投稿者「KCJS29」のアーカイブ

Adam Lowinger: Doshisha Hiking Circle

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For my CIP, I decided to join the Doshisha Hiking Circle (official name is along the lines of “circle for people that love to hike”). My reason for joining was simple: I wanted an extracurricular that would provide a way to stay in shape. Of all the various sports I can play due to being partially blind, the Hiking Circle met at the most convenient time and location. Since it also would allow me to see Japan and get some fresh air on the weekends, I joined as soon as possible.

The meetings themselves are very calm and relaxed. Usually, I show up about 20 minutes early and get a few rounds of video games in with the other early members. This is a good way to practice casual speech and informal grammar. When the meeting proper starts, we check the weather. If it is raining, we do some drills in the stairs. If it is a clear day, we do some running near the campus. The point of these drills is to build endurance for when we do go on a hike. That happens about once a month, with those meetings taking up a good half of the day as opposed to the usual two hours. The length, however, it not just the hike, but of the shopping and sometimes dinner that we do afterwards.

Moreover, the members themselves are very accommodating. While I did use (or rather attempted) to use the correct polite speech style when I introduced myself, I learned in hindsight that this was probably not necessary. In general, they welcome any study abroad student (there are four others with me) if you routinely show up and keep in contact. The President Fuji-san (yes, that’s his name), was very helpful by always carrying an electronic dictionary to make sure I understood both important hiking instructions necessary for my survival and the college student vocabulary the members use. Later, I learned that he carried this because he is trying to learn English. As a result, we are helping each other learn new languages.

Ultimately, I would say the Hiking circle is a good way to develop an understanding of Japanese culture.  Be it the simple “こにちは” s to fellow hikers on the trail or the trash talk in games of smash, you learn how casual Japan works and feels. In addition, I learned about various social gatherings. This ranged from participating in a 飲み会 (a drinking party) to going to a hot spring. In each instance, I learned the procedure and etiquette for each event.  Joining this club has made me smarter, happier, and healthier during my time in Japan.

Cynthia Vu: Assistant English Teacher at Ohara Gakuen

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Every week, I go to a Ohara’s elementary/middle school to help with their English classes. Every week, the teacher puts me with a different grade level, so I get the opportunity to work with all the students. The school is very tiny with about 7 or 8 students per year, but it makes it much easier to remember the name of the students. During the class, the usual routine starts off my own self-introduction followed by questions from the students. The English teachers are in the room translating what I am saying just in case the students do not understand. Afterwards, the students themselves give their own introduction in English, and then we end the class with some activity the teacher decides to do. The students, contrary to my thought, are always lively and joke around quite a bit. They even play around with their teacher–which is extremely fun to watch and listen. I do not spend much time speaking Japanese, but I do think it is good listening practice since everyone around me speaks Japanese. It is especially fun listening to the different students speak and their style.
I also try to get involved with the students outside of class as well. Before the students start fifth period, which is when the English class starts, they divide into small groups comprised of students of different age to clean the classrooms. The teacher encouraged me to clean with them, so sometimes I find myself wiping the desks or sweeping the floors. I never cleaned my classrooms in school in America, so to see 5th graders vacuum the floor is really impressive. The teachers said the goal is let them become independent and learn how to be responsible–which I think they have definitely achieved.
Because I go to Ohara on Fridays, I end up spectating some special events as well. I got the opportunity to watch Ohara’s 文化祭, in English it translates into cultural festival. It was extremely to watch all their plays and performances; even the 1st and 2nd graders did great in their animal musical. It was just a really fun event where the entire school worked together to create a show for everyone to enjoy. Even the teachers performed in some of the dances and singing. I even watched the 生徒会選挙, which is their student council election. I really enjoyed my time at Ohara. I ended up learning a lot more about Japanese culture than I thought, so it was a really great experience.

Katie Roth: Basketball Club

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For my CIP I attended FREE basketball club in Kyoto. The group was a mix of Kyoto, Tokyo, and Doshisha students, and girls and guys (though they didn’t mix sexes during scrimmaging), so I was able to meet various people from the area (or distant area since some live further away like Osaka). We meet at one court and alternated who scrimmaged, while the other team sat out. At my home institution I play varsity level basketball, so I wanted to stay in shape and continue practicing even though I was aboard. Unfortunately they didn’t meet as regularly as I’d like, generally two practices a week, but I recognize that it is a club and not a University team; still if you’re looking for something more rigorous, I’d suggest looking elsewhere.

