Interactive Programming to Teach Students About Asthma Through Music

1. Interactive Programming to Teach Students About Asthma Through Music Betty Perez-Rivera, EdD, CHES Program Director Childhood Asthma Initiative Children’s Health Fund

2. The Childhood Asthma Initiative • Comprehensive model providing clinical treatment, education, and psychosocial services for the medically underserved housed populations as well as well as homeless shelters. • NHLBI guidelines are used to provide patients with continuous high quality services.

3. Asthma Instruction • To dispel myths • Answer questions • Provide additional information

4. The Asthma and Music Concept • The Asthma and Music Workshops were created to help increase awareness about asthma characteristics and symptoms while encouraging students to participate in music and recreational activities in a fun and creative way. • The interactive workshops have two different components. The asthma component provides information and education about asthma management while the musical component helps to familiarize students with different types of musical interpretations and the use of an instrument of choice. The students engage in breathing exercises and discussion about the importance of getting oxygen into their lungs. Each workshop consists of three sessions. A professional musician collaborates with CAI to provide the musical component.

5. Goals of the Workshops • GOALS: • To increase awareness of asthma as a chronic disease of the lungs. • To increase awareness what happens to the breathing tubes (airways) in asthmatics in comparison to the look of a normal airway. • To increase awareness about ability to participate in music and other recreational activities through good management and control of asthma • The overall HEALTH objectives are to familiarize the children with: • The anatomy of a lung and its function. • The characteristics of asthma. • The symptoms of asthma. • The overall EDUCATIONAL objectives will: • Encourage creative methods of expression, including art, writing, and dramatic play. • Reinforce and strengthen self-confidence through gross motor coordination activities musical/dramatic play). • Encourage cooperative learning skills, planning and working independently and in groups. • Reinforce listening skills and mutual respect for others.

6. ASTHMA COMPONENT #1: Introduction to the Respiratory System, including a full description of the lungs anatomy and its function. Defining Asthma and describing its effects. Answering the question: Can asthmatics participate in sports and recreational activities such as playing a musical instrument? How does playing a wind instrument help people with asthma? Breathing exercises to familiarize students with mechanisms of the lungs while inhaling and exhaling in preparation for musical component. MUSIC COMPONENT #1: Musician introductions – (names, something about their background and the instrument(s) that they play. Introduction of the Musical Instrument (Hand out instruments to students) What are the elements of music? –what are some of the key notes in playing a recorder. How to create musical patterns Demonstration of musical notes, providing time for practice Song instruction with group participation “Solo” presentations Jam Session with musicians (practice of simple songs) Session #1

7. ASTHMA COMPONENT #2: Describe some of the asthma symptoms as shown below Daytime and night-time cough Wheezing Tightness of the chest Shortness of breath Tiredness (fatigue) Repeated cold symptoms (long-term and continuous) Nose opens wide to let in more oxygen Ribs showing when they try to breathe Lips or fingernails turning blue Difficulty walking and/or talking How does exercising the airways help to alleviate some of these symptoms? What are the benefits seen in the airways Breathing exercise in preparation for musical component MUSIC COMPONENT #2: Musician introduction Review of the elements of music Students practicing in group Solo presentations (interpretation) Jam Session to reenact a scene Session #2

8. ASTHMA COMPONENT #3 Define asthma triggers. Discuss some of the triggers of asthma: Dust, Dust Mites, Rats/Roaches, Smoke, Changes in temperature, etc. Discuss ways to identify and manage triggers that affect each individual. Management and control of the triggers Trigger management, medications, and healthy living to reduce asthma attacks. MUSIC COMPONENT #3: Musician introduction Final review of the elements of music Review of the notes for the songs learned Jam Session to play the songs Review of the selected scenes (emotions) to portray Request volunteers to play out those scenes (emotions) Jam Session incorporating musical elements for self-expression Fitting the songs and scenes together (logical/illogical ways) Closing thoughts/messages Question and Answer Period Hand out Parent Asthma Guide to participants Session #3

9. Musician with Students preparing for presentation

10. Contact Information Betty Perez-Rivera, EdD, CHES Program Director Childhood Asthma Initiative Children’s Health Fund A Community Pediatrics Program of the Children’s Hospital at Montefiore 317 East 64 Street New York, NY 10021 212 535-9779 ext 289 phone 212 812-5272 fax bperez@chfund.org