What a proud day!

Friday 5th June was the Interactive Music-Making Presentation Day at Morningside Primary School. We were all back together where we had our 11 weekly teaching sessions earlier this year. It was a chance to celebrate everyone’s Interactive Music-Making sessions and the progress the children have made. Visiting tutors, managers and members of the wider team at Music as Therapy International all attended to support.

I was [also] fortunate to attend the Presentation Day and found it both inspiring and informative. It was wonderful to hear directly from the students about their experiences and to see the variety of ways in which Interactive Music-Making has been implemented across different settings. The presentations clearly demonstrated the positive impact the programme has had on practitioners, children and wider staff teams.

Care Setting Manager

It was a joy to hear how confidently everyone described the IMM approach, explaining how they used music as a non-verbal medium to stimulate interaction between the children. They were able to demonstrate a child-led approach, responding to the children’s ideas and adapting their responses.

Some of the richest interactions happened when I followed the children’s ideas.

Professional Caregiver and IMM Student

Many students shared video clips and photographs of the children in their music sessions. We were able to witness first-hand how children were given the opportunity to express themselves freely through music and movement, whilst others developed their turn taking skills through predictable, structured activities with musical instruments. Many also recognised changes outside of their sessions, describing new friendships and children developing their communication with others.

I was delighted to hear how clearly students applied developmental theories to their observations and reflections in their music sessions. Many referred to Carl Rogers’ concept of “Unconditional Positive Regard” and how this has been both challenging and freeing, accepting however children choose to engage. Students also referred back to Piaget and Erikson’s developmental stages, when making observations of their children. A few focused on the importance of developing a trusting relationship between themselves and the children, and were able to frame this in the context of attachment theory.

Congratulations to all of the IMM students from this year! I am excited to hear that lots of you have big plans to embed Interactive Music-Making into your schools. I can’t wait to hear what you are all up to.

