Proceedings, Oxford, UK (2002) - World Federation of Music Therapy

seemed that the role of music within this group was to help turn ‘frozen
emotions … into dynamic forms that live in time’ (ibid.:8). This is
illustrated in the following extract.
From this figure, you will notice the prominence of the drum and cymbal
and also the dip in the music. Before the improvisation the group had
been reminded that there were two sessions left. The ending sessions
seemed to be come as a surprise to the children and there was a sense that
time was running out. The music sounded quite chaotic, with an
underlying feeling that there was a ‘battle’ amongst themselves,
to find space to be heard. The drum and cymbal played a repetitive
rhythmic pattern, which seemed to block out other group member’s
music. Moments before the music ‘dipped’ to the solo keyboard (played
by the therapist) a child had started crying. The volunteer comforted her
and it seemed the group faced the uncomfortable decision, not knowing
whether to continue playing or not. The music re-started when child ‘A’
returned to playing the drum and cymbal. The child who was crying did
not play but was able to stay in the group. When the music stopped the
children reflected how they felt; ‘I couldn’t stop. Every time I tried to go
over it was like a shield was blocking me’ said J, which his music had
clearly demonstrated. His thoughts of a ‘shield’ seem to depict some
form of protection, perhaps he had set himself limits with what he could
cope with. Other children also reflected physical sensations, which could
relate to the experience of physical manifestations of bereavement,
‘I didn’t feel good,’
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