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Relevant bibliographies by topics / Kamishibai in education

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Academic literature on the topic 'Kamishibai in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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Journal articles on the topic "Kamishibai in education"

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Rachman, Indriyani, Irvan Permana, Lilis Siti Hindun, et al. "Training on Creating Learning Media to Improve the Ability to Create Learning Media Kamishibai for Environmental and Disaster Education." Energy, Environment and Storage 4, no. 1 (2024): 18–24. http://dx.doi.org/10.52924/chdk6603.

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Indonesia is a country that is prone to disasters caused by environmental damage; therefore, community preparedness in facing disasters must start early. Bogor Regency is a city with very high rainfall; flash floods and landslides often occur in this area. The geographical contours of the Bogor district area are hilly and mountainous, making landslides frequent. Environmental education and disaster mitigation are efforts to provide knowledge to the broader community. With environmental education and disaster mitigation, it is necessary to disseminate learning methods that can be taught to stud

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2

Rachman, Indriyani, Wati Rohmawatiningsih, and Kodama Yayoi. "Using Kamishibai Media in Thematic Learning to Increase Students' Knowledge of Environmental Education." Jurnal Presipitasi : Media Komunikasi dan Pengembangan Teknik Lingkungan 18, no. 3 (2021): 377–85. http://dx.doi.org/10.14710/presipitasi.v18i3.377-385.

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Global environmental damage emphasizes the importance of environmental education at schools. It is a tool for achieving sustainable development. Environmental education (EE) is integrated into several core subjects in the Indonesian primary school curriculum as a thematic learning. For the teachers, it is essential to be aware of planning and designing appropriate learning methods based on the physical, emotional, and cognitive stages primary students. Kamishibai seems suitable for EE learning at primary school. It can help students to understand EE content. The aim of this study was to analyz

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3

Orbaugh. "Play, Education, or Indoctrination? Kamishibai in 1930s Japan." Mechademia: Second Arc 11, no. 1 (2018): 65. http://dx.doi.org/10.5749/mech.11.1.0065.

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4

Simatupang, Nurhenti Dorlina, Sefy Amaliatus Sholichah, and Irena Agatha Simanjuntak. "Improving Early Literacy Through Kamishibai Storytelling: Action Research in an Indonesian Kindergarten." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 10, no. 1 (2025): 101–13. https://doi.org/10.14421/jga.2025.101-08.

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This study investigates the effectiveness of the Kamishibai storytelling method in improving early childhood literacy skills among children aged 5–6 years. A classroom action research design was employed, consisting of two cycles conducted at TK Aisyiyah 16 Surabaya. Cycle I was implemented from February 12–13, 2024, and Cycle II from February 19–20, 2024. Each cycle followed the four core stages of action research: planning, action, observation, and reflection. The research involved 15 children from Group B1 and utilized participatory observation as the primary data collection technique. Data

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Hernawan, Asep Herry, Deni Darmawan, Asyifa Imanda Septiana, Idriyani Rachman, and Yayoi Kodama. "Developing Kamishibai and Hologram Multimedia for Environmental Education at Elementary School." Advances in Science, Technology and Engineering Systems Journal 6, no. 2 (2021): 656–64. http://dx.doi.org/10.25046/aj060276.

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6

Pursitasari, Indarini Dwi, Dadang Jaenudin, Muhammad Iqbal Suriansyah, Indriyani Rachman, Fumithosi Murae, and Embun Khoerunnisa Maya Safitri. "Training of Creating Kamishibai as Disaster Mitigation Education Media for Science Teachers." Jurnal Pemberdayaan Masyarakat 4, no. 1 (2025): 125–34. https://doi.org/10.46843/jpm.v4i1.373.

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Sukabumi is one of the areas prone to disasters. However, awareness of disasters among teachers and students is still low. Key issues at MGMP IPA Sukabumi include the need for innovative learning, the competency development of science teachers, interactive learning processes, and a comprehensive disaster mitigation curriculum. Training was conducted to overcome the last problem of developing disaster mitigation learning media. Activities include sending students to the Sakura Exchange Program, pre- and post-questionnaire administration on disaster awareness and risk reduction, mapping, and mak

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Rachman, Indriyani, Toru Matsumoto, Yayoi Kodama, and Dedi Abdul Hadi. "The Utilization of Media in the Learning Process of Environmental Education for Building Awareness of the Elementary Students." TARBIYA: Journal of Education in Muslim Society 3, no. 2 (2016): 158–67. http://dx.doi.org/10.15408/tjems.v3i2.5423.

