an eventful period in New Zealand’ s history. Lange was a true Labour person who gave time and energy to all New Zealanders. He lived in a predominantly Polynesian suburb of Auckland and had first-hand knowledge of the needs of ethnic minorities. His political party developed the Ministry of Culture in an attempt to bridge gaps that had grown under the previous government. His ability as a public speaker, especially in debates won him international recognition, but perhaps more importantly he endeavored to address Maori people in their native tongue. Even with a dangerous economic climate, people saw hope and change in the wind. The Lange era ended as dramatically as it began with his sudden resignation for personal reasons.　With the decade drawing to an end Geoffrey Palmer took the helm for a short period of stormy sailing amidst rumors of mutiny. The fourth Labour Government replaced Palmer with Mike Moore as Prime Minister mere weeks before the 1990 election. The tide had turned and the National Party led by Jim Bolger took over power ready for the storms of the nineties. So, in thirty years, the balance of power swapping four times, stability became reality for only short bursts. A change of government almost inevitably signaled a change of direction in policies. It could be said that the Labour government preferred development of home-grown facets of arts and culture. This could not be said of the conservative National government who appeared content to nurture cultural and artistic ties to Great Britain in areas of Ballet, Opera and Theater. The changing faces of power in government created a wait and see attitude in the arts world, many expecting the worst especially if the economy was shaky.

6. SURVIVING AS AN ARTIST WITHIN NEW ZEALAND　How then did the artist survive in New Zealand within such a constantly changing political structure? This has long been the battle that so many artists have had to endure. In order to survive, artists have been forced to find appropriate methods of gaining financial support. This is a demanding, time consuming process that requires considerable skill. Unfortunately in New

Zealand there was little training in arts administration to prepare artists for survival. Success for many was largely a matter of good fortune. Some individuals gained funding from arts friendly corporations but that was very rare. If an artist has had experience in the world of business, fund raising, advertising and manipulating media then they may gain independent funding. But generally in New Zealand, those artists who manage to gain financial support found this, as in so many countries throughout the world, in one central patron:　Patronage has always been part of the history of the arts. Today, if the arts are to flourish in the face of strong competition from mass media entertainment, private patronage must be supported by State assistance. In New Zealand, as in other countries, the state was taking an increasing part in providing financial aid to culture. (New Zealand Official Yearbook 1965:1131)　The patron in New Zealand, for the majority of artists is the government. The patronage began during the 1940 centennial year when finance was awarded to writing, music, and painting. But this still did not signal a firm political commitment to the arts. It was not until 1946 that State funding for the arts began. "State aid for literature was established on a permanent footing through the Literary Fund, financed from the vote of the Department of Internal Affairs." (New Zealand Yearbook 1965:1131) This fund was created by the efforts of John Heenan, a public servant, and politician Peter Fraser:　Now it moved permanently, if frugally, into patronage. Power and culture, each for its own ends, reached out to clasp hands, though they did not yet embrace. (Oliver 1981:430)　Politics and culture embraced momentarily in 1947 when assistance was extended to include all the arts along with Literature. Funding for this scheme came from The Art Union (lottery) profits rather than from public taxes. A small portion of the Art Union (lottery) profits was allocated by the Government to form a Cultural fund. This fund was used to send talented young artists overseas to study, once both the Minister of Internal affairs, and the Prime Minister's approval was given. For the next twenty years politics and culture touched hands infrequently until 1960 when the Arts Advisory Council was established under the


following structure:　The council advised the Minister of Internal Affairs, who was the ex-officio chairman. There were three other ex-officio members, the Secretary for Internal Affairs (deputy chairman), the Director of Education, and the Director of Broadcasting, and five non-Government members held appointments for three years. (New Zealand Yearbook 1964:1168)　One could say that this was an embrace, restrained perhaps by political structures but never the less it was a significant turning point in New Zealand's cultural development. In essence, the government had taken over even though the Arts Advisory Council was responsible for feeding the arts; it was central government that held the key to the food cupboard. Testimony of this power was demonstrated in 1963 by introducing legislation that allowed by proclamation a significant name change from The Arts Advisory Council, to The Queen Elizabeth II Arts' Council. Did this change occur through artists lobbying or public pressure? No, it was solely to commemorate the Queen's visit to New Zealand.　New Zealand, like it or not, had an infrastructure firmly in place. The infrastructure preferred was one central body, holding the purse strings. These strings varying in size dictated how the needs and aspirations of all the arts were met? In its thirty year history the Queen Elizabeth II Arts Council sailed several tacks in order to get on a successful course. So, what has been its history and what can New Zealand expect of the future?

7. THE QUEEN ELIZABETH II ARTS COUNCIL　The decade 1960-70 was one of both elation and confusion to the arts community. The formation of a governing arts body was greeted with enthusiasm and confusion. How was it going to best help develop the arts in New Zealand? To answer many questions the new Arts Council made the following mission statement.　The Arts Council was set up by an act of Parliament and charged with the following:

(a) To encourage, foster and promote the practice and appreciation of the arts in New Zealand.

(b) To make accessible to the public of New Zealand all forms of artistic and cultural work.

(c) To improve standards of execution of the arts; (d) To foster and maintain public interest in the arts

and culture in New Zealand. (Smyth 1973:70)　This milestone, the government becoming the major patron for the arts, was not going to change the face of culture overnight. In order to achieve the mission statement it was decided to model the council upon those in Britain and Canada. Basically the council divided itself into specialist committees for the major arts, and an elected council determined policy. Applause was held until the inevitable question of funding was answered. Accordingly a plan was devised by the government resulting in funding largely coming from the lottery profits. The survival of the arts depended upon the gambling nature of New Zealanders. It is ironical, as very few New Zealanders would even be aware that their flirt with chance provides financial support to the arts.　Music, ballet, and drama flourished as funding increased. Their growth was seen by many as at the expense of other art forms. To address this imbalance, The Arts Council in 1969, made a recommendation to the government that it was time to restructure policies. In ten years the council had gained sufficient experience of the infrastructure to evaluate developments. It was concluded that the council wanted to foster art on the traditional foundation of New Zealand Culture. Many asked, what is traditional New Zealand Culture? To this a strong lobby firstly argued that visual arts formed the valuable cornerstone of New Zealand Culture. Secondly they suggested that Ballet, Opera, and Theater, while artistically valuable, merely replicated foreign cultures instead of contributing to a New Zealand Cultural Identity. Thirdly, the council had been guilty of primarily supporting the performing arts to the neglect of the visual arts. The lobby was simply for a balance in arts funding. Matters were not improved by the fact that both the New Zealand Ballet and Opera companies who received considerable funding were facing financial disaster. Hence the Council was seen by the public largely as an elaborate distributor of money that funded ventures which were poorly supported by the public rather than art and culture more home grown in content.　The Arts Conference in April 1970 set out to review existing cultural policies and attempt to devise a plan for the next decade. From this conference two major themes emerged:

1. To address the needs of the individual artists.


2. To address the needs of the rural regions. 　The dissension between the performing and visual artists was resolved when a Visual Arts Panel was introduced. Regional and community arts councils became more important in terms of accessibility of the arts to rural communities. Alongside these changes emerged the Sector Council for Cultural Affairs. This new council had a much wider role than would normally be associated with the arts. If culture was to be defined as the way of life of the people, recognizing diversity, then new areas of concern needed to be addressed. Matters such as film, Maori culture, transition from school to the workforce, needs of museums and art galleries all fell under the umbrella of the new council.　Not al l were pleased with this new cultural infrastructure. A.D. Fairburn, some ten years earlier, issued a warning in his article "The Culture Industry" (Landfall, x3, 1956) that soon with increasing interest in leisure many activities, "that go under the name of culture may become a rival to sport as a palliative for suburban boredom." This was beginning to become a reality that little chose to do anything about. What in fact began to occur was that the infrastructure brought with it "the era of the cultural bureaucrat, the patronized producer, and the subsidized consumer." (Oliver 1981:452) Whether planned or not, the infrastructure set up by the government began to recognize the true diversity that was beneath the surface of New Zealand society. This diversity brought with it new patrons both corporate and private; it was now almost fashionable to be associated with the arts.　Toward the end o f the 1980s , the Labour Government proposed a Ministry of Arts and Culture. This was widely discussed within political, artistic, cultural, and sporting spheres. The resulting discussion paper, published in April 1989 exposed weaknesses in the present and strengths for the future. It became apparent during lengthy discussions that New Zealand had neglected developing a true cultural identity. This, the Labour party felt was due to the lack of rightful recognition in the promotion of arts and culture. The euphoria that flowed through the arts community following the publication of the discussion document has since become becalmed. Once again the arts were awaiting final political decisions from the newly elected 1990 National Party. A change of government, as mentioned previously, creates a wait and see situation.

What the new government plans to do within the arts and culture portfolios was yet to be firmly established.

8. CULTURAL ISSUES WITHIN THE ARTS: 1960 - 1990　Within this growth of corporate, private, and government patronage, were all cultural groups treated equally? To many, transplanting of a European culture beneath a Polynesian or Melanesian environment was of prime importance. There were those for whom it appeared impossible. However McLeod in The Pattern of New Zealand Culture cites Hawaii as an example of an "amalgam of cultures" that then "built a modern community within which Polynesian culture forms an integral part." New Zealand was not without opportunities, as McLeod suggested, that on two occasions several large European groups immigrated to New Zealand. What might have been an opportunity to amalgamate in the way Hawaii did was rejected by New Zealanders. Instead the immigrants on both occasions were absorbed into the already established way of life. So, Europeans who chose to live in New Zealand were expected to blend in with the locals. Those of white complexion blended easily; sadly it was not the same for those of brown skin. Pacific Islanders faced problems similar to those of the Maori in gaining cultural identification.　In the nineteen sixties as both Maori and Pacific Islanders grew in numbers building a life in New Zealand was made easier if one adopted the dominant culture and lifestyle. There was a cry for modification of the transplanted English culture but this feel upon deaf ears both politically and publicly. New Zealand was still predominantly British and this meant a loyalty to the "Mother Country."　The overriding preoccupation of New Zealand life was with security: social, economic and political. This tends to inhibit extremism, to discourage radical proposals, to glorify conformity, and to curb those flights of individualism in thought or action that eventually effect substantial cultural innovation or modification. (McLeod 1968:9)　It is in this "do not rock the boat" society that the Maori people, and more recently the Polynesians, have struggled to establish a cultural foothold. History records that the 1960s began with the much discussed Hunn Report. J.K. Hunn was appointed by the Labour Party to report on the work of the Maori Affairs


Department. The report contained many insensitive judgments; this was especially true of Mr. Hun’ s concept of integration. Hunn drew the analogy of integration as being all together on the same road. If this road led to a disappearance of Maori Culture or some of the "relics," then that was the natural course of history.　My purpose at this point, is to discover what opportunities are available for cultural minorities. In the matters of social welfare such as housing, health, education and employment opportunities, the Maori and Polynesian fare decidedly worse than the pakeha. It would be both interesting and easy to discuss these issues but my intent is to focus upon arts and culture. I am well aware that these concerns all have direct bearing upon matters of culture and are difficult to divorce. However, it is to the arts community I look and this obviously directs me to the major patron, the government. 　The Maori had been granted several agencies for gaining funds for cultural activities by the government. The Maori Welfare program, established in 1962, provided funds for an array of all things Maori. Artists could apply directly to them for financial aid. In 1963 The New Zealand Maori Arts and Crafts Institute became a vehicle to preserve ancient Maori skills. In essence this was fine but the venue in Rotorua, a major tourist attraction, drew some criticism. The young Maori artists were placed in open display for the tourist to view this preservation of heritage. The cage-like atmosphere offended many Maori and pakeha alike. Critics were reminded that the Maori were expected to use this geographical setting to gain revenue by producing authentic carvings rather than the cheap imitations that flooded the tourist shops. 　In 1966 a merge of cultures came about in the usually European dominated domain of Opera. This occurred in Gershwin's Porgy and Bess:

Most of the roles were taken by Maori singers - the part of Porgy by the late Inia-te-Waiata, the famous Maori singer, and the production's national tour broke all records for attendance. (Smyth 1973:33)

　Maori artists were beginning to make a place for themselves in the arts community. Successes like Porgy and Bess certainly helped. By the end of the 1970s, the Maori could find support in the Department of

Maori Affairs, Queen Elizabeth II Arts Council, Maori and Pacific Arts Council, and the New Zealand Historic Places Trust. Not all these agencies prime concern were matters of culture, but they had funds available to help applicants with worthy projects.　The Education department certainly gave fuel to the development of Maori Culture. Maori studies became a part of the curriculum in schools, teacher's colleges, and universities. Significant Maori artists emerged during this renaissance. In literature Hone Tuwhare, Witi Ihimaera, and Patricia Grace become prominent. The visual arts produced Para Matchett, Selwyn Muru, Muru Walters, and Rei Hammon. In music, Kiri Te Kanawa became an international opera star. Maori arts had finally swept into the 1980s. Maori artists began to bridge the river of inequality that existed between cultures. 　During the 1960-1990 immigration patterns changed in that an increasing number of Pacific Islanders from Samoa, Cook Islands, and Rarotonga sought to live in New Zealand. The numbers were sufficient to identify Polynesians as the third largest culture in New Zealand. To address this rapid growing cultural group the arts council, under government guidance, formed the Maori and South Pacific Arts Council. Sheltering both Maori and Pacific Islanders beneath the same umbrella may have been seen as streamlined administration, but it was not greeted with open arms by either culture. In 1984 the Labour Government made steps toward solving this problem by forming the Ministry of Pacific Island Affairs. This government act rightfully recognized the cultural aspirations of the Pacific Islanders. 　The change in thirty years for the Maori and more recently the Pacific Islanders had been significant. Their place within the New Zealand cultural identity was being established. The Te Maori Exhibition (1986) gained international exposure that in turn created an interest both home and abroad for matters of Maori culture. 　One such example is Ngapo (Bub) Wehi. Standing on the steps of the Metropolitan Museum in New York for the opening of the Te Maori Exhibition, Wehi was struck vividly by the interest that Maori culture captured in the American people. Wehi returned to New Zealand and established Pounamu (greenstone), a Maori cultural and entertainment group. What was significant about this group is that Wehi did not gain


any government funding for this project. To ensure that his group survived, he, upon his own initiative, approached the Auckland museum with an innovative scheme. Pounamu then provided two daily 45 minute guided introductions to the museum's Maori collection. Wehi has had his fair share of critics, largely for the use of Maori ceremony for monetary gain. To this Wehi has made his stance very clear:

We're attempting to provide something as close as possible to the genuine culture of the past. We have to pay our people's wages and there's no alternative way of promoting Maori culture other than charging people to see displays, such as we do at the museum. (Shaw 1990:48)

　Wehi was in fact testing the waters of culture in New Zealand. Despite the critics, Pounamu was providing an outlet for Maori artists within the commercial structure of society. Pounamu gained an international reputation which the New Zealand government finally recognized. It was recognized by including Pounamu in many public relation activities from which both party’ s reaped benefits. 　In the thirty years, 1960-90, Maori then more recently Polynesian cultures have begun establishing themselves within New Zealand. In a few isolated cases there has been success, but within New Zealand as a whole progress has been slow.

