$$$
{{ $t($store.state.user.experience_value_in_dollars) }}
Senior
{{ $t($store.state.user.experience_search_name) }}
0
jobs
Music Therapist, Music Teacher, Music Practitioner
Niamh Owens
,
Richmond, United Kingdom
Experience
Other titles
Skills
I'm offering
My name is Niamh, I am a Music Therapist, practitioner and teacher with 7 years experience. My recent projects have included pilot studies within Adult Mental Health settings- creating and implementing music interventions. This have been successful and continue to grow and expand and link up with other groups today.
I am passionate about what I do and I aim to make a lasting difference. For this reason I have decided to embark on a year of travel and put my skills to the test abroad for the year delivering skill sharing projects.
I am hardworking, responsive, organized, and I love to help people achieve their best potential no matter whether the project be; musical, organizational, consulting, assistance, management, analysis or writing.
I am passionate about what I do and I aim to make a lasting difference. For this reason I have decided to embark on a year of travel and put my skills to the test abroad for the year delivering skill sharing projects.
I am hardworking, responsive, organized, and I love to help people achieve their best potential no matter whether the project be; musical, organizational, consulting, assistance, management, analysis or writing.
Markets
United Kingdom
Links for more
Once you have created a company account and a job, you can access the profiles links.
Language
English
Fluently
Ready for
Ongoing relation / part-time
Available
My experience
2017 - ?
job
Music Therapist
Otakar Music Trust.
• Music Therapist: Working independently to provide 1:1 music therapy service within various community settings.
• HomeLink: Elderly respite centre. Small group of 6 approx. participants meeting weekly for 6 consecutive weeks on 6 week rotation with other service users.
• The group includes members who are experiencing mental health issues, as well as other medical conditions. The group is tailored each time with focuses including quality of life, building relationships, supporting memory, language, emotional, physical and neural/cognitive functioning.
• Activities include; singing or playing instruments, moving, or listening to music, discussion/lyric analysis and improvisation/composing.
• Together as One: Community music group-Adult Mental health. I started this group as pilot study and it has continued and grown to established and continuously funded group. This entailed scoping facilities, sourcing instruments, meeting with service users and assessing interests and needs. Planning of all logistics and creating session structure. The group has since developed into a closed and open music group rotating on a weekly basis. The service users are people within the community who are experiencing isolation due to individual circumstances and with diagnosis and backgrounds which include; schizophrenia, depression, bereavement, psychosis, addiction, trauma and adult learning disability.
Music Therapist (Sept. 2017- Present) Otakar Music Trust: Children. London
• Work within schools: Meeting with school staff, assessing and establishing a consistent music therapy space; sourcing instruments, liaising with and updating support team on child's well being and progress.
• Providing assessment reports and setting goals for duration of therapy. Providing closing reports for both parents and staff, including recommendations and conclusions of therapy.
• Clients with wide range of needs: Global developmental delays, speech/ communication difficulties, ASD, Cerebral Palsy, emotional/behavioural needs, Sensory issues, neurological conditions.
• Work within Otakar venue: Scheduling client appointments, arranging meetings/ phone calls with parents, assessing child's/ young persons needs and how best to support and meet these needs in music therapy practice.
• Carry out risks assessments: Identifying the hazards, deciding who might be harmed and how, evaluating the risks and decide on control measures, recording findings and implementing them. Reviewing assessment and updating if necessary.
• Conduct and provide a music therapy assessment for parents. This is to aid understanding of what happens in sessions and open the collaborative process of setting some appropriate goals for client.
• Maintain accurate and organised clinical and process notes as well as session clips. All kept anonymised and safely on locked USB.
• Continuously learning and finding new musical material useful to client as well as keeping up to date with latest literature and podcasts available associated with client's needs.
• Music Club: provides fun sessions for children with additional needs and their siblings. Exploring sound and movement, using keyboard, African drums, small percussion instruments, multi-sensory equipment, lights and silhouettes, to give the children an opportunity to experience different ways to explore their imagination and creativity.
• Continuing my own personal musical development as well as maintaining my own personal physical and mental health in order to remain fit and content to do work.
• HomeLink: Elderly respite centre. Small group of 6 approx. participants meeting weekly for 6 consecutive weeks on 6 week rotation with other service users.
• The group includes members who are experiencing mental health issues, as well as other medical conditions. The group is tailored each time with focuses including quality of life, building relationships, supporting memory, language, emotional, physical and neural/cognitive functioning.
• Activities include; singing or playing instruments, moving, or listening to music, discussion/lyric analysis and improvisation/composing.
• Together as One: Community music group-Adult Mental health. I started this group as pilot study and it has continued and grown to established and continuously funded group. This entailed scoping facilities, sourcing instruments, meeting with service users and assessing interests and needs. Planning of all logistics and creating session structure. The group has since developed into a closed and open music group rotating on a weekly basis. The service users are people within the community who are experiencing isolation due to individual circumstances and with diagnosis and backgrounds which include; schizophrenia, depression, bereavement, psychosis, addiction, trauma and adult learning disability.
