天美影视

College of Community Studies invites people involved in local activities from around the country to give talks.
Many of these also serve as training sites for local internships.

The Oikamijima Deserted Island Experience Project began in 1988, and this year marks its 32nd anniversary. Oikamijima is located in the Uwa Sea in Ehime Prefecture, and is accessible by ferry from the mainland in about 40 minutes. After arriving on the island, the children set up tarps and tents and begin their life on the island. They cook their own meals using the ingredients they have foraged or that are given to them. They enjoy the island's rich nature by snorkeling and fishing, eating dinner while watching the sunset, and making campfires, but it is far from comfortable, and they live in an environment without electricity, gas, or running water for a week.
Migojinjima is a harsh place to live, but after a week there, the people change. There is something to be gained from spending plenty of time together and overcoming many hardships together. The children who looked anxious when they first gathered were like different people, with strong, determined faces, by the time of the closing ceremony.

Advance preparations are quite hard. In particular, arranging instructors and staff is difficult. Every year, we ask each school to send a teacher, while cooperating with the Prefectural Board of Education's Compulsory Education Division and Education Office. We also work with Ehime University, and ask students from the Faculty of Education to come as assistants and students from the Faculty of Medicine's Department of Nursing to support rescue efforts. Local hospitals have also been supporting this project for many years, by sending active nurses and lending rescue equipment.
To ensure the project runs smoothly, environmental improvements are also necessary, such as weeding the tent sites and repairing the areas where materials are brought in. During the project, a night shift watch will be posted to keep the children's tent sites safe from wild boars. If an emergency occurs during the night, the ferry company will respond. These environmental improvements and safety measures require the cooperation of local businesses, former instructors, and volunteers.
We believe that this is a wonderful project that provides children with the opportunity to have a valuable experience that they can only have by spending a week on Migoshinjima with their peers, and we would like to continue giving as many children as possible the opportunity to experience life on a deserted island.

The content of the project must have been quite a high hurdle. Everyone has a hard time living without the essentials of gas and water. I think that this project was only possible because we had friends who could overcome those hardships.
In that sense, there is the word "collaboration," but these days it is very difficult for one organization to complete the project on its own. There is a need for the skills to build relationships between various organizations, groups, and individuals and to work together with a shared goal.
The public-private collaboration that was mentioned is actually quite difficult. Neither the public nor the private sector has a good mutual understanding of each other's good and bad points. Even in Ehime Prefecture, the public and private sectors have been able to work together well in the deserted island experience project. We hope that the practical training will teach participants the skills of collaboration in which the public and private sectors work together to share a common goal.

The Civic Museum was established in October 2000. It is a regional comprehensive museum that covers a variety of genres. Specifically, there are five curators in charge of archaeology, history, folklore, art, and museology. The museum receives about 90,000 visitors each year.
There are four principles behind our museum. The first is coexistence with nature. The second is cooperation with schools. The third is getting the citizens involved. The last is interaction and community.
As for the relationship with children, last year, 9,400 children visited for learning. One of the characteristics of Minokamo City is that activities are positioned as part of the annual school curriculum. The museum has a variety of specimens and excavated materials, but in addition to that, they are trying to use things that are actually in the children's local area as resources and teaching materials.
After six years of activities, we survey the children. We do this to understand the extent of the children's behavior, such as what they felt through six years of activities and what they did after using the museum. When we listen to the children's voices, it seems that they are able to think in a different way than they do in school. Recently, a word called civic pride has been used. We hope that through activities at the museum, they will develop a sense of pride in the community of Minokamo where they live.

We will talk about citizen participation, exchange and the community. There are 111 registered volunteers in six areas: learning support, exhibitions, life experiences, art, traditional cuisine, and events. The museum also has various citizen activity groups. Groups such as the Traditional Cuisine Association, the Voice Drama Association, a recitation group about Shoyo Tsubouchi, a native of Minokamo City, and the art-related NPO Kisogawa Weather work together to carry out the museum's activities.
We also have various other activities with the local community, and we work together with them. For example, we organize tours of historical sites by local residents. There are many things that people pass by without even thinking about them, but the local people know about them. In the field of art, we hold the Minokamo Annual. Every year, we hold an installation in the forest as an art event.
As part of our efforts to make the most of local resources, we asked the museum café to come up with sweets to go with the exhibition. We also worked on a plan to create what are called geo-confections, so that as many people as possible could enjoy local resources.

In this way, many citizens are involved, resulting in a wide range of museum activities. After all, it is the citizens who are the ones who unearth local resources, and this is a great source of strength for the Civic Museum. We want citizens to use the museum as an intellectual space where they can feel involved and that they can create something.
I hope that museums can become places where people can learn about the good things about their local area through materials and resources that are close to them. Museums connect the culture of the region by utilizing the people involved and the resources available there. I hope that museums will not only connect, but also be a hub that creates it.
In the practical training, we hope that the students will experience how to utilize the local area with a museum at its center in Minokamo. Specifically, we envision them watching over children's learning, supporting workshops that utilize a local building from the early Taisho period, and being involved in some way in the menu and planning of the museum cafe.

