(585)377-1000
Book: My Many Colored Days

Book: My Many Colored Days

by | Jan 10, 2021

Blog post and original recording by Kayla Davitt, MT-BC

Do you ever feel like your emotions can be all over the place? You might feel excited after receiving a compliment, but sad the next due to a loss or disappointment; anxious at what this year may bring, or confused with the state of the world. For children, it may be hard to process all of the emotions they are feeling at a time like this. My Many Colored Days by Dr. Seuss is a wonderful storybook to discuss emotions with your child and help them understand the different feelings they may have. 

My Many Colored Days

by Dr. Seuss; Recording by Kayla Davitt

To take it one step further, this storybook pairs perfectly with many different classical songs! For each color mentioned in the storybook, you can pair a song that sounds like that specific emotion. If you feel so inclined, be creative and share with your child the songs that you think of when you discuss the feelings and emotions in this storybook.  

Here is an example of a playlist (created by Kayla Davitt, MT-BC) that can be used in conjunction with or addition to the storybook: 

  1. Red – “Rodeo: Hoedown” by Aaron Copland
  2. Blue – “Sleeping Beauty: Prologue, No. 3” by Pytor Ilyich Tchaikovsky
  3. Brown – “Beau Soir” by Claude Debussy
  4. Yellow – “Flight of the Bumblebee” by Nikolai Rimsky-Korsakov
  5. Gray – Theme from “The Snowman” by Sang Froid
  6. Orange – “Tarantella” (composer unknown)
  7. Green – “Carnival of the Animals: VII. Aquarium” by Camille Saint-Saens
  8. Purple – “Moonlight Sonata” by Ludwig van Beethoven
  9. Pink – “Chinese Dance” from “The Nutcracker” by Pytor Ilyich Tchaikovsky
  10. Black – “The Comedians Suite: V. Pantomime” by Dmitri Kabalevsky
  11. Mixed-up – “Take Five” by Dave Brubeck
  12. Back to me – “La Valse d’Amelie” by Yann Tierson

If you wish to use this playlist while reading this book with your child, click here to visit our SoundCloud page.

VISIT SOUNDCLOUD PLAYLIST

You can also use this storybook to practice facial expressions with your child. Demonstrate how your face looks when you feel angry, sad, excited, or down. Encourage your child to practice matching your facial expression in a mirror, then have them identify the emotion and its corresponding color in the book. This book provides for self-expression through movement as well! Colored scarves are a great addition to this activity (and you can work on color identification as well). Introduce a color, have your child identify that color, then play the corresponding song, identify the emotion, and encourage your child to move to the music. Pairing a movement with a specific emotion will help your child remember how their body feels while expressing that emotion.

We hope you enjoy using this storybook in your child’s schooling adventures, whether they be attending in-person, remotely, or both! 

If you would like to purchase a set of colored scarves, click here. 

If you would like to purchase “My Many Colored Days” by Dr. Seuss, click here.

Happy reading!

Explore More Books from Kayla!

Book: The Night Before Summer Vacation

Book: The Night Before Summer Vacation

by | Aug 17, 2021

Written & submitted by Kayla Davitt, MT-BC Excitement. Anticipation. Thoughts of the beach, the sand, and the sun. I can remember when I was younger how excited I would be on the night before a summer vacation trip - I wouldn’t be able to sleep! For many years, my...

Book: Hosea Plays On

Book: Hosea Plays On

by | Jul 13, 2021

Blog post written and submitted by Kayla Davitt, MT-BC  Imagine it’s a bright, sunny day in the middle of the summer. You travel to an open-air market to do your weekly shopping for fruits and vegetables and peruse the stalls of local business owners selling jams,...

Book: The Star Spangled Banner

Book: The Star Spangled Banner

by | Jun 29, 2021

Blog post written and submitted by Kayla Davitt, MT-BC  Around this time of year, many of us are preparing to celebrate the 4th of July. Fireworks, barbecues, and parades are just some of the ways Americans like to celebrate the birth of their country. One of my...

The History of Music Therapy

The History of Music Therapy

by | Dec 6, 2020

It is known that music, be it through rhythm or singing, developed in early human societies well before language. Evolutionary musicologists hypothesize that it acts not only as a form of communication, but also fosters social connection and comradery in their community. Hundreds of years later, we find that same comradery through making music together in bands and choirs, or sharing musical experiences at live concerts. 

Consider the role music plays in child development. Mothers have always sung to their babies—it’s an innate thing to do. Evidence shows this behavior is significant in the development of the child’s linguistic skills. Now backed up by evidence-based research, the music therapy profession was literally centuries in the making.  

Music Therapy’s Early Days 

Early evidence of music being used therapeutically echoes throughout the ages. Below are some examples that show just how far back the roots of the practice go, and how they evolved into the 20th century:  

  • Plato said music is essential in forming one’s personality.  
  • In his writings, Aristotle emphasized the ability for music to release individuals from negative emotions.  
  • In 1560 Constantinople, where the first psychiatric hospitals were developed, music was used in the treatment of patients. 
  • In 1789, an article was published in Columbian Magazine titled “Music Physically Considered”. This was the first publication to suggest music as a strategy to achieve medical goals.  
  • After World War 1 and WWII, community musicians traveled to Veterans’ hospitals to offer relief from the physical and psychological pain soldiers were suffering from. 
  • The earliest music therapy associations were formed by women. The first was founded in 1903 by Eva Augusta Vescelius (the National Society of Musical Therapeutics), a second in 1926 by Isa Maud (the National Association for Music in Hospitals), and in 1941 by Harriett Ayer Seymour (the National Foundation for Music Therapy).  

Early Professional Organizations 

As music therapy evolved into a profession, it became necessary to create laws, guidelines, and universal standards for practicing therapists. In 1950 the National Association for Music Therapy (NAMT) was founded with only a few dozen professionals involved. The founding of NAMT was a significant milestone in many ways. It unified the profession under an umbrella of practices, and led to the development of the first board certification program. In 1971, The American Association for Music Therapy (AAMT) followed as a second organization known for publishing research in its journal Music Therapy. 

The American Music Therapy Association was formed in 1998 and combined NAMT and AAMT. As stated on the AMTA website: The mission of the American Music Therapy Association is to advance public knowledge of the benefits of music therapy and to increase access to quality music therapy services in a rapidly changing world. 

An Ever-Changing Field 

Music therapists value research and evidence-based practice. Our understanding of music therapy is constantly evolving, as science and medicine discover more and more about the way music interacts with the human brain. Unlike the community musicians of the early 20th century, professionals today must achieve a myriad of competencies, maintain board certification, and sustain continuing education hours throughout their professional years.  

Regardless of how the music therapy profession has changed, the same truths ring true as the early days of its conception: Music is a powerful tool. It can be used to assist in learning, as well as medically and psychologically – a truth that’s proven time and time again throughout our history books.  

Works Cited 

Dobrzynska, E., Cesarz, H., Rymaszewska, J., & Kiejna, A. (2006). Music therapy–History, definitions and application. Arch Psychiatry Psychotherapy, 8, 47-52. 

History of Music Therapy. (2020). Retrieved December 3, 2020, from https://www.musictherapy.org/about/history/ 

Thompson, W. F. (2015). Music, thought, and feeling: Understanding the psychology of music. Oxford university press. 

Blog post written by Katie Pistilli, MT-BC

How to Make a Music Therapy Referral

How to Make a Music Therapy Referral

by | Nov 6, 2020

Music speaks to us all in special ways. For some, it may be a form of emotional expression, a means to cope through hard times and celebrate the good. For many children, music is an integral tool for learning. Through the use of music, children can obtain and learn information long-term, perhaps even in subjects that they struggle in. For example, a child may have a difficult time learning their numbers or letters, but when put to a song they don’t have trouble at all!  

Music Therapy is the use of music through evidence-based interventions aimed at accomplishing typically non-musical goals. In the school setting, Music Therapy is a service intended to strengthen the student’s performance related to communication skills, academics, social/emotional goals, and motor needs. 

