TME Tuesday - Return to What Works for Me

Here I sit - again - staring at a blinking cursor on my computer screen as I scramble for something to write about. You know what? I am just going to go back to what I know the best - talking about writing therapeutic music experiences (TMEs and my selection for what to call what I do with my clients during sessions) and making sure that others can replicate those TMEs with their clients.

So, TME Tuesday is returning - at least for today. I will try to make this a thing, but my brain is not tracking themes for writing very well at the moment. (It is now on a super-sticky post-it note on my monitor - that usually helps - super-sticky post-its are a wonderful invention for my brain and organizational needs!) 

It has been some time since I created something completely new, from scratch, and then written it down so I could replicate it.

I tend to engage in lots of improvisation in my work, but those songs just evaporate when I try to write them down. As such, I have to write things down as they are happening, and that just doesn't happen when I am facilitating sessions. So, many of my songs are "in the moment" rather than replicated. This has happened to me so often over the years that I expect that I will not remember anything 10 minutes after finishing the song.

If I want to use songs again, I have to write them down, and not just in music notation either. I have to write out the entire TME format for these songs to become part of my therapeutic repertoire.

Now, this is the TME development format that works for me. It might not work for you in your music therapy practice, but I think that the process of thinking your musicking through can strengthen any music therapist's advocacy and implementation with clients. It is important to realize that our music is our therapeutic medium and tool, so we have to understand how we are manipulating it in order to command it.

Today's TME is one from the past. I hope you enjoy the format and the TME itself. If you would like the sheet music, send me a message or leave a comment.

How Do I Get There From Here?

Therapeutic Music Experience

Mary Jane Landaker, MME, MT-BC

Purpose: To increase awareness of world geography in a personal context; to discuss modes of transportation; to develop executive function through problem-solving; social interaction

Source: Original song. © 2015 by Mary Jane Landaker, MME, MT-BC.

Materials: Globe or map that indicates group location; OPTIONAL: preselected destinations displayed in way group members can interpret; accompanying instrument

Environment: Group members need to be close enough to see any visual aids used during the TME.

 Song/Chant/Words:

I                V7                  I                                            V7                  I

How do I get there from here, from here?  How do I get there from here?

                                    IV         I                         V7

I could walk, then go drive, or I could al-ways fly.

           I                   V7                   I

That's how I could get there from here.


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

1.      C=display the globe or map and indicate where you are you currently located.

2.      A=assess whether group members are attending to the discussion.

3.      C=ask group members to name their current location.

4.      A=assess whether group members are able to identify their location – can they identify the street, the city, the state, the country?

5.      R=reinforce all responses and redirect those that require assistance to identify their location.

6.      C=ask group members to select a destination – use either verbal interaction, point to a place on the globe/map; choose a preselected destination card.

7.      A=assess whether group members are able to choose a new location.

8.      R=reinforce all responses offered by group members.

9.      C=start to sing the song.

10.  A=assess whether group members are actively engaged through displaying attention behaviors (eye contact, singing along, moving in rhythm to the music).

11.  R=reinforce all group members for participating.

12.  C=offer opportunities for group members to indicate different modes of transportation to complete the underlined words in the song above.

Therapeutic Function of Music:

The music contains questions to spur cognitive processing and executive function. The lyrics direct clients to indicate travel options. The pattern of syncopated beats provides novelty and engages the attention of clients. 

Melody

Pitch

Rhythm

Dynamics

Harmony

Primarily scalar with some triad skips

Tessitura – 6 notes; Variable based on clients’ needs and preferences

4/4 pattern with syncopation

Variable based on clients’ needs and preferences

Major: I, IV, V7

 

Form

Tempo

Timbre

Style

Lyrics

Strophic

Variable based on clients’ needs and preferences

Variable based on clients’ needs and preferences

Variable based on clients’ needs and preferences

Prompting responses; Can be varied to incorporate different destinations or concepts

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:

·         Change locations/destinations to those relevant to client’s life. Change the map to indicate specific locations

 Extensions:

·         Incorporate Here Are Some Facts About… TME once group members have indicated destination.

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