which comes first?

A melody or lyrics? When I'm writing songs, I typically look at wording before adding any sort of musical notations. This allows me to think about components of music, such as meter, key, dynamics, chords that may emphasize lyrics, etc...and parallel this to elements of spoken language (rate of speech, rhythm, type of utterance, emotion(s) of the speaker).  This way, I feel that I can better "attack" topics and really highlight them with music.  However, there are occasions when I'm driving along (and along and along!) my way to/from work and my mind is suddenly flooded with notes. It may be for a current project or something that I roughly record on the voice memo feature of my phone, and stash away for the "right" activity.

It just so happened that for today's song, the lyrics were already written for me. They were penned by an ABA therapist who I "share" a kiddo with. We thought that since music is such a motivator for her, putting the words to music seemed a natural fit. When I write, I, personally, usually look for  some sort of rhyme; this song doesn't, but to me- it works. The flow and message of the words are good, and during sessions, I've seen great success at learning, singing, as well as recalling afterward.
I like that the song offers empathy that yes- it's alright to be angry...we all experience this emotion!  However, there are ways of expression that aren't appropriate (and these can easily be modified to fit your needs); instead, alternatives are given.  I also made a lyric page with pictures to illustrate each "do not" and "can."

So, when it comes to song-writing, it may be a "chicken and egg" deal...other therapists, teachers, composers: how do you approach your creations? I'm interested to know your methods!

Getting Mad

Sometimes I get mad.
It’s OK to get mad.
I get mad when something is too hard.
It’s OK to get mad.


But…


When I get mad, I do not kick.
When I get mad, I do not scream.
When I get mad, I do not run.
It’s OK.


I can ask for help.
I can take deep breaths to feel calm.
I can count to 20.
Then I feel better.


Great job, Lucy*!

*name changed

a little tap'll do it

I don't know about you, but having a three-day weekend was such a great treat! And though many of us will feel disoriented, and repeatedly remind ourselves that today is Tuesday- not Monday!- we can look forward to a shortened work week. So, not to be confused- it's music on a faux Monday today!
Last week, I introduced today's shared song to one of my kiddos...and was thrilled that after our session, as I was taking data and writing my "note", he put into practice the content of the song! The topic is interrupting...or not doing so, and what can be done instead. Can you think of any other alternatives that could be added to the lyrics?



A TAP ON THE SHOULDER
I’ll tap you on the shoulder,
[Tap, tap, tap]
When there’s something I need
Or have to say
I’ll tap you on the shoulder,
[Tap, tap, tap]
But if you’re busy, I’ll back away.
And wait.

I’ll say excuse me
["Excuse me"]
When there’s something I need
Or have to say
I’ll say excuse me
["Excuse me"]
But if you’re busy, I’ll back away.
And wait.

If I see you're talking
With someone else,
I won’t interrupt; it’s not polite
I’ll keep to myself.
Waiting for my turn is hard,
But it’s the right thing to do,
So when you’re not busy
Then it’s my turn to speak to you…

I’ll tap you on the shoulder,
Tap/ “Excuse me”
When there’s something I need
Or have to say
I’ll tap you on the shoulder,
Tap/ “Excuse me”
But if you’re busy, I’ll back away.
But if you’re busy, I’ll back away.
But if you’re busy, I’ll back away.
A-a-and wait.

"f-r-i-e-n-d"

Did you watch Mr. Rogers when you were young? I sure did. I loved the show. Today's Music Monday song reminds me of what he used to sing in his "You Are Special" song (you can take a stroll down memory lane and listen!)...specifically when he spells out "f-r-i-e-n-d." Aren't memories fun?
"You are My Friend" names attributes that are essential to a good friend. What do you value in your friendships?


YOU ARE MY FRIEND (here's the link to Bandcamp so you can listen!)
The winter needs snow,
And the ocean a boat.
A present and a bow
Your zipper and your coat
These work together
And make the other better
Just like me and you...

You are my friend, friend
With you I can spend time
Laughing, talking, playing, walking
In the bright sunshine
Attached to you just like there’s glue, holding us together
Nothing better
Than having a friend
I’m so glad you are my friend


A balloon needs air
And flowers need bees
Your head and your hair
Like trees and their leaves
These work together
And make the other better
Just like me and you...

