TME Tuesday: Lummi Stick
One of the things that I like to do is to use things that I learned a long time ago and then discover the therapeutic benefit contained within. This is a hold-over from being raised by an Occupational Therapist. My sister gets a bit disgruntled every once in a while when she realizes that most of the "fun" we had growing up actually had a therapeutic motivation. Then she laughs and uses the same "fun" things with her second graders.
Lummi stick play is something that we learned in Girl Scouts, and the idea has so many therapeutic elements that it is a natural for a therapeutic music experience (TME). Don't let the fact that it is labeled a "traditional children's game" fool you. You can use these stick patterns and this TME with many different people (with some adaptations, of course. Use your music therapy-trained brain to come up with tweaks that will make this work for your clients). Enjoy!!
By the way, if you are interested, we have a quarterly newsletter that includes TMEs, a calendar of upcoming events, and product spotlights. You can sign up on the website.
1. https://en.wikipedia.org/wiki/Lummi_stick
2. http://www.gsvsc.org/wp-content/uploads/2012/04/lummi_sticks.pdf
3. https://www.schooltube.com/video/45bb8ce07a464fed9616/Lummi%20Stick%20Beat!
Lummi stick play is something that we learned in Girl Scouts, and the idea has so many therapeutic elements that it is a natural for a therapeutic music experience (TME). Don't let the fact that it is labeled a "traditional children's game" fool you. You can use these stick patterns and this TME with many different people (with some adaptations, of course. Use your music therapy-trained brain to come up with tweaks that will make this work for your clients). Enjoy!!
By the way, if you are interested, we have a quarterly newsletter that includes TMEs, a calendar of upcoming events, and product spotlights. You can sign up on the website.
Lummi Sticks
Mary Jane Landaker, MME, MT-BC
Therapeutic Music Experience
Purpose:
To encourage social interaction; fine motor skill development; upper extremity
gross motor skill development; spatial relationships; entrainment to external
beat; sequencing; sustained attention to task; patterning
Source:
Traditional children’s game. TME development © 2015 by Mary Jane Landaker, MME,
MT-BC
Additional Sources:
1. https://en.wikipedia.org/wiki/Lummi_stick
2. http://www.gsvsc.org/wp-content/uploads/2012/04/lummi_sticks.pdf
3. https://www.schooltube.com/video/45bb8ce07a464fed9616/Lummi%20Stick%20Beat!
Materials:
A pair of lummi or rhythm sticks per group member; music either live or
recorded – must have steady beat; OPTIONAL: visual aids as prompt for patterns
Environment:
Group members must have space to participate with a partner without touching
other group members
Song/Chant/Words: Variable – may
start with just a beat, but may also use other music to encourage movements and
patterns.
Procedure:
R = Reinforcement opportunities; C = Redirection/Cue opportunities; A =
Assessment
1.
C= start
beat source.
2.
A=
assess whether group members respond to the beat in any manner – tapping,
clapping, head movements, etc.
3.
R=
reinforce all beat responses.
4.
C= pass
out lummi sticks to group members.
5.
A=
assess what group members do with the lummi sticks – are they clicking them?
Rubbing them? Playing with the beat?
6.
R=
reinforce all desired rhythmic behaviors.
7.
C=
demonstrate the initial pattern of “tap down, tap together.”
8.
A=
assess whether group members can complete pattern, meet at midline, and repeat
the pattern to the beat.
9.
R=
reinforce group members who are able to complete desired movements, and
redirect group members who need additional assistance.
10.
C=
continue to practice lummi stick movements (from http://www.gsvsc.org/wp-content/uploads/2012/04/lummi_sticks.pdf)
a.
Flip
b.
Tap
front
c.
Tap Side
d.
Tap
Cross
11. A= assess whether group members can complete
basic individual movements. Continue to practice until group members can
complete most of the basic individual movements.
12. R= reinforce all attempts to complete basic
individual movements.
13. C= ask group members to make a pattern of
basic individual movements (e.g., tap cross, tap cross, tap together, tap
front).
14. A= assess whether group members are able to
complete pattern development
15. R= reinforce all group members who engage in
the process.
16. C= direct group members to complete pattern
generated by group.
17. A= assess whether group members are able to
complete the pattern, entrain to the external beat, and repeat the pattern.
18. R= reinforce all efforts to complete the
pattern.
19. C= once group members can complete all of the
basic individual movements, direct group members to find a partner.
20. A= assess whether group members can find a
partner.
21. C= start practicing the basic partner
movements:
a.
Toss
left
b.
Toss
right
22. A= assess whether group members can
coordinate movements with partners. Assess whether group members can complete
release, toss, catch pattern to successfully complete movements.
23. R= reinforce all group members who complete
patterns. Reinforce group members who attempt the patterns appropriately.
24. C= ask group members to make a pattern of
basic movements (e.g., tap cross, toss left, tap together, toss right).
25. A= assess whether group members are able to
complete pattern development
26. R= reinforce all group members who engage in
the process.
27. C= direct group members to complete pattern
generated by group.
28. A= assess whether group members are able to
complete the pattern, entrain to the external beat, and repeat the pattern.
29. R= reinforce all efforts to complete the
pattern.
30. Repeat steps 24-29 as appropriate for group
attention and participation.
Therapeutic
Function of Music:
Music provides the foundation for
the patterns. A steady beat offers predictability and opportunities for
entrainment to allow persons with motor coordination difficulties with set
patterns to coordinate movements.
Adaptations:
- Only use two movements from the basic individual movement list.
- Set up simple patterns to work on entrainment to an external beat.
Extensions:
- Increase speed of patterns.
- Increase complexity of patterns to encourage memory recall and sequencing patterns.
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