Preparing for the Board Certification Exam

Hello again everyone! Did you think you saw the last of me? Well, surprise! I’m back! As my internship has come to a close, I’m adjusting to my new professional life and preparing to take the Board Certification Exam for Music Therapists. 

As I gather materials and refresh on all I have learned throughout my music therapy education, I am realizing that I learned A LOT in four and a half short years. It has honestly been pretty daunting thinking about everything I need to study or refresh on (I’m looking at you music theory). 

Yes, there is a lot of material to cover, but it’s important to remember that you learned all of it at one point. Plus, much of it has been applied in numerous real-life situations throughout college practicums and internship. Now it’s just a matter of getting it back fresh in your head. Here is how I’ve been preparing for the exam:

The New Music Therapist’s Handbook by Suzanne B. Hanser

I remember reading this book my freshman year of college. It is full of so much information, and breaks it down into chapters that are similar to the CBMT Domains. I re-read the whole book, but if there is a certain section you are specifically concerned about, I would recommend reading its corresponding chapter in the book. This book is a great refresher on the individual components of music therapy fieldwork.

Flashcards

I have made lots of flashcards for this exam. Most of them include definitions that may appear in the questions on the exam. As I create and study these flashcards, I need to keep reminding myself to set aside what I already know well, and focus on the ones that need a little more work. It will make the process of studying seem a lot easier.

While studying the flashcards, I also think about how the information may be asked on the exam. I ask myself questions like: What aspects of the term on each flashcard set it apart from others? What makes this specifically unique? How should I respond if this happened during a session? 

Take Advantage of the Practice Exams

CBMT offers two practice exams to help you prepare. I took one after reading the Hanser book but before making flashcards and studying further. I did this to see where I was and how I was doing so far. This helped me pinpoint what I really needed to study and focus on. I plan to take the second practice exam closer to my actual test date. 

This is what I am currently doing to prepare myself for the Board Certification Exam for Music Therapists. Everyone will have different study techniques, but this is what is working for me right now. If you would like to read some more tips, check out Molly Robitaille’s blog post about her strategies for conquering the exam!

As I continue to prepare, I would love to hear what has worked for you while studying for this exam. Please let me know in the comments!

Thanks for reading!

Emma Kovachevich

Intern’s Corner – Week 24

Hello! I hope everyone had a spooky Halloween! It was lots of fun at MTC!

Halloween was definitely interesting this year because it snowed here in Springfield! I had some sessions at a daycare center that morning, and the kiddos were saying “It’s almost Christmas!” as they were so excited to see the snow. It brightened my morning to see their joy, as I myself was not too thrilled about the weather.

The children’s joy for Christmas made me realize that the big holiday season is right around the corner! I wanted to share some of my favorite songs to use during this wonderful time of the year! 

Halloween (Maybe you can use these ideas next year!)

  • Lollipop, Lollipop“: Rachel Rambach created this adaptation of the well known song. We play the lollipop drums and work on following directions and motor skills. This is a great intervention for both kids and adults.
  • Halloween Stew” by Rachel Rambach: This song is a great way to work on the alphabet! We create a stew together, but all of our ingredients have to start with the same letter.
  • Thriller” by Michael Jackson: This is a fun one to get up and dance to, let some energy out, and work on motor skills!

Thanksgiving

  • The Colors of Thanksgiving” by Rachel Rambach: This song talks about all the delicious food we get to eat at Thanksgiving while also identifying colors.
  • Humble and Kind” by Tim McGraw: The main theme of this song is to take time out of your day to be humble and kind. Be thankful for all that is around you and don’t take anything for granted.
  • Thankful” by Josh Groban: I hear this song a lot around Christmas time, but you can simply tell by the name that it’s also appropriate for Thanksgiving.

Christmas

  • My Favorite Things” from The Sound of Music: This song is not specifically a Christmas song, but it tends to be lumped in with other Christmas music. This is a great way to discuss coping skills. Rewrite the song with your client’s favorite things!
  • Jingle Bells“: This is always a favorite! Hand out those jingle bells and create group cohesion! You could also work on motor skills, following directions, and social skills.
  • “The 12 Days of Christmas”: A fun song to work on sequencing and counting skills!

