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Music Therapy Case Studies II

KUIS

2011

Case Histories from â€œThe Importance of Music and Songâ€? Class December This book belongs to___________________________

Music Therapy Case Studies Fall 2011 KUIS Class

Student Memory Page! Ask your classmates to sign here and write you a note.

ÂŠ Kitakai Press Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2011 KUIS Class

Contents

Page

Student Memory Page

Table of Contents

Introduction

1. Yohei Ogasawara 2. Nami Miyamoto 3. Yukari Sugahara 4. Nozomi Ito 5. Yoichi Watabe 6. Rina Sato 7. Machi Shirai 8. Saori Kanai 9. Reina Tomitsuka 10. Kohei Miyashita 11. Yoshie Sato 12. Pei Kyo 13. Kosuke Hayashi 14. Ko Onishi 15. Yurie Iino 16. Saori Kaiya 17. Masanori Hoshino 18. Tomomi Oya 19. Shinya Sekine 20. Yuka Shinkai 21. Mari Takiwatari

5 6 7 8 9 10 11 12 13 14 15 16 18 19 21 22 24 27 29 30 31

Appendice 1 Assignment Sheet Appendice 2 Affirmation Song Handout for Teachers Appendice 3 Favorite quotes Appendice 4 Remember When Appendice 5 Be the change Back Cover

33 34 37 38 39 40

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Music Therapy Case Studies Fall 2011 KUIS Class

Introduction To Some

Amazing Case Studies

Tim Murphey, (December 22, 2011 Kaihin Makuhari) I am very proud of these students of mine! In every class, they gave their best effort to learn new songs and information about the benefits of music and song, how songs work, linguistically, socially, neurologically, and emotionally. Then they took this information, energy, and enthusiasm and went out and changed other people by asking them simply if they could teach them a song â€“ free music therapy in action! They dared to teach grandmothers, sisters, brothers, mothers, fathers, best friends, classmates, and in some cases the depressed in need of help. Because my students truly wanted to help people be happier, more relaxed, and healthy they dared to spend 15 to 45 minutes initially teaching an affirmation song and following it up with repetitive reinforcement and feedback over a period of days. Because they were convinced from their studies and experience that songs might help people, they dared to sing with them. If it would have ended here, that would have been enough, but that is not all that happened. As you read these case studies, you will see that many deepened their relationships with family and friends, many gave the gift of agency (control over oneâ€™s feelings) to their partners, many learned valuable lessons about teaching and how to match the student and get into rapport with them. I have learned that giving valuable things to students to teach to others outside the class is indeed a very valuable activity and I will do more of it in the future. When what they are learning is truly valuable, then why keep it in our schools? Set it free, and let it go, let it grow. I thank them for teaching me and learning with me. My mirror neurons are firing and crying with awe! [N.B.; All the songs they mention are in the appendix at the end of the booklet!] Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2011 KUIS Class

1. Yohei Ogasawara* When I heard this assignment at first, I decided immediately which song I would teach to my friend. I like this song: What is a happy person? This song has wonderful lyrics which remind us that a certain set of circumstances does not make us happy but a certain set of attitudes make us happy. Needless to say, there is some exceptions such as patients, poor, homeless people, etc. Although people feel happiness in rich circumstances, not all people are in those situations. This song tells us that feeling happiness depends on whether you have a positive attitude. It is so important, I think. Thus I chose this song. I met my friend Risa to teach this song at Balcone at lunch

time. She accepted to be taught and she said any song is ok. Hearing her response, I told her my favorite song without hesitation. After I told the whole lyrics and that tune, she gave a wry smile and said, ‘”I would like to remember another song.” I gave up to teach this song unwillingly, and then I passed my notebook to her to choose a song. After she read some lyrics and asked tunes, she chose the song: Are you young? My original plan was completely destroyed, but any way I could start this project. I sent E-mails to confirm whether she kept in mind that song or not every other day. At first she could not remember the full lyrics instantly, and she sometimes abandoned singing and then asked me for help. I paid attention not to give too much help because this

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project was to memorize all lyrics and become able to sing the song alone. When she could not possibly remember the lyrics and tune, I sang this song to help her. Six days after I started this project, she came to be able to sing this song from beginning to end by herself. I asked her “How did you remember the full lyrics and tune? I thought that you may take much longer time to do it?” She answered “I could not memorize both the lyrics and tune at first, however they gradually penetrated into my mind. Then, from time to time I sang this song in my mind unconsciously. Your assignment was quite enjoyable. Your project succeeded properly, didn’t it?” Finally I appreciated her effort and cooperation.

Music Therapy Case Studies Fall 2011 KUIS Class

2. Nami Miyamoto* I chose my friend in KUIS and my mother. I taught them the song “How do you Write?” I chose this song because it has a pleasant melody and I like it. My friend is good at English. He speaks it every day, so he could memorize the song easily. He didn’t spend a lot of time to memorize the whole song, so he could sing completely in only two hours. On the other hand my mother couldn’t memorize it easily. She is not good at English. She doesn’t have opportunities to speak English in her daily life, so I thought that it was too hard to teach her the song. I like to challenge the difficult things, so I was looking forward to teaching her. That’s why I decided to center on writing about my

mother. I first taught her on Nov.23 at 6 pm for about 30 minutes. We were sitting on a sofa and she didn’t seem to be interested. I asked “How do you write?” and sang WWW four times and then she repeated after me and we sang together 10 times. After singing the song, she seemed to get tired, so I finished teaching that day. I taught her the same way every day. At first, she wasn’t interested in singing in English, but she repeated it many times for me. It was a rare opportunity that she learned something from me, so she looked very happy when I taught her the song. I was also happy. I taught her every evening and gave her a test after the practice and before she went to bed. She could sing step by step. I noticed that she was good at

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following the rhythm and learning by imitation. She began to sing WWW while she was cooking a meal. She sang it many times, so finally she could sing completely. She seemed to be quite happy. For me, this experience was really interesting because I have never experienced teaching. Actually, I’m not good at teaching something to people, so I didn’t feel confident that I could succeed at this project. At first, I was afraid whether she could memorize the whole song or not. However, she could do it completely. I could have some confidence finally. I thought repetition was the really important way to teach someone. If I were going to do it again I would teach the song to my relatives and consider other good ways before teaching.

Music Therapy Case Studies Fall 2011 KUIS Class

3.Yukari Sugahara* We learned many songs in this class. Everything is very interesting. I choose “Do you love me?” and “How do you write?” I taught songs to my mother and my sister who is a high school student. I live alone apart from my family. So, I called them to teach songs. First of all, I taught, “Do you love me?” to my mother. The reason that I choose this song is that my mother has read the book; “love you forever”. That’s why I thought she may feel a sense of closeness to that song. When I tried to sing it in English, she could understand and sing it easily. Of course, I also taught it in Japanese to her. Next day, I asked her whether she remembered it. She did

well. She said to me, “I could enjoy singing a song and I think I won’t forget it for the time being.” She likes it. Moreover, rather than it, she was happy because she could talk to me for a long time. Recently, I have not called her. It was a good communication for us. From now on, I will call her frequently. Second, I taught “How do you write?” to my sister. She was not good at studying English and disliked English. But I thought it was a good opportunity to become interested in English. Moreover, she is a student. This song must be just right for her. At first, she felt it was a trouble to sing the song. She lacked the will to do it, but I tried to continue teaching it to her. She could also remember and sing the song. However, she didn’t know that meaning of

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lyrics. I told it in Japanese. After that, she could sing the song more easily and smoothly than before. I learned that it is important to understand the meanings. At first, she had little interest in singing a song in English. To be frank, I didn’t know whether she had an interest in English. Nevertheless she continued to do it by the end. I thought I could contribute a little bit to her study. By doing this case study, I also got a good lesson. It was easy for me to learn songs. However, it was difficult for me to teach them. I want to try to teach other songs to more friends and family.