First of all, before introducing Dream Play Woods, do you know what an adventure playground is? An adventure playground is a so-called plaza. In Ayase, they started being built in 1998, so it's been about 20 years now. In the past, there were forests and mountains in various places, and children could go and play freely, making their own objects and hideouts to play with. Nowadays, such places have disappeared, so the adventure playground facility was started with the idea of building new ones.
Our basic philosophy is to allow children to have free and rich experiences in nature, and to develop their independence, self-defense instincts, physical abilities, morality, and sociality. We foster a spirit of play, and adults should be aware of children's free play. Our basic philosophy is to experience play together, without causing injury, and to create a forest of play.

The forest itself is meant to be an ordinary square or playground, so it is basically open all year round. It was created by leveling a bamboo grove, and basically it can be used 365 days a year, from when it gets light in the morning until dusk. A total of 17,000 people visit the forest every year, including junior and senior high school students. We also hold events for children as part of our annual activities.
In our regular activities at Dream Play Woods, we take the stance of watching over the children, but usually it is a place where the children can go and play on their own. We make and repair the play equipment and installations ourselves. There are hammock swings, bamboo jungle gyms, rope slides, and more.
What makes us different from other places, and I can say with confidence, is that you can play all year round. In the future, we will continue to think about how to deal with issues such as children, as they arise.

This activity started when I was appointed as a social education committee member of Ayase City. When I started, children were playing games and no longer playing outside. What I felt at the time was that there were no playgrounds for children. I remember telling my senior social education committee members about this reality. When I suggested creating a playground, they told me that children today don't play. When we actually created one and started operating it, the children were doing all the things we did when we were children. It was just that there was no place for them to experience it.
When you come to Dream Play Woods for training, we tell you to think for yourself about what you should do and do it yourself. We believe that you should do it yourself without being told until you ask us to teach you. Learning is about whether that is wrong or not.

The same goes for the little ones who are here now. When they ask me how to play with something, I just tell them to think about it themselves. I help them out a little bit. I tell them to think for themselves and make their own decisions.
So building relationships is going to be the most important thing from now on. If you learn from history, you will see that all the people who truly shape an era are people who have experienced many things and made their own decisions. If you come to Dream Play Woods for an internship, I want you to think about that and be prepared to do so.

I would like to introduce some of the places where I am involved in my research. One of them is "Tori no Gekijo (Tori Theater)." "Tori no Gekijo (Tori Theater)" is both the name of the theater facility and the name of the theater company. The theater performers are based in Tottori City in the eastern part of Tottori Prefecture and are active there. "Tori no Gekijo (Tori Theater)" is located in a town in the west, a little way from the center of Tottori City, in an area called Shikano.
The "Tori no Gekijo" (Tori Theatre) operates in the facilities of a former elementary school and Kindergarten Building that were abandoned after a merger. Thirteen years ago, in 2006, a theater artist who had returned to his hometown from Tokyo rented the school and began his activities there.
Using these local facilities, they not only perform their own plays, but also hold large theater festivals as local events, attracting many people from the local area and beyond. The grounds are used as parking lots, making it one of the local hubs where many people gather.
In addition to creating and performing their own plays, the group also holds the Tori Theater Festival, which is held in the local area. In addition, the director also serves as a lecturer and holds playwriting classes for interested local people on how to read and write play scripts.
Recently, we have been focusing on drama workshops in schools. We believe that the workshops and expressive activities used in drama and drama productions can be effective for children's learning activities and personal growth, and so we are incorporating them into school education.

Before the elementary school merger, there were three elementary schools in Shikano Town, which were merged into one called Shikano Elementary School. In order to integrate the elementary and junior high schools more than ever before, and because this school was created based on the voices of the local people, the local people's opinions were incorporated and a unique subject for the area, "Arawashika" (front eagle course), was created. The name is a combination of the symbol of the area, Mount Jubo, and the word "to represent." Drama was included in this curriculum, which was created by the local people. After more than 10 years of activity, Tori no Gekijo has been accepted by the local people and is included in the school curriculum. Drama is not the only special thing about this area. Senryu is also popular in this area, and there are groups that perform it. There is also the traditional craft of making sedge hats. This subject was created with the aim of passing it on to children.

In the Shikano area, unique efforts in urban development have been actively carried out, especially since around 1990. It is the Shikano area that has been working hard to somehow make the area sustainable and to firmly maintain the pride of the area. The momentum of resident-led urban development has created the soil to accept a theater company. The Tori no Gekijo was accepted there, and it has been able to fully demonstrate its creativity as an arts organization and contribute to education. These two have a synergistic effect, enhancing the appeal of the Shikano area, attracting people, and inviting people from outside the area to theater festivals and other events. The area is moving to the next stage of community development, where children can be proud of having grown up in Shikano.
This is just one example, but we are also considering hosting other unique facilities such as the "Warabekan" in Tottori City, a facility themed around local fairy tale writers, and a pear memorial museum in central Tottori. We hope that you will become interested in the Tottori region.

