TME Tuesday: I Don't Want to Live on the Moon
I am a huge fan of Sesame Street and all of the music that the show has produced over the years. Jeff Moss makes music that strikes a chord with me (pun intended) and that is sophisticated enough for adults and accessible to children as well.
One of my favorite songs is I Don't Want to Live on the Moon. It offers me thoughts about imagination and home, family and futures. I love this song, so I have written a therapeutic music experience (TME) for the song that I don't use very often with clients (for some reason). Here's the TME strategy.
(Now that I think about this, I've probably shared this TME before, but I don't care. I love it that much!!)
One of my favorite songs is I Don't Want to Live on the Moon. It offers me thoughts about imagination and home, family and futures. I love this song, so I have written a therapeutic music experience (TME) for the song that I don't use very often with clients (for some reason). Here's the TME strategy.
(Now that I think about this, I've probably shared this TME before, but I don't care. I love it that much!!)
Therapeutic Music Experience
I Don't Want to Live on the Moon
Mary Jane Landaker, MME, MT-BC
Purpose:
To initiate discussion of future plans; to initiate discussion of travel; to
assess animal recognition; impulse control through indication of correct visual
aid at specified time; fine motor control; auditory discrimination; receptive
language skill development
Source:
Music © 1978 by Jeff Moss, Festival Attractions Inc. and Backfin Music Company.
TME and procedure © by Mary Jane Landaker, MME, MT-BC. Video of Ernie singing
available at: http://www.youtube.com/watch?v=oeNO56xNlZo
Materials:
OPTIONAL: recording of song; accompanying instrument; visual aids: moon, rocket
ship, fish, dinosaur, lion, jungle foliage, house.
Environment:
Group members in place where they can easily hear and see the therapist.
Song/Chant/Words: See http://www.youtube.com/watch?v=oeNO56xNlZo
for example of song on video presentation
Procedure:
R = Reinforcement opportunities; C = Redirection/Cue opportunities; A =
Assessment
1.
Pass out
pictures to group members
2.
C=start
playing and singing the song
3.
A=assess
whether group members are singing the song or watching the therapist
4.
R=reinforce
group members who display desired behaviors. Redirect the attention of group
members who are not displaying desired behaviors of singing the song and/or
watching the therapist
5.
C=ask
group members to talk about where they would like to visit in the future.
6.
R=reinforce
group members who display desired behaviors. Redirect the attention of group
members who are not displaying desired behaviors of answering the questions
7.
C=ask
group members if there is someplace that they consider home
8.
R=reinforce
group members who display desired behaviors. Redirect the attention of group
members who are not displaying desired behaviors of describing home
9.
C=encourage
and develop discussion as appropriate for group members and session time
10. C=sing song again
11. C=model raising a picture that corresponds to
lyrics being sung
12. A=assess whether group members mimic the
model and raise their own pictures as indicated by the song
13. R=reinforce group members who raise their
pictures when indicated in the song. Redirect group members who do not complete
the task
14. Repeat steps 2-13 as indicated by
participation of group members. Repeat until group members start to show s/s of
boredom or time runs out.
Therapeutic
Function of Music:
The song, I Don’t Want to Live on the Moon, offers a musical discussion about
visiting a novel location but still wanting to be around the people who love
us. The music is arranged in AABA format, offering a predictable format. If
using live music, several elements of the music can be altered to accommodate
the needs and preferences of clients. The harmonic pattern is more sophisticated
than many children’s songs, extending the range of the song from early
childhood into the late elementary years.
Melody
|
Pitch
|
Rhythm
|
Dynamics
|
Harmony
|
Scalar, repetitive
|
If presented live, can be changed to accommodate clients’
preferred ranges
|
Syncopation
|
If presented live, can be changed to engage group members’
attention and participation
|
Major with minor keys
|
Form
|
Tempo
|
Timbre
|
Style
|
Lyrics
|
AABA
|
If presented live, can be changed to accommodate clients’
preferred tempi
|
If presented live, can be changed to accommodate clients’
preferred sounds and timbres
|
Children’s Song
|
Can be varied if needed to engage group members’ attention
and participation – create novelty
|
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:
·
Provide each group member with a full set of
pictures to correspond to the lyrics of the song
·
Provide hand-over-hand assistance for group
members who are unable to complete the task independently
·
Use task analysis protocol developed for persons
with intellectual disabilities to encourage discussion – may be a
multiple-session process
Extensions:
- Scatter pictures around the room and lead group members through a “journey” using the song lyrics to direct the group around the room
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