「KCJS Year」カテゴリーアーカイブ

Josie Tou: Calligraphy

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The CIP that I chose was calligraphy with Asakusa-sensei. I found this class through a fellow study abroad student’s host mom, who took me to the location on the first day of class. Because we are only in Japan for such a short period, instead of starting with the basics, the teacher let us write what we wanted. In the class, we learned the proper holding technique for the brush as well as the importance of a kanji’s writing stroke order. Each class, we choose a character that we would like to write, practice it a multitude of times, and then write it on a good sheet of paper to take home.

I think I was able to learn quite a lot about the relationship between sensei and gakusei, especially since the class size was so small. Through the semester, omiyage was of course not required, but I feel it really did help shorten the distance in formality. I was also able to practice keigo for the beginning of the semester and went into simple desu/masu form near the end.

Overall, I really enjoyed doing this CIP throughout the semester because it was a good change of pace from classes. Additionally, we were able to arrange a class time that was dedicated to the KCJS students, so even if you mess up with your Japanese, there is no rush for the teacher’s time. I think that this was the best fit for someone like me who was searching for a more arts and crafts/hands on activity.

Xiaoxi Wu: KU Amateur Dance Club

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During my stay in Kyoto I participated in the activities of Kyoto University Dance Club (社交ダンス), where I managed to immerse myself into a Japanese college club vibe. Since I’d never danced even a single time before attending the club, I was quite nervous on the first day, and found myself just as clumsy as I expected at the dance practice. Yet learning to dance is not the point of joining a dance club in Kyoto; rather, it was to interact with my Japanese peers on a regular basis so that we both could serve as かけ橋 through which we were able to understand each other’s cultural background better.

The Dance Club holds activities as often as 3 times a week. Each time lasts for 3 hours. I tried to commit as much as possible to the club activities, but I was also busy with schoolwork, so I often ended up going once or twice a week. One thing I found interesting though was the fact that the club claims to have between 20 to 30 members who have signed up for club activities, but almost every single time only those 6 or 7 same members showed up. Occasionally we would be lucky to have others join us but that was pretty rare. One of the club members told me that this phenomenon is quite common among Japanese university circles, where you would expect some members to regularly show up and become the core of the circles while others who rarely show up are labelled ‘ghost members’ (幽霊部員). I’m glad that I didn’t become one of the ghosts.

During the 3 hours of club activity we would practice different forms of 社交ダンス such as Tango, Waltz, and Samba, although I still have difficulties even now in distinguishing them from each other. To be frank, dancing is not my thing, but thanks to the warm-heartedness of my Japanese peers I was able to enjoy the activity sessions as much as I could. They knew I had never had experiences in ballroom dance and my Japanese wasn’t that good, so they treated me with patience and taught me step by step. Although more often than not I still ended up messing up with everything, I do not regret joining the Dance Club, because other members regarded me as a normal, functioning member of the club too. The opportunities to interact with Japanese peers are absolutely the most valuable experiences I’ve had so far. Therefore I highly recommend the KU Amateur Dance Club even if dance is not your thing, and on a side note I’m pretty skeptical that someone is actually worse than me at dancing.

Zoey Peterson: Volunteer English Teaching

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I spent my CIP project volunteering as an assistant English teacher for an informal English class held in the house of my host family once or twice a week. Every Monday and Wednesday, two classes were held and taught by my host mother’s daughter (who is an adult with four children of her own). One class was for 5- and 6-year olds; the other was for 7- and 8-year olds. The teacher’s 3-year-old daughter also participated.

I love children, so an excuse to interact with them was very enjoyable for me. I learned a lot about Japanese and Japanese children as well. For example, for the younger children especially, there was a ‘warming-up’ period of a few weeks where they simply stared at me in astonishment and almost never spoke. The teacher apologized, saying they were just surprised by my presence, and were usually much louder. After two or three weeks, they opened up and started talking to me, asking me questions like “Where are you from? How many people live in America? What’s the weather like there?” They all speak very quickly and in Kansai-ben, so understanding them in the beginning was a little difficult. I learned some of the Kansai-ben particular to Kyoto, such as ‘hin’ to signify negation (dekihin instead of dekinai) or -haru as the slightly politer way to end verbs.

