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Presentation "Cochlear Implants and music" by Professor Kate Gfeller (University of Iowa)

Presentation "Cochlear Implants and music" by Professor Kate Gfeller (University of Iowa)

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  • My name is Kate Gfeller, and I’m going to talk briefly about therapeutic uses of music for preschool children who use cochlear implants.
  • Before I begin, I would like acknowledge my research assistants who helped me preparing portions of this presentation. I also want to acknowledge the National Institutes of Health, who provide invaluable financial support for my research.
  • Let me tell you a little bit about myself. I am on the faculty at the University of Iowa, which is in the state of Iowa in the United States. By car, we are about 4 hours west of the city of Chicago.
  • I teach and do research in several academic units at the University. I teach music therapy courses in the School of Music. I am on the faculty in the Department of Communication Sciences and Disorders. This is the oldest department of its kind in the United States. Here is a picture of the wing of the University of Iowa Hospitals and Clinics, where I do research and clinical work. The University of Iowa Hospitals and Clinics are the largest teaching hospital in the United States. In Otolaryngology, I do research and provide clinical services for people with hearing losses, especially those who use cochlear implants. We serve approximately 460 adults and children who use cochlear implants as well as provide support for people with hearing losses who use conventional hearing aids.
  • This topic is complex and includes many aspects. In the brief time that we have today, I will introduce a few ideas. 1. Why music is a useful tool in therapy for children who use cochlear implants 2. Some basics about music and cochlear implants 3. Some typical goal areas for music therapy 4. Some practical tips for selecting instruments and songs 5. A few ideas about music in the home
  • Sometime, people wonder why music is a good therapy tool for children who have hearing losses. There are many reasons: When playing rhythm instruments, children can use tactile and visual cues to make sense of the sounds. For example, when playing drums or shaking maracas, a child can often feel the rhythmic pulse and also see how the sound is produced, to an even greater extent than in spoken communication.
  • Favorite childhood songs can easily be paired with linguistic information. Favorite songs of childhood often include vocabulary words that children should be learning about. In the US, we have many children’s songs about colors, numbers, animals, seasons. The songs are often include many repetitions that reinforce words and concepts. In addition, as we make music together, the child is required to follow directions, take turns, make requests, and share thoughts and feelings.
  • Music is a natural part of early childhood. It provides a motivating and enjoyable medium for therapy.

Gfeller presentation sample v01 Gfeller presentation sample v01 Presentation Transcript

  • Music Therapy for Young Children (ages 2-4) with Cochlear Implants Музыкальная терапия в обучении детей с кохлеарными имплантатами возрастом 2-4 года Kate Gfeller, Ph.D., F. Wendell Miller Professor School of Music; Department of Communication Sciences and Disorders, Iowa Cochlear Implant Clinical Research Center, Otolaryngology—Head and Neck Surgery, The University of Iowa, USA Доктор Кейт Гфеллер Профессор, стипендиат программы Ф. Венделла Миллера Школа музыки; Факультет исследования нарушений коммуникации, Центр клинических исследований кохлеарных имплантатов Айовы, отделение отоларингологии и хирургии головы и шеи, Университет Айовы, США. © Copyright K. Gfeller, The University of Iowa
  • Acknowledgements Благодарности
    • Virginia Driscoll, MT-BC
    • Meganne Masko, BM
    • Carol Olszewski, MA, MT-BC
    • This program was supported by research grant 2 P50 DC00242 from the National Institutes on Deafness and Other Communication Disorders, National Institutes of Health; grant RR00059 from the General Clinical Research Centers Program, Division of Research Resources, National Institutes of Health; the Lions Clubs International Foundation; and the Iowa Lions Foundation.
    • Вирджиния Дрисколл, дипломированный музыкальный терапевт
    • Меганн Маско, бакалавр музыкальных наук
    • Кэрол Ольжевски, магистр м.н., дипломированный музыкальный терапевт
    • Эта программа осуществлялась при поддержке исследовательского гранта 2 P50 DC00242 от Национальных институтов глухоты и других коммуникационных расстройств, Национальных институтов здравоохранения; гранта RR00059 от Программы центров общих клинических исследований, отделение ресурсов исследования при Национальных институтах здравоохранения; от международного фонда Lions Clubs и фонда Iowa Lions.
  • Chicago Чикаго Iowa University Университет Айовы
  •  
  • This presentation will cover В этой презентации я расскажу о:
    • Music as a therapeutic tool
    • Музыке как терапевтическом средстве
    • Music and cochlear implants
    • Особенностях музыкального восприятия с кохлеарными имплантатами
    • Typical goals areas for music therapy
    • Основных целях музыкальной терапии
    • Selecting appropriate music
    • О том, как подобрать правильную музыку
    • Integrating music into the home environment
    • О том, как интегрировать музыку в повседневную жизнь
  • Why use music with implanted children? Зачем использовать музыку при работе с детьми с КИ?
    • Music has tactile and visual components.
    • Музыка содержит тактильные и визуальные компоненты
    • Song lyrics present vocabulary, syntax
    • В словах песни присутствует словарный запас и синтаксические структуры
    • Music activities often promote verbal communication:
      • Following directions
      • Taking turns
      • Making requests
      • Sharing thoughts, feelings
    • В рамках музыкальных занятий поощряется вербальная коммуникация
      • Выполнение указаний преподавателя
      • Работа по очереди
      • Формулирование просьб
      • Обмен мыслями и ощущениями
    Music is often paired with linguistic information Музыкальная информация часто бывает связана с языковой
    • Music is a natural part of early childhood
    • Музыка – это естественный компонент раннего развития ребенка
    • Music can provide a motivating, enjoyable medium for therapy
    • Музыка – лечение, приносящее удовольствие и создающее позитивную мотивацию