If you are a teacher, you may notice that using songs in the classroom helps your students pay attention throughout class. Using songs in the classroom gives children a “break” when they need it while still engaging them in learning. Does a specific student come to mind when you think of using music in the classroom? 

As a parent, you may notice that music soothes your child when they are upset and helps them express themselves in a different way. Do you find yourself using music often to help your child work through frustrating times? 

Are you a service provider in a school, like a speech therapist? You may find that many students are excited to communicate about music in a way they are not with other topics. Or, if you are a physical therapist, perhaps using rhythm and song motivates your students through difficult movement tasks.  

Should I Submit a Music Therapy Referral? 

There are indefinite ways that music can help a child succeed in school and at home. If you think Music Therapy would be a necessary addition to your child’s academic program, ask yourself these questions:  

  • Does the child/student show an increase in attending when music is used? 
  • Does the child/student produce more verbalizations or vocal sounds when singing versus when speaking? 
  • Can the child/student be motivated to attempt tasks by the use of music? 
  • Can the child/student be motivated to complete tasks by the use of music?  
  • Does the child/student retain information conveyed in songs more easily than conveyed in spoken interchange? 

If you answered yes to any of these questions, then it may be appropriate to submit a referral for a music therapy evaluation.  

How Do I Submit a Referral?  

1) Parents: Complete the Music Therapy Assessment Questionnaire

Music Therapy Assessment Questionnaire

2) Teachers and service providers: Complete the Music Therapy Referral Checklist and the Music Therapy Referral Form.

  • If you are a teacher or service provider referring a student for an evaluation, please share the “Assessment Questionnaire” in Step 1 with the student’s parent or guardian. 
Music Therapy Referral Checklist
Music Therapy Referral Form

3) Once you have completed these forms, make a copy. 

4) Send one copy to the school district, and another to Upstate Music Therapy Center, 401 Penbrooke Drive, Penfield, NY 14526 

Once this paperwork is processed, you will hear from an Upstate Music Therapy Center therapist to schedule the evaluation. The evaluation will determine if music therapy is a necessary intervention for your child to make progress toward their IEP goals.  

Contact Us if you have any questions!  

The post How to Make a Music Therapy Referral was originally published on Upstate Music Therapy Center. 

Book: What A Wonderful World

Book: What A Wonderful World

by | Oct 25, 2020

Blog post written by Kayla Davitt, MT-BC

Take a moment and look outside. The world is full of beauty all around us! Especially this time of year, the outside world is changing in regards to colors, seasons, and weather. However, most of us don’t take the time throughout our busy days to look outside and be thankful for the beauty all around us.  What a Wonderful World encourages us to do just that: appreciate and be thankful for what we have. The storybook takes the famous song sung by Louis Armstrong, adds illustrations by Tim Hopgood, and creates a wonderful storybook to read with your children. It will encourage your children to look around them and maybe take on a different view of the world.

What a Wonderful World is a storybook that lends itself to be used with young children as well as older children. If your child is at a young age, this book can help develop their pre-academic/academic skills such as color identification, naming items, practicing vocabulary, and answering questions. Encourage your young child to think about what the world looks like to them. Why is the world wonderful? Do you see something beautiful? Though these questions are somewhat abstract, your child’s answers may surprise you!

This storybook can also be used with older children, especially at the beginning of the Thanksgiving season. You could ask your child about what they think makes the world wonderful. As this is a tumultuous time in our country and the world, maybe encourage your child to think about the problems of the world today and why those problems exist. Help them brainstorm some actions they can take in their daily lives that can make the world a wonderful place. Encourage them to be thankful for what they have and to share it with others.

Because this song is well-known around the world, feel free to sing it to your child. You can also listen to the wonderful voice of Louis Armstrong sing this time-honored classic:

We hope you enjoy using this book with your child whether they are learning at home or at school! For more resources and activities to use with your children, please visit our “Resources” tab located at the top of the page.

If you are interested in purchasing What a Wonderful World, click below to find it on Amazon.

Happy reading!

