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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

Folk Music Therapy Case Studies VIII

KUIS

Jan.

8 2015 ,

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

This booklet belongs to___________________________ 1

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

Table of Contents 1. ONODA SAORI 2. YAMAMOTO ATSUKO 3. IKEDA NOZOMI 4. OGIWARA KEI 5. KOIZUMI ASUKA 6. BANDO MIYA 7. NAGAI SAKI 8. KURODA RISA 9. YOKOYAMA NAOTO 10. TACHIBANA MAI 11. SAITO SHIORI 12. OTSU SATOMI 13. NARUSAWA HARUKA 14. TAKAGI ASAKO 15. SATO KANAE 16. TAHARA MANAMI 17. TSUNODA AKANE 18. OSAKI DIEGO 19. OKAWA IKUMI 20. NAKAMURA MOE 21. ISHIKAWA SAKI 22. KATAYAMA YUI 23. SHIRAI MANA 24. OKAJIMA YUKI 25. KOMATSU RYOKA The Assignment Pedagogical Steps Today/Rounds/Kanda Cup Song Postscript & more songs Back Cover Cup Song Pics!

Page 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Song Lyrics are in boxes on the following pages in (x): Who do you love? (3), How do you have a good life? (4/22), How do you succeed (5), What’s the weather like? (6), Why do you smile? (7), A Turtle Trying to Fly (10), How do you write (23), What do you like? (24), How are you? (25), What’s a happy person? (26), Five Ways to Happiness (27), Today (30), Rounds (30), How do you eat well (31), How do you change the world? (31), Are you young? (31).

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

1. I’ll Love You Forever Saori Onoda I taught the “Who do you love?” song to my brother who is three years older than me and working at a bank. I chose him because I would like to teach him about ghost discourse because he had never cared about the lyrics of songs. If he knew about ghost discourse, he would enjoy listening to songs more and keep having a good relationship with his family, friends, and people around him. However he comes back home from working late at night and looks so tired, so it is quite difficult to make a schedule to talk even though we live together.

One night, I saw him and he did not looked so tired. So I started singing a song to attract his attention. At first he ignored me singing, but I did it again and again. Finally he asked me “what is the song? I’ve never heard it.” I started teaching the lyrics and melody. Then I told him about ghost discourse. Words do not have exact meanings; people have meanings for words. However he did not understand well, so I explained about the meaning of songs and told the story that Tim read to us in the class. He liked the story and told me that he wanted to sing it in the future when he got a wife and kid. Finally he understood ghost discourse. I was so glad that he became interested in what I told him.

The lyrics of the song are not so difficult and the melody was easy even though he was not familiar with English. He memorized it soon and sang it very well. My mother also memorized it because we sang it many times and she loved it very much. She asked us to sing it when she gets old and told us “my babies you two will be forever.” I felt happiness and perhaps my brother did too.

Two weeks later, he was off that day and we both were killing time at home, so I asked him whether he still remembered the song, and how it changed his mind. He remembered correctly and answered that he listened to the music while looking at the lyrics. He had not liked romantic songs before because they were too sweet and he did not know about ghost discourse. Now he listens to romantic songs because they relate to family or friends. I was surprised and pleased by his thinking and understanding very much.

I reaffirmed that listening and singing music is a great way to broaden my horizons and I will love my family, friends, and people forever.

Who do you love? I’ll love you forever, I’ll like you for always, As long as I’m living, My baby you’ll be.

(Book [Love You Forever] and song by Robert Munsch, 1986) 3

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

2. A Good Life Singing With My Father!

Atsuko Yamamoto I taught two songs, “How do you succeed?” song and “How do you have a good life?” to my father. I chose these songs because both of them have strong meaning for me. Not only I like these songs but also I thought it is easy for him to understand the meaning of the songs. On December 6th at the evening, I said that I want to teach something to my father after we ate dinner. I chose my father to teach because he likes English and he can speak it.

Moreover, we often talk in English at home. He always sings the songs at home so I think it is good opportunity for him to learn new songs.

At first, I sang “How do you succeed?” which we also often just call “Do it again.” I sang 3 times to my father at normal speed. However, he could not understand “Doitagain” and questioned me what did I say in the first part of the song. Thus, I wrote “Do it again” on a piece of paper and said it slowly. Then, I sang it with clapping my hands. In addition, I taught the meaning of the song to him by using the Japanese proverbs, yareba dekiru, naseba naru, nanakorobi yaoki. He could understand the meaning easily and we practiced together.

Next, I taught, “How do you have a good life?” to my father because this song is really nice to have a good life. In addition, I think the melody of this song, Make New Friends, is so catchy. When I sang this song at first, he tried to translate the lyrics into Japanese. His translation was a little bit different from original one because he meant that “Make new friends, It will be gold in the future” in Japanese. Thus, I corrected it to original meaning in Japanese for him, that friends, old or new, are valuable, like gold and silver. He said that he could understand the meaning and remember the lyrics, but it was difficult to sing rhythmical. I decided to use one of the 5 strategies, rhythm, so I sang again and again with clap my hands so that he can remember the melody of this song.

The most difficult part of the song for him is catching the melody.

Finally he could sing the song when I asked, “How do you have a good life?” It was really nice opportunity for me to communicate with my father. I thought sharing good songs makes us happy. I will keep teaching songs and things that I learned in this class to everyone.

How do you have a good life? (old camp song) * Make new friends and keep the old, * One is silver and the other’s gold 4

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

3. My Mom & Sister Singing Success!

Nozomi Ikeda I chose “How do you succeed” song to teach in a case study. Actually, I really like the word, “NANAKOROBIYAOKI”, and I appreciate knowing that how do we say it in English when I was taught this song by Tim. When I was negative, I sang this tune and I could have a positive thought. I want others to sing this song if they face the same situation. Moreover, everyone knows the melody so it is easy to remember. That is why I would like to teach this song to other people.

I decided to teach my mother and my older sister as my students.

There are two reasons why I chose to teach them the song. Firstly, they both used to study English and they can speak English well. I thought it is easy to teach. Secondly, my sister and I are both very busy so I would like to get to talk with my sister more.

I started teaching this song to my mother and sister on December 5th.

