Learning English with CBC Calgary Monthly Feature Story: a Passion For

Learning English with CBC Calgary

Monthly feature story:

A Passion for Accordion

November 2013

Lesson plans created by Sara Gnida, Justine Light

www.alberta.ca http://www.cbc.ca/calgary/learning‐english/

Feature Story A passion Accordion

Objectives CLB competency L: Identifies and interprets factual information and explanations in extended narration. outcomes R: Demonstrates comprehension of moderately complex Listening: extended descriptions, reports and narrations on familiar topics; Reading: recognizes and understands some literary language. Speaking: S: Encourages conversation by adding supportive comments. Writing: W: Expresses main ideas and supports them with details; demonstrates adequate control of tenses. Language skills

Vocabulary: Use vocabulary words in context

Grammar: Identify and use logical tenses

Pronunciation: Identify and use intonation patterns in encouraging comments Language Activities (in order of appearance in materials)

Answering comprehension questions about a short background text on different types of rehabilitation therapy Completing pre‐listening activities to build vocabulary and prepare learners for audio Listening to the audio to identify facts and details Listening to the audio to develop listening transfer skills – identifying and interpreting information and explanations in order to complete a form Identifying intonation patterns in encouraging statements in audio transcript Completing pre‐reading vocabulary activity Reading to identify main ideas, factual details, implied meanings and attitudes Understanding figurative language Selecting logical tenses for writing Providing evidence to support an opinion

Introduction

Background Reading: When we think of health care professionals, we first think of doctors, nurses, and pharmacists. However, there are many types of healthcare professionals in Alberta. They use widely different approaches to help people with physical, emotional, mental, social, and/or cognitive limitations. These professionals receive special training and are often called “therapists.” They may use art, music, massage, exercises, games, and much more, to help people maintain, improve or restore their health. Following are just some of the many types of therapists that can be found in Alberta.

Physiotherapists are “movement specialists” who work with people with pain, illness, injuries or conditions that affect their ability to move and do things.

Occupational therapists work to improve the daily living and work skills of patients with physical, mental, and developmental conditions.

Recreation therapists work to improve a person’s ability to function independently in life and leisure activities.

Music therapists use music (singing, instruments, dancing, improvisation, imagery, song writing, etc.) to help people improve their ability to move, think, communicate, and participate in community.

Art therapists use art to help people understand and express themselves and cope with emotional and mental health conditions, disabilities, and illness.

Massage therapists use massage to relieve pain or improve physical function.

Speech language pathologists help people improve their ability to communicate.

Food for thought Are any of the above occupations new to you? Can you find this type of therapist in your country of origin?

Click on one of the above links to find out about a type of therapy that is new to you. Do you know someone who might be suited for that type of work?

The Audio

In this audio, you will join CBC journalist Paul Karchut and Phyllis, a Calgary senior, for her weekly accordion lesson. You will also hear Jane (Phyllis’ companion) and Maureen (Phyllis’ music teacher) as they talk about how the lessons have affected Phyllis.

CBC file photo (http://www.cbc.ca/news/canada/newfoundland‐ labrador/story/2012/11/27/nl‐accordion‐crime‐1127.html)

Before you listen: Have you ever learned to play a musical instrument? If so, which one? If not, would you like to learn?

Maureen is not a trained music therapist, but she gives Phyllis accordion lessons. Listen to find out what Phyllis gains from her accordion lesson.

SPEAKER TITLE: ACCORDIAN Jane Hey Phyllis. Like to come down? We’ll go do your lesson.

Paul Phyllis Strepnychuk is helped down the stairs into a southeast Calgary basement. She’s here for her regular accordion lesson.

Jane Kay, let’s get you sitting down there, honeybucks.

Paul Phyllis is 69 years old and she’s had a hard couple of years....

Pre‐listening vocabulary:

The words below are from the audio. The definitions are next to the words. Read the definitions then complete the sentences.

WORD DEFINITION

1. a couple of (expression) two; a few; a small number 2. long term care facility the term “facility” is often used to describe a building; a long term care (noun phrase) centre or facility is an institution that provides personal and medical care for people who are unable to care for themselves (sometimes called a seniors home) 3. depressed (adjective) sad; hopeless 4. companion someone who spends a lot of time with someone; a person (e.g., healthcare aide) who works one‐on‐one with a patient 5. to break through to to overcome a barrier or obstruction; to make a connection with someone (expression) someone 6. a sea of something lots of something (expression) 7. reservation (noun) doubt, misgiving, hesitation; an unstated reason for not completely accepting something 8. challenged (adjective) disabled; impaired; to have a handicap (mental or physical) 9. passion (noun) an enthusiasm for something; a strong interest in something (can also refer to love or sexual desire, but in this case it is used more in the sense of a life‐long passion or interest in something) 10. non‐reactive without feeling; numb; apathetic; giving no response 11. nostalgic (adjective) the melancholy (slightly sad) but also pleasurable feeling that one has when longing for the past 12. persevere (verb) to continue doing something, even if it is difficult (to not give up) 13. instinctually (adverb) without thinking

14. challenge (noun) something that requires effort; something that is difficult to do

15. convince (verb) to persuade someone to do something

16. blossom (idiom/verb) to develop; to become more confident, successful, beautiful, etc.

