Tuneful Teens: Creative Ideas for Engaging Adolescents in Music Therapy

Home , Give Your Heart a Break, Owl City

Amy Kalas, MM, MT-BC

Board-Certified Music Therapist

Wholesome Harmonies, LLC 2

About the author

Amy Kalas is a board-certified music therapist. She worked at United Cerebral Palsy of Miami as a music therapist and internship director from 2006 - 2013. Amy is currently Visiting Professor of Music Therapy at University of Miami. She also runs her own private practice, Wholesome Harmonies, LLC, where she provides music therapy services in the Miami area. You can visit her website and blog at www.WHmusictherapy.com or contact her by email: [email protected].

Legal Disclaimer: Throughout this book, I suggest the use of popular music in music therapy for teenagers. Music therapists should be aware of copyright law as it relates to this type of musical performance. Each piece of music has multiple copyright interests, which are owned by a copyright holder, including the right to publication, performance, and make a recording of the song. Music therapists are not automatically exempt from obtaining permission and paying the copyright holder for the right to perform a song, even if the lyrics and melody are slightly changed for therapeutic purposes. However, music therapists may be covered by a specific exemption in the copyright law if the music therapy is a face-to-face teaching activity at a non-profit educational institution. Since I am not a lawyer, this information is not intended to be legal advice, and you should consult with an attorney if you have any questions as to whether or not you are exempt from obtaining and paying for a performance license. If you determine that you need a performance license, the following three U.S. organizations sell licenses for live performances on behalf of their respective copyright holders.

ASCAP: 212-621-6000; www.ascap.com BMI: 212-220-3000; www.bmi.com SESAC: 212-586-3450; www.sesac.com

Now on to the fun stuff…

Table of Contents

A Word of Welcome………………………………………………………………………………………. 5

How Important is Musical Preference?...... 6

Musical Games…………………………………………………………………………………………………. 7

Instrument Jams…………………………………………………………………………………………… 20

Social Skills…………………………………………………………………………………………………….. 26

Songwriting……………………………………………………………………………………………………… 31

Move and Groove…………………………………………………………………………………………… 34

Relaxation………………………………………………………………………………………………………… 37

Pop Song Hot List...... 40

The End?...... 43

A Word of Welcome…

Greetings! Or should I say…what’s up? I am so glad you’ve found Tuneful Teens: Creative Ideas for Engaging Adolescents in Music Therapy. This is your guide to navigating the world of music therapy with adolescents.

My first experience working as a music therapist with teens came when I started my internship at the Matheny Medical and Educational Center, a residential facility for children, teens, and adults with severe physical and intellectual disabilities. I was terrified. My ‘comfort zone’ had always been with children. I had no idea how to approach the world of pop music and age-appropriate activities for individuals who functioned at a different level than their chronological age.

However, after jumping in, I have now gained eight years of experience working with teens with various special needs and I have a storehouse full of ideas that I cannot WAIT to share with you! I currently work with the Friendship Circle of Miami, a drop off program for teens with autism and other special needs, providing group music therapy. This group has helped me generate some of my most successful ideas and has served as a “testing ground” for my new ones.

The Tuneful Teens E-Book is jam-packed with intervention ideas, song ideas, and templates for a variety of activities that are appropriate and engaging for teens. I am SO excited to share my ideas and most successful interventions with you. The ideas are grouped into the following categories:

- Musical Games - Instrument Jams - Social Skills - Songwriting - Move and Groove - Relaxation

My hope is that this E-Book will not only provide you with creative ideas, but will also help YOU generate your own ideas to engage teens during music therapy. Please know that I am always available to answer questions. Feel free to email me [email protected] if you have any questions or concerns…or if you have successes that you would like to share!

With that being said – dig in and Happy Music Making! - Amy

How Important is Musical Preference?

The songs and musical artists I use in examples here are based on the musical preferences of the group I work with at Friendship Circle of Miami. It is very important to assess the musical preferences of your own group at the very beginning – they will likely be very different from my group! This information will be useful throughout your time working with the group.

