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4th International Scientific Conference: Creative Arts Interconnection-Paideia-Therapy
Get PDF4th International Scientific Conference:Creative Arts Interconnection – Paideia – TherapyDepartment of Music StudiesAristotle University of Thessaloniki, Greece19-22 March 201
Music Therapy in Action (Priestley)
No full textThis is a review of the book "Music Therapy in Action (2nd Edition)" authored by Mary Priestley.
Title: Music Therapy in Action (2nd Edition) | Author: Mary Priestley | Year: 2012 | Publisher: Barcelona Publishers | Pages: 270 | ISBN: 978-1-937440-15-
ISME Commission on Music in Special Education, Music Therapy and Music Medicine (17-18 July 2014, Brazil)
Get PDFThe ISME Commission on Music in Special Education, Music Therapy and Music Medicine was held on 17-18 July 2014, as part of the pre-conference commission seminars of the 31st ISME World Conference “Listening to the Musical Diversity of the World”. This Commission seminar was “The Diversity of World Music: Engaging Individuals with Special Needs” and took place at the Parana Faculty of Arts, Federal university of Parana, Curitiba, Brazil. The abstracts of the pre-conference seminar are republished here with the kind permission of the International Society for Music Education (ISME), www.ISME.org
New International Publications (2013-2014)
Get PDFΗ ενότητα Νέες Διεθνείς Δημοσιεύσεις στοχεύει στην ενημέρωση του αναγνωστικού κοινού για την τρέχουσα διεθνή βιβλιογραφία σχετικά με τη μουσικοθεραπεία, την ειδική μουσική παιδαγωγική και τον ευρύτερο χώρο της μουσικής και υγείας. Η ενότητα αυτή περιλαμβάνει δημοσιεύσεις βιβλίων και άρθρων που έχουν δημοσιευθεί στο εξωτερικό κατά το τρέχον και το προηγούμενο χρονολογικό έτος. Περιλαμβάνονται κείμενα γραμμένα μόνο στην αγγλική γλώσσα. Η ενότητα αυτή δημοσιεύεται στο δεύτερο αριθμό κάθε τεύχους του Approaches. Σχετικές πληροφορίες προς δημοσίευση στο Approaches μπορούν να στέλνονται στo: [email protected] section New International Publications aims to raise the awareness of the readership for the current international literature regarding music therapy, special music education and the wider field of music and health. This section includes international publications of books and articles that have been published during the current and previous calendar year. Only texts written in English language are included. This section is published in the second issue of each volume of Approaches. Relevant information for publication on Approaches can be sent to: [email protected]
Generosity, Dialogue and Change
Get PDF“Generosity begins in welcome: a hospitality that offers whatever the host has that would meet the need of the guest” (Frank 2004: 2).
I welcome you to this new issue of Approaches. Writing this editorial – only three weeks after the World Congress of Music Therapy (7-12 July 2014, Austria) – I find that this issue’s contents resonate with two themes that characterised the congress: generosity and dialogue.
In his book, The Renewal of Generosity, sociologist Arthur Frank writes about the role of generosity in transforming “demoralised medicine” into relationships of care and dialogue between professionals (“hosts”) and patients (“guests”). In our world, where generosity has been distorted from a moral relationship to an administrative problem, Frank offers an alternative perspective; a perspective where the hospitable and dialectical nature of generosity becomes a space for mutual change of both hosts and guests.
“Generosity […] always begins in dialogue: speaking with someone, not about them; entering a space between I and you, in which we remain other, alter, but in which we each offer ourselves to be changed by the other” (Frank 2004: 126).
Although Frank’s context of reference is the world of medical care, his ideas are also key for other professional fields where ideas, values and practices are developed, exchanged, refracted, examined, challenged and sometimes discarded. Generosity (which in Greek means the offering of “brave gifts”, see Froudaki 2012: 51) is indeed a brave, adventurous practice. Two strangers wish to meet and this meeting poses challenges which can even lead to “misunderstanding” by one of the other. As a brave act however, the key of generosity is to avoid the estrangement or ‘ghettoisation’ of the other and to both remain in dialogue (Ansdell 2001; Tsiris 2013).
Through this prism, and with guests from various countries, the World Congress offered a generous platform for exchange and constructive dialogue, and I hope that in the end we all left changed – even if just a little.
