Abstract Concepts for Concrete Minds

1. Abstract Concepts for Concrete Minds Mary Jane Landaker, MME, MT-BC San Diego, CA November 2009

2. Piaget • Children progress through stages • Development includes movement through the stages • Concrete operations are based in sensory stimulation

3. Concrete Operations = need for multisensory experience – full immersion in the topic or experience for learning to be successful Props are wonderful – manipulatives, visual aids, related materials Implications for Learning

4. Often learn in nontraditional manners Remain in concrete operations longer than peers Need objects to manipulate to increase understanding of new concepts Do not accept the “this is the way it is” explanation Once a concept is mastered, students retain the information – recall requires generalization Kids with Disabilities

5. The Problem • Clients with little to no previous POSITIVE music interaction • Diagnoses including intellectual disabilities as well as concurrent psychiatric diagnoses • No music symbol recognition • Difficulty with abstract thought patterns

6. The Problem • Age-appropriate visual aids are not available in forms that are best for concrete learners • Resistance to learning if learning involves “work.” • Materials need to be engaging and interesting to students

7. The Solution • LOTS of trial and error • Developing ideas and then refining those ideas and retrying them • Use of computer, printer, laminator, and lots of file folders • All small folder applications can be increased in size for group treatment

8. Music Therapy Applications

9. Jukebox • Money concepts • Musical preferences • Social engagement • Relaxation

10. Jukebox File Folder Application with Money

11. Picture of jukebox (I found mine on Microsoft Office clipart) Picture of CDs List of music types Prices (or dry-erase marker) File folder Laminating film Velcro Glue jukebox and list of music types to the file folder. Laminate. Print out CD pictures and prices (if needed) and laminate. Jukebox Materials

12. Rhythm Wheel • Notation Concepts • Rhythm reading competence • Composition

13. Foam board Butcher Paper (bulletin board paper – several colors) Craft knife Laminating film Velcro Scissors Marker Cut out large circles of foam board and butcher paper. Place long strips of loop Velcro in pie shapes on the foam board. Set aside. Cut butcher paper circles into halves, fourths, and eighths. Laminate. Attach hook Velcro and use with clients to illustrate notation formats. Rhythm Wheel Materials

14. Notation File Folders • Full composition experience • Translated to piano or Orff instrument with note matching • Independence

15. Step Two – Set rhythm with notation choices

16. Final step – Rhythm choices as well as pitch choices

17. Completed example…

18. IMPORTANT – all notes should be measured in proportion – half notes are half of a whole note, quarter notes half of a half note, a quarter of a whole note, etc. File folder Notes – laminated Musical Staff printouts Dry-erase markers Laminating film Velcro Print out notes and music staff. Glue to file folder and laminate. Notation File Folders

19. Fix My Face –Therapist mimics facial expressions and clients tell her how to change her expression Emotion drumming If You Feel Happy – Lots of overacting to demonstrate the facial expressions and emotional demonstrations that are associated with emotions. Emotion

20. Tips to remember… • Have to think about the audience of the experience • TASK-ANALYSIS! • May have to repeat experiences several weeks in a row until learning occurs

21. Translate into a visual representation Multi-sensory experiences Show, don’t tell Practice the skill Have fun Making things concrete…

22. Please look at www.musictherapyworks.com For more information and instructions on how to make the visual aids pictured, please check the website after the Thanksgiving holiday.

23. Thanks for coming! Mary Jane Landaker, MME, MT-BC www.musictherapyworks.com contactus@musictherapyworks.com