To help gather this information at the beginning, I have the group fill out a short survey on their musical preferences and what activities they would like to engage in during music therapy:

Teen Music Survey

List your top 3 favorite songs:

1. ______

2. ______

3. ______

List your top 3 favorite musical artists:

1. ______

2. ______

3. ______

Check all the activities that would interest you during music therapy:

Songwriting Creative movement/Dance

Lyrics analysis Instrument Jams

Making a CD Musical Games

Making a music video Music and Relaxation

Musical Games

Image: Idea go / FreeDigitalPhotos.net

Musical games facilitate social interaction and encourage communication in a way that is “cool” for teens. Many concepts and skills can be incorporated into these games without the teens even knowing they are ‘learning!’

Musical Quiz Game

Goals:

- To increase group cohesion - To facilitate social interaction - To increase communication among group members

Preparation:

- Create a Quiz Game board. *See template on page 10.

Procedure:

1. Separate the group into two teams and have each choose a team name (this step is very important!) 2. Allow each team to choose an instrument (such as a shaker or bell) as a “buzzer.” They will play this instrument when they know the correct answer. 3. To determine which team goes first, think of a number between 1 and 10. Ask each team to tell you a number between 1 and 10; whichever team comes closest to the number you chose goes first. 4. Have Team 1 choose a category and amount of points (i.e. “Name that Artist for 200”). Provide the clue for them and either team may buzz in to guess. Here’s how to provide the clues: a. Name that Song – Play and sing the song live until one team can guess the song title. b. Name that Artist – Play and sing the song live until one team can guess the musical artist. c. Finish the Phrase – Play and sing the song live, stopping at a predetermined spot in the song. Teams must correctly sing the next phrase to gain a point. d. Artists that Start with the Letter A – Read a short bio of a musical artist whose first name begins with the letter A (for example, “She has hits such as ‘Someone Like You’ and won six Grammys this year.” The answer – Adele.) 5. Team 1 and Team 2 continue alternating in choosing a category until all the questions have all been chosen.

MORE IDEAS! Other categories:

- Question and Answer – Ask a question pertaining to the song

- Bands that start with the Letter S – Read a short bio of a band whose name begins with the letter S

- Name that Instrument – Show a picture or play an instrument

- Name that Musical Genre – Play a song live or via CD and have the team guess the musical genre (Latin, jazz, classical, etc.)

- Name the Composer – Play a piece of classical music and have them team guess the composer or show a picture of a classical composer and have the team guess who it is

- Name the Rap Artist – Teams guess a rap artist based on his birth name (i.e. Marshall Mathers is Eminem’s birth name)

- Song Titles that Include the Word “Love” – Play or provide clues about songs that contain the word “Love” in the title (i.e. “STOP! In the Name of Love”)

Musical Quiz Board

Name that Name that Finish the Artists that Song Artist Phrase start with the letter ‘A’ 100 “Hey Soul “Party in the “Dynamite” Adele Sister” USA” Taio Cruz Train Miley Cyrus

200 “Edge of “Yellow “Poker Face” Aerosmith Glory” Submarine” Lady Gaga Lady Gaga Beatles

300 “Skyscraper” “I’m Yours” “Use Alicia Keys Demi Lovato Jason Mraz Somebody” Kings of Leon 400 “Love Story” “Someone “Bubbly” Aretha Taylor Swift Like You” Colbie Franklin Adele Callait

500 “I’m a “Count on “Let it Be” Akon Believer” Me” Beatles Smash Mouth Bruno Mars

Musical Hangman

Goals:

- To increase group cohesion - To facilitate social interaction - To increase communication among group members

Preparation:

- Create a Musical Hangman board. Answers can be popular song titles (i.e. “I’m Yours”), popular song artists (i.e. Jack Johnson), or musical instruments (i.e. clarinet) - Create “tasks” for each team member to do if they guess an incorrect letter. *See template on page 13. Place each “task” in a tambourine for game time.