I am so ready to jam out to Christmas music, but I’m making myself wait until after Thanksgiving. Planning for sessions doesn’t count though, right? :)

I hope some of these song ideas are helpful! Thanks for reading and have a great week!

Emma Kovachevich

Conquering the CBMT Exam

Hi again! I want to share something I’m very proud of: this summer, I successfully passed the CBMT exam and officially became a board-certified music therapist!

For those of you who are not familiar with the exam, it’s a three-hour test consisting of 150 multiple choice questions. 130 of those are scored, and you must get 95 or more correct to pass. Upon passing, you are able to use the MT-BC title, standing for Music Therapist Board-Certified. It can be very stressful!

For this blog post, I’m sharing some of the unique study tips that really helped me conquer this exam.

Confession: I’ve always had bad test anxiety. Tests have always scared me and this test was absolutely no exception. Since so much was depending on me passing this, I knew I needed to conquer this test anxiety and develop some unique study habits.

  • The first and most impactful thing I did was see a counselor in my area who specializes in test anxiety. She really changed my mindset going into the exam and even though I only had two visits, I really owe so much of my success to her!
  • Next, I broke down all the info I wanted to brush up on down into flash cards. I meticulously color coded these, using colored flash cards and coordinating colored pens. I gathered the information from the New Music Therapist’s Handbook by Susan Hanser as well as several websites and journal articles, depending on what I needed to study. This all seems like pretty common study stuff, but wait…
  • I recorded myself repeating the flash cards and ‘teaching’ myself this information. I did about one recording a day, and listened to them whenever I could- on my commute, when out for a walk, while cooking dinner, anytime I had some free time.
  • Then, I transcribed these recordings into a notebook. Hearing myself and writing it down incorporated different learning styles and helped me to solidify this information.
  • Almost every night, I called my mom and ‘taught’ her what I had reviewed that day. Since she isn’t a music therapist this was all new information for her, and she asked questions that helped me solidify the information even better.
  • I made sure that I stopped making new flash cards about a week and a half before the exam. For the rest of the time I focused on listening to recordings, transcribing, and really getting that information down in my brain.

If you are taking the CBMT exam soon, I hope some of these study tips can help you. If you aren’t taking it soon, I hope these tips can at least help you for other exams in your life, no matter how big because these strategies can be applied to so many other subjects and situations.

To all MT students and interns: I wish you nothing but the best of luck! This exam is absolutely passable, so please don’t get discouraged. You know this information- it’s just a matter of refreshing it.

As always, please feel free to reach out with any comments, concerns, or questions. I look forward to hearing from you!

Molly Robitaille, MT-BC

Integrating Technology Into Music Therapy Sessions

Hi again! I’m back to talk about the modern marvel of technology. It’s pretty amazing, and can be adapted and used in so many ways within music therapy sessions.

  • GarageBand. This one almost goes without saying. From recording songs for clients to giving them the opportunity to write their own music from scratch, this is an amazing resource for music therapists to have in their technology toolkit.
  • Music games. There are so many wonderful music games available that can help accomplish a variety of goals. Anything from rapport building to fine motor skills can be addressed through interactive music games. Some of my favorites available for iPads include Incredibox, Sound Forest, Piano Tiles, Auto Rap, and Ditty.
  • Organizing repertoire. I almost never rely on physical copies of music anymore. I have everything scanned in to meticulously organized Google Drive folders that I can easily pull up or access in a session, even without WiFi. I also use Guitar Tabs, which has lyrics, tablature, and chords for almost every song under the sun! I don’t have to worry about carrying around binders full of music or forgetting something at home. I can also look up client requested music in an instant.
  • Google Drive. I use Google Drive for EVERYTHING from tracking client and student attendance to documentation to organizing music as mentioned above to coordinating schedules and plans for the week with my colleagues. It’s easy to organize things and access from multiple devices — all password and fingerprint protected, of course.

This is just a small sampling of how I use technology in everyday sessions. Of course there are many other technology resources available for music therapists, but I find these ones to be the most accessible and successful for me.

As always, thank you for reading and have a great day!

~Molly

Winter and All of its Woes: Keeping Children Engaged for a Productive Session

Keeping Children Engaged in the Winter

I don’t know about you, but all of my students are reaching a full-on, stir-crazy, please-just-give-me-some-space-to-run state. And I am right there with them.

It has been cold and dreary for months, and most little ones come into music excited to have time to play, explore, try new things, and dance. But our clients have so much pent up energy that they can’t be expected to contain themselves.

So, in an effort to recognize and empathize with those feelings, I have come up with a few ways to engage my clients under 6 in complex ways to increase positive behavior and self-expression…and I am ready to share them with you!

1. The Hallway Song – I have been using a hallway song for many years. It is short, repetitious, and helps my students to get from their classrooms to our music room successfully. Unfortunately, this time of year they start to get excited and turn into runners. These two-year-olds may be adorable, but as you well know they are very, very, fast!

In an effort to engage them significantly more, I have started using a movement song instead to get us back to class. I use “Sounds in the Woods” by Katey Kamerad. This song instructs us to walk, hop, gallop, and flap our wings like birds in the woods. This gross motor movement is a huge help in keeping my students on task through our hallway walk!

2. Use Behavior Mantras – At one facility I serve, I have heard teachers say the phrase “Walking feet, quiet mouths.” It is short, sweet, and right to the point. I use this mantra as a reminder to my students any time we stand, walk, or dance.

And what’s best is that the children already know it! So all I have to say is “In the hallway we have…” and they say “walking feet and quiet mouths” with pride beaming from their faces!

3. Movement is Your Greatest Asset – A few weeks ago, my preschool group was so excited that I could barely get all of them to follow directions at the same time. They were jumping and grabbing each other, which was bound to end in disaster. In an effort to give them what they desperately needed, we danced. We danced with minimal directives for 30 minutes. Our only rules were to keep our hands to ourselves, no screaming, and keep dancing! They loved it!

After thirty minutes we did a song with specific directions (i.e. put the beanbag on your head, etc.) and then moved into some yoga and stretching. At the end of this session, all 6 children quietly walked out to parents and told them about the fun they had. I threw out my original session plan, but everyone walked away happy and that is what really matters.

Hopefully some of my coping skills for this lingering gloomy weather will be helpful for you. I wish you all the best as we await the summer sun!

Go-To Drumming Applications for All Ages

Drumming for all ages

One of the most surprising things I’ve learned about myself coming out of internship is that I love drumming interventions! With a little bit of practice playing a consistent steady beat and embracing improvisation, drumming with clients of all ages and who have a variety of needs can be extremely effective and versatile when it comes to addressing goals related to:

  • Emotional wellness
  • Physical motor skills
  • Expressive communication
  • Cognitive skills
  • Academic skills

I’m excited to share how I’ve used drumming in the past to meet the needs listed above, and to encourage those who may not feel comfortable with rhythm or drums that rhythmic competence is not the ultimate goal. Rather, the goal is to create opportunities for your client to maximally participate and engage through the structure of a steady beat and through tactile and auditory feedback.

Drumming for Emotional Wellness

Improvising a drum solo or using call and response activity can be effective in validating a client’s emotional state, or when used as a creative outlet, it can assist the client in coping with certain emotions.  

Drumming for all ages

Physical Motor Skills

A steady beat primes muscles to coordinate and move at consistent times and for greater durations. Drumming (and placement of the drum) can encourage muscle movement and coordination for clients with physical needs.

Expressive Communication

Improvising a drum solo or call and response activity can be a great way for nonverbal communicators to express a dialogue with a therapist or convey a musical message.  

Cognitive Skills

Drumming allows the incorporation of memory and sequencing skills through call and response activities.

Academic Skills

Drums can come in different shapes and colors, which can assist with learning pre-academic concepts. Also, drumming and counting can go hand in hand, which is another important skill for early childhood learners.  

Drumming for all ages

These are some of my go-to drumming applications that can be adapted for individuals of all ages and needs. Regardless of whether you’re rhythmically challenged or not, I hope that you find ways to add drums into your sessions!

If you want to share how you’ve used drumming in your sessions, leave a comment below, and if you want to learn more about music therapy, check out MTC’s services!