今学期も先学期のように弓道を練習しています。毎週二回武道センターへ練習に行きます。練習の雰囲気は相変わらず穏やかですが、いつもとても楽しいです。弓道の先生はとても可愛くて、親切な人で、先生が好きではない生徒がいないと思います。先生と出会って、本当によかったと思います。または、初心者として来る生徒はふだん様々な外国人なので、練習中に色々な外国の話を聞くことができて、いっぱい勉強になりました。私は弓道がすごく難しいと思って、色々なことがまた分からないけど、弓道の穏やかな時間を大切にします。
「Columbia University/Barnard College」カテゴリーアーカイブ
Leila Lin: Kyudo and Doshisha Student TV Circle
This semester I’ve been going to Kyudo, or Japanese archery practice twice a week at the Budou Center. I was fortunate that on my first visit I met Kawaguchi Sensei, a petite and energetic 80-year-old woman. She was wonderful despite the language barrier and we’ve all come to really love her. Other than we few gaijins at the dojo, everyone else, mostly Japanese, has been practicing there for at least a while. I was surprised at how tirelessly Sensei devoted her time to teaching us, some of us knew zero Japanese. Other members of the dojo do not normally come up and talk to us, but if I ask for help or questions in general they have been very patient and kind. The dojo is also very international and I met so many interesting people there. Three professional artists (pianist, photographer, multimedia artist) from German started practicing with us around the same time and we’ve cultivated friendship and been going to their performances and such.
For me at first, as someone who has practiced Western archery before, I was surprised to find how ritualized Kyudo is as a martial art. I wasn’t very sure if I could stand the endless aisatsu, or greetings, or the left-foot-first-right-foot-second sort of ritualized steps, but slowly I’ve gotten used to it and begun to appreciate the beauty in these traditions. Life in Kyoto has been quite busy and overwhelming but I found my times at Kyduo, twice a week, to be the most calming. It’s only at the dojo that I can clear my head of everything and just focus on one thing, the arrow.
My second activity is the Gakusei Terebi circle, or the Doshisha Student TV circle. GakuTere makes TV specials, documentaries, commercials aimed at Doshisha students. This sounds very intense but the atmosphere is very relaxed. My circle-mates have been very friendly especially considering how little I understand and speak Japanese. Since I was the only person joining the circle this semester (because most people joined in April), I was invited to many hot pot parties or events of that nature, which made me feel very welcomed.
The biggest difficulty with Gakusei Terebi, however, is definitely the language barrier. Unlike Kyudo, where you don’t need to communicate with others too much most of the time, communication is everything in Gakusei Terebi. People speak very fast there, mixed with kansai-ben, and, in typical Japanese fashion, never ends a sentence and just goes on with 〜て、〜て、〜けど…, so it’s easy to lose track of what one’s saying. This is not to say that I did not enjoy the experience at Gakusei Terebi. I’ve been to both bangumi-making sessions and their parties, and even though I am still in the kengaku stage and can only say that I understood about 40% of what they say most of the time, I have enjoyed and value my experience at GakuTere very much.
レイラ・リン：弓道と学生テレビ局
ジンギスカンに憧れているので、モンゴル人が上手に出来る事に興味があります。だから、大学に入ったら、アーチェリーを練習しはじめました。アーチェリーは的の中心を射るために様々な器具がある一方、日本の弓道の弓矢は何もなくて、大変かっこいいと思って、日本に来たらぜひ弓道を習おうと思っていました。
今、 毎週月曜日と木曜日に武道センターで二時間弓道を練習しています。アーチェリーと違って、弓道はあいさつや正座などといった礼儀がたくさんあるので、最初はちょっと大変でしたけど、川口先生の辛抱のおかげで、弓道の練習にもう慣れました。そして、アーチェリーの経験は多分弓道に役に立つと思ったけど、事実は全然違います。弓道とアーチェリーは二つの世界のものです。それに、川口先生本当に素晴らしい先生で、すごいおばあさんのような感じがあります。
また、ドキュメンタリー映画に興味があるので、学生テレビ局という同志社大学のサークルに入りました。学生テレビは新町キャンパスの学生会館にオフィスがあって、毎週火曜日に集まります。学生テレビのメンバーは同志社の生活に関するテレビ番組やドキュメンタリーなどを作ります。私はまだ見学しているだけだけど、いつか撮影や編集に参加するつもりです。それを楽しみにしています。
Meg Beneville: Kyoto Cooking Circle
Meg Beneville: Kyoto Cooking Circle
For my CIP, I decided to take a Japanese cooking class. I’ve attended classes at the Kyoto Cooking Circle of Wings Kyoto and really enjoyed learning how to make many different Japanese dishes and interacting with the teachers and other students. The classes are very gaijin-friendly, and I’ve met people from all over the world, including Australia, Korea, and Spain. Many of them aren’t exchange students but are teachers or expats living in or near Kyoto. The Japanese people attending the classes all seem to have an interest in learning foreign languages or meeting people from different countries. They are very welcoming and we usually talk while we cook. I always get to practice my Japanese, and because we receive the recipes in both Japanese and English, I can compare the two and often figure out what different ingredients are in Japanese based on their English translation. I’m looking forward to trying out some of my new recipes when I get back to the States.