On the first day, I sang “Do it again” by myself to let them know what song it is and introduce the melody. However, my mother could not realize what I said at once so I sang it again. Then, I gave them a song dictation like we do our classes. My sister could write down the lyrics but my mother could not so they tried it twice. We sang this song looking at the lyrics. After that, we sang it again and again without looking at the lyrics. Finally, they could remember it and sing it without my help.

The next day, I asked my mother “How do you succeed?” and she could sing most of this song. She sometimes stopped singing, forgetting some words so I helped her a little. On the other hand, my sister could answer completely without my help. A few minutes later, I asked my mother again. She sang it completely then. Finally, we sang together “Do it again” song and enjoyed it.

I really enjoyed teaching an English song because I could communicate with my family though it. My mother and my sister still sing or hum this tune even if this activity is done. Singing in English is a good way to study English.

Actually, my mother learned some words and phrases from this song. I would like to keep doing it and study English by learning songs.

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

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

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

4. The Weather Song Kei Ogiwara For this teaching report I chose one of my friends who from the same elementary school as me. He is one of my best friends and we often hang out and sometimes go for a drink together, so I know his personality very well. His name is Munetomo and he is the same age as me but he’s not a student any more. He’s already got a job and is working every day. He doesn’t like to study any subject since he was an elementary school student. Of course he doesn’t like to study English as well. However I chose him for this teaching report on purpose because I thought it would be interesting if I teach an English song to him.

I taught him “The Weather Song” on 6th of December at 4pm. The reason why I chose this song is this song is easy to memorize for him with melodies and gestures and it’s not used difficult words, so I thought it’s good to teach him.

At first, I sang it without gestures and next I sang it with gestures but he couldn’t understand at all. After that, I wrote the lyrics down for him and taught the meanings of the words. Then he could understand the meanings of the song, then I sang it again and I asked him to sing it alone but he still could not memorize it, so I sang it again and again. Then I asked the Question which is “What’s the weather like?” Then he got panic because he couldn’t understand the question as well. So I explained it. Then I asked the question again and he tried to answer and he could do it alone.

Two days later, I met him again and I asked the question again but he completely forgot it, so I taught him again and sang it with gestures. This time he memorized with gestures. It was an easy way to remember quickly. Then I asked him to sing it many times to remember it. After that we had other conversation. When we got home, I asked the question again and he answered quickly with gestures. That’s when I thought he could completely sing it alone but I also thought that he will forget soon, so I will try to ask him again when I meet him next time and I hope he still remembers it and can sing it alone.

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

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

5. Music Brings My Grandparents Happiness Asuka Koizumi I learned music has a therapeutic effect on all people, especially the elderly. Actually, it really does because my grand parents like singing a song and they are very healthy. As their age is going up, the strength will gradually fall. To make them more powerful, I taught them an English song “Smiling brings you happiness”. I chose this song because the lyrics were came from a Japanese proverb, so I thought it must be familiar with them. Also, since they cannot speak and read English at all, I chose the easiest one in all songs that I ever learned in classes.

Firstly, I sang the song to my grandparents once, but as I imagined, they were not able to catch any words. Therefore, instead of using English lyrics, I taught a Japanese version to let them get used to the rhythm. It seemed to be easy for them because they already knew the proverb, so they could sing the song in Japanese quickly.

Secondly, we returned to an English version. However, they only caught “Smiling” and “Happiness”. To over come this difficulty, I used “ CHUNK” from 5 strategies in class. I wrote choppy lyrics in notes and taught how to pronounce each word, and put Japanese Katakana subtitles beside it. Then, they already learned both the rhythm and the lyrics, but they were not able to sing it smoothly like a Japanese song even though they could say the English sentence completely. To make them sing fluently, we practiced singing the song as much as possible till we could sing perfectly.

Finally, my grandparents were able to sing the song in English! They looked happy, so I also became happy too. Even though in the next morning, they could not sing it without lyrics, I was very proud of my grandparents.

Through teaching a song to my grand parents, I learned that it was very hard to teach an English song to people who never speak English. However, I believe that music can go beyond any one language. Even though people cannot understand the meaning, the music stays in their mind. Also, at the same time, I had the pleasure of teaching it because I could see their improvements. It gave me a sense of achievement. Now, I’m living with my grandparents and I hope they would live a long life with music because music has power, which can’t be replaced with medicine.

Why do you Smile? Warau kado niwa fuku kitaru Smiling brings you happiness, let it show the way 7

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

6. My Prodigiously Optimistic Mom! Miya Bando In Tim’s song class, we sang lots of unique songs. In those unique songs, I especially liked the “How are you” song. This song’s melody is “Super-cali-fragilistic–expiali-docious” from “Mary Poplins”. The lyrics are “Super Happy Optimistic Joyful and Prodigious.” This song has a positive and cheerful message, and it is also very easy to remember. So I choose this song to use in my case study. I taught my mother for three days. Each day we spent about 10 minutes.

The first day, on November 28th, I sang the “How are you” song to my mother. I just sang only 1 time at this time. Actually, I had sung this song when I was first taught from Tim, so my mother already knew this song. But my mother didn’t remember clearly because she is not good at English and she could not say it or sing it. She was confused because she couldn’t understand those word’s meaning. So, I taught the meanings of the words in Japanese.

She understood those meanings, and she liked this song.

The next day, November, 29th, I asked her, “How are you?” Firstly, she answered “I’m fine thank you.” I was surprised to hear this answer. She had a big misunderstood! I told her “please sing ‘How are you?’ song.” Then, she answered, “Super Happy oppistic Joy and together.” It was near the answer, but a little bit different. So, I sang this song again and again.

The last day, November, 30th, I asked her, “How are you?” She answered very clearly, “Super Happy Optimistic Joyful and Prodigious.” After she sang this song, she said “I think this song is a joyful melody and nice lyrics, I will be positive when I sing this song.” I was happy to hear that, because I have the same idea as her.

A few days later, December, 2nd, I asked her “How are you?”again. She only answered “Super Happy!!!” Actually, she forgot the words. She said “‘Optimistic’ is difficult for me.” Then I thought it will be helpful to tell the initial of “Optimistic” so, I use O’s gesture! Actually, it was helpful for my mother.

With using gestures, she could sing, “How are you” song smoothly. The next day, she could answer the question again. She had a smile, and looked so satisfied I think to teach songs are helpful for me to understand more. Teaching new things are applicable to learning new things. Also, I enjoyed teaching the song very much, because I could see the process to learn something.

