music education for mental health: creating a
TRANSCRIPT
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University of Nebraska - LincolnDigitalCommons@University of Nebraska - Lincoln
Honors Theses, University of Nebraska-Lincoln Honors Program
Spring 3-12-2018
Music Education for Mental Health: Creating aParticipatory Music After School ProgramNicole A. ShivelyUniversity of Nebraska-Lincoln
Follow this and additional works at: https://digitalcommons.unl.edu/honorstheses
Part of the Fine Arts Commons, Music Education Commons, Music Therapy Commons, and theSecondary Education Commons
This Article is brought to you for free and open access by the Honors Program at DigitalCommons@University of Nebraska - Lincoln. It has beenaccepted for inclusion in Honors Theses, University of Nebraska-Lincoln by an authorized administrator of DigitalCommons@University of Nebraska- Lincoln.
Shively, Nicole A., "Music Education for Mental Health: Creating a Participatory Music After School Program" (2018). Honors Theses,University of Nebraska-Lincoln. 37.https://digitalcommons.unl.edu/honorstheses/37
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MusicEducationforMentalHealth:
CreatingaParticipatoryMusicAfterSchoolProgram
AnUndergraduateHonorsThesis
SubmittedinPartialfulfillmentof
UniversityHonorsProgramRequirements
UniversityofNebraska-Lincoln
By
NicoleShively,BME
MusicEducation
Hixson-LiedCollegeofFineandPerformingArts
March12,2018
FacultyMentors:
Dr.RobertWoody,PhD,MusicEducation
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Abstract
Thisthesisproject,titled“MusicEducationforMentalHealth:Creatinga
ParticipatoryMusicAfterSchoolProgram,”consistsofaresearchpaperandcurriculum
guideforthecreationofanonprofitafterschoolprogramthatwillusemusiceducationto
helpyouthwithdepressionandanxiety.Thisprogramprovidesparticipatorymusic
experiencestostudentsinasupportive,catharticenvironment.Thepaperdetailsthe
researchbehindthepsychologicalbenefitsofmusic,theactivitiesthatwouldbedonewith
thestudents,andwhythereisaneedforthisprogramincurrentsociety.Thecurriculum
guideconsistsoftheaddressednationalmusiceducationstandards,unitcalendar,
multiplesamplelessonplans,andmusicalexamples.
KeyWords:MusicEducation,ParticipatoryMusic,MentalHealth,Depression,Anxiety,School
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MusicEducationforMentalHealth:
CreatingaParticipatoryMusicAfterSchoolProgram
TheU.S.PublicHealthServicedeclaredthecurrentstateofmentalhealthcarefor
youthinourcountryapublichealthcrisisin2000.Asadvocacyandawarenessfor
mentalhealthhasincreasedoverrecentyears,sohasthenumberofyoungpeoplewho
havebeendiagnosedwithamentalillness.Today,oneinfivestudentsage9-17have
experiencedatleastminimalimpairmentfromadiagnosedmentalillnessoraddictive
disorder.(Weist)Findingnewwaystoprovidementalhealthcareandpositivesocial
experiencesforstudentsisessential,andparticipatorymusiceducationintheafterschool
settingprovidesonesuchopportunity.Thispaperwillexaminethementalhealthcare
problemsforstudentsintoday’sworld.Itwillalsoidentifywhymusicprovidesaproven
andidealsolutiontothisproblembyexploringmanypsychologicalbenefitsofmusic,
currentresearchsupportingtheseclaims,andculturalreasoningtosupportthe
developmentofanafterschoolparticipatorymusicprogram.Lastly,itwillidentify
potentialoptionsforamusiccurriculumbasedonmusictherapypracticesthatwould
providesolutionstotheidentifiedproblems.
TheProblem
Negativementalhealthisanationalconcern,affectingpeopleofallages,
socioeconomicstatuses,orculturalbackgrounds.Inthegreatercontextofoursociety,we
seementalhealthconcernsrevealthemselvesthroughsocialmediamovements,school
shootings,andadvocacyfundraisers.Forthepurposesofthispaper,mentalhealthis
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definedasaperson’sconditionregardingtheirpsychologicalandemotionalwell-being.Of
allmentalhealthconditions,depressionandanxietyaretwoofthemostcommonandwell
known.Onestudyfoundthatbetween2005and2014,thepercentageofadolescentswho
hadexperiencedmajordepressiveepisodesincreaseddrasticallyfrom8.7%to11.3%.
