How’s your summer been going?

So far, my kiddos have done tennis camp and music camp. We’ve sprinkled in lots of pool time, play dates, and even some blueberry picking, (followed by blueberry pancakes for dinner, which I highly recommend!)

In addition to these fun summer outings, I’ve also been busy here on the blog.

This summer, I started a Session Sneak Peek Series, where I give you a sneak peek into some of my sessions with tweens and teens with autism and related disabilities.

I always love to see what other music therapists are up to, and I thought you might too!

In the first blog, I gave you a peek into a session where I led a movement experience to a popular Imagine Dragons song, did The Affirmations Rap by Snoop Dogg (with some add ons), and led an auditory perception experience with pop music (“Levitating” on clarinet anyone?)

The following week, it was all about Taylor Swift, and how to incorporate her music into your sessions in a therapeutic way.

Believe it or not, it is possible to target therapeutic goals with the song “Bad Blood.”

Today, I’m giving you a sneak peek into my group music therapy sessions with middle and high schoolers this week.

Pop Singer Movement Combos – We started off our session as we always do…with MOVEMENT to wake up our bodies and brains. We set a rap track created on Garage Band, and students shouted out their favorite singer or band. They then created a movement to go along with the singer or band’s name. We went around the room, performing each name and movement to the beat, until we had created a sequence.

This is a fantastic way to work on attention and memory skills (it stretched my memory skills too!)

More details on this musical experience, plus TONS of others, are included in this Elevate Email Idea Package (+10 continuing ed credits).

Guess Who 2024 – After moving and grooving, we played a game of Guess Who (instructions here), customized with my students’ favorite singers and bands.

This is a way for students and clients to work on social communication skills, auditory perception and listening skills, and executive function skills in an inviting way.

I had a group of middle school boys completely hooked!

Dancing – We took a vote and ended by dancing, freestyle, to “The Way You Make Me Feel” by Michael Jackson, since he is a crowd favorite across the board. Students were invited to dance with a partner or group.

Work on gross motor skills? Check. Work on social skills? Check check.

I hope this gives you a few more creative ideas for your summer sessions. Stay tuned as I continue to share more Session Sneak Peeks this summer!

If you’d like more creative ideas for your sessions, check out the Summer Session Planning Pack. The E-Book is packed with creative, summer-themed session ideas for your school-age and teen clients.

Nell Miller, MT-BC called the Session Planning E-Book  “creative and wonderful” and says “I appreciate your ideas. You’ve helped me think of more varied things to try.”

The post Session Sneak Peek: Pop Singer Movement Combos + Guess Who appeared first on Wholesome Harmonies, LLC.

This Spring,  I was invited to give a two-part business presentation to music therapy graduate students at University of Miami.

It wasn’t until I started preparing this these talks that I realized…I love sharing about business ownership.

I realized I not only have a wealth of information to share on this topic, but I also really enjoy putting the information into easily digestible nuggets.

Starting a music therapy business can be extremely overwhelming.

There are taxes, licenses, insurance, and different business structures.

There are NPIs and EINs and everything varies by state!

But owning your own business is so worth it (in my opinion!) when you have time and financial freedom to do what you love, and when you can create your own schedule and be your own boss.

MT business ownership has it’s challenges, but I believe the benefits far outweigh those challenges.

Every time I can attend a field trip at my childrens’ school, go sledding with them on a snow day, or have slow summer mornings with them, I am so grateful I have my own business.

Every time we get to travel together and go on adventures throughout the year (we’ve gone parasailing, horseback riding, rail biking, snow tubing, zip lining, and mountain coaster riding), I am so grateful I have my own business.

Every time I look at my schedule with a mix of business tasks, music therapy session planning, creative resource development, and assignment grading, I’m grateful I have my own business.

If you are looking for time and financial freedom, and the power to create a business and life that you truly love, then stay tuned.

