In the Community: Canton Optimist Club

                  The members of Therabeat, Inc. have been working hard to advocate for music therapy throughout the community. We were recently honored to be a part of a Canton Optimist Club meeting, where we had the opportunity to tell the members all about what we do. The Optimist Club is an incredible organization that serves the community in many ways. Adult volunteers join together with the slogan, “Bringing out the best in kids”. The Optimist club is dedicated to serving and empowering youth in any way possible. 

                  Team leader Jennifer Puckett and I were the guest speakers at one of the club’s weekly meetings. We opened our meeting with a “hello song”, giving the members a taste of what a typical music therapy session looks like. We then talked about what music therapy is, why it’s effective, and who we serve. The members were an extremely receptive audience and seemed eager to learn more. We were grateful for yet another great advocacy opportunity! 

-Alaina Brommer, Music Therapy Intern

In the Community: Knox Elementary

                  The members of Therabeat, Inc. were honored to be highlighted as “community helpers” at Knox Elementary School. Jennifer Puckett and I made our way to the school to speak to over 100 kindergartners about music therapy! We were thrilled to have the opportunity to advocate to such a young audience, since even many adults do not know what music therapy is. We explained the basics of music therapy to the students and showed them a video of our amazing kiddos making music at the clinic. After sharing our presentation, Jennifer and I conducted a sample music therapy session with the whole group of students. We did music and movement, instrument play, and sing alongs with body percussion among other interventions. The kids were such an eager audience, and we loved getting them engaged. What a unique advocacy opportunity, and what an honor it was for us to be recognized for the work we do in the community. 

-Alaina Brommer, Music Therapy Intern

Structure in Music

            This week, I will explore the last of the 3 foundational principles of music therapy: “the utilization of the unique potential of rhythm to energize and bring order”. Many people who suffer from physical, mental, or emotional impairments struggle to perceive or understand their internal and external environments, which may result in the inability to control behaviors or respond to stimuli in appropriate ways. Music, being an extremely structured and organized form of expression, can be an effective tool for helping individuals establish the order that is so necessary to their well-being. According to Peters (2000), music can help “attract and sustain attention, elicit and organize response, and provide an example of ways to make beauty and order out of chaos” (pp.59). Music therapists have the opportunity to carefully choose, manipulate, and organize musical elements in a way that encourages clients to move from a state of chaos to a state of order.

Firstly, music is a multisensory experience. From the sound waves to the physical vibrations, music can be experienced through numerous sensory channels. Because of the multisensory nature of music, it attracts the attention of individuals rather easily. Furthermore, it can sustain that attention due to the fact that music is a real-time experience that requires “moment to moment commitment” from participants (Stevens, 2000, pp.60). For example, the sound of a xylophone being played by a music therapist may draw the attention of a child. Once the child decides to pick up a mallet and play the xylophone herself, she must continue playing in order to continue receiving that auditory input; if she stops playing, the music stops. As summarized by Stevens (2000), “after the rhythms, sounds, and melodies attract and individuals attention, the time-ordered structure and experience of music help hold that attention, providing an environment or structure in which growth and learning can occur” (pp.60).

Furthermore, the multisensory nature of music gives clients many opportunities to become involved in the experience. Individuals can respond to music through “auditory, visual, tactile, and kinesthetic channels” (Stevens, 2000, pp.60).  These responses can include anything from turning a head towards the source of music, picking up a mallet and hitting a drum, vocalizing with music, to dancing or moving to a steady beat. There are countless opportunities not only for music to reach clients but for clients of all abilities to respond. A client who may struggle with one particular sensory mode may be able to receive stimulation or respond through a different sensory mode offered by music. Music is versatile, accessible, and adaptable, which makes it an efficient therapeutic tool.

For many of the children I work with, flexibility and creativity are two major goal areas. Musical improvisation is a great way to encourage spontaneity and exploration within the confines of a provided musical structure. For example, the music therapist may play a chord progression on the guitar as the child engages in improvised play on the xylophone. The music therapist is providing structure both melodically and rhythmically with the guitar which makes the child feel more comfortable with exploration. Although the child is creating music in the moment, he or she still feels contained by the therapist’s musical accompaniment.

