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This anthology is the first to survey the full range of modern Japanese drama and make available Japan's best and most representative twentieth- and early-twenty-first-century works in one volume. It opens with a comprehensive introduction to Meiji-period drama and follows with six chronological sections: \"The Age of Taisho Drama\"; The Tsukiji Little Theater and Its Aftermath\"; \"Wartime and Postwar Drama\"; \"The 1960s and Underground Theater\"; \"The 1980s and Beyond\"; and \"Popular Theater,\" providing a complete history of modern Japanese theater for students, scholars, instructors, and dramatists. The collection features a mix of original and previously published translations of works, among them plays by such writers as Masamune Hakucho (The Couple Next Door), Enchi Fumiko (Restless Night in Late Spring), Morimoto Kaoru (A Woman's Life), Abe Kobo (The Man Who Turned into a Stick), Kara Juro (Two Women), Terayama Shuji (Poison Boy), Noda Hideki (Poems for Sale), and Mishima Yukio (The Sardine Seller's Net of Love). Leading translators include Donald Keene, J. Thomas Rimer, M. Cody Poulton, John K. Gillespie, Mari Boyd, and Brian Powell. Each section features an introduction to the developments and character of the period, notes on the plays' productions, and photographs of their stage performances. The volume complements any study of modern Japanese literature and modern drama in China, Korea, or other Asian or contemporary Western nations.

This pocket-sized paperback is one of the thirty titles published for 2019 Hong Kong International Poetry Nights. The theme of IPHHK2019 is Speech and Silence. From 19–24 November 2019, 30 invited poets from various countries will be in Hong Kong to read their works based on the theme Speech and Silence. Included in the anthology and box set, these unique works are presented with Chinese and English translations in bilingual or trilingual formats.

The exploratory process is described in \"The Period of Integrated Study: An Exposition of Educational Guidelines\" as a repetition of four steps: setting a theme, gathering information, analysis, and expression. The Active Learning framework seeks to further refine this process by emphasizing interaction and reflection wherever it is appropriate in the educational context. In this study, in addition to maintaining the previous emphasis on cooperation and dialogue with other disciplines, we developed and implemented a teaching program that encourages the communication/presentation of information by gathering various resources, processing it intellectually, and then outputting the results as a part of a continuous educational process. Objective of this research is to nurture media literacy and critical thinking by conducting Cross Curriculum active learning lessons with English language teacher. \"The Tale of Genji\" was used as a theme for the class. The text was compared with English translations to stimulate thinking on world views. Many group discussions on how characters and characteristic Japanese sensitivities should be translated into English were included, and explanations were given while via reference to library materials. The NIE technique was used to incorporate what was learned. By using the school library not only as a research tool but also as a way of stressing the importance of active experience, students were able to realize their \"own respective selves.\" In order to have students experience the continuing integral importance of culture in dynastic Kyoto, they conducted interviews regarding the Aoi-matsuri Festival. Research perspectives were collected as articles, columns and advertisements on a single sheet of newspaper. The Moodle system from High School located in California was used to distribute the newspaper and conduct online collaboration. Distributing a \"rubric\" as an evaluation method, 5 abilities were jointly assessed: communication skills, information analysis, critical thinking, English proficiency and teamwork. Through the rubric, by reading while comparing with the other group's newspaper, different value judgments emerged in connection with article information uptake and a new perspective was discovered. In addition, by considering classical literature through the filter of English, it was possible to think about the sense of the uniquely Japanese from a perspective different from that of the usual class. Incorporation of active learning cultivated students' ability to conduct value judgments and read large quantities of opinions from multiple perspectives, organizing one's opinions while also cultivating the opinion-generating capacity and critical thinking ability of oneself and one's group. Through newspaper construction, students were able to tangibly feel group value judgments, achieving mutual understanding while also reaching class goals - they were able to realize the significance of the effort. One future challenge is that American high schools were not able to reach a level of active opinion exchange. In order to overcome students' differing regional cultures and learning histories, one potential solution would be to use Skype or education social media in order to have them conduct Q&A sessions and deepen each other's understandings.