Lessons About Music From a Spin Class

This certainly seems like a strange title, but my bike class has provided some very good examples about how music works! I signed up for a bicycle spin class last year and usually attend 2-3 times per week, so I have been able to experience 3-4 different class teachers. Each of the teachers has their own way of leading the class, including how they utilize the music to facilitate the ride. The three different methods illustrate how elements of music affect our behavior.

Lesson 1: One of the teachers uses music mainly for the beat. She usually chooses songs with a very strong and consistent bass beat that is easy to hear over the noise of the bikes. The music sets the pace by helping the riders pedal on the beat. The teacher has songs with different tempos depending on whether the ride is simulating going up a hill or staying on a flat road. Sometimes the songs do not work well because they are too fast or too slow, but the teacher is usually good about taking those songs out of the mix if they do not work out. As riders, we do not appreciate the songs with tempos that are difficult to keep up with or are so slow that you lose the momentum in pedaling. Music for the TEMPO and BEAT are key!

Lesson 2: A second teacher mainly uses music to set the mood. She is not asking for pedaling on the beat, but instead focuses on the riders setting their own cadences within certain parameters. The music is generally fast or slow depending on the type of riding she is encouraging, but the riders set their own pace using the resistance dial to determine the level of exertion. The music for these classes does not always have a strong beat, but is usually upbeat and lively. This teacher often describes outdoor imagery and encourages the riders to visualize riding a bike outdoors either in a race or for pleasure depending on the song. The music lyrics and style usually coincide with the imagery she is describing. Music for MOOD is king here!

Lesson 3: Another teacher often uses music with motivational lyrics. This teacher combines useful tempos with music that is encouraging through its style and words. The teacher often echoes the lyric lines to emphasize the song's message. Sometimes some of the riders chime in with the words if it is one of their preferred songs. LYRICS are a powerful way to use music effectively!

There have been some classes when I did not appreciate the selections and styles of music. These biking sessions did not feel like I had a good workout and I often found my mind wandering during the class. There are also some classes where I will not attend simply because I know the teachers do not play music that I enjoy or do not use the music effectively during the class. The music is so essential to helping the riders make it through the exercise regime. I often find myself thinking that I can do it if I can just make it to the end of the song!

A good selection of music also helps the riders begin biking at a moderate level and then slowly increase the intensity of the ride somewhere in the middle of the class time. The music can then be used to gradually slow down the class in tempo and intensity as the class comes to a close. Slower and quieter songs are helpful during the cool-down and stretching to help heart rates return to normal. This idea transfers very well to a regular setting when music may be helpful in facilitating relaxation or rest at the end of a long work day.

I think it is instructive to understand the elements of music and how they work in influencing our lives and behavior. When we understand how music makes sense in different situations, we can begin using it more effectively to enhance our own lives and the lives of others.

I'm off to spin!...

What To Do and Not Do When Requesting a Music Therapy Assessment

I am frequently asked how to determine whether or not a student should be recommended for a music therapy evaluation. I will focus this discussion on assessment requests in the public education setting, but many of the ideas may be applicable across other settings such as working with clients in the home or in facilities like hospitals or nursing homes.

Teachers, parents, diagnosticians and other staff who would like to recommend a student for a music therapy evaluation should first realize that music therapy is a related service. As a related service, a school district is not required to provide music therapy unless there is sufficient evidence that music therapy will be a significant factor in the educational progress of the student. In other words, the student would experience slower or less pronounced success in meeting educational goals and objectives without the implementation of specially developed music activities.

Educators should understand that the key words to keep in mind are, "significant," and "unique." These ideas will help provide a framework for discussion about individual clients who seem to have responses to music. Here are some do's and don'ts while observing students before recommending them for music therapy assessments.

Don't think that your student needs to have music therapy just because he likes to watch children's cartoons like Bob the Builder or Blue's Clues. Television is often a powerful visual medium that most children enjoy, but their interest in the programs is not necessarily a result of the music in the shows.

Don't recommend your student for a music therapy assessment after observing that he frequently sings to himself. In my experience, this is often a stereotypic behavior and not an indication that singing could successfully be used to help the student make progress on educational objectives.

Don't suggest that a student needs an evaluation because parents have reported that he likes to listen to the radio in the car or seems to get excited about music stimuli.

Most children have an affinity for music and enjoy music-based activities. Music is often a powerful and effective way to complement regular teaching methods and should be used as long as it is effective. Establishing music therapy services as part of an Individual Education Plan or IEP, however, should be done with great care.

Do consider asking for a music therapy assessment if you have observed music stimuli or activities to be a unique and effective motivator. Many children with disabilities require consistent and concrete motivators in order to make an effort at working on educational goals. For some children, music is one of the few motivators that works with these students. I have provided therapy for several children who only responded to food rewards and music. Music stimuli and activities became very important when the food rewards were faded over time for health reasons.

Do make notes of unique instances where music activities and stimuli seem to increase appropriate verbalizations and vocalizations with students. Many students who qualify for music therapy will sing words they will not speak and will also provide verbalizations in response to music, but do not verbalize in the regular classroom setting when given non-musical prompts.

