Imusictherapycasestudiesjuly2010 by Lucius Von Joo

Music Therapy Case Studies

KUIS

2010

29 Case Histories from Sogo 43, June/July 2010 Slightly Edited and Introduction by Tim Murphey

Music Therapy Case Studies 2010 KUIS Class

This book belongs to___________________________ 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 2010 KUIS Class

Contents

Page

Student Memory Page

Table of Contents

Introduction

Tomoko Takayama

Mao Tsuzuki

Kumiko Ono

Hitomi Igarashi

Haruna Toyama

Yuki Kato

Ayumi Tsuchiya

Yuko Demise

Kanako Oikawa

10. Miki Maruyama

11. Minori Wakaume

12. Kazuki Tamahori

13. Aiko Kumano

14. Yuka Akiyama

15. Saori Sudo

16. Moe Nakano

17. Honami Inoue

18. Eriko Abe

19. Hitomi Minowa

20. Masahiro Ikeda

21. Misa Kasori

22. Momoko Yamada

23. Shiki Matsui

24. Chinatsu Yamaguchi

25. Yurino Suzuki

26. Tomoko Minagawa

27. Maiko Kumakiri

28. Miho Kogo

29. Shota Shittaka

Appendix 1 Assignment Sheet

Appendix 2 Affirmation Song Workshop Handout for Teachers

Appendix 3 Be the change

39 Kanda University of Foreign Studies

Music Therapy Case Studies 2010 KUIS Class

Introduction To Some

Amazing Case Studies

Tim Murphey, (June 27, 2010 Kaihin Makuhari) I am so 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 just 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! Kanda University of Foreign Studies

Music Therapy Case Studies 2010 KUIS Class

1. Tomoko Takayama* I chose my grandmother to teach. I taught her the song “5 ways to happiness”. The reason why I chose the song is I like the song the best. My grandmother is 70 years old. I thought that she could memorize the song easily, because she could use gestures. She can speak Japanese only, so I taught her the song in Japanese. She likes to sing songs. When I was young, she often sang me a lot of songs, so I chose my grandmother to teach. At first, I taught her on June 2 at 7 pm for 40 minutes. First, I sang to her alone and she only listened to me. I wanted to sing with her, but it was too difficult, because she could not memorize all of the song. Then I wrote the words of the song for her. We sang while

looking the words. Next, I taught the gestures of the song. I sang to her while showing the gestures. We sang the song over 10 times. Finally, she could sing alone. She enjoyed memorizing the song, but it was hard for her to remember the melody of the song. She said to me “It is a little difficult.” She often made mistakes of the order of the gestures. When she was at a loss for the words, I showed the gesture to help. After I taught the song, she sang the melody. I thought that the song was a “din” in her head. She said to me “Your homework is interesting.” I said “I will test whether you can remember the song tomorrow.” She said, “I will practice a lot.” We sang in her room, so my grandfather was interested in it, too. Next day, I went to her room at 8 pm. Kanda University of Foreign Studies

When I entered her room, she said “I can sing already.” She could sing completely, so we sang together joyfully. Next day, I sang with her in the morning and evening. She really enjoyed it. She said, “I am always singing the song softly.” I really enjoyed teaching. First, it was hard for me to sing the song in Japanese, because we always sing it in English. There is a recreation facility for elderly people near my house. She said that a lot of elderly people sing there. They like Karaoke so much. I thought that singing is so important. We talked a lot about singing. Perhaps, she already knew that affirmation songs make us happy before I taught it to her. I learned a lot from her. This homework was very useful for me.

Music Therapy Case Studies 2010 KUIS Class

2. Mao Tsuzuki* I chose my mother as my student. The reasons why I chose her are, first I thought that it was easy to teach the song to her because we lived in the same house, so we can see each other everyday. The other reason is that she teaches English at the school of English conversation, so I wanted her to know the song was useful for language learning. I decided to teach the song â€œYoung & Strong & Beautifulâ€? because I love the melody and the lyric especially. I first taught her on June 3, at 10 pm for about 15 minutes in the living room. She was a little tired because she had just finished worked before I taught her. First, I taught the meaning of an affirmation song. After I explained it, she seemed to understand it and be interested in it.

Then, I sang the YSB 2 times and she just listened to it. After that, she repeated after me and we sang together. She could catch and remember the melody and the lyric soon. After we sang together 3 times, she could sing the song alone. She looked like she enjoyed singing, so I was glad. Finally, I told her that I would ask her to sing YSB the following three days. I said that I wanted her to sing the song a lot. I added that I recommended singing it when she wanted to make herself cheerful and needless to say, she could sing it whenever she wanted to sing it. She said that she would try as I said. I asked her 3 times as I said above. First time, she forgot the beginning of the melody however she was reminded soon when I sang it and she started to sing the whole song. I Kanda University of Foreign Studies

also asked the same question next day. She could sing the song alone! She seemed to enjoy the activity. I was glad and sang together several times. I had a good time. The last day, of course she could sing it alone. Moreover, she seemed to sing it without thinking anything. She sang it naturally and automatically. I asked her how to remember the song. She said that the song started to repeat in her head gradually and she sang it unconsciously, so it was easy to remember. I thanked her for her cooperation with my task. She said she could enjoy the task. This task was interesting to me because it was not difficult but I think the task went well. I just told the song, however my mother sang it a lot and she seemed to be lively with it. Moreover, she

Music Therapy Case Studies 2010 KUIS Class

sings it even after the task was finished. My advice to others who wish to teach affirmation songs is to enjoy themselves and they shouldn’t force their students to sing alone. I think it is important to sing together many times. Have fun!!

3. Kumiko Ono* I chose my mother, who is 50 years old. She is not good at English, singing music and remembering something. I taught her the song “How do you learn?” The reason why I chose this song was that I thought it was the easiest to let someone memorize because almost all of us know its melody. This song, sung by famous Japanese singer, is popular among us. I first taught my mother on June 5th at 9 pm for about 15 minutes.

We were relaxing on a carpet and she seemed to be very indifferent to learn. She repeated after me and we sang together may be 10 times. She had trouble with pronouncing, understanding and memorizing, so I explained the meaning in Japanese. However, she insisted, “I cannot sing it because I do not know each word”. Therefore, I tried to pronounce the lyrics letting her sing easily and practiced with her. After that she got used to pronouncing the words and seemed to enjoy it a little bit. The next day, I asked her whether she remembered yesterdays’ song or not, and she could hum it. I realized that songs were common to us even if the generation and knowledge were not same. She also said ”If the song was unfamiliar with me, I Kanda University of Foreign Studies

could not remember it not at all”. Although she could not sing all parts of it exactly of course, it was an amazing occurrence. I tried to sing the song when she and I were in the car. Then, she said, “That is, that is…” with trying to remember something. Like this, though there was not an opportunity, when she started to sing alone, she could remember it when I helped her a little. For me, this experience was not only difficult but also very interesting. At first, I thought that I was unable to sing the song to her because she was really not good at English. However, she seemed to enjoy and be happy when she was singing, and thanks to teaching it to her, I could also be happy and healthy. When I have my children in the future, I would like to let my children sing a lot. I

Music Therapy Case Studies 2010 KUIS Class

am sure that they will be good and healthy.

