TME Tuesday: Everyday Piggyback Song - Work
Enjoy!!
Therapeutic Music Experience
Every Day
Mary Jane Landaker, MME, MT-BC
Purpose:
To reinforce importance of schoolwork and learning; to provide positive
behavior support to clients who need reminders; reminder of consequences;
musical filler to continue to maintain neurological stimulation
Source: Words and music for song, Everyday,
as sung by Buddy Holly and the Crickets. Music written by Buddy Holly and
Norman Petty, 1957. TME procedure and piggyback lyrics © 2014 by Mary
Jane Landaker
Materials:
None required; OPTIONAL: lyric sheets, lyric strips, or book; accompanying
instrument
Environment:
Group members within hearing distance of singer
Song/Chant/Words:
Every day, there’ll be time where I
have work to do. It might not be something that I know about now, If I start
right off, I’ll finish my work real soon.
Every day, I’m going to have work
to do. It won’t go away, ‘cause it’s important learning. It might be math,
reading, or science today.
BRIDGE: If I sit down and get
started with my work, I might have free time later. If I don’t do my work, I
will still have to do it later.
So, if I start to whine or ask to
take a break, my work will be here when I get back. It doesn’t go away, and the
work will always wait!
Procedure:
R = Reinforcement opportunities; C = Redirection/Cue opportunities; A =
Assessment
1.
C=start singing
the song, using accompanying instrument or body percussion to root the music
into a tempo.
2.
A=assess
whether group members are attending to the music – look for entrainment signs,
eye contact, singing along to the music.
3.
R=reinforce
group members for attending through nonverbal means to ensure that the music
continues.
4.
R=if necessary,
redirect group members through changing the lyrics to include names
5.
If using
visual, display visuals as leader is singing. Attempt to get group members to
use the visuals rather than just watching.
Therapeutic
Function of Music:
The music formats important
information and offers it in a way where some group members will listen and
process. The song itself is centered around an academic/school concept and
skill – it does not require any instruments or materials, but all of those
things can be added to increase client attention and participation.
The music is generally familiar in
style to most persons who live in the United States. The format is a typical
rock and roll song of the 1950’s and elements of music can be adjusted to fit
client preferences for tempo, timbre, lyrics, and rhythmic figures.
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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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7 note patterns; repetitive melody
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Variable to accommodate client preferences and needs.
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Syncopation throughout
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Variable to accommodate client preferences and needs.
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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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AABA
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Variable to accommodate client preferences and needs.
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Variable to accommodate client preferences and needs.
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1950’s rock and roll
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Piggyback version – can be changed to accommodate specific
client needs and practices
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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:
·
Make a recording and design a book for use
outside of the music therapy session. Start the process of learning the song
within the music therapy session and then introduce it to students within the
learning environment to generalize the idea and the skill for their educational
benefit
Extensions:
- Ask group members to write new verses for the song that reflect their own thoughts about working on school work (or in their jobs).
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