It was in that moment that I thought, "I wish I could walk too! I'll stay in a corner and wait." Instead, I immediately heard, “Come here with us. If you want, we can carry you." That's how I found myself in the middle of the circle!
Flexibility is a good word to describe music therapy. Improvisation is another good word. Unpredictability another one. Today I run a session with H., my 3 years old autistic patient. Today he needed the mum inside the room. This was not in my plans but I knew it could happen due to his young age.... Continue Reading →
"Our data suggest that the Sounding Out programme has been a success musically, with clear evidence of virtually all pupils achieving more advanced musical behaviours as their academic year progressed. This is very commendable and provides a solid evidential foundation from which to argue that all deaf pupils should have access to appropriate music education provision, whether in Primary or Secondary schools to support learning in and through music."
(Professor Graham Welch & Dr Jo Saunders, UCL Institute of Education, 2018)
A simple conversation in which everyone says the name of a favourite food, during the last week became a multimodal and intermodal musical game, between sign language and body percussion rhythm.
Quando è stanco, come oggi, non c'è possibilità di interagire con lui attraverso il linguaggio. Nemmeno lo sguardo è più presente. Quando è stanco come oggi mi sembra di non conoscerlo, di non aver mai lavorato con lui e di aver perso tutti i progressi fatti insieme. Devo immediatamente cambiare modalità di comunicazione e l'unico linguaggio che ci connette è quello sonoro.
During the training we suggested different ideas and music activities, combining the visual aspects of the sound and music with the images of the brainwaves analysed with the EEG NeuroSky.
We all felt connected by the warmth of this short tune, repeated again and again until I put the guitar on the floor and the children gently started exploring it.
We can say that music moves the child even before the child knows it. Children move unconsciously, in a space that is specially created for their freedom to experiment.
In a non-verbal context such as a music lesson that follows the Gordon's MLT principles, body language becomes very important. Every glance, small movement or smile becomes a way of communicating with the children. As we sing the songs, we observe the children and their parents, trying to capture their mood and their needs. Children... Continue Reading →
In the last weeks, Marta Noè and I have worked hard to prepare this training opportunity and we hope you'll find it interesting!
Our new paper is out today, investigating the impact of a musical intervention on preschool children’s executive function! Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition... Continue Reading →
The year 2019 will arrive with a great new project dedicated to music practitioners working in early years music! After almost 10 years teaching accordingly to the Gordon's Music Learning Theory between Italy, Spain and UK I'm proud to announce the opening of the Gordon UK - Music Research Institute in London! Gordon UK is born from... Continue Reading →
I've been told many times about my bad stage presence but the more the people was telling me about it, the more I was getting worried. The efforts I put trying to use my body actively didn't get any success. Then something new happened to me.
Carrying my trumpets/boomwhakers with me - and my sleeping face - for the rehearsal with the kids! 😂 As part of the project Sounding Out - Music with deaf students for Creative Futures, Julia and me proposed the children to get inspired from some paintings housed in the British Museum to compose two musical pieces.... Continue Reading →