Music Therapy

 by TPSMTS Team

Neurodiversity Within Teaching and Therapeutic Settings

 Meeting the needs of neurodiverse learners in music education and music therapy 

Written by Yu Kwei Chan

Last November, I had the opportunity to attend the annual symposium run by the Geneva Centre for Autism.

 

During the 3 day conference, one of the presentations, led by educator Laura Dymond, discussed adaptations of learning to honour classroom diversity. In her presentation, she emphasizes that the suggested strategies discussed below were best practice for all learners as every child is unique. These concepts not only apply in a traditional classroom, but to all of us as music educators and music therapists.

 

As you begin working with a new student/client, conference with the student/client and their parents or caregivers. TPSMTS does this with every new family during their consultation ahead of the start of lessons/sessions. Define what’s challenging for your new student/client, what works best when teaching them, and what they enjoy. From there, you can plan all subsequent lessons/sessions based on these learned items.

 

It is important to always remember:

  • Continuously building rapport is important.
  • Neurodiverse students/clients can try to hide things to pass off as “normal.” This is called masking.
  • There is no “one size fits all” type of lesson/session.
  • Neurodiverse students/clients may have a smaller working memory as they are processing so many other elements during the lesson/session.
  • Keep your responses consistent. For example, if the student/client should not be throwing instruments, do not allow it the first few times and change your mind. Enforce the rule again and follow through.
  • Being physically safe within the environment does not mean the student/client feels safe to be themselves, participate, and share. Allow time and space for them to feel comfortable to do so.

 

Some strategies that Kara suggested include:

  • Give clear, concise information to ensure comprehension.
  • Clear clutter from around the room.
  • Chunking: teaching components in small steps.
  • Provide visuals to aid comprehension.
  • Input choice.
  • Provide learning tools to meet a variety of needs.
  • Provide a safe environment.
  • Teach self regulation and collaborative problem solving strategies (learn more about motivation and growth mindset here).

 

Works Cited:

Dymond, L. (2022, November 4). Learning through an Autism Lens: Easy Adaptations to Honour Classroom Neurodiversity [Conference presentation]. https://symposium.autism.net/en/#

Autism Masking: To Blend or Not to Blend — https://www.healthline.com/health/autism/autism-masking

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 by TPSMTS Team

Music and Synesthesia

Written by Jane Hong

Did you ever wonder what it’s like to “see” music or to “hear” colours? This sensory condition is known as synesthesia.

While there are many types of synesthesia, the phenomenon is generally described as when a sensory experience in one modality (e.g., hearing music) causes a sensory experience in another modality (e.g., seeing colours). For example, Chromesthesia is the ability to see sounds as colours.

 

A number of well-known composers like Alexander Scriabin and Franz Liszt are said to have had Chromesthesia.

 

Scriabin associated musical notes and keys with different colours: for example, D would be represented as bright yellow, A looked like dark green and D-flat was seen as a dark purple. He also created a “keyboard with lights” (Clavier à lumières) – an instrument that displayed colours that corresponded to different notes in his pieces.

 

Another composer, Liszt has been quoted giving directions to musicians such as, “A little bluer, if you please! This tone type requires it!”

 

More recent musicians, such as Beyoncé, Pharrell Williams, and Billie Eilish have also claimed to have the condition.

 

Music is not the only thing that can trigger chromesthetic experiences. Sounds found in our daily life, such as birdsong, waterfalls, cars, and even voices of the people nearby may elicit a psychovisual response.

 

Chromesthesia is not limited to colours. Some people with chromesthesia ascribe shapes to the sounds they hear – such as circular figures or wavy lines. The range of chromesthetic experience may differ depending on qualities in the music or sound itself (pitch, key, timbre, melody, dynamics etc.). Some have described that they perceive shapes and colours in a mental screen around their body, while others have reported that the shapes and colours appear in their minds. Purportedly, the experiential attributes of chromesthesia can differ between individuals.

