Music Moves

Perspectives & Insights from a Local Music Therapist

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Posts Tagged ‘Abuse’

There’s been a lot going on in the schools I serve lately – we’re hurtling towards the end of the academic year at the speed of light, it seems, and my kids at the ND School for the Blind and the ND School for the Deaf can’t seem to wait for summer to arrive!  It’s at times like these that my job focus starts to shift somewhat from the cognitive to the behavioral and emotional needs of my clients: change is coming, and that can be hard for anyone, with or without a disability.  So, each session begins with recapping how many sessions we have until there’s “No more Music Therapy” until next year.  “Three sessions left…two sessions left…one session left…See you next year!”

This, of course, is not the case for my residential clients.  On my caseload currently are 3 placements where I see clients only in their homes, not at school or anywhere else in the community.  These individuals are mostly adults with developmental disabilities, though one of my placements is an adolescent treatment facility where the clients live and go to school in the same building.  My role at those kinds of placements continues year round, so my focus is different than the schools I see, or places where young children are being prepared for school.  Where my school placements are focusing on academic concepts like colors, numbers, and letters, my residential facilities are geared more towards occupational skills that you use for daily life, like planning and sequencing, establishing and maintaining interpersonal relationships, and dealing with loss and other emotional disturbances.  When I come into my clients homes in environments like those I serve, I bring drums and my Ipad mostly, sometimes my guitar.  We spend some time listening to other music and talking about what it means (or could mean, some songs are more abstract than others – makes for good discussion!) or we just talk about what we like about it.  “Strengthening Emotional Vocabulary” is actually a goal at one of my placements – just learning new words for how to describe something is a valuable skill so you can learn how to speak appropriately and succinctly.  After we do a bit of listening, we engage in playing activities that require teamwork, like passing an instrument, or something more abstract like passing a beat (“you play, then I play” type of stuff).  It’s a lot like the community drum circles I lead – music making for stress relief and recreation.  We’ve talked here before about the importance of self-care.  Unstable mental health can so quickly become unstable physical health, and some of us need more support than others to make sure we’re taking care of ourselves!  That’s what I see as my primary role at the residential facilities I serve: a guide to self-care for my clients.

Some of the clients I see in their homes are so medically fragile that it may not seem like they’re doing much “caring” for themselves.  I’ve occasionally had people ask me where the “making” of music is happening with someone who, physically or otherwise, is incapable of grasping an instrument or making a sound. “Quality of Life” is a term you hear a lot used in many medical settings, and it’s a term I use heavily when I’m documenting sessions with my clients who have Severe Disabilities.  To me, someone who has a good Quality of Life is able to live as independently as their abilities allow them, and able to connect and share in day to day activities with people they care about and who care about them.   Sure, they may not strum the guitar without assistance or sing the words to every song with me, but when you commit yourself to getting to know someone through frequent time spent together, you notice the little ways they tell you what they want – a blink, a change in their breathing pattern, even an increase in salivation can mean “I’m paying attention, and I want more!”  – and for me, being able to help someone interact with another person on whatever  level works for them is not only magical, but meaningful and crucial to them having the best Quality of Life that they can.  I welcome the experience of working with an individual for whom I might have to look a little deeper for clues into what they like and don’t like – it’s well worth the effort to get to know another human being on this earth!

Next week we wrap up this little series with a look at Music Therapy with Community Centers, specifically my work with the LISTEN Drop-In Center and their free Family Music Group, which I’m off to right now!  Then I’m rehearsing with the ladies of the Lovely Dozen and 12 Houses Bellydance for our stage show this weekend – sure to be a rockin’ end to our first full week in May!  Before you know it, Summer will be here!

Hello all!  Earlier this week I mentioned that I’d be taking part in a blog challenge put out by one of our affiliate sites, Music Sparks.  The theme?  Blue.  So simple and yet so complex at the same time, much like the musical style that comes to mind.  Most easily recognized in 12 bar “AAB” form, Blues as we know them best today are both a music form and a genre, derived from distinct chordal structures, tonal patterns, and subject matter of old African American Music.  The Blues are direct, the Blues are emotional, but above all, the Blues are accessible.  They’re easy on the ears (for the most part) and their lyrics have staying power – people across generational and cultural divides can all relate to Blues lyrics.  That’s why I like to use the Blues as springboards for working with my Adolescent clients.

