Vmusictherapyjuly2013

Music Therapy Case Studies Spring 2013

Music Therapy Case Studies V

Students’ Case Studies of Teaching Songs from “The Importance of Music and Song” Sogo III Class

KUIS

July 2013

Slightly Edited by Tim Murphey

This booklet belongs to:________________________

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Music Therapy Case Studies Spring 2013

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INTRODUCTION This volume was put together by the amazing Spring Sogo III class entitled, The Importance of Music and Song (see participants photo on the back cover). This volume includes 30 individual musical therapy case studies. Appendix 1 has a list of the songs used and where you can listen to them. The songs are tied to important questions as cues to their singing. Please enjoy and try them yourselves. I will miss my great students! Tim Murphey Table of Contents

Pages

1. Misuzu Kinoshita 3 2. Ayano Takihara 4 3. Yuki Masuda 5 4. Yuki Urabe 6 5. Riko Nayuki 6 6. Sayaka Okamoto 7 7. Shiomi Mano 8 8. Hiroki Saito 9 9. Yukari Goto 10 10. Maimi Nishina 11 11. Mimana Matsuoka 12 12. Yuna Taira 13 13. Emi Shimoyama 14 14. Natsuki Numayama 15 15. Tomoko Wakushima 16 16. Chieri Fujimura 17 17. Kei Orikasa 18 18. Takako Noto 19 19. Kanako Yasuhara 20 20. Chinatsu Matsuda 21 21. Yuiko Yamagishi 22 22. Yuri Miyazaki 23 23. Miyu Sano 24 24. Naru Komi 25 25. Narumi Amemiya 26 26. Tsubasa Sato 27 27. Yoko Omagari 28 28. Tasuku Maruyama 29 29. Shimpei Kojima 30 30. Chiho Masunaga 31 Appendices Song List and reference articles‌

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1. Misuzu Kinoshita – How do you have a good life?

It takes me a long time to make new friends and get along well with them, because I am so shy and I worry too much about our relationships. I think, however, by taking a long time, I was able to make a great friendship with a friend of mine, Yuna. So, I had decided to teach her a song, “How do you have a good life?” I wondered whether she would be able to sing a long song, because she is not a student of Kanda University of International Studies, so she does not learn English very much. Moreover, the song is easy to understand because it sounds like our relationships. So, I chose a short song. She lives far away, so I started to teach it to her via Skype.

On the first day, July 5, I called her on Skype and asked her to help me with this case study. She gave me her consent willingly, so I explained the question and the answer, the song, to her. At first, I suddenly sang it so that she could understand what song it was approximately. When I sang it, she sounded interested in it. On the other hand, of course, she could not catch all. However, I continue to sing it again and again to make her understand the rhythm. After that, she started to sing with me, but some parts of the lyrics she sang were a little bit wrong. So I wanted to use the “five strategies” (Murphey NFLRC, 2005). We had already used two of them, rhythm and singing. Therefore, I tried to chunk the lyrics. Thanks to simple words and rhythm, she was able to catch most of them. It was a little difficult for her to catch a few words which were “another” and “gold”.

She heard that “another” was “other” and “gold” was “old”. Therefore, I said the lyrics word by word by back formation and asked her if she understood the meaning. We sang it together many times. Finally, she understood the meaning and could remember the song without my help.

The following day, on Skype, I asked her “How do you have a good life?”

However, she could not sing it smoothly. Then I sang the first part of the song, so she fortunately recalled the melody and lyrics. After that, she could sing it perfectly. It told me the importance of recycling to remember. She did not seem to think and understand the reason why I had chosen this song. Therefore, I did not explain it directly because it was embarrassing.

Through this case study, I realized that teaching a song is like sharing our feelings. There is ghost discourse in this song. Lyrics are sympathetic to our experience. To remember something, it is good to connect our experience and emotions. Moreover, this case study told me that it is important to use five strategies, especially rhythm and recycling. In short, performing together with rhythm makes perfect, eventually if not immediately.

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2. Ayano Takihara – How do you succeed?

I chose to teach a song to my brother. He works for a driving range. He used to play golf when he was in high school. Now, he works there and aims at being a golf-instructor these days. Last month, he had a test to get the instructor license for the first time but he couldn't pass that. He knows it is not so easy but he seems a bit depressed. He sometimes gave up easily when he starts something but I didn't want him to give up for this time. Therefore, I chose a song "How do you succeed?" to teach him.

He knows some English words and likes music especially English songs but can’t speak English well. At first, I taught him "do it again x8" and he shadowed me a bit differently. He pronounced "do" "it" "again" separately so I told him to copy my English. He likes to learn English pronunciation so I taught him the blended speech of “doidagin”. After that, I taught him "make many mistakes and do it again!" with clapping my hands rhythmically, and he followed me very well. I was very surprised that he could sing an English song so well!

Finally I asked him the meaning of this song. It is not so difficult but he didn't understand what this song was for. He knows easy words so I asked him separately like, what’s the meaning of “do”? What’s the “it”? What’s the “again”?

Then finally he got everything! He thought it was the song just for fun at first, but when he got the meaning he was very impressed by the song because it is a meaningful song for him at this moment! It took about 15 minutes to teach him the song at first time.

Next day, I met him at home and I asked him “How do you succeed?” He sang some lyrics and hummed the melody, but some parts he forgot. I actually didn’t tell him I would ask him the question again but he tried to answer very seriously and seemed to enjoy it. I thought he would ignore me when I asked but he really liked it and when he hummed the melody of the song we sang it together with the lyrics.

I asked him the question “How do you succeed?” 3 days after I taught him.

Surprisingly, he sang the song perfectly! I was very impressed because I didn’t expect that and didn’t know he had such a good memory. I used to teach him some English because he really wanted to improve his English but we didn’t have much time to meet at that time. Though we still don’t have much time, I would like to teach him another song next time, too. He likes music and English so I think it’ll be a great way to teach him English through music!

I don’t know how deeply if he noticed the message of the song but I hope he won’t give up trying to get his license! When he has the test next time or fails again, I’ll ask him the question again and again and like in the song I hope he will just “Do it again”!

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3. Yuki Masuda - The Bear Song and A Good Life!

I taught my mother two songs, “The Bear Song” and “How do you have a good life?” My mother is not good at English, but she likes English songs, for example Michael Jackson and Stevie Wonder. Since she was younger, she has listened to English songs. Because of that, she has reading and listening skills a little. The reason why I chose her is that she can accept English songs and my demand of this teaching program.

At first, I showed her Bear’s lyrics. She read that and sang. However, she couldn’t read fluently at first. I didn’t teach her how to read, but instead of it, I showed a video of “The Bear Song” then she followed the song and she could read quickly. Finally, she could sing the lead part of “The Bear Song” but she couldn’t memorize all lyrics because the lyrics were so long and she is not good at memorizing. However, she really enjoyed singing. The reason why she could sing that song quickly is that she already knew the song and melody and lyrics in Japanese. It is the most important point.

Next I taught the song “How do you have a good life?” it is a song she didn’t know. First I showed the lyrics to her and explained the lyrics meaning. She was moved to reading that, and she looked like she liked the song gradually.

Second step is that I made her listen to the song which I recorded in the class.

When she was listening, she was concentrating. She was humming at first; however, she gradually could sing the song. In addition, she noticed how to sing well, with blending. For example, reducing “and” and “the”, and also pushing together “other” and “is”. I think she noticed the way because she really wanted to copy to Tim. Final step was to sing without lyrics paper and recorder. First time, she looked so troubled to sing the song because she lost her support.

However, she practiced more and more until she could sing the song rhythmically. In addition, we could sing together and sang in a circular canon, rounds. This activity took about 30 minutes. I think the reason why she could sing the song quickly and well is that the lyrics are very short and easy to understand, and also she liked the meaning of lyrics. In addition, she likes the slow melody.

After teaching it to her, I asked her two songs I taught. She remembered, “How do you have a good life?” very well. She said that this song is amazing and the lyrics and melody are very simple. In addition, she has a few valuable friends that she surely thinks of when she sings. Because of that this song moved her.

And also I asked her “The Bear Song” however, she only remembered the melody. For her, to memorize long lyrics would be too difficult. However, when I sang read part, she could follow me. She said that she has already known this song but she is not good at memorizing and this song’s lyrics are so long. After that she could sing gradually.

This activity showed me that people who know the melody or lyrics in one language can learn quickly in another. And also people could learn when the lyrics are short or the melody fits them. When people don’t know the lyrics or that meaning or the melody doesn’t fit, it is difficult to like the song written in foreign language. She said that lyrics and melody are very important to listening to music because they separate people who like the song or not. Really good music for people moves them by the lyrics and the melody.

