Music (For Music Therapy With The Developmentally Handicapped)

Includes cardboard divider and 4-page descriptive notes inserts. Track B1: Improvisation Track B6: Tune of La Cucaracha About The Recording The purpose of this recording is twofold: (1) to offer a resource of music material and suggested ways to use it as a therapeutic tool, and (2) to promote understanding of music therapy as a treatment modality. It is addressed to professionals, trainees, and students in this and allied fields. For parents, guardians and for all who are seeking the betterment of the developmentally handicapped, it may have implications of a deep personal commitment. Presented are groups whose developmental handicaps vary in root causes, functioning levels, and chronological ages (covering a large span). Their handicaps include lack of coordination, mental deficit, lack of speech for communicative purpose, physical disability, and emotional disturbance. What you hear is indicative of - illustrative of - the use of music as a therapeutic tool, not the music therapy process. It is representative of the variety of music which, in the course of my experience as music therapist, has proved effective with a wide range of clients. The ways in which the music is used and the origin of its selection are diversified inasmuch as music therapy is a creative process of discovery, exploration, and experimentation firmly based in accomplishing music therapy goals. For example, since rhythm is an energizing and integrating force, and, if a music therapy goal is designed to arouse and raise the energy level of a hypoactive or withdrawn person, music that has a strong beat or rhythmic pattern(s) would be an obvious choice. It is, however, the conscious, deliberate, often intuitive, use of this music and its components in an ongoing treatment process that makes the material a therapeutic, functional tool. SUGGESTED MUSIC THERAPY GOALS A1: Self-awareness and identity Awareness and identity of others Interpersonal relations A2: Attention span Auditory perception Speech sounds A3: Physical coordination: fine and gross motor skills kinesthetic memory perceptual-motor skills Cognition: memory/recall (through repetition of specific set of arm and leg movements) Communication: gestural and vocal (speech sounds and words of song) A4: Auditory discrimination/perception Perceptual-motor skills Sound production (phonation) Comprehension A5: Arousal of energy level Sound production/chanting Auditory discrimination Coordinated body movements (through steady pulsation) Creative movement/emotional responses Group awareness and unity A6: Speech articulation Ear-hand coordination (ability to reproduce exact rhythmic pattern) Impulse control (ability to take turns) Awareness of self in relation to others Socialization B1: Reduction of hyperactivity and/or hyperkinesis Relaxation/release of bodily and/or emotional tension Responses of emotions and feelings B2: Locomotor skills: agility, motility, laterality Memory skills (through specific dance movements) Psychomotor experiences B3: Speech Awareness of environment (through concrete, literal meaning of words) Gross motor skills B4: Basic locomotion Gross motor skills Stability through structured environment Body parts Imitative movements Self-initiated movements B5: Reality-orientation Memory/Recall Comprehension B6: Our Contact Song (see explanation in section on techniques and strategies) NOTE: Underlying all the above goals are enhancement of self-concept, emotional security, and self-motivation through successful enjoyable, and fulfilling experiences. SUGGESTED USE OF COMPONENTS A1: Text of song (adapted to setting and group) A2: Repetitive speech patterns and melodic line (for flow of verbalization) A3: Structure - A B A B.... (for organization of physical and mental processes) A4: Rhythm (for pre-language stimulation and unification of group) Tempo and words of song (for dramatic improvement) A5: Rhythm (as energizer) A6: Rhythm/rhythmic pattern (for individual integration and group unification) B1: Tempo, dynamics, mood (for diminishing sensory stimulation and creating a quiet environment) B2: Rhythm, tempo, mood (for evoking high-spirited feelings, movement, and sensory experience) B3: Words of song (for verbalization and movement) B4: Structure/form - A B A B(1) A B(2) A B(3) A.... B5: Words of song, pitch, and melody (for stimulation of many senses - auditory, visual, and, referentially, gustatory and olfactory) B6: Words of song (adapted and improvised for aspects of individual) CONSULTANTS Dr. John L. Mete, Chief of Rehabilitation Services, Manhattan Developmental Center, New York City Barbara Hesser, Professor of Music Therapy, New York University Ruth Young, Special Music Educator, New York City School System Kenneth Bruscia, Dept. Head of Music Therapy, Temple University, Woodhaven