Rudolph!!

Even though Christmas is just around the corner, I am still creating new songs and visuals for my students.  One of my co-workers remarked today, as I was standing by the laminater, "why are you making something new! We only have 2 days left this week."  At that moment I realized, as I was commenting on her question that making new and exciting visuals for my students is more like a hobby than a job.  I LOVE creating new songs and visuals.  Yes, I know I have a huge box of music therapy strategies for the month of December I could have pulled from . However,  none of them "spoke" to me this year.

 So, I decided to add a few new strategies to my repertoire. One of the strategies that worked great with all my groups was a parachute game.  I used Martina McBrides version of "Let it Snow" put cotton balls in the middle of the parachute and "made it snow."  We found it to be quite the challenge to keep all the "snowflakes" in the parachute.  What a great way for our kids to work together to get a job done. 

Another fun activity we did this week was putting cut out snowflakes in an 8 pattern on the floor.  I sang "Walkin in a Winter Wonderland" as the students used a reciprocal pattern to walk from one snowflake to another.  We even mixed it up and tried jumping, hoping, and stomping through our winter wonderland.

Finally, I added a new color song this year.  Rudolph!! Rudolph!!  I found this cute little poem on pinterest and thought Hey,  this would be a great song!!  I used the  piggyback tune "Twinkle Twinkle"  found some clipart on google, drew a few circles and shazam we have a new strategy.  Please email @ shaemtbc@gmail.com if you would like the visual.  I would be more than happy to share it.  Just put "visual for Rudolph" in the subject line.

Here is the Poem/song I used!!  Enjoy!!

Tune of

Twinkle Twinkle



Rudolph! Rudolph!

What will you do?

You can’t guide Santa

If your nose is blue!

Rudolph! Rudolph!

You’re such a silly fellow!

Who will know it’s you

If your nose is yellow!

Rudolph! Rudolph!

Your way cannot be seen

Through the wintry weather

If your nose is green!

Rudolph! Rudolph!

Santa gave a wink.

But what will Santa think

If your nose is pink!

Rudolph! Rudolph!

It’s time to fly at night.

But you’re quite a sight

Cause your nose is white!

Rudolph! Rudolph!

It’s time to go to town.

But Santa’s wearing a frown

Cause your nose is brown!

Rudolph! Rudolph!

Santa has his sack.

But you’re not ready

If your nose is black!

Rudolph! Rudolph!

The children are in bed.

And now I know you’re ready

Cause your nose is red!

Do You Hear What I Hear??

Today in my medical fragile classrooms I sang the traditional Christmas song "Do You Hear What I Hear?"  As I sang the song, "Ms. Shae style,"  I introduced different sounding instruments to my students. First singing "Do you hear what I hear?  I repeated this several times while I played the selected  instrument.  As I walked from student to student I looked to see if the students were tracking the sounds, and if they were able to focus on the instruments.  I then sang, "A bell, a bell, do your hear the bell. Do you hear the bell as I play... now let me hear Megan play."    The students LOVED this activity and love when I put their names in the song we are singing.   I was able to introduce the following instruments in one session; wind chimes, bells, castanets, finger cymbals, drum, tambourine, triangle, cabasa (I did change the words during this verse to feel and rolled the cabasa up an down the students arms and legs) and a vibrotone.  The students and the teacher loved the activity so much I may just have to pull this one out at other times of the year.

 After the session I shared with the teacher how she could change up the words even more to say do you see what I see, what I feel etc.

 Later in the day, I tweaked the activity a little more and used the song to facilitate choice making.  I started out with "Do you hear what I hear?" A bell a bell, who wants to play the bell? Who will play the bell for me? Who will play the bell for me?"  I then had the student play the instrument one time and put it under his/her chair and fold their hands.  We repeated this until everyone had an instrument.  Once everyone had an instrument I accompanied the students on my guitar as we played through a medley of carols. 

 I wish I could take full credit for the idea but I can't.   I recently purchased a book called Sensational Songs and Activities by Amy Kalas, MM, MT-BC and one of her song suggestions was my springboard for this suggestion.  Her ebook is packed full of great ideas to help jump start your creativity!!  You can check out her blog and her book @ www.WHmusictherapy.com

I do hope you have a wonderful day!!

Music In The Classroom

Music can play a major role in the elementary classroom.  Here are just a few reasons why!

• Music is a wonderful motivator
• Children naturally enjoy the rhythm, rhyme and repetition.
• Music creates a bond
• between the teacher and children and among the children themselves.
• Music stimulates the imagination
• Music introduces new vocabulary
• in a meaningful context.
• Music aides in long-term retention
• As adults we still remember many of the songs we learned in our childhood.
• Music is a right brained activity
• Children with learning disabilities or left-brain dysfunctions often find success with music.
• Music lends itself to repetition
• The children want to sing the same songs over and over.  The repetition helps the child to internalize language.
• Music aides in fluency
• Children who hesitate or stumble over words when they are reading, find that their language flows as they sing.
• Music allows children to get their whole body involved
• in a song as they keep beat or dance to the music.  Learning is further accelerated through movement.
• Music is a great transition
• from one activity to another

Musical Interaction at Home: Why??

