TME Tuesday: Boom-Chick-a-Boom!
I am a Girl Scout (I am also a Boy Scout, but that has little to no relevance to this post, so I'm not going to talk any more about that...), and I went to camp almost every summer between 4th and 12th grades. I was a camper, a camp aide, a counselor-in-training, and a counselor. I even ran a camp or two before I graduated from high school. If it was camp, I did it! I was at sports (ha-ha) camp, fine arts camp, horse camp, overnight camp, day camp, and every type of camp that my council offered. If I could find a job where I could be at camp all the time, I would quit my full-time music therapy pursuits, and I would GO TO CAMP forever!
After all that, the reason I am waxing rhapsodical about camp is that I have selected a song I learned at camp for today's TME Tuesday.
Therapeutic Music Experience
Boom-Chick-a-Boom
Mary Jane Landaker, MME, MT-BC
Purpose:
To address impulse control through verbal sequencing skill development; to
maintain a steady beat (entrainment); to increase coordination of verbal and
gross motor skills' social interaction; dramatic skill development; receptive and expressive language skill development; vocal exploration; active listening
Source:
Learned at Girl Scout Camp, Southern California, during the 1980’s. Procedure
and therapeutic elements of music © 2012 by Mary Jane Landaker, MME, MT-BC
Materials:
None
Environment:
Group members within earshot of group leader
Song/Chant/Words:
Start with a
steady beat maintained on the lap or with instruments
X X
I said a boom
chicka boom (echo)
X X
I said a boom
chicka boom (echo)
X X X X
I said a boom
chicka rahka chicka rahka chicka boom (echo)
X
Un-hunh (echo)
X
Oh yeah (echo)
X
One more time
(echo)
(Demonstrate the
next suggestion through using voice) LOUDER!
SUGGESTION:
louder, quieter, football player style, robot, baby, motorboat, race car driver,
underwater, old lady, opera, animal sounds, others as demonstrated by group
members
Procedure:
R = Reinforcement opportunities; C = Redirection/Cue opportunities; A =
Assessment
- C= Establish a steady beat using either instruments or laps.
- R= reinforce efforts of all group members at maintaining the steady beat
- C= Once beat is established, explain the echo response desired – “I sing, you sing”
- C= Start song
- R= Reinforce all appropriate responses through eye contact, chanted specific reinforcements, and/or offering opportunities to choose the next verse format
- C = Repeat steps 1-5 using different suggestions for voices
- C= Run through all of the suggestions until clients appear to be finished with the exercise
Therapeutic
Function of Music: The chant
provides structure to assist in organizing responses within a predictable
format. The lyrics are engaging, often leading to increased participation due
to the repetitive nature of the words. The repetitive words allow for changes
in presentation to become highlighted, increasing novelty and allowing for
increased duration of attention and participation.
|
Melody
|
Pitch
|
Rhythm
|
Dynamics
|
Harmony
|
|
Implied in the chant
|
Change vocal pitch to attain attention of group members
|
Steady macrobeat and microbeat formats to encourage
entrainment and group participation
|
Variable to maintain attention of group members
|
None
|
|
Form
|
Tempo
|
Timbre
|
Style
|
Lyrics
|
|
Echo – Call and response
|
Variable to encourage entrainment and group participation
|
Vocal and body percussion
|
Call and Response
|
Repetitive to encourage group member participation
|
Chart adapted
from Hanson-Abromeit, D. (2010). A Closer
Look at the Therapeutic Function of Music. Presentation at 2010 American
Music Therapy Association National Conference: Cleveland, OH.
(I'm asking because I can't get mine to actually copy the way I want them to - I've got plenty, believe me!!)
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