投稿者「KCJS29」のアーカイブ

Valeria Magallan: Calligraphy

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For my CIP project, I decided to join my host sister in learning calligraphy.

The classroom is found at the top floor in a building next to the local train station. Students ranged from elementary school children to people well over their 50 years. Although Sensei individually teaches students at their respective level, the students of all ages and levels interact. In such a way, the newer students can be inspired by seeing someone else to produce a beautiful piece, and the older students can be reminded of how pure and fresh raw calligraphy can be.

Classes consist of sensei demonstrating how to draw a character in Shodo (Cursive) Style and I copying it several times-usually until I get the hang of it. Starting Calligraphy, I didn’t think it would be too hard, we are just writing, right…but it actually takes a lot of practice. During my first lesson, I was eager to begin, but Sensei kept telling me to go slower as I write my characters. In order to carefully define the strokes: the ink must be allowed to sink into the paper before continuing, which required slower movements.

Before the fall break, Sensei gave me a calligraphy gift. It was written on a small gold-painted wooden board. In the middle it had the characters for Red leaves:紅葉 and surrounding it were characters that I had learned how to read and write in Shodo style. Such as Arashiyama嵐山, Bamboo竹, and to spend time pleasantly: 遊ぶ . The gift was personalized, and made me appreciate it so much more. During one of our conversations, the topic of nature and seasons came up, and I learned that Autumn was his favorite. I purchased some tea over my fall break, specifically an autumn flavor, as an omiyage for him. I was really happy to see his reaction as he received it. Gift giving culture and appreciation for the seasons is real in Japan!

Learning calligraphy is like learning a different set of Kanji, some of them don’t look anything like the print version, but learning a traditional art or craft can really give you a different perspective, and you realize that these arts are still very present in Japan’s Pop Culture.

 

James Hilton: Kyokushin

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For my CIP, I chose to practice Kyokushin–a full-contact form of karate. Coming to Japan, I pre-designated two martial arts that I planned to study: Judo and Kyokushin. I had my Judo experience over the summer in Hokkaido, so Kyokushin was the target for my time in Kyoto.

OSU!

Sensei and senpai have both recommended that I use a more “relaxed” or “loose” style during close exchange of blows. Due to my boxing training, I use more closed-off stance–as to minimize damage incurred. I prefer to employ a parry-and-counterstrike fighting style, but Kyokushin demands preemption over calculated defense. While I am not completely sold on this strategy, I can definitely see it’s value. I pursue efficiency from the perspective of self-preservation; Kyokushin aims for effectiveness–obtain victory. I seek to disable the opponent while sustaining as little damage as possible. The Kyokushin way is to subdue with overwhelming force, and allows for damage taken–so long as it makes way a greater allotment in return. An efficient fighter wishes to minimize risks, which leads one to sacrifice opportunities to win. In other words, in Kyokushin, offense is defense; but I am of the mind that defense produces offense.The effective combatant does what must be done to triumph and considers the self-preservation aspect secondarily. Due to the associated trade-offs, there are circumstance under which either approach is superior and the other will lead to ruin.

During my most recent practice, I was finally able to utilize a more “relaxed” and Kyokushin-y offense (For an example: There is no evasion in Kyokushin and punches to the head are illegal–a considerable tactical conundrum for one who relies on those methods heavily) in combination with a conscious defensive effort. I am proud of this development because 1) previous attempts to adapt to the Kyokushin way only resulted in impaired performance and subsequent injury (the blending of multiple disciplines with contrary principles while in the heat of battle is no easy feat, I assure you); 2) relaxed focus leads to flow; and 3) I was able to construct a holistically more effective–and surprisingly more efficient–style for myself. My establishing a middle ground between defensive and offensive orientations, I get the benefits of both without much consequence.
My default fighting style is the combination of a number of disciplines. Never before have I had such trouble learning and incorporating into my own style another art. The issue is a mental one. All of my life, I was taught restraint in martial arts. As a once angry and aggrieved young fellow, I can admit that I needed that centering. Kyokushin forces me to walk the cusp of aggression that was always taboo. It makes me uncomfortable; and that is the reason why I must conquer it. A true warrior has balance. It is time for me to once again become comfortable in the role of aggressor–something that us young Black men are taught to avoid if we desire social mobility, lest we be abased as scourge and menace.
OSU!