Adolescents and Music often go hand and hand, whether we’re consistently aware of it or not.  Listening to, playing and writing music can often be a sanctuary for teens – it allows them to process all of their feelings about school, their peers, and their families with all of their emotions, through tempo, pitch and sheer decibel level (gotta feel that bass!).  So it’s not too surprising that when I ask students about their favorite kinds of music that I often get more personal information from them than I would have gotten just asking about their home life directly.  Who and what they listen to speaks volumes (literally!) – These kids have a lot to say, and Music can help them say it!  The challenge is reigning all that projection in.  Without the proper supports I find teenagers can be a bit like that X-men First Class character, Havoc: all power and no focus.  It can come across as chaotic and get written off as unproductive when the potential for so much more is there.  So, I use the Blues to help students isolate their ideas and work on developing them more effectively.  Here are a few elements of the Blues that I use to do that:

Lyrical Form (for our purposes, “AAB”):  Before we even look at chords or melody, I ask students to come up with a single phrase based on a question like “What’s bothering you today?” or “How do you feel about ______ ?”  I ask that they keep it short, even limiting them to a specific number of syllables if necessary.  We write that phrase down once, then again on the separate line and label both lines “A.”  After the two “A”s we write a “B” phrase.  Something that follows up on “A” but doesn’t necessarily introduce any new ideas, just a different way of saying what’s already been said.  For instance:

A:    “I’m so tired today – didn’t get any sleep last night”

A:    “I’m so tired today – didn’t get any sleep last night”

B:    “Tossing and turning til the morning – All I wanna do now is shut my eyes”

If students are feeling particularly uninspired, sometimes we will pull up Google Images on a computer, type a random word and then choose a single image to describe in order to create lines for our song (this sparked a story song about loneliness one week – can take you further than you think!) Creating simple lyrics like this helps students practice different ways of phrasing and provides an opportunity to talk about how one way of saying something might be more appropriate or more helpful than another – an important life lesson!

Rhythm and Melody: next we look at how we might say or sing the lyrics.  What’s nice about the AAB format that we use is that there’s no wrong way to to this – a student that’s more vocally inclined may want to get really technical about what beats they start the phrase on, what their pitches are, and how they emphasize specific syllables.  Others might just want to have a little guitar riff with spaces built in where they just say each phrase without any real rhythmic or melodic emphasis.  Either of those works just fine, so long as students make a conscious decision about which one they’re doing and give it their best effort (another life lesson!)

Chord structure: early in working with my clients, I might tell them not to worry about this part – I might come in with a chord set already chosen, or perhaps few templates of traditional Blues progressions that I can play through and offer students a choice, or we might take the time as a group to learn a few chords to create our own guitar progression.  The sky’s the limit!

I find that after a day of Blues writing, the pressure is off of students to be Eminem and create complex rhymes and thoughts on the first try – the pressure is also off of them to do anything too emotionally revealing.  Blues can be funny too!  I remember a class a few years back that wrote a whole progression about Tacos – it was a really fun day, and allowed the staff working at the facility I was serving to see their students in a different light.  Even the most broody, oppositional student was participating appropriately that day – that song, that day, didn’t have to be about the tough stuff – we just cut loose.  Everyone needs to do that now and then!

So, cut loose today – have some fun creating nonsense lyrics to a song you know.  Blues form or not, popular music today has it’s own structure familiar to Western Music listeners, and many of them have lyrics and rhythms that are pretty easy to follow and relate to.  Who knows, you might just find that singing the Blues never felt so good!

I’m baaaaack!  Summer is in full swing, and boy has it been a busy one!  Coming soon, another post on movement and music, after a Middle Eastern Dance and Drumming Festival has me all a-flutter with ideas and choreography, but first, as we approach Father’s day and enjoy the beautiful BBQ worthy weather this season is so notorious for spending with our families and friends, a post on a game I enjoy playing with my own friends and have come to find has tremendous potential as a therapeutic tool: Rockband.

Now, some of you may be asking. “What is Rockband?”  Rockband is a video game available for the Playstation 3, Wii, and Xbox 360 in which participants can sing karaoke-style, or play guitar, keyboard, or drum shaped controllers along with their favorite music.  Rockband 3 is the latest in the franchise, coming with everything from classic rock to German death metal in its setlists, with other songs from artists like Greenday and Lady Gaga available for purchase.  Through playing each song you can earn high scores and trophies to unlock other songs and materials within the game.