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4. Yuki Urabe: Are you young?

I chose my older sister, Mina to teach “Are you young?” The reason is because I think it makes us happy and positive. Actually, I don’t like to teach English someone, also my sister doesn’t like English but I’m sure that this is our chance to change our mind. This song is a little longer than other ones so it’s difficult to teach and memorize as soon as possible. However, she is good at memorizing something and with rhythm is a good way for memory. Moreover, she is a positive and a cool person but sometimes negative. I want to show the way to happiness with this song and I hope that she will become a more positive and attractive person.

On July 1st, I sang this song for the first time in front of her. Then I became shy to use English and sing a song for her and she looked interested. After that, she sang carefully with me but she didn’t memorize it because she misunderstood the meaning of lyrics so before we tried to memorize. I told her the meaning deeply in Japanese. When I explained about it, she concentrated and repeated the lyrics. After we sang it a lot of times, she tried to sing by herself.

However, she missed phrases and words, for example “I want to fly to the world” “I want to fly all the world”. I sang phrases which are her mistake phrases. The next day, I asked her “Are you young?” she sang very slowly and didn’t look confident. Then I said to her, “Do it again! Do it again!” She looked relaxed and sang again and again. I felt happy with her.

After a few days, when she came home I asked “Are you young?” Of course, she mistook a few little things but she was able to do it perfectly (with mistakes!). I was very surprised and I was impressed by her memory. She tried many times when she mistook even if one word or two words. She told me that she became happy when singing the song. I was glad to hear that.

I can learn many things from teaching her with songs and rhythms. I think songs are very important for us to change feelings. It has positive or negative points but I learned songs from Tim’s class are almost always make me positive.

When I taught her, she was always smiling and I also smiled with her. To have communication is more important than singing but with singing songs we can connect with a good relationship with people. I noticed that this song gave us power and more cheer. I would like to remember this experience when I have some trouble and keep teaching others. Also I really want to tell her thank you very much.+

5. Riko Nayuki – How do you eat well?

I chose my mother and brother for this activity. When I went back to my hometown on the weekend, I had an opportunity to meet them. We had only two days 6th and 7th July. That is why I picked up easy songs for them. One more reason I chose them is that they are not familiar with English so much. I remember, however, that they said they wanted to touch English more.

First I taught, “How do you eat well?” to my brother. He did not know a word “diversify”, so I explained its meaning. I like this song especially its rhythm and lyrics. I think that lyrics “take a little bit this take a little bit that” has a lot of

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pronounces of T, which makes the song good. My brother seemed to like it, too.

He could not say first two sentence fluently and quickly. So I made him repeat after me slowly, and I said more speedily after that. Finally he got used to saying lyrics with rhythm fluently. He also liked what lyrics meant. He said he wanted to balance his life.

Second, I taught “5 ways to happiness” to my mother. I had thought this song was suitable for her because it had gestures. I like it. She originally likes English, and she used to learn it. So she really enjoyed memorizing the song.

She is also active, so she copied my gestures quickly. She is always cheerful and has energy, so gestures fit her well. Sometimes she made a little mistake when saying lyrics, so I tried to teach grammar and verbal phrases in details. Then she memorized completely the second day.

Through this activity, I found that people have different difficulties to master a song, like pronunciation and grammar. So once they get an important knack to memorize it, they can really enjoy the song. It must be fresh for them. I like to see someone singing and performing with great joy and happiness as my family was. It makes me happy, too.

6. Sayaka Okamoto - Mom Learns The Five Ways to Happiness Speaking of LIFE, I have always been concerned about ‘How to make my life better, happier and greater’. I believe it is impossible to make my life better, happier and greater only by myself. I have very important person who always supports me and helps me. That person is my mother. Therefore, I chose my mother to teach for the case study. I chose the song ‘5 Ways to Happiness’, because whenever I listen to this song, it always reminds me of my mother. Also, she is very interested in English.

On first day, I taught her there are five ways to be happy: 1. Smile from ear to ear. 2. Breathe in deep. 3. Look up at the sky. 4. Sing a melody. 5. Dare to show your love. Then, I explained these in Japanese so that my mother could understand. I let her repeat these 5 ways after me for more than five times.

On the second day, I taught her each ways’ gestures. I let her do gestures with me first, and then said these 5 ways and we did gestures together. It seemed a little bit difficult for her, because she had to do many things at the same time. However, I was surprised she put her effort on this activity more than I was expecting and she seemed to enjoy it a lot.

On the last day, I wanted to test if she still remembered everything that I taught. When I ask her “What are the 5 ways to happiness?” she answered me with perfect English accents and no mistakes with the gestures. I was very impressed by my mother’s efforts and happy to see she succeeded. I asked her why and how she rememberd everything, and she told me that she repeated this song before she goes to sleep every night, so that she won’t forget. Also, she told me that she liked this song as well.

I am so glad that my mother and I, we were enjoying this activity a lot. This activity made a great opportunity for both of us to learn English together. Now, we sometimes sing this song together, and it is very fun.+

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7. Shiomi Mano - Friend Learns the Five Ways to Happiness I have learned many songs to be happy from our class. I often use the song of “5 ways to happiness” because I think it makes me relaxed. Through this class, I have found that using gestures is effective to remember the songs. This song has gestures, so I think this is easy to memorize. Therefore, I choose this song to teach to my friend, Saki who is a KUIS student and good at English, especially listening.

I taught her “5 ways to happiness” during the lunchtime on July 4. At first, I sang the song with gestures. After that, I taught it without the melody. She could understand the lyrics a little. Although I sang the song only twice, she succeeded in listening and getting the meanings. Then, I asked her to sing with me like we do in class. First, we sing a song sometimes with a guitar. Secondly, we try to sing it even though we cannot understand what Tim is singing. We do not know the lyrics at first; however, imitate him and just sing. And, we can sing completely little and little. Since I like the way, I taught her the song like Tim. On the first time Saki sang the song with me with no melody, she was imitating me. Although she could understand the lyrics, I thought I had better teach the lyrics correctly; so, I let her repeat the lyrics after me one by one. Then, we sang at the same time for a few times. I was surprised that she was able to memorize soon because it took more than ten times for me to memorize all parts of the song. I finished teaching on that day when the lunchtime was over.

On the next day, I asked her “What are the 5 ways to happiness?” It seemed hard to remember the part of “smile from ear to ear” and “sing a melody”.

Therefore I made gestures of these to help remind her. After that, we sang together for several times and finally she succeeded in singing completely. She said that she actually will try to “breathe in deep” whenever and wherever she can.

I learned that enjoying singing with gestures is the best way from this case study. Saki said gestures made it easy to memorize the song. I agree with her.

Besides, I can enjoy singing by doing gestures. I think even though it might be hard to remember the lyrics, gestures will help to remember the lyrics. And, I will be positive to sing a melody to be happy and positive.+

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8. Hiroki Saito– How are you?

I chose my mother for this project because she likes English and is eager to learn it very much. Recently, I often see her reading English book or listening to English songs to study. The song I taught her was "Super, happy, optimistic, joyful and prodigious" because this song was quite simple and very easy for her to remember. Moreover, she works at a nursery school and is used to singing children’s songs. Therefore, when I asked her to help me with this experiment, she was really interested in it and she said "Yes" to my asking First, I taught her its question "How are you?", its meaning and how to sing it. She didn't know meanings of words optimistic, joyful and prodigious. I translated those words into Japanese. For example, optimistic means "Rakkanteki", joyful means "Ureshii", prodigious means "Sugoi" and this song means let's be positive everyday. Then, she understood my explanations very well. I thought she would understand it soon because those were very easy.

However, she didn't, because she was used to singing a child’s song, but she was not good at memorizing something and increasing vocabularies. However, she is never content, so she didn't stop trying to sing it.

Second, I found that she got used to singing the song. Therefore, I tried to ask her the question "How are you?" many times a day. For instance, I did it when I was home, when we had dinner together and talked by E-mail or Line.

When I asked her directly, she could sing because she remembered its rhythm, but there was sometimes grammatical errors of words she said. Then, I corrected those mistakes and let her reflect on what I taught about the song.

Finally, after two weeks since we started this experiment, she could sing the song "Super, happy, optimistic, joyful and prodigious " perfectly and remembered words meaning and this song's message very well. When I asked her the question "How did you feel about this experience?", then she said "To be honest, when you asked me to help you for this experiment, I was a little bit worried whether I could remember what you taught me and sing the song or not because I didn't think I was good at memorizing for the first time. However, thanks to your many questions in a daily life and explanations about its melody and rhythm, I could sing the song. And I learned some new words like optimistic, joyful and prodigious and the importance of continuing to try to learn something".

