This introductory video from OPUS Healthcare Musician ******* covers the areas discussed below. This is a good starting point, but we encourage you to take the time to read through the information below to help you in your musical interactions.
Approaching a new instrument with an attitude of open curiosity and an enthusiasm to try, can be the first step in a lifetime of music making. For a child, having the opportunity to explore instruments with an adult who will model and positively reinforce this curiosity and enthusiasm and who can encourage them to reach further, keep going and to keep exploring is invaluable.
Choosing, sourcing and buying accessible instruments for use in healthcare:
The success of sessions focused on exploring instruments will often depend on the variety and quality of instruments that you have available. Please see the section on Sourcing Accessible Instruments to ensure that you have the best, most suitable instruments for exploration in your instrument kit.
Prepare for the session.
When facilitating the exploration of an instrument it is important that you already have an idea of the potential of the instrument, how it is played and how to develop ideas. Even though you may facilitate its use by modelling an explorative approach, it’s important that you know where you are leading the child. Work out a tune on the instrument if it is tuned, but don’t start your facilitation with this. Have it ready in case the child leads you to a point where this would be useful to model.
Know the key of the tuned percussion instrument. This doesn’t mean learning lots of music theory but just be aware that the instrument won’t always sound nice when played along with recorded music or instruments in other keys. The notes may clash.
With untuned percussion instruments, challenge yourself to develop technique on these so that you can facilitate this in a child if the child wants to go there. This kind of preparation is an ongoing process. Having some technique on percussion instruments can act to spark the interest in children and young people who may dismissively think…. ‘oh that’s just a shaker…’
Familiarise yourself with any recorded resources you may use in the session. Get familiar with any melodies – learn to play one if you’re feeling confident! Get familiar with any starts or stops in the accompaniment. Make sure the instruments you are going to be using sound nice with the recorded accompaniment.
Exploring Percussion Instruments
Within the session:
Set yourself an intention as to how you want to present the instrument. Consciously differentiate between ‘I’m going to demonstrate / show / teach’ and ‘I want to invite the child to explore / become curious about / find out about by doing’
Introduce the instrument. You may need words for this or simply getting the instrument out of the box and placing it down within reach of the child may be enough to instigate exploration.
Demonstrate the bare minimum. If the child is reluctant to engage with the instrument a simple demonstration of picking up a beater and striking the instrument once may be enough. Playing a random selection of notes may be required, with the beater then being offered to the child. Avoid playing known tunes or implying that there may be an expectation to play something ‘correctly’.
Give time for exploration. The child may be straight in to exploring the instrument or they may be reluctant. Start a game of follower the leader by inviting the child to copy you. Swap roles and copy them.
Be aware of responses. At all times be tuned into the child’s facial expression. be conscious of eye contact and what it (or the lack of it) is telling you. Read signs of discomfort and ill ease / engagement and enthusiasm. Balance a strong confident offer of music making with a sensitivity to the child’s reaction. Always be ready to present the child with the two options of ‘would you like to keep going or is it time to stop?’ rather than just presenting one option, which to the child may suggest your preference eg ‘Shall we keep going?’ read as ‘I want you to keep going.’
Follow the child. Some children may be more than happy exploring, creating, interacting and responding and this can become very expressive incorporating elements of playful social interaction. Others may want to know all about how it works and be able to achieve something like learning a tune on the instrument. the interaction could be a mixture of both Your preparation before the session will determine how far you can go in either direction.
Extension activities.
Introducing accompaniment. Once the child is comfortable and confident exploring the instrument themselves you may want to enhance the sounds they are making by moving away from playing with them on the same instrument to accompanying them on a different instrument. This is when knowing the key of the instrument they are playing becomes very important. Follow the child’s lead in terms of rhythm and tempo. Try gently introducing changes to these and see if they notice or respond. Try doing this with and without eye contact.
Accompaniment may also be introduced through the use of recorded resources. Both you and the child can play along to the resource exploring the instrument in an improvisatory way. Use the recording to inspire how you play; maybe copy the rhythm of sung words; try and stop at the same time as the music stops. Try to play with the accompaniment rather than just at the same time as the accompaniment.
Know when it is time to stop. Be aware that a child might continue to explore an instrument beyond the point at which they have lost interest in it if they think they are meeting your expectation. Always be ready to ask!
Music to use as accompaniment
Potential Outcomes:
Exploring instruments can lead to so many potential outcomes:
- A sense of playfulness
- Distraction away from discomfort/ refocusing on pleasure, curiosity and creativity
- Making connection / getting to know people. Being with another person without the need for words
- Changing mood and how someone is feeling – motivating vs calming
- Building self-confidence / self esteem
- Giving people the chance to make choices / have control
- Socialising and playing with others
- Self-expression through creative activity – Doing something non-verbal / non messy
- Being in sympathy with a patient where they’re at – acknowledging someone