So why Rockband as a therapeutic tool?  And how do I use it? I believe that everyone deserves a game day once and while, if for nothing else than just to have fun and cut loose!  For my students, “Rockband Day” happens in the last week of every month.  On that day, we review the ground rules that serve as the basis for the other goals I think make Rockband such a valuable tool, particularly for my students with Emotional and Behavioral Disorders:

1. Each student will get a turn to be “Team Leader” and choose a song to perform.  The team leader also gets to choose what instrument they perform the song on, and who their other team mates will be.  Once upon a time I had enough instruments for everyone, but as some of my groups go bigger, we have to share and rotate.  I ask team leaders to be considerate of those students who might not have gotten to play yet when it comes their turn. This kind of consideration for others is an important skill to build in kids with and without disabilities alike.

2. All students are to remain quiet while the team leader selects the song and their team.  This is a rule I enforce heavily early on, because I want for students to be able to make their own choices without feeling pressured by their peers or having to struggle for focus amidst unnecessary chatter.  If the team leader would like though I do allow them to ask their peers for suggestions.

3. Whether you’re playing or not, I ask students to be encouraging of their peers.  Once the music starts they are only to speak if they have something constructive to offer to their peers who are playing, or if they need help.  This helps again to cut back on unnecessary background noise that can be distracting, as well as improve focus and discourage trash talking.

4. To elaborate on the rules of encouraging positive discussion, being considerate of their peers, and asking for help if necessary, I ask lastly that if a student needs help that they ask for permission to pause the game before changing difficulty levels or backing out of a song.  This is probably the hardest rule for some students to follow.  Many of the students I see come from families where they have little control over their environments – they are looking for any opportunity to be in charge and thus solve problems like failing an instrument in Rockband themselves, but pausing the game without notifying peers can be frustrating for teammates a) because it interrupts the game, and b) because it may not give others an opportunity to make the same changes if they need to.  So, my students now have a key phrase (“Pause Please!”) before they break the game to give everyone a heads-up that the game will be paused, and allow anyone else who might be needing to make adjustments the opportunity to do so at the same time so we don’t have to pause more than once within a single song.

I’ve heard of some instructors and therapists who have their students play in “No-Fail” mode.  For me, this would depend on the population I was using it with.  At one of my Special Needs Highschool placements, we have Karaoke day at the end of every month.  It’s an opportunity for those students to just share their favorite music with each other and practice using their voices in a safe space.  With a population like that I would use the “No-Fail” mode in Rockband to help them meet those goals of confidence building and sharing.  With my Emotional and Behavioral students, I’m looking for them to work together to reach a common goal (finishing the song) and working with the possibility of failure I think is an important component to really grasping the value and importance of teamwork.  However, sometimes a song is just too difficult, and I never want for my students to feel as though they can’t succeed.  So, I encourage my students to be conscious of their own abilities and the difficulty levels of the songs they choose so they don’t find themselves in situations where success might be overly hard to reach.  But, if they do find themselves in such a situation, they have the option to either collectively lower their individual instrument difficulty levels or back out of the song entirely and choose a different one.  We rarely have to resort to the latter option, but whenever we do we always see success with choosing an easier song and adjusting difficulty levels to make it to the end.  Learning to be realistic with your goals is another valuable skill I want my students to learn.

There are other video games out there that work well with achieving these kinds of teamwork and confidence building goals: before Rockband there was Guitar Hero, and games like Disney Karaoke and Wii Music are also great vehicles for addressing interpersonal communication through virtual music play.  Of course, nothing beats live music making, and so Rockband will always be just a once a month thing for me and my students, but on that one day at the end of the month, and whenever I play with my friends after a good day grillin’ in the sun, we all enjoy a little time to cut loose and be Rockstars for a while!

Also coming this month: the next 12 Houses Drum Circle will take place on the Greenway in downtown Grand Forks (ND) at 8pm Saturday, June 25th.  We will meet outside of the old 12 Houses location on 3rd (near Widman’s Chocolates) before crossing the dike together.  As always, drums will be provided, but you are welcome to bring your own, and encouraged to provide chairs and blankets for sitting outside.  Kids are also welcome!

Late last night (Feb 19th) I returned from what is quickly becoming one of my busiest weeks of travel every month to Minot and Bismarck, ND, where Music Therapy is quickly on the rise (contact Emily Wangen at Music Therapy in Motion for more info there!)  Yesterday alone I completed 7 new assessments.  I always find myself feeling revitalized after assessments, not just because I’ve had the opportunity to meet and add new clients to my caseload, but because they help me check in with why I do what I do and what I’m always striving to achieve.  Many loved ones and professionals come into an assessment thinking, “we don’t use music much at home or in school, we just wanted to see what it could do,” and all of them come away amazed with just what the possibilities of Music Therapy are – some of them see their patient/loved one do things during our assessments they’ve never seen them do or thought them capable of before.