 

The following musical works have been written by musicians with synesthesia. We can explore within, how music and visual art can intertwine:

A. Scriabin – Prometheus (The Poem of Fire)

M. Torke – Bright Blue Music

Billie Eilish – Ocean Eyes

 

Sources

  • https://synesthesia.com/blog/sound-synesthesia/
  • Cytowic RE (2018). Synesthesia. Cambridge, MA: MIT Press. ISBN 978-0-262-53509-0.
  • Cytowic RE, Eagleman DM (2009). Wednesday is Indigo Blue: Discovering the Brain of Synesthesia (with an afterword by Dmitri Nabokov). Cambridge: MIT Press. p. 309. ISBN 978-0-262-01279-9.
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 by TPSMTS Team

Happy Holidays Playlist

Celebrate the holidays with music!

We all need a little holiday music, don’t you agree? Please enjoy our holiday playlists (almost 2 hours long!!), available on both YouTube & Spotify.

YOUTUBE

 

SPOTIFY

 

NIFTY GIFTY CERTIFICATES

Our nifty gifty certificates are also still available, if you are in need of a last-minute holiday gift for a loved one. You can also support our small business while also supporting a family in need. Purchase a gift certificate here.

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 by TPSMTS Team

Supporting Your Child’s Musical Journey

Four ways to encourage and help your child in music

 

As music therapists and music educators, we are so thankful for the support that we continuously receive from the parents of our students. We often see how invested and involved you are in your child’s growth and progress.

Parents frequently ask us how they can best support their child’s musical journey.

Here are some ways that you can support your child in their music lessons or sessions:

Communication

It is important to keep in contact with your teacher/therapist about your child’s progress. Clearly communicating with us what you and your child’s goals are and is working and not working throughout their musical journey will help us figure out more quickly what teaching and therapy style works best.

 

Practice, practice, practice!

Most students have one lesson a week, and usually by the following week the concepts taught in the previous lesson have been mostly, if not completely, forgotten. Practicing throughout the week will help your child to not only retain the concepts learned, but to also improve at a much faster pace.

 

We often suggest creating a practice schedule with your child to help ensure consistent practice time throughout the week. Especially with our younger students, sitting down to practice with them (even if you don’t play piano yourself) is a great way to spend time with them and helps them to stay engaged.

 

Consistent practicing leads to improvement, which is motivation in itself for many of our students!

 

Performances and exams

Playing for others, whether it is for family members at home or complete strangers in a concert hall, is often intimidating for a lot of our students. However, musical performances and exams not only gives your child a goal to work towards (also a great way to motivate them to practice), but also teaches them many skills that can help with their future endeavors.

 

Exams, specifically, provide students with feedback on their playing level and are a great way to set goals for lessons.

 

Performances help students to be more comfortable with public speaking and presentations, teaches them to recognize and celebrate their accomplishments, and teaches them to be able to make mistakes in front of others. TPSMTS offers our students an opportunity to participate in the End-of-the-Year Party & Recital every year (you can read more about how we prepare for the recitals AND peek at our virtual recitals from 2020 and 2021!), but feel free to arrange for informal, mini “recitals” at home as well!

 

Encouragement

Most of us understand that encouragement, especially for children, is very important for growth (read more about our thoughts on growth mindset here). However, we cannot stress enough how crucial it is for their musical learning process. Make sure that you acknowledge every little milestone with them. Whether it is learning a new note to finishing their book, every bit of encouragement means a lot to your child.

 

Of course, verbal praise and rewards are effective, but you can also show your appreciation by asking your child to show you what they have learned or maybe to play for you their favourite songs. You can record videos of their playing to send to other family members. Learning a new instrument is hard, but acknowledgement of all their efforts goes a long way in both their improvement and enjoyment of the learning process.

 

Every student’s needs are unique, so if you have questions about your child’s progress, please let your teacher/therapist know. We are more than happy to give you tips to further support your child’s musical journey!

If you are interested in music lessons and/or music therapy sessions for your child (or yourself!), please reach out and contact us.

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 by TPSMTS Team

Music Therapists Need Music Therapy, Too: A Reflection

How music helped soothe an exhausted and stressed music therapist.

Music Therapists Need Music Therapy Too: A Reflection
Written by Tamara Leszner-Rovet

 

Speaking from my experience, I have been laser focused over the past 2.5 years in supporting my students/clients (both that I work with directly and indirectly), their families, our team, and my own family through all the ebbs and flows of this pandemic.