Procedure:

1. Separate the group into two teams and have each choose a team name. 2. To determine which team goes first, think of a number between 1 and 10. Ask each team to tell you a number between 1 and 10; whichever team comes closest to the number you chose goes first. 3. Team 1 starts by guessing a letter. If they are correct, the answer is written in the space. If they are incorrect, they must pick a “task” out of the tambourine and complete it. a. If the task card says ‘Name this Instrument’ – Show the team a picture or show them a real instrument and ask them to name it. b. If the task card says ‘Name this Artist’ – Show the team a picture of a musical artist and ask them to name them. 4. Each team continues to guess until one is able to correctly guess the song, artist, or instrument. If the answer is a song title, lead the group in singing that song. If the answer is a musical artist, lead the group in singing a song by that artist.

MORE IDEAS! Other answers:

Musical groups/artists:

J A C K J O H N S O N

O N E D I R E C T I O N

B R U C E S P R I N G S T E E N

L M F A O

C A R L Y R A E J E P S E N

Song titles:

W H A T M A K E S Y O U B E A U T I F U L

C A L L M E M A Y B E

B R I G H T E R T H A N T H E S U N

Musical instruments:

C L A R I N E T

D J E M B E

X Y L O P H O N E

Musical Hangman “Task” Cards

Choose and Spell your name on the Sing any Beatles song instrument and play it drum as if you’re really happy

Spell your name with Name this instrument Name this artist the rhythm sticks (insert picture) (insert picture)

Play 10 beats on the Name this instrument Name this artist drum any way you like (insert picture) (insert picture)

Do 5 jumping jacks with Name this instrument Name all four Beatles the tambourine (insert picture)

Sing the first part of Hum your favorite song Name one song by your favorite song Lady Gaga

Find a friend and have them hold the drum Do 10 jumping jacks Name one song by while you play with the tambourine Taylor Swift

Do a “silly shaker Pretend to conduct an Sing part of a Lady dance” orchestra Gaga song

Play the name of your Choose an instrument Sing part of a Taylor favorite food on the and play it as if you’re Swift song drum really mad

Guess Who

Goasl:

- To increase group cohesion - To facilitate social interaction - To increase communication among group members

Preparation:

- Come up with numerous ways that the group can “Guess Who.” *See template on page 15. o Purple squares on template - Sing a popular song and have the team GUESS WHO the musical artist is that sings that song. o White squares on template - Read a few sentences of a biography of a popular musical artist and have the team GUESS WHO it is; OR show a picture of a popular musical artist and have the team GUESS WHO it is. (I could not add pictures to the template due to copyright law.) - Cut out the cards, laminate them, and place them in a tambourine for game time.

Procedure:

More Ideas! Guess Who with a theme:

- GUESS WHO – Artists from the 80s - GUESS WHO – Classical Composers - GUESS WHO – Rap Artists

Guess Who Cards

I am an R&B recording artist and My birth name is Demitria songwriter. My birth name is Devonne and I starred in Robyn Fenty and I was born on the movie “Camp Rock.” Two PICTURE of Jennifer Lopez February 20, 1988. I am from of my most popular songs Barbados. Some of my most are “Skyscraper” and “Give famous songs - “Umbrella “ and Your Heart a Break” “Love the Way You Lie”

“Firework” “Baby” “Hey Ho” Katy Perry Justin Bieber The Lumineers

I am an American country singer and actor. My birth We are a pop music group. Our name is Samuel and I was band name has a bird as part of born on May 1, 1967. Some PICTURE of Usher the name. Our breakout hit was of my most famous songs – called “Fireflies” “Live Like You Were Dying” and “Green Grass Grows.” I am married to Faith Hill.

“Time After Time” “Surfer Girl” “I’ve Got a Feeling” Cyndi Lauper Beach Boys Black Eyed Peas

I was the winner of the first PICTURE of Michael season of American Idol in PICTURE of Carrie Underwood Jackson 2002. Some of my most famous songs – “Since You Been Gone” and “Mr. Know It All”

Guess Who Cards - Answers

Demi Lovato Jennifer Lopez Rihanna

Katy Perry Justin Bieber The Lumineers

Tim McGraw Usher Owl City

Cyndi Lauper Beach Boys Black Eyed Peas

Michael Jackson Kelly Clarkson Carrie Underwood

Name That Tune

Goals:

- To increase group cohesion - To facilitate social interaction - To increase communication among group members

Preparation:

- Find a number of popular songs that can be played live or via CD recording. Use the Teen Music Survey (page 6) or see the Pop Song Hot List (page 40) to generate ideas.

