On Music

The magic of classical music and dance are ageless. The young child may be a fairy queen. The teen may imagine herself as Juliet. The elderly are transported back to a time of beauty, grace and romance. It becomes the perfect medium for exercise and self expression. Even neuro-muscular problems can helped when the person focuses on the music instead of the mechanics of movement. It has been found that the part of the brain that processes music isn't usually affected by Alzheimer's or other dementias. Many nursing homes play music all day long. However, unless the residents' attention is drawn to it by the leaders' verbal cues, eye contact and body language, the music will be like white noise in the background and do no good. I have found that classical and semi classical music that have clear rhythms (waltzes, marches, polkas and even adagios) and mood works best for exercise. It doesn't matter if the residents have never listened to classical music. I have used it with residents coming from diverse backgrounds. Through the process of empathic engagement the residents will almost always 'get it'.

Tales of Music and the Brain
I have just read Oliver Sacks new book, Musicophilia, Tales of Music and the Brain, and highly recommend it. It validates everything I teach in my Benevolent Ballet-Fall Prevention for the Elderly training seminars. I started dog earring pages I wanted to return to or to cite. Now practically ever page from chapter nineteen on is dog earred. My poor book!

The book drives home the fact that there are actual physiological changes in brain activity when one listens to music, even when one imagines music! It is possible that problem areas in the brain may be by-passed enabling a person to perform certain cognitive and physical activities otherwise impossible.

I have students in a secure Alzheimer’s unit who will sit in a row of chairs and stay engaged and animated for 40 minutes! Of course this takes a lot of energy on the leader’s part. It has to do with empathy going from the teacher to the class and vice-versa. The energy is necessary for this empathic engagement to work.

I have had residents with aphasia able to speak simple and appropriate sentences after a thirty minute session. I've often seen residents with severe neural musclar conditions find their rhythm and control while listening to music. I don't know how long these affects last but I imagine, with enough reenforcement, quality of life will be improved.

The music is all important but the class’ attention must be drawn to it. The leader must respond to it by commenting, singing or moving. When this is done with sincere enthusiasm the class will feel this and respond. Many facilities have music playing all the time. Often it is music the staff enjoys (usually country or rock) and it just goes over the residents’ heads like white noise. When I come in I turn this off for a minute or two, remark on the peace and quiet and proceed to greet each resident individually. Then I introduce my light classical music, tell the class to listen, show how it makes me feel and begin the process of drawing the group in.

How do you use music in your programming?
Thank you Dr. Sacks for an inspiring book!
Sheila