I was happy to hear her feelings and thoughts.

In conclusion, through this experiment, my mother and I learned 5 things.

First is how music affects people for making it easy to memorize new words.

Second is continuing to try it (do it again!) is one of the most important things to develop our ability. Third is being positive can be very good physically and mentally. Fourth, interacting with songs and questions make it interesting. Fifth, when you teach something joyful to someone, you become more joyful.

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9. Yukari Goto – Are you young?

When I heard about this project, I already had a plan to meet two of my friends on 6th July in Tokyo so I chose songs for each of my friends. I decided to teach songs for them during lunchtime.

For one of my friends, I chose the “Are you young?” and “How do you succeed?” She is the same age as me. She is very cheerful and kind but sometimes she is too gentle to people so that she cannot express her feelings 100%. I wanted to make her to show her emotions more to me so I selected these songs for her. She understands English pretty well and she said that these songs seem confident for positive people.

I just wanted to tell her that you can convey anything that you want to tell because we are still young and now is the time to give your expression to anybody around you. People always make mistakes a lot and of course I do but we are young and young people should make many mistakes so do not be afraid of making mistakes while we are young. After teaching the songs she was trying to speak about her future plan in detail with a delighted tone and face.

For the other friend, I taught the ”How can you eat well?” Actually, she just engaged with her boyfriend and she seems so happy but she confessed that she is worrying about daily meal preparation for her family. I think she is pretty good at cooking but her anxiety recalled that there is a perfect song for her about health and that is why I chose this song.

She is also studying English and she likes singing English songs. After I taught it, she said ‘This song looks simple but it has some important implications.’

It was true that I sang her this song for not only the health of food but also I sang it for all of her life but I did not tell her so I was surprised. I wanted to tell her that keeping a good balance in our life is important. People seek variety in life so you can challenge anything like something new and you can go back if you like.

She showed me some pictures of the food she cooked and it stimulated my appetite. I told her that she can build a well-balanced life like her meals so do not be afraid to make a great family of her own. When she heard my words, she seemed confident of her future.

In conclusion, teaching English songs to somebody is very interesting and I realized that how each song has a very deep meaning. I am really satisfied with this project because I could make my friends happy and I think I could understand the meaning of these songs more deeply. In addition, it was interesting to see the differences among people in many ways of interpreting the songs. This reminds me that I create my own meaning to songs but my friends hear different ways so truly the words do not have meanings but each person give them meanings. +

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10. Maimii Nishina - Are you content?

I chose my friend of KUIS, Risa and Yuki, who I have known for three years. I taught them the song of “Are you content?” I chose this song because I like it. Before I taught this song to them, I thought this song tells us we should keep making an effort and now is the important time to make my happy life. I think I can interpret this song deeply through teaching and talking to them.

Firstly, I met Risa on July 2 at 6 pm. We went to eat Thai cuisine. While waiting for the meal, I talked about my song class. I told her I enjoyed this class especially singing songs and juggling. Then, she asked me what songs these are, so I showed my Action Log and taught the song “Are you content?” She said this is a good song and she especially liked the lyrics. Then, we sang this song a few times in a low voice. People around us who were eating dinner might have thought we were odd, but we enjoyed it secretly.

Secondly, on the next morning, I met her in school. I greeted her and asked “Are you content?” suddenly. She was surprised in a moment. After she understood what I said, she laughed and tried to remember the song. She brokenly sang the song, so I sang the song with her. There is another friend Yuki who took the same class with us. She seemed interested in the song and asked us what song we were singing. So I told her and sang it again with my friend.

Yuki said she also liked this song especially the third line, “Today is my moment and now is my story”. She said, “We often tend to regret what happened in the past, remembering these sometimes negative things and crying again and again.

It makes today bad and now sad. This song tells us it is wrong. I have an optimistic view, so I like this thought to enjoy now.” We wanted to talk more, but it was almost the time to start the class. So we decided to meet after school.

After school, Risa and I went to Yuki’s house. We were eating cakes in her house and talking about the last part of the lyric “I’ll laugh and I’ll cry and I’ll sing”.

Risa said “Yuki said she likes the optimistic view. I also like it, but I think it’s important to cry and talking negative things with my friends too. Sharing feelings with others always helps me. So I want to laugh and cry and sing with friends and dearest people.” After that, we cooked dinner, talking and singing not only this song, but also other songs. It was very fun.

I intended to teach the song for my friend, but I learned another interpretation and meaning of the song from my friend: having negative experiences and crying may give us some chances to notice little happiness in our ordinary life. Tim said we can make the meaning of the lyric by ourselves. I understand it’s true through this project. The song made our relationship better because we can share what we think and feel for each other. Also, we can just enjoy the time singing. +

Music Therapy Case Studies Spring 2013

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I chose "5 ways of happiness". I taught this song to my mother.

I'm living by myself in Makuhari. My hometown is far away. Therefore, I thought I will teach my friend who is KUIS student this song at first because this song needs gestures. Actually, I have Skype in my computer. However, my computer has something wrong. Also, my mother doesn’t have Skype. It is difficult to teach this song for her. But, I could go home for the weekend to visit my grandfather in the hospital.

Then, I taught it to my mom with gestures.

I started to teach this song to my mother using the telephone since Tim gave us this assignment. First, I taught her lyrics that I translated into Japanese. I said to her “It’s a spell song to be happy. If you do this 5 activities in the song, you will be happy anytime and anywhere.” She was amazed and moved by the lyrics’ meaning because it was really positive with happy words. She liked it soon. She said, “I would love to live to do these 5 ways in my daily life. These activities will make me happy. And I will live for a long time.” I was glad that she liked it soon and said these things. I repeated the 5 ways that I translated into Japanese every time we called mobile phone. I always asked her “What are 5 ways?” Gradually, she could remember them.

After that, I taught her 5 ways in English. She listened to me carefully. I read aloud each sentence every day. At first, she often mistook some English words. However, gradually she could say all lyrics by herself.

Then, I sang a song a lot of times. I wanted to teach her the melody and rhythm. She tried to repeat after me like shadowing. She couldn’t sing the song smoothly yet. However, she could remember melody and rhythm. She often hummed a melody while she and I were talking through mobile phone. I continued to sing the song through mobile phone. She always listened to me carefully, and tried to shadow the song.

When I went home in my hometown, I taught gestures for her.

Gestures helped her to sing a song in English by herself. Gestures connect with lyrics. Therefore, she could sing a song by herself soon.

She started to try to sing a song many times without me. Sometimes, my mother and I sang the song together. Finally, she could sing the song by herself completely. I felt happy.

To teach a song to my mother was a little difficult for me.

However, I was really glad that my mother liked this song, and this song made her positive and happy. Now she continues to sing the 5 ways to happiness while she drives a car, takes a bath and cook meals. I studied that happiness is contagious in my psychology class. Maybe she will teach this song for her friends. I also teach this song to other people and my friends. I hope that many people know this song, and they will be happy.

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12. Yuna Taira – Do you love me?

I chose my mother as my partner because she is very close to me and we can feel comfortable and relaxed at home while this case study. For doing this case study, I would like to choose the song, “Do you love me?”. It is such a nice and lovely song so I thought my mother would like it. We made time to talk on July 3rd, before having dinner. It was about 40 minutes in total.

Firstly, I sang to her and then explained that this song should be the answer whenever I ask “Do you love me?” I asked her to shadow me the second time. I liked how she sang loudly even if she was little bit confused with English lyrics. Afterwards, she said that she wanted me to write down the lyrics on paper.

So I wrote them down and added Japanese lyrics for her. She looked like she didn’t understand every line. Then, I asked her to try to sing by herself. I think she sounded better looking at the lyrics and memorized this song’s melody this way.

But the song has a connected speech line so I needed to teach how to pronounce “I’ll” and “You’ll”. Next, I asked her again to sing by herself caring about English pronunciation. She sounded really amazing this time. She tried to practice singing this song without asking, and then I felt it is fun to teach something to someone when I saw this motivation. After she practiced several times more and became able to sing the song without looking at the lyrics, we finished the activity and had usual dinnertime.

On next morning (July 4th), after having my breakfast I asked her suddenly “Do you love me?” and encouraged her to sing the song to me. She was still having a meal and looked really surprised at my question. She slowly started singing the song. Her singing was a bit halting but I was glad she could react to my question. It took a long time for her to come out with line 3, so I taught her that line’s intonation and rhythm very clearly again. I asked the question one more time to make sure she got it; I felt she sounded really well in the end.