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

7. My Singing Friend on the Phone Saki Nagai I chose Nao, one of my friends to teach the songs that I learned in this class. She lives in Fukuoka. Two years ago, she moved there and started to work as a cosmetic store clerk. We were in same high school, so I have known her for 6 years. I thought that she is the best person to teach English songs because we took same English class in the high school and I know how much English she can understand. Also, after graduating from the high school, she is still highly motivated to learn English. So sometimes we talk on the phone and e-mailing in English to learn.

I taught her the songs ‘What’s the weather like?’, and ‘Where do you belong?’ I chose these songs because I wanted to teach the idiom “It’s raining cats n’ dogs” which means “doshaburi” in Japanese. Also, I wanted to teach abbreviations such as “wherdaya”, “howdaya” and “whadaya”. I think these blended forms are interesting and useful.

At first, I taught Nao on November 22th at 10pm for about 30 minutes.

We talked on the phone. I explained that I’m taking an English class which uses music and songs, and what I’m going to do. She was glad to help my homework and learn English with me. I sang the songs once and told meanings and the questions. After I sang several times, we sang slowly together. She could remember soon because I chose short songs.

The following afternoon, I called her again and asked her the two questions for which the songs are the answers: ‘What’s the weather like?’ and ‘Where do you belong?’ At first, she could not recall them. However, when I sang the beginning of the song a little, she remembered and started to sing by herself. It took about 5 minutes. She said, “The melody that you sang helped me to remember the words!”

Nao and I could have a good time and it was a really a useful way to learn English. While I was teaching the songs, we spoke almost all in English. I think the two songs that I chose are good choices because these are short, and the melodies are catchy. Before I taught the songs, I was a little nervous because I had never taught English songs to friends. Also, I was worried about teaching on the phone because we cannot see our faces. During the call, I tried to speak slowly and clearly. When I sang the songs to Nao, I chunked them and stopped to make sure that she understand. After teaching, I was happy because it was a success and Nao and I could have good time. I want to keep speaking in English with her. Also I’ll teach her songs that I learned more!

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

8. Five Ways to Make My Mother Happy!

Kuroda Risa I taught my mother the “Five Ways to Happiness”. She cannot speak English at all, but she is interested in speaking and learning English very much, and she asked me to teach English sometime. I thought I want her to learn English because she can learn it with fun. This is the reason why I choose my mother.

First I taught the song to my mother about 30 minutes after dinner. She really seemed to be interested in the time. I sang the song slowly in English.

She just understood 2 or 3 words in the song. I sang it again with gesture. And she seemed to understand more clearly more than first time, so I taught her meaning of the song in Japanese, and 5 ways to happiness make us relax and active by these activities. I think she was having fun very much the first day of the teaching. Second day of teaching her, I taught her the song 1 week later from the first day for 30 minutes. I asked her one question that how can she remember the song. And then she could just said some words “smile” “Breathe” and “ Look up”, but she couldn’t remember “Dare” because she does not have chance to hear the words. So I gave her a paper with the song lyrics in English, and we sang the song many times looking at the paper. In the following days I heard her voice with the song from kitchen and living room. On the third day of teaching after 30 minutes, she sang the song with gestures and without the song lyrics. It was not perfect, but the gestures helped her when she could not remember part of the song. She seemed to have the most difficulty with remembering “Dare” in the song. Three days later she could remember and sing it perfectly when I asked her to sing it. I recommended her to repeat and recall the song in her head. She will not forget it, and I will try to ask her to sing the song together with me often.

Teaching the song was a very enjoyable experience because I have never had time to teach a whole song in English to a person who can’t speak any English. But I thought how to teach clearly for a beginner, and I was very happy when my mother could understand deeply. I will try to teach songs again to her.

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!

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

9. Smiling Brings You Happiness, Even on the Phone Naoto Yokoyama I chose “Why do you smile?” because this song can make us feel better emotions while we sing it. Moreover, I think this song is easy to remember for learners. I taught it to my senior in my club at KUIS who is Hiroko because she is thoughtful and a helpful person. I really respect her. The reason why I chose her is that she took this class several years before. Actually, she graduated from KUIS two years ago so I thought she would be suitable for this project. In addition I really like this song because it makes me positive and gives me great happiness.

To begin with, I sang the song to her on the weekend on the phone because we could not have time to meet and she and I chatted. I told her about the lyrics in English and in Japanese. Of course she knows the kotowaza in Japanese, but she had never sung it and she learned the English version. She did not remember this song immediately so I asked her to remember it. I taught her the cuing question, “Why do you smile?” so she could answer with the song.

It was successful and useful for her and I to sing. This song has very simple lyrics and rhythm so it is easy to sing for everyone. Actually, she does not have an opportunity to use English since graduating from KUIS so she missed speaking English. Later, I asked her. What impressed you with this song? She told me that this song is very positive and relaxes her. Miuch later, I called her again and asked, “Why do you smile?” She answered the song but she could not sing the melody correctly but she remembered the lyrics. So I taught it again. Afterwards, she practiced more and more then she performed singing the whole song. When I heard her voice, I was glad to hear a perfect song.

In conclusion, I really enjoyed teaching the Case Study with my friend Hiroko because I have not ever sung with others on the phone! I thought that music has a great affective factor and it can affect great power in us. I could learn many songs that make me excited in this class so I would like to share them with others and allow the power to spread. To teach a song to friends or family is good because it deepens our relationships between the partners, and everybody learns more.

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

10. Synergistic Effect of Music and Gesture Mai Tachibana I chose my co-worker who is an eighteen year-old high school student. I have known her about 2 years and she doesn't like studying English. I taught her my favorite song "What's the weather like?" because this song is short, simple and has nice gestures. She just finished entrance exams for vocational school two weeks ago, but she has other exams coming up. So I thought this activity would relax her and give her good motivation to study English.

First, I taught only the song lyrics before working on Tuesday, and she could memorize almost all at that time. She works in the kitchen, and I am a waitress so we can meet sometimes. When we had time, I asked the question (“What’s the weather like?�) to her, and she could answer completely in the beginning, but she forgot it almost by the end of work. After work, I taught her the gestures, so my first teaching was finished. (In retrospect, perhaps I should have taught the gestures first.)