4. Hitomi Igarashi* I chose one of my friends from KUIS who I have known for almost 3 years. I will use the pseudonym Hanna for her. I chose a song ‘Five ways to happiness’ and taught her. The first reason why I chose this song is that this song’s melody is ‘The twelve days of Christmas’ and this song is quite famous all over the world, so I think it’s easy to memorize. The second reason is that if she memorizes this song and understands what the affirmation is, I believe this song will make her life happier and full of cheerfulness. I first taught Hanna on June 2nd at 6 pm for about 25 to 30 minutes. We were in the 31 ice cream store and

eating delicious ice cream. When I sang the song, she said “What’s that!?”, so she seemed to be interested. It was a little difficult for her to memorize this song because the lyrics were a little bit long, so I wrote down the lyrics for her and we practiced 3 or 4 times, then she could barely sing the song. After that she asked me “What for did you teach me this song?” so I told her about affirmations and how affirmations are important for our life. I told her that if you think everything in a positive way and lead a life full of happy things, that makes you happier and healthier. This song teaches us that kind of thing. She seemed to understand what I said. After that, I tried to call her at 8 pm that day, 4 pm and 6 pm the next day. I called her three times, but she was busy, so she could Kanda University of Foreign Studies

catch the phone only two times. Instead of the one miss call, I met her at school the other day, so I asked her a question. At first, she said “What??” but she immediately recalled the song. Through all this activity, she seemed to be bothered a little, but she said “I could learn many new things and I will try to do those things every day as much as I can. Thank you” In conclusion, this experience was really interesting for me because I have never done this kind of thing which I teach somebody what I learned in other class. At the same time, it was difficult that I had to phone her, because I had to care not to bother her too much. If I have a chance to do this activity again, I want to research how affirmation songs affect people. I would like to compare the differences

Music Therapy Case Studies 2010 KUIS Class

between people who learn affirmation and people who don’t.

5. Haruna Toyama* I chose my mother who is 42 years old. Recently, she looks tired because she was busy last week so I taught affirmation song to her. I chose “5 ways to happiness” because she likes rhythmical song I think this song is easy to memorize for her, and I like this song very much! In addition, she likes singing songs so I chose her and taught her the song. First of all, I taught my mother on June 3 at 6 pm. My mother was just listening to the song and I tried to sing 5 ways to happiness twice with a loud voice. She looked confused a little bit but she was increasingly relaxed. Then, my mother tried

to sing it many times with me and I taught her the meaning of this song in Japanese. She understood the meaning of song and tried to sing the song again and again. When she tried to sing, I helped her about rhythm, melody and gesture. She would feel fun and comfortable. Next day, my mother and I sang 5 ways to happiness at just 7pm. She forgot the melody but I tried to teach the song again. Immediately, she remembered the song of melody and rhythm. She sang 5 ways to happiness by herself. She could gesture. On June 5 at 7pm, I was surprised because my mother sang the song unconsciously!! When I found it, she looked like relax and smile. I felt happiness too. Finally, I asked her how you felt when you sing the song. She said “It was difficult Kanda University of Foreign Studies

to memorize but the song was very nice so it can be good song for me. I like this song very much because it makes me happy and I can forget bad things. If I could understand English I might feel more happiness.” When I heard it, I thought that I want to teach other songs to her… This experience was very interesting for me. I thought the music has a power which makes us relax and happy. The song “5 ways to happiness” is good song. It can be music therapy. I want to believe that music helps us—it arranges our mental conditions and we feel better. I want to know many affirmation songs and teach them to someone.

Music Therapy Case Studies 2010 KUIS Class

6. Yuki Kato* I chose my sister who is a freshman of KUIS. I will use the pseudonym Saya for her. I taught the song “the 5 ways to happiness” to her. The reason I chose this song was that Saya was very nervous with the midterm examination near at hand at that time. Therefore I taught her this song because I wanted her to be happy and relaxed. I first taught Saya on June 1 for about 15 minutes. At first I sang it alone and she just listened. After I sang it, she said, “I have listened to this song. You sang before!!” She remembered that I crooned the song. Therefore she has already known the melody and a few words. She repeated after me two times and she learned to sing it alone. Also I taught her the body language and the

meaning. The body language was very useful because when she could not recall the ways to happiness, she could recall the ways by showing the body language. She understood most of the meaning. However she did not know the meaning of “dare to”, so I explained about it in English. Then I explained it in Japanese because she seemed not to understand my words. After that, she sang it with the body language again and again. She seemed to be happy. I explained that affirmation songs make us happy, and we can become more positive. She seemed to understand and be refreshed. I did not promise when I ask it again, but I asked her to repeat three times on the following day. She forgot “Dare to show your love” on the first try. Kanda University of Foreign Studies

However she sang it perfectly on the second and third tries. Also I asked her the to sing two days later, and she sang it happily. She said “This song keeps running in my brain!” She seemed to memorize it perfectly. This experience was interesting for me because to sing an affirmation song with someone is pleasant. Also I was happy that she became happier. My advice to others who wish to teach “the 5 ways to happiness” is to use each body language. They are very helpful for us. It is easier to remember the song with body language than just singing.

Music Therapy Case Studies 2010 KUIS Class

7.Ayumi Tsuchiya* I chose my sister, who is eighteen years old and a university student. I will use pseudonym Lisa for her. I taught her the WWW song. At first, I was going to teach her the song 5 Ways to Happiness because she had already known the melody, but once I sang the WWW song, it interested her. She enjoyed the rhythm and the melody, so I decided to teach her that song. I first taught Lisa on May 31 at 9 pm for about 15 minutes. We were sitting on cushions in the dining room, and she seemed to be curious about my singing. She repeated after me and we sang together maybe 5 times. She understood the meaning, but she seemed to have trouble pronouncing upasi, so we practiced together. Finally she sang the

WWW song alone. She also sang it in a round with me. I told her that we would practice the song at this time next day and that the song would stick in her head if she sang it again and again. I also explained that to sing affirmations is good for her physical and emotional health. Though I explained all in English, she seemed to understand. I asked Lisa to sing the WWW song as promised at 9 pm the following day. She forgot the last line, my pen is writing me, but she still remembered how to pronounce upasi. Her pronunciation was not so bad at all, and she seemed to enjoy singing in English. On June 3, we sang the song in a round on our way to the station in the morning and in the dining room at 10 pm. The following day, when I got home at 8 pm, she was singing the song. Kanda University of Foreign Studies

She said, “This song is sticking in my head, and I repeat it unconsciously.” Then I asked her how she felt now, and she answered, “I’m happy.” For me, this experience was really interesting. I love the songs we sing in class and have wanted to share them with someone, so I was happy that my sister enjoyed singing one of the songs with me. I think every song has the power to make people happy even though the language is different from our native language. My advice to others who wish to teach affirmation songs is to chose short songs or make over long songs into shorter ones. A short song is easy to remember and sticks, and we can repeat and practice a lot in a short time. If I were going to teach my sister another affirmation song, I

Music Therapy Case Studies 2010 KUIS Class

would chose How Are You song because the song consists of only six words and is easy to memorize.