Use the vocabulary words on this page to complete the sentences on the following page. (Answers can be found in the appendix.)

1. When the toddler ran out into the road, the driver ______stepped on the brakes and swerved, missing the child. 2. It was a ______at first to jog up the long hill without stopping, but after a few weeks of running, it was easier. 3. They’ve had an exciting ______months, but now they are back from their travels overseas and school is starting again. 4. When they could no longer care for his grandmother on their own, they hired a ______to provide her with individualized care. 5. When his grandmother’s medical needs became too great, she moved into a ______. 6. As she looked out at the audience, all she could see was a ______faces. 7. She is ______every winter. She’s not sure if this is caused because of the lack of sunshine or because she misses her family during the Christmas season. 8. When Keichi asked her to marry him, she accepted without ______. had absolutely no doubts. 9. When the child was first adopted, she was ______. She didn’t smile, laugh, show affection or even cry. 10. Although it took awhile, her new parents were finally able to ______her. Slowly she learned to trust them, and even to laugh and play like other children her age. 11. Although she did well in most of her classes, she really ______in her art class. She was confident, happy, and did amazing work. 12. Although she was physically ______in a number of ways, she was clearly very intelligent. 13. Even when she found her studies difficult, she ______. 14. She enjoyed math, but art was always her ______. So, she decided to enrol in fine arts rather than engineering. 15. Her parents tried to ______her to go into engineering, but she refused. 16. Every year in the fall, she feels ______. She remembers the excitement she felt as a child, looking forward to school starting, the first snowfall, and, of course, Christmas. © CBC 2013 Permission is granted reproduction of these pages for educational purposes only. 6 For more information on copyright please see http://www.cbc.ca/permissions/

Listening for meaning As you listen to the podcast, indicate whether the following statements are true or false. If they are false, fix them (Note: you may need to listen a second time to fix the statements). The first one is done for you.

1. True/False Phyllis was hospitalized because she lost her memory.

False: Phyllis was hospitalized because she lost her memory... she had a nasty infection.

She then lost her short‐term memory.

2. True/False Phyllis now lives in a long‐term care facility.

3. True/False Jane is paid to spend time with Phyllis.

4. True/False When Jane first met her, Phyllis was excited about playing the accordion.

5. True/False Phyllis asked Jane to arrange accordion lessons for her.

6. True/False At first, Maureen was enthusiastic about having Phyllis as a student.

7. True/False After not playing the accordion for over 50 years, Phyllis had forgotten how to read music.

8. True/False During the interview, Phyllis forgets who Jane is.

9. True/False Phyllis’ father, a musician, had played the accordion.

10. True/False Phyllis was a teenager when she last took accordion lessons.

11. True/False Phyllis plays songs that she learned as an adult.

12. True/False Music was Phyllis’ passion throughout her adult life.

13. True/False At the first lesson, Phyllis immediately showed excitement about music.

14. True/False Phyllis is more alert and active after her music lessons.

15. True/False Phyllis is now a very happy person.

16. True/False It is a challenge for Phyllis to read music.

17. True/False Phyllis enjoys listening to music, as well as playing her accordion. (Answers can be found in the appendix.) © CBC 2013 Permission is granted reproduction of these pages for educational purposes only. 7 For more information on copyright please see http://www.cbc.ca/permissions/

Listening strategies – Identifying and interpreting factual information and explanations in order to complete a form The goal of the listening strategies section of the monthly feature is to help you to improve your listening skills for all listening situations, not just this audio. This month we are focusing on the ability to extract necessary information from a listening text to do tasks – in this case, to complete a form.

When you go to the doctor, you often have to fill in a “medical history” form. In this listening, Phyllis’ musical history is discussed. Imagine that a new Music Therapy Program is being offered at the Rehab Centre near Phyllis’ long term care facility. In order to be part of the program, the following form needs to be completed for Phyllis. Read through the form, and then listen to the podcast and complete the form. In the last section, select details from the listening that would convince a reader to allow Phyllis into the program (e.g., details showing how accordion lessons have helped Phyllis). (Sample answers in the appendix)

Music Therapy Intake Form Name: ______Age: ______Housing/support: ______

Limitations/conditions: ______Music History: Parents/family: ______

Lessons: Type:______Number of years:_____

Experience:

• As a child:______• As an adult:______

Present skills/experience: ______Reason for applying for Music Therapy: Since Phyllis has been taking accordion lessons, she______

Building Speaking Skills: Encouraging Paul, Jane, and Maureen go out of their way to encourage Phyllis. They give her compliments. Giving compliments can sometimes be tricky – the wrong intonation can make a compliment sound insincere, or even sarcastic.

Listen to the excerpts in the boxes below.

Notice that certain syllables in the compliments are focused on. Sometimes they are just louder and longer than other syllables. In most cases there is a more extreme intonation change than is found in other statements. In some compliments, the stressed syllable is very high, and then there is a fall and maybe a rise again. In other compliments, the stressed syllable is very low, leading to a rise then a fall (and maybe another rise). In either case, the highs and the lows are more exaggerated than in other situations, and there are more intonation changes in the intonation.

2:18 Paul You sounded good.