The structured and orderly nature of music makes it a natural and efficient choice in therapy. There is so much opportunity for growth and development within the confines of music, and that is what makes music therapy such a beautiful and effective experience! In the words of Stevens (2000), “for the child whose world is often a confusing chaos, the order of music is a welcome structured experience in which the child may feel free from confusion and safe in the ability to predict the activity and the person associated with the music” (pp.60).

-Alaina Brommer, Music Therapy Intern

References

Peters, J.S. (2000). Music therapy: an introduction (pp. 59-60). Springfield, IL: Charles C. Thomas.

When Work Feels Like Play

Self-Esteem in Music Therapy

The second of the three foundational principles of music therapy is the bringing about of self-esteem through self-actualization. One underlying goal that we are constantly working on with our clients is increasing self-esteem. In order for children to be able to relate successfully to other people and become functional members of society, they must first obtain a certain level of self-awareness and confidence.

Two pioneers of the music therapy field, Paul Nordoff and Clive Robbins, explain the process of developing self-esteem through music as the “awakening of the music child”. They define the “music child” as the innate sensitivity to music that is present in every human being. Essentially, there is a “music child” hidden in each of us that has the potential to connect with and grow through music. They explain that the awakening of the music child through active music-making “increases the individual’s self-awareness and allows an individual to discover meaning and joy in the therapeutic experience, which leads to developing communicative intention in his or her musical response” (Darrow, 2008, pg. 64).

Music is an extremely versatile tool that is an effective medium through which to develop and foster self-esteem in children. Firstly, music is a means of self-expression. Since it can be both a verbal and nonverbal form of communication, it provides many opportunities for the expression of emotions and feelings. Perhaps a child comes to music therapy after a long day at school; the child is feeling frustrated because he has been unable to understand the academic concepts taught in his classroom. During improvised instrument play on the xylophone, the child plays extremely fast and loud; he is able to release his feelings of frustration through instrument play. Music is a safe and non-threatening way for children to engage in emotional expression.

Secondly, music activities are “very adaptable and can allow for success at many different levels of achievement”(Peters, 2000, pg. 60). For many children, music is something that is not only enjoyable, but it is something in which they can succeed. A child who struggles with academics or communication or socialization may find great solace in the feeling of accomplishment they enjoy when they engage in music. As music therapists, it is our job to set our clients up for success. We craft each intervention with the clients’ abilities in mind, ensuring ensure that they will experience some level of success in each session. When teaching new skills, we begin with low expectations before we begin to challenge the client. By allowing them to experience initial success, we increase their self-esteem and the likelihood that they will re-engage in the future. We use prompts, cues, visual aids, and even adapted instruments to give support to our clients and guide them toward success.

Lastly, music therapy provides a safe environment in which the clients can explore their talents and abilities as they learn more about themselves and begin to develop self-esteem. In music therapy, we often provide our clients with opportunities to make choices. Giving children the opportunity to be in control in a safe environment will help them build confidence in their leadership skills. Perhaps we ask a child if she would like to play piano first or drums first; neither answer is wrong! The child gets to make a choice encouraged by the knowledge that there is no wrong answer. Consider a drum improvisation between a therapist and child. The child gets to choose if he will drum fast, slow, loud, or soft, and the therapist matches his choice. By constantly providing our clients with choices, we are helping them become more comfortable with independence. They can learn to make decisions and take the lead in a safe environment with the guidance and support of a therapist.

            Twice a year, our clients have a chance to perform in a recital for their friends and family. This is a culmination of the practice and process of engaging in music therapy interventions. By performing in these recitals, our kiddos have a chance to showcase their abilities they have worked on so hard on to achieve. Each recital, we see the confidence and self-esteem grow in our kiddos as they create and present wonderful music for the community to see!

- Alaina Brommer, Music Therapy Intern

References

Darrow, A. (2008). Introduction to approaches in music therapy (pp. 64). Silver Spring, MD: American Music Therapy Association.

Peters, J.S. (2000). Music therapy: an introduction (pp. 60). Springfield, IL: Charles C.    Thomas.