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Lyric Analysis

|Type of modality |Music, Expressive Arts |

|Type of play |Shared Cooperative |

|Interaction pattern |Intra-Group |

|# of participants required |Therapist, Groups: Scribe + participants (2 or more) |

|Equipment/supplies |Song Lyrics, either printed on paper or shown by computer onto projector |

| |screen; Projector Screen (or smooth/clear wall surface); Computer (if |

| |projecting the lyrics) or other device to play the song; blank paper, |

| |writing instrument (pen/pencil/marker) |

|Facilities required/environment |Room large enough for the number of persons participating, seating for |

| |group members |

|Precautions |Song lyrics can elicit strong emotions in participants, therapist should |

| |be mindful of participant’s body language, verbalizations and facial |

| |expressions |

Task Analysis

1. Therapist will carefully choose song lyrics, in advance of the group meeting, based on population age, interest, emotion she/he is trying to evoke.

2. Therapist will display the video with lyrics onto the projector screen (or other appropriate surface) via computer/projector and/or gives each participant of the group a print out of the lyrics.

3. A participant of the group and/or therapist tapes 1 blank sheet of paper to various walls within the room, separating the groups into different areas within the room being utilized for the activity.

4. A writing instrument is placed next to each sheet of paper.

5. The therapist explains the activity to the group of participants: A song will be played with the lyrics displayed. The group is to listen and/or read the lyrics and analyze what they think the song it about and what the lyrics are trying to convey.

6. The participants are broken into smaller groups of 4-5 members per group, depending on the size of the overall group the smaller group sizes may vary.

7. The participants are instructed to move to the areas with the blank papers on the wall and congregate with their groups.

8. The group members are instructed to choose 1) one member of their group to be the scribe who will write down the member’s responses on the sheet of paper and 2) one member who will share their responses with the larger group.

9. The therapist plays the song, monitoring for strong emotions that are elicited from group members and ensuring the emotional safety of all group members.

10. Once the song has finished playing, the groups are given approximately 10 minutes to discuss their interpretation of the lyrics meaning. The leader will be walking around to the different groups at this time for support and monitoring.

11. One member from each group will share the responses of their group with the larger group, developing a larger group discussion about lyric meaning and application to real-life scenarios.

12. If there is time remaining, the therapist can follow up with another song and a fresh sheet of paper for each group, repeating steps 9,10,11.

Activity Analysis

|Category |Skills |

|Primary body position |Sitting and/or Standing |

|Part of the body required |Brain, mouths, hands/fingers (for the scribe) |

|Movement |Grasp: 3-Jaw Chuck (writing instrument), picking up and putting down an object (the writing |

| |instrument), Standing (persons may also sit to participate) |

|Physical |Balance: Dynamic Sitting & Standing (scribe will need to maintain balance with standing or |

| |sitting while writing the group’s thoughts down), Balance: Static Sitting or Standing (group |

| |members will either stand or sit while lyrics are being played) |

|Cognitive |Arousal/Alertness (responding to meaningful musical stimulation), Attention: Divided (scribe: |

| |ability to write, think and listen to group members who may be speaking at the same time), |

| |Attention: Focused (scribe: group members may be talking at the same time as the lyrics are |

| |playing and skill needed to respond to each), Attention: Selective (scribe: sort through all |

| |information coming to them and determining what is necessary to write down), Attention: Sharing|

| |Attention (multiple group members focusing on the written information and lyrics at the same |

| |time), Concept Formation (developing meaning from melody, words, pace of the music, determining|

| |what the song writer means), Concentration (on the lyrics for the duration of the song), |

| |Insight (into the understanding of the lyrics based on experiences and opinions), Judgement |

| |(about the intended meaning versus own interpretation), Orientation: Person (aware of other |

| |group members and own presence in the group), Problem Solving: Simple (analyzing meaning and |

| |interpretation of lyrics), Reading (reading lyric sheets or lyrics on the projector), Thought: |

| |Abstract Thought (generalizing a meaning from the song writer’s word choices), Writing (scribe)|

|Social |Conversation: starting, sustaining, ending (conversations can be sparked as a result of one |

| |group member’s analysis and their statements to the group), Heterogeneity and Homogeneity |

| |(group interactions may/may not be with people who have similar ideas, backgrounds, |

| |ethnicities, cultural meanings of lyrics/words), Interpersonal Interactions (verbal |

| |communication with the other group members about their interpretation of the lyrics), |

| |Maintaining Social Space (being aware of closeness to other group members and maintaining |

| |physical proximity to them), Physical Contact (intense emotions can elicit hugs, arm taps, |

| |shoulder taps and/or high-fives as a sign of reassurance and group support from other groups |

| |members), Relating with Equals (with group members), Relating with Person in Authority (with |

| |the therapist leading the group), Regulating Behavior (being mindful of emotions that can be |

| |brought on by lyrics and reacting appropriately to them in a group setting), Relationships: |

| |Forming and Terminating (short term interactions with peers and group therapist may form during|

| |this activity and terminate at the completion), Self-Expression (expressing your thoughts and |

| |feelings regarding the lyrics), Social Conduct (using these skills to react appropriately to |

| |other group members opinions), Social Cues (responses to other’s body language and statements |

| |in the group), Showing Respect and Warmth (to all members of the group and valuing all |

| |opinions), Showing Tolerance (tolerating and accepting other’s opinions) |

|Perception |Auditory Function (hearing the musical lyrics), Tactile Function (touching the paper and |

| |writing instrument), Visual Function (seeing/reading the written lyrics) |

|Communication/language |Reception to Spoken Language (understand sung lyrics), Reception to Written Language |

| |(understanding written lyrics), Expression of Spoken and Written Language (speaking or writing |

| |interpretation and understanding of lyrics) |

|Self-care |Self-care is not a necessity to this activity, however positive self-care can have a positive |

| |influence on social interactions. |

|Psychological/emotional (possible) |Joy, Guilt, Anger, Pain, Fear, Frustration (Music and lyrics have the power to bring about a |

| |variety of strong emotions from previous experiences and memories) |

SIMPLIFYING AND COMPLICATING THIS ACTIVITY:

| |Ways to SIMPLIFY demands |Ways to make more COMPLEX |

|Cognitively |Choose songs with less complex lyrics and a |Purposely use lyrics that are vague and |

| |straight forward message. |complicated and/or less well-known songs so that |

| | |previous concepts of the songs are not brought |

| | |into the analysis. |

| | | |

| | |Complete this as an individual activity instead of|

| | |having group feedback. |

| | | |

| | |Have a speed version, give each group 3 minutes to|

| | |analyze the song lyrics and then share with the |

| | |larger group, repeat with several songs of varying|

| | |genres. |

| |

|Physically |Allow the group to sit in a comfortable setting to|Ask group members to stand for the duration of the|

| |complete their group discussion and analysis. (ex:|activity and have the group members switch teams |

| |sofas) |in between songs to facilitate movement. |

| | | |

| |Listen to the musical lyrics without written lyric| |

| |accompaniment or print lyrics in a larger font, if| |

| |there is a visual impairment. | |

| | | |

| |Read the written lyrics without musical | |

| |accompaniment if there is a hearing impairment. | |

| | | |

|Socially |Smaller groups where individuals are already |Groups where individuals are strangers or larger |

| |friends may make for a more comfortable and |groups where more time is needed for all members |

| |simpler social environment. |to give feedback may make for a more complex |

| | |social environment. |

| | | |

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