Beyond the Music

Join the growing MT advocacy movement

2012-01-19T12:52:00.000-08:00

Since 2005, the American Music Therapy Association and the Certification Board for Music Therapists have collaborated on a State Recognition Operational Plan. The primary purpose of this Plan is to get music therapy and our MT-BC credential recognized by individual states so that citizens can more easily access our services. The AMTA Government Relations staff and CBMT Regulatory Affairs staff provide guidance and technical support to state task forces throughout the country as they work towards state recognition. To date, their work has resulted in 35 active state task forces, 2 licensure bills passed in 2011, and an estimated 10 bills being filed in 2012 that seek to create either a music therapy registry or license for music therapy. This month, our focus is on YOU and on getting you excited about advocacy.

Over the past year, my understanding of advocacy has evolved. In fact, it appears to me like a snowball rolling downhill: growing bigger and picking up speed. Never in my life has the time been more important than now to be an advocate of music therapy. At this point, I am about to leave grad school and merge into the real world. In a few months, I will no longer have student loans to help me put food on the table and hold a roof over my head. In fact, I will be facing down a pile of debt in addition to trying to make ends meet. As I see it, the only way to make it happen is to become a self-promoter.

There are many times in our lives when we must be self-promoters: when we want to get into college, when we want to defend a thesis or dissertation, when we want to get a job or an internship. In developing a career, we must sell what we do. What we do is music therapy. What is music therapy? Why should a person want music therapy? These are questions that we must answer to promote not only our profession, but also ourselves.

Advocacy can happen on a local or global scale. In your community, you alone can spread awareness of music therapy simply by seeing clients and meeting new people. On a global scale, an entire movement has to happen to get the attention of the nation and the world. Luckily, in music therapy, that movement is happening. Last year, I talked about several events that introduced some people to music therapy for the first time. And through the effort of many music therapists, progress has been made to spread the word even further throughout government in hopes to make life a little easier for music therapists. After all, the reason we advocate for music therapy is to create a lasting profession that will improve the quality of people’s lives for all time.

To add to the movement, contact your local and state representatives, read up on what others are saying about advocacy, and use this quiz to help you realize your advocacy style.

Social media experiment

2011-09-02T16:00:00.001-07:00

My fellow MTs! There is a social media experiment going on right now. The question is: how many people we can reach using social media. Follow the link below to a quick question... it literally takes 60 seconds or less.

Social media experiment

Cheat sheets

2011-07-21T12:21:00.000-07:00

I don't think I've ever had such a long stretch with no blog posts! Since my last Friday Five, my life has picked up so that I have not truly gotten to relax the way a student in summertime expects. I've had a series of unfortunate events, though not too serious, that has kept me on my toes nearly every day: a road trip abruptly ended by an overheated car; an overheated car that needs a new radiator, motor, and hoses; and an embarrassing dental emergency that required four trips to the dentist. In the thick of it all, I've been trying to memorize music.

I've never been great at memorizing music, which inspires the topic of this post: music cheat sheets. As music therapists, we hold an amazing amount of melodies, lyrics, and chords in our head that are ready for use whenever we call on them. However, it is difficult to coordinate melody, lyrics, and chords all at once on the spot with no point of reference. That is why music therapists carry folders and folders of sheet music. We organize and bring what we assume most appropriate to the session, judging the age, interests, and goals of our client.

But problems exist with the folder method. We begin accumulating more music than we can carry, we can't flip to find pieces quickly enough, and we sometimes deal with issues of where to put the heavy folder during a session. Also, it makes us immobile. We can never stray too far from the music if it is all that we have to go by. Certainly not every situation requires music to be memorized, but in the cases when it does matter, therapists can find ways to adapt. If you are at all like me, you might find some of the methods below useful:

Post-its. This was a trick of the trade I learned early in my undergraduate years. On the side of the guitar that faces up while it is strapped to you, tape a post-it note or other piece of paper with whatever information you need. You might put the order of music for a session, song keys, chords, or lyrics. You can take a quick glance and then return eye contact with the client. Tip: typing in small font (rather than writing) may help you fit more information on the sheet.

Cheat-sheets. I began one of these myself while memorizing this past week. I've included an example of it at this link. You can put whatever information is most helpful to you. I included song title, key, roman numeral chords, and beginning lyrics. If you choose this method, you may organize in the same way you might organize a folder: by music genre and age.

Technology. I don't consider this cheating, but more and more people have turned to iPads to hold their sheet music. Flipping through music is much simpler when it requires a touch. While I've never worked with an iPad, I understand its possible to arrange music in a certain order. This can be planned before your session.

Let me know: are there any other "cheats" you use in your session? If you have an iPad, are there certain apps that are helpful for reading music?

Friday Five: Arts & crafts

2011-06-24T13:24:00.000-07:00

As music therapists, we use a lot of props. Instruments, puppets, scarves, books, and parachutes are ready-made tools that are often very useful in sessions. But what about the props we make at home? Trivia, music bingo, and bean bag toss are a few examples of the homemade props that can be used in MT sessions.

Today's Friday Five is all about the art tools I could not live without.

1) Posterboards You can find several in my home tucked away in corners, closets, and trunks. Posterboards are often the base for my props because they are big and easy to see from across the room.
2) Velcro Whenever I take a trip to the store for a MT prop, I come away with velcro. I've found it extremely handy to use on posterboards. Find examples for its use on previous posts (Halloween costume game and poker).
3) Laminating paper Really, you don't even need a bulky machine to laminate! I use Scotch self-laminating sheets. Everything comes out looking professional and durable and 1000x better than papers that have not been laminated.
4) Color printer A quality print will catch a lot of attention in your session. If it is beautiful and colorful, clients will be a lot more exited about your activity.
5) Sharpies Not only is it necessary to have the basic sharpie colors for use on posterboard, but I've recently found the silver sharpies show beautifully on black.

What are some homemade creations of your own and what tools have you found most important?

Jason Mraz group handbell activity

2011-06-09T09:19:00.000-07:00

This handbell activity is similar to one I posted over one year ago. I adapted this song for use in a class, which was large (18 people!). And I had to teach all of this nonverbally! so it can definitely be done. I even dare say it might be easier to teach without words than to try to explain this whole procedure...

Materials:
8-Note Rhythm Band handbells or deskbells
Lucky (for handbells).doc (adapted sheet music)
Lucky handbell colors.doc
iPod/speakers
"Lucky" by Jason Mraz ft. Colbie Callait mp3
Shakers or other small instruments (optional, see Adaptations)
4 paper plates/markers (optional, see Adaptations)

Procedure
1. Hand out bells, telling clients not to play until you instruct them.
2. Assign them the numbers that correspond with the document provided above (Lucky handbell colors.doc).
3. Have clients memorize the number(s) that go with their color. For example, the red bell (note C) must remember that he or she plays on numbers 1, 2, and 3. Meanwhile, the green bell needs only remember to play on 3. These numbers correspond with the chords of the song. So when all bells assigned the number 1 play, a beautiful C chord will ring.
4. Provide the sheet music, also found above (Lucky for handbells.doc). It is preferable to have a projector screen so that all clients may read off of the same page.
5. Begin music and, if necessary, conduct the piece by holding up finger-numbers or pointing to the numbers on the projector.

Adaptations:
1. If your group is larger than 8 people, consider adding shaker eggs (playing every eighth-note) or a wood block on the downbeats.
2. If your group is much larger (like mine was-18 people total), assign 4 people that are not playing bells to conduct the band. This is where the paper plates and markers come in. Each plate has a number, 1 through 4. The bells must watch the "conductors" for their cue: the conductor holds up their plate and the bells ring. You will probably need to teach your group how to give a good cue with large gestures and an intro breath.

PLEASE LEAVE A COMMENT if you have any questions at all.

Friday Five: Hap Palmer songs you should know

2011-06-03T14:08:00.000-07:00

So I'm going to take you back a couple decades to the Hap Palmer era. Hap Palmer earned a Master's degree in dance education in the early 80s, but was writing children's songs years before that, in the late 60s. The songs were written to enhance a number of developmental skills in young children. Below are five videos I found when conducting a youtube search, though you'll find he composed hundreds more.

The videos below can be used as is in session. But if you find these dated, I encourage you to let them inspire your own creativity! If you have any Hap Palmer songs of your own that you love, or any other ideas for that matter, please share!

Weekly Rap

Tap Your Sticks

Bean Bag Alphabet Rag

Let's All Clap Our Hands Together

The Mice Go Marching

Friday Five: Books to sing

2011-05-27T08:49:00.000-07:00

Many books written for young children can be adapted for your music therapy sessions to meet a wide range of objectives. Many books are already written in rhyme. Simply add a melody or chant rhythm to make it musical.

The most important to remember when singing a book is that kids' attention spans are usually very short. Choose a book that is also short in length (or skip the repetitive pages if possible). Engage the child by using a variety of facial expressions or voices, turning the page, pointing to something in the book, acting out a character in the story, etc.

Below is a list to get you started:

Five Little Moneys Jumping on the Bed
Already a popular tune, this book can add a visual to something the child is already familiar with. There are other books in this series as well, like FLM Bake a Birthday Cake, FLM Wash a Car, and FLM Play Hide and Seek. Rachel Rambach has offered some helpful advice for FLM Play Hide and Seek on her blog.

Chicka Chicka Boom Boom
Another wildly popular book, Chicka Chicka Boom Boom teaches the alphabet through a cute story. It is great for singing because the story rhymes and frequently repeats, "chicka chicka boom boom." In fact, the songs already has a melody out there that some kids may be familiar with. Watch it on youtube.

Brown Bear, Brown Bear, What Do You See?
This is a beautiful picture book that was very popular in my own elementary school days. Great for teaching colors and animals. As you sing, ask "What sound does a bear (or bird, frog, horse, dog) make?" As an added bonus, if you google Brown Bear, Brown Bear lesson plans, you will find some great ideas that have already been used in the classroom that could potentially be adapted to fit your MT session. Here is an example of one of those pages. I especially love the idea of just showing the tail of the animal as you turn the page, letting the child guess what comes next.

Down By the Bay
This song was one that I remember singing in preschool to practice rhyming. It is super silly and with a little help, kids can easily improv the next line of the song. Raffi has a number of other songs to read, of course. Some examples are Baby Beluga, If You're Happy and You Know It, and Five Little Ducks. See the top ten here on Amazon.

The Seals on the Bus
I really like this silly, mixed up version of wheels on the bus. If you're not ready to sing about seals, rabbits, lions, and monkeys, then the regular old version of Wheels On the Bus will also work just fine in your session!

Of course, there are many more singable stories out there. A google search will bring up many more ideas, like the page I found here. Or else go to your local bookstore and search the racks of books for something similar.

For those of you that have favorite singable stories of your own, please post them here!

Poker game for older adults

2011-05-17T08:18:00.000-07:00

This music activity is a variation on poker that is probably best for groups of adults or geriatric patients. Of course, unlike the real game, there is no betting or cash prize at the end.

Materials needed for preparation:
Standard 52-card deck with the jokers removed
Permanent marker
Poster board
Velcro strips
Winning hands pdf

Prep-work:
1) On each playing card, write a song that is appropriate to your group of patients. It doesn't matter whether you prefer to write on the front or back of it, just don't write where the velcro strips are going to be attached.
2) Attach velcro strips to the center of the back of the card. When the card is stuck to the poster board, the number and suit of the card should face toward the patient. I prefer to attach the softer side of the velcro to the cards because the patients will be grabbing these and it is easier to the touch.
3) Draw a line down the center of the poster board and label the left side "Team A" and the right side "Team B."
4) Under each team side, attach five velcro pieces in a vertical line. Leave enough room for the height of a playing card between each strip. Remember that you are attaching whatever side of the velcro piece is OPPOSITE to that attached to the card. You should have 10 velcro pieces on your board altogether.
5) Attach the Winning Poker Hands pdf print-out to the back of the board as a reminder to you which hand wins. On the sheet, the possibilities are listed in rank order, with the highest hand (best combination) to the lowest hand (worst combination).

Materials needed in session:
Pre-made poster board
Pre-made playing cards
Bag/basket to place the cards in
Guitar
Sheet music, if necessary

Procedure:
1) Briefly explain the poker game. No need to get technical, just help them understand that each card a patient draws has a song printed on it that the whole group will sing.
2) Split the group into two teams. Decide which team goes first.
3) Offer a patient the bag full of cards. Instruct them to reach in and grab one without peeking.
4) Read the song printed on the card aloud. To increase cognitive functioning, have the patients guess the song or artist by offering clues.
5) Stick the song on the board under that team's name.
6) Sing the song printed on the card.
7) Next move to the second team. Repeat steps 3-6, alternating teams until all 10 velcro pieces on the board are filled.
8) Have a conversation about who won the game (refer to the Winning hands print-out). Discuss how the patients enjoyed the experience of playing this game.

This game is great for increasing cognitive functioning and social interaction. After each song, you might talk with the patients about past memories or song meanings.

BTM changes for Summer

2011-05-15T06:13:00.000-07:00

Summer may not come until June 21 this year, but it sure feels like the seasons have already changed here in Florida. To welcome the change in weather, the look of BTM is all new!

