Joining In Music Programmes occupy a unique place between therapy, teaching and play and can be used to target the needs of children with ALN as part of your school’s universal provision. This combination of therapy and learning has been designed to provide the best opportunities for building resilience.
I am passionate about providing the best opportunities for promoting success and building resilience in children and young people with Additional Learning Needs. As a Teacher and Music Therapist with 20 years experience, I’ve seen the power of music to help children with emotional, behavioural and social difficulties engage with learning and improve outcomes. I've trained many classroom colleagues, most of them with no musical skills, to run successful therapeutic and learning groups. I have now produced a series of online courses for teachers, support staff or trusted adults enabling them to use the Joining In Music Programmes to bring harmony to the children they care for.
Joining in Music Therapeutic Activity Programmes are an exciting new way to deliver therapy and learning for children with ALN. Delivered by you or any trusted adult, for small groups of children, and absolutely no musical skills needed.
Developed in collaboration with teachers, TAs and third sector workers, these programmes have a unique place between therapy, teaching and play and can be used to target the needs of children with ALN as part of your school’s Universal Provision.
All programmes include:
All this and full guidance on the tuned and untuned percussion instruments needed; which most schools and organisations will already have at hand.
Joining In Music Therapeutic Activity Programmes have been proven to help children with Additional Learning Needs engage with learning, develop problem solving and decision making skills, and form positive relationships with peers and staff. You will notice
Each programme has been developed to promote the key factors for building resilience.
Outcomes from a therapeutic bell group established in a primary school were identified by Estyn, the Welsh Education Inspectorate as sector-leading practice which helped emotional and behavioural development. The Head Teacher reported that:
“We noted a heightened sense of justice, increased empathy for others and improved ability to trust others whilst allowing others to rely on them … their behaviour in the classroom was improved, with better concentration being the major benefit.”
Music Therapists are highly specialised professionals who train for years before qualifying. Clearly, it's beyond the scope of an online course to give you these skills. However, anybody can use the therapeutic qualities inherent in music to enhance their work with children, even those who have no musical skills.
The Joining In Music Therapeutic Activity Programmes use music to create a specific therapeutic process that is focussed on promoting positive relationships with peers and staff, reducing anxieties, improving concentration and so helping children engage with learning, The Teacher, TA or trusted individual guides a group to form a cohesive musical ensemble, where self-belief, trust and cooperation are established. The group then works together as a unit, problem solving, taking responsibility for themselves and other members until they are confident to perform. Here we have the key elements necessary to scaffold and promote positivity and wellbeing through building resilience.
Music has bonded and strengthened groups as long as there have been people to bring together! If you’ve ever sung in a choir or played in a band, you’ll know the powerful feelings of connection music can bring. So it makes a compelling medium to motivate and engage children. Making music together is far more than just a common pleasure; studies show it creates a sense of group identity, increases empathy and releases nurturing neurochemicals.
Research also shows that group performance boosts these protective factors. Performance is a public expression and celebration of the children's learning journey and a wonderful opportunity for children, who may not often get the chance to shine, to experience the applause and limelight. This focus improves self-confidence and motivates progression; both within the therapeutic environment but also in the classroom and wider world. This is why performance is a key element in the Activity Programmes.
It was wonderful to see how engaged all the kids were. Such a clever idea. So easy to follow and so obviously benefitted the children.
Miss P Jenkins, St Mary's Primary School, South Wales
I think having an online platform to learn therapies/activities to help develop children’s mental health at the moment is essential. With this course I could see the benefits it would have with children of all ages and abilities. My youngest participant learnt from his older role models and the child with suspected ADHD was able to concentrate for longer periods as the course progressed.
I enjoyed doing the course and using it with my group. I think it was very easy to follow, you don’t need any musical background to do it and it was enjoyable for the children.
Mrs L Tyrrell-Howell, Christchurch Primary School, South Wales
Easy instructions and informative videos. I think it will be in demand especially as things have changed so much with Covid-19.
Mrs A Scott, Parkisland Primary School, West Yorkshire
