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Welcome to Approaches: Music Therapy & Special Music Education
Full text linkWelcome to the inaugural issue of Approaches: Music Therapy & Special Music Education!
Approaches is the first peer-reviewed journal in Greece which is dedicated to the fields of Music Therapy and Special Music Education. It is a biannual electronic publication (spring and autumn) and it is accessible free of charge.
Approaches is an affiliate partner with the Greek Association of Primary Music Education Teachers (GAPMET), but it maintains independence of direction and activity.
Vision of Approaches is its contribution to the development and advance of scientific dialogue, the fertile connection of theory and practice, as well as the reliable public update through the publication of articles, research, interviews, as well as announcements in relation to the fields of Music Therapy and Special Music Education.
The creation of the journal aspires to contribute to the continuous development and advance of these two fields. The choice to develop both fields in parallel – instead of one of them- is based on the rational that Music Therapy and Special Music Education are different, but related fields. In this way, both their correct differentiation and the fertile dialogue between them can contribute to their mutual development. Additionally, the parallel development of these two fields reflects the contemporary challenges for close cooperation between music therapists and music teachers which belong to the broader music, social, political, financial and cultural framework (Ruud 2000; Stige 2001). This also coincides with the recent political and legislative circumstances in Greece, where the recognition of Music Therapy as a profession happened through the voting of the recent Special Education law (No. 3699, Official Journal of the Hellenic Republic. A 199/02.10.2008, Article 19) which defines also the employment of music therapists in special education settings. Music Therapy as a profession in Greece is connected henceforth historically and politically with the developments in Special Education (for more details, see Tsiris 2009).
Having in mind the above, a main element of the philosophy of Approaches is the respect of pluralism in the practices and theoretical perspectives within our professions and disciplines. Therefore, it aims at providing space for multivoiced dialogues and transdisciplinary collaborations that celebrate our diversity. From this perspective, the journal encourages the exploration of ‘grey’ areas, ‘border zones’ (Ansdell & Pavlicevic 2008) and emerging cultures within our professions, as we consider our differences as fertile points for dialogue and research. In these terms, we consider that the word ‘approaches’ suits appropriately the vision and philosophy of this new journal.
Approaches also tries to respond appropriately to the contemporary needs and challenges for international communication and partnerships. For this reason, it is published electronically, it is accessible free of charge, and has two official languages: Greek and English. In this way, Approaches holds the potential to become an international venue for communication among music therapy and special music education communities.
Stressing the importance of developing international partnerships, but also giving a personal greeting to Approaches for its beginning, we start this inaugural issue with welcome letters from seven colleagues from abroad who have contributed to the development of the Music Therapy and/or Special Music Education communities in Greece in various ways. These colleagues are in alphabetical order: Leslie Bunt (UK), Harald Goll (Germany), Nigel Hartley (UK), Jackie Robarts (UK), Brynjulf Stige (Norway), Alan Turry (USA) and Tony Wigram (Denmark).
The articles that follow in this first issue reflect the plurality and diversity that is embraced and cultivated in Approaches. In the first article, Henry Dunn explores the nature of the client-therapist relationship in music therapy and raises various points with regards to the personal journeys that we undertake as therapists while we travel together with our clients. This exploration takes place through the presentation of a case study and with reference to Jungian psychology and the concept of the wounded healer.
In the following article Lucia Kessler-Kakoulidi presents the Dalcroze method and its application to children and adolescents with special needs. In this framework, she attempts to define the Dalcroze method and explore its relation with Music Therapy and Music Education. Therefore, she explores the differences and similarities between these fields – a debate that we hope will continue to the journal.
A similar exploration is continued by Metaxia Pavlakou, but this time with the focus on the nonclinical use of music in the wider spectrum of the relation between music and health. In this way, she leads us through the findings of her research which explored the possible benefits of participation in group singing for people with eating disorders in a non-clinical context.
