Martzen created a songbook for children with learning disabilities
During her internship in special education, Martzen Kooistra discovered that the existing songs didn’t meet the needs of the children she worked with. So she decided to write new ones herself. The result is a songbook for children with profound and multiple learning disabilities (PMLD), the project she is graduating with from the bachelor's programme in Music Therapy at ArtEZ Academy of Music in Enschede.
Martzen Kooistra, student Music Therapy at ArtEZ Academy of Music in Enschede
A graduation project that started during an internship
Martzen worked during her internship with children with profound intellectual and multiple disabilities (PIMD), a combination of severe intellectual and physical disabilities. The children in her group were between eight and twelve years old, but their developmental age was around two to four years.
'As a music therapist, you learn to work with a clear purpose. You don’t use music just because it’s enjoyable, but because it can help you achieve something. It might be improving attention, concentration, communication or turn-taking.'
At school, the focus was mainly on giving the children a meaningful experience of music. 'During my internship, I realised I was already making certain choices intuitively, like using lots of repetition and following a consistent structure. For my graduation research, I wanted to understand why that worked.'
Songs that truly connect
It didn’t take long for Martzen to realise that many existing children’s songs simply weren’t suitable for the children she was working with. 'At school, they were exploring the theme of colours. I wanted to build on that because it was something the children were already engaged with. So you look for a song about a rainbow, but then it mentions colours like turquoise and fuchsia. That’s far too complex and not meaningful for these children. That’s when I thought: I’ll just write my own song.'
One song quickly turned into many. 'I started writing songs for all kinds of learning goals. Before I knew it, I had a whole stack of them.' That collection eventually became her songbook.
Songbook In the Moment by Martzen Kooistra, student Music Therapy at ArtEZ Academy of Music in Enschede
Music as a starting point for attention and connection
Martzen’s songbook is designed to help children develop their attention. 'To really experience music, you first need to be able to focus. On the music, on each other, or on me as the therapist. That’s where connection begins. And once that connection is there, you can start building from it. That’s why I wanted to support that very first step.'
Familiarity creates a sense of calm and safety
‘When I walk into the room with my green guitar, the children already know what’s coming. I always start with the same welcome song. Many of the children are non-verbal, so if, after twelve sessions, I suddenly hear a child say “hello”, that’s incredible. They recognise me and they recognise the song. And it’s that sense of familiarity that creates calm and makes them feel safe. That, in turn, creates space for connection and learning.’
Every child is different
‘Not every child responds to music in the same way. One child may quickly engage with the music, move along with it or focus on what’s happening. Another may need much more support from me. That’s why the songbook isn’t a step-by-step guide, but a tool. As a music therapist, you always start by looking at what a child needs. You adapt the song to the child, not the other way around.’
Welcome song in the songbook In the Moment
At Music Therapy, you learn to be both a musician and a therapist
During the bachelor’s programme in Music Therapy, you learn not only how to make music, but also how to use it therapeutically. ‘People sometimes ask, “Why study two disciplines at once?” But it doesn’t feel like that at all. You can’t have one without the other. At first, you sometimes wonder when you’re ever going to use everything you’re learning.’
‘You take classes in piano, guitar, singing, drums, music theory, therapeutic methods and health sciences. Once you start your internship, you realise why you need all that knowledge.’
Subjects like the Improvisation Lab bring music and therapy together. ‘You learn to create music in the moment by listening closely to one another and responding to what you hear. As a music therapist, that’s exactly what you do all the time. You adapt your music to the client, the environment and whatever is happening in that moment.’
During project weeks, Martzen also met music therapists working in the field.
The Neonatal Intensive Care Unit
‘In my first year, I heard music therapists talk about their work in the Neonatal Intensive Care Unit (NICU). They make music based on the heartbeat of premature babies. If a baby dies, that music becomes a lasting memory for the parents. I found that so moving that, in my third year, I decided to take the NICU training myself. That was another moment when I thought, “Wow.” It made me realise just how much music can mean to someone.’
About the songbook In the Moment
Finding your own way as a music therapist
During her graduation presentation, Martzen shared her songbook with fellow music therapists, along with one important message. ‘By all means, use it, but make it your own. If you perform my songs exactly the way I do, they might not work for you at all. The connection you build with a child is just as important as the song itself.’
Growing through small steps
That’s also the most important lesson Martzen takes with her. ‘I’ve learned to think in very small steps. A child might spend four weeks doing nothing but looking at the floor. Then one day, they suddenly look up at me and smile. That feels like a huge achievement. I’ve also learned to be completely myself. When I do, children feel free to be themselves too. During this programme, I really found my own way of being a music therapist.’
