“3 Great Sound Poems” – music therapy social skills interventions for teenagers and thereabouts

-Goal: Cooperation, working as a team
-Name of Activity: Indians  (change as you wish.) Sound Poem
-Materials: Drums (2)  cymbols, whistle, sand blocks
-Method: Review the poem with the kids. Assign each child (or group thereof) an instrument.  Kids play their instruments at specific times providing a musical background for the poem. 
-Source: Byrd Baylor (I think)
-Adaptations: If the children can not read, make up drawings whereby they can
 “read”  the sequence of instruments.  Put your own instrumentation in. Record it. I have a video of this activity.
 Draw pictures and make a video. 
-Submitted by: Margie@musictherapytunes.com
Ka-trum. Katrum. Ka-trum. (drum 1)      When Buffalo run (drum 2)
They darken the sun. (cymbal)       They cover the sky as they pass by. (drum2)
Tall grasses lie flat (sandblocks)      and wild birds cry. (whistle)
And dry earth trembles as they pass by. (drum1)
Native Americans stay quiet as the grass. (sandblocks)
Quiet as the shadows where buffalo pass. (drum2)
Until the zing of an arrow (cymbal) and the shish of a spear (slide whistle)
tell you they must be somewhere near….. (all read/say together.)
Goal: Cooperation
Name of Activity: Native American Sound Poem (Works well with Thanksgiving)
Materials: poem,  guiro, bells, clatterpillar, drum, sand blocks.
Method:  Speaker reads the poem, instrumentalists play their instruments at the specified time.  Jam up a melody for it.
Namely, after each sentence.  
Submitted by: Margie@musictherapytunes.com
Source: Carol Bitcom
Instrumentation: Moccasins-guirro, bells, fire-clatterpillar, drums, brushes-sandblocks
Words:  Get your….
Moccasins creeping.   Ankle  bells ringing.  Fire spitting.  Drums beating. Brushes swishing.
Here We have a tale to tell.
Moccasins creeping. Bells ringing. Fire spitting. Drums beating . Brushes swishing
What will happen?   None of Us know. 
Goal: Cooperation, group contribution and participation.
Name of Activity:
Materials:  Silence  (a sound poem)
Method: The group creates background music/ sound effects  after each line of the poem is read.
Adaptations: Have the group read it emphasizing the last word of each sentence in a way that relates to that word.  Certainly, you can create your own image and sound poem.
Source: Eve Merriam – The inner city mother goose
Submitted by:  Margie@musictherapytunes.com
Hark, Hark the dogs do bark.  The neighbors yell. The babies cry. The busses grind. The bongs bong.
 The telephones ring. The jet plans fly. The car horns honk.  The taxis screech. The radio’s on. The TV’s high.
The rock and roll pours from the CD stores. The subway roars. The old women mutter in the gutter.
The rats squeak. The flies buzz. Only the roaches quietly crawl.

“Hey, Hi and Hello” music therapy hello song intervention for children by Amanda G. Ellis, MT-BC

Goal Area: Social interaction
Name of Activity: Hey, Hi and Hello adapted from song “Soul Sister” by Train 
Objective: Children sing, and perform motions suggested by song.
Materials: Hey, Hi and Hello By Amanda G. Ellis, MT-BC at “morewithmusic.com” Great resource. 
Adaptations: (see below)
  C         G           Am         F                                  G              C
*Hey, Hi and Hello  are words we use to greet each day. (repeat)
C                    G                                           Am                         (F)
We say hey to our teachers and our friends each day.
C                G                                           Am                         (F)
We say Hi to the students that we see in our hallways.
C                G                                           Am        (F)
We say Hello to people when we meet them, too.
(adapted verse by Margie La Bella:)When you say Hi. I say hi to you.
 I look in your eyes and I say hi to you. Say Hello when someone says Hello to you.

“Follow the Leader:” social skills music therapy activities for preschoolers through elementary age students

-Goal Area: social skills (but also physical and language skills, too.)
-Objective: Clients will take turns naming ways to move and then moving in those ways- two movements per verse.
-Materials: “ Two-step directions” adapted from  “I’m gonna wash that man right out of my hair,” from South Pacific
-Method: Ask two children to think of a way to move and incorporate their suggestions into the song lyrics.  Give everyone a turn.
-Adaptations: provide an entire verse for one child/motion.  Make different classifications of movements such as “how can you move your hands,” or
“Show me a slow way to move,” or “how do you move when you’re sad.”  Of course you can pick a different melody if you like. 
-Submitted by: (optional name and email) Margielessonplans@gmail.com
Lyrics,chords, solfege, melody used:  An example of this would be: (providing you reflect the childrens answers.)
        (G)       C               C/B             C/A       C/G                                                                    Dm                     G7
I’m gonna clap my   hands and  turn     around. (repeat two more times.) Good job Manuel and James.
So la it      do   do    do       do    domi    re  do                                              mi   sol   sol fa     la   so