Howeverasdepressionhasbecomemoreprevalent,therehasbeenlittleoverallchangeto
mentalhealthtreatments.Asaresult,morestudentsarelivingwithundiagnosedor
untreateddepression.(Mojtabai)Mentalhealthproblemsposeseriousthreatsto
academicperformanceandsocialdevelopment,especiallywhenleftuntreated.Withthis
problemliesauniqueopportunityandademandtoprovidebettercarewithmoreoptions
forindividuals.
Simultaneously,acurrentprobleminmusiceducationisfindingthebalance
betweentraditionalpresentationalcourseofferingsandparticipatorymusiccourse
offerings.InanarticleentitledMusicEducationforAllThroughParticipatoryEnsembles,
MatthewThibeaultdefinesparticipatorymusicasafieldthat“encompassesmusicthatis
primarilysocial,usedforbondingwithothers,andwhichaimstoinvolveallthroughan
approachtomusicthatisaccessibletoall.”Mostschoolmusicclasses,suchasband,
orchestra,orchoir,arepresentational.Theyinvolveaselectgroupofstudentslearning
musicandperformingitforanaudience.Oncestudentsreachsecondaryschools,these
traditionalensemblesrequireacertainlevelofskillandexperiencethatoftenpreventnew
studentsfromjoining.Contrarily,musiceducationnationallyisbeginningtoseekwaysfor
participatorymusicexperiencestobeintegratedintoschools.Accordingtoa2007
presentationfromtheNationalAssociationofMusicMerchants(NAMM),teenswantmore
variableoptionsformusicmakinginschools,includingtheuseoftechnologyand
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instrumentscommoninpopularmusic.(Bryant)Studentswhoareunabletomeetthe
qualificationsforthesepresentationalensemblesarelookingforwaystobeinvolved
withinthemusicdepartment,andthedepartmentneedstomakesuretheyareproviding
opportunitiesforallstudents.
Whencombiningtheproblemofincreasingmentalhealthconcernsforadolescents
withtherealityofmusiceducation’schangingroletoincludemoreparticipatorymusic,
theopportunityforcollaborationpresentsitself.Oneviablesolutiontotheseproblemsis
thedevelopmentofanafterschoolprogramthatusesparticipatorymusiceducationinan
inclusiveenvironmenttohelpstudentswithdepression,anxiety,andothermentalhealth
conditions.
PsychologicalBenefits
Musicmaking,especiallywhendoneinasafe,inclusiveenvironment,haslongbeen
supportedbyresearchtobepositiveforone’smentalhealth.TheNationalEndowment
fortheArtsdeclaredinareportonArtsinAgingthatinvolvementintheparticipatoryarts
havedemonstratedapositiveeffectonmentalhealth,aswellasphysicalhealthandsocial
functioning,inadults.Additionally,suchparticipationhelpspeopletocommunicate,build
relationshipswithothers,anddevelopself-identity.Similarly,U.S.employeeswith
recreationalmusic-makingopportunitieshavebeenscientificallyproventohaveless
stress,depression,andburnoutthanthosenotengagingwithrecreationalmusicmaking.