And just for fun, here is a look at this blog's pictures of the past:

January 2011

Fall 2010

April 2010

Post-Friday Friday Five: Helpful tips, ideas, and resources

2011-05-14T08:45:00.000-07:00

I made a few discoveries in this past week or two that were important in my music therapy-life. Of course, I want to share the things that helped me in hopes that they may help you!

P.S. This was intended as a Friday Five, but as it is in the music therapy world, we are constantly adapting to unexpected changes in plans.

1) Play Ball! music activity for geriatric clients. I was fortunate to come across this activity on Rachelle Norman's blog while looking for ideas for a session. I used it the next day and it went over beautifully!
2) Dry erase/wet erase white board trick. I found this genius songwriting tip on Michelle Erfurt's website. And if this trick wasn't brilliant enough already, Kat Fulton commented that smeared white board marker can be cured with nail polish remover.
3) Wikifonia lead sheets. Wikipedia, WikiHow, WikiAnswers, WikiBooks... now Wikifonia? Possibly the greatest Wiki ever created, this site provides sheet music for a long list of songs. In fact, this was the only place that I could find free chords for the Pennsylvania Polka. I don't know much about this site just yet, but I imagine some songs (like oldies) are easier to find than others. If you know more about Wikifonia, feel free to comment!
4) Online music games. To incorporate these in sessions, you'll have to be creative. But i believe there is a lot of potential for some of these games. Browse music games at sites like musicgames.us, PBS Kids, and Nickelodeon.
5) Preschool songs and activities. This site provides links to a number of ideas for development-related activities. Some examples include learning the days of the week, vowels, and creating a rain storm.

Hopefully you find these helpful! If anyone has more helpful tips and discoveries to add, I invite you to comment.

Music therapists take a supporting role

2011-05-08T19:42:00.000-07:00

Tallahassee MT’s went to the movies tonight! After anticipating its release to theaters and reading several movie reviews on other MT blogs (MT Maven & MTI in the ATL), we finally saw the film, The Music Never Stopped.

It has been said before that the movie is not about music therapy. I had to remind myself of this as I watched. It is about a father’s attempt to rebuild a relationship with his son following the son’s loss of his short-term memory. Yes, music therapy plays an enormous role in this process, but the music therapist is nothing more than a supporting character.

As I watched, I realized how closely this reflects our profession in reality. We may play the lead role in our own lives, but when we interact with others, we are never anything more than the supporting character. Just as in the movie, music therapy is a practice through which great things are achieved. We are simply in a client’s life to facilitate the plot - improving his or her quality of life.

In short, it is never about us. Music therapy is about the wonderful people we work with. We are only there to connect the dots and help a person make things happen…

We come into a person’s life to enhance it, never to star in it.

May the fifth be with you!

2011-05-05T14:28:00.000-07:00

Happy Cinco de Mayo! In hindsight, it probably would be best to post holiday-themed activities BEFORE the holiday. But luckily (1) this post will be around next year and (2) I can start planning for next time.

Of course, if you have a Cinco de Mayo-themed session (or any holiday-themed session for that matter), do your research to know what it is you are celebrating. In this country, this holiday is a bigger deal than in Mexico, largely due to advertising from alcohol companies and Mexican restaurants. It is day of celebration of the Battle of Puebla, May 5, 1892 in which the Mexican army overcame the French. The meaning of the holiday is to celebrate freedom and the people that fought for it. (Read more about Cinco de Mayo here.)

Some ideas for music therapy interventions:
1) Teach a dance! The macarena (which I think we all know by heart) and the mexican hat dance.
2) Limbo (at your own risk).
3) Have a pinata (again, at your own risk). There are many different things you might do with this. To keep things under control, you might just choose to write songs on slips of paper, then have people reach into the pinata to find a song for the group. This would also work the same as a sombrero!
4) Pass the sombrero. Play a game where the clients sit in a circle and pass the sombrero from one head to the next (it must be placed on the head!) until the music stops. If you end up with the hat when the music stops, you are out (or maybe just move outside the circle to accompany the game with instruments).
5) Make maracas. Who says you can't craft in a music therapy session? Create your own musical instrument to play. There are many different ways to do so, whether with paper plates, yogurt cups, or drink cups. Or buy plain wooden maracas (12 for $14) and have the kids decorate them (use markers if paint is too much to handle... I'm also having visions of sequins, glitter, and puffy paint).

This was a very brief list that is meant to inspire ideas. If these don't work for your sessions or clients, then you can certainly adapt them however you like!

URL: Easy Ear Training

2011-05-03T17:10:00.000-07:00

I want to share a link with you of a site that is definitely worth the read! Easy Ear Training is a UK-based software development company that specializes is music education and music training. Not only do the offer apps for musical development, but they offer a lot of really interesting posts on a range of topics. They keep track of the latest in music technology, perception/cognition, and related news as well as teach techniques for guitar and other instruments. My favorite posts are the Music and Life series that directly relates to us as music therapists. You will also find links on their resource page to a other awesome sites.

http://www.easyeartraining.com/

Please read! I found articles on recent Ted talks, research studies, music technology for people with disabilities, and child development. A big thank you to the site as well for adding Beyond the Music to their list of resources!

Friday Five: Appropriate rap/hip-hop songs

2011-04-15T13:56:00.000-07:00

It's been awhile since I've made a Friday Five post. In the past, I've written about MadLibs, art therapy, techniques for singing country songs, and songs for positive thinking. You can find all the other posts by clicking on the "Friday five" keyword on the right sidebar of this page.

Today I bring you five songs that will win over most middle and high schoolers. They are all appropriate rap/hip-hop songs. These days, that is difficult to find.

1) Kick, Push (2006), Lupe Fiasco.
2) Kiss Kiss (2007), Chris brown.
3) You Make Me Better (2007), Fabolous.
4) Whip My Hair (2010), Willow Smith. Sung by Will Smith's daughter!
5) Good Morning (2009), Chamillionaire. I love this one especially because it samples the famous "Free Fallin" melody from Tom Petty.

For more, check out this link at Yahoo Answers.

New Activity! I Can Transform Ya

2011-04-07T06:20:00.000-07:00

How do you entertain adolescents who have a preference for gangsta rap and selling weed?

Lately I've been volunteering at a secondary school here in Tallahassee. The students there all have IEPs with behavioral and emotional goals. Many of the students go to this school after being expelled from public school. Curse words fly, and students are often being marked with "disrespects." Some of the students have problems not only with school, but also at home and with the law.

More than anything, this population is one that needs extra attention. Of course, music therapy is a great way to teach proper self-expression and appropriate social interactions. But what do I do when I am clearly out of place in the classroom?

This activity worked very well with the students. Many of you may recognize the activity, the concept is not mine. However, the activity sheets I am providing a link to are ones that I created and you are welcome to use!

Both of these links will take you to Scribd.com, where you will find the
I Can Transform Ya task analysis &
I Can Transform Ya activity sheets

The video below is the song that I used for the group I mentioned above. Of course, it could be done with a wide range of populations. See the task analysis for more about that.

I want any activities I blog about to be useful and accessible to all MTs. If you have ANY QUESTIONS AT ALL regarding how to implement the activity, how to create music sheets of your own, problems using the sheets I provided, etc., please ask! I will be more than happy to help at any time, even if you send me an email or comment months after this post.

What does it take to undo the therapeutic process? Rebecca Black

2011-03-27T18:25:00.000-07:00

We all have probably heard by now all the hype surrounding Rebecca Black. And it isn't all good. After watching this clip on Good Morning America, I felt so angry by all the cyber bullying that is going on.

I immediately thought about the applications to music therapy. Creating a song and a music video is a great intervention for self-expression (take note of that!). In fact, it is exactly what music producers Ark Music Factory did for Rebecca and other teenagers.

Of course, confidentiality is EXTREMELY important in the therapeutic world. Most settings are not appropriate for video recording. What dangers are out there if confidentiality is breached? If a client is exposed to such extreme criticism like Black has received (skip to 1:55 in the clip, it will make you angry!), it could undo everything you have worked toward. All the therapeutic progress can be unraveled in an instant. There aren't many that could handle the harsh words that come from thousands of people.

But amazingly, Rebecca claims to stay strong. I am so impressed by her, not because of her music video but because of the way she copes with her peers. I never had a problem with Rebecca's video, in fact. I am happy to see her making music... how fun it must have been to work with music producers! I can also appreciate the friendlier parodies that are out there that do not cruelly attack Rebecca (see here and here and see Conan O'Brien here).

But there is a lesson to be learned: I cannot stress how important I think it is for us to represent music therapy in EVERYTHING we do. That said, be supportive of others and be positive! Whether you like Rebecca Black or not, definitely do NOT participate in the hateful comments, online or otherwise.

Taking "The Test"

2011-03-09T21:23:00.000-08:00

I'm so excited to announce that last week I passed the board certification exam! Many of you are looking forward to taking it yourselves in the near future. If you are at all like me, you will be a nervous wreck. I want to make this blog post helpful to those of you taking it for the first time. There is a lot of information to relay, so I will try to make it as organized as possible.

To read more about why I was freaking out about the test and why you should not, READ MORE...

My emotions about the test and why you should NOT feel this way
Each of us remembers a small handful exams that have helped to shape our lives over the years. For me, it was the MWA, FCAT, ACT, and SAT tests that were most important in determining my academic future. My thoughts going into the CBMT test were this: this is the most important test of my life because it is the first step in determining my professional career.

Don't let that scare you! That was a really extreme view to take, and it was catastrophic thinking. So what if I failed the first time? I can take the test again and it certainly doesn't make me any less of a music therapist. Failing a test doesn't take away all the knowledge that I have accumulated over the years. It simply means a test is a test, and I need to find a better way to relay the information that I already know.

Advice from me and fellow MTs
The number one piece of advice I have heard from fellow CBMT test takers is DO NOT overthink the questions. Answer exactly as the book would answer. Yes, as therapists we learn to adapt to all situations, but this is not how we should approach the test. Given only the information they give you in the question, how would you act?

MY best advice after taking the test is to read every question thoroughly. For example, this is a question straight from the practice test:

"A music therapist with basic guitar skills wants to accompany a song written in the key of Ab major, using Ab, Db, and Eb7 chords. To allow for the use of all first position chords and only minimally affect the song's vocal register, the song should be transposed to the key of"
a) B major
b) D major
c) F major
d) G major

Did you do the same thing I did? After transposing the chords to other keys, I was confused when there were two keys in the available answers with only first-position chords. But when I reread the question, it was clear that I had to choose the answer that only "minimally [affected] the song's vocal register." Thus, the answer is d) G major.

How to study for the exam
That being said, the practice test is WORTH IT! This was the only thing I did to study before the actual test. It was extremely helpful. Besides giving me practice, it let me see the areas I was struggling with and also revealed the reason behind each answer.

Still, if you want more practice than taking the practice exam, or choose not to pay the $59.95 fee (although I think the price is worth the piece of mind), then there are other resources you can study.

Music Therapy Exam Secrets goes through important information from all areas of the test and gives helpful tips toward getting the right answers.

The CBMT website itself has information that you can look over, like the Scope of Practice and the Candidate Handbook. In the handbook you will find a handful of practice questions.

And I don’t think this is the best study method by any means, but if you google “cbmt practice quiz” you will find a few quizzes with actual questions from the practice test.

How to apply for the test
The Candidate Handbook is especially important because it tells you exactly how to apply to become eligible to take the test. Included in the handbook is an application that you must fill out and send in (see pages 12-14 or A-C if you’re viewing from Adobe).
After a couple weeks you will be given a window in which you must take the test (you will lose your payment if you don’t take it within this window). Once you are eligible you will be provided a number that you must give when you call AMP to set up an exam appointment. The appointment can be made in as little as three days from that phone call.

What my testing center was like
The Tallahassee testing center is at H&R Block, the company that helps prepare and file your taxes. The person who greeted me was very sweet. I had to sign a couple papers and hand over my purse. She gave me a pencil and sheet of scrap paper and led me to the testing room. The testing room was small with four computers. There was another woman in the room taking another test (not the CBMT exam). Before starting the exam, I had to take my own picture on the computer’s camera. There were a couple of practice questions to get me familiar with the test format (it was nearly identical to the format of the practice test).

During the test, I was distracted by music outside the room. I never spoke up. If this is a real problem for you, someone might be kind enough to turn it down in volume.

After the test, I had to answer a short survey (on this, I did answer that the testing center was distracting). I left the room to meet with the test proctor and within two minutes I had my score.

The test itself
I was given three hours to take the test. I finished the test in two hours, but used every minute of the third hour checking my work. You can flag any questions that you want to return to later.

There are 150 questions that you must answer. The computer throws out 20 of these questions before scoring your answers. You will never know exactly which questions they threw out. You need to correctly answer 91 questions to pass, or 70 percent.

My thoughts on the exam… it was hard. Much harder than the practice test. I didn’t feel confident about many of my answers. I was stressed, frustrated, and disappointed all the way through the questions. I did not know what to expect when I got my score back. But I tell you this only to say that you should not stress the way I did. I got my score back and realized that I actually scored HIGHER on the actual exam than I did the practice test, even though I perceived it to be much harder.

Good luck!!!
Hopefully this post was helpful to you. If you have any more questions, please please leave a comment. If you are reading this and have any advice, leave a comment. Most importantly, get the test done and don’t stress too much! If you don’t pass right away, I promise it’s ok. Yes it costs a little more money, but once you get past this hurdle you never have to take the CBMT exam (for the first time) again. Good luck!!!