Two days later (July 6th), I asked her “Do you love me?” at our dinner again. It had been two days so I thought she already forgot the song or could not react to my question. However, she surprised me by singing better than she did two days ago and I was really happy about it. I guess this song was the first song for her to remember all in English. I’m glad that I was the one who could teach it to her. +

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13. Emi Shimoyama – 5 Ways to Wakarukadoniwa Fukukitaru I choose two songs to teach. The first song was “The 5 ways to happiness.” The reason why I choose this song is that I could know important things from this song. The lyrics are basically: Smile from ear to ear, breathe in deep, look up at the sky, sing a melody, dare to show your love. These lyrics are easy, but when I listen to this song, I think that remembering these basic things are very important for our lives. After I learned this song, I try to do these five things. These five things are good to relax and be positive. The second song I taught was “Why do you smile?” The lyric is “Smiling brings you happiness. Let it show the way. Waraukadoniwa Fukukitaru.” I like this song because I agree with this lyrics. I sometimes get depressed, but the next day when I try to smile, I can change my mind and something changes.

I taught these two songs to my friend Hanaka. She is a KUIS student and I was in the same class when I was freshman. I choose her because I know she likes singing. She always sings songs and she looks very happy. I taught her at Balcone at lunchtime. First, I sang the two songs and let her remember the melodies. She sang and tried to remember. After that, I explained the lyrics. I tried to teach her that remembering basic things, like smiling, are very important.

She said that these songs were good songs because they show how important it is to be positive. She remembered easily and also could explain important points.

I called her two days after I taught. I asked her the questions that prompt the songs (What are the 5 ways to happiness? And Why do we smile?) However, she couldn’t sing them all at that point. She was forgetting some parts, so I helped her she remember. After we finished, she said that this was a good experience for her to know good songs and think about her thinking. She said that she would remember these lyrics and be positive.

I enjoyed teaching songs to Hanaka! I found that I enjoyed teaching something to my friend. It was fun to explain my favorite songs and change my friend’s mind. I thought that song has big power to change people’s mind. I thank my friend because I could know these things. Also, I think that this class is a very good experience not only because we can know a lot of songs, but also we can think about ourselves by learning lyrics. All songs we learned in the class are very positive and I think that this could make my life happier. I want to remember all songs and sing them when I am disappointed. +

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14. Natsuki Numayama – Cram School Student & 5 Ways I chose my cram school student, Saya to teach 5 ways to happiness.

There are some reasons. First, she really likes English and she is interested in learning English songs. Also, she is usually a positive and cheerful girl. However, she sometimes worries too much and becomes negative. Especially, she really worries about the Eiken oral exam which she is going to take next week. So, I thought that this song is useful for her to remove her negative thinking and the lyrics like “smile from ear to ear” and “breathe in deep” will help her exam.

Moreover, I always behave as a teacher in my cram school so I don’t have to be nervous to teach the song.

When I told her, today, we are going to sing an English song, she looked excited. Firstly, I sang the song with gestures. Thanks to the gestures, she could understand almost 50%. Then, I taught her the lyrics and gestures. The words ”breathe” and “dare” were difficult for her so I explained them in Japanese. After we sang it three times together, she could memorize the whole song. She could sing it without my help. After I finished my lecture, she said, “I have never found how smiling, breathing, looking up the sky, singing and showing our love are so important. These ways are quite simple but it keeps us happy!” I was so happy to hear that.

When she left the cram school, I asked “What are the 5 ways to happiness?” She could sing the song almost perfectly even though she had a history class after my English class. The history class was about 2 hours. I told her your homework is singing this song in her house and school. She said, “Yes!” with a bright smile. I thought that the smile was much brighter than usual.

After 2 days, she came to the cram school to take a math class. I asked her the same question again. She couldn’t sing the song smoothly but she could sing the song with gestures almost perfectly. I thought that she sang it many times in her house. She said she could relax by breathing deeply before the exam, she could be positive by looking up the sky and she could smile a lot. In addition, she told me she didn’t feel as nervous as she expected in the exam and she could do her best.

I could learn many things from this project. I believe that she changed by learning the song and singing it many times even if the song is simple and short.

Also, some words were difficult for her because she is a junior high school student but she could memorize them easily. I found that melody and gesture help us to learn new words. Especially, I thought that the bond between Saya and I became much stronger than before by singing together.

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15. Tomoko Wakushima – Why do you smile?

I chose my boyfriend who is 20 years old and working after graduating from high school. He is not good at English but is very. curious about English and foreign songs recently. I chose a song ‘why do you smile?’ because he always smiling and makes me happy. I like the song melody and lyrics. Also it contains my favorite proverb.

At first I taught him on June 3 at 11 p.m. He was confused because I asked the question in English suddenly. Moreover, he answered “If I smile, I can see many people’s smiling! I want everyone to smile!” in Japanese. After that, I told him “there is a special answer I would like to teach you” and taught the special answer. He could not understand the vocabulary then I explained in Japanese. The proverb is so famous in Japan, so he could understand the lyrics meaning soon. Secondly I asked him “why do you smile?” about 10 minutes after, but he could not answer with the English lyrics. He said, “’let it show the way‘ is difficult to say!” I thought so too the first time, but I came to sing it now. Practicing a lot helped me tomemorize. After I told him this, he practiced over and over again. Finally, he could memorize the song completely. The melody was slow but it is his pace. The speed of learning new things is different from person to person.

I felt happy and surprised at his memorizing ability.

Two weeks later I called him up at night and asked “Why do you smile?”

He kept silent for a moment and then answered “Warau Kadoniha Fukukitaru” I laughed because he didn’t memorize English lyrics. I felt a little bit disappointed but I tried to teach it again. I though he forgot the melody, I sang it. After I sang it five times he could sing it with me. Of course it was slow pace but I satisfied. I enjoyed singing and he will remember the song more easily than now.

Through this project I noticed to share my learning is interesting. The experience was a good opportunity not only for me but also for him because there is probably no opportunity to learn English for him. I said I was surprised at his memorizing ability, but a recent article we read in class actually supports the idea that musical melodies can help us to memorize a foreign language and to pronounce the words better (Science News, 2013). I think English phrases with melody helped him to memorize the song easily. Melody and rhythm are very helpful to memorize! I wanted to tell him the most important is when you learn a new thing, "Do not give up before you try it!" I hope he could learn something new joyfully and that his interest in English is now higher than before.

Karen M. Ludke, Fernanda Ferreira, Katie Overy. Singing can facilitate foreign language learning. Memory & Cognition, 2013; DOI: 10.3758/s13421-013-0342-5 Also in Science News July 18, 2013 Singing helps students tune into a foreign language. http://www.sciencedaily.com/releases/2013/07/130718101047.htm

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16.Chieri Fujimura - Who Are You? I chose my friend Yuka who is also a KUIS student and belongs to the same volleyball team. She is an IC student so she understands English very well.

I taught the song ‘Who are you?’ which is my favorite song because it makes me positive and give me courage.

It was the first time July 5th when I taught the song to her at a restaurant in Makuhari. I read the poem and she listened after that she also read the poem and understood the meaning of the song. When she listened to the song, she seemed not to understand the meaning of the lyrics so I taught the meaning in Japanese so she could understand the whole story of the song. I asked her what she thought of the song and she replied that the song was very positive and she felt freedom from the song.

After I listened her comment I added my impression that “you know who I am by the song that I sing” because sometimes people judge the people only from their appearance and give value to the people without not knowing the heart. You may regard the dandy person as excellent and admirable and you may regard the rover as miserable and dirty. There is a lot of discrimination or prejudice. However “who are you?” told me the important thing is not the appearance but the personality.

She listened to my explanation and she agreed with my idea and said “the important thing is a person’s heart”. We enjoyed talking about the song/ poem and had great time together through singing “Who are you?” She read and sang the song again several times but there was no problem with pronunciation or fluency.

For me this experience was very important thing because we discussed with each other. Sometimes it is a good thing to discuss the serious topics. We learned and reconfirm that people’s values should never be decided by appearance. I sometimes guess the people’s personality from their looks but such an idea will make a shallow relationship so I want to see the people’s mind.

That is very important to have a mind to see the deep inside. This activity was really good for me and my friend, Yuka. I want to teach more songs to Yuka and share more ideas.+

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17. Kei Orikasa – What do you learn?

I chose my mother as my student because she is a teacher at an elementary school. Nowadays elementary schools teach English, so my mother is interested in learning English. I decided to tell her the 5 ways to happiness because it was one of my favorite songs. Also, when Tim sang this song for the first time to us, I remembered it quickly. This song has gestures and I could remember easily with movements.