I first encountered social education in a seminar class during my university days. During the summer vacation, I went on fieldwork to a fishing village in Iwate Prefecture, where I was deeply inspired by my interactions with the local children.
After graduating, she got a job in a regular company, and after getting married, she spent about 10 years raising her children in France and the U.S. After returning to Japan, at the age of 46, she re-employed as a social education instructor for the government, and furthermore, she became involved in Kanagawa Prefecture's first community school, coordinating activities such as career education for elementary and junior high schools, and managing the facility that serves as the core of the community.
The group also established an NPO to promote cooperation and collaboration between schools and communities in various regions, and is involved in the Ichigao Youth Project, a community development project in Aoba Ward, Yokohama City, which brings together junior and senior high school students, the local community, and the government. These activities are helping to create a better future for children and leading to sustainable urban development.

What I've learned from my work so far is that all experiences are useful. Personally, I feel that my experience raising children overseas has been very useful. The appeal of this job is that you can use all your experiences, including your struggles and failures, to your advantage.
And in order to connect people and get involved in urban development, communication skills are especially important. In Japan, there are sayings like "telepathy" and "silence is golden," but those alone are not enough to get the message across.
I hope that you will interact with people of all ages, from babies to the elderly, people with disabilities, and people of various cultures and values on a daily basis, and experience new encounters and the expansion of unexpected activities. As the first class of students in College of Community Studies, you will be very fortunate to be able to leave a clear mark as "pioneers."
You will learn basic knowledge and research methods in the classroom, and then combine what you have learned with the experience of your local training to deepen your learning. We hope that you will enjoy taking on challenges that have no answers or precedents, and become one of the leaders of urban development in the next generation.

I was originally an employee of the Tokushima Prefectural Government, and about five years ago I was in charge of policy at the Board of Education. At that time, from the perspective of developing global human resources, we invited "HLAB TOKUSHIMA," an international program for high school students run by university students from overseas and all over the country. Some of the staff of this program wanted to continue supporting Mugi Town, so they founded the student NPO "Hitotsumugi."
There are many villages in Tokushima Prefecture that are at risk of disappearing, and Mugi Town, where we are active, has a population of about 4,000. In these depopulated areas, educational issues arise due to the decline in the number of children and students.
One of Hitotsumugi's main activities is the Shiratama Activity, a career education program for junior high school students. Children in Mugi Town grow up in a world of fixed relationships, so they have difficulty forming and expressing their opinions to others. Therefore, university students from outside the town work alongside the junior high school students from a similar perspective, helping them develop the ability to think and act logically by organizing events that involve local people.

We also hold a monthly program called "Local High School" for high school students. This was started in response to a request from junior and senior high school students who said, "There is no high school in Mugi Town, so we want a place where we can gather even after going on to high school." We hold a two-day, one-night camp in the spring and summer, and I feel that a good cycle has been created, with seniors who participated in this program serving as lecturers at seminars.
In the future, rather than trying to keep young people in their hometowns, we would like to foster relationships that enable them to continue to be connected to the areas where they were born and raised or where they were involved in activities, assuming that they will eventually leave.
Although the population may not increase statistically, I would like to attract a "related population" to this town who will lend a hand when in need. I hope that you will also become part of Mugi Town's "related population" through the "Community Training" program offered by College of Community Studies.

I first became interested in social education through PTA activities. I wanted to support more activities for children, so I established an NPO.
I feel that children today have the ability to conform to society, but lack the ability to carve out their own path in society.
Therefore, we are implementing a "Deserted Island Experience Project" on Migoshinjima Island off the coast of Uwajima City.
This is a program in which elementary and junior high school students spend a week during the summer vacation living together in an environment without electricity, gas, or running water.
The children overcome various difficulties in their difficult environment by working together with members they have just met.
Through these experiences, students will develop the ability to identify and solve problems on their own.
At the same time, we hope that by having the teachers watch over the children's growth as supporters, they will be able to use this knowledge to improve their teaching practices in their local areas.

Another project I would like to introduce is the "Fureai Shokudo" (Friendship Dining Hall), which was started at the Kume Community Center in Matsuyama City. In recent years, the tendency to "eat alone" has been increasing not only among children but also among the elderly. In response, we created a "place for communal meals" where people of various generations can gather and eat together around the table.
A wide range of volunteers, including staff from local companies who support the project, local residents, and students, work together to provide nutritionally balanced meals. The elderly participants have given positive feedback, saying, "Seeing the children's smiles gives me energy."
We believe that this activity will help local people get to know each other and create new networks. In College of Community Studies, these projects are called "community internships." We hope that you will participate actively and eagerly absorb various experiences.