What is Musicreative™? . . .
Musicreative™ is a unique and original music education method that blends music therapy and music instruction. This method was created by board-certified music therapist and owner/director of Hug Music, Ms. Kana Kamitsubo, in 200,8 and has been highly recognized in the fields of music therapy and education. It focuses on improving both musical skills and vital life skills. It has been found effective especially with children with learning difficulties including autism spectrum disorder (ASD) and attention deficit. The key to success in this method is motivating the students to develop and grow through music activities and instruction. Based on the premise that all children can learn when given the proper tools, this method is adapted to provide elements of success and competency. Respecting that each individual is unique, this approach recognizes individual difficulties and strives to reach the musician within each child, which Kana refers to as “Musical Self."
This method has demonstrated remarkable outcomes and have been found effective among families of special needs children and professionals who work with children with special needs. With the outcomes of her approach, Kana was invited to present at “Autism Speaks and Sings” an event sponsored by Autism Speaks. As a panel speaker, Kana gave her case study presentation, which received tremendous positive acclaim from several music therapy experts. Kana’s approach is referred to as “highly significant in the field of music therapy, music education, and special education” and regarding the outcomes of her students, “they have far exceeded the outcomes typically attained by clients on the spectrum,” according to Darcy Walworth, Chair of Certification Board of Music Therapists and Co-chair of the Autism Task Force for the American Music Therapy Association.
What motivated Ms.Kana to develop this method? . . .
As a clinical music therapist who has been working with children with autism, Ms. Kana has encountered situations where parents strongly hope that their children learn music and instruments in music therapy sessions. Though music therapy and music education are distinct fields, by working with special needs children who exhibit exceptional musical skills, she came to recognize the benefits of incorporating music instruction into her music therapy practice. Shortly after she started to implement her new approach, those children with autism showed great interest in learning music and demonstrated remarkable outcomes in the areas of cognitive, communication, and social skills. As they joyfully learned music and how to play instruments, their attention spans, motivation in learning, and self-esteem increased greatly, which led them to improve their overall learning skills. These outcomes confirmed her theory and led her to start developing and establishing the method, now branded as Musicreative.
What are the goals of this method? . . .
The goal is to enhance each child’s growth, as a musician and as a person, improving musical skills and vital life skills and at the same time. Therapists at Hug Music believe that growth as a person and growth as a musician are mutually reinforcing processes. For example, when a child learns to pluck guitar strings properly, his fine-motor skills also improve. When the child learns to play a song on the piano or gains a new musical skill, his self-esteem grows and he becomes more motivated to learn.
How does the session proceed? . . .
At Hug Music, all students with special needs are encouraged to start with a 5-week evaluation package. When a child starts, the first step is always to start with music activities that help him improve his pre-academic and other skills that are necessary for learning. For example, if a child has very limited attention span and difficulty in following structures, we provide music activities to help him stay on tasks and follow directions. All the musical activities are enjoyable and success-oriented. Through music activities, teachers discover each child’s innate musical ability and strengthen it. When the child seems to be ready, session content gradually transitions to music instruction and more focus is placed on improving musical skills.
What does the session look like? How does this method work? . . .
It is vital to provide appropriate instruction by giving the right amount of challenge based on careful assessment of the child’s progress and emotional needs. The emphasis is placed on customizing the contents of the session, including providing a step-by-step approach and a multi-sensory approach. Because of the unique abilities and difficulties of children with special needs, the instructional steps provided in traditional music lessons are not easy for them to follow. Even with step-by-step instruction, often each step may be still too challenging. Thus, it is important to break each step up into smaller steps. Each step must be designed to enable the child to succeed. Along with those steps, providing a multi-sensory approach is important. Each concept is taught through different sensory information. Start from the child’s preferred sensory system for learning, and gradually add other sensory information to reinforce the same concept. For example, Mark, one of the clients, learned the concept of solfege though singing (auditory), then color-coding (visual), and bell-playing (auditory, visual, kinesthetic). Then he transferred his knowledge and skills onto the paper-piano (visual, kinesthetic) and finally, to real piano playing (visual, auditory, kinesthetic).
How can I get started?
All new students with special needs who are interested in private sessions are encouraged to start with a 5-week evaluation package. Click here to learn about the package and how you can proceed.
WATCH MARK’S STORY
Watch the case study of Mark, who is one of Ms.Kana’s students. The case study illustrates how Mark, a boy with autism, has grown as a musician and a person through music lesson with Kana.
Mark, a 3 year-and-11-month-old boy, was referred to Ms. Kana’s program in 2010 (prior to opening of Hug Music). Mark’s mother had a desire to let Mark learn music and piano, but had been discouraged after several unsuccessful lessons with his former piano teachers who lack an understanding of and experience with special needs children. Mark had been diagnosed with autism, ADHD, and language delay. When started his music session, Mark demonstrated impulsive and disruptive behaviors and thus was a very challenging student; people around him doubted his ability to learn. Within two years, he made significant progress in his life skills and learning to play musical instruments.