Lyric Revision & Substitution

Lyric revision, also referred to as lyric substitution, is a form of song writing that involves creating and rewriting lyrics to existing songs. This musical activity provides a wonderful forum for the adolescent to create a song that more accurately represents them personally. It also creates an opportunity for the adolescent and therapist/counselor to work together and co-create a meaningful story. Lyric revision is a also great activity to do in groups with adolescents, group members work together to co-create a song that is representative of who they are as individuals and as a group.


Tips for Lyric Revision Exercises:

  • This is a great activity to introduce after having engaged in some music listening and song discussions with the adolescents individually or in groups
  • Introduce the activity to the adolescent and ask if there is a song he/she would like to work with, it can be helpful to begin with a song that is very familiar
  • It is helpful to provide a copy of the lyrics for reference
  • After listening to the original song, guide the lyric re-write with a prompt that is relevant to what the adolescent is struggling with
    • For example, if the adolescent is struggling with depression, your directive might be, “Today, let’s work on changing the lyrics to this song to describe how you might cope with feeling sad or down at home and in school.”
  • If the adolescent appears stuck, help them brainstorm ideas and work through the creative and expressive process together
  • Remember, your role is to be understanding and accepting of the adolescent, and to facilitate successful experiences of creative expression

Session Idea #3

“Name Drumming” Activity 

Adapted from Cathy Malchiodi’s book, Creative Interventions with Traumatized Children

Purpose of Activity

To facilitate emotional expression through rhythmic drumming. This is a great opening activity from group sessions as drumming the rhythm of a group member’s name can be a fun and welcoming music experience. Additionally, playing multiple members names at one time can create a rich and enjoyable polyrhythmic experience that fosters group cohesion and connectedness. Drumming also motivates clients who may have depressive symptoms and provides an outlet for hyperactive adolescents. This is appropriate for clients of all ages, adolescents included!

Materials Needed

  • Age-appropriate drums, like djembes and bongos – enough for all group members

Activity Breakdown

  • Have the chairs in the room set up in a close-knit circle
  • Briefly introduce the activity and ask all group members to choose a drum
  • Demonstrate how the name drumming works before asking the group to join in
    • For example, drumming and saying my name in rhythm would sound like Al-ex El-is (2 syllables or beats each)
  • After practicing the example several times as a group, go around the circle and practice drumming and saying all group member’s names
  • Once the group has learned how to play and say all the group members names together, they can fade out saying the name and just drum it.
  • Selecting multiple names to play at once within smaller groups can create a richer rhythmic experience
  • If you wanted to get a little more creative and personal with the game, you could also ask group members to say their first name and a feeling word that describes their current state or perhaps identify something they are struggling with to share with the group through the rhythmic drumming and speaking
    • For example, “Al-ex  O-ver-whelmed”
  • Depending on how large of a group, this opening or closing activity could be anywhere from 10-20 minutes in length.

 

Session Idea #2

“Hand in My Pocket” Lyric Substitution Activity

Adapted from Music Therapy Time

Purpose of Activity

To increase self-awareness, emotional expression, autonomy, & self-esteem in adolescents. This particular song also helps challenge teens to think about the things that are within their control and aspects of their life they have the ability to change.

Materials

  • iPod, Computer, or some other electronic device to play the selected on; headphones if in a space where music volume would be compromised
  • Blank paper and writing utensils
  • Printed copy (or copies) of “Hand in My Pocket” lyrics
  • Lyric Substitution worksheet (see below example)

Activity Breakdown

  • This lyric substitution activity relies on the timeless and edgy song by Alanis Morissette, “Hand in My Pocket
  • Begin the session by asking the adolescent to think about the things they feel are “in their control” and “out of their control.”
  • On a blank piece of paper, ask the adolescent to trace their hand and then list the things they decided were in their control inside their hand, and the things outside of their control outside the hand.
  • Afterwards the hands are filled in (and out), transition into a lyric analysis of “Hand in My Pocket,” talking about the themes of acceptance, moving forward, change, and control.
  • Then using a printed lyric hand-in-my-pocket, encourage the adolescent to think of his own version of the song’s verses. Ask them to first identify something that is out of their control, and then something that is in their control as their way to cope.
    • For example: The song’s original line, “I’m broke but I’m happy” might be re-written as “I’m hurt but I’m coping.”
    • Teens tend to focus on the negative and their challenges, sometimes writing two negative statements in a row (i.e. “I’m a rebel but I’m tired”), so it is important to encourage them to write the challenge first and then the way in which they’re coping with that challenge (i.e. “I’m a rebel but I care”).

