10 ways music lessons support academic and cognitive development

Written by Yu Kwei Chan

Music lessons are more than just an extra-curricular activity to add to a student’s day. Many benefits come from the enjoyment of learning music.

Written by Yu Kwei Chan

Below are 10 ways in which music lessons can support academics and cognitive development:

1. Memory

When reading and learning a piece of music, we need to memorize the notes, rhythms, sequences, and patterns within the music. This will support the strengthening of memory and help with memorizing new knowledge.

 

2. Learning and Problem Solving

Whether it be understanding what a teacher has taught them and incorporating what is learned into practice at home, understanding learned concepts to sight read and figure out how to play a piece of music, learning from previous mistakes, or problem solving how to play a certain passage in a certain manner, music helps aid learning and problem solving.

 

3. Language Skills

Music in itself is a language. Interpreting and understanding notes, symbols and patterns helps improve language skills and supports students in becoming better readers and writers. In addition, music strengthens the ability to learn words, speak them correctly, and recognize pitch and tone.

 

4. Math Skills

With understanding of rhythm – breaking down beats (e.g.. how many eighth notes in one beat), and time signatures (e.g., how many beats in a bar, how can we count?), music can support the understanding of division and fractions.

 

5. Coordination

Playing a musical instrument enhances hand eye coordination. Being able to read a passage of notes and use the right fingerings to play the correct notes or
watching a conductor for cues of when to sing, or play strengthens skills of coordination.

 

6. Creativity

This can be demonstrated in one’s interpretation of a piece of music, in creating compositions, as well as a tool for self-expression.

 

7. Discipline/ Time Management

Practicing regularly and the commitment to learn encourages discipline and time management. How a student breaks down a piece and working on sections in order to achieve musical goals within a set time frame fosters these qualities that can be carried over across all learning.

 

8. Stress Reduction

Playing and listening to music can reduce stress and anxiety, as music can be used as an outlet when stressed.

 

9. Social Skills

Within group music lessons or playing music with others (e.g., duets or ensembles), students are able to work collaboratively, increasing their ability to work together as a team.

 

10. Motivation and Confidence

Working towards and achieving musical goals (e.g., learning a favourite song, passing an exam, performing in a recital) can boost a student’s confidence and help them understand they are capable of achieving set goals with dedication and practice.


Resource

Asasher. “The Benefits of Music in the Classroom.” CCEI A StraighterLine Company, 28 July 2022, www.cceionline.com/the-benefits-of-music-in-the-classroom/

Neurodiversity Within Teaching and Therapeutic Settings

 Meeting the needs of neurodiverse learners in music education and music therapy 

Written by Yu Kwei Chan

Last November, I had the opportunity to attend the annual symposium run by the Geneva Centre for Autism.

 

During the 3 day conference, one of the presentations, led by educator Laura Dymond, discussed adaptations of learning to honour classroom diversity. In her presentation, she emphasizes that the suggested strategies discussed below were best practice for all learners as every child is unique. These concepts not only apply in a traditional classroom, but to all of us as music educators and music therapists.

 

As you begin working with a new student/client, conference with the student/client and their parents or caregivers. TPSMTS does this with every new family during their consultation ahead of the start of lessons/sessions. Define what’s challenging for your new student/client, what works best when teaching them, and what they enjoy. From there, you can plan all subsequent lessons/sessions based on these learned items.

 

It is important to always remember:

  • Continuously building rapport is important.
  • Neurodiverse students/clients can try to hide things to pass off as “normal.” This is called masking.
  • There is no “one size fits all” type of lesson/session.
  • Neurodiverse students/clients may have a smaller working memory as they are processing so many other elements during the lesson/session.
  • Keep your responses consistent. For example, if the student/client should not be throwing instruments, do not allow it the first few times and change your mind. Enforce the rule again and follow through.
  • Being physically safe within the environment does not mean the student/client feels safe to be themselves, participate, and share. Allow time and space for them to feel comfortable to do so.

 

Some strategies that Kara suggested include:

  • Give clear, concise information to ensure comprehension.
  • Clear clutter from around the room.
  • Chunking: teaching components in small steps.
  • Provide visuals to aid comprehension.
  • Input choice.
  • Provide learning tools to meet a variety of needs.
  • Provide a safe environment.
  • Teach self regulation and collaborative problem solving strategies (learn more about motivation and growth mindset here).

 

Works Cited:

Dymond, L. (2022, November 4). Learning through an Autism Lens: Easy Adaptations to Honour Classroom Neurodiversity [Conference presentation]. https://symposium.autism.net/en/#

Autism Masking: To Blend or Not to Blend — https://www.healthline.com/health/autism/autism-masking

ABA Interventions Within Music Therapy and Adapted Music Lessons

How Applied Behaviour Analysis and Music Therapy/Lessons can work together

Written by Yu Kwei Chan

 

Students/clients often come to us with an Applied Behaviour Analysis (ABA) learning background, whether this be in a clinic or home setting, for respite, or within the school system. Though often associated with the learning for those with ASD (Autism Spectrum Disorder), the interventions within this approach can be adapted for students/clients of all ages and abilities, and can help achieve therapeutic and educational goals within music therapy sessions and adapted music lessons.

