A sneak peak of me playing Like A Dino! I have been playing it all week and telling anyone who asks that it’s homework.
This weeks assignment was to find five iPad apps that are appropriate for clinical practice. I wanted to share what I found with you. Maybe the five I found seem like a stretch to you. Maybe you never thought of using that app that way or even at all. It was a fun assignment. I had no idea what apps were even out there as I scrolled through the app store. I went down many rabbit holes and had to start off with what apps do I already use with clients.
So why write about this assignment? Getting out of school, I never thought about using my iPad in sessions outside of using it for chord charts. In my internship, using games like SoundForest or writing a song with a client on GarageBand was super foreign to me. Maybe it is foreign to you too. Maybe my exploration can be of use to other interns and professionals.
Without further ado, here are the five apps I found.
No 1. GarageBand
Summary
GarageBand is an app for making and recording music. It has so many options that it is almost overwhelming. It offers a wide array of instruments to choose from, as well as the ability to directly record piano, guitar, and bass and plug in music and instruments from external apps. Melodic instruments have the options of chords or notes. You don’t need to know how to play in order to play the instrument on GarageBand. In the settings you can change the chords. Moving up and down the chord changes the voicing and a visual auto play knob adds more complexity between chord changes. Drums has a drum machine, acoustic drums, and a beat sequencer. All these instruments and voice can be recorded onto tracks that can be layered and played together. Once recorded, you can balance tracks and add effects.
Clinical use
GarageBand can be used with clients to write music. You don’t have to know any chords or actually play those instruments in order to play them on GarageBand. This makes songwriting easier for clients. Clients can use the chord function to create a chord progression. These same chords/notes can be used across instruments to add layers to the song. Clients can also use the note function to add complexity and a melody. On the note function, you can change the scales from chromatic to pentatonic or whatever is best for your client. Clients can also create their own beat, whether for their song or just to enjoy or dance to. Writing music is great for areas such as self expression, autonomy, and emotional processing. GarageBand gives them the ability to truly lead the songwriting.
Drawbacks
While I love this app, there are so many options from instruments, sounds, chords, scales, and beyond. It is easy to get decision fatigue and feel overwhelmed. Even spending days tinkering around, I have not tried even half of the options and am still feel like I am getting the hang of the basic functions. It is definitely a step by step process that requires patience.
No. 2 The Lyrics App
Summary
Staying on the topic of songwriting, The Lyrics App is another tool that can be used. The app allows you to write down lyrics and record a melody in the same place without having to flip between pages. For each line of lyrics you write, you can record a melody. A feature of the app is that it allows you to click on the word you have written and choose rhyme or thesaurus. When choosing rhyme, a list appears of words that rhyme with the one you have highlighted. When choosing thesaurus, a list appears of synonyms for that word. A play button at the bottom of the screen plays all the recordings in the order you have them and the clipboard icon copies all your lyrics. Lines/sections of lyrics can be moved around without having to rewrite or rerecord.
Clinical use
This app made me think specifically of a client I saw during practicum at WIU. She loved to write songs but never remembered the melodies she created and lacked a piano or the musical knowledge to notate the melody. When we did spontaneous songwriting in that group, I did not have a piano to notate the melody the group came up with. This could be used for songwriting with a client. In a setting where self-expression and emotional processing is the main goal, songwriting can be very helpful. Clients can process and express themselves through the lyrics they write. This app lets you record so you can hear how different melodies sound before choosing one to notate. It also can help clients by giving rhyming words and synonyms to choose from. I could see this being used in a mental health setting.
Drawbacks
It really delivers on what it says it will do, but it took poking around and maneuvering on my end to find and use the rhyme and thesaurus options. I also wish the app had a place where you could notate the melody after recording it or at least include a piano function. Besides those gripes, it is very straight forward. All the creativity in this app is in the lyrics you write.
No 3. Launchpad
Summary
Launchpad creates a backing loop. It has more than just drum sounds. Opening the app, you choose a sound pack/mood. Each sound pack has eight columns with six options each to create your music. The first column is different drum loops. The second column is percussion loops. The third is bass. Columns four through six are different melodic loops. Column seven and eight are different sound effects. You can only choose one loop in a column at a time. The loops are different in each sound pack. Within the app you can change the tempo and key and record when you like what you have. You can also pay for and download individual loops in order to create your own sound pack.
