Ruiqi Wang: Niconico Totato (volunteering for hospitalized children)

Before I came to this program, I am not that in volunteer activities because I think personal class can learn more about Japanese culture. However, I knew I was wrong when I actually started volunteering at the first time in KCJS program as an English assistant for a junior high school English activity. I haven’t decided to do volunteer for my CIP at that time. Then, considering the fact that I live very far from school and really need to do something have flexible time schedule, I chose Niconico tomato for my CIP, which is basically a volunteer association for children in hospital. When I started to do this weekly, I knew I finally find something that fit my schedule and very meaningful.

The basic job for Niconico tomato is to help children in hospital to have lives as normal as usual healthy children. Besides the treatments they have to take during the most time of their time, Noconico tomato offers them a chance to have a library and play room, even school. Elder children can read books freely and even have classes in hospital and for younger children, they can get a chance to learn some little hand crafts every week with professional teachers. My work is to do some regular work like pasting labels on a monthly magazine of Niconico tomato and doing decorations for children’s profile album. Speaking of this album, I really learn a lot from it. The profile album is different for each child recording their life before hospital, in hospital and after hospital. When I read the album, I am impressed by the vitality shown from the pictures of their smile. Even though they are in hospital and some of them have serious disease, it can’t take away the right of a child to learn, to play, to laugh. Looking at their smiles, I feel I am doing something for them and it is really meaningful for me.

There are also something happened in-between volunteers. I learned that you have to be very humble to someone who are elder than you or working longer than you and use careful language to them, but this doesn’t mean that there is a distance between. They were all very kind to me and helped me a lot, not only in my working but also in my Japanese. Because the speed of their conversations in usual speed, I have to listen really carefully to understand them. This is an absolutely good chance to practice listening and speaking. I really appreciate this experience as a volunteer in hospital for children.

Yun Zhang: Doshisha Anime Circle

As a big fan of Japanese pop culture, I attended an anime and voice actor fan club in Doshisha University.

First of all, I would like to simply introduce how the regular activity works. Most of the Japanese school clubs have their own club rooms called「部室」, where club members usually meet everyday after class. As for the anime club, you are free to come and leave whenever you like. People read manga, play games, and talk with one another about new anime episodes during the club time.

The existence of 「部室」makes relationship between club members in Japan very different from that of America. I was also a member of anime club in Boston University before I came to Japan, which was a much larger club consisting of more than 100 members. We met in a normal classroom every Friday to watch several anime episodes and did not have much time to talk. Therefore, when I first went to the anime club in Doshisha, I was very surprised to find out that people actually sleep in futons and have meals in the club room. It feels like the club is another home for them. And the relationship between club members is different from schoolmates or friends, but closer to family who live together based on the same interest. For example, when someone buys a new game, he/she will bring it to the club and share with everyone else. After playing the game together, people will sit and chat about whether they like it or not. I really enjoy the relaxing and delightful atmosphere.

Here is an advice for people who might be interested: If you want to experience Japanese unique school life in a rather easy and enjoyable way, it would be a nice choice for you to attend a club like anime club. However, if you wish to really do something meaningful, there are many other better choices for you such as voluntary works.

Aiden Thomas: Assistant English Teacher at Kamigyo Middle School

I joined another KCJS student as an English assistant at Kamigyo middle school. The CIP met once a week every Tuesday, the starting time changing depending on when we were needed. Each session usually lasted about 1-1.5 hours, varying, again, on when we were needed.

Every week, the students worked on reading out loud a specified passage that they’d been working on. In the later sessions, after the contest was over, I helped students with a mock exam. The students had a set amount of time to read a passage, where they then had to answer a few questions not only about the passage, but two personal questions about their thoughts based on some aspect of the readings. I was then required to write down feedback for the students, and suggest areas they should work on, as well as ways to improve on those sections.

When working with the students on the speech contest, it was really interesting to see how each student responded and interacted with me. Most of them were shy at the beginning, but I had one student who was very enthusiastic. I had a lot of difficulty trying to get to know them better. The main hindrance was that I was on a very strict time schedule. I had about fifteen minutes with each student, and if I went overtime, the English teacher would come in and have the next student come in. This made it exceptionably difficult to ask personal questions, because I had to focus on their speech contest first and foremost. What further compounded this problem was that the students had difficulty answering my simple English questions. I would ask them about how their weekend went, or what they like to do as a hobby, and for the most part I got blank stares. I tried some advice I got from other students and from my Sensei, to stick to just present tense and to make the sentences as simple as possible. This worked better, and I got at least a basic response, if not overly-shy and hesitant. It was really interesting, though, to see what problems were common throughout the students’ English. Most of the big problems were pronunciation, but they were able to read everything they were assigned. As for if they understood everything, I do not know. Each student’s level of comprehension differed slightly, and some seemed to understand more than others.