Shannon Mewes: Japanese Calligraphy

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For my CIP, I have been taking weekly lessons in shodō, or Japanese calligraphy. I was introduced to my teacher, Asakusa-sensei, by a classmate’s host mother. Every Wednesday after lunch, I take the bus to Shimogamo Jinja bus stop, then walk a few minutes to Asakusa-sensei’s home where the lessons are held. The classroom is small but comfortable, mostly occupied by a large table and chairs—this was a pleasant surprise, since given what I’d seen of other CIPs related to traditional culture, I’d been bracing myself and my knees for an hour of sitting in seiza. Since I’m the only student with a lesson during my time slot, I’ve been able to interact one-on-one with my sensei far more than I expected, and I’m exceptionally glad to have had that opportunity.
The structure of my lessons is always more or less the same: each week, I determine what it is I want to work on writing (generally 3-5 specific kanji, though we’ve also worked on my hiragana handwriting) and bring a list with me. Asakusa-sensei then demonstrates each character so I have an example of the stroke order, and I practice each one a number of times, with Asakusa-sensei providing input on what to fix and what I did well. In theory, this kind of lesson in a one-on-one situation seems kind of daunting, and at first I was nervous during my lessons due to both my lack of experience and a fear of messing up my Japanese or accidentally being rude by poorly employing honorific language. However, the more I talked to her, the more comfortable I felt during lessons. It also helped that Asakusa-sensei is extremely friendly—overall she reminds me very much of a peppy grandma.
Though I’ve definitely slipped into informal speech from time to time out of habit, on the whole I’ve been able to use and get better at a more formal, less casual way of speaking. This has provided what I think is an important supplement to my Japanese class and the speaking practice I’ve gotten with my host family, since it’s more formal than, say, chatting with my host mom, as well as more natural and conversational than most interactions with professors. Though there are still times that one of us will have to look up a word (for example, I didn’t know the Japanese word for thunder and my attempt to describe it was more awkward than helpful) to keep the conversation alive, I feel that overall my communication ability has increased greatly as a result of these lessons.
Another benefit of my CIP is what comes after each lesson. After my very first lesson, I was surprised and delighted when sensei brought out a cup of tea and a cookie and offered them to me. Though my actual time slot is from 2:00 to 3:00 in the afternoon, we ended up chatting over tea until 3:30 or 3:45. This is a weekly ritual; after I’ve finished my calligraphy and cleaned my brushes, sensei will duck into the other room for a few moments and return with a hot cup of tea (in a ceramic cup she made herself, no less!) and a small snack of some sort and we’ll talk for another half an hour or so. I’ve found that during these conversations we talk a lot about what I’m learning in my classes, as well as discussing cultural differences between my background and hers. I feel really fortunate to have this kind of cultural exchange; compared to the other people I interact with in day-to-day life, Asakusa-sensei has far less experience with exchange students, so there’s a much different kind of mutual learning that happens in these conversations.
Entirely secondary to the social and language-related benefits, I’m also very happy to have taken these lessons from an artistic perspective. Part of my initial interest in Japanese calligraphy came from my hobby of English calligraphy, and investigating the differences between the two practices as well as letting shodō influence my English work has been an enlightening experience as well. I also feel that paying such deep and individual attention to writing kanji, including really looking at the radicals that compose them, has given me an added edge when learning kanji in an academic setting. Where before I struggled to remember and make sense of the characters, the intensive work with kanji has functioned much like studying word roots did for me in English; specifically, writing them slowly and with intention and thought has allowed me to pay attention to their pieces and configurations, drawing connections between characters and words that previously seemed unmanageably different.
Both socially and linguistically, I feel that my CIP has really rounded out the rest of my experiences at KCJS. From a more personal standpoint, I am also very grateful for the weekly chance to slow myself down and give something my undivided, almost meditative attention—and then enjoy cultural exchange over a fresh cup of tea.

John Cho: Shamisen

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For my CIP, I am learning shamisen under Iwasaki Sensei, who teaches in a cafe close to Kawaramachi Station. I chose to play the shamisen because I had a lot of previous background in playing musical instruments, and I wanted to experience the “traditional music” of Japan.

