The use of improvisational models of music therapy in work with younger school-age children

Abstract

Liječenje glazbom naziva se glazboterapija. Ona predstavlja profesionalnu upotrebu glazbe i njezinih elemenata u medicini, obrazovanju i svakodnevnom okruženju gdje se pojedincima, skupinama, obiteljima ili zajednicama nastoji poboljšati fizičko, socijalno, emotivno, spoznajno i duhovno zdravlje i kao i kvaliteta života. Terapeuti koriste receptivne i aktivne metode glazboterapije u liječenju raznih teškoća kod djece i odraslih. Glazboterapeuti trebaju odabrati određenu glazboterapijsku metodu. Najčešće se odabire neki od već postojećih, svjetski poznatih i priznatih postupaka. Tema ovoga rada je Primjena improvizacijskih modela glazboterapije u radu s djecom mlađe školske dobi. Cilj istraživanja bio je pokazati da se i u redovnoj nastavi mogu provoditi improvizacijski modeli glazboterapije, a ne samo s djecom s posebnim potrebama. Također, cilj je bio pokazati da ove metode mogu pozitivno utjecati na raspoloženje i kreativnost učenika kao i na njihovu međusobnu suradnju. Tijekom istraživanja s učenicima provedeno je pet aktivnosti s nekim od elemenata improvizacijskih modela glazboterapije, nakon čega su obrađeni rezultati prikupljeni pomoću evaluacijskih listića.The therapeutic use of music is called music therapy. It represents the professional use of music and its elements in medicine, education and daily surroundings where individuals, groups, families or communities strive to improve physical, social, emotional, cognitive and spiritual health as well as quality of life. Therapists use receptive and active methods of music therapy to treat various difficulties in children and adults. Music therapists should choose a specific music therapy method. The most frequently selected ones are some of the already existing, world-famous and recognized practices. The title of this paper is Application of improvisational models of music therapy in work with children of younger age. The aim of this research was to show that regular improvisational models of music therapy can be performed not just with children with special needs. Another aim was to show that these methods could positively influence the mood and creativity of students as well as their mutual cooperation. During the research with the students, five activities were carried out with some of the elements of improvisational models of music therapy, after which the results collected through the evaluation sheets were processed