Procedure:

1. Divide the group into two teams and have each choose a team name. 2. To determine which team goes first, think of a number between 1 and 10. Ask each team to tell you a number between 1 and 10; whichever team comes closest to the number you chose goes first. 3. Play the melody of each song live (preferable) or play the song via CD recording. Award the following points: a. Correct song name = 1 point b. Correct musical artist = 1 point c. Correct decade in which that song was written = 1 point d. Correct answer to a question/factoid about the song = 1 point

Musical BINGO

Goals:

- To increase group cohesion - To facilitate social interaction - To increase communication among group members

Preparation:

- Prepare BINGO cards according to a theme of your choice. For example, Valentine’s Day (HEART). *See template on Page 19. - Prepare sheet music for the songs listed on the BINGO card.

Procedure:

1. Pair teens together or have them work in a small group. Provide each with a different version of the BINGO card. 2. For Valentine’s Day BINGO (HEART) – sing and play each love song live. Teams mark a square for that song being played.

MORE IDEAS! Other themes:

- Instrument BINGO - Match instrument sound to picture on the BINGO card - Holiday BINGO (STAR) – Match holiday song to a picture on the BINGO card - Musical Artist BINGO (SINGO) – Match songs to musical artist’s picture on the BINGO card

H E A R T

“Can You Feel “All You Need the Love “Just the Way “Love Song” by “How Do I Live” Is Love” by the Tonight?” from You Are” by Taylor Swift by Trisha Beatles the Lion King Billy Joel Yearwood

“Love You Like “When A Man “Can’t Help “Forever and “Have I Told a Love Song” Loves a Woman” Falling in Love” For Always” by You Lately” by by Selena By Percy Sledge by Elvis Presley Shania Twain Rod Stewart Gomez

“The Way You “I Will Always “Everything I Love Me” by Love You” by “Power of Love” Do (I Do It For Faith Hill Dolly Parton by Celine Dion You)” by Bryan Adams

“Put a Little “Teenage “Valentine” by “My Heart Will “Marry Me” by Love Dream” by Katy Martina Go On” by Celine Train In Your Heart” Perry McBride Dion Annie Lennox & Al Green

“You’re the One “I Wanna Know “Love Me “All I Have to “I Need Love” That I Want” What Love Is” Tender” by Elvis Do is Dream” by by N Sync by John by Foreigner Presley the Everly Travolta/Olivia Brothers Newton John

INSTRUMENT JAMS

Image: Kittikun Atsawintarangkul / FreeDigitalPhotos.net

Instrument jams facilitate work in the following areas: attention (sustained, selective, and divided), communication (verbal and nonverbal!), gross and fine motor skills, and group cohesion. Instruments are multisensory and fun to play!

Jam Session

Goals:

- To increase group cohesion - To increase self-expression - To increase sustained and selective attention - To improve gross and fine motor skills

Preparation:

- Gather a large amount of drums, one for each group member.

Procedure:

Call & Response 1: Begin by telling the group that you are the leader, and they will need to watch you and listen. You play a beat, then they play a beat; you play a beat, then they play a beat. Start slowly until they get the feel for the ‘call and response’ (the ‘back and forth’). Gradually pick up the tempo as you continue. Sing an upbeat song such as “Bang on the Drum” by Todd Rundgren or the Olé chant in “Hot Hot Hot” by Buster Poindexter as you play back and forth.

Call & Response 2: Procedure is the same as Call & Response 1, but one of the teens will be the leader and everyone else in the group follows.

Rhythmic Patterns: Leader plays a 4-beat rhythmic pattern and the group imitates by playing it back. Start off with simple rhythmic patterns and gradually make them increasingly complex.

Food Rhythms: Leader asks each group member their favorite food and “plays” it on the drum, one beat per syllable. For example “Cho-co-late Cake, Cho-co-late Cake.” This is repeated until a steady beat is going and the group is chanting the food. Other fun food rhythms are: “Pepp-er-o-ni Pi-zza, Pepp-er-o-ni Pi-zza” and “Straw-ber-ry Short-cake, Straw- ber-ry Short-cake.”