9. AN EMERGING CULTURE - INFLUENCES AND DEVELOPMENTS

　The 1970s saw the full impact of television with the introduction of color broadcasting in New Zealand. The arts lagged a bit behind not anticipating the full effect upon their audiences. Soon theaters throughout the country were performing to fewer people. The common cry was to the Arts Council for greater funding to support them through. It was not made clear by the major theaters what they were being supported through and how long it would take? 　The Queen Elizabeth II Arts Council becomes a financial crutch for tunnel-vision administrators. The call should have been for investigation of audience trends and the way in which television could become a weapon the arts could use to build support. The New Zealander exhibited that for far too long they had been closeted, content to exist within the welfare egalitarian state. For many New Zealanders, looking beyond and

showing enterprise escaped them. This was not a call to commercialism or a threat to artistic integrity. What was needed was research of the market and a solid plan to avoid closure of theaters and artists joining the unemployed. 　Several important changes did come about from this challenge by television. New theater designs were smaller, seating 350 to 500 hundred people proved to be most favored. The architects, in consultation with the arts community, designed theaters that were able to cope with a greater deal of flexibility within several theatrical genres. The traditional eight o'clock evening curtain time became challenged by earlier six thirty and later eleven o'clock beginnings. The public could now make a choice between what time they wanted to go to theaters, very much like selecting a channel or program on television. 　New Zea land p laywr ights made a welcome appearance; Roger Hall created a series of plays, Glide Time and Middle Age Spread, featuring typical Kiwis (New Zealanders) in everyday situations. This was a radical change from the dominating Shakespearian staged for mother-England refugees. It came as little surprise that theaters soon were filled to capacity within this race to establish a New Zealand arts culture.The 1980s saw even more growth and the New Zealand Film Industry began to emerge. New Zealanders lined up to see home- grown films on the big screen like Geoff Murphy's Goodbye Pork Pie that became a huge box office success. This was a remarkable turn of events in support for the film industry. It was only years earlier a UNESCO document on the Role of Culture and Leisure in New Zealand said:　Although the country has two film production studios, one publicly owned and the other a private commercial enterprise, neither of these makes feature films, and as a consequence the screenings in New Zealand cinemas are almost exclusively of feature films from Hollywood or British studios. (Smyth 1973:68) 　The change in ten years was significant. Hollywood and British films still constituted a large slice of the film industry but there were increasing numbers of local film companies making international quality films. The success in the 1990 Cairns Film Festival of Ruby and Rata, and An Angel at My Table created a spirit for the industry. Along with the home-grown films there were films being made about New Zealanders by foreign


film companies such as Spinsters that is based on Sylvia Ashton-Walker's 1958 novel of the same name. New Zealand, like it or not, was establishing cultural heroes that dared to compete with the sportsman who had taken over the mantle of fame from the colonial icon, the cow-cocky. Sam Neil who began his rise to fame in the New Zealand film Sleeping Dogs is now an established international film star. Geoff Murphy, the director, is now domiciled in Hollywood with international recognition. 　New Zealander artists, no longer had to flee the country to further their training and establish careers. The exodus that began at the turn of the century still continues but alternatives exist. In growth industries like film and television employment and training became available, stemming the exodus in at least one field of the arts.　In dance, New Zealand had grown accustomed to waiting for annual New Zealand Ballet performances. Change was upon the horizon, contemporary dance appeared toward the end of the 1970s. Modern dance companies began to take advantage of the starved dance audiences by plotting courses of national tours. The Limbs Dance Company, perhaps the most significant modern dance company so far in New Zealand, made an exciting impact both nationally and internationally. Within this flotilla of interest in dance new paths were charted. I was fortunate to be swept along by the energy and enthusiasm to such an extent that I that I became an integral part of contemporary dance in New Zealand. 　From 1981 through to 1986 my dance company, Linkz, was performing to capacity audiences, gaining prime television coverage and touring to Australia and America. While riding upon this wave of success I too became guilty of giving little thought to why it is all happening. In my experience, funding was difficult but not impossible. Linkz received several grants from community arts, regional arts, and Queen Elizabeth Arts Councils. I was the recipient of two Prestigious Study Awards, and appointed as a Cultural Ambassador in 1986 while living in America. Sadly in 1986-87 the tide had again turned against the arts; economic storms crashed upon New Zealand wreaking havoc. 　The stock exchange collapse pulled the curtain on many corporate sponsors. Private patrons quickly followed tending to their financial wounds. Like a

becalmed yacht, the arts drifted in a sea of confusion awaiting a breeze of hope that would again put them back on course. 　It was the Government that controlled the winds of change in matters of arts and culture in New Zealand; to this they must plot the course. Whoever engineers, manipulates the navigation, co-ordinates the course is the crucial factor. The arts community has a responsibility to themselves in that they must provide spokes-people with adequate skills to advise what the best course for cultural development is. New Zealand in its short history has produced talented artists in a variety of disciplines, however this has been sporadic and often the government part in this success has been minimal. If the proposed Ministry of Arts and Culture gains sufficient support then New Zealand may indeed begin to achieve the 1987 Labour parties pledge of developing a New Zealand Identity. To their credit the Labour party saw the only way in achieving this goal was by "the promotion of arts and culture, and an appreciation of heritage." One can only wait and see whether this happens under the recently elected National party. 　To conclude, the impact upon the development of art for more than a handful of select individuals is the government's responsibility. The government's assumption of this responsibility has been cyclic at best. Infrequent spurts of enthusiasm have led to a fragmented identity. The next decade in New Zealand poses many new problems for pakeha, Maori, and Polynesian. No longer can New Zealand languish under the illusion of a mono-culture modeled upon nineteenth century Great Britain. The proposed Ministry of Arts and Culture addresses these problems of bi-culturalism versus multi-culturalism. To recognize this is the first step toward an understanding of one's identity that will in turn add to the development of a national identity.　For me, an artist in exodus, the future looked very bleak. I would like to think that my training and experiences will not be lost to New Zealand. Deep down I know that historically my career in New Zealand flourished coincidently under a Labour government and it may take a return to power of policies practiced similar to those of the Labour party to enhance my chances of returning and sharing my new knowledge. It is my belief that the arts and culture are totally dependent upon government support.


　In New Zealand's case, support has been as variable as the weather that surrounds the islands of New Zealand. Like the sailor who is at the mercy of the winds, so are the arts and culture to governments. Where the sailor hopes for strong consistent winds that full the sails ensuring progress, the arts in New Zealand need that consistency or at the least a long range weather forecast. Infrequent gusts of support have proven to be insufficient for the development of the arts in general. Perhaps, this may explain why New Zealand struggled with an identity, an identity that the government had the power within their bulkheads of policy making mechanisms to nurture if they so choose.

REFERENCES

1. ADAMS, PETER. (1977). Fatal Necessity: British Intervention in New Zealand. Auckland: University of Auckland Bindery.

2. CLARKE, GEORGE. (1903). Early Life in New Zealand. Hobart: J Walch & Sons, Wellington Bridge.

3. CROCOMBE, RON. (1989). The South Pacific: An Introduction. Christchurch: University of Canterbury, Christchurch, New Zealand.(Reprint of 1973 edition)

4. DEPARTMENT OF STATISTICS. (1960-90). New Zealand Official Yearbook. Wellington: Government Printers, New Zealand.

5. DEPT. OF SOCIAL ANTHROPOLOGY. (1989).Sites; A Journal For Radical Perspectives on Culture. New Zealand: Massey University, Palmerston North.

6. EAGLES, JIM; COLIN JAMES. (1973). The Making of a New Zealand Prime Minister. Wellington: Cheshire Publishing Pty Ltd, Book House, Boulcott Street, Wellington.

7. GARNIER, TONY; BRUCE KOHN; PAT BOOTH.(1978). The Hunter & The Hill: New Zealand Politics & The Kirk Years. Auckland: Cassell Limited, 46 Lake Road, Auckland 9.

8. JACKSON, KEITH; JOHN HARRE. (1969). Nations and People: New Zealand. New York: Walker Publishing Company, New York.

9. LEVINE, STEPHEN. (1975). New Zealand Politics. Melbourne: Cheshire Publishing Pty Ltd, 346 St Kilda Road, Melbourne.

10. MALCOM, JILL (editor). (1989/90). Pacific Way. Christchurch: Bascands Limited, Christchurch.

11. MARSHALL, JOHN. (1975). Evolution and Foreign Policy: The Struggle for Existence. Wellington: Institute for Internal Affairs, Wellington.

12. MCLEOD, A.L. (editor). (1968). The Pattern of New Zealand Culture. New York: Cornell University Press, Ithaca, New York.

13. MULDOON, ROBERT. (1974). The Rise And fall Of A Young Turk. Wellington: A.H. Reed & A. W. Reed, Wellington.

14. OLIVER, W.H; B.R. WILLIAMS (editors). (1981).The Oxford History of New Zealand. Wellington: Oxford University Press, 222-36 Willis Street, Wellington.

15. SINCLAIR, KEITH. (1980). A History of New Zealand. Auckland: Penguin Books Ltd, 182-190, Wairau Road, Auckland, New Zealand. (Reprint, revised of 1959 edition)

16. SMYTHE, BERNARD W. (1973). The role of culture in leisure time in New Zealand. France: Published by the United Nations, 7 Place de Fontenoy, 75700 Paris.

17. TEMPLETON, IAN; KEITH EUNSON. (1969).Election '69 An Independent Survey of the New Zealand Political Scene. Wellington: A.H. & A.W. Reed, 182 Wakefield Street Wellington.

18. WRIGHT, VERNON. (1984). DAVID LANGE: Prime Minister. Wellington: Unwin Paperbacks, Port Nicholson Press, PO Box 11-838, Wellington, New Zealand.


JAPAN in focus...English Conversations with a Video Camera!

論説

● Bruce Wilson / The Faculty of Art and Design, University of Toyama● Key Words : Focus, Understanding, Skills, Motivation, Feedback

INTRODUCTION　There is nothing remarkable in recognizing that students learn in many ways. What is remarkable is being able to tap into the most appropriate method. In New Zealand, several educators tapped in extremely successfully within specific educational fields. Sylvia Ashton-Warner (1916 – 1988) believed that learning must be real. It must start from a person’ s experience and relate to their world. Art, music and dance all became important in her approach to having children express their own stories in words. Don Holdaway’s (1979) approach to the teaching of reading “The Foundations of Literacy” became almost a bible for teachers. It was a way of vitalizing an interest in reading. Reading aloud to children, encouraging participation, using large print big books visually stimulated many previously stalled readers. Marie Clay (1926 – 2007) developed the “Reading Recovery” intervention program implemented in all New Zealand Schools from 1983. Such was the success of her methods that the “Reading Recovery” program is currently being used to this day in Great Britain, Canada, Australia, New Zealand and the United States. 　The 1970’ s was an era of research on cognition. New Zealand teachers were encouraged to explore new ways of teaching and many quickly accepted the challenges. With visionaries like Sylvia Ashton-Warner, Don Holdaway and Marie Clay as spearheads teaching became innovative, challenging and exciting educational environments. Within this positive, inspiring creative environment experiments blossomed. A 35mm SLR camera, a roll of black and white film, crude dark room developing facilities, for many, became beginning multi-media teaching tools. Students could make black and white slide presentations coupled to music and narration. This was certainly not state of

the art recording. With a cassette machine playing background music, another one recording narration so they mixed into together. Was this cutting edge technology, a multimedia production? Not really! But self-motivated students produced new projects about their experiences weekly.　Now, some thirty five years later, we have witnessed many transitions. Chalk boards being replaced by white boards. Movie projectors, slide projectors, and overhead projectors, being replaced by computers, language laboratories and audio visual centers. The 35mm SLR camera being replaced by digital cameras and the movie camera replaced by the video camera. Within all this change, the movie camera and video camera were perhaps the most under-utilized. Of course they did make those special appearances on sports days, using the camera simply as a means of documenting events.

1. TODAY　It was not until I moved to Japan that I began to use a video camera as a teaching tool in my English conversation classes. This was initially driven by my interest in motivational methods for Japanese students, who by my observations were struggling, bored or a combination of both while studying English conversation. Motivation is the great, unspoken problem of English education in Japan. It is “great” because it is probably the most difficult single problem classroom teachers’ face. Whereas motivation is rarely a problem for ESL students studying in English speaking countries, it is the major problem for EFL students studying English in their home countries (Wigzell & Al-Ansari, 1993). It was then that I remembered how successful teachers were in New Zealand during the 1970’ s. The programs that had a high visual, audio, and participatory component motivated students. Using

平成 24 年 10 月 17 日受理


a video camera to record simple conversations and play them back for both teacher and peer evaluations students appeared to change in their attitudes; conversations were no longer like a dentist pulling teeth, but to one of actual enjoyment. This I thought, deserved further investigation. 　Appointed as an Associate Professor to the Faculty of Art and Design at University of Toyama provided the time and inclination to further investigate using a video camera as one of my primary tools to motivate, teach and evaluate student’ s progress in the core English classes. This sudden urge to explore and investigate using a video camera became even more interesting because our student body consists of entirely art majors. The initial questions that crossed my mind were;

1.Can video be an effective motivational tool? 2.Can video taped conversations be used to

evaluate progress? 3.Do art majors respond to a visual based

curriculum?　Not really being sure of the answers, or even how to provide evidence that progress may or may not take place, I simply decided to follow my intuition and make video the primary means of evaluation for all the classes I taught at my university. 　Lydia Plowman (1997) in her research on using video for observing interaction in the classroom stated;

“Recording on video is not a substitute for other forms of data collection but it offers a number of advantages, such as the permanence of the record, the retrievability of data to share with others, being able to check findings and easy reinterpretation.”