When I had the opportunity to do the mock exam with the students, it was even harder to get to know them. Because it was a mock exam, I had absolutely no time to do anything personal, and from greeting the student to writing up a quick report, it was also extremely formal and timed. Everyone was able to read the initial passage just fine, and had little difficulty answering an almost word-for-word question from the passage. However, when it came to the next sections, all students except one had major difficulties. The situation required the students to look at a picture and describe to me what each individual was doing. Many of them did not understand the question I asked them, and needed me to repeat it multiple times for them to understand. After the first two repetitions, I changed the wording of the question to make it as simple as possible, and in one case, I had to point to the pictures to help the student understand. The last section had me ask two ‘personal’ questions about the student’s thoughts, the subject for which originated from the passage they had read. All of the students were able to answer these questions, albeit some more explicitly than others. At the end of this task, I had to complete a short evaluation form and provide feedback and comments. This was extremely difficult for me, because at that point time was almost up, and I was only able to provide the most minimum of details.

During the mock exam, a major concern I had was the presence of the English teacher in the room. At the start of the test, she would leave us alone. But as I was getting towards the end, the teacher would come into the room and watch us. This not only made me nervous, but I could visibly see the students freeze up. Most of the time, she came in towards the very end when I was leaving my comments, which I would then explain to the students. But the last student I had was having a lot of difficulty answering the questions, and he took some extra time. As such, the teacher came in while he was still answering questions, and then he became even more nervous and especially reluctant to speak in English. I was actually quite annoyed by this, but I was not able to say anything. The teacher even came over and helped him understand the questions, except she used Japanese to do it. Even though this was a mock exam, I think it was important to not use any Japanese at all, which I took care to do so. Using Japanese would have created a fall-back for the student, and should have only been used to explain once the test was over, not while it was still ongoing. Despite his difficulty, this student was actually the most enthusiastic of them all, and at the end he was really interested in asking me what I thought about how he did.

Overall, I learned a lot just by observing the students, even if I wasn’t able to get to know any of them personally. I was able to observe the general difference in the second and third years’ English, how they interacted with me personally and respectfully, and how the teacher interacted with the students. This was a very valuable experience for me, mostly because I am considering the JET program. I was initially unsure about this CIP because I was never in a situation where I tutored or taught someone other than a close friend or family, so this was an entirely new experience for me.  I was extremely nervous at first, and was unsure about how to do this CIP successfully. However, once I met the students, my initial apprehensions faded, and I started to look forward to visiting the students every week. This opportunity has definitely made me more interested in pursuing the JET program, though it is still more of an idea than anything.

Christine La: Assistant English Teacher at Kamigyo Middle School

As my CIP, I chose to become an Assistant English Teacher at Kamigyo Middle School, near Doshisha University. I met with students interested in learning and improving their English once a week for an hour, and helped them read English more naturally and practice speaking.

The main idea I had behind choosing to teach English was to gain experience for the JET program, which I intend to apply to after I graduate. At my home university, I would often attend exchange lunches with Japanese students and we would help each other with learning about our respective languages and cultures. In that time, I found I really enjoyed teaching English to others, though being a teacher never really crossed my mind. However, after coming to Japan, I wanted any chance to return, and was reminded of my love for teaching when we talked about CIPs.

In that regard, I suppose it was a natural procedure from there to try out being an English Assistant, before I really decided on whether or not I would devote up to five years of my life to teaching my native language. When I first entered Kamigyo Middle School, I was pretty nervous; I was an A class student, with the bare minimum language ability to enter KCJS, and had a bad habit of using casual speech regardless of my listener’s social status or familiarity with me. With that, my journey started with five young girls of varying English-speaking abilities, and five odd little readings. I was told to listen to the girls recite the passages, and then to well, fix them. The rush to start was daunting, but the hour and a half passed by almost too quickly. I hardly felt prepared enough, and I probably wasn’t as helpful as I wanted to be. I couldn’t even remember all the girls’ names. Yet as discouraged as I was, I remembered one of them telling me when our fifteen minutes were up:

“Your help was really clear and easy to understand. Thank you.”

