Abstract
This paper looks back across numerous practical examples of teaching materials developed taking Shiko Munakata and Jomon culture, local cultural assets, as their subject matter, and makes a number of observations on the meaning and logic of appropriating such assets for use in teaching materials. In a broad sense, taking something and using it as teaching material involves being mindful of the aim of the lesson, and putting together a practical methodology for the whole of the lesson in order to realize that aim. In this case, use as subject matter and teaching material (in a narrow sense), plus differences between the individual methodologies (lesson format and method of instruction, use of duplicating media etc.) are clarified. Using as teaching material in a narrow sense means exploring and composing lesson content divorced from any individual methodology. Here the relationship between the process of conversion into teaching material as part of the development of teaching material, and the aforementioned processes, is clarified and found to be the originality underpinning lesson content in schools.