One thing that I’ve observed while attending cooking classes is that even though some of the other foreigners have lived in Japan for years, that doesn’t necessarily mean they can speak Japanese. I was really surprised to hear one woman who had lived in Kyoto for over 5 years struggle with very basic phrases. This is not a judgment on other people, but rather something I’m very sympathetic towards, as I can imagine that moving to Japan without a formal way to study the language must be very difficult. It made me think about how lucky I am to be at a time in my life where I can come to Japan for the specific purpose of learning Japanese, and that I could do so at KCJS, where I am receiving such high quality language instruction. I’ve realized that there is a huge difference between living in Japan as a study abroad student learning about the language and culture, and what it’s like to live in Japan as an adult who ended up in Japan and is just trying to live daily life.
Unfortunately, Kyoto Cooking Circle only meets once a month. My original plan was to take several different cooking classes, but I was surprised to find that Kyoto Cooking Circle in the exception in that it is very affordable. Other classes I looked at were as much as 5000 yen per class, which was completely out of my price range. Because of this, I need to supplement my CIP activity with something else. So far, I’ve helped out with an English lesson for Japanese children, which was a lot of fun. I’m also looking forward to attending some KIX in the next few weeks.
Mary Ross: Volunteer English Teacher's Assistant
My CIP for this semester was working as an English teacher’s assistant at a nearby middle school, Kamigyō Chūgakkō. Before my CIP began, I had visions of myself (through my profound and awe-inspiring teaching abilities) stirring a love of the English language in my students. My real experience was something quite different: thought quite enjoyable, it was definitely not what I expected.
For one thing, before volunteering at the school, I imagined Japanese schools to run like a well-oiled machine, populated by polite and serious students. Maybe this middle school is an exception to that rule, but it all felt a little chaotic. Still, the students were thrilled to see me every time I came and always made me feel welcome. As well, the teachers were quite kind and were passionate about teaching.
Another unexpected aspect of this experience was the manner in which I was employed. I helped out in the classroom about two or three times and the rest of the times I went, I simply talked with a group of the students for an hour or two. These kaiwa sessions were successful to various degrees: one time it was a large group of both boys and girls and so the conversation flowed quite well; another time it was just three shy girls and I almost had to drag the conversation out of them. Contrary to my visions of greatness, while there were a few students who did love English (for which I sadly cannot take credit), the vast majority seemed simply to be suffering through the class.
Kamigyō Chūgakkō
Moreover, I was a little disappointed that I couldn’t work in the classroom more often or in a more academic manner with the students. While conversational skills are important, the conversations sometimes devolved into me making small-talk and the students answering just “yes” or “no,” which doesn’t do much for their language abilities. I think using the volunteers in a more structured and academic manner (such as short individual sessions to address a particular student’s concerns or weaknesses) would be a better use of everyone’s time. However, the conversations (when they extended beyond me making small-talk) were a lot of fun and taught me some fun Japanese slang when the students wanted something translated into English.
If a KCJS student’s goal for their CIP was to interact deeply with Japanese people, I would probably not recommend a volunteer English assistant position to them. I did learn a lot about Japanese schools and youth, but I felt more like an outsider looking in than a part of the society itself. As well, since you are teaching English (and I was asked to stick to only English when talking to the students), there aren’t many chance to practice Japanese. To better integrate and become a member of Japanese society, I think it is important to speak the language and develop deeper relationships with Japanese people which is, unfortunately, difficult to do when you are interacting solely in English and with people who are much younger than you.
However, I did feel that I was able to get a glimpse into Japanese society and I think that by interacting with the Japanese students and allowing them to interact with a non-Japanese person, I was able to make a small impact on Japanese society. No matter what country it is, I think interacting with people from other countries not only gives you a wider, more global perspective, but also enriches that nation’s culture.
All in all, I really enjoyed this experience. To better integrate in Japanese society, I would advise supplementing volunteering as an English assistant teacher with activities that have to do with Japanese culture and language (KIX is a good option for this!). However, I found this CIP very fulfilling; it felt nice to know that I may have furthered someone’s interest in English or at least offered them a new experience. It was definitely a new experience for me, so I guess they taught me something too!