I created a brand new E-Course (available for continuing ed credit of course :) that is just for music therapy business owners starting out.

The course is called MT Biz 101: How to Launch and Grow a Successful Music Therapy Business.

Whether you want to leave your employee position and start a full fledged business or start a side hustle, this course will show you the exact steps to take to launch your business.

Join the wait list here so you will be the first to know when the course is released, and have access to bonus material and a discounted rate.

I’m putting the finishing touches on the course now – editing videos, creating Business Brainstorming Worksheets, and creating a Pro tier where you can consult directly with me as a business mentor.

As the owner of a successful music therapy business with a team of 15 that offers services across three different states, I can’t wait to share my knowledge and help you create a business that you love.

The post Launch and Grow Your Music Therapy Biz With This NEW E-Course appeared first on Wholesome Harmonies, LLC.

The temperature is dropping here in Pennsylvania, Thanksgiving is behind us, and I am ready to bust out ALL the winter musical experiences in my sessions.

I’m thinking creative movement, freeze dancing (of course), and creative listening to winter-themed classical music.

If you’re feeling inspired by the drop in temperature too, but need a little session planning boost, check out Elevate.

Elevate is an email idea subscription designed to help you infuse creativity and fun into your music therapy sessions with middle and high school students with autism and related disabilities.

It’s pre-approved by CBMT for 7-14 continuing education credits, depending on the package you choose.

There is a Teen Package, an Attention / Perception Package, a Combo Pack with both those packages (it’s the most popular right now!), and a brand new package for Holidays & Themes.

Subscribers who signed up for the Holidays & Themes Package are receiving a Winter Themed bundle of session ideas today, December 1st. (And you can too by clicking here!)

I had a blast putting this bundle together.

All the ideas are winter themed.

All the ideas are goal-oriented.

All the ideas are age-appropriate for middle and high school students.

And, all the ideas are fun, engaging, and COOL for this age group.

I’m telling you, I had a classroom full of middle school boys dancing like ballerinas to Dance of the Sugar Plum Fairy.

And, a group of 10 after school programs zooming in with me for virtual music therapy all engaging in a winter musical mad lib.

If you need a little creative boost, check out all the packages, especially the Holidays & Themes Package.

The post Winter Session Ideas for Middle & High School Students appeared first on Wholesome Harmonies, LLC.

Today I’m wrapping up a series on successful arts therapy collaborations (something that was pretty new to me!)

Check out Part 1 of the series here and Part 2 here.

I’m going to continue sharing themes and experiences from the 8-week Healing Arts Program I facilitated for a high school autistic support classroom here in Pennsylvania.

As I mentioned in my last post, I had the opportunity to collaborate and co-treat with painters, fiber artists, yoga instructors, theatre instructors, and creative writers.

Prior to session planning, I met with the autistic support teacher, and she gave me several themes and concepts that she and her students were working on in the classroom.

From that list, I came up with a theme for each week’s hour and a half long session and collaborated with the instructor for that week to come up with our arts experiences.

Here are the themes and arts experiences we came up with for the second half of the program:

Week 5 & 7 – Becoming Adults
Theme – Adult living and taking on adult responsibilities
Guest Arts Instructor – Creative Writing & Theatre Instructor
Arts Experiences:

• Theatre Exercises/Icebreakers
• Accordion Poetry – We split the students into three groups and each chose a theme word that resonated with their concerns over the transition from high school into adult living. Group 1 wrote the first line of poetry on a paper folded like an accordion. They passed the paper to Group 2, who wrote the next line based on the line from Group 1. They then passed the paper to Group 3, who wrote a line based solely on the line prior, written by Group 2. The paper continued around the group until we had a whole page of poetry. I then took each of the poems and turned it into a song written in a genre that was a favorite of the students (country, blues, and hip hop).
• Lyric Analysis and Song Discussion/Comparison of two songs that have different approaches to getting older and moving into a new phase of life: “Stressed Out” by Twenty One Pilots and “Unwritten” by Natasha Bedingfield.