Music Therapist (Sept. 2017- Present) Otakar Music Trust: Children. London
• Work within schools: Meeting with school staff, assessing and establishing a consistent music therapy space; sourcing instruments, liaising with and updating support team on child's well being and progress.
• Providing assessment reports and setting goals for duration of therapy. Providing closing reports for both parents and staff, including recommendations and conclusions of therapy.
• Clients with wide range of needs: Global developmental delays, speech/ communication difficulties, ASD, Cerebral Palsy, emotional/behavioural needs, Sensory issues, neurological conditions.
• Work within Otakar venue: Scheduling client appointments, arranging meetings/ phone calls with parents, assessing child's/ young persons needs and how best to support and meet these needs in music therapy practice.
• Carry out risks assessments: Identifying the hazards, deciding who might be harmed and how, evaluating the risks and decide on control measures, recording findings and implementing them. Reviewing assessment and updating if necessary.
• Conduct and provide a music therapy assessment for parents. This is to aid understanding of what happens in sessions and open the collaborative process of setting some appropriate goals for client.
• Maintain accurate and organised clinical and process notes as well as session clips. All kept anonymised and safely on locked USB.
• Continuously learning and finding new musical material useful to client as well as keeping up to date with latest literature and podcasts available associated with client's needs.
• Music Club: provides fun sessions for children with additional needs and their siblings. Exploring sound and movement, using keyboard, African drums, small percussion instruments, multi-sensory equipment, lights and silhouettes, to give the children an opportunity to experience different ways to explore their imagination and creativity.
• Continuing my own personal musical development as well as maintaining my own personal physical and mental health in order to remain fit and content to do work.
SoMe, Content, Sourcing, It, Service, Support, Development, Health, Music, Community, Creativity, Assessment, UP
2012 - ?
job
Music Teacher -Piano
unknown.
Private Music Teacher
• Provide innovative tailored lessons to 32 students ranging in age from three years old to adults.
• I have a student led approach, meaning each lesson is unique to the student, allowing for varied attention span and, or additional needs including: ASD sensory and processing, dyslexia, dyspraxia, and ADHD. Adapting to individual's strengths, abilities, interests and personalities.
• I build rapport with all students creating the most productive and enjoyable learning experience; motivating and rewarding effort.
• I support and reassure parents who may not have any previous musical knowledge how to support child in practice during week, I do through demonstrations at end of lesson, visual references and written hand overs.
• Provide innovative tailored lessons to 32 students ranging in age from three years old to adults.
• I have a student led approach, meaning each lesson is unique to the student, allowing for varied attention span and, or additional needs including: ASD sensory and processing, dyslexia, dyspraxia, and ADHD. Adapting to individual's strengths, abilities, interests and personalities.
• I build rapport with all students creating the most productive and enjoyable learning experience; motivating and rewarding effort.
• I support and reassure parents who may not have any previous musical knowledge how to support child in practice during week, I do through demonstrations at end of lesson, visual references and written hand overs.
Support, Music, Processing, LED
2018 - 2018
job
Support Worker
Support and Care.
Positively engage young people (16-22) and support them in improving their life chances, no matter how challenging the circumstances. Engage young people and understand their needs in order to motivate and inspire young people to achieve goals.
Support
2016 - 2017
job
Music Makers and Piano Teacher
RMT.
• Music Makers: (groups of 12 approx. age 5-6) is a Foundation Course for Year 1 children, preparing students for learning an instrument by helping to develop fundamental musicianship skills.
• Providing pupils with an understanding of basic music concepts in a practical way (through songs, games, discussion, and play). Helping children develop their aural skills, singing accuracy, notation reading and cementing these skills using pitched and unpitched percussion instruments.
• Develop their understanding of pitch, rhythm, dynamics, tempo through interactive vocal, physical and musical exercises, as well as written and aural skills.
• Most importantly teaching while having fun, opening their musical ears, developing social skills, self-confidence and an enthusiasm for performing and for learning about music. They also began to develop early ensemble skills through learning alongside their friends and end of year performances.
• Providing pupils with an understanding of basic music concepts in a practical way (through songs, games, discussion, and play). Helping children develop their aural skills, singing accuracy, notation reading and cementing these skills using pitched and unpitched percussion instruments.
• Develop their understanding of pitch, rhythm, dynamics, tempo through interactive vocal, physical and musical exercises, as well as written and aural skills.
• Most importantly teaching while having fun, opening their musical ears, developing social skills, self-confidence and an enthusiasm for performing and for learning about music. They also began to develop early ensemble skills through learning alongside their friends and end of year performances.
