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Music Education for Mental Health: Creating aParticipatory Music After School ProgramNicole A. ShivelyUniversity of Nebraska-Lincoln

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MusicEducationforMentalHealth:

CreatingaParticipatoryMusicAfterSchoolProgram

AnUndergraduateHonorsThesis

SubmittedinPartialfulfillmentof

UniversityHonorsProgramRequirements

UniversityofNebraska-Lincoln

By

NicoleShively,BME

MusicEducation

Hixson-LiedCollegeofFineandPerformingArts

March12,2018

FacultyMentors:

Dr.RobertWoody,PhD,MusicEducation

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

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

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

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

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

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

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

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

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

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

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

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.

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

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.

Works Cited

“2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments).” National Association for Music

Education, nafme.org/wp-content/files/2014/11/2014-Music-Standards-Guitar-Harmonizing-

Instruments-Strand.pdf.

Aalbers, Sonja, et al. “Music Therapy for Depression.” Cochrane Library, 16 Nov. 2017,

doi:10.1002/14651858.CD004517.pub3.

Albornoz, Yadira. “The Effects of Group Improvisational Music Therapy on Depression in

Adolescents and Adults with Substance Abuse: a Randomized Controlled Trial**.” Nordic

Journal of Music Therapy, vol. 20, no. 3, 2011, pp. 208–224.,

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“The Beatles - Let It Be Ukulele Chords.” Ukulele Cheats, 16 Sept. 2016, ukulelecheats.com/the-

beatles-let-it-be-ukulele-chords/.

Bryant, Sharon. “Benefits of Learning and Playing Music for Adults.” NAMM Foundation, 1 June

2014, www.nammfoundation.org/articles/2014-06-01/benefits-learning-and-playing-music-

adults?gclid=Cj0KCQiAg4jSBRCsARIsAB9ooauFK9VK9KBES8QUnYtCtbqaz_iz7nAwUY8

KOIUwlgPvSHjGNdLLSx0aAidREALw_wcB.

Bryant, Sharon. “The Positive Influence of Playing Music on Youth.” NAMM Foundation, 9 June

2014, www.nammfoundation.org/articles/2014-06-09/positive-influence-playing-music-youth.

Choi, Ae-Na, et al. “Effects of Group Music Intervention on Depression, Anxiety, and Relationships

in Psychiatric Patients: A Pilot Study.” The Journal of Alternative and Complementary

Medicine, vol. 14, no. 5, 19 June 2008, pp. 567–570., doi:10.1089/acm.2008.0006.

Dillingham, Timothy R, and Clement J Zablocki. “Guitars for Vets: Evaluating Psychological

Outcome of a Novel Music Therapy.” Health Services Research & Development. U.S.

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IntroducingtheUkulele

CurriculumUnitMusicEducationforMentalHealth

M4M

NicoleShively

TABLEOFCONTENTS

A. UkuleleUnit

I. WhatisMusicEducationforMentalHealth?II. NationalStandardsandCurriculumGoalsIII. UnitCalendarIV. LessonPlans

a. 9/5UkuleleBasics/ExplorationDayb. 9/12UkuleleConversationsc. 9/14ParticipationDay

V. SongMusica. Song#1b. Song#2options

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!

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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LaborDayNoM4M

Introduceukulele,Exploreday

Ukulelebasics,Learnsong#1

Reviewbasics,Learnsong#2

Ukuleleconversations

ParticipationDay

Advancedtechnique,Ukuleletour

Jamsession ParticipationDay

Ukuleleconversations

Groupimprovisation

ParticipationDay

Newunitbegins!

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

Chorus: AmGFCLetitbe,letitbe,letitbe,letitbeAm GFCWhisperwordsofwisdom,letitbeVerseIII:CGAndwhenthenightiscloudyAmFThereisstillalightthatshinesonmeCGFCShineonuntiltomorrow,letitbeCGIwakeuptothesoundofmusicAmFMotherMarycomestomeCGFCSpeakingwordsofwisdom,letitbeChorus: AmGFCLetitbe,letitbe,letitbe,letitbeCGFCYeah,therewillbeananswer,letitbe AmGFCLetitbe,letitbe,letitbe,letitbeAm GFCWhisperwordsofwisdom,letitbe

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)