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

ecame raged with anger over me or himself when
repeatedly failed to fulfil this demands, but the sheer joy
in making music kept him going. It took a long time for
him to learn to trust me. His experiences in his life
trusting people had only led him to disappointment and
even abuses, as he later on started abusing others. In
the end, is after approximately three years he managed
to perform his skills as you have just witnessed. You
have without any doubt noticed that he did not at all play
flawlessly, but he continued, in his best suit, before an
audience of over a hundred people, trusting on my
accompaniment. What we did not achieve was the other
part of the indication: adjusting your actions to your
environment, since as you must have noticed it was I
who did the ajusting part. Every experiment on that
behalf led to sheer panic because his delicate trust in
my support was then being disturbed.
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Unlike for instance drawing lessons, one does not only
work together in the same room, but also on the same
piece of work.
They have to listen to, and to react upon each other.
This can lead to difficulties.
More often than not the patients' attention is distracted
at themselfes, when in luck at my directions, and very
seldom at the other patients.
Sometimes an individual lesson is solely used for
exercises in listening and reacting.
The discovery of unexpected talent is one of the most
exhilarating aspects of teaching.
Sometimes these talents can be quiet extensive, as in
my last example; allow me to refer to this gentleman as
C. C. is a young man with foursquare judgement
concerning his environment, including himself.