　The task was now to create a framework that would allow me to collect data that I could share with other faculty. Video gave me “retrievability” enabling a close analysis of the findings by viewing as many times as necessary. I was also very conscious of the opportunity to provide others with sequential steps that would enable them to use my approach as another conversation teaching tool in their classrooms.　In my research I could not find significant studies about the use of videotaping EFL or ESL students. Barnes and Yanagisawa (2001) in their research concluded that video production as distinct from video viewing was perhaps one of the least investigated areas in second language acquisition. This lack of research

was another reason to follow my intuitive sense and record my process, results and conclusions.

2. FIRST STEPS　At our University, beginning English Communication is a compulsory class in both the fall and spring semesters. I teach three classes and three by a foreign [native English speaker] part-time teacher. 　The Impact Series Second Edition Impact Listening is the core text that would provide the framework for testing the students’ progress. The following three chapters were selected using vocabulary and phrases from the target chapter in the scripts for the video taped conversation testing. The tests took place the week after each class had completed the target test chapter.

3. TARGET SPEAKING SKILLS　Nine speaking skills were selected that I believed were both common and valuable every day conversational techniques. As these were going to become the test targets, it was important that they were explained, and modeled by each teacher in the first lesson using the below sample explanations.

PAUSEThis is learning when to stop by using silence to gather your thoughts and the listener’ s attention.

EYE CONTACTBoth active and passive, look when you speak and listen but not a fixed stare.

LISTENING:Try to listen with your face showing understanding, approval and confusion.

Speaking to video cameras Page 4

with others, being able to check

findings and easy

reinterpretation.”

The task was now to create a framework

that would allow me to collect data that

I could share with other faculty. Video

gave me “retrievability” enabling a

close analysis of the findings by viewing

as many times as necessary. I was also

very conscious of the opportunity to

provide others with sequential steps that

would enable them to use my approach as

another conversation teaching tool in

their classrooms.

In my research I could not find

significant studies about the use of

videotaping EFL or ESL students. Barnes

and Yanagisawa (2001) in their research

concluded that video production as

distinct from video viewing was perhaps

one of the least investigated areas in

second language acquisition. This lack of

research was another reason to follow my

intuitive sense and record my process,

results and conclusions.

2. FIRST STEPS

At our University, beginning English

Communication is a compulsory class in

both the fall and spring semesters. I

teach three classes and three by a

foreign [native English speaker] part-

time teacher.

The Impact Series Second Edition Impact

Listening is the core text that would

provide the framework for testing the

students’ progress. The following three

chapters were selected using vocabulary

and phrases from the target chapter in

the scripts for the video taped

conversation testing. The tests took

place the week after each class had

completed the target test chapter.

UNIT 1 Greetings

Table 1: Selected Chapter 1

UNIT 6 Family



UNIT 12 Free Time


3. TARGET SPEAKING SKILLS

Nine speaking skills were selected that I

believed were both common and valuable

every day conversational techniques. As

these were going to become the test

targets, it was important that they were

explained, and modeled by each teacher in

the first lesson using the below sample

explanations.

PAUSE

This is learning when to stop by using

silence to gather your thoughts and the

listener’s attention.

EYE CONTACT

Both active and passive, look when you

speak and listen but not a fixed stare.

LISTENING:

Try to listen with your face showing

understanding, approval and confusion.

PRONUNCIATION

Shaping the words begins in your jaw,

tongue, mouth and lips – this is your

sculpture for conversation.

SPEED

Slow and clear then use speed as a tool

making parts of your conversation bold.

VOLUME

First you must be heard then use this

skill to add texture/color and shape to

your conversation.

GESTURE

Words often require body language to

support the message – this gives a

conversation a life not a collection of

words alone.

FLUENCY

Simply a smoothness about speaking

without breakdowns – making words flow

into understandable conversations.

STRETCHED WORD

To take a word and make it longer, gain

emphasis like a line stretching over a

canvas.

4. TEACHING PROCESS

A conversation from page 8 of Impact

Listening 1 Second Edition was used to

carefully model and teach each skill.


PRONUNCIATIONShaping the words begins in your jaw, tongue, mouth and lips – this is your sculpture for conversation.

SPEEDSlow and clear then use speed as a tool making parts of your conversation bold.

VOLUMEFirst you must be heard then use this skill to add texture/color and shape to your conversation.

GESTUREWords often require body language to support the message – this gives a conversation a life not a collection of words alone.

FLUENCYSimply a smoothness about speaking without breakdowns – making words flow into understandable conversations.

STRETCHED WORDTo take a word and make it longer, gain emphasis like a line stretching over a canvas.

4. TEACHING PROCESS　A conversation from page 8 of Impact Listening 1 Second Edition was used to carefully model and teach each skill. Students then marked in their text book and practiced each of the skills as they were taught. This was their guideline for effective use of the target skills to enhance their conversation speaking techniques. 1. JACK: Hey, guys…..what’ s up?

Jack’ s skill is Pause which is underlined exactly where it is to be used.

LUCY: Oh, nothing much.

Lucy’ s skill is Eye contact which is underlined exactly where it is to be used.

2.HUGH: Hi, Marci. How are you doing?

MARCI: Oh, you know. Pretty good. How about you? Hugh’ s skill is Listening to Lucy which is underlined exactly where it is to be used.

3.SUZIE: Hi, Alan. Long time no see.

ALAN: Hey, what a surprise. Good to see you.

Alan’ s skills are; Stretched word and Pronunciation which are underlined exactly where they are to be used.

4.TONY: Hello, I’ m Tony Martin.

CLAIRE: Oh, you’ re Tony. I’ m glad you’ re here.

Claire’ s skill is Fluency which is underlined exactly where it is to be used.

5.ALEX: Hi, Jeff. How’ s it going?

Alex’ s skill is Speed which is underlined exactly where it is to be used.

JEFF: Not bad…not bad at all

Jeff’ s skill is Volume which is underlined exactly where it is to be used.

6.DON: It’ s nice to see you again Sue.

SUE: It’ s good to see you , too Don.

Sue’ s skill is Gesture which is underlined exactly where it is to be used.

5. TEST SCRIPTS　The three test scripts were based upon the previous week’ s chapter's key phrases and vocabulary. Unit three is entirely written by the students, this is done over two weeks giving them time to practice alone on their original script.


A : Hi ____________. How’ s it going?B : Not bad. How about you?A : Pretty good!B : So, where are you living?A : ____________________.

What about you?B : ____________________.A : You’ re in this class too?B . Yeah. It should be great!

A : Hey ____________. What’ s happening?B : I’ ve just been to visit my family!A : Yeah! Was that fun?B : Ah….. My parents really like ______________!A : Huh. My parents enjoy _________________!B : Sounds like your family is really close?!A : Sure…we all get along pretty well!

B . That’ s great! See yah later!A : _____________________________

_____________________________B : _____________________________

_____________________________A : _____________________________

_____________________________B : _____________________________

_____________________________A : _____________________________

_____________________________B : _____________________________

_____________________________A : _____________________________

_____________________________B : _____________________________

_____________________________A : _____________________________

_____________________________B : _____________________________

_____________________________

6. EQUIPMENT 　The video camera selection is excellent today. I use the Sony HDR-FX1 which is a sturdy reliable HD camera with excellent images and audio.

