Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

a free-flowing stream of expression which felt particularly significant because he
could not stay on any task for long.
I sometimes reflected back to Tom my experience of the improvisation and at other
times, waited and only responded if Tom made a comment first. Over the course of
20 sessions, Tom became able to reflect more on the mood of a piece that he had
played and started to connect it to how he was feeling. This translation of mood and
being able to acknowledge it signified a huge step forward. Tom was not usually able
to reflect on his behaviour in school but, as he began to understand his feelings and
express them he was able to make a connection between what he was expressing
musically and what he needed to be able to express verbally.
4.4.2 “That’s sick, bruv, listen!” Using pre-recorded music
For many students, the idea of making something up can feel far too random and
precarious so a lot of students choose to use pre-recorded music in their sessions. I
encourage them to bring their own music, particularly at the start if I feel that they are
slightly wary of playing instruments. The ‘headphone generation’ as described by
Ruud (1998), able to listen to more music and music on the move with the invention
of the Walkman in 1980, can now access their music everywhere using iPods and
MP3 players, playstations and mobile phones. The use of electronic music
technology, including music software, electronic instruments and music-based video
games, have developed over the last ten years and become much more accessible for
use in sessions (Whitehead, Clark and Spall, 2011). Listening to the student’s choice
of music and talking together can provide a catalyst for the therapeutic relationship.
Through conversation and discussion of musical taste the therapist can facilitate
development, by understanding the student’s motivation and interest in music, as well
as offer acceptance and establish an affiliation (McFerran, 2010).
‘When we listen to music we express ourselves vicariously [which] is very
important when we have difficult feelings to express, feelings that we are
unable to shape into a suitable form, as well as feelings we reject or do not
want to own as ours. When we hear the composer or performers express their
feelings, we can identify with them and experience the release as ours as well
! )&!