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Music Therapy Case Studies VI Jan. 2014 Students’ Case Studies of Teaching Songs from “The Importance of Music and Song” Sogo III

This booklet belongs to:________________________

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

Table of Contents Introduction Tim Murphey 1. SUGAWARA CHIAKI 2. HORI NANAKO 3. KAZATO AKANE 4. FUSE HANAE 5. OKUMURA YUMI 6. ARAKI MIKA 7. CHIBA KOTOI 8. MURAKAMI AIRI 9. YOSHIHARA KAEDE 10. GOTO SUMIRE 11. FURUYAMA AI 12. SAWAHATA SAKI 13. NAMBA AYA 14. SEKINE MIYABI 15. SUZUKI TAKESHI 16. SAZUKA CHIE 17. ISHIZUKA KOHEI 18. UETAKE KANA 19. HASHIMOTO KEN 20. SHIINA MIYUKI 21. SHIMADA AI 22. KASHIWAGURA YUKI 23. ODAKA KORURI 24. ONO REINA 25. OGATA RIHO For Teachers Back Cover Activities

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

Song Lyrics are in boxes on the following pages: Are you young? (p.2-below) Smiling (p.7) How are you? (p. 8) What’s the weather like? (p. 8) 5 Ways to Happiness (p. 9) How do you succeed (p. 10) Who do you love? (p.10) What do you like? (p.14) How do you have a good life? (p.16) How do you eat well (p.18) How do you write (p.21) How do you succeed? (p.22) Today (p.25), When is Christmas (p.29)

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) Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

Introduction To Some

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Amazing Case Studies

Tim Murphey, Editor (Jan, 2014 Kaihin Makuhari) I am very proud of these students of mine!

In every class, they worked collaboratively to learn new songs and information about the benefits of music and song, how songs work, linguistically, socially, neurologically, and emotionally. Then they took this information, energy, and enthusiasm and went out and changed other people by asking them simply if they could teach them a song to two – free music therapy in action! They dared to teach the elderly, grandmothers, sisters, brothers, mothers, fathers, best friends, classmates, and in some cases the depressed in need of help. Because my students truly want to help people be happier, more relaxed, and healthy they dared to spend 15 minutes to several hours teaching an affirmation song and following it up with repetitive reinforcement and feedback over a period of days. Because they were convinced from their studies and experiences that songs might help people, they dared to sing with them. If it would have ended here, that would have been enough, but that is not all that happened.

As you read these case studies, you will see that many deepened their relationships with family and friends, many gave the gift of agency (control over one’s feelings) to their partners, many learned valuable lessons about teaching and how to match the student with the song and get into rapport with them.

I have learned that giving valuable things to students to teach to others outside the class is indeed a very valuable activity and I will do more of it in the future. When what they are learning is truly valuable, then why keep it in our schools? Set it free, and let it go, let it grow. I thank them for teaching me and learning with me. My mirror neurons are firing and crying with awe!

Tim [N.B. All songs mentioned in their Case Studies are used as fillers at the bottom of pages!]

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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1. Singing on the Phone! *** Chiaki Sugawara I chose my younger brother Tomohiro who is 16 years old. He likes studying English and he was in New Zealand when he was 14 years old. I decided to teach him “The 5 ways to happiness” and “Why do you smile?” (p.7) The reasons why I chose these two songs are because these are my favorites. Moreover, we can sing them not only in English but also in Japanese. I thought that if my brother cannot understand them in English, I could sing the songs in Japanese and it would be easier for my brother to remember the songs.

I first taught Tomohiro on December 11 at 10 pm for 15 minutes. I live alone now so I taught the songs on the phone. It was a pity that I couldn’t show him the gestures of “The 5ways to happiness.” I’m going to go back to my hometown for the New Year’s vacation so I will teach him the 5 gestures then. When I called and explained to him about this project at first, he said to me “What!? I don’t want to do that.” He hesitated a little, so I asked him again to help me do my project saying I thought he would enjoy it. Finally accepted my request.

First, I sang the songs as a model. When I sang “The 5ways to happiness,” Tomohiro asked me “What is the meaning of ‘dare to show your love’ and ‘breathe in deep?’” so I explained the meaning and the ideas of these two sentences. He seemed to have trouble pronouncing ‘look up at the sky’ so I advised him to pronounce it more slowly. After that, he said to me ‘I want to say ‘look up at the sky’ fluently, so I will practice!’ In contrast, when I taught ‘why do you smile?’ he could understand the meaning and the ideas soon. He also could say ‘Smiling brings you happiness. Let it show the way.’ easily. I was surprised, but also I was so happy to hear him sing it.

Finally, I said to him, “When you are disappointed about something, you can sing the 5 ways to happiness. Then you will get better, so please try!” He seemed to understand and said he would try.

I called him two times at 7 pm and 10 pm in next day, December 12. When I called him at 7 pm, he could almost sing both songs but he sometimes forgot some words. When I called him at 10 pm, he seemed to be a little tired but he sang two songs very well. Finally he said to me, “It was not easy for me to remember these two songs but I could learn good songs. I want to take your EISO class because your class sounds interesting!” I was so happy when I heard his words.

Teaching affirmation songs was an interesting experience for me because I could show my family what I learn in university. Also before teaching songs, I considered how I could teach the songs more simply. I want to be an English teacher in the future, so this experience was good practice teaching for me. My advice to others who wish to teach affirmation songs is to choose suitable songs for learners at their levels. It is not good for them to try learn songs that are too easy or too difficult.

Another suggestion is to also be positive while teaching songs. It would not be appropriate to teach “5 ways to happiness” in a sad way. When we teach others affirmation songs, it is important that we follow our own advice and be cheerful and positive.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

2. Singing Makes Us Wonderfully Joyful !

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Nanako Hori

I know that music has immeasurable power. This case study is good chance to realize the amazing power music has. The target is my father. I live in Tokyo with him for a year now and we are not only family but also good friends. We always talk about whatever we want to talk about and say what we want to say. However, sometimes he looks so tired and sleepy because he has few holidays. When I saw it, I decided to choose him for this activity.

The song I chose is “Young Strong and Beautiful”. The reason is I wanted him to be young forever. He is 51 years old now and sometimes looks old. I want him to remember his young soul by singing this song!

The first meeting time suddenly came on the 15th December when we met at a family restaurant near our home. After we had some small talk, I asked him to help my study. I didn’t wait his understanding and started explaining about this activity. I asked “Are you young?” to him and he said “no, I’m not young.” ”No! The answer is I’m young and strong and beautiful…” I sang. His first comment was that it is too long to remember. We laughed. After that, I said to him let’s sing together and we did.

However, he is not good at remembering something soon, so he couldn’t sing perfectly. That’s why I wrote the lyrics and gave them to him. I suggested he take them everywhere and sing this song when he feels fatigue. After he agreed to do it, I asked “are you young?” to him 4 or 5 times. When I asked the third time, he could sing Young Strong and Beautiful perfectly and said it’s enough for now. On our way home, I mentioned the last part of this song, “I’m in love!!!!!” He said it’s just crazy.

On the 18th of December, he was home and I asked how the song worked.

When he felt fatigue at his work place, he closed his eyes thinking many things. Then, he remembered our talking and tried to sing in his head. Unfortunately, he couldn’t remember perfectly. When he sang in his head “I want to cry to the world I want to fly all around” that is his favorite part, he smiled in his office and co-workers were wondering. Of course he didn’t sing “I’m in love” in a loud voice. (That is my next goal, to get him to cry to the world, “I’m in love!” haha!)