As I only had 1 year of Japanese under my belt, I was, at first, a little intimidated of learning under Iwasaki sensei, as it was a group learning session, not a private lesson. Also, the fact that Iwasaki sensei had a heavy Kansai-ben made me a little more nervous than I should have been.  However, all my doubts disappeared after my first lesson. Iwasaki sensei was a very outgoing and kind teacher, and it was very evident that she really wanted to take care of her foreign students (two of my classmates also studies shamisen and koto under her).

From my lessons, I think I definitely improved my shamisen skills. Iwasaki sensei is a fantastic and capable teacher, and I am lucky to have such talented instructor. Aside from my musical abilities, I learned a lot about Japanese culture, current events, and bits of Kansai-ben from the group dinner. Iwasaki sensei likes to eat dinner with every one of her students, mostly because she just loves to chat with everyone. During my numerous dinner gatherings with her class, I talked about something as important as my academics and something as trivial as bird migratory patterns in Japan. Also, whenever I had a question about the cultural aspects of Japan (for example, why does one of the student use “casual” speech and not “respectful” speech), she will always answer me to the best of her ability, even using few English words in her sentence just so that I could understand better.

For anyone who wants to have an authentic experience of “Japanese Life” with the locals, hanging out with Iwasaki sensei in her dinner group is a good place to start; and to those who want to learn traditional Japanese music, I would highly recommend the shamisen lesson.

Jiayi Huang: Assistant English Teacher at a local elementary school

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For my CIP this semester I worked as an assistant English teacher in a local elementary school. I chose this CIP because I wanted to know what is the nature of Japanese schools. Also, I grew up taking English as Second Language courses so I wanted to compare the English classes taught in Japanese schools to the classes I have had.

I go to this elementary school every Wednesday or Friday afternoon and rotate between four classes of the six grade. I was surprised to find out that each class has one teacher who teaches all the subjects. As a result, the progress and difficulty of the English classes are largely depended on different teachers. For example, one class is more advanced and is learning things outside of the textbook while another class sticks to the same page for two weeks just because they have different teachers. Another thing that strikes me is that even though it is an English class, most part of it is still conducted in Japanese. For instance, the listening comprehension has Japanese translation following right after the English part so the students would wait for the Japanese part and ignore the first English half. Also, students do not practice writing in English at all and they write answers in Japanese on the textbook. There are a lot of differences between the Japanese English classes and those that I took in Chinese elementary school. Japanese elementary school starts learning English in the fifth grade but we started learning basic English such as “A for apple” since the first grade. And the teachers are in charge of teaching one subject in about four classes and make sure that everyone are on the same page.

Japanese elementary students are a lot louder and in disordered than I expected. Japanese students talk among themselves during classes and the teachers will just look at them and wait for them to quiet down. When I am reading the listing comprehension materials out loud I have to raise my voice so that the students would pay attention to me. Sometimes the teachers will apologize to me after class for that. I discussed about this situation with my host family and they told me that if the teachers do anything aggressive in correcting students they would often get sued by parents and lost their job. I also learned that Japanese elementary students wear short pants even in winter. When I talked to Nakamura sensei in class she told me that there is this concept in Japanese that “子供は風の子,” or kids can still play around even in cold wind. However, in terms of language, the Japanese students are more polite. For example, after Japanese students finish cleaning classrooms and when they return their keys they say “〇年〇組の〇〇です。〇〇室のカギをお返しに来ました。”at the door of the teachers’ office. Another example is that when students finish answering a question they will ask the class “どうですか。” and the class will answer “いいです。”

Overall the students and teachers were very nice to me and it was a great experience to see how Japanese elementary schools actually are. And I was able to compare the English classes taught in Japanese schools to the classes I have had. The students sometimes come talk to me after class and after I dyed my hair they taught me the word “イメチェン” which means one changed one’s image. I learned more about Japanese culture and made friends with six-graders and I hope I can meet those students in the future.

