This paper analyzes the local performing arts inheritance activities of schools in Amami Oshima island, and clarifies regional differences in the roles of schools. The relationship between the local community (shima) and the school is considered, and the transformation of performing arts caused by school participation is discussed.
Traditionally, the shima has been the space for local arts inheritance. Since arts inheritance activities have started in schools, they have been added as a new space for arts inheritance.
The styles of the arts inheritance activities differ according to the geographical environment where the school is located. Schools located in urban areas have a tenuous relationship with the shima, and construct self-contained activities based on the logic of the school. In communities where enough manpower for arts inheritance activities, schools merely have the role of providing a place for the activities, and support the activities from the sidelines. On the other hand, communities located in non-urban areas where aging and depopulation have advanced have strong ties with the schools, and smooth cooperation can be seen.
On the Amami Oshima island, the typical inheritance activity comprises dividing roles and cooperation between the shima and the school. The authentic arts are inherited by the shima, and the creative performance is mainly carried out at school. The most distinct characteristic of the inheritance activities is that a mutually complementary relationship exists between the shima and the schools in non-urban areas.
It is unavoidable that native folk songs are transformed into educational materials. The identity of the songs that were created by the shima is threatened to be lost, because they are reformed as educational materials. On the other hand, schools played a role of creating new performing arts based on the community arts. The new arts created in schools are presented at administration sponsored events. They are distributed to both inside and outside of the shima. Initiatives in schools have the potential to go beyond the mere inheritance of the performing arts, and to sublimate to a new “performing arts of Amami Oshima,” or the shima arts.
Inheritance activities of schools involve seniority order logic. This seniority order is remarkable in the local community of shima of Amami Oshima. The school adopts the same logic of seniority order into the school activities, which guarantees the continuation of inheritance activities in schools.
The inheritance activities in schools is formed by a fusion of two logics: the logic of the shima being seniority, and the logic of schools being education. Schools have two leaders, namely teachers and inhabitants. They are based on different logics, and engaged in different inheritance activities. Furthermore, in small schools in non-urban areas where the school district and the region of the shima overlap, the logic of the shima and the logic of the school are integrated, and the inheritance activities of the schools exist concurrently. In addition, the school is starting to play a new role as a place for creating the arts of Amami Oshima.
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