Welcome to the Rubato Music Therapy Blog!
A resource for music therapists, music educators, and other professionals who work with individuals with intellectual disabilities, as well as their families and care providers.
Part 3 of this series explores pre-recorded, real-time, and other types of virtual services. There are many options out there besides the ones featured here; these are just the ones that I have experience using.
Part 2 of this series presents core values when planning for virtual services. These values may shift in priority over time.
For those of us music educators and music therapists who work at day programs, after-school programs, other nonprofits, private studios, or private practices, the process of rolling out virtual services isn't necessarily clear or defined. Even in many K-12 schools and colleges, teachers and administrators are struggling to determine policies for online learning. What do we do, in these unprecedented times?
Part 1 of this series discusses considerations when planning for virtual services.
As music teachers, music therapists, or both: should we hug our student-clients?
What do you do when a student doesn't want to perform?
This topic has been on my mind recently, as I organized and directed performances for an open house last week. Determining the ideal order of pieces for a concert never figured into my college coursework as a music industry studies and music therapy major, but after several years of practice, I feel like it comes down to two principles: EFFICIENCY and ENERGY. When possible, try to keep these concepts in mind when initially selecting pieces.
For those of you who aren't sure where to start when it comes to developing a program or setlist for a show, read on...
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