The older children took less time to warm up to me, asking me questions after maybe one or two weeks. The youngest child, the 3-year-old, took almost a month and a half to speak to me at all. She also was reluctant to speak even in my presence. During class, she would instead whisper her answers into her 6-year-old sister’s ear. The only exception was the children of the teacher; her three oldest children had lived in America for a year or so, and she hosts foreign students herself so they were not shy at all. Her 6-year-old daughter talks to me often inside and outside of class, occasionally saying surprisingly advanced or observant things to me.

I was also able to interact with the parents of many students as well, who treated me as another teacher and thanked me after each lesson. Some even sat in on a lesson or two, and spoke to me afterwards to thank me. The parents were very serious about picking up their children on time, and apologized profusely if they were late even a few minutes.

In all, it was a wonderful way to get to know many of the neighborhood children. I even recognize some of them when walking around these days, and the braver ones say hello and wave at me. It was also a great way to pick up more Kansai-ben and improve my own pronunciation. I’d highly recommend volunteering in any way with children to future KCJS students!

Maya Nakamura: Bazaar Cafe

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My CIP this semester was the same as last semester’s, which is volunteering at Bazaar Cafe once a week. As I explained in my last blog post, the cafe functions more or less like a regular restaurant, but aims to help give work opportunities to people who may have a difficult time finding a job and generally to just be a welcoming space to people of all backgrounds. Similar to last semester, I go once a week usually to help out around the kitchen while the cafe is open to the public. And recently, one of the supervisors asked if me and another volunteer could help translate their menu along with some other miscellaneous restaurant related tasks. However, since the cafe is in the process of trying to become an official NPO/NGO, they are closed this month, while hosting and catering occasional private events during the week. Thankfully this means that I still have plenty of opportunities to help out each week.

What has been really great about my time here is since I’ve been volunteering since September, I’ve grown rather close with many of the workers, volunteers, and managers. Definitely more so than last semester, I’ve been looking forward to every volunteer opportunity each week and sometimes end up staying for as long as 4 hours (compared to my usual 2) simply because I enjoy everyone’s company. By spending time with everyone, I always have opportunities to speak and practice Japanese; not only that, everyone else is also very eager to help teach me new words or handy phrases, which I am always very appreciative of. In this regard, I could say I’ve been doing a lot of out-of-class learning and practice with the Japanese language, but I’ll be honest, I’m not sure if I can say I learned anything “new” this semester by continuing my time with them. Rather, I feel like I am building some very special bonds and friendships with an incredibly unique and welcoming community and to me, that is a lot more important. If I had to attribute how I achieved this sense of community to anything, I would say it came from consistently going every week and not only helping out on regular days, but also helping out and participating in their larger events, which I had the opportunity to do both last and this semester. I think that it showed them that I cared to even be a part of their community in the first place and so they welcomed me and other volunteers with open arms.

If you want to have a flexible CIP and have the opportunity to meet a lot of different kinds of people, volunteering at Bazaar is definitely a great place for that. And for anyone who does choose this as their CIP, do your best to committing to going every week; ask a lot of questions and keep an open mind. They are always very grateful for any help they receive and I personally have no regrets with choosing them. Knowing that I only have about a month left with them makes me really sad so I plan on doing as much as I can to help out before I go!

Charlie Tran: Klexon

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During my time at KCJS, I participated in a Japanese-English Conversation program called Klexon. Klexon is similar to speed dating. People sit in rows facing each other, and then talk for ten minutes until they have to switch partners. After about 6 cycles, everyone is randomly placed into groups and group conversation begins. A piece of paper with the week’s topic of conversation is handed out at the beginning of the session. However, one does not need to talk about the conversation on the sheet; Klexon is basically free conversation.

In Klexon, I noticed that most Japanese people are learning English because they believe it is a necessity for their job, so their motivation to learn is quite high. Also, since they know that this is a conversation program, I feel the Japanese people in this program are more comfortable with talking to foreigners and generally are not as shy as Japanese people outside of the program. Therefore, there is no need to have worries about conversing because they are quite easy to talk to.

Although KCJS is a program to learn Japanese and Klexon is a program to help Japanese people speak English, I chose Klexon with special purposes in mind. Those purposes were to learn more about Japanese culture from different perspectives, to make Japanese friends, and learn more Japanese from them. During the program sessions, you can talk about anything with the Japanese people, so I took this liberty to ask them about Japanese culture that couldn’t be learned about in a class or in a book. For example, I learned about different dialects around Japan and popular slang Japanese people were using. At the end of the program, I would invite the people I was paired up with to go out drinking at a bar or an izakaya. This was a great way to strengthen our bonds and become friends. Also, we would speak in Japanese, so I was able to practice my Japanese conversation quite a lot. I highly recommend choosing Klexon as a CIP because it is fun, you can learn a lot, and most of all, make many Japanese friends.

