The Musement

Music plays an important role in our wellbeing. Certain songs can activate us and make us want to move, laugh and interact, while others are soothing and promote concentration and relaxation.

The Musement is a music and motion activity that is developed for children with Rett Syndrome to support motor development and movement. It can just as well be used with all children. The material consists of 13 songs with animated instructions. A handbook with background information, goals, song lyrics with chords, and picture instructions is also included.

The Musement is a product from Märith Bergström-Isacsson, PhD, Registered Music Therapist and Gunilla Larsson, PhD, Physiotherapist, both from the Swedish National Center for Rett Syndrome and related disorders (then known as the Swedish Rett Center).

Welcome to inspiration for music, movement and interplay with your child!

Click on the table of contents below to get to the desired song.

This tells the children what is going to happen and that it’s time to get started. It also provides a clear structure. In the opening song we also view the group as a whole entity.

This signals to the children that it’s time to move their bodies. Move to the music.

Take off shoes and socks, and sway or hop up and down during the song.

This is a way to address everyone by name so everyone feels seen, feels part of the group, and feels an important part of what is happening in the room. This is important for both the individual and the group.

Having body contact, and physically touch the child, can strengthen the feeling that “now it’s my turn”. Eye contact also plays an important role in being ready.

Here we use the music to help identify each part of the body and to give the experience that everything is inter-related. This strengthens the sense of self and the individual. The song also establishes contact and a sense of belonging with the person who touches the different parts of the body.

We know that asymmetry is common in Rett syndrome and other disabilities, but we usually cannot ask the children about his or her experience of body sensations. In this movement experience the child benefits from receiving as much stimulation as possible to the entire body.

The child should be touched in a way that is pleasant for the child and for certain children a firm touch can be more pleasant than a superficial one. Being physically close and touching will help the child to feel good. Don’t forget the toes!

The song includes the experience of external and internal structures that provide both an opening up and sense of freedom, but also the feeling of holding the body and the “self ” together. In the beginning it is important to go slowly since not everyone feels secure enough to open up and be vulnerable.

This exercise prepares the body for the other movements and helps it to loosen up. Help the child to gently stretch out! This gives a pronounced and physical sense of the difference between big and small, and between a curled up body and stretched out body.

For children with physical disabilities it can be important to begin with small movements and then gradually make larger movements.

This provides communication, eye contact, encouragement and playfulness. It can be fun to meet each other’s eyes, wave and maybe make silly faces. The song provides the experience of seeing and being seen.

Turning the upper body can relax the body, and maintains mobility. This is often difficult for children who feel unsteady and can cause apprehension. This exercise works best if you hold firmly, encourage the child and help him or her to experience joy. Gradually reduce the support you provide.

Here we give the child a sense of relaxation, with calm and close contact. Sharing the movement provides a feeling of togetherness, openness and security.

This movement exercises balance and torso mobility to the sides. Experience, feel and gradually control the movement – feel what happens in the body and what it does to straighten up again.

Try to do the full range of movement equally to both sides. Start with small movements and gradually increase the range as the child allows. With some children you can do large movements for fun, but not too fast – the child should have time to feel and understand what is happening in the body. It is preferable if the child sits freely but with a secure base for support.

The nature and lyrics of the song motivate and encourage the child to interact, establish contact and carry out the movement of the song.

Common hand movements and breathing problems in Rett syndrome cause tense muscles in the neck and shoulders. Doing these movements regularly in a playful way can help prevent muscle tension.

Perform slowly and wait for the child to take part. Encourage the child to gradually do the movements independently. Support the child’s hips or as far down as possible.

Touching the palm of the hand helps the child to stop its typical hand movements and if possible, to relax for a while. The song can also create opportunities for contact and a quiet conversation.

You stimulate sensation in the hand and provide new experiences that differ from those that the child gets from his or her typical movements. Even children with disabilities other than Rett syndrome can be inactive with their hands and they receive too little sensation or too limited and monotonous sensations from them.

Many children may need help with opening their hands and turning their palms upwards. In verses 1 and 2 the palm is turned upwards.

It can make it easier if you know what to do. This makes the child feel secure and trust you. It’s important to be able to trust the person on whom you are dependent. These lyrics describe leaning against your own hand and that it is also good to have another hand as support.

The ability to support oneself on one’s arms is functional and practical for situations such as moving from one position to another and for rising to a standing position. This exercise also exercises the muscles in the arms and shoulders. Children with Rett syndrome seldom spontaneously support themselves with their hands or place their weight on their hands, arms or shoulders. If they do, they do so to a lesser degree than others because of the

Do the movements calmly, one side at a time. Feel the body leaning and the weight on the hand. Try “shaking” the child gently or sway a little bit. It can also be done against the adult’s hand or leg, or against the floor.

The song builds up expectation. The child knows that somewhat is going to happen and is prepared for the little push that comes. It’s fun and easy to understand.

This is a way to stimulate protective reflexes and balance reactions. This is important for most children who have some form of disability and it is a fun game for all children.

Start with a little push forward, then push to the sides. Children develop the refl ex to resist backwards last. It is important to recognize how far each child has developed so the game is secure, fun – and challenging.

The song generates a clear expectation and contact. It also provides a clear experience of rhythm, tempo and change of pace. The rhythm carries the movement and the changes in pace clarify the difference between action and rest.

Here the children put their weight on their legs and feet during a fun game. Bearing weight in itself stimulates sensors in joints and muscles and gives impulses to the children to stretch their bodies. Impulses and impressions from vision and the inner ear are also used in this exercise.

Really young children can jump on the adult’s lap, while a somewhat older child can be held in front of the adult on the fl oor. For children who cannot support themselves on their feet, the movement can be done with the child sitting astride the adult’s lap. Follow along with the changes in musical tempo even if the starting position changes.

The song says what is going to happen, which provides reassurance in the exercise. The character and calmness of the melody “carry” the movement and the experience of the movement.

This exercise strengthens and stretches the back, and counters slouching positions. The risk of developing asymmetry, crookedness, or weakness in the back muscles is not limited to Rett syndrome. All children could use this movement to help them stretch in ways they normally do not do.

The movement can be done in many ways. On a chair: The child lies on his or her stomach on the adult’s lap, facing the others, supported by the adult’s thighs and hands under the stomach/chest. The child is encouraged to look up. On the floor: The child lies across the adult’s lap and is encouraged to hold up his or her head. The adult can also lie on her/his back with the child on their lower legs/soles of feet. This position allows good eye contact between child and adult. It is important that the assistant understands the goal – the child should stretch his/her back, lift the head and have fun.

This clearly signals that this activity is over, which helps create structure. It is also a song with a clear rhythm that encourages activity and the desire to move.