Up a whole step

2011-01-31T18:26:00.000-08:00

We use music therapy to "fix" a problem. And as versatile as music therapy is, we can remedy most problems. Which means that as music therapists we have to be very critical thinkers. We must be experts at applying music in creative ways.

This video is an example of a musically creative way to get more people to take the stairs over the escalator. What are some therapeutic benefits of this? Well, I thought 1) we know taking the stairs is better for us because we move more and this is good for our health, and 2) people commuting past these stairs may be in a happier mood for the rest of the day because walking on a piano is unusual and, well... fun.

Can you think of more therapeutic benefits?

Making advocacy even easier

2011-01-29T23:28:00.000-08:00

As advocacy month comes to a close, I wanted to share another important post. I wrote recently about contacting your state representatives. As intimidating as this can be, I want to make it as straightforward and simple as possible.

I am grateful to Olivia Swedberg, chair of the Florida Music Therapy Government Relations Task Force. She has already taken steps to make conversation with your representatives easy. If you are considering writing to your representatives, use these resources that Olivia has put together.

The first is some guidelines to consider when writing your legislators. It includes tips for addressing the representative, formatting the letter, representing yourself, and speaking out on behalf of music therapy.

The second resource is a letter to your representative that is already written for you. All you have to do is FILL IN THE BLANKS! Olivia has made contacting your representatives that easy.

To wrap things up, I want to make a note on follow-up with your representatives. Olivia emphasizes allowing officials an opportunity to see music therapy in action. To make the biggest impact, she suggests that you follow-up the letter by calling a week later to schedule a meeting. However, students likely do not have an established practice that a representative might observe. There are alternatives to this. For example, just sending a letter describing your student status may be effective. You may be brave enough to meet with your representative to discuss what you hope for in the future as a professional. Or, with a professional's permission, perhaps you may invite the representative to that professional's session.

The point I want to make clear is that ANYone can be an advocate for music therapy. Do what you can with what you have. Students should not feel like they do not have a voice.

Discuss: What are some other suggestions and alternatives are out there for students, professionals, or other advocates who feel intimidated by the thought of meeting/contacting their representative?

BTM gets a facelift!

2011-01-23T05:56:00.000-08:00

It was time for a change.

Some current events can help advocate MT

2011-01-22T06:47:00.000-08:00

This month is a great one to be discussing advocacy. Recently, there have been a couple things that have brought music therapy to the eyes of the general population. We can use this as a means for advocacy!

We all know the tragedy that befell Rep. Gabrielle Giffords in Arizona recently. If you have been keeping up with the news, you will know that she has survived a shooting but faces a long road to recovery. The media of course has been following her progress. Recently ABC news ran a clip on Giffords, and mentioned the "high-tech" therapies that might help Gifford. An example of this, he says, is music therapy. He gives a nice, short explanation of how MT might help Giffords redevelop her speech and communication.

In addition to this, there is a movie being shown at the Sundance film festival (going on RIGHT NOW!) about music therapy: The Music Never Stopped. Read about it here, on the AMTA website! And then visit their website and contact them to request a screening in your area. Like their facebook page (or Myspace or Twitter) and comment there, too.

This is a great opportunity to contact Giffords' fellow representatives and bring to light the greatness of music therapy. As the general population learns more about our profession, we hope that they will let their government representatives know that they want more of us. In the long run, this will mean a higher demand for music therapy and thus, music therapists. This means more jobs!

Write letters, emails, or make phone calls that mention this ABC news clip and the Sundance film festival movie and let the representatives know that music therapy is important to you.

Interactive post: Black Swan (comment!)

2011-01-21T14:39:00.000-08:00

In the previous post on advocacy, I mentioned the different hats we wear. I’m sure that many of you can relate that it is close to impossible to take off your therapist hat when not on the job. By this, I mean that we have rewired our brains to think analytically and therapeutically all the time. And never has this been more apparent to me than this past weekend.

I would love to know what you guys think of the new film, Black Swan. I went this past Monday with a group of friends to see the movie in theatres. I don’t want to spoil the movie for anyone with plans to see it, but I will say that Nina Sayers (Natalie Portman) has a whole mix of issues. And while some will interpret the movie differently, I saw evidence of various mental health issues. And of course I thought to myself, how could music therapy help Nina?

The answer to this will differ depending on which music therapist you talk to. Really, there can’t be a wrong answer to this considering Nina is a fictional character in a movie that is made to raise eyebrows.

Nina was a girl in a crisis. First and foremost, I think she needed crisis intervention, as her life was spiraling out of control. But following this, I thought Nina might really benefit from both individual AND group therapy. One possible goal might be to improve self-esteem. If the group therapy included other members of the ballet, an added benefit would be improved group cohesion.

Considering the population and appropriate goals, what are some music therapy interventions you might use in this case?
Please leave a brief comment with your ideas!

Let Me Explain Something You May Not Know

2011-01-15T18:17:00.000-08:00

Sometime within these past five years, I became an advocate of music therapy. I’d like to believe I know myself pretty well, but somehow I managed to transform into this role by accident. It was pretty sneaky how it happened, considering the fact that I was NOT looking for this hat to wear on top of all the others. And let’s just be honest here. You’re probably wearing that hat as well.

An advocate of music therapy is any person that stands up for our field. It might simply be someone that answers the question, “What is music therapy?” We answer this question a lot. Beyond this, students and professionals regularly practice advocacy when they dress up and attend an observation, practicum, internship, or other session. Generally, if you wear the hat of music therapist or music therapy student, then you can already consider yourself an advocate.

Knowing that you are already an advocate of music therapy, I want you to consider two things. One, in your everyday life, represent your career choice to the best of your ability. This means dress appropriately, speak intelligently, and act professionally. Put your best into every meeting, planning, and session. Two, is it possible to do more? If you love your field, let people know it. Make your circle just a little larger and teach people the reasons you love music therapy. Speak up and make your voice just a little bit bigger.

Because government has a hand in everything we do, the ultimate goal here is to let the big guys know that our field is worth a penny. You can do this on whatever level makes you feel comfortable. If you are comfortable speaking out on behalf of music therapy within your current circle of friends, this increases awareness in hopes that they might spread your word in their own circles. If you wish to go beyond this, you can speak out to businesses and potential music therapy clients. These are the people that can directly invest in our field. One of the greatest impacts I think you can make however, is to directly contact government representatives. If this is where the thought of advocacy gets scary, let me help make it less intimidating.

Generally, there are three layers of representatives: national, state, and local.

National level:
You have two senators to represent your state and one congressman to represent your district or community (that makes three letters).
U.S. Senate: www.senate.gov/ (search for your state in the drop down box)
U.S. House of Representatives: writerep.house.gov/

State level:
Find the website for your state legislature. The number of representatives that you can contact will depend on your state.

Local level:
Find the website for your city council and county commission (or find the equivalent of this; the names of these will vary depending where you live). The number of these will also vary.

With just a few letters (and they can all be the same, folks, just change the header!) you can get word directly to the people that directly influence our field. If a bill ever comes to their attention that involves music therapy, they may remember your letter and vote in its favor! The more they hear the words “music therapy,” the more likely it is to stick. So make your voice heard. With this new year, make a resolution to contact at least one representative. And what to say? Answer that question, “What is music therapy?” Tout the benefits. Mention the incredible research supporting it. The point, I think, is just to say “Music therapy is important to me, and as my representative it should be important to you too.”

Well advocate, thank you for reading this blog post. This may be one of the most important posts I make all year. If you have questions (I will answer any to the best of my ability!) or comments, please leave a message below.

Welcome 2011!

2011-01-04T06:43:00.000-08:00

Well let me just say,

HAPPY HOLIDAYS and HAPPY NEW YEAR!

I'm sure we've all at least considered making New Year resolutions. One of mine is to post more frequently on this blog. So look forward to more activities, ideas, and conversations to be had in 2011!

On a more personal note, I begin grad school today. I have grown up a lot since this blog first began. When I made my first post, I had no idea what my internship would have in store. Graduation was one of the best days of my life, and it was one of the reasons 2010 was so great to me. I look forward to 2011 as well. This year, I begin my first music therapy job, become board-certified, complete a thesis, and hopefully graduate by December!

I am thankful to everyone that reads this blog, especially those that check back regularly. You guys keep me motivated to continue writing.

That said, I look forward to future blogging. I hope that everyone has had an amazing start to this New Year and I hope it will be as fruitful to you as I hope it will be for me.

Can I just take a second to say...

2010-12-13T16:00:00.000-08:00

I graduated!

Welcome to the actual ceremony. GREAT speaker I might add. Congrats to all those (especially MT!) who graduated.

This is me and my beautiful family (and boyfriend). They all came to support me on my big day.

Understanding family dynamics

2010-12-13T14:59:00.000-08:00

This activity will help your adolescent patients express and communicate their perception of family. It will help them to speak out about the dynamics between individuals, each person's role, and what goes on in the household. I also see this as being a great family counseling intervention.

In this activity, the therapist first teaches the patient about different instruments you might find in a band or orchestra. As you teach about each one, provide music to showcase the sound of that instrument. Then encourage your patient to come up with a few words to describe each one. For example, they might describe a clarinet as being emotional, sensitive, and compassionate. After you have taken the time to create a list of all these instruments and their assigned characteristics, ask the patient to assign each family member to one of those instruments. They might say that their sister is the clarinet because she is always there to listen to problems and helps by giving advice. Truth be told, it doesn't matter how they describe the instrument. (A friend of mine will tell you that she only knows clarinet players as being weird.) People's perceptions will differ, but ask the patient to describe why he or she labeled the instrument (and in turn the family member) in that way. This activity will hopefully get the patient to open up and gives us the opportunity for a lot more discussion and therapeutic intervention.

Beyond this, the therapist might use this to address conflicts with peers or bullying by having the patient describe different students at school or other kids in the community.

Music Bingo

2010-12-07T17:54:00.001-08:00

Why do we sometimes struggle so much with activity ideas when the solutions to our problems are already out there under our nose? All it takes is a little creativity to turn a popular game into its sisterly music version. Here, using the ever popular game of Bingo, numbers are replaced with songs (or you may choose to use song lyrics to make it more difficult). Play a song and have patients identify it by covering up the space on the board. The first to get five squares in a row has Bingo!

Click here to use some Bingo sheets I have already made.

Graduation, here I come!

2010-12-03T14:53:00.000-08:00

I finished my internship today!!!

Watch this blog for new updates, coming soon (now that I have the time!)!

Digestion song to the tune of "I'm Yours"

2010-11-11T17:22:00.000-08:00

My great friend Andrew (MTI in the ATL) has had me dig up a song I wrote around this time last year. For one semester, I worked with a doctoral student who was writing her dissertation on music therapy and weight loss in elementary school students. One of the goals of the practicum was to teach the students about nutrition.

For this, I wrote a song that described the digestive system and how the food you eat travels through your body. The thing that made it successful was the fact that I "piggy-backed" a popular song. This is a lesson that you can take with you into any practicum, internship, or job. If ever you are writing songs for a session or facilitating a songwriting activity, it is very effective to write lyrics using a well-known melody. In this case, the popular song was "I'm Yours" by Jason Mraz.

I'm feeling sentimental...

2010-11-11T17:05:00.000-08:00

I'm amazed that I have just 3 weeks left of my internship. It will be difficult to move on because I've had such great experiences at the BHC. I am so thankful to my supervisor and the staff, all of which felt more like family than coworkers. I have met great people-patients included-that I look forward to seeing everyday. Spending hours a day with them will be what I miss most about my internship. The lessons I have learned will stay with me throughout life. I am truly grateful.

Friday Five: Art Therapy Blogs

2010-10-22T07:25:00.000-07:00

I know, I know... what are we doing talking about art therapy in a music therapy blog??

I have been lucky to work with some art therapists and art therapy interns during my time here at the BHC. I really should have made a post regarding art therapy much sooner, because it is a very cool thing to collaborate with art therapists in session. Even without an art therapist to collaborate with, there is much we can learn from the field. Today's Friday Five is a list of top-rated blogs that pertain to the art therapy world. Art therapy is very different from music therapy, but I challenge you to learn from these sites and incorporate some art therapy techniques in your session while still using music. For some clients, the therapeudic value can be greatly increased after putting time into creating something tangible.

1. The Healing Arts
2. Creative Everyday
3. Adventures in Art Therapy
4. Turning Turning
5. Paint Cut Paste

For more top art therapy blogs, visit this website.

Missing Costume Game

2010-10-21T10:37:00.000-07:00

I was recently asked to plan a music session for a child's birthday party (the many shoes we wear as MTs, right?). This is a child I know well, diagnosed with autism, cerebal palsy, and epilepsy. Many of his friends are also on the autism spectrum. This is one of the many activities we did, perfect for use in special education and adaptable to other populations as well.

Being that it is the same month of Halloween, I prepared a Halloween-themed game for kids. It takes a small amount of time to prepare.

To begin, I got a thick, sturdy board (the foam posterboards work well). I used a few websites (listed below) to make several cards of costumes. To see and use what I made, click this sentence. I used small velcro pieces to attach the cards to the board so that they can be easily removed.