Lisa Qi: Continuing Lessons at Apollo Art Academy

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Like first semester I continued attending art lessons at Apollo Art Academy for my CIP this semester. Because I go to lessons on Mondays instead of Thursdays, as I did before, I had to reintroduce myself to new classmates, but they were all friendly and I did not have much trouble interacting with them. Midway through each lesson there is a break time when students can drink tea, eat snacks, and chat with eachother. Most of the students were older Japanese people with a few younger university age students, however, in my new session there were several students from Russia and one from China. It was fun chatting with others and talking about what each of us were drawing. The older Japanese people usually explained the kinds of snacks we were eating during the break time as they were usually the ones who brought the snacks. I did not have much chance to talk with the younger Japanese students as they usually did not interact with others besides the teacher.

Besides the other students the person I interacted the most with was my teacher, Tanaka-sensei and the teaching assistant Takahashi-san. Tanaka-sensei would go around the room critiquing various people’s works throughout the lesson. Everyone usually works with different materials and draws different subjects, and this semester I switched from drawing mostly vegetables with pencil to drawing with hard pastels. As a result, I liked the pieces I worked on more this semester as I prefer working with color. Overall, I had a very warm experience with Apollo Art Academy’s staff and students; the school is not very large so there are plenty of opportunities to talk with others.

Grace Bologna: ECC English Tutoring

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My CIP from last semester culminated into four days of policy building on the sustainability of journalism at the All Japan Model United Nations Conference over winter break. As I returned for a second semester of KCJS, I decided to change my CIP from a school activity to a more volunteer-based project. Thus, I began tutoring English through a previous host mother’s ECC English class.

After nearly five months of non-stop Japanese lessons, becoming an instructor rather than a student was certainly a change, as was speaking English in a classroom setting. However, I powered through and worked to instruct to my best ability despite realizing that living in Japan had managed to erode my grammatical skills.

I had previously spent a summer in Kyoto as a high school sophomore, nearly five years ago now. I stayed with a small host family just west of Doshisha while commuting to a Japanese language school daily. I’d kept in touch over the past few years, and when I reached out to ask if my host mother would be willing to accept a volunteer assistant teacher, she seemed excited. We met in January to discuss lessons plans, games to play with students and how to prepare them for an ominous upcoming English conversation test in February. I returned the next week to begin helping run classes.

Over my time at ECC I worked with a variety of students, ranging from second year elementary schoolers to third year middle schoolers. I was incredibly impressed by all of their dedication, many arriving to English lessons after both regular school and juku cram school. They did their best each lesson and honestly inspired me to work a bit harder myself.

A typical lesson would last a little over an hour. Students would come in and warm up with a short conversation exercise, like stating their favorite sweets, sports, or season. We’d then begin work from their textbooks, typically covering a conversation piece followed by a series of questions detailing the scene. We also sang quite a few songs and played more interactive games like ‘Simon Says” or ‘Heads Up.’ Finally we’d go over homework and prepare for the upcoming speaking text before going home.

I was surprised by how rigid the language study was. Even organic activities like playing games or speaking about weekend plans seemed carefully scripted. Perhaps most rehearsed was interview test prep. Students were expected to introduce themselves by name and then reveal exactly three facts about themselves. Acceptable facts were outlined to include school, hometown, age, and favorite sport. The students would then respond to a few prepared questions (What time do you go to bed? Do you like steak? Etc.) Before pointing to certain objects in a picture.

I was struck by the differences in this language study and my own experience learning Japanese. I began taking Japanese classes in high school, and despite being twice the age of some of the ECC students, remember playing far more games and interacting naturally albeit in fractured Japanese. As I result, I gained far more confidence with Japanese, seeing it as a free-flowing language rather than a series of acceptable answers and responses. The difference was apparent. Simply changing questions slightly (What time do you wake up? Do you like sushi?) rather than the previous questions seemed to stump students. I began to more clearly see the cultural pattern of Japanese adults who have spent multiple years learning English yet shy away from foreigners. Learning English in a series of set phrases is relatively easy, but any change to the existing structure tends to leave you reeling.

