Folk music therapy 9

Folk Music Therapy Case Studies IX

KUIS

July, 2015 From “The Importance of Music and Song” Class, Edited by Tim Murphey, Kanda University of International Studies (KUIS)

This booklet belongs to___________________________

2

KUIS * July 2015 * 22Folk Music Therapy Case Studies IX

Table of Contents Page 1. KURASAWA AYUMI

3 2. SAKAIRI YUKIE

4 3. SAKAMOTO KOJI

5 4. SHIBUYA MIDORI

6 5. SUZUKI YUKA

7 6. HARAIKAWA KAHO

8 7. TAKEDA ERIKA

9 8. TAGUCHI YUMIKO

10 9. FUNAKOSHI HARUKA

11 10.TAWARATSUMIDA KANAME

12 11.DEKIMACHI NATSUMI

13 12.YONEYAMA MISUZU

14 13.DEKIMACHI HARUKA

15 14.USHIYAMA ARISA

16 15.MATSUZAWA YURIKA

17 16.BAN NARIMI

18 17.OTA MAYUKA

19 18.HONDA HIYORI

20 19.OHIRA HARUKA

21 20.ARAI RISA

22 21.YOSHINO MAI

23 22.ISHIHARA MAYUKO

24 23.SHIGEMASA YURI

25 24.KOBAYASHI KANA

26 25.SATO TAIGA

27 26.KOBAYASHI YUYA

28 27.HOSHINO MIYU

29 28.NAKAMURA SAKINA

30 The Assignment Pedagogical Steps 31

Back Cover Fun

32

Song Lyrics are in boxes on the following pages in (x): How do you have a good life? (3); Are you young? (4); Five Ways to Happiness (5); A Turtle Trying to Fly (6); Who do you love? (7); Why do you smile? (8); What’s the weather like? (9); How do you eat well (10); What do you like? (13); How do you write (12); What’s a happy person? (14); What is asking? (16); How do you succeed? (19); How do you change the world? (20); Today (28); How are you?

(29); Rounds (32); Kanda Go Around (32).

3

KUIS * July 2015 * 33Folk Music Therapy Case Studies IX

1. Improving Motivation!

AYUMI KURASAWA I chose my younger sister, Yurie who is 18 years old and a technical school student. She studies acupuncture and moxibustion, so she also studies medical English. She often requires my help for her English homework. But studying English is difficult and hard for her, therefore, she doesn’t have much motivation for it. I hoped that I could get her more motivated with the power of positive songs. Moreover, she always practices inserting an acupuncture needle under the skin. It is also a very difficult technique, so she has a hard time with them. So, I decided to teach her two songs connected to motivation for her future.

Firstly, on June 21st, I taught her the “How do you succeed” song after dinner. As I said above, she always practices hard to learn the new techniques as one of immature learners. But she feels depressed each time she fails. As the saying in Japanese goes, success is born of failure.

It means it is important to fail while learning new things. And also, there are same phrases the “Do it Again” song. That is to say, it is more important to repeat challenging or trying many times so that people get success. So I said “please make many mistakes” to her. First, she didn’t understand why she could make many mistakes. But I explained her those reasons, then, she agreed with me. Also, she is familiar with an original Christmas song, so it is easy to remember the melody for her.

She said she would be able to remember it whenever she wants. That’s why, I taught her this song. This song teaches us the importance of repetition.

Secondly, on June 23rd at the evening, I taught her “What is more Beautiful than a bird sitting in a tree? This song means it is beautiful to challenge or make a lot of efforts. For instance, we don’t need to give up and have excessive confidence. Some people give up when they fail something. But it is not good for the future. So, I taught her you will be rewarded for your efforts with success if you continue, and also the importance of trying many times. It is similar to the first song.

Finally, I asked her what is your goal with these songs. She answered like in below. “ I will try to never give up and practice hard, and I make many efforts to become a big expert in acupuncture and moxibustion. I also want to study English hard, so please help me as I study English.” When I heard these things from her, I was so glad to teach her. I will help her more and more as her older sister.

A week later, I asked her “How do you succeed?” and “What is more beautiful than a bird sitting in the tree?” She remembered both and she started to sing easily. Also, I worried and I asked how she has put each song into action in her own life. Then, she answered that these songs always make her positive. She has confidence like she can do it by remembering each song. So these two songs are helpful for 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 !

4

KUIS * July 2015 * 44Folk Music Therapy Case Studies IX

2. Humming Your Stress Away YUKIE SAKAIRI

“I’m tired.” Recently my husband often said that every day, and he really seems to be tired. He is a supervisor of Yakiniku restaurant so his job is managing restaurant and staff. He managed 12 restaurants.

However recently his job content was changed, he has to manage restaurants of Kanto area so the job which he has to do has increased.

He manages over 40 restaurants now. Because of this he is always sleepy, tired and he doesn’t have enough of his own time. Therefore sometimes, not always, he is annoyed and angry because he cannot afford to think about himself.

I think he needs time to think about himself. I tried to teach him about ‘COPS BEES’ especially ‘BEES’. He really needs these things now. I said that ‘overwork is not good for your health. Even if you have lots of things that you have to do, you need some breaks. If you do so, your job goes well.’ Also he needs a good atmosphere at home when he comes back home. So I tried to sing ‘Are you young?’ song when he is at home because this is my favorite song from the class. However when I talked to him, he said ‘Be quiet’ because he is annoyed by something and he hates English so he doesn’t want to listen to m talk. Actually he doesn’t want to do like that so after that he said ‘I’m sorry’ and he tried to listen to me.Sometimes he is difficult to talk and listen, but I still tied to repeat my efforts especially making a good and happy atmosphere at home and talking to him. I want to release his stress and I want him to feel comfortable.

Sometimes I sang songs and sometimes I hum a tune. Then he understood my thought so he tried to talk and listen kindly and he doesn’t do excessive work and goes to bed earlier than before!

Sometimes he goes to bed 10 o’clock! He said ‘I have some small mistake on my work when I slept only two or three hours a day. So I tried to go bed as quickly as possible. Now I need some rest.’

Music makes a person’s feel comfortable depending on your choices. Also if you communicate with a person and tell your thoughts repeatedly, the person surely understands you. Even if you have a lot of work or study, you need time and a good atmosphere to think about yourself. Then you also think about people around you!

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)

5

KUIS * July 2015 * 55Folk Music Therapy Case Studies IX

3. My Brother’s Challenge KOJI SAKAMOTO

I taught the song “5 ways of happiness” to my brother on June 21. My brother is 14 years old, so he is a junior high school student. Now he studies English, but he is not good at listening and speaking. The Japanese education system from junior high school to high school focuses on improving writing and reading, meanwhile there are only a few opportunities to use listening and speaking in the system. I think this case study is a valuable experience for him and me.

At first, I sang the song to him, but there was no response from him. I asked him if he understood the lyrics or the meaning of the song.

He said, “Sometimes I know a word in the song, but I don’t know half of these. So I can’t understand the meaning of the song.” Then I sang the song and used gestures one more time. When he listened to it, he seemed to understand the song. I said, “Do you understand it? “ He said, ”Yes, gestures make me know easily. “ Then, I suggested to him to sing the song with me. He responded no. I asked him why he didn’t want to sing. He told me he was shy and he was not good at singing and it is boring. I told him this song makes you happy, so it is not boring. And it’s a good chance to conquer his shyness. Then I gave him the paper with the lyrics. We sang it 6 times, he remembered the tempo. But, he couldn’t memorize the lyrics, so I made him act and gesture while he sang. However, he couldn’t connect the brain and the body well and he gave up that day. The next night, surprizingly he asked me to sing again with him. I think he became interested in singing English songs and I was happy. We sang it many times and we realized “5 ways to happiness” certainly makes us happy when we sing the song and do the gestures.