Week 6 – Relaxation
Theme – Relaxation
Guest Arts Instructor – Yoga Teacher
Arts Experiences:

• Drumming Group Round & Check In
• Yoga with theme of moving into adulthood
• Progressive Muscle Relaxation & Guided Imagery

Week 8 – Empowerment/Self-Esteem
Theme – Empowerment, Self-Esteem
Guest Arts Instructor – Musician & Music Educator
Arts Experiences:

• Cups Rhythm Game to Blues Brothers Songs
• “What I Am” by Will.I.Am – We sang the song and students thought of a positive word to describe themselves. Students then cut out words, letters and pictures from magazines and created artwork around that word.

And that sums up our 8-week Healing Arts Program! It was an incredible opportunity to stretch my creativity muscles.

I’m now two weeks into the Fall program at the same high school and I’m sure I’ll be back on the blog to share more ideas from this program soon.

If these posts were inspiring and you’re looking for more ways to infuse CREATIVITY into your sessions, I would encourage you to sign up for a 6-month subscription of Elevate.

You’ll receive monthly musical experience ideas sent straight to your inbox each month, have access to instructor support for any questions, AND complete Creativity Worksheets to double or triple the number of ideas you walk away with and earn 7 CMTE credits.

Choose from the Teen Package, the Attention & Perception Package, or grab the Combo Pack!

The post Successful Creative Arts Therapy Collaborations – Part 3 appeared first on Wholesome Harmonies, LLC.

Last month, I started a series on successful Creative Arts Therapy Collaborations.

You can check out Part 1 of the series here, where I shared ways to incorporate dance and art experiences into your music therapy sessions (for example, by pretending to surf to songs by The Beach Boys and doing chalk drawings of outer space to The Planets Suite by Holst).

Today, I’m going to share some themes and experiences from an 8-week Healing Arts Program I facilitated for a high school autistic support classroom here in Pennsylvania.

I will start by saying I have never been a part of an experience like this before. It is one that truly stretched me creatively (and after 16 years of being a music therapist, I love things that keep me on my toes clinically!)

I had the opportunity to collaborate and co-treat with painters, fiber artists, yoga instructors, theatre instructors, and creative writers.

Prior to session planning, I met with the autistic support teacher, and she gave me several themes and concepts that she and her students were working on in the classroom.

From that list, I came up with a theme for each week’s hour and a half long session and collaborated with the instructor for that week to come up with our arts experiences.

Here are the themes and arts experiences we came up with for the first four weeks of the program:

Week 1 – Social skills
Theme – Making new friends, keeping our friendships, and how to be a good friend to others
Guest Arts Instructor – Painter
Arts Experiences:

• Group Round – Each student chose an instrument from the bag, played how they felt that morning, and the other students in the group tried to guess the feeling.
• Movement to the instrumental track of “Good Day” by Nappy Roots. Each student came up with their own movement to teach others.
• Songwriting – “The Friendship Rap,” about ways to make and keep friends
• Instrument call and response to tracks from the African Playground album. Students took turns being the leader. After, we discussed what we needed to do in order to successfully lead the group. We then related that to everyday life.
• Rotating Art – We played music chosen by the students. Each student then stood in front of a canvas on the table in front of them. They painted for several minutes, and then everyone rotated to the canvas to the right. The students then painted on that canvas and continued rotating until they had painted on each canvas.