First, I showed only the gestures of the 5 ways to happiness and I asked her to guess the meanings. We did this after dinner on July 6th. “Smile from ear to ear” was the most difficult gesture for her. This one was also hardest to guess the meaning for me. However, she understood the other gestures. Then I sang it with normal speed because I wanted her to listen to all parts of the song. After that she said that this song was very difficult to remember. So, I said the song has many parts to repeat, so phrases you have to remember are not so many. She said “OK, I’ll try it.” I sang one line slowly, and then my mother repeated the same line. We did this activity for 30 minutes. She was very busy so I was happy to spend time together. These days I am also busy and come home late at night, so my mother and I have not talked much. On the next day, I asked her what are the 5 ways to happiness. She only remembered the gestures and their meaning in Japanese. I learned how effective using our body is to remember something.

On Sunday June 7th, I taught her “How do you learn?” The song is a little bit long and difficult to remember for her, so I only told the phrase of ‘Use it or lose it’. The reason why I chose the phrase is that I think it can be said for not only learning English but also for everything. Even if something does not go well, I can keep trying. The phrase shows me that if I got use to something difficult, it would go well. I wanted to share this idea with my mother. In addition, ‘Use it or lose it’ means ‘Narau yori nareyo’ in Japanese. Therefore, I thought it would be easy for her to remember. The case study gave me a good opportunity to share what I learned at university with my mother. I would like to tell her other songs again.

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18 Takako Noto - Are You Young?

I asked my sister to to help me with this case study. Her name is Masako, and she is in the third grade of high school. I chose the “Are you young?” song because I liked it the best, and I thought she would be interested in the song.

However, she was not interested at first because she could not understand the meaning so I taught her the meaning in Japanese. Then, she started to enjoy it. I know that she does not like English, but I hoped this activity would help her.

I started teaching her on July 5. At first, I sang the song and told her to repeat after me. However it was difficult for her, so I taught the meaning in Japanese, and told her to write down the lyrics. She likes singing, so after she got the lyrics, she could sing it soon.

On the next day, July 6, I asked her “Are you young?” She remembered the melody, but not the lyrics. So, I gave her a hint, then she could sing it. When we had a dinner together, I asked her “Are you young?” again. She sang the song smoothly. My mother was very surprised by her singing. Masako never sang songs in English. So, I taught my mother the song too, but she seemed confused. So, I taught her only the first line, I’m young and strong and beautiful.

Then Masako started to teach my mother too. I was glad to see it. I thought Masako learned how to teach well, and she liked the song.

On the next day, I asked her “Are you young?” again. She could sing along perfectly. So, I told her “Teach this song to your friend!” She taught this song to her friends, and they also liked it. My sister looked like she enjoyed singing and teaching.

It was my first time to teach an English song to my sister. She is not good at English, so it was difficult for me and also for her. But I hope she likes and remembers it. Through this activity, I learned that it is important to think and change the learning style for my student. If I had a chance to teach English songs to somebody, I would teach them again.

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19. Kanako Yasuhara – Brother Weather!

I did this assignment with my brother because my brother likes English songs. I taught my brother the song "What's the weather like?" I have two reasons to chose this song. First, I think this song’s lyrics can be easily understood. Also, this song is short and everyone can understand the meaning of the lyrics because these lyrics include easy words. My brother is in high school but, he is not familiar with English. If I chose a song with long sentences, my brother couldn't understand the whole meaning of the song. Secondly, this song has cute and funny gestures. Learning songs with body gestures is a good way to remember the song. In my case I could remember this song because of those gestures. I'm not good at memorizing but I could remember this song easily.

That's why I chose "What's the weather like?".

Let me introduce my brother's profile. My younger brother’s name is Daisuke. He is 18 years old. He really likes games and he always plays TV games. He goes to high school but he is not good at English. I think everyone is perplexed as to why I chose my brother. In fact, I considered doing this assignment with my university's friends because they can understand English well. However, one day I sang a song in English, and my brother said, "If I am good at English, I can sing a song in English". So, I want to teach to my brother the English song even if he is not good at English.

First, I taught just lyrics because I wanted to tell the lyrics' meanings. My brother couldn't understand the meaning of the lyrics but I told him in easy English and with gestures later and he understood what the lyrics meant.

Moreover, I taught some difficult meanings of the words in Japanese. He could understand all the lyrics in the end.

Second, I taught this song's gestures to him. This song's gestures are so funny and cute, so he could remember soon. After I taught the gestures, I and my brother did them together while saying the lyrics. He could remember these gestures in about 10 minuets. It was amazing for me. I didn't know my brother was good at memorizing.

When my brother could do gestures and could say all lyrics without me, I sang the melody of this song. My brother likes music and he always listens to music, so he could remember the melody easily. However, singing the song in English was difficult for him. He practiced hard with me many times. He could sing the song in English gradually, and 20 minutes later, finally he could sing this song with gestures. I understand that “do it again” is really necessary to remember and also gestures are good ways to remember the song. My brother was really glad to sing the song and he sang many times in the house. If I have a time, I will teach him another song.

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20. Chinatsu Matsuda – Today’s Mom I chose my mother who is 55 years old for my survey. It was because she is interested in English and she really wants to learn it, and she likes singing songs and also she can sing very well. I asked her about this assignment, she accepted my proposal soon. I chose the “TODAY” song. It was because when I let her listen to this song which I recorded in our class on my smart phone, she really liked it and she wanted me to teach this song to her. Also, I like this melody and the lyrics are beautiful.

First of all, I taught her on July 5th at 10 p.m. for about 40 minutes in my house. I dictated the lyrics to her but of course she could not do well. Therefore, I told her to correct lyrics, meaning, and how to read. She looked more interested in this song. Then, I sang the song for her as an example, and she also hummed with me. However, this song is a little bit long, so I divided into 3 parts, and taught her parts.

It was difficult for her to pronounce English words. It was because she was not familiar with it. However, she could memorize the melody soon, so she could sing words with melody. There were some words which she knew for example strawberries, sweet wine and story, so she could pronounce these words well. She wrote lines next to the lyrics, which showed a rise and fall of intonation. She could sing part 1 soon as I expected. Part 2 looked difficult for her because the melody changes. Therefore, I repeated part 2 many times with her after that she could get accustomed to it. I taught her gestures in part 3 because it helps us memorize lyrics. At first, she could not sing with gestures at the same time. Therefore, I taught each sentence and then I sang it slowly. Through these steps, she could sing part 3 with gestures. Gradually, she looked like she remembered the lyrics with gestures.

After that, we sang through the song, of course we sang with gestures in part 3. She had some mistakes when the melody changed, but if I gave her hints, she could come up with lyrics soon. Finally, she could sing whole song without looking at the lyrics with me.

The next morning, I asked her “Whadaya gonna do today?”, and she started singing. She forgot some lyrics but she could come up with it when I helped. In the end, she could not sing the whole song without me or looking at the lyrics, but I believe that she can do it, if we sing this song everyday.

This experience was beneficial for me. Teaching songs was difficult but it was a good opportunity to communicate with my mother. She was interested in English more through this case study, so I will teach other English songs to her.+

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21. Yuiko Yamagishi – How are you? And 5 Ways!

I chose my brother as my student. He is 2 years younger than me. He is a university student. The reason why I chose him is just he likes English songs.

However, he is living alone in Tokyo so I e-mailed him about this project, and he came back home for a weekend.

At first, I taught him “The 5 ways to happiness” on July 6th in the afternoon. It is the easiest song to teach I thought because I can teach this song with gestures. I explained the meanings of the difficult words in Japanese. He did not know “dare”. We tried to sing with a loud voice a few times. He looked a little confused but he could remember all sentences with gestures. I taught the gestures’ meaning, here. He said to me, gestures help him to remember the lyrics. He enjoyed learning this song so he could understand very fast.

He wanted to learn more! So I taught both “How are you?” of two. He has a little vocabulary so I explained the meaning of the words again. And I sang these two songs alone and he just listened. After I sang it, he said, “I have heard this melody.” He has already known this song’s melody. Probably, this melody was used with Japanese songs so he knew it, I guess. He could remember the first one of “How are you?” We enjoyed singing again and again. He said, to repeat to sing also helped him to remember. After first one, I taught second “How are you?” it seemed a little tight for him. There were a lot of unknown words, for example, awesome, tenacious, and vivacious. These words were also the ones I did not know, so it was little hard for him. However, the melody is the same as the first song, so he could sing it soon.

I taught these three songs on Saturday, July 6th. After that he went back to Tokyo, on Sunday, July 7th’ evening, I told him to sing these. He could sing two songs perfectly, but the last one is he was not sure of. He needs more practice.