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Abstract Environment Education (or the Pendidikan Lingkungan Hidup-PLH) is expected to be one of the instruments that can raise the awareness of students in communicating with nature. Therefore, the teaching method is very important in delivering this material, so PLH will be interesting for students and achieving optimum results. This paper will demonstrate the results of Problem Based Learning by using certain media, including Story Telling Method, Role Play Method, Outdoor Learning Method, and Kamishibai Card Method in the learning process of PLH in 4 schools at Balikpapan, Bandung and Meda

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8

Wisłowska, Kinga. "Dlaczego dzieci nazywają mnie „innym”, a nauczyciele patrzą na mnie „inaczej”? – temat niepełnosprawności w szkole XXI wieku." Dydaktyka Polonistyczna 17, no. 8 (2022): 93–101. http://dx.doi.org/10.15584/dyd.pol.17.2022.10.

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The paper discusses issues related to school education in the 21st century school with regard to disability. It presents the basic issues related to physical and mental dysfunctions, as well as discusses their specificity. It focuses on the issue of the exclusion of the disabled pupil from a class group and shows the teacher’s actions to prevent this exclusion. It also contains several lesson proposals using one of the art therapy methods, Kamishibai Theater, which will help students answer the questions: What is disability? Does disability prevent the establishment of friendly relationships?

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9

Kwon, heeju, and Eunkyung Kim. "The Implementation of the Conscription System in Colonial Joseon and the kamishibai: Based on the narrative and painting of the family register report." Institute of History and Culture Hankuk University of Foreign Studies 83 (August 31, 2022): 117–42. http://dx.doi.org/10.18347/hufshis.2022.83.117.

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This paper discusses the use of kamishibai for propaganda and the introduction of the family register to facilitate the draft of Koreans after the outbreak of the Second Sino-Japanese War. The examinations is based in particular on the narratives and paintings of the newly discovered 1943 works from the Joseon Development Association, Revolutionary of My Brother and Return of Father. First, these works emphasize the relationship with real life. Although the family register was introduced for the purpose of the draft, the Japanese government encouraged Koreans to register, citing that the

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Marqués Ibáñez, Ana. "Kamishibai: An intangible cultural heritage of Japanese culture and its application in Infant Education." Képzés és gyakorlat 15, no. 1-2 (2017): 25–44. http://dx.doi.org/10.17165/tp.2017.1-2.2.

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Books on the topic "Kamishibai in education"

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Yonemura, Yoshiki. Kyōiku kamishibai shūsei: Takahashi Gozan to "yōchien kamishibai". Kokusho Kankōkai, 2016.

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Engaging Students in Kamishibai Performance: An Emerging New Literacy. Taylor & Francis Group, 2015.

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The kamishibai classroom: Engaging multiple literacies through the art of "paper theater". Libraries Unlimited, 2010.

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McGowan, Tara. Performing Kamishibai: An Emerging New Literacy for a Global Audience. Taylor & Francis Group, 2015.

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McGowan, Tara. Performing Kamishibai: An Emerging New Literacy for a Global Audience. Taylor & Francis Group, 2015.

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McGowan, Tara. Performing Kamishibai: An Emerging New Literacy for a Global Audience. Taylor & Francis Group, 2017.

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Book chapters on the topic "Kamishibai in education"

1

Ishiguro, Hiroaki. "Revisiting Japanese Multimodal Drama Performance as Child-Centred Performance Ethnography: Picture-Mediated Reflection on ‘Kamishibai’." In Arts-Based Methods in Education Around the World. River Publishers, 2022. http://dx.doi.org/10.1201/9781003337263-5.

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Aerila, Juli-Anna, Johanna Lähteelä, Merja Anitta Kauppinen, and Mari Siipola. "Holistic Literature Education as an Effective Tool for Social-Emotional Learning." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch002.

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This chapter concerns a model of holistic, structured literature education, which has pedagogical value for social-emotional learning. Fiction supports children's personal growth in many ways. The special emphasis lies on the reading process, which aims at empathizing reading and sharing of text-based emotions and experiences. Further individual and common arts-based meaning-making is an intrinsic part of the reading process. The empathized reading process as well as supportive reading environment need to raise educators' consciousness. Creative, arts-based activities offer channels to make ch

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Conference papers on the topic "Kamishibai in education"

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Chen, Chin-Ching, and Hung-Cheng Chen. "An Innovative Practice of Storytelling with Kamishibai: A Preschool Teacher’s Educational Journey around Taiwan." In 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220706.071.

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