Finally, Dimitra Koniari presents a theoretical paper where she studies the musical features of people with Williams Syndrome from a neurophysiological and neuro-educational point of view. In this way, she brings to the forefront the significance of neurology and cognitive sciences in providing us with greater understanding of the psycho-somatic conditions of the people that we work with as music therapists or teachers.
All articles are published in the original language that each author submitted them in. In the end of the journal however, you will find their abstracts translated into Greek or English accordingly.
Closing this editorial it is important to stress that the creation and publication of Approaches is the harvest of a collective effort. For this reason, I want to express my heartfelt thanks to the editorial team of Approaches for their contribution to the editing process of the articles, to the administrative panel of GAPMET for their continuous financial and technical support throughout the creation of Approaches, as well as the team of e-learning of GAPMET (http://e-learning.primarymusic.gr) for their useful ideas and technical support wherever this was needed.
We hope you will participate and contribute to this collective effort and vision of Approaches by being an active reader of the journal, submitting your own article for publication and by sharing your own ideas and thoughts with us.
Once again, welcome to Approaches!
References Ansdell, G. & Pavlicevic, M. (2008). Responding to the challenge: Between boundaries and borders. British Journal of Music Therapy, 22 (2): 73-76.
Ruud, E. (2000). “New musicology”, music education and music therapy. Nordic Journal of Music Therapy. Retrieved 22 January 2009, from http://www.njmt.no/artikkelruudnewmusic.html#top
Stige, B. (2001). Dancing interfaces. Response to Even Ruud’s paper ‘“New musicology”, music education and music therapy’. Nordic Journal of Music Therapy. Retrieved 22 January 2009, from http://www.njmt.no/artikkelstigedancinginterfaces.html#top
Tsiris, G. (2009). Approaches: The first journal for Music Therapy and Special Music Education in Greece. In the proceedings of the 3rd International Conference of GAPMET “Teaching material and its contribution to educational practice: From theory to application in Music Education” (pp. 125-130), 8-10 May 2009, Athens, Greece
Welcome Letters
Full text linkΗ παρούσα ενότητα αποτελεί συνέχεια των χαιρετιστήριων επιστολών οι οποίες δηµοσιεύτηκαν στο πρώτο τεύχος του Approaches (τεύχος 1, αριθµός 1), και µε αυτόν τον τρόπο ολοκληρώνεται ο προσωπικός χαιρετισµός και εορτασµός του ξεκινήµατος του περιοδικού. Προσκαλέσαµε διάφορους συναδέλφους από το εξωτερικό να γράψουν µία χαιρετιστήρια επιστολή όπου θα µπορούσαν να µοιραστούν τις σκέψεις, τις ευχές και τα όνειρά τους σχετικά µε την εξέλιξη της Μουσικοθεραπείας και της Ειδικής Μουσικής Παιδαγωγικής στην Ελλάδα, καθώς και τον εν δυνάµει ρόλο του Approaches σε αυτήν την εξέλιξη. Κάθε ένας από αυτούς τους συναδέλφους έχει έρθει σε επαφή, µε ποικίλους τρόπους, µε τις ελληνικές κοινότητες της Μουσικοθεραπείας ή/και της Ειδικής Μουσικής Παιδαγωγικής και έχει συµβάλει ενεργά στην ανάπτυξη αυτών. Σε αυτό το τεύχος παρουσιάζουµε µε χαρά επιστολές από τους εξής συναδέλφους: Merete Birkebaek (Γερµανία), Lori Custodero (ΗΠΑ), Isabelle Frohne-Hagemann (Γερµανία), Alison Levinge (Ηνωµένο Βασίλειο), Eleanor Richards (Ηνωµένο Βασίλειο) και Kay Sobey (Ηνωµένο Βασίλειο). Ολοκληρώνοντας αυτήν την ενότητα, θα ήθελα να ευχαριστήσω για µία ακόµη φορά όσους συναδέλφους ανταποκρίθηκαν στην πρόσκλησή µας, αποστέλνοντας µε προθυµία τη δική τους χαιρετιστήρια επιστολή προς το Approaches. Θα ήθελα