Maureen That was amazing!

Jane Yeah!

Note: Very exaggerated intonation, 3:02 Jane. It’s not too late. as is found in the last “Never too late” comment (3:10), is commonly What are you talking about? used with children, and can come across as somewhat patronizing It’s not too late. when used with adults. Perhaps that is why Phyllis sounds a bit It’s never too late. uncomfortable after the last “It’s never too late” statement. Or perhaps she is just not sure how to respond to so many compliments!

4:20 Jane What’s amazing with you is that you can sight read so well, Phyllis.

4:25 Phyllis You think so?

4:26 Jane Oh god, yes.

I think it’s wonderful.

You just look at music and you can pretty near find every note.

5:33 Maureen Isn’t that pretty?

Jane/ It’s beautiful. I love...

Practice saying these compliments at the same time as Paul, Maureen and Jane. Be sure to use the same intonation patterns they use. A flat intonation pattern can sometimes make a compliment sound insincere. You can practice as many times as you want!

Reading Activity

Pre‐reading vocabulary The following vocabulary activity will help you to understand the reading below. Match each word to its correct definition. Number 1 has been done for you. (Answers can be found in the appendix.)

1. resident (noun) P A. to have promised to do something 2. isolated (adjective) B. treatment to heal or relieve a condition/ someone who provides such treatment

3. therapy/therapist (nouns) C. to catch someone’s interest or attention; to involve someone

4. cognitive (adjective) D. to create and perform something without planning (e.g., to make up a song)

5. awareness (noun) E. to join in; to share in something

6. to improvise (verb) F. someone who publicly supports and recommends a person, policy, cause or program

7. to engage (verb); G. having little contact with others; solitary; lonely; separate

8. to participate (verb) H. the state of having knowledge or understanding of something

9. a sense of community I. to be organized, designed, planned (expression)

10. to be structured _____ J. being very interested in or enthusiastic about something (expression)

11. passionate (adjective) K. money

12. advocate (noun) L. related to intellectual processes such as thinking, perceiving, reasoning, remembering 13. to be committed to do M. to support; to keep in good condition something (expression)

14. funds (noun) N. the feeling of belonging to a group 15. to maintain (verb) O. to improve the quality of something

16. to enhance (verb) P. a person who lives in a particular place (e.g., residents of a community; residents of a seniors home)

Reading text: Music Therapy strikes the right chord Music therapy strikes right chord February 7, 2013

Melodies ‘spark a flame’ in long‐term care residents in Canmore There’s magic in music.

“It’s a beautiful thing to see the music spark a flame in someone who is more isolated than most,” says Corina Strim, resident music therapist on the Golden Eagle View long‐term care unit at the Canmore General Hospital. “While our goals are non‐musical – for example, cognitive stimulation and social awareness – music is the driver to reach those goals.”

Marilyn Croll’s husband, Gawn, is a long‐term care resident at Golden Eagle View and has been involved with music all his life. So when the music program was introduced, Marilyn was thrilled he had the opportunity to continue enjoying his life‐long passion in music.

“My husband is very sleepy a lot of the time, but when he heard (Richard) Rodgers’s and (Oscar) Hammerstein’s O What A Beautiful Morning, he woke up and started singing,” says Croll.

According to one of many studies, music therapy has led to increased cognitive abilities in Alzheimer patients.

Music therapy runs every Thursday morning at Golden Eagle View, with residents sitting in a circle and participating in their own ways. Whether listening to or improvising music, or feeling instruments in their laps, the music engages patients. Some have even been known to dance.

“It was so sweet!” says Strim. “Two residents grabbed each other’s hand and started moving to the beat. That’s a wonderful thing – especially when eye contact is the only success we see in some.”

The program provides a sense of community and belonging.

While the program is structured in some ways to meet goals, it’s pretty much up to the residents to write the day’s song sheet. If a particular chord is struck, such as making up a song, they go with it. The program has a varied playlist, including sensory motivation that includes touch – an important part of the symphony. Simply putting an instrument, such as a small guitar or “reverie harp” across a lap is engaging. It’s human nature to want to touch it.

A former music teacher, Croll is as passionate about music as her husband. “Corina’s program is wonderful,” she says. “When the music starts, you can see the inspiration.”

The Canmore and Area Health Care Foundation is a big advocate and supporter of the program. “This program is an excellent fit for us in terms of supporting the social fabric of our community,” says Carla Helder, a director on the Canmore and Area Health Care Foundation Board. “We are committed to providing funds for music therapy for the next three years.”

Now that demands a big encore!

The Canmore and Area Health Care Foundation supports the Canmore Hospital maintaining and enhancing a high standard of health care. For more information, please visit www.canmorehealthfoundation.com or call 403.678.4358.