As a result, I don’t know whether the song “Young Strong and Beautiful” makes my father young or not, but I actually realized that music has limitless power for fun. Because the song gave us a precious time when my father and I could laugh together. I think the real power of music comes when we share. The time when we share something is important and also happiness. It is not too much to say that singing together makes living together a wonderfully joyful time!

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

3. Singing Songs Make Us Happy!

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*** Akane Kazato:

I chose my younger sister, Chinatsu who is 19 years old. In this year, she became a university student and she goes to Aoyama Gakuin University. She lives alone now, so we don't have many opportunities to meet each other. Therefore, I thought I wanted to teach her songs because I wanted to share some time with her.

In this study, I taught her the songs “5 ways to happiness” and “Why do you smile?” I chose these songs because she is usually positive and cheerful, but she becomes sometimes negative and pessimistic. Therefore, I really wanted her to know these songs and I hoped they would lead to her happiness. I started to teach her on December 13th at 10 p.m. for about an hour. We live at a distance from each other, so we used Skype. We talked together and practiced for the next four days.

On the first day, I taught her only the melody of “5 ways to happiness” because I thought remembering it is the most important activity to sing. She liked it and I was relieved to hear that. We sang it again and again and she was able to remember the melody gradually. The following day, I taught her the lyrics of the song but it was more difficult than I thought. I taught all of it at once, so she couldn’t remember with accuracy and got confused. Therefore, I divided it and told little by little to make it easier to understand. I said it first and she repeated it after me many times because she and I didn’t want to give up. Then, she could remember it accurately and we sang the melody together. The next day, I taught her how to do the gestures of this song and she got very interested. We did elaborant gestures with pleasure again and again. Finally, she could remember all activities of the song and did gestures smoothly and perfectly while singing. (If I do this again, I think I will start with gestures first!)

On December 16th, I taught “Why do you smile?” to her. First, I told her the melody and lyrics. She liked them and I was glad to hear that. To my surprise, she could remember right away enthusiastically. She told me the song was catchy and friendly so it was easy to remember. We sang together repeatedly not to forget that and had a good time.

The following day, I asked her, “What are the 5 ways to happiness? and “Why do you smile?” I was worried that she wouldn’t remember them but she could sing the songs with gestures completely. She told me remembering the melody helped her to memorize the songs. Also, she told me these songs made her happy and cheerful. I was glad to hear that.

In conclusion, I learned the power of music. Thanks to it, she smiles for a long time even now. I realized singing songs makes everyone happy. I would like to teach these songs again when someone needs to be happy.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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＼Smiling brings (^o^) us happiness!／

**** Hanae Fuse I taught a song to my best friend, Yuriko. Everyone calls her Mulan and she is a junior in KUIS. I have known her since we were freshman. I taught her the song “Waraukadoniwa Fukukitaru Smiling brings you happiness Let it show the way” and “When is Christmas?” I chose the first one because she finished the job hunting and starts a new life from next year so I wanted her to keep smiling whatever bad things happen. She has taken Tim’s class before and she knew this song but I want her to remember the song, lyrics and the meaning of the song. Moreover, I chose the second one because she doesn’t know this song and she likes Christmas.

First, I taught the Christmas song to her on December 12 after we finished eating lunch at Lapaz. She was sitting next to me. There were other friends at the same table. When I told her about this case study, she said “Did I do it in Tim’s class??...” She seemed to forget it so I explained it more. Then, she said “Oh! I remember now! Natsukashii!”

Then, I sang “Each day of your year~~~sing folly, sing fun” and she repeated after me. When we started to sing, the other friends at the same table looked surprised and they were looking at us. After we sang this, they asked me what we are doing so I explained it to them. Then, they said “That’s interesting.” And Mulan said “I can’t wait for the Christmas!” with smiling.

Next, we met on December 14 when she came to my house. She and I were sitting on the floor side by side. I followed up and asked “When is Christmas?” and she started to sing “Each day of ~~” slowly. She seemed to confuse the order of the words when she sang the second line “sing joyful~” but she could sing it all correctly.

I also taught the second song “Waraukadoniha...” on this day. I sang the first line and she repeated it. Then, I waited her singing the next line (because she has sung it before) but she hummed the next tune with smiling. She seemed to remember only the melody so I sang “Smiling brings you happiness let it show the way”. Then, she repeated it as if she remembered the lyrics. When we sang it again, she could sing it completely. She was smiling then and looked vivacious!

At last, I told her why I chose smiling song to teach her. When she heard it, she smiled and said, “I hope that I can always keep smiling whatever happens. Thank you.” I think smiling could influence others so I want to keep smiling to make everyone around me smile and happy!!

Why do you Smile?

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

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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5. Studying with music is really fun! *** Yumi Okumura I decided to teach songs to my younger sister, Miki. She is now 18 years old.

She doesn’t like studying English since high school, but I chose her because she may think studying English with music is fun through my teaching songs. At first I tried to teach “What are you gonna do today?” (p. 25) because I like this song. However as I wrote, she is not good at English, so I chose 2 other songs instead, “How are you?” and “What’s the weather like?”

On December 10th, I called to her and asked her to cooperate with this case study (I didn’t tell her that it was English). When she accepted, so I asked her “How are you?” and “What’s the weather like?” She was surprised and told me “I didn’t hear you say it was in English”. But when I told her that the answers are songs, she wanted to listen. Then I taught the answer singing with a melody. She was confused by the word “optimistic” and “prodigious”, but after I told her the meanings and sang that about 3 times, she could sing it well.

Then, I taught her one more song, “What’s the weather like?” This time she could understand all the words, but was confused by the phrase “cats and dogs”.

After I told her the meaning of that, she was satisfied and said “It’s interesting!”

However she didn’t know the melody, so I sang it about 5 more times. I was sorry not to be able to teach the gesture because we were talking on the telephone.

The next day, on December 11th, I called her and asked whether she remembered yesterday’s songs or not. She remembered the whole melodies, but the lyrics were only “Super happy…”. So I taught her the words again, and she could remember it. On the other hand, she could remember the lyrics of “What’s the weather like?” but forgot the melody. Once I sang that again, she could sing with me.

She doesn’t like studying English so much, but when I taught these songs, she enjoyed it. I thought studying with music is a good way to start something that I don’t want to do. I hope this case study triggers her studying English more. (385) How are you?

Superhappysodelightfuljoyfulandamazing (Mary Poppins tune of …

Superhappyoptimisticjoyfulandprodigious, or supercalifragilisticexpialidocious) Trulyawesomsotenatiouslovelinglyvivacios [Teach 5 strategies: Chunk/Backf/rhythm/song/Hru?] 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

What’s the weather like?

[Witchdoctor tune]

It’s raining cats and dogs and its cold outside My sunshine is deep inside

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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6. Mika teaches Maki to Cry to the World! *** Mika Araki I chose my younger sister, Maki who is 19 years old. She is a vocational language school student. She majors in Spanish. She is going to study abroad next month. She sometimes puts a troubled expression on her face. I decided to teach the songs, “5 ways to happiness” and “Are you young?” to her. I choose “5 ways to happiness” because it encouraged me when I was depressed. Also, I like the power posing crying “I’m in love!” It gives me energy and makes me more lucid. I think it is good for her.

