Category: Session Ideas

“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.

“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

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:
  • “Bitter Sweet Symphony” by The Verve
  • “Photograph” By Ed Sheeran
  • “Just the Way You Are” by Bruno Mars
  • “Someone Like You” by Adele
• 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).