Music Therapy Case Studies Fall 2011 KUIS Class

4. Nozomi Ito* On November 22th, I met my friend Mai by chance at Chiba station. We have been friends for 15 years. She is a college student and studies business. She can’t speak English, but she likes to listen to music from overseas. So I thought that it would not be difficult for her to memorize the lyrics and I decided to teach her. I chose “Super Happy Optimistic…” because the tune is famous and easy to understand. I started the experiment on the train. It took about an hour to get to our town, so we had a lot of time. First, I sang the song to her. I tried to pronounce clearly however I had to sing with a low voice because we didn’t want bother other passengers. I also taught the meaning of the lyrics in Japanese.

She repeated three or four times but she mistook sometimes. Next, we did back formation and sang with tapping hands. She finally memorized the song and she said it was interesting to learn English songs. I told her that I would call her to test if you could sing alone. Next day, I called her in the evening. She could sing perfectly. She said that she liked it and wanted to learn more songs. On November 26th, my sister came back home from Hyogo. Her name is Mizuki. She is 25 years old and she has been living in Hyogo with her husband since they had gotten married. It had been three months since I saw her last. She is not familiar with English but often listens to English songs. After the dinner, I told her about this project and I asked her to help me.

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She said, “It is strange homework, but of course I will help you.” I taught her the song “Truly Awesome …” as the same way as I did with Mai. It was not difficult for my sister to sing the song. She likes to sing English song at Karaoke, so her pronunciation was better than I had expected. It didn’t take so much time to memorize whole song. Next morning, I asked her to sing alone. She could sing smoothly without any mistakes. She laughed and said to me “The song was cute and easy to sing, and I can’t get it out from my head.” It was interesting to teach them English songs. Both of them were fast learners so there was no trouble and we enjoyed it so much.

Music Therapy Case Studies Fall 2011 KUIS Class

5. Yoichi Watabe* I chose “How do you write” because this song is one of my favorites. Moreover, I thought this song is easy to memorize because this song’s lyrics are written in easy English and its melody is also easy to memorize. I taught this song to 2 people. One is a woman who is coworker of mine. Although, she did not study English, she likes singing a song that is why I chose her. The other is a man who can speak English. He is a KUIS student. First I taught my co-worker. When I met her first, I sang the song first. I thought it is easy and important to memorize the melody so I let her sing the song without lyrics, using la-la-la instead. When she and I tried it about 5 times, she could memorize the

melody. Then I sang by myself slowly and she was dictating lyrics. She could not do first so I sang more slowly then, she could write about half. After that I told her all lyrics and I explained the lyrics in Japanese. And then we sang it slowly in English. When she could get used to singing a little bit, I gradually sang less loudly. Finally, we could sing in tempo. After that I told her I would call her today and tomorrow to test her and she should practice by herself. I also told her if you have questions about the song or method of practice you can call me. When I went to bed, I called her and she seemed to have forgotten the lyrics little bit so I reviewed a little bit then she could sing perfectly. After that I called her twice and she could also sing it. After the lesson I asked her how she felt while

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learning a song, she said that this was a hard challenge for her. However, this experience was good because she could learn English and enjoy it. Then I taught a man who is a KUIS student. First, I sang the song by myself. Although he could not understand perfectly, he understood the lyrics and the meaning of that song when I sang just twice. Then I sang with him. After that, he sang by himself. After our lesson I promised I would call him once. I called him and he could sing the melody. In this therapy, I learned teaching English was difficult especially to people who do not study English. However, I also found it was good to sing with students. When I sang with my students they could also sing it well.

Music Therapy Case Studies Fall 2011 KUIS Class

6. Rina Sato* I chose my boyfriend to teach a song to. He is a KUIS student and likes singing very much. I see him everyday and we meet at KUIS. These are the reasons I chose him for this activity. I taught him the song Make New Friends. I chose this song because I really like its lyrics, and this song is the first song I remembered and could sing. On November 25, I started to teach the song. I went to his house and explained about our class and this work. First of all, I sang the song slowly, and he just listened to it. I kept singing the song few times. Then we tried to sing it together. He could memorize it quickly, and understand the lyrics. When we sang the song together

again, he made it almost perfect! It was easy for him to memorize and sing a song in English. He said the melody made a strong impression and stuck in his brain. I taught him the song just for that day, because I realized he would sing this by himself. Sometimes, he sings Make New Friends still now. For me this experience was interesting and I had an enjoyable time with him. I think teaching a song is fun and people can have good communication with each other. I also taught a song to my mother. She is of course not a student, and she can not speak English. That is the reason I decided to teach her. The song is Write It Down. I chose the song, because that song is written with easy

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English and melody, so I thought this song is good for her. On November 23, I went back to my home town. I met her after a long time. First, I wrote the lyrics down in English. I explained the lyrics, and sang it. I sang a times and she listened. She could understand a few words, for example, pen, write, and me. We tried to read the lyrics, not with a melody, and she could read it. Next, we tried to sing the song together. We sang many times but she found it difficult to sing it in English. She tried to sing it, and could sing the first line. We practiced it many times. The next day, I taught her the song again, but she totally forgot the lyrics and melody. We practiced singing about 20 minutes. She was tired to sing the song, and gave up doing. If I were to do it again, I

Music Therapy Case Studies Fall 2011 KUIS Class

would teach her the song in Japanese.

7. Machi Shirai* I chose my mother as a student. She likes to sing and always hums her favorite songs; this is why I chose her to teach the song to. I chose “The 5 Ways to Happiness” because I think this song has a very catchy melody and it is easy to remember with gestures. First, I sang the song with gestures and taught the Japanese meaning. Also I explained the pronunciation a lot. She already knew the melody of this song. We sang together many times with gestures like I did it in the class. She could not sing alone but with me, she could barely sing. She said that remembering the lyrics is difficult but it was also fun to sing

with me. I told her to practice the song and asked her every time I saw her. A few days later, I asked her and she could sing perfectly. She said, “First, it seemed very difficult to remember every lyrics, but the gestures helped me a lot to remember it. Also, the song stuck in my head, so I always hummed the song. But to sing with you is better than to sing alone. I am happy when I sing songs with someone.” I remember that booklet says singing in the choir is better than singing alone. We always sing the songs in the class, with our partners. Therefore this activity should be held in the group if it is possible. Secondly, I chose my friend from high school as my student. She is not good at English but she says she wants to learn

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English. I decided to teach “5 ways to happiness” too. The reason I chose the same song was to compare and contrast the learners and how they learned. Also I thought my friend and I can be happy if we sing this happy song together. I sang the song alone slowly and explained the meaning. She said she wanted to write the lyrics so it was like a dictation. But she did not know the meaning and spelling of the words, it took much time. Then we moved to practice, she could not remember the lyrics but she sang with gesture seeing the lyrics. I asked her to sing a lot. 3 days later I called her and asked to sing it. She sometimes made mistakes, but she could sing well. I said “What did you feel?” She answered “Studying English was

Music Therapy Case Studies Fall 2011 KUIS Class

only on the table and to remember for the exams, but I understood that music is also good way to study English. I could learn the words and its pronunciation from the song. I can continue to study English in this way.” I was happy to hear that. I have learned words from the lyrics of my favorite artists’ songs too. In this experience, I realized music is great way to learn other language.