Likewise, this issue of Approaches offers a platform upon which authors from heterogeneous socio-cultural contexts and theoretical orientations communicate a range of music therapeutic and educational initiatives. Despite their diversity, the ideas and practices documented in this issue reflect the endeavours of ‘hosts’ (authors: practitioners and researchers) to listen and respond to the needs of their ‘guests’ (music therapy clients, students, their families and so on).
The issue begins with an interview with Anthi Agrotou – a significant personality in the development of music therapy in Cyprus. Interviewed by Dora Pavlidou, Agrotou narrates her personal journey in music therapy – a journey that portrays how an individual’s story and work is interwoven with the wider historical and sociopolitical circumstances within which they act. Melita Belgrave writes about the development of a music-based lifelong learning programme for older people in the USA, while Bo Nilsson presents a research study which was conducted in Sweden with the aim to explore the music education practices applied within the context of digitallybased music making with young people with special needs. Margaret Broad’s study explores the potential role of music therapy with bereaved parents following miscarriage or stillbirth. Moreover, this issue includes Niall Mc Guigan’s report from the conference “Rethinking Interdisciplinary Collaboration: Towards New Ethical Paradigms in Music and Health Research”, as well as five book reviews by Tamsin Dives, Carol Chambers, Evangelia Arachoviti, Bob Heath and Stella Kolyvopoulou respectively.
In closing this editorial, I would like to share with you some of the journal’s recent developments, as well as its future directions:
Approaches introduced the First View section which provides advance online access to papers prior to their assignment to a journal issue. Enhancing the efficiency of the journal’s review and publication procedures, First View minimises the time gap between submission and publication of texts.
Approaches has announced two forthcoming special thematic issues. The first one, “Music Therapy in Europe: Paths of Professional Development”, is the fruit of a partnership between Approaches and the European Music Therapy Confederation (EMTC). The second one, “Music, Drama, Dance Movement and Art Therapy: Interdisciplinary Dialogues”, reflects the journal’s interest in promoting interdisciplinary collaboration and exchange. Potential authors are encouraged to contact the respective guest editors and discuss their writing ideas.
During the World Congress, Approaches took part in a meeting of international music therapy journal editors. Among other topics, we had the opportunity to discuss the various ethical requirements in connection with journals’ peer review procedures and open access policy.
Our growing editorial team welcomes two new members: Mitsi Akoyunoglou-Christou (Greece) and Melanie Voigt (Germany).
As a ‘messenger’, Hermes – the official newsletter of Approaches – has become an important means of communicating national and international news, currently counting more than 1100 mailing list members1 . Kandia Bouzioti spearheads the development of Hermes, and you can share with her your news from the wider field of music and wellbeing: [email protected]
In line with these developments, the editorial team of Approaches will meet in Athens in September 2014. The purpose is to critically review the journal’s current work and future directions. As generous hosts (that we are constantly trying to be!), we are interested to understand and respond to the needs and wishes of our guests, i.e. you: writers and readers. Therefore, I invite you to contact us ([email protected] ) and share your ideas and suggestions regarding the changes you may wish to see in Approaches.
References
Ansdell, G. (2001). Musicology: Misunderstood Guest at the Music Therapy Feast? In D. Aldridge, G. di Franco, E. Ruud & T. Wigram (Eds.), Music Therapy in Europe: Proceedings of the 5th European Music Therapy Congress (pp. 1-34). Roma: ISMEZ/Onlus.
Frank, A. (2004). The Renewal of Generosity: Illness, Medicine and How to Live. Chicago: The University of Chicago Press.
