Mastersong11csspring16master

KUIS July 2016

Folk Music Therapy Case Studies XI

KUIS

Folk Music Therapy Case Studies XI

July, 2016 From “The Importance of Music and Song” Class, Edited by Students and Tim Murphey, Kanda University of International Studies (KUIS)

This booklet belongs to___________________________

1

KUIS July 2016

Folk Music Therapy Case Studies XI

Table of Contents

1. MURAKAMI HANA*

Studying to Understand – Like a Turtle Would 2. FUJISHIGE AYAKA* Smiling Brings US Happiness!

3. IKUSHIMA KANNA* Diversify and Balance Your Life!

4. KAKUTA KIHO* Music Motivates 5. TAGAMI KANA* English Fun with Gestures, Drawing, & Song 6. ODAIRA KAEDE* Singing Siblings Harvest Happiness 7. YAMAGUCHI MASASHI* Minds Love Melodies, Unforgettably!

8. SAKAI ERIKA* Sisters Singing Happiness 9. MAKITA ASAKA* The World’s So Fascinating 10. KURIHARA HARUNA* Enjoying Upasi English 11. MIYAMOTO AIKO* Teaching Songs Teaches Me 12. OGAWA RABU* Exaggerated Gestures Accelerate Learning 13. KIYOTA RINA* Gesture-Happy People and Cups 14. NISHIKI KAZUAKI* My Sister: The Prodigious Turtle 15. HOSHINO KANA* Face to Face Beats TeleFone Teaching 16. UCHIDA KOKI* Three People, Three Ways 17. SEKI SHUNYA* A Very Important Simple Subject 18. KOSHINO HIROKI* Teaching “Youngan Strongan Beautiful” 19. OHASHI MEI* Showing the Way to Happiness 20. KIMURA AOI* Smiling Brings My Sister Happiness (and her sister too!)

21. OTANI TOMOHIRO* Life is Learning; Teaching is Learning 22. YAMAMOTO SHINO* Singing Changes Best Friend 23. HINOKIDA YUKI* Encouraging Friends Encourages Me

Song Lyrics are in boxes on the following pages in (x): A Turtle Trying to Fly (3); Why do you smile? (4); How do you eat well (5); What’s the weather like? (6); How do you succeed? (9); Are you young? (11); How do you write (12); What is asking?

(13); Five Ways to Happiness (14); How do you like it here? (15); Are you content?

(18); What do you love? (27 + Rounds); How do you stay fit? (28).

2

KUIS July 2016

Folk Music Therapy Case Studies XI

3

1. Studying to Understand – Like a Turtle Would!

Hana Murakami I have a friend who is studying international relationships at university. I taught one of the speed dictations, “What is more beautiful than a bird sitting in a tree?“ to him. He has stayed in the UK for about two weeks not to get experience speaking English but to share ideas and knowing ways of thinking about good life with people in the UK. He is more interested in life than just studying English, but English is really important to know what he wants to know and share his ideas with foreigners.

On June 20th, I taught him the SD for the first time, and he came to like this song immediately. He really like the meaning of the SD, then he took note and recorded the song which I was singing. He remembered the song from the main idea of the lyrics, and to remember the accurate lyrics, the singing helped him a lot. Maybe, he could remember the lyrics even if there was no melody, but he said that it is much easier with a melody than without a melody when he remembers something, especially sentences or words.

I met him again one week after first teaching. I asked him the question, “What is more beautiful than a bird sitting in a tree?” He tried to remember the song, but he could not remember the melody and the lyrics also. However, he remembered main idea of the SD. He said that “I know that a turtle is more beautiful than a bird because a turtle is trying something new even if it looks impossible.” I was really happy that he still remembered the idea of the song, and I thought his reason why he did not remember actual lyrics and song was because I did not get in touch with him for one week, so he did not have any opportunity to think of the SD in his daily life. I decided to call him 2 and 4 days later after the second teaching and I told him that.

Two days later, I called him. At that time, he remembered the SD, and I called him again 4 days later after the second teaching. At second calling, he completely remembered both the melody and the lyrics. The song played the role of an engine to remember certain information.

In his situation, the overall idea of the SD was really important. He was interested in the idea of the SD, not in detail of English grammar and words. However, it is difficult to remember all of it without any help. Music can help us to make remembering easier. I noticed that just remembering the SD is not so effective. Understanding the meaning and the idea is much more important so we can sing correctly. I think this is not only in this situation, but in other situations. We should not study by remembering but understanding.

What’s more beautiful than a bird sitting in a tree?

A turtle trying to fly is more beautiful than a bird sitting in a tree!

KUIS July 2016

Folk Music Therapy Case Studies XI

4

2. Smiling Brings US Happiness!

Ayaka Fujishige I decided to teach the song “Why do you smile?” to my younger brother, whose name is Ryo. He is 19 years old, and he goes to university and studies to be an emergency medical technician. However, he is not good at English so much. I have taught him English when he had a test, but he likes singing, and of course I do, too. We often watch DVDs of our favorite rock band’s live concert together. So I thought if I taught English through some songs, he would like English more. Especially, “Why do you smile” song is easy to remember because there are some words in Japanese, it helps him to understand the meaning of the lyrics.

At first, I taught him only Japanese part on June 28th. I just sang the same part over and over. He could sing with me soon. After that, I wrote down the lyrics of this song.

First I read it aloud and he followed me slowly. When he could read the words without any trouble at all, I suggested him to recite. But he could not do it well, so I taught him the song first. I knew 5 strategies (chunking, back, rhythm, song, and routine) help us to remember difficult and long sentences. Surprisingly, after we sang the song together, he could sing it without any notes and my help.

On July 1st, I asked him “Why do you smile?” but he completely forgot the song. So I started to teach from the first. However, he remembered the song soon, after I sang it. He said “The melody of this song is very simple and easy to remember, so when you sing it I can remember all lyrics soon!” He seemed to enjoy singing in English. I was happy to hear that, because I knew he does not like to study and speak English at all. The next morning, I asked him “Why do you smile?” He sang the song perfectly with a big smile.

When I started teaching, my brother looked bored and he often said that he did not want to sing, but his face gradually looked happy through this activity. This case study was a good experience for both my brother and me. I could learn the way to teach English that is easy to understand for people who are not good at English. My brother could start thinking that English is not only difficult but fun. I would not forget this smile song, because I and my brother will sing it together as long as we can.