Through this case study, I found out that teaching a song is very valuable. Actually, teaching is difficult, but it is also learning for me. My brother changed himself through this study. He hasn’t sung in front of people yet, but he realized singing a song is joyful and makes him happy.

Thanks to this class project I had a chance to know my brother better and teach and learn with him.

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

6

KUIS * July 2015 * 66Folk Music Therapy Case Studies IX

4.My Mother’s Biggest Trial MIDORI SHIBUYA

I don’t have brothers and sisters, so I chose my mother as a singer of my favorite song. But I was worried which song I should choose for her. I decided to choose the song which had an important message in the story.

I taught my mother my favorite song entitled “a turtle trying to fly.” I chose this song for a case study because it has calm and gentle rhythm, easy words, and my mother loves animals very much.

I think she can imagine the situation of the two animals. Also, she isn’t good at speaking English. She has never talked in English. I think this song has simple words that my mother has heard me sing at least once.

First, I gave her the English lyrics. She browsed the paper and read some words. She tried to read some difficult words which she has never seen. Then, I sang the song slowly to my mother. She listened to my singing, moving rhythmically. After that, she repeated my singing but she didn’t have good pronunciation. I corrected her several times, and my mother repeated following me many times.

We practiced the song for about 15minutes a day for several days. My mother’s singing was getting better but she couldn’t memorize the phrases. Though memorizing sentences is the greatest hurdle for her, she practiced singing every day. She practiced singing anywhere. She sang while cooking, taking a bath, riding a bicycle and cleaning the living room. When she forgot the song, I helped her.

One week later, my mother said to me, ‘I can sing perfectly. So, let’s have a test without the lyrics. She had strong confidence like an opera singer. She was standing at the front of the window and sang the song completely without making mistakes. And she said, ‘I have never spoken English sentences, but I sang it!’ We both clapped our hands for her successful performance!

Although, teaching what I learned is very difficult for me, it is a good way to improve my English skills. It was a new experience to sing many times with my mother with clear voices and beautiful pronunciation. It was a big mission for my mother who has never really spoken English. Though, she has never talked, she practiced very hard for me. Now, I greatly appreciate my mother’s cooperation.

She is my turtle flying!

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!

7

KUIS * July 2015 * 77Folk Music Therapy Case Studies IX

5. A Power Song YUKA SUZUKI I chose 5 ways to happiness for this case study. The reason why I chose 5 ways to happiness is that it easy to remember because we can use gestures and this song encourages us. I taught it to Maho. She is a KUIS student and she had interviews for job-hunting the following week, so I wanted her to relax and feel happy with this song.

I taught the 5 ways to happiness to her at lunchtime and after school at Lapaz on the 18th of June. First, I showed gestures and taught lyrics without the melody. After that, she joined me and we did it together but Maho made some mistakes for example, she forgot the lyrics of smile “from” ear to ear and “dare” to show your love. The word of “dare” is not familiar to us, so she couldn’t understand soon and she thought “dear”. Many times we did it together and then, I taught the melody.

When we were singing and using gestures together, Maho made mistakes again. So, I showed the gestures and she sang the song as answers. It was useful to remember the lyrics and melody, eventually, her mistakes decreased.

Four days later, on the 22nd of June, suddenly I asked her “What are the 5 ways to happiness?” First, she looked confused but understood and sang with gestures. I was surprised because she skipped the lyrics “sing a melody” almost completely. Maho was smiling and said, “I sometimes recall it and sing it. Now it is very hard due to job hunting and we become nervous, but when I sing this, I can fell free.

Thanks for teaching this song to me!” I was glad because this song gave her courage and happiness. I want her to recall 5 ways to happiness before entering the room of an interview and feel free. Actually, I sometimes sing it before an interview in my heart and then, my feeling is free. I can get power! Now, 5 ways to happiness is part of my life. I appreciate it.

Through this case study, I feel the power of song and its importance. Teaching something to other people is difficult. We have to think what is the best way for the person because each person has different weak points, so when we teach something, we need to know the person. Songs have big power. Songs make us happy, encourage us, or makes us sad and we have a lot of memories in songs. I want to teach more people the attraction of songs.

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)

8

KUIS * July 2015 * 88Folk Music Therapy Case Studies IX

6. Cousin Encouraging with Happiness Songs KAHO HARAIKAWA My cousin Aoi, she is a junior high school student, and she is also studying English at her school and out of school. She lives near my home, so I could go to her home by car in 20 minutes. Aoi is studying English so hard recently, so when I went to their home I always taught her about English. And also she always asked me a question from her homework. This time, I decided to teach her a song that I learned from this class. I chose “Why do you smile”, because I like this song the best.

When I sang this song to Aoi, she was very interested in it. She already knew the kotowaza “Waraukadoniwa fukukitaru” in Japanese. This kotowaza is very famous and easy to understand. So she had known it.

So when I taught those words in English, they were not really hard. It is “Smiling brings you happiness, let it show the way.” So I sang that song again and again to her, and then we sang together.

After singing the song many times, she could sing it by herself.

She thanked me for teaching this song. She said, when she felt bad about something, she wants to sing it by herself and change her mind into positive feelings. I was really happy to hear it that, because I thought the same thing when I learned this song for the first time. When I was busy or exhausted for something, I usually tend to be negative. So when my mind changed to negative feelings, I always remember this song.

And I make myself smile, then my feeling change into cheerful feelings. I did it many times to myself.

Next time when I went to their home I ask Aoi, “Why do you smile?” she could answer smoothly! I was very surprised. She told me that singing that song is her every day routine. And if she felt something bad in her daily life, she always sang this song. So I decided to teach her another song, the“5 ways to happiness” song. First I didn’t sing it. I just said one line and did the gestures for her. And I taught all 5 lines. She thanked me again. But the last line, “Dare to show your love”, she could not get the meaning of dare. So I explained the meaning of the word “dare” in Japanese. Then she got the meaning. She said that she wants to sing the ”5ways happiness” as her every day routine. So I look forward to teaching it further the next time when I go to her home.

Why do you Smile?

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

9

KUIS * July 2015 * 99Folk Music Therapy Case Studies IX

7. Power of Messages in the Music ERIKA TAKEDA I picked the song, “What are 5 ways to be happiness?” to teach to my friend, Eri. She works for a company from Monday to Friday every week so she often feels tired and stressed. I picked this song for her because I think it has the power to make people happy and positive.

I taught her this song when we had lunch together at a park. Firstly, I showed her the lyrics in English and explained the meaning of it. After that, I sang it with gestures to help her memorize it. She can read English, but she isn’t familiar with singing a song in English so it took about 15 minutes. Then, we practiced it together again and again.

However, it was a little bit hard for her to memorize all of things, the melody, gestures and English lyrics, and to do everything at the same time. Because she was not used to singing a song in English, performing them at the same time made her confused.

She said that she memorized the melody, lyrics and gesture but she tend to forget some of them when she performed at the same time.

Also, her attention was caught by English lyrics. Therefore, I taught the Japanese version, too. It was easier for her to sing the Japanese version than the English one and it didn’t take long time to memorize it. And she said that she could understand the meaning of the lyrics more deeply.

So I told her to remember and sing the song when she wants to be happy.

A week later, I asked her “What are 5 ways to be happiness?” and we sang the song together. She completely acquired it and has sung it for a week. I really felt the difficulty to teach something to others through this activity. It seems easy to teach something but it was wrong.