You are my friend, friend
On you I can depend
To laugh, share, support, and care-
You always understand
Attached to you just like there’s glue, holding us together
Nothing better
Than having a friend
I’m so glad you are my friend

It's a safe place to be when I’m with you & you’re with me
my friend…I’m so glad you are my friend, friend…
my friend

waaaaay up high

When I think about it, I can remember times I desperately wanted be called on during class as a youngster...and then there were also times I equally as desperately tried to avoid eye contact with a teacher in hopes that would make me invisible and unable to be called upon! Something else that sticks out is the way teachers would make it known that if you raised your hand wildly, waving it around like you're trying to land an airplane, would most definitely not get you chosen. Conversely, if a student would sit quietly, tall in her chair, with her arm raised nicely, she stood a great chance of being the lucky one to venture an answer.
It's been a looooong time since those memories [: )], but I'd imagine similar situations still exist in schools today. So what's the right way to go about raising your hand? When should you do it? How long does it stay up there? When do you get to talk?! Read (and listen at Bandcamp ) on...

~do you have any fun[ny] hand-raising memories?~

RAISE MY HAND UP
Ooh, ooh, ooh, I know the answer!
Ooh, ooh, ooh, I have a question!
Ooh, ooh, ooh, I have something to say!
But before I yell out words-
Stop…think…wait…

When I want to tell something,
Raise my hand up!
If I need to ask a question,
Raise my hand up!
If I know an answer,
Raise my hand up!
Raise it up high
Up to the sky
Reach up where the planes fly

Leave it up there and quietly wait
Until my name is called
Then it’s your turn to speak
And down may hand can fall.

But….when I want to tell something,
Raise your hand up, up, up
Raise your hand up!

keep it moving!

Passing turns, giving turns, waiting turns- all very hard, right? I'll admit that I still sometimes have difficulty with the last one, especially in traffic! So is the case in many of my multi-kiddo sessions. Music is so fun that no one wants to share just one instrument and wait until it becomes available for the next turn! This song is great to use in a group setting (I'll get to some modifications in a bit). In it, I tried to embed instructions for each step of the passing and turn-taking process: physically passing, recognizing someone's turn, taking the turn, waiting while said turn is taken, then beginning again (and hopefully it's your turn to play this time!). I remember learning about and using many songs with similar teaching methods during my internship with Midwest Music Therapy Services in St. Louis. Something else I learned? Modifications and adaptions to activities are key! So for this particular intervention, a teacher, parent, or therapist could do the following to make this more suitable for their students/child(ren):

1. no instruments required! use a preferred toy.


2. use this as an opportunity to address answering "who" questions


3. when naming "who" has the instrument/toy/object, have the person named,as shown in the song, by students as well as the individual say "I do" or "me", practicing self-identification


4. young ones may need assistance to keep the passing going (or giving up the item to pass)


5. for those who are able, give a choice (using a sentence, please :) as to how the activity should be played- fast? slow? reversing passing direction? make it fun!!

If you try any of these- or have additional suggestions- feedback, as always, is great!

one more note: my music player is still not working, although I have been in contact with and am extremely pleased with customer service at Bandcamp! Very timely response, and helpful- although my problem is a weird thing with my new laptop, so I have to figure out why I can't embed the needed code (it may be a while, folks!). In the meantime, I'll provide links directly to "PASS 'ROUND THE CIRCLE" at Bandcamp. : )

just accept it

A compliment, that is : ). Fellow music therapist and super blogger Rachel Rambach at Listen Learn Music has a great "Compliment" song that you can listen to here; I found it very appropriate to use with one of my students. However, after some non-music reading that I've been doing lately about Asperger's and social skills, especially conversations, I realized that a complement to the Compliment song (nice use of a homophone, huh?) could be a good thing. That is, someone gives you a compliment- great!- but how do you respond? That's where "Smile and Thank You" comes in. I used both songs, followed by opportunities to make flash card examples of compliments, and discuss variations of saying "Thank you." Take a listen and see what you think!
ps: after recommendations from colleagues, songs will now be hosted at Bandcamp, so here's to successful posting and listening!