Why do you Smile?

Warau kado niwa fuku kitaru Smiling brings you happiness, let it show the way

KUIS July 2016

Folk Music Therapy Case Studies XI

5

3. Diversify and Balance Your Life!

Kanna Ikushima I taught Mikane the song, “How do you eat well?” The reason why I chose Mikane who is my old friend as a partner is that I thought she would be a good English learner because she likes English and listens to English in daily life. Mikane likes watching Western animations and movies such as Star Wars and High School Musical. She watches them with Japanese subtitles, so she wants to understand English. However, she hardly studies English, so I hope this song will become a good opportunity for her to learn English. I decided to teach “How do you eat well?” because I think this song’s phrases are useful in daily life. Moreover, the melody is famous and easy to remember. I want her to use the song many times, so I chose it.

Actually, I live in Tokyo and she lives in my home town (Kanagawa prefecture) so I called her and made time to do it. On June 26, I went back home and met her at 3 p.m. I invited her to my home and served snacks in two separate plates with tea. “Today, I will teach you an English song with these snacks” I said. First, I asked her if she knew how to ask someone if she could eat. She said no, so I taught the phrase “May I have one?” Then, I taught the phase “Take a little bit of this” with picking up a snack from one plate. After repeating, I said “Take a little bit of that” while picking up a snack from another plate. Then I sang the song halfway and we sang together taking snacks. Finally, I taught her the phrase “Diversify and balance your life” and the meaning of these words. When I explained the meaning of “diversify,” I used Diversity Tokyo which is a famous building because the meaning is a difficult word in the song so I wanted to teach it from something familiar. I sang all lyrics of the song, and we sang the song sometimes with chatting and eating snacks.

This lesson was about 40 minutes.

On July 3, I called her and reviewed the song. I asked her to sing the song and she said, “Let me see…” at first, so I gave her a hint. I said, “First is Take. Take a…” After that she was able to sing the song halfway, but the last sentence was difficult for her, so I gave a hint again with Diversity Tokyo. She said, “It is Diversify! I remember the whole song!” and she sang again. After singing, she also said, “I want to know more English phrases so please teach me another time.” It was a good experience for both of us.

I think teaching language is difficult because it hasn’t always correct answers, but with a song, language learning became a fun subject. Japanese like singing easy songs so songlets can be great chances to start learning English.

How do you eat well? [a little bit of = alidabida] Take a little bit of this / Take a little bit of that (x2) Diversify and balance your life!

KUIS July 2016

Folk Music Therapy Case Studies XI

6

4. Music Motivates Kiho Kakuta The person I taught is my little brother. He is 11 years younger than me and a junior high school student. He just started studying English. Everyone knows that teenagers have many problems, but we fortunately get along even though we are different ages. I live alone now and my family lives apart from me, so I used “FaceTime” to teach my brother. When I tried to talk with him on July 7, his friends were also there. Actually, I’m also friends with them because my brother belonged to a basketball club since he is 7 years old. They used to come to my house when I had lived with my family and so I knew them.

Before I started to teach the song, I asked them “Are you guys enjoying studying English?” They answered “No way!” When I heard that, I thought that’s perfect timing. I choose 2 songs for them, “How are you? (first one)” and “What’s the weather like?” The reason why I chose them is that they are easy to sing and remember, and they can be used in their daily life like greetings.

Greetings are best way to communicate and really important. I said to them to ask me “How are you?” and “What’s the weather like?”, and I sang for them in response. They looked very surprised because they thought I would answer “I’m fine” and “Sunny.” They really got interested in the lyrics and how to sing these answers, so I taught them many times until they remember and I asked a favor: every time they meet anytime and anywhere they should ask these questions to each other and sing the answer, at least for one week.

After 1 week, I called my mother to know their situation. My mother told me my brother changed his attitude towards studying English. He studies English every day even if there is no homework. And he and his friends continue to sing instead their greetings. My brother said the opportunity to communicate with them increased more than before thanks to the songs. I was really glad to hear that. Even if some of them don’t understand some of the words and meanings, they are interested in them because that have melodies. Without melodies, it is just English sentences. So I realized again that music is really effective to increase motivation and make good relationships if used anytime and anywhere.

What’s the weather like? [Witchdoctor tune, teach with gestures] It’s raining cats and dogs and its (ANITS) cold outside My sunshine is deep inside

KUIS July 2016

Folk Music Therapy Case Studies XI

7

5. English Fun with Gestures, Drawing, and Song Kana Tagami I chose my cousin Moeka to teach songs to. She is in 1st grade of JHS. I taught her a song for a week at her house. I visited her house to teach English twice a week, so I had a chance to teach her a song face to face, but I called her several times later in the week to see if she remembered it.

There is a reason I chose her. First of all, I teach her English. She has just started to study English, and I have taught English to her for only 2 months, but her English skills and motivation did not go up. She does not seem to enjoy studying English. One day, I realized that I taught her English just sitting on a chair and it was similar to study in school. So my teaching style changed to move her body and use songs.

I taught her “The 5 ways to happiness� song. The reason why I chose this song is I like the lyrics and I thought it would be easy to understand and remember for her, but most of all I like her smile and she is always smiling. So I thought this song was made for her.

When I taught her for the first time she was not able to understand the meaning, but I did not tell her in Japanese because I taught her with gestures. When I asked her what are the 5 ways to be happy she could not understand what I was saying. It was difficult to explain in English because she does not have much vocabulary yet. I tried to explain with gestures and drew pictures. Finally, she could understand the meanings and she liked it very much, but it was difficult to memorize the rhythm for her, so it was not enough for her to be able to sing at first. So we sang the song together and her melody memory got better. Moreover, I made her write the lyrics and draw a picture of each sentence’s meaning such as show your love and sing a melody. Also I made her put it on the wall, so she could memorize easily and it would be easier to learn the English words.

When I called her up I could not see her face, so I wondered whether she enjoyed singing because she sometimes fought with her brother. However, I thought this song might make her happy even when she fought with her brother. I kept asking her the 5 ways to happiness. She was not so happy at first, but she was getting happier and I could feel it from her voice on the phone.

I am happy that she was interested in English songs. I wanted to introduce other songs, too. I think this was a good opportunity to teach. Compare with my friends, Moeka does not feel embarrassed doing gestures which helped her learn quickly.

