MUSIC EXPRESS CAMPS encourage development of self and peer awareness, expansion of creativity and exploration, and assistance in building meaningful relationships.
Music therapy activities each week include singing, playing instruments, songwriting, playing musical games, moving to music and are structured around a special theme. These activities are adapted to suit the developmental functioning and preferences of each individual child. Other activities combine art, music and movement. At the end of your camp experience you will be presented with a TAKE HOME CD designed by our founder, Jennifer Buchanan and a detailed REPORT that can be shared with your child’s teacher, physician, FSCD worker, or other therapists. Specific GOALS are detailed below.
- Motor Development – Playing instruments, movement to music and art activities support the growth of motor skills. These skills may include balance, bilateral motor coordination, eye-hand coordination, fine motor, gross motor, motor planning and rhythm (carrying out a consistently recurring movement with the same beat).
- Communication – Music therapy addresses a range of communication skills including auditory discrimination, auditory memory, visual memory, auditory/visual reception, non-verbal expression, sound localization, verbal expression and vocal expression. In particular, activities give participants an opportunity to express themselves through gestures, facial expressions, instrument playing, movement, various art media and where appropriate, picture symbols and other assistive technology. Speech and language development is supported through adapted songs, which focus on the repetition of speech sounds as well as vocal and breath exercises.
- Sensory Integration –Participation in music therapy provides multi-sensory stimulation. Activities aim to help children to integrate the information that is received through the various senses in order to make better sense of their environment. Some of the related skills addressed include auditory perception, body awareness/image, imitation, relaxation, tactile/kinesthetic perception, and visual perception.
- Pre-cognitive and cognitive development – Music Therapy supports the development of cognitive functioning. Activities are adapted to address academic themes (letters, numbers, colours, opposites) and life skills concepts (sequenced steps for dressing, washing). Additional cognitive skills addressed include figure/ground perception (the ability to focus on relevant auditory/visual stimuli while screening out the irrelevant), form and space perception (understanding the relationship of objects in space, to oneself and each other), and sequencing (sequencing is required in activities which require several steps, such as performing a dance, painting a picture, playing an instrument).
- Social Interaction – A central goal of group activities is to promote social interaction. Music therapy aims to promote growth in awareness of self, awareness of others, expression of feelings, group participation, peer interaction and self -help skills. Music therapy activities focus on turn taking, leading and following and encourages the expression of feelings that children require to cooperate and to respond appropriately to one another. Social routines such as greetings and goodbyes are built into the structure of the group.
Adler, R.F. (2006). Goals and treatment objectives, settings, and service delivery models for the school age years. In M.E. Humpal and C. Colwell (Eds), Effective clinical practice in music therapy: Early childhood and school age settings (pp. 68-81). Silver Spring, Maryland: American Music Therapy Association, Inc.