 

I have been running on fumes. I have been in a constant state of exhaustion which has shown up in my physical and mental health. I have been feeling so “done,” burned out, and my motivation to practice self-care has gone by the wayside.

 

I have found that finally going back to “normal,” while it is absolutely wonderful in itself, has been even more exhausting (in some ways, more than the pandemic itself!). This has shown, yet again, how deeply this pandemic has affected everyone in various ways. It has been just joyful to see normalcy and people finally living again. Still, it has been extremely hard to readjust.

 

I had the privilege of listening to one of my long-time students as they prepared for our “End-of-the-Year Party and Recitals” a month ago. They will be off to university in the fall, and this was one of our last lessons together. After working with this student since they were a young child, this almost felt surreal.

 

As they did a practice performance run on this particular day, playing two pieces by two of my favourite composers, watching the sun hit the trees just right through their bay window, I felt my body relax for the first time in a long time. I was able to sit back, enjoy their music, and realize just how truly exhausted I have been.

 

As a music therapist and music teacher, often at the end of a long clinical day we want to do anything but listen to music after singing, performing, and listening to other people’s musical preferences all day long.

 

On this day, the student became the teacher. This amazing student gave back after all the years we have spent fostering a love of playing the piano, of music in general, and cultivating a passion that I know will continue far beyond our lessons together. I do not believe in that moment this student realized how much I needed what they gave me.

 

For a few minutes, all the stress I had been feeling just melted away. For a few minutes, the world was still and I felt a sense of calmness I had not experienced in a long while. For a few minutes, I experienced joy and a sense of hope.

 

And as I drove home with tears streaming down my face so grateful for this experience, I realized that every minute of hard work and laser focus has been worth it.

 

Those few minutes renewed my passion for the work I do and what the future holds. Now more than ever, music therapists need music therapy too.

 

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 by TPSMTS Team

Using Music To Help With Anxiety And Stress

Easy ways to lessen anxiety and stress through music

 

The world we live in today is a very fast-paced and complicated one. As a result, most of us experience anxiety in our lives. It is important to address this and ensure that we take care of ourselves and prevent burn out.

Here are five ways you can ease anxiety and stress in your life:

 

Listen to music

Most of us listen to music regularly, whether it is in the form of listening to the radio, putting on a CD, or streaming music off a platform. Research has shown that listening to relaxing music can decrease our biological stress responses (Thoma, 2013).

Being intentional in choosing what music we listen to can help with our mood and mental state. It would be helpful to have a playlist of music that we find relaxing to listen to at the end of a busy and stressful day, or when we are feeling overwhelmed by all that is going on.

 

Learn an instrument

Many of my students, whether adult or younger students, often come into their lessons telling me that they are stressed or frustrated by something but leave feeling much more relaxed and refreshed.

When you are focused on learning a completely different skill, your mind is temporarily distracted from the problems and stressors that you are thinking about and dealing with. Not only does playing an instrument provide you with relief from stress, it also helps train both sides of your brain and teaches you different skills, both mentally and physically (Stoklosa, 2016).

 

Join a choir, band, or orchestra

Playing an instrument or singing provides you with the same relief from stress while exercising your brain. However, some people find learning an instrument or solo singing to be stressful in a different way – there’s the pressure of needing to practice, and some people feel nervous about playing in front of their teacher.

Singing in a choir or playing in a band or orchestra means that you are not performing alone, and that you have the support of all your fellow musicians if you have less experience or did not have as much time to practice during the week. There is also the added bonus of having plenty of opportunities to make new friends and create meaningful and supportive friendships to help you deal with the anxiety you are experiencing, even outside rehearsal times.

 

Join a community drum circle

If you like the idea of doing music with a group of people, but singing or playing in a band/orchestra is not quite your thing, it might be a good idea to see if there are any community drum circles in your area. Drum circles are similar to choirs, since it involves playing with a group of people, but also provide a physical way to release pent up negative emotions.

 

Music therapy

Last but not least, we would definitely recommend looking into music therapy if your anxiety and stress is becoming too overwhelming.