8. Yuko Demise* I chose my sister who I’ve known for 20 years. I will use the pseudonym Haru for her. I taught her the song 5ways to happiness. I choose this song because it is easy for me to teach with using gesture and enjoyable to remember. I first taught Haru on June1 at 8 pm for about 15 minutes. We were sitting in our room and she seemed to want to learn a lot. She repeated after me and we sang together maybe 5 times each part. Finally she sang it alone with gestures. She had trouble with confusing the lyrics. She liked hand moving. She asked about the

meaning, so I explained the meanings and the ideas that were expressed. She seemed to have trouble pronouncing “~things you can do”, it was difficult to say together so I practiced with her many times. I told her I would ask her three times in the next 24 hours and to sing it 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. I called her three times as promised at 10 pm and 8am the next day and 6 pm. I also met her a few days later. She seemed to improve with each time Kanda University of Foreign Studies

when we met and she seemed to really enjoy it because she taught our youngest sister and sang together. I saw her three days later and immediately asked the question and she responded smoothly. 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, “At first, I hated to sing a song, but I could remember easily due to gestures and I enjoyed doing it. I want to learn other songs.” For me, this experience was interesting because I like singing and I enjoyed teaching English through song. If I were going to do it again I would teach many people through young to old people and sing with everyone. My advice to other people who want to know affirmation songs is to

Music Therapy Case Studies 2010 KUIS Class

have good motivation and to learn English for yourself.

9. Kanako Oikawa* I chose my friend who I have known for two years. I will use the pseudonym Hanako for her. I taught her the song ‘Young Strong & Beautiful’. I choose this song because I like the melody and when I finish singing it, I feel happy and comfortable. I think that this song can make us relax and feel free. I first taught Hanako on June 3rd at 2 pm for about 25 minutes. We were sitting in Balcone Restaurant at KUIS and she seemed to want to learn but was a little bit confused because she did not know what I was trying to do. So at first I explained about this activity, then she seemed to be interested

in it. I sang the whole song first, then she repeated after me and we sang together maybe 10 times. At last she could sing it alone. She liked the melody as well as me, so we could enjoy spending the time, which we were singing. I told her I would call her three times in the next 24 hours and ask her “Are you young?” and that she could sing the song to me. I explained that she could practice and sing the song whenever she wanted or when she had free time. Also I taught that an affirmation song might be helpful to be positive and we could feel better because it stuck in our head and it affected our thinking. I called her three times as I promised at 6 pm and 10 pm the same day and 1 pm the following day. I also saw her at KUIS several times. She seemed to improve Kanda University of Foreign Studies

and gradually she could have a lot of confidence to sing it with each call. In addition, she seemed to enjoy it and love it. When I met her at KUIS, I asked her the question all of a sudden and she answered the question with singing. I asked her what she thought of this activity and how she felt learning the song. She said, “I really enjoyed it, and I noticed songs were helpful to learn something. And also you told me that affirmation songs could be helpful to be positive so I think songs are connected to our minds. If I continue these kinds of leanings, I will able to feel better and be hopeful.” For me, this experience was interesting because she could enjoy this activity and I was also looking forward to talk with her. If I do it again, I will try to teach many kinds of songs. My advice to

Music Therapy Case Studies 2010 KUIS Class

others who wish to teach affirmation songs is to enjoy it and if you want positive or good reactions you should select a person who is curious or looking for something new.

10. Miki Maruyama* I chose two part-time job friends who I have known for one year: Miwa and Kumi. Miwa once studied English conversation while Kumi was not good at English. I taught them “the 5 ways to happiness” I chose this song because it is my favorite song and I want them to be happy! I first taught Miwa on June 3 at 4 pm for about 15 minutes. We were sitting on a chair at my office and she seemed to want to know about the song. I started to sing the song with gestures and she listened to it. I asked her

to sing the song together with me and we sang the song about four times. She nodded and could understand the meanings soon. She also could remember the lyrics and melody. I then taught Kumi on the same day at 4:30 pm for about the same length of time. We were also sitting in my office. She worried about singing a song in English. I told her “This song is very simple, so please relax!” I started to sing the song again. She seemed confused, so I sang it three times alone. when she gradually became accustomed to it, we sang it together. She could not understand the meaning and asked me “what is the meaning of ‘dare to’……?” I explained the content, and then she understood soon. I also taught both of them that this song is an affirmation Kanda University of Foreign Studies

song. I explained that “affirmation is like confirming that good things exist and we can enjoy them.” They were convinced by my explanation. Finally, I asked them “please sing the song as often as you can in the next 24 hours”. They seemed surprised at the circumstance. However they accepted my request kindly. The next day at 6 pm I asked them at my office. They forgot the melody, so I sang the beginning. Miwa could sing the song soon and surprisingly she sang perfectly, and Kumi only had trouble with “Dare to show your love.” On Saturday at 9:20 pm I asked them again at my office. Miwa and Kumi started to sing. Miwa finished singing the song and she remembered it completely. Kumi stopped to sing halfway. She forgot again only

Music Therapy Case Studies 2010 KUIS Class

“Dare to show your love.” I asked them again about 7 hours later. Then, Kumi could sing the song perfectly also!! When I asked them how the activity was, Miwa said “I could understand the word’s meanings so it was not so difficult. While Kumi said that “It was too difficult for me and I could not remember the sentence only “dare to show your love”, but I won’t forget it forever.” Both of them said that “It was very interesting and I can become a happy person whenever thanks to you!” Then I felt very happy!! This experience was very useful for me, because I could use English outside of class. I usually do not have a chance to speak English outside, however this activity gave me the chance. Miwa and Kumi got interested in English more. I feel very happy.

The happy song made me so happy!!! I want to speak English with them from now on. If you want to teach somebody this song, it is better to sing a song with gestures. I felt that moving our body activates our brain more and give a strong impression. It is efficient to memorize something easily, therefore I recommend you to make gestures. I hope to increase the number of happy persons by this song!!

