Intervention Reflection Regarding Piano Learning Activity: 1131437

Introduction

This essay focuses on the effectiveness of piano learning activity as a medical intervention. Music learning activities are considered as one of the most effective interventions in the aspects of cognitive development, physical fitness, psychology and neurological improvement in patients. The piano learning activity can be useful in language learning disorders, motor, auditory, perceptual impairments.

Discussion

Piano learning activity helps in the improvement of brain and body coordination. The event includes psychoanalysis and psychodynamic therapies, behavioural therapy, cognitive therapy and humanistic therapy sometimes. This activity can be considered as a part of music supported treatment for neurologically ailed people. The neuro-plastic mechanism and neuro- rehabilitation can be included in the activity of the piano (François et al.,2015). There are five types of intervention approaches such as  create and promote , establish and restore ,maintain, modify and prevent. The piano learning activity has covered majority of the approaches as the interventions. This activity has included establish and restore as a major part of the learning. This approach can develop any practice in an individual and restore that skill with stability. Maintenance is very important intervention approach of for learning piano. Without maintenance any learnt skill cannot help a person to enhance the quality of life. Modification comes with maintaining or practising. This approach helps the patients to rebuild their confidence in motor skill and physical movement. Learning piano will help in cognition such as judgement, concept, praxis, insight and intelligence. Memory related attributes could be influenced by learning piano. Perception can be improved with the help of piano learning. Controlling the thoughts and logical reasoning is coherent with the learning activity of the piano. Learning of piano supports consciousness, orientation, temperament and personality improvement are associated with the development of global mental functions(Nan et al., 2018). Sensory functions such as quality of and acuity of vision, detect and discrimination of sounds, position balancing and temperature with pressure. Pressing the keys, listening to the tunes, examining the music notes are related to the above-discussed activities. Finger movements for the playing piano can help in the neuromusculoskeletal actions associated functions. This is helpful for the patients of Parkinson’s disease (Lesiuk, Bugos & Murakami, 2018). The muscle functions such as strength, degree of muscle tension, sustaining muscle contraction are not highly challenged during learning piano. Occupational performance or the interventions are of two types such as occupations and activities. The occupation needs engagement with appropriate context of the learning. The occupation should be connected with the desired goals of the client. On the other hand, activities are depended on the occupational goals and address the performances of the skills with the pattern. Preparatory methods of the task help to prepare the clients for the occupational performance (Fasoli, Ferraro & Lin, 2019).  Piano learning activity involves different types of preparatory tasks which helps the patients enhancing the activities of patients. Education and learning is an integrated partb of the activity. These attributes promote any skill as habit in an individual. Self advocacy and the group intervention can mention as other aspects of occupational activities. A group in a mental health setting working on social interaction skills. A group of individuals scheduled for hip replacement surgery, involved in a group education on environmental accommodations.  There are some physical attributes, which are greatly challenged during the learning process so that the body can enhance flexibility with a learning activity. Pressing the keys, controlling the body posture and vision of the notes are associated with the motor reflexes, reactions of involuntary movements, voluntary movement controlling by greatly challenged manner.

This activity can be used as the treatment of post-stroke treatment, neurological disorders, patients who have dementia, communicative impairment, and physically challenged for arthritis, osteoporosis, and gait. Piano learning activity can improve self-efficacy and upper extremity function in stroke patients (Villeneuve & Lamontagne, 2013). Cardiovascular system problems can be improved by music therapy by controlling blood pressure and heart rate along with the tempo. Deep breathing will be helped to enhance the respiratory system.  The flexion, extension, abduction, internal and external rotation of shoulder, wrist, thumb, finger, and trunk can be highly effective for the patients.

When the intervention needs or the outcomes are not required within a very little interval of time , therapists are opted for grading. On the contrary ,if the intervention needs immediate results , adaptation is appropriate. The grading process helps in the evaluation of an activity when the related skills should be increased or decreased(Reed, 2017). A just-right challenge is that which requires the individual to improve/change but only to that extent which still allows for successful performance. Grading are of two types  such as grading up and grading down. Grading down focuses on simplifying activity technique. Grading up process tends to make the activity harder for the client Adapting needss that you modify the activity from the “typical” way it is done.  This requires flexibility on the part of both the therapist and the client The activity can be applied as an intervention by involving sessions. Patients can be evaluated on a weekly basis, and within a regular interval of period, they can be asked questions. The sessions will be conducted in a manner that creativity, as well as the physical improvement, can be observed.

The entire activity is not only applicable to cognitive development but also influences the mental health of the patients. The creativity level will be developed in a manner that the patients can improve their aesthetic sense also.

Conclusion

The piano learning activity is not only effective for the motor skill and reducing problems related to movement of hand and limbs. Activity helps in improvement of creativity and aesthetic level as well as improvement in speech and cognitive development of the participants.


References

Fasoli, S. E., Ferraro, M. K., & Lin, S. H. (2019). Occupational Therapy Can Benefit From an Interprofessional Rehabilitation Treatment Specification System. American Journal of Occupational Therapy73(2), 7302347010p1-7302347010p6.

François, C., Grau-Sánchez, J., Duarte, E., & Rodriguez-Fornells, A. (2015). Musical training as an alternative and effective method for neuro-education and neuro-rehabilitation. Frontiers in psychology6, 475.

Lesiuk, T., Bugos, J., & Murakami, B. (2018, June). A rationale for music training to enhance executive functions in Parkinson’s disease: an overview of the problem. In Healthcare (Vol. 6, No. 2, p. 35). Multidisciplinary Digital Publishing Institute.

Nan, Y., Liu, L., Geiser, E., Shu, H., Gong, C. C., Dong, Q., … & Desimone, R. (2018). Piano training enhances the neural processing of pitch and improves speech perception in Mandarin-speaking children. Proceedings of the National Academy of Sciences115(28), E6630-E6639.

Reed, K. L. (2017). Pioneering occupational therapy and occupational science: Ideas and practitioners before 1917. Journal of Occupational Science24(4), 400-411.

Villeneuve, M., & Lamontagne, A. (2013). Playing piano can improve upper extremity function after stroke: case studies. Stroke research and treatment2013.