I actually used this song in session last week (on 4/15)! What a coincidence! I hope you enjoy learning Brave this week, I know I will! And, as always, I encourage you to comment you thoughts, ideas, and results of the challenge. The resource I am sharing today, I hope you are already familiar with, but just in case: I will be posting periodically about it here, as well as sharing my compositions on the youtube channel. It looks like a lot of fun, so I hope you will consider joining. If you are interested in further songwriting tasks, Rachel Rambach is leading a Songwriting Challenge for the next 5 weeks, which you can sign up for here. So I am working on improving my parody skills and inviting you to as well. The biggest reason is I struggle with this skill, but I have found it to be amazingly helpful and effective in clinical situations.
I know this is the 2nd or 3rd time I have presented this task. This is a great song to practice this type of songwriting on.
Once you are comfortable with playing Brave on your instrument of choice, I’d like to extend the challenge to write your own verse, bridge, chorus, or any other part of the song that you wish. Or replace the piano part with a percussion instrument to provide similar emphasis. Use those strong bass notes as a starting point to help guide the song. This is a common characteristic in her music, which makes it easier to teach a group. I love the prominent bass tones in the piano though. The way Sara Bareilles wrote it is a bit confusing unless you listen to it a couple times. When learning this song, be careful to get the inflection on the correct words in the verses. The structure for Brave is easy and predictable, the words are empowering and you can easily write your own verses.
However, you must also consider whether the song contains simple, clear communication, and structure. These are all possibilities to consider when choosing music for a client with ASD. In an inclusion setting, it can be a huge witness to the client’s peers, giving them the opportunity to enjoy similar music and form a relationship based on that. It may even be a way to educate the client’s family members and peers about how to get to know the client’s taste and preference for music. It is validating to the client’s individuality and presence in their society, as well as to the family of the client. Using age-appropriate material is a very important aspect of working with this population, which is unfortunately overlooked at times. Why I Chose This Song – This is a great example of age-appropriate repertoire to use with kids, teenagers, or adults with ASD.
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