Secondly, we met on Saturday. Before work, we confirmed the lyrics and gestures. When I asked the question without gestures, she answered only the first and last part. So I tried to use gestures as a hint when she couldn't answer part of the song. It was very helpful for her. After I used gestures, she could answer it all. After work, I taught the song melody again and we sang it together using gestures.

In conclusion, I learned the importance of music and gestures for our brain from this activity. After this activity, she could change her image of studying. She had never studied English like this, so this was a new idea for her. She wants to try to study other subjects like this to keep memorizing. I want her to tell this to her friends, and enjoy studying. When we imagine the study, we tend to imagine sitting on a chair and being quiet during class. But speaking and moving are very good for our brains. I searched for techniques of memorizing. Our brains work harder when we use our bodies with gestures and sing because our brains recognize that it is important. So physical-memories are easier to make and more difficult to forget. During our class we have the chance to use juggling balls and sing songs. It is really good for us, so we should sing and use the balls positively before tests. I hope she enjoyed this activity and this might be a good opportunity to know a new style learning. In addition to this, this activity taught me the effective way to learn through teaching someone else.

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

11. My Super Happy Optimistic Joyful and Prodigious Brother Shiori Saito On November 27th I decided to teach “Super Happy Optimistic Joyful and Prodigious” to my younger brother, Shun. He is a first-year student in HS. This was the first song taught by Tim, so I’m deeply attached to it, and also I think it has a catchier rhythm than other songs, and similar to a tongue twister, so I thought my brother could feel interested, and remember it easily. I chose Shun to teach because we live in the same house of course, so I can teach him anytime. Moreover he doesn’t like English actually, so I wanted to change his thinking for English. I’m very happy, if he’ll like English through this activity.

On Nov. 29th (Saturday), my brother and I were in the house, and he was reading manga, and I was watching TV program in the same room. Then I suddenly asked him “Do you know this song?” and then I sang “Super Happy Optimistic Joyful and prodigious~! “ I sang it joyfully. After he heard my song, answered “No...I couldn’t understand what you said...but I’ve heard that melody before. What’s that?” So I taught him the lyrics. However he looked bored, so I asked “You look like bored, why?” and he said” I don’t know the meanings except for “Super “and “Happy.” After that I explained the meanings of “Optimistic”, “Joyful”, and “Prodigious” intelligibly. After he learned the meanings, he looked like he enjoyed it a little more.

On Nov. 30th (Sunday), we were watching TV program together in the same room, and I asked about yesterday’s song to confirm that he still remembered it. He said “I forgot it already”. I felt little bit sad, but I taught it again. On that day we only practiced the song one time. On Dec.1st (Monday), I asked the question again and finally he could sing it alone. Moreover I asked the meaning of “Optimistic”, “Joyful”, and “prodigious”. Surprisingly, He answered them too with his own words completely. “Congrats” to my brother!

I’m thinking about the next song that I’ll teach him.

Through this activity, I thought that “Super Happy Optimistic Joyful and Prodigious” is really a good song to communicate with foreigners because normally when I am asked “How are you?”, I say, “Fine thank you.” Just one Phrase. However, if I say “Super Happy Optimistic Joyful and Prodigious” as a reply to “How are you?” our talking will be exciting. When I noticed that, I was really impressed, and now I want to use it more. From now on I want to teach various songs to more people who are around me.

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

12.”Love You Forever” For Everyone Always!

Satomi Otsu I taught a song” Who do you love?” to my family. Because they cannot understand English so I want them to understand the things that I always learn.

But if they have some things that they do not know about English, they always ask me about them so it makes me happy. My sister is also a high school student and she studies English so when she has some things that she cannot understand about grammar, spelling, and pronunciation, I teach them to her.

At first, I sang the song “I’ll love you forever; I’ll like you for always. As long as I’m living, my baby you’ll be” in front of my family. After that they said that it was like a lullaby and it was similar to a song that my mother always sang to me and my sister when we were children. They came to like the melody so I was so happy. I also taught the meaning of the lyrics and the story which Tim taught us in class (Love You Forever, Munsch, 1986). They were impressed with it and we sang it together many times.

Secondly, I had an opportunity to meet my cousin, grandmother, father, and relatives so I taught the song to them, too. They were surprised at it and smiled. I taught spelling and how to write the song to one of my cousins who was a high school student because she was interested in English. She was very excited. I especially sang for young children and they were interested in English so I taught it to them and we sang it together. I sang it for the youngest child in a soft voice and he went to sleep and his face looked happy so I felt the power of songs. I thought music always made us happy.

Finally, I realized that if people could not understand English, I could tell my feeling with songs. Music connects to our hearts to other hearts. It is a very wonderful thing so I would like to use music when I teach things that I want to teach to someone. I also would like to spread many good English songs that I learned in class to a lot of people around me. I believe that songs can change our minds and give happiness to us so I would like to learn many English songs in class from now on.

Twins: Rescuing Hug! Briell & Kyrie Jackson 14

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

13. What’s the Weather Like?

Haruka Narusawa I choose “What’s the weather like?” to teach. I like this song. I don’t have a special reason why I like this song. Maybe I like the rhythm and gestures, so I wanted to teach this song to someone and have them sing with me. I taught my mother on December 6th at my house because she can’t speak English at all. I have learned that memorizing English sentences with a melody is useful for long-term memory in this class, so I wanted to try this theory by teaching my mother the same way.

First, I suddenly sang this song for my mother and said, “Can you sing this song? or Do you think you can sing this song after 2 days?” She said, “I can’t understand what you sing at all, so of course I can’t sing the song.” Then I tried to sing the song with gesture, but she still couldn’t understand. It is difficult to sing without getting meaning, so I explained the meaning of each part. She said, “It’s funny song. Especially, cats and dogs appear!”

Next I showed the lyrics and read the sentences with her. Words are not difficult, so she could read all the words. Then I was humming again and again and made her memorize the melody. After she got it, I sang the song and urged her to sing the song slowly with lyrics. She tried to sing again and again. Then I said she tries to sing without seeing the lyrics, but she couldn’t do it, so we sang the song again and again.

The next day, I asked her whether or not she remembered the song. I was surprised because she could sing the song. I asked why she could sing it, and she said the song was playing in her head. So I introduced “Doitagain” and explained the meaning. I didn’t teach the song deeply, but she said “Singing again and again helped me memorize the song, and now I remembered the song, so you have to speak English again and again. If you do that, your English improves like me!”

Through this task, I learned singing is helpful for memorizing sentences and trying again and again is useful for everything. I was surprised that my mother could remember the song because I thought the song is a little difficult. I would like to memorize more songs with rhythms, melodies and gestures from now on.

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

14. Singing Makes People HAPPY Asako Takagi In this class, I learned many songs and I sang a lot. I decided to teach “5 ways to Happiness” as a teaching report, because I like this song’s melody and I thought singing with gestures is easy for learners to remember. I chose my older sister for this case study. She is three years older than me and she is an office worker now. In the old days, she was interested in foreign culture and she took English conversation lessons when she was an elementary school student. I also was interested in the conversation lessons because she influenced me. However, she had a different major at her university, so she likes English but she cannot speak English well. I thought she would be a good target because she knows and has interest in English.

At first, I sang to her all of “5 ways to Happiness”. She looked confused because the song uses the same phrases and repeats them. Next, I sang it one sentence and a gesture at a time. She imitated by watching my gestures. Lastly, I said to her “Please let’s sing together, even if you don’t know the song’s lyrics.”

And we sang together. The next day, I asked her “Do you remember yesterday’s song?” She looked like she did not remember it, so I started singing and we sang together again. Then, I decided to write down the lyrics.

Lyrics are important to learn the song. I regretted that I should have written it the before day. If I had done it, she could have memorized the lyrics easier. Her gestures were almost perfect. But the lyrics were not so good. Then, I remembered the 5 strategies. I thought it would help her and I used “chunking”.

I sang again with pausing. We sang the song again and again with gestures, and she memorized the lyrics gradually. The following day, I asked again. She sang the song slowly with pausing sometimes to recall. Finally, she could sing the “5 ways to Happiness” without looking at the paper and she could do the gestures.

For me, this research was difficult because I could not teach my sister efficiently. I should have considered how to teach before I taught. However, my sister mastered the song quickly. I thought singing is effective to memorize something. Moreover, using gestures make things easy to remember. My sister looked like she enjoyed the song when she sang. Teaching was difficult, but it became a good experience for me. And also I hope this teaching became a great experience for my sister.

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

15. Singing with My Young and Strong and Beautiful Mother!

Kanae Sato I taught my mother "Are you young?" I chose this song because this is my favorite song in my class. It makes me happy so I wanted teach it to someone. My mother likes English. She likes English movies and songs, and she often says, "I want to improve my English!" so I taught her. I am living alone now so I sent the lyrics, and I taught by telephone.

First, I taught singing is good for learning and improving English. This information was new for her. My mother likes English but she is not good at English, so I sang slowly at first. After that we sang together. She didn't know some words like fascinating, wanna, so I taught these meanings. And I taught cry means shout in this song, because it was new knowledge for me.

After we sang we shouted, "I'm in love!" I told her that we always shout after we sing this song. And she said, "it is very interesting, I want to see your class!" So I would like to record when we will sing it, and I want to show her. I was happy because my mother liked this song.

I thought it would take a lot of time to teach a song, but my mother could remember more quickly than I expected, so I was surprised. She said please tell me another song so I taught one more song. I chose "How are you?" because it is the easiest song in our class. She knew this melody so I taught just lyrics. I said "super happy optimistic..." a little quickly so she was confused.

When I listened to it from Tim for the first time, I was also confused and I couldn't understand. Her reaction was the same as mine, so it was funny. After that I sang slowly. She didn't know "optimistic" and "prodigious" so I tried to teach, but I was not sure the meaning of prodigious clearly so I used a dictionary. Thanks to teaching report, I could be sure of the meanings. She could sing very well but sometimes she forgot these difficult words. So we repeated many times. I don't know how many times we sang, but each time was very fun. When we call, I would like to ask her how are you? and I hope she can answer well. This teaching report was good for me and my mother, we could enjoy singing together.

I called back up the next day and asked How are you? and Are you young? She could answer very well, Super happy optimistic… but she couldn’t sing “Are you young?” well. But when I sang with her she could sing! We enjoyed singing together ☺

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

16. Sunshine Deep Inside Manami Tahara I told “Weather Song” to my young brother, Kazuki, on December 6th. He is a college student, and studies Information Technology. He is not good at English when he was a junior high school student, so I chose this song, because it uses easy words and some gestures. He lives alone in Saitama, so I visited his house. We talked a lot about our own lives, ate a lunch, and played games, so we were relaxed. Then, I thought it was a good chance to teach.

When I said “Now, I’ll tell you an English song”, he looked displeased.

First, I wrote the lyrics in English and Japanese, and explained the meanings.

He could read in English, and imagine. Next, I taught the gestures. He said, “It’s easy to understand with the gestures”. Third, I sang this song with the gestures slowly, also he sang a little with me and did the gestures. Also, I taught him about “and it’s” being pronounced like “anits”. His pronunciation was not good, but he could sing the sounds ”anits” very well. We sang again and again, and he could sing fluently, so I was surprised.

On the next day, December 7th, I called him on the phone, and asked, “What’s the weather like?”, but he had forgotten the song. However, when I said the first words, “It’s raining…”, he could remember almost all. I was glad, so I advised him to use songs and gestures in his English study. He said, “I don’t like English, but I want to try study more with songs.” Furthermore, I asked him, “What can you think of when you are sad that will make you happy or give you hope?”. He answered “Un…, I don’t know. Maybe, ‘Sunshine is deep inside’ means happy things in our lives? … important things in our lives.

Also, my sunshine is my family!” This was a same answer as mine, so I was surprised too. He and I understood the importance of family more and more since we started living alone.

I learned songs are effective to study English, but they also help us think about important things in our lives, it is really true. I want to teach more English songs and sing a lot with my brother in the future. Also we are going to meet my parents at the year’s end, so I want to tell them about this study and new songs too. My parents must be surprised when we’ll sing English songs together!

What is asking?

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

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

17. Teaching Ghost Discourse in Songs Akane Tusnoda I taught the song ‘Love You forever’ to my friend, Maiko, who is interested in our class. She likes singing songs so I thought it might be easy.

Moreover, I like this song and I could learn what ghost discourse was. I taught the song at KUIS when we had some free time.