Do think about using music to help students who significantly increase there attention to music stimuli and provide more focus and attention to task during music activities. I have found that children who can focus better during music activities often decrease inappropriate behaviors and have a better chance for learning information.

Do record examples of students remembering academic concepts better when it is paired effectively with music. Music is often used in regular education to help teach skills and improve memory. For some children with disabilities, music is indispensable as a mnemonic hook for targeted academic information.

Preparing a decision to recommend a student for a music therapy evaluation should be undertaken as a team effort. I advise educators to independently record significant or unique instances where music seems to be a key element in a student's success. All of the observations can then be compared together to determine if there are enough instances of music being a prime factor in the progress of a student that an official assessment should be proposed. I have only listed a few examples of things to look for when considering a music therapy assessment recommendation, but they should help to make sense of the correct procedure. Further examples of how music significantly assisted various clients can be found in Schoolhouse Stories.

Supercharge Your Music Making With Older Adults!

One of my favorite places to facilitate music-making and foster growth and social interaction is at an Alzheimer's center or assisted living community. As a music therapist I bring a different perspective and methodology to the group experiences at these locations than the usual invited entertainers or activity leaders. I have been asked to come back to visit the Alzheimer's center based on the fact that I involve the residents in active music-making and encourage interaction and self-awareness. Given these reactions, I want to explore and recommend some of the strategies I use when approaching a group of older adults with dementia or Alzheimer's disease.

I say that these groups are some of my favorite clients to work with mainly because of the dramatic change in demeanor that occurs during the music activities. When I walk into a room full of thirty to forty residents and all I hear is the sound of silence, it is sometimes intimidating. In my experience it is kind of like being in a doctor's office waiting room where nobody talks to each other! This is a very sad situation for the residents because they see each other every day but just don't remember who their neighbor is or even where they are or why they are doing a certain activity. Then the "miracle" occurs during the music-making...

The residents literally begin stirring, lifting their heads, looking around, and moving their hands and feet to the rhythm of the music. Suddenly several people start singing words to the music and others begin playing tambourines and maracas that were laying in their laps. Smiles abound and laughter filters through the crowd. I love to see the recognition on faces when some of the residents realize that they are sitting next to someone, or when they are invited to dance by a caregiver! These events are short-lived, but I think incredibly powerful injections of humanity into a place and people that time forgot.

I keep the following ideas and strategies in mind when facilitating these groups:

1. Use a microphone -- I do not have a loud voice, so it is even more important that I use amplification, not only for my voice, but also for my guitar. Even with a microphone there will still be some who complain that they cannot hear very well. The sound of the live accompaniment should be strong and supportive whether it is from a guitar or a piano. I do not recommend using a digital keyboard, but a digital piano is just fine.

2. Use songs and music from the resident's young adult years -- Research with people who have Alzheimer's has shown that memory loss happens generally in retrograde fashion. It also seems that most people tend to have a connection with music especially from their teenage and young adult years. I currently use much music from the 1930's very successfully with my groups (i.e., Alexander's Ragtime Band, Side by Side, etc.)

3. Use song cards -- Make song cards with pictures on the front and the lyrics on the back. The song cards are a good visual to help cue the group about what they are singing. The song cards are also perfect for facilitating choice-making by individuals or the group.

4. "Pass the plate" -- Use something that necessitates interaction with your neighbor. I have used a big beach ball, a treasure box, or some other object that relates to a theme. Think of an item that is good for a show and tell. Pick a song or some recorded music that indicates that the object should move around the room. When the music stops, the person holding the item can choose a song or share a memory or story that comes to mind.

5. Themes -- Group activities built around thematic ideas are a perfect way to encourage reminiscing and discussion. Consider using holidays, seasons, news events and local traditions as the basis for the songs and music selections. One of my favorites is using the sun, moon and stars as a theme whenever the space shuttle takes off or there is an eclipse or meteor shower in the news. There are many songs that talk about the sun, moon or stars that the residents know and love!

6. Have a drum circle -- Community drum circles are appropriate for all ages and adaptable to almost any situation. The drum circle promotes group interaction and allows for individuals to be creative while participating at their ability level. Some clients will feel self-empowered by being drum circle facilitators. Please see my posts under the categories section for "drumming" for an extensive set of articles about how to use drum circles with groups who have disabilities.

7. Go with the flow! -- This concept may take some trial and error and experience, but planning is the key. Try to arrange the activities for the group experience into a contour of activity that begins and ends with less energy and has increased energy in the middle of the music session. The residents need time to wake up and begin feeling the music stimuli before they will be willing to dance and play instruments. It is also appropriate to help them return to a normal mental, emotional and physical energy state before stopping the group activities.

8. Shakers, drums and bells, oh my! -- Use as many different types of small percussion instruments that you can find so that everyone has something to make music with. Active music making is very important and cannot be left out. Playing instruments immediately changes the passive listener to a more focused participant who will be more likely to answer questions, make choices and provide spontaneous feedback.

9. Dance! -- Movement to music can also include dancing while sitting down. Props like scarves, ribbons, gloves and costume pieces are useful in cuing movement to music. Using recorded music for the activity can provide valuable time for you to personally interact with the group members.

10. Have fun! -- It will show, and your energy and excitement will be contagious.