Story courtesy Alberta Health Services: http://www.albertahealthservices.ca/7942.asp

Reading for meaning 1. What are the goals of the music program? ______2. What effect does music have on Gawn Croll? ______3. Give an example of how music engages patients: ______4. Who decides the schedule for what will be done during the music therapy program each week? ______5. Describe Gawn and Marilyn Croll’s musical history and attitude towards music: • Gawn: ______• Marilyn: ______6. Give evidence to show that the Canmore and Area Health Care Foundation (CAHCF) supports the music therapy program. ______7. The Canmore and Area Health Care Foundation (CAHCF) is a charitable organization that people can donate money to. What can you infer about the relationship between the CAHCF and the Canmore Hospital? ______8. What is the general tone of the article? (select one)  negative, critical  neutral, objective  positive, enthusiastic Write one quote that you could use as evidence to support your answer: ______(Answers can be found in the appendix)

Reading Strategies – recognizing and understanding literary language Some articles make more use of literary language than others. In the article you just read, the writer uses alliteration1 in the first sentence when she says: “There’s magic in music.” Then the author goes on to make use of many different figures of speech2. Sometimes, as in the following table, the figurative meaning of a word is commonly understood. That is, when people read that word, they have a shared understanding of what it means. Examine the literal meanings and figurative meanings of the bolded words in the following table. Did you understand what they meant in their original contexts?

Context Literal meaning Figurative meaning Meaning in context

a spark = a fiery to spark: to start It’s beautiful to see particle, often something music catch It’s a beautiful thing to produced by a fire someone’s interest. see the music spark a a flame: a passion or by stones flame in someone who is or interest striking together more isolated than most.

a flame: fire

While our goals are non‐ a driver = someone a driver: something Music helps musical – for example, who drives a that causes improve cognitive cognitive stimulation and vehicle something to stimulation and social awareness – music happen; something social awareness. is the driver to reach that stimulates those goals activity

fabric = cloth, social fabric: The program suits (often woven or characteristics of a us; it helps people This program is an knitted) community; what connect. excellent fit for us in holds a community terms of supporting the together; personal social fabric of our connections community

Sometimes writers develop their own figures of speech – that is, there is not always a shared understanding of what the figure of speech means. To understand those figures, it is important to look carefully at the context. Because this article is about music, the writer uses figures of speech from the world of music to communicate her ideas. However, you may have found it difficult to understand what she was saying if you didn’t know the literal meanings of the musical terms. In the following table you will find the literal meanings of the musical terms. In each case, use the context and the literal meaning to guess what the author means. (Sample answers are in the appendix)

1 Repetition of the same consonant in words. 2 Expressive uses of language that are not literal (e.g., “the sun smiled at me”). © CBC 2013 Permission is granted reproduction of these pages for educational purposes only. 15 For more information on copyright please see http://www.cbc.ca/permissions/

Context Literal meaning Meaning in this context

While the program is a song sheet: printed lyrics ______structured in some ways to and music ______meet goals, it’s pretty much up to the residents to write ______the day’s song sheet. ______

If a particular chord is struck, a chord: a harmonic set of ______such as making up a song, notes played at the same ______they go with it. time (e.g., on a guitar) ______

The program has a varied a playlist: a list of songs ______playlist, including sensory ______motivation... ______

...that includes touch –an symphony: a complex ______important part of the musical composition, written ______symphony. to be played by an orchestra (large number of musical ______instruments) ______

“We are committed to encore: at the end of a ______providing funds for music performance, an approving ______therapy for the next three audience might demand an years.” encore – an extra ______performance. Now that demands a big ______encore!

(Answers can be found in the appendix)

Grammar Activity – Choosing logical tenses

You may have been told to avoid switching from one tense to another in your writing. This is generally good advice – you should not switch tenses unless there is a good reason to do so! For instance, when reporting on an interview or reporting what others have said, a writer can choose to use the present tense or the past tense – but it is best to be consistent through the entire piece of writing. Often, though, it is necessary to change tenses because of what you are describing. The reading in this month’s story makes use of the following tenses, often switching tense even within sentences:

• It uses the Simple present to describe general truths, situations that are seen as permanent, scheduled events, and habitual actions. It also uses the simple present to report what someone said during the interview (the writer could have chosen to use the past tense for this ‐‐ the key is that the writer is consistent). • It uses the Present perfect to describe things that happened at an unspecified time in the past. For example it uses the present perfect to describe a change that has happened over time. It also uses the present perfect to describe something that started in the past and is still relevant or happening now. • It uses the Simple past to describe a completed action that occurred at a specific time in the past (even if the specific time is not mentioned). Complete the following table. In some cases, the verbs are omitted – put them in using the correct tense. In other cases, the tense and/or purpose are omitted – write in the tense or purpose.

Original sentences Tense Purpose “It’s a beautiful thing to see the music spark a ______To describe a general truth/situation flame in someone who is more isolated than ______most,” says Corina Strim, resident music therapist on the Simple present ______Golden Eagle View long‐term care unit at the ______Canmore General Hospital.

“While our goals ______(to be) non‐musical Simple present ______– for example, cognitive stimulation and social ______awareness – music ______(to be) the driver ______to reach those goals.” Marilyn Croll’s husband, Gawn, ______(to Simple present To describe a somewhat permanent be) a long‐term care resident at Golden Eagle situation View and ______(to be) involved with music Present perfect To describe a situation that began in all his life. (passive) the past and is still true now

So when the music program was introduced, ______Marilyn was thrilled he had the opportunity to ______continue enjoying his life‐long passion in music. (passive) ______

“My husband______(to be) very sleepy a lot Simple present ______of the time, ______but when he ______(to hear) (Richard) ______To describe a completed action in the Rodgers’s and (Oscar) Hammerstein’s O What A ______past Beautiful Morning, he ______(to wake)up and ______(to start) singing,” says Croll. ______To report what someone said ______

According to one of many studies, music therapy ______To describe a change over time (began ______(to lead) to increased cognitive ______in the past, still happening now) abilities in Alzheimer patients.