11. Minori Wakaume* I chose my father, Misao to teach an affirmation song to. He is 57 years old. He is an employee at a town office and he always has to think about residents and his subordinates, so I think he gets tired easily. I wanted him to be Kanda University of Foreign Studies

relaxed. Therefore, I chose to teach an affirmation song to him. I chose is “The five ways to happiness” because I thought it would be the most useful song for him. The five ways “smile from ear to ear, breathe in deep, look up at the sky, sing a melody, dare to show your love” are really practical. When we do the five ways, we can feel happy and be relaxed immediately. Moreover, the melody is also fantastic. The melody is very cheerful and catchy, so I thought it would be his fancy! At first, I explained about affirmation songs and the lyrics of the song. He knows English a little, so he seemed to understand at once. Then, I taught him the melody, He said, “I love this song.” And he was enjoying singing it, so I was happy, too. I was surprised that he

Music Therapy Case Studies 2010 KUIS Class

seemed to be a little silly while he was singing! Next day, I asked him “What’s the five ways to happiness?” and he remembered only three ways. It was complicated for him to remember five ways, so I suggested singing when he does his favorite thing (for example, when taking a bath). A few days later, I asked the same question. To my surprise, he could sing the song perfectly. He said, “I like the song, so sometimes I was singing while I was walking” (walking is his routine). And when he sing the song while walking, he walked longer than usual. He seemed to enjoy walking with singing. After teaching the affirmation song to him, I found that he looks more relaxed and happier than before. He often hummed the song

at home. He said, “I want to tell the song to my subordinates. They would have a liking for the song.” My mother also seemed to be happy when she saw my father’s smile. I was also happy because I could have a chance to talk and interact with my father. Thus, the song had a good effect for not only him, but also my family. If I have a chance, I want to tell my friends about affirmation songs, too.

12. Kazuki Tamahori* I chose my younger sister, Aira who I have lived with together for 12 years. She is a junior high school student and has begun to study English since this April. She said she was struggling to study English. So I thought I wanted to help her English learning and Kanda University of Foreign Studies

gave some good hints of language acquisition. She cannot understand English well. I used Japanese to teach English songs. At first I chose “How do you learn?” because I wanted to teach her the way of learning. Next, I told her “How do you write something?”, “How are you?” and “Are you young?” First, I sang the song and had her repeat after me. She tried to memorize the song but it seemed that she found it difficult to memorize that song. Though I sang the song many times and I told her the meanings of the songs in Japanese. She was not able to memorize it. The only thing that she was able to understand is the meaning of Japanese. She did not understand the English of the song. So I had to teach her vocabulary and grammar. It was a troublesome task.

Music Therapy Case Studies 2010 KUIS Class

Because of my poor and rough way of teaching, she was not able to understand the vocabulary and grammar of English songs well. Moreover, she seemed to be tired of singing the song. Even though she continued singing the song with me, she was not able to sing alone. I thought it may be tough work for her. At last she refused to sing the songs. I was not able to do anything to get her motivated and gave up teaching the song. My project finally failed. For me, this experience was precious even though it failed. I was able to get a wonderful lesson. I should have considered her English ability and cared about her motivation. These songs seemed too difficult for her. It might be too early for her to learn English songs.

Before I teach songs to her, I have to teach English to her. My way of teaching also should be changed. I wanted to tell her how wonderful an affirmation song is. She was not so interested in that song. It was so regrettable that I was not able to make her motivated but I will never give up teaching her an affirmation songs. [TM: Kazuki’s experience is precious for all of us. It teaches us several things. 1) Don’t overload learners with too many tasks – keep it simple. (Teach one short song at a time, not so much.) 2) Repeat just one simple thing many times. 3) Make it fun and relaxing and useful when possible. Thank you Kazuki for daring to make mistakes and teach us all! If your sister is still willing teach her just one song! ]

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13. Aiko Kumano* For this study, I chose my little sister who is 11 years old and in the 6th grade in an elementary school. The reason why I chose her is that she recently got interested in English through English classes at her school though the contents of the classes are still very basic things like greeting or names of things. I chose the 5 Ways to Happiness because the lyrics seemed simple and easy for a beginner to learn English and this song has gestures, which help with its lyrics. Furthermore, I made it shorter as my sister claimed that the song was too long for her. So we only sang the last verse of “5 things.” I taught my sister the song in the living room at night on June 4th. In the beginning, I sang it to

Music Therapy Case Studies 2010 KUIS Class

her for a few times and wrote the lyric and some characters which explain how to pronounce on a piece of paper. I was not sure whether I was allowed to write the lyrics or not for this study, but I thought it was too tough for my sister to remember and sing an English song only with her memory. After my singing, she and I sang together for 4 or 5 times. First she could not sing along its normal melody, but she finally could sing the song as fast as me in the first lesson. I taught her that singing affirmation songs would make us think positively, and it might improve our health, mentally and physically. The first day may have taken more than 30 minutes. After the first lesson, I asked her to sing this song for once at that night and twice in the evening on June 5th. She could sing well in

every time but the last time was the best; she could sing the song more fluently. Of course her pronunciation was far from perfect, but I supposed that it was not too bad. And she said â€œThis experience is very enjoyable because I feel that I am getting familiar with English. And singing with the gesture may be easier than just singing without the gesture. I remembered the show which I sang in when I was in kinder garden.â€? Regarding the lyrics, she told me that she felt that she was happy when she was singing the song because she knew the meaning of it in Japanese. There was one thing I did not expected; my mother could sing the song, too. As I wrote before, I told the song to my sister in the living room. So my mother naturally listened to it in the kitchen and she said the Kanda University of Foreign Studies

song was repeating in her head (SSIMH). To conclude, this study surprised me because I found that the person who does not know English could also sing English song easily and happily. I believe that the song can be a good start to learn new language because songs might be fun for many people. And my advice to someone who wishes to teach affirmation songs is using gestures with the melody if he or she teaches it to kids since the memory relates to the gesture very strongly.

14. Yuka Akiyama* I chose my younger sister who is nineteen years old to teach an affirmation song to. I will use the pseudonym Yuki for her. I taught her the song A Happy Person both in English and Japanese. I chose

Music Therapy Case Studies 2010 KUIS Class

this song because it is short and we clap our hands when we sing this song, so I thought it is good for Yuki even if she is very weak in English. First, I taught Yuki on June 2 at 7 pm for about 30 minutes. We were sitting in her room and she didn’t seem to be so interested in my lecture. Yuki repeated after me several times and we sang together 5 times. Yuki had difficulty with singing with a certain rhythm, so I practiced with her using hands. She looked like she was having trouble with singing the song in English and, so I taught her the Japanese version (Tokubetsu na kankyou ga…). Yuki said the Japanese version was much better than the English one because it sounds funny and it’s easier to understand. Then I told her I would call her

three times in the next 24 hours and ask her “what is a happy person?” to help her remember it. I explained that through singing and saying affirmation songs people can make their mind positive and healthy and affirmations can have a great influence on her. She seemed to understand and said that she would practice it by herself in her free time. I called her twice at 12 am and 5pm the next day. We live together, so I asked the question “What’s a happy person?” every time I saw her. Yuki had hardly answered at first, but she seemed to improve in each call and each time I asked. She seemed to enjoy it and she asked me to teach the song in English again. When I asked her how she felt learning the song with me and how she felt now after singing Kanda University of Foreign Studies

affirmations, her response was “I was not much interested in learning affirmations but now I found it’s an easy way to think happy or positive things, and what is more, learning with singing songs is lots of fun.” This experience was interesting and useful for me because I want to be an English teacher in the future and I found some points of language learning for example sing slowly and separate in short phrases at first. If I were going to do it again I would change my explanation of affirmations because I couldn’t explain it well and Yuki seemed confused when I taught her. My advice to others who want to teach affirmation songs is to think about their students’ feelings and change the way of teaching flexibly when they seemed to have

Music Therapy Case Studies 2010 KUIS Class

troubles.