I suppose that this is the reason all teachers can put up with the frustrations of their work. Over the next couple of visits, I began to notice that perhaps, just the slightest, I was making a difference. Not only to them in regards to their recitation, but in myself by being more prepared, by knowing what to do, how to help, and being more confident in myself. I found ways to make the experience more fun, even if it was just rainbow colored pens, and I found ways to tweak my teaching style to the student, such as speaking quieter to the shyer students or being excitable about accomplishments for the outgoing ones. I started to realize that Japanese students needed a lot of positive reinforcement for their abilities, probably because of the modest culture and strict school structure they were raised in. Teaching, even in such brief intervals for each student, had a strong impact on me.

However, I also felt a lot of frustration during my CIP. Because I only had about fifteen minutes with each student, I never got to know each individual very well. Some of the students seemed interested in learning more, but they were quick to leave because of the teachers coming by at the end of the time limit. I think I would’ve been able to help a lot more had we had more time together or to be working on more broad English conversational skills. I was also quite surprised to learn how drastic the level of English ability could change between school years. A lot of my second year middle schoolers were a lot more capable of general conversation than the first years, who hadn’t even learned past tense yet. I would’ve really liked to see how English was taught in the classroom, as well as maybe seen what would’ve happened if I met more often or for longer with each student, and done different activities with each of them.

Though at times my CIP was frustrating, I really gained a lot of valuable experience from it. Teaching, while difficult at times, continues to interest me as a path I hope to take in the future. I wish the best for my students as well, in school and in learning English.

Yuqi Yin: Chorus Circle in Kyoto Univerisity

My CIP is participating the chorus in Kyoto University. They have regular practice three times a week, including one for male part only, one for female part only, and one for the whole chorus. They are preparing for the on-stage performance at the end of the semester, on December 23rd. The practice consists of two part: the muscle training and the voice tanning. The muscle training was designed to strengthen the muscle around waist and stomach in order to produce a better quality of voice.

I learned how to read stave through the practice. I used to be able to read it because I learned piano for several years when I was little. However, I’ve totally forgot anything piano-related before I came to Japan. I think it is a great opportunity for me to picking it up again. Also, What I noticed about Japanese student, or the Kyoto University student, was that they were all very serious about the practice. Although the group leaders always said that if one didn’t feel well, she or he can rest at home, there was very few people did not participate in the practice. Even when they had cold, they wore masks to the practice. I think it might be a general characteristic of Japanese, or, at least, Kyoto University students.

There are less communication during the practice than I thought. In my mind, college circles such as clubs in American colleges are the place where one gets to know new people and socialize, but the chorus hardly offer any chance. Also, there are some after-practice activity that members are merely going so often because they are so busy in studying. Although the communication is not enough during the practice, there are some other events that are opened to chorus members. They have picnic events every month and some special event depending on the time of the year. I went to one of the special event, Tsukimi (appreciating the moon), and had a chance to really talk to some members. However, most of them were too shy to start a conversation with.

It is also very interesting that they have a nick name system, which I think really changed the hierarchy system in Japanese college circles. It is usual that in circle kouhai has to be respectful to senpai because kouhai tends to have less experience. In the chorus, I think it is because of the nick name system that members are not as distant as an normal circle with a lot of members. It is also common in the chorus that a senpai make a nick name for a kouhai, and it seemed that there is one girl that is really good at creating nick name for everyone.

I appreciate the chance of having CIP within Japanese local community or university circles, and I do think that the CIP helped me understand Japanese college circles, at least the Kyoto University chorus. If I were to give any advice, I think that finding an activity that you like is very important as sensei said, but the time of the CIP is also very important. To consider both whether you like the activity you chose or not and if the time of the activity fits you schedule is extremely important.

Alexa Machnik: Art Restoration at ARC Ritsumeikan

As a first-timer in Japan, I was struck particularly by the wealth of art that surrounds Kyoto. Since my arrival, I have grown to appreciate the interactions of past and present artistic traditions, which in my opinion, have only further contributed to the city’s coinage as Japan’s great cultural repository. With this said, I have realized that the national treasures of this rich, art-embedded city could not have possibly thrived today without expertise in areas of art restoration, preservation and conservation—believe it or not, there is a difference! In short, I was determined to engage in the very discipline that firstly, initiated my interest in Japanese, and secondly, brought me to Kyoto. That discipline is none other than paper conservation. While formal conservation training in Kyoto normally requires a 10 year apprenticeship, my 1 year commitment abroad did not quite make the cut. Through the help of KCJS, however, what originally seemed as an impossible CIP became possible.