Music therapists are trained to use music as a tool to improve your mental and physical well-being, and we can create a unique plan to help you with dealing with the anxiety that you may be feeling. From simply helping you find relaxing music, to songwriting, to learning a new instrument, we are able to help you find what works best for you. Contact us to set up a consultation.

 

Resources

Stoklosa, Anne R.. “Instruments of Knowledge: Music and the Brain.” The Review: A Journal of Undergraduate Student Research 17 (2016): -. Web. [April 25, 2022].

Thoma, Myriam V et al. “The effect of music on the human stress response.” PloS one vol. 8,8 e70156. 5 Aug. 2013, doi:10.1371/journal.pone.0070156

 

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 by TPSMTS Team

ABA Interventions Within Music Therapy and Adapted Music Lessons

How Applied Behaviour Analysis and Music Therapy/Lessons can work together

Written by Yu Kwei Chan

 

Students/clients often come to us with an Applied Behaviour Analysis (ABA) learning background, whether this be in a clinic or home setting, for respite, or within the school system. Though often associated with the learning for those with ASD (Autism Spectrum Disorder), the interventions within this approach can be adapted for students/clients of all ages and abilities, and can help achieve therapeutic and educational goals within music therapy sessions and adapted music lessons.

 

In adapting these familiar interventions, we strive to create an environment that mimics learning in different environments and provides a routine familiarity in a new setting.

Below are some ways in which ABA interventions can be incorporated into music therapy sessions and adapted music lessons:

 

STRUCTURE:

Similar to ABA therapy, having a routine sequence of events, along with the use of visual supports and choices, allow our students/clients to know what to expect in their lessons/sessions. By having a clear beginning, middle and end by using “Hello” and “Goodbye” songs, students/clients will understand when their lesson/session time has started and ended.

 

A visual (picture or written) schedule to determine what will be accomplished within a lesson/session allows our teachers/therapists and students/clients to have a frame of reference, and allows choices within interventions by the student/client to facilitate autonomy within lessons/sessions.

 

POSITIVE REINFORCEMENT AND TOKEN ECONOMY:

As with all learning, the use of positive reinforcement can encourage and promote the learning of new and mastered skills. Within music therapy sessions and adapted music lessons, music itself can often be used as the reward of a desired behaviour.

 

By “pairing target verbal behaviour” [e.g., mand or tact for a song or instrument] with musical experiences establishes effective automatic reinforcement, it can increase the frequency of communicative behaviours and social interactions” (Lim, 2010).

 

A token economy can also be implemented in lessons/sessions so that the student/client is motivated to work for the reward that follows “x” amount of targeted behaviours (e.g., following directions, playing through a song without stopping etc.). The reward for the token economy can be either musical and non-musical, but will motivate the student/client to achieve their desired reward.

 

VOCABULARY:

Having clear and concise wording is very effective in a student/client’s learning.

 

When considering word choices to ask a student/client to demonstrate a desired skill, phrases such as: “first ______, then ______”,” “show me ______,” or “copy me” work well. These short phrases allow for quick understanding of what the teacher/therapist expects from the student/client, and is familiar wording for a student/client with ABA experience.

 

DATA COLLECTION:

To determine that a student/client has mastered a skill or therapeutic goal (e.g., knowledge of notes, following directions, etc.) data is collected.

 

For example, probe data (tracking succession on first attempts) is often used across multiple sessions. Teaching would still occur after data collection, especially if there are any adjustments that need to be made.

 

By making clear criteria in which a student/client must be able to demonstrate a particular skill on a first attempt multiple times, we can track the data to ensure that the student/client is developing and acquiring the skills learned within music therapy sessions and adapted music lessons. These mastered skills, as with ABA, would be revisited to ensure skill acquisition in this setting. Within all lessons/sessions, continual goals are set; at all times, progress notes are used to document and track the progress of our students/clients.

 

The above interventions within music therapy sessions and adapted music lessons are used in hopes to recreate structure and familiarity across multiple settings. It allows the demonstration of skill and supports understanding of what skills need to be worked on and what has already been learned.

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 by TPSMTS Team

Back to Basics

Written by Tamara Leszner-Rovet

Ten self care questions to ask yourself

I’m not going to lie – these past few months have been tough. Some days have been really, really challenging.