This project was difficult for me because I have never taught an English song to anyone. But this is so meaningful for me because I could figure out what I have learned in this class. By this experience, my younger brother and I could share a fun time, and he knows my university’s activities. He also enjoyed learning an English song. I thought, next time I want to teach my mother with my brother.+

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22. Yuri Miyazaki – Five ways to happiness - Mother I choose my mother as my English song’s student. She is not good at English, singing and remembering something. I taught her the song “What are the 5 ways to happiness?” The reason why I choose this song was that these 5 sentences use simple words and a sung with gestures so I thought it would be easy to remember them.

First of all, I taught my mother on June 29 at 9:30pm. My mother listened to the song while I sang it slowly and with a loud voice with gestures. Then, she sang the song following me five times. After that, I tried to explain the lyrics' meanings in Japanese. However, she looked troubled remembering the lyrics and melody together and asked “Can I really learn to sing this song?”

On the second day, we practiced the song 20 minutes after breakfast. I made a card that had the written lyrics with kana alongside these English pronunciations for my mother. We practiced many times with looking at the card and doing gestures, we could sing relaxed. However, when she tried to sing alone, she could not remember the first word of lyrics so she looked confused.

After the lesson, I thought of a way that I memorized multiplication tables when I was in elementary school and I made the two more lyrics cards. The method is lyrics cards papering on the spot that catch our eye so I posted cards on the door and wall of the restroom in my house in order for my mother to see them easily.

The next day, I asked her “What are the 5 ways to happiness?” suddenly but she could not answer soon and said “Well…smile…” like this she did not memorize completely. However, she could answer after I showed the gestures and then we repeated singing with gestures. Moreover, she tried to sing without looking at the lyrics card and we sang one by one sentence. I felt that the first day my mother looked like she was only remembering hers best, but then she was enjoying this song.

The final day, I asked her the same question as the day before and she could answer although including some pauses. Her song was awkward at lyrics and melody but I feel happy because she will become able to sing alone soon.

Afterwards, she could sing smoothly after twice practicing and we spent a good time by singing together.

This experience gave me a chance to teach English to someone, in other words, it is the first time for me. Teaching English songs was not only interesting but also very difficult. At first, I wondered if it was impossible that my mother who is not good at English could remember the lyrics, melody and sing a song in English. However, we practiced and sang many times and enjoyed this song so she seemed to relax with leaning an English song. Also I could enjoy teaching English so we shared valuable time by leaning English together. In the future, I want to live a happy and healthy life so I believe if I get into some trouble 5 ways happiness song can be useful and cheer up me. The next opportunity, I want to teach this song to my father and grandmother although they are not good at English. Then I want to sing “the 5 ways to happiness?” with all family members.

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23. Miyu Sano – Super Happy! Friend I chose my friend Miho who was also in KIFL with me. She works now and is really busy but interested in English so, I taught her “Super happy optimistic joyful and prodigious.” This phrase is not so long and it makes us smile.

We commute to the same dance school and we sometimes go together to the studio so I talk to her on the way to the studio. First, I heard her “How are you?” and then, she answered, “I’m fine.” It was a natural answer. We sometimes spoke in English for practice so she would not be surprised if I spoke in English at that time. After that, I said, “I know special phrase to say when someone asks you HOW ARE YOU!” She wanted to know that phrase, then I taught her “Super happy optimistic joyful and prodigious” At first she listened to the phrase, she didn’t catch “optimistic” and “prodigious”. Then, I said the phrase slowly so she could understand “optimistic” but she couldn’t understand “prodigious” because she didn’t know the meaning of it. So I explained the meaning of it.

However she couldn’t remember the whole phrase or even understand the meaning. We practiced several times. She could say “super happy” very easily but after super happy she forgot many times. So I asked her “how can you image gestures when you say these words?” Then, she made gesture as she likes. She separated 4 sections “super happy” “optimistic” “joyful” “prodigious”. When we say “super happy”, we make our hands rock and up right side of our hands.

When we say “optimistic” we opened our hands and showed our palm. When we say “joyful” we gestured like running. When we say “prodigious” we made circle by hands. It was really enjoyable for us and when we did this, we laughed a lot!

So I think this practice was healthy.

We did this practice many times. When she forgot the word, I could do the gesture and she remembered the word. I think this practice was really effective to remember. Two days later, we met and I asked her “How are you?” again.

Actually, she didn’t answer the whole phrase but compared to the first time, her voice was bigger. I think she could have confidence to say because if I did the gesture, she could say the word. After going home, I asked her “How are you?” on texting. Surprisingly, she could answered the phrase “Super happy optimistic joyful and prodigious.” I thought she might not answer it because she couldn’t see the gestures but she could remember the whole phrase. I asked her “why could you answer it?” she said “Because we practiced the gestures a lot”.

After teaching this phrase, I think it was a little harder than my image but it was more interesting than my image! Also, while teaching we could enjoy ourselves so we laughed a lot! I think it was really a great way to study. Besides, she said recently she couldn’t use English so her abilities in English were decreasing. She wanted to learn English. After this study, she thanked me because she could know a great phrase and it was a fantastic opportunity to study in English. I was really glad to hear that.

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24. Narumi Komi – 5 Ways and Are You Young? 3 Learners!

First of all, I chose one of my friends, Chisato, a KUIS student to teach. I chose her because I thought it would be easier for me to teach English songs to someone who already has English knowledge, and also easier for the leaner to understand the words to a song. So I asked her about this project, and when I talked to her, other friends around us also got interested in this, and so Yui and Maiko joined us as well. They and I are taking another Sogo class, so we mainly took time to practice during lunchtime after the class.

I chose two songs “5 WAYS TO HAPPINESS” and “ARE YOU YOUNG” because I really like the lyrics and wanted others to know them. I wanted to make them happy with these songs, and wanted to know the world around us is fascinating and surrounded with love. At first, I taught them on Tuesday July 1st for about 20 minutes. I just taught the lyrics of “5 ways to happiness” to them because I thought it might be difficult for them to remember two songs at one time. Then, I sang it as a model, and then with them. We sang it again and again together, and in turn.

The next day, we couldn’t arrange a time, so I used LINE to contact everyone in the group. I sent questions to them to confirm whether they remembered it or not. Actually, they couldn’t memorize it perfectly, they mixed up the order of lyrics. Then, I sent 5 WAYS TO HAPPINESS’s lyrics and the video I recorded while I taught it to them, because I thought it would help them to memorize the melody easier. By doing it, they could check whenever or wherever they want to. However, at that time, I noticed that I didn’t teach the gestures of the song, so I taught them on Friday the 5th. We worked on it about 35 minutes.

They said gestures were a good way to memorize and that it really helped them to remember. Actually they could sing by themselves when I asked the question after they learned the gestures. I thought gestures really work and are helpful!

Then, since I thought they had acquired the 5 WAYS TO HAPPINESS, I started to teach “ARE YOU YOUNG,” a more complicated and longer song than 5 WAYS. At first, they couldn’t keep up with me, so we sang in a slow tempo. We practiced again and again but they couldn’t remember all of it at one time. That’s why I sent them the lyrics and song data of it as I did before. We didn’t have enough time to work on it together, so I asked them to practice it by themselves on the weekend. They willingly practiced to memorize it. On Monday, when I asked questions to them, they could sing better than the first time. However, it was still difficult for them and I thought that the reason why they couldn’t memorize the song is because we don’t have gestures for it. Since I thought it, I suggested that they make gestures of it to have an image of the lyrics. It worked well, and helped them to memorize. I was happy with that and thought gestures have a great impact for memorizing songs!

I really enjoyed this project, with my cooperative friends! They said to me they liked this activity and songs! Actually, this was the first time to teach a song to others and in English. At first, I worried about how I could teach a song well to them. However, it was so fun for us to sing songs together. I thought it is really good to have an image of lyrics and sing with gestures and together with friends.

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25. Narumi Amemiya – Today!

I chose one of my friends to teach the TODAY song. Because this is one of my favorite songs in this class, and I thought it would be very nice if I could teach it to my friend. We met up at the Café in building 7 on Wednesday at lunch time.

At first I was very embarrassed to sing a song in front of my friend, but gradually I got used to it. But my friend also seemed very embarrassed, and refused to sing.

I tried hard to make him sing, and finally he became brave enough to sing in front of me. That was a very embarrassing moment. We practiced TODAY song four times, and he seemed to remember the melody finally. But not the lyrics yet. I told him that I would ask him questions “What are you going to do today?”, “Are you content?”, and “Who are you?”. He sounded like he would not like that, but I pretended that I didn’t notice.

Later on that day, I met him again outside of the campus. So I asked him “What are you going to do today?”, and he was sort of reluctantly took off the paper from his bag and sang “Today while the blossoms still cling to the vine, I’ll taste your strawberries I’ll drink your sweet wine. And a million tomorrow will all pass away, before I forget all the joys that are mine today.” I was happy that he kept that paper where I wrote the lyrics for him.