I was definitely nervous for my first practice. I was almost lost until I saw a girl with basketball gear on, and was to follow her to the gym (I was too nervous to ask for directions; my level of Japanese was that low). The basketball representative I got in contact with introduced to me the girls team, and I did a brief introduction, but they didn’t seem very interested in me at the time, which is understandable because I’m a foreigner and because I’m not very good at Japanese. The actual activity of basketball was fine. I was bigger and stronger than all of them, but they were quick and hustled the entire time. I definitely had to be less physical though and had to tone down my excitement. It’s hard to explain but the girls weren’t as “in it” as the guys were. The guys gave more high-fives, claps on the back or shoulder, hardier exclamations of joy, and generally more aggressive. The girls didn’t have that same energy. I had to adjust, especially when it came to bullet passes. The girls also didn’t have the same fundamentals and basketball IQ I’m used to seeing from girls our age. They didn’t quite understand spacing, when to screen, how to play help defense, how to rotate defense, etc. And most of these girls played in high school too. Having been here a while, I recognize that basketball isn’t as big in their culture as it is in the US, so the talent and interest is also different. But like I said, they had great speed, stamina, and hustle, which is just as important.

It honestly took almost two months for the girls to be more comfortable with my presence. The guys from the get go were cool with me, just because of my skill, but I wasn’t able to interact with them because of the alternating scrimmage system. We still don’t talk much off the court, my interests just didn’t align with most of these girls’ interests, but we communicated a lot more on the court. There were more “good jobs,” “nice pass,” “good shot,” “gomen,” “screen,” “good game,” being said, and that was an important step in my mind. While I don’t think I would have been best friends with any of these girls, I think my level of Japanese did hinder my experience, so study because it will save you a bunch of hardships (and watch Slam Dunk or Kuroko no Basket)!

At the end of the day I can’t judge an entire population based on my interaction/experience with this basketball club, but I still think I learned a lot about Japanese people and culture.  There was some bad and there was some good from this experience, so overall I’m glad I did it.

Circle (Sports), KCJS 29 (Fall 2017), Sewanee: The University of the South

Gerlin Leu: Koto

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After many years of weekly piano lessons and many years of resting, I felt both nostalgic and renewed to start learning koto. Koto is an 13-string instrument which similar counterparts in Chinese traditional music. I remember days in my childhood when I worshiped the beautiful performances of fingers brushing over strings, so during every practice, I enter a dream-like blissful state. As much as I love the instrument, the charm of the weekly practices is also because of the wonderful people I get to share this experience with.

The koto classroom’s homely layout reflects in the family like welcome of the teacher and students. Well, I say students, but many are retired people who spend all afternoon and evening practicing and hanging out. Besides koto, there are samisen and shakuhachi. Every time I arrive at the classroom, we would wait for the current repertoire to end before we eat snacks, usually omiyage from all over Japan, and drink tea while chatting about current life happenings. Through our conversations, I have learned many trivia about Japanese household supplies and food names. My Japanese language skills have also improved vastly. Everyone in the classroom speaks in a heavy Kansai-ben. While I can barely distinguish the exact words, I have grown to be able to observe the various tones and guess (mostly correctly!) the meaning. However, I have also learned that over text, when I lose the visual hints, I can no longer as successfully figure out Kansai-ben.

As I continue onto Sri Lanka for the second half of my year abroad, the fond times with the Koto Classroom will definitely stay with me. Sensei is a very welcoming and enthusiastic person. It is through the many awkward and confused yet rewarding and heartwarming moments that I have also become a more go with the flow person. This has been certainly crucial during my semester in Japan to be able to happily adapt and to eagerly welcome new events.

Grace Bologna: Model United Nations

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For my fall semester community involvement project, I was extremely fortunate to continue an activity I deeply enjoy at my home school. I joined the Kyoto branch of Japan’s Model UN competition cycle. The branch includes Doshisha University, Kyoto University, and Ritsumeikan University, housing about forty college students. Through the organizations, I was able to gain a first-hand look at the inner workings of MUN in Japan as well as improve my own skills as an international delegate.

I come from an institution that takes the activity quite seriously. I spent nearly twenty hours a week on Model UN activities at the peak of competition season and a failure to win an award at competitions can end your career on the team. Our hard work shows—UChicago has been ranked number one in North America from 2011-2016. A slip due to negligence and changing competition style dropped us to 5th place in 2017, although reapplication has put us back at #1 for the start of the 2018 cycle. Needless to say, I was ready to dive into a similar level of competition in Japan.