Things to Consider

  • Given some of the adult language and themes in the song, it is most appropriate for older adolescents/high school students
  • If you are doing this with a group, have the each member of the group come up with a line or two (depending on size of group) to contribute to the song
  • I recommend allotting at least 30 minutes to complete the entire activity

 

Session Idea #1

Music Relaxation Exercise 

Preparation:

  • Determine where this exercise will take place within the session (beginning, middle or end) or if this will be the focus of the session and for how long it will last
    • Take into consideration the adolescent’s ability to concentrate when determining the length of the relaxation exercise
  • Prepare a relaxing and calming space to conduct session
    • Dim lights, quiet, comfortable chair/couch or yoga mat to lie down
  • Introduce the experience by preparing the adolescent physically and emotionally about what is going to happen

Music Selection

  • Familiar, self-selected music is always best with adolescents, though for imagery guided sessions, instrumental versions of songs should be used
  • Sample contemporary & relaxing instrumental songs include:
  • Meditative and instrumental trance music is also suitable for this age group

Procedure 

  • After the exercised has been introduced and you have allowed the client to get comfortable in the space, begin playing the music at a low volume and ask the adolescent to close her eyes and relax their mind and body
  • Guide the adolescent into a state of mental and physical relaxation by talking them through an ‘imagery script’
    • *Excerpt of an imagery script:“Become aware of your breathing. Feel what happens when you breath in…and breath out…Feel the flow of your breath entering your body and leaving it again, like a wave washing up onto the beach and then back down into the ocean…As you breath out, you let go…and relax..Now you begin to feel very light, with soft breathing helping you to relax more and more…”  
    • Examples of full guided imagery scripts can be found here 
  • Gently bring adolescent back to their body, and the here and now
    • “The music has finished now…become aware of your body lying on the couch/in the chair/on the mat…become aware of the sounds around you…give your body a stretch…stretch your arms…your legs…and take a deep breath in and out…and in your own time sit up nice and slow, gently opening your eyes.”
  • Debrief about the experience: you might ask the adolescent to draw the experience or you can engage in a discussion about how that experience was for them. Were they aware of the music, and was it helpful? Were they relaxed? How do they feel now?

*Receptive Methods in Music Therapy: Techniques and Clinical Applications for Music Therapy Clinicians, Educators, and Students by Denise Grocke and Tony Wigram (p.86, 87).

Improvisation

Music Improvisation is a process where the client and the therapist create music in the moment together to express the client’s current emotions. Musical improvisation can be through singing or playing, extemporaneously creating a melody, rhythm, song, or instrumental piece. Individual improvisation is a popular method to use with teenagers because it is one of the purest ways of working towards understanding, acceptance, and development and can foster their own identity formation.

Drumming is another popular music technique that can be used for musical improvisations with adolescents and is particularly effective in groups. The therapist or group facilitator can encourage improvisation by holding a steady beat while group members play any rhythm, style, and dynamic they would like. In keeping a steady beat, the facilitator grounds the improvisation and creates the space for creative emotional expression.

Rhythmic improvisation involves playing a variety of instruments at once to create a blended sound. It can also be used for identification and expression of emotions. Here is a good example of what rhythmic improve can look like in an individual session:

 

Relaxation & Receptive Methods

Receptive music therapy is where the client listens to music – live or recorded – and responds to the experience silently, verbally, or via another modality. The listening experience is typically focused on physical, emotional, intellectual, aesthetic, or spiritual aspects of the music and the client’s responses are designed according to the therapeutic purpose of the experience. It can be used to relax or stimulate a particulate emotional and physical response.*


Receptive Music Therapy Methods Include: 

  • Music relaxation – music selected and played with the intention of creating a relaxing and calming experience; music is often accompanied by the therapist softly talking through a calming imagery, connecting their bodies and minds
  • Imaginal listening – can be unguided or guided music imaging
  • Song lyric discussion – selected song serves as a springboard for discussion of the adolescent’s life issues/experiences (*see ‘Lyric Analysis’ tab for more info)
  • Song reminiscence – using songs to promote discussion and reflection
  • Music appreciation activities – therapist helps adolescent to understand and appreciate the aesthetic value of music
  • Music collage –  presentation of artwork stimulated by listening to music

*According to Bruscia (1998a) in “Receptive Methods in Music Therapy: Techniques and Clinical Applications for Music Therapy Clinicians, Educators, and Students” by Denise Grocke and Tony Wigram

Depression

Depression

Music therapy has also been shown to be an effective treatment modality for adolescents suffering from depression. Not only can listening to music effect brain activity and physiological responses that can positively impact adolescents’ affect,  a number of studies have also demonstrated how employing a cognitive-behavioral music therapy approach – using music to change dysfunctional or negative thinking and behaviors – and incorporating music therapy techniques into cognitive behavioral group therapy work with depressed and grieving adolescents can be a highly effective treatment modality.

References: 

  • Field, T., Martinez, A., Nawrocki, T., Pickens, J., Fox, N. A., & Schanberg, S. (1998). Music shifts frontal EEG in depressed adolescents. Adolescence, 33(129), 109–116.
  • Dingle, G.A., Hodges, J., & Kunde, A. (2016). Tuned in emotion regulation program using music listening: Effectiveness for adolescents in educational settings. Frontiers in Psychology, 7, article 859.
  • Gaffney, D. (2002). Seasons of grief: Helping children grow through loss. In J. Lowey & A. Hara (Eds.), Caring for the caregiver: The use of music and music therapy in grief and trauma (pp.54-62). Silver Springs, MD: American Music Therapy Association.
  • Hendricks, C. B. (2001). A study of the use of music therapy techniques in a group for the treatment of adolescent depression. Dissertation Abstracts International, 62(2-A).
  • Standley, J.M., Johnson, C.M., Robb, S.L., Brownell, M.D., & Kim, S. (2004). Behavioral approach to music therapy. In A.Darrow (Ed.), Introduction to approaches in music therapy (pp.103-124). Silver Springs, M.D: American Music Therapy Association.