First, I taught the “5 ways to happiness” to Maki on December 14. We were in the living room and watching television. I asked her “What are the ways to happiness? She replied “sleeping”, “talking”, “playing game”, and “drinking milk”.

After that, I explained this homework and I requested her cooperation. I ask her to guess what I was doing. She answered “smile”, ???, look at the sky, sing, kiss!

After that, I sang the song with gestures. She could not pronounce, “breathe in deep,” so I practiced with her. I asked her “What are the 5 ways to be happy?” the next day. Surprisingly, she could remember them quickly. She said the gestures helped her to remember the 5 ways.

Next, I taught her “Are you young? ” (just the first half). We were in the living room after eating dinner. I gave her a song dictation. She seemed to have trouble understanding fascinating and cry (she thought that cry meant tears) so I explained to her. I asked her two times a day from Monday through Friday. She seemed to be interested in this song so I taught the last part. She repeated after me and we sang together about 10 times. Also, I taught her to cry “I’m in love!” with a power pose. She promised that she would cry “I’m in love” in Spain!

She consistently refused to sing a song at first. However, she sang the tunes few days later. She said, “These songs won’t leave my mind!”

This experience was difficult for me because I could not teach the songs well.

If I were going to do it again I would like to teach people who do not like English. I want to teach them that English is fascinating!

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 Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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7. Doitagain, doitagain, doitagain! *** Kotoi CHIBA I chose my mother to teach the songs. She is studying English now because she likes to travel abroad with me and she thinks that it would be better if we can speak English. This is why I chose her for my student. I taught her, “How do you succeed?”, and “Who do you love?” The reason I chose “How do you succeed?” is that the lyrics “Doi Ta Ga In “is good to learn how to read and speak naturally like a native speaker and the tune is known as a Christmas song. Then I chose “Who do you love?” because the lyrics “as long as” are good to learn as a new idiom for her.

The first day I taught her, it was Sunday because it’s a holiday for her. Firstly I taught “How do you succeed?” because it’s easier. I sang this song to her, and I explained the lyrics especially the way to pronounce “Do It Again” At first, she was not able to pronounce it well but after she sang it many times, she pronounced it very well. I was happy to see her progress. The next day, I asked her to sing it by herself.

She did not yet remember perfectly all the lyrics but she still pronounced well. Then I taught, “Who do you love?” I sang this song several times for let her to remember the melody, and I taught the meaning of “as long as”. After she understood the meaning and the way to use this idiom, she said she was glad to know it because this idiom is very useful. That encouraged me a lot.

Then I asked her to sing these two songs that I taught every morning. She was not able to sing perfectly for two or three days but after three or four days, she sang these two songs perfectly by herself. She often sings these songs even when I don’t ask.

She said she used the idiom “as long as” in her English class. That’s awesome! She is such a good student for me!

I think that teaching songs are much easier than teaching just grammar or the meaning of English. Singing a song makes us feel relaxed or happy, and it’s good to learn language as well. I considered which song would be the best for my mother to learn new things, and after I saw her progress, I thought it was good that I selected those songs. Teaching is always challenging, but the most important thing is thinking what are the best ways and materials for the students.

How do you succeed? (doitagain) (Tune: Santa C is Coming 2 town)

Who do you love?

A) Do it again x 8 Make many mistakes and do it again.

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

I’ll love you forever; I’ll like you for always As long as I’m living, my baby you’ll be

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

8. Three Women Singing to My Father! *** Airi Murakami I chose “Super Happy Optimistic Joyful and Prodigious” to teach as an affirmation song to my mother and my younger sister. I chose my mother because she doesn’t know English well, and I wanted her to know interesting English. I chose my sister because she is sixteen and studying English at HS. I wanted her to know more English words. “Super Happy…” is not only short but catchy, and it is easier than other songs, so I thought I would be a good song to learn.

I taught the song to my mother on Monday, December 16th at midnight while writing my Action Log in the living room. She said that when she heard the song for the first time, she couldn’t get the meaning. However, she said that she could imagine that children in the whole world are smiling while holding hands together and standing on the earth (I also could imagine it, too!) Also, I taught my sister the song at my house on Tuesday, December 17th. She was playing bass in her room at the time. While she plays the bass, she really concentrates because she really loves playing. I am sorry for her that I took her bass playing time, but I wanted to finish my HW quickly. I invited her to the living room and I sang the song suddenly. She was surprised at me, and laughed with a puzzled expression.

After I described this song project, she was relieved because she said that I was acting a bit crazy. She didn’t know the meaning of “optimistic” and “prodigious”, so I taught them and she got new words. After I taught the song, she muttered it many times, so I realized that she was interested, and it made me happy.

On Wednesday’s morning, December 18th, I asked my mother and my sister “How are you?” and they got confused because I forgot to teach the Question of the song. I described them the song has a question and if I ask it, you should answer or sing the song. In the evening, at dinnertime, I ask the question again, and my sister could answer it, but my mother couldn’t. I thought my mother doesn’t know much English and is not used to using it, so it is more challenging for her than my sister, so I taught my mother a lot of times. She tried her best, but it was a hard time for not only her but also me. While I taught them the song, I felt happy because they seemed to really enjoy it. Now, my sister cannot only say “Super Happy…” but also sing it fluently. She got it. My mother, on the other hand, is still trying her best. I am going to teach her every day.

For me, this experience was really interesting because I felt like I was a real teacher. I‘m not used to teaching and I found that I like teaching something to someone. I hope my mother memorizes the song, and in a few days, we can all sing the song together. Our goal is to memorize it before Christmas, and we will sing it in front of my father! It will be a fun Christmas gift, at least for us!

PS: January 2014: My father smiled broadly when we sang!

Kanda University of Foreign Studies

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Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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9. Melody Influences our Feelings, Memories, & Relationships! *** Kaede Yoshihara I taught my song in a difficult situation. I decided to teach a song to my mother on the phone. Before doing this, I thought teaching through the phone would be difficult for my mother. Because she isn’t good at English and she doesn’t like to use English. However I guessed this challenge was better to start to learn English, so I invited my mother for English practice and to enjoy the song.

At first I said to my mother ‘’shall we try to sing an English song?’’ Then she said ‘’Ok, but I can’t understand English words, what you will say?’’ Therefore I taught my mother the English vocabulary and meanings that are used in the song.

Moreover I chose an easy song to sing. The song is ‘Why do you smile’. When I taught the song, she seemed interested to understand the words. We practiced the song by shadowing. It made good harmony between my mother and I. I felt really comfortable; it was a micro-moment! We practiced singing the song 5 times, it was enough to remember the song for my mother. When she sang the song by herself, it was melodic. She could remember an English song! I was really happy to share an English song with her. In addition I was glad for her English speaking.

The next day, she mailed me to tell me about how the song was affecting her.

She said, “I can’t forget the song ‘Why do you smile?’ because it has a memorable melody. This song is repeating in my head!” I thought it works because of the song’s melody. The melody brings her a comfortable feeling and that helps her understand the lyrics easily. The melody makes it easy to share the song with others who don’t know the song. I don’t think my mother could remember the English song without a catchy melody.

This time to teach we did only vocal practice, so I would like to try singing with my body next time and use gestures. It will be fun and we can have a good time to feel the song. We don’t usually sing using our body, so embodied cognition will be new for my mother. I didn’t expect her to be so interested in the English song before teaching. But now she maybe has gotten rid of her English shyness, so I want to try to teach other song! Also this activity makes us more friendly with each other and I appreciate her more.