15. Saori Sudo* I chose my brother for this case study. He is a college student who is 23 years old and he is good in English. I taught him the song â€œThe 5 ways to happiness.â€? I chose this song because I love this lyric and this melody is easy to sing and memorize it. In addition, I expected that he would like it. I first taught him on June 3 at 9 p.m. for about 35 minutes in my house. At first, he seemed not be very interested in it, and he was also reluctant to sing this song. I persisted in keeping singing it next to him. After I sang about 5 times, he got interested in this lyric. He understood the meaning at once and liked it, so it was not necessary for me to

explain it to him. He told me that this song is the easiest way to be happy. He loves looking at the sky while he is taking a walk, it makes him set his feeling free and be comfortable. This feeling shows the content of the lyric. He repeated after me and we sang together about 5 times. I am not good at singing, so it is difficult to sing together, but he could memorize it at last. I explained to him the effect of affirmation song. I also told him that he could sing the song by himself whenever he comes up with the song. The song is easy to practice what the lyrics told us, so I also told him that he could do as the lyrics say as he as sings it. It would be very effective for understanding affirmation song. He seemed to understand it. I promised to call him at lunchtime for three days Kanda University of Foreign Studies

and ask about the song and how he feels while singing it by himself. I called him 3 times for three days. I asked him whether he remembered the song or not. He seemed to be bothered a little, but I tried to keep it up. At home, I asked him how he felt during singing the song again. He told me that he tried to act like the lyric while he was singing the song. When he looked at the sky, he sang the melody by himself and drew a deep breath. It made him relax and comfortable. I was really surprised at what he said to me. Actually, I did not expect that his feelings would be linked to the effect of the affirmation song because he was not interested in it at first. However, I found the fact that the affirmation song has a great power to move peopleâ€™s mind

Music Therapy Case Studies 2010 KUIS Class

to be positive and happy through this case study. In my case, some songs help me mentally and set my feelings free, so I keep listening to music all the time. This case study was a great opportunity to know about musical therapy.

16. Moe Nakano* I chose my younger sister who is a high school student. She likes to listen to music, but she does not like to study English and is weak at learning something by heart. That was why I worried about teaching the English song. I taught her the song ‘What do you like? ’ I chose this song because this song used easy words. In addition, this song’s rhythm was catchy. Before I taught her the song, I explained to her about the effect of songs. I said, “If you

have something that you want to memorize, you can put it in your favorite song or original song you make. Songs help you to memorize things you want to stick in your head.” I first taught her on June 1 at 10 pm for just 20 minutes. We sat on chairs in the living room. Actually, when I tried to start teaching the song to her, she was reluctant to do it. However, I started teaching it forcibly. At first, I sang and showed it to her just one time. After that, I taught her the song. I divided the song per line because it is difficult to memorize whole lyrics at one time. She said to me that she is able to figure out the meaning of the song, but she could not sing with the melody. Therefore, we decided to sing it three times per line. After we did that, she got the melody. When she memorized Kanda University of Foreign Studies

the whole lyrics, I noticed that she seemed to enjoy singing. In the end, we sang the whole song through two times. Next day, I asked her “What do you like?” I thought she seemed to forget the song because she was silent. However, she began to sing soon and smiled at me. Two days later, she studied English for a test. When I saw her, she put some vocabulary into her favorite song. She seemed to memorize them easier than usual, and also she looked happy. I asked her “what do you think about learning with songs?,” and she answered that it suits her, so she will use the way to study. This activity was difficult for me because I am not good at singing, and I had to think how she was able to enjoy this activity. However, it is also meaningful for

Music Therapy Case Studies 2010 KUIS Class

me because I could figure out what I have studied in this class until now through teaching the song to my sister. I thought that I made my sister’s feeling better, so I want to teach the song and the story that I learned to my friends and family. Seeing people’s smiles is my happiness!!!

17. Honami Inoue* I chose my friend, a third year student of KUIS. I’ll call her Nana. Often I am telling about this class so she already knows some songs. Today I taught her the song “What do you like?” The reason why I choose this song is it has very cute lyric and very catchy rhythm so I want Nana to enjoy this song. First, I taught Nana on June 1 at 2pm for about 30 minutes. We were sitting at

cafeteria. She didn’t seem to be very interested and she said, “It was very troublesome.” However after I taught her songs and music are good for studying English, she got interested. I sang twice then she repeated after me and we sang twice. At first, she sang looking at the lyrics but gradually she could sing without the lyrics. She had trouble with line 4 of this song, that is “I like the way you do your hair” when I sang this song first time I had trouble with this part so we sang this part many times. She likes last part of this song. She imitated bear happily. We often spend free time together so we sang this song at least once when we were together. I told her I would call her three times in the next 24 hours and I ask her about the song. When I called her the first time, Kanda University of Foreign Studies

she could not sing smoothly but she could sing smoothly day by day. When I called her, we talked in English on the phone so she said “It is good practice for speaking English because I do not have opportunities to speak English on the phone.” I was happy to heard that because she was unwilling to do this homework at first. So this study was not only good for me but also good for her. I have homework in this class to call partners but I am not familiar with my classmates yet but this time I talked with my friend so I could speak actively. We decided to use English when we speak on the phone and we are interested in Korea and we study Korean so we try to speak Korean too. This experience was good for me because I could reconfirm that songs

Music Therapy Case Studies 2010 KUIS Class

and music are good for learning English and notice a lot of things. I want to tell about this class to my friends more. I think songs and music are useful when we study language because we can enjoy studying and people cannot live without music. I think singing a song is good practice for pronunciation because we can imitate singers’ pronunciation and rhythm. Songs, which Tim taught me in class, are often echoing my head. I think it is good influence for learning English because English is often in my head out of English class. When I listen to songs, I often think, “I want to sing these songs.” That is to say, Songs make me motivated to learn language. I want to learn not only English but also Korean so I will try to listen to English songs and Korean

songs and increase my motivation.

