This application is a creative way for clients to express positive words and gratitude towards someone they appreciate. Whether it’s to a fellow client or to another person, this application helps individuals practice positive communication that can be a stepping stone in developing trust and key social skills in all contexts!
Possible Goals Addressed:
Social skills
Positive social interaction
Music Used:
Trainor, M., Johnson, J., Johnson, S., Lomax, M., Thomas, T., Thomas, T., Peterhof, O. & Federman, J. (2016). Thank you Ft. R. City [recorded by Meghan Trainor] On Thank You [CD]. Los Angeles, California: Epic Records & New York City, New York: Sony Music.
Materials needed: Print out of the lyrics and print out of the ‘Fill in the Blank’ version
Application: The music therapist will sing the song, “Thank You” by Meghan Trainor Ft. R. City. The music therapist will then prompt clients to write a personalized ‘thank you’ song of their own. The subject of the thank you song can depend on the context of the group, and how comfortable the group is with each other.
Examples of who clients can write about: close friends, fellow clients, role models etc. Once clients have filled in the song with their own words, the therapist can choose to sing the newly composed songs with the group. Additional steps can include recording the song and sending it to the person that the song is about.
Original Lyrics
[Verse 1:] You keep me humble, keep me focused everyday You know how to put a smile on my face When I think about you, all my worries fade You say you’ll love me ’til forever and that’ll never change
[Pre-Chorus:] Oh, I hear your words Oh, they don’t go unnoticed Oh, I feel your love
[Chorus:] You know without you I got nothing, I got nothing Without you I got nothing, I got nothing Forever you’re loyal and you know I adore you Without you I got nothing, I got nothing
[Post-Chorus:] So I wanna, I wanna, I wanna thank you I wanna, I wanna, I wanna thank you I wanna, I wanna, I wanna thank you Oh, oh, hey
[Verse 2:] No one knows how to love me like you do (like you do) I could bring a dream to life, oh, all because of you You help me when I’m feeling low (feeling low) You let me know I’m not alone (not alone) You say you’ll love me ’til forever So I’mma love you, too (I’mma love you, too)
Pre-Chorus:] Oh, I hear your words (Hear your words) Oh, they don’t go unnoticed Oh, I feel your love
[Chorus:] You know without you I got nothing, I got nothing Without you I got nothing, I got nothing Forever you’re loyal and you know I adore you Without you I got nothing, I got nothing
[Post-Chorus:] So I wanna, I wanna, I wanna thank you I wanna, I wanna, I wanna thank you I wanna, I wanna, I wanna thank you
//
Adapted Lyrics
[Verse 1:] You __________________________________________________________ You __________________________________________________________ When I think about you, __________________________________________ You _______________________________________and that’ll never change
[Pre-Chorus:] Oh, I hear your words Oh, they don’t go unnoticed Oh, I feel your love
[Chorus:] You know without you, ____________________________________________ Without you, ___________________________________________________ Forever you’re ________________and you know I _____________________ Without you, ___________________________________________________
[Post-Chorus:] So I wanna, I wanna, I wanna thank you I wanna, I wanna, I wanna thank you I wanna, I wanna, I wanna thank you Oh, oh, hey
[Verse 2:] You __________________________________________________________ You __________________________________________________________ When I think about you, __________________________________________ You ______________________________________and that’ll never change
This week, we’re featuring an application that could be implemented for individuals in a rehabilitation setting. Employing paddle drums and an upbeat song, this application may be used to motivate clients to increase their range of motion, while also increasing duration of movement at the same time.
Possible Goals Addressed:
Increasing gross motor movement
Crossing midline
Increasing range of motion
Increasing duration of gross motor movement
Strengthening palmer grasp strength
Music used:
Leiber, J. & Stoller, M.. (1953). Hound dog [recorded by Big Mama Thornton]. On Night Mare [LP]. Los Angeles, California: Radio Recorders Annex.
Materials (optional):
Paddle drum Paddle drum mallet Small hand-held rhythm instrument that can be played with one hand (tambourine, bells etc.)
Application:
The music therapist will introduce the paddle drum to the client and demonstrate how it’s played. After handing out mallets to each client, the music therapist will begin singing “Hound Dog” while tapping out a beat with one hand playing a small rhythm instrument and with the other free hand, holding out the paddle drum to the clients. The music therapist will hold out the drum to the clients as a target for the client to hit.
Depending on the needs of each client, the therapist may vary the position of the drum or gradually move the drum from one direction to the other to increase the client’s range of motion.