Week 2 – Emotions
Theme – Recognizing emotions in ourselves and in others, and discussing why this is important.
Guest Arts Instructor – Musician
Arts Experiences:

• Group Round – Each student chose a song from a list I provided that best described how they’re feeling that morning.
• Group Movement to music
• Instruments & Emotions – Each student chose an emotion from the drum and played it on the instrument of their choice. Others then tried to guess the emotion and the group discussed times they’ve felt that way.
• Singing the original song “Let’s Stay in the Green Zone” with fill in the blank lyrics about ways they can stay in the green zone.
• Identifying Emotions in Music – Students used a variety of art materials (colored pencils, pastels) to draw to Beethoven’s Pastorale. Afterwards, we discussed what was being depicted in the music and what it feels like to draw like this. Then, students compared the Hallelujah Chorus to Adagio for Strings. We discussed the musical qualities that make a song “sound” happy or sad, and discussed how music can induce a mood.
• Lyric Analysis & Song Discussion to “Empathy Song” by Brett Dennen
• Drum Circle

Week 3 & 4 – Creativity
Theme – Exploring healthy creative outlets
Guest Arts Instructor – Fiber Artist
Arts Experiences:

• Movement to “AOK” by Tai Verdes and discussion of the positive impact movement and music have on our body and brain.
• Soundtrack of Your Life – Students created a soundtrack of their life with songs that have been meaningful to them. Afterwards, students who felt comfortable shared their soundtrack.
• Weaving Loom Project:

I also started and ended each session with a check in survey (on paper) to see how the students were feeling going into the session and how they felt after the session was complete (to see if any improvement in mood or decrease in feelings of stress had taken place).

I also asked their musical preferences, favorite experiences we had done that day, and what they would like to do in future sessions.

Whew that was a lot of info! Stay tuned for the next blog post, where I share the themes and arts experiences for the second half of the Healing Arts Program.

And, if you’re looking for ways to infuse more CREATIVITY in your sessions, I would encourage you to sign up for a 6-month subscription of Elevate.

You’ll receive monthly musical experience ideas sent straight to your inbox each month, have access to instructor support for any questions, AND complete Creativity Worksheets to double or triple the number of ideas you walk away with and earn 7 CMTE credits.

Choose from the Teen Package, the Attention & Perception Package, or grab the Combo Pack!

The post Successful Creative Arts Therapy Collaborations – Part 2 appeared first on Wholesome Harmonies, LLC.

Over the past few years, as I’ve expanded the age groups I’ve worked with and the variety of settings I’ve worked in, I’ve found more and more ways to incorporate other creative arts into my music therapy sessions.

I began my career working at United Community Options (UCO) Miami, where I collaborated with speech, occupational, and physical therapists.

This provided me with a fantastic foundation and helped me clearly see how I could use a musical experience to work on a non-musical goal – like increasing expressive language or improving fine motor skills.

But, I never had the opportunity to collaborate with other creative arts therapies until I began my private practice.

Today I’m starting a three part series on the Creative Arts.

In Part 1, I’ll start by sharing how I incorporate creative arts experiences, like dance and art, into my music therapy sessions.

I got the idea to share these creative arts ideas while pretending to surf with a group of young adults with disabilities as we listened to “Surfin’ Safari” by the Beach Boys (not a bad way to spend a morning!)

In Part 2 and 3, I’ll share how I’ve been collaborating and co-treating with artists of all disciplines in a new program for high school students with autism called Healing Arts.

Let’s get started! Here are some other ways I incorporate dance and movement into my music therapy sessions:

In the post, Summer Session Ideas for Middle Schoolers & Teens, I share two ideas for adding movement into a Hawaiian/Beach-themed session. The first is body percussion to the song “Summer Vibes” by Walk Off The Earth (this song is guaranteed to put you in the mood to go the beach!) and the second is hula dancing to traditional Hawaiian music.

Fourth of July – In our sessions based on this holiday theme, we march to all kinds of patriotic songs. Everything from your traditional instrumental versions of the songs to a metal version of “Yankee Doodle” that I found on YouTube (check it out for yourself!)

In the post, Thanksgiving Music Therapy Ideas for Middle & High Schoolers, I write about how we dance to “Cotton Eyed Joe” (you know, the one from the 90s) and “Hoedown Throwdown” by Miley Cyrus to incorporate some country line dancing into our bluegrass/harvest-themed session.

