Music Therapy

 by TPSMTS Team

Presuming Competence

Why we always presume competence at TPSMTS

Written by Tamara Leszner-Rovet

Back when I was a Music Therapy intern, I received some of the best advice that has heavily influenced and shaped me as Music Therapist, Music Teacher, mother, and human, defined my career path and private practice, and made TPSMTS what it is today.

This advice was to always presume competence.

This term was originally coined as “the least dangerous assumption” by Anne Donnellan in 1984. To presume competence is “to assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world” according to Douglas Biklen (an award winning educator known for his work of promoting quality education for individuals with intellectual disabilities). Biklen says “to not presume competence is to assume that some individuals cannot learn, develop, or participate in the world.”

In other words, one should never underestimate any individual based on how they may initially present or on their abilities.

At TPSMTS, presuming competence is one of our most important values.

We strongly believe that every individual has the ability to understand, learn, and has the right to access high quality Music Therapy and Music Education, whether that be through using Music Therapy to help achieve non-musical goals, or through music lessons to learn how to play an instrument and receive a musical education.

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 by TPSMTS Team

Developmental Speech and Language Training Through Music

Learn how songs bridge music with lyrics…

There is a strong correlation between music and language. We are exposed to this anytime we hear a song; songs bridge music with lyrics.

 
When an individual’s language is impaired, pairing music and language is an effective way to improve these skills. Developmental Speech and Language Training Through Music (DSLM), a Neurologic Music Therapy technique, aims to do just that.

 

DSLM can target various aspects of speech and language

Some of these goals include:
Speech production
  • Articulation
  • Intelligibility
Language development
  • Vocabulary
  • Grammar
  • Syntax
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 by TPSMTS Team

Getting Ready for September

Preparing for a new year in music lessons

We know, we know…it’s coming. September is coming. We know January marks the beginning of a new “year” but growing up, September seems to be an even bigger marking of a “new year.”

 

And with September comes the beginning of a new school year, the beginning of fall season, the beginning of pumpkin spiced everything…but most importantly, the beginning of another amazing year at TPSMTS – are you excited?!

 

So now that I have reminded you that September is inevitably coming upon us soon, here are a few tips for preparing for a great start to the year.

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 by TPSMTS Team

Summertime Songwriting Activity

Targeting goals in songwriting

Written by Tamara Leszner-Rovet

Summer lessons/sessions are now officially underway! Though I am finding there is definitely a more “relaxed” feel to all lessons/sessions, there is no question that all students/clients are working hard and are motivated to keep working post-recitals.

Summer is a time where I like to do a lot of summer-themed activities to help target therapeutic goals.

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 by TPSMTS Team

Tips for a Successful Piano Recital

Helping students prepare for a recital

Written by Gabriella Serruya

Here are a few things that can make a piano recital easier for students…

  • Practice your piece “a million” times and then play it a couple more for good luck! The more we’ve played our songs before getting to the recital, the easier it will be! When nerves start, we can count on our fingers to know just what to do – I sometimes think our fingers can think for themselves!

 

  • Make some opportunities for mock recitals. Family is always good for that – grandparents are particularly appreciative! Also, getting your stuffed animals set up as an audience can be helpful. They don’t clap very loudly, but they generally love a good concert! Pets work too! My piano teacher’s dog used to howl along with me when I was sounding extra great!

 

  • Bring your book to the recital, even if you have the song memorized! Just in case your fingers need a quick reminder of the notes before you walk up to play.

 

  • Remember that all the people there are students or family of students. We all want to each other to play well and are encouraging you no matter what happens.

 

  • It’s nice to get a little dressed up for the recital. Make it an occasion! Ball gowns and tuxedos are NOT needed, but something a little more fancy than every day is always lovely!

 

  • One of the biggest things to remember is that recitals can be FUN! A little nerve-wracking, but fun. Enjoy hearing other students playing music – maybe get inspired! You might hear a song that you want to learn. You might hear someone more advanced than you and think about when you’ll be playing like they did!

I’m always so proud of my students at recitals! They’ve worked hard to learn songs through the year and have a chance to show off!

 

 

Instead of an in-person End-of-the-Year Party & Recital in 2020 and 2021 during the COVID-19 pandemic, our students/clients recorded and shared music selections that they had studied and prepared. Please enjoy their performances below!

 

2020

 


 

2021

 


 

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 by TPSMTS Team

Innate Rhythm: Feeling My Own Beat

An inside look at how rhythm affects our brain

 

As human beings, we are innately rhythmic. Daily we feel our heartbeat, we hear the ticking of our car signals, we listen to the radio.

 

Even before birth we are exposed to a steady rhythm – our mothers’ heart beat. Newborn babies are hardwired to feel beats – research has shown that babies are aware of beat deception, or disruption in meter. It makes sense then that a beat, and the elements that create a beat, are an important aspect in music therapy and musical training (Winkler, Haden, Ladinig, Sziller, & Honing, 2008).

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Three Reasons to Continue Music Lessons/Sessions Over the Summer

Consistency, routine, and goals

Written by Tamara Leszner-Rovet

With spring now approaching, it is no better time to start thinking about the summer! While for many, thoughts of camp, days lounging by the pool or beach, and the warm weather indicate a break and pause from regular activities and therapies.

 

Here at TPSMTS, this is one of the best times for lessons/sessions, and thankfully we have many of our families who continue their lessons/sessions through the summer months!

 

Despite summer lessons/sessions being optional, we so strongly recommend that students/clients continue their lessons/sessions through the summer months for these reasons: 

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 by TPSMTS Team

Experiencing improvisation

The art of making music with or without musical skill

 

Being the newest associate to join the TPSMTS, I wanted to introduce a term that is used very often in the field of music therapy – improvisation.

 

The heart behind writing about improvisation is that it is one major way to experience music.

 

Improvisation can be free or structured, pre-planned or spontaneous. According to Dictionary.com, to improvise is to create without previous preparation, in the spur of the moment, from whatever materials (or instruments) are readily available.

 

For some reading this, improvisation may sound scary or unpleasant; it may even sound a little chaotic. This can be true. However, improvisation is also spontaneous, unique, and inspired.

Improvisation has the potential to allow any child, adolescent, adult, or older adult, with or without musical skill, and to engage in the making of music.

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 by TPSMTS Team

Neurologic Music Therapy – The Brain Changer

How neurologic music therapy changes the brain

The brain that engages in music is changed by engaging in music.

How can our brains change with something so seemingly simple?

Neuroplasticity.

But it’s not actually a simple process at all! Let me clarify.

Neuroplasticity refers to the brains ability to reorganize itself by forming new neural connections, compensating for injury or disease, and adjusting to changes in one’s environment. While we engage in music, whether it is listening, singing, or actively playing an instrument, our brains are being globally activated – the reorganization can begin.

Engaging in music is truly a whole brain process.

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