18. Eriko Abe* I chose my good friend who I will call Mary. She is distressed about a relationship now, and I would like to give her encouragement. It was easy to choose a good song, as I believe you may have suspected before, because the appropriate song’s title is “Five Ways to Happiness.” She was up a blind alley and could not see what was happening to her. So it was necessary to breath in deep. First of all, I called her on (June 4 Friday at 4 pm) for about 40 minutes. We already talked about this homework, but she felt worried. Her head was full of worry and she did not like English. I said to her “Please be relaxed. Please sit Kanda University of Foreign Studies

down on the soft bed” She obeyed me. I began to sing the song. She listened without saying anything. I taught the meaning of the song. Her voice sounded discontented. However she tried to sing following me. She wanted to know the five things to do to become happy. And I taught the five things before I taught details of the melody. After a while, she memorized all words and melody. Next, I told her I would call several times to ask her to sing. Three hours later (at 8 pm), I called her for the affirmation. “Hello! Mary!” I said. She seemed to understand and said she would try. I called her two times as promised on (Saturday at 11 am and 7 pm). I actually wanted to call four times, but I had to go out for club activity, so I called just three

Music Therapy Case Studies 2010 KUIS Class

times. She seemed to improve with each call and she seemed to really enjoy singing. This experience was good for me, because my friend was full of energy from this homework. At first, she had many questions about the necessity to sing etc. However, her condition changed right before my eyes. My advice to others who wish to teach affirmation songs is to choose a person who is depressed. There are many songs to cheer someone up, and each person has their own needs. Choose songs wisely for the person you are working with, think of how they fit each other.

19. Hitomi Minowa* First of all, I tried to teach the song â€œ5 ways to happinessâ€? to one of my good friends, but he

refused to remember it even in Japanese, so I was obliged to choose my mother. I will use the pseudonym Nao for her. I taught her the song, which was Happy Person in Japanese because I like to sing it in English as I often hum to myself and she did not learn English so much. I first taught Nao on June 5 at 11 am for about 10 minutes. We were sitting on the tatami in our house and she seemed to want to learn. I sang for her in English in the first place and then I did in Japanese. She repeated after me and we sang together maybe six or seven times. Finally she remembered soon and sang it alone. I explained the meaning and the ideas of this song, which would help her to remember it. She did not seem to have trouble with anything. I Kanda University of Foreign Studies

told her I would talk to 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 also 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. I talked to Nao three times as promised at 12 pm and 8 pm the same day and 10 am the following day. I saw her singing to herself several times at home and she seemed to improve with each talking and pretty enjoy. Although I asked to her on Sundayâ€™s afternoon all of a sudden, she quickly responded and sang very well. I also

Music Therapy Case Studies 2010 KUIS Class

asked her how she felt learning the song with me and how she felt now that she was singing it regularly. She said, “I think that it is important for any person to think the affirmative words. Not only the words but also the melodies will let us remember much easier. Thanks to the catchy melody I have remembered easily. I will also try again if you have an assignment like this case study in future. ” For me, this experience was really interesting because my mother had got interested in the case study and remembered without any difficulty. At first, I was disappointed at my friend’s attitude, though. I would like to keep observing whether or not she gets any sick from now on, as well. If I were going to do it again I would teach a more difficult song to

her. My advice to others who wish to teach affirmation songs is to tell the meaning of this case study very clearly, which might make someone have concern and cooperate with you.

20. Masahiro Ikeda* I taught my friend, Mana, Young Strong & Beautiful. This song is catchy and everyone wants to feel like these lyrics, I think. Moreover, when I listened this song first, I like it at once and I also got interested in affirmation song. That is why I choose this song. My first teaching to Mana is on June 3 for about 15 minutes. We went to Star Backs and she got interested in this song like me. I have recorder, which recorded this song, so I lend it to her to memorize melody. After that, she repeated after Kanda University of Foreign Studies

me several time. She does not have knowledge of English so much, but she could understand this song meaning easily because this song just only has easy words. However, there is one part she could not understand. That is ‘I wanna cry to the world’. She guessed that cry means to shed tears, but this meaning does not match in this case. So, I explain it that “cry” has another meaning which is to “shout something.” I think that this meaning is best. There is the repeating phrase in this song: I’m in love. ‘I’ want to shout “I’m in love” to the world. She promised that she would memorize this song within 2 days. After my teaching, I explained what affirmation song is; Affirmation song will make us feel better. She agreed with it because she felt better

Music Therapy Case Studies 2010 KUIS Class

than before we met. I live near her house, so I saw her three times and called a few times. I felt that she really enjoyed it. At last, she completely memorized this song, so when I asked her, she immediately responded with the answer. She said to me, she hums this tune to herself now and she wants to learn more. This experience was so interesting for me because by teaching my friend an affirmation song, I could discover that affirmation songs have a strong influence on us. Recently, people who are poor at English or hate to learn English skyrocket in Japan. This case occurs by Japanese teaching style. They teach us English to pass the entrance examination. I always felt it was so boring and that is why Japanese could not speak so much rather than other

countries even though they learn so many years. I hope affirmation song would stop those cases.

21. Misa Kasori* I chose one of my friends Rie, who is 19 years old and a university student. I selected her because she does not study English as her major, but she is studying English, so I wanted to teach her the song and assist her. Also, I wanted to make her feel better by using an affirmation song. I chose â€œWhat do you love?â€? for teaching because this song is my favorite song and rhythmical so I think it is easy to memorize and sing. I taught Rie on June 4th at 7pm for about 15 minutes. She visited my home for other thing, so I used Kanda University of Foreign Studies

this opportunity to teach her the song. First, I explained what affirmation song is, then I sang to her and repeated it until she memorized it. It took her not so much time to catch the melody of the song and sing it together. However she has not memorized the lyrics. Then she asked me to copy the lyrics, so I showed her. After that we practiced singing it together for many times. She seemed to enjoy it while we were singing. After finishing practicing, she said to me that it was fun. I called her once day after tomorrow 10pm. She apologized that she did not sing the song after I taught. However I asked her to sing, she could sing it as correct melody. She said that the song is short and easy to memorize so the song remains in her head and she can sing it after a

Music Therapy Case Studies 2010 KUIS Class

long time since she learned. Moreover, she felt that the song cheers her up when she is singing. I enjoyed this experience very much because I love the songs we learn in every class and I wanted to teach someone. So this assignment was interesting. In this experience, I could find some results. For example, people who do not often have time to use English can sing the song comparatively easily as English learners and the song remains in their head. I was surprised at this result. My advice to others who wish to teach affirmation song is, first, to practice together and let them memorize the melody and then teach lyrics. If they cannot understand the word, explain it to them.

22. Momoko Yamada* I did this research with my friend and the song “what do you like?” The reason why I’ve chosen this song is because she likes singing but she does not speak English. I thought this song was easy to remember since there is a lot of repetition of the melody and phrases, and also it uses total physical response. So instead of teaching her English vocabulary, I sang to her and then sang with her many times. At first I sang the song by myself to show how the song sounds like. When I was singing, I kept pointing at the items of clothes that were in the song. She was saying that she loves the part “Gao!” at the end and kept saying that word from the very beginning of this research. After Kanda University of Foreign Studies

teaching her “what do you like?”, I checked three times that week. The first time, when I asked “What do you like?” she could not remember neither the words nor the melody, but was trying to recall it by moving her hands (TPR). So I sang the very first sentence, then, even though not quite exactly, she seemed to recall the words and melody. On the second check, she could not remember the song at the beginning, but as I started singing the song she noticed it and started singing the song. However she was having a hard time to remember the last 2 sentences; “I like the way you do your hair you look just like a bear.” As I mentioned in the beginning of this report, she does not speak English, and that made it difficult to understand and to

Music Therapy Case Studies 2010 KUIS Class

recognize the words that I said and the meanings. So I taught her the phrases or the words very slowly. On the third check (it was the last check), she had memorized the song and was able to start off by herself after thinking about it for a while. Also, she could sing the last two lines by taking her time. It was fun to see the process how people can improve their memory by repeating one thing many times. I think “total physical response” helped her a lot.

23. Shiki Matsui* I taught “5 Ways to Happiness” to my younger sister who is a freshman in high school. I will use the pseudonym Chika for her. I choose the song because the lyrics have good meanings and are

good for our health. Moreover the song uses simple words and these are useful for her study. I also wanted her to remember and repeat with joy. I taught Chika on Thursday June 3 at 8 pm for about 15 minutes. We were sitting in my room and we shared my notebook. In the beginning she did not want to learn the song because she hated studying English. However I sang the song with the gestures, her reaction changed and she was interested in this lecture. First I taught the gestures by one phrase, she imitated my actions and guessed what they meant. Next I sang each phrase and she repeated after I sang. After that we sang together a few times. She said, “It is difficult to make the melody fit the words” Then we sang slowly and checked Kanda University of Foreign Studies

some points. And she could sing more smoothly and we finished the first session. I told her I would call her some hours later and few times in the next day and ask her the question for the song then she could remember about it more clearly and she had to practice by herself. About two hours later the same day, before she slept I asked her to sing the song alone. Before she sang she said, “I cannot, I cannot” so I asked and asked. She started to sing with a small voice and it became little by little louder. Next day at 7pm I called her as promised first time of the next day she forgot a little. However I gave some hints, she remembered it soon, she could sing almost alone and she seemed really excited. Then we sang together. I asked her about the lecture

Music Therapy Case Studies 2010 KUIS Class

then she said “At first I did not want to learn the song however it was interesting for me because the gestures were easy to remember and useful for learning English. I want to learn English more delightfully. Teaching was difficult for me however it was interesting. When my sister remembered the song and could sing alone I was happy. Her smile made me happy. I want to continue. I will try to teach other songs to her or my family.

24. Chinatsu Yamaguchi* I chose my boyfriend who I have known for about 5 months. I call him Acchan. I taught him the song Are you young and what do you love because he is three years older than I so, I wanted him to be youthful. Recently He

looks tired because of his job and he seems not vigorous so, I wanted to encourage him. At first I taught him on June 2 at 10pm for about 15 minutes. I sat next to him and I sang a song suddenly. He seemed surprised because he was not expecting me to sing a song. However he seemed to be interested in it so, I taught him the song and we sang together. At the beginning, he could not catch what I said so, I told him the meaning. And then it seems that he remembered the song more easily. For 15 minutes he and I sang together. After 15 minutes, he sang alone and he was singing softly to himself. After I taught him the song, I explained how good songs were for us and how effective songs were as affirmations. We are in the Kanda University of Foreign Studies

habit to call every night so, whenever I called him after that day I ask him “Are you young?” and “What do you love?” At first calling on June 4 at 11 pm, I asked him these questions but he answered only ‘YES’ so I asked him again and he understood at last what I sad and he replied in halting English. It seems he was forgetting the songs so, I sang the songs with him. The next day I called him and asked the same questions again, then he could answer them easily and his voice sounded proud and happy. He remembered the song “what do you love?” which I arranged for him. Due to this research, to sing such a happy song made him happy and he had a good command of that

Music Therapy Case Studies 2010 KUIS Class

happy song. Comparing before teaching with after teaching, I think he looks more cheerful. So to sing happy songs makes people positive. This research was difficult for me because my boy friend is not good at English, however I’m very happy to make him cheerful.

25. Yurino Suzuki* I chose my sister. I taught her the song “5 ways to happiness.” I chose this song because I like this song and its easy to teach and easy to understand. I first taught my sister on July 1 at 9 p.m. for about 20 minutes. We were sitting on the sofa and she seemed not to be interested. Maybe she was tired after school and club activity. First, I sang at normal speed and then I sang slowly to teach her. She repeated after me

and we sang together maybe 5 times. She could remember the melody, but she could not remember the lyric. I taught her only lyric and she could remember little by little. I explained the meaning of the words and lyrics. She memorized the lyrics and practiced by herself. She sang the song alone and sometimes she stopped, but she remembered soon and sang it again. I taught her gestures so she could remember it easily. When she could not remember it, she gestured and remembered. The lyrics of “5 ways to happiness” are very easy so she understood and remembered soon. Finally, we sang it together with gestures. The next day, at 9 p.m., I asked her to sing the song that I taught yesterday. She could sing it better than the previous day. We Kanda University of Foreign Studies

sang together with gestures. I thought that she seemed to enjoy it. I asked her how she felt learning the song with me and she said, at first, when I asked her to try singing a song, she was not interested in. At that time, she was very tired because it was just after school and club activities. She wanted to sleep soon. But, I said the song was very easy and I liked it, so we sang it together, so she sang it with me. When she heard the song, she thought that the song was easy because the melody was flat and words were not difficult. Using gestures made it interesting and easy to remember. Now, she likes 5 ways to happiness too. For me, this experience was interesting because I do not teach English songs to someone usually. It is enjoyable to teach

Music Therapy Case Studies 2010 KUIS Class

someone a song and sing together. I would like to teach some more songs to others and sing together.