Let me first start describing my process by saying that every assessment is different.  Not only because every individual client is different, but because every therapist is different.  My assessment format began out of my experiences and assessment formats with the Clayton County Public Schools in Georgia, where I interned, and is constantly adjusting as I acquire experience with new populations and ideas throughout  my years in practice.

I always start with an interview portion.  I ask for all the basic facts of a client’s age and diagnosis.  Checking in to see if there are any seizure disorders, hearing loss, or other things that might affect their ability to interact with me and the music I use is always a must for me.  I want to know before I start interacting with the client what things I should avoid using or doing.  After getting the basics, I start getting into the specifics of how the family, client, or other professionals use music in the home or other environments, and how the client responds to it – physically, cognitively, emotionally, and socially.  If the client is able to participate in this interview portion, I might ask them what kind of music they like, or “when you hear music, what do you like to do?”  How well they understand and respond to the question can tell me just as much (if not more) about an individual’s level of functioning as their actual answer itself.

After the interview section, which usually lasts about 15 minutes, we interact musically for 30-45 minutes.  I follow a typical session format (which I’ll be happy to share in future posts!) and I add little elements and questions here and there to see what the individuals’ capabilities are physically, cognitively, emotionally, socially, etc.  For instance, I always start with some sort of Hello Song and end with a Goodbye.  During a typical session I might just sing Hello and Goodbye myself as bookends to the session, not requiring any specific input from the client (though remember every client is different and I may change it up from time to time!), but during an assessment, I always ask the client to get involved in the bookends somehow, perhaps to try learning each song with me to see if they can approximate or match pitch, or I might ask them to strum the guitar with me to see how developed their hand-eye coordination is, or if they’re able to strum with a relaxed, open hand.  With every activity we do I’m looking for clues as to how their body moves in general, how their thought process works when I give directions (and what kind of directions they best respond to – complex, simple, written, verbal, etc.), and how they connect emotionally and socially with me during the session.  I watch (and sometimes push) for signs of frustration to see where the limits of an indivual’s abilities are, so that I can see just what our possibilities are for goals and other areas we might address during future sessions.  When I feel that I’ve seen every ability and delay that I can in all of the areas on my form (physical – which includes sensory – cognitive, social, and emotional) then we end the musical interaction portion of things and move on to the post-assessment interview.

So, just as each session I lead has bookends of Hello and Goodbye, every Music Therapy Assessment has the bookend of an interview – before the session I ask what’s being done and seen already, after the session I ask what’s being seen now and what can be done for the future. I want for family members, other professionals, and anyone else in the room to tell me what they’ve noticed so that I can so I can ensure that we’re all seeing the same basic things and gauge how enthusiastic they are about the prospect of moving forward with therapy.  Then I can validate what they’re seeing with the additional insight my training gives me.  For instance, if a parent says, “they really seemed to be enjoying the music with you,” I can point to eye contact, vocal expressions, and other specific things I noted during my interaction with their child to say “I agree, they were very engaged in what was happening, I think music will serve as a great motivator for X, Y, and Z,” and from there we can segue into talking about goals and the future of treatment.

At that point I pull out my data collection form (which, like my assessment form, is always undergoing new incarnations and transformations!).  The current form consists of three large boxes at the top labeled “A” “B” and “C,” for writing the primary goals or “Target Behaviors” we want to address (i.e., “The client will do this” or “improve this”).  Underneath the Primary Goals, there is room for more specific objectives, like when or how often the client will do this and specific dates or benchmarks for completion of the goal.  Below that is a little table with blanks for each of my activities to be written in as  I complete them and to the right of each, miniature boxes labeled “A” “B” and “C” to coincide with the goals above.  I use those mini boxes to check or tally if and how often a client complies with the goals each letter represents for each activity.  I can then keep a grand total of how many activities or what percentage of the session the client was in accordance with their goals and write additional notes in the space below the table if necessary.  Thus, with all the information gathered from the pre-assessment interview and musical interaction, a plan can be set in place for when we (the client and I) will meet and how we will track and document each their goals, and the therapeutic process can begin.

