SMWC Music Therapy student application resources

Just another weblog

MT Mensah Music May 3, 2016


Music Therapy Repertoire Challenge March 28, 2016

Filed under: Repertoire Resources — SMWC Music Therapy @ 1:30 pm


“Billionaire”- Songwriting March 15, 2016

Filed under: Teenagers — SMWC Music Therapy @ 9:33 pm


  1. MTS will introduce “Billionaire” by Bruno Mars
  2. MTS will start to sing and play “Billionaire”
  3. Once the song is over, MTS will lead clients in discussion over what the song is about
  4. MTS will ask clients if they’d like to change the lyrics to write new song
  5. MTS will allow all clients the opportunity to suggest a lyric for the song
  6. MTS will write all new lyrics on the whiteboard
  7. MTS will provide structure for this experience by asking clients “what would you do if you had a billion dollars” and incorporate their answers into the song
  8. Once each client has had a chance to respond, MTS will incorporate the new lyrics into the song as the group plays along on their instruments

-by Nathan Mensah


Five, Green and Speckled Frogs/In the Jungle w/slight adaptations February 2, 2016

Filed under: Children with Special Needs — SMWC Music Therapy @ 9:54 pm

Here are two applications I used in my last session with the adaptations I used.  These were for a 1:1 session in an elementary school setting.


Application Title: _Five, Green and Speckled Frogs___

Expected outcome: Ct will place the frogs in prompted area 100% of the time.

  • MTS will introduce song and play it through
    • Adapted lyrics for this session included: Five different colored frogs, sitting on a rain stick log, eating the most delicious bugs; yum, yum!  The [color] one  jumped … where it was nice and …[rhyming description] and now there are four colored frogs
  • MTS will encourage ct to follow what the song says and place the frogs around when prompted
    • If appropriate MTS can ask ct to pick the next place
    • Places include but are not limited to: By the door, on the chair, on an instrument, by the teacher/observer, etc.
    • Example: The blue one jumped on the chair where it was nice and fair
  • MTS will praise as appropriate at the end and encourage ct to gather the frogs together


Application Title: _In the Classroom”________

Expected outcome: Ct. will engage in application by playing the prompted instrument 100% of the time.

  • MTS will lay out all of the instruments
    • Instrument choices include but are not limited to pentatonic xylophone, egg shakers, small bongos/finger drums, kokiriko, and frog rasp.
  • MTS will remind/test ct about instrument names and how to play them as appropriate
  • MTS will play through “In the Jungle” to remind/show ct the song
  • MTS will introduce/play through the song with lyrics about the current setting/situation
    • “In the classroom, Ms. Goff’s classroom, ct plays the…
  • MTS will play through the song instructing ct to play different instruments
    • MTS will ask ct what instrument to play next if appropriate
  • MTS will give solo spots as appropriate


-Mallory Tanis ’16


Learning to Fly December 28, 2015

Filed under: Hospital/Medical,Intellectual Disabilities,Repertoire Resources — SMWC Music Therapy @ 5:49 pm

This is a song lyric writing and discussion application.  It is really two applications put together.  Sharon Boyle and I came up with this for my practicum at BHU.  Learning to Fly is a great song for other populations as well though such as individuals with intellectual and developmental disabilities, older adults, and one to have on your repertoire list.  Discussion questions are just examples, obviously the questions would depend on the group and their focus.   Enjoy!

Song Lyric Discussion

    • MTS will play “Learning to Fly” by Tom Petty and instruct pts to just take a moment and listen.
    • MTS will lead discussion on that receptive experience and write down responses on the whiteboard.
      • How was that experience?  What were you focusing on this time?  What did you like?  What did you not like?  Tell me about the song and the feel of the song?  What do you think the artist was trying to convey?
    • MTS will play through song again but pass out lyrics sheets first and instruct pts to focus on the lyrics.
    • Discussion will be held afterwards reflecting on the experience and the difference between listening to it and listening to it with lyric sheet
      • Tell me about that experience?  How was the experience different between just listening and listening while reading the lyrics?  Did a particular phrase stick out to you, why?  Tell me how this song/lyrics affected you physically?  In your mind and thoughts?  In your emotions and feelings?  What do you think the songwriter was trying to convey?  Did it bring up any memories either with the lyrics, song style, or the song itself?  What made this song [insert words they used]?
    • If appropriate MTS will lead grp in brief discussion to change specific words to make the song more personal and incorporate their responses into the refrain of the song.
  • I’m learning to fly, but I ain’t got wings
    Coming down is the hardest thing

I’m learning to [blank], but I ain’t got [blank]
[blank] is the hardest thing
Discussion will be held after song writing experience, reflecting on the pts experience

  • Have you ever done anything like this before?  How was this experience? Tell me how it was to work together as a group to write your own version of this song?  How did this experience differ both individually and as a whole group from just listening?  Did this change how you were feeling?  What could you have done to make it more {use one of their terms]?

-by Mallory Tanis ’16 with credit to Sharon Boyle M.M., MT-BC


I Wanna Move Like You September 9, 2015

Filed under: Children with Special Needs,Teenagers — SMWC Music Therapy @ 10:30 pm

Objective: During a familiar song, Grp will physically move for 50% of experience  if able

  • MTS will introduce “I Wanna Move Like You” to the tune of “I Wanna Be Like You” 
  • MTS will put the group in a circle
  • MTS will start to sing with the lyrics “Oo bee doo, I wanna move like you, I wanna walk like you, talk like you, it’s true. You see it’s true, a ______ (insert gender) like me can learn to move like you too”
  • MTS will prompt clients to come up with physical movements and ways to move
    • If necessary, MTS could suggest moving fast, moving like an animal, or moving certain parts of body
  • MTS will incorporate the movements suggested into the song via spot song
  • MTS will wait until all members have had a turn
  • MTS will praise client’s on their movements and creativity

-by Nathan Mensah


One Shaker Goes Shake April 27, 2015

Filed under: Children with Special Needs — SMWC Music Therapy @ 8:22 pm
  1. Application Title:One Shaker Goes Shake” Tune of One Monkey Jumps Up
  • MTS will introduce the application while handing out different colored shakers.
  • The MTS will explain that during the song there will be different colors called out to play and they will have to pay attention to which color they have and play it when it’s their turn.
  • The MTS will then start the song and pick one of the color of egg shakers and let the clients with that color egg shaker play through it once.
  • The MTS will then add in the different colors to the song when appropriate.
  • After that the MTS will then pick another egg shaker color and continue until everyone who has a shaker has had a turn.
  • When everyone has had a turn the MTS will then have everyone play their egg shaker together.