| Music can be a motivating and fun way to teach | | | | through which to explore one's inner world and |
| all children and in particular children who have | | | | experiences. Often people with developmental |
| special learning needs. It is unquestionable that | | | | delays and learning disabilities such as Down's |
| through the medium of music many essential and | | | | syndrome will respond to music. The easy, |
| enabling life skills can be learned and the benefits | | | | non-challenging way in which pentatonic |
| that playing and learning music can have on a | | | | instruments can be played offers opportunities for |
| child's growth and development are immeasurable. | | | | response and expression to children and adults |
| All children have the same need to express | | | | with such developmental delays. |
| themselves and playing a musical instrument can | | | | Musical instruments in the classroom or playground |
| provide an outlet for creative and emotional | | | | offer blind or partially sighted children the |
| expression. When we think of music we don't | | | | opportunity to explore and musical sound and |
| often think of it as therapy. But it can be. | | | | awareness. Instruments, which are simple to play |
| The playing of good quality percussion instruments | | | | and enable creative experimentation and tactile |
| during music therapy sessions can be of | | | | exploration, encourage the use of motor skills, |
| inestimable value for children who have difficulties | | | | thus developing coordination whilst stimulating the |
| in hearing, seeing, moving, thinking or responding; | | | | imagination. |
| each can experience the music in their own unique | | | | Music is a tool that is used in pain management |
| way. The music is not the goal of music therapy. | | | | and healing for children undergoing medical |
| Cognitive stimulation, self-expression, | | | | procedures and as a comfort for those who have |
| self-awareness, or increased motor movements | | | | suffered a traumatic experience. Music can be a |
| are some of the goals that music therapy can | | | | powerful distraction, turning the patient's attention |
| focus on and the music itself is simply a tool to | | | | away from pain and promoting relaxation as well |
| achieve these goals. | | | | as to help ward off depression, promote |
| Listening to music for enjoyment is very beneficial | | | | movement and ease muscle tension. |
| but active participation is even better. For children | | | | The use of music in group therapy has long been |
| and adolescents with cerebral palsy, playing music | | | | advocated and practiced in the music therapy |
| may be an effective way to stimulate speech | | | | profession, in addition to the purely musical |
| development and communication skills, express | | | | benefits, playing in an ensemble is useful for |
| emotions, develop a sense of rhythm and provide | | | | working on concepts such as cooperation with |
| opportunity for physical, cognitive and motor | | | | others, coordination, and a sense of |
| development whilst creating an environment for | | | | accomplishment. Making music and singing songs |
| socialisation and fun. | | | | together in a group can build a harmonious |
| Every child can be helped to learn to enjoy and to | | | | cooperative spirit of support and encouragement |
| become involved in music to some degree and | | | | for everyone. Children who experience severe |
| instruments tuned to a harmonic pentatonic scale | | | | obstacles in forming relationships with other |
| which produce a soothing sound straightaway, | | | | children, adults and their environment can achieve |
| makes playing them an instantly gratifying | | | | security and joy in making music. Music making |
| experience. | | | | involves many of the fundamental elements of |
| Playing music and music therapy has proven to be | | | | social interaction; turn taking, listening and |
| a very effective method in dealing with autism | | | | responding to another person can all be |
| and aspergers syndrome. Most children diagnosed | | | | augmented in music therapy. |
| with Autism or Asperger's lack the social skills | | | | To see, hear and play musical instruments at |
| that enable them to participate fully in play and | | | | school or in community programs is an important |
| other social situations. Interestingly, many children | | | | cultural experience for every child. While music |
| with autism show a heightened interest in music. | | | | therapy is an important discipline, you can also |
| While they may be unable to easily communicate | | | | achieve benefits from making music on your own. |
| verbally with others, music is an avenue for many | | | | Successful projects include sensory or music |
| autistic people to express themselves and | | | | gardens where musical instruments have been |
| communicate in a non-verbal, non-threatening | | | | installed outdoors, making them accessible at |
| manner. Playing music puts the individual at ease, | | | | break times as well as for use with the curriculum. |
| allowing for strides in social interactions to follow. | | | | Playgrounds and outdoor spaces should be viewed |
| Easy access to musical instruments may provide | | | | as therapeutic settings and an outdoor music |
| an outlet that encourages children to use music to | | | | centre or garden could enhance learning and |
| deal with emotional issues, especially when they | | | | development for both children with and without |
| are unable to express them through speech. | | | | special needs. |
| Where words fail, music may be a medium | | | | |