A Classic Revisited, Part 2

Happy March, everyone! I hope wherever you are, this month brings some nice weather your way. I think it's pretty safe to say that most Greater Cincinnatians are ready for some sunshine! I'm really excited for that seemingly-long-lost golden star, and I think it's also pretty safe to say that I'll be experiencing some warm rays when I visit my sister-in-law for her wedding in California in just a few weeks.
But back to music therapy! Remember the classic Sesame Street song, "Who Are the People in Your Neighborhood?" that I shared way back in October? Today I give you part 2 of the same song. Like the previous post, today's includes both original as well as modified verses.
I still have a few remaining verses that haven't been added into either part 1 or 2 of the song...Can you think of any other community helpers who should be included?
As a side note- I'm almost back to 100% vocal health, yay!



PEOPLE IN YOUR NEIGHBORHOOD
Who are the people in your neighborhood?
In your neighborhood
In your neighborhood
Who are the people in your neighborhood?
The people that you meet each day.

Oh, a dentist cares for all your teeth
The top ones and the ones beneath
So if you if you have an achy tooth,
I’ll check it quick and that’s the truth

If a story’s breaking she’ll be there
Find out who, and what, and where
She shares important interviews
She’s the news anchor on the news

A barber has a great big chair
You sit in it, he cuts your hair
He'll snip and clip and never rest
Until your haircut looks its best

Oh, a fireman is brave it's said
His fire truck is shiny red
If there's a fire anywhere about
He’ll be sure to put it out

The cook is the one who makes
Food like pizza, soup, and cakes
If you want something to eat, you’ll see
A cook makes food that’s so yummy

END:
Who are the people in your neighborhood?
In your neighborhood
In your neighborhood
Who are the people in your neighborhood?
They’re the people that you meet
When you’re walking down the street
The people that you meet each day

Look...I'm Dancing!

This week's song combines two favorites- one is a favorite of many of my students, and the other is one of mine: dancing and working on eye contact, respectively. I'm sure many of you reading- whether you're a parent, educator, or fellow music therapist- have some sort of experience with and/or can relate to what I'm saying. Children love, love, LOVE to move around and we love it when we receive great eye contact. So, on to explain the combination...it's very simple, really. I preface the movement activity with instructions similar to "When you hear the music, you can dance; but when the music stops, your body stops moving, and eyes look at (insert name of desired recipient of eye contact)." In the beginning stages of the song, I typically ask for eye contact to be made with me, especially if there are more than 3-ish students in a group. However when students progress, and/or there are only a few students, I may name a peer to look at or have all students make eye contact with one another. After the 5-4-3-2-1 countdown is given (remember this from the tips last week?), I may use the sung cue "eyes look," which is also listed below for you. It's also a helpful tag line that can be used outside of this song, when prompting for eye contact. One of my students fills in "look" and correctly finds my eyes when I sing "Eyes..." : )
Put your dancin' shoes on and enjoy!


DANCIN' AROUND
We’re rockin’ and rollin’ around the room,
Movin’ and groovin’ around the room,
Shakin’ and spinnin’ around the room,
Dancing is so fun to do, ooh, ooh.
Get your body ready to move, move, move,
And you’ll get into the groove, groove, groove.
When the music stops, you know what to do:
Your eyes will look at me,
And my eyes will look at you


EYES LOOK

Saturday Social Skills @ CCA

Try to say that five times fast! [ I did, and got tongue-tied on the fourth time : ) ]. This announcement is just as fun: The winter session of the Amazing Amigos social skills program, lead by yours truly, resumes Saturday January 9th and ends on February 27th. The one-and-a-half hour small group class uses a variety of music-based activities to encourage socialization with peers, and also includes snack time and opportunities for gross-motor movement. Class size is limited, and only a few spots remain, so please contact CCA for more information and to register.

What to know before you go:
Location: Cincinnati Center for Autism in Fairfield, OH
Time: 11:30-1:00, Saturdays
Age: 3-5 year old

'Tis the Season..

..for sharing! It's also important year-round, but much emphasis is placed on acts of charity and goodwill toward others this time of year. At work, sharing and turn-taking is somehow included in each of my group sessions as well as 1:1's.

I used a song of the season, and one with a very familiar tune- Jingle Bells- and reworked the lyrics to instruct how to play and what to do when giving a turn. It's a little tricky, because when I begin the song, it sounds just like the original...until the change in lyrics! I have to say that during the last few weeks, my students have gotten good at remembering some of the "new" lyrics, and even singing along. Sometimes I catch myself mixing up words when I go back to singing the real version : )

Students play jingle bells and pass them to each other, as they share and take turns. A few notes and modifications are listed below.