Clinical use
Similar to options on GarageBand, clients can make music with the touch of a button. This app requires less musical knowledge than GarageBand and creates music more realistic in EDM, rap, hip-hop, and lo-fi. Once recorded it can be plugged into GarageBand where you can add other instruments and tracks. Because it has buttons in a column it could be more accessible to clients than GarageBand. I could see using this app with one of the high schools I see to create a beat to add to a song or just to stand alone. I previously used the beat maker on GarageBand but they said it didn’t have enough of a hip-hop sound.
Drawbacks
My biggest issue with this app is that the music can only be in a minor key. Maybe major keys aren’t as common in the genres of music it caters to, but I would love to have the option. I also wish you didn’t have to pay for as much as you do on this app. While a lot is free, a lot of options are not.
No 4. SoundForest
Summary
Similar to a beat maker, SoundForest has four beats per page subdivided into sixteenth notes. Rather than normal drum sounds, it has different nature and animal characters, each with their own unique sound that you can place on the screen. The lower you place it in the column, the lower the pitch. You can add multiple to the same column. The characters and sounds change depending on the environment. Using the bar at the top you can speed up or slow down your song. While you can’t change the rhythmic value of any of the sounds, some are longer than others.
Clinical use
In a group setting this app can be used to work on waiting one’s turn, respecting the choices of others, as well as emotional regulation. It can also be used to work on musical skills such as subdivision and rhythmic notation. This app allows clients to create music without getting too technical and still being fun and gamified. The characters also correlate with the environment which opens up to some academic skills of where mountains or giraffes are found, while still making music. It can be adapted in many ways. In HTDA, I used this app as a fun creative way to work on rhythmic notation and turn taking.
Drawbacks
My only gripe is that I can’t change the note value. I would love to be able to make sounds last for a half note or a whole note instead of trying to imagine that it is. I also wish that the columns had lines to show the breakdown of the four pulses per column. Every time I add a sound, I hope I eyeballed it well enough for it to land in the beat I want it to.
No 5. Like A Dino!
Summary
A musical game that requires you to move the dinosaur across the screen to catch blocks of his neck to make him taller. The falling blocks are tied to the rhythm and usually the pitch of the background music. Each block is a note of the music. Long notes are long blocks. Short notes are short blocks. Lower pitches are farther to the left and higher pitches are to the right. As you progress the music gets faster. It starts at 1x speed and then gains .1x speed each round. As you make it through the rounds you unlock new music. You have three tries/mistakes before the round starts over. When mistakes happen positive affirmations pop up on the screen.
Clinical use
My first thought when looking at this app from a clinical perspective was that it could be used to target fine motor skills and motor planning. To move the dinosaur, you have to use one finger and drag the dinosaur back and forth across the screen. As levels get faster the harder it is. To up the difficulty, clients could use different fingers. Being in a game format and on the iPad could serve as a motivator for kids. I think this app could also help with understanding musical skills. Like a piano, the lower notes are on the left and the higher on the right. There is also the visual of long and short blocks to go with the auditory of long and short notes.
Drawbacks
I wish you could add your own music. This would be a great way to include client preferred music. I also wish you could choose what speed to play it on. As you progress through the level, it gets faster. It would be cool if you could choose to stay on 1x speed or 1.3x speed.
Honorable mention- Easy Play Piano
An app made by a music therapist. It consists of a diatonic scale set up as color-coded bars that is easy and accessible for everyone. In the settings you can change the key. Cool app for melodic improvisation with any age without having to know pitches or transport anything and easy for anyone to use and make a sound with. They also have an app that is just the C pentatonic scale set up the same way.
Drawback
I wish I could go back and forth between the diatonic and pentatonic scale on the same app as well as change the sound beyond the piano.
Wrap up
I would love to know if you would use these apps and how you would use them. Would you use them similarly or in a way I couldn’t even imagine? I would love to know. What apps do you use and recommend in your clinical practice?
My recent self-care activity has been getting into embroidery. This is my first project that I have completed.
With yesterday being valentine’s day, the subject of love is a common theme. There are so many types of love in our lives. The focus of my blog today is self love. How does self love or self care, a better term for this post, intersect with music therapy, internship, or overall life? It intersects through subjects I’ve been meaning to research and write about: compassion fatigue and burnout. Instead of committing to writing it, I have opted to write about easier subjects. While I love reading research, it’s difficult to find motivation when there are so few articles on the topic. I did find a couple of theses. It’s also hard to write about something you struggle with and for me that’s both burnout and self care. So in the interest of working on self growth and learning more about self care, I decided it was time to do this blog and read those theses.