“The Princess” Act-out song for music therapy with kids preschoolers through elementary

Age: 4-5 +
Goal Area: socialization (also great for expressive/receptive language)
Name of Activity: The princess
Objective: Kids act out the story
Materials: lyrics and hats for the princess, witch(es) and princ(es), bells for the bushes (bushes will stand around P. and pretend to grow.)
Method: Act out these lyrics and see what ensues! Adjust the story as need be. 
Adaptations: Draw or create pictures and sing the words as a language activity.  Have kids put the pictures in order (sequencing.)
Let the kids make up a few verses.   Does anyone know where this song comes from?
Submitted by: (optional name and email) Margielessonplans@gmail.com
Lyrics,chords, solfege, melody used:   Possible seated motions.
1.             There was a lovely princess, a princess, a princess. There was a lovely princess- a long time ago.
(Point to hair and show it’s beauty.)
2.             She lived up in a castle, a castle, a castle. She lived up in a castle – a long time ago.
(Hold hands overhead, touching fingertips.)
3.             An old witch came to see her, to see her, to see her. An old witch came to see her – a long time ago.
(Make a face, slump over, wiggle fingers.)
4.             She make her prick her finger, her finger, her finger. She make her prick her finger- a long time ago.
(Act this out.)
5.             The princess fell asleep, asleep asleep. The princess fell asleep- a long time ago.
(Act this out. You may snore.)
6.             The bushes grew around her, around her, around her. The bushes grew around her- a long time ago.
( Act like a growing bush: with arms/ hands.)
7.             A handsome prince came riding………………………………………………………………………- a long time ago.  
(Tap knees.)He cut down all the bushes……………………………………………………………………………..- a long time ago.  
( Kids tend to make pretend buzz saws
9.             He woke the sleeping princess……………………………………………………………………- a long time ago.
(Shake your arms, or blow kiss/say ew.)
10.          They had a happy party…………………………………………………………………………………- a long time ago.
(Do a raise the roof motion with arms.)
Chords:                       G                      C                     G7              C                            
Melody:  1. There was a   lovely   princess, a princess, a princess.
                     Sol        la  so  fa -re       do mi     mi  re fa       fa mi sol 
              G7                          C                       G7             C
There was a    lovely princess       – a     long   time   ago.
   Sol         la     so  fa -re  do mi        me    sol     sol     sol do

“2 auditory skills” music therapy activities for elementary aged school children (find your partner and hangman)

1. Age:  6-12+/-   
Goal Area: Auditory attention and discrimination
Name of Activity: Partner eggs (you can use another shape container.)
Objective:  Kids find an egg that sounds just their own
Materials: Prepared eggs.  Buy hollow Easter eggs and fill with items that make distinct sounds. 
 Examples include paper clips, rice, rocks, jingle bells, cotton, sand……Make two or three of each.
Method: Shake each egg for the group and show them what is inside.  Then just shake and ask the class to tell you what is in each egg.
Give them a set of eggs then have them match their egg-sound to your own.  The trickiest level is to give everyone an egg and ask them to find the same sound.  The reward is an egg shaking song for everyone!
Submitted by: (optional name and email)  Margie@musictherapytunes.com Source unknown.
2. Age:  6-12 and older
Goal Area: Auditory skills (instrument discrimination) and social skills needed to play the game (turn taking, waiting, impulse control…..)
Name of Activity: Hangman
Objective: Kids listen to recorded instruments, name the instrument, guess a letter, and listen to favorite song.
Materials: board to write on,  CD of recorded instruments, a song to listen to as a reward.
Method: Therapist thinks of a word related to something the students are learning about,  and puts one line for each letter on the top of the board.  Students take turns listening to an instrument and naming it.  The other kids can help, if that is best.  When this is done, the student  guesses a letter. If correct, the therapist puts the letter where it fits on the word.  If incorrect, s/he draws a circle on the board and begins to draw the body part by part.  This sounds more gory than it is. In this day and age you can simply draw other things such as the members of a peer counselling group rather than draw body parts for hanging.   If you opt for this, you may change the name accordingly from hangman to P.C.G. or somesuch.  I guess you could also draw instruments or animals piece by piece.  Enough with hang-man!
Submitted by: (optional name and email) Margie@musictherapytunes.com
Lyrics,chords, solfege, melody used: Whatever is meaningful to the students and their needs.