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

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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10. Singing Phone Calls With My Family *** Sumire Goto I chose my mother and younger sister to teach English songs to. The reason I chose them is very simple. My mother and younger sister do not like English, so I thought this activity would be a good opportunity to increase their interest in English.

My younger sister is 15 years old now. She is learning English, and is taking exams a few times during a semester at HS. However, she is being troubled that she cannot find a good way to study which is suitable for her. I learned that music is very useful for English study in this class. Therefore, I decided to suggest to my younger sister to use songs when she studies English. I also decided it would be good for my mother.

As I stated above, I wanted my mother to take an interest in English. In addition, I wanted to convey my gratitude to my mother by teaching her something that I learned in KUIS. Therefore, I chose these two people.

I chose my favorite two songs. It is “What do you like?” and “How are you?

(Part 2)” Of these two songs, the first is for my younger sister and the second is for my mother. I chose these songs, because both have catchy tunes. I thought that the tunes would make the lyrics easy to remember.

On December 9th, at night, I called my mother. Then, I sang a song on the phone. It was a short sentence, but she could not remember it at once. She said, “te…tena…what? I cannot remember two words of ‘tenacious’ and ‘vivacious’”. I tried to stress the accent, and repeat again and again. After practicing the pronunciation of the two words, she could say the full sentence. She seemed to be really pleased to be able to pronounce difficult words. After that, I talked with my younger sister on the same phone. I taught her “What do you like?” she enjoyed singing a song, but she said, “I cannot follow the rhythm well at the last sentence.”

Then, I separated the sentence into two parts, and tried to sing slowly. After a few times practicing, she could sing the song completely! I promised to call one week later.

On December 16th, at night, I called to my mother again. I asked her “How are you?” Surprisingly, she could sing the song completely immediately!! I asked her, “Why can you sing the song so smoothly?” She answered, “I practiced singing it while cooking.” Then, we sang the song together. After talking with my mother, I talked with my younger sister. I asked her “What do you like?” She could sing first and second sentences smoothly, but she could not sing after that, because she forgot third sentence. I taught the sentence again, and then we sang the song together.

I had never talked with my mother or younger sister in English before I did this activity. I found teaching English songs is very interesting! I am going to return to my family home in a winter vacation, so I will ask them then “How are you?” and “What do you like?”

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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11. Gestures are important! *** Ai Furuyama I chose one of my friends, Haruna, as a partner to teach songs to. I taught “What’s the weather like?” and second “How are you?” She is a student in KUIS and took a Tim’s class with me in the last semester. So she knows many songs. However, I learned some songs which we didn’t sing in last semester’s class. So I wanted her to know theses songs and sing them with me. The reason why I chose “What’s the weather like” and “How are you?” was that she didn’t know these song and I liked them.

I first told her the song on December 8th in Makuhari messe. We went there to take part in the briefing for job hunting. At first, I sang “How are you?” #2 and she was interested in the new answer for this question. However, some vocabulary were difficult and she didn’t know the meanings of them, so it was hard for her to remember it. Second, I sang “What’s the weather like?” When I sang it at first, she imitated my gestures. She knew doing gestures was a good way to memorize something. I thought she was good at memorizing a song because she memorized many songs in the last semester. Next, she tried to sing with me. She memorized the gestures, not a melody and lyrics at first. So I taught the meaning of the gestures and the relation between the gestures and lyrics. Then, she sang a few times, and finally she got the song!

After 5 days passed, I asked her “What’s the weather like?” and “How are you?” When she tried to answer “I’m truly awesome so tenacious lovingly vivacious”, she could not answer all. She knew the rhythm, but she didn’t remember the lyric.

She only remembered that this song’s lyric was difficult. On the other hand, she remembered “What’s the weather like?” However she made mistakes at the melody, she sung this song by herself. I was surprised. She said she could sing it because the gestures helped her to remember the song. Moreover, she got confidence because she could sing it without any help.

I found that the gestures help people to memorize something easily through this case study. Also music can make us positive. I knew these things in my head, but I had never had a good chance to realize them in my real life. Therefore, this study helps me to know them deeply. I want many people to know the effect of music and gestures and be happy, so I’d like to teach many songs which I learned in this class.

What do you like? I like your shirt, I like your pants (Tune: Oh Susannah) I like your shoes and socks I like the way you do your hair You look just like a bear Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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12. Teaching My Cousin: Do it again & 5 ways to happiness *** Saki Sawahata I taught songs for my cousin Megumi, who lives next to my house. She is a HS student so now she is learning English. In her school, students learn reading and writing English, but they have few chances to speak English in class. Therefore, I want her to enjoy speaking English with good songs.

I taught her “How do you succeed?” song. The reason why I choose this song is I think it is the easiest song to remember because we just sing “Do it again, Do it again …” At first I sang and asked her to repeat after me. She could sing well soon because she wasn’t afraid to make mistakes! We sang together several times. The melody of this song is the same as “Santa Clause is coming to town”, and I learned this song in the last class, so I gave her the lyrics and we sang together. We enjoyed singing very much.

I also taught “The 5 ways to happiness”. First, I thought it might a little long and difficult for her, but I like this song very much and I thought it is also useful for making her life happier, so I decided to teach this song. I sang with gestures some times, but this time, she couldn’t remember soon. Therefore, I taught Japanese version to understand the meaning of this song, and sang together. Then, I taught her English version again. In this time, she could sing better than before, and we practiced to sing again and again. Finally, she was able to sing very well.

Few days after, I met her in front of my house, so I asked, “How do you succeed?” She answered, “Make many mistakes and Do it again!” I was happy because she sang very well. Moreover, she also remembered “5 ways to happiness”.

She said, “I like these songs, so I also taught these to my family!” I was really glad to hear that.

Through this song teaching, I noticed again that using music is one of the efficient ways to enjoy learning a foreign language. Megumi could enjoy learn English with songs, and I also enjoyed teaching. Actually, I had no confidence to teach well, but I could do it. And now Megumi has more interest than before in English. I’m really happy about it, and I want to sing other songs with her, too.

SSIMHP The Song Stuck in My Head Phenomena The Song Stuck in My Head Phenomena The Song Stuck in My Head Phenomena The Song Stuck in My Head Phenomena Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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13. Music helps us remembering! *** Aya Namba When Tim told us the teaching project, I could choose the person and the song which I wanted to teach easily. I decided to teach ‘How do you have a good life?’ and ‘Why do you smile?’ to my sister, who is seventeen years old. ‘How do you have a good life?’ tells us that we should both make new friends and keep the old friends, and ‘Why do you smile?’ tells us the importance of smiling. She is a high school student now, and is going to enter a cooking school after she graduates from the high school. She is going to be in a new environment in next April. I think she will have a chance to make many new friends when she enters the cooking school, so I want to teach her the songs.

At first, I told her only the sentence without the melody just like a listening test and she could write it down completely when I finished to read the sentence three times. It was difficult for her to remembering the sentence, but it was included in my teaching plan. I learned how music helps us to remember something in this class, so I expected her to realize the importance of music. I sang the songs slowly for her again and again. She had read the sentence listening to the song I sang, and after that she began to sing with me. She first sang the songs reading the sentence, but finally she could sing without reading! I stopped there the first day, and I asked her the questions again the next day. She couldn’t answer because she forgot the melodies. I sang the first part of the songs, and soon she could begin to sing. I told her why I decided teach her the songs and how music helps her to remember. She understood why she could sing when she listened to the melodies, and appreciated my considering her school life from next spring. The final day, I was very surprised because she asked me the questions before I asked her! She seemed to like the songs very much, and wanted to tell the song to her friends.