(Bryant)Furthermore,musichasbeenshowntocausechemicalchangesinthebrainsof
activeparticipants.Ina2010study,AbbieFenressSwansonfoundthatmusiccanelicita
responseinthebraintoreleasechemicalsthatdistractthebodyfrompain.Researchhas
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alsoshownthatplayingamusicalinstrumenthastheabilitytoreversethebody’snatural
responsetostressatthemolecularlevel,asdemonstratedbytheLomaLindaUniversity
SchoolofMedicine.(Bryant)
Inadditiontothesegeneralmusicaleffectsonmentalhealth,manyresearch
studieshavemadeconclusionsinvolvinghowbothlisteningtoandplayingmusicis
psychologicallybeneficial.In2013,FergusonandSheldonfoundthroughanexperiment
that“participantswholistenedtoupbeatclassicalcompositionsbyAaronCopeland,while
activelytryingtofeelhappier,felttheirmoodsliftmorethanthosewhopassivelylistened
tothemusic.”(Bryant)Activeengagementenhancesthemusicalexperienceandallows
participantstofeelmoreemotionalchange.Whilesomestudiesdemonstratemusic’s
abilitiestoincreasehappiness,stillothersshowthatmusichelpsussafelyexperience
sadness.Oneresearcher,DavidHuron,explainedin2011thatlisteningtosadmusic
causesthebodytoreleasetheprolactin,thesamechemicalreleasedwhenaperson
experiencestruesadness.Huronarguedthatmusicprovidesasafewaytoexperience
“shamsadness”withouthavingtorelivepainfulmemorieswhilestillbenefittingfromthe
consolingeffectcausedbythechemicalrelease.(Woody)Anotherstudycompletedby
AnnemiekeJ.M.VandenTolin2016confirmstheideathatmusiclisteningcanaidthe
healingprocess.Itstatesthatlisteningtosadmusiccanhelpindividualsfindsolacein
negativelifeeventsratherthanruminatingonthem,whichisassociatedwithdepression
andPostTraumaticStressDisorder.(Woody)Inadditiontoactivelylistening,studies
havealsolinkedplayingmusicalinstrumentstopsychologicalbenefits.A2003studyled
byTripUmbachHealthcareConsulting,Inc.concluded,“Engaginginplayingmusicreduces
depression.”Inthisstudy,long-termcareworkersparticipatedinaone-hourweekly
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music-makingprogramandrecordeda21.8%decreaseindepressivesymptomsaftersix
weeks.(Bryant)Clearly,activeparticipationinmusicthroughbothlisteningandcreating
isbeneficialpsychologicallyasdemonstratedbymanyscholarsandresearchers.
CurrentMusicTherapyResearch
Next,thispaperwillfurtherdemonstratehowparticipatorymusiccanserveasan
effectivemeansofmentalhealthcarethroughthein-depthlookatfourresearchstudiesin
musictherapy.
First,aresearchstudycompletedbyQueen’sUniversityBelfastandtheNorthern
IrelandMusicTherapyTrustprovidesfirmevidencethatmusictherapyreduces
depressioninadolescentswithemotionalandbehavioralproblems.Thisstudywasthe
largesteverofitskindtoalsousearandomized,controlledtrialinaclinicalsettingand
wascompletedbetweenMarch2011andMay2014.Toconducttheresearch,theysplit
251childrenandadolescentsintotwogroups;128peoplereceivedthetypicaltreatment
whiletheother123peoplereceivedmusictherapytosupplementthetypicaltreatment
plan.Alltreatmentplansweredesignedtoaddressemotional,developmental,or
behavioralproblemsassociatedwithdepression.Throughthisstudy,theresearchteam
foundthatchildrenandadolescentswhounderwentmusictherapyhad“significantly
improvedself-esteemandsignificantlyreduceddepressioncomparedwiththosewho
receivedtreatmentwithoutmusictherapy.”Currentresultsindicatethatpatientprogress
andresultsareeffectivelong-term.(QueensUniversityBelfast)“Thefindingsare
dramaticandunderscoretheneedformusictherapytobemadeavailableasamainstream
treatmentoption,”statedChiefExecutiveofNorthernIrelandMusicTherapyTrust,Ciara
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Reilly.“Foralongtimewehavereliedonanecdotalevidenceandsmall-scaleresearch
findingsabouthowwellmusictherapyworks.Nowwehaverobust,clinicalevidenceto
showitsbeneficialeffects.”(QueensUniversityBelfast)
Whilethisstudywasthefirstofitskindtocontainbothalargesamplesizeand
randomtrialgroups,manysmaller-scaleresearchstudiesprovideconvincingevidencein
favorofmusictherapyasalegitimatecareoptionforindividualswithmentalhealth
conditions.Onesuchstudy,asdocumentedinTheJournalofAlternativeand
ComplementaryMedicine,foundsimilarresults.Thisstudynon-randomlyassignedtoa
grouptoreceivetypicalmentalhealthcaretreatmentoragrouptoreceivemusictherapy.
Insteadofthetypicalcare,peopleinthemusictherapygroupreceived15music
interventionsessionsfor60minutesweeklyorbi-weekly.Beck’sDepressionInventory,
theStateandTraitAnxietyInventory,andtheRelationshipChangeScale,threestandard
measurementscalesformentalhealthevaluations,wereusedtodeterminethatthemusic
therapygroupmadesignificantimprovementsindepression,anxiety,andrelationshipsas
comparedtothetypicaltreatmentgroup.(Choi)Thus,thisresearchsuggeststhatmusic
therapytreatmentprogramscanpositivelyaffectmentalhealthandrelationshipsin
childrenandadolescents.
