MUSIC THERAPY

WHAT IS MUSIC THERAPY?

Music, voice, movement, singing and the use of musical instruments help the cognitive, psychomotor and emotional stimulation through activities related to visual-spatial ability, motor coordination and language.

Music therapy is a clinical intervention to support and help people whose lives have been affected by illness, injury, or disability.

This therapy methods are used for infancy all the way through elderly.

At Highbury Park Music you can find one-to-one or group sessions for people of all ages (autism, learning disabilities, hearing impairment, ADHD, Parkinson, Alzheimer…)

WRITE AN EMAIL TO BOOK YOUR SESSION – highburyparkmusic@gmail.com


OUR CURRENT MUSIC THERAPY RESEARCH

IN COLLABORATION WITH CREATIVE FUTURES AND THE UNIVERSITY COLLEGE LONDON

 

Sounding out – music for children with hearing impairments

“Sounding out” is a three-year research (2015-2018), funded by the National Foundation for Youth Music and managed and coordinated by the London-based charity Creative Futures, providing a weekly music and music therapy programme based on movement and the use of the voice and instruments. It is for children aged 10-12 years who are affected by hearing impairments and attend two secondary schools in London. The project is organised by Creative Future in collaboration with a research group directed by Professor Deborah Vickers of The Ear Institute and the Professor Graham Welchdal of University College London and the Institute of Education UCL.

The project proposes to investigate and evaluate the following:

  •  hearing and perception of range of sound
  • appreciation of music and musical progress
  • non-musical progress (other types of learning)

The research is based on a pre-existing programme developed during previous research conducted in a primary school in London. In this research, the results suggested that a programme of musical training that involves singing also improves aural perception as well as the perception and production of language in students with hearing impairments. Furthermore, it helps to improve their vocal capacity and communication skills by encouraging simplified access to the source of sound as well as enjoyment of the music.

When the project finishes at the end of the school year 2016-2017, Sounding out is expected to participate with the Wandsworth Music Festival in a concert at the Royal Festival Hall. This performance will be in collaboration with theatre and scenography groups from secondary schools.

 

Sounding out - visualising sounds
We’re trying to help the kids with hearing impairment to visualise music and understand through images their musical productions. In this specific situation our students are teenagers and they love to use technology, microphones and applications. So far we worked with instruments, movement, games and rhythmic cards for a while. Lately, engaging all of them became really difficult because we have a really wide level of hearing and different personalities in our room and we had to split the group in 3 to follow their needs. That was really hard for me because I’m supposed to lead the sessions and I couldn’t follow all of them. So we tried using visual and sound technology because seeing the sounds has been the best way so far to engage all of them and create music together. In this last session, some of the students sung for the first time, others grew in confidence with playing. Tiziana


Music and executive functions

Creative Futures, in consultation with a number of research colleagues both in the UK and the US, undertook a pilot research project with children aged 3-4 years in a nursery setting to explore the impact of a structured ‘music and movement’ programme (completely speechless) on executive function skills.

The sessions are lead by Tiziana Pozzo and take place at Old Oak Primary School in west London, a typical inner London school with a diverse population that includes approximately 40% of children with English as an Additional Language (EAL), 10% with Special Educational Needs (SEN) and a further 20% with speech and language developmental delay or social delay.

The research evaluation will be conducted by Professor Graham Welch from the UCL Institute of Education, London.

Read the blog

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The research project regarding how the music could help the development of the executive functions is continuing, with the help of the researchers of the UCL and the Harvard University.
As part of the research UCL asked me to conduct the sessions without speech and audible direction. Working with 3-4 years old children in a completely environment it’s really challenging.
Today I felt that something clicked in the children and in me as well. We were naturally flowing between the activities, moving from one to another with no stops, with no need to speak.
Children were really engaged by the music, the movement and the body language.
To lead the sessions with no use of language, I need to use my body, my facial expressions and the voice, plus a good amount of creativity and imagination. “Flexibility” is the word that can describe this kind of pedagogical approach: I can plan the session and its steps, but then when the group is in front of me, I need to be able to improvise and change me plans based of the needs of the children.
This kind of sessions is a big learning for me: it requires me to be present at 100%, to think quickly, to improvise and in the mean time I need to feel relaxed. This is the point: I can’t make music and teach if I’m not feeling fine because music for me is energy, relaxation, rhythm, FLOW. Tiziana

 


MUSIC THERAPY FOR ELDERLY PEOPLE

The project is coordinated by Guillermo Rozenthuler for the elderly who are affected by motor neurone disease.  The sessions run by Tiziana and Sam, use song, movement and body percussion to stimulate the executive functions (working memory, attention and concentration).  They also work to conserve or recover the sense of equilibrium and psychomotor functions (gross motor skills and fine motor skills).  This happens in an atmosphere of inclusion and collaboration which encourages positive and stimulating interactions.

The participants are led in warm-up exercises and in singing activities. These activities call back to memory songs and tracks that are known to the participants (in different languages). They also do body percussion as a group and this is based in play, rhythm and interpersonal and cooperative work.

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