The following is a guest post by Marilyn Webster. After Marilyn told me about this activity she created and led, I mentioned that I would love for her to share it here on the blog. I’m so glad she took me up on it!
Hi, my name is Marilyn Webster, and my daughter has been a client of Rachel’s for years! As my daughter with autism grew, we found it harder and harder to find fun activities that we could enjoy as a family. Her interests and abilities were not the same as her peers, and she was too old to join preschool groups anymore.
And so, I started my own group with the support of my church! We call them family fun nights, and all families with special needs kids are welcome to attend. Our group serves a few functions for our families: it provides us with a sense of community, provides fun activities which our kids are able to fully participate in, and gives families who often feel isolated “something to do”.
As I plan events, one question I challenge myself with is: how can I find ways to take situations which either I personally or others in the group shared have been difficult to access for our kids, and make it accessible? Some of the most commented on events that families find difficult are holidays. Parents desperately want their kids to be able to enjoy these important cultural and family events and participate in the traditions, but our kids can find it overwhelming and confusing.
Now, you’ve probably jumped quickly to the melee of Christmas or the raucousness of Halloween, and you are right, those are struggles. But the one holiday that comes up in conversation more often than you might think is Thanksgiving, and if you give it a moment of reflection, this makes sense.
First of all, the whole idea of Thanksgiving is very abstract. Some of our kids can’t grasp the idea of gratitude yet, and this isn’t a holiday with a lot of concrete symbols like Santa, pumpkins, or eggs that our kids might be able to enjoy. In fact, the only physical symbols of Thanksgiving are foods! And food is one area where our kids tend to struggle immensely! New foods are frightening, and many of our kids have very narrow diets.
So, how to make Thanksgiving a fun and welcoming experience? I created a sensory Thanksgiving feast! This way, kids could explore the smells, textures, and appearances of traditional Thanksgiving foods in a fun, non-threatening way, and maybe build a connection to what we mean when we talk about the holiday.
Our feast included:
Pumpkin pie playdough: You can use whatever basic play dough recipe you prefer, but add pumpkin pie spices to it and color it to look like pumpkin pie filling.
Cranberry sauce playdough: The texture of this was a bit weird, and most kids didn’t really like it. I think a simple activity with whole cranberries might have been more fun. But here is the recipe.
Dry corn sensory bin: We filled a water table with that dry corn you throw out for the birds. It was a huge hit!
Dry stuffing sensory bin: two bags of dry store bought stuffing in a wide, low bin. I think this bin was responsible for making the whole room smell like Thanksgiving!
Potatoes and “gravy” stamp painting: I cut a few potatoes in half to stamp with. Then I mixed a dry turkey gravy packet into some plain yogurt to use as paint. It looked and smelled like real gravy! This was most definitely “process art” as opposed to “product art”.
While kids explored the feast, we sang a few songs having to do with turkeys and saying thank you.
Our kids had a blast playing with all the Thanksgiving goodies, and their parents had fun being able to enjoy traditional holiday foods with them, albeit in a very unusual way! I know when we sat down to our Thanksgiving feast, and my daughter had her usual plate of spaghetti while the rest of us dug into the turkey, I was thankful that she had at least enjoyed a sensory Thanksgiving meal of her own.
The following is a guest post by Gretchen Chardos Benner, MSW, MT-BC. Gretchen is the owner of Piedmont Music Therapy, whose mission is to engage, empower and accompany individuals to reach their goals grounded in the frameworks of music therapy and social work.
My children remind me of the best ways to get a job done while having fun and learning a lot in the process. Let’s take my recent guitar project as an example. Having my private practice’s office within my home grants opportunities for my children to learn more about the field of music therapy. Replacing the six strings on my work guitar was a long overdue task.
My children’s precious involvement made the routine task more of an accomplishment when it was restrung and tuned. My son (17 months) and daughter (3 1/2 years) transformed a work project into a time of bonding. We counted the strings, pegs and our fingers. We talked about what Mommy does with music therapy at a school or hospital and other children I teach through private music lessons. We compared strings with my primary instrument, the viola, and wove them in with some of their favorite requests, Head, Shoulders, Knees & Toes, Wheels On The Bus and family creations about our dog.
