Summer Program in EnglishT[22N3047]

科目名
Course Title
Summer Program in EnglishT[22N3047]
Summer Program in EnglishT
授業言語
Language
English
科目区分・科目種 全学共通科目 クラス 全学科
カラーコード キャリアデザイン  
単位数 2.0単位 履修年次 34

担当教員 須藤 紀子
学期 前集中

受講条件・その他注意
1.サマープログラム受講を希望する学生は、
@  4月5日(火)新入生オリエンテーション後に実施する「サマープログラム説明会」に参加してください。詳細はサマープログラムホームページを参照してください。
A 履修登録期間(4月5日〜9日)に履修登録をし、志望理由書(※)をメールでサマープログラム事務局宛に、4月9日(土)までに提出してください。
※志望理由書のひな型は、サマープログラムホームページからダウンロードしてください。
(注意)本科目は、定員20名となっているため、定員を超過した場合は、選考となります。
選考結果は、サマープログラム事務局から、お茶大メールアドレスにメールでご連絡をします。選考に漏れた学生の履修取り消しは、学務課によって行われます。

2.履修者向けオリエンテーション動画を、プログラム開始前にMoodleに掲載予定です。掲載後、履修者に連絡をしますので、各自確認をしておいてください。

3.8月6日(土)に閉講式があります。できる限り参加をしてください。

授業の形態
講義,演習,全面オンライン

教科書・参考文献
担当教員が資料を随時配布する。

ALH区分
ALHとして実施

評価方法・評価割合
授業への参加態度=出席状況も加味,ALH(アクティブ・ラーニング・アワー)=ALHで作成した課題でほぼ100%評価されます。

主題と目標
このサブコースの主題は「Food, Crafts, and Physical Activities in Japan」です。生活科学部の4学科の教員からそれぞれの専門分野の授業を英語で聴くことで、日本に関する理解を深めるとともに、外国人学生と英語でディスカッションしたり、英語でレポートが書けるようになることを目標とします。

授業計画
【藤原葉子(2コマ)】Dietary habits and health in the Japanese people
Japanese people are known for their longevity, which is partly due to their dietary habits. This lecture will outline the characteristics of the Japanese diet that contribute to good health. In addition, we will discuss Japanese food and food culture, which has been registered as an intangible cultural heritage by UNESCO. and discuss the diet of each student's country.
The first session will be an on-demand lecture, and in the second session, students will give a three-minute presentation on the food and culture of their own country, which will be shared and discussed online by the participants.
Evaluation will be based on the presentation and reaction paper, and the power point file will be submitted before the presentation.
【山田美穂(2コマ)】Dance/Movement in Culturally Sensitive Psychotherapy
In this class, we will explore the practice of psychotherapy taking into account the cultural background of individual clients from the perspective of dance/movement therapy. In the first half of the class, we will discuss verbal and non-verbal communication and cultural factors in psychotherapy. This will be followed by experiential learning of the basic techniques of dance/movement therapy. In the second half, we will experience several dances, including the traditional Japanese folk dance, Bon Odori, and discuss their therapeutic effects. Finally, we will discuss the issue of mental health in contemporary culture and how dance/movement can play a role in addressing it. As a post-class assignment, you will be asked to submit a reaction paper. You will be asked to reflect on and verbalize your own experiential learning during the class and what implications it has for psychological support in a broader sense.
【TRIPETTE JULIEN(4コマ)】Integrating technology in the assessment and the promotion of physical activity
Physical activity is a powerful preventive tool against non-communicable diseases. Active lifestyles also promote a healthy aging process and an independent living. For decades, technological changes (individual transportation vehicles, screen technologies, etc.) have been associated with less physical activity among populations. The recent miniaturization of sensing technologies allows the development of wearable devices able to sense and monitor people movements and activity.
In this lecture, we present scientific evidences of the beneficial effects of physical activity on health. We will also discuss the possible positive impact of new wearable technologies on people physical behavior. Select one or several topic(s) addressed during the class and write and write a <500-word essay. Give your opinion.
【鈴木禎宏(2コマ)】Japanese Appreciation of Ceramics: “Kizaemon”, the Ido Tea Bowl.
In this course we will consider the Japanese aesthetics, exemplified by the appreciation of ceramics. As a specific example, we will look at a group of tea ware called “Ido”. The Ido tea bowls were made in the Korean peninsula and introduced to Japan in the 16th century. At that time, a new aesthetic concept called “wabi” emerged in Japan, and Japanese tea masters introduced Ido bowls based on this aesthetic and began to use them in their tea ceremonies. Distortions, flaws and stains are usually regarded negatively, but under the wabi aesthetic, they were valued positively. In this class, we will look at a typical example of an Ido tea bowl, the “Kizaemon”, now a designated National Treasure, to deepen our understanding of the Japanese culture and appreciation of the craft. The class will be assessed by an essay. Assignment: Discuss how tea bowls were appreciated in “Wabi-cha” (Tea practice under the wabi aesthetics) in the 16th century Japan. (1200 words)
【須藤紀子(2コマ)】ALH
【特別講演会(3コマ)】事務局より連絡

時間外学習
ALHの時間は各教員から出された課題の作成に充てることができる。

学生へのメッセージ
4名の教員から出された個別課題をALHの時間に仕上げる。担当コマ数に応じて、TRIPETTE先生は40点満点、他の3名の先生方は20点満点で評価し、特別講演会の出欠状況を最後に加点します。

学生の問い合わせ先
■サマープログラムHP:https://www.cf.ocha.ac.jp/summerprogram/
■サマープログラムに関する問い合わせ: ocha-summer@cc.ocha.ac.jp (サマープログラム事務局)
■本サブコースコーディネーター:須藤紀子(生活科学部食物栄養学科)sudo.noriko@ocha.ac.jp