Before diving into self care, I think it is important to first define burnout, compassion fatigue, and self care and their components.
Definitions
Burnout
At its most basic definition, burnout is mental/emotional exhaustion. Burnout is made up of “three distinct categories of symptoms: depersonalization, emotional exhaustion, and a lack of personal accomplishment” (Maslach & Jackson 1986). Depersonalization is explained as detachment from others, especially to the ones who receive care and services (Walker pg. 9).
In Neel’s study, subcategories such as “isolation” and “stressed relationships” paralleled depersonalization, “emotional instability” paralleled emotional exhaustion, and “lack of motivation, “procrastination”, and “decreased concentration” paralleled lack of personal accomplishment (Neel 2017). These subcategories helped me better understand but also reflect on how they may or may not show up in my life.
Compassion Fatigue
Compassion fatigue is a form of emotional burnout commonly seen in professions involved in the care of others.
Self care
The National Institute of Mental Health (NIH) defines self care as activities that help improve your life as well as your physical and mental health. Participating in self care helps manage stress, reduce illness, increase energy levels and help minimize effects of burnout.
Burnout in Music Therapy
The use of the word burnout in this setting and circumstances has been reserved for credentialed music therapists. Walker referenced data from Oppenheim’s (1987) article on factors that lead to occupational stress in music therapists. The highest reported causes of stress were “insufficient pay, lack of support and respect from administrators, and having to perform activities outside of the field” (Walker pg 11). These sources that lead to stress can also affect interns.
Besides stress, a “lack of self-awareness of needs, prolonged exposure to trauma, and lack of time or opportunities to focus personal development” can contribute to burnout and compassion fatigue (Oppenheim, 1987).
Compassion fatigue and burnout can lead to circumstances where clinicians end up leaving their profession. In a study by Cohen & Behrens referenced by Neel, “the average longevity of a music therapist is 13 to 14 years”(Cohen & Behrens, 2002)(Neel pg 12). This is not surprising when paired with data from Vega (2010) that found that music therapists are “more emotionally exhausted than the average mental health worker is” (p. 171).
So where does self-care come in?
As stated earlier, self-care can help minimize the effects of burnout, which in turn could hopefully help with the retention rate of music therapists. I have heard so many times that you can not pour from an empty cup. Self-care helps fill our cups.
My history with self-care
I have struggled with self-care. In my supervision last week, I talked about how it is hard to do things for myself. The last ten years of my life have been go, go, go. Give until there is nothing left to give. Did I give good results? Yes, most of the time, but it’s not sustainable. I found myself much like I find myself right now: exhausted. Exhausted, procrastinating, feeling guilty for staring at my assignment and not getting it done, but also feeling guilty if I stop and take a break or do something I enjoy. My team has changed my schedule around so I have time for my body to heal from surgery, to rest up, to allow me to partake in self-care, but here I am after my first week with this schedule struggling. As easy as it is to say to others, it is hard to tell myself that progress isn’t linear. Part of that progress for me is to work on my self-care
Ideas of self-care for myself
Starting off easy, I made a list from self-care activities I have taken part in before. I want there to be more facets to my being than working a lot and being tired.
Non work related hobbies
Reading
Embroidery
Baking
Going on walks
Dancing for fun
Making home cooked healthy meals
Staying better connected with my grandparents
Being more social
Taking the opportunity to try something new
Enjoying nature as it gets warmer
Therapy
References
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory manual. Palo Alto: Consulting Psychologists Press.
Neel, Kristin Marie (2017). Self-Care For Students: A Pilot Study On Self-Care Education For The Preinternship Music Therapy Student. Appalachian State University. Thesis. https://doi.org/10.71889/5fylantbak.29862563.v1
On my first day of internship, I wrote the date on the inside cover of my notebook. That date was almost three months ago. So what does the life of a music therapy intern look like three-ish months in.
Weekly checklist
As an intern, I have a list of things I have to do every week. This includes: daily journals, where I write about my day working with clients and about how I felt; weekly assignments, which lately have been songwriting or recording; weekly repertoire checks, where I learn two songs and then lead them in my supervision; and bi-weekly blog posts, like this one. I also plan interventions and sessions for the contracts and clients I see, but this changes every week as I take on more responsibilities and lead more independently.
