TME Tuesday - Peanut Sat...

My internship director, the wonderful Sheryl L. Kelly, RMT-BC, taught me many, many things and one of them was this song! I still use it today, mainly with little kids, but even the big ones seem to like it. We use a sing-song chant to sing the words - mainly minor thirds, you know how it goes. If anyone knows of the original author, please let me know! I'll update my files. Sheryl didn't know the original author either.

Purpose: Sequencing; motor skill development; impulse control; silly song; verbal communication; social interaction

Source: Learned from Sheryl L. Kelly, MT-BC at The Center for Neurodevelopmental Studies, Inc. in Phoenix, Arizona. Original author unknown.

Materials: None

Environment: Group members in location in room where they can see and hear the group leader

Song/Chant/Words:

X         X          X           X

Peanut sat on a railroad track (Patschen)

       X             X

His heart was all a-flutter (pat chest over the heart)

  X                 X             X

Along came a train and smashed him flat (Patschen until word flat – make smash motion one palm hitting other palm)

Chugga, chugga, chugga, chugga, Whoo-Whoo, (Make motions like train wheels and train whistle)

Peanut Butter (Put arms out at sides, palms up)

Procedure: R = Reinforcement opportunities; C = Redirection/Cue opportunities; A = Assessment

1. C= start singing the song, modeling motions while singing.
2. A= assess whether group members engage in any way – by chanting, making movements, or displaying entrainment behaviors such as rocking or bouncing.
3. R= reinforce all engagement behaviors through eye contact or chanted verbal compliments
4. C= repeat song until the group shows signs or symptoms of boredom or time runs out.

Therapeutic Function of Music:

The music provides the framework for the entire experience. The lyrics are silly, increasing the attraction for young group members. The movements include rhythmic patterns as well as sensory stimulation on the chest, legs, and hands. The song is short in duration, offering opportunity for group members to learn the song. The lyrics provide the sequence of events for the appropriate sequence of movements.

Melody	Pitch	Rhythm	Dynamics	Harmony
Step-based	Variable based on pitch preferences of the group members	Duple – pattern alternates between ti-ti and Ta patterns	Variable to engage the attention of the group	None – not accompanied

Form	Tempo	Timbre	Style	Lyrics
Strophic	Variable to engage the attention of the group members	Variable – vocal timbre and body percussion	Children’s song	Repetitive, silly and novel for young group members

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:

• Use body percussion rather than movements to maintain steady beat and encourage entrainment behaviors

Extensions:

• Leave out words and wait for group members to fill them in
• Change the words to make different stories