To begin the game, show each costume card one at a time to the kids and talk about what it is. Stick it on the board as you introduce each card. When all the cards are on the board, tell them, "Get a good look at what is on this board..."

Then turn the board toward you (so that no kid can see it) and remove one costume while you sing:

To the tune of "Frère Jacques"
What is missing, what is missing?
Can you see? Can you see?
We're missing a costume, we're missing a costume
Please help me, please help me.

Turn the board around and have the kids figure out which costume you took away. Return the missing card to the board and play again.

With a little more effort, this game can be used all year round using colors, animals, numbers, other holiday themes, etc.!

The websites I used in making the costume cards:
http://www.jupiterimages.com
http://www.picnik.com

CALLING ALL MT BLOGGERS!

2010-10-01T14:51:00.000-07:00

If you have a music therapy blog, I want to post a link! Please, if you would like to share, leave a comment somewhere where I will see it. Leave a comment here on the blog, write a note on Facebook, or message me on Twitter.

Thank you!

Friday Five! 5 + 1 MadLib songs

2010-10-01T14:25:00.000-07:00

Best Friday Five EVER! And it's not just because I'm giving you six activities. This session was a lot of fun. Remember to review adjectives, nouns, and verbs with your group!

You remember the old MadLibs... One person asks another person or group to name a noun. That person says "Skunk!" and suddenly you have an awesomely hilarious story. Well, if you remember the old childhood game, then this activity is pretty self explanatory. Just remember to sing the song for your patient(s) after you're done!

1. What a Wonderful World MadLib
2. I Can See Clearly Now MadLib
3. Eye of the Tiger MadLib
4. Don't Worry Be Happy MadLib
5. I Wanna Hold Your Hand MadLib
6. My Girl MadLib

Friday Five: Video games & MT goals

2010-09-24T17:46:00.000-07:00

Video games have gotten a bad rep. Are we losing our minds to the television screen and gory blood battles with friends? I don't know. Are America's butts getting big because we stare with mouths agape at overstimulating amounts of light and sound for hours on end? Maybe.

I really don't know how to answer these questions. But instead of focusing on these criticisms, I want to shine a new light on video games. Can the powers of a video game be used for good rather than evil?

Well, I would certainly say so! These days I play more video games than I ever did in my youth. I don't own a Wii, but the Adolescent Unit at BHC does! At BHC, the kids can earn points which can be spent playing video games (as well as other things like leaving the unit for meals, playing outside, etc.). But occasionally, we'll break out the Wii in MT session. Why? Just think of all the skills that can develop when playing a music-based video game: focus of attention (that's an important one), self-esteem (another biggie), appropriate socialization (sharing, good sportsmanship, team-building), cognitive stimulation and mental alertness, motor skills (fine and gross), and knowledge of music education. If you're thinking that your clients could benefit from some of these, consider the following music games:

1.Just Dance! My favorite! Players mirror the movement of a silhouette on the screen. Points are for accuracy of movement and timing. You'll be seeing a new version in stores October 12! There is a mode in the game where players are directed to start/stop dancing (think impulse control!).
2.Karaoke Revolution Players sing along to popular songs and are given points for accuracy of pitch. There are quite a few releases of this game in stores.
3.Wii Music Players can learn about various musical instruments. They can express creativity by creating a band and jamming together. They can also be tested cognitively in the Minigame mode.
4.Donkey Konga Tests rhythmic accuracy. There are a couple versions of this in stores. The game comes with a set of Wii conga drums!
5.Rock Band Doesn't everybody know about this game by now? Its cousin, Guitar Hero, is equally as popular. The game comes with Wii guitar, drum set, and microphone. Players battle for points by testing finger dexterity and rhythmic accuracy.

Yes, I am citing Wikipedia.

Visual aids in MT

2010-09-20T19:47:00.000-07:00

Many of us have taken those personality tests at some point in our life that tells us how we learn best. Some people need to hear the information to absorb it, some need the information in visual form. The most difficult part of school is figuring out how to best study information so that it is stored long-term (or at least until the test is over).

This can be transferred to your own MT session. I find that it is so helpful to use visual aids, especially when the goal of my session is to teach coping skills, positive thinking, time management, etcetera. Having something concrete when teaching a rather abstract concept really helps to get a message across. Sometimes you just have to lay aside the music to be a therapist.

Today was a day for discussing goals, coping skills, and support. We sang songs and played instruments to begin with: "You've Got a Friend" by Carole King, "What a Wonderful World" by Louis Armstrong, and "Dreams" by the Cranberries. After these songs, the instruments and music sheets were put aside, and our real project began. The group worked together to create a mural, a "Garden of Life." Each person was told to complete one flower, one rock, and two or more seeds for the mural. Each piece had a special meaning:

The flower=goals
The rock=support
The seeds=coping skills

Goals
The song "Dreams" talks about how the singer's life is changing everyday. While these changes are often hard to accept, there is a lot to gain from them. We learn from change in our life, and so we grow. Because a healthy flower is always growing and reaching for the sky (ok, maybe not all flowers), the flowers we draw represent our goals; we always need a goal to reach and grow toward.

Support
"You've Got a Friend" talks about how there are people and things in our life that will "take your soul if you let them." You must nurture relationships with people or places that steer you in a healthy direction. Our rocks are strong and unable to be moved. They are always there in rain or shine. Who or what can you turn to in your own life through thick or thin? This may be a friend, family member, the hospital or shelter, a counselor, the church, or something else spiritual.

Coping Skills
In "What a Wonderful World," the singer is taking time to notice all the beautiful things that exist in our lives. A healthy coping skill is something that will lighten a burden and NOT add stress in your life. We need a lot of different coping skills to choose from when life gets bumpy. Seeds are plentiful, and they are necessary to nurture growth. A coping skill may be talking with a friend, playing music, exercising, etcetera.

Each patient drew on colorful paper a flower, rock, and seeds. They identified the three things mentioned above, and wrote them on their pictures. Then they cut and pasted onto the mural.

After the project, we hung the mural on the wall. I mentioned its importance not only in inspiring them during their stay at the BHC, but that the mural will inspire patients that come after them. One of the most powerful goals we had today was a patient who wanted to write: "I want to get better so that I don't try to kill myself or overdose again." She grew tearful, and I told her that this will really mean something to other patients going through similar thoughts. It was really touching for everyone to see that mural. Rather than simply talking about all these important concepts, we put it on paper as a visual aid. There is no avoiding it once it is all on paper. Like a contract, there is a paper that binds them to their words about getting better.

Lady Gaga on Boomwhackers

2010-09-15T14:01:00.000-07:00

I've been meaning to share an activity for you to consider from Kat Fulton, who writes a blog (Rhythm for Good). Kat is a fantastic arranger of pieces for Boomwhackers. Her most recently posted Boomwhacker project is a Lady Gaga remix. Listen to the piece while watching Kat's very own homemade music video:

Kat was kind enough to email me the arrangements for this and the Black Eyed Peas' "I Got a Feeling." She invites anyone who is interested in these arrangements to email her as well. Check out the blog post for more information.

Thanks again to Kat for sharing! And I suggest to anyone who is reading this to consider transcribing their own popular song for a Boomwhacker.

Yay!

2010-09-11T23:36:00.000-07:00

Beyond the Music has a new face!

Wake Up and Sing

2010-09-11T21:56:00.000-07:00

My aunt shared with me a wonderful article about a music therapy program in Atlanta. Wake Up and Sing provides services for children with visual impairments and their families. Not only do they provide music for growth and development in young children, but they provide family counseling as well. Some families described in the article have already experienced great rewards from the program. To read more about the program, follow this link.

Friday Five: songs for addiction/substance abuse

2010-08-20T15:16:00.001-07:00

5 songs for addiction and substance abuse:

1. "Addicted" by Kelly Clarkson
2. "We Cry" by The Script
3. "Under the Bridge" by Red Hot Chili Peppers
4. "Sunday Morning Call" by Oasis
5. "Slow Fade" by Casting Crowns

Cut & Paste Songwriting Activity

2010-08-19T14:37:00.001-07:00

It is often difficult to put into words what we are feeling. It is even more difficult to write a song about it. This is a songwriting activity that won't instill fear in your patients once you introduce the session. It is cut & paste project. Anyone who can cut and paste (and even those who can't) can be successful.

In preparation for this activity, you must create a page of song lyrics (one line from different songs-about 30-35 per page). This number of lines (and whether you give them one, two, or three pages) should vary depending on the functioning level of your group.

Here are two pages of song lyrics (the goal is positive thinking) that you are free to use. There's a little bit of Counting Crows, Whitney Houston, Sara Bareilles, John Mayer, Rascal Flatts, Casting Crowns, Michael Jackson, and everything else in it.

The steps to this activity are simple enough:
1. Pass out lyric sheets.
2. Patients read through each line and put a mark by the ones they like (at least 10 lines).
3. Patients cut out the lyrics they put a mark by.
4. Patients rearrange song lyrics in a way that makes sense to them.
5. Patients can glue the lyrics to a piece of construction paper and decorate.

Adaptations:
a) People going through substance withdrawals or who are experiencing any sort of tremors will have difficulty cutting out lyrics. In this case, you may cut the lyrics for them OR allow them to handwrite the lyrics.
b) Use glue sticks rather than bottles of glue. The reasons for this are obvious, I think.
c) Patients can change lyrics/add to lyrics/etc. to make the song exactly how they'd like.
d) For people with visual impairments, make text large and easy to read. Give them fewer lines of lyrics to read so as not to overwhelm them.
e) It is easy for patients to get overwhelmed with the amount of words on a page. Plan accordingly by providing fewer choices: larger text, fewer lines, fewer pages.

I'm taking it step by step, brick by brick

2010-08-17T19:04:00.000-07:00

Thank you, Whitney Houston for your song "Step By Step," which is perfect, by the way, for leading groups in a discussion about managing goals.

There are times when life is overwhelming, when we feel like it is more than we can bare. In order to keep our heads above the water, we have to keep moving on [thank you Kelly Clarkson ("Breakaway"), Tom Petty ("Time To Move On"), and Rascal Flatts ("Stand")]. We are always moving towards some goal, searching for a purpose in life. We make goals to survive. But when a goal seems unmanageable, how do we approach it? We must break it into small tasks, ones that ARE manageable and bring us closer what we want.

Today with my group at BHC, we simply discussed and practiced breaking overall goals into specific steps. To do this, I split the group into pairs and passed out a small percussion instrument to each. Their activity was to figure out how to play the instrument, write out the steps, then teach it to the other groups.

The point was to get so specific that it almost seemed silly. Take egg shakers for example:

1. Choose two egg shakers of similar size, weight, and sound.
2. Pick up both egg shakers, placing one in each hand.
3. Grasp the egg shaker in hands.
4. Shake the egg shaker.

Now, this seems too easy, but for anyone with a physical limitation in their upper body, each task is suddenly extremely important. That person may spend days or weeks trying to achieve just one step.

Also, I ask the group to imagine they weren't in the room to show a person how to play their instrument. How can you write each step so that the other groups could exactly duplicate your actions?

This is a difficult task, but an important one to understand that a goal that may seem overwhelming is suddenly much more manageable when you take it "One Step at a Time" (thanks Jordin Sparks!).

A song to fit your group topic

2010-08-11T14:27:00.000-07:00

The computers in our office at the BHC are loaded with documents that are so valuable to use in therapy sessions. I would love to start uploading these to Scribd and make them available to fellow music therapists and interns.

This is a link to a song list we keep. It is ALWAYS in progress, but it is a great start to your session. This documentation of songs, artists, and discussion topics make planning quicker and more efficient. I encourage you to add to this list or start your own with songs that YOU regularly use in sessions.

Friday five: songs for supportive relationships

2010-07-23T13:19:00.000-07:00

All of these songs can be used to discuss friendships/relationships/and support.

1. I Am A Rock by Simon and Garfunkel. This song is great for setting up the discussion of why supportive relationships are so important. In this song, a person isolates himself because he believes friendships only cause pain. In your discussion, debate this opinion. List the benefits of having good relationships.

2. Help! by The Beatles. Talk about different places/people you can go to for help. I don't mean just friends and family, but hospitals/support groups/church/etc.

3. Gift Of A Friend by Demi Lovato. Discuss the qualities of a friend.

4. Thank You by Dido. This song is a great segue into writing thank you letters for people who have been supportive in our lives. We must communicate to our supports why they are so important in our lives and how we appreciate them!

5. You've Got A Friend by James Taylor.

Group Songwriting

2010-07-22T14:11:00.000-07:00

I've done a lot of song writing in the past couple of weeks. The patients absolutely loved creating something of their own and working together to do so.

In the songwriting example I am sharing with you, each patient had the opportunity to write one line on the topic of accepting change and moving on. For the patients who gave up easily and were self-defeating, I encouraged them to say anything. I assured them that the rest of the group would help the person decide on what the lyrics should say. For those who still insisted they could not do it, I asked them to name one thing they've learned during their stay about life changes. The rest of the group molded this into a single line of song lyric that fit with what already existed.

This is the beautiful song they came up with, sung to the tune of "Don't Worry, Be Happy."

After performing it once on guitar for the group, I let them build their own "musical interpretation" of the song using percussion instruments. They then switched instruments and played their song again.