After I finished the teaching project, I really understood that music or melody can help us to remember something. Actually, I had thought that my project would not be successful because my sister did not like English. But I succeeded in making her remember the song in English. I really thought music helped me to teach her.

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 !

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

14. Teaching songs project ***

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Miyabi Sekine

I chose my mother to teach songs which I did in class. She has been wanting to study English since I entered KUIS. I thought that the project could be a good opportunity for her. She had studied English in English conversation school years ago, so she knows some English words and phrases. I chose “How are you?” and “Are you young?” I used “How are you?” as a warm up, because I think it is the easiest one.

“Are you young?” has easy words and it is little of long.

It took three days (December 9 to 11) to teach the songs. The first day, I taught “How are you?” in the living room after we had dinner. First of all, I wrote “super happy optimistic joyful and prodigious” on the paper to explain the meaning of these words. Then, I asked her to repeat these words after me. She was struggling with pronunciation of “optimistic” and “prodigious”. We repeated these words slowly many times until she became familiar with the words. After that, I started to sing slowly again and again to let her get used to the sound. She could sing it easily. She said, “before I sang it, I repeated the words many times without the sound, the words came into my head and it made me sing it easily.”

The next day, I taught “Are you young?” to her. I divided it into two parts and I taught her one part per a day. I thought that it would be easier to remember phrases.

I taught it the same way as I taught “How are you?” I spaced phrases and asked her to repeat after me. We did it again and again until she could say these phrases without me. It took one hour to remember the phrases. After she remembered the phrases, I sang it slowly. She had heard that sound, so it didn’t take so much time until she could sing it.

The next day, before I taught the next part of “Are you young?”, we reviewed the previous part and I taught the next part in the same way. It took 30 minutes to remember the last part of the song.

As follow up, we decided that we would sing these “How are you?” and “Are you young?” as morning greetings. When I got up and saw her, I asked, “How are you? “ and she answered “super happy optimistic joyful and prodigious.” Also I asked “Are you young?” and she sang all of it. We do that every day and she said “These songs make me happy and feel like I can spend a good day!” She liked these songs and while she cooks, she sometimes sings them.

Through this teaching project, I thought teaching is really difficult especially in case of teaching English to people who didn’t have an opportunity to speak English. I tried to teach songs following her understanding. It was difficult to think the best way of teaching, but the most important thing is how much I could enjoy teaching! While I was teaching songs, I could enjoy it and my mother seemed to enjoy singing new songs. Our enjoyment made it a successful project!

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

15. Even a child can sing an English song!

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Takeshi Suzuki

In this study, I chose “How do you eat well?” to teach. I guess that everyone even a young child who has not studied English can memorize this song easily, because it consists of mostly easy words. In addition, it also has a unique gesture and rhythm. In order to confirm whether this song could really be memorized by a small child, I chose my 10-year-old cousin who only knows the alphabets of English.

Before teaching the words of the song, I tried to help her memorize the gestures and rhythm. One of the most important things is to help her enjoy singing and memorizing the song. To my surprise, she soon started to imitate me before I finished teaching. So she memorized the gesture and rhythm very soon. She showed me her big smile and looked very pleased. She said “It is just fun! I can’t stop enjoying myself!!” after finishing memorizing it.

However, a big problem was faced when we moved to the following process.

It means that her interest in the song was in danger of being lost when she tried to memorize the words of the song, because it needed a lot of energy for her to memorize them. It was too difficult to understand the meaning of a song and memorize the words. She said, “That is too difficult for me. I want to quit doing it!”

Of course, this result is very natural because she does not know about English.

To solve this problem, I recommended her to say “a ri da bi da” It is impossible for her to understand the meaning of the word, so I tried to make her to memorize it as a “sound”. I thought it would make it easy to memorize, because the sound has no meaning and only has a rhythm. After doing it, her expression was beginning to change and her smiling face had returned. The results of trial and error, finally she was able to memorize the sound and gesture of the song. Several days later, I called her to confirm whether she could sing the song still. She remembered the rhythm and gesture, but unfortunately, had forgotten the words of the song.

I was very happy to have a chance to teach this song. I can see from this research that even a child like my cousin can memorize an English song, and even she enjoyed singing the song doing gestures! I noticed teaching songs makes me happy, so I want to teach more songs from this class to my family if I have a chance.

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

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

16. Good memory with song on Skype

***

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Chie Sazuka

I chose my high school friend Yuna. She is one of my best friends, and always smiling. She likes to talk very much, so whenever we met, she shares some funny episode. Moreover, whenever I have the blues, she makes me energetic. She lives in Aichi prefecture now, and she is studying to be a dietician. She studies a little English in her university, so it seemed fun to teach English songs to her. I chose the “How are you?” question and the “5ways to happiness” song because those questions and song are familiar to her.

As I said, Yuna lives in Aichi. We could not meet, so we used Skype which allows us to talk while watching each other. At first, I said I ask you ‘How are you?’ so you answer ‘I’m super happy optimistic joyful and prodigious’, OK? Of course, she could not understand what I said and this phrase meaning, so I explained that to her. Moreover, I wrote this phrase on Skype. She recorded the ‘How are you’ question with her iPhone, and said she would practice that night. The next day, we met on Skype again. I said ‘How are you, Yuna?’ Then, she slowly said ‘I am super happy optimistic joyful and prodigious’. She looked a little hesitant, but she could do it. I was very happy.

Then, I taught the ‘5ways to happiness’ to her. It was more difficult for me to teach the ‘How are you’ question because it has gestures and is a little long. First, I sung ‘5ways to happiness’ with gestures to her, and wrote the lyrics too. However, this song tempo is a little fast and the lyrics have a lot of words so she looked uneasy.

She said that it is very difficult for her, so she cannot. I thought that it was easy to remember song with gestures so I taught the song with gestures together. I said you can do it. Do it again! However, we did not have time because we both had to work to do job hunting. She also had to write an experimental result report. So again, she recorded my example. Next day, she tried to show this song. She could remember gestures, but could not remember the song so much, so I sang the song with her. It was less than perfect, but we enjoyed.

It was the first time for me to teach an English song to somebody so I was a little nervous. However the last day, Yuna said that it was very fun and she had never sung an English song so it was new for her. Thank you Chie! I was very happy. This experience became one of my good memories.

Ghost Discourse The listener gets to choose the W,W,W, and Time of nearly every song!

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

17. Teaching songs in Karaoke!

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Kohei Ishizuka

My favorite songs are “Young and Strong and Beautiful” (YSB) and “Today’.

When I heard those songs I thought they were easy to remember and nice melodies.

“Are you young?” is a really powerful question, and “Today” has a good melody, but it is more of a ballade song. Their content and ideas are different both important.

Each song has a different meaning. However are my favorite songs are easy to understand when we hear them. So, I chose these two songs and I taught one of my friends who is from my high school.

I met my high school friend on December 1st and he asked me, “What do you do in University?” I thought this is a chance to teach him my favorite songs but there were so many people there. So it was difficult to sing. I told him about Tim’s class first. He also likes music like me and he became interested in my class. I thought it’s a chance to teach my favorite songs again. We were in a restaurant. I asked him to go to karakoke and then he said yes. After we ate lunch we went to karaoke. When we arrived at karaoke we sang J-pop at first. After one hour I sang “Are you young’ suddenly. Of course he was surprised and he said “What song is it?” I said “A song from my class.” I explained the song. He said it was not so difficult but it was little bit hard for him to remember. I sang it many times and he remembered.