Teaching, Music, Performing, Basic, Social
2016 - 2017
job
Personal Assistant
Private Family.
Promoted and maintained existing life skills, promoting her personal care and assisting her to develop her confidence/independence with preparing food, domestic tasks and shopping.
Personal assistant
2016 - 2017
internship
Trainee Music Therapist
MHA Care Homes.
• Conducted individual sessions, using songs and improvisation, with support of psychodynamic thinking.
• Meeting client where they are comfortable to begin work together. Monitoring client's ability to interact both verbally and musically, building clients confidence and supporting them to express themselves musically. Encouraging them to use their voices and as well as experiment with new instruments. Encouraging and nurturing playful exchanges, communication skills, social interaction skills.
• Provided music therapy which maintained within the scheme, the atmosphere, and practice of care based on MHA values, with client as central concern.
• Managed own case load, while being part of a team, ensuring safety and welfare of service users while in music therapy.
• Developed a semi-structured approach for clients with specific attention to recap. of previous sessions, ensuring clients felt reassured and safe.
• Contributed to all clients weekly care plans, clinical notes, music therapy assessments, review of treatment programmes, closing reports and handovers on completion of therapy work.
• Maintained clear and organised weekly record of process notes: using S.O.A.P format: Subjective, Objective, Analysis, Plan.
• Liaised with therapy and care staff to evaluate cases, organise rooms, updates on clients' needs/wellbeing week to week, and sharing of general information of what is happening in home.
• Meeting client where they are comfortable to begin work together. Monitoring client's ability to interact both verbally and musically, building clients confidence and supporting them to express themselves musically. Encouraging them to use their voices and as well as experiment with new instruments. Encouraging and nurturing playful exchanges, communication skills, social interaction skills.
• Provided music therapy which maintained within the scheme, the atmosphere, and practice of care based on MHA values, with client as central concern.
• Managed own case load, while being part of a team, ensuring safety and welfare of service users while in music therapy.
• Developed a semi-structured approach for clients with specific attention to recap. of previous sessions, ensuring clients felt reassured and safe.
• Contributed to all clients weekly care plans, clinical notes, music therapy assessments, review of treatment programmes, closing reports and handovers on completion of therapy work.
• Maintained clear and organised weekly record of process notes: using S.O.A.P format: Subjective, Objective, Analysis, Plan.
• Liaised with therapy and care staff to evaluate cases, organise rooms, updates on clients' needs/wellbeing week to week, and sharing of general information of what is happening in home.
Service, Safe, Support, Music, Monitoring, Express, Safety, Social
2006 - 2017
freelance
Singer Freelance
Musical Theatre, Jazz, Folk, Chant.
Special occasions and services, Ireland
• Perform using a wide musical background including Classical, Musical Theatre, Jazz, Folk, Chant.
• Perform using a wide musical background including Classical, Musical Theatre, Jazz, Folk, Chant.
2016 - 2016
internship
Trainee Music Therapist
Willow Dene School.
• Worked as part of an MDT team delivering individual sessions, as well as continued assessments for children aged 4-12 with a wide range of additional and special educational needs. (e.g.) ASD, Cerebral Palsy, Down Syndrome, global developmental delays, SLD.
• Liaising with family members and staff to set appropriate therapeutic goals, as well as providing presentation at end of work to share clients musical and personal progress, including recommendations of continued support for client.
• Devised a semi-structured therapy plan tailored to the client with use of Picture Symbols.
• Completed assessments, weekly S.O.A.P. notes, interim reports, final year reports, and end of year presentation to teacher and support staff.
• Responsible for the selection and maintenance of all musical instruments, and recording equipment
• Ensuring confidentiality was maintained while storing all clinical material.
• Aimed to contribute to overall development, as well as supporting specific emotional, social, behavioural and physical aspects through live music making.
• Collaborated with supervisors in the evaluation of patient progress.
Music Teaching Experience
• Liaising with family members and staff to set appropriate therapeutic goals, as well as providing presentation at end of work to share clients musical and personal progress, including recommendations of continued support for client.
• Devised a semi-structured therapy plan tailored to the client with use of Picture Symbols.
• Completed assessments, weekly S.O.A.P. notes, interim reports, final year reports, and end of year presentation to teacher and support staff.
• Responsible for the selection and maintenance of all musical instruments, and recording equipment
• Ensuring confidentiality was maintained while storing all clinical material.
• Aimed to contribute to overall development, as well as supporting specific emotional, social, behavioural and physical aspects through live music making.
• Collaborated with supervisors in the evaluation of patient progress.
Music Teaching Experience
Teaching, Support, Development, Music, Interim, Social
2015 - 2016
job
Music Teacher
HMDT.