Now, what can you as the reader take from this?  As I said early in this post, I find myself revitalized by assessments, not just because of the possibilities they provide for the new client and myself, but for the reminder of how what I do impacts lives.  It’s all in the little things – the slightest interaction or request can reflect so much, and cause a ripple effect that reaches further than I or that possible new client could ever see.  Take note of your day-to-day interactions with music, how they influence and sustain you, and take joy in knowing that every little note, every little interaction, counts, and has the potential to do even more for you the more energy and focus you devote to it.  So devote, I charge you – devote and enjoy!

I’ve been hearing over the past week that the Grammy’s are today (Feb 13th), and enjoying NPR’s recapping of some lesser known artists who have been nominated for less listened to categories. Janelle Monet’s “Tightrope” for example, is a great song that’s been nominated for Best Urban/Alternative Performance, yet the only place you’ll hear it here in town is at the end of that Target Commercial where the little girl brings her father breakfast in bed (or at Grand Cities Idol in April!). Another lesser known artist, Ray LaMontagne, cracked the “Best Song” category with Lady Gaga, Justin Bieber, and other big names with his gentle ballad “Beg, Steal, or Borrow,” but that’s not a tune you’ll hear on XL93 either. Yet those types of songs (the ones that don’t make Ryan Seacrests’ top 40) are the ones that tend to resonate with me most. Why is that? What is it that draws us to certain types of music?  And what is it that makes those top 40 become top 40 songs? And how can Music Therapy harness the power of the music that motivates us to promote positive change?

What draws us to certain types of music?

The answer to that question is as varied as there are styles of music and people who enjoy them.  Whenever I lead a lyric analysis discussion at one of my sites, I always ask participants 3 questions to start things off:  What did you like about the song, what didn’t you like, and what “stuck out” to you.  I’d encourage any of my readers here to do the same thing with your favorite song – what is it you like/don’t like?  Is it the lyrics, the style of music?  Is it the artist his/herself?  Many people feel they can’t enjoy an artist if they know things about them personally that they don’t find appealing, and vice versa (“Sting practices yoga?  Me too!” etc.).  For me, it’s a combination of both the lyrics and the music, but I couldn’t quite put my finger on any one thing that instantly does it for me – it depends on my mood.  My playlists contain everything from the songs linked above to Opera and Rob Zombie.  What “sticks out” to me might vary with each song, but whatever it is, I know it when I hear it, and it makes me run to my Rhapsody playlist and hit “Add!”

How does music corral the masses?  How does a top 40 song become a top 40 song?

I mentioned before that some artists rise in popularity due to who they are.  The scandal that followed Michael Jackson all his life is part of what kept his career going – people wanted to see what he would do next.  Lady Gaga sparks the same kind of morbid curiosity (“If she wore a dress made out of meat in public, what does she do in private?”  I wouldn’t want to know).  But even their behavior and our strange attraction to it, is born out of the music.  A book I’ve got marked on my “to read” list is The Triumph of Music:  The Rise and Fall of Composers, Musicians, and Their Art by Tim Blanning.  You can read a review of the book here. What drew me to the subject matter, and what I think greatly answers the question of how music moves a culture was in the final line of that review:

“Although not always in step, music, society, and politics…march in the same direction”

There was a time when artists were strictly bound to the rules of society.  Over time, their urge to stretch their creative muscles and the capabilities of technology to expand with them created an ability to question and even inspire the changing of rules and societal norms.  Think of the Civil Rights Movement in the United States, the Vietnam War, how much of role music played in those times.  Musicians were regarded as political activists, and Music as a political and social tool.  It still holds that power today, even if it is just encouraging us to “Evacuate the Dance Floor” (not sure why that Cascada song just popped into my head but there you go).  Actually I’ve been finding a lot of “Self Preservation” types of songs out there lately – in this day and age, Depression and Post-Traumatic Stress disorders are real and crippling conditions – many of the top songs on the radio today, like Eminem’s “Not Afraid,” Katy Perry’s “Firework,” and Bruno Mars’ “Just the way you are” deal with facing those core issues of self worth and overcoming adversity, and people are drawn to that.  Those are the kinds of changes in perspective our society is craving right now, and it shows in our national music trends.

How can Music Therapy use our emotional connection with music to enact positive change?

