Kalani Music

How Playing Music Rescued Me

June 7, 2013 by kalani

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This is my personal story of my struggle with dyslexia, how I became discouraged with school, and how I came to believe that I couldn’t do the work until my musical experiences help me rebuild my self-concept. This podcast is dedicated to those brave people who have overcome a learning disorder and come to live rewarding lives.

If you, or someone you know, has a learning disorder, please share this with them. Comment below and share your story. Help others understand what it can mean to live with a learning disorder and what we can do to help ourselves and each other.

Thank you!

-Kalani

Filed Under: Health, World Drum Club Tagged With: belonging, dcm, drum, drumming, Education, kalani, music, musical connections, teaching

Types of PLAY

June 5, 2013 by kalani

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Kalani LIVE Episode #15 explores two types of play, coordinated and cooperative, and introduces a new song about Summer. Consider registering for the Summer DCM Course and learn how to create and facilitate community drumming and music making in general by visiting the DCM website when you’re done listening ot this PODCAST.

It’s Summer Song

Everyone LOVES Summer so why not sing about it! You can learn and download this song for FREE – and enter to win a CD
YOU can win a Rhythm Spirit CD by writing and submitting your own lyrics for the song. Just send your ideas to: office@kalanimusic.com by June 23rd, 2013.

Download  the music for “It’s Summer.”   It’s Summer in C.

COORDINATED PLAY

Here’s an example of a COORDINATED PLAY experience in the form of Guided Interactive Drumming. Notice that the facilitator is structuring, directing, and leading the kids through a number of different tasks to achieve the desired outcomes. He is also explaining how to think about their actions and what they represent and mean. This example features Kenya Masala, an X8 Interactive Drumming Facilitator.

COOPERATIVE PLAY

Here’s an example of a Community Drum Circle, which is a COOPERATIVE PLAY experience where everyone is making their own choices about what they play, how they play, and even IF they play. Notice that there are some people playing, some listening, and some are dancing.

Facilitation Training

To learn more about facilitating drum circles, guided interactive drumming, and HOW to design a PROGRAM that reaches specific goals for any type of population, attend the Summer DCM course in Los Angeles with Kalani. Visit PLAYSINGLAUGH.COM now.

Filed Under: Community Drumming, Improvisation, World Drum Club Tagged With: dcm, drum circles, drumming, Education, facilitation, Group Drumming, music techniques, rhythm, teaching

The Art of Facilitation, Part 7: Story Teller

April 16, 2013 by kalani

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Kalani discusses the role of the Story Teller as it relates to the greater role of facilitator, according to the DCM approach. Topics in this episode include; Using stories to structure and set up an experience, using stories to provide context, using stories as in-the-moment descriptions of events and impressions, using stories to summarize what occurred during an event, and using stories as a tool for metaphorical learning.

Filed Under: Education, World Drum Club Tagged With: dcm, Education, facilitation, mindfulness, Orff Schulwerk, storyies, teaching

The Art of Facilitation, Part 6: Student

April 3, 2013 by kalani

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In this episode, Kalani examines ways we can each embody the student archetype or spirit as we deepen our skills as a facilitator. It doesn’t matter what you are facilitating, learning and becoming a student of your art is at the core of facilitation. Some of the concepts included in this episode are: Personal development and self-study, Observation and both a facilitator and participant, Using peer and participant feedback, and Creating opportunities for others to take the lead and become their own teachers. The Art of Facilitation is the focus of this year’s Developmental Community Music training program in L9s Angeles, July 22-26, (2013). To find our more and register for this unique and powerful course, visit playsibnglaugh.com. �Be sure to listen to the previous five episodes in this series.

Filed Under: Community Drumming, Facilitation, World Drum Club Tagged With: community drumming, drum circles, drumming, Education, facilitation, music

The Art of Facilitation, Part 4: Friend

February 20, 2013 by kalani

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Kalani discusses the Art of Facilitation from the perspective of being a Friend. Key aspects include; Saying ‘YES,’ unconditional acceptance, being non-judgmental, asking questions, being a good listener, inviting disclosure, encouraging risk-taking, and praising accomplishments and attempts.

Learn about all eight aspects of facilitation in this eight-part series based in the Developmental Community Music approach. Find out more at http://playsinglaugh.com.

The Facilitator Qualities Matrix

Filed Under: Community Drumming, Facilitation, World Drum Club Tagged With: dcm, Education, facilitation, kalani, music

The Art of Facilitation, Part 3: Observer

November 4, 2012 by kalani

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Kalani discusses the Art of Facilitation from the perspective of being an Observer. Key aspects include; Being in the moment, taking an objective view, steeping outside of the process, and practicing mindfulness. Learn about all eight aspects of facilitation in this eight-part series based in the Developmental Community Music approach. Find out more at http://playsinglaugh.com.

