New article posts music ideas for children with Down's

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

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

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

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?

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

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

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

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

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

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!