After I taught YSB, I borrowed a guitar at that karaoke and I taught him “Today”. Before I taught the song I told him about what I thought when I heard it the first time. After he listened to it he preferred today to YSB. It’s slower with a nice melody and easy to remember he said. He thought my class was nice and he would like to take it.

After 20 days I called him and I asked him to “Do you remember songs that I taught you’ and he said yes. He remembered about 70 %. He said they are nice songs so he still remembered those songs.

Before I taught the songs to my friend I was thinking about how I am going to teach because he doesn’t listen to that kind of music but when I just sang the songs suddenly he was happy to listen. Songs make us happy, songs give us conversation.

When I taught those songs to him I noticed that.

Remember when … we did Christmas Caroling and Kyomuka Clapped and Sang! we juggled and sang songs at the same time in class! we did walk-talks and sang our newsletters! we cried “I’m in love” suddenly for no reason!

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

18. Music Has a Magic Power!

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Kana Uetake

I chose my friend of KUIS student, Rikako as a partner of this case study. She has never taken Tim’s classes. She also majors in English, and she had studied abroad for a year in Australia. I think that she is such a hardworking student towards English and I wanted her to know some of “joyful” songs that I learned in this class. So, I chose her and taught the songs about “Are you young?” and “How do you have a good life?”

On December 10th, I met her to teach the songs while we have free time after lunch at KUIS café of building 7. She looked like she was looking forward to knowing new songs! First, I taught “Are you young?” The reason that I chose this is I wanted her to know “power posing” through this song, and she was also interested in it after teaching. Especially she said that crying, “I’m in love!!” is a lot of fun and makes us feel comfortable and happy. However, the song is long and it would be a little hard to memorize quickly, so we sang about 4 to 5 times. Then finally, she came to sing without looking at the lyrics. In addition, I also taught her “How do you have a good life?” Surprisingly, she already knew that song’s Japanese version, “Atarashi tomo wo tsukurou Furui tomo mo wasurezu Atarashi tomo wa shirogane Furui tomo wa kogane zo” I heard that she learned this song when she was an elementary school student as an activity of the girl scouts. I was surprised very much, and she was so.

Therefore, it looked easy for her to remember the English one.

Two days later, I had lunch with her again, and after eating, I asked her two questions that I told her. Of course, she didn’t remember all of “Are you young?” but she could sing well when I helped little. On the other side, she remembered “How do you have a good life?” completely. She said that she also taught her younger sister because she also belonged in the Girl Scouts and knew the Japanese one. I was so glad to hear that.

In conclusion, to teach an English song to her was not so easy, but it was a very joyful time, because we enjoyed and smiled all the time while we were sharing the songs like in Tim’s usual music classes. I felt that to share new songs and sing with someone makes us happy and it gives us a warm atmosphere between friends.

Then as Rikako has known the song of Japanese version, sometimes we can discover something. I felt the magic power of music, and from now on, I would like to enjoy singing with everyone.

How do you write? Write write write it down, set your feelings free [Rowx3 your boat] I make it upasi go along, my pen is writing me.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

19. Teaching Songs to the Elderly

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Ken Hashimoto

Some days ago, I had an opportunity to go to a home for the elderly to participate on a mandatory caring experience in the designated place for Teacher License course. At that time, I attempted various means of communication, and also I had a time to sing English songs with the people as one of them. Thus, I am going to write this report, remembering the experience at the institution. My impression on the experience was that the elderly seemed very spiritless. In this paper I would like to mention a bit how the elderly responded when I sang and taught English songs.

I met various elderly peoples, and they have their own individuality.

Therefore, needless to say, some like to take action positively, others do not like to get involved with other people. Also, to my surprise, some elderly people who can not have any conversations and are indifferent to their circumstances live there. Still, I could realize their slight changing when I sang. Fortunately, I could sing with people who had relatively light dementia. They could sing “Do It Again ” completely. Though I also sang songs that has many words like “Today”, still it was too difficult to memorize for them. This caring experience lasted for a week.

On the other hand, I was taught by them some Japanese traditional songs and musical accompaniment played in traditional Japanese festivals in this period. Then I noticed that the elderly still remember the songs that they sang in their youth in spite of the extinctions of much of their other memories and the difficulty of remembering. I realized the power of music to make us remember The significant thing I thought in this teaching is that music has the power to attract people. When I sing with some person, I felt the look of the others, even indifferent and stubborn elderly man. It was an impressive scene for me. To tell the truth, some elderly people forget the people who they met each day. In other words, every day is the first time I met them. However, miraculously, they could remember the melody of “Do It Again”. It was a very interesting phenomenon. I suppose that music penetrates through the storage of the brain directly. It is sure that learning something with music is a very efficient means.

How do you succeed? (doitagain) (Tune: Santa C is Coming 2 town)

Kanda University of Foreign Studies

A) Do it again x 8 Make many mistakes and do it again.

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

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Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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20. Magical words and 5 ways to HAPPINESS *** Miyuki Shiina “When I want to be happy there are 5 things you can do.” When I hear this song, I always feel good, because the song makes me so happy. It is a Christmas tune, so I could sing the song very easily, and I thought that if I have the opportunity to teach the song to someone, I want to introduce the song to my friends. Then, the opportunity suddenly came, so I decided to teach it and the Magical “How are you?”

I taught these songs to my KUIS friend, Misaki, who hasn’t taken Tim’s class, but is interested in music. When I told her about this project, she looked so excited.

The first day, I sang “How are you?” and she could not remember the song, because it is too long to memorize only one time. Then, I used one type of memory skill, backformation. The strategy was very good to learn new things. After I learned the skill, I always use it, so I can remember many new things better than before.

Misaki isn’t good at memorizing, so she was very worried about learning a new song at first. However, “How are you?” uses a very famous music line from Mary Poppins, so she could hum the song soon, and backformation helped to remember the song.

After I taught the song this way, she completely memorized “How are you?” and she could sing it. I understood that backformation is really nice idea, again!

Second day, I asked Misaki “How are you?” and she could sing completely, so I asked her why she could remember so soon. She said that “To use music is very good way to memorize a long sentence, because it is so impressive.” When she answered I thought the same, because I experienced the same situation as Misaki. She could sing the song easily, so I decided to teach the next song, “5 ways to happiness.”

The song uses a kind of build-up repetition and uses a Christmas tune. Misaki said the song was very cute, and it makes her happy. We sang it again and again.

On the third day, I just hummed the music of 5 Ways to happiness, because we sang it many times and the song was stuck in my head. Suddenly, Misaki sang the 5 Ways to happiness, so I was really surprised and she too, but I know why she could memorize the song naturally. 5 Ways to happiness has gestures when we sing it, so it helped to sing and remember it with the gestures. First, she couldn’t sing all of the song completely, but I helped her to sing, and she could do it! We practiced the song 4 times, and at last, she could complete it! When she finished singing the song, she looked happy.

Through the teaching I learned its good to use backformation and gestures to memorize easily and enjoy learning. Easy songs and actually singing them help.