It starts before a single note even sounds with the therapeutic relationship.  I finally got a chance last week to see “The King’s Speech,” starring Colin Firth in a Golden Globe winning (and Oscar Nominated) role as King George the VI of England, who ruled during World War II.  He possessed a severe stutter and sought the aid of Lionel Lowe (played by Geoffrey Rush) to correct his “mechanical problem with speech.”  From the moment they meet, Lowe asks the King some very personal questions (“how did you come to stutter?  When do you stutter most?”)  and the King initially refused to answer them, insisting they had nothing to do with his “mechanical” problem – but they did.  The King stuttered most under extreme stress and around particular people – his “mechanical” problem was born out of personal ones.  Through the disclosure of that information and the relationship that bloomed out of the trust between Lowe and the King (not to mention some great ties to Music Therapy, among them singing and dancing to bypass stuttering roadblocks!), a great change became possible.

Complete trust and open disclosure must exist between a therapist and a client if any change is to take place.

So, we Music Therapists do more than just push play on an Ipod or strum a few chords here and there on our guitars, we are trained in Counseling and Psychology as well.  After the establishment of a relationship with our clients through assessment of their abilities and needs, we apply music and techniques that have meaning to them based on the information and understanding we’ve acquired between us to achieve the goals they need reach.  We can harness a love of music to address emotional expression and social interplay, or we can use the love of a particular composer or artist to look at that musician’s life and discuss what we can glean for our own lives from looking at their life and music.  Every individual’s session contents will be different.

Now, music itself does do some pretty amazing things.  A recent study in Nature Neuroscience discovered that while listening to music we enjoy, our brains release Dopamine, the “feel-good” chemical released after we sleep, eat, or engage in other rewarding activities.  This means music is actually a reward for your brain. How cool is that?  The more actively you’re engaged in the music, the greater the reward will be – hence the reason you’re always hearing me encourage live music making or participation.  This past weekend I was involved with two large-scale events involving active music making that I mentioned in my last post- in the week leading up to them I’ve fought a lingering cough from a cold I keep thinking is over (but it never is!), along with a full week of work that left me feeling pretty drained before I picked up that first drum at the Firehall on Friday.  But after each song, and after each dance on Saturday at 12 Houses, no matter how my body had felt before I started engaging in the music, I felt infinitely better afterwards.  My husband was with me at both events and even he commented on how my demeanor changed from start to finish.  My brain was releasing “feel-good” chemicals, and all I had to do was play, sing, and dance.

Now the process of treatment in Music Therapy can get much more in-depth, as you’ve seen in past posts and I will continue to happily share in future posts (my brain has been so full of fun information to share it’s often tough to prioritize just which facet I’ll share next, there are so many!) but until then I encourage you to check our MT in ND page for up to the minute events in Music Therapy that you can take advantage of Statewide.  If there isn’t an event near you, just find a concert or CD featuring a band you really enjoy, watch the Grammy’s tonight, invite some friends to share the experience with you and sing or tap along with the performers.  For where there is active engagement, in music, and with the people you love, there is reward.

It’s been a busy week in Music Therapy!  Music and Me at UND started this Monday with Music Therapy in Motion’s Emily Wangen (check out the MT in North Dakota page if you’re interested in registering – it’s not too late!) and students from across the state flooded into the School for the Blind for Programming this week, a time during which I serve primarily as a Braille Music Instructor.  This week has also been a week of advocacy for Music Therapy in General.  Colleagues of mine drove out to Bismarck this Wednesday to share information that will hopefully see our field recognized, regulated and reimbursable for families across our great state.  All in all the perfect week for a Drum Circle, which will be happening this Saturday, January 29th at 12 Houses from 7-9pm!  Now, you may be asking,

“What is a Drum Circle?”  and

“What Happens at a Drum Circle?”

Drum Circles are as varied as the persons who lead them and those who participate in them.  My personal definition of a drum circle is a gathering of individuals from all different walks of life, age, and ability who come together in a common love of music and their community to share in a common experience by contributing to a group musical effort.  When I pull up to the monthly Drum Circle at 12 Houses, I bring with me a bag of drums and other percussion instruments with the sole intent that they will be demonstrated on and made available to anyone who wants to play them, and I am always excited to see how quickly they get snatched up!  As one group member told me back when the group first started,

“Even if you don’t know what you’re doing, you just have to grab a drum and start playing!  Every off beat becomes an on beat somehow.”

In the course of the evening, I might just play my drum along with the group, demonstrating different rhythms and facilitating group starts and stops or drawing the focus of participants to one instrument group or another, but more often than not, I’ll be singing: songs of welcome from countries around the world, songs of love and peace, silly songs, energizing songs, all based on where I feel the group is in the playing process and what style and message I think they would most benefit from in that moment.  Some circles we have lots of children and the group is lively and filled with dancing and improvising nonsense vocal syllables in a call and response, sometimes there are more adults and the circle is pensive, with songs recognizing our unity as human beings and celebrating our differences and how they enable us to each contribute something of meaning to our world.  Every circle is different.  Every circle is special.