Similarly,theCochraneCommonMentalDisordersGrouporganizedareviewof
ninedifferentresearchstudiesinordertoevaluatemusictherapy’seffectivenessin
treatingpeoplewithdepressionofallagescomparedtotypicaltreatmentprogramsor
otheralternativetherapyoptions.Intotal,thisreviewexaminedtheshort-termeffectsof
musictherapyon421peoplefromchildrentoelderlypeoplediagnosedwithdepression.
Asfoundinpreviousstudies,thisreviewfoundthatmusictherapyasasupplementto
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typicaltreatmentprogramswasmorebeneficialthantypicaltreatmentprogramsalonein
regardstoclinician-rateddepressivesymptoms,patient-reporteddepressivesymptoms,
andanxietyandfunctioning.Furthermore,theauthorsconcludedthatmusictherapyin
additiontotypicaltreatmentseemseffectiveinimprovingfunctioningofpeoplewith
depressionanddecreasinganxiety.(Aalbers)
Anotherequallyimportantstudyexaminedtheeffectivenessofmusictherapy
treatmentforPostTraumaticStressDisorder(PTSD)throughpartnershipwiththe
program,GuitarsforVets.Thisisanon-profitorganizationthatprovidesanacoustic
guitarandsixweeksoffreelessonstomilitaryveteransstrugglingwithphysicaland
emotionalinjuries,includingPTSD.GuitarsforVets’missionis“tosharethehealing
powerofmusicbyprovidingfreeguitarinstruction,anewacousticguitar,andaguitar
accessorykitinastructuredprogramrunbyvolunteers.(GuitarsforVets)
Theresearchstudy,conductedbytheU.S.DepartmentofVeteransAffairs,recruited
40veteransanddividedthemintoanimmediateanddelayedresearchgroup.Both
groupsreceivedonehourofindividualtrainingweeklyaswellasoneweeklygroup
instructionsession,howeverthedelayedgroupbegansixweeksaftertheimmediate
group.Resultsindicatedthatparticipationintheguitarprogramcauseddistinct
improvementsinPTSDsymptoms,depressivesymptoms,andhealth-relatedqualityoflife.
Moreover,itisimportanttonotetheoverallpopularityandacceptanceofparticipatingin
theprogram.Oftheinitial68subjectsrecruited,onlythreedeclinedtoparticipatebased
onlackofinterest.(Dillingham)Thisispromisingfortheinstallationofothermusic
therapyprogramsappealingtoawidevarietyofpeople.Allfourofthesestudiesstrongly
supporttheideathatmusictherapyandactiveparticipationinmusiccanimproveone’s
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mentalhealth,providingfurtherbackingforthedevelopmentofmusicalprogramsto
benefitindividualswithmentalhealthconditions.
CulturalandSocietalSupport
Participatorymusicwouldcreateaneffectivefoundationforanafterschool
programtohelpstudentswithmentalhealthconditionsduetotheextensiveresearch
supportingthesebenefits.Musicisalsoanidealcandidateforsuchaprogrambecause
musicisuniversalandculturallyuniting.AsdescribedinthebookMusicandLanguage:
RelationsandDisconnections,“Musicispervasiveacrosshumanculturesandthroughout
history.”(Bryant)Musicdevelopedalongsidelanguageevolutionarily,holdinganequally
powerfulinfluenceonculturesaroundtheworld.Individualsofallculturalbackgrounds
andphysicalabilitylevelscanconnectthroughmusic,whichisonereasonthatnearlyall,
ifnotall,studentsenjoymusicthroughparticipating,listening,orotherways.Musicis
internallymeaningfulbasedonitswell-establishedculturalnorms.(Maratos)Thishelps
engagepeoplesotheywanttoparticipatemusically,evenwithoutformaltrainingor
intrinsicmotivationinanyotherfacetoftheirlives.IntheirarticleintheBritishJournalof
Psychiatry,authorsAnnaMaratos,MikeJ.Crawford,andSimonProcterfurtherdescribe
thisphenomenon.“Music-makingissocial(andhenceinterpersonal),pleasurable,and
meaningful:thismayalsobewhyrandomizedtrialsofmusictherapyhaveshownhigh
levelsofengagementwithpatientgroupswhoaretraditionallydifficulttoengage.”