Hyun Woo Kim : Bazaar Cafe

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By working at Bazaar Café, I was able to work directly alongside Japanese workers. In doing so, I got to pick up a lot of Japanese terms related to cleaning and cooking. I was able to learn words like 布巾, the cloth you use to wipe the dishes, and 吹く, to wipe. I was also able to learn about Japanese phrases and etiquette used in the workplace. For instance, I learned that when leaving before everyone else, you say お先に失礼します as opposed to お疲れ様です.

Bazaar Café serves as a place where people who would typically be considered social outcasts in Japan can work and be a part of a supporting community. I remember on my first day of work, all the workers at the café gathered in front of me to introduce themselves. Some gave a short introduction regarding their name and how they would like to be called. Others, in addition to their names, spoke frankly about their past troubles, ranging from drug addictions to mental health issues. I was taken aback by how honest they were about their past problems, and I came to understand that this was possible because of Bazaar Café. It truly was a safe haven where people can talk frankly to one another without fear of judgement. A month or so later, I had a more in-depth talk with one of the works. The conversation began naturally, and they spoke matter-of-factly about their past addiction, health, and sexual orientation. The degree of trust they had in me was something I had not witnessed in Japan up until that day. In return, I came to respect and trust them as well.

Working at Bazaar Café was truly an eye-opening experience. It was helpful in a practical sense because I got to learn about important workplace phrases and mannerism. But perhaps more importantly, it allowed me to learn about Japan as a society and hear about these hardships that are not openly discussed. I felt part of a tight, trusting community, and I felt like I was able to see a side of Japan that I would not have been able to had I done my CIP elsewhere,

Veronica Winters: Dance Class and Church

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For the 2017 Fall semester at KCJS, I originally had decided to take group lessons at a studio in Osaka, located close to Umeda station. The vocabulary used by the instructors was fundamentally the same as dance instructors in America; for example, “From the top”, “One more time”. The register changed depending on the instructor; friendlier teachers tended to use the plain speech styles while colder, more detached teachers used polite form. About halfway through the semester, I realized that 1) I was not gaining any major cultural insights and 2) while I do enjoy dancing, I did not enjoy taking formal classes.

For the second portion of the semester I have been going to a church with a multi-national congregation. I was shocked at how similar service was to my church in America. I usually go to a majority black Church of God in Christ (COGIC) church in the U.S. where it is common practice to interject with “Amen” during a sermon to show your agreement, to pray aloud individually but simultaneously during worship service and greet your neighbor between programs. The church that I attend in Japan does the exact same thing, except that services are either conducted in Japanese, Korean, Chinese or in all three. More than 70% of the congregation is Chinese, however the pastor is Japanese, so for regular services there is a Japanese-Chinese interpreter present. If necessary, there are a two international students who regularly attend the church that will interpret services into English.

I did realize that the pastor gave the sermon using polite speech, since she was address the congregation; however, during prayer, on behalf of everyone, the pastor would use keigo as a means of exaltation. Also, during my first visit, some members of the church did a coordinated praise dance in honor of the guest Korean pastor. The praise dance was done with fans, using moves from traditional obon dancing, while wearing a kimono.

Furthermore, after learning about difficulties amongst Chinese, Japanese and Koreans in Japan, I was pleased and surprised to find this space where they all cooperate without tension. Since, they share the religion of Christianity, “We are all brothers and sisters in Christ,” is a commonly said phrase at church. Also, the phrases that the pastor uses during the sermons and communal prayer are very similar to the phrases used at my church in America. Nevertheless, this is most likely be due to a shared text, the Bible, which is full set phrases that are very popular among Protestant Christians. I am thoroughly enjoying the experience for my personal enrichment.

Nevertheless, I realize that the church is a bit separated from Japanese society as whole, so to make the most of my study abroad in Japan and get more of a first-hand view of the inner-workings of Japanese society, I will participate in a more integrated CIP during the spring semester.

