Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

which become more and more ridiculous. This playfulness seems to liberate him and
it also puts us on an equal footing. This is demonstrated by William’s delight when I
don’t manage to hit the glockenspiel. He is so involved and can’t stop laughing that
he has to stop playing the kazoo to yell: “You missed!”
4.4.1.4 Improvisation with a theme (DVD clip 5)
The build-up to an improvisation, including talking, choosing and setting up the
instruments, can be significant. Discussion after an improvisation is an equally
important part of the process: it can often expose how a student is feeling or what has
been thought about. It is noticeable that students tend to talk more after we have
shared an improvisation, which suggests that the student’s experience of being heard
and responded to, instils a trust that the therapist will listen to their words.
The fifth video example (4.4.1.4) shows Kyle, 12, improvising on a theme he has
chosen. At the start of the session Kyle had talked about his lack of sleep and the bad
dreams that he was having. We chatted about the impact his tiredness was having on
his school work and how he was feeling before he decided to create a piece called
‘creepy music’. He planned carefully which instruments would be used to make
frightening sounds and how each of us should play. He directed me during the piece
which lasted about ten minutes and had a clear structure, dynamic variation and
persistent and unsettling rhythm.
4.4.1.5 Free improvisation (DVD clip 6)
This final section highlights the use of improvisation which occurs without any
apparent planning or discussion. In the sixth video example (4.4.1.5) Tom, 14, is
playing the piano and I join him on the keyboard. There was hardly any verbal
communication between us from the moment he entered the room and no eye contact
was made while we played. In his sessions, Tom usually went straight to the piano or
picked up a guitar without saying very much but would indicate by facial expression
that I could play too. His playing, which usually lasted for a whole session, was often
! )%!