To carry it one step further, our art therapist split them in pairs and had them draw their own interpretation of the lyrics. The patients in my group came up with great things to put down on paper.

This activity is awesome for working on self-concept, appropriate social skills, and group cohesion.

Around the states

2010-07-13T14:31:00.000-07:00

Around the states.

This is an activity we are using currently at the BHC. Beginning in Florida, where we are located, we teach (or review) well-known (and maybe some little known) facts: where it is on a map, capital, nickname, famous cities, monuments, etc. Then we talk about different musicians from Florida. You may choose to only listen to part of a song or you might pass out lyric sheets and sing along with the iPod or guitar. Songs can be from famous artists or bands born/originated in that state, songs about that state, songs about characteristics of that state, music videos, etc.

For example, today we started in Florida. Aerosmith sings a song called "Last Child" about Tallahassee (part of the song played on iPod). Creed formed in Tallahassee (sang "With Arms Wide Open" using lyric sheets). Lynyrd Skynyrd originated in Jacksonville (but "Sweet Alabama" was saved for AL). And because FL is the sunshine state, we played a piece of the song "I'm Walking On Sunshine" (playing percussion instruments with iPod). With some songs, even if you're only listening to them by iPod, you can get people to join in the recording by playing percussion instruments.

Create similar activities using the Florida model.

This activity is great for reality orientation and cognitive stimulation, especially in mid- or low-functioning groups. It is best completed over time, as it would be difficult to cram all this information in with just one session. Follow some general direction; you may zig-zag all the way up the Eastern United States, or continue west and then loop back towards the East, etc.

Tearing down and rebuilding

2010-07-12T13:55:00.000-07:00

I do a little bit of babysitting on Saturdays, and there is a child I sit for that has autism, cerebal palsy, and epilepsy. Part of the agreement for babysitting was that I would sit with him and do a 20 to 30 minute music session (without being paid for it since I'm not yet graduated/certified). For a while the sessions were awesome! He and his brother would attend and we'd work on goals of social, motor, speech/language, and academic skills. The sessions were really successful until one day, the boy was no longer interested in music sessions.

I tried unsuccessfully for a couple weeks to engage him in any activity I could think of, but he would tell me "no" and leave his chair. Without the parents there to reinforce I was at a loss for a solution. A couple more weeks passed, and for various reasons I was not babysitting, thus no music.

So we started the regular routine again the other week, and I decided to approach music in a new way. I brought my keyboard with strips of colored paper taped to an 8-note C scale. The first week I tried this, I let the boy play as he wished on the keyboard. It was my goal simply to get him engaged in music again and hold his attention for a period of time. It worked! He took a special joy in hearing all the pre-recorded songs. To continue where I left off, this past week I began the session by reviewing colors. He played up and down the C scale with my cue to play "red," "orange," etc. Then, I let him again play with the songs, throwing in little tasks occasionally. We worked on colors, numbers (pressing certain numbers to get songs), and sequencing (color, number, number). Then we played a game to address impulse control. When the music played, we danced. When the music stopped, we stopped. Then it was his turn to lead.

This was a really good way for me to build up music again. The point of the story is to be creative, and if you really need to build from scratch, don't be afraid to do so. I hope to do a little more with him this coming Saturday. If all goes well, I will post about it here. Even if all does not go well, I'll still post. There is always a lesson to learn out of everything in life.

Friday Five: Music videos of this decade

2010-07-09T17:20:00.000-07:00

I think music videos have an important place in music therapy. Not only are they a great tool for relaxation and mood elevation, but they can be great for song discussions. For example, I posted recently on the video Who I Am by the Jonas Brothers and its goal of improving self concept in adolescents. These videos from the 2000s below are similarly great for addressing positive thinking, coping skills, changes, and self-respect.

1. Shine by Laura Izibor

Positive thinking, active change, coping skills, mood elevation When you're feeling stuck in life, think positively and make an active change.

2. Something Beautiful by NeedToBreathe

Positive thinking, coping skills, mood elevation In a life that can often be overwhelming, look to things that are good.

3. King Of Anything by Sarah Bareilles

Positive thinking, self-concept/respect No one can control you. You are your own great, awesome person.

4. Breathe by Ryan Star

Positive thinking, coping skills, mood elevation When life is difficult, take a step back and breathe. This video shows some of the many that lost their jobs in the recession. And they're still smiling.

5. Smile by Uncle Kracker

Positive thinking, mood elevation, coping skills Enjoy the things you love.

Excuses for my lack of blog posts

2010-07-07T13:52:00.000-07:00

I have not been blogging lately because I have been concentrating on writing a paper. Also, I have been very tired lately.

Tomorrow I will start over again and try to be good about blogging several times weekly. Forgive me!

Could iTunes & Amazon be dealing...drugs?

2010-06-26T05:43:00.001-07:00

I read a very interesting article that talks about MUSIC being used to get "high." The effects of "digital drugs" have been compared to the chemical effects that actual illegal drugs have on your brain.

There is an I-Doser software available that allows you access to different tracks like "peyote," "alter-x," and "first love." It works on the idea that on biaural beats in which two different frequencies are played. The article I read explains, "The mind creates a hum that's a balance between the two."

There is a lot more interesting information about I-Dosers in an article put out by the Seattle Times. The I=Dosers software is available on CNET.com, and tracks can be found on iTunes and Amazon.

There is a lot of skepticism out there about whether these biaural beats can actually have chemical effects on your mind. But all the same, there is a lot of concern out there. Some are worried that digital drugs can be the gateway to illegal drugs.

Friday five: singing traditional hymns versus gospel

2010-06-25T14:13:00.000-07:00

I loved my experience in hospice. I'm not one that knew much about spiritual music when I went in, but I sure know a lot about it now. In fact, I really love some of the songs my patients enjoyed. One of the biggest challenges in hospice was understanding how to sing in a style that was authentic to the music your patient preferred. Here, I discuss singing in a traditional church style versus singing in a gospel style (which can be difficult to master).

Traditional hymns use a classical, church-singing voice. Everything you see on the sheet music is taken very literally.
1. No note embellishments. Straight-forward melody line. Limited vocal range.
2. Solemn, majestic tempo.
3. Use a very smooth voice, sing notes cleanly and exactly as they are on the page.
4. Play rhythm as it is written.
5. When playing guitar, finger pick or use a straight strum.

There are many different styles of gospel music, so I will speak very generally.
1. Notes can be embellished, repeated, etcetera, etcetera. Do almost whatever you want to make the melody "flashy." Uses a wide vocal range.
2. Songs are animated and enthusiastic!
3. Again, you are free to do almost anything you want with the melody. Add some "whoa's" and "oh yeah's" anywhere you see fit. Repeat, repeat, repeat words from the melody when you can. Many families that listen to gospel even create their own verses that are unique to that family. Learn them or create some of your own. Good opportunity for song-writing, p.s.!
4. Rhythms can be lengthened, shortened, widened, flattened, etcetera, etcetera.
5. Use mostly down-strums on the guitar.

Theses examples are extremes: either very traditional, or very gospel-like. Remember that different religions can be anything in-between. The best thing you can do is listen as your patients sing along. Take clues from them as to how they prefer to hear their spiritual music sung.

Again, self-concept...but now we have a plan!

2010-06-23T18:27:00.000-07:00

Man, I suppose I've been doing a lot of posts on self-concept lately. It seems only natural because we've had some patients lately at the BHC that really need to address this.

I am posting a plan today that utilizes the Who I Am video posted yesterday. This is a plan that I prepared for the BHC for a 50 minute session. As you read it, it no doubt sounds a little silly. Rather than posting a task analysis like normal, I wrote down talking points for my own personal use. One thing I've really been working hard on at my internship is flowing smoothly between activities. No awkward jumps in conversation. Writing these talking points really helps me in this. In the left column you'll see what the activity is. Most of it is song discussion. There is also a worksheet (that I discuss below), a video discussion, and Who I Am sign making (a little bit of crafts).

There is a worksheet (which I do not have available on the computer) full of positive fill-in-the-blank statements. You can definitely make one of these yourself. Positive affirmation statements might be:
I'm really good at_____________________________.
I look by best when_____________________________.
My best personal trait is_____________________________.
My friends like me because I_____________________________.
The worksheet I used had 20-25 of these statements.

One more important thing... this plan was used for a group of girls. If you have boys in your session, rethink the songs used for song discussions and some of the talking points that I listed.

Who I Am: video for self-concept

2010-06-22T19:22:00.000-07:00

I love this video. It is great for addressing self-concept with adolescents. Questions we typically ask include:
+What signs did you see in the video and who was holding them?
+Were you surprised by any of them? (Usually kids are shocked that the gothic girl could be an honor student)
+If you had a sign to describe who you are, what would it say?
+If you had a sign for Who I Am with family, friends, and alone, would they be different?
+What would they say and why do you think these signs would be different?

Showbiz Tonight: Nordoff-Robbins MT

2010-06-19T11:44:00.000-07:00

Adapted instruments

2010-06-15T17:41:00.000-07:00

One of my favorite projects in school was an assignment from Dr. Alice-Ann Darrow. In our Music in Special Education class, we were asked to adapt an instrument as though it were for a student with a physical disability. We could either find an adapted instrument or create one. The adapted instrument I chose was deskbells.

I'm sure most of us are pretty familiar with the colorful handbells sold at West Music. But fewer of us know about the adaptation to those same handbells that make it much easier to produce a note. With a button on top of its handle, the bell can be set on top of a flat surface and ring by being tapped. If a person can move a part of their body, they can play this instrument.

Many of my classmates constructed their own awesome adaptations using household items. If your client is limited in mobility, think carefully about what sort of accommodations you can make. Some assembly may be required.

If you are not up to creating your own device, you can find deskbells at West Music, or check out other companies that specialize in other adapted instruments. A Day's Work is one of these. If you are reading this and know of another place to find adapted instruments, please leave a comment.

Three bears with a beat

2010-06-14T15:48:00.000-07:00

I really love this activity! I first heard it from Darcy Walworth in our Music Therapy Lab class. It is perfect for young children. For each character in the rhyme, there is an action/sound/facial expression:

Papa bear: Hold hands up as though they are claws/"Rawrrrr," low-pitched growl/teeth bared, nose wrinkled, eyebrows furrowed.
Mama bear: Hold hands up with palms out, wiggle hands/"Ahhh!"High-pitched scream (not a real scream, please)/mouth open in surprise, eyes wide
Wee bear: Fold arms, shrug shoulders, hunch over/"Hmph," little-kid grunt/lip pout, eyebrows furrowed

At the request of the website owner, I will not copy/paste the rhyme here. However, here is the website. Pat knees in a moderate tempo. Each word with (parenthesis) is a downbeat.

Use this activity to work on emotions, facial affect, and listening skills.

Friday five: songs for self-concept

2010-06-11T23:33:00.000-07:00

The age of braces, first loves, and even prom is an awkward stage for everyone. People are always changing and middle and high school is a time for finding yourself. Girls and boys are often judged by who they hang out with, what they wear, and which classes they take. Many of these young adults are vulnerable. They may be picked on, they may have a lot of pressure from peers, they may have stress from school and activities and sadly, some may have a miserable home life (or at least think they do).

There are also many adults out there that struggle in a similar way. They can't stand being single, they want a perfect family image, or they fear they're not doing a great job at work. Broken relationships, job loss, and financial stress can leave an adult wondering what went wrong with them.

If you work with anyone of this age as a music therapist, you may find yourself having to address self-concept. What does the client like about him/herself? What is he/she good at? Does he/she deserve more love than what they're allowing themselves? Today's Friday five is all about self-concept. Songs to introduce the subject and facilitate discussion or activities on the issue:

1) "Unwritten" by Natasha Bedingfield
2) "Video" by India.Arie
3) "You Gotta Be" by Des'ree
4) "Fifteen" by Taylor Swift
5) "Gone" by Switchfoot

Music Jeopardy

2010-06-10T19:14:00.000-07:00

I'm in the process now of developing a Music Jeopardy game. In this game, you will divide your group into two teams. Have the teams select a name and decide who goes first. Each team will get a turn to choose a question based on the number of points it is worth. To find the answer, the team will work together. Like Jeopardy, 100 point questions are simpler than 500 point questions. The questions and points are as follows:

100 points...Name that tune
Much like music trivia, play a song from the iPod and have the team guess the song's title.

200 points...Artists that start with the letter _____
Name a letter. A=Aretha Franklin, Aerosmith, ABBA.

300 points...Song scramble
mi awglink no nusihens=I'm Walking On Sunshine

400 points...Fill in the blank
Fill in the missing word(s) in the song title. I Walk the___________=I Walk the Line

500 points...Song titles that include the word _____
Give a word found in some song titles. Have the team come up with a title that incorporates that word. "Stop"=Stop! In the Name Of Love, Don't Stop Believin'

Beach ball game

2010-06-08T14:39:00.000-07:00

I am working on a session with one of my groups with the theme of "Beach Party." It being summer in Florida, it seemed only appropriate. One of the games I have planned is a game of catch with a goal of cognitive stimulation. To fit the beachy theme, I am playing catch with a beach ball. But really, you could toss a beanbag, a regular ball, etc.

Materials:
Beach ball
iPod/speakers (the song I chose for this activity was "Surfin USA" by the Beach Boys)

Procedure:
When music begins, clients will toss ball back and forth. When MT stops the music, the ball stops moving. The person left holding the ball when the music stops will be asked a question*.

