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

answer to the question "Who am l?" and brings with it
the need to go on to other and different part-answers.
(p.41)
In parallel fashion, young children engage in a similar
creative process of self-discovery. As Maslow (1959)
says:
Almost any child can perceive more freely without a
priori expectations about what ought to be there or what
must be there or what has always been there. And
almost any child can compose a song or a poem or a
dance or a painting or a play or a game on the spur of
the moment, without planning or previous intent. (p.86)
The implications of these natural therapeutic uses of
music for the clinical setting will be discussed. Questions
531
related to the role of the provision for creative/healing
use of music within the therapeutic context and its
impact on the developmental and environmental
prerequisites for the natural use of music will be
addressed.
REFERENCES
Byrne, J.M. & Horowitz, F.D. (1981). Rocking as a
soothing inter- vention: The influence of direction and
type of movement. Infant Behavior and Development , 4,
207-218.
Copland, A. (1952). Music and imagination . Cambridge,
Mass.: Harvard University Press.
Fleshman, B. & Fryrear, J.L. (1981). The arts in therapy .
Chicago: Nelson Hall.
Fromm, Erich. (1959). The creative attitude. In H.H.
Anderson (Ed.), Creativity and its cultivation (pp. 44-54).