8. Saori Kanai* I taught Rumi. She is a Kanda university student and she is in her 4th year. I taught the song “Write it Down.” The reason why I choose this song was she was writing graduation thesis and she was worried about how to do it. Therefore I wanted to teach this song and make it easy

to write. She did not have time, so I taught by telephone. It was difficult to teach. Because I could not write it down for her, it was hard to communicate with her. First of all, I sang the song to her. But she could not understand the meaning. Therefore next, I taught it word by word. Then she could understand the meanings of the song. She could remember the 1st line easily, because it was just “write write write it down”. But she could not remember the other line, so I sang it many times. After that we sang together. She said the rhythm of the 3rd line was difficult. When I was taught by Tim, I thought so, too. She practiced and she could almost sing it. And we finished the day. I telephoned her at night and I asked, “Do you remember the song?”

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and “How do you write?” She answered as I thought and she sang the song. She forgot a little, but she could sing it!! I was glad she could sing it. I asked her again the next day. She could sing it! When I talked to her about this task, she was confused and she did not want to sing a song. But I persuaded her and I had her sing it. I was also embarrassed to sing to my friends. So I was happy that she could sing it completely. Non-student is my boy friend. He does not know what I learn at school, so I wanted to teach him to know. I taught the song “5 ways to happiness”. The reason why I choose this song is if he knows 5 ways to happiness, he is always happy. And this song has total physical response, so this song is easy to

Music Therapy Case Studies Fall 2011 KUIS Class

remember. First, I sang the song and I asked him to remember this song. After that, I sang many times, but he does not like learning, so it was hard to remember. Time goes on, and he looked tired, so we finished this day. Next day, I taught it to him again, but he refused to sing a song. Then I could not teach him. I thought I should teach in Japanese, because it is little easier to remember. But I learn English, so I wanted him to remember in English. Next time, I will teach an easier song. I hope that he will sing it completely.

9. Reina Tomitsuka* I taught my mother and my friend at KUIS. I taught my friend the first verse of “Today”, and she is

good at English and music, so she could remember and sing it soon. In this paper, I explain my experience with my mother in detail. I taught my mother “Love You Forever.” The reason why I chose this song is that this song doesn’t contain difficult words and it has a lovely melody. She hasn’t learned English much, so I expected that singing an English song would be difficult for her, so I was a little bit nervous at first. The first lesson was at 11 a.m. on 27th Nov. First, I had her only read the lyrics. To my surprise, she could read it for the most part. She had difficulty with pronunciation, but it doesn’t matter I think. Pronunciation is not important the first time around because to be strict for everything would make her irritated

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or dejected. To be relaxed and have fun are more important. After reading the lyrics together, I tried to teach the meaning of this song. To begin with, I taught the meanings of sentences, then, I asked her “What kind of situation do you imagine by reading the lyrics?” I taught the story of the son and his mother that we read in the class. She was surprised because she imagined a happy boyfriend and girlfriend from this song. Secondly, I taught the melody of this song. I sang the melody line by line, and after my singing I had her sing as I did. Remembering melodies while reading English lyrics seemed to have been difficult for her. So I tried to sing more slowly with a fixed rhythm. Sometimes I pointed up when the sound was high, and pointed down when the

Music Therapy Case Studies Fall 2011 KUIS Class

sound was low. She could sing better gradually and seemed to enjoy singing. We sang only one line so many times together, and then moved to the next line when we could sing smoothly. We sang about 10 minutes, and finally she could sing it alone. When she wasn’t sure about something, I helped her by singing together. I enjoyed teaching and singing with her, and I think she had fun, too. We finished the lesson after 20 minutes, and I asked her to continue singing, then she recorded her singing on her cell phone. She tried to remember the unfamiliar English song. Besides, she enjoyed singing, so I was so happy. After the lesson, she sang the song smoothly when I asked “Do you love me?” I think my music therapy project was a great

success. Finally, I learned that having fun is very important for teaching and learning. If the teacher and the leaner could have fun, the lesson would go well. I’m glad for having this kind of opportunity.

10. Kohei Miyashita* Singing songs are the best way to remember them. I chose my girlfriend who is a KUIS student and my little brother who is a high school student. They are familiar to me. And I chose the same song, because I wanted to know the difference between a special study English student and a popular high school student. I chose “Today while blossoms~” It is my favorite song. I first taught my little brother Syun. (November 24th at 21

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about 30 min.) He was practicing playing the guitar, and I told him “Can you do my homework with me?” First, he did not say yes, however, I asked him again, he said yes. I said “I ask question to you and you will answer singing.” He remembered to concentrate. First, he sang with lyrics and followed me. 10 minutes later, he remembered the melody and he began to hum. Maybe, 20 minutes later, he came to sing without looking at the lyrics. Next is my girlfriend’s case. I went to Tokyo Disney Sea (November 26th) with her. And I taught her while we were waiting in lines for attractions, we often had a long time. (However, we did not use all the time just for singing.) She was not good at recitation and I taught her without

Music Therapy Case Studies Fall 2011 KUIS Class

lyrics. (I forgot them.) So, it took a long time. However, we rode on many attractions, so we had lots of breaks. I sang with her and she followed me. She began to hum the melody to remember song. Five minutes later, she remembered the melody. First, she remembered one phrase, then she began to sing to remember the following phrase. She repeated it. 30 minutes later, she came to sing without looking at lyrics. I taught her a few more songs. (“Super happy~” “Make new friends~” “The turtle~” and etc.) She often forgot but also remembered a lot. Now she can remember all songs I taught. And she hummed while we waited for attractions. She seemed to enjoy it. I asked my little brother two days later, “Do you remember the song?” He could not remember song,

however, when I sing the song, he sang after me and 3 times later he came to sing it alone without lyrics. Also I asked my girlfriend on the 29th. Also she could not remember at first. I sang but she could not sing and did not remember the lyrics. She memorized only the melody. I asked “Why can not you remember?” she said “Because, I enjoyed Tokyo Disney Sea. So I forgot it. I remembered when we enjoyed. I forgot the next day already.” I think the brain can not remember when it does not or could not concentrate. Conclusion, first I thought my girlfriend would remember songs better than my little brother, but the result was the opposite. I think now, if you want to remember, you should concentrate on something also you should not have to think

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about unnecessary things.

11. Yoshie Sato* When I learned “How do you write?” in this class, I thought this song is very good for me and of course everyone. This song is not so long so it’s easy to remember. Moreover, I sometimes feel writing makes me relax. Recently, one of my friends said that writing about her feeling made her calm down so I wanted to teach this song to her. And the other is my elder sister. She can read and speak in English so I taught “Who are you?”(the second verse of Today) to her. This lyrics have a deep meaning. I wanted her to realize it so I decided to teach this song. At first, my friend and I had free time on Nov. 18th at third period so we met in Lapas. I

Music Therapy Case Studies Fall 2011 KUIS Class

sang “How do you write?” to her but she couldn’t understand ‘UPASAI’. Therefore, I explained what ‘UPASAI’ is. She understood it soon. And she said, “I completely agree to this song! When I feel angry, I sometimes write what I think. It makes me calm down. Writing has a power to relax me. ” I was very happy to hear that. I said, “I think so too! I write blog everyday but it is not just habit. I can express my feeling about writing.” I felt good to share similar thinking at that time. A week later, I did a follow-up check. I asked her “How do you write?” when we had a free time. She nodded and said “Oh, I can sing the song perfectly!” then she sang. After that, we sang together. I was glad she remembered the song. I thought that I wanted her not to

forget the song. Next, I taught “Who are you?” to my sister at home. She works in an advertisement company until late every day, so I taught this song at night accordingly. She is good at singing so I like her singing. Especially, she has an absolute pitch. She remembered this song without singing many times. After teaching, “Why did you choose this song to teach?” she said. I didn’t answer because I wanted her to realize it. I know she isn’t satisfied with her job now. If she wishes to change, she can. Hence, I sang this song to her instead of saying. A week later, I asked her “Who are you?” again. She paused in an instant, then said “Ah~ I forget the rhythm!” I sang the first line and she sang later. She didn’t forget it so I was very happy. I

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decided to ask again the following week. In conclusion, I realized new things through this Music Therapy Project. Every song has different meaning so examining lyrics is interesting and people can know new idea or thinking by singing a song. In addition, people can put their feelings on lyrics. I wanted my sister to realize that she can be what she wants to be. I couldn’t tell to her directly but I could leave my wish. I could get good experience because I could share an idea with my friend and tell my wish to my sister.