This blog segment is going to touch base on why and how we as parents should engage in musical interactions at home and with our children.

"Music Therapy Literature reports that most individuals with autism respond positively to music." (DeMeyer, 1974; Exlgerton, 1994; Euper, 1968; Snell.)  Why is this you may ask? The obvious answer is, music is motivating and enjoyable!  I know personally I will run longer and faster if I have my iPod me. Music can also promote relatedness, relaxation, learning, and self - expression.  Music can also provide success - oriented opportunities for achievement and mastery.  All the while the structure and sensory input inherent in music helps to establish responses, expectations, positive interactions, and organization. -  American Music Therapy Association (2004).

Now that we have touched base on "Why" we should use music in the home let me give you a few suggestions as to "How." Here is a basic list of how you can interact musically with your child at home.

• Singing together
• Using "songbooks"
• Playing instruments
• Movement and music
• Game playing

Why should you sing together?

• Increases interactive skills
• Respond to sound
• Listening
• Waiting
• Turn - taking
• Eye contact
• Increases vocal imitation skills
• Open vowel sounds (Ah, Oh, Ooo)
• Vocal sounds (Da, Ba, Tttt, La)
• Words
• Phrases
• Fill in the Blank
• Twinkle Twinkle little ....

Some may say I can't sing!!!  Just remember, your child would rather hear you, with all your perceived flaws than hear a stranger sing perfectly.

Songbooks:  What????

When I refer to a songbook I am talking about books that can be sung.  Many times children may not have any interest in sitting down and having a book read to them yet will demonstrate an increase in focus and attention when a book is sung to them.

I currently have a huge collection of children books where the book was created as a visual accompaniment to common songs.  Some of my favorites are the new Pete the Cat books, Puff the Magic Dragon, Love Can Build a Bridge, and Sunrise, Sunset.  I will break each of the books down on a future blog on how they are used during music therapy sessions.

Some songs are created out of books, and can accompany them.  Brown Bear, and Today is Monday both by Eric Carle.

Remember, reading to your child has proven to be essential for speech and language development!!!

Songbooks can facilitate:

• Book memorization -- a pre- reading skill
• Fluency of reading
• Speed of reading
• Increase in Vocabulary
• Creativity

Songs can also be used in your home to aide in transitions. 

• Music offers a sensory reinforcment with which to sequence.
• Music can help reinforce a transitinal moment in a non-threatening manner.
• Songs offer a means for repetetive instruction.
• Makes changes more tolerable
• Can be effective in establishing a routine or schedule
• Focuses attention

To create a transition song, write a short simple direction repeated with a familiar tune also known as a piggybacked tune.  When my children were toddlers I used songs when it was time to clean up toys, when it was ready to eat, using the bathroom, and when we needed to transition from home to anywhere. 

That reminds me,  the kids chose when they were little to symbolize it was ready to get in  the car was none other than the "Wheels on the Bus."  I would say,  the bus is ready time to get in the car!"  To this day when I am having a hard time getting my tweeners out the door I will say, "Bus is Ready lets load it up!!"  And I must say it still works!!  However, the song has been completely phased out.

A few familiar melodies instruction are easy to put are; Allouette, Twinkle Twinkle, Mary Had a Little Lamb, Mulberry Bush, Farmer in the Dell.  For example:

Its Time To Wash Your Hands

Farmer in the Dell

It's time to wash your hands

it's time to wash your hands

we'll rub, and rub and rub and rub

it's time to wash your hands.

Playing Instruments Together

I love love loved playing  rhythm insturments with my kids when they were young!!  We worked on concpets such as slow/fast, start stop, loud/soft taking turns and listening to one another.  Playing instruments with your child will provide them with a very special and unique musical expereince.  You may ask, what type of instruments are out there that we can play. A few basic rhythm instruments are tambourines, rhythm sticks, shakers, and jingle bells.  Keep in mind, the instruments do not matter as long as you both enjoy it.  Instruments can even be homemade!  The quality of the music produced by you and your child is not as important as the quality of the interaction and musical exploration.  Sing, Laugh, Have Fun!!

Music and Movement

Let's face it, dancing is just FUN!  I loved to swing dance with the kids and taught them both how to jitter bug!!  Find music that makes you want to move and get out there and dance!! 

Keep in mind

• The rhythm of music facilitates and inspires movement.
• Music is a non-threatening vehicle for teacher skills
• Use music that highlights key concepts
• Have FUN!!!!  Your kids will feed off your energy!