Mondays
I spend most of my day at Hope School. While there, I see four classes with my supervisor Emma. Before and in between sessions, we work in our office. I spend that time preparing music, writing documentation, and if I have time, writing my journal or working on other tasks I need to complete that week. After the school day, I come back to MTC where I work on assignments and observe a music therapy session led by Emma. I end my day writing in my journal about everything that happened.
Tuesdays
I again spend most of my day at Hope School, but Tuesdays are much busier. I see six classes with Emma. Many of the classes are back to back or close to it, so I don’t always get a chance to document after each session. This was hard at first, but I learned that I remember more than I thought I would. Once the school day is through, I drive back to MTC where I work on assignments before having two lessons and a session back to back. My first lesson is teaching Ukulele, then I teach most of an adapted lesson with Emma, and then straight into facilitating half a session with Molly. After it all, I write my journal entry.
Wednesdays
I start my morning off at SPARC. It is so much fun! I meet Molly there and then we rock out with group members. On special occasions, we bust out some music bingo. I then go back to Hope School where I see two more classes. When Molly and I get there we have a lot of time to prep. In that time, I document for SPARC, make sure I am ready for my classes, and work on any other tasks I have that week. I am fully facilitating both classes which is exciting and even doing one class without Molly supervising in the room. The rest of my day I spend working on assignments, meeting with Katey, one of the owners of the company over zoom, and teaching a voice lesson. Soon, I’ll be leading an evening Listen and Learn class.
Thursdays
By the time I get to Thursday, I really need the break it brings. I start the morning leading Listen and Learn, our class that serves ages 0-3. Then have time to myself to do whatever I need. I usually spend that time going home and taking a short nap and eating before heading back to the office. Sometimes, I stay at the office if there is a lot I need to get done. Once I’m back, I have a lot of time to work on assignments and prepare before supervision. During supervision I have my weekly rep check. I like to spend the twenty minutes before supervision going over my music one last time. Supervision is a time where I meet with my supervisors and talk about my week, my upcoming week, internship, and life in general. After supervision, I teach three lessons and finish by writing my journal.
Fridays
My Fridays always look a little different. Every other week I go to Taylorville. While there I see three different classes, each at a different school. The drive to Taylorville is long so I always make sure to put on a good playlist before leaving. On the weeks that I am not at Taylorville, I observe a session in our clinic. I spend the rest of my day working on finishing assignments before and in between clients. Later in the afternoon, I teach an adapted piano lesson and lead a music therapy session. After doing documentation for my client, I spend any time afterwards finishing my blog post, assignment, and daily journal.
Going Home
Most nights I don’t get home until 6 or 6:30. On a lucky night, I’m out of the office by 5:30. But what do I do with my time? I spend a lot of my time napping. Internship can be a very tiring ordeal. Lately, I have been working on having a work life balance so that I do more than work, eat, and sleep. Recently, I have been catching up on TV shows like Stranger Things, reading webcomics, and knitting (at least attempting).
Every internship is different. It is easy to compare journeys, but just like our uniqueness as individuals, each internship is unique. Every intern needs something different. I, for example, am not equally busy all week due to health issues that affect my energy levels. Because of this, my internship will be longer than my peers from Western or my co-workers who did their own internships at MTC.
As part of my internship, I have weekly assignments, some of which contribute to larger projects like my midterm. For these assignments, I have to write and record songs. While I have written songs for myself and for sessions at WIU, this is my first time recording them. At first glance, it can be really daunting, but like many things, it gets easier with practice.
For these recording projects, I have been using SoundTrap. I have used GarageBand once on my iPad, but recording is much easier on a laptop. GarageBand is the product I hear most about, but since my computer is not an Apple product, I do not have access. Lucky for me, one of my colleagues also doesn’t have an Apple computer and recommended SoundTrap. I am not good with technology, but the process of recording has been super straightforward.
Materials
Of course, you need my laptop to create any of this. You also need a microphone and any instruments you are going to use. Some things you may not have thought of, though, are headphones and a MIDI chord. Headphones will help when you are recording. You need to hear what you are recording over, but you don’t want it playing out loud, so that it can’t be picked up in the recording, plus you can just hear it better over headphones. A midi chord is going to be very helpful when it comes to adding piano. This way, you can plug it into your keyboard, and what you play is directly recorded onto the software. You can also use MIDI to record a baseline, synth, or even a guitar riff.