12. Pei Kyo* I chose my friend who I’ve known for two years. I will call her Misa. And I chose my mother, I taught them the song 5 WAYS TO HAPPINESS. I choose

Music Therapy Case Studies Fall 2011 KUIS Class

this song because I want them to be happy at anytime and let them know how to be happy. I first taught Misa on November 19 at 8 pm for about 30 minutes. We were staying at my home and she was very interested in this project. Because she loves singing songs and she usually sings a song by herself. First, I sang the song and she just listened to it. Then we sang it together for 4 times. Finally she could sing it alone. At first, she couldn’t remember which lyrics came first, and she asked me to give her some tips to remember it. So I told her to make a gesture while singing song. After we sang the song with gestures she could remember the order of the lyrics. I told her to making gestures and actions are good for memorizing or remembering something. She said

she understood it and would try it sometime. Because Misa has learned English for serveral years, she didn’t have any problem with pronouncing. I told her I would call her two times in next two days and ask her the questions for the song and told her try to practice it again and again to remember it perfectly. I also explained that when she felt sad or nervous, singing this song can make her feel happy and give her a happy mood, and it is also good for our health. She seemed understand and said she would try. I called her in next two times and also saw her on the 23th. She remembered the song and could sing it perfectly. I was so surprised that she could sing it so well. I asked Misa why she could sing it so well. She said,

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"I practiced it every day and when I forget the lyrics, I use gestures to remind me.” And she says that she will never forget this song. Second, I taught my mother. At first, she said it’s impossible to remember English affirmation. Because my mother can’t speak English, I told her just to try it even if she couldn’t sing it or remember it. I sang the song to her and explained the meaning to her. She just laughed and said it looks like a very funny song. Then I asked her to repeat after me, she did it but her pronunciation was so poor. I just told her to practice it and I ask her the next day. She said she couldn’t sing the words but she remembered the melody. I'm amazed that she could remember it. At last she gave up to learn the

Music Therapy Case Studies Fall 2011 KUIS Class

song because she couldn’t remember the lyrics. I said ok, it's a miracle for you for only remember the melody. For me, this experience was interesting; also it was difficult for me. To teach two different types of people I should use different ways. This time I taught them by the same way. It was good for Misa but not for my Mom. Next time I will think of a new idea and re-challenge it.

13. Kosuke Hayashi* I chose my close friend who works with me at the place of my part-time job. He is also studying English at KUIS. We have known each other for three years, since we had met at the place we are working. I taught him the song “five ways to happiness” because it was easy to teach it

with the body languages The first time I taught him was before we worked together on Tuesday night. I told him to repeat the lyrics after I sang the words. We repeated this activity three times in 10 minutes before we worked. Through the day we were working together, every time we passed each other, I asked him what the five ways to happiness were, even though we had a busy time. I think I asked him the question more than 20 times by the time we finished working together. By the time we started to pick up our stuff to go home, he could say the ways perfectly with his body language. I met him at the school at the following day and asked him the question. He could answer them perfectly but not fluently as he did the previous

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day. Somehow his body language helped him with his memory. Through the test, the biggest remarkable thing is that the body language definitely helped. Four days after I taught him, I asked him again for the five ways to happiness. He could somehow remember, but not the whole answers. The interesting is that when I showed him the gestures, he could answer the test exactly with the sentences I told him. The second victim is the girl who is associated with me for two years. She is studying nursing at a different school; therefore, she had no knowledge of English. I taught her the song 'How do you have a good life?’ Before I taught her the song, I was so scared that she coiuld not do it at all because she is not

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really good at English and singing. I taught her the music when we had killing time at home. I asked her to dictate what I sung because I was curious how many words she could catch. The consequence was so terrible because she could only catch the words 'friend, old, one, gold' which I emphasized to make her remember. Before the second time I sung, I asked her to write Japanese words instead of writing any English if she couldn't. The result was much better than writing English down because she had good ears to catch the words. After the dictation, I gave her the lyric and decided to sing it together. As she practiced the words, she started memorizing the songs with its rhythm. For her, to remember all the lyrics

and the melody are difficult. It is maybe because she didn’t have enough knowledge of English. However, at last, she could somehow manage to sing it with my support. If she has plenty of time to repeat the music day after day, she could sing it by herself without any help. Three days later after the teaching, I asked her to sing the song again. She remembered nothing but the melody of the music. If she had chances to sing the song even once a day, I think the consequence may be different.

14. Ko Onishi* On my first attempt, I’ve tried to teach one speed dictation which I learned in Tim’s class. I chose one of student who has been studying English at Dokkyo

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University for 3 years. He generally studies about economic theories, but is used to going abroad for studying his second language. That’s why I chose him. I taught him the SD, “5 ways to happiness” I got him to practice memorizing at first what I said, and then I gave a lecture to him on the four sentences without singing. He seemed to remember what I said with difficulty, and he told me to repeat the same sentences one by one. The sentences were long for him, he said. So I advised him on the four main importances of memorizing SD. First, say loudly what I said, and say softly at the next, moreover whisper and repeat in your own mind. He did exactly what I counseled him to do. Then he perfectly memorized the sentences. After I

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lectured him, he said to me “Doing the four main importance of memorizing any English sentences did work well.” I think this methods work better with non-English majors, because English learners know how to learn and study Second Language, and they can get used to it easily. Three days later, I asked him the same question about 5 ways to happiness. He answered 5 sentences perfectly, and also said, “This song makes me feel better and cheers me up when I struggle with something.” Finally he told to me he keeps singing and tells the 5 ways to happiness to other friends. Next I’ve lectured non-student the SD. I gathered children for teaching the SD. They are elementary school student, and some of them are interested in

English, others are not. Actually, it was quite difficult to teach them because they are children and not interested in learning English. I told them the four main importance of memorizing English, but it was incomprehensible for them. So I chose not teaching, just enjoying and having fun with them by using English. I gave each child a pencil and sing the SD “What do you write?” They didn’t understand what they have to do at the first. However I asked them to write any words and pictures as I sing a melody. Gradually one of child echoed me even though she wasn’t able to understand what it means. Finally all children could get the melody with writing. The day next I taught them, I asked the same question again. One of children couldn’t answer and sing a melody, but

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when I let her hold a pen, she reminded the melody. And also she looked happy and enjoyed with melody. The comparison of a student and nonstudent was very different. A student, especially English learner, has already known how to learn Second Language, so they can adjust easily to learn English. On the other hand, it’s completely difficult for non-student, because they don’t know how to grasp English, especially children. However I realized there are many ways to learn a new language, not only studying but also ways like playing. For non-student, teaching with playing and enjoying is effective I think. Of course, it must work for a student. Moreover singing a song makes people happy and cheers them up.