Smile from ear to ear

KUIS July 2016

Folk Music Therapy Case Studies XI

8

6. Singing Siblings Harvest Happiness Kaede Odaira I learnt more than fifteen English songs in this class so far. I remember all songs clearly, and I often hum them to myself. I have one of them which I really want to teach to my younger brother who is a high school student. It is "The five ways to happiness?". I chose it because I just really love it. Actually, there were some new words in this song, so some parts were not clear when Tim taught it to me for the first time. After I got to know them, I really agreed with these ways of happiness. I often sing it both when I am happy and sad. It gives me a fresh motivation.

The reason why I want to teach it to my brother is that it is useful for studying English in two ways. One is this grammar. It contains useful grammar, for example, the way to use "when" and "there", or the way to qualify words. He can learn and remember them naturally.

And the other is the effect on the mind. This song shows some clear ways to be happy.

Therefore, it brings a person not only happiness but also refreshment. I know he is sometimes tired because he studies so hard. I want to help him change his mood. That is why I chose it to teach.

I taught it by using some different ways from Tim. He taught us five gestures at first, but I asked my brother a question "what do you do when you want to be happy?" It means that I also can learn some new ways to be happy. It was so fun for me to get to know them.

I learnt only five gestures in the class, but my brother and I created more gestures for his favorites when we brainstormed at the beginning. Then, it was easier for him to remember the song. We sang it again and again. He became to hum it whenever and wherever after I taught it. I am glad because he seems so happy when he does it. We both often sing it in my house, so my mother also got to know this song. Therefore, I learned that happiness would be spreading around us. I want to keep teaching this favorite song to my friends in the future.

Breathe in deep

Look up at the sky

KUIS July 2016

Folk Music Therapy Case Studies XI

9

7. Minds Love Melodies, Unforgettably!

Masashi Yamaguchi I chose the song “How do you succeed” for my case study. I thought it may be easy to understand the song for my family because this song includes the Japanese quote “Nana korobi Ya oki”. This quote means “make many mistakes and do it again.” In other words, it was said human life has its ups and downs. I love this quote and I wanted my family to know the English version through this case study. My father and young brother are struggling with their own work. My father works at food-company as an engineer and repairs machines almost every day. Sometimes he fails to fix them and then he gets down.

My brother is a sophomore and studying volunteer work abroad. Also he considers the difficulty of volunteering in developing countries. He worries about his future and reality. I thought I wanted them to know this SD and feel something positive.

First, I told the flow of the case study. My father and brother accepted my request.

The first day of this study, I tried to say “How do you succeed?” suddenly. Of course they didn’t understand what it meant. After that, I explained what it meant and sang the SD lyrics in Japanese. Just as I remembered this song, I taught it with rhythm of “Santa Claus is Coming to Town.” They said “It is a unique assignment” and looked embarrassed. My brother remembered this SD soon, on the other hand, my father had difficulty remembering.

He was struggling against pronunciation. I taught it at dinner time.

Next day, I said “How do you succeed?” again in the morning instead of saying good morning. My bro could sing the song, but father just said “doidagen”. However, he could say Japanese lyrics. I taught a part “make many mistakes do it again” to my father.

He practiced it in a short while. Additionally, they said "This quote is good. We like it. It's the first time to know English quote, so we enjoy it."

After my father came home from his work, I confirmed if he remembered the SD song. Surprisingly, he could say it. I asked him the reason why he could remember. He said “The song came into my mind while I worked.” I was surprised at his words.

I found the “unforgettable-ness” of melody becomes real by singing only a few times. Although I am not sure they can become positive, I am glad they enjoyed the case study. I found music could create a fun and a good atmosphere around my family.

How do you succeed? (Tune: Santa Claus is Coming 2 town) Kaeuta A) Do it again x 8(doidagin) Make many mistakes and do it again.

B) Yariba dekiru Naseba Naru x2 Nana korobi ya oki!

KUIS July 2016

Folk Music Therapy Case Studies XI

10

8. Sisters Singing Happiness Erika Sakai I have an older sister, Shizuka who is 25 years old and I decided to teach her the song of this class because she likes singing songs. We usually sing songs which are enjoyable to harmonize like "Love Is An Open Door", which is from Frozen. Also, she uses English on her job, even though she thinks she is bad at English. Through this class, I noticed that singing songs in English has good effects to improve my English skills. So, I would like to improve our skills with enjoyment.

First, I showed her the list of the songs and asked her to pick one. She pointed out "The five ways to happiness", so I sang it for her. After that, I asked her if she got to like it or not. And she said, " I'm interested in this song. I'd like to sing it with you." So she actually chose it.

The first session was on June 24th and it took 20 minutes. After having dinner, we did a speed dictation because it is good way to brush up one’s listening skill. I pronounced it twice, but she couldn't understand the sentences which was "when you want to be happy there are five things you can do". I thought that it's not difficult to listen to slowly words like "dare to show your love" but fast lyrics were hard for her to understand perfectly because she isn’t accustomed to using English. Then, I sang it slowly again with the gestures. Then she seemed to understand the song. I asked her whether she got the meaning of this lyrics or not. She said, "Yes, using gestures helps me to understand easily. But, I don't know the meaning of the words in the lyrics." So we learned some words. After that, I asked her for her impression. She answered that the lyrics are full of hope and it makes her feel better.

In next session, which was June 27th, I asked my sister if she remembered the song or not. She was able to sing most of it. I gave her some gestures to stimulate her memories. Because of the hints, she sang this song completely. We practiced it many times to sing it with the original speed.

Through this case study, I felt that teaching a song has benefits for not only the leaner but also the teacher. I don't usually have any opportunities to speak English out of class, but it gave me one. Also, it was a useful way to develop the understanding of the song and English. In addition, my sister appreciated my English teaching. She really didn't have the skill to memorize something, especially vocabulary. Through this activity, she noticed that making and singing a song is widely applicable to memorize something. We really enjoyed singing it and we strengthened our relationship. It was an awesome opportunity for me.

KUIS July 2016

Folk Music Therapy Case Studies XI

11

9. The World’s So Fascinating!

Asaka Makita I chose my elder sister to teach. My sister is interested in English and she often asks me about what I'm studying in the university, so I thought that this is a great opportunity to tell her about English.