Froudaki, Μ. (2012). Book review: “Every Note Counts: The Story of Nordoff-Robbins Music Therapy” (Fraser Simpson). Approaches: Music Therapy & Special Music Education, 4(1), 49-52. Retrieved from http://approaches.primarymusic.gr/approaches/journal/Approaches_4(1)_2012/Approaches_4(1) 2012_Froudaki_Review_ENG.pd
Stepping into the Spotlight: Collaborative Efforts towards Musical Inclusion
No full textΑυτό το άρθρο παρουσιάζει τα αποτελέσματα μιας ποιοτικής έρευνας, η οποία είχε σκοπό να καταγράψει την εμπειρία και τις απόψεις των ανθρώπων που υποστήριζαν δεκατέσσερις μαθητές με νοητική αναπηρία (ηλικίας 12-18) κατά την προετοιμασία και διεξαγωγή μιας μουσικής παράστασης που έδωσαν σε συνεργασία με μια επαγγελματική ορχήστρα. Τα αποτελέσματα αναλύθηκαν σε δύο φάσεις. Η πρώτη ανάλυση, που δημοσιεύθηκε αλλού (Rickson 2012), επικεντρώθηκε στις εμπειρίες των υποστηρικτών σχετικά με την οργάνωση και την προετοιμασία για την παράσταση. Οι υποστηρικτές πίστευαν ότι μέσα από την άσκηση και την εκτέλεση ενός ορχηστρικού έργου οι διαφορετικοί μουσικοί είχαν τη δυνατότητα να αμφισβητήσουν τις στερεότυπες απεικονίσεις για την αναπηρία, να αλλάξουν στάσεις και να προωθήσουν τη συνεχιζόμενη ένταξη των ατόμων με διαφορετικές ικανότητες. Παρ’όλα αυτά, ενώ οι ανταποκρίσεις των μαθητών κατά τη διάρκεια των προπαρασκευαστικών εργαστηρίων περιγράφηκαν ως ενδιαφέρουσες, βαρυσήμαντες και δημιουργικές, φάνηκε να υπάρχει μια γενική αντίληψη ότι οι μαθητές ήταν ευάλωτοι και χρειάζονταν προστασία από ακροατήρια που πιθανόν θα αδυνατούσαν να λειτουργήσουν συμπονετικά. Αυτή η διχοτομία εξετάστηκε μετά τη μουσική παράσταση μέσα από συνεντεύξεις με τους υποστηρικτές και τα μέλη του ακροατηρίου. Τα ευρήματα που παρουσιάζονται εδώ δείχνουν ότι οι αφηγήσεις των ερωτηθέντων εξακολουθούν να εκφράζουν αισθήματα όπως αυτό της αδυναμίας και της «υπέρβασης». Παρ’ όλα αυτά, οι ερωτηθέντες παρέμειναν πεπεισμένοι για την καλλιτεχνική αξία του έργου και πιστεύουν ότι οι μαθητές είχαν τη δυνατότητα να προσελκύσουν ευρύτερα ακροατήρια στις παραστάσεις τους. Ως εκ τούτου, είναι δυνατόν να προκύψουν περαιτέρω ευκαιρίες ώστε, με τη συμμετοχή σε κοινοτικά προγράμματα τεχνών, νέοι άνθρωποι με διανοητικές αναπηρίες να συνεργαστούν με μουσικούς χωρίς αναπηρία.This article presents findings from qualitative research which aimed to capture the experience and views of people who were supporting fourteen learners with intellectual disabilities (aged 12-18) to perform with a professional orchestra. Findings have been analysed in two stages. The first analysis, published elsewhere (Rickson 2012), focused on supporters’ experiences of organising and preparing for the performance. The supporters believed that through practising and performing an orchestral work the diverse musicians had the potential to challenge stereotyped portrayals of disability, change attitudes and foster the ongoing inclusion of people with diverse abilities. However, while the learners’ responses during preparatory workshops were described as interesting, meaningful and creative, there seemed to be a general perception that they were vulnerable and in need of protection from potentially unsympathetic audiences. This dichotomy was examined in post-performance interviews with supporters and audience members. Findings, presented here, show that the narrative of vulnerability and ‘overcoming’ persisted. Nevertheless, interviewees remained convinced of the artistic value of the work and believed the learners had the potential to attract wider audiences to their performances. Further opportunities for young people with intellectual disabilities to be involved in community arts projects alongside non-disabled musicians may result
New Publications in Greece (2013-2014)
Get PDFΗ ενότητα Νέες Δημοσιεύσεις στην Ελλάδα στοχεύει στην ενημέρωση του αναγνωστικού κοινού για την τρέχουσα ελληνική βιβλιογραφία σχετικά με τη μουσικοθεραπεία, την ειδική μουσική παιδαγωγική και άλλα συγγενή επιστημονικά πεδία.
Η ενότητα αυτή περιλαμβάνει δημοσιεύσεις βιβλίων, πρακτικών από συνέδρια, κεφαλαίων και άρθρων που έχουν δημοσιευτεί στην Ελλάδα κατά το τρέχον και το προηγούμενο χρονολογικό έτος. Περιλαμβάνονται κείμενα γραμμένα στην ελληνική γλώσσα, καθώς επίσης και αγγλικά κείμενα τα οποία έχουν δημοσιευτεί σε ελληνικές πηγές (όπως ελληνικά βιβλία, πρακτικά και περιοδικά).