Teachers might be required to find suitable ways for each student as I taught Japanese version to my friend when she had trouble. I found that teaching is to make people understand what I said, not just telling.

Furthermore, I asked her whether the song had power or not. She said that it really helped her to be happy. She had heaved a sigh when she felt tired or stressed until I taught this song, but she changed her mind and tried to do the “5 ways to be happiness” instead of sighing after she finished her work. So her stress was reduced gradually and she could be positive. We found that the messages in the music would give us power to feel happy and stay positive. Also, music is necessary for our life.

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

10

KUIS * July 2015 * 1010Folk Music Therapy Case Studies IX

8. Full Of Hope With The Music YUMIKO TAGUCHI I chose my friend, Ayaka as my student. She is a senior student in this university but she has never taken Tim’s classes and has never known about any songs I learned in Tim’s class. That’s why I chose her and I wanted to teach her one of the songs.My first teaching was June 23rd at third period at Lapaz in the university. First, I showed the back of my notebook and asked her “which title are you interested in the most?”

Then, she chose “Are you young?” because she is also young now. So, I started to teach her that song.

I sang “Are you young?” by myself and I asked her how she felt.

Her first impression was that it seemed a happy song, but it also seemed difficult for her to sing it because the speed was so fast. Then, I sang it slowly and led her to focus on the lyrics. After she understood the lyrics, I asked her for a second impression. She answered that the lyrics are full of hope and these make her have confidence to live. I was glad to hear that because I could sympathize with her.

Then, we practiced singing it together. The first time, she couldn’t follow the tempo of the song, so we sang it together line by line.

The second time, she could sing it together slowly with me and could memorize the lyrics. The third time, she could sing it with the original speed and we could enjoy singing it together. Then also, I taught her power posing which makes her healthy. We lifted our arms and shouted “I’m in love” in a loud voice. She said that the power posing encouraged her and made her feel younger.

Afterwards she said that she could enjoy singing the song because the lyrics are full of hope even though it was difficult because of the fast tempo. I realized that her impression from the song made me notice a feature of the song that I hadn’t thought of before. So, the learner’s impressions and interpretations are very interesting and valuable to the teacher.

On July 4th at 20:00, I called her to ask the question again. I was glad that she could remember some parts of the lyrics with the melody and power posing. Then, I helped her to sing the song with some hints.

For example, I gave her some gestures and led her to remember the lyrics. After a little practice, she could sing it by herself. I was so happy to teach her the song. I also thought that music makes our friendship much better, and makes our minds mature. It was a great opportunity for me.

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!

11

KUIS * July 2015 * 1111Folk Music Therapy Case Studies IX

9. Make Many Miss Takes!!!

HARUKA FUNAKOSHI I taught my friend “How do you succeed?” two weeks ago. I wanted to encourage her. She has worked at a Japanese-style hotel for about two years and works very hard every day. She takes only four days off from work in a month. She sometimes tells me she often makes small mistakes and wants to quit her job, so I taught her this song to cheer her up.

First of all, I sang the song for her twice, but she was confused because she has really been poor at listening and speaking English since she was a JHS student. I sang the song very slowly several times, but she didn’t understand the meaning of the lyrics. Unfortunately, she could not even catch my English pronunciation. So I wrote the lyrics and I explained the meanings in Japanese in detail. She at last understood all of it and smiled. She told me this song’s meaning was really deep and she also wanted to sing it correctly. She looked happy. I was also happy.

I single-mindedly sang the song for her many times like playing a CD to have her remember the song. Fortunately, she knew the melody of the song from nursery school because she sang “Santa Claus is coming to town” in Japanese. So, she easily remembered the melody.

I also taught her the pronunciation of the lyrics that I divided it into short phrases. I told her that we can change the pronunciation from “Do it again” into “Duidagen”. She said, “I see. It is easy to say it”. Next, I taught her “Make many mistakes and do it again.” This phrase gave her trouble. She couldn’t harmonize the melody with the lyrics because her English pronunciation was like Japanese. I gave her a few tips to sing it well. I told her to try to sing “Misteiksanduidagen”. She repeatedly practiced this phrase and finally sang it perfectly. I was so happy to see my friend singing the song and asked her “How do you succeed?” and she sang the it again with a big smile.

What I taught her encouraged her. Recently, she doesn’t say negative words and came to think of things positively. Also she often smiles, laughs and talks a lot. Through this experience, I learned about the importance of singing songs. Singing makes it easy to remember important words. And I enjoyed teaching her “How do you succeed?”

Four days later, I called her and asked her “How do you succeed?” She was at a loss at first, but she remembered the lyrics and started singing the song. I was really glad to listen to it. I thought she will never forget the song and I want her to continue to sing it.

12

KUIS * July 2015 * 1212Folk Music Therapy Case Studies IX

10. What is more beautiful than a bird?

KANAME TAWARATSUMIDA I taught, “A turtle trying to fly is more beautiful than a bird sitting in a tree” to my younger brother. The reason why I chose this song is that I was really moved by this song. This song taught me trying to do something or aiming at a goal is good, active, and beautiful. I told to my younger brother this song in his room in my house at night. We talked today's news about each of our universities. He is also a university student. He looks busy always. After talking, I said “Can I teach a song which I learned at class? He said, “Why not. Go ahead.” So I started to teach him.

First, I drew a picture on some paper, but I was not able to draw well. He laughed looking it, but I didn’t care about it because he could understand about my picture. Second, I sang this song pointing at this picture to him. I was a little embarrassed. At the same time, I told him meaning of this song. He said “Oh~ using a picture is easy to understand this meaning. Surely, the turtle is more beautiful than the bird.” Third, I wrote its lyrics of this song, and sang it again. Finally, we sang it together. He was moved to this song and looked like he was having fun.

After a week, I suddenly asked “what is more beautiful than a bird?” to him. He answered “Absolutely me!” I laughed and said “I know, but I want to hear your other answer?” He sang this song perfectly. He said, “Sometimes I hum this song. I don’t know why. Your class is really interesting. There is no class like your class in my university.” I also want to take such a class!”

I knew a good song is in our hearts forever and hum. And I also thought teaching something is interesting. There are many kinds of interesting classes in my university. On the other hand, there are other kinds of classes in other universities. Sharing information is good for each other, because we can find something new. I’ll try to share my information to my friends of another universities, and get new information. It will become my power.

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.

13

KUIS * July 2015 * 1313Folk Music Therapy Case Studies IX

11. Singing with My Mother!

NATSUMI DEKIMACHI I chose to teach a song to my mother, because she sometimes asked me to teach her English and seemed to be interested in it. She and I decided which song she was going to practice. I performed all of SD songs in front of her and she decided to practice “What do you like?” song. I strongly agreed with her, because it was easy to memorize and the best to learn how to give compliments in English. And actually she is working at a Kindergarten and a Day Care Center, so I thought I wanted her to practice the song with her students after she learned it.

On June 24th I tried teaching the song’s lyrics, melody, and gestures (pointing at clothes) to her in the living room. When I sang it, she looked confused. I thought there was a big problem with the lyrics of the song for her. It was that she couldn’t memorize one of the lines “I like the way you do your hair”. She sang the line like “I like the way you do your head”. It was strange and funny for me. I couldn’t stop laughing for a while even though I knew that I had not to do that. When I taught her that she made a mistake and corrected the line, she also started laughing and singing the lyric repeatedly to memorize.