I chose a song whose question is “Are you young?” The reason is that I just like the lyrics of this song. When I heard an introduction of the song in the class, I sympathized with it. I know thinking that my life is amazing makes my life more exciting. I think the value of a life depends on the way of thinking and feeling.

Firstly, I told my sister the introduction that I heard in the class and my feeling about this song. She listened to me sing it with a smile on her face. Then I did a speed dictation.

She had difficulty to get each word, so I checked the answer. She seemed to have a difficulty to hear some connecting sounds like livinan which comes from ‘living’ and ‘an’.

After that, I asked her to repeat after me with singing. She seemed to remember easily that time more than when I taught with no music. This song is long but she could sing and say “I’m in love!” soon after my first teaching.

I told her that I would check whether she was able to sing this song once every three days. I think it is difficult for a person who doesn't study English, so I always followed up a lot after testing. I'm very interested in pronunciation and I had studied a lot about it in this university, so I helped her a lot about pronunciation. My sister seemed to be happy that she could master some connecting sounds. She also told me that “I really like this melody.

It's cute.”

I think this song is very good to sing compared with others because the key changes a lot and there are many long tones. I have already checked three times and she could sing most parts of the song when I checked at last. I will keep testing until she becomes to be able to sing it without stopping.

I enjoyed teaching because it is interesting to see my sister improve. And I was surprised at the ability of the music again. It really helps people to remember things. I would like to try other points to remember things easily which we learned in the class, like gestures, stories, and kaeuta.

I'm young and strong and beautiful, I'm living an adventure, The world's so fascinating, It makes me wanna cry! I wanna cry to the world! I wanna fly all around I wanna tell everybody I'm in love (x6), I wanna tell everybody I'm in love (Then with an Amy Cuddy power pose everyone cries “I’m in love!”)

KUIS July 2016

Folk Music Therapy Case Studies XI

12

10. Enjoying Upasi English Haruna Kurihara We have sung a lot of fantastic affirmation songs. They are enjoyable and I remembered them with the amazing melodies. To share this experience, I taught my friend one of the songs. I chose my friend, Saori as a student because she is a KUIS student and likes to listen to English songs. Sometimes we go to karaoke together and she always enjoys singing songs so I taught her.

The song that I taught is "Write write write it down set your feelings free I make it up as I go along My pen is writing me" because this is my favorite song. I like the melody. First of all, I taught Saori on June 7 at 1 pm for about 25 minutes. We were having lunch at Starbucks and she seemed to want to learn. She knows the existence of song sogo class, because sometimes I told her about it when we met.

At first, I sang the song and she listened to it and said " It seems to be interesting!" so I decided to teach this song. Next, she repeated after me. Of course, it was not perfect but we sang together 5 times.

She was struggling with singing the latter half of the song because of the pronunciation. In class I have practiced how to pronounce " I make it up as I go along" (We have to say it like upasi, アパザイ) with Tim so I taught her it. She was a hard worker so she tried to say it smoothly many times.

Second meeting was 3 days later. We met at her house at 6 pm. After dinner I asked her the question "How do you write well?" At first, she was thinking about the answer for a while but she could sing it slowly by herself. Because of this, we reviewed it again and sang it 3 times. She said, "I like this song even though the pronunciation is a little bit difficult."

Next day, we met at Lapaz at 2 pm and did homework together. I asked her the question again. She was able to sing the song smoothly and pronounce it very well. I thought that there are some important factors that caused the good result. I knew that she was carrying a memo which had the question and the song written on it. In addition, she recorded the song that I sang so she was able to practice it whenever she wanted to. I asked her the question 3 times (3 days later and 4 days later) so it became an effective spaced-repetition review for her. I thought the most important thing was that she was enjoying it. Singing a song is a good way for her. As a result of practice she could sing it very well and teaching a song became one of my favorite experiences.

How do you write? [tune …Row Row Row your boat] Write write write it down, set your feelings free, I make it upasi go along, my pen is writing me.

KUIS July 2016

Folk Music Therapy Case Studies XI

13

11.Teaching Songs Teaches Me Aiko Miyamoto I chose my father who I have known for 20 years to teach songs to. At first, I tried to teach him the song ‘‘What is asking?’’ The reason why I chose this song was that this is short and I think this is familiar to him because there is a Japanese Kotowaza which has the same meaning. However, when I sang this song once, he said this song’s melody is boring and a little hard for him to remember, so I asked him how about this song ‘‘Why do you smile?’’ because I thought songs which exist in Japanese are easy to teach and this is also short and simple. I sang this song and he said this is fun and I want to remember this song, so I chose this.

I taught him this song on the phone 30 minutes. At the beginning, I said all the sentence without melody and then I sang alone. Next, I told him the all words slowly and he wrote it down. I sang it again and he sang after me a few times and then he sang it alone.

He seemed to have difficulty to pronounce ‘brings you’, so we tried say it again and again.

Finally, I told him this song’s question. When I asked ‘‘Why do you smile?’’ he is supposed to answers with this song. I told him I would call him a few times the following day and ask the question.

I called him another two times on the following day. The second call, he was not able to sing when I asked, but in third call, he could sing it alone. I asked him how did you remember and he answered that he wrote the all sentences many times and sang it. He told me that the song has both English and Japanese, so it was helpful to remember the melody and practice alone. He also said that melody was useful to learn foreign languages and he enjoyed this study.

This was my first time to teach English and a song, so I did not know how to teach them well to people who are not familiar with English. However, thanks to his cooperation, I could teach the song and enjoyed this study. My advice to others who wish to teach affirmation songs is to choose songs which include Japanese meaning or you sing the song in Japanese for them because my father said he is not familiar with English, so singing Japanese version first and then singing English is easy to understand. Before I did this work, I really did not like teaching, but after this work, my mind was a little changed. I noticed that teaching is interesting work if teachers and students cooperate with each other.

What is asking?

Asking may be a moment’s embarrassment, not asking is a lifelong regret!

KUIS July 2016

Folk Music Therapy Case Studies XI

14

12. Exaggerated Gestures Accelerate Learning Rabu Ogawa I taught a song to my friend. His name is Taiga. We have a good relationship at the same workplace. Three years passed since we met. I chose ‘The 5 ways of happiness’ to teach. I taught this song because he suddenly said to me, “I like to study Japanese history very much, but I don’t like to study English so much.” I was surprised to hear that he didn’t like to study English. Because he is now teaching English to some JHS students in a cram school. Therefore, I wanted to change his mind while enjoying a wonderful song.