So what’s the research to support Group Drumming?

A recent study found that infants as young as 5 months respond to music more than they do to speech.  120 infants were all subjected to different styles of music and their movements were analyzed by professional ballet dancers.  Their movements were found to be most frequent during songs with a steady, predictable beat.  The more children were able to synchronize their movements to the beat, the more they smiled.  There is research to suggest that physical exercise strengthens the brain as well, which would lead to the natural conclusion that…

If rhythm prompts movement and movement prompts brain development, then rhythm promotes a healthy brain.

The practice of Group Drumming (or indeed any type of Group Music-Making) has specific implications on social and emotional skills as well.  In a study published by NAMM, a global music products industry, Group Drumming with a group of low-income at-risk teens showed tremendous positive effects on such problems as withdrawal, depression, and anxiety.  As Ping-Ho, principle investigator of the study says:

“Drumming is inclusive, culturally relevant, stress reducing, and does not bear the stigma of therapy. It is an ideal framework for social-emotional skill building.”

When individuals engage in that type of hands-on music making, positive associations and connections with their peers are possible.  Imagine the possibilities of making music as a family!  Family music making is an excellent way to celebrate each others’ strengths and dig deeply into your own learning style and how you can use it in conjunction with the rest of your family to contribute to a group process.  The experience of making music with my husband is one of the most fulfilling, intimate things we do together.  When we have children, we’ll make music with them too – it just makes sense to us.  It fuels us.

So, give it a shot!  Try joining us at 12 Houses this Saturday at 7pm, and bring the kids!  As a new parent bringing her child to my family music class at the LISTEN Center found out just this week, even the most shy, reserved individual can be brought out of their shell to enjoy a music making experience, and it’s one you as a parent won’t want to trade for anything in the world.  The wonder and excitement on the face of this woman’s child  as he experienced Group Music for the first time is truly something to see and enjoy – it’s contagious!  In fact, I taped the very session at LISTEN in which that experience occurred, and I’ll be sharing clips from that recording in Part 2 of our discussion on Making Music as a Family next week.  **If you’re interested in joining the LISTEN group, we have now combined the Elementary and PreK groups into a general, FREE Family Music Time Group at 5:30 on Wednesdays. **

Whether it’s at LISTEN, Music and Me at UND or 12 Houses, we hope you’ll find some way to get involved in Music this week.  Find out what Music Therapy can do for you!

I mentioned last week that a student had told me they used the song “Unbreakable” by Fireflight to relax and focus.  Now, no matter what you feel about the music, the lyrics are energizing at the very least:

“Now I am unbreakable, it’s unmistakable
No one can touch me
Nothing can stop me”

Now, picture this same student as one who, when I first met them, requested we listen to the song “I don’t care” by Apocolyptica (featuring Adam Gontier, lead singer of Three Days Grace).  That chorus reads:

“If you were dead or still alive,
I don’t care – I don’t care,
And all the things you left behind,
I don’t care – I don’t care”

Those words aren’t so uplifting, but reverse the order in which each of those song’s chorus lyrics were presented to you, put them in progression with each other as this student did in the “Mash-up” activity I’ll describe in more detail below and you’ve got a totally different, new message:

“All the things you left behind,
I don’t care – I don’t care,

Because….

Now I am unbreakable, it’s unmistakable”

Cool, huh?  Looking at those lyrics together, you get a sense of the person who requested them, and why they might have chosen to put them together.  “Mashing up,” or cutting-and-pasting existing songs back to back or on top of each other, based on how well their lyrics and musical styles fit has been the subject of a new project of mine at a variety of locations, predominantly with teenagers who are emotionally disturbed, have suffered abuse, or have criminal records.  As I’ve gotten to know the music they choose to listen to and enjoy, I’ve gotten to know them.

First, I ask them to tell me what kinds of songs they like.  We listen to them in their entirety, which can often take weeks depending on how many songs students share, discuss what we think the lyrics mean, what the artists’ intent may have been, and how the music reflects the lyrics and vice versa.