 

Drum Circle Facilitation

Register for the Developmental Community Music Summer Course.

PlaySingLaugh.com

 

Filed Under: Facilitation, World Drum Club Tagged With: dcm, drumming, Education, facilitation, kalani, mindfulness, music, Orff Schulwerk, therapy

The Art of Facilitation, Part 2: Teacher

October 30, 2012 by kalani

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In part 2 of this eight-part series, Kalani discusses aspects of the Teacher archetype, as it relates to the Art of Facilitation using the Developmental Community Music approach. Topics in this episode include: having knowledge of the particular area, asking the right questions, connecting past knowledge with in-the-moment learning, saying ‘Yes’ more than anything else, being open to learning from one’s students, and keeping an attitude based in appreciation and humility. Find more at kalanimusic.com.

Drum Circle Facilitation Training

 

What do you think? Leave your comments below.

Filed Under: Facilitation, World Drum Club Tagged With: dcm, drumming, Education, facilitation, learning, music, teaching, therapy

Drum Fun – Musical Games for Groups. Now for iPad!

October 18, 2012 by kalani

The popular DVD set, Drum Fun! – Musical Games for Groups, is now available for the iPad.

The iBook includes written instructions for presenting each game and includes video so you can see the games being played by a group of participants.

Now available on the iTunes bookstore for the very low price of $12.99!

View on Apple.com

The Drum Fun! iBook contains all the same activities as the 2-DVD set and features Modifications, Extensions, and Notes for each game. You also get Presentation Tips and Notes for Music Educators, Music Therapists, and Community Music Facilitators. Search the iTunes store for “Drum Fun!” Watch samples of the DVD here.

The iBook version is perfect for anyone who wants to add to their drum circles, musical parties, corporate team building events, socializers and energizers for meetings and gatherings, and any occasion where the main goal is to create musical experiences that bring people together in a fun and social way.

Games include:

  • Rumble Ball
  • Flocks in Socks
  • Number Walk
  • I Am the Drum!
  • Sound Toss
  • Drum Stories
  • Sound Compass
  • Day at the Museum
  • Where’s Froggy?
  • Clapandele
  • Let’s All ____!
  • Music Pads
  • Let’s All Play!
  • Drum Call
  • Timbre!
  • Pieces of Eight
  • Signals
  • Rhythm Canon
  • Let’s All Move!
  • Ships in the Night
  • Orbits
  • Echos
  • Four on the Floor
  • Musical Mystery

Filed Under: Community Drumming, Education Tagged With: drumming, drums, Education, Group Drumming, kalani, music games, Music Therapy

Achievement-Based Community Drumming

August 26, 2011 by kalani

People of all kinds are gravitating towards community drumming as a format for reaching a number of non-music-related goals and objectives. These can include things such as developing a sense of belonging, increasing self-confidence, becoming more disciplined, increasing team working abilities, and so on.

Not all forms of community drumming operate under the same philosophical principles however. Some deemphasize musical skills and focus more on creating feelings of unity through rhythmic entrainment, often through playing simple rhythms and following the in-the-moment directions of a leader. Other approaches focus on reaching specific emotional states through things like guided imagery and humor. Below is a list of what I consider to be some of the main features of what I call an Achievement-Based approach to Community Drumming.

The term ‘achievement’ is used because in these models, the focus is on the acquisition and development of personal skills as the primary vehicle for individual and community development.

Qualities of an Achievement-Based Approach

Educational in Nature

Participants learn from a trained and experienced teacher who has achieved a level of mastery in the art form that is sufficient to guide them from a very basic to an advanced level. Participants are taught about the craft of drumming within a curriculum that is designed to gently push them forward as they strive to reach new levels of skill. Studies show that personal achievement is what drives most people to engage in activities they find personally rewarding.

Focuses on Developing Skills

By developing skills, the participants gain confidence as they practice and play together. When someone reaches a new level of skill, they generally feel a great sense of accomplishment, which is reenforcing to the process of learning. Participants need to develop skills in order to stay motivated to participate and to reach deep into the music, which will further provide positive reinforcement to individuals and the group as a whole.

Honors Musical Traditions

Working within musical traditions, wether they be from one’s own culture or another, provides a broad and deep resource from which to draw. Music traditions connect participants with each other and those outside of their culture, creating a global network of musicians. Because most musical traditions feature a multitude of skill- and knowledge-based techniques and practices, they provide virtually unlimited opportunities for musical growth and development.