The next day, I asked her “What do you like?” after having dinner. I thought it was hard for her to sing the song completely, but she memorized almost all the lyrics and melody. I realized that she was excited when she sang the last line “You look just like a bear roah!” After teaching the song, I asked her some questions about this song. She said that she learned a lot of words and phrases from this song and they were very interesting and useful. I was glad that she seemed to like it.

Through teaching my mother the song, I knew that songs made our life more exciting! Whenever she practiced the song, she smiled and enjoyed singing the song. And I also smiled without realizing it. What was more, I thought that I had to try hard doing what I’m not good at when she struggled to sing the song perfectly. Now I’ m sure that she can sing it without my support. I would be really happy if she practiced it with her students.

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

14

KUIS * July 2015 * 1414Folk Music Therapy Case Studies IX

12. Treasuring Small Happinesses MISUZU YONEYAMA I chose to teach my friend whom I have known for three years.

Her name is a Chie. She is a KUIS student. The reason I chose her is that she is very friendly and can understand the meaning of the song I chose, “A Happy Person” (HP, hereafter), easily. Moreover, we are best friends so I thought that I would have a great time teaching HP to her.

There are some other reasons that I chose this song. Firstly, I thought that this song fits her personality very much because she is a cheerful girl. When I thought about a song that I could teach her, this song immediately came to mind. Secondly, I like this song very much myself.

The reason I like this song is that it is cheerful. When I sing this song, I feel very cheerful and it makes me positive.

I met her on June 22 to teach this song at Balcone for lunch.

First, I explained this song’s lyrics and meaning. Second, I taught this song’s melody. This song has short words, so, it is easy to understand the song’s atmosphere. This song also has a good tempo. So, it is easy to remember this song. Moreover, this song is hard to forget. So, I taught this song to my friend being careful for some features. At first, I sang this song as an example. After that, we sang this song together while confirming this song’s lyrics.

Two days later, I met her to confirm whether she memorized this song at Balcone at lunchtime again. I asked her to sing this song.

When she tried to sing this song, she couldn’t remember this song’s melody. So, I did it together again with her several times until she memorized this song.

Two days later, I met her again to confirm whether she memorized this song, again at Balcone. I tested her on this song asking “What’s a happy person?” She sang this song perfectly. So, we were happy about this.

Through this homework, I was reminded again about the difficulty of teaching someone. I need to put myself in the other person’s shoes to have their viewpoint when I teach them. At the same time, I found the great joy of teaching someone. When I taught my friend and she understand, I felt very happy. When we were successful, we could share opinions and joy about this song. At first I wondered if I could really teach. So, I asked her about it and she said, “You were a good teacher with me.” I also asked her “what really is a happy person?” She said, “A happy person is a person who knows how to treasure small happinesses.”

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.

15

KUIS * July 2015 * 1515Folk Music Therapy Case Studies IX

13. Why My Mother Smiles!

HARUKA DEKIMACHI I decided to teach my mother a song because she is interested in English. She is a nursery school teacher and she took care of a halfJapanese half-Australian boy who speaks only English before and she became interested in English. She sometimes asked me to teach English phrases to communicate with him while she looked after him. In addition, she likes traveling and she sometimes talks to people who came from other countries at sightseeing spots and she said, “I think speaking English is important and I want to try to learn English.” That’s why I chose my mother. I couldn’t decide a song so I showed the back cover of my Action log and asked her to choose one and she chose “Why do you smile?” and I started teaching her this song.

On June 23th, I started teaching her. I thought it was a little difficult for her because she is interested in English but she is not good at English so much. Therefore I sang it with Japanese lyrics, “Warau Kado ni ha Fuku Kitaru” at first for her to understand the meaning of this song and memorize its melody easily. And then I sang it with English lyrics. After I sang the song, she tried to sing it. She could memorize Japanese lyrics soon but she forgot and skipped some words in English.

Therefore, we sang the song together several times. However, she was confused so I wrote the lyrics on some paper and I showed it to her only three minutes. After that, we sang it together once and I thought she memorized the whole song so I asked her to sing it by herself and she was able to sing it perfectly!

Two days later, after she came home from her workplace, I asked her to sing the song “Why do you smile?” My mother held her tongue and seemed to try to remember the song so I sang the song of Japanese translation. Then she remembered the song and she started singing. She made some mistakes but she was able to sing almost all by herself and she looked happy! I thought this song was challenging for her but we laughed and really enjoyed singing the song. I thought Japanese translation reminded her of the song and teaching Japanese translation beforehand is a good way to memorize an English song and understand the meaning of the song.

From this research, I felt singing a song makes us happy. Actually, my mother and I were smiling and feeling happy when we were singing the song. My mother is a nursery school teacher and she is busy every day. Sometimes she is tired and she seems to feel a lot of stress.

However, I think even if she is busy and exhausted, this song makes her happy! In fact, when I taught her this song, she was tired because I taught it as soon as she came back to house. However she was smiling and we enjoyed singing the song. I believe that songs give us strong power!

16

KUIS * July 2015 * 1616Folk Music Therapy Case Studies IX

14. Joy of Learning With a Partner ARISA USHIYAMA I chose one of my friends, an exchange student in KUIS. She is from Michigan, in America. And she is studying Japanese. She had also studied French and Italian. So I taught her the song “5 ways to happiness” because we know the lyrics in many languages. I hope it might be help her.

Firstly, when we met in SALC, I taught the 5 ways in Japanese without melody. Then I taught it in English to tell the meaning, although she could understand most. And we talked about it in English. She studies psychology in America, so she knows how these ways affect our brain. I also know that from Tim and other classes, so we shared our different information and experiences. We both strongly agree that smiling affects happiness. And then I taught her the song with the melody and gestures to memorize it easier. And we sang it together in Japanese. She is a little shy, so actually she looked like she disliked singing.

After about a week, I asked her “What are the 5 ways to happiness?” When she could not get a line, I gave gestures as tips.

Then she could recall all of it in English! She may not like singing, so doing gestures are a good way for her to memorize. Then we tried to sing this song in other languages. Especially we try to sing it in French, because we both are studying French. We sang the song looking at the handout that has lyrics of the song in many languages. I was taught the pronunciation.

Through this activity, we could learn enjoyably. Sometimes I recall these ways to motivate myself. I hope it is useful for her too. Also I could get an opportunity to interact in English. It’s not easy for me but I could really enjoy it. I think I need more speaking time. When I can’t explain something, she helped me. She is very kind and a good language learner, so I really respect her.

This activity is not only to share the good ideas but also to know the joy of learning. I feel this in every class. I always learn a lot from partners. It makes my motivation go up! Tim said good students make good teachers. I think good partners also make good students. I want to be good partner like her, so I will try to talk a lot and enjoy as much as I can.

What is asking?

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

17

KUIS * July 2015 * 1717Folk Music Therapy Case Studies IX

15. Teaching Songs Makes Us Happy YURIKA MATSUZAWA I'll write about teaching songs to three people, two of my friends and younger brother. I chose "How do you succeed?", "What's more beautiful than a bird sitting in a tree?", and "What is asking?"

First of all, I taught my friend, Natsuki, from high school "How do you succeed?" when we ate dinner together. She is studying to be a dentist in the future and she cannot speak English well. The reason why I chose this song is that I wanted to cheer her up because she always has a lot of training and reports. I think the "do it again" song can make us confident. Actually, I had never heard her singing but she sang well. I was a little bit surprised at it. In fact, she often used to go to Karaoke with her friends when she was a JHS student. After singing, she told me " Thank you, Yurika. I could feel better than before." A few days later, I asked her "How do you feel?" she said I always sing that song when I have some troubles. It gives me a power.