Creative Interpretations – For this musical experience, I pull up a variety of orchestral pieces and invite clients to simply move the way the music sounds, or move the way the music makes their body want to move. All interpretations welcome. I pick a variety of pieces that sound different, like “Waltz of the Flowers,” “Flight of the Bumblebee,” “Nutcracker March,” “Can Can,” “William Tell Overture” and “Swan” from Carnival of the Animals.

Here are some ways I’ve incorporated arts experiences into my music therapy sessions:

In the post, Combining Music & Art: A Hawaiian Theme for Elementary Students, I write about how I play traditional Hawaiian music while showing rotating pictures of Hawaii on a big screen. Students are invited to draw a picture of Hawaii, or what they think is being depicted in the music.

Planet/Outer Space Art – In a session based on this theme, students listen to “The Planets Suite” by Gustav Holst and are invited to draw planet/outer space artwork. We use dark blue or black paper and chalk to create the feeling of being deep in outer space.

In the post, Amp Up Your Teen Sessions: Best Day of My Life, I write about a musical experience where I sing “Best Day of My Life” by the American Authors with my teen clients and then invite them to draw a picture of the best day of their life. If they feel comfortable, they can share their artwork and about their day with the rest of the group.

What I Am – This is one of my favorites because it’s great for empowerment and self-esteem. Clients sing the song “What I Am” by Will.I.Am along with me. They’re then invited to think of at least one positive quality about themselves and create artwork around the word. They can write the word on their paper and decorate around it with colored pencils or pastels, they can cut out letters and pictures from a magazine, or they can use other artistic mediums to create artwork around the positive word that describes them.

Each of these musical experiences gives the opportunity for students to be introduced to a wide variety of music while also having the chance to express themselves artistically.

There are so many more ideas I want to share here, but I don’t want to overwhelm you!

If you haven’t done so already, I’d encourage you to see how you can incorporate dance or arts experiences into your music therapy sessions, regardless of the age or population with whom you work.

Next time on the blog, I’ll be sharing about the Healing Arts Program I facilitated for a high school autistic support classroom here in Pennsylvania.

I had the opportunity to collaborate with painters, fiber artists, yoga instructors, theatre instructors, and creative writers.

This was an amazing program that STRETCHED me creatively! I’ll be sharing many of our successful arts experiences here on the blog, so be sure to stay tuned for it.

The post Successful Creative Arts Therapy Collaborations – Part 1 appeared first on Wholesome Harmonies, LLC.

I recently participated in the Adams County Library’s FunFest.

Doesn’t the name FunFest just sound like a good time?

It really was.

FunFest is a free event hosted by the library system that celebrates the kick-off of their summer reading program. Community organizations and businesses host vendor booths with activities for children and information for parents.

My girls were excited about the milkshakes and balloon art, and I was excited to host my very first vendor booth so I could make connections with people in the community.

There’s something about being in Pennsylvania, and more specifically Gettysburg, that makes me want to dive in and be part of a community.

We’ve been here less than a year, and at the event I saw countless people I knew and recognized – librarians, families from my girls’ soccer teams, art therapists I’ve co-treated with.

This year’s theme was Oceans of Possibilities, so all the activities offered at vendor booths were ocean-themed.

I decided to have four activities that demonstrated how music therapy works (and boy was it hard to narrow those down!)

Here were the activities I offered:

Rainbow Hand Bells – Demonstrating how music therapy can improve cognition and academic skills.

Children were instructed to follow a color coded notation sheet and play the corresponding hand bell, and then Name The Tune (which was the ever popular “Baby Shark”). Then, they were encouraged to create their own song on the bells.

Goals: To improve sustained attention, improve color recognition, and increase executive function skills.

Q-Chord Playing & Singing – Demonstrating how music therapy can improve communication skills.