メグ・ベンヴィル：料理のクラス
メグ・ベンヴィル：日本料理のクラス
私はCIPの活動として、料理のクラスをとっています。京都クッキングサークルというサカルは月一回行きます。参加者は日本人が三分の二と外国人が三分の一です。日本人とよくしゃべれて、他のおもしろい外国人と話すことができます。アメリカから来た留学生だけじゃなくて、たいわんとか韓国とか、スパインから来た日本で働いている人もいます。皆さんと話しながら料理を作るのはとても楽しいです。
クラスではまず先生方がその日に作る料理の作り方を説明してくださいます。それから、同じテブルの六人とりょうりを作ります。はじめて行った時は、手打ちうどんとバナナチョコケーキを作りました。二回目にはひなまつりのためにちらし寿司といちごだいふくをつくりました。作るのは楽かったし、どれもおいしかったです。クラスで作ったものの作り方を日本語でも英語でももらったから、アメリカに帰ってから、友達につくってあげようと思います。京都クッキングサークルのおかげで、楽しみながら日本の料理についてたくさん学べます。
メアリー・ロス：上京中学校の英語アシスタント
私は京都の上京中学校で英語アシスタントをしています.上京中学校は同志社大学の近くの公立校です。初めてＣＩＰで上京中学校へ行ったのは一月二十三日でした。前口先生が私を上京中学校へ連れて行ってくださいました。中学校では、英語の先生と副校長と話をしました。それ以来、週に一度そこに行っています。英語の授業では、生徒の前でモデルとして英語のテキストや、単語リストを読みます。そして、生徒の質問に答えたり、勉強のゲームをしたり、生徒とインタビューの練習をしたりします。
中学校でボランティアすることは実りあることだと思います。生徒の英語の興味を深めつつ、日本人と交流できます。そして、日本の教育や社会について学んでいます。
Michie Adachi: Zenryuji Nursery School
Hidden in the historic Gion district notorious for spotting Geisha and experiencing traditional Japanese culture, you will find the Zenryuji Nursery School. With Zenryuji Temple to the West and Yasaka Shrine to the North, it is located in a special place. Commuting here with fellow KCJS-er, Trisha Martin and being greeted by a sea of shining, smiling faces of the children at the nursery school every Tuesday was truly a pleasure. No matter how difficult my morning Japanese lessons, or how tired I was, the children, little bursts of energy, always refreshed me.
All throughout high school, I worked at an afterschool childcare program for K-4th graders, so I assumed that this Japanese equivalent would be rather similar. However, the differences were striking. I’ve never seen a group of such well-behaved children in my life. From putting away their backpacks to folding their clothes, these young children, mostly 4-6 year olds, performed these tasks with almost military efficiency with only a short prompt from their teacher. Before every meal, they wash their hands (twice!) and sing a song showing appreciation to God and their parents for providing the food. After every meal, they brush their teeth and neatly put away their chopsticks and other eating utensils without being asked. I constantly question whether these little creatures are human beings or robots!
My last meal...so yummy (and free)!!!!
After a couple of visits, I quickly became accustomed to their daily lunch routine and subsequent nap schedule. However, for about a month, Trisha and I still felt like outsiders. We felt as though we were an interruption to the smooth flow and efficiency of the operations at this daycare rather than helpful volunteers. And then, unexpectedly, the awkwardness dissipated. The other teachers started asking us to do small chores, such as clean off the tables and even plan little games to entertain the kids while their lunch was being set-up. The kids themselves also started treating us differently, approaching us without fear and freely talking to us as friends rather than foreign specimen. While the children’s strong kansai dialect and simple sentence structures challenge our language comprehension abilities, hand and facial gestures facilitate our communication.
My experience volunteering at the Nursery School has definitely opened my eyes to another side of Japan. Through the children’s eyes, I can see a picture of Japan that is not clouded by excessively polite speech and tatemae. I truly value their insights and being able to see how Japanese education and childcare transforms these little people into Japanese citizens.
[Update]: Today was my last day at the daycare. The children have a performance this weekend for their parents, so I got to witness the dress rehearsal…such organized chaos!
Keeley Nakamoto: Sunny Bits Volleyball Club
When asked to write a blog post to reflect on my experience with the CIP and the idiosyncrasies I observed while interacting with my native Japanese peers, I was at a loss as to what I would discuss. Being restricted from regular participation in my activity due to infrequent meetings and inconvenient holiday schedules, I was not sure I could convey any perceptions with complete confidence that what I had noted was more than a one-time occurrence. Upon further consideration, however, I realize that I have gained deeper insight into the way in which Japanese people interact–insight that renders my assumptions prior to joining Sunny Bits completely false.