Lyrics:
You ain’t nothin’ but a hound dog Cryin’ all the time You ain’t nothin’ but a hound dog Cryin’ all the time Well, you ain’t never caught a rabbit and you ain’t no friend of mine
Well they said you was high-classed Well, that was just a lie Yeah they said you was high-classed Well, that was just a lie Well, you ain’t never caught a rabbit and you ain’t no friend of mine
This intervention is a simple and fun way for clients to express what they love doing. The driving rock beat motivates clients to share various activities they enjoy or general preferences, while giving opportunities for clients in the group to listen to each other and encourage group cohesion.
Possible Goals Addressed:
Creative expression
Gross motor movement
Choice making
Expressing wants and needs
Social interaction
Music used:
Merrill, A. & Hooker, J. (1975). I love rock ‘n roll [recorded by the Arrows]. On “broken Down Heart [CD]. London, England: Rak Records.
Materials (optional):
White board to record clients’ responses Visual aids of possible items a client might enjoy
Application:
Sing the first verse and the chorus with the clients.
Go around the group and ask individuals what they love or love to do.
Incorporate their responses in the chorus (“client” loves [ice cream] come on everybody and sing with me).
Encourage the group to chant with you in sharing what each client loves.
Encourage the rest of the group to clap or tap to the beat while each person shares.
At the end, ask the group if they remember what each client loves.
Lyrics can also be adapted to include “so come on everybody and [move/clap/tap/drum etc.] with me.
Lyrics:
I saw him dancin’ there by the record machine I knew he must a been about seventeen The beat was goin’ strong Playin’ my favorite song An’ I could tell it wouldn’t be long Till he was with me, yeah, me And I could tell it wouldn’t be long Till he was with me, yeah, me, singin’
I love rock n’ roll So put another dime in the jukebox, baby I love rock n’ roll So come and take your time and dance with me Ow!
This week, we’re shaking things up with a song that can be used with individuals who are working on identifying and communicating helpful information about themselves.
Using the tune from Bruno Mars’ popular song “Count on Me”, the adapted lyrics teach situational problem solving, as well as utilizes the natural pause in the song to prompt the client to communicate his or her address in a fun way!
Possible Goals Addressed:
Address identification
Augmentative/adaptive communication device navigation
Verbalization
Music used:
Mars, B., Lawrence, P., & Levine, A. (2011). You can count on me [recorded by Bruno Mars]. On Doo-Wops & Hooligans [CD]. Los Angeles, California: Larrabee Recording Studios.
Materials needed:
Print out of adapted lyrics (with client’s address) Accompaniment instrument of choice
Application:
The music therapist will sing the adapted version of the song “Count on Me” by Bruno Mars. When mentioned in the song lyrics, the therapist will prompt the client to state his or her address.
Additional considerations can include:
The use of a traditional pick or oversized pick
Utilizing hand over hand prompting, partial physical prompting or limited prompting
The client’s appropriate range of motion
Utilizing certain fingers, certain hands, or both hands
Lyrics:
Verse 1
If you ever find yourself lost and you don’t know where to be Just rem-e-ember Your address
If you ever forget just how to find your street Just rem-e-ember Your address
Pre-Chorus
[Client] get ready, Tell me, where do you live?
Chorus
It’s [1-2-3-4] [Centre W Dr,] [Springfield, IL 62704]
Music Therapy Connections’ Listen & Learn Into Lessons: Pre-Lesson Preparatory Series, for ages 4-7, recently finished its first session, and the outcome was remarkable! Interest was soaring and we ended up needing to open a second section!
During this first session, titled Piano Play!, students listened to, participated in, and sang 8 original songs while learning about a multitude of information to prepare them for 1:1 piano lessons. They played on keyboards and wiggled with delight as each skill became easier to accomplish!
All goals were met as students discovered:
melody vs. harmony
low, middle, and high sounds in music
the musical alphabet
the low, middle, and high parts of the keyboard
piano fingers and finger bracing.
Up next is Rhythm Time! This second session will provide students with a basic understanding of:
steady beat
counting patterns in music (3s & 4s)
basic rhythmic patterns
loud vs soft
rests -or- moments of silence
basic note values
They’ll again sing several original songs with some familiar ones incorporated as well. Be prepared to play on various drums and rhythm instruments, while dancing to the beat!
Are you unsure if your child is ready to attend piano lessons on their own? Does your child show some interest in music classes but might not be ready to participate in 1:1 instruction?
Register for Rhythm Time! to open your 4-7 year old to the next level of music exploration. Classes begin the week of July 16th. Both sections are filling up fast, so don’t wait too long!