On that night, I telephoned him to ask some questions. It was almost midnight, but he was awake. He said he was able to remember the first verse.

That made me smile. I asked all the three questions and he sang all the answers on the phone, and the answer to “What are you going to do today?” question, he said he didn’t even look at the paper I gave him.

On Friday, I telephoned him again. He told me that he had not been practicing the TODAY song, but he had been singing it for two days, because the song was stuck on his head. He also told me that he did not like the song at first but he gradually got to like it. I was happy because I actually did not expect that he was going to like this song. He could sing to me the whole song.

It was very interesting how one person remembers one thing by repeating it many times, and was also interesting how one random song is stuck in somebody’s head for a long time. I was surprised when he said he did not even try to remember the song. I learnt that you do not have to sit in front of the desk, to learn something new. Also, I am glad that I chose TODAY song for him, because I thought it might fit him. I hope he sometimes remembers the song, once in a while.

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26. Tsubasa Sato: How do you write?

I chose “How do you write” because I thought this song expresses its own sensibility directly. This phrase “My pen is writing me” is so attractive and creative. Moreover, this lyric is easy to understand because of the melody.

Therefore, I like it and I wanted to teach my friend. My friend is Yuka. She has high English skills and is a cheerful person. She belongs to the same dance circle and she always helped me. She had an experience living in a foreign country so I thought she would be a suitable person to teach.

First teaching was July 4th, at 10am for 10 minutes. In her room, I started teaching her. First, I taught only the lyrics in order. She was a little bit confused at first. and couldn’t catch it. I sang it several times, and then she could, understand quickly. Sometimes I sang slowly and sometimes fast, a total of 7 times. She seemed to get it quickly and could completely sing it soon. I was surprised that she was always singing along, many times with silent voice. She is good at learning a thing by heart. I said to her “I will say “How do you write?” suddenly.

So please be ready to sing anytime.”

Next day, at 12am, I met her at the school in the lunch time. When I saw her, I asked her immediately. “How do you write?” At that time, she was surprised and it took a little time to remember the song. However, she could sing it smoothly. After that, she was humming again and again. Teaching songs are difficult, we must memorize the lyrics and remember the melody. But I was really happy. I was glad to see that she was singing delightfully.

Doing this case study, I experienced how interesting teaching is. Teaching only language and the same routine makes people tired. However, teaching with music and gestures is more effective to understand. In addition, we are not alone so it is more enjoyable to work with each other. The most interesting thing is the learning speed is different by using famous songs. Firstly, I taught only the lyrics but, it was difficult to memorize. However when I taught the melody, she could sing quickly because she recognized the melody. This is why using famous tunes helps people to understand quickly I thought. It is an effective way to teach that mixes study with happy things. I learned very interesting thing from it. If I get a chance to teach, I want to use this way to improve teaching and make it more enjoyable.

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27. Yoko Omagari – Five Ways Friend When you want to be happy there are five things you can do… 1.smile from ear to ear 2.breath in deep 3.look up at the sky 4.sing a melody 5.dare to show your love… This is my favorite song, so I decided to use this for my teaching project. These five ways to happiness include some power to cheer us up and it is also easy to understand.

I choose Kanako who has not been studying English since she graduated from high school. We used to work together at a bar, and still we are good friends and make chances to talk or go out for drinks. When I asked her about my project, she worried about her skill of English because for more than 5 years she did not touch English and also when she was a high school student, she was not good at English. However, I persuaded her and finally she accepted my offer.

First, I wanted her to understand the meaning of this song, so I wrote down the lyrics on the paper and asked her which words do you know and not know? She said I do not know about the word of dare and the meaning of from ear to ear. I also had the same problem as her when I heard this song the first time. So it was easy to explain both. Then she understood everything. At this time I did not sing and no gesture.

Next day I asked her could you remember whole lyrics. She laughed and said no way. She tried to remember but that was so hard because it is English.

She could remember the translation of each line in Japanese. So this time I sang. She really likes singing. She sometimes starts singing song suddenly, so she looked like she was enjoying it rather than just remembering lyrics. I also used gestures with the melody. We sang a lot. Sometimes she changed the melody and sang with her original melody. And also she changed the tone of voice or imitated our common friends. That time was awesome. We laughed many times. We almost forgot that this was studying.

Two days after this fun day, she finally memorized all the lyrics! She sang with fully understanding the meaning. She said that "when I tried to remember the lyrics without the melody and gesture, I thought it was impossible.

But, after we sang together over and over again with joy, without any effort, I could get the meaning and remember all lyrics! That was amazing! Now I can sing English song!” She looks so happy. I think this song made not only her happy but also me. Singing songs with friend is a wonderful time. It also improves English skills. I recognized this song really makes people happy.

Thank you so very much Kanako for being my student. She also teaches me the power of melody and gestures. She is not only a student but also a teacher! We will continue singing songs to be happy.

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28. Tasuku Maruyama – “Today” Girlfriend In this semester through this Eiso class, I learned a lot of songs whose message is like “now is the best time”, “seize the day”, “make mistakes and learn something new”, and I could also learn lessons like “music is medicine” or “music can let us be optimistic”. I liked such songs, so I chose TODAY to teach.

I taught the song to my girlfriend, who is a KUIS student in the English department, second year. She was easier to teach than others since she has been learning and has known English for some time, so I decided to choose a song which has difficult vocabulary and long lyrics.

At first, I sang it once so that she could know how this song goes. After I sang it, I showed the lyrics to her, but she got confused. She said, “Why does blossom appear in this song?”, “What’s ‘vine’?” and so on. Therefore, I told her what I interpreted about this song and all the words she didn’t know in English. In addition, she’s not good at English grammar, and she sometimes lacked plural “s” or an auxiliary verb “will”, so I listened to her carefully while practicing and told her when she forgot pronouncing some words.

I separated three sections called stanzas when I told her this song, and I said to her that every stanza has one question like “Whadaya gonna do today (What are you going to do today)?”, “Are you content?”, and “Who are you?”. As soon as I assigned questions, she noticed that the very first sentence of each stanza is the answer to the questions, like “Are you content?” and the answer is “I can’t be contented with yesterday’s glories” or “Who are you?” and the answer is “Oh, I’ll be a dandy and I’ll be a rover”. The recognition helped her connect the questions and the stanzas easily and get interested in the TODAY song.

After 30 minutes practicing the song, I went to work part-time. After that, I called her to confirm that she could remember the song completely. In fact, the result was terrible. She remembered the very first sentences of each stanza, but missed some words or couldn’t come up with sentences at all. Therefore, I decided to tell her relate one word with the opposite words. For example, for the word “dandy”, the opposite word is rover, so she could easily memorize “I’ll be a dandy and I’ll be a rover”. In addition, I talked about rhyme, which is a rule that the last word in the line has the same sound as the last word in another line. For instance, vine and wine, or away and today.

She could finally catch the meanings and sing it completely after several days of repeated questions. Also, I thought that she could get to know the rules of English songs that will help her listen to and understand more English songs.

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29. Shimpei Kojima - 5 Ways Girlfriend I could easily choose the person to learn the affirmation song in my case study. I taught a song to my girlfriend who was a student in KUIS in last semester, but now she is a student in Tokyo Gaigo University. Her major is Chinese, but she likes English. However she is not good at English. Therefore I decided to choose her as my partner and teach an English song to her with these reasons mentioned above.

I chose the song “the 5 ways to happiness” for her. This is because I like this song and lyrics and gesture makes people cheerful. I thought I want her to be cheerful and happy because she was so nervous recently with a new life in a new university.

My first lesson was “to teach the melody only”. It was difficult to remember the all the phrases or actions the first time or the first day. “5 ways to happiness” has gestures and melody. Therefore I decided to teach her 1 point per day, for example 1st day-melody and then 2nd day-phrases, 3rd day-gesture.

In context of the 1st lesson, I taught the question and sang a song to her and then I let her sing a melody by using humming. I didn’t mind whether she could sing a song or not. Important point was to remember the melody in the 1st day, I think. I sang the melody with her again and again. She could not sing the song completely, but she could sing the melody by humming. My first lesson was completely successful.

The second lesson was “to teach the phrases”. We could not meet the 2nd day, so I called her and let her dictate the phrase. I sang a song again and again through the telephone. To dictate was difficult for her, possibly my pronunciation was too bad to hear. Anyway she dictated with difficultly. Finally, however, she could dictate the phrases on that day and then she remembered the phrases within 10 minutes.

Third lesson was “to teach a gesture”. In this lesson, I tried to use Skype.

