Music therapy in the rehabilitation of children - World Federation of ...
Music therapy in the rehabilitation of children - World Federation of ...
Music therapy in the rehabilitation of children - World Federation of ...
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Radbruch, K. (2001) <strong>Music</strong> <strong><strong>the</strong>rapy</strong> <strong>in</strong> <strong>the</strong> <strong>rehabilitation</strong> <strong>of</strong> <strong>children</strong> with<br />
cochlear implant (CI). <strong>Music</strong> Therapy Today (onl<strong>in</strong>e), November, available at<br />
www.music<strong><strong>the</strong>rapy</strong>world.<strong>in</strong>fo<br />
to start music dialogue and communication, <strong>children</strong> need to perceive<br />
<strong>the</strong>mselves as creators <strong>of</strong> sounds and must get used to hear<strong>in</strong>g all <strong>the</strong>se<br />
different sounds <strong>of</strong> <strong>the</strong> <strong>in</strong>struments.<br />
Goals <strong>of</strong> music <strong><strong>the</strong>rapy</strong> when work<strong>in</strong>g with <strong>children</strong> with cochlear<br />
implant<br />
• For cochlea implanted <strong>children</strong> <strong>the</strong> first goal <strong>of</strong> music <strong><strong>the</strong>rapy</strong> on <strong>the</strong>ir way<br />
to <strong>the</strong> world <strong>of</strong> sounds and voices might be to awaken an <strong>in</strong>terest <strong>in</strong><br />
musical <strong>in</strong>struments and to explore <strong>the</strong> <strong>in</strong>struments as sound-<strong>in</strong>struments.<br />
I have met several <strong>children</strong>, <strong>of</strong>ten short time after <strong>the</strong> CI-implantation, who<br />
were quite <strong>in</strong>terested at <strong>the</strong> <strong>in</strong>struments – but <strong>the</strong>y were fasc<strong>in</strong>ated by all<br />
<strong>the</strong> screws <strong>of</strong> <strong>the</strong> drums, <strong>the</strong>y discovered <strong>the</strong> letters written on <strong>the</strong><br />
xylophone and arranged <strong>the</strong> same letters toge<strong>the</strong>r or <strong>the</strong>y reflected <strong>the</strong>ir<br />
faces <strong>in</strong> <strong>the</strong> metal <strong>of</strong> <strong>the</strong> trumpets. But <strong>the</strong>y were not really <strong>in</strong>terested <strong>in</strong><br />
play<strong>in</strong>g <strong>the</strong>se <strong>in</strong>struments <strong>in</strong> <strong>the</strong> way we used to do it....<br />
• If we succeed to develop an <strong>in</strong>terest at <strong>the</strong> sounds <strong>of</strong> <strong>the</strong> <strong>in</strong>struments <strong>the</strong><br />
<strong>children</strong> can discover a great variety <strong>of</strong> sounds and timbres. The high<br />
<strong>in</strong>tensity and <strong>the</strong> huge frequency <strong>of</strong> music makes <strong>the</strong> perception <strong>of</strong> music<br />
somehow easier than <strong>the</strong> perception <strong>of</strong> language; hear<strong>in</strong>g impaired<br />
people are more easily reached by musical sounds.<br />
• Follow<strong>in</strong>g this idea, a fur<strong>the</strong>r aim <strong>of</strong> music <strong><strong>the</strong>rapy</strong> is that <strong>the</strong> process <strong>of</strong><br />
learn<strong>in</strong>g to hear is supported and encouraged not only by discover<strong>in</strong>g, but<br />
also by dist<strong>in</strong>guish<strong>in</strong>g, identify<strong>in</strong>g and understand<strong>in</strong>g.<br />
Focused listen<strong>in</strong>g as a first step, focused listen<strong>in</strong>g to ano<strong>the</strong>r person as a<br />
second step are preconditions <strong>of</strong> effective mutual communication and we<br />
should not forget that <strong>the</strong> <strong>children</strong> have to make <strong>the</strong>se basic experiences<br />
after an cochlea implantation.<br />
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