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15. Yurie Iino* Through this EigoSogo Class, I learned that music is medicine that makes humans happy and healthy. In addition, singing is effective to communicate with people and speak to them. With these ideas in mind, I wanted to teach some songs to others. For my research, I chose my cousin who is 26 years old. She likes singing English songs. When I go to karaoke with her, she always sings some songs that have English lyrics. On November 24th, my cousin came to see me at my house. I did not tell her about what I was going to do, so I asked her to take my lesson after having lunch. She accepted my request easily. However, she is 26 now and her job does not

use English, so she said that she is not confident to study English. I decided to teach three songs because I thought that teaching one song is too easy for her. I taught “How can you be contended?”, “What are five ways to happiness?” and “What is a happy person?” to her because I like their meanings. In this research paper, I would like to especially focus on “How can you be contended?” First, I sang the first line of this song and I asked to her to sing the same line and to write what I said. She could not catch what I sang so I repeated again. While listening, she took notes but there were a lot of question marks. Therefore I sometimes gave hints for her and I showed the lyrics while I was singing. Like what I learned from Tim’s

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class, I explained phrases with pauses and I let her write them and sing with me to remember. Then we could sing together but she could not understand the meaning of the lyrics. She said “I completely forgot English words. If you give me time, I can manage!” she did not know the word of “be contented”, so I told the meaning in Japanese. After understanding the all the lyrics, I suggested that she sing the song alone. She was upset at that time but she tried to sing. While she was singing, she recalled the words with moving (gestures) that I taught. Finally she could sing all songs alone! We were so happy. After that, I asked her about this activity “Was my teaching interesting?” “Yes! I really enjoyed it. I do not use English now so I could

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remember my school days. From now on, if I listen to English songs, I want to understand the meaning and sing a lot.” I also taught about “ghost discourse” to her. She did not know about it, so she was really impressed. Now, she can say the answer of “How are you?” as well. “Super happy optimistic joyful and prodigious” is like HAYAKUCHIKOTOBA (a tongue twister), she said excitedly. I did the same activity with my friend of KUIS. Needless to say, she is very good at English. I got permission to do this activity from her smoothly. I taught the same three songs to her because I wanted to compare people who do not use English and a person who uses English almost every day. First, I sang the melody and she caught

what I sang. She wrote it down on a paper. Surprisingly, she could write all correctly. She was especially interested in “What are the five ways to happiness?” because it was easy to remember by gestures. She said that my lesson was fun and she got to want to take Tim’s class next year. After this research, I thought that learning English with music is good for our studying because music makes it fun and singing in English improves our pronunciation and we can learn phrases and vocabulary. I am quite grateful to my cousin and friend to cooperate with my research. From now on, I would like to study English with many great songs.

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16. Saori Kaiya* I chose my friend Akaya who I have known for three years. She is a KUIS student. When I asked her whether I could to teach the song to her, she willingly agreed to help me. I taught her the song “Make New Friends.” I chose this song because I liked its melody and lyrics and I thought it was easy to remember. I thought this song told me that if you consider friendship important, you can get along with this person and you are good friend. I first taught Ayaka on November 21 at 1 pm at lunch time for about 15 minutes. We were sitting in Balcone. There were many people and Balcone was a little noisy so I thought she might not care to sing the song. I sang the song to her one time

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and she tried to repeat the song. She could remember the melody and sing a little even if I sang the song only one time. She had trouble with remembering the lyrics so I taught the song to divide into 4 lines. She gradually remembered the song but she mistook the lyrics many times when she sang so I wrote down the lyrics on the paper for her to understand the words and I explained the meaning of the song to help her understand. We sang 5 times together and finally she could sing alone. I told her I would ask the question for the song to call her next day and I asked her on November 25. I also said please practice the song to answer my question and please sing the song when she wanted to sing because she liked singing songs. I called her 1

time on November 22 at 10 pm and I saw her on November 25. When I called, she didn’t sing the song well. She forgot some words so she only sang a melody when she couldn’t say the words. I taught her the song again. She could remember soon this time. She seemed to improve to remember the song. I saw her three days later and asked the question. She sang the song well and she seemed to be happy. She enjoyed singing it. She sang the song many times. I felt happy she could remember the song. Before I started teaching the song, I felt I could not teach well and I was worried whether she said OK to teach the song to her or not but she learned from me. This experience was interesting for me because I could feel the joy when she could sing

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the song and we sang it together. If I have a chance to teach the song again, I’ll enjoy singing with someone. The next person was my mother. I taught her the song “What is the 5 ways to happiness”. I chose this song because she was not good at English but this song had gestures so I thought it was easy to remember for her. I first taught her on November 23 at home after lunch. I explained this was my homework and I asked her to remember the song. I sang the song with gesture and wrote down the lyrics and gave it to her to sing with me. At the beginning, she sang the song with lyrics and tried to remember the words. We sang the song many times and she gradually remembered the song, and she finally sang the song alone. I thought

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she felt a little embarrassment to sing an English song. She seemed to have trouble with pronunciation so I practiced it with her. After that, I explained the song meaning and translated the words into Japanese. I told her I would ask the question “what is the 5 ways to happiness?” next 2 days and please answered the song. Next day, I asked her the question but she didn’t sing the song. She forgot it so I sang the song to her with gesture. She seemed to try to remember the song again. We sang the song three times and she could sing it. I asked her the song the following day too. This time, she could sing the song but it was not complete. However I thought she gradually remembered the song. I helped her to sing the song. When she

couldn’t say the word, I gave a hint to her. The 3rd day, when I asked her to sing the song, she could sing it well so I was happy. I asked her how she felt learning the song in English. She said that she felt a little nervous whether she could sing an English song because it was the first time to sing an English song. It actually was difficult for her to remember the English words because English pronunciation was difficult for her but she could do it so she said she was happy. In addition, she said this song made her feel happy. It was a nice song. I thought a happy song made us happy. Through teaching the song to her, I noticed that music had a good power to move people. It was a good experience for me.

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17. Masanori Hoshino* I decided to teach the song "TODAY". I love the lyrics. The lyrics tell us a calm morning. I love a slow life and prefer to spend time without caring about time, so I like “Today”. The two persons I taught were my girl friend and my mother. Yuki, my girl friend is a student at KUIS. It means she has English skills. On the other hand, my mother is good at cooking. It means she doesn't have English skills. The reason why I chose them is simple. It’s because I can see them often. My friends tell me "You are with your girlfriend whenever I see you at KUIS". Actually we eat lunch together at KUIS and go back home together. Also I'm living with my family, so I meet my mother everyday.

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Anyway, I didn't have difficulties to teach them the song. I have experience teaching English at a cram school, so I know some ideas to teach English. I used them to make them memorize the song effectively. I thought Yuki would not have difficulties to sing "Today", because she is using English in her daily life and good at singing. I took two methods. First is making her translate the lyrics from English to Japanese. She could understand the meanings of lyrics by doing that and came to like "Today". It helped her to memorize the lyrics. Second is playing the song with a guitar. She loves playing the guitar, so I suggested playing the song. She played "Today" whenever she took her guitar in her room, so she could practice the

song naturally. In detail, at first, I sang the song three times and she memorized the melody easily. I was impressed. She has musical memory. However, she had difficulty memorizing the lyrics. So I used the first method. She translated the lyrics in five minutes and showed it to me. I thought the translation was very natural. I was moved. She is a good translator. Anyway, she could understand the meaning and the grammar completel y. And then, she could memorize the lyrics. I knew that she would not practice the song without me, because she doesn't like studying. So I decided to use the second method. I gave her chords of "Today" and asked her to play the song without looking at the lyrics. Three days later, I

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asked her to sing the song with her guitar. Se nodded and sang. She played "Today" without making a mistake. In addition to this, she arranged the song in her own version. I was surprised. She must have a talent of a singer. I knew she would practice the song so hard, because she is a person who makes efforts for things she loves without caring about time. That's how she memorized "Today." I said good morning to my mother and sang "Today" repeatedly while preparing my breakfast. And I gave the lyrics and said "Please sing this song. It's my homework." She didn't change her face and said a word "Impossible". I laughed, because she said the word I expected. And I said to her "Please memorize this song".