(Maratos)
Adolescentperspectivesofmusicandsocietyalsoplayavitalroleinensuringthat
anafterschoolprogramparticipatorymusicprogramwouldsucceed.Accordingto
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PatriciaShehanCampbellinherarticle,Adolescents’ExpressedMeaningsofMusicInand
OutofSchools,teenagersviewmusicasareflectionofAmericancultureandavitalpartof
lifeintheUnitedStates.(Bryant)Itiscriticaltounderstandtheperspectivesofthe
individualstudentsinordertobestdesignresourcestofittheirneeds.TheImpactof
MusicontheLivesofChildrenandAdolescents,apresentationdeliveredtoU.S.Congressin
2007,revealedmanymoreyouthperspectivesasaresultofvariousstudiesfromNAMM.
Teenagershavedescribedmusicasa“socialglue”orwaytoestablishacceptancebetween
differentagesandcultures.(Bryant)Thisfurthersupportstheconclusionsmadeby
Maratosaboutmusiccultures.Asresearchhasproven,adolescentsalsoagreethatmusic
helpsthemsafelymanagetheiremotionsandcopewiththedifficultiesintheirlives,from
therealitiesofpeerpressuretofamilyandfriendcrises.Perhapsmostimportantly,
teenagersbelievethatmusicallowsthemtofindandbetheirownuniqueselves.“Making
musicprovidesthefreedomforteenstojustbethemselves;tobedifferent;tobe
somethingtheythoughttheycouldneverbe;tobecomfortableandrelaxedinschooland
elsewhereintheirlives.”(Bryant)Inadditiontoidentifyingtheresearchinsupportof
musictherapyandparticipatorymusic’sroleinbenefittingmentalhealth,youth
perceptionsofmusicasculturallyandsocietallysignificantareessentialinthecreationof
asuccessfulafterschoolmusicformentalhealthprogram.
CurriculumOptions
Asclearlydemonstratedthroughnumerousresearchstudiesconcludingthatmusic
participationandtherapycanhelpyouthwithmentalhealthconditionsandthrough
societalsupportformusicparticipation,musiceducationcanplayaroleinthesolutionof
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today’smentalhealthcrisis.Anafterschoolprogramthatcombinesmusictherapyand
participatorymusictohelpstudentswhohavedepressionoranxietyisarealisticand
viablesolution.Anumberofscholarsandresearchershaveidentifiedmethodsthatmay
beeffectiveoptionsforthisprogram’smusiccurriculum,includingmusiclistening,active
participation,physicalactivity,drumming,improvisation,andpopularmusic.
Thefirstcurriculumoptionismusiclistening.Asdiscussedearlierwith
psychologicalbenefits,listeningtosadmusicoftencauseslistenerstofeelnegative
emotionsandrelivepainfulmemoriesinasafeenvironment.This“catharticgrief”allows
individualstosimulatetheseexperienceswithoutruminatinginthepast.Studieshave
shownthatmusiclisteningmaybethemostimportantcopingmethodusedtomanage
difficulttimes.(Woody)Dr.RobertWoody,authorofthePsychologyTodayarticle,Music
asaShouldertoCryOn,predictsthatactivemusicmakingmayresultinevengreater
psychologicalbenefitthanjustlisteningtosadmusic.
Participatorymusicalsohasalotofsupportitspsychologicalbenefits.Active
musicmakingforthepatientisespeciallyeffectiveindealingwithdepression,andthis
approachisevenmoremeaningfulwhenbothpatientandtherapistorteachermakemusic
together.(Maratos)“Theparticipatoryfieldsupportssimultaneousparticipationof
everyoneacrosstheageandabilityspectrumwithallparticipants’contributionsequally
valued.”(Thibeault)Forexample,asimpleprogressioncouldbeplayedonamelodic
instrumentwhileotherssing,dance,playpercussioninstruments,clap,etc.Theoptions
arelimitlessifthefocusisoninclusionandacceptance.AccordingtoMaratos,physical,
aesthetic,andrelationalarethethreemaindimensionsthecombinetocreateeffective
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activemusicmaking.Thesedimensionscanbeseenthroughavarietyofothercurriculum
optionsinwaysthatexemplifyparticipatorymusic.
Physicalactivityisthefirstofthedimensions.Movementandexercisearewell
knownmethodsforrelievingdepressivesymptomsandcaneasilybeincorporatedinto
musiclessonsthroughdanceandbodypercussion,amongmanyotherpossibilities.
