TME Tuesday: My Teacher Says Blues
This song is pretty easy - typical blues melody with the typical blues background. We use lyric substitution to complete the words. Now that the TME is developed, I can share it with you. Hope that you enjoy this mostly improvised melody and a more developed TME!
Therapeutic Music Experience
My Teacher Says Blues
Mary Jane Landaker, MME, MT-BC
Purpose:
To promote creative thinking; musical skill development; group cohesion; fine
and gross motor development when playing instruments; social interaction;
impulse control
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Motor
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Academic/Cognitive
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Social/Communication
|
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When using instruments, fine and gross motor skill
development. When no instruments are present, body movements can be added
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Lyric completion to express specific topic; Replication of
word pattern to complete the song; telling a story
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Expressive language; making music within group framework;
leadership opportunities; follower opportunities
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Emotional/Behavioral
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Musical
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Other
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Impulse control through waiting to play/sing until cued by
music; expression of emotion about teachers
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Pattern replication; impulse control
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Source:
Original song based on basic blues pattern. © 2002 by Mary Jane Landaker, MME,
MT-BC.
Materials:
None required; OPTIONAL: lyric sheets or strips; instruments for group members
to play; ways to mark note locations on instruments
Environment:
Group members seated or standing within range of therapist’s voice.
Song/Chant/Words:
(I)When I walk
in to class in the morning (C E-flat D C)
I get ready to
start my day (C E-flat D C)
My teacher tells
me to ______ (C E-flat D C)
(I7)But that’s
not what I want her/him to say, (C E-flat D C)
(IV)I wish she’d/he’d
say _______, or ________,
(V7)That would
really make my (I) day!
Flip flop words
to reflect what teachers wish students would say during the day.
Procedure:
R = Reinforcement opportunities; C = Redirection/Cue opportunities; A =
Assessment
1.
C=start
singing the song, filling in lyrics as appropriate to the group members.
2.
C=model
the note pattern on instruments.
3.
C=encourage
group members to use instruments in cued spots during the song.
4.
A=assess
whether group members are responding to the music.
5.
A=assess
entrainment to the external stimulus
6.
A=assess
whether group members complete pattern
7.
R=reinforce
group members who complete patterns and engage. Redirect clients who require
more assistance or intervention to complete tasks.
8.
C=repeat
the song, changing the lyrics to illustrate different perspectives and the
suggestions of group members. If needed, do an improvised section of the TME to
brainstorm things that teachers say and list them for use during the song.
9.
C=encourage
group members to take leadership roles, singing original lyrics and setting
musical elements.
10. A=assess whether group members replicate
patterns as indicated on instruments
11. R=reinforce group members who contribute
according to their roles. Redirect clients who need more intervention.
12. Continue until all group members have had a
turn to be leader or until time runs out during the session.
Therapeutic
Function of Music:
The music provides the framework
for the experience. The lyrics cue expression of emotion and provide
opportunities for expressive language development. The music offers multiple
layers of experience and musical interaction including using set keys on the
piano to play the musical motives or using full chords on instruments.
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Melody
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Pitch
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Rhythm
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Dynamics
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Harmony
|
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Follows pattern of blues improvisation; melody can be expanded
to include improvised melody lines.
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Variable to accommodate client and instrument
requirements.
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Slow shuffle
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Variable to accommodate client preferences
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I, IV, V7
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Form
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Tempo
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Timbre
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Style
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Lyrics
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Blues
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Variable to engage client attention and to promote client
independence
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Variable to accommodate client needs and preferences
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Blues
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Centered around the concept of creative thought; offer creative
expression through changing lyrics
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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.
Adaptations:
·
No instruments – just use lyrics and sing during
extra time during the session.
·
Practice the pattern using the instruments to
set up the format
Extensions:
·
Change the lyrics to reflect what teachers wish
students would say.
·
Adapt lyrics to express additional thoughts and
ideas.
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