Especially for children, we need to find enjoyable ways for them to learn and songs are efficient, so I want to use this strategy to teach children when I become an English teacher.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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21. “Today” Giving the Gift of Songs and Ideas! *** Ai Shimada I taught my favorite song to two good friends of mine, Mika and Daniel. The reasons why I taught them this song is because I like the way of thinking of this song.

“What makes me happy NOW?” This is the message of TODAY. I tend to see the future happiness usually like “What good things happen to me?” or “How can I be happy?” then I cannot notice some happiness around me. However, this song reminds me so importantly that I already have many things to be happy about and what a happy person I am.

One of my friends, Mika will take a national examination for becoming a nurse in next February. She has been busy studying or doing lots of things lately, and she is also really nervous for the exam. I wanted to encourage her, but I did not exactly know what I could do for her so I decided to teach this song to make her relaxed. I know she is worrying whether she will pass the exam or not so she is working hard and pushing herself too much so I am also worried about her. Of course it’s important to study hard to overcome current hard times but I wanted her to know she has a lot of happiness already through the song.

December 5th, when we were chatting at a coffee shop, I broached the subject and sung it suddenly. “♪Today while the blossoms still cling to the vine….. before I forget all the joys that are mine today“♪ A puzzled expression passed over her face, because she really hates English. That was one more reason why I chose her for this case study. At that point actually, I could see she didn’t catch the words at all so I sung just the melody of it first then sung it again slowly with pauses between words at the second time. She was still confused at that time, but I continued for some times consecutively. After she memorized the melody, it seemed easier to sing it for her gradually. Once she could sing it about half of this song, she asked me the meaning of this song. I taught the literal translation and the reasons why I like this song so much. She was able to imagine and understand the song well compared to before.

After that I taught my own gestures then she became to be able to sing the song with the melody completely. Few days later, I asked her “are you still singing that song?” then she answered me “I sing the song when I am tired studying. It is a good chance to change my feeling better.” I realized that song might help her lessen her stress. I was glad to hear it very much.

December 6th, I hung out with my Canadian friend, Daniel. I have known him since I was in Canada last year, he and I often hung out together then. Now he is in Japan just visiting for a little over three months. It was the third time to see each other in Japan since he came here. I decided to ask him to help my case study, because all students in the booklets Tim gave us did their teaching with Japanese so I was Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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interested in doing it with a native speaker and to see how it might be. I have never taught English songs to an English speaker of course so I was excited to teach him.

When I was with him, I suddenly sung this song without any expectations. He looked a bit surprised then asked me “What’s the song? Where did you learn from?” I continued to sing it and said just “sing with me.” He was confused at first, but he sung with me from the second time. He could mostly catch the whole lyrics and melody for only one time! I was really surprised at that, but I learned that to remember one short song is too easy for native speakers even if I do not do gestures or any other help when I am trying to teach a song to them. It took just a few minutes actually, so I decided to ask him whether he still remember all the words and melody line or not 6 days later, on December 12th I asked him to e-mail back to me with the whole lyrics to confirm. Then I got a mail from him, he notified me that he still remembers the song but he could not recall some parts of the lyric. Right away, I called him back and ask to sing that song. He actually forgot the melody line then, however he came up with most of the words after I taught the melody. And then he answered me that if he forgot the words, the melody helps him to remember them!

Through this case study, I learned how understanding meanings of the song and doing gestures are useful for memorizing for English beginners. On the other hand, memorizing the melody line would work out for native speakers. Moreover, I noticed one more thing from this research. To teach a song can be sharing my ideas! I explained why I LIKE this song, why I wanted to teach THIS SONG, and why I chose YOU to teach for this study. It was a good chance to tell them how much I like them and care for them even if we do not see each other often. I could have a good time with them through this music. I leaned how wonderful the power of music is and how wonderful it is to give the gift of music and ideas to others!

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) Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

22. Loving young and make many mistakes and succeed!!

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***

Yuki Kahsiwagura (Gura) I chose my 21 year-old friend who is not a KUIS student, because she needs to take TOIEC test for her job hunting. She is not majoring in English and not good at it. However, she loves singing songs, so I thought some English songs might help her learn. I taught “Are you young?” and “How do you succeed?” to her. Actually, I chose “5 ways of happiness” for the second song at first, but I decided to change to another one because “Are you young?” looked like a little difficult song for her.

First, I taught “Are you young?” on December 5th at my home. While we were cooking our diner, I suddenly sang it for her. At the end of this song, I cried “I’m in love!” with a power pose. She looked very surprised! She asked me what this song was. Then, I explained the meaning of lyrics and power pose. She said, “This song is really positive and I like it.” She could remember the melody soon, but it was difficult for her to catch worlds and understand meanings. Therefore, I wrote down the lyrics on a piece of paper, and sang slowly again and again. Finally, she became able to sing it in quick tempo with me. We did a power pose after diner!

The next day, I called her and asked “are you young?” However, she forgot the word “fascinating”, so we practiced its pronunciation again. After we sang it twice, she could sing it without my help. Next, I taught, “How do you succeed?” to her. She said “it sounds easier than “Are you young?”! But…what do you say…Doi Ta Ga In?” Then, I said “do it again” slowly so that she can understand what I spoke.

We practiced “Doi Ta Ga In” repeatedly. Finally, she became to say “do it again” fluently. Also, she said it’s really cool because she feels like she is a native speaker of English. In the morning of December 8th she had the TOEIC test, I called her again and asked “How do you succeed?” Surprisingly, she could answer completely and asked me “Are you young?” I gave advice to her to do power pose before the test. I think these two songs helped her English learning.

In conclusion, this experience was interesting for me because I could see that she gradually got used to singing English songs. We could enjoy singing a song together and it was very good time for us. Through this activity, I learned that positive songs make people positive. I have never taught English to anybody, and I found that some words like “fascinating”, “wanna”, and “Doi Ta Ga In” are little difficult for people who are not used to English. I hope she continues to sing this song and has a good life.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

23. Do it again and again!

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Koruri Odaka

I went to Sydney to do volunteer work at a pre-school this summer. I stayed there only two weeks, but it was a precious time for me. The pre-school I worked in is a small house, but more than 40 children (2 year-olds to 5 year-olds) come there every day. Moreover, children are different every day and they are not from only Australia, but also from various countries. What I had to do was support the teachers and take care of the children. Most of the time, the children were playing something outside or inside.

One rainy day, all of the children were inside and doing puzzles, playing with blocks, reading books, playing house and so on. When I talked with the teacher, I became aware that a little girl tried to pile up some blocks as high as possible. When the blocks had stacked up as tall as her, the blocks tower had collapsed suddenly. She was surprised and became fretful after that. Then I walked up to her and sang, "Do it again!" to her. She gave me a strange face at first, but she got more and more smiley and she did it again and again singing "Do it again!" many times with me. It was a micro-moment of love for me!

Another day, I taught children how to fold a paper crane. It was extremely difficult to teach them because I couldn't communicate with them using fluent English. Therefore, I tried to use gestures, showing a model how to fold and teaching individually, and being gentle. Actually making paper cranes were so hard for children and me, but they never gave up trying to make them. The most difficult point to fold a paper crane is the part of the wing. When I taught it to the children, they looked displeased. However, some of the children said, “Do it again!” and made many mistakes to fold the crane’s wings.

I thought that language is one of the tools to communicate with somebody through this volunteer work. I made many English grammatical errors within two weeks, but I could communicate my feelings to children, teachers, my host families, store clerks and so on. Some people say that humans are animals to make many mistakes. All of the famous athletes, musicians, actors, and artists made so many mistakes in their efforts, so failure is a stepping-stone to success. People should be brave to make many mistakes and learn by trial and error. Be brave! 

