Erasmus+ Kaasava hariduse projekt. 16.-20.02.2016 London

2. Is music education really for everyone?

3. What is the difference between Music
Therapy and Music Education?
 Music Therapy is the clinical and evidence based use of music interventions to
accomplish individual goals within a therapeutic relationship by a credentialed
professional who has completed an approved music therapy programme. Music
Therapy is an established health profession in which music is used within a
therapeutic relationship to address physical, emotional, cognitive, and social
needs of individuals......treatment includes creating, singing, moving to and or
listening to music. ( AMTA)
 Music Education is a field of study associated with the teaching and learning of
music. It touches on all domains of learning, including the psychomotor
domain( skills) , the cognitive domain, ( knowledge), and in particular and
significant ways, the affective domain, including music appreciation and
sensitivity. The incorporation of music training from preschool to post
secondary education is common in most nations because involvement in music
is considered a fundamental component of human culture and behaviour.
Music like language is an accomplishment that distinguishes us as humans.
(Jean Lee)

4. What are the healing benefits of music?

5. Activities which special needs students and PMLD
kids might be able to access and benefit from.....
 Have them respond to simple musical changes e.g. loud/soft, fast/slow, stop/start etc
(with or without them using instruments)
 Set up patterns and grooves with the help of TA using boomwackers, tambourines, bells
for instance.
 Responding to recorded grooves with different timbres and rhythmic feel.
 Let them join in as much as possible with nursery rhymes and well known songs.
 Use some music with visual clues ( like Shake a little Shaker)
 Use a variety of music. Calm music - classical music as well as music from their culture,
as well as upbeat styles which demand a response like Soukous, or Brasillian grooves
which lend themselves to the use of shakers.
 Movement tracks and simple dance moves, even for the children in wheelchairs.
 With the SEN children a lot of work with basic coordination (L+R) and taking it in turns
etc.
 Letting them follow a piano improvisation, where the changes in rhythm and dynamics
and mood are made clear.

6. Sounds of Intent
soundsofintent.org
 From around a thousand observations this website has
been developed mapping six phases of musical
development.
 1) Before we learn to recognise sounds
 2) Becoming aware of sound and silence
 3) Discerning simple patterns
 4) Understanding chunks or motifs
 5) Putting chunks together
 6)Musical communication and meaning