Merry Christmas and Happy Holidays to all of you. I hope you share good times with friends and family!

SHARING JINGLE BELLS

Jingle bells, jingle bells

We shake, shake 'em today

Oh what fun it is to share with friends while we play

Jingle bells, jingle bells

(Name) shake, shake 'em today

Take your turn, and when you're done

5-4-3-2-1-stop!

Give to a friend and say "It's your turn!"

notes:

~I typically insert students' names into the song, where appropriate.

~The last line can be modified per the ability of students. If able, students may choose a peer, or I might select a peer's name and insert where "a friend" is.

~Encourage students to make eye contact when giving an instrument and saying "Your turn."

I Heart Fall

I really do! Fall is by far my favorite season. I think what I enjoy most are the feelings that I associate with the change in weather- the coziness of blankets against the crispness of the air, the crispness and freshness of the air itself, yummy comfort food, family-oriented holidays that are approaching, and my love for jeans and sweaters...not to mention the beautiful colors of leaves!

What do you love about fall? Well, this song addresses just that question. It can be used to teach properties and happenings of the season and also as an opportunity for question and answer time. I made pictures to illustrate the topics in each verse, so students can choose their favorite thing via a photo and/or answer verbally. I also wrote out the question, "What do you like about fall?" and the starter answer, "I like __" on cardstock for students who are working on short conversational exchanges.
We've had some interesting fall weather, but it's been great lately. Happy fall!




WHAT DO YOU LIKE ABOUT FALL?

What do you like about fall?
Could it be your favorite season of all?
What do you like about fall?
Let’s sing this song,
And we’ll name all
The things we like about fall!


Fall brings us back to school again
There, we see our teachers and friends
Time again to ride the big yellow bus that
Stops at my house to pick me up

Fall brings us cool weather in the air
Jacket and long pants we’re sure to wear
We’ve got nice weather to play outside during the day
And nighttime blankets keep the cold away

Fall brings us pumpkins orange and round,
On these holidays they abound:
A jack o’lantern with a face on Halloween- oh my!
When Thanksgiving comes, eat that pumpkin in a pie!

Fall brings us leaves falling to the ground,
The colors change from green to red, orange and brown
Raked into a big pile on the lawn
Playing in the fall leaves is so much fun!

Fall brings us food we like to eat
Like candy when we trick or treat
Or shiny red apples on a tree
Yummy fruit for you and me

A Classic Revisited- Part 1

Time for this week's bonus song! Anyone else a big Sesame Street fan? This is one of the only shows I watched when I was young- probably partly due to my parents' good taste combined with the lack of 1,000 programs and cartoons that exist today! And it's also where I learned soooo much: to count like The Count, that "C" is for cookie, and I can still sing the counting song in Spanish. Notice 2/3 of these are songs : ). I also learned to recognize people in the community...which is the song I'm sharing with you today. "People in Your Neighborhood" is such a great tool for teaching some identifying characteristics of community workers. When presenting this during music therapy sessions, pictures of these people are used for identification.

I kept some verses untouched, slightly modified others, and added a few new ones of my own. In this song posting, 5 occupations are touched upon. I'll share Part 2 with more individuals down the road. Enjoy a trip down memory lane...I did!


PEOPLE IN YOUR NEIGHBORHOOD

Who are the people in your neighborhood?
In your neighborhood
In your neighborhood
Who are the people in your neighborhood?
The people that you meet each day.

A policeman keeps us safe, you see
He works to protect you and me
He drives car with lights and a siren around
He’s a person you can trust in town

The mailman always brings the mail
Through rain or snow or sleet or hail
I'll work and work the whole day through
To get your letters safe to you

A teacher works the whole day through
To teach important things to you
She’ll teach you things you won’t forget
Like numbers and the alphabet

A bus driver works hard you know
To take you where you want to go
So if he thinks you’re going his way,
He’ll see you on his bus one day

The doctor makes you well real quick
If by chance you're feeling sick
She works and works the whole day long
To help you feel well and strong

END:
Who are the people in your neighborhood?
In your neighborhood
In your neighborhood
Who are the people in your neighborhood?
They’re the people that you meet
When you’re walking down the street
The people that you meet each day