For this year’s expedition, I went to Niigata. We went on a 2 nights 3 day hike. The hike was really hard and tiring, but at the same time, it was very fun and refreshing. Since we didn’t have our electronic devices with us, we were able to enjoy the nature by looking at the plants, the sky, and some bugs. We also learned to build a tent and how to cook.
An image of me and my friends building a tent
Before going to Niigata, I was really nervous since I wasn’t sure if I was going to be able to keep up with the other people. Also, since it was my first time going on an overnight hike, I was a little scared if I was going to be able to handle everything that will occur during the hike. However, during the hike, even though it was a bit hard, I also had fun experiencing something new and the wind felt comfortable since I was sweating.
The boys looking at the view from the top of the mountain
This trip might have been a metaphor of the first day of university when I’m alone without my family and having to know about the other students who go to the same university. This is because university is a completely new part of my life and in order to get along with the people there, I have to try to get closer to them without relying on anyone else.
The wilderness that existed in Niigata such as the forests and mountains tells how the people there value the nature since I heard that the local people take a lot of time to maintain the hiking trails as well as the areas around the hiking trails. Also, since it snows a lot in Niigata, the mountains are important to invite tourists to their area so that they can enjoy winter sports such as skiing and snowboarding. This leads to their benefit in economy and will help the local people’s lives by using the money they earned to make the place better.
In PSHE class this year, there were many things I learned. I also learned many things both at school and outside of school. I believe some of these things will have positive impacts on the way I live my life in the future.
First of all, some of the things I learned that are connected with the habits of my mind are that I think realistic most of the time through the MBTI test and that I’m not a humorous person through the VIA strengths test. Learning that I’m a realistic person helped me notice why I was bad at writing fiction stories and other things which required creativity. From now, I won’t be too sad if I get a lower grade for assessments which require fictional thinking and can find ways to improve my creativity skills. Identifying myself as a humorous person made myself act the way I actually am in front of my friends since before I learned about this, I tried hard to make my friends have a fun time by trying to be funny which sometimes caused myself being stressed. However, after learning about this, I didn’t try to become funny deliberately which made me feel more comfortable at all times.
The things I learned which are related to the healthy habits are that I learned that I feel more close to my friends by telling them my honest opinions as well as that loving yourself and being confident in yourself is a really important idea to live a happy life.
Juliet, the only daughter of the Capulets, has turned into a teenager just a few days ago. How will she spend her teenaged times being the child of an aristocratic family? The girl who is in the border of immaturity and maturity spoke to us about what is in her mind right now.
It has been a few days since you became a teenager. What are the things you want to do as a teenager?
First of all, I want to do the things I couldn’t do in the past such as shopping alone or cooking food for myself. Also, I want to have time to spend on my own. Since I was a baby, my nurse was around me at all times. Therefore, I want to have some freedom and want to challenge myself so that I can be a more responsible person.
If you could be reborn, do you still want to be born as the child of an aristocratic family or not?
I would prefer not being the child of an aristocratic family. This is because by spending my life as the daughter of an aristocratic family, I know that I don’t have much freedom and have to always act so carefully that I don’t bring disgrace on my family’s name.
What do you think about the relationship between your family and the Montague?
Well, I think that the relationship isn’t anywhere in the area where we can say it is good. It is true that my parents and the heads of the Montague are not happy to see each other. However, I think there is a possibility that the relationship will get better in the future, and I am hoping that a day when the two families greet each other with a smile will come.
Head of Capulet and Head of Montague
I’ve heard that you’re in love with Romeo from the Montague family. What is so special about him?
First of all, the most special thing about him is that he shows his love towards me clearly. This makes me feel relieved, and I can feel his sincere love. Since my parents prioritised work and their relationships with the world over me, the point that he prioritises me over everything else made me feel special for the first time in my life. To summarise, I think every action he takes makes me feel loved and special.
How has your impression towards a Montague change by dating Romeo?
Before dating Romeo, I thought of a Montague as a group of people who are very scary, and shouldn’t be close to. I also thought that I will never have an opportunity of having a good relationship with someone from the Montague. Now I think of Montague as a group who has some grudge to us, the Capulets, but as individuals, they all have a good personality.
Do your family members know about the relationship between you two? If so, how did they react? If they don’t know yet, how do you think they will react?
I think they don’t know about it because we haven’t told them personally, and they haven’t seen us being together as well. They will definitely scold me to the point that they’ll make me have an arranged marriage with another man. Even though that happens, I will fight back and definitely won’t accept it. I will go to my nurse to ask for help as well since I believe that she will be on my side.