I have to say that interacting with the students was challenging at first. Most of them were incredibly surprised to see me (very distinctively not Japanese) in the classroom and grew nervous. I think at the start of my time, the students certainly distrusted me and as a result were quieter in class. They weren’t quite sure if I spoke Japanese or if I would be harsh towards their English. Yet over time, I feel I got through to many of the students. They grew more relaxed in my presence and more willing to engage with me by choice rather than through coercion. I was happy to provide the foreign exposure necessary for speaking English with foreigners. I hope that the positive interactions with me will lead those students to be more outgoing as they interact with native English speakers in the future.

I’d definitely recommend working as an English tutor while at KCJS. For one, the activity is fun and rewarding in its own right. Building relationships with Japanese elementary school students is a unique experience and one that will vastly improve your colloquial Japanese. However, more than that, I think it’s important to see if you enjoy teaching English. Many American college students studying Japanese hold vague plans to participate in JET as an assistant language teacher. In my experience, many JETs go into Japan without real knowledge of what teaching English is like. Students are shy and the majority of the work is more about coaxing them from their shells than intensive English study. It’s not a good fit for everyone, and teaching English as a CIP is a wonderful opportunity to check if it’s for you. I’d highly recommend everyone give it a shot.

Kanoa Mendenhall: Jazz Bass

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Although I initially wanted to explore and try a new activity, I continued playing jazz bass (my line of work back in America) for my CIP here in Kyoto and Osaka. It has been a wonderful experience being able to participate in the Kansai jazz scene while at KCJS this spring semester.

As all jazz musicians do to get introduced to the local scene, I started off by going to a jam session in the area in order to meet local musicians. This was one of the main objectives of my CIP – to continue going to a regular session that had other members consistently participating.

The first session I attended was a weekly jam hosted by Kyoto University’s student-run jazz circle. The sessions were how typical jazz jam sessions go; a newly fused band collectively chose standards from the Great American Songbook and improvised on these tunes. Students from KyoDai as well as students from additional neighboring universities were involved in these sessions. Getting to know these students from various areas eventually led to participation in other jam sessions at other universities and venues.

As the semester progressed, not only did I get to know fellow musicians my age, but also people from a wide age range who shared a similar passion for jazz. Meeting people from different backgrounds and generations allowed me to practice my keigo and respectful expressions a fair bit. In addition, I had to do quite a lot of writing/messaging to people who I had just met at each session, which was good practice.

One aspect that varied a bit from gatherings in America was the formality, such as saying よろしくお願いします to all of the other members on the bandstand without fail before playing each tune (at jam sessions). This surprised me quite a bit at first, and was a shock compared to the cold, cutthroat atmosphere of New York jam sessions. Also, it has been confusing to decipher the distance between musicians and when to use honorifics. The jazz scene in Japan is unique in the case where numerous musicians have studied or lived in America, therefore demonstrating the vibe and casual approach of American jazz musicians (slang, handshakes, affirmative shouts during performance, etc.), yet there are still limits to how close you can get to a person, especially if there is a rank/age difference. I once called a club owner (who lived in New York for multiple years, knows jazz culture well) that I thought I had established a firm connection with (after multiple casual interactions) by their first name, and they reacted quite hostilely. It took some time getting used to, but overall I found that musicians in the Kansai area are friendlier and supportive of each other, which I wish there was more of in New York City.

These jam sessions ultimately lead to a few performances in formal settings, called by members I met at jam sessions such as the one at Kyoto University. The performances typically involved rehearsals and preparation beforehand, and involved some energy and time. Nevertheless, they were highly rewarding, and I’m especially grateful to the teachers and friends from KCJS who came to my gigs. Continuing music while in Kyoto was one of the highlights of my study abroad experience, and has provided much joy and language practice as well as career connections that are sure to be useful in the future. There were some language barriers at times, but music, especially jazz, is a language and mode of communication itself.

James Hilton: Kyokushin Chronicles, Vol. II

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OSU!

Much has transpired since my previous Kyokushin Chronicles update.

Previously, I wrote about my revelations regarding integrating various aspects of different fighting styles, walking the taboo cusp of aggression, and aspiring toward balance—all internal changes that were occurring in me due to the Kyokushin Kaikan environment. This time, I want to look outward and detail my social observations.