The Groundwork
I found out early on to start with a big, loud, steady beat. My supervisor, Katey, had suggested starting with a beat, but I thought the metronome was enough. Spoiler alert, it wasn’t. I found out quickly that no matter how steady a beat I thought I had on the guitar, I was wrong. When creating the drum rhythm, it shows you a grid broken down to the sixteenth level of each beat. It also gives you many choices of drums, starting with kick, snare, and highhat. To give myself a steadying pulse, I had the kick drum play on every beat in a measure. I started with this. Nothing fancy, just a pulse that I could blast through my headphones.
The Guitar
The hard part, at least for me, was recording the guitar. I had to have my steady pulse turned way up in my ears to try and keep up with it. I didn’t realize until recording how easy it is to get slightly off beat when playing guitar. It wasn’t noticeable to me until putting a computer-created drum beat, that is never off, alongside it. This part took me quite a lot of time for each song I recorded.
There are multiple ways to do it. You can chunk it. You can find natural stopping points in the song and record up to or from that point. This can change by the song. Some don’t lend themselves to this way as easily. You can try to record the whole song in one take. I did this often, and it was hard. If your song repeats, you can record that section and loop it. Which can be tricky when it comes to lining up with the beat, but it’s not impossible. I have done a mixture of all three. Commonly, I started off trying to record the entire song. If there were mistakes and I didn’t want to rerecord the entire thing, I would split the track and try to record that one spot. After recording, I would change the sound of the amp. There are many choices to choose from. I always chose “clean” so there were fewer effects and sounded more like my guitar. Once I had a guitar track I was happy with, I did not touch it again.
The Next Step
My next step was to record the main vocals. Once your beat and guitar track are set, recording vocals is easier. Like the guitar, you can do a single take or break it into chunks, but it’s easier to chunk vocals since you can pause after each verse or chorus.
The Fun Stuff
After I had my basics, which were all that was required of me, I could just mess around and add what I thought sounded good.
Diversifying The Beat
At this point, the only beat I had was a steady pulse. Now that I recorded the vocals and guitar and can hear it all together, I find it easier to add on to the drum rhythm. Make it more complicated than just a pulse, if I want to. I’m not super knowledgeable when it comes to making drum beats, so I just mess around until I find something I like. There are also pre-done tracks that you can add for anything, not just guitar. I personally use the pattern makers to create my rhythms, but there is a drum kit option too. Like with the guitar, you can change the sound of the drum.
Using The MIDI Keyboard
When I hear the word keyboard when talking about music, I assume piano. While a piano is involved, you can use a MIDI keyboard to create different sounds. On Soundtrap, you can use it for piano, synth, bass, guitar, and even orchestral instruments. You can do it using your computer keyboard, but it is easier to do on an actual keyboard. To do it on a keyboard, you use a MIDI chord. One end plugs into the computer and the other into the keyboard. You can then change it to whatever instrument sound you want. Just like playing piano, you play the pitch you want, and it is recorded. I used this feature to add guitar riffs, bass lines, piano background, and synth.
Last Touches
You are almost done! The last thing I mess with is the balance. On the left side of the screen, it shows you all your tracks. It is easy to adjust the volume and reverb on each track. Once I am happy with how it sounds, I save it multiple times and then download it as an MP3 file. It can be a lot of work, but it is always so cool to hear the final product and know you created it.
The chart topping songs from the past couple months. Will these songs be a part of your reminiscence bump?
After writing my last few blog posts, I started to think about the impact of the music we prefer in our youth and young adulthood. One of the things I remember learning in college is that when you are going to a nursing home and working in memory care, use the music that would have been popular when these clients were teens to their late twenties. It made me wonder if we are attached to music from our adolescence and young adulthood. I know a lot of adults who still listen to the music from the 80’s because they say it was the best music to be made. I also know that musical memory is one of the last things to go, so we use that quite often in our practice. Those two ideas led me to my assumption: we are attached to and prefer music from our adolescence because it’s tied to our identity and memories. I decided to try and find some research literature on this idea.