How would you describe the presence of your nurse?
She is the only person who I can speak to honestly. Since she is the person who spends most of the time with me, I feel that she is like a big sister to me. I am always thankful towards her, but I sometimes feel sorry because she doesn’t have time to spend for herself.
What are your future plans with Romeo?
What I can say right now is that I won’t meet anyone who I will love more than Romeo in the future. Therefore, as a final goal, I want to marry Romeo and have children between us. However, I want to know more about him before getting married by spending a lot of time with him.
What advice would you give someone who is also in a forbidden love?
I will tell them to be strong! Don’t give up on your love just because someone tells you to stop or because you’re scared that someone who is important to you will end the relationship between you. Also, I will tell them that a time will come when everyone will acknowledge your relationship because that is what I currently believe in.
The areas I focused when practicing were playing the piece in a consistent tempo without rushing, and also being able to listen to the other part while playing the piece so that I can notice if my part isn’t matching with the other part. Two months before the concert, I gradually rushed throughout each part of the piece most of the time. However, at the concert, I was able to play the piece in a steady speed and when I looked at the video of the actual performance, I thought that our group was nearly perfect in terms of the consistence of the tempo and not getting faster nor slower. Also, when we started to play the piece without the music, listening to the other members who were in the same part as me was the best I could do so that I wouldn’t be off the rhythm. But before three weeks before the concert, I gradually was able to listen to the sound of the other part as well as the sound of the others in my part, which made it way more easier for me to play in sync with the other members. To prepare, I used the metronome and the recording a lot. Listening to the metronome was the most effective way on working on the two goals because it helped me to remember the tempo, and also building up the skill to listen to something else while playing an instrument.
Next time, I think I will prepare better by memorising the piece in an earlier stage. For this performance, I memorised the piece two or three weeks before the concert and this made me a little anxious because I didn’t have much practice without looking at the piece. Therefore, I will try to memorise the piece at least a month before the concert which will help me become more confident and relaxed in mind.
While preparing for the concert, I think we shared more ideas to each other regarding to the piece compared to the previous concert. This helped us gain more affection to the piece and also learn more about the piece since some people noticed what the others didn’t notice. In terms of practice, we all had the same thoughts on the parts we had to practice the most, so this helped us practice more efficiently since no one had to waste time practicing the part they felt confident about. As a conclusion, in the concert, no one made a huge mistake and all parts ended perfectly without any problems such as one part ending before another. We were also able to adjust the timing if one of us were a bit off tempo and helped each other if one of us forgot the count. If I had to give one improvement, that would be to practice so that we don’t play the strings which we shouldn’t even if the tempo is fast. This is because in part 4, whenever we play the continuous 八 & 斗, one of us played the wrong string at least once. Therefore, I think we should improve on that if we’re going to play this piece again.
Individually, I think I did the best I could and had the least amount of mistakes ever. I did meet my expectations and was proud of both myself and the group after the performance. I think the performance went well then I thought it would since each part ended as the way we wanted it to end and I was able to play the piece in a steady tempo. If I was going to point out one thing I will work on next time, it will be that I won’t have any mistakes since I mistook two or three times in this concert.
For the first part, my goal was to remember the pattern and then being able to play the part in the correct rhythm and tempo. I have achieved this goal since I memorised the pattern for this part which includes the tempo, rhythm, and the notes used. I have achieved this goal by using the metronome while practicing, and also listening to the recording. Also when I had times when I could practice for a long time, I first practiced playing the part slowly so that I could get the rhythm and the notes right, and gradually I started playing faster to match the tempo we played during class. One thing I could have done better to improve on this part was to play the whole part 3 from the start to the end so that the transition between the section before and the section after would have improved during the break as well.
For the second part, my goal was to play the 八 and the 斗 in a consistent speed. I think I was close to achieving this goal but didn’t achieve it completely because when the right hand comes in, sometimes the tempo is inconsistent and it gets faster and then back to the normal tempo again. While working on this part, I used the metronome so that I can know if I’m a little off of the tempo or not. I also listened to the metronome when I wasn’t playing the koto too so that my mind can remember the tempo. To have practiced more effectively, I also could have practiced the right hand and the left hand separately and then playing both hands together so that the tempo for each hand would have been more clear in my mind and wouldn’t mixed up while playing.