Η ενότητα αυτή δημοσιεύεται στον πρώτο αριθμό κάθε τεύχους του περιοδικού. Συγγραφείς, ερευνητές και άλλοι ενδιαφερόμενοι είναι ευπρόσδεκτοι να στείλουν στον Αρχισυντάκτη ([email protected]) σχετικές παραπομπές δημοσιεύσεων ώστε να συμπεριληφθούν στο επόμενο εαρινό τεύχος του περιοδικού.The section New Publications in Greece aims to raise the readership’s awareness of the current Greek literature regarding music therapy, special music education and other related fields.
This section includes publications of books, conference proceedings, chapters and articles that have been published in Greece during the current and previous calendar year. It includes texts written in Greek language, as well as English texts which have been published in Greek sources (e.g., Greek books, proceedings and journals).
This section is published in the first issue of each volume of the journal. Authors, researchers and any interested parties are welcome to send relevant references to publications to the Editorin-Chief ([email protected]) so that they can be included in the next journal’s Spring issue
‘What Sound Can You Make?’ A Case Study of a Music Therapy Group for Children with Autism, Learning Disabilities and Challenging Behaviours
Get PDFΙστορικώς, τα παιδιά με αυτισμό λαμβάνουν ατομικές μουσικοθεραπευτικές συνεδρίες. Ωστόσο, μπορούν να επωφεληθούν και από εργασία σε μικρές ομάδες, στις οποίες μπορούν να μοιράζονται κοινές μουσικές εμπειρίες. Η παρούσα μελέτη περίπτωσης περιγράφει ένα πρακτικό παράδειγμα μιας ομάδας παιδιών με αυτισμό, τα οποία έχουν επίσης μαθησιακές δυσκολίες και προβλήματα συμπεριφοράς, συνδυάζοντας την ψυχοδυναμική μουσικοθεραπεία με μια συμπεριφορική προσέγγιση (TEACCH). Από τη μία πλευρά, η θεραπευτική μου στάση είναι επηρεασμένη από ψυχαναλυτικές θεωρίες οι οποίες στηρίζονται στην κατανόηση ότι η μουσική μπορεί να αναδημιουργεί αλληλεπιδράσεις σαν αυτές που αναπτύσσονται μεταξύ μητέρας και βρέφους καθώς και σε περιβάλλοντα τα οποία είναι ασφαλή. Από την άλλη πλευρά, το TEACCH είναι ένα συμπεριφορικό σύστημα τα οποίο εφαρμόζεται σε σχολεία όπου χρησιμοποιούνται στρατηγικές και τεχνικές για την προσαρμοργή του περιβάλοντος και την υποστήριξη της μάθησης και της εξέλιξης των παιδιών με αυτισμό. Αυτό το σύστημα χρησιμοποιεί φωτογραφίες και την οπτική επικοινωνία για να υποστηρίξει τα παιδιά στην κατανόηση του περιβάλλοντός τους και στηρίζεται σε προγράμματα και ρουτίνες για την υποστήριξη της μάθησης των παιδιών. Η μελέτη περίπτωσης περιγράφει το πώς η ομαδική μουσικοθεραπεία προσφέρει στα παιδιά ευκαιρίες για κοινωνική αλληλεπίδραση, αναπτύσσοντας έτσι δεξιότητες επικοινωνίας και κοινωνικής αλληλεπίδρασης.Children with autism have historically received individual music therapy sessions; however they can also benefit from small group work where they can have a shared musical experience. This case study describes a practical example of a group for children with autism who also have learning disabilities and challenging behaviour, combining psychodynamic music therapy with a behavioural approach (TEACCH). On one hand my therapeutic stance is influenced by psychoanalytic writings that draw on the understanding that music can re-create mother-infant interactions and holding and containing environments. On the other hand, TEACCH is a behavioural system employed by schools in which strategies and techniques are used to adapt the environment and enable children with autism to learn and develop. This system uses photographs and visual communication to aid children in understanding their environment and depends on schedules and routines to help children learn. The case study describes how the music therapy group provides an opportunity for the children to interact socially, further developing their communication and social interaction skills