　A tripod is a must to avoid camera shake. In Figure 2 you will see that the camera is placed about 1.5 meters from the two chairs. The chairs are angled, front inside chair legs touching. There is no panning or zooming required; just a simple click of the record button and the conversation begins.

7. EDITING　Video editing is optional and I am not going to enter into the debate about MAC and PC; I use a PC so my information about software is only for PC based machines. I use Sony Vegas Editing software that ranges from $69.00 to about $695.00. However, this is not about software but testing speaking skills.


5. TEST SCRIPTS

The three test scripts were based upon

the previous week’s chapter's key

phrases and vocabulary. Unit three is

entirely written by the students, this is

done over two weeks giving them time to

practice alone on their original script.

UNIT 1 Greetings

A: Hi ____________. How’s it going?

B: Not bad. How about you?

A: Pretty good!

B: So, where are you living?

A: ____________________.

What about you?

B: ____________________.

A: You’re in this class too?

B. Yeah. It should be great!

UNIT 6 Family

A: Hey ____________. What’s

happening?

B: I’ve just been to visit my

family!

A: Yeah! Was that fun?

B: Ah….. My parents really like

______________!

A: Huh. My parents enjoy

_________________!

B: Sounds like your family is really

close?!

A: Sure…we all get along pretty

well!

B. That’s great! See yah later!

UNIT 12 Free Time

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________


5. TEST SCRIPTS







UNIT 1 Greetings



A: Pretty good!


A: ____________________.

What about you?

B: ____________________.



UNIT 6 Family

A: Hey ____________. What’s

happening?


family!



______________!


_________________!


close?!


well!


UNIT 12 Free Time

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________


5. TEST SCRIPTS







UNIT 1 Greetings



A: Pretty good!


A: ____________________.

What about you?

B: ____________________.



UNIT 6 Family

A: Hey ____________. What’s

happening?


family!



______________!


_________________!


close?!


well!


UNIT 12 Free Time

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

Figure 1: Sony Camera.

Figure 2: Video position.


8. TEST DAY　The testing is all conducted in the same room by the same teacher. The students have 20 minutes to practice. Then they are filmed presenting their conversations.

　Students review the target eight skills from their text book notes.

　Hand out their scripts and the students identify three target skills.

　With their selected partners they discuss and practice their skills.

　The students have 15 minutes to rehearse before being videotaped.

　Each couple is then videotaped in a random order. This is not a script memory test so I have two students as “stage voices” to whisper lost lines. The testing is conducted during a ninety minute class session. Two classes are tested in each session each having forty minutes to complete the test.

9. GRADING　Once the videotaped material has been edited and a DVD is made we can begin the grading process. All clips are chapter marked for easy scanning and repetitive watching. The student’ s names and skills appear on their respective conversation clips for clear identification. 　The grading criterion was based upon a 1 to 5 scale. It was important to decide how to grade each student's efforts. What made their effort a 3 or a 2.5? All students begin with a 3 and then went up or down in .5 increments based on their efforts. If a skill was not numbered, or marked on the script then it was an automatic 2. Both identification and production were

Figure 3: Writing scripts.

Figure 5: Partner work.



Figure 4: Target skills.


required to ensure the skill was in fact understood, and able to be used in a conversation. The final grade came with the below conditions;

1.A grade of 2.5 or less was an automatic repeat of the skill in the next test.

2.A grade of 3.5 or better was an automatic non-selection of that skill in the next test.

3.Those with a grade of 3 could repeat or change skills in the next test.

　After viewing the DVD students selected a new partner, they repeated or selected new skills for test two. This same procedure was in place for test three; it enabled those who failed to repeat and others to challenge themselves with new skills.

10. DATA COLLECTION　The one hundred and twenty students from the six classes were all tested in a three day span, two classes each day. The test worksheets were all collected and once graded the data was then assembled for review. I wanted to firstly see which three skills the students would select to be tested upon. Then, secondly how well each student understood the skill. Their understanding began with where they chose to use the skill, and then could they produce the skill effectively during their live conversation. 　It was at this point that the use of a video camera to record the entire conversation really proved its worth. Without the ability to rewind and play again many times we could never have obtained an accurate measure of each students understanding and application of each target skill. From the following results, patterns began to emerge. Often, they were not as expected?

TEST ONE SKILL SELECTIONS SPRING 2010

Volume 76%

Eye Contact 57%

Pause 45%

Gesture 43%

Speed 37%

Listening 20%

Fluency 11%

Pronunciation 8%

11. TEST ONE RESULTS

41% pass VOLUME 59% fail

grade 4.5 4 3.5 3 2.5 2

result 7 3 26 45 6

71% pass EYE CONTACT 29% fail

grade 4.5 4 3.5 3 2.5 2

result 17 8 21 12 7

60% pass PAUSE 40% fail

grade 4.5 4 3.5 3 2.5 2

result 5 5 21 17 4

66% pass GESTURE 34% fail

grade 4.5 4 3.5 3 2.5 2

result 1 10 12 10 12 5

57% pass SPEED 43% fail

grade 4.5 4 3.5 3 2.5 2

result 4 7 13 15 3

61% pass LISTENING 39% fail

grade 4.5 4 3.5 3 2.5 2

result 3 1 10 4 5

92% pass FLUENCY 8% fail

grade 4.5 4 3.5 3 2.5 2

result 4 1 7 1

60% pass PRONUNCIATION 40% fail

grade 4.5 4 3.5 3 2.5 2

result 4 1 3 1 2


TEST TWO SKILL SELECTIONS SPRING 2010

Volume 65%

Eye Contact 43%

Pause 43%

Gesture 43%

Speed 43%

Listening 35%

Fluency 10%

Pronunciation 9%

12. TEST TWO RESULTS


grade 4.5 4 3.5 3 2.5 2

result 11 16 21 24 1


grade 4.5 4 3.5 3 2.5 2

result 9 14 18 8


grade 4.5 4 3.5 3 2.5 2

result 14 33 33 20


grade 4.5 4 3.5 3 2.5 2

result 6 14 2 7


grade 4.5 4 3.5 3 2.5 2

result 9 10 19 10 1


grade 4.5 4 3.5 3 2.5 2

result 5 7 23 5


grade 4.5 4 3.5 3 2.5 2

result 3 2 4 2 1


grade 4.5 4 3.5 3 2.5 2

result 3 5 1 1

TEST THREE SKILL SELECTIONS SPRING 2010

Volume 68%

Pause 53%

Speed 48%

Gesture 41%

Listening 34%

Fluency 33%

Eye Contact 31%

Pronunciation 6%

13. TEST THREE RESULTS


grade 4.5 4 3.5 3 2.5 2

result 17 16 21 24 1


grade 4.5 4 3.5 3 2.5 2

result 22 14 19 5 1


grade 4.5 4 3.5 3 2.5 2

result 8 22 19 5 1


grade 4.5 4 3.5 3 2.5 2

result 1 9 23 10 4


grade 4.5 4 3.5 3 2.5 2

result 8 14 15 1 1


grade 4.5 4 3.5 3 2.5 2

result 2 22 11 3


grade 4.5 4 3.5 3 2.5 2

result 4 1 7 1


grade 4.5 4 3.5 3 2.5 2

result 4 1 3 1 2


14. COMMENTS　What was surprising is volume was most popular choice and the highest failure. The high level skills, pronunciation and fluency attracted fewer students but were highest in terms of skill accomplishment. 　The data from the three tests gave a valuable insight into student understanding and application; it also provided teachers feedback on re-targeting their teaching of the skills. The above results are from the entire first year students. However it is equally as important to view individual class's results for teacher feedback and direction for the next semester.