(Maratos)Singingandbreathingtogetherisanotherwaytoincorporatephysicalactivity
intothelessonandconnectphysicallywiththosearoundyou.DonMcMannisisquotedin
thearticleUseMusictoDevelopKids’SkillandCharacterin2009,stating,“Musichas
positiveeffectsonpeople’semotionsandcreativity.Whenwesingtogether,we
synchronizeourbreathingandfeelmoreconnected.”(Bryant)
Anothercurriculumoptionformusictherapyisdrummingandpercussion.
Drummingcanbeusedforavarietyofdifferentpurposes.Manymusictherapistsutilize
drummingasawayforindividualstoventanger,frustration,orotheremotionsinasafe
andproductivemanner.Anothertechniqueisinitiating“conversing”onthedrumsby
passingrhythmicpatternsbackandforthandsilentlycommunicatingwithanother
person.(Bryant)Thisencouragesnotonlycreativeplayingbutalsoactivelylisteningand
interpretingthemessagesoftheotherperson.Improvisationonhanddrumsisanother
methodthathasbeenappliedtohelpveteranscopewithandunderstandtheirmanyvivid
andoftenmisdirectedemotions.InDistantThunder:DrummingwithVietnamVeterans,
authorJ.W.Burtexplains,“Drummingprovidedanopportunityforthementoexpressand
controltheirfeelingsandhelpedbuildasenseofconnectednessandgroupmission.”
(Bryant)Thisincorporatesnotonlyphysicalactivitywhiledrummingbuttherelational
dimension,aswell.
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Likewise,improvisationcanbeincorporatedusinganyotherinstrumentorvoice.
Improvisationisimplementedinatleastonewayinalargenumberofallmusictherapy
sessionsduetoitseffectivenessandversatility.Onesuchexamplewastestedina
researchstudyexaminingthevalueofmusictherapyinthetreatmentofdepressed
adolescentsandadultswithsubstanceabuse.Theexperimentalgroupattendedtwelve
groupimprovisationsessionsoverathree-monthtimespantosupplementtheirtypical
treatmentswhilethecontrolgrouponlyreceivedthetypicaltreatmentplan.Thestudy
concludedthat,asaresultoftheimprovisationalmusictherapy,theexperimentalgroup
experiencedconsiderablygreaterimprovementsindepressivesymptomsaccordingtothe
HamiltonRatingScaleforDepression.(Albornoz)Whenhelpingapatientimprovise,
therapistsoftenreinforcetheirmusicalcreationsbyaddinganunderlyingrhythmor
harmonicstructure.“Theaestheticdrawsintheplayerstotaketheriskofdoingthings
differentlywithothers–tobehavedifferentlytowardseachotherandtoexperience
themselvesdifferently.”(Maratos)Makingmusicisameaningfulexperience,although
depressioniscommonlyassociatedwithalackofmeaning.Providingopportunitiesfor
self-expressionhelpsprovidepurposeforindividualswhomaynotbeabletoidentify
purposeelsewhereintheirlives.
Lastly,opportunitiesforyouthtopartakeincreatingpopularmusicliketheylisten
toforenjoymentcanalsoprovidemeaningfulexperiencesforthem.“Teenslongformore
varietyandoptionsformakingmusicinschool,includingtheexpansiontoinstruments
andtechnologyusedinpopularmusic.”(Bryant)Whilemanystudentsdon’treceivethese
opportunitiesduringtheschoolday,learningaboutGarageBandandnotationsoftwareor
creatingtheirownrockbandscanhelpindividualsfindvalueinthemusicalprocess.The
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GuitarsforVetsprogramisanexampleofapopularinstrumentbeingusedformusically
therapeuticpurposes.Popularmusicprovidesanotheroptionforadolescentstoengage
withmusicinawaythatappealstothemandcanindividuallybenefitthemthemost.
Whiletherearelimitlessoptionsformusictherapy,itisimportanttofindthemethods
mosteffectiveforeachpersonorgrouptobesttreattheirneeds.
Conclusion
Clearly,themyriadofpsychologicalbenefitsandin-depthscientificresearch
confirmmusictherapy’ssuccessintreatingindividualswithdepressionandanxiety.
Furthermore,thesebenefits,pairedwithestablishedculturalandsocietalreasoning,
supporttheconclusionthataparticipatorymusicprogramwouldprovideaneffective
solutiontothementalhealthcrisisplaguingourcommunity.Oneinfivestudentsaged9-
17haveexperiencedthedifficultiesassociatedwithamentalhealthcondition.(Weist)
Newsolutionsneedtobeenactedtopromotepositivementalhealth.Aparticipatory
musicafterschoolprogramforyouthwithacurriculumbasedinmusictherapyresearch
wouldprovidethisneededsolution.