Song Story: Inside a House That is Haunted

Goals:

- To increase sustained and selective attention - To improve gross and fine motor skills

Preparation:

- Purchase the book “Inside a House That is Haunted (Rebus Read-Along Series)” by Alyssa Satin Capucilli or check it out at the library. - Practice the song “Inside a House That is Haunted.” *See sheet music on Page 23. - Gather the following instruments and items (one for each character in the story): drum, wood block, voice output device, jingle bells, canary stick, maracas, kokoriko, thunder tube.

Procedure:

1. Tell the group you are going to lead them in a song story, and they each have a part to play. Demonstrate by playing each instrument and describe the character in the story: a. Drum – Knock on the door b. Wood block - spider c. Voice output device programmed to say “Meow!” – Cat d. Voice output device programmed to say “Boo!” – Ghost e. Jingle bells – Cat f. Canary stick – Owl g. Maracas – Mummy h. Kokoriko - Skeleton i. Thunder tube - Monster 2. Hand out one instrument to each group member. Practice by calling out the name of the character and have the group member play their corresponding instrument. 3. Begin the song story, prompting each group member to play as they hear the name of their character.

Auditory Perception Training (APT) Listen for the…

Goals:

- To increase sustained and selective attention - To improve gross and fine motor skills

Preparation:

- Gather a large amount of rhythm instruments (cabasa, shekere, kokoriko, drums, maracas, etc.) - Choose a popular song that can be played live or via recorded music

Procedure:

1. Ask each group member to select an instrument. Tell the group that while they are playing, they are to listen carefully to the song. Choose one of the examples listed below and when they hear it they are to switch instruments: a. When they hear a specific word or phrase in the song (i.e. the word beautiful in the song “What Makes You Beautiful” by One Direction or the phrase rhythm of love in the song “Rhythm of Love” by Plain White T’s). b. When you come to a certain part of the song (i.e. the chorus of the song “I’ve Got a Feeling” by Black Eyed Peas). c. When they hear a certain instrument that is prominent in the song d. When they hear a certain musical element (i.e. dominant V7 chord) 2. Play the song, emphasizing the musical moment when they are to switch instruments.

Social Skills

Image: tungphoto / FreeDigitalPhotos.net

Musical activities are ideal for learning and practicing positive social behaviors.

Social Skills Hearts

Goals:

- To increase knowledge of positive social behaviors - To increase communication

Preparation:

- Cut out medium size hearts on pink and red paper. - On each heart paste a social skills statement for question. *See template on page 28. - Place the hearts in a tambourine for game time.

Procedure:

1. Sing and play the song “You’ve Got a Friend in Me” by Randy Newman. As you play, the group will pass around the heart-filled tambourine. When the music stops, whoever is holding the tambourine will take out a heart, read the question or statement out loud, and answer. Encourage group discussion from each question or statement. 2. Continue until each group member has had a turn. Be sure to encourage the group to sing along to “You’ve Got a Friend in Me!”

Social Skills Hearts Template

What is a compliment?

What are some examples of compliments?

Give a compliment to someone in the room.

What should you do when you meet someone for the first time?

What makes a good friend?

What should you do when you want to be someone’s friend?

What should you do if you want to speak to someone who is having a conversation?

What should you do if you see someone crying?

What should you do if you think you have hurt someone’s feelings?

SONGWRITING

Image: domdeen / FreeDigitalPhotos.net

Songwriting is a great way to work on self-expression and can be structured in a variety of ways to meet the needs of the group.

Adapted Songwriting “Put a Little Love in Your Heart” by Jackie DeShannon

Goals:

- To increase self-expression

Preparation:

- Purchase large post-it paper to be used for a “web” to generate ideas and to write lyrics of the song. - Purchase sheet music for “Put a Little Love in Your Heart” by Jackie DeShannon. - Write the chorus of the song on large post-it paper; leave blanks for each verse where the teens will write their own words.

