Music Therapy: Opportunities for Sound Learning

Transcription

1 Music Therapy: Opportunities for Sound Learning Kirsten Nelson, MT-BC Board Certified Music Therapist University of Iowa Hospitals and Clinics

2 Music is... An art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony and color

3 Music Therapy is...

4 Music Therapy is... Clinical use of music interventions... As a therapeutic tool... To accomplish individualized goals... Within a therapeutic relationship with a credentialed professional.

5 Why Music Therapy? Goal & Objective based Trained therapist Documentation of progress Often individually based Aurally and tactually inviting Motivating Learning embedded Social experience

6 The primary objectives of music therapy for children with visual impairments REDUCE the impact of the visual impairment on social and motor functioning PROMOTE learning through musical interventions

7 Developmental Skills Aural presentation of content Use to reinforce Braille letters Alphabet Song long used to teach letters Factual concepts that are generally acquired through vision Music instruction

8 Social Integration School & Community Music Ensembles Band, Choir, Piano Music can level the playing field for children with visual impairments As long as directions are clear, all can be successful Positive sense of self, self confidence & social well-being comes from socializing with others participating in communal music activities development of leisure skill Gfeller, K.E. & Darrow, A.A., 2008

9 Crocker and Orr (1996) found that children with severe VI, who cannot see peers, were less likely to initiate social interactions and had fewer opportunities to socialize Must learn to listen for social opportunities and learn to be appropriately assertive in initiating conversation.

10 Moving through Space Directional concepts Front, back, left, right Through (the door) Where is the sound? Come to the sound

11 Case Example 1 - Use of the cane 4 th grade boy with autism & progressive visual loss Learning to use cane: Music to teach directional concepts VERBALLY identify direction of sounds Social stories Appropriate use of cane I feel frustrated instead of hitting with it

12 Additional Considerations Often the visual impairment is accompanied by multiple disabilities congenital brain anomalies, tumors, shaken baby syndrome, prematurity may lead to VI

13 Case Example 2 Communication, extinguish behavior Child with CP, Deaf and Blind Pulling off the external part of his cochlear implant increased to 6 minutes of play without touching implant. instrument play to engage and distract Signing and song reinforce his name sign Created songs about him that included his name. Each teacher created a different greeting that was aural and tactile.

14 Community Music Therapy in Iowa West Music - Statewide Westmusic.com Music Speaks - Statewide Musicspeakstherapy.com The Joy of Music Southeastern Iowa Thejoyofmusictherapy.com Kids in Harmony Central Iowa mtinharmony@hotmail.com

15 What can you do? Encourage Expose variety Sing them to & play music at home!

16 Teach Your Children Well Early Childhood Music Classes Encourage Singing School Music programs Piano Lessons

17 Stevie Wonder and Ray Charles Strong education in music. Involved in choirs in the community.

18 Early Childhood Sing, Play and Learn Today West Music in Coralville Kindermusik West Music in Marion Early Childhood Music of Ames, Pied Piper in Waukee Music and Me The Joy of Music Washington, IA

19 School Age: Case Example 3 Preteen E. - Wanted to play flute in the 5 th grade band I knew if she really wanted to do it, together we would find a way, Mom Limelighter purchased from Dancing Dots Music uploaded and then magnified Sits on the music stand, operated with foot pedal

20 Braille music is a good thing Seamless integration all have exactly the same material Can Braille notes and chords More about music instruction.. Dancing Dots website resources page National Library of Congress

21 Adolescents Developing Identity Social importance of music and group involvement School band, orchestra, choir UAY Iowa City Recording Studio

22 Resources Adamek, M.S. & Darrow, A.A. (Eds.). (2005). Music in special education. Silver Spring, MD. American Music Therapy Association. Bouchard, D., & Tetreault, S. (2000). The motor development of sighted children and children with moderate low vision. Journal of Visual Impairment and Blindness, 94, Crocker, A.D., & Orr, R.R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62, Dancingdots.com

23 Resources Gfeller, K.E. & Darrow, A.A. (2008). Music Therapy in the Treatment of Sensory Disorders in An Introduction to Music Therapy: Theory and Practice, (3 rd ed. pp ). Silver Spring, MD: American Music Therapy Association, Inc. Ingber, Janet, MT-BC. Interview. May 1, 2012 Jacobi, Dorothy. to Kirsten Nelson. April 5, Kern, P., & Wolery, M. (2001). Participation of a preschooler with visual impairments on the playground: Effects of musical adaptations and staff development. Journal of Music Therapy, 38,

24 Resources Kerkhoff, Terri. to Kirsten Nelson. April 26, 2012 Miles, B., & Riggio, M. (Eds.). (1999). Remarkable Conversations a Guide to Developing Meaningful Communication with Children and Young Adults who are Deafblind. Watertown, MA:Perkins Schools for the Blind. National Library Service of the Library of Congress Penn, Barbara. MA, MT-BC. Interview. May 1, bpennwl@olatheschools.org