To begin with, I did a song dictation, like we do in class. However, I think that it was easy for her because she could catch all the words easily. After that, I taught the melody of this song. She mimicked me. A few times, we hummed the melody. Then, we tried to sing this song with lyrics together.

Then I asked whether she knew about ghost discourse or not. Of course, she didn’t know it, so I asked “Who are I, you, and the baby in the song?” She imagined that I was a young woman, you was her boyfriend and baby was her boyfriend as well. It was completely different from my thought. Then I told my image of them, and she was surprised because our images were different and she couldn’t have imagined like what I imaged. After that, I taught her that songs were like ghost discourse. This means that the pronouns (I, you, he, she, etc.) did not really refer precisely to anyone, and they are usually never named in a song. That means that each listener can imagine who the pronouns refer to.

No one is ever wrong in the way they imagine. The fact that there are usually no times or places named also help listeners make their own meanings in their places and times. So with almost any song, we are free to imagine. It is as if the language was coming from ghosts that we cannot see. To demonstrate this, I told the story we were told in the class about the mother and baby. She was moved by the story and she could make pictures of this story in her mind.

Then we tried to sing the song together again. She could remember it perfectly so I invited her to sing it by herself. As I thought, she did well. I asked her to sing it again after one week and she remembered all, although the melody was slightly different from the one I taught. She said she absolutely enjoyed learning the song and learning about ghost discourse. In addition, she said that she wanted to learn other songs. I was really happy to hear that.

It was my first time to teach a song to my friend. I teach English and Japanese history to JHS students at cram school. However, it was completely different because I taught in English. I thought I did well because I planned how to teach. I was satisfied and happy because my friend enjoyed learning the song from me. Personally, I had a good opportunity to teach. I could also learn through this activity that teaching is good way to learn.

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18. Unexpected Study Results: The Affective Effect of Songs Diego Osaki I did not take too much time to decide the person I would teach. My girlfriend, who is spending more time than others with me, Chiharu was chosen.

She has been studying at KUIS and majoring in English as well, but she was not chosen on purpose. Off course she can understand English and it was easy to remember and feel the song for her. However, it was unexpected actually.

The 1st of December, when we always go out to eat, I was a bit late.

About 40 minutes. I thought she knows that I am always such a person who never comes on time. However she was apparently annoyed with me and said to me “Why aren’t you more punctual.” I just said “sorry” because it was obviously my fault. However she was still annoyed with me and told me she was. Well, it was what I had done and I cannot change what I have done, so I was thinking about how can I make her mind change. Then, suddenly a song came up to my head that I had just sung in the class, which makes me feel like spending the time as it passes, it was “Today”.

I did not sing because I wanted to make her feel better, it came up to my mind like the other songs that suddenly effect my feelings. She seemed to think it strange, so I explained where I learned the song and what I feel when I sing that song. Finally, she smiled and asked me to sing it one more time, she wanted to hear my “fabulous” voice!

A few days later, we were eating lunch at the KUIS cafe outside. She suddenly started to sing the song “Today” I was surprised and asked her why she remembered it. She could not say ether. She told me that the melody was really catchy for her and it made her feel like not hurrying and it got rid of her pressure. It was really interesting and I felt like I had made a good effect on her.

I felt really happy somehow.

There has been a growing impact on my way of thinking since I have started to learn at Tim’s class. Moreover, I used to like music but I had never thought about the effect of music and now I understand more what he says.

During my life, I will try to enjoy it and have more chances to touch music.

TODAY (refrain) 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 20

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

19. Imagination First!

Ikumi Okawa For our teaching song project, I chose my best friends, Miwa and Asuka.

We met in the 1st year of JHS and have been good friends since that time.

Importantly, they love to sing songs like I do but do not like English so I was interested in what would happen when I told them my favorite English song.

For teaching something, I have to like it very much. So I chose "What are you going to do today?" song. I really like imaging how those strawberries taste and this song always makes me feeling nostalgic, So I wanted them to "taste" this song.

Because Asuka and I are students and Miwa works a full time job, it was quite difficult to have a time all together. In early on November, Asuka and I visited Miwa's house and stayed night. At that time, I gave both of them the paper lyrics and questions but no Japanese translation. I sang three times while they were checking the words and sentences that they don't understand well. After that we looked up the meaning of them on the Internet. Until they got the idea of this song, I didn't tell the song's meaning and Japanese translation because I wanted them to discover the meaning of this song on their own. I knew they are smart enough to do so. I wanted them to use their imagination.

Only after reading all the words and sentences did I finally give my understanding. Interestingly, Asuka didn't agree with some parts. For example, I wrote as "my" but she changed this as "my own".

After that, we had no chance to meet up again. I gave them two weeks and we did 5 minuets of video chat by using LINE at least once every 2 to 3 days. The first week they sometimes needed my help while singing, though in the 2nd week I just needed to ask "What are you going to do today?" Even though it is English, they had no problems singing. Miwa said, "Because I liked this song and I don't need to say something difficult, I found it fun." And Asuka told me, "Actually this song made me want to study English again."

I believe choosing one's favorite song and not giving images first is important. Liking something is enough to enable others to like it, too. Actually I enjoyed myself while teaching this song to Miwa. Also, I think having your own image or opinion about something helps you to like it. It is much more fun to imagine than just to be told "This is it, remember it!"

Reasons Songs are Good for Language Learning!

FFFRRREEEMMMSSS- fun, frequent, familiar, repetitious, rhythmic, relaxing, emotional, easy, exciting, meaningful,..

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20. Magic Music Makes Memorable!

Moe Nakamura I chose Eri, she is one of my friends who lives in the same dormitory as me, as my case study’s student. She is a student of Nihon University and she is learning pharmaceutics there. She is not good at English but she likes listening to western pop music, so I thought she could enjoy taking my song-lecture.

There are many songs we learned in class. I decided to teach “Smile Song” because the length of the song is short and the vocabulary is simple and easy.

This song has also Japanese version made from a Japanese proverb, and I thought it would help her to learn an English song.

I started to teach her on November 30, after having dinner. She looked a little bit anxious to learn an English song. First I sang “Smile Song” only in English in front of her. She seemed to be relieved that the song was not difficult, and she delightedly said “I understand almost whole the meaning of this song!”