Music therapy ______(to run) every Simple present ______Thursday morning at Golden Eagle View, with ______residents sitting in a circle and participating in ______their own ways.

Whether listening to or improvising music, or ______To describe a repeated action or feeling instruments in their laps, the music ______general truth/situation ______(to engage) patients.

“It ______(to be) so sweet!” ______To describe a completed action in the ______past

______(to say) Strim. Simple present ______

“Two residents ______(to grab) each other’s ______To describe a completed action in the hand and ______(to start) moving to the ______past beat.

That____ (to be) a wonderful thing – especially ______To describe a general truth/situation when eye contact ______(to be) the only ______success we see in some.”

The program provides a sense of community and ______belonging. ______

If you wish, re‐read the text to see if you chose the correct tense. Answers are provided in the appendix.

Writing Activity – Persuading; providing evidence to support an opinion Using specific examples to support an opinion is an important part of persuading. For instance, in a job interview, your goal is to convince the interviewer that you would be an ideal candidate for a job. So, your main point might be the following:

• I am a strong candidate for the position as I have the relevant training and the personal characteristics that you are looking for. I also have good leadership skills and am responsible and creative.

If you stop there, however, no one will believe you. You have not yet given them a reason to believe you. You need to give examples of how your training (maybe specific classes) matches the job requirements. You also need to give examples of how you

• showed leadership (e.g., describe an incident where you convinced people of a course of action) • are responsible (e.g., your school record shows perfect attendance and you completed your assignments on time; at the same time, you held a part‐time job to support your family, and never missed a shift) • are creative (e.g., perhaps an example of how you solved a problem that others had difficulty with; perhaps examples of your work)

The detailed examples provide evidence that you do indeed have leadership skills, are responsible, and are creative. These, in turn, can convince an interviewer that you would be a good candidate for a job.

The reading you completed provides evidence that music therapy is effective (helps clients improve cognitively and socially):

• Gawn wakes up and sings when he hears music • Research shows music therapy improves cognitive awareness in Alzheimer patients • Music therapy engages people ‐‐ some residents dance; two residents held hands and moved to the beat • Music therapy provides a sense of community and belonging – the residents determine what happens in therapy, and the CAHCF says that it supports the “social fabric” of their community. • The CAHCF recognizes the value of the program by promising to fund it for 3 years.

Practice using specific examples and details to support your opinion by completing the writing assignment on the following page.

Imagine that a new Music Therapy Program is being offered at the Rehab Centre near Phyllis’ long term care centre. The program has funding for only 6 clients. You strongly feel that Phyllis would be an ideal client for the music therapy program. Write a paragraph to convince the program coordinator to accept Phyllis into the program. Use specific details you recorded in the Music Therapy Intake Form (regarding Phyllis’ musical history, her present skills, and her reactions to her accordion lessons) to convince the coordinator that Phyllis would be the best client for the program. (See sample paragraph in answer key)

Phyllis would be an ideal client for the new Music Therapy program at the Rehab Centre.______

After you have finished writing the paragraph, double check your verb tenses.

• Did you use present perfect to describe things that happened in the past and are still relevant now? (e.g., importance of music in her life; loss of memory) • Did you use simple past to describe completed actions in the past? (e.g., details from Phyllis’ musical history) • Did you use present perfect to describe changes that occurred over time? (e.g., become more alert) • Did you use simple present to describe general truths? (e.g., Phyllis’ musical skills; her present condition) • Did you use present continuous to describe actions that are happening (perhaps not at this second, but during this period of time)? (e.g., the lessons).

Links

• For a recent article about a music therapist working with children at the Hospital for

Sick Children in Toronto, see the following link:

http://www.edmontonjournal.com/health/Sound+means+healing+Music+therapy+s

oothe+sick+both+body+soul/8011588/story.html

Note: if the link does not work, do a search for the author+title (Sheryl Ubelacker,

“Sound means of healing: Music therapy can soothe the sick, both body and soul.”

The article was published in the Edmonton Journal on February 26, 2013.)

• For descriptions of a wide variety of careers in Alberta Health Services see the

following links:

o For clinical careers (i.e., working with patients), see

http://www.albertahealthservices.ca/careers/page15.asp

o For non‐clinical careers, see

http://www.albertahealthservices.ca/careers/page16.asp

Appendix ‐ Answer Keys

Pre‐listening vocabulary 1. When the toddler ran out into the road, the driver instinctually stepped on the brakes and swerved, missing the child. 2. It was a challenge at first to jog up the long hill without stopping, but after a few weeks of running, it was easier. 3. They’ve had an exciting couple of months, but now they are back from their travels overseas and school is starting again. 4. When they could no longer care for his grandmother on their own, they hired a companion to provide her with individualized care. 5. When his grandmother’s medical needs became too great, she moved into a long term care facility. 6. As she looked out at the audience, all she could see was a sea of faces. 7. She is depressed every winter. She’s not sure if this is caused because of the lack of sunshine or because she misses her family during the Christmas season. 8. When Keichi asked her to marry him, she accepted without reservation. She had absolutely no doubts. 9. When the child was first adopted, she was non‐reactive. She didn’t smile, laugh, show affection or even cry. 10. Although it took awhile, her new parents were finally able to break through to her. Slowly she learned to trust them, and even to laugh and play like other children her age. 11. Although she did well in most of her classes, she really blossomed in her art class. She was confident, happy, and did amazing work. 12. Although she was physically challenged in a number of ways, she was clearly very intelligent. 13. Even when she found her studies difficult, she persevered. 14. She enjoyed math, but art was always her passion. So, she decided to enrol in fine arts rather than engineering. 15. Her parents tried to convince her to go into engineering, but she refused. 16. Every year in the fall, she feels nostalgic. She remembers the excitement she felt as a child, looking forward to school starting, the first snowfall, and, of course, Christmas.

Listening for meaning 1. True/False Phyllis was hospitalized because she lost her memory... she had a nasty infection. She then lost her short‐term memory.

2. True/False Phyllis now lives in a long term care facility.

3. True/False Jane is paid to spend time with Phyllis. (she was hired...)

4. True/False When Jane first met her, Phyllis was excited about playing the accordion. depressed, nothing interested her. But there was a light in her eyes when she talked about music.

5. True/False Phyllis asked Jane to arrange accordion lessons for her. Jane kept bringing up the idea of playing the accordion again – it took a while to convince Phyllis.

6. True/False At first, Maureen was enthusiastic worried, afraid, had reservations about having Phyllis as a student.

7. True/False After not playing the accordion for over 15 years, Phyllis had not forgotten how to read music. She could still sight read...playing tunes without stopping.

8. True/False During the interview, Phyllis forgets who Jane is.

9. True/False Phyllis’ father, a musician, had played the accordion. the violin, mandolin, and banjo

10. True/False Phyllis was a teenager when she last took accordion lessons.

11. True/False Phyllis plays songs that she learned as an adult. as a child

12. True/False Music was Phyllis’ passion throughout her adult life.

13. True/False At the first lesson, Phyllis immediately showed excitement about music....was quiet, non‐reactive. After the 2nd or 3rd lesson, she showed excitement.

14. True/False Phyllis is more alert and active after her music lessons.

15. True/False Phyllis is now a very happy person. She’s happier than she was, but she’s still nostalgic and melancholy because she’s lost a piece of her life.

16. True/False It is a challenge very easy for Phyllis to read music. She can look at music and fine every note; intuitive, like riding a bicycle.

17. True/False Phyllis enjoys listening to music, as well as playing her accordion.

Listening strategies – Recognize language used to convey mood and attitude 1. When you go to the doctor, you often have to fill in a medical history form. In this listening, Phyllis’ musical history is discussed. Imagine that a music therapist has asked that the following form be filled in for Phyllis.

Music Therapy Intake Form

Name: Phyllis M. Age: 69 Housing/support: Long term care facility/companion

Limitations/conditions: Short term memory gone; depressed

Music History: Parents/family: father musician, played the violin, mandolin, banjo

Lessons: Type: Accordion Number of years: 3

Experience:

• As a child: played for dance pieces at a senior’s club • As an adult: played in a Ukrainian orchestra

Present skills/experience: can play accordion, can sight read music, is taking accordion lessons

Reason for applying for Music Therapy funding:

Since Phyllis has been taking accordion lessons, she has become more alert and interactive. She has more confidence, more joy, more smiling. She seems to “wake up.” Instead of being non‐reactive, she laughs, smile. When she listens to music, she taps her foot. It seems to give her hope.

Reading Activity

Pre‐reading vocabulary

1. resident (noun) P A. to have promised to do something

2. isolated (adjective) G B. treatment to heal or relieve a condition/ someone who provides treatment

3. therapy/therapist (nouns) B C. to catch someone’s interest or attention; to involve someone

4. cognitive (adjective) L D. to create and perform something without planning (e.g., to make up a song)

5. awareness (noun) H E. to join in; to share in something

6. to improvise (verb) D F. someone who publicly supports and recommends a person, policy, cause or program

7. to engage (verb); C G. having little contact with others; solitary; lonely; separate

8. to participate (verb) E H. the state of having knowledge or understanding of something

9. a sense of community N I. to be organized, designed, planned (expression) 10. to be structured I J. being very interested in or enthusiastic about something (expression) 11. passionate (adjective) J K. money

12. advocate (noun) F L. related to intellectual processes such as thinking, perceiving, reasoning, remembering

13. to be committed to do A M. to support; to keep in good condition something (expression) 14. funds (noun) K N. the feeling of belonging to a group

15. to maintain (verb) M O. to improve the quality of something

16. to enhance (verb) O P. a person who lives in a particular place (e.g., residents of a community; residents of a seniors home)

