Music Therapy in the Schools
Upon completing my coursework and passing the CBMT board exam, my first contract I signed was with Coast Music Therapy, working in an elementary and middle school, specifically with emotionally disturbed students. It has been a learning experience for me being in this setting, and I am grateful for the opportunity! It is encouraging to see a public school system allot specific funds to go toward providing music for students who need additional support. My challenge and goal is to figure out what best engages each student.
I’ve only been working with these students since early September, so I’m still figuring them out, and they’re trying to decide if they trust me yet. Quite honestly, every class, every student, and every week is different. What works one week could blow up the following week, and vice versa.
I did a “follow my lead” game with a couple of classes a few weeks ago, and it bombed in the 5/6 class and was a hit with the 7th grade class. There are so many dynamics at play and so many triggers, depending on how each student is feeling on that given day. Here’s how the game works: One student leaves the room while the rest of the group picks a leader/conductor. The leader chooses a pattern, and everyone else follows (i.e. patting legs, clapping hands, etc.). The leader adjusts her/his movements and patterns, and the group follows as discretely as possible. The person who left the room comes back and watches, trying to figure out who the leader is. This game was a hit with the 7th graders one of my first times with them, and I tried it with them a few weeks later and they were not into it at all. I think one of the key factors is continuing to mix it up and provide variety.
I have also brought percussion instruments, a keyboard, and boomwhackers with me for the students to play. They like playing each of these instruments, but the challenge becomes providing structure in what can be an unpredictable setting. One experience that worked well with the older students (grades 5-7) was showing them the 12-bar blues and incorporating songwriting. The I chord includes the student’s name and something to describe her/him (“My name is Jill. I love to play my flute. Music is my thing.”). The IV chord expands on the student’s character traits or interests (“I love running, oh yeah, running for exercise”), and the V chord highlights some of what’s been said (“I love music and flute, and I love to run…”), and the I chord sums it up (“yeah, that’s me, and my name is Jill”). This blues songwriting allows for a lot of creativity, and the MT must feel comfortable “going with the flow” as the student comes up with ideas. In my specific situation, nearly every student and teacher in the room was smiling and participating. It was a fun activity and built on the positive traits and interests of each student in the room.
I will continue to add ideas and experiences that work in this setting for me, hoping that it will be of help to other MT’s out there looking for inspiration. It’s exciting and maddening at the same time how one thing works one week and may not work the next week. There are so many factors out of the MT’s control in a setting like this one.
In the end it’s all about the relationship, trust, and rapport that’s built between the Music Therapist and the students. The more I remember preferences and interests of each individual student, the better chance I have of making meaningful connections each week in our sessions.