Throughout my time at the dojo, my social status has changed, but one thing has remained constant: I’m a gaijin. That’s not too significant: one of the esteemed sensei is Polish; and one of my senpai hails from Australia. The factor of pertinence is, even when compared to the other, white foreigners, I alone stand out. I am, in effect, doubly gaijin. To this day, children, and even some adults, that have seen me week-in and week-out cast lengthy—often shameless—stares (even when their attention truly ought to be elsewhere). To top it off, I was a white belt, which in Kyokushin is not the bottom-of-the-ranks position that one would expect. No, it is less than that; it literally signifies nothing.

Last month, I took the promotion exam. In preparation for the exam, I increased my time in the dojo tremendously. Two of my black belt senpai—the prodigious pair that we refer to as the Twins—took notice of my efforts and were kind enough to grace me with their private tutelage. Under their instruction, I achieved the goals I set out for myself.  Moreover, there was another, unexpected development. I was able to forge personal relationships with the Dynamic Duo; and in turn, others became more willing to socialize with, and even support, me. After passing the promotion exam and ascending two levels, I became a legitimate member of the kaikan community—and was conferred newfound respect and camaraderie. My relatively elevated standing has served to make the dojo a more welcome environment for me. It does not erase my so readily apparent gaijin-ness, but it does provide a counterbalance of sorts. To be honest, though, I have been privileged in my own right from the very start.

Due to my (supposed) ability to converse in Japanese, my status as a student at Doshisha University, and the weight of the University of Chicago reputation, I have always had great favor with Shihan—the kaikan head. His approval has granted me a special, privileged status among my peers that significantly eased my burden of social integration. Over the last month, I have learned much about the hierarchy in the dojo and my place within it. For all its quirks, it has been a remarkable journey.

With my impending return to America, recent weeks have been a period of reflection. My time at the dojo has been my most important experience in Japan. It is the place where I established the lion’s share of my most treasured bonds. While I am not one for much sentiment, I can say without hesitation: I will miss the Kyokushin Kaikan.

OSU!

Logan Cody: Klexon

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For my Community Involvement Project I participated in Klexon – an English conversation club. Every Tuesday I would meet for two hours in the Wings Gender Equality Center with other KCJS members and other native English Speakers living in the city, to talk with Japanese college students and workers in order to help them practice their English speaking abilities. For the first hour of the meetings, I would talk in one-on-one sessions with the Japanese club members – discussing anything from their jobs to their opinions on recent political developments. Then in the second hour, I would talk in groups of five to six people in order to practice group speaking abilities with them. The club would offer prompts and possible topics of conversation, but I found that most of the Japanese participants were happy to elect their own topics of conversation, and usually wanted to discuss broad cultural differences between Japan and the US, or grammatical novelties between Japanese and English. As I became closer friends with different members of the club, I began to join them for food and drinks after the meetings or at Karaoke parties on the weekend.

Through my continuing interactions with the Klexon group, in and out of the weekly meetings, I feel that I was truly able to integrate into, and participate in, Japanese social activities and functions. Furthermore, in helping to teach English to Japanese people I was better able to understand my progress with my own language studies: for example, it seems a lot of the Klexon members use the word “maybe” more often than what would be considered natural in English (eg. “Maybe, my job is working in finance”). My assumption is that this over-usage stems from learners attempting to directly translate certain phrases from their native tongue into their target language – which is probably a mistake that I make as well in my own language studies (ie. trying to convert head-first English phrasing/idioms into Japanese, instead of solely relying on the set head-last grammatical formations of the language). I also found that simply speaking to a large number of Japanese students and workers allowed for many fascinating insights into people’s opinions about food, and clothing, and history, and politics. A particularly interesting example would be my conversations with a member of Japan’s Self-Defense Force: I was able to learn about his daily work, and about how most Japanese citizens look down upon those who join the SDF.

As for my advice to future students, I can’t stress enough how important it is to get a Line! Everyone here uses Line, and it’s just such an easy way to make friends quickly. After a meeting, if you have even the slightest interest in being friends with someone, I’d highly recommend trading Line account information. And then afterwards, even if you don’t text them, the likelihood that they text you and ask to hangout is very high. There’s practically no work involved at all! And getting to meet Japanese people and hang out outside of the CIP activities is such a wonderful opportunity to make friends, to speak more Japanese, and to learn more about Japanese culture and life.