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She doesn't like to study very much, the most difficult point of this homework was persuading my mother to accept my demand. Finally, She accepted it by my persistent demand. She seemed to take a long time to memorize the song, but it was wrong. She did it in a short time because of two methods. The first method was giving a piece of paper with the pronunciations and meanings of the words. It helped her to understand how to pronounce and the meanings of lyrics vaguely. The second method was teaching the song to somebody. We can find our lacks of knowledge by teaching somebody. As you know, teacher should have enough knowledge to teach. If we don't have enough knowledge, we will notice our lack of

knowledge. Now, I will tell the process for me to make her memorize "Today". She looks down, because she knows she is not good at English, so I gave her a piece of paper with Japanese. It is the first method. I didn't miss her eyes shined a little bit I begged her to imagine the meanings of this lyrics by looking at the paper. She told me her expectations and they are almost correct. I sang "Today" so many times in the day to make her hear the melody. In the night, I asked "Did you memorize the melody?" She said "Of course, because you were singing repeatedly in a day." I let her sing the song while looking at the paper. She could sing very well. I knew she would forget the song easily, so I told her to be a teacher of my father. She

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was proud that she can sing an English song, so she was being a teacher next day. She asked me some questions she had in the process to teach my father. Next day, my mother and my father were singing "Today" completely Then two days later, I heard my mother sing "Today", so I thought my homework was finished. I know teaching is very difficult in advance, because I have experienced being a teacher of a cram school. Therefore, I prepared individual methods for Yuki and my mother. Fortunately, my methods worked effectively this time, so I didn't have difficulties. Yuki has the knowledge of English, so I suggested her to translate the lyrics. On the other hand, my mother doesn't know

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English so much, so i gave her a handout with pronunciations and meanings of words. Furthermore, I asked her to teach another person, my father. On the otherhand my girlfriend loved learning with her guitar. I insist that it is important for teachers to think of effective methods for students every time.

18. Tomomi Oya* The FIRST person: I chose my old friend who have know more than 10 years. I taught her “How do you have a good life?”. I chose this song because we keep relationship more than 10 years and I thought this song was suitable for describing our relationship well. She is working as a preschool teacher already and I’m still a student but we can keep good relationship still and we will keep our relationship from now

on. Meeting, Teaching and Learning: Actually I’m living alone and she is living Tochigi prefecture; my hometown, so we couldn’t meet directly. Instead I decided to call her at night for few days. She was busy so I had to care about time to call. My first contact with her was at 10:00 on November 21st. I told her about this activity in advance, so I taught the song at once. When I sang the song first she couldn’t catch the meaning well. She said what the meaning of “one is silver and others gold” was, so I taught the meaning of these phrases in Japanese. I said to her “The meaning of these phrases were it was important to keep not only new friendship but also old friendship. Both gold and silver were valuable things and we couldn’t compare these

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values easily, so friendships were likened to gold and silver.” After explaining she liked this song and she mumbled many times but she practiced with some mistakes. When I cared about her mistakes I sang it again and I tried to correct her mistakes. She didn’t like English so much when she was a student, so it seemed that it was a little difficult for her to remember the song. This day we practiced about 20 minutes. And next day I called to her at same time again and I asked the question suddenly. She couldn’t sing a song well because she forgot the rhythm and lyrics so I sang the song few times. Then she recalled the song gradually and she sang it many times by herself to remember the song. I said to her to practice the song and I

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promised her to call few days later; November 26th again. Follow up: I called her three days of same time; 10:00pm. I taught the song in the first two days and I confirmed her improvement in the last day. She seemed to improve with each call and she seemed to enjoy and be happy. Conclusion: Though I could hear only her voice she seemed to enjoy and be happy through this song. She didn’t like English but she liked music, so she could sing the song almost perfect. I recommended her that she could sing this song when you wanted to relax. She is a busy person, so I hope this song will help her to relax. The SECOND person: I chose my boyfriend who have known for 3 years. I taught him “Do

you love me?”. We met at KUIS when we were freshman. I chose the song because he rarely show me his love with words, so I wanted to sing this song to him. Meeting, Teaching and Learning: I first taught him on November 25th. We went to Tokyo Disney Land. Before the day, I told about this activity in advance and he was willing to accept my homework. I taught the song when we took a rest at the restaurant. First I was little ashamed to teach this song and sing the song to him because I was also poor at show my love to him. After I sang it he practiced few times soon. He seemed to practice the song happily. However he had a question about interpretation of baby. He thought this song was love song but he didn’t understand why baby appeared in the

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lyrics. I said to him about “ghost discourse” and this song changed with any situation. I explained that “I” could replace “mother” and “you” could replace “a child” and then baby meant the child and also if you thought “I” could replace “a man (a woman)” and “you” could replace “a woman (a man) and then baby meant a lover. We took a rest about 30 minutes and I sometimes ask him the question during our conversation. He already remembered the lyrics at three times but unfortunately he seemed not to be good at singing, so he sang out of tune. He tried to correct his sound with shadowing, overlapping and listening to my song again and again. After that, I sometimes asked the question but he mumbled the song without my question. Besides, he started singing the different

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song which was made by him. (I need you forever I love you for always as long as I’m living my love you are.) He seemed to be satisfied with his own song. After go home I said to him to practice the song that I taught him and I promised him to call two days later; on November 27th. Follow up: I taught him the song many times in a day. After the day I call him to confirm his improvement. He could remember the song of lyrics but he couldn’t remember its sound. Any way he seemed to enjoy this activity. Conclusion: I thought that he rejected to sing this song but he sang it happily. He liked English but he didn’t like music so he couldn’t improve his sound. I recommended him to practice it again and again. I want to ask

the question again someday. 955

19. Shinya Sekine* When I chose the song, I reflected deeply. I have many favorite songs that I learned. However, I decided my best one. I chose “Do you love me?” When I first learned this song, I was really impressed about this song and the story about this song and Ghost Discourse. I really like this song. I taught the song and the story about Ghost Discourse and the meaning of Ghost Discourse. First I taught my elder brother who had studied over 10 years on November 23rd at 1 am for 30 minutes after I returned home from a part-time job. After I taught him, he looked to be concerned about this song. Actually, he already graduated from university but he didn’t

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work as a full-time even though he wanted to. He was also impressed by this song and he wanted to know Ghost Discourse more. Then I told him the end of the story; changing the meaning “I” and “You”. He said “it’s very good song and wonderful story!!” he was really encouraged to get a job and he is to be filial to our parents. Next, I taught my friend since when I was high school student on November 23rd at 2 pm. He is a university student at Dokkyo University and he studies English, especially about language. Actually he doesn’t have his father. He always seems that he was never concern about it but if I were him, I would really feel lonely. In addition, his mother often travels to any places; in Japan and foreign countries, so he is often alone in

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his house. When I taught him, his mother was in Saipan. After I taught him this song, he said that it is a good song and understood Ghost Discourse well. He continued “I can use it not only ‘I’ as a ’Me’ and ‘You’ as a ‘My mother’ and reverse pattern, but also ‘I’ as a ‘Me’ and ‘You’ as a ‘My love’; it’s not only person like mother or children, but also the important things I possess.” I was really concerned. He was a romantic person! For me, this experience was really interesting. If I have the chance to do this again, I want to teach other songs. I think it is important to get interesting responses and comments. These are completely different, and these are also to be my experience to feel the songs.