CONTACT US
wonderful world
PURCHASE ON AMAZON
Music Therapy and Down Syndrome: A Beautiful Partnership

Music Therapy and Down Syndrome: A Beautiful Partnership

by | Oct 11, 2020

The therapists from our agency have had the pleasure of working with amazing children and families over the years.  Some of the most special relationships we have developed and cherished have been with families of children with Down Syndrome.  As certified therapists, we have the special tool of music, which seamlessly creates a therapeutic environment that spontaneously elicits movement, sound production, and verbal or non-verbal engagement with others.   

Music Therapy Assessment

Down Syndrome can affect learning abilities in different ways, but it usually causes mild to moderate intellectual impairment. Children with Down Syndrome have delays in speech and motor skills and may need help with self-care, such as dressing and grooming.  These challenges can inhibit them from engaging in social opportunities as easily as typically developing children.  

A Board-Certified Music Therapist conducts an assessment and when the results show a 25% or higher increased level of independence in one or more of the developmental domains when musical techniques are used, music therapy is recommended.  The therapist uses the assessment information to create goals and objectives that will target language development, motor skills, social-emotional needs, or for learning and retaining information.   

 Let’s break it down into four of the developmental domains: 

Motor Skills

Rhythmic exercises promote better coordination.  Instrument play improves muscle control. The rhythmic nature of music gives students a better understanding of the feeling of a movement and the timing of that movement.  Rhythm provides a predictable structure, increasing confidence to explore a new movement that they might not have been willing to try without music. The repetitive nature of music and songs helps the child to practice the movement over many verses and choruses.  Instruments are motivating, fun, and encourage movement using both sides of the body simultaneously or independently.      

Speech and Language Skills

Oral motor muscle control is commonly weak in individuals with Down Syndrome.  When singing songs using silly sounds children are drawn to look at the therapist’s mouth.  The predictable nature of a song maintains the child’s attention as they watch for the next time the sound effect will be produced.  This also creates a structured amount of time for the child to motor plan as they prepare to attempt to imitate the lip and tongue position again. While they are attending and watching for the predictable moment within the structure of the song their active participation also increases.  It is common for the children to use their language to ask for the song to be sung again or to request the next favorite song or instrument.  

Cognitive Skills

Learning and retaining information are primary cognitive functions. Music Therapists embed information into original songs or chants to support the learning of pre-academics and academics.  Mnemonics, the study, and the development of systems for improving and assisting the memory are readily used with rhythm and singing when teaching individuals of all ages new information and for the retention of that information.  Once a child learns a song, for example, the ABC’s, learned easily through listening and singing the song, a Music Therapist then takes that learning a step further.  One method is to create an improvisational piece using one of the letter sounds, paired with words starting with that sound.  As the child processes that information using the whole brain, rather than just the language portion of the brain, the potential of retention increases dramatically.   

Social Skills

There is no doubt that MUSIC brings people together.  This universal language can unite individuals who speak the same or different language and even those who are non-verbal.  As the therapist creates a non-threatening atmosphere encouraging all to play a steady pulse together using body percussion or an instrument, a room filled with individuals with different abilities suddenly have something in common.  A pulse, moving at the same time as others in the room to the beauty of the music brings everyone together.  Children asking other children in the group to trade instruments using words or sign language offers them the opportunity to socially engage.  Two children playing together on a large gathering drum creates the need to cooperate and notice one another.  

Music Therapy and Down Syndrome is a beautiful partnership.  It can target all developmental domains fluently and create an enjoyable environment for learning. For more information about music therapy or to ask a question about our services click here.    

 

What is That Instrument?

What is That Instrument?

Oct 3, 2021

Blog post written by Katie Pistilli. When you think of music therapy, what is the first instrument that comes to mind? For most, it is probably the guitar. Versatile, portable, and calming, guitars are a music therapist’s go-to instrument. Some therapists might have...

Decreasing Bedtime & Morning Stress

Decreasing Bedtime & Morning Stress

Apr 27, 2021

Many parents know the challenge of getting their children to wind down and finish necessary tasks before bed each night.  They also will attest to the struggle each morning with dressing, eating, gathering the necessary items for the day, and getting out the door on...