As my children grow and develop, their curiosities and personalities help remind me to include them more often with kid-friendly projects related to work. They enjoy learning and exploring newly purchased instruments, improvising or working through compositions for clients. We have more time spent with each other while identifying colors, sharing, and being respectful with others’ properties.
Music therapy is the field that I initially joined as a student in 2003 at Duquesne University. A year later my path crossed with my future husband because of our neighboring music instrument storage lockers and experiences through Spiritan Campus Ministries. With our current musical interests and pursuits, there is often music in our home.
I’m enthused that our children have been able to learn about my work by joining in the fun of counting inventory such as egg shakers or sorting visual aides. Our children have opportunities to learn about buzzing their lips to play their “trumpets” (recorders and harmonicas), preparing posters with song lyrics for active music engagement interventions or organizing the materials used for my business.
I am grateful for my children’s curiosities and eagerness to join the fun of preparing items for work and packing instruments for group contracts. They joyfully remind me to be proud to be their working momma.
Are you a music therapist with a “mama moment” to share? If so, please submit your story, along with a photo and short bio, via email.
The following is a guest post by Jennifer Gossett, MT-BC, NICU MT. Jennifer is a Board-Certified Music Therapist based in Charleston, SC. She ventured into the field of music therapy after a 15-year career as a band director in public and private schools, and opened her private practice, Noteworthy Music Therapy, in 2012. Jennifer and her husband, Kevin, are parents of two sons, ages 12 and 10, each of whom has both special needs and special talents.
My sons were born in 2001 and 2004, and both were preemies. My youngest weighed 700 grams at birth, and the Beanie Baby that nurses placed in the isolette with him was as big as he was. Thankfully, our city has a Level 3 nursery for these tiny, fragile babies, so our boys had access to wonderful care and best technology available at the time. Between the two boys, we spent 18 weeks making daily visits to the NICU, rejoicing on the good days and crying on the bad ones, feeling helpless to do much of anything besides wait and pray.
Blessedly, both boys survived their early starts, and for the most part they have thrived and blossomed. Today, they’re tweens who love music, video games, Pokemon and Legos. Like so many of these former preemies, they’ve had bumps in the road, developmentally speaking: one has a diagnosis on the mild end of the autism spectrum, and the other has the hyperactive/impulsive type of ADHD and a moderate hearing loss. So, we’ve spent many an hour visiting pediatric specialists, speech pathologists, occupational therapists, etc., and being immersed in the special needs world.
Becoming a Mom changes any woman’s life, but I could never have guessed in 2001 how drastically my life would change in the years to come. I had been a music teacher before I was a parent; my training was in how to play the trumpet, how to conduct a concert band, how to assemble a bassoon or correctly grip a pair of drumsticks. I was NOT prepared to negotiate a world in which I would watch my child breathe on a ventilator, bring him home on oxygen, or advocate for his education year after year in IEP meetings.
But as I grew and learned, I became drawn to the world of these special children and their families, and looked for a way in so that I could work with those children as I saw so many amazing professionals do for my own boys. It was then that I discovered my calling as a music therapist, and went back to college at the seasoned age of 38 to begin my new training.
Fast forward to the Fall of 2013: I’ve completed the training, passed the board exam, and I’m a board-certified music therapist. I’m doing exactly what I set out to do—using music to connect with and enhance the quality of life of children with autism, Down Syndrome and other special needs. It was a dream come true, but something was missing. I felt that “pull” again, realizing there was something else I needed to pursue—an advanced, specialized training in music therapy practices for NICU babies.
I headed to Florida, to the only site in the country that provides this level of training, for an intense few days of hands-on experience using MT strategies with these fragile infants. One other MT-BC was in the program with me, so we agreed to take turns holding the babies and going through the specific music therapy protocol. She took the first turn, which meant the next baby would be mine.
He was very small, very squirmy, and very easily overstimulated. I held him as I’d been taught, began to hum…and realized tears were trickling down my cheeks. I was shocked, not realizing that the memories would come flooding back like that after nearly 10 years since I’d last entered a NICU. Call it PTSD, call it a trip down memory lane, call it what you will, but for me it was a powerful Mama Moment — realizing that my life-changing experiences as NICU Mom had now come full circle to my career in MT.
Once I dried the tears and got through that first encounter and those moments of doubt, I knew I’d come to the right place and was doing what I was meant to do—to make a difference in the lives of children and families who face the same challenges that I’ve faced, and to use the awesome, powerful gift of music to do that. Or as a favorite quote says: “After silence, that which comes nearest to expressing the inexpressible is music.” (Aldous Huxley)
Are you a music therapist with a “mama moment” to share? If so, please submit your story, along with a photo and short bio, via email.
I’m currently on maternity leave, and some of my colleagues have been kind enough to share their expertise through guest posts throughout the summer. The following comes to you from Michelle Erfurt, MT-BC.
This is the “Body Song” from Psalty’s Singing Song Book. Just like the name implies, the song talks about the purpose of a few body parts… the eyes, brain, heart, arms and ears. In this video, I share the song and an activity tip.
I’m currently on maternity leave, and some of my colleagues have been kind enough to share their expertise through guest posts throughout the summer. The following comes to you from Wade Richards, LCAT, MT-BC.
“Another Beautiful Day” was a song improvisation I created for one of my groups consisting of young adults with special needs. It was just after lunch, everyone was trying to keep cool in the air conditioning, while the weather outside was sunny and hot. I noticed that some students seemed to have that “I have a headache” kind of look going on. You know, not as perky as usual, squinty eyes, hands over ears, insisting on putting their sunglasses on, or heads down on the lunch table.
I decided to lower the sensory bar a bit, so as the students came into the group, I turned off the lights (only letting in the lights from the window, and doorways to come through), picked up a frame drum, and decided we would work on a chant where each student would add in their own phrase about what they like to do outside when it’s a nice day. This was a great way to work on expressive language skills.
Throughout the song I encouraged participation by singing vowel sounds, taking breaths, and incorporating some tension/relaxation exercises. Each person was given a turn to play the drum softly and sing their line about what they like to do outside. After going around to 3 people, I would ask the group questions about what each person liked to do. This was a great way to bring attention and focus to each person in the group during the experience, and also work on memory skills. Using a simple drum pattern to accompany the voice is a great way to chill out on a hot day.
Another Beautiful Day
Another beautiful day. Another beautiful day. Let’s go outside and swing on the swing. Let’s go outside and swing on the swing.
Another beautiful day. Another beautiful day. Let’s go outside and walk through the park. Let’s go outside and walk through the park.
Another beautiful day. Another beautiful day. Let’s go outside and swim in the pool. Let’s go outside and swim in the pool.
Another beautiful day. Another beautiful day. Let’s go outside and play in the backyard. Let’s go outside and play in the backyard.
Another beautiful day. Another beautiful day.
Wade created “What a Rainy Day” as a follow up experience to “Another Beautiful Day”. Members of Listen & Learn Plus! can read on to hear the song and find out how it can be used to address expressive language skills.
Wade Richards, LCAT, MT-BC received his Bachelor of Science degree in music therapy and applied voice from S.U.N.Y at Fredonia. He completed his internship at the Broome-Tioga Board of Cooperative Educational Services (BOCES) in Binghamton, New York. He has been providing music therapy services in the Greater Rochester, New York area for close to 20 years.
Wade has served as Chair of the Music Therapy Department and Orff-Schulwerk Department at the Hochstein School of Music & Dance, and Program Director of the Trinity Assistance Corporation Blue Ridge Music Therapy Center. Currently, he is an instructor in the Music Education Department at the Eastman School of Music. Wade has pursued additional training in Orff-Schulwerk, Neurologic Music Therapy, and Performance Wellness.
Welcome! I’m Rachel Rambach, board-certified music therapist and creator of Listen & Learn Music — educational songs and musical materials for children. I love sharing my work with you, along with my behind-the-scenes creative process, adventures in business ownership, and life as a mom of two.
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