επίσης να εκφράσω την ευγνωµοσύνη µας προς όλους εκείνους τους συναδέλφους από το εξωτερικό, τα ονόµατα των οποίων πιθανόν να µην συµπεριλαµβάνονται εδώ, αλλά οι οποίοι µέσα από το έργο τους έχουν συµβάλει, ο καθένας µε το δικό του µοναδικό τρόπο, στην ανάπτυξη της Μουσικοθεραπείας ή/και της Ειδικής Μουσικής Παιδαγωγικής στην Ελλάδα.This section is a continuum of the welcome letters which were published in the first issue of Approaches (volume 1, issue 1), and in this way the personal greeting and celebration of the journal’s beginning is completed. We invited various colleagues from abroad to write a welcome letter where they could share their thoughts, wishes and dreams with regard to the development of Music Therapy and Special Music Education in Greece, as well as the potential role of Approaches in this development. Each of these colleagues has been, in various ways, in contact with the Greek Music Therapy and/or Special Music Education communities and has actively contributed to their development. In this issue we are delighted to include letters from the following colleagues: Merete Birkebaek (Germany), Lori Custodero (USA), Isabelle FrohneHagemann (Germany), Alison Levinge (UK), Eleanor Richards (UK) και Kay Sobey (UK). Concluding this section, I would like to thank once more all the colleagues who responded to our invitation, by willingly sending their own welcome letter to Approaches. I would also like to express our appreciation to all colleagues from abroad, whose names may not be included here, but who have contributed through their work, each of them in their unique way, to the development of Music Therapy and / or Special Music Education in Greece.  
Musical Features of People with Williams Syndrome
No full textΤα άτομα με σύνδρομο Williams (ΣW) συχνά εκφράζουν ιδιαίτερο ενδιαφέρον για τη μουσική, κυρίως τη μουσική ακρόαση και τη μουσική δημιουργία (έκφραση και αυτοσχεδιασμό). Μπορεί να εμφανίσουν απόλυτη ακοή και να αναπτύξουν μία ιδιαίτερη εκφραστική και συναισθηματική σχέση με τη μουσική. Η εκμάθηση, όμως, ανάγνωσης παρτιτούρας και η αναλυτική επεξεργασία δομικών στοιχείων της μουσικής είναι λειτουργίες στις οποίες παρουσιάζουν δυσκολίες. Σύγχρονες νευρο-απεικονιστικές μελέτες επιχειρούν να προσεγγίσουν τις δομικές και λειτουργικές ιδιαιτερότητες του εγκεφάλου των ατόμων με ΣW κατά την επεξεργασία της μουσικής πληροφορίας. Σε αυτό το άρθρο παρουσιάζονται (α) οι γνωστικές και νευρο-βιολογικές ιδιαιτερότητες των ατόμων με ΣW στη σχέση τους με τη μουσική και (β) ο ρόλος που μπορεί να διαδραματίσει στη γενικότερη εκπαίδευσή τους η ανάπτυξη μίας εκπαιδευτικής προσέγγισης η οποία θα στοχεύει στην ξεδίπλωση και χρήση πτυχών των ιδιαίτερων μουσικών τους ικανοτήτων.People with Williams Syndrome (WS) often express a special interest in music, particularly in music listening and creation (expression and improvisation). They may present absolute pitch and develop a special expressive and emotional relation with music. However, their ability to learn to read music notation and their ability to process analytically the structural elements of music show a significant deficit. Recent neuro-anatomical and neuro-physiological studies attempt to approach the structural and functional features of the brain of people with WS during the processing of musical information. In this paper the following are presented: (a) the cognitive and neuro-biological features of people with WS with regards to their relationship with music and (b) the potential role of the development of an educational approach that focuses on the development and use of the special musical abilities of the people with WS in the framework of their general education