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 method is 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…)

RESEARCH

In collaboration with Creative Futures and the University College London

Sounding out – music for deaf students

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.

At the end of the second school year, Sounding Out students participated at the Wandsworth Music Festival at the Royal Festival Hall, with a performance in collaboration with the theatre group and the set design group of their school.

Every year blog articles are published on Youth Music.

http://network.youthmusic.org.uk/posts/movement-and-gesture-multi-sensory-approach-music-making-hearing-impaired-pupils

At the end of the research, a toolkit for teachers and educators working with deaf children will be released on Creative Futures website, with tips, activities and videos describing the research,  written by Tiziana Pozzo and Dr Kathrine Mason.

 

Sounding out - visualising sounds
From the BLOG Notes of life 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  (Dt Kathrine Mason e Dt Alice Bowmer) 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.

In 2018 Music and Cognition research group was born formed by Alice, Kathrine and Tiziana.

IMG_1034
From the Blog Notes of Life The research project regarding how music helps the development of the executive functions is continuing, with the researchers of UCL and Harvard University.
As part of the research, UCL asked me to conduct the sessions without speaking and audible direction. Working with 3-4 years old children in a completely free 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.
The children were really engaged by the music, movement and body language.
To lead the sessions with no use of language, I need to use my whole body, my facial expressions and the voice, plus a good amount of creativity and imagination. “Flexibility” is the word that describes my teaching approach. I 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 my previous plans, basing my choices on the children’s needs.
This kind of sessions is a big learning for me: it requires me to be present at 100%, to think quickly, to improvise. In the meantime, I need to feel relaxed. This is actually the most important point: I cannot make music and teach if I’m not feeling fine because music for me is energy, relaxation, rhythm, flow and they comes just with a sense of positivity and wellness. Tiziana

 


MUSIC THERAPY

Music and autism 

During the sessions, the children are stimulated musically through song, movement, body percussion and the use of musical instruments. There is a creative and positive atmosphere which provides an encouraging environment for the children to participate in the sessions. It leaves space for their responses using music, the motor functions or language.

The programme has these objectives:35459915_1774092275972346_6299976802798403584_n

  • development of verbal and non-verbal communication;
  • attention, concentration and memory
  • development of body image and psychomotricity (gross motor skills and fine motor skills)
  • flexibility and adapting to change
  • coordination of the motor functions
  • sharing experiences, attention to the group, self-control
  • imitation and timing

Music for elderly people

The project is dedicated to the elderly who are affected by motor neurone disease.

The sessions use song, movement and body percussion to stimulate the executive functions (working memory, attention and concentration).20992836_10155731170673216_7671264493775824046_n

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 on playful musical games, rhythm and intrapersonal/interpersonal work.