Music Bibliotherapy

Bibliotherapy is an expressive arts therapy that uses an individual’s relationship to the contents of a book, story, or poem as therapy. Music Bibliotherapy is an exercise where music is added to a story or poem selected by or perhaps written by the client. It is an an unobtrusive, non-threatening medium that can help adolescents relieve their stress and increase their coping skills. Music Bibliotherapy can also be particularly useful in the school setting as it can promote academic success and facilitate counseling after a traumatic or stressful event.

In selecting literature for your adolescent client, it is important to choose stories, poems, and/or passages that are relevant to what is going on in his or her life at that moment!


Bibliotherapy Book Suggestions for Teens: 

  • Catcher in the Rye by J.D. Salinger | teenage angst & alienation
  • Gabi, A Girl in Pieces by Isabel Quintero | sexual identity, cultural identity, addiction
  • Perks of Being a Wallflower by Stephen Chbosky | sex & love, tempation of drugs, dealing with loss & death
  • The House on Mango Street by Sandra Cisneros | identity & individualism, acculturation stress, sexuality
  • My Sister’s Keeper by Jodi Piccult| terminal illness, family obligation & conflict, power of personal choice
  • A Separate Peace by John Knowles| coming-of-age, depression, guilt, grief & loss
  • The Bell Jar by Sylvia Plath| suicide, depression, societal roles & expectations

**Insightful clip from Alain de Botton on Bibliotherapy

 

Song & Rap Writing

Song and rap lyric writing is another great music technique that involves creating original musical prose and poetry. Songwriting has shown to be effective in addressing a variety of emotional needs and can be a useful tool in helping adolescents express their grief and develop healthy coping skills. As mentioned, it does require more musical skill than some of the other techniques, and can be challenging for client’s of any age, so it is not a recommended method for practitioners and counselors just beginning to use music as a therapeutic tool in their work with teens.

Writing a Rap is usually an enjoyable experience for teens and can be easy to facilitated because clients readily provide the rhythmic structure. The task of the therapist is to fit the lyrics created by the client into the rhythmic structure provided by the client. Sometimes the therapist may need to reword or condense some of the lyrics to make it fit with the client’s chosen rhythm. As an alternative to providing live musical rhythms and beats, you may want to work with the client to create an electronic or recorded beat using a music application like Garage Band for rap writing purposes.

For adolescents that enjoy, and might prefer, singing over playing musical instruments, another popular songwriting activity entails improvising an original song over a musical structure like in the style of the Blues for example.

Below is a humorous example from the Conan Show of what improve singing over rhythmic music sounds like!  

Lyric Analysis

Lyric analysis involves using existing songs to facilitate meaningful discussion in individual or group therapy. Analyzing song lyrics with adolescents can provide a sense of normalcy, facilitate an understanding of death, loss, and grief, and help them identify and express emotions in a more natural and comfortable way. Using contemporary and client-preferred songs is highly recommended particularly with adolescents, as their music is often an extension of who they are and how they view themselves in the world.


Tips for Lyric Discussion & Analysis Exercises:  

  • Always begin by asking your adolescent client what kind of music they like!
  • It can be helpful to ease into music discussion & analysis by allowing the client to select some of their favorite songs to bring in
    • Just keep in mind – depending on school policies, and if you are with a group, you may want to ask the client to bring in an edited version of their selected song(s)
  • During and after listening to the song, you can spark a meaningful discussion by asking simple questions like:
    • Why do you like this song?
    • What does it mean to you?
    • What do you think of when you hear it?
  • The questions you ask are not as important as listening to the answers and then asking more questions, continuing to listen intently to the adolescent’s answers
  • For more in depth song analysis, you can provide the client with the lyrics to accompany songs, encouraging them to actively listen and analyze the words of the song as the listen by underlining or circling words and phrases that stand out to them for further discussion
  • For more structure and targeted song analysis exercises or sessions, ask the client to select from the songs you have identified for analysis in their preferred genre, and that relate to their life experiences
    • You may want to print out handouts and workout sheets to facilitate your analysis and discussion around the themes and messages expressed in the song and how they might relate to the adolescent’s life
  • Finally, it’s important to adopt an accepting and understanding approach to existing song analysis with teens – they may not always want to express their thoughts and feelings right away, sometimes the therapy is in simply listening and taking in the words and the experience together

See the ‘Session Ideas’ section – Session Idea #2 – for an example of a structured Song Analysis exercise!


lyric-analysisSong Suggestions for Analysis & Discussion with Teens: