“Wait Time” – When Processing is Visible

In 1972, the concept of “wait time” was invented by Mary Bud Rowe. This established that when periods of silence following a teacher’s question and students’ completed responses lasted at least 3 seconds, positive responses occurred. Favorable outcomes when giving students 3 or more seconds after a teachers’ question included; increase of length/correctness of responses, scores on achievement tests, and volunteered/appropriate answers, and decrease of “I don’t know”/ “no” answers (R. Stahl, 1994).

In music when one is given more “wait time”, it is possible to literally see the student actively processing…and here is the proof! My 4-year-old piano student has just begun learning to play hands-together in C position. As I was pointing to the notes for both hands, I began to see her fingers twitch, and I waited. In just over 3 seconds, both hands played different fingers on each respective note, at the same time. Her meticulous thought process and patience for accurate playing, combined with appropriate “wait time”, provided both student (and teacher) with success.

Just minutes later we were on to the next activity, which happened to be reading color coordinated notes using a set of desk bells. She requested to sing the words, read the notes, and play the bells to “Twinkle Twinkle”, specifically without my help. She played and sang until the recap of the theme, “twinkle twinkle little star…” and paused. Again she played and sang, “twinkle twinkle little star…” and paused. The pitch of the notes was not lining up with the words and/or the colors. As I let her process what was happening, she prevailed without assistance. The third time was the charm, she repeated the notes as written!

Think time, and wait time allows the student to feel a sense of achievement, independently of the teacher.  I encourage music instructors of any age students as well as music therapists for any population to increase your use of “wait time” (or “think time”).

Personal process questions: 1) What do you notice yourself feeling in those 3 seconds of waiting? 2) How does more wait time effect your clients/students? 3) If you have other teachers in the room with you, how does this effect your use of “wait time”?

Stuck in a rut? …REALIZE what you’re ACTUALLY doing

Once routine becomes comfortable, it can easily turn into what may feel like a “rut”.

In regards to music therapy, have you ever asked yourself, “what am I doing?”.

Take a step back, take a look at what you’re doing from an outsiders perspective. Step outside of what you’re doing in the moment and really allow yourself to see what’s going on.

A personal anecdote: I run three, 1 hour long, adult groups per week, comprised of clients ages 18-46 with mild to severe developmental/physical disabilities. Some goals I have set for the group include autonomy/independence, personal self-expression through music and/or speech, communication with peers, normalization, and overall quality of life.

I find myself singing the same songs over and over again because of client preference, or asking the same questions again and again because that’s how the clients and I communicate best…this begins to feel like a “rut” after 6 months (or more) of routine groups.

Recently in a group, one client was playing piano, another had chosen the song, capable clients were singing, and each individual was smiling. I took a step back (literally and figuratively). I looked “in” on what I was doing from my own, outsiders, perspective.

These individuals were making independent choices; which instrument to play, which song to sing. They were communicating with peers; discussing the song choice, joking back and forth, listening to each other’s voices when speaking and singing. The act of singing provided an outlet for self-expression, allowing the clients to have their own voice heard as well as connecting the group as a whole.

Though my guitar was “leading”, I did not feel the need to act as a leader. The group had become cohesive. The music provided each person the opportunity to express him/herself and communicate with peers independently.  It appeared that group members had a sense of autonomy and normalization that they may not have the chance to experience in other aspects of life, improving overall quality of life.

It’s this perspective, from the outside in, that keeps us routine junkies in check. Never let your mind wander from what the purpose is of each question, move, and sound in music therapy.