Next, I taught my brother who entered a HS this April "What's more beautiful than a bird sitting in a tree?" I went back to my hometown because he lives in Niigata with my parents. The reason why I chose this song is that this song's vocabulary is so easy to teach. Actually, he is not good at English so he always says to me "Teach me English! Teach me English! I cannot understand everything, grammar and words." When I taught him this song for the first time, he could not pronounce almost all words clearly. I said to him that the important point to pronounce well is not to speak like Japanese. Day by day, his speaking has been becoming a little bit better. After few days on the phone, I asked him "How's going?" He said his pronunciation was praised by his English teacher.

He seemed to be proud.

Finally, the third person I taught is one of my best friends, Saki. I taught her "What is asking?" She is majoring in Japanese to be a teacher of it. In fact, her university is really smart in their fields. That is why she could understand this song immediately even though she cannot speak English. The reason why I chose "Asking" is that I have heard from her that she has an experience in which she regretted not asking. I wanted to teach that it is not shameful to ask.

She seemed to be glad to know this song. I hope she will be a good teacher. A few days later, when we had dinner together, I asked her "What is asking?" She could answer, "Asking is a moment...." immediately. She said to me that since she was taught this song, she has often asked her professor questions about Japanese.

In conclusion, I think that teaching is the great way to learn and to understand things more deeply. In August, I will have a chance to teach something to children since I am going to volunteer to Cebu island, Philippine with Miyu. I'm thinking to tell them some songs that I was taught in this class.

18

KUIS * July 2015 * 1818Folk Music Therapy Case Studies IX

16. Gesturing The Five Ways to Happy!

NARIMI BAN I choose my friend who is in KUIS and we have been friends since freshman. The reason why I chose a KUIS friend is because I and she will help each other. We study English together. I taught her the “5 ways to happiness” because this song cheers us up. Also this song has gestures, so I think we can sing it while having fun.

The first time to teach the 5 ways to happiness was on June 15th.

We always eat lunch together so I used that time to teach. We spent about 10 minutes in a classroom. At first, I sang the song with gestures for her because it is easy to understand what the lyrics mean with the gestures. And I asked her if she understood and remembered it. She was a little confused so I sang three times. Then she remembered the melody so we sang together. She didn’t remember completely but I lead her to sing and do gestures. Finally she remembered the song.

Two days later, I met her at lunchtime in KUIS and I asked her if she still remembered the song or not. Then she said she forgot the melody and some lyrics, so I taught it again. But she remembered the gestures so we sang together one more time. After that she remembered the song. After that we sang two more times and I suggested her to sing it by herself and she sang the song completely with gestures. So I told her not to forget and that we would sing the song together two days later.

On June 19th, we met again and she sang this song completely. I was very happy to listen to it and she said, "it was very fun to know a new song. At first, I worried if I could remember but doing with gestures helped me." When I heard her comment, I was happy and I thought music was really be a good thing because we can share it easily and have fun. Also I noticed gestures are convenient to share imagination.

This is first time for me to teach English songs. For the first time, I was little nervous to teach her because we are friends but I didn’t have such a feeling gradually. Teaching English is kind of difficult but we spent a fun time together. Songs have magical powers!

19

KUIS * July 2015 * 1919Folk Music Therapy Case Studies IX

17. Music Makes People Grow MAYUKA OTA I decided to teach my friend “DO IT AGAIN” song. She is twenty five years old, and working at hospital as a nutritionist. We like the same rock band, so met at the live house. The reason why I chose her to teach the song is that I did not want her to give up to make an effort.

Nutritionist’s work is really hard, and her supervisors are strict. Therefore, she always says that “I would like to quit being a nutritionist”.

We can meet only when we have the plan of going to the live concert, and could meet three times in this month. First, I suddenly sang the song for her, and she was surprised. I told her that “It is incantation to encourage you”. And then, we sang it repeatedly. On the train coming back, I asked her whether memorize or not by using LINE. However, she could not remember, so I taught the words again. She said that “I did not know what you sang, thank you”. Therefore, I learned that it is important to understand before memorizing when learning something.

After a week, we met again and I asked her whether she could sing or not soon. She could say the words, but forgot the melody. We sang it together five times, and I had her sing by herself. When she could sing, I was really happy.

We met again two weeks later. She began to sing “DO IT AGAIN” song as soon as we met, so I was surprised. Additionally, she said that “When I came to want to quit the job, I always sing it repeatedly in my heart. It always makes me strong. Thank you”. It was my pleasure and I knew delight of teaching someone.

I learned three important things by teaching her the song. First one is the power of the music. Music always help, encourage, and grow a person’s mind. I believe that music can also help a person’s life.

Second one is that teaching someone is the most effective way to memorize the song. I realized that I also came to repeat the song in my heart while teaching her. I thought that I can say the same thing not only the song but also the study. That is why, I would like to try to teach people many things spontaneously. Final one is the importance of being kind to the learner. It is not easy to teach something, so the teacher need to keep teaching assiduously until the learner can understand and memorize it.

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

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

20

KUIS * July 2015 * 2020Folk Music Therapy Case Studies IX

18. What makes you easy to learn?

HIYORI HONDA I chose my mother because she is very interested in English.

Actually a few years ago, she had gone to the English conversation class, but her job was very hard and she quitted the school. For this reason, I thought that someday I want to teach her English. When she study English, she especially cares pronunciation, so I chose the song “What’s the weather like?” I learned “ANITS” in this song. Native English speakers pronounce “and it is” ANITS. If you know ANITS, you can sing the song like a native. One more reason I chose it is the phrases “it’s raining cats and dogs and it’s cold outside” can be used as ordinary conversation.

At first, on June 22th I taught her lyrics, melody and ANITS. It took about 10min to teach only melody. She was bad at memorizing melody same as me, so I couldn’t teach lyrics well. However the part of ANITS is easy so she acquired it soon. And she was impressed with ANITS because it’s like a native. Her morale was high, so it was fun to teach.

Next day, I asked her “Do you remember the song I taught?” She remember the lyric, but forget the melody. So at first I reviewed melody and lyrics. This time, I taught meaning of the song and the question “what’s the weather like?” By chance it was raining cats and dogs that night. So I taught that it’s raining cats and dogs and thunder is sounding, but I’m not scared, because there is my reliable family, I mean my sunshine is deep inside. It was embarrassing to say my sunshine is my family, because I usually don’t say such a thing. Eventually she became able to sing all lines that day.

Two days later, I asked “what’s the weather like?” and she could answered it perfectly. It was difficult to teach the song to my mother, because she was slow to learn, but her motivation was high, so I could enjoy teaching. After my lecture I often heard she is humming the song to herself. She may also enjoy learning. Now I become happy when she humming the song. I want to teach her more, if she want to learn more. I realized that it is very fun to teach something to people who think really want to learn it. From these thing I thought learners’ attitude is also important to learn, because it can raise teachers’ motivation.

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

21

KUIS * July 2015 * 2121Folk Music Therapy Case Studies IX

19. An Earwormed JHS Student HARUKA OHIRA I taught my friend who is JHS student the song, "What do you like?"

She and I belong to the same theatrical group which uses English songs in our lessons and musicals, and has English classes for young members. It was a little bit difficult to teach because we could meet just two times a week when we meet with the theatrical group.

The first day I taught her, I sang to her the song with gestures by myself. It seemed she liked the song especially the last part, "roar!" It also seemed she didn't know the meaning of the words, so I taught her the meanings of all the lyrics, half in English and half in Japanese.

Finally she could understand all lyrics, and we tried to sing together.

