Japanese culture blends an appreciation for nature with everyday life. An illustration of this merger, the kimono, bridges the gap between art and fashion. In this lesson, students increase their understanding of Japanese culture by studying the evolution of the kimono. In the first activity, students learn about the history and significance of kimonos through online or library research. In the second activity, students compare Japanese kimonos to formal attire in their own culture, gaining a better understanding of clothing’s cultural significance. In the closing activity, students draw and label an example of a kimono and write a descriptive paragraph about the kimono’s design and cultural significance.

Geography, art

Standard 6: How culture and experience influence people’s perceptions of place and regions

National Arts Standards

Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures

Two hours

• Computer with Internet access
• Kimono Design Challenge Handout (PDF, Adobe Reader required)
• Kimono or Black Tie? Handout (PDF)
• Drawing paper
• Coloring materials
• Scissors

Students will:

• conduct Internet or library research to learn about the history and significance of kimonos in Japanese culture;
• identify key design elements that differentiate types of kimonos and define their symbolism;
• understand that different kimonos are appropriate for specific genders, social statuses, and settings;
• compare Japanese kimonos with formal attire from another culture; and
• apply traditional design principles to create a new kimono.

Guiding Question: What can the kimono reveal about Japanese culture?

Ask students to share images that come to mind when they think of Japan. Then ask them to describe how they think Japanese people dress. Record and briefly discuss their responses. Show students a picture of a kimono and read the History of the Kimono on the Kids Web Japan site. Ask students what they think the kimono can reveal about Japanese culture.

Activity 1:
In this activity, students learn about the history and significance of kimonos through online or library research.

Directions:
1. Assign students to small groups or have them work individually. Distribute the Kimono Design Challenge Handout (PDF). Students should research the answers with library or Internet resources that explain the traditions and styles of the kimono. They can start with the following online resources:

• Kids Web Japan: Virtual Culture Kimono
• MIT: JP Net—Kimono

2. Have students build their own virtual kimono on the Virtual Culture Kimono section of the Kids Web Japan Web site.

3. Have students assemble as a whole group to share their research experiences and what they learned about the history and significance of the kimono.

Activity 2:
In this activity, students compare Japanese kimonos to formal attire in their own culture to better understand clothing’s cultural significance.

Directions:
1. Distribute the Discussion Questions Worksheet to have students compare Japanese kimonos with formal wear of their own culture. Students may work individually or in small groups.

2. Have the class come back together and discuss the similarities and differences they noted on their worksheets. Some prompts include: Who wears formal attire, to what functions, in what places, at what times? Are these different in Japanese culture compared to the student’s culture?

1. Explain to students that they will design a kimono of their choice. Students may wish to use their handout from Activity 1 for examples of kimonos or they can do additional Internet or library research. They should draw, label, and color their designs on a separate piece of paper using the coloring materials.

2. Instruct students to write a descriptive paragraph about their kimono. They should include:

1. a description of the key style elements;
2. the cultural significance of the kimono;
3. a description of the type of person who would wear the kimono, including gender, age, and social status;
4. a place where their kimono might be worn; and
5. at least three interesting facts about their kimono.

3. After students complete their work, have them present their drawings to the class. Students should explain the information from their descriptive paragraphs, including the cultural significance of their kimonos. Discuss as a class the cultural significance expressed in their kimono designs. Arrange the designs on a bulletin board to help inform others about this aspect of Japan’s culture.

Evaluate students using a scale from one to five on the accuracy and thoroughness of each of the following:
Illustration:

• Kimono design elements
• Labels

Paragraph:

• Description of key design elements
• Explanation of cultural significance
• Description of person who wears the kimono
• Where the kimono could be worn
• At least three interesting facts

• Have students research the history of the kimono in greater depth and write a one-page summary of their findings.
• Ask students to locate additional Web sites to enhance their cultural geography study. Challenge them to create a PowerPoint presentation to share their research and designs with an appropriate audience.
• Ask students to use an atlas to locate these two kimono textile centers: Amami O Shima (Amami-Oshima) is famous for oshima-tsumugi; and Yuki, Ibaraki Prefecture, produces yuki-tsumugi, which is said to last 300 years.

This lesson was adapted from a lesson developed by DC Geographic Alliance Teacher Consultant Lola A. Boxley for Geography Action! Asia.

Fashioning Kimono: Dress in early 20th century Japan
Japan Net—Kimono
National Geographic—Geography Action!
Victoria and Albert Museum—Kimono from our Collection