I am beyond grateful that music therapists in Ontario have been deemed as essential healthcare workers by both our regulating college and the provincial government, which means that all lessons/sessions were able to continue throughout this school year as regularly scheduled. It really helped that I was able to see the majority of my students/clients in-person, which provided a sense of routine and normalcy in all our lives.

 

As restrictions begin to ease again, vaccinations are being rolled out at record speed, and case counts continue to drop rapidly, we are now starting to (finally!) see and feel a sense of normalcy.

 

If there is anything this pandemic has taught me, it is to not take our health for granted, and to really slow down and essentially get “back to basics” in all aspects of our lives.

 

Self-care has definitely been one aspect of my life that has fallen by the wayside in recent months, especially with feeling like we have been in “survival mode” since last March!

 

In order to practice what I preach and to hold myself accountable, I am sharing my daily “back to basics” self-care list. Hopefully this can be a good reference for you as well to use and adapt if necessary – there are many similar lists available if you do a quick Google search.

I find that referencing this list daily helps immensely with keeping myself in check and really being able to tune in (no pun intended!) to what I may need in a particular moment:

  1. Have I taken a shower?
  2. Have I kept myself hydrated?
  3. Have I eaten regular meals and snacks?
  4. Have I gotten adequate sleep/rest?
  5. Have I moved my body?
  6. Have I taken my necessary medication and supplements, kept up with my routine blood tests, and/or checked in with my specialists if needed? As I have an autoimmune condition, this is extremely important.
  7. Have I done something kind for myself? For me, this continues to be a work in progress.
  8. Have I done something kind for someone else?
  9. Have I connected or checked in with my “people?” For me, this is my immediate family, extended family, colleagues, friends, and therapist. It is so nice that we can now begin to see people in-person rather than through a screen!
  10. Have I made time for play or fun? For me, this continues to be a work in progress.

 

Of course, it’s not always possible to get through the entire list in one day. It is important to remember that there is no need to be perfect, and that some days will be better than others. Some days, just being able to put one foot in front of the other is an accomplishment in itself!

 

What is most important is that every day, we all strive to do our best with the resources we have, and are mindful of when we may need to “fill our tanks.”

 

I wish everyone a restful, healthy, and safe summer!

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 by TPSMTS Team

Facing Stress with Humour

Finding a way to laugh in the middle of trying times…

Written by Jane Hong

 

Everyone deals and copes with stress differently.

 

While we previously explored a “Happy Playlist” to help promote positivity in our lives, most of us can agree that laughter is medicine. Humour draws people together in ways that trigger healthy physical and emotional changes in the body. Research shows that laughter strengthens your immune system, improves mood, relieves pain, and protects you from the damaging effects of stress.

 

While we aren’t making light of the events in the past year (and TPSMTS takes its’ health and safety procedures and protocols very seriously!), we can always try to find light in dark situations.

Here are some examples of songs that have taken on a completely different meaning today:

  1. All By Myself by Celine Dion
  2. Don’t Stand So Close To Me by The Police
  3. I Want To Hold Your Hand by The Beatles
  4. It’s The End of the World As We Know It by R.E.M.
  5. Yesterday by The Beatles

 

Some people has also taken upon themselves to create parodies of existing songs to fit the situation:

Social Distance (Parody of Go the Distance)

Lockdown Rhapsody (Parody of Bohemian Rhapsody)

In Quarantine (Parody of Under the Sea)

Staying Inside (Parody of Staying Alive)

Hello From the Inside (Parody of Hello)

For a final laugh, and something that the TPSMTS teachers/therapists “perform” multiple times a day, we have a live performance of the Coronavirus Etude on the piano.
Fun fact: The composer who created this video and piece is a spouse of a music therapist!

Coronavirus Etude by Jeff DePaoli

We wish you all continued health, safety, AND humour among these unpredictable times!

Resource:

 https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-relief/art-20044456

 

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 by TPSMTS Team

5 Musical Instruments to Make at Home (with Instructions!)

Get crafty and create music with these DIY Instruments!

Written by Yu Kwei Chan

Here are some creative instruments made from everyday items for a fun activity at home, to use during your music therapy sessions (especially if you are receiving sessions via Telehealth), or to begin building your very own band to make music with your family and friends!

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