Reading for meaning 1. What are the goals of the music program? cognitive stimulation, social awareness (these are 2 of the goals – there may be others. However, the program does not have the goal of improving people’s musical skills) 2. What effect does music have on Gawn Croll? He is generally sleepy, but when he hears the music he wakes up and starts singing. 3. Give an example of how music engages patients: Some residents dance; 2 residents held hands and started to move with the beat; playing an instrument. 4. Who decides the schedule for what will be done during the music therapy program each week? Residents (it’s up to residents to write the day’s song sheet) 5. Describe Gawn and Marilyn Croll’s musical history and attitude towards music: • Gawn: involved with music all his life/music was his lifelong passion • Marilyn: former music teacher/also passionate about music 6. Give evidence to show that the Canmore and Area Health Care Foundation supports the music therapy program. They have promised to provide funds ($$$) for music therapy for the next 3 years. The director of the program says, “This program is an excellent fit for us.” 7. The Canmore and Area Health Care Foundation (CAHCF) is a charitable organization that people can donate money to. What can you infer about the relationship between the CAHCF and the Canmore Hospital? The CAHCF raises funds to support the quality of care provided by the Canmore Hospital. Perhaps they provide money for extra programs (such as the Music Therapy program) that the hospital cannot fund in their budget. 8. What is the general tone of the article? (select one)  negative, critical  neutral, objective  positive, enthusiastic

Write one quote that you could use as evidence to support your answer: “Now that demands a big encore!” (OR “There’s magic in music” “The program provides a sense of community and belonging.”) (Answers can be found in the appendix)

Reading Strategies

Context Literal meaning Figurative meaning in context

While the program is structured in a song sheet: printed lyrics The residents determine what some ways to meet goals, it’s pretty and music happens during music therapy much up to the residents to write (they set the plan). the day’s song sheet.

If a particular chord is struck, such a chord: a harmonic set of If something interests or as making up a song, they go with it. notes played at the same impresses the clients (i.e., they time (e.g., on a guitar) resonate or connect with the idea), then they do that activity.

The program has a varied playlist, a playlist: a list of songs The program has lots of including sensory motivation that different parts

includes touch –an important part symphony: a complex Music Therapy is complex – of the symphony. musical composition, written lots of parts make up the to be played by an orchestra whole program. Touch is one (large number of musical of those aspects. instruments)

“We are committed to providing encore: at the end of a The writer approves of the funds for music therapy for the next performance, an approving funding for music therapy – three years.” audience might demand an She is hoping it will continue to encore – an extra be funded even after the next Now that demands a big encore! performance. 3 years.

Grammar Activity – choosing the best verb tense

Complete the following table. In some cases, the verbs are omitted – put them in using the correct tense. In other cases, the tense and/or purpose are omitted – write in the tense or purpose. (Answers are provided in the appendix).

Tense Purpose

“It’s a beautiful thing to see the music spark a Simple present To describe a general truth/situation flame in someone who is more isolated than most,” says Corina Strim, resident music therapist on Simple present To report what someone said the Golden Eagle View long‐term care unit at the Canmore General Hospital.

“While our goals are non‐musical – for example, Simple present To describe a general truth/situation cognitive stimulation and social awareness – music is the driver to reach those goals.”

Marilyn Croll’s husband, Gawn, is a long‐term Simple present To describe a somewhat permanent care resident at Golden Eagle View situation and has been involved with music all his life. Present perfect To describe a situation that began in (passive) the past and is still true now

So when the music program was introduced, Simple past To describe a completed action in the Marilyn was thrilled he had the opportunity to (passive) past continue enjoying his life‐long passion in music.

“My husband is very sleepy a lot of the time, Simple present To describe a habitual situation but when he heard (Richard) Rodgers’s and Simple past To describe a completed action in the (Oscar) Hammerstein’s O What A Beautiful past Morning, he woke up and started singing,” says Croll. Simple present To report what someone said

According to one of many studies, music therapy Present perfect To describe a change over time (began has led to increased cognitive abilities in in the past, still happening now) Alzheimer patients.

Music therapy runs every Thursday morning at Simple present To describe a scheduled event Golden Eagle View, with residents sitting in a (repeated action) circle and participating in their own ways.

Whether listening to or improvising music, or Simple present To describe a repeated action or feeling instruments in their laps, the music general truth/situation engages patients.

“It was so sweet!” Simple past To describe a completed action in the

past says Strim. Simple present To report what someone said

“Two residents grabbed each other’s hand and Simple past To describe a completed action in the started moving to the beat. past

That’s a wonderful thing – especially when eye Simple present To describe a general truth/situation contact is the only success we see in some.”

The program provides a sense of community and Simple present To describe a general truth/situation belonging.

Writing Activity

Sample paragraph with supporting examples:

Phyllis would be an ideal client for the new Music Therapy program at the Rehab

Centre. First of all, music has always been an important part of her life. Her father

was a musician and passed his love of music on to Phyllis. When she was a teenager,

she took accordion lessons and together with her father, performed at seniors clubs.

As an adult, she played in a Ukrainian orchestra. Even though she has lost much of

her short term memory and some of her cognitive skills, Phyllis is competent

musically: she can play the accordion and sight read music. She is now taking

accordion lessons and is responding very well to them. Before the accordion lessons,

Phyllis was depressed and non‐reactive. Since taking accordion lessons, she has

become more alert and interactive. She has more confidence, more joy, and smiles

and laughs more often. During the lessons, she seems to “wake up.” When she

listens to music, she taps her foot. Because music is an important part of her life and

gives her confidence and hope, she should be funded for Music Therapy.