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Aalbers, Sonja, et al. “Music Therapy for Depression.” Cochrane Library, 16 Nov. 2017,
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Bryant, Sharon. “Benefits of Learning and Playing Music for Adults.” NAMM Foundation, 1 June
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Department of Veterans Affairs,
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Guitars for Vets, 2015, www.guitars4vets.org/.
“Kaka KUS-LOVE 4 Strings Soprano Ukulele.” DHGate, www.dhresource.com/webp/m/0x0s/f2-
albu-g3-M00-AD-78-rBVaHFZ_niqAcElnAADFpU4L_PI414.jpg/kaka-kus-love-4-strings-
soprano-ukelele-durable-21-quot;-sapele-ukulele-love-heart-sound-hole-with-strap-lock-
buttons-and-thick-bag.jpg.
Maratos, Anna, et al. “Music Therapy for Depression: It Seems to Work, but How?” British Journal of
Psychiatry, vol. 199, no. 02, 2011, pp. 92–93., doi:10.1192/bjp.bp.110.087494.
“Mental Health in Schools.” Handbook of School Mental Health: Advancing Practice and Research,
by Mark D. Weist et al., Springer, 2007.
Mojtabai, Ramin, et al. “National Trends in the Prevalence and Treatment of Depression in
Adolescents and Young Adults.” AAP News & Journals Gateway, Nov. 2016,
pediatrics.aappublications.org/content/early/2016/11/10/peds.2016-1878.
Queen's University, Belfast. “Music Therapy Reduces Depression in Children,
Adolescents.” ScienceDaily, 23 Oct. 2014, Queen's University, Belfast. "Music therapy reduces
depression in children, adolescents." ScienceDaily. ScienceDaily, 23 October 2014. .
“September 2018 Calendar.” Free Planners, freeplanners.net/planners/monthly-calendar-
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Thibeault, Matthew D. “Music Education for All through Participatory Ensembles.” Music Educators
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Westlake, Lizzie. “37 Easy Ukulele Songs for Beginners You Can Learn Today.” Acoustic Bridge,
Acoustic Bridge, 9 Dec. 2017, acousticbridge.com/easy-ukulele-songs-for-beginners/.
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Woody, Robert H. “Music as a Shoulder to Cry On.” Psychology Today, 28 Mar. 2017,
www.psychologytoday.com/blog/live-in-concert/201703/music-shoulder-cry.
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IntroducingtheUkulele
CurriculumUnitMusicEducationforMentalHealth
M4M
NicoleShively
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TABLEOFCONTENTS
A. UkuleleUnit
I. WhatisMusicEducationforMentalHealth?II. NationalStandardsandCurriculumGoalsIII. UnitCalendarIV. LessonPlans
a. 9/5UkuleleBasics/ExplorationDayb. 9/12UkuleleConversationsc. 9/14ParticipationDay
V. SongMusica. Song#1b. Song#2options
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MusicEducationforMentalHealthEstablished2018
MusicEducationforMentalHealth,orM4M,isanon-profitafterschoolprogramfor
youthgrades6through12thatutilizesparticipatorymusicandmusictherapy
practicestoencouragepositivementalhealthandimprovethementalhealthofthe
participants.Ourmissionistopromotementallyandemotionallyhealthy
individualsthroughexperientialmusiclearninginasafe,inclusiveenvironment.
M4M’scurriculumisbasedonresearchspecificallydesignedtotreatyouthwith
depressionandanxietyandencompassessixmaingoals:musiclistening,
participatorymusic,physicalactivity,drumming,andpopularmusic.Theprogram
meetsfor50minutesafterschoolMondays,Wednesdays,andFridaysfollowingthe
districtschoolcalendar.M4Misafreeprogramforallstudentswhowantto
participate.Nopriormusicknowledgeisnecessary.Studentsofallbackgrounds
areencouragedtojoin!
