.jpg)
At my school, there is an opportunity to visit a care home for the elderly in Cebu Island, Philippine once a year. I participated in the educational trip last year and stayed there from October 27th to November 1st, 2018. The aims of this educational visit include: a) having experience which improves nonverbal communication skills, b) strengthening skills for music therapy, c) enhancing expression skills in practical settings, d) learning the situation of the elderly in other country, and e) being aware of skills to work on to be a good music therapist. On the first day, we learned some useful English expressions for music activities besides Cebuano (Bisaya) and folk songs to get ready for leading sessions.
Gasa sa Guguma (Home for the Dying Destitutes), a residential facility for homeless people, was one of the facilities we visited. We played music in the rooms where people were relaxing first and gradually invited them to the activity space with the music. We selected songs from Latin pops such as “Quizas, Quizas, Quizas,” “Mambo No.5,” and “Brazil” since Cebu Island was once under the government of Spain. Participants were encouraged to play small instruments like woodblocks, agogos, claves, and sound shapes, while we students livened up the group by clapping our hands.
Elderlies in Japan are often likely to keep a steady beat or even hesitate to play instruments. This is partly because we culturally value unity and try not to do something different. We call this phenomenon Don Don Jigoku (endless cycle of regular beats) because the music would never change in terms of the rhythm! However, the participants at Gasa sa Guguma played those instruments freely and enjoyed expressing themselves in the music. Some of them immediately stood up and danced. We really felt the groove. They also liked Japanese music and joined us beautifully.
The session was held in the courtyard, so we tried to “wrap up” the large space with the music. Two of us played the melody with melodicas, and one student played the melody or base with the trombone, as walking around the participants, who were invited to play rhythm instruments. Additionally, one student played the keyboard to add the harmony.
I was not able to speak English or their language fluently, but I spent wonderful time together with people there and was connected to them by a universal communication tool - music. I truly recognized music let us communicate without language.
Kimie Oki
Student at International College of Music Therapy