My first teaching was June 29th at 10:00 pm for 30 minutes. I started to teach him in my workplace. At first, I only sang this song two times and he was listening to my voice.

Then, he said to me, “Oh, your voice is beautiful and I want to try it!” He likes to sing a song, so this is a good way for him to learn with joy. After I sang the song, he practiced again and again. He tried it and he could remember this part ‘Smile from ear to ear’ and ‘Breathe in deep’.

My second teaching was July 1st at 21:30 for 40 minutes. We started to review a part of this song and we practiced three times together. Then, he could remember the song perfectly! He looked like he was having fun. I sang a line and I said to him, “Please repeat after me, then you can remember better.” We practiced many times and he could remember almost all. However, it was a little hard for him to remember ‘dare to show your love’. So, he especially practiced that many times and he got it.

After the first teaching and second teaching, I taught this song to him with gestures.

He tried it several times and he could remember the gestures easily. He sang this song with exaggerated gestures and his expression was great! He finally could acquire all this song with gestures and he learned it with joy! I also felt the happiness.

This opportunity became a good experience for me because I could encourage him to learn and remember this song with joy. I also enjoyed teaching him and it was good practice for teaching English to students in the future. Of course, I, too, want to keep learning with enjoyable songs.

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

KUIS July 2016

Folk Music Therapy Case Studies XI

15

13. Gesture-Happy People & Cups Rina Kiyota I choose Rei who is my best friend. She is my colleague at my part-time job. She can't speak English, and she hates English. However, we meet at our part-time job almost everyday so I thought we have enough time to teach a song. I choose the five-ways to happiness song because this song has gestures, so I thought she can remember it easier than other songs.

I first taught her on June 29th. First, I taught five gestures. Then I taught English and Japanese. She could not understand "dare" meaning, so I explained that in Japanese. I told her the lyrics, and I sang with her. However, she could not remember, so I sang with her many times that day. When I finished part-time job, I told her I would test her on July 2nd. She said she wanted to record the song and practice, so we sang together to her phone's recorder.

Few days later, I asked if she remember the song on July 2. She could just do the gestures, but she could not remember the lyrics. Therefore, I told her the first words like dare, sing, look up, breath, smile. Then she could remember more, and we sang together one more time. Finally, she could master the song!!! I was happy. From this experience, I learned the difficulty of teaching. I thought it was difficult to teach English to people who are not good at English. This was a good experience because I didn't have the opportunity to teach English to other people. Yet, this experience improved my English skill.

In addition, I taught cups to my friends Rei, Nao, and Mayu, recently. I heard cups is famous in America at parties. We often go drinking alcohol, so I taught them cups when we were drinking. Surprisingly, Mayu knew cups, so we did that together. She said she watched cups on TV, so she knew about it. Then we taught cups to Nao and Rei. First, we did it slowly, and we found music from YouTube. Finally, Rei and Nao mastered it. Then we decided some rules. For example, we do cups together, but if someone fails, that person must take a drink. It was very fun. If I have another opportunity to drink alcohol or eat dinner, I want to do cups again with my friends. First, I did not like cups, but now, I like doing cups, so I want to remember with the new cups song (The Go Around).

How do you like it here?

This university is fun for me / Got all my friends all around Move your feet and keep a beat and it sure will be sweet Dancing’s what friendly friends are for

KUIS July 2016

Folk Music Therapy Case Studies XI

16

14. My Sister: The Prodigious Turtle!

Kazuaki Nishiki First of all, I couldn't find any students. I had expected that even my family would turn down my proposal, but when I ask my sister to let me teach some English songs that I learned in class, she accepted my proposal kindly. Also, I couldn't decide a song which I would teach her, but I had already noticed that the song must be easy for non English learners because my sister is not good at English, so I chose some candidates, "How are you?", "Turtle try to fly", and "How do you succeed?" I thought these three songs use words that are easy to understand.

When I taught songs to her at first, I showed these three questions and said "chose one with your inspiration" and she chose the song: How are you? I asked why did you chose it, she replied that that question was structured by words that she's already known.

After I sang this song, she realized this song's melody is from Mary Poppins, but she could understand only "Super" and "joyful", so next I taught her the meaning of each word and she could understand it, but she told me that "I know this question, but I know the only answer 'I'm fine thank you.' So do English speakers reply like that?" I told her that "I think, these words (super happy optimistic joyful prodigious ) mean the target for our life, and saying these words with laughter brings us to a pleasant life." She laughed at me and said "Yeah, I think so too."

After I taught this song, she wanted another one, so I chose "Turtle trying to fly". At first, she could hear all words but couldn't understand meaning. So I tried to teach This meaning like that "Turtle can't fly, but this turtle tries to fly. This is the challenge for his life, on the other hand, the bird just sits in a tree, it doesn't have any challenge, so this song's lyrics show the beautifulness of challenging." I think this song is very suitable for her because she always challenges for her dream. After this explanation, probably she understood it, but when she asked me that "Why sitting 'in'? I think 'on' is more suitable sit's meaning." I couldn't answer this question. I also wondered about that problem.

Three days after teaching, I asked my sister if she remembered or forgot these songs. Fortunately, my sister remembered these two songs, so we sang two songs together and after that I asked her why she could remember. I thought that " Turtle trying to fly" song was a little bit difficult for her to remember even if she could remember "How are you?"

However, she said the wondering about "sitting in the tree" impressed her brain extremely.

As a result, my sister seemed to enjoy this activity, and she said " I would have liked to have takes your teacher’s class when I was a JHS or HS student!" I think if she had Tim or some other KUIS interesting teacher, she would love English more. Anyway, I think this activity helped her to fight against her English-hate.

KUIS July 2016

Folk Music Therapy Case Studies XI

17

15. Face to Face Beats TeleFone Teaching!

Kana Hoshino I taught the “5 ways to happiness” to my youngest brother. He is HS student, and is not good at English. This song has long lyrics for him, but I thought it would be easy to remember because it has only 5 main points, so I chose this. I live in Makuhari and he lives in my hometown, Niigata, so we talked on phone at first and I taught the main points.

The first day, I called him and taught one point “dare to show your love” with the melody. When I taught this he could not understand the meaning, so I said “if you have the courage to show your love, you will feel cheerful every time.” Then he understood. Second day, we reviewed first thing and I taught “sing a melody.” But he said I can remember more, so I taught the other 3 things. He was confused a little, but he seemed to have fun.