Emphasizes Discipline

Any craft or art form requires a certain amount of discipline to develop. Discipline is a necessary life skill and is a shared trait among high-functioning people. The time one spends practicing and developing the craft of drumming (or playing any instrument) is time that he/she is conditioning him/herself to be someone with the focus and discipline to achieve his/her goals – no matter what they are.

Allows for Diversity of Skills

Because everyone is different, with different strengths, needs, and experience, a community-oriented program must accommodate multiple degrees of skill and various areas of interest. Most drumming traditions offer a variety of options for participation, including playing simple rhythms on basic instruments to directing the group and soling on drums and melodic instruments. As players gain skills, they are able to move from basic to advanced activities, thereby allowing them to remain on a developmental curve that meets their personal needs for meeting level-appropriate challenges.

Is Progressive

The drumming program includes multiple goal levels that can include various aspects of music, such as playing specific sounds and patterns, learning various sequences of patterns, creating various textures and musical arrangements, performing at various functions (private or public), and adding other skills such as singing, dance, and performing.

Celebrates Personal Achievement

Students are acknowledged for attaining various degrees of skill and knowledge as they work through the program. Honoring achievement promotes a healthy environment where participants value work, strive to reach new levels, and celebrate themselves and each other. Honors are often granted through public ceremony, where teachers, peers, and families have an opportunity to show their appreciation. Celebrations add to someone’s personal sense of accomplishment and self-esteem.

Connects Members Through a Shared Community Experience

Participants study, practice, help each other, and perform in a group; thereby strengthening interpersonal relationships, providing opportunities for sharing thoughts, ideas, and feelings, and generally creating a sense of camaraderie between group members. By achieving progressive levels of performance as a group, every member may take pride in his/her achievement.

Summary:

Achievement-Based Community Drumming Programs offer participants with myriad opportunities for personal and community growth through a shared musical experience. Sessions are curriculum-based and educational in nature, honor musical traditions, take place over several sessions, are progressive and developmental, accommodate various levels of skill, celebrate achievement, develop discipline, and connect members.

ABCD programs may take place in schools, recreational facilities, places of business, retreat centers, and used within educational, recreational, developmental, and therapeutic programs. They are presented by someone with adequate drumming experience, as evidenced by training, degrees, certifications, public performances, recordings, publications, teaching experience, and references.

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Filed Under: Education Tagged With: Education, Group Drumming, musical connections

Music Therapy

January 18, 2011 by kalani

You’ve probably heard the term “Music Therapy” and even if you’re not familiar with the profession, you can probably imagine what it’s about: helping people through the use of music. If you think that, you would be right; however, there’s much more to it.  Despite the fact that Music Therapy, as a profession, is now entering its 60th year, many people are still unfamiliar with it, or don’t understand it.

In order to understand what music therapy is, it helps to know what it is not. Ask someone on the street what music therapy is and you are likely to get all kinds of responses. Some common perceptions of Music Therapy can include:

“It’s playing music for people so they feel better.”
“It’s when you relax to music that you like.”
“It’s when you play those gongs and healing bowls.”
“It’s using instruments to get out your feelings.”
“It’s when a musician receives therapy.”

The Music Therapist

One of the first things to learn about Music Therapy is that it’s something that is done by a trained and certified Clinician. Requirements for becoming a Music Therapist (in the US) include: receiving a Bachelor of Music degree from an accredited Music Therapy program, completing a supervised internship (1100 hours), and passing a certification exam administered by the Certification Board for Musci Therapists. (That’s what the ‘BC’ in ‘MT-BC’ stands for: Board-Certified). The skills, knowledge, and experience needed to become a Music Therapist are similar to those required in other allied health professions, such as speech therapy, physical therapy, and occupational therapy. Music Therapists study physiology, psychology, physics of sound, clinical techniques, musical styles, instrumentation, leadership, discussion techniques, adaptive strategies, documentation, and much more. Additionally, the Music Therapist works within the profession’s Scope of Practice and meets specific Clinical Standards to ensure that clients receive only the highest quality services.

Client-Centered

Another key feature of Music Therapy is that it is designed specifically for the client(s). The Music Therapist gathers information about the client through a process called assessment. This step is a lot like your first meeting with a doctor when they get all your health care history and current condition. They ask you what’s going on, examine you, and try to get a good idea of how best to help you, based on your needs and abilities. It’s the same with Music Therapy. The Music Therapist often works with other members on a treatment team to gather and share information about clients and discusses ways to best serve them. Music Therapy is not a one-size-fits-all approach, but a dynamic  process that is driven by the client and his/her unique needs. Music Therapy is done with someone, not to someone. Music Therapy is not a ‘program’ that can be universally applied to any population with specific outcomes in mind. On the contrary, it honors the unique needs of each client, even in group settings.