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NationalMusicEducationStandards
MU:Cr1.1.H.IIa–Generatemelodic,rhythmic,andharmonicideasforcompositions(formssuchasroundedbinaryorrondo),improvisations,accompanimentpatternsinavarietyofstyles,andharmonizationsforgivenmelodies.MU:Cr2.1.H.IIa–Select,develop,andusestandardnotationandaudio/videorecordingtodocumentmelodic,rhythmic,andharmonicideasfordraftsofcompositions(formssuchasroundedbinaryorrondo),improvisations,accompanimentpatternsinavarietyofstyles,andharmonizationsforgivenmelodies.MU:Cr3.2.H.IIa–Performfinalversionsofcompositions(formssuchasroundedbinaryorrondo),improvisations,accompanimentpatternsinavarietyofstyles,andharmonizationsforgivenmelodies,demonstratingtechnicalskillinapplyingprinciplesofcomposition/improvisationandoriginalityindevelopingandorganizingmusicalideas.MU:Pr4.1.H.IIa–Developandapplycriteriaforselectingavariedrepertoireofmusicforindividualandsmallgroupperformancesthatincludemelodies,repertoirepieces,improvisations,andchordalaccompanimentsinavarietyofstyles.MU:Pr4.3.H.IIaExplainininterpretationsthecontext(social,cultural,andhistorical)andexpressiveintentinavariedrepertoireofmusicselectedforperformancethatincludesmelodies,repertoirepieces,improvisations,andchordalaccompanimentsinavarietyofstyles.MU:Pr5.1.H.IIa–Developandapplycriteriatocritiqueindividualandsmallgroupperformancesofavariedrepertoireofmusicthatincludesmelodies,repertoirepieces,improvisations,andchordalaccompanimentsinavarietyofstyles,andcreaterehearsalstrategiestoaddressperformancechallengesandrefinetheperformances.MU:Re8.1.H.IIa–Explainandsupportinterpretationsoftheexpressiveintentandmeaningofmusicalselections,citingasevidencethetreatmentoftheelementsofmusic,context(personal,social,andcultural),and(whenappropriate)thesettingofthetext,andvariedresearchedsources.
CurriculumGoals
Musiclistening,Participatorymusic,Physicalactivity,Drumming,Improvisation,Popularmusic
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{PAGE}
LaborDayNoM4M
Introduceukulele,Exploreday
Ukulelebasics,Learnsong#1
Reviewbasics,Learnsong#2
Ukuleleconversations
ParticipationDay
Advancedtechnique,Ukuleletour
Jamsession ParticipationDay
Ukuleleconversations
Groupimprovisation
ParticipationDay
Newunitbegins!
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LetitBeTheBeatles
Intro:CGAmFCGFCVerseI:CGWhenIfindmyselfintimesoftroubleAmFMotherMarycomestomeCGFCSpeakingwordsofwisdom,letitbeCGAndinmyhourofdarknessAmFSheisstandingrightinfrontofmeCGFCSpeakingwordsofwisdom,letitbeChorus: AmGFCLetitbe,letitbe,letitbe,letitbeAm GFCWhisperwordsofwisdom,letitbe
VerseII:CGAndwhenthebroken-heartedpeopleAmFLivingintheworldagreeCGFCTherewillbeananswer,letitbeC GForthoughtheymaybepartedAmFThereisstillachancethattheywillseeCGFCTherewillbeananswer,letitbeChorus: AmGFCLetitbe,letitbe,letitbe,letitbeCGFCYeah,therewillbeananswer,letitbe AmGFCLetitbe,letitbe,letitbe,letitbeAm GFCWhisperwordsofwisdom,letitbeInterlude:FCGFCx2Solo:CGAmFCGFCx2
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Chorus: AmGFCLetitbe,letitbe,letitbe,letitbeAm GFCWhisperwordsofwisdom,letitbeVerseIII:CGAndwhenthenightiscloudyAmFThereisstillalightthatshinesonmeCGFCShineonuntiltomorrow,letitbeCGIwakeuptothesoundofmusicAmFMotherMarycomestomeCGFCSpeakingwordsofwisdom,letitbeChorus: AmGFCLetitbe,letitbe,letitbe,letitbeCGFCYeah,therewillbeananswer,letitbe AmGFCLetitbe,letitbe,letitbe,letitbeAm GFCWhisperwordsofwisdom,letitbe
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Song#2Options:
1. I’mYoursbyJasonMraz(C,G,Am,F)
2. CountingStarsbyOneRepublic(Am,C,G,F)
3. IStillHaven’tFoundWhatI’mLookingForbyU2(C,F,G)
4. HaveYouEverSeentheRainbyCreedenceClearwaterRevival(Am,F,C,G)
5. OneLovebyBobMarley(C,F,G,Am)
6. SomeoneLikeYoubyAdele(C,G,Am,F)