23.7. 1993 Vitoria-Gasteiz / Spain - World Federation of Music Therapy

alanced way between rationality and emotionality. I
have experienced developments within these steps as
very important tools for the professional music therapy
work. It gives the student a better grounding and a good
basis for the integration of spiritual elements in their
practice.
In the beginning of this lecture I mentioned that many
other skills are taught parallel to Self experience training
- like developing a personal musical improvisational
language, sensitivity and - most improtant - that the
students experience the power of music as a tool for
focused work with psychical ressources and readyness.
Finally I want to play another example from my former
individual work with students. I don't do individual work
any more other music therapists specially trained for
this work have taken over. It is too hard and complicated
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to mix up roles like being director of the training and
individual TMT at the same time. I still train performance
and didactics and supervision for practice with the
students in the third and fourth year.
Example 2.
These two pieces of music show a student's struggle
with different personality parts. Two main parts were
chosen and given the names of
- the innocent and polite child
- the demon
In the first piece of music the student plays in a
wellknown way, where the "child part" is expressed in
the upper part of the piano and 'the demon' in the lower
part. This special day the student goes further, inspired