　In TEST ONE classes 1, 3 and 5 scored higher than classes 2, 4 and 6. To have such a clear separation of class achievements, there was obviously something being done differently by the respective teachers.

　In TEST TWO there was a much better result within each class. The graph clearly shows progress by the three classes that scored poorly in test one. Those repeating skills had a very high pass rate.

　In TEST THREE classes 1, 3 and 5 again scored considerably higher than classes 2, 4 and 6. This again raised questions of effective teaching of the targeted skills and effective classroom teaching.　In all testing one is aware of the "washback or

backwash" effect. The washback or backwash effect can be either positive or negative. According to Bachman (1990) positive washback occurs when the assessment used reflects the skills and content in the classroom.　So, with this very much in mind, every attempt was made to avoid making these skills the entire goal of the course. For me, it was simply taking a conversation that was black and white and added color and shape. Test

70.00

68.00

66.00

64.00

62.00

60.00

58.00

56.00

54.00

52.00

50.00

1

2

3

4

5

6

1 2 3 4 5 6

Graph 1: Test one result.

75.00

73.00

71.00

69.00

67.00

65.00

63.00

61.00

59.00

57.00

55.00

1

2

3

4

5

6

1 2 3 4 5 6

Graph 3: Test three result.

70.00

68.00

66.00

64.00

62.00

60.00

58.00

56.00

54.00

52.00

50.00

1

2

3

4

5

6

1 2 3 4 5 6

Graph 2: Test two result.


results should not stand alone as methodology, teacher competence; classroom management can all contribute to that positive or negative result.

　When the data of TEST ONE was more closely examined for the lower grades of classes 2, 4 and 6 a teaching error was discovered. Students were not taught the test skills as suggested. The three classes failed to use the textbook, or the model conversations. While the skills were written on the board, and explained the students did not have text book conversations as their guide. This proved to be as valuable as the data from test scores. The testing procedure could also discover teaching errors which then could be modified. Teacher accountability is a neglected aspect of education. In the past six years I have only been observed once in my classroom teaching, not be fellow faculty but visiting guest teacher. This then is another area that could be improved within the faculty to facilitate positive teacher in-house education.

15. FALL OCTOBER 2010 - FEBRUARY 2011　In the Fall Semester classes were interchanged. I was teaching classes 2, 4 and 6 and the part time teacher classes 1, 3 and 5. This would allow the students to have another teaching style but with the same test book and schedule. The following chapters were selected from of Impact Listening 2 Second Edition for the fall semester video taped conversation testing.

A : Hi, I’ m _________ from __________B : Nice to meet you.

My name’ s_____________A : Are you from________________?B : No. I’ m from _________________.A : Let me guess…you were born in July?B : Close, I was born in_______________!A : OK. But I really think you like to

eat_______________?B . Wow!

And I love _______________ too!

A : Hey ____________. How was the party on Saturday?B : Really cool because ____________!A : That sounds excellent. So did you find a new

boyfriend/girlfriend?B : Ah….. That’ s private, I’ d rather not say!A : I understand….I never l ike to ta lk about

_________________!B : Really. Actually I like to talk about

___________________!A : Great! If you want to talk call me. My number

is__________________!B . Sure and you can call me anytime too. My number

is__________________!

A : __________________________________________________________

B : __________________________________________________________

A : __________________________________________________________

B : __________________________________________________________

A : __________________________________________________________

B : __________________________________________________________

A : __________________________________________________________

B : __________________________________________________________

A : __________________________________________________________

B : __________________________________________________________

16. TARGET SPEAKING SKILLS　A new skill of making a “stretched word” replaced the skill of “fluency. The eight skills were one again explained and modeled in the first lesson of the new semester. Students were instructed on how to mark the skill in an appropriate place to enhance the conversation.


that was black and white and added color

and shape. Test results should not stand

alone as methodology, teacher competence;

classroom management can all contribute

to that positive or negative result.

When the data of TEST ONE was more

closely examined for the lower grades of

classes 2, 4 and 6 a teaching error was

discovered. Students were not taught the

test skills as suggested. The three

classes failed to use the textbook, or

the model conversations. While the skills

were written on the board, and explained

the students did not have text book

conversations as their guide. This proved

to be as valuable as the data from test

scores. The testing procedure could also

discover teaching errors which then could

be modified. Teacher accountability is a

neglected aspect of education. In the

past six years I have only been observed

once in my classroom teaching, not be

fellow faculty but visiting guest teacher.

This then is another area that could be

improved within the faculty to facilitate

positive teacher in-house education.

13. FALL OCTOBER 2010 - FEBRUARY 2011

In the Fall Semester classes were

interchanged. I was teaching classes 2, 4

and 6 and the part time teacher classes 1,

3 and 5. This would allow the students to

have another teaching style but with the

same test book and schedule. The

following chapters were selected from of

Impact Listening 2 Second Edition for the

fall semester video taped conversation

testing.

UNIT 1 Introductions

A: Hi, I’m _________ from

__________

B: Nice to meet you.

My name’s_____________

A: Are you from________________?

B: No. I’m from _________________.

A: Let me guess…you were born in

July?


B: Close, I was born

in_______________!

A: OK. But I really think you like to

eat_______________?

B. Wow!

And I love _______________

too!

UNIT 6 Identity

A: Hey ____________. How was the

party on Saturday?

B: Really cool because ____________!

A: That sounds excellent. So did you

find a new boyfriend/girlfriend?

B: Ah….. That’s private, I’d

rather not say!

A: I understand….I never like to

talk about _________________!

B: Really. Actually I like to talk

about ___________________!

A: Great! If you want to talk call me.

My number is__________________!

B. Sure and you can call me anytime

too. My number

is__________________!

UNIT 12 Food

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________


B: Close, I was born

in_______________!

A: OK. But I really think you like to

eat_______________?

B. Wow!

And I love _______________

too!

UNIT 6 Identity

A: Hey ____________. How was the

party on Saturday?

B: Really cool because ____________!

A: That sounds excellent. So did you

find a new boyfriend/girlfriend?

B: Ah….. That’s private, I’d

rather not say!

A: I understand….I never like to

talk about _________________!

B: Really. Actually I like to talk

about ___________________!

A: Great! If you want to talk call me.

My number is__________________!

B. Sure and you can call me anytime

too. My number

is__________________!

UNIT 12 Food

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________

B: _____________________________

_____________________________

A: _____________________________

_____________________________


PAUSE This is learning when to stop by using silence to gather your thoughts and the listener’ s attention.

EYE CONTACT Both active and passive, look when you speak and listen but not a fixed stare.

LISTENING:Try to listen with your face showing understanding, approval and confusion.