 

In adapting these familiar interventions, we strive to create an environment that mimics learning in different environments and provides a routine familiarity in a new setting.

Below are some ways in which ABA interventions can be incorporated into music therapy sessions and adapted music lessons:

 

STRUCTURE:

Similar to ABA therapy, having a routine sequence of events, along with the use of visual supports and choices, allow our students/clients to know what to expect in their lessons/sessions. By having a clear beginning, middle and end by using “Hello” and “Goodbye” songs, students/clients will understand when their lesson/session time has started and ended.

 

A visual (picture or written) schedule to determine what will be accomplished within a lesson/session allows our teachers/therapists and students/clients to have a frame of reference, and allows choices within interventions by the student/client to facilitate autonomy within lessons/sessions.

 

POSITIVE REINFORCEMENT AND TOKEN ECONOMY:

As with all learning, the use of positive reinforcement can encourage and promote the learning of new and mastered skills. Within music therapy sessions and adapted music lessons, music itself can often be used as the reward of a desired behaviour.

 

By “pairing target verbal behaviour” [e.g., mand or tact for a song or instrument] with musical experiences establishes effective automatic reinforcement, it can increase the frequency of communicative behaviours and social interactions” (Lim, 2010).

 

A token economy can also be implemented in lessons/sessions so that the student/client is motivated to work for the reward that follows “x” amount of targeted behaviours (e.g., following directions, playing through a song without stopping etc.). The reward for the token economy can be either musical and non-musical, but will motivate the student/client to achieve their desired reward.

 

VOCABULARY:

Having clear and concise wording is very effective in a student/client’s learning.

 

When considering word choices to ask a student/client to demonstrate a desired skill, phrases such as: “first ______, then ______”,” “show me ______,” or “copy me” work well. These short phrases allow for quick understanding of what the teacher/therapist expects from the student/client, and is familiar wording for a student/client with ABA experience.

 

DATA COLLECTION:

To determine that a student/client has mastered a skill or therapeutic goal (e.g., knowledge of notes, following directions, etc.) data is collected.

 

For example, probe data (tracking succession on first attempts) is often used across multiple sessions. Teaching would still occur after data collection, especially if there are any adjustments that need to be made.

 

By making clear criteria in which a student/client must be able to demonstrate a particular skill on a first attempt multiple times, we can track the data to ensure that the student/client is developing and acquiring the skills learned within music therapy sessions and adapted music lessons. These mastered skills, as with ABA, would be revisited to ensure skill acquisition in this setting. Within all lessons/sessions, continual goals are set; at all times, progress notes are used to document and track the progress of our students/clients.

 

The above interventions within music therapy sessions and adapted music lessons are used in hopes to recreate structure and familiarity across multiple settings. It allows the demonstration of skill and supports understanding of what skills need to be worked on and what has already been learned.

5 Musical Instruments to Make at Home (with Instructions!)

Get crafty and create music with these DIY Instruments!

Written by Yu Kwei Chan

Here are some creative instruments made from everyday items for a fun activity at home, to use during your music therapy sessions (especially if you are receiving sessions via Telehealth), or to begin building your very own band to make music with your family and friends!

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“I Can’t…Yet!”

Cultivating a growth mindset in music therapy and music education

Written by Yu Kwei Chan

A while back, I had the privilege of teaching a student who had given me a look while playing a difficult song and said, “wait, don’t help me, I can do it!” I was so impressed by the student’s willingness for independent learning that it made me rethink teaching approaches of not only music, but also of the mindset of my students.

 

So many times as a teacher, therapist, and caregiver, I have heard the words “I can’t,” “I don’t know,” or “I need help” after asking a question. Our desire for immediacy in answers and to “help” when people are in need can result in taking away a person’s ability to learn on problem solve on their own.

To combat this learned helplessness here are some phrases we can use to redirect and implement for not only the students, but also for ourselves when we are struggling with a task and doubting our abilities:

  • I don’t know right now, but I will be closer after I work on…
  • Please give me a minute to think about what should come next!
  • I’m confused about __________ (an exact point).
  • I know how to do ___________ but don’t know _________. The next step that makes the most sense is __________.
  • In the past when I didn’t know, one thing that worked for me was ___________.
  • I improve when I practice.
  • Let me try a different strategy.
  • “I can’t do it … yet!” and try again.
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Real Lessons from Reality TV

How Kodi Lee continues to teach us…

Written by Yu Kwei Chan

 

 

Over the summer, you may have come across Kodi Lee and his achievement on America’s Got Talent (AGT) shared across the media. Kodi’s appearance on AGT highlights various lessons that we can all learn, especially in regards to how music helps and affects individuals with special needs.

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