Finally, for the third part, my goal was to play the part without misplaying the strings. I did achieve this goal since now I can play the part without looking at the music, and playing it smoothly in the correct tempo without making mistakes. My practice strategy for this part was to play the piece many times which was the only way I could think of to make my hands remember the distance between the strings. By my hands the remembering the distance of the strings, I can know how much I have to move my hands so that I play the correct strings. During the break, the longest time I played this part was for 20 minutes continuously, which made me able to remember the length of the gap between the strings. One improvement for the practice of this part was that I could have practiced with my eyes closed so that I could play the part without making sure if I’m playing the right string with my eyes, which makes me get confused sometimes since I sometimes miscount the strings I play.
Overall, I think I have practiced effectively during the break and currently satisfied of my achievement of the goals. If we have a similar assessment to this in the future, I will consider of making myself setting a higher and a more detailed goal so that I would get more motivation to practice.
For the first part, my goal is to remember the pattern and then being able to play the part in the correct rhythm and tempo. Right now, since I’m looking at the music, and also don’t know which string to play, I sometimes get the rhythm mixed up. I will use a metronome when practicing, which makes me play the music in the correct tempo. Also, I will try to practice many times during the break so that I can play the part without looking at the strings.
For the second part, my goal is to play the 八 and the 斗 in a consistent speed. I tend to rush when playing the part which makes the transition between the 八 and the 斗 being more faster at the end of the part compared to at the start of the part. If I continue doing this, I won’t be able to finish playing the part as the same time as my classmates. To improve this part, I think the only way is to practice by using the metronome so that I can listen to the beat I play the string for each time.
Finally, for the last part, my goal is to play the part without misplaying the strings. Currently, I mistake a lot by playing the wrong strings. As an example, from the transition between 五為 and 八十, instead of playing the 八, I sometimes play the 七 since there is one string between 十 and 為, and I forget that there are two strings to skip for my right hand. To improve this part, preferentially, I will practice many times to make my body remember the hand movements. Then, I will practice from the start of page 4, which starts off with a similar pattern. By playing it from the start of the page, I think it would make the flow while playing the piece better, and it will also help me practice the transition between the two patterns, and also memorise the amount of times each pattern will be repeated.
For all parts, I will listen to the recording many times to remember the tempo, and how it should sound like, which will help me play the piece even more better.
On October 16th, we had our concert at BankART Studio. Us, 9th graders performed a piece called “Warabe Uta” by Yuize Shinichi. We spent two months practicing this piece. For the first week, I only relied on the practices during class time, however, from the second week I started practicing at home as well. For the last two weeks, we all went to practice in the morning.
The challenges I had were mainly the sukui, and also matching my part with the other parts. There were many sukuis especially in the second part (Children in Ainu) which we had to play in a fast tempo, which made it way more harder. It was really hard to match with the other parts when the tempo increased at the second last page. At this part, I also had a part where I had to press the string which made my hand hurt, and also difficult to listen to the other part.
To overcome these challenges, for the sukui, I practiced a lot at my house. I practiced the areas with sukui at least once a week. For matching the other parts, I listened to the recordings either on youtube or the ones we took during class. I listened to those recordings during my practice and tried to match it with my part. I also sang the melody with my sister at my house sometimes so that we were able to remember the piece at the same time.
As a member of the group, I learned how important it is to discuss about the piece. As we were getting closer to the concert, we all gave ideas of how the tempo should be, and also how we should make some parts softer and some parts louder. By giving ideas, I think we all participated in making the piece better which leaded us to have a great performance on the day! Overall, I think we had a fantastic performance, and we all did our best to finish the first performance as the 9th grade koto crew.
Yesterday, we had our spring concert and we 8th graders performed the piece “Hikaru Umi (Sparkling Sea)” by Hikaru Sawai on the koto. We got our piece 3 months ago and started working on it. I didn’t really practice the first 2 months and relied on the time we got at class. However, around the last week of May, I gradually started to practice the piece at home. Also, I went to practice during lunch recess two times, and in the morning yesterday.
The technique that was hard for me was the sukui. In the piece, we had a part when we had to play the sukui at a fast tempo, and whenever I tried to play it, I kept on messing up. Another challenge was when the strings we had to play were apart from each other and there was awase-zume after the certain note. For example, in page 4, 5th line, 4~5 measure, the last note in measure 4 is 六 and after the 六 is an awasezume with 十 and 巾. I had to play the 十 and 巾 right after 六 and sometimes, I wasn’t able to play the awasezume in time or only played one note, either 十 or 巾.