What I found was quite different. The first shock was the level of collaboration between students from different institutions. Within the Kyoto branch, Ritsumeikan, Kyo-dai and Doshisha students share research and training sessions. The branch also hosts small simulations of topics large competitions will discuss. That is to say, the Kyoto branch may host a simulation of a committee on refugees when a national conference will offer the same topic a month later. From an American competition perspective, this would be near-suicidal. If a student from a different institution found my plans for committee before the actual competition, I’d be forced to scrap all of those plans and start anew. Such an issue seemed barely on the periphery of the Kyoto branch.

Yet there were many hidden benefits from the relaxed style of competition. The most glaring difference between the American and Japanese competitions spheres was the presence of women. American Model UN has a distinct male focus, with a ratio of about three men to every one woman. In Japan, the ratio was near equal if not more heavily tilted towards women. I was very interested in what tactics made female participation easier or more enticing on the Japanese side. Two of my friends (both women) told me they had never thought of it. Nothing in their experience on the team made it harder for them to compete than their male counterparts. I believe this may directly linked to the inherent lack of team competition. Japanese college students compete as individuals at nationwide conferences. This means you could be paired up with a student from another school, or in my case, even another country. Since there’s no team honor to defend, participants can focus solely on their own growth and knowledge. I believe America could take a lesson.

I would advise any future American participants in Japanese Model UN to keep an open mind. If you have competed in America, the laxness of Japanese competition will surely feel inadequate. However, enjoy the increased range of participation loosening competition allows participants. Develop yourself as a delegate, and take your time learning new vocabulary and building new friendships. You may not return to your American team with new skills, but you will certainly return with a greater understanding of the internationality of MUN.

Tyler Logan: Kimono Making Lessons

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While living in Kyoto this year, I had the opportunity to get involved with life in Kyoto outside of my classes at Doshisha by taking lessons on how to sew kimonos. Because I’m an art student with an interest in clothing and textiles, when I came to Japan I knew I wanted to study kimono making. For that reason, I’ve had a great time so far taking my lessons. Over this semester, both my sewing and Japanese skills have gradually improved. I look forward to continuing my lessons next semester as well.

In the old days, all kimono were sewn by hand, so when I started taking my lessons, I also had to learn how to sew by hand. I had made clothes with a sewing machine for art classes before, but I had never made anything just by sewing by hand. However, my Sensei was able to sew with his hands as fast as a machine. I haven’t become that fast, but with practice I have become more skilled in working with the thread and fabric with my hands. The skills I’ve acquired through my CIP will definitely help me with taking my artistic work in new directions when I return to America.

During our lessons, I was also able to practice speaking Japanese with my Sensei. From cutting, to measuring, to folding, to ironing, to sewing, I always had to keep close to my teacher to know what to do next with the cloth. I didn’t know a lot of Japanese words related to clothes when we started, and my teacher’s accent is a little thick, but gradually I became able to both understand and converse with my teacher about his craft. I’ve discovered so much about the minute details and hidden facets of Japanese sewing, and I couldn’t have gotten these insights without the ability to talk with my teacher in Japanese. I’m definitely glad I was able to take these lessons.

Andrew Fischer: Suisōgakudan Seseragi (Concert Band)

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The group that I chose to join to fulfill my Community Involvement Project is 吹奏楽団せせらぎ (suisōgakudan seseragi). Seseragi is a community concert band that practices once a week on Friday from 7:30 to 9:00 in the evening. Seseragi‘s members range in age from around twenty to sixty or seventy. I am one of three tuba players in the group, although because most of the members are 社会人 (shakaijin), not everyone comes each week. We usually have a lengthy warmup and then practice two to four pieces of music each rehearsal.

I found that I am able to make conversation with my fellow tuba and euphonium players by talking about topics such as instruments, experiences with music, and differences between Japan and the United States regarding playing in a band or practicing one’s instrument at home. Because playing tuba has been such an important part of my life since I was eleven years old, I have many experiences to talk about, so I have conversed with the other musicians, especially at dinner after rehearsal, about a multitude of experiences and interesting notions.

I have learned that when people share an interest or passion, especially when that passion does not require spoken words, they can make a connection to others simply through sharing that passion, whether through playing music together or simply laughing. While my experience as a member of Seseragi so far has allowed me to use my Japanese language skills to a great extent, I find that coming to understand Japanese society and sharing my interest in music with my fellow members has been the most fulfilling and interesting part of my Community Involvement Project. I plan to continue as a member until I leave Japan next year.