Procedure:

1. Tell the group they are going to write a song today. 2. Sing through “Put a Little Love in Your Heart” so they can get a feel of the melody and tempo. 3. Ask the group to tell you about things they love (it can be general or related to a certain theme – things they love about their family; things they love about their friends; things they love about their music therapy group) 4. Start a “web” to document all the ideas. 5. Ask for help from the group to insert those ideas into the verses of the song. 6. Sing through the song with the new lyrics for the verses; keep the chorus as it is in the original version of the song.

Piggyback Songwriting “The Sharing Song” by Jack Johnson

Goals:

- To increase self-expression - To increase knowledge of positive social behaviors

Preparation:

- Purchase large post-it paper to be used for a “web” to generate ideas and to write lyrics of the song. - Purchase sheet music for “The Sharing Song” by Jack Johnson.

Procedure:

1. Tell the group they are going to write a piggyback song today. Explain that a piggyback song is one where the melody and chords remain the same, but you change the lyrics. 2. Sing through “The Sharing Song” so they can get a feel of the melody and tempo. 3. Ask the group to tell you about ways to be a good friend and things you can do when you want to make a new friend. 4. Start a “web” to document all the ideas. 5. Using the melody and chords of “The Sharing Song,” put the ideas of the teens into the song. 6. Sing through the song with the new lyrics.

OTHER IDEAS!

Use Garageband or another recording program to record the teens singing their song. In addition to singing, they can also play instruments. Have the teens design and create a CD cover to go along with the song. Burn a copy of the CD for each teen to take home and keep. Please note that music therapists should only burn original songs that are not subject to copyright, since recording a copyrighted song requires additional payment to the copyright owner for the right.

Sample Piggyback Song (written by the children at United Cerebral Palsy) “It’s Always More Fun”

CHORUS: It’s always more fun to make new friends at school

It’s always more fun to make new friends at school

VERSE 1: If you meet a new kid, ask what is your name?

If you meet a new kid, tell them, I am your friend

CHORUS: It’s always more fun to make new friends at school

It’s always more fun to make new friends at school

VERSE 2: To be a good friend, give them hugs and kisses.

To be a good friend, you sing and make music with them!

CHORUS: It’s always more fun to make new friends at school

It’s always more fun to make new friends at school

MOVE AND GROOVE

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Dance and creative movement to music promote well-being, physical activity, and interaction between teens.

Move and Groove Auditory Perception Training (APT)

Goals:

- To increase sustained and selective attention - To improve gross and fine motor skills

Preparation:

- *See musical notation on page 36 or compose four measures of musical material that will correspond to a certain movement. For example: o Boom chuck march style = Stomp feet o Slow arpeggios = Sway side to side o Tremolos = Shake body

Procedure:

1. Tell the group you are going to play the piano in three very different ways, each one corresponding to a different movement. Play and demonstrate the corresponding movements. 2. Without talking or singing, rotate through the different ways of playing the piano, watching to ensure that the group is moving in the correct way.

OTHER IDEAS

- Instead of the piano, use an instrument such as flute, clarinet, violin, etc. to cue movements! - Use other percussion and rhythm instruments to cue movements. For example: o When you hear the triangle….tip toe around the room o When you hear the slide whistle…move your body up and down

RELAXATION

Image: Sura Nualpradid / FreeDigitalPhotos.net

With all the stressors teens face, relaxation is important for them to learn and practice in their everyday lives.

Guided Imagery by the Ocean

Goals:

- To increase feelings of relaxation - To increase knowledge of ways to relax

Preparation:

- Prepare a guided imagery script, or *See template on page 39. - Gather an ocean drum and a CD of soft, relaxing music.

Procedure:

1. Tell the group that they are about to go on a guided relaxing journey by the ocean. Tell them to make themselves comfortable on the floor or in their chair. 2. Put on a soft CD of relaxing music and begin playing the ocean drum. Read through the relaxation script as you continue to play the ocean drum. 3. After the relaxation is completed, lead them in a brief discussion on how their body felt through that experience and how they can find that feeling again if they ever get stressed.

Guided Imagery by the Ocean Script

Make yourself comfortable on the floor and then close your eyes.

Breathe in (pause) and out (pause). Breathe in (pause) and out (pause). Feel yourself relaxing more with each breath.