In the performance, I didn’t really make any mistakes, however I felt that my tsume was going to fall off a several times, so I had to push my tsume back onto my finger, which made me miss playing some parts. As a group, I found some people forgetting to change their tunings. Also, in some parts, people were rushing and I heard the delay of some people. Out of 10, I would give myself an 7 because I could have played some parts better, and also I remembered the piece the day before, which should have been memorized around a week before the concert. Overall, by experiencing this concert, I learned that even though, playing an instrument doesn’t need much communication, we have to communicate with each other so we know the speed we’re going to play the piece and when we have to come in. Also, I learned that knowing the situation of others is important too because when I saw some people who didn’t memorize the piece until the moment before our performance, I was a bit nervous if they can play the piece without making a big mistake. From this, I thought that if I found some people having trouble with the piece, we should notice that they need help and ask them if we can do something to help them.
I wanted to practice section 1 (0:05~0:29) because when the tempo gets faster, I sometimes mess up, and forget where I am, so I want to be able to play the section accurate even though, the tempo is fast. I used the metronome to keep the tempo in my head.
I practiced section 2 (0:30~0:54) because I’m not ready for my presses sometimes. Also, I sometimes mess up with the notes. I focused on my presses for today’s practice, however, it sometimes makes the weird noise when I lift my hand after doing the press.
I practiced section 3 (0:55~1:10) because I mess up with my fingering most of the time. Also, I forget about the press on 「六」and 「斗」. I counted the rest between the two patterns so I will be able to match the other koto part with the rhythm.
The brain myth I decided to look at is “Listening to Classical music makes you smarter”. No one in this world actually understands the human brain entirely. There are many myths that people tell about the brain. The myth I chose is about how music affects your brain and affects the intelligence of people.
This myth came up at 1950 when an ear, nose and throat doctor, Albert Tomatis started claiming that music produced by Mozart actually helped people with speech and auditory disorders. As a proof, in the 1990s, there was a study which showed that students who listened to 10 minutes of Mozart sonata had an increase of 8 points in their IQ test. However, right now there isn’t a specific scientific reason to show that classical music makes us get smarter.
Source: This is your brain on music- The science of human obsession
The main parts of the brain stimulated by music are the auditory cortex, cerebrum, cerebellum, and the limbic system. In the auditory cortex, the brain cells are organized by sound frequencies, which some responding to high and the others responding to low frequencies. The auditory cortex analyzes the volume, pitch, speed, melody and rhythm of the music. The cerebrum is the part that remembers lyrics and sounds of music. It also helps visualize the music. The cerebellum helps creating smooth, flowing and integrated movements of music. It affects rhythmic movement in the body when responding to music. Finally, the limbic system is where emotions are controlled, and this area affects the emotion we have by listening to music.
The effect classical music has to the brain is:
Foster brain development in children
In Dr. Gordon Shaw’s study, who is a physicist, found that infants who listened to classical music written by Mozart and then studied piano, they scored higher than others in a math test. In different studies, it says that listening to classical music can help children develop spatial and verbal skills
Exert a calming effect
In the article “Journal of Clinical Nursing” in 2008, there was a study that told listening to classical music for 30 minutes reduced stress, anxiety and depression for a pregnant woman. Dr. Kevin Labar of Duke University states told that this effect comes when the brain releases dopamine.
By looking at the effects classical music has to the brain, we can say that listening to classical music makes us smarter, however, we also can say that listening to classical music helps us to focus more which leads us to being able to score higher grades in a test.
The existence of this myth matters in social, and economic ways. It matters in economic ways since parents of babies are buying classical music CDs so that their children will become smarter by believing this myth. If this myth isn’t true, it means that the parents are actually wasting money for hoping that their children will get smart. Especially these days, products with the name of “Classical music for Babies” are sold a lot.
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“Educators.” Temporal Dynamics of Learning Center An NSF Science of Learning Center. Regents of the University of California, n.d. Web. 29 Apr. 2015.
Kassem, Noreen. “What Parts of the Brain Are Stimulated by Music?”LIVESTRONG.COM. LIVESTRONG.COM, 11 Mar. 2014. Web. 08 May 2015.
“Listening to Classical Music Makes You Smarter.” BrainFacts.org. Society for Neuroscience, n.d. Web. 30 Apr. 2015.
Programs, Online PHD. “Ten Studied Effects of Classical Music on the Brain.”DrJoe Today Drjoesdiyhealths Blog RSS. Drjoe.net.au#sthash.opwpa8Ig.dpuf, 24 Sept. 2012. Web. 08 May 2015.