Skype could send sounds and also an image, so I though Skype was an ideal tool!! Therefore I wanted to use Skype. At night, I called her and taught the gestures. She ha already memorized the melody and phrase, so it was very easy for her to remember the gestures. She immediately got it.

After the lessons, I sometimes asked her and then she could sing the song completely. In this way, my English song lesson was a success! It is important to teach step by step, I think.

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30. Chiho Masunaga: A Great Opportunity I chose my best friend, Risa who is the same age as me. We’ve had a good relationship since we were 14 years old. She doesn’t have English skills much but likes English very much. That is why I chose her as the learner in this case study. I taught her the song “Are you young?” because I like the melody with the lyrics repeating “I wanna tell everybody I’m in love, I’m in love… I wanna tell everybody I’m in love” First, we met on July first in her house. I explained to her about the case study and I sang alone ‘I’m young and strong and beautiful…’ After I sang, she asked me to write the lyrics. I wrote all lyrics and taught the meaning of “fascinating.” She was interested in the lyrics very much. I sang the song alone again then asked her to sing together. She looked a little nervous to sing in English but sang little by little. She could memorize the lyrics in 15 minutes but it was hard for her to memorize the melody on the first four lines so we sang many times. On that day, I stayed at her house so I asked her the next morning “Are you young?” She could remember almost all lyrics but couldn’t sing the melody perfectly. She recorded my singing and I withdrew the paper with the lyrics. I asked her to sing the song many times every day.

On July third, I asked her “ Are you young?” on e-mail. She could answer except “in (living an adventure)” and “so (so fascinating)” I corrected the lyrics and told her that I would call her that night.

At night on the same day, I called her and asked “Are you young?” I was very glad to listen to her singing because she could sing the song perfectly. I said to her thank you.

On July seventh, we went for dinner. After dinner, I asked her “Are you young?” outside. She was a bit surprised because I asked her suddenly, but she sang the song. She could sing perfectly. I was happy I could see her singing with big smile. She told me that “Thank you for choosing me as the learner. I’m happy I could learn this song from you. I’m in love!” I told her “the teacher of my class shouted ‘I’m in love!!’ too.” She was surprised and laughed.

Maybe it was the first time to sing an English song to a friend who was not a KUIS student. I’ve had some hesitations about speaking English to my friends outside KUIS so the case study was a good opportunity to do that. I think I can speak English to my best friend, Risa without any hesitation now. It was also the first time to see Risa speaking English. I knew that she likes English and wanted to learn it more. I’m very happy if she hopes, I will teach her other songs I learned in this class too. Thank you for giving me a great time with my friend in English.

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Some Song Affirmations & Classroom Management Questions Tim Murphey //// Kanda University of International Studies //// July 2013 1. How do you succeed? Doi Ta Ga In x4 /or/ (duidagin, duidagin)x4 (tune of Santa Claus is coming to town) Make Many Mistakes and duidagin Yarebadekiru Nasabanaru x 2 + Nana korobi ya OKEY 2. How do you change the world?

When you change yourself, You change the world!

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

4. How are you?

すごい かんぺき すばらしい

Superhappy sodelightful joyfuland amazing Superhappy optimistic joyfuland prodigious Trulyawesomsotenatiouslovelinglyvivacios [5 strategies: Chunk/Backf/rhythm/song/Hru?] Sugoi kanpeki subarashii sekkyokuteki genki せっきょくてき げんき

5. What’s the weather like? It’s raining cats and dogs and its cold outside My sunshine is deep inside [Story: Hiking Mt Fuji SSIMHP] 6. 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.

7. How do you have a great life? Make new friends, and keep the old One is silver and the other’s gold 8. 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.

9. What are you gonna 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.

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10. 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 11. Where do you belong?

Werdaya Werdaya Werdaya Werdaya Werdaya come from friend?

Howdaya Howdaya Howdaya Howdaya Howdaya like it here?

Wadaya Wadaya Wadaya Wadaya Wadaya wanna drink?

Whodaya Whodaya Whodaya Whodaya Whodaya love so dear?

I come from over there and I really like it here, I want another drink and I love you all so dear. Werdaya howdaya whadaya whodaya we all belong in the zoo.

12. Extra Bonus Tracks What are you doing now?

Collaboratively Energizing My Imagination (tune#5) ROUNDS Combine Row x3 Your Boat versions of 3, 8, & 9 into a nice four part group sing!)

A. Write x3 it down, set your feelings free, I make it upasi 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. 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. (“How to say goodbye?”)

13. How do you eat well? (Tune of Santa Coming To Town) Take a little bit of this Take a little bit of that Take a little bit of this Take a little bit of that Diversify and balance your life!

(N.B.: “a little bit of” is often pronounced in blended/connected speech as as “alidabida”) 14. How do you stay fit?

Walk a little bit here Run a little bit there Walk a little bit here Run a little bit there Dare to take the stairs and be a bear! Rwarrr (growl) Tim Murphey Resources Email: mitsmail1@gmail.com Articles at Youtube Search: “Tim Murphey Tips” for short video teaching topics from NFLRC Podcasts: Google “mits mind” http://mits.podomatic.com/Tim’s YouTube mitsmurphey Channel – A few Videos

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For TEACHERS and TEACHERS to BE Pedagogical steps in your classes -- one procedure (there are many ways…)

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

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

3. Then teach them the question that goes with it and tell them that throughout the class, every 5 minutes or so, you are going to ask them to ask each other “How do you learn?” and they have to answer “Use it or lose it.” This provokes “intent participation” (Rogoff et al. 2004), they know they are going to use it often and soon and so they focus more on it. Make sure you DO IT, otherwise they won’t get it.

4. Classroom Management Routine. Buying time usefully. Anytime you need a few seconds to organize the next activity, ask your students to ask each other a question. When I need a moment to get organized for something else, I ask them, “Please ask your partner what time is it?” It is also a wake up, energizer! And a good way to start off the class and reminder about important things.

5. You can also give mini-lectures or tell stories about the content of each one.

QWIK OPTIONS for teachers Song or Say and Gesture Slow or Fast Part or All (for example: divide up a long song into one verse a class) Students single then collaboratively or in pairs or 4’s with verses Sources: songs, song hooks, famous quotes, proverbs, affirmations, typical sayings, your mind Advantages: Teach memorization skills, gives agency (chunks), conversation starter, shared class culture, can change attitudes, flexible for teachers to apply, fun and positive, can make you healthy, and optimistic.

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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

The greatest madness The greatest sadness Is to see life only as it really is And not as it could really be Reality is desperately in need of imagination.

References: Music and Song related publications from Tim Murphey 1. Murphey, T. & Alber, J. (1985). A pop song register: the motherese of adolescence as affective foreigner talk. TESOL Quarterly 12: 793-795.

2. Murphey, T. (1989). The when, where, and who of pop lyrics: the listener's prerogative.

Popular Music 8 (2) 163-170.

3. Murphey, T. (1990). Song and Music in Language Learning: an analysis of pop song lyrics and the use of song and music in teaching English as a Foreign Language, (Ph.D. dissertation). Peter Lang Verlag, Bern, Switzerland. dissertation in Peter Lang's European University Studies in Ed. series XI. 374 pages 4. Murphey, T. (1990). The song-stuck-in-my-head phenomenon: a melodic din in the head.

System 18 (1) 53-64.

5. Murphey, T. (1992). The Discourse of Pop Song TESOL Quarterly 26 (4) 770-774.

6. The Hypnotic Open Text of Pop Song Anchor Point p. 42-44, May 1993.

7. Murphey, T. (1992) Music and Song Oxford University Press (4th printing) 151 pages 8. Murphey, T. (1993). Twelve Ways to Blissness Anchor Point P. 18-19, Dec..

9. Murphey, T. (2005). Song and Music in Language Learning. On Best of Tim Murphey, Volume 1, NFLRC DVD03 Honolulu: University of Hawai’i, National Foreign Language Resource Center. Available at: http://nflrc.hawaii.edu/publication_home.cfm 10. Murphey, T. (2010) Gracias a la vida - musica que me ha dado tanto: songs as scaffoldedlanguaging for SLA. In Linguagem e cognição: Diferentes perspectives de cada lugar um outro olhar. Eds. A. Hermont, R. Espirito Santo, S. Silva Cavalcante. PUC Minas; Bela Horizonte, Brazil. Pp 241-255. (book chapter) 11. Murphey, T. (210-2013) 5 volumes of student conducted Music Therapy case studies – class publications.

Music Therapy Case Studies Spring 2013

Essential Questions How are you?

How do you have a good life?

How do you succeed?

Are you young?

What does reality need?

How do you change the world?

Quote from John A. Logan. Artwork by Misuzu Kinoshita

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