When we started to sing together, she looked confused especially with, "I like the way you do your hair." Therefore, we tried to sing together separately each one line. We sang the last part many times until she could sing alone. However, it was difficult for her to sing the line. I separated the line “I like the way” and “you do your hair.” Also I explained that the second part showed “the way” in detail. Eventually, she could sing alone and we had fun to sing several times.

The next day we met, I asked her “What do you like?” She could sing with me and she looked like she had fun. Then she tried to sing alone, but she couldn’t sing alone perfectly. Therefore, I asked to explain the meaning of the lyrics. After we checked the meanings together, she could sing alone more smoothly than the last time. I was a little bit surprised that she could remember the song recalling the meaning of the lyrics. This case study was meaningful for me.

A week later, I asked her again the same question. Surprisingly, she could sing alone completely! She told me that she had sung many times alone in her home. Also she said she automatically sang the song because we sang it many times when I taught her (SSIMHP).

In conclusion, I learned that repetition and understanding the meaning of lyrics are really good to remember a song especially in foreign languages. Repeating a song can be an earworm easily, so young learners can remember the song quickly. Also thinking meanings are good ways to remember. If we can understand the song in own language, it is effective to learn consciously.

22

KUIS * July 2015 * 2222Folk Music Therapy Case Studies IX

20. Upasi and IPE RISA ARAI I chose my younger sister who is a high school student. She is three years younger than me. The reason why I chose my sister for my case study is she does not like English. She has a feeling that English is hard to deal with but she likes singing songs. I thought it would be a nice opportunity for her to have an interest in English through these enjoyable songs.

First of all, I met her on June 6 and showed her the list of songs that I learned in the class. As I wanted her to choose a song, I asked her which song you are interested in. Then she chose “How do you write?” song. Actually she likes writing and writes her diary every day, so I thought it would suit her. I sang this song first and next let her repeat it.

At first time, she faced a problem of pronunciations especially with “up as I”. I taught the meaning of this song and UPASI. She was unfamiliar with this kind of blending, so I explained how we connect these words.

After teaching it, she could sing better than before. On the first day, I just taught the above.

On the next week, June 13, I called her on the phone. At that time her voice seemed to be tired. I asked the reason and she answered it will not be long before an examination. She was under pressure because she is a student studying for an entrance examination this year.

Since she was so nervous about the test, I taught IPE to her. I expected it would help her as she likes writing by nature. After teaching IPE, I asked the question of “How do you write?” and she replied with the song perfectly. I was so surprised that she memorized all the lyrics. She said this melody was easy and it was stuck in her head. Then I additionally taught the word “earworm”. She did not know this word and felt it strange but also interesting. I was glad that she has an interest to English little by little.

After the week, June 20, we talked about the test and IPE. She did her best during the test week and tried to write IPE. She said after writing it, she felt how the test was just a small problem in her long life.

Then she could concentrate on the test. I was very happy to hear that it worked well for her. She also said she had been sometimes negative but thanks to IPE she could have an optimistic way of thinking. At the end of the call, I asked her “is this activity enjoyable?” and “are you interested in English now?” She answered that it was really fun and “please tell me more songs” with smiling.

As a result, I could make her happy with the song and let her have an interest in English. This activity gives good influence to not only her but also me. I could improve my understanding better and deepen my knowledge. In the beginning, I was not good at teaching to people and I did not like it, however, I learned how to teach throughout this class, so I can enjoy teaching now.

23

KUIS * July 2015 * 2323Folk Music Therapy Case Studies IX

21. “A Penguin Trying to Fly Sings Kaeuta!”

MAI YOSHINO I live with my family. My mother had studied English in an English conversation school, and she can speak it a little. Also I often taught her contents that I learned in our classes, so I chose her as a target of my teaching. I let her choose one of the songs that I learned in our class.

She chose "A turtle trying to fly" song. She chose it because she had a strong opinion about the sentences, and I thought the song was appropriate for her to acquire because she always told me "Keep trying!!"

At first, I taught her the lyrics and added the melody. Second, I separated the song into the five chunks ("A turtle/trying to fly/ is more beautiful/than a bird/sitting in a tree") to make it easy to memorize. We started singing with a slow speed and raised it gradually, and we practiced it for five times. She seemed to memorize the song completely then, and she looked so happy. She was humming it while she was cooking for dinner.

In the next day, I asked her to sing the song one more time alone.

She almost remembered the lyrics and the melody, but she mistook the articles. She did not know well about differences between articles, so she changed all "a" to "the". I taught her how to use these articles properly and gave some examples of when we use "a" and "the". I told her that we do not have to be so serious about a usage of the articles when we are talking, but it was good for her to learn how to use them appropriately. She said she understood why some "a"s in the lyrics were not "the"s. We practiced singing with emphasizing "a" many times, then she got to be able to sing it alone perfectly.

Later, we tried to make a "kaeuta" of the song. We changed the word "turtle" to "penguin"(because penguins cannot fly) and enjoyed singing it. Now we sometimes talk about how we can change the words to make the song new and interesting. I noticed doing something new makes us keep our learning motivations, so that is why we could keep enjoying the teaching task. I thought important points of teaching and learning are everyday routines and some changes. I was glad to learn how to teach effectively through this activity.

24

KUIS * July 2015 * 2424Folk Music Therapy Case Studies IX

22. We Learned Together MAYUKO ISHIHARA I taught a song to my friend named Kotone. I have known her for 4 years. She is a very kind person so I decided to teach a song to her. I chose the song “What do you like?” I chose this song because this song suits her. It means that she is always wearing nice clothes. And also she likes go to shopping, so when I heard this song, I thought this song is for her. I decided to teach her over a four-day period.

The first day, I taught the song of lyrics and rhythm. She remembered the song soon. She commented, “This song will give me some energy because I feel like this song praises my clothes.” She looked happy. Then few days later, I asked, “Do you remember the song?” She was remembered some parts of phrases but she forgot the melody so I taught it again and explained the meaning of the song. I asked the same question. Finally she completely remembered the song and the lyrics. After that we talked about this song about 10 minutes during lunchtime because we had a lunch together.

The next day, we met at lunchtime again. I asked “Please, sing by yourself.” Then she could sing the song naturally. I was relieved to hear that. Finally, the last day, we sang together twice. We sang the song rhythmically so I had a good time with her.

After that she said “I want to teach somebody this song because it is easy to sing and has good lyrics.” When I heard this comment I was really happy. I learned through this activity to find a favorite song is important for people because it will increase their motivation. My friend’s motivation increased after hearing this song. So I thought songs can change people’s feelings greatly. It will help the way we think. These things are really important for us. So if people have a negative mind, I think this song will make their mind positive.

I thought that this activity was good for language learners because it is a good exercise for our brains. When we sing together collaboratively, it helps us learn better and deepens our relationships. So I want to continue to teach songs to my friends or my family members.

My mother likes to learn English so probably this is good for her. If I have this opportunity again, I want to teach my younger brother because he doesn’t like English very much, so I want him to like English with song.

(TM: You always have the opportunities again and again. Just say, “That reminds me of a song! It goes like this [and sing it to them]” And they will often want to learn it. It’s in your hands!)

25

KUIS * July 2015 * 2525Folk Music Therapy Case Studies IX

23. Smile Again, and Again, and Again!

YURI SHIGEMASA For my case study, I decided to work on my teaching report with one of my friends from Thailand. The reason why I chose her is because she said she was interested in English although she doesn’t have confidence in her English skill.

First of all I let her chose one speed dictation (SD) from the list on the back of my action log, and then she picked “Why are you smiling?” I asked her why and she answered that the SD could refer to her characteristic and Thai culture. She is always smiling, and also, Thailand is called the Land of Smiles, so I thought this SD is perfect for her.