*The question asked will depend on the functioning level of the patient and the goals you are working on in that group. The patients I will see tomorrow are generally low functioning adults. I may ask questions like, "What kind of things can you find at the beach?" or "Name another song that the Beach Boys sang." If I am working on self-concept with children, I might ask them to name one thing they like about themselves.

Google alerts!

2010-06-07T19:07:00.000-07:00

Today is a very quick post about how you can make Google work for you in staying up-to-date on music therapy news. I think this will only work if you have G-Mail account or have the ability to subscribe to a news feed. Go to www.google.com/alerts. From this form, you can type a keyword that you want Google to search for you. You may choose to receive alerts as-it-happens, once a day, or once a week. You can choose how many results you want to see in one alert. You can even choose which places you want Google to search (news, blogs, video, or discussion boards).

I personally have Google alerts set to email me once a day using the keyword "music therapy." While many of the links Google suggests are unrelated, you often find some great news articles on your topic. There is always MT news to be heard!

Benefits of student AMTA membership

2010-06-05T22:59:00.000-07:00

I am excited today because I got in the mail my first personal copy of the Journal of Music Therapy. And so I wanted to take a few seconds to rave about the benefits of joining AMTA as a student. The biggest benefit is the low costs of joining as a student as compared with joining as a professional. As college students, I'm sure we can all appreciate this. I need a break every place I can get it, thank you.

And the discounts aren't only in the membership fee. Students are eligible for discounts on music therapy textbooks, national/regional conferences. There are more opportunities for discounts on AMTA products (such as a flash-drive filled with research publications), and first year of professional membership.

There are also a large number of scholarships available to AMTA students and interns. In fact, AMTA has recently posted new deadline dates that can be applied for now.

As you search for internships, AMTA offers a list of AMTA-affiliated internship sites. As you begin your career, AMTA offers information for building connections with other professionals, and up-to-date information to help you set fees for your own music therapy services.

As I mentioned, I received my first research publication. Members will receive 4 Journal of Music Therapy publications, 4+ Music Therapy Matters, 2 Music Therapy Perspectives, and 1 AMTA sourcebook. As I understand it, if you join now, your membership will need to be renewed again at the start of 2011. However, you will receive all of the publications available to members from January to December 2010.

A student membership is $80. (A professional membership is $220!) Join now, these are my words of wisdom.

An activity that will be a lifesaver

2010-06-04T20:46:00.000-07:00

Today at the BHC, I had a plan prepared for one of the units. I spent the morning putting it together, copying songs to a playlist on the computer. With 15 minutes to go-time, I plugged in the iPod only to find that the computer would not recognize the stupid machine. Not only that, but the iPod screen completely froze! And yes, we have another iPod but no, for complicated reasons we cannot play video from it.

What is one to do with an iPod full of music and no time to plan?

Music trivia! Music trivia for mental alertness, cognitive stimulation, and mood elevation.

Materials:
iPod and speakers
White board
Dry/erase markers

Task Analysis:
1) Split your group into two teams. Have them come up with a team name.
2) Decide who goes first (the team who has a person with the closest birthday goes first, for example).
3) Play a song for that team. Teams get one point for artist, one point for song title. You can throw in fun points here and there, like a point for dancing the Cupid Shuffle or a point for naming the movie that Eye Of the Tiger is famous for.
4) Repeat step 3, alternating between teams. If a team is at a loss for artist or title, you can allow the other team to "steal" their point.
5) Towards the end of the session, make it a "free for all." Anyone can guess at any time. Warning: you have to pay close attention to who guesses correctly first. It is hard when a few people shout it out at once.

I do not blindly choose songs either. There are two reasons that I can think of to rig the game this way. (A) I want to set the patient up for success. If they are slow to answer and points are popping up from everyone but that patient, play something you think they will know right off the bat. (B) I want to shape a person's mood. Today a patient came into session late. She planted herself right in front of me with arms crossed and started yelling at the staff. Well, my next song was Michael Jackson, something I really thought she'd enjoy. By the end of the hour she was dancing like crazy, smiling and laughing! It is awesome to see changes like that happen in front of you.

New article posts music ideas for children with Down's

2010-06-02T14:51:00.000-07:00

I discovered an awesome article! The title says it all: Activities Using Music With Down's Syndrome Children.

It gives ideas that would be very useful in therapy. It includes:

Mirror songs
Sing songs in front of a mirror so the child can see how he/she looks when the tongue or mouth is moved. You might also sing songs about the parts of the face, emotions, and facial affects.
Memory
Use a song to teach sequencing. Teach a child to count, learn their address name, learn their phone number, etc.
Music Movement
Dance activities are always awesome. Catch a ball in rhythm to music. To work on cognitive skills, ask the child a question every time they catch the ball (e.g. name a word that rhymes with "cat").

Crafty sessions

2010-06-01T14:34:00.000-07:00

At the BHC, I have had the opportunity to work on an interdisciplinary team with art therapists. Some people might disagree, but I think music and art therapy can go beautifully together. We must accept that not all of our clients will respond to music therapy. There are some people that just don't like music (I think I read that it was less than 1% of the population?). Where you can't connect with someone through music, you may be able to build that relationship through art.

I must be respectful however in insisting that we do not claim that we are practicing art therapy. After all, I would not want someone who did not have the training and credentials I have to call themselves a music therapist. Similarly, unless you are working side by side with an art therapist, do not tell anyone that you are implementing art therapy.

So, a simple, fun, and music-related craft project: a rainstick! Great for children and adolescents, these rainsticks can be decorated with construction paper and require little more than (safety) scissors, paper, and tape. this entire project comes from Enchanted Learning.

Supplies:
Paper towel tube
Aluminum foil
Small dried beans (like lentils), unpopped popcorn, dry rice, or tiny pasta
Construction paper
Glue
Scissors
Crayons or markers

Task Analysis:
1) Place one end of the paper towel tube on a piece of construction paper. Trace around the end of the tube to create a small circle.

2) Lift the tube from the piece of paper and set aside. Around the circle drawn on paper, draw a bigger circle that surrounds it.

3) Complete the circles by drawing "spokes" between the two circles. Cut out the circle, then cut along the spokes.

4) Use tape or glue to secure the construction paper to one end of the tube.
5) Cut a piece of aluminum foil 1.5 times the length of the tube.
6) Shape aluminum foil into two "long, thin, snake-like shapes.

7) Coil the snake-like strips into springs. Put the foil springs into the tube.
9) Fill the tube 1/10th full with the dry beans.
10) Repeat steps 1-3 on the other end of the tube.

11) Decorate as much as you want.

Friday five: songs for positive thinking

2010-05-28T22:24:00.000-07:00

I have many songs to share! Today, 5 songs on the topic of positive thinking:

1) "Blue Skies" by Ella Fitzgerald
2) "Drift Away" by Dobie Gray
3) "Happy" by Natasha Beddingfield
4) "My Wish" by Rascal Flatts
5) "Strength, Courage, and Wisdom" by India.Arie

A therapeutic guitar lesson

2010-05-27T13:51:00.000-07:00

Today, with just one patient on the children's unit at the BHC, I had the opportunity to lead a one-to-one session. If your patient has an interest (like mine did) in learning the guitar, this can turn into an awesome session with a focus on cognitive stimulation.

Preparations:
Tape strips of paper to the neck of the guitar that number each fret (the paper should sit just above the fret, not under the strings).

Create flash cards of the chord fingerings you want to teach, (use a different color of construction paper for each chord). I chose to teach C, D, em, G, A, and A7.

Tape three strips of paper on the fret board; place one in the 1st fret, one in the 2nd fret, and one in the 3rd fret.

Color dots where fingers should be placed for each of the chords you chose. Correspond the color of that dot with the color of the flashcard. To color, pull the strings away carefully to get access to the paper taped onto the fret board.

Materials:
Guitar with paper labels of frets/chord fingerings
Chord flashcards (with finger numbers)
Markers
Sheet music

Task analysis:
1) Teach the patient finger numbers (1=index, 2=middle, 3=ring, 4=little). Quiz patient on finger numbers by calling out numbers and having them wiggle that finger.

2) Teach fret numbers. Quiz: e.g. "Put your 3rd finger anywhere on the 2nd fret."

3) Teach string numbers. Quiz: e.g. "Put your 1st finger on the 5th string on the 3rd fret."

4) Explain to the patient how colors of the dots on the guitar correspond with the chords on the flashcard. Teach them how to finger their first chord (mine was D). Quiz: e.g. "Take fingers off the guitar. Finger the D chord again." Repeat, repeat.

5) If they do really well with all these tasks, allow them to try to figure out the next chord (A) on their own. Quiz as you did in step 4, but then ask them to finger the switch between fingering the first chord and fingering the second.

6) At this point, the patient may play a I-V-I song.

7) Teach another chord (G) and the patient is ready for a I-IV-V-I song! The songs I used for this step were "Don't Worry, Be Happy" and "This Little Light Of Mine."

8) If you have time to advance, teach more chords (C and Em). A great song that utilizes only the chords mentioned in these steps is "Viva La Vida" by Coldplay.

The Mozart Effect debunked?

2010-05-25T17:35:00.000-07:00

When I think about the Mozart Effect, I have flashbacks to my years in elementary school. In the third grade I was sitting at my classroom desk with classical music playing from the cassette player. This was only a couple years after a scientific study came out that reported that listening to classical music will make a person smarter. I look back now and realize that my teacher's motivation for playing classical music likely came from that research publication.

In recent years, I have been skeptical of this claim. Perhaps it is because of the research I've seen relating to music therapy. I know that there is a great amount of evidence out there that shows that music actively applied to a therapeutic session has significant effects. I also know that playing an instrument requires a lot of activity from different parts of the brain. But simply turning on a classical piece? I've seen little evidence of this making anyone smarter.

This article reports a new study that tested this theory on nearly 3,000 subjects. The study claims the the Mozart Effect is a myth. Psychologist Jakob Pietschnig states, "I recommend listening to Mozart to everyone, but it will not meet expectations of boosting cognitive abilities."

Though I have been skeptical of the Mozart Effect myself, it is a little disheartening to find that my skepticism may have been with reason. I understand that these studies could knock the profession of music therapy down a hit. I wish that the article would have said more about music applied to therapeutic goals. I am happy to report that it did give a little shout out to MTs: "Today music therapy does wonders."

Sadly, I know that few readers will see that line and research music therapy. It also reminds me of all the stuff out there on the internet (especially in blogs) that incorrectly defines music therapy, giving false claims. I think that, as music therapists, we will always be fighting a war of skepticism. I think it is important to be knowledgeable in the facts and report them to any listening ear. I hope to see a day where music therapy is unanimously accepted and respected.

Playing for change

2010-05-24T15:15:00.001-07:00

Speaking of music videos, I want to share a couple that are very popular at the BHC. The two songs I am posting below come from a group called Playing For Change. The group began in 2005 to bring "peace through music." They have traveled to many places in the world to record musicians playing songs like "One Love" and "Stand By Me."

The result is a music video that overlaps all these musicians to make one song. As you watch these, you'll count dozens of different locations. Musicians from the U.S., Africa, Europe, and Asia play with their native styles, instruments, and languages.

One Love

Stand By Me

Music videos elevate mood

2010-05-22T06:05:00.000-07:00

I have officially finished my first week of internship!

I saw a lot of activities this week that I will be sharing throughout this blog's life. Let me share some information about the BHC first. The BHC has four units, one of which is a unit for geriatric and psychiatric patients. People that get put in this unit may require a little bit more attention from the doctors and nurses than the rest. However, the music therapists meet with all four units almost every weekday.

In the unit I described above, there is very often a very diverse group that comes in. Patients may have very different levels of functioning or interests. So, transfer this outside of the BHC. You may find yourself with a group (small or large) that is difficult to meet all the needs of its participants. In this case, consider music videos.

Music videos are a great way to address mood elevation when you have some patients with low or unclear cognitive capabilities. It does not require a great deal of discussion (though you do have this option if you think it is appropriate to your group). Create a playlist on your iPod that is specific to that group and full of music videos (you will need to watch them all the way through to ensure that they are clean). I will soon post a couple videos to add to your collection that are an absolute hit at the BHC.

A clean-up song that Barney never sang

2010-05-20T17:04:00.000-07:00

One of the children I work with regularly has some difficulty cleaning up. In fact, many children will start wailing in protest if you tell them to pick up after themselves. I wanted to figure out a way to integrate a clean-up activity into my music therapy sessions. That is where this song comes in.

Song lyrics and chords.

Materials:
Guitar
Scarves
Basket

Task Analysis:
1) Scatter scarves around the room, and place basket in front of you as you sit with children.
2) Instruct one child to start picking up scarves and putting them in the basket when the music begins. They must sit down when the music ends.
3) Play song that is given above. Offer reinforcement throughout the activity.
4) When song ends and child is seated, count with the group how many scarves were picked up. You can also choose to review colors at this time.
5) Repeat steps 3 and 4 for each child.
6) End the activity by discussing other things you might pick up (toys, clothes, books, Easter eggs). Talk about how important it is to clean up when your parents tell you to. Tell them to challenge themselves next time by seeing how fast they can pick up their things.