I wrote down the lyrics and showed her them to make her easily remember the song. I sang it one more, and next we sang together several times. After singing it about eight times together, I asked her to sing it alone without looking at the lyrics. Surprisingly, she sang it alone perfectly! So next, I taught the Japanese “KAEUTA” of this song. When she listened to the Japanese version, she was laughing. “It is interesting. I like this song, and also I like smiling very much!” she started singing both Japanese and English versions and repeated it again and again. She seemed to enjoy singing the “Smile Song”.

Three days later, I met her at the dining room. I asked her the question “Why do you smile?” to confirm whether she remember the song. She looked puzzled, so I sang the Japanese part “Warau kado niwa…” as a clue. It reminded her of the song and she started to sing the following English part. I asked the question again, and finally she answered the song completely. I was glad that she could acquire the song I taught.

Before doing this project, I had not taught a song to someone and I had not known what an efficient way of teaching a song is. I learned repeating is the most important thing to make someone remember something. I also felt the power of music through this project. It is difficult to learn sentences in a foreign language. With music, however, people can memorize them easily even if they are not familiar with the language. I think it is one of the powers of music. Music makes studying magically memorable and enjoyable.

How do you have a good life? (sung in rounds) Make new friends and keep the old !

One is silver, and the other’s gold !

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21. My Success Experience Saki Ishikawa Daisuke and I enjoyed singing “How do you succeed?” song that I learned in Sogo class. He majors in Mathematics at Nihon University and he is one of my special friends. The reason why I chose him to teach English songs is that we meet once a week because we are members of the same tennis club team. I thought that it is easy to teach him several times. Furthermore, I wanted him to study English with fun because I know that he doesn’t like to study English.

On Nov.25th, we had the club activity so I taught him “Do It Again Song” for 30 minutes. At first, I sang it for him only once. After finished singing, he was interested in it and hummed it. He said that he could memorize the melody easily because it is a famous Christmas song. Secondly, I told him the lyric and how to sing this part, “Do I Ta Gain”. He was a little confused, but he tried to sing abbreviated word like it. He could sing it perfectly after he tried three times.

He seemed so happy. He had felt nervous for studying English before he knew this song. However, “Make many mistakes”, this sentence made him change his mind. He wasn’t afraid of making mistakes anymore.

The following few days, I called him and asked the question, “How do you succeed?” He was lost in thought for a few minutes at first, so I gave a hint about the melody. It helped him to remember the song and he could sing it without any mistakes. After that, I sang this song for him in Japanese because I thought that it might be easy for him to understand and memorize the song.

Also, we promised that I would give him a test the next week.

Until the day of the test, he had sung it while taking bath every day. On th, Dec 5 I went to his house and enjoyed having dinner with him. Before I asked him same the question, he started to sing it alone in English and Japanese. I was surprised and felt so happy. In addition, we tried to sing it with gestures because it was useful to memorize and it made us fun. After a great time was over, he said that he will try to study English more with singing.

In conclusion, I found that teaching English to people who do not like to study English is not so difficult when I teach with singing, especially when I use famous melodies for teaching. This experience made me feel honored because I could help him to study English with fun.

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.

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22. Music Snuggles Up in the Mind Yui Katayama I chose my sister Kana to teach an English song which I learned in class.

I chose her because she was closely related with English. Actually, when she was a university student, she has studied in the U.K. about for half a year, so she is good at English. She readily agreed to my request that I teach her my favorite English song. I decided to teach, “How do you succeed?” song because I wanted to cheer her up because she works hard every day. She comes home late on weekdays, so I tried to teach the song on a holiday.

Firstly, I started teaching by singing the song many times so that she can remember the melody immediately. She noticed that it was the melody of the Christmas song as soon as she listened it and she has begun to hum the melody happily as I did so. The melody that is catchy helps us to learn something smoothly. Therefore I think that this song was one of the suitable songs for her to remember.

Secondly, I focus on teaching the lyrics of the song. At first, I wrote English and Japanese lyrics on the paper and sang the song while pointing at it.

I could really enjoy teaching it to her because I love the massage of the lyrics and thought it’s very meaningful for her. When she knew the massage, she said “Even though the lyrics are very short and simple, I was impressed by it. I liked the phrase “Do it again” very much. Soon after I taught, she sang the song with me almost perfectly. Next day, I suddenly asked her “How do you succeed?” She seemed to be puzzled in a moment, but she answered instantly afterwards with singing. Since then, she answered completely even if I asked the question many times.

I thought that this case study was valuable for my sister and me because English is very close to both of us. I was happy to share with my favorite English song with her. I learned that singing songs not only makes people a smile but also snuggles up in the minds of people. It means that the songs can make us the main character of our own story. Moreover, it helps us to learn something. I want to teach other songs that I learned in the classes to people surrounding me and want them to realize the importance of music.

What do you like? (Tune: Oh Susannah) I like your shirt I like your pants I like your shoes and socks I like the way you do your hair You look just like a bear 24

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23. Doing “Doitagain” Again and Again with Joy! Mana Shirai I chose my mother. I taught her the song “Smiling brings you happiness, let it show the way”. There were two reasons why I taught this song to her. One was this song is based on a Japanese proverb, so I thought it was easy for her to remember. The other reason was that she is always smiling, and she likes being positive, therefore I wanted to teach her this song.

I first taught my mother on December 3 at 9 pm for about 15 minutes.

We were sitting on the sofa in the living room. She really is interested in many various things, so she seemed to want to learn the song in English. I sang the song in Japanese, and after, we sang together. She knows the Japanese proverb, so I explained about the meaning in Japanese. She soon understood the meaning of the lyrics, and she really liked the song. She said she likes the lyrics, because she likes positive thinking. However it was difficult for her to memorize the English lyrics completely. Especially, she felt the latter half of the song was difficult. She practiced and sang with me, and I checked some times.

She could memorize the lyrics in English little by little.

I asked the following day, and she had forgotten the lyrics. However she could sing completely in Japanese. Sometimes, she hummed and asked me whether she could sing correctly or not. Later, I confirmed again and again, so she looked tired, but she improved and finally memorized completely. Three days later, she had forgotten a little, but I added the part which she forgot. She remembered and finally sang without my helping. When she sang completely, she looked happy.