Second, after all the listening is done and each member of the group has had a chance to contribute at least one song to the list, we start choosing which songs we think will go well together, again based on their lyrics and style of music.  Apocolyptica and Fireflight have very similar musical styles and their subject matter fit well together – other songs selected by the peers of the student who chose those first two were Puke by Eminem, Bounce by Timbaland (both very different musical style and lyrics for sure, but the tempos matched almost perfectly) and Airplanes by B.O.B.  Each of those songs has merits in their own right and is worth looking up on Youtube or downloading on Itunes, but when put together they take on new meaning, not to mention that the process of putting them together is an excellent experience in team building and appropriate social interaction.  That’s the final step.

Third, and lastly, each group I did this with used the Free Version of WavePad Audio that can be downloaded here. From there, we would divvy up which student would take responsibility for which song, so in the group that did the mix including those songs above, some students had to share one song with another student.  Each team would choose what part of their song we would use, and then be responsible for editing it in the WavePad software.  They would trim the piece to its desired length, then make sure it transitioned well from the piece before it, asking feedback from the group after each edit, as I told them the finished product needed to be something everyone was happy with.  The end result was a pretty cool little mix of songs reflecting each student’s unique personality and tastes in a master work they collaborated to create.  (I would include it here if the sounds of Eminem puking at the start of the track weren’t such turn-offs for most weak stomachs!)  Now, this is no easy feat for some of these kids to accomplish.  Social skills like those required to handle another peer’s constructive criticism and learning to offer your own are built out of practice, something many of these kids don’t have the opportunity to do in a safe environment.  The experience of music making in this activity offers them that.  Plus it’s just plain fun!  Their assignment for next week is to think of two songs that we could stack on top of each other using another Free Audio Editing Software called Audacity, which you can find here. The idea is for them to come up with something like this Mashup of Man of Constant Sorrow and Gwen Stefani’s Hollaback Girl, which I credit my Internship Director for showing me in Georgia during my time there – very cool!

Want to find more mashups?  Check out Mash-Up Breakdown.com, where you can find visual representations of the 300+ songs used in the DJ Girl Talk’s album All Day.  The page shows you a bubble of each song being sampled as it goes by in every track, each of which are combinations from various genres and styles of music all chosen to fit together by tempo.  Be warned that there is profanity in just about all of them, so if you’re looking to avoid that, some good tracks to listen to are 5, 9, and 11 (all of those are clean for the first 2 minutes).  Now I have no idea how much time it takes to put something like that together (and I have no intention of finding out) but the outcome is pretty amazing and fun to aspire to in the little mixes my classes and I have been putting together.

Next week on MusicMoves we’ll take a look at Early Childhood and some fun songs and activities for that population – in the meantime, new events highlighted below have been added to the Community Page, now titled “Music Therapy in North Dakota:”

In Grand Forks

For Children:

FREE Sessions at the LISTEN Drop-In Center continue with Natasha Wednesdays, at 5pm (Elementary), and 5:30 (Prek/Family).

NEW Music and Me at UND (formerly known as MusikTanz) classes are going to begin Monday, Jan 24th.  There will be classes for infants 1-12 mo, 12 mo- 3 yrs and 3yrs to 5 yrs. For more information call UND Music Dept or call Emily Wangen at (218)-791-0908 (see below or on the Community page itself if number doesn’t show up here).  To register for classes go to musictherapyinmotion.com and download the enrollment forms under the side bar named UND Children’s Music and Me at UND Classes.

Emily Wangen is also available for private Music Therapy services in Grand Forks (including a jam session for students with special needs for those interested in forming one!) and to cofacilitate ABA and Music Therapy together.

For Adults (Children Welcome)

FREE Drum Circle for the month of January is coming up!  Saturday, January 29th, 7pm at 12Houses

NEW EVENT LISTED: LISTEN Drop-In Choir, an inclusive group of Adults from ALL walks of life and ability, led by Natasha, is currently preparing for their Valentine’s Day Show!  Meets Wednesday nights at 6:30, 624 N. Washington.

In Fargo – ALL NEW INFORMATION!

A full time music therapist is available in Fargo for private music therapy and modified/adaptive music lessons for individuals with special needs.  She is available for consultation and is willing to travel to rural areas to provide MT services.  For more information contact Emily Wangen at (218)-791-0908.

…and beyond (also new)!

Music Therapy is also on the rise in Bismarck!  Natasha is currently in the process of developing a group there for children on the Autism Spectrum.  Updates that and other MT events and groups opening up statewide coming soon!

Check the community page often for more updates on new events as they become available – Maybe you’ll find one YOU want to check out!