PRONUNCIATIONShaping the words begins in your jaw, tongue, mouth and lips – this is your sculpture for conversation.

SPEEDSlow and clear then use speed as a tool making parts of your conversation bold.

VOLUMEFirst you must be heard then use this skill to add texture/color and shape to your conversation.

GESTUREWords often require body language to support the message – this gives a conversation a life not a collection of words alone.

STRETCHED WORDMake the word longer, making one word full a whole canvas. You gain emphasis and attention to the time element.

TEST SKILL SELECTIONS- FALL 2010

Pause 36%

Volume 34%

Stretched Word 23%

Speed 22%

Eye Contact 19%

Gesture 15%

Listening 8%

Pronunciation 3%

17. TEST ONE RESULTS


grade 4.5 4 3.5 3 2.5 2

result 9 13 13 6


grade 4.5 4 3.5 3 2.5 2

result 7 5 12 15

96% pass STRETCHED W 4% fail

grade 4.5 4 3.5 3 2.5 2

result 1 12 8 3 1


grade 4.5 4 3.5 3 2.5 2

result 4 6 6 9


grade 4.5 4 3.5 3 2.5 2

result 1 6 7 8


grade 4.5 4 3.5 3 2.5 2

result 1 4 3 8 1


grade 4.5 4 3.5 3 2.5 2

result 1 7 1


grade 4.5 4 3.5 3 2.5 2

result 3 1 1


STUDENT SKILL SELECTIONS FALL 2010

Volume 36%

Speed 29%

Gesture 23%

Pause 17%

Listening 17%

Stretched Word 11%

Eye Contact 10%

Pronunciation 4%

18. TEST TWO RESULTS


grade 4.5 4 3.5 3 2.5 2

result 2 10 8 14 7


grade 4.5 4 3.5 3 2.5 2

result 9 10 7 5 2


grade 4.5 4 3.5 3 2.5 2

result 1 7 7 5 4 2


grade 4.5 4 3.5 3 2.5 2

result 6 7 6


grade 4.5 4 3.5 3 2.5 2

result 2 3 5 8 2


grade 4.5 4 3.5 3 2.5 2

result 1 5 4 3


grade 4.5 4 3.5 3 2.5 2

result 2 3 5 8 2


grade 4.5 4 3.5 3 2.5 2

result 3 1 1

STUDENT SKILL SELECTIONS FALL 2010

Volume 33%

Pause 25%

Speed 24%

Gesture 23%

Stretched Word 18%

Eye Contact 17%

Listening 11%

Pronunciation 10%

19. TEST THREE RESULTS


grade 4.5 4 3.5 3 2.5 2

result 1 10 8 14 7


grade 4.5 4 3.5 3 2.5 2

result 1 20 5 2 1


grade 4.5 4 3.5 3 2.5 2

result 2 8 10 7 1


grade 4.5 4 3.5 3 2.5 2

result 1 8 7 10


grade 4.5 4 3.5 3 2.5 2

result 4 6 7 4


grade 4.5 4 3.5 3 2.5 2

result 4 8 8


grade 4.5 4 3.5 3 2.5 2

result 2 7 3


grade 4.5 4 3.5 3 2.5 2

result 3 4 1 2 1


20. COMMENTS　It was pause that became the most popular choice by students and with a very consistent pass rate. Volume continued as the most problematic of the skills, so this in itself is a study of worth. The new skill introduced this semester, stretched word, did not pose any major hurdles for the students with high pass rates. The high level skill, as we identified was pronunciation and while attempted by fewer students, gained a 100% pass rate for the semester. Gesture still confused students as they made cliché attempts rather than a genuine sign from the body relating to what was actually being said. Nonverbal skills proved to be challenging for many of the students. 　The change of teachers in the spring semester and how classes performed was not an intention of the study. However, the results were significant enough to investigate why classes performed well within one learning environment and then did not in another. In Japan, classroom management is largely seen as one of discipline rather than the basis for ensuring learning takes place. The well prepared teacher copes with motivation, interests, and ability levels in a smooth cohesive manner. Lack of management or caring will affect negative results.

　In TEST ONE classes 2, 4 and 6 improved but Class 3 who performed well in the spring failed to show any progress.

　In TEST TWO a trend was beginning to emerge and classes 1, 3 and 5 results began to drop considerably.

　In TEST THREE the results were slightly more balanced, however classes 2, 4 and 6 were again better. Graph 6: Test three result.

21. CONCLUSIONS 　Firstly, did the data show an improvement in the targeted skills? Yes, students did improve but not as predicted. The skill volume was exposed in the year as one that did not gain noticeable improvement. It remained as a skill that more than 30% of the students

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Graph 4: Test one result.

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Graph 6: Test three result.

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Graph 5: Test two result.


either did not understand or could not perform. This may well be reflected in the spoken Japanese which has an entirely different pitch or musical accent from English. This does create a flowing rhythm in an almost melodic manner as opposed to the irregular English rhythms. Teaching also played a much larger component than anticipated. Classes that achieved consistent progress came from one teaching style. This was anticipated in the study so the rotation of classes for the second semester was to balance any swings in results. However, as revealed in the data, classes that performed well and made progress soon began to retrograde in results. But, this merely highlighted the importance of classroom management, planning and implementation as a core ingredient for students’ progress. 　I am convinced that video can play a significant role in teaching English to Japanese students. I look forward to the next year with a healthy positive attitude and a new group of students.

REFERENCES

1. BACHMAN, L. (1990). Fundamental Considerations in Language Testing . Oxford:Oxford Univesrity Press.

2. BROSNAHAN, L. (1990). Japanese and English gesture: Contrastive nonverbal communication. Tokyo: Taishukan Publishing.

3. CLAY, M.M. (1993) Reading Recovery: A guidebook for teachers in training. Auckland, New Zealand: Heinemann Education.

4. CLAY, M.M. (1998) By Different Paths to Common Outcomes. York, Maine: Stenhouse.

5. CLAY, M.M. and TUCK, B. (1991) A Study of Reading Recovery Subgroups: Including outcomes for children who did not satisfy discontinuing criteria. Auckland, New Zealand: University of Auckland.

6. HOLDAWAY, D. (1979) The Foundations of Literacy. Sydney: Ashton Scholastic.

7. HOLDAWAY, D. (1982) 'Shared Book Experience: Teaching Reading Using Favourite Books', Theory into Practice, 21, 4, 293-300.

8. PLOWMAN LYDIA (1997). Using Video for Observing Interaction in the Classroom.The Scottish Council for Research in Education- “Spotlight 72”

9. MASLOW, A. (1987). Motivation and personality. (3rd ed., revised by R. Frager, J. Fadiman, C. McReynolds, & R. Cox ed.). New York: Harper & Row.

10. SLATER, ALAN (n.d.). Communicative English teaching in Japanese schools: A personal viewpoint. Communicative English Teaching in Japan. (1997, November 21).

11. STEMPLESKI, SUSAN & TOMALIN, BARRY. (1990). Video in Action: Recipes for Using Video in Language Teaching. New York: Prentice Hall.

12. WIGZELL, R. , & AL-ANSARI, S . (1993). The pedagogical needs of low achievers. Canadian Modern Language Review, 49(2), 302-315.

資料 japan - u-toyama.ac.jpand spellbound by anyone who could spend so much time making a cup of...

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