The next day, I called again and we sang together, but he didn’t remember almost all of the lyrics except, “dare to show your love.” So I taught each one again. He could remember the melody perfectly, so I made him write the sentences down. For the next few days, I called up every day and I taught a different line each day. At last, he remembered all of the song.

Then I went back home to Niigata for other purposes and met him face to face. And at this time, I asked him “What are the 5ways to happiness?” He remembered just first one.

So I showed him the gestures, and taught them to him. He looked happy, and was able to remember. While I was in Niigata, we sang this song with gestures and we also taught our mother who became interested in the song. After I returned Chiba, my mother told me that he often sang it in the home. When I heard this, I became happy.

I found two things through this study. First, it was difficult to teach all lyrics at once.

We should teach a little at a time and clearly. Second, it is more affective to teach with visuals. We didn’t use video like Skype at first and I didn’t teach gestures, so he was not able to imagine the song well. When we listen to music, we can imagine the meaning of songs by watching video clips and lyrics. Teaching face to face is much more effective than on the phone.

KUIS July 2016

Folk Music Therapy Case Studies XI

18

16. Three People, Three Ways Koki Uchida I chose the song ‘’Are you content?’’ I taught three people, one of my friends in KUIS, my younger sister and my mother. I picked out three people for my research because I wanted to know how they memorized an English song with their level of English ability. At first, I taught my friend who is Keita. Keita is good at speaking and writing English. I taught him the song at La Paz. He remembered that song soon, I taught him only two times. He could remember almost all lyrics at once, so it was easy to teach him.

Next, I taught my sister. My sister is 17 years old and she is a high school student.

She has a license of EIKEN semi-second level. She has a few experiences to memorize English, but she is not good at memorizing English. I taught her about 10 times in my house. She doesn’t have much vocabulary in English. Therefore, I taught her the meanings of the words which she didn’t know for example, dandy, rover, feast, clover. I thought teaching the meanings of vocabulary is important for remembering a song because if we don’t know meaning of the lyrics, the lyrics will be meaningless and not motivating. At first, she couldn’t remember even one sentence, but I didn’t give up, finally she could remember the song completely.

Lastly, I taught my mother. It was so hard for me to teach her because she has not studied English for a long time. At first, she asked, “Why are you teaching me an English song?” I told her ‘’ teaching is good for learning more. I have to consider how I teach or what the student needs.” I taught her the meanings of all of words in the lyrics and I cut the sentences into chunks of two or three words. She remembered soon a few words, but she also forgot soon. I almost gave up to teach her, however I reconsidered the way of teaching then I thought when I was child, I wasn’t good at English, but I could sing English songs by imitating, so we can sing any song by imitating rhythm. Then, I taught her again. Finally, she could sing the song a little.

Before considering my way of teaching, I taught my students words and meanings more than rhythm, but I noticed rhythm is the most important of all. I understood imitation is important for learning especially studying language because when we were babies, we learn everything by imitation, so we have to perform more than practice.

Are you content?

I can’t be contented with yesterday’s glories; I can’t live on promises winter to spring.

Today is my moment and now is my story; I’ll laugh and I’ll cry and I’ll sing.

KUIS July 2016

Folk Music Therapy Case Studies XI

19

17. A Very Important Simple Subject Shunya Seki I chose my best friend, Takaki to teach a song to. He is not a student at KUIS. However, he likes music and English. We often talk about the music that we like and we studied English together.

I taught “What are the 5 ways to happiness?” There are some reasons why I chose this song. First, this song will help his motivation. Now, he is working as a nurse, but he is confused about the work. He confuses human relations in the workplace and the quantity of work. I thought that this song might lead to a positive perspective. Second, this song has gestures. We learned only lyrics and melody with other songs. I thought it would be easy to remember a song with gestures.

I called him by Skype and talked. He lives in Ibaraki prefecture in our hometown.

Therefore, we can’t meet actually. First, I described about this class. He likes English, so he was interested in learning the song. I taught the 5 ways to be happy without gestures. But he had a hard time remembering the song, and he just listened to the song. He had some mistakes in the lyrics so, I repeated the song slowly.

After I sang the song many times, I added the gestures. Then, he did the gestures with me. He could sing a song little by little after I added a gesture. Finally, I showed only the gestures and he sang the song. He sometimes stopped to remember the song. I told the lyrics some times.

Two days later, I Skyped again. He remembered the song and gestures perfectly.

Moreover, he dictated the lyrics and showed me. It was correct, perfectly. I was very surprised. He said “First, it was difficult to remember the song without the gestures.

However, it became easy to remember the song after you showed the gestures.” Also, he seemed to like the lyrics. He said “This song is about a simple subject, but it is very important for me.” He is confused about work. This song will help his mind.

It was difficult to tell the lyrics exactly. I often showed a slide or paper to teach something usual. However, I tried to tell the song by only singing and gestures. He took a long time to remember the song. But, I felt music has good power for us. He looked happy when he sang the song. I advise future students to teach gestures first!

KUIS July 2016

Folk Music Therapy Case Studies XI

20

18. Teaching “Youngan Strongan Beautiful” Hiroki Koshino I choose Tetsuya who is my friend for this project. He is also a student in this university. The reason why I chose him is he always looks tired. He has a hard part-time job, a lot of assignments and anxiety for job hunting that will come next year. We both always encourage each other, but I think we need more positive thinking. I choose “Are you young?” because it suits for making us positive, so I taught it to him.

First, I taught on June 24th at Lapaz. We always have lunch on Friday together. I sung this song for him. I taught the lyrics and melody to him. He said he dislikes singing songs. So he hesitated repeating it. Also I taught him about power posing. Tim impressed this on us, so I thought I should teach it to him. He said it’s embarrassing to pose in Lapaz because there are many people.

The next Thursday, I had time to teach him the song in Syokujin. I sung it for him again and again. I explained about blending forms. For example, youngan, strongan beautiful and wanna. These blending forms are really useful and make our English more fluent. Another point that I taught was the two meanings of “cry”. In this SD, crying does not mean “to shed tears.” It means to shout in a loud voice. He said this SD has many useful things. After I had sung it about ten times, he sang along for two or three verses. I contrived to teach the variations of the SD, I sung it using other subjective pronouns and made him repeat like he, she and we.