I taught an English song for the first time. It was difficult, but I enjoyed talking and singing with my mother. I feel my pronunciation is not good so I worried about it, and I was careful not to mis-pronounce. Therefore it became a good chance to confirm my English. Moreover I had more communication with my mother. If I were going to do it again, I would teach more people. I want to know how people think about songs. My advice to others who wish to teach affirmation songs is to do it again and stay joyful.

How are you? (Mary Poppins tune of supercalifragilisticexpialidocious) …

Super happy optimistic joyful and prodigious, or Truly awesome so tenacious lovingly vivacious Sugoi kanpeki subarashii sekkyokuteki genki ごい かんぺき すばらしい せ っきょくてき げんき [5 strategies: Chunk/Backf/rhythm/song/Hru?] 25

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

24. Adjusting to the Person Makes Music Magic Yuki Okajima I taught to the two people, the song of “What’s the weather like?” to my friend from high school, Ai who is studies English in Morioka University in Iwate, and the song of “How are you?” to my mother who cannot speak English at all.

As for Ai, since she speaks English, I supposed she would more enjoy kind of challenging songs than basic and normal songs. The song of “What’s the weather like?” is like a tongue twister for an English learner, so I chose it.

We skyped from 21:00 ~ 24:06 on November 1st. For the first time in a long time we talked. I sang for her at first, and she seemed to have liked it. Then I made her to do SD, it was easy enough to her because she majors in English same as me. Next, I taught one point that the pronunciation of “and-it’s” to sing it well. Besides I taught its gesture, that’s why I didn’t use a phone but Skype. It had been easy so far, but it was tough to become able to sing it perfectly. I let her sing it after teaching it, but she couldn’t sing it at all. So we beat time with our hands so that she could catch the rhythm easily. After singing more than ten times, she finally could sing it by her own self. Three days later, we skyped again and I asked her to sing it. She did it. I was surprised that she had continued to sing it with a gesture as she really loved its rhythm and melody.

I’m proud of her.

As for my mother, since she likes Mary Poppins I thought she would like it even though she in not familiar with English. She came to see me and she stayed from November 30th to December 5th. On the first day, I just sang it for her and wrote down the words. I supposed SD was too hard for her. We sang it a few times, but she couldn’t and gave up. I didn’t continue to practice because forcing something makes people lose their motivations. So, while she was with me, we practiced sometimes. Finally, two days before she left, she became able to sing it. She seemed happy that she could sing a song that she likes in English.

It is important that when you teach something, keep pace with the person who you teach, stay in rapport. There are many people and there are many different ways to teach. We need to adjust to the person when we teach them.

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.

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25. Dare to Show Your Love: Sing a Song!

Ryoka Komatsu I chose my two close friends, Ai and Hitomi, who I have known for three years. They are both KUIS students. I taught the song The Five Ways to Happiness. I chose this song because it is very simple and easy to understand.

In addition to that, this song has the melody that we know well as Christmas music.

The first day I taught the song to them was December 1st. While we were having a lunch together, I explained this project and what I learned in the class. After that, I showed the lyric of the song of five ways to be happy and taught the melody by singing. First I sang and repeated the song slowly, then we sang together. Then I gave the hand written lyrics to them. They did not understand what “smile from ear to ear” means, so I told them like this; smile from ear to ear means that showing your smile. After they remembered the melody and the lyrics, I taught the gestures. They were confused at first but they remembered them gradually. We spent about a half our lunchtime to sing the song.

We have a lunch together every Mondays, Thursdays, and Fridays, so I met them and talked about five ways to be happy again on December 4th and 5th. Then I asked them a question; how do you feel when you sing this song? Ai said she could be confident. When she feels nervous and anxiousness, she remembered and sang this song in her heart, and she was cheered up by it.

Also she taught this song to her younger sister and sang it with her sometimes at their home. As Ai, Hitomi repeats this song when she wants to be relaxed.

She often does that before she works part-time job because her workplace is a restaurant. She has to be smiling all the time while she is working there. In addition, she said this song teaches not only the way to be happy but also how to make people around her smile. By teaching the song The Five Ways to Happiness, I was able to recognize songs can change our feelings easily. If I see someone in trouble, I would like to teach this song and sing it together.

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幸 せ に な り た い 時 は・・・ 1.Smile from ear to ear 思いっきり笑おう 2. Breathe in deep 深呼吸して 3. Look up at the sky 空を見て 4. Sing a melody 歌を歌って 5. Dare to show your love 愛をしめそう 27

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

Instructions for the Teaching one or two Affirmation Songs to Someone, or several people (Folk Musical Therapy Case Studies) Assignment Nov. 27, 2014 First Draft Due Dec 8 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….

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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 children.

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. (Optional, 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 tell them that throughout the class, every 5 minutes or so, you are going to 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.

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.

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

TODAY

(an old Scottish Song available in many YouTube versions)

Today while the blossoms still cling to the vine (Refrain) 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 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 (+Refrain) Oh I’ll be a dandy; and I’ll be a rover You’ll know who I am by the song that I sing I’ll feast at your table; I’ll sleep in your clover Who care’s what tomorrow will bring (+Refrain)

SONG ROUNDS TUNE: Row x3 Your Boat nice 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] Kaeuta: The Cup Song for Kanda (TM version 3, Dec. 28, 2014) This university is fun for me, Got all my friends all around And it sure will be sweet, when you smile and move your feet *Dancing the Kanda Go Around Go around, Go around…

We’re Dancing Kanda Go Around We’re dancing on the sacred grounds, Singing sacred sounds (*repeat bold) Gotta go Gotta go Gotta go Gotta go We’re Dancing Kanda Go Around (x3) 30

KUIS * January 2015 * Folk M usic Therapy Case Studies VIII

Happy New Year January 2015

Postscript This volume was put together by the amazing Fall Sogo III class entitled, The Importance of Music and Song (see participants photo on the front cover).

This volume includes 25 individual musical therapy case studies, followed by some pedagogical tips and a few more song/poems. The songs are tied to important questions as cues to their singing. Please enjoy and try them yourselves. This is Volume VIII. 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! I will “miss you when you’re gone!”

Tim Murphey More

Songs

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!

How do you Change the World?

Be the change (x3) 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 When you change yourself, you change the world 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. (original TM

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KUIS * January 2015 * Folk M usic Therapy Case Studies VIII Back Cover: Cup Song Fun with Anna Kendrick from “Pitch Perfect” and Song SogoIII

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