Appendix – Transcript

SPEAKER TITLE: ACCORDIAN

0:00 Jane Hey Phyllis. Like to come down? We’ll go do your lesson.

0:04 Paul Phyllis Strepnichuk is helped down the stairs into a southeast Calgary basement. She’s here for her regular accordion lesson.

0:12 Jane Kay, let’s get you sitting down there, honeybucks.

0:15 Paul Phyllis is 69 years old and she’s had a hard couple of years. She was hospitalised for a nasty infection and hasn’t been the same since. Her short‐term memory is gone. Now she lives in a long term care facility. Last October, Jane Ruktasho was hired as a companion for Phyllis. She was depressed and Jane says it was hard to break through to Phyllis at first.

0:39 Jane There was really nothing that interested her. So I would come up with all kinds of ideas and... there was nothing. And so, just in getting to know her and finding out about her love of music... She had played the accordion in the past. And when she would talk about it, I would see there would be light in her eyes, and I was just trying to wrap my brain, of how we could do something. So, I kept bringing this up: “Well, Phyllis, what about if you, whatever, think about playing the accordion again?” And then, finally, we got... a friend of hers, Joyce, told us about Maureen. And so we got Maureen’s number...

1:13 Paul And so, today, Phyllis is here, in Maureen Jaroch’s music studio, surrounded by a sea of instruments and sheet music. Maureen’s been teaching for 40 years now, but had her reservations about taking on Phyllis as a student.

1:30 Maureen I was afraid of working with someone that, you know, might be challenged. And the first lesson, I’m going, ok , this woman hasn’t touched the accordion for maybe 15 years. Sits down, opens her book, and she can play sixty to seventy tunes, sight reading them, without stopping. And knowing that she has a little bit of a handicap, I was absolutely amazed.

1:55 Maureen Let’s go for it. And then we’ll see what we can do to improve it and get the notes better, OK?

2:20 Paul/Jane/ You sounded good. Amazing. Yeah! Maureen

2:21 Paul Jane was saying that you have a musical history. Your family played a lot of music growing up, that your father was a musician. Can you tell me a little bit about that?

2:30 Phyllis Jane? This is Maureen.

2:33 Paul Uh, well, Jane, your uh your companion.

2:36 Phyllis Oh yeah. My father played the violin, the mandolin, and the banjo. And I played the accordion. We played for dance pieces, like the seniors’ club. My father got me to take the accordion lessons, like say... 14, 15, and 16. Three years. I see it now, I should have stayed with the accordion. Anyway, it’s too late now, so, I could

3:02 Jane? It’s not too late. What are you talking about? It’s not too late. It’s never too late. [laughter]

3:08 Phyllis OK

3:10 Maureen/Jane What’s this one called? To Fresha with Love. Yes. We’re gonna...

3:15 Paul The songs Phyllis play come from her childhood. Maureen flips through handwritten books of sheet music. Old Ukrainian folksongs, painstakingly written out by her father.

3:26 Maureen Lookit. You’ve got all the titles. It’s all handwritten.

3:28 Paul In her adult years, Phyllis played in a Ukrainian orchestra. Music was her passion then. And it’s given her a new lease on life now.

3:37 Maureen The first time she came in here for her first music lesson, um, she was very quiet, very non‐reactive. By the time we got through the second or third lesson, she was familiar with me, she giggles, she laughs, she just... the wheel starts to spin a little faster once she’s done her music. So.. It’s like she wakes up out of a sleep, or something. It is nostalgic in a way, and you know that she’s a little bit melancholy, because she’s lost some of what she feels is part of her life. But you’re trying to get it back for her. I just have great respect for her for just going back and persevering and making parts of her life work for her again.

4:20 Jane What’s amazing with you is that you can sight read so well, Phyllis.

4:25 Phyllis You think so?

4:26 Jane Oh god, yes. I think it’s wonderful. You just look at music and you can pretty near find every note ...

4:32 Maureen Instinctually and that just comes from years and years and years of just playing

music. I mean it’s like riding a bicycle. [accordion music]

4:51 Paul Phyllis’ companion, Jane Ruktashel, says it was a challenge at first to convince Phyllis to play again, but has since seen her blossom.

5:00 Jane I actually see some more confidence in her, and certainly more joy, more smiling. We play... I have her CD’s, and every time we get in the car, I play her CD’s for her, and she’s tapping her foot. And it’s bigger than just her accordion. It is her love of music, and that is really what, I think, drives her passion and gives her life and hope and, you know, it’s just something that’s in her blood from a child, and she really loves it.

5:33 Jane/Maureen Isn’t that pretty? It’s beautiful.

5:37 Paul Phyllis’ lesson is done for the week. She’ll return to her long term care facility to practice, and Jane will work on her next challenge – getting Phyllis to perform in front of a crowd, once again.

5:49 Maureen OK, thanks. OK, we will see you. Take care.

2:20 Paul For the Calgary eye‐opener, I’m Paul Karchut.