My reasoning
It is during this time in our lives that we start to form our identities. I think of Junior high, High school, and early adulthood as the time that we figure out who we are, what our values are, our likes and dislikes, our beliefs, how we see the world and others, and our role in relationships and the workforce. So it makes sense that the music that we listen to at that time would be tied to that identity of ourselves that we build. Identity is also influenced by the people we are around, such as our friends and family, as well as our environment.
My other reason for why we may be attached to and prefer music from that time is because of memories. There are so many milestones we go through during that time in our lives, which means there are so many memories of big events and music then tied to those events. A song that played during your first kiss, graduation, or your wedding.
Research on music preferences
I read a research article by Bonneville-Roussy, Rentfrow, Xu, & Potter (2013) that collected data on musical engagement and preferences. For the purpose of this blog, I am going to focus on the preferences data.
Method
In the study 254,825 participants between the ages of 12 and 65 filled out an online questionnaire. Each age had at least 164 participants. Music preferences were assessed by using a test called the STOMP-R or Short Test of Music Preferences. Participants used a 7-point Likert scale to express how much they liked each genre. Another test used was the ten-Item Personality Inventory (TIPI) was used to assess the Big Five domains of personality: openness, conscientiousness, extraversion, agreeableness, and neuroticism.
Music genres were assessed and categorized by MUSIC, the groupings being mellow, unpretentious, sophisticated, intense, and contemporary.
Results
The scores of how much they liked the music genres were then compared to their ages and their results in the Big Five personality domains. Preferences for music categorized as mellow, unpretentious, and sophisticated increased as age increased, while preference for music categorized as intense and contemporary decreased as age increased. There was also a relation between the five domains and the scores. Participants who showed higher levels of openness rated mellow, sophisticated, and intense music genres higher. Those with higher levels of agreeableness rated unpretentious music genres higher. High extraversion led to higher ratings of unpretentious and contemporary music. Lastly, higher conscientiousness led to higher ratings of unpretentious music genres but lower ratings of intense music genres.
What does this mean
The results indicate that our music preferences seem to correlate with our personality, an integral part of our identity. It is also worth noting that categories like mellow and contemporary are most popular during young adulthood, a time of forming close relationships, and unpretentious and sophisticated music is most popular in adulthood when family and career are the focus. This means that our preferences may also be in relation to our stage in life. Our big five domains grow and change as we grow and change. Neuroticism is higher during adolescence, and agreeableness and conscientiousness are low but they don’t necessarily stay that way.
So why do we use music from their youth and young adulthood with memory care patients? The answer is a phenomenon called the reminiscence bump.
Research on music and the reminiscence bump
The reminiscence bump is the “disproportionate recall of memories from between the ages of 10 to 30 years in comparison with other lifetime periods”. We know that music is tied to memory and that music memory is one of the last forms of memory to go. The article by Jakubowski, Eerola, Tillmann, Perrin, & Heine (2020) studied reminiscence bumps in music-related memories.
Methods
There were 470 participants between the ages of 18 to 82. These participants were shown the titles and artists of 111 popular songs that spanned from 1950 to 2015. Popular songs were decided by picking songs that topped the charts during these years. Participants then rated how familiar they were with the song, how much they liked it, and the “degree to which they had autobiographical memories associated with each song”.
Results
The respondents were split into four groups based on their age, with a similar number of participants in each group. All four of the groups showed a reminiscence bump for songs that appeared in the charts when the participants were between the ages of 5 and 14. For 42 to 55-year-olds, that age extended to 19. For participants 56 and up the age extended to 24. When looking at the data, the highest point of the reminiscence bump was between 15 to 19 for the two older groups and 10 to 14 for the younger two groups. The songs rated highest in familiarity were from when the participants were 10 to 19. While most respondents showed higher scores of liking the music from their reminiscence bump, the youngest group showed higher ratings for music of their parents’ reminiscence bump.
Most liked music decade
18-29- 1976-1985
30-41- 1981-1985
42-55- 1976-1985
55+- 1961-1965
What this means
We recall memories from our reminiscence bump better than memories from other points in our lives. This carries over to music too. The music we listen to during those ages is important in recalling memories of that time. Our preferences for music do not always match the popular music of that time.
Take away
I was correct about memory and identity being tied to music, but I was off about our preferences.