This semester, I was stationed with a small restoration team at Ritsumeikan University’s Art Research Center (ARC). ARC is currently undertaking a large-scale digitalization project entailing the compilation of Japanese cultural assets into accessible archives for researchers worldwide. In effort of this project, restorations are being made on paper-based materials ranging from woodblock prints (ukiyo-e ; 浮世絵) to illustrated bound books (wahon ; 和本). Due to poor storage conditions, these pieces have been eaten by insects and/or have suffered from severe deterioration. Through hands-on training and gained experience, I have developed an awareness of materials and preservation in Japan as well as acquired the patience necessary to safely handle and perform restorations on these Edo-period treasures. Furthermore, I have been able to indulge in the fine details of wahon and ukiyo-e print illustrations, all while improving my technical Japanese skills.

On my first day at ARC, I came prepared with a notebook expecting to observe restorations in the process. To my surprise, as I walked into the project room, I was promptly handed an apron and tweezers, led to a table equipped with a light-box, and sat down in front of a page from a damaged booklet. When I heard the words “honmono” (本物) and “renshu” (練習) in the same sentence, my hands froze…I mean, if you had heard that for your first “practice session” you would be restoring a “genuine article”, wouldn’t you have also had a similar reaction?…Nevertheless, this valuable method of instruction—no matter how cliché it must sound—allowed me learn directly from my mistakes. In connection with a class fieldtrip to a sudare bamboo blind workshop earlier in the semester, each student had the chance to weave a strip of bamboo into a sudare. By engaging in the process, each student “learned by doing”, which I have realized is a firm belief held not only by craftspeople in Japan, but also by restorers.

Over the semester, I worked primarily on worm-eaten booklets analyzing damage and infilling areas of loss with fibrous washi (和紙) paper. After applying homemade nori, which is a wheat-starch based adhesive, around the outline of the hole, a pre-cut piece of washi is set into place. The moisture from the nori expands the paper fibers, so the restored area must be placed between two pieces of cardboard under an iron weight until fully dry. The result: a wrinkle-free restoration. Due to this vital step, each hole must be patched one-by-one. From my abridged explanation, the restoration process must seem rather simple; however, tedious in nature, restoration is a committed job that requires concentration and careful attention to detail. For instance, I spend roughly 10 hours patching a single page, followed by another 4 hours searching for and reattaching small pieces that had fallen off. If anything, I feel as if I am solving a puzzle, and though frustrating at times, I have found much satisfaction in the process. While I am carrying out the same procedures, every restoration requires individual attention. In addition, I have also learned related tasks including the preparation of nori paste as well as the creation of traditional koyori exposed-bindings.

Outside of the classroom, my CIP experience has given me the opportunity to observe the Japanese language in a working environment. My relationship with the other workers has improved to the point where I am addressed very informally as “Are-chan”. However, when I receive a new project or when I am asked a favor of, I am always addressed with the formal title, “sama”. Although I find this unfit for my status as a student with little experience in restoration, these formalities embedded in the language reinforce the professionalism of the workplace.

In all, I am excited to continue my CIP into next semester. With a better handle of the Japanese language I will hopefully be able to further deepen my understanding of restoration principles in Japan, and how that contrasts with the West. As the project steadily progresses, I am also looking forward to seeing how my efforts have contributed to ARC and the greater Kyoto community.

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Close-up of a worm-eaten page from an illustrated booklet. Circled in red is the area of restoration. Can you tell the difference?

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Miscellaneous pieces without a home…yet!

Augustus Chow: Zen

For my CIP this semester, I participated in Zen meditation. Prior to KCJS, my knowledge of Zen was limited to what I had seen in manga or anime or a few brief descriptions from various classes. I remember very clearly hearing in one business class when I was a freshman that many American professionals came to Japan for a couple weeks every year to study Zen and focus their minds by learning the Japanese methods. Honestly, I found the statement questionable and perhaps of a slight orientalist bent, and I can’t say that has changed much from my experience with Zen.

As a practice, even now, I can’t say that I understand Zen or have really gotten very good at it. As such, I also can’t say that I’ve noticed any distinct improvements to my mindset. There are a couple misconceptions about Zen that I would like to clear up. From various media, you see Zen meditation as a monk slapping your shoulder with a stick, if you do anything wrong. I had the impression that getting slapped was a bad thing and that you got slapped if you moved around or weren’t focusing on Zen. So, the first time, I stayed still and endured brutal agony from losing sensation in my lower limbs after an hour and then trying to stand up; the position is not the comfiest. The priest explained to the group later that you’re supposed to bow to the priest to get him to slap you with the stick. Then, after getting slapped, you can readjust your posture—which I took to mean let your blood circulate again. Sure enough, it helps a lot.