• I ran 7 classes: Music Box class (1-3 years-20 pupils), Fledglings choir (4-5 years-20 pupils), Red Choir (6-7 years-60 pupils), Red Recorder (6-7 years-30 pupils) and Red General Musicianship (6-7 years-18pupils), Blue Choir and Blue General Musicianship (12-16 years-15 pupils) as well as one to one lessons.
• This entailed doing 10 week schemes of work, with year goals in mind. Choosing material, best course of action, most effective and fun learning route possible.
• *New role to previous work Music Box: Parent and baby class: Facilitating peer interaction as well as parent and child musical interaction, encouraging parents to experiment with musical skills in class, building their confidence and providing examples of how they could take musical interactions home.
• Maintained a fun, safe, and inclusive environment while catering to children with a wide range of developmental stages and needs.
• We explored various rhythms and melodies through careful selection of songs, movement/dance and instruments which included opportunities to develop speech, vocabulary, simple numeracy and listening skills while liaising with new guest artists each week.
• Communicating with parents and wider organisation clearly and with sensitivity.
• This entailed doing 10 week schemes of work, with year goals in mind. Choosing material, best course of action, most effective and fun learning route possible.
• *New role to previous work Music Box: Parent and baby class: Facilitating peer interaction as well as parent and child musical interaction, encouraging parents to experiment with musical skills in class, building their confidence and providing examples of how they could take musical interactions home.
• Maintained a fun, safe, and inclusive environment while catering to children with a wide range of developmental stages and needs.
• We explored various rhythms and melodies through careful selection of songs, movement/dance and instruments which included opportunities to develop speech, vocabulary, simple numeracy and listening skills while liaising with new guest artists each week.
• Communicating with parents and wider organisation clearly and with sensitivity.
Safe, Music, Organization, Listening Skills
2013 - 2015
freelance
Social Facilitator
C.A.S.A Charity.
Building relationships with individuals, learning and using meaningful ways to the individual of communicating.
Facilitator, Social
2012 - 2015
job
Group Keyboard Teacher
Creative Keyboards.
• Provide 16 student keyboards/headsets in working order for each class. (aged 4-12)
• Set up room, layout keyboards, power source in line with health and safety regulations.
• Assess the levels within the class to determine the teaching approach for the individual and the group; creating comfortable and supportive non-judgmental environment while monitoring children who might be struggling, and balancing the personalities in the classroom.
• Facilitate peer learning and observe the group dynamic to cater for all students, managing the time schedule to include a varied input.
• Transcribed and adapted favourite pieces making them accessible to play according to their level.
• Provided an opportunity to develop a child's confidence in performing for others, an opportunity for them to learn through helping each other and nourishing the other's skills.
• Communicated with parents/school teachers and administration, selecting venues, scheduling classes, enrolling students, enrolling for exams, scoping instrument requirements, arranging performances, and outlining the learning pathway. Always being organised and well prepared.
• Set up room, layout keyboards, power source in line with health and safety regulations.
• Assess the levels within the class to determine the teaching approach for the individual and the group; creating comfortable and supportive non-judgmental environment while monitoring children who might be struggling, and balancing the personalities in the classroom.
• Facilitate peer learning and observe the group dynamic to cater for all students, managing the time schedule to include a varied input.
• Transcribed and adapted favourite pieces making them accessible to play according to their level.
• Provided an opportunity to develop a child's confidence in performing for others, an opportunity for them to learn through helping each other and nourishing the other's skills.
• Communicated with parents/school teachers and administration, selecting venues, scheduling classes, enrolling students, enrolling for exams, scoping instrument requirements, arranging performances, and outlining the learning pathway. Always being organised and well prepared.
Layout, Administration, Teaching, Health, Monitoring, Safety, Performing, Power, UP
2014 - 2015
freelance
Social Facilitator
St Vincent De Paul.
(Similar to previous role)
Facilitator, Social
2009 - 2012
job
Special Needs Assistant (SNA)
St Andrews Primary.
Working with children with Autism, Dyslexia, Dyspraxia, ADHD, Global developmental delays, Down syndrome, Neurological disorders. Co-ordinating with supervising teacher for class activities and scheduling one to one sessions.
My education
University of Roehampton
Masters, Music Therapy
Masters, Music Therapy
?
-
2015
Royal Irish Academy of Music
N/a, Piano
N/a, Piano
?
-
2014
London College of Music
Unspecified, Classical Singing
Unspecified, Classical Singing
?
-
2011
n/a
Bachelors, Composition
Bachelors, Composition
?
-
2008
Castleknck Community College
Certification, Pass course, and Garda Vetted
Certification, Pass course, and Garda Vetted
Niamh's reviews
Niamh has not received any reviews on Worksome.
Contact Niamh Owens
Worksome removes the expensive intermediaries and gives you direct contact with relevant talent.
Create a login and get the opportunity to write to Niamh directly in Worksome.
are ready to help you
and get specific bids from skilled talent in Denmark