Transcript Abstract Concepts for Concrete Minds

Abstract Concepts
for Concrete Minds
Mary Jane Landaker, MME, MT-BC
San Diego, CA
November 2009
Piaget
• Children progress
through stages
• Development includes
movement through the
stages
• Concrete operations
are based in sensory
stimulation
Implications for Learning
• 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
Kids with Disabilities
• 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
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
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
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
Jukebox
• Money concepts
• Musical preferences
• Social engagement
• Relaxation
Jukebox File Folder Application with Money
Jukebox Materials
• 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.
Rhythm Wheel
• Notation Concepts
• Rhythm reading competence
• Composition
Rhythm Wheel Materials
• 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.
Notation File Folders
• Full composition
experience
• Translated to piano or
Orff instrument with
note matching
• Independence
Step Two – Set
rhythm with
notation choices
Final step – Rhythm choices as well as pitch
choices
Completed
example…
Notation File Folders
• 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.
Emotion
• 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.
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
Making things concrete…
• Translate into a visual
representation
• Practice the skill
• Multi-sensory
experiences
• Show, don’t tell
• Have fun
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.
Thanks for coming!
Mary Jane Landaker, MME, MT-BC
www.musictherapyworks.com
[email protected]