Adaptations
1) Other objects that can work in this activity include shaker eggs and streamers.
2) If you feel this is appropriate for your group, more than one child can collect things at one time.
3) Be careful doing this activity if your client has any physical limitations.

Around the world in 60 minutes

2010-05-19T19:45:00.000-07:00

Today at the BHC I observed a great activity to increase cognitive stimulation and socialization. Read on for a little lesson in geography:

Materials:
iPod and speakers
Music from different countries
Maps of continents (optional)
Some knowledge of the region you are covering

Task Analysis:
1) Choose a continent to focus on and hand out maps if they are a available. When I did this, the activity used maps in a coloring book. Patients colored each country in a different color as they listened to music.
2) Begin at the northeastern-most country on the map. In the case of North America, it was Canada. Talk about some of that country's history and culture. Ask the clients what they know about that region.
3) Play popular music from artists that were born in that country. Alanis Morissette, Celine Dion, and Nickelback are all singers/groups from Canada.
4) Repeat steps 2 and 3 by continuing through the map.
5) Give your clients a brief verbal quiz to gain an idea of whether they improved in session.

The Intern Strategy

2010-05-18T18:23:00.000-07:00

Yesterday was my first day at internship! I observed two sessions, filled out paperwork, learned how to enter assessments into the computer, and most important: met a lot of people.

I consider this to be the most important thing I did all day because the relationships I build will determine my success as an intern. It is definitely important to build rapport with patients, but I would venture to say that it is more important to build a stronger rapport with your colleagues. We'll call this part one of your "Intern Strategy."

What is the Intern Strategy? Well, the title is something I just pulled off the top of my head now, but the concept has been floating around in my mind for quite some time. Its purpose is to be the best-loved intern you could be.

In part one, I am stressing the importance of learning as many names as possible throughout your building and the places you frequent. Go around within the first two days and introduce yourself to every new face you pass. Try to remember as many names as possible (repeating them as you shake hands helps), but if you you can't remember everyone, don't stress! There will be plenty of opportunities to catch them later down the road. The best thing you could do is to ask them within that first week: "I'm sorry, I've learned so many new names this week. Would you remind me of yours?" People will really appreciate a confident hand shake, smile, and hearing their name repeated aloud with "It's so nice to meet you."

That is step one of part one. Step two of part one is to continue building those relationships. You have learned their names, but you need to spend some time getting to know that person. When it does not interfere with your work (that would be bad, Intern), approach a colleague and ask them how their day is going. Hopefully that will start a conversation. Questions to get the ball rolling might include, "How long have you worked here," "What do you like most about your job," and "What is your role here?" I advise you: don't just do the minimum to get by.

These relationships will help you down the road because people will be really warm towards you and your work. They can help you find more jobs, assist clients, and make sessions run more smoothly. Plus, it feels good to have that comfortable connection with your coworkers. I do this partially because I hate walking into a building and feeling like I have to look down at my shoes awkwardly.

All in all, I am so excited about my internship. I will continue to share all my insight with you as the weeks and months progress. Happy internship!

Friday Five: Staying age appropriate with older adults

2010-05-13T06:28:00.000-07:00

Older adults are not like preschool children, so why do so many people talk to them as such? Bent over, face close, hands clasped, gaping smile, voice raised an octave and, "Evelyn, it's time for music, yay! Would you like music? How about some music!" I wrote the other day that older adults absolutely love when you talk enthusiastically with them. But I'm sure that they do not appreciate anyone talking down at them, trying to get them excited for something as if they are offering them a treat for good behavior.

Below are some tips on staying age appropriate with older adults. Forget the "sweeties" and "honeys," but don't be offended when they turn around and use these words with you.

1) Consider your volume. Of course, we often have to talk a lot louder than normal to compensate for any hearing loss. I have had to work a lot at this because I normally speak softly. However, don't assume right away that you'll need to put so much power into your voice that it vibrates your entire chest. I suggest starting at a normal volume (for me, that is a little louder than I am comfortable with), then take some quick cues from your clients as to how you should adjust it. When you see them squinting, tilting an ear towards you, or furrowing their brow as though they are concentrating a little too hard on what you're saying, take a hint that you may have to speak up a bit. Also, continue to remind yourself to speak consistently at that volume. If they have to ask, "Pardon me?" again and again, they may begin to feel discouraged and frustrated with making conversation.

2) Watch your tone of voice. It was something mom always told us, and I will say it again. Not for the same reason, of course. Watch your tone to make sure it doesn't start creeping up the register. We will talk to babies and dogs in this voice, but it is not okay to talk this way to an individual who has lived long and accomplished much.

3) Let them make choices. A lot of adults in hospice or nursing homes may feel like they have had all their freedom taken from them. They often don't get choices in what they wear, what they eat, etc. Create opportunities to offer them choices. Should we play "Let Me Call You Sweetheart" or "Danny Boy"? Also, if they get up to leave, there is usually not much you can or should do to keep them in session. They are adults, and you can't beg them to stay, or raise your voice, or block them off at the entrance. You can however, offer them an opportunity to join again when they feel like ready.

4) Keep conversation. Show genuine interest in your client. Talk with them on subjects they care about. I wrote a post the other day called Keeping Conversation When It Counts. Use this for topic ideas: family, travel, hobbies, memories, etc.

5) Play preferred music. You've heard this a hundred times, I'm sure. Learn as much as you can about your older adult's choice of music. If you know nothing about your client or group, you can take a smart guess at their music preference. People tend to like the music they listened to in their twenties and early thirties. Take their age, calculate when they were this old, then begin with whatever was popular at that time. Also consider gender, religion, and ethnicity. If it comes down to it, it does not hurt to ask. In fact, they may see you asking as a sign of complete respect.

Pepsi Refresh Project

2010-05-13T05:40:00.000-07:00

You may have recently seen Pepsi's commercial on TV for the Refresh Project. People are submitting their ideas for people to vote on throughout the month of May. On June 1st, Pepsi will award a grant to the most voted-for ideas: 2 grants at $250,000; 10 grants at $50,000; 10 grants at $25,000; 10 grants at $10,000.

This month, a music therapist has submitted her idea to provide bedside and group music therapy to children in Denver's hospitals. Please, if you have read this entry, go now and vote for Valerie.

If you're really dedicated, vote once each day in the month of May. It's really easy to sign in if you sign in through Facebook or Twitter. I would really like to see this idea happen not only for the patients in Denver, but because I hope it will gain respect for our profession and help us in the long run.

Keeping conversation when it counts

2010-05-12T17:58:00.000-07:00

Some of my happiest music therapy moments come from working with older adults in hospice and intergenerational choir. They absolutely glow when you smile and talk with them enthusiastically. But it can be hard to keep a conversation at times. As I returned each week to see my patient in hospice, it was hard to tell if she remembered who I was or what we've talked about before. I was also hesitant to approach certain topics because I didn't know how to segue from one thing into the next. I found it most helpful to know ahead of time some conversation starters. Here is a list of just a few:

1) Career. What did they do with their life, did they keep more than one job, where did they work, what did they enjoy about it?
2) Hometowns. Where were they born, did they spend much time there, did they live any other places, what was their favorite home, what was their house like, did they have good neighbors?
3) Travel. Where have they traveled, what was their most memorable trip, who did they go with, how long did they stay, what would they suggest someone see if they were going to travel to that place, do they have any stories they could share?
4) Family. Spouse, children, grandchildren, names, ages, their education, their careers, where do they live, how often do they visit, pets?
5) Hobbies. What is your favorite activity, how much time do you get to spend doing this, what would you like to learn, do you share this hobby with anyone else?
6) Current events. Have you heard about (blank), what do you think about that, what do you think we should do about it?
7) Things around the room. Decorations, jewelry, clothes, pictures, personal items.
8) Weather.
9) Religion. Be careful to respect their religion and don't offend. Don't share much of your own beliefs, especially if you disagree with theirs. Do show interest. Where do they go to worship, do they participate in choir, are they involved in any other way?
10) Friends. Where did they meet, what interests do they share, how long have they been friends, do they have kids/grandkids? You can basically ask everything above all over again in relation to their friends.
11) Future. What are they looking forward to doing today, do they have exciting plans in the near future, do they have family visiting soon?
12) Holidays. What are they doing to celebrate, do they have any good memories about that holiday past, what is their favorite holiday, what do they enjoy most about that holiday?
13) Memories. Wedding, birthdays, holidays, major events?
14) Other interests. Music, food, movies, television shows, books, games, sports etc.?

Singin', Why I Got the Blues

2010-05-11T17:11:00.000-07:00

There will be a point when you realize that you cannot plan every detail in a music therapy session. When you know you've considered every possible interaction between you and your client, you will be proved wrong.

I have no doubt that this is why music therapists often find songwriting sessions so intimidating. You are actually allowing and encouraging your clients to surprise you. For a new therapist, this is surely cause for stress. But I think you'll find, as I've heard from MT professionals, that song writing is not something to fear. It can be such a powerful tool in your clients' progress.

The activity I am posting today is a fill-in-the-blank songwriting activity. Fill-in-the-blank songs are a smart way to lead a session for several reasons. First, a client will often be much more intimidated by a song writing activity than you are, believe it or not. Giving them a simple sentence to complete is much less overwhelming than handing them a blank sheet of paper and telling them, "Write a song." Second, you will set yourself up for success by having half the song already written on paper. Also important in unstable populations is maintaining focus. Giving them free reign with a blank sheet of paper can be inviting a world of trouble into your session. As you will see in the following song sheet, I have put my clients on track with an appropriate sentence-starter. By starting a line with "I take my mind off the blues by...", I have gotten them started thinking about coping skills.

Use this song sheet to prepare a successful song writing session. It uses a blues chord progression, as you'll see by the roman numerals I've included. Choose a key and decide your own melody. I got the idea for writing about the "blues" from a practicum at the hospital. It will probably prove useful with a variety of populations: clients in hospital, hospice, psychiatric hospital, eating disorder clinic, etc.

And please, don't avoid the most empowering part of a music therapy session. Offer your clients a chance to share their song by playing it yourself. You can do it, you've prepared for this!

Wanted: song lyrics

2010-05-10T20:01:00.001-07:00

If you've ever tried to write a song for a music therapy session, you may understand how difficult it can be. Sure, I could write simple chord progressions and a melody line within minutes. But ask me to put lyrics with that and I'll be sitting with a guitar in my lap all day.

If you're anything like me, you know what I mean. This website can remedy that. It is called Songs for Teaching, and breaks down dozens of songs into categories like mathematics, science, language, and life skills. Now, you won't find free recordings of these songs and you won't find chords for them at all. But the site does give you lyrics to all of their songs. Use these lyrics as inspiration for your own songs. You might add your own melodies and chords. With a little imagination you can put your own chords and melody to the lyrics. And with a little inspiration you may be writing songs of your own.

Building a rainstorm in any group

2010-05-09T18:11:00.000-07:00

To celebrate the approaching summer, incorporate a rainstorm activity in your music therapy session.

I've seen this used a lot with kids as a socialization activity, but that is only the tip of an iceberg of potential. Use this in large counseling groups to represent a "passing storm" of loss, depression, and anxiety. Use it to facilitate a healthy release of guilt, regret, and sorrow. Understand that in a counseling setting, this activity can become something very emotional and significant in moving past an unpleasant time.

However, on that note I must give some words of advice... (1) Take your time in building the rainstorm. When we stand in front of a group, it is easy to rush. Remind yourself to go slow. Give your group time to sit in the moment as they listen to their storm. The moment can be a very special one, but if you don't give your clients a chance to reflect on this, then you lose the therapeutic element.

(2) Because this activity is so adaptable, you must be mindful of age appropriateness. Don't assume that your adults will enjoy playing the thunder tube. Kids may make a rainstorm with small percussion instruments (ocean drums, thunder tubes, etc.), teens may make a storm with their bodies ("shhhh," rubbing hands together, patting thighs, etc.), and adults may use larger drums and various percussion instruments (bass drum as thunder, etc.). Consider your own group and decide what you can do to get the most positive response.

The video below can be an inspiration for your own session. In the first two minutes, the choir builds a rainstorm without any instruments at all. Since I came across this link, it has been bookmarked in Firefox. It is a performance that should not be forgotten because of its potential for use therapy.

Friday Five: Getting the early country sound

2010-05-07T05:25:00.000-07:00

As music therapists, we know that patient preferred music yields the biggest results over time. Our work is based on what we know our clients enjoy. It engages them, encourages participation, and helps to cultivate a healthy therapeutic relationship.

When we prepare music for a client, we put so much time into learning the chords and learning the lyrics. Usually we'll go as far as to memorize a song, even for use in a one-time session. If we are working this hard to please our patients, shouldn't we take it one step further by making our voices sound just as authentic as our music?

When a music therapist has a great handle on sounding like an artist in both music and voice, it is most undeniably apparent in early country music. It is hard to imagine a performance of "Your Cheatin' Heart" or "Coal Miner's Daughter" without an exaggerated country twang. Below, I am listing five techniques for getting that true country sound. These were all things I learned in a guitar repertoire class.

1) Mouth and throat are relaxed.
2) The melody has lots of embellishments and slides between the notes.
3) Voice has a bright, nasally sound ("twang").
4) Guitar plays an alternating bass strum and dotted rhythms.
5) Guitar plays a "boom-chick" or down-down-up-down-up-down strum.