Treatment Program

After the initial assessment, the Music Therapist designs a treatment program. The treatment goals in a Music Therapy program are often the same goals as for other forms of therapy (physical, cognitive, occupational, etc.). The main difference is in the way the Music Therapist helps the client reach their goals. While physical therapists uses all kinds of exercise experiences (custom machines, rubber bands, balls, massage, adaptive technology, coaching, etc.) to help their clients reach various therapeutic goals, Music Therapists use music-based experiences (playing instruments, creating music, listening to and discussing music, moving to music, adaptive technology, etc.), to help their clients. It’s quite common for a music therapist to share goals with physical, speech, talk, and occupational therapists. The main difference is in the way each therapist works.

Music Therapy is a dynamic process that is customized for the client(s), before and during a session. For this reason, the music therapist is highly skilled in many areas of music (plays many different instruments and styles of music), able to incorporate a wide variety of interventions (different types of musical experiences), and able to modify experiences to stay focused on the client’s needs (keeping them actively engaged while staying focused on reaching treatment goals).

Because music therapists work with virtually all populations, there is a wide spectrum of techniques and approaches within the field. As in the medical field, it’s quite common for a music therapist to specialize in a particular area, such as pre-natal, special education, traumatic brain injury, addiction recovery, hospice, etc.. Specialized training courses can supplement the music therapist’s core skill set, as well as Master’s and PhD degrees in music therapy.

The Music Therapist maintains documents that record and track client progress. At some point, he/she will determine weather to continue, modify, or terminate treatment. This choices are based on periodic evaluation of the client’s condition, needs, and goals. Music Therapists abide by a comprehensive Code of Ethics when delivering services.

As we learned at the top of this article, it’s not just that someone is playing an instrument or listening to music that produces a desired outcome, but rather that they are working with and under the guidance of a Board-Certified Music Therapist, someone who is knowledgeable and skilled in music, therapeutic interventions, and working with various populations. Music alone can be a power force, but it is when that power is skillfully and purposefully used that we can expect more than recreational outcomes. As you browse the internet and literature, you may come across terms and services that sound like music therapy. Some might even use the term Music Therapy or the name of an instrument, followed by the word Therapy. Here’s one way to tell if something is Music Therapy or not: A music therapist will have the letters MT-BC after his/her name. These stand for Music Therapist, Board-Certified.

Evidence-Based

Music Therapy is a profession based on evidence that is gathered through Scientific Studies. Both qualitative and quantitative research models are used and studies are peer-reviewed to ensure they are valid and relevant to the field. Music Therapy research is often quoted and used by those outside of the field to support the idea that there are “health-benefits” to “making music.” While it’s likely that there are some predictable benefits to be gained by engaging in any recreational activity, musical or otherwise, it’s difficult to say whether or not someone who is not a music therapist could provide the same types and quality of service to clients with various diagnosis and needs. As you know by now, the Music Therapist does a lot more than ‘play music’ with clients. They use evidence-based musical experiences within a therapeutic relationship to help the client make measurable and positive change.

There are hundreds of Music Therapy studies on a wide variety of topics available for review. To find out more about the Science of Music Therapy and learn more about how Music Therapists are helping clients live more productive and fulfilling lives while saving hospitals, families, and tax-payers money, visit the AMTA website and search the term ‘Music Therapy’ on PubMed or another resources. Note: Check to see if what is called ‘music therapy’ actually is, based on what you now know.

How it works

Music Therapy can take many forms as determined by the population, goals and objectives, and the treatment plan as designed by the Therapist. Therapists will often take different approaches to meeting the same objectives, depending on their unique perspective, expertise, and background. When designing a treatment program, the Music Therapist considers the primary goal area(s), determines one or more objectives to be met, then he/she selects and modifies music-based interventions to reach the objectives.

Example: A person with a developmental disability is working towards the self-care goal of dressing himself. Being able to dress himself will reduce his dependence on others, raise his self-esteem, and result in a savings to the facility is staff time and money. In order to reach his ultimate goal, he must first develop his fine motor skills (i.e., using his fingers to button a shirt or tie a shoe). The supporting goal of “increasing fine motor skills” then becomes the focus of the Therapist. The Therapist then chooses several the objectives that are designed to help reach the goal. One might be, “The client will use all four fingers and thumb of his his right hand to press the keys on the piano at least three times each within 30 seconds.” (This is both observable and measurable). With the objectives in place, the Therapist designs an intervention to meet them. To reach the above objective, the intervention might be to play the melody to “When the Saints Go Marching In” on the piano. When the client plays this song at a standard tempo, the objective will be met. For the client, this experience is likely going to be fun and musical – and it is. It is also a way to help the client develop the skills he needs to reach his ultimate goal of dressing himself. This process – of using musical experiences to reach non-musical goals – is at the core of Music Therapy. The practice is goal-driven, customized for the client, and based on observable and measurable outcomes. The musical experiences, coupled with the relationship with the therapist, are the vehicles that helps motivate and transform the client. When the client, the therapist, and the music are all working together, Music Therapy is taking place. Other examples of music therapy at work include:

  • inviting a group of adults in addiction recovery listen to and discuss the lyrics of specific songs. (The Therapist chooses songs because of their potential to open up discussions on various topics related to the therapeutic goals.)
  • helping a client in physical rehabilitation learn and participate in a traditional dance. (The therapist chooses the dance based on the inclusion of specific types of movements.)
  • showing a group of young mothers how to sing to and move with their infants. (The therapist writes songs that help the mothers bond with their babies and provides the infants with an important developmental foundation that will increase their chances to do well in school later on.)
Therapeutic Relationship

Music Therapy applies to almost any setting where a client is working towards a goal. General areas include physical (developmental, rehabilitation, habilitation, maintaining functioning, etc.), cognitive (educational, insight, psychiatric, remembrance, environmental, etc.), emotional (stress-reduction, coping skills, elevation of mood, adjusting to transitions, etc.). For more about Music Therapy approaches, applications, and populations, visit the AMTA website.

Common Misconceptions

It is not uncommon for a Music Therapist to hear the following statements upon entering a room at a facility.

  1. “Ok everyone, it’s time for music.”
  2. “Let’s get ready for your music lesson.”
  3. “Hey everyone, the music-lady (or man) is here.”

From the outside looking in, a Music Therapy session can appear to be a recreational music making experience (#1), a music education experience (#2), and even entertainment for clients (#3). This is understandable, since most people will categorize something under an already familiar heading. Some may see a music therapist helping a client learn how to play an instrument and come to the conclusion that a music therapist is a music teacher (or a recreational musician) who works with persons with special needs. Add to this the fact that there are indeed musicians who provide music lessons and recreational experiences to persons with special needs (who are not Music Therapists) and you can imagine how it could be confusing. Music Therapists are not the only people who use music, but they are the only ones who provide Music Therapy – the clinical and evidenced-based use of music interventions to accomplish individualized goals within a therapeutic relationship.

This is the primary difference between a Music Therapist and a recreational music facilitator, a music teacher, and a performing musician who might also “do music” with various populations. In those cases, the music is usually a recreational or supportive experience for a person or group. Recreational music making experiences can be provided by Music Therapists and non-Music Therapists alike. In fact, there are many organizations and programs that are specifically designed to help promote and provide recreational music making opportunities to people of all kinds. Some include:

Resounding Joy
Musicians on Call
Volunteer Music
Developmental Community Music
HealthRhythms

Applications

Music Therapists work in a variety of settings and with virtually all populations.

Settings can include:

  • Public and Specialty Schools
  • Hospitals and Hospice
  • Extended Care Facilities
  • Health Services Clinics
  • Adult Day Care
  • Residential Treatment Programs
  • Prisons

Populations can include:

  • Pre-Natal
  • Infants & Toddlers
  • Children
  • Teens
  • Adults
  • Elderly
  • Special Needs
  • Psychiatric Patients

Music Therapy includes providing services to many populations and within many settings, both enhancing the effectiveness of other allied health professions and extending the boundaries of treatment to maximize the potential for positive change. Music Therapy can include any experience that uses music, sounds, vibrations, and other aspects of music. It can also include related practices such as poetry, story telling, creative arts, movement, dance, listening, discussion, guided imagery, touch, massage, and more.

A Powerful Force

Music Therapy has been shown to be effective in areas where other treatments have not. Because music is a unique modality that can have deep and even profound meaning for may people, it has the ability to motivate people to do what they may have never done or say what they have never said. Music helps people speak without words, to communicate across the boundaries of language and culture, to reach people in ways that words and gestures cannot. Music is often felt as a deeply meaningful and even sacred aspect to the self and a culture.

Backed by 60 years of clinical service, scientific research, technical innovations, and intensive training and certification, the Board Certified Music Therapist (MT-BC) is in a unique position to harness the power of music and provide unique services to a wide range of populations.

For more information about music therapy, visit the American Music Therapy Association and  the Certification Board for Music Therapists.

Filed Under: Education, Music Therapy Tagged With: Education, Music Therapy

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