20. Yuka Shinkai* Through this class, I learned how effective it was to study English with a melody and a song and I had experiences to teach an English song to different types of people. I decided to teach the same song “Make New Friends” to both people because it was easy to compare the results of these activities. The reason why I chose this song is because the message is beneficial to enter the new field in the future. I chose my little brother, Yuki as a one of my targets for this activity. He is 13 years old and a first-year student in junior high school. He started to study English as a subject from this spring even though he took some English classes in elementary school. Because of living by myself apart from my

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hometown, I tried teaching by phone. When I called on November 23th, I sang it a few times and I told him the meaning of this song in Japanese to make it easy for him to understand. After that, he tried to sing it alone but it was dubious in places so I helped him when he was at a loss for words and we repeated it over and over on that day. We talked and practiced together on November 24th and 25th, he sang it better but he was not sure of the words because he did not have the lyrics written down. However, he finally could sing it by himself on November 26th without any help and he said it was fun. Another person who did this activity with me is Konomi. She was a classmate from when we were in our high school and she is in an English department of

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literature in a different university in Tokyo. We traveled together during the days off we had a few weeks ago, so it was convenient to meet and teach her the song for me. On November 24th, I told the lyrics as we learned them in the classroom before I sang it because it would be effective for her to catch the image of the song and she could comprehend perfectly because she is good at English. She could remember it easily so we did not need to practice hard even though it was the first time to teach her. The next day, on November 25th, I asked her whether she remembered it and could sing it or not, then she sang it alone well. I noticed two points to learn an English song through these activities. First, it is important to communicate and

gather how a partner feels because the motivation of learning would influence how it goes. Moreover, I found the face-to-face communication style is better to understand a learner’s emotions. When I taught the song to my brother on the phone it was difficult. Secondly, one’s knowledge of English affects how well they can memorize an English song because people who get used to hearing English sounds and intonations have an easier time to memorize it easily. These activities were valuable experiences for me and I learned a lot.

21. Mari Takiwatari At first, I chose my mother’s best friend to teach the song to. She is good at English. I taught the song “Do you love me” to her because I like that song

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and the lyrics are good. I taught the song on Dec 1st at her house for the first time. I showed her what I was going to teach and she could get it. We sang together repeatedly for about ten minutes. However she could not memorize the song at all. Therefore I wrote the lyrics on a paper and gave it to her, so that she could practice by herself. On Dec 3rd, I visited her house and she sang the song for me without looking at the paper, so I was surprised. She seemed to be happy while she was singing the song. Secondly I chose one of my friends from junior high school. I will tell about her in detail. She is a university student, but she is not a KUIS student. She is not good at English, so she refused to do this project at first when I asked her to join it. At last she accepted what

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I wanted her to do. I chose “The 5 ways to Happiness?” to teach her because this song is an affirmation song and easy to understand. Also it’s easy to memorize. That’s why I chose this song. I started to teach the song on Nov 23. She came to my house and I taught her there. At first I showed her what I was going to teach and she was disturbed. She did not understand the meaning of the song, so I taught it to her in Japanese and she could understand. Then we sang the song together slowly. However she did not try to use her hands and just tried to memorize the song when she sang the song. I thought that she don’t know why we have to

use our hands while we are singing. Therefore I also taught her that it is easy to memorize if you use your hands and you can remember the song if only you know how to use hands when you forget the song. She realized the important of using her hands, so she tried to use her hands for the next time. We tried to sing the song about 10 minutes. She did not memorize all of the song, but she could do it little by little. I gave her a paper with the lyrics of the song, so that she could do by herself. On the next day we could not see together, so I phoned her and I taught the song again. Also I tried to test how much she could remember the song at that time. She still could not remember all of the song. On Nov

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26, I had a chance to see her, so I sang the song with her few times. She seemed like she already memorized the song, so I asked her “What are the 5 ways to happiness?” Finally she could sing the song. She looked happy while she was singing the song. I think she improved because she practiced. I think this experience was interesting for me because I could see how she could improve. Also I have to think about the way of teaching when she has difficulties. Affirmation songs are easy to understand and memorize. Also we can learn from them with joy. It would be great when many affirmation songs are taught to children.

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Appendix 1: The Assignment Sheet

Case Study of Teaching an Affirmation Song to Someone (Musical Therapy) – assignment Monday May 31, 2010 Due Monday June 7 bring to class 400 words minimum PRINTED OUT: Use direct “…” quotes when possible. Teach someone an affirmation song (5 ways to happiness, or Happy Person, (Eng or Jap) or YSB or WWW …) and explain to them about affirmations and how they can help someone be happier and healthier. Ask them to sing it for several days and then to report back to you. You will write a short paper on this experience, a Case Study. See sample parts and phrases below: 1.The person I chose to teach and why. I chose my grand mother (club member, work colleague, friend) who have known for XX years. I will use the pseudonym Hiro (or Yuri…etc. ) for him/her. I taught them the song XXXXX. I choose this song because 2. The story of our meeting, teaching, and learning I first taught Yuri on (DATE June 2 at 2 pm ) for about 20 minutes. We were sitting (WHERE) and she seemed to want to learn / not be very interested/ etc. She repeated after me and we sang together maybe xx times. Finally she sang it alone. She had trouble with … she liked …. She asked about …..…. I explained the meaning and the ideas…… She seemed to have trouble Kanda University of Foreign Studies

pronouncing …… understanding ….. so I explained/ practiced with her…. I told her I would call her three times in the next 24 hours and ask her the question for the song so she could practice remembering it, and I explained that she could practice by herself whenever she wanted and that it would do her some good. I explained that when people said or sang affirmations that it pointed their brain toward thinking and doing things that were good for them. She seemed to understand and said she would try. 3. Follow up I called her three times as promised at 4 pm and 8 pm the same day and 9 a.m the following day. I also saw her a few days later. She seemed to improve with each call and she seemed to really enjoy/ to be bothered a little. I saw her three days later and immediately asked the question and she responded….. I asked her how she felt learning the song with me and how she felt now that she was singing it regularly and she said, “…” 4. Conclusions and Recommendations For me, this experience was interesting/difficult/ because …. If I were going to do it again I would ……My advice to others who wish to teach affirmation songs is to…. Remember a case study is just like telling a story…. It’s easy…. Write write write it down/Set your feelings free/I make it up as I … version 5/31/10

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Appendix 2: Top Dozen Speed Dictation Song Affirmations & Classroom Management Questions List Tim Murphey May 2010 mitsmail1@gmail.com 1. How do you learn? Use it or lose it! [sukiyaki song tune:] It’s in your mind, now’s the time, take advantage of it. You can use it now. Just say “holy cow”, It’s in your mind and now’s the time. [Can teach them to give a High Five when they answer—fun!] 2. What time is it?

Now is the best time to be happy. (not set to music-make it up!)

3. How do you write something?

4. What is asking?

Write write write it down, set your feelings free I make it upasi go along, my pen is writing me.

Asking may be a moment’s embarrASSment Not asking is a lifelong regret. [Clapping in time helps a lot.]