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

24. Smiling brings you happiness!

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Reina Ono

I decided to teach Why do you smile? to my mother. She doesn't speak English however, she likes English and singing songs so I thought it would be quite interesting to sing the song with her. My mother teaches piano at home and plays it everyday. She often sings a song by herself doing housework. She is not good at remembering lyrics so sometimes she just plays the tune on the piano instead of singing.

The first day of teaching, I sang the song in the living room while my mother was cooking in the Kitchen. I sang it repeatedly and she said, "It is a nice song" and started hamming with me. I explained the lyrics a little bit and then let her shadow me. I said to her, “If you can follow me, try singing with me.” She first tried to shadow me and looked confused. I repeated singing and gradually she started to sing with me. She stopped cooking and practiced with me about 10 minutes, she became able to sing it almost perfectly when she sang with me. However, she still couldn't remember the lyrics and forgot them soon. I let her keep singing and wrote down the lyrics on a calendar for her to see it everyday.

The second day of teaching, my mother got up and sang the song to me. She couldn't sing it perfectly, but she really enjoyed singing it. She asked me "By the way, where did you learn it?" I told her about Tim's EISO class and I love the songs that I learned in the class. She looked really excited and started to practice by playing the tune on the piano. I sang it with her for a few minutes and she finally sang it perfectly after 10 more minutes practicing. She was very glad to sing it.

Through this case study, I found that she couldn’t remember the lyrics easily. Even if she is a piano teacher and the song has just 2 sentences, she has difficulty to remember the lyrics, especially in English. English lyrics or sentences are not familiar to her but she wanted to say and sing it perfectly, that’s why she couldn’t sing it smoothly at first and couldn’t remember it soon. She was afraid of making mistakes. I told her to sing it repeatedly without thinking or worrying about the lyrics so that she would sing it. I thought it was similar to the public opinion that Japanese people have difficulty to speak English because of being afraid of making mistakes. After I told her to “Let yourself make mistakes,” she enjoyed singing it more.

Now, she sings it everyday and teaches it to her students. She loves singing it and after singing, she gave me a big smile. I was very happy at that moment. At Christmas party with her piano students in my house, some students sang the song to me. I was so surprised and taught it to the other students and finally we sang it all together. They smiled and looked very happy. I was very impressed and will never forget the moment. By doing the Case study, I also learned that music and smiling connect people and brings us happiness.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

25. Spreading 5 Ways to Happiness

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Riho Ogata

I chose my high school friend Kanako as a student. The reason why I chose her is she studies English at Kansai Gaidai University. I thought she can accept this case study easily, and she will be interested in our class. I decided to teach her my favorite song “5 ways to happiness” because I would like to know how useful gestures are when we try to memorize things. I worried about how I can teach gestures because we live apart, but I had a chance to see her during her trip to Tokyo.

I chose my high school friend Kanako as a student. The reason why I chose her is she studies English at Kansai Gaidai University. I thought she can accept this case study easily, and she will be interested in our class. I decided to teach her my favorite song “5 ways to happiness” because I would like to know how useful gestures are when we try to memorize things. I worried about how I can teach gestures because we live apart, but I had a chance to see her during her trip to Tokyo.

First, we talked on the phone. I told her about this case study and asked her to help to do it. She was surprised a little, but I got her willing consent. She can speak English better than me, so there was no problem to teach her the song with no gestures on the phone. She could sing it well at first time, but she confused order of “5 ways”.

A few days later, we met at a cafe in Tokyo. It was about 2 years since I last saw her, so we had many things to talk about. Then I suddenly asked her "What is the 5 ways to happiness?”. She did not understand what I meant at first, but she remembered gradually the song I taught her on the phone. She could not sing it perfectly, so I taught it again with gestures. We sang it together with gestures a few times. We enjoyed it even though the old woman who sat next to us was staring us!

A week later, I called her and asked the same question. She said she expected me to ask it again, and she sang it with no mistakes. I was surprised about it, but she also said she sang it with gestures. Of course I could not see it because we talked on the phone, so I asked her how gestures helped to remember the song. She said “Well, first, remembering "5 ways" in correct order was a little difficult for me, but my body remembered the gestures, so I could sing it perfectly. I think using the body has a good effect to memorize something.” I agree with her. When Tim taught the song to us first time, I memorized the gestures first.

We enjoyed talking and singing. She said now she is interested in our class and she wants to teach a song with gestures to her cram school students, like this case study if she has any chances. I am happy to hear that. I would like to ask her same question next time!

When is Christmas?

Each day of your year you can make your own Christmas.

Sing joyful, sing jolly, sing fully, sing fun!

Hold on to good feelings and cherish the kisses.

Peace and love to everyone.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

30

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

1.First give the song (or part of it) as a SPEED DICTATION. In a speed dictation you say it too fast or softly for everyone to get everything thing and you allow them to collaborate and help each other each time after you say it. Explain to them that you want them to help each other and that you intend for it to be too hard for everybody to get the first time. So this is a chance to help each other. After they help each other after the first reading, you may still say a few more times, or even sing it, instead of saying it. (Optional, ask them to write it on the board.)

2. Then teach them to sing it. The melody usually helps with their memory. Add gestures if possible (TPR). They make it even more memorable.

3. Then teach them the question that goes with it and tell them that throughout the class, every 5 minutes or so, you are going to ask them to ask each other “How are you?” 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, otherwise they won’t.

4. 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 reminder about important things.

5. 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 1. Slow or Fast 2. Part or All 3. Students single then collaboratively or in pairs or 4’s with verses 4. Sources: songs, song hooks, famous quotes, proverbs, affirmations, typical sayings, your mind, you can create them.

Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

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Advantages: Teaches memorization skills, gives agency (chunks), conversation starters, shared class culture, can change attitudes, flexible for teachers to apply, fun and positive, can make you healthy, and optimistic.

Tim Murphey Resources Email: mitsmail1@gmail.com Podcasts: Google “mits mind” or http://mits.podomatic.com/Tim’s YouTube mitsmurphey Channel – A few Videos (more coming) Google “Tim Murphey Tips”

Bonus songs 1. What is asking?

[Clapping in time helps a lot.]

Asking may be a moment’s embarrASSment Not asking is a lifelong regret.

2. 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.

3. What do you love?

I love us playing, I love us singing songs I love us interacting, when we talk a lot We talk a lot we laugh a lot /We talk a lot we learn a lot We talk a lot we laugh a lot /When we talk a lot ///Hahahaha hohoho TeheheheHuhuhuhu Tehe [naturally broken laughter] When we talk a lot (tune Rolling Hills) 4. ROUNDS Combine Row x3 Your Boat versions How do you write?

Write x3 it down, set your feelings free, I make it upasi go along, my pen is writing me.

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

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

Friends friends friends you know, I will miss you so! You helped me learn a hell of a lot, to laugh and go with the flow.

Be the change Be the change Be the change you wish to see in the world I don’t serve… my dear world… by pretending to be small I’ll stand tall, I will stand tall When you change yourself, you change the world Kanda University of Foreign Studies

Music Therapy Case Studies Fall 2013-published Jan 2014--a KUIS Class Publication KCP

Back Cover Page Collage: Juggling, Caroling, Sharing Fav. Songs!

Kanda University of Foreign Studies

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