Imagine that you are sitting on the beach on a warm day. The sun warms you from your toes to your head. Hear the birds above. Hear the ocean waves as they land on shore. The sound makes you feel calm and relaxed.

The breeze is blowing softly and gently. It feels warm on your face. You place your toes in the sand and it feels soft and warm. You are slowly beginning to relax. Breathe in (pause) and out (pause). Breathe in (pause) and out (pause). Feel yourself relaxing more with each breath.

You walk towards the water and place one foot in. The water feels cool and refreshing. You place the other foot in. As the water surrounds your feet, you feel a deep sense of relaxation. Breathe in (pause) and out (pause). Breath in (pause) and out (pause). Feel yourself relaxing more with each breath.

You feel calm as you experience the sand and the waves. Breathe in again and enjoy the warm feeling of your body completely relaxed. Say to yourself “I feel peaceful.” Remember you can always visit the beach again to feel this peaceful feeling.

Take a deep breath and return to the room. Open your eyes and stretch. Take a few moments to appreciate the good feelings that come with relaxation.

Pop Song Hot List:

Here is a list of songs that are preferred music for the teens I work with. I have used each one successfully in one or more of the interventions/activities listed above.

“Baby” – Justin Bieber

“Beautiful” – Carly Rae Jepsen (featuring Justin Bieber)

“Beautiful” – Christina Aguilera

“Begin Again” – Taylor Swift

“Believe In Me” – Demi Lovato

“Brave” – Sara Bareilles

“Brighter Than The Sun” – Colbie Callait

“Bubbly” – Colbie Callait

“Call Me Maybe” – Carly Rae Jepsen

“Clarity” - Zedd

“Come & Get It” – Selena Gomez

“Count on Me” – Bruno Mars

“Diamonds” - Rihanna

“Dynamite” – Taio Cruz

“Edge of Glory” – Lady Gaga

“Fireflies” – Owl City

“Fix You” – Coldplay

“Get Up” – Superchick

“Give Your Heart a Break” – Demi Lovato

“Glad You Came” – The Wanted

“Good Life” – One Republic

“Good Time” – Owl City & Carly Rae Jepsen

“Heart Attack” – Demi Lovato

“Hey Ho” – The Lumineers

“Hey Soul Sister” – Train

“Home” – Phillip Phillips

“I Knew You Were Trouble” – Taylor Swift

“I’m a Believer” – Smash Mouth

“I’m Yours” – Jason Mraz

“I’ve Got a Feeling” – Black Eyed Peas

“I Won’t Give Up” - Jason Mraz

“Just the Way You Are” – Bruno Mars

“Keep Your Head Up” – Andy Grammer

“Little Things” – One Direction

“Love Song” – Taylor Swift

“Love You Like a Love Song” – Selena Gomez

“Love Story” – Taylor Swift

“Marry Me” – Train

“No One” - Alicia Keys

“One Step At a Time” – Jordin Sparks

“Ours” – Taylor Swift

“Party in the USA” – Miley Cyrus

“Payphone” - Maroon 5

“Poker Face” – Lady Gaga

“Red” – Taylor Swift

“Roar” – Katy Perry

“Rhythm of Love” – Plain White T’s

“Safe and Sound” – Capital Cities

“Say Hey (I Love You)” – Michael Franti & Spearhead

“Skyscraper” – Demi Lovato

“Some Nights – Fun

“Someone Like You” – Adele

“Teenage Dream” – Katy Perry

“The Sharing Song” - Jack Johnson

“Use Somebody” – Kings of Leon

“We Are Young” – Fun

“What Doesn’t Kill You (Stronger)” - Kelly Clarkson

“What I Am” – Will.I.Am

“What Makes You Beautiful” – One Direction

“Wide Awake” – Katy Perry

“Wrecking Ball” – Miley Cyrus

* Updated November 2013

The end?

That brings us to the end of Tuneful Teens, but this is just the beginning! You are equipped with intervention ideas, musical game templates, and sheet music –the fun part can now begin!

Questions? Comments? Successes! I would love to hear them all! I am only an email away – [email protected]

You can also find me on Facebook, Twitter (@AmyMTBC), and of course www.WHmusictherapy.com!

For now, happy music making and happy harmonies!

- Amy