We don’t reach the age of thirty and just stop listening to new music. Like everything else in our lives, our preferences continue to grow and change. Just because you listened to scene music when you were a teen does not mean that is the music you listen to for the rest of your life, for better or worse. This isn’t to say that you won’t still enjoy it, but that your brain is not locked into only liking music from when you were fourteen.
Something that surprised me
As for those adults that I know who are still obsessed with 80’s music from their teens, the study showed that people of all ages ranked music from the 70’s and 80’s higher in their liking.
GraceAnne
My sources
Bonneville-Roussy, A., Rentfrow, P. J., Xu, M. K., & Potter, J. (2013). Music through the ages: Trends in musical engagement and preferences from adolescence through middle adulthood. Journal of Personality and Social Psychology, 105(4), 703–717. https://doi.org/10.1037/a0033770
Jakubowski, K., Eerola, T., Tillmann, B., Perrin, F., & Heine, L. (2020). A Cross-Sectional Study of Reminiscence Bumps for Music-Related Memories in Adulthood. Music & Science, 3. https://doi.org/10.1177/2059204320965058 (Original work published 2020)
Lullaby in Ragtime from the 1959 movie The Five Pennies that my grandparents sang to me as a child that holds a lot of meaning to me.
A big part of music therapy is the use of preferred music. As people, our taste in music has a tendency to change across our lives, so I thought as a way for you to get to know me better I would share a playlist, a timeline of sorts, of the music that I have listened to and loved throughout my life up to this point. As you will see my taste in music has been all over the place and I am now a conglomerate of all those genres and music phases I went through.
After making my list I realized that it was far too long to include in one blog post so this week will be part one.
EARLY CHILDHOOD
My earliest memories of music are nursery rhymes and lullabies. My mom used to sing the first two to me and my siblings, especially the second one when we would be driving at night and the mood would be out. The third song is one that is still very special to me. My grandparents would sing this song to my sister and I whenever we were staying over and it was bedtime. There are three parts to this song that all layer over each other. One day I’ll learn the final part.
Rock a bye baby
I see the moon
Lullaby in Ragtime
ELEMENTARY SCHOOL
A lot of the music I consumed as a child was from whatever was on the radio. The radio station most played in the car was WIBI, a Christian radio station. All the singing that I did in front of people happened at church as part of the children’s choir and sometimes as solos. All three of these songs are ones that I either sang in a group or by myself.
I Can Only Imagine – MercyMe
Amazing Grace (My Chains are Gone) – Chris Tomlin
Praise You In This Storm – Casting Crowns
MIDDLE SCHOOL
Disney/Pop
Any music I listened to that wasn’t heard while in the car was from CD’s played on a Boombox. My first CD and prized possession was Hannah Montana. I eventually leveled up to a knock off MP3 player that was bright pink loaded up with random songs my dad pirated off the internet. I sang songs three and five in talent shows.
If We Were A Movie – Hannah Montana
Fly With Me – The Jonas Brothers
Do You Believe in Magic – Aly and AJ
E.T. – Katy Perry
Mean – Taylor Swift
Demi Lovato
This was still at the same time as the previous grouping, but Demi gets their own category because I listened to the Here We Go Album religiously on my MP3 player. I could probably still sing all the words to every song on that album.
Every Time You Lie
World of Chances
U Got Nothing On Me
JUNIOR HIGH
My “country” phase
I struggle to even call it country because I only listened to Carrie Underwood and Miranda Lambert. Mostly I was trying to relate to all the other kids at my school going through their country phase but I also wanted to branch out to music outside of Disney and what my dad downloaded for me.
Before He Cheats – Carrie Underwood
Blown Away – Carrie Underwood
Mama’s Broken Heart – Miranda Lambert
Alt- pop
(At this point we’re getting to music I still listen to)
After my short lived country phase was my “emo” one. It continued on to high school and still has a big chunk of my heart. I didn’t listen to a lot of artists though. I didn’t venture very far past Fall Out Boy. It was also the music that my friends were listening to.
Fall Out Boy
Sugar, We’re Going Down Swinging
My Songs Know What You Did in The Dark
Alone Together
Takeaways
This is just 13 years of music tastes. It is important to realize how as an adolescent our tastes were always changing and growing as we changed, grew, and learned. It’s the same for adolescents now. Variety is always good when bringing music selections to sessions, especially in classrooms. This reminded me to be open and not so stuck in the music that I listen to now most days.