On July 1st, I met him again. I asked him “are you young”. He answered smoothly.

I was really glad. He said he was ashamed to sing song, but he felt happy when he repeated this song in his house. His words reminded me that Tim said “trying again and again makes it fun.” I asked him to power pose and he took a pose reluctantly and said I’m in love with a small voice. It was surprised for me because he turned more positive.

From this project, I got to know the difficulty of teaching something to someone and getting them to memorize something perfectly. Keeping something in a person`s brain is quite difficult and we need to devise better ways to memorize. Testuya became a little bit more positive through this song. That gives me confidence to teach more.

KUIS July 2016

Folk Music Therapy Case Studies XI

21

19. Showing the Way to Happiness Mei Ohashi I chose my childhood friend of 15 years, Eri, to teach. We went to the same elementary school and lived close by. After I graduated from my HS, I moved to Chiba and she moved to Yamagata to go to university. However, our relationship did not change and we sometimes travel together, like one weekend in July. We had a lot of time to talk, so I decided to teach her about a song for this project.

At first, I told her about this class content and sang some songs that I remembered, and then, she chose one. She chose "笑う門には福来る (warau kado niha fuku kitaru), smiling brings you happiness, let it show the way". I like this song, and she said she also likes it because the song is short and easy to sing, and its lyrics are meaningful. I taught her only the Japanese part first, and then I asked her to guess the English lyrics. She could answer the first word; “smiling” by guessing. She is studying agriculture in her university, however she also likes English, so she could understand the meaning of this song well.

Recently, she and I have some troubles about the relationships of our friends, so we were worrying about the problems. I think the song’s meaning applies to our situation and it is useful for us, because it is expressing the way to be happy by ourselves. Thus it got into our hearts which have troubles and we could get the power by singing it.

Before we returned home, we practiced it again. At first, she was a little surprised when I taught a song, however she became able to sing the whole song with joy at last. In addition, she said she wanted to know more songs, so I will tell her other songs when we meet next time.

Finally, through this project, I could know the interest to teach something to someone and the fun in singing a song with friends. I could find that music has the power to make people cheerful, and I felt singing together is a good way to become more friendly with someone. If I have an opportunity to teach something to people, I want to teach this song and I think it will help people to be happy.

Why do you Smile?

Warau kado niwa fuku kitaru Smiling brings you happiness, let it show the way

KUIS July 2016

Folk Music Therapy Case Studies XI

22

20. Smiling Brings My Sister Happiness (And Her Sister Too!) Aoi Kimura I chose my youngest sister, called Ai-chan because she does not like English. She is a first year student of high school. She is not good at English but she wants to improve her English ability. So I want her to be more motivated. Luckily, she chose the wonderful song, "Why do you smile?" I thought this was a great opportunity to change her way of thinking about studying English.

I first taught Ai on June 27 at 9 pm for 5 minutes. We were relaxing at our home and she seemed to have doubt what I was going to teach. She repeated after me and we sang together may be five times but she could not sing by herself at the time. I did not want to take long time because I worried she would lose interest. I tried to keep it short and simple, "KISS." On June 30, she repeated after me and we sang it together may be five times but she could not sing by herself but I could see her smile. At the beginning of singing, I was nervous because I worried whether she would sing with me or not. I was afraid she might stop singing. Amazingly, she looked like she was having fun and enjoying it. I was very happy to see her smile! Then, the next day, on July 2, she finally sang the song by herself! I was very happy.

She liked the quote, "Warau kado ni ha fuku kitaru." I explained the meaning and I told her about smiling. I believe even if people have serious problems, smiling will help them. Smiling makes people feel good. She did not often smile but she realized smiling brings her happiness! She realized that smiling is important. I was very happy that she noticed.

We kept singing together when we could meet at home. She was confused about the title of the song because the title is an interrogative sentence. I asked "Why do you smile?" to her but she seemed confused. It was difficult to explain in English so I told her in Japanese. At the time I struggled to explain it and I was tired because she took time to understand it.

I usually teach Ai-chan what I study in Tim's class but this was an even greater opportunity to improve her motivation! Teaching is not only fun but also hard. This experience brought me a greater relationship with my sister and HAPPINESS!

KUIS July 2016

Folk Music Therapy Case Studies XI

23

21. Life is Learning; Teaching is Learning Tomohiro Otani For this project I chose the “5 ways of happiness” song to teach to my brothers, Hiroyuki and Naoki, both HS students. They don't like English very much and their English test scores are terrible, so I wanted them to notice English is fun. Moreover, this song includes some very important tips to live well. They already knew most of the words I would teach. So I thought it would fit their level of English.

I thought at first I had to teach very simply but I did not want to bore them with difficult things to remember. That is why I used very simple questions in Japanese and used gestures I learned in this class. I asked them, “What makes you happy?” After asking, they were quiet. Then I asked “Why are you guys so quiet?” They said they had never thought about that question. I was surprised at it, but I had confidence it would trigger them to think about it. Firstly, I taught the song in Japanese, after that I did it in English with the melody.

Then a curious thing happened: they remembered all the melody somehow within only a few times. This was so surprising for me.

After that day I taught all in English with the melody. Of course they made grammatical mistakes, but day by day they could sing it more fluently and I taught the most important thing: that is, you have to perform it many times, this is a good way to be successful. Three days after I asked “What are the 5 ways to happiness?” Then, I noticed a problem, it was they couldn't understand the meaning of the word 'dare'. It was my mistake, I had over confidence in their skill, so I repeated teaching and asking this question every single day for a week.

I also said that your life is learning, if you have something you don't know, you have to search or take some actions to learn about it. You should develop the habit of learning new things. Finally, they could completely sing the song, even if they still don't like English.

For this project it was good experience for me to teach English. I thought there are only a few opportunities to teach English. Probably some people have many opportunities to teach and then they learn more. Teaching my brothers helped my study of English.

Teaching these 5 ways to happiness was very useful for both of them and me.

Sing a melody

KUIS July 2016

Folk Music Therapy Case Studies XI

24

22. Singing Changes Best Friend Shino Yamamoto I chose my best friend Marin. We have known each other for over 6 years. We went to the same high school. She is learning Korean and she's a KUIS student too. She is in the department of Korean language. I taught her the '5 ways to happiness'. The reason why I chose this song was that I like the melody and the words are easy. She is not good at English and that's why she hated English when she was a JHS student. I wanted her to get to like English and I thought if this challenge worked well, she would like English.