To practice, listen carefully to early country recordings. Record yourself to see how closely you can authenticate artists like Hank Williams, Johnny Cash, Loretta Lynn, and Patsy Cline.

Hospice v. palliative care

2010-05-06T17:46:00.000-07:00

Music therapy is a valuable tool in hospice care and palliative care. These types of care focus on improving a person's quality of life by reducing pain and increasing comfort. However, it wasn't until my practicum that I realized that there was a difference between the two, let alone what that difference was. If you don't already know this information yourself, read below. You'll impress your practicum/internship supervisor when you can talk smart about these two methods of care.

Hospice
1) Hospice patients are deemed terminally ill with an estimate of less than six months to live.
2) Generally, patients in hospice care have made the decision to end curative (life-prolonging) treatment.

Palliative
1) Palliative care can be provided to a patient at any time during their illness.
2) Patients may continue to receive life-prolonging medicines and treatment while in palliative care.

Both hospice and palliative care can occur in hospice centers, patients' homes, nursing homes, and hospitals.

If You Have An Instrument

2010-05-05T08:53:00.000-07:00

Because many young children struggle with impulse control, music therapists often work to increase this skill. Any activity that requires a child to wait for cues or take turns playing will be valuable in addressing this area.

This activity is designed for all the little ones you might work with. Kids are asked to start and stop on a dime, but it becomes a game to them. It is a song I adapted from a friend, Amanda. And as I was writing it, I also had in mind a song that I learned in practicum at the hospital. I cannot take full credit for this.

A music-writing program is not readily available to me, so I will try to share this song with you as best as I can. I will post the song lyrics and chords, then include an mp3 recording of the song. I hope that it will be helpful in learning the melody. I would also suggest that you feel free to change the melody in whatever way you wish. If you think there is a better way that I can share future songs, please let me know by commenting on this post.

Song lyrics & chords

Materials:
Guitar
Various small percussion instruments

Task Analysis:
1. Teach clients that "rest position" means instruments are down and hands are in their lap.
2. Pass out the small percussion instruments to each child, reminding them to keep it in rest position.
3. Sing the song written above with guitar accompaniment, prompting children to start and stop as you say.
4. Take turns picking a child to lead the group. Sing the song again with guitar accompaniment, but let that child say "start" and "stop." Allow the child to lead a couple rounds of this.
5. Repeat steps 3 and 4 as needed. If your group is small enough, everyone may get a chance to lead.

Extensions & Adaptations
You may need to cue the student to say “start” or “stop” when it is their turn to lead. If a student is not quite giving clear directions, therapist can help reinforce the child for any approximating behavior. (For example, if the child starts playing without saying "start," shout it yourself and play with them.)

Draw me a song

2010-05-03T16:09:00.000-07:00

If you're stuck on ideas for a good activity for a large group, you may be closer than you think to the perfect session plan. It will require some creative thinking on your part, but consider adapting board games or party games to involve music. An example that I have used in my own practicum sessions is Music Pictionary.

Materials:
Whiteboard or chalkboard
Dry erase markers or chalk
Strips of paper with songs written on them
iPod with all songs

Task Analysis:
1. Split group into two teams. Have each team come up with a name (you may choose to give them a category for their name, e.g. desserts).
2. Choose a team to go first, then ask that team for a player to draw first.
3. Have the player choose a song by picking a strip of paper at random. Make sure all the songs you write down are appropriate to the group.
4. The player will go to the board and begin drawing as the team guesses the song (no talking allowed from the person drawing!). If you choose, time the round at about 60 seconds.
5. If the player's team guesses the song within the time allotted, that team receives a point. If the player's team cannot guess correctly within that time, the opposing team will be allowed one guess at the song. If they guess correctly at this point, that teams wins the point.
6. Play the song by iPod as you continue the game.
7. Repeat steps 3 through 6, alternating between teams.

Extensions & adaptations:
a) The team that guesses the song can also receive a point for guessing the artist. You may also choose to give points if your clients will tell you one interesting fact about that song (for example, "Stairway to Heaven" was the theme of their high school prom).

b) If it is not appropriate to your group, do not worry about creating teams and keeping points.

c) Other games that may be adapted similarly include Charades, Cranium, and Catch Phrase. All of these have different rules and materials that you will have to look into if you want to incorporate them into your session.

Free sheet music @ Kididdles

2010-05-02T21:46:00.001-07:00

For me, a perfect music therapy world would be one where all sheet music were available online for absolutely free. I would never again have to sort through so many versions of songs on Ultimate-Guitar.com for all the right chord progressions. I would no longer have to search Google Images for a fraction of a melody line beneath an enormous watermark. Playing melodies on instruments with clients would be a breeze if only I did not have to sit at the keyboard and plunk out all the melodies by ear.

Kiddiddles understands this. For absolutely free(!), users can create a username and password to gain access to dozens of children's songs in the form of song sheets (lyrics but no melodies) and music sheets (lyrics, melodies, and chords).

While I have yet to see a perfect-music-therapy-world-where-all-sheet-music-is-free, this is a step towards it. Yes, the melodies of children's songs may be easily learned by ear. But time saved preparing for a session? I'll take it!

"New Soul" on handbells

2010-05-01T10:55:00.000-07:00

Because you can never have too many activities (especially for that adolescent/'tween/teen age), I am posting an activity to get your group playing music together! For this activity, you should download a recording of Yael Naim's song (don't ask me to pronounce that), "New Soul." Also, you will need this document for use in your session.

Just a little info on the document I linked to above: page 1 shows all the colors that come in the handbell set made by Kidsplay and sold at West Music. Inside each colored circle is all the numbers that color should play. Pages 2 and 3 are the lyrics to "New Soul," with numbers written above (as guitar chords are often written).

Materials:
Handbells (diatonic set of 8 in the key of C)
"Music" for clients (print document available above)
iPod/CD with "New Soul" mp3 (or other item able to play song of choice)
Equipment to play the iPod/CD
Shakers or other small instruments (optional)

Task Analysis:
1. Give bells to clients, assign them a number(s) that corresponds to their handbell's color (see document, page 1).
2. Provide clients with "music" (see document, pages 2 and 3). Instruct them to play when they see their number(s). Some clients will be playing when they see two or three different numbers. For example, the red bell rings when they see the number 1, 2, or 3 in the music.
3. Begin music, prompt clients to play by holding up fingers when it is their turn.
4. Encourage clients to sing along with the music.

Extensions & Adaptations
a) If you ever needed a song in the key of C, this is the one. It is easily transferred to other instruments.

b) If your group is too small to cover all handbell parts, give some clients two handbells to play. If your group is too large, bring shakers for the other clients. Remember to take turns playing the handbells.

Friday Five: Songs about life's journey

2010-04-30T09:47:00.000-07:00

I have often found myself desperately searching every corner of the internet for songs for lyric analysis. By the time you decide on a topic for discussion and read a dozen song lyrics for appropriateness, you may turn to YouTube only to hear that the song of choice is in a style straight out of the '70s disco era. And as much as you respect that genre and all, it is most likely that you will not be able to convince your clients aged twenty- and thirty-something that "Funkytown" is where it's at.

Honestly, starting from scratch with a lyric analysis is difficult for me. When I begin my internship, my supervisor will no doubt have plenty of songs tried-and-true for discussing coping skills and feelings of loneliness. But at the moment, I am stuck at the computer or in the car jotting down lyrics of songs I hear on the radio.

The songs in this list are perfect for discussing the paths you take in life, the fork in the road, and the bumps in your way. These lyrics are all about life's journey. If a client should say "You really like songs about roads" (which they have said to me), it makes all the more opportunity for sharing your reasons for sticking so loyally to this theme.

1. "The Long and Winding Road" by The Beatles (rock, 1970). The long and winding road that leads to your door will never disappear.
2. "Lodi" by Creedence Clearwater Revival (classic rock, 1969). Looks like my plans fell through; oh Lord, stuck in Lodi again.
3. "Lost Highway" by Bon Jovi (country rock, 2007). In my rear-view mirror my life is getting clearer; the sunset sighs and slowly disappears.
4. "Life Is A Highway" by Tom Cochrane (rock, 1991), covered by Rascal Flatts (new country, 2006). Well, life's like a road that you travel on, there's one day here and the next day gone.
5. "Everyday Is a Winding Road" by Sheryl Crow (pop rock, 1997). Everyday is a faded sign, I get a little bit closer to feeling fine.

Hi! My Name Is.

2010-04-27T05:09:00.000-07:00

In the past couple years gaining field experience through FSU, I have found that one of the biggest headaches comes from trying to invent an intervention appropriate for children ages 9 to 17. The middle school and high school age is a time when kids are overly concerned with what their peers are doing. And if their friends don't like it, chances are they don't (or pretend they don't) either. So you had better hope that your activity is "cool," with good music to boot.

This is a drumming activity that I picked up from a classmate, Shannon Kiley, in a MT drumming class. It utilizes a song by rapper Eminem from 1999, "My Name Is." This activity is a great socialization song, especially for introducing new groups.

Materials:
Large drums for each child (tubanos, djembes, etc.)

1. Before group comes into room, have chairs set up in a circle with drums in front of each seat.
2. As kids come in, have them sit quietly at a drum while you give instructions.
3. In a simple 4/4 pattern, model hitting the drum on 1, hands off on 2, hit on 3, hands off on 4 at a moderate tempo. Encourage the kids to join.
4. When kids have the rhythm steady, chant: "Hi! My name is. What! My name is. Who! My name is."
5. When both rhythm and chant is steady, repeat chant using your own name: "Hi! My name is. What! My name is. Who! My name is ________________________." This chant fits into two total measures. (Listen to the actual song to hear its rhythm.)
6. Continue around the circle until everyone has introduced themselves.

This activity can be extended a couple ways.
a) In the actual song, Eminem scratches his name (a DJ technique). Each child will simulate this by playing with his or her name. For example, I "scratched" my own name to sound like Mi-chelly-chelle. Another example for someone named Jessie might be "Jigga-jigga-Jessie." Repeat the activity using the scratch names.

b) Have the first person start by just saying his or her scratch name repeatedly (without the chant this time). Build this by having each person chant their scratch name one by one. You can even opt to fade the drums altogether, so that everyone is simply chanting their name at once.

Psych: Current Trends in MT

2010-04-26T19:44:00.000-07:00

Twenty-one percent of music therapy professionals belonging to the AMTA report working with patients in a psychiatric setting (Silverman, 2007). In three weeks, I will be an intern working among these numbers. And because more music therapists work specifically with psychiatric patients than any other single population, it is quite possible that you MT students who are reading this may eventually find yourself in this setting as well.

Recently, the results of a survey of professional AMTA members working with this population was published in the Journal of Music Therapy. This survey covered topics such as most common goals and objectives, most frequently used interventions, and other information regarding MT sessions.

Most commonly reported objectives for clients in the psychiatric population included socialization, communication, self-esteem, coping skills, stress reduction/management, group cohesiveness, relaxation, and decision-making. These objectives were ones that over sixty percent of the professionals surveyed had reported using in the past week.

(A long list of possible objectives surveyed in this study further include impulse control, leisure skills, emotional expression, depression, problem solving, self image, insight, reality orientation, anger management, aggressive behavior, relationships, substance abuse, music listening, symptom management, music skills, mental health knowledge, physical exercise, family issues, spirituality, life changes, community reintegration, community resources, daily living skills, music knowledge, medication management, and other.)

Interventions used by music therapists to address these included improvisation, song-writing, drum circles, singalongs, music games, lyric analysis, music and movement, music and art, music and dance, and music assisted relaxation.

This survey indicated that, if you work in this setting, you will most likely work in a long-term facility that is run by the state or a private practice. You will probably work with groups that are 5 to 8 in number, for an average of 31-45 minutes once per week. The reason? Group sessions are apparently more cost-effective than one on one sessions.

In the future, I will be posting intervention ideas for this population. There is much more to be said regarding the psychiatric setting, but I will tackle that information when possible.

Silverman, M. Evaluating Current Trends in Psychiatric Music Therapy: A Descriptive Analysis. Journal of Music Therapy, 44 (4). 2007; 388-414.

Introducing... Me

2010-04-25T10:32:00.000-07:00

It is my guess that not many people will search my archives far back enough to read this first blog post. But for those of you that are reading this, I want to start with a very introductory post that explains who I am and why I am blogging. Here is the short version.

I am currently a music therapy student at Florida State University. I finished my last undergraduate class just forty-eight hours ago. (!) For the next three weeks, I will be enjoying my summer days between my parents' home and my own apartment in Tallahassee. Then, beginning May 17th, my summer vacation will abruptly end and I will become an intern at the Behavioral Health Center of Tallahassee Memorial Hospital.

I am beginning this blog now as a resource for fellow music therapy students. As part of my senior project required as an undergraduate, I want to create a place where students (and professionals) can go for intervention ideas, songs, music therapy news, advice, and anything else music therapy-related. I intend for this blog to have something for everyone. Where I can transfer ideas to cover multiple populations, I will. It is my goal to get a lot of information in one place, something I always searched for in the days of my undergrad.

That said, help me by sharing ideas, opinions, and suggestions for future posts. I hope that this will become a valuable tool for my fellow therapy students, and something that will extend beyond a senior project.