26. Tomoko Minagawa* I chose my mother who knows everything about me; perhaps she knows about me more than I do. I taught the song “How do we learn”. I choose this song because she knows the melody of this song, which is named “Sukiyaki” and sung by Kyu Sakamoto. Even though she cannot speak English at all, I thought she could learn it for this reason. I first taught her on June 3 at 7pm for about 30 minutes at living room. It took much more time than I expected because she is poor at English, especially speaking, and seemed to be not

very interested in and hesitant to learn. Before starting to teach, I explained what an affirmation song is and the meaning of lyrics. Then, she repeated after me and we sang together maybe 7 times. Regrettably, she could not sing it alone on the day because it was hard for her to remember all of the lyrics in 30 minutes; she did not afford to spend her time more than 30 minutes. In addition, some part of pronunciation, such as “now is the time, take advantage of it”, were difficult. However, I was glad that she wrote down the lyrics in English in her own notebook. It means that she tried to learn the song for the future more. I told her I would check how she remembered three times in the next 24 hours and I would ask her the question for the song so she could practice remembering it, Kanda University of Foreign Studies

and I explained that she could practice by herself whenever she wanted. 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. I asked her three times as promised at 11pm the same day and 7am and 6pm the following day. I also checked several times in a week. She seemed to improve with each time and seemed to be okay. Why I say “okay” is because over all she enjoyed learning but she could not get rid of a fixed idea that she is poor at English till the end, so she did not have confidence to pronounce phrases every time. Four days later, I asked the question and she answered correctly. I asked her how she felt

Music Therapy Case Studies 2010 KUIS Class

learning the song with me and how she felt now that she was singing it regularly and she said, “It was hard to learn English song but gradually the phrases were soaked into my head and finally stuck in my head. Honestly, I hesitated to learn it, but now I can understand the meaning of this activity and get great energy from this song”. For me, this experience was interesting because I had never had such an activity with my mother before and it was fun to share our inspiration from this song. If I were going to do it again I would do with my father and try to use the same song as the case of my mother. My advice to others who wish to teach affirmation songs is to give clear explanation of the meaning of this activity before starting to teach the song.

27. Maiko Kumakiri* I decided to teach my friend and club member. She is a student of the International Communication Department and plays the same instrument as I. I chose Naoko (not her real name) because she is little shy to sing but loves music very much. I taught her the “5 ways to happiness”. This is my favorite song in your class and I wanted to share it with her. Last Monday, Naoko and I practice tunes together behind millennium hall for our next live performance. At our break, I started this activity. First, I did a speed dictation for her without singing. She seemed confused, so I changed the speed more slowly. I also explained about Kanda University of Foreign Studies

affirmation and its effect. After that, I played the melody by trombone. I think using instrument is better to attract her. Actually she got interested in that, and so I asked her to sing the lyrics while I played the melody. But she stopped many times and checked her paper. Therefore I sang together with her and added gestures to help. Finally she could sing alone. Totally, it took 30 minutes. On the way home, I asked, “What are the 5 ways to happiness?” (Same day) She remembered the melody completely, however, the lyrics not well. I gave her the first word as a hint, and then she could. Two days later, we promised to meet in the SALC and I checked her memory. At that time, she was very busy to finish homework so I couldn’t talk with her enough.

Music Therapy Case Studies 2010 KUIS Class

And I checked on Friday at last. She improved gradually so I was happy with that. In addition, Naoko said, “I really enjoyed this activity and want to learn other songs too!” Teaching the affirmation song is not easy work, but I enjoyed it very much. Songs make communication warmer. In addition, I found my weak point to speak English that I usually speak the end of words or sentences quieter than others. The people who listen to my talking would feel difficulties. Therefore I will correct this way and care about the stress in the sentence. It was a good experience and I would like to teach other friends.

28. Kogo Miho My mother is a nursery school teacher. She is not good at English but today, I tried to teach

her the affirmation song, 5 Ways to Happiness. The reason why I chose this song is that the lyrics are positive and fun. I wanted her to teach her students about it. I taught her the song in English but she couldn’t understand so I used gestures, pictures, and some Japanese. I might used English about 65% of the time. I taught the song from June 3rd to 5th. We repeated every night before we went to bed and at last she could sing by herself almost perfectly. At first, I taught her lyrics and explained the contents of the song. After just saying it, I sang. She said she would not be able to sing and remember the lyrics but I said “relax” like Tim. It took a long long time to make her interested in the song and contents of this project and it was so hard for me. I noticed Kanda University of Foreign Studies

that the beginning of learning something is very difficult, hard but important. After that, we sang together. She just said the lyrics only one or two times because I thought just saying was boring to try to remember songs. Sometimes she remembered the lyrics using gestures. She said “I can’t” many times and it worried me but I said to myself “relax and enjoy this project.” Making an enjoyable atmosphere is not always easy. She couldn’t sing at first time but we repeated many times, so she became able to sing by herself without looking at the papers. At last, she looked like she enjoyed singing the Five Ways to Happiness. She told me that it was a good opportunity to use English and enjoy singing songs. We used about 45 minutes to remember the song the

Music Therapy Case Studies 2010 KUIS Class

first day. From the second day, we sang this song about 10 minutes. I thought repeating is the most important thing to remember things. Moreover I tried to tell her about affirmations and how they make us positive. I spoke slowly so she could understand. I often cared about speaking speed and using gestures. She said using gestures was useful. Before I taught her, I was ashamed of speaking English in front of her but it became a very useful experience for me. I want her to be positive and healthy by using affirmation music.

29. Shota Shittaka* I taught “super happy optimistic joyful and prodigious” to my friend Naomi. The reason why I chose this

affirmation song is it was the first phrase Tim taught us in his class and I love the rhythm and meaning. When I do something, I sing this song sometimes without thinking. It is probably easy and I wanted her to know the song's nice melody. Naomi was a student in KUIS and her major was English and I taught her “super happy ~” when we went to Lala port and I asked “how are you?” suddenly a few times to help her practice. At the beginning, however, she did not enjoy it, she just confused the words. “Prodigious” was not clear to her. Therefore I tried to teach each word and their meanings slowly and carefully. After her understanding of the meaning, she enjoyed this activity more. It was difficult for her to remember all the words immediately. So when she stopped, I Kanda University of Foreign Studies

would pronounce the words. With the hint, she gradually remembered all words and at the end she could answer quickly. Though I asked her “how are you?” less than 10 times, her answer was getting better and better. Though this case study of teaching an affirmation song, I noticed that teaching affirmation songs are really fun! We learn from them. But we can be a teacher of our friends, family and so on. I would like to try teaching other songs which I like to my friends more. Especially, friends who are not students of KUIS may benefit because they are not usually interested in English. The effect and teaching results may be different from this time. I will challenge teaching to my other friends someday.

Music Therapy Case Studies 2010 KUIS Class

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

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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Music Therapy Case Studies 2010 KUIS Class

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?

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

4. What is asking?

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

5. How are you?

Superhappysodelightfuljoyfulandamazing Superhappyoptimisticjoyfulandprodigious,

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 6. What’s the weather like?

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 Kanda University of Foreign Studies

Music Therapy Case Studies 2010 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 2010 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 2010 KUIS Class

Sing it!

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 Kanda University of Foreign Studies

Music Therapy Case Studies 2010 KUIS Class

Today while the blossoms… …

What’s the weather like?

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Imusictherapycasestudiesjuly2010

Published on Mar 27, 2014

luciusvonjoo

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