The discomfort does seem to be an important aspect of the meditation. Focusing on doing so many difficult to maintain aspects of the meditation at once means your mind has no chance to wander off or fret about something else. So, even if though don’t come out centered and on target for everything in the next week, I do enjoy an hour of not really thinking or worrying about anything, which is actually pretty nice. In KCJS, you build up a lot of stress. While you’re in Kyoto, you’re balancing learning Japanese, various other classes, and trying to experience Japan as much as possible. Sometimes, you where yourself out trying to do it all, and having a CIP where you can just let it all go rather than feel yet another thing to stress out about helps.

As for my interactions with people during Zen, I have to say they’re rather limited. You have an hour to meditate, and you do that in silence. Afterwards, everyone goes to another room for ten minutes and you get to enjoy a small snack and some tea. During that time, there is a little talking, mostly on the part of the priest, he talks to just about everyone briefly, while everyone waits their turn for the snack and green tea. When everyone is done, the priest escorts you out of the temple and ushers you home. I haven’t experienced that much in terms of the same people showing up. A couple people show up fairly regularly, but I’d say the vast majority show up once and you never see them again. From what I understood of many conversations I’ve overheard, a lot of people do it, because they’re touring Kyoto and know that there are temples where you can practice Zen, so they like to give it a try.

My actual time to talk to and interact with people is very quietly while waiting for tea and for a few minutes if we walk in the same direction leaving the temple. All told, I’d say that amounts to a maximum of twelve or fifteen minutes per session, provided I find someone interested in talking. A lot of my conversations amount to their curiosity in a foreigner attending a Zen meditation lesson, so I usually have the same conversation topic rehearsed: what have I done in Kyoto, where do I live, why did I come to Kyoto, and what am I studying now. So those conversations are usually bust. If I’m lucky, they’re interested in going abroad or have gone abroad, or they know a bit about some interest of mine.

There are a couple things I wish I did in order to increase my chances to interact with Japanese people during CIP. For one thing, the priest looks pretty busy, but he seems like a friendly person. I regret not trying to speak to him more, and I’d recommend trying to do so. Another thing that could increase talking chances is to arrive earlier than the appointed time. People tend to gather before hand and stand around doing nothing. It’s not a bad chance to try talking them up.

Jiajing Gao: Pottery Class

For my CIP, I took a pottery class at a studio called Zuikougama, near Higashiyamananajo. I went every Saturday and stayed for about three hours each class. The ceramic classes were run very differently in Japan comparing to America. The ceramic class I took at Boston University looked at ceramic from an architectural point of view. Therefore, taking a real pottery class in Japan was a very nice experience for me.

The studio was well organized in a very nice environment. In total, there were about 15 students in the class, and most of the people were elderlies who were very professional. The studio provided tools, glaze and clay, so that I never had to carry things around, and the classroom was setup in a convenient way. The teachers were patient, and they were always available for questions.

For me, the hardest part was the first class when the teacher explained the steps people followed in order to finish a piece. Language barrier was limiting me to be more creative with my projects because I could not fully express myself. However, the class gave students a lot of freedom to do what they liked. In terms of Japanese practice, it was little hard to do during the classes. Because most of people were elderlies, topics were limited, and as a pottery class, the environment was meant to be quiet, starting a conversation was only appropriate at certain times.

I have enjoyed spending my Saturday mornings doing pottery at Zuikougama, and if anyone is interested in Japanese pottery, I recommend taking this class as your CIP.

Reid Tomihara: Kamigyo Middle School English Assistant

For my CIP this semester, I chose to volunteer at Kamigyo middle school as an English teaching assistant.  Kamigyo Middle School is about five minutes away from Doshisha University.

Before I started going to Kamigyo middle school, I had no experience teaching or working with middle school students so I was quite nervous my first day there. When I first entered the classroom, I could tell that the students were very confused at who I was because I wasn’t a teacher and I looked Japanese.  I worked in the 7th grade English classes exclusively. The English teacher asked me to read questions to the kids, to dictate conversations from their textbook and to create an English game for the kids to play.  At first, the kids were very shy but as I went there more and more they became comfortable with me.  I made an effort to try and talk to the kids, which made my time there enjoyable.  Despite the fact that many of the students were too shy to speak up in English, they tried their best to when I talked to them.  At times I felt that my purpose at the school was to get the students excited about learning English instead of actually teaching them anything because whenever I was there the class would do some kind of game or activity.