The task of joining a circle activity seemed incredibly daunting at first given the teinei speech patterns presented in our CIP booklet and the senpai–cohai relationships which, we were warned, must be strictly observed. After numerous emails back and forth, the club president and I finally met up and biked to the gymnasium where practice is held. While the rest of the females wore long sweat pants, I donned my embarrassingly short spandex, the common attire for female volleyball players in the United States. Immediately, people could tell that I was not from here. After being called to order, all the members made a circle and waited silently while I gave my self-introduction in Japanese. Despite the nearly tangible tension I felt while standing in that circle, this feeling quickly melted away as soon as the scrimmaging started. Neither a hierarchy in players emerged nor did any sort of gender stratification occur. While most every member of the club is highly competent in the sport, even new additions who barely knew the rules of the game were encouraged and given equal playing time. Nicknames were commonly used, and merciless, yet good-hearted, teasing plagued all members. At the practice’s end, every member who had had an uncelebrated birthday during the summer was given a scrapbook adorned with pictures and messages from all the players. A genuine warmth radiated from this group of individuals for whom volleyball placed second to friendship. My preconceptions of what Japanese circle activity dynamic was like were shattered.
I am grateful that I had the opportunity to see this side of Japanese culture that is not oft spoken of. After being with Sunny Bits, I realize that not all clubs subscribe to the old-fashioned formality of pecking order or complete seriousness in one’s craft. One of my only regrets is that my short stay in Kyoto did not allow me to form as deep a bond with the team as I would have liked to. It shows that in Japan and America kids our age really aren’t that different; everyone just wants to have a bit of fun.
Cecille de Laurentis: Kyodai Orchestra
I have mixed feelings about my CIP experience.
First, the good: there is no doubt that the CIP can provide experiences that a ryuugakusei might not otherwise have access to in Japan. Although interacting with our host families and with the outgoing KIXS and DESA members is certainly good language practice and often a lot of fun, generally the families that choose to host and the students that choose to join international circles are used to interacting with foreign students and enthusiastic about it. Thus, chances are we’ll be spoken to in language we’re more likely to understand; our mistakes will be more readily forgiven/breezily ignored; each participant in the interaction has a better idea of what to expect from the other. In other words, it’s less of a challenge. However, when one reaches out to a circle or community organization, one may encounter people who have never met a ryuugakusei before, creating more pressure on both ends. Talking to the people at Kyodai Orchestra was a huge change from hanging out with my host family or my KIXS/DESA friends–from their slang/vocabulary (I was totally thrown by “ikkaisei” and “gakubu” in lieu of “ichinensei” and “senmon” at first) to their mannerisms. Suddenly being polite and following cultural expectations became a lot more important–which, if I’m not mistaken, is part of the intended value of the CIP. It keeps us from getting complacent, which is definitely beneficial.
However, I must unfortunately voice disagreement with some of the things we were told at the CIP information session at the beginning of the year: namely, that it’s best to pick an activity you are very familiar with and/or good at. I understand the motivation behind that, but I honestly wish I had tried to learn (for example) the koto from scratch, or done something I was perhaps vaguely familiar with, rather than try to play cello in an orchestra, something I have done in the States for about ten years. Because I’ve been heavily involved in the Western classical music world for so long, a world in which the structure and expectations are very familiar to and beloved by me, the cultural differences in the Kyodai Orchestra system grated on and sometimes even upset me, rather than opening my mind to learning opportunities. Considering that I’ve largely found it easy to embrace cultural differences in general since coming to Japan, that is a significant thing to say. Therefore, I would recommend for future students: choose a CIP you are interested in, to be sure, but perhaps avoid an activity which you feel strongly about or are very used to in its Western form. In terms of Kyodai Orchestra specifically, the people are kind and welcoming, but due to the lack of an audition process, it’s impossible to enter the main orchestra, so that would be another thing to keep in mind.
Additionally, I feel that were I studying abroad for a full year, I would have been more motivated to form meaningful connections with the other orchestra members. For the first month and a half that I attended my CIP, I was only doing individual practice in the strings building, because they weren’t sure in what capacity I could enter the orchestra yet. I didn’t consistently see the same people every week, and it wasn’t until after I’d joined the first-year orchestra (as I mentioned above, joining the main orchestra wasn’t an option), which in turn wasn’t until mid-November, that I received a welcome party and actually had an extended interaction with the people I was playing with. Because I will probably only see them once or maybe twice more and then return to the States, I feel that I quickly dismissed the possibility of lasting friendship, which is a shame. Nevertheless, I enjoyed the welcome party much more than I expected to, and it provided me with an opportunity to experiment with some of the wakamono no kotoba and Kansai-ben I’ve picked up since I’ve come to Japan–since the other orchestra members aren’t particularly familiar with the formalized college-Japanese-student language I arrived here speaking, I wasn’t looked askance at, which was quite gratifying (though I don’t mind being mocked in a friendly way by others, of course.)
To conclude, there’s definitely no way I can say my CIP was worthless, but I feel I could have gotten more out of it than I did, which is both my own fault and that of external factors that couldn’t really be controlled.