Both of us live in Makuhari, so we can meet easily. I taught her for 3 days and the first day was on June 28 at 8 pm for about 20 minutes. She said "I really hate English and you know that, why did you choose me!?" I just told this song's meaning and started singing with many gestures in my room. She got to like this song because this song is very optimistic. In addition, she likes to sing and dance, so she followed me. It felt very fun. She could not remember all lyrics immediately but she remembered some words.

The next day I went to her room at 9 pm and we sang together 5 times and then, she was trying to sing alone with many gestures. Actually, she looked happy. She remembered almost all the words. Sometimes she was confused but I showed some gestures, she could remember missing words. Perhaps, she practiced this song before I came her room.

Final day we met at Karaoke after school at 6:30 pm and we sang together 3 times. She said, “I can sing it completely, you have to listen!!� She looked like she had confidence to sing an English song. I was surprised because I knew how much she hated English. She could sing perfectly with all gestures and she told me "Thank you for choosing me, I am still not good at English but I'm having a lot fun!! I want to learn English." I thought she had changed a little bit.

When I heard that, I felt like I am a teacher and my lovely student became happy.

This experience was very interesting for me. I like English and my wish is for my best friend to like English. And finally that came true!! Moreover, I could use English outside of class and that was fun. I think it connects to improve my English skill. I feel very happy through this challenge.

Dare to show your love

KUIS July 2016

Folk Music Therapy Case Studies XI

25

23. Encouraging Friends Encourages Me Yuki Hinokida I choose to teach Anna, my friend who I have known for four years. Everyone calls her Ena which is her nickname, but I just use Anna. I taught her the song, "Smiling brings you happiness let it show the way" because this is easy to memorize and a good message for her. She is always busy and maybe sometimes feels sad, so I wanted to teach her this song.

I first taught Anna on June 30 at 6:30 pm for about 15 minutes. We were sitting on a sofa in COCOS which is in near the Kaihin Makuhari station and she seemed to be interested. Actually she always has positive thinking to do something new. I asked her to do a dictation like in our classes and I taught her the lyrics and she repeated after me and we sang together maybe 5 times. Finally, she sang it alone. She did not have any troubles to understand the meaning but she sometimes did not sing "let it show the way" with a rhythm.

I practiced it with her some times. I told her I would call her three times in the next three days 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. Then, I explained the reason why we studied song (to remind ourselves to smile more) and what effect we got.

I called her three times as promised at 18:30 pm on different days. I also called her a few days later. She seemed to improve singing and talking in English with each call and really enjoyed it. 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 "I try to sing the song when I study English."

For me, this experience was interesting because people can enjoy learning and improve their English even if they are not good at English. If I were going to do it again I would teach her a speed dictation with longer lyrics. My advice to others who wish to teach affirmation songs is to try to remember it with rhythm and sing together at first. Teaching this became a way for me to improve my English as well. I have another friend who is a high school student and worries about studying English. I want to teach her as well.

KUIS July 2016

Folk Music Therapy Case Studies XI

26

Folk Musical Therapy Case Studies - assignment Assignment: bring to class 400 words minimum PRINTED OUT: Use direct “…” quotes when possible. Teach someone, or several people, an affirmation song, or several songs, (How are you?/ 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….

Pedagogical Steps for Teachers In Classes: Using Speed Dictations One way (there are many options…)

1. If the song has gestures, you could teach them the gestures first, especially with young kids.

2. Then give the lyrics (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 it a few more times, or even sing it, instead of saying it. Ask them to write it on the board.

3. Then teach them to sing it. The melody usually helps with their memory.

4. Then teach them the question that goes with it and ask them that question throughout the class, every 5 minutes or so, ask them to ask each other “How are you?” (or whatever the question might be) and they have to answer “Superhappy….” 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 (ask the question) soon and frequently afterwards, otherwise they won’t get it in their brain.

KUIS July 2016

Folk Music Therapy Case Studies XI

27

5. Classroom Management Routine. Buying time usefully. Anytime the teacher needs a few seconds to organize the next activity, ask your students to ask each other a SD question. When I need a moment to get organized for something else, I ask them, “Please ask your partner ‘Why do you smile?’” It is also a wake up, energizer and a good way to start off the class and a reminder about important things.

6. You can also give mini-lectures or tell stories about the content of each speed dictation. You can make songs and borrow melodies for your favorite sayings.

QWIK OPTIONS for teachers to decide when teaching a Speed Dictation 1. Song or Say and Gesture (then do the others) 2. Slow or Fast 3. Part or All 4. Students single then collaboratively or in pairs or 4’s with verses 5. Sources: songs, song hooks, famous quotes, proverbs, affirmations, typical sayings, your mind, you can create them!

SONG ROUNDS

TUNE: Row x3 Your Boat four part group sing!

A. Write x3 it down, set your feelings free,//* I make it upasi (up as I) go along, my pen is writing me.

B. Smile, breathe, look at the sky, sing a melody,// dare to show your love to me, dare to show your love.

C. Young strong and beautiful, living an adventure,// the world’s a fascinating place, I love to love to love.

D. My dear friends and classmates, I will miss you so//You’ve helped me learn a [hell of a lot], To laugh [and go with the] flow. [n-go-wi-tha]

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 learn a lot, We talk a lot we laugh a lot, We talk lot we learn a lot, when we talk a lot.

Haha hohoho, Teehee hehehe, HAHA HA HA HA, when we talk a lot!

(Kaeuta tune “I love the Mountains” lyrics TM)

KUIS July 2016

Folk Music Therapy Case Studies XI

28

Postscript This volume was put together by the amazing Spring Sogo III 2016 class entitled, The Importance of Music and Song (see participants photo on the front cover). This volume included 23 individual musical therapy case studies, followed by some pedagogical tips and a few more songs. The songs are tied to important questions as cues to their singing. Please enjoy and try them yourselves. This is Volume XI. The previous volumes can be accessed online at https://sites.google.com/site/folkmusictherapy/home and this volume will join them soon.

Any feedback, please send to mits@kanda.kuis.ac.jp I will miss my amazing students!

Walk a little bit here, Run a little bit there (x2) Dare to take the stairs and be a bear! (Growl!)

Tim Murphey