This opportunity allowed me to get a glimpse of the Japanese middle school culture that I would have never been able to see.  One thing that stuck out to me was the time in between classes.  There was always a five to 10 minute break between classes where the students were allowed to do whatever they wanted. Unlike in America the students did not change classrooms for different subjects, instead during the break teachers rotated between classes or returned to the teacher’s room. During the break many students would go to the teachers room and ask for a certain teacher.  When they did they always made sure to use keigo or honorific Japanese.  However, during class the students spoke primarily in casual Japanese to the teacher.

In the classroom there was a huge contrast between students.  In each class there were always one or two kids who were very vocal and on the other hand there were some who never spoke at all or raised their hand.  At first I thought the kids didn’t know the answer but in fact many of the quiet ones often had the correct answer written down.  This is not limited to Japanese middle school students, many Japanese refuse to speak English because they do not have the confidence in their English ability but in fact, they can understand and speak quite well.

In conclusion, learning another language especially one that is so different from your own is not easy.  But getting kids excited to learn a different language and to see the benefits that it holds can go a long way.  I highly recommend volunteering at a Japanese school as an English assistant because the kids are so lively and it allows you to see a part of Japan that few tourists get to see.

Dean Nguyen: Niko Niko Tomato

This semester, I’ve had the pleasure of volunteering at a children’s ward located in Kyoto University’s Hospital. The group I volunteered with, ニコニコトマト, is dedicated to giving children admitted into the hospital an enjoyable experience during their stay, through means of various activities including games, story-telling, and making arts and crafts. By participating in this volunteer group, I had the chance to experience what it was like to be a member of a “community” here, and it was a nice change of pace from learning in a classroom. Along with volunteering, I was able to observe and gain a better understanding of the Japanese community as well.

One of the first things I noticed and found interesting when I started was how easy it was to volunteer. The first day I arrived, I was immediately greeted by other volunteers and was asked to help out right away. It wasn’t until after the fact that they realized that I was the student from Doshisha University coming that day to volunteer. My first thought after that experience was that this would probably never happen in the United States, where there would be a sign in system of some sort at least. Still, ニコニコトマト is a special case even in Japan, as a fellow volunteer stated, to her, it was the only known volunteer group to have such a relaxed system. Nonetheless, I can’t help but wonder if it’s because of the predisposed notion that Japanese society is so safe that volunteering seems to be much easier to do than back home.

Another interesting thing I noticed was how close the community seemed to be in a hospital setting. All of the children, volunteer staff, doctors, nurses, and parents all seemed to have close relationships with one another, and I feel I wouldn’t typically see this in a hospital back in the United States. Parents gossiped with each other and with volunteer staff members, the children played with each other, and from time to time the doctors and nurses would join in for activities as well. Sometimes, if a parent had to discuss things over with their child’s doctor, another parent, volunteer, or nurse would watch over their child in their place for the time being. Everyone has an understanding on what everyone else is going through, so it’s a really nice support system that they have. To me, this trust and reliance on others in this “community” seems to possible because of the Japanese society’s emphasis on group harmony.

And finally, I was able to get a sense on how Japanese society views foreigners. My first thought, before even volunteering, was that the children would be scared of foreigners, and it would be an issue with my CIP. However, I was gladly mistaken. At first glance, children don’t even recognize that I am a foreigner because of my Asian descent, but even after they do, their opinion of me only gets better! Some of the children there are currently learning English, and as soon as they find out I’m from America, they get really interested and try practicing what they’ve learned on me. There was a time when one of the girls started playing Frozen’s “Let It Go” (one of my favorites!) on the piano, so I decided to sing along in English, and she, along with the other children there, couldn’t help but smile, laugh, and enjoy my performance. Parents also seem to be happily surprised when they find out I’m from America. To them, it seems so fascinating that I came to Japan, and they always ask tons of questions about my home and my opinions on Japan.

Now that my time volunteering is coming to an end, I can’t help but feel grateful and glad that I was able to donate my time with such a wonderful organization. Not only was I able to immerse myself in their community, they made me feel welcome every visit, and were always happy to have me around. Through my experiences, some views I had of Japan prior to coming have changed, and some have been reinforced, but one thing I know for sure is that I’m glad I had the opportunity to experience Japan’s community firsthand, and I’ll look forward to any future opportunities to join another one!