Esja Staggs: Calligraphy Club

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Before coming to Japan, one of my goals for my time abroad was to learn 書道, and so I decided to attempt to join the Doshisha calligraphy club. Unfortunately, the Doshisha calligraphy club did not meet until the beginning of their semester, and so it was impossible to actually start my CIP until well into October. Moreover, since I reached out to the club officers via email, it was extremely difficult to maintain contact and decide on a time that I could participate in their meetings. Eventually, however, I was able to meet with one of the club officers, who then lead me to the clubroom at the Shinmachi campus. Before entering the room, it was necessary to first knock, and then say 失礼します while opening the door. Although I did not speak directly to many of the other club members, I would overhear their conversations while I practiced. Particularly, I noticed the level of formality and/or informality of the conversations, as well as the use of Kansai-ben and colloquial speech. As 書道 is by its very nature a quiet activity, I did not speak to anyone in the room besides the club member that was assisting me for the day. Consequently, most of my observations pertaining to culture and language were vicarious. Although I still do not know the names of any of the 部員 that have gone out of their way to sit with me for well over an hour and (arguably in vain) teach me how to write characters that they learned as schoolchildren, I am extremely grateful that they allowed a 留学生 such as myself to take up their time and resources.

John Evans: Art Lessons at Apollo Academy of Fine Art

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After hearing about it from Lisa Qi and Yamaoka Sensei, I started attending art classes at the Apollo Academy of Fine Art in late September. Every Thursday, I would ride the subway from Doshisha to Karasuma Oike. Afterwards, I would walk several blocks southwest to the apartment building in which the classes took place, surrounded by various stores and traditional merchant homes (machiya). Though the idea of a class in an apartment seemed strange to me at first, the class was very comfortable and organized and had the familiar accumulation of random sculptures, kitchenware, and fake flowers used for still lives back home.

I was initially thrown off by the fact that the majority of students were adults, many around my dad’s age – I had been expecting students around my age. The students were more or less consistent every week and had been attending for quite some time. As of such, they were very talented. There was the occasional foreigner that came to classes, though we still spoke in Japanese. I would spend 3 and a half hours working, though the professor and the other students often urged me to stay longer. I had no materials with me in Japan, but luckily the professor sold them, (i.e. pencils and a sketchbook). Throughout the class period, the professor would walk around the room, pointing out strengths and weaknesses in everyone’s work, but I often had a hard time understanding his suggestions since I lacked the proper vocabulary, which led me to search for helpful words to use in future classes. I had initially signed up for watercolors, but for the first month and a half I only worked on still life drawings. However, I reminded the professor I would only be attending until December, which allowed me to start painting a little earlier.

Although all of the students were serious about their art, the class was not solely work. About halfway through, the professor and his colleague would set out snacks and tea. This break was a great opportunity to speak to get to know others in the class. My classmates often asked me not only about my hometown, but my family’s heritage, which I personally do not know a whole ton about since it is not a common conversation for me back in the US. I was also surprised after I contributed tea one week because I was thanked the following week as well, even though it had seemed very minor to me. Like many American students, I had only ever had female Japanese teachers, which led to issues understanding my professor and my male classmates. I received the occasional chuckle and comment about being “cute” or “too formal” because I was so used speaking formally. However I have had more experience speaking casually after this class. One of my classmates who was designing a poster would occasionally ask me to check her work to see if the spelling and meaning made sense in English. I also received invitations to my classmates’ exhibitions and galleries in the area.

Overall my experience in this class was very rewarding because I was able to sue Japanese in a somewhat “familiar” environment and meet various people who shared my own interests, regardless of background.

Julia Selch: Doshisha Hiking Club

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For my Community Involvement Project (CIP) this semester, I participated in Doshisha’s Hiking Club. Our weekly Saturday meetings would usually consist of either traversing the trails that the mountains surrounding Kyoto have to offer or going on training runs in Gosho, the imperial palace that sits right by Doshisha’s campus. I really enjoyed these Saturday meetings, because they allowed me to stay active while also allowing me to see a bit more of Kyoto.

The most surprising aspect of this hiking club, to me, was that the members were overwhelmingly male. Including myself, there were only two or three women at most at each meeting. From my experience with hiking clubs back in the States, I am used to more female participants. This made me wonder whether or not hiking in Japan was a slightly gendered activity. Nevertheless, this did not inhibit me from feeling comfortable in the club – everyone was friendly and willing to talk!

I really loved being a part of this club. I liked challenging myself to get to know the Japanese members better, even if sometimes my words came out a bit jumbled. And so, if you’re looking to get active and to see what Kyoto has to offer, I recommend checking out this club!