Children were instructed to follow a notation sheet and play the corresponding letters on the Q-chord.

Then, they were encouraged to sing (to the tune of “Wheels on the Bus”): The fish in the sea they swim, swim, swim; swim, swim, swim; swim, swim, swim. The fish in the sea they swim, swim, swim, all day long.

Goals: To increase receptive communication (direction following), increase expressive language, and improve articulation.

Multisensory Beach Basket – Demonstrating how music therapy can provide multisensory stimulation.

Children were instructed to pick up and play the instruments and items in the sensory basket. Items included: plush fish, spiky fish, sea shells, squirt bottle, bubbles, sun screen, and ocean drums.

Then, they were encouraged to sing (to the tune of “Shoo Fly”): What does the shell feel like? What does the shell feel like? What does the shell feel like? Is it rough or is it smooth?

Goals: To provide multisensory stimulation.

Drumming and Ocean Waves with the Parachute – Demonstrating how music therapy can improve motor skills.

Children were instructed to play the drum, then pick up the parachute and make waves as they sing: The ocean waves go up and down, up and down, up and down; the ocean waves go up and down, all day long.

Goals: To improve fine and gross motor skills, improve bilateral coordination, and increase strength and endurance.

I had a continuous stream of families visiting the booth, reading and learning about music therapy, and trying out all the instruments and activities.

What a wonderful way to introduce myself to the community and share about the benefits of music therapy!

If you are interested in music therapy services for your school or program, please reach out to me via our contact form or by email: Amy@WHmusictherapy.com

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Last summer, I moved back to my hometown in Pennsylvania and it still feels like a dream come true!

My kiddos get to play soccer on the same fields I did, attend the same school I did, and go to the same library where I used to check out Baby-Sitters Club and Goosebumps books (90s kids raise your hands!)

We love spending time at the libraries in Gettysburg and Bigerville – whether we’re checking out dino books, attending crafternoon, or just chatting with our librarian friends.

It is an added bonus that I now get to offer my music therapy programs at my hometown libraries too!

I created Rockin’ and Readin’ at the Library waaayyyy back in 2010, and have offered this program and others to the Miami-Dade Public Library System both virtually and in person since then.

Rockin’ and Readin’ is a music therapy program for children ages 5-12 of ALL abilities, including (and especially!) those with autism and related disabilities.

Children will be moving to music, singing, and playing instruments to work on increasing social and communication skills, and improving attention. A special focus is placed on singable stories to promote literacy.

This coming Friday, July 15th I’ll be presenting Rockin’ and Readin’ at the Harbaugh-Thomas Library in Biglerville, PA. I hope my local friends will join as we take a tropical vacation to Hawaii!

In our session we’ll be:

Singing “Aloha” to our friends

Moving and dancing to songs by The Beach Boys

Singing and making ocean waves with the parachute

Reading a singable story “There Was an Old Lady Who Swallowed a Shell!”

Doing an ocean animal freeze dance

And, of course, playing the ocean drum

Rockin’ and Readin’ sessions are free and open to children ages 5-12 of all abilities. We just ask that you call the Harbaugh-Thomas Library at (717) 677-6257 to register and save your spot.

Can’t wait to see you there!

The post Rockin’ and Readin’ with the Adams County Public Library appeared first on Wholesome Harmonies, LLC.

Are your clients and students as into Encanto as mine are?

I don’t know about you, but I constantly have “We Don’t Talk About Bruno” stuck in my head!

Over the past few months, I’ve found some creative ways to work the wonderful music from this movie into my sessions in a therapeutic way.

Here are a few of the ideas that I’ve used with middle and high school students with autism. All were created for virtual sessions, but can easily be used in-person as well:

“We Don’t Talk About Bruno”

I originally had instructed my clients to do different movement patterns to the verses and chorus. For example, stomp and clap to the verses, and pat and snap to the chorus. I created a static movement chart with pictures of each movement pattern.