5. How are you?

6. What’s the weather like?

Superhappysodelightfuljoyfulandamazing Superhappyoptimisticjoyfulandprodigious, or Trulyawesomsotenatiouslovelinglyvivacios [Teach 5 strategies: Chunk/Backf/rhythm/song/Hru?] Sugoi kanpeki subarashii sekkyokuteki genki すごいかんぺきすばらしいせっきょくてきげんき It’s raining cats and dogs and its cold outside My sunshine is deep inside [Story: Hiking Mt Fuji SSIMHP]

7. What’s a happy person A happy person/ is not a person /in a certain set of circumstances, /but rather /a person /with a certain set of attitudes. 8. What are the 5 ways to happiness? (Tune 12 Day of Xmas. ) When you want to be happy, there’s # (1-5) things you can do 1. Smile from ear to ear 2. Breathe in deep 3. Look up at the sky 4. Sing a melody 5. Dare to show your love

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Music Therapy Case Studies Fall 2011 KUIS Class

9. Are you Young?

I’m young and strong and beautiful, I’m living an adventure The world’s so fascinating, it makes me want to cry. I want to cry to the world, I want to fly all around I want to tell everybody I’m in love, I’m in love I’m in love X4 I wanna tell everybody I’m in love. [Young strong and beautiful, living an adventure The world’s a fascinating place, I love to love to love. tune of Row3 your Boat, short version.]

10. What will you do today? Today while the blossoms still cling to the vine I’ll taste your strawberries I’ll drink your sweet wine And a million tomorrows will all pass away Before I forget all the joys that are mine today. 11. What do you love?

I love us playing, I love us singing songs I love us interacting, when we talk a lot We talk a lot we laugh a lot We talk a lot we learn a lot We talk a lot we laugh a lot When we talk a lot Hahahaha hohoho TeheheheHuhuhuhu Tehe [naturally broken laughter] When we talk a lot

12. ROUNDS Combine Row x3 Your Boat versions of 3, 8, & 9 into a nice group sing.) Write x3 it down, set your feelings free, I make it upasi go along, my pen is writing me. Smile, breathe, look at the sky, sing a melody, dare to show your love to me, dare to show your love. Young strong and beautiful, living an adventure, the world’s a fascinating place I love to love to love. Bonus Track Werdaya Werdaya Werdaya Werdaya Werdaya come from friend? Howdaya Howdaya Howdaya Howdaya Howdaya like it here? Wadaya Wadaya Wadaya Wadaya Wadaya wanna drink? Whodaya Whodaya Whodaya Whodaya Whodaya love so dear? I come from over there and I really like it here, I want another drink and I love you all so dear. Werdaya howdaya whadaya whodaya we all belong in the zoo.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2011 KUIS Class

Pedagogical steps in your classes -- one way (there are many ways…) 1.First give the song (or part of it) as a SPEED DICTATION. In a speed dictation you say it too fast or softly for everyone to get everything thing and you allow them to collaborate and help each other each time after you say it. Explain to them that you want them to help each other and that you intend for it to be too hard for everybody to get the first time. So this is a chance to help each other. After they help each other after the first reading, you may still say a few more times, or even sing it, instead of saying it. (Optional, ask them to write it on the board.) 2. Then teach them to sing it. The melody usually helps with their memory. Add gestures if possible (TPR). 3. Then teach them the question that goes with it and tell them that throughout the class, every 5 minutes or so, you are going to ask them to ask each other “How do you learn?” and they have to answer “Use it or lose it.” This provokes “intent participation” (Rogoff et al. 2004), they know they are going to use it often and soon and so they focus more on it. Make sure you DO IT, otherwise they won’t get it. 4. Classroom Management Routine. Buying time usefully. Anytime you need a few seconds to organize the next activity, ask your students to ask each other a question. When I need a moment to get organized for something else, I ask them, “Please ask your partner what time is it?” It is also a wake up, energizer! And a good way to start off the class and reminder about important things. 5. You can also give mini-lectures or tell stories about the content of each one. QWIK OPTIONS Song or Say and Gesture Slow or Fast Part or All Students single then collaboration or in pairs or 4’s with verses Sources: songs, song hooks, famous quotes, proverbs, affirmations, typical sayings, or your mind Advantages: Teach memorization skills, gives agency (chunks), conversation starter, shared class culture, can change attitudes, flexible for teachers to apply, fun and positive. Tim Murphey Resources Podcasts: Google “mits mind” (for #s 6, 7, 8, 9, & 11) or http://mits.podomatic.com/Tim’s Homepage for lots of articles on music and song: http://web.me.com/murpheytim YouTube mitsmurphey Channel – A few Videos (more coming) Email: mitsmail1@gmail.com Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2011 KUIS Class

Choice of Short and Sweet Famous Quotes about Music.

1. Without music life would be a mistake. ~Friedrich Wilhelm Nietzsche 2. The real music is between the notes. ~Mozart 3. If the King loves music, it is well with the land. ~Mencius 4. Music is the medicine of the breaking heart. ~Leigh Hunt 5. Music washes away from the soul the dust of everyday life. ~Berthold Auerbach 6. Take a music bath once or twice a week for a few seasons. You will find it is to the soul what a water bath is to the body. ~Oliver Wendell Holmes 7. If a composer could say what he had to say in words he would not bother trying to say it in music. ~Gustav Mahler 8. Why waste money on psychotherapy when you can listen to the B Minor Mass? ~Michael Torke 9. He who sings scares away his woes. ~Cervantes 10.Music was my refuge. I could crawl into the space between the notes and curl my back to loneliness. ~Maya Angelou, Gather Together in My Name 11.Alas for those that never singbut die with all their music in them!~Oliver Wendell Holmes 12.You can't possibly hear the last movement of Beethoven's Seventh and go slow. ~Oscar Levant, (explaining his way out of a speeding ticket) 13.Music expresses that which cannot be said and on which it is impossible to be silent. ~Victor Hugo 14.Music is one of the best ways to enjoy the present. It's not much fun to look forward to hearing music or to remember what a song sounded Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2011 KUIS Class

like last week, but music right now absorbs you and places you in the moment. ~Terri Guillemets 15.Music produces a kind of pleasure which human nature cannot do without. ~Confucius 16.Are we not formed, as notes of music are, For one another, though dissimilar?~Percy Bysshe Shelley 17.Music is a friend of labor for it lightens the task by refreshing the nerves and spirit of the worker. ~William Green 18.If music be the food of love, play on. ~William Shakespeare 19.Music can change the world because it can change people. ~Bono 20.Music was my refuge. I could crawl into the space between the notes and curl my back to loneliness. Maya Angelou 21.Without music, life would be a mistake. Friedrich Nietzsche 22.Writing about music is like dancing about architecture. Laurie Anderson 23.You are the music while the music lasts. T. S. Eliot Appendix 4: Remember when we ……. Sang in the stairwell and our voices echoed Sang in the cone of the library and mixed the rounds Sang outside while juggling Performed the BEAR Song in class and laughed a lot We did walk-talks and sang our newsletters Screamed “I’m in love” suddenly for no reason Juggled and sang songs at the same time in class Dictated our favorite songs to each other Struggled with Speed Dictations from our teacher Wrote our own song lines Played instruments (kinda) that we made up Sing it! Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2011 KUIS Class

Be the change Be the change Be the change you wish to see in the world I don’t serve… my dear world… by pretending to be small I’ll stand tall, I will stand tall

Our Images Create (TM) We live in the world our images create. I live in the world your images create. You live in the world my images create And you can change my world And I can change your world And we can change the world When we decide to see What can be Today while the blossoms… …

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2011 KUIS Class

Whatâ€™s the weather like?

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