Actually, the way I taught her was not so complicated because she understood so quickly. The biggest difference between this teaching and the activity in our class is speed. We began this teaching slowly and go faster and faster because she is not used to speak and read English.

Firstly, we started shadowing slowly with following the sentence with our eyes. Secondly, I tried to take dictation with her, but it seemed a little bit difficult for her, so we went back to shadowing and then did dictation again. Thirdly we did shadowing faster than before, and continued to shadow it faster and faster. After she could shadow without following the sentence, I taught her the melody of the SD and sung it together. Finally I asked the question, “Why are you smiling?” and she could answer with singing by herself.

This is how I taught her the SD. At first there were some awkward smiles because she is shy and unaccustomed to speak in English, and sometimes such laughing by shyness even interrupted speaking and singing. However, the learning from our class helped us so much, which is “Doitagain”. It encouraged her so much to sing the SD fluently, and eventually she could completely remember the phrase and melody. Now she can sing it by herself perfectly, and can answer the question at once.

I’m so proud of her. She was quite well at understanding what I said.

The only thing I’m worried about is that I have taught her only once. That makes me think that she might forget what I taught very soon. Therefore, I think I should arrange the time to meet her and I’d like to ask her “why are you smiling?” If she wouldn’t say anything and just smile at me, then I will “doitagain”!! <FOLLOW UP>As I mentioned, I was worried about her memorization skill. I tried to meet her again but she and I were so busy to see each other personally, so I made a phone call and said, “Why are you smiling?” to her. Then she said “Oh, that one! I remember! La la la…ah… What was the first word?” She remembered the melody but not the lyrics. I said “Smiling!” then she said “Oh yes!” And she could remember the lyrics and sing it perfectly! I was really impressed because it has been almost one week and I thought she would forget all of it. She has to be a talented English learner!

26

KUIS * July 2015 * 2626Folk Music Therapy Case Studies IX

How Do You Succeed?

KANA KOBAYASHI I chose my high school friend as my student, Chihiro because she likes to sing songs and she belonged to the chorus club with me in HS. She is always saying, “To sing a song is very fun and I want to go back to the period of our chorus club members.“ So I decided to teach her a song from this class. Of course, she doesn‘t know my university life, so I explained about KUIS and the content of this class before I started teaching.

After I explained about KUIS, I started to teach her. When I tried to choose a song for her, she asked about the lyrics of the songs, so I showed them to her. After I showed them, she chose the song, “How do you succeed?“ because the lyrics are easy to remember and easy to sing and a good rhythm. I think she prefers a song that she can enjoy singing pleasantly. When she chose this song, she asked me its melody and rhythm, so I sang it. She said its melody and rhythm are very impressive in her heart.

At first, I sang the song alone and she just listened to my song.

Next, I sang it with her, then she just sang the part of ‘Do it again‘ very cheerfully, because she extremely took a fancy to that part. When I sang it, I was very serious to sing the part while counting 8 times. She was also very serious about paying attention. Although, we had difficulties, we continued singing this song together for a while. This process of teaching continued 15 times.

Next process was to sing without looking at the lyrics. Before we sang without lyrics, she requested the time to remember them completely, so I gave her 20 minutes to remember the lyrics. After the 20 minutes was over, we tried to sing without lyrics for 20 times at length.

However, she couldn’t one part, ‘Make many miss takes‘, so I taught this part to her devotedly many times. I sang the part very slowly alone at first. Next, she sang it following me. Finally, she sang it alone. The process continued about 20 times.

Finally, I asked a question ‘How do you succeed?‘, and she answered using this song. As a result, she could do it alone completely.

Also, she sang the part of ‘Do it again‘ with a dance of hands. She said that “I remembered to dance in the age of chorus club members.” Of course, I also remembered it, so I immediately agreed with her idea.

In conclusion, by teaching one class song to a HS friend, I could inform her about my university life. This activity was a very good opportunity to experience teaching and it became a big challenge for me because I don’t ever talk about my school life to friends. Actually, I took a lecture about how to sing well from her. It was also a good chance to make contact because we couldn’t meet for a long time.

27

KUIS * July 2015 * 2727Folk Music Therapy Case Studies IX

25. Amazing Experience Teaching My Neice TAIGA SATO I went to my hometown to join a Buddhist memorial service on June 14th. There were a lot of relatives. I met my niece, Kaede. This was third time for me to see her. The first time I met her, she was a little baby, so she could not speak. At that time, I could not hold the baby because I was afraid to drop her or hold her dangerously. But now, she became eight years old and we talked a lot.

She loves singing, so she looks happy when I started teaching. But I had no idea to find such a nice partner there, so I did not have my action log. Therefore, I decided to teach “the 5 ways to happiness” or “What do you like?” because she is eight years old so I thought other songs were too difficult for her. She chose the first one. I mainly taught her gestures at first. However, she looked bored about this. There were also more difficult words than I thought.

At that time, I started to teach the “What do you like?” song to her.

For the first time, after I sang it to her, she laughed and said, “You are not good at singing.” My mother sitting by me also laughed at me. I was embarrassed but I did not feel bad. She might still understand shirt, pants, shoes and socks and “like.” I taught the meaning of “like” and the other words with pointing but she mainly liked the end of the song, the growl. And I also think most important thing is singing the whole song.

The song is easy to memorize so after we sang it around five times, she sang it to her mother and suprised her by the growl of the bear.

(Follow up) On June 20th, I had a chance to talk to her on the phone. Her mother called my mother on the phone and she passed it to me the end of the talk. I asked her do you remember the song I taught? in Japanese. She answered, “Yes!” and sang it to me. She forgot some lyrics but tried to surprise me. Even though she could not remember the whole song she seemed to enjoy it. My teaching skill is not enough, but we could laugh a lot! I enjoyed teaching thanks to Kaede!

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 [growl]

28

KUIS * July 2015 * 2828Folk Music Therapy Case Studies IX

26. Make Many “Math” Mistakes and Doitagain!!

YUYA KOBAYASHI I taught, “How do you succeed” song to my student who takes my math class in a Japanese cram school. I have a part-time job teaching JHS and HS students English and math. The student belongs to this cram school and she studies English and math in order to enter a high-level high school. She is good at English, so she has confidence to get 100 points in her first test in JHS. On the other hand, she is aware that she is not good at math because she sometimes makes mistakes when she solves math questions even if they are quite easy questions.

She is often nervous so that she can solve easy questions. I try to support her, but she makes mistakes because of her carelessness.

My case study of music therapy is cheering her up using the song “How do you succeed.” This song says that you should do it again when you make a mistake. Making many mistakes and doing it again is the best way to succeed with everything. I thought it is useful for me to cheer her up.

On June 12th, in her math class, I taught her “How do you succeed” song and its meaning. Of course she made many mistakes, but she made a lot of many successes because she was able to answer some questions through solving a lot of similar questions. I told her if she did them again and again, she would get a higher score than in her first test. This song encouraged her and erased her nervous feeling. She became unafraid of many mistakes and challenged these questions willingly.

In the next week, I had her in class again and sang “How do you succeed” song with her. Although the day was the last day to prepare for the test, she had confidence for the math test because she solved a lot of questions that she had made mistakes with at first. Making many mistakes and “doing it again” made her strong. After the test, she reported to me and other teachers the results of her test. In English test, she got 100 points that we had expected. She is an English master of her class. Her English teacher praised her a lot. In math test, she got 96 points. Although she had only 2 mistakes, it was a success for us. She said to me, “Thank you, Kobayashi-sensei! I remembered your advice and song before the test started.” I was really glad that she was satisfied and did her best.

TODAY (refrain) “What are you going to do today?”

Today while the blossoms still cling to the vine I’ll taste your strawberries; I’ll drink your sweet wine And a million tomorrows will all pass away Before I forget all the joys that are mine today

29

KUIS * July 2015 * 2929Folk Music Therapy Case Studies IX

27. Teaching to people make me grow up MIYU HOSHINO I taught one of the songs to my friend from KIFL. I chose, ''What do you like?'' because this song is easy to sing and teach. I thought this song was interesting to teach her.

First, I sang it to myself and she asked me, ''What song are you singing?'' I told her, ''I learned it in Eiso3 class before.'' Then, I taught it to her! She is learning English, too and her pronunciation is very good, so I took care about teaching the song. Actually, I didn't sing the song to the end, so she didn't know the last part ''growl!!'' When I sang it from the beginning she laughed at me, but I said the last part ''growl!!'' she was surprised! I laughed at her. She didn't pay attention to my singing.

She said it is interesting and your Eiso class seems good. I taught her the lyrics, ''I like your shirt～'' and a question ''What do you like?''.

She said “What? Is it a song?” I told her in our Eiso3, we learn English with singing and we can learn many phrases by some interesting songs.

I also enjoyed teaching it to her. I don't like teaching something to people because I am not good at teaching, but this time it was fun.

We usually meet once a week, so I thought I would ask her the song the next week. But suddenly she asked me first, ''What do you like?'' I said ''What?'' Then I noticed the question. She asked me the song question! I didn't tell her to ask it next week, but on the other hand, I forgot the song... She reminded me to ask the question. I told her the question again and she completely answered! I was surprised at her because she remembered the lyrics and the question. We sang it again and we laughed.

I don't know whether I could teach her well or not, but she could remember it. I was glad. I'm not good at teaching something to people, but I thought I can teach well if I do it again and again. I thought it would be interesting to teach it to children in elementary school. If I have a chance to teach some songs to children, I will choose this song. Children must enjoy singing a song in English. I learned how fun it is to teach something to people and some sayings in English which native speakers use in this class.

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?]

30

KUIS * July 2015 * 3030Folk Music Therapy Case Studies IX

28. Reluctant Mother Sings and Laughs!

SAKINA NAKAMURA I taught a song to my mother for three days last weekend. My mother thinks she isn't good at English and also singing, but I wanted her to sing because song makes people happy. I chose "What do you love?" for this teaching report because it is easy to sing and remember.

Especially, it makes me smile naturally in the last verse when we laugh and sing at the same time.

When I first introduced this song to my mother, she really didn't feel like doing it because she was busy doing her things. I asked her to listen to me singing it. But she concentrated on other things; she didn't seem to listen to my voice. However I keep singing and trying to get her attention. I followed her around our home for some time until she noticed me. Finally she noticed me and listened to me. I explained what I wanted to do and then she was looked unhappy because she doesn't like singing. I tried to teach the song easily for her. We practiced pronunciation together. She looked bored at first so I sang only the melody for her. After that, she was more interested in this song. We practiced the melody on that day.

Next day, I sang with lyrics. However she couldn't sing smoothly because she really didn’t get the meaning of the lyrics. So we tried to guess the meaning of the lyrics at first, then she started singing more naturally little by little. I think that we can’t sing a song easily if we don’t understand the meaning of it. She liked the last part, laughing. We laughed together at the moment. Then I let her sing by herself but she sang with a small voice because she thinks she is shy. I hoped that she would sing without embarrassment so I made a recording of the song with my voice for her to listen to.

On the last day, I asked her "What do you love?" in the morning.

Surprisingly she could sing all parts by herself! I asked the reason why she could sing it so smoothly, and she answered that she listened and listened to the recording of my singing before she went to bed. I applauded for her and she smiled. I thought that this song made her happy and was effective to make people more positive. She said, "Now I like singing songs more than before!"

What do you love?

I love us playing, I love us singing songs, I love us interacting when we talk a lot.

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

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

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

31

KUIS * July 2015 * 3131Folk Music Therapy Case Studies IX

Instructions for the Teaching one or two Affirmation Songs to Someone, or several people (Folk Musical Therapy Case Studies) Assignment: bring to class 400 words minimum PRINTED OUT: Use direct “…” quotes when possible. Teach someone, or several people, an affirmation song, or several songs, (How are you?/ 5 ways to happiness, or Happy Person, (Eng or Jap) or YSB or WWW …) and explain to them about affirmations and how they can help someone be happier and healthier. Ask them to sing it for several days and then to report back to you. You will write a short paper on this experience, a Case Study. See sample parts and phrases below: 1.The person I chose to teach and why. I chose my grand mother (club member, work colleague, friend) who have known for XX years. I will use the pseudonym Hiro (or Yuri…etc. ) for him/her. I taught them the song XXXXX. I choose this song because…

2. The story of our meeting, teaching, and learning I first taught Yuri on (DATE June 2, at 2 pm) for about 20 minutes. We were sitting (WHERE) and she seemed to want to learn / not be very interested/ etc. She repeated after me and we sang together maybe xx times. Finally she sang it alone. She had trouble with … she liked …. She asked about …..…. I explained the meaning and the ideas…… She seemed to have trouble pronouncing …… understanding ….. so I explained/ practiced with her…. I told her I would call her three times in the next 24 hours and ask her the question for the song so she could practice remembering it, and I explained that she could practice by herself whenever she wanted and that it would do her some good. I explained that when people said or sang affirmations that it pointed their brain toward thinking and doing things that were good for them. She seemed to understand and said she would try.

3. Follow up: I called her three times as promised at 4 pm and 8 pm the same day and 9 a.m the following day. I also saw her a few days later. She seemed to improve with each call and she seemed to really enjoy/ to be bothered a little. I saw her three days later and immediately asked the question and she responded….. I asked her how she felt learning the song with me and how she felt now that she was singing it regularly and she said, “…”

4. Conclusions and Recommendations: For me, this experience was interesting/difficult/ because …. If I were going to do it again I would ……My advice to others who wish to teach affirmation songs is to…. Remember a case study is just like telling a story…. It’s easy….

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

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

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

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

4. Then teach them the question that goes with it and ask them that question throughout the class, every 5 minutes or so, ask them to ask each other “How are you?” (or whatever the question might be) and they have to answer “Superhappy….” This provokes “intent participation” (Rogoff et al. 2004), they know they are going to use it often and soon and so they focus more on it. Make sure you DO IT (ask the question) soon and frequently afterwards, otherwise they won’t get it in their brain.

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.

32

KUIS * July 2015 * 3232Folk Music Therapy Case Studies IX

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

SONG ROUNDS

TUNE: Row x3 Your Boat four part group sing!

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

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

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

D. My dear friends and classmates, I will miss you so// You’ve helped me learn a [hell of a lot], To laugh [and go with the] flow. [n-go-wi-tha] Kaeuta: The Cup Song for Kanda (TM version 5, July. 23, 2015) This university is fun for me, Got all my friends all around Move your feet and keep a beat and it sure will be sweet, *Dancing 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)

Postscript This volume was put together by the amazing Spring Sogo III class entitled, The Importance of Music and Song (see participants photo on the front cover). This volume includes 28 individual musical therapy case studies, followed by some pedagogical tips and a few more songs. The songs are tied to important questions as cues to their singing.

Please enjoy and try them yourselves. This is Volume IX. 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!

Tim M urphey