But THEN! I discovered Rhythm Play Alongs on YouTube (have you seen these?)

The Rhythm Play Along videos highlight the movement picture as it matches up with the music, which is super helpful for virtual sessions where I can’t be the one to point to each movement picture.

This musical experience can be used to work on sustained and selective attention, as well as gross motor skills.

“Waiting On a Miracle”

There’s something about the 6/8 meter of this song that makes it ideal for movement with instruments or scarves. I instructed clients to move down and up to the beat for the verses, and side to side for the chorus.

This musical experience can be used to work on sustained and alternating attention, receptive communication, and gross and fine motor skills.

Song Discussion

After moving and playing instruments, I showed clients a picture of the entire Madrigal Family. We then had a brief discussion as a way to encourage communication. The communication could be through them verbally telling me their favorite character or by pointing to their favorite character.

We then talked about their favorite song or songs from the movie. Clients could either verbally share, or raise their hand as I “took a poll” to ask which song or songs were their favorite.

There is nothing more motivating than a favorite movie and music to encourage communication, right?

“Family Madrigal”

We ended the session by dancing to the upbeat “Family Madrigal” (which is one of my favorites).

All in all, there was a lot of movement in this Encanto-inspired session, mostly because of the limits of virtual therapy. But I already have the wheel turning for in-person musical experiences, as as well as more that can be done virtually.

Encanto Name That Tune?

Encanto Finish the Phrase?

Encanto Karaoke?

All sound good to me!

And if you’re in need of more creative ideas for your sessions this summer, check out the Virtual Music Therapy Session Planning Pack for SUMMER!

The post Encanto Inspired Music Therapy Activities appeared first on Wholesome Harmonies, LLC.

Today, I did an entire refresh of my Music Jeopardy game for teens.

I updated all the songs for the Name That Tune and Finish the Phrase categories, and all the artists for the Name That Singer and Name That Style categories.

I do a refresh like this every few weeks, since the music that’s considered hip and cool seems to change pretty frequently.

It can be hard to keep up right?

For me, it is. So here’s where I hang out to find new music for my teen clients and students:

Kidz Bop

Now That’s What I Call Music

Billboard Hot 100

For the Name That Style category, I was having trouble coming up with an appropriate song for the rap category, so I went to the Billboard Hot 100 chart for Hot Rap Songs.

I found a song by a rapper I’d never heard of and included it in the Jeopardy Game (just because I hadn’t heard of him doesn’t mean my students haven’t!)

I was also having trouble finding songs that had appropriate lyrics and content for one of the schools where I work.

So I went to the Kidz Bop and Now That’s What I Call Music sites.

These sites are great because you can find clean versions of popular music and the songs that your clients like.

These are resources I come back to time and time again as I keep my finger on the pulse of what music is “cool” and “in” right now.

This doesn’t replace asking our clients about their preferred music, it’s just another tool in out tool belt!

If you’re in need of some more tools for your tool belt, then I would love for you to join the Tune In To Teens E-Course (it’s pre-approved by CBMT for 5-15 credits, depending on the package you choose!)

Anna Ruffle, MT-BC had this to say after completing the course:

“Thank you for sharing your tips and experience with this population!! The features I enjoyed most were the resources, session ideas, implementation tips – all of it!! I would definitely recommend to anyone struggling with building rapport, coming up with ideas, presenting engaging, relevant content to teen groups. It was a very organized, detailed, helpful course! It is such a great, thought-through, and thorough course that I have already recommended it to other MTs I work with.“

You can hop on the waiting list here:

You’ll receive updates on when the doors for enrollment are open (next week! May 30 – June 3), how to access a discounted rate, and a FREEBIE: Yo’ Guide to Rapping With Confidence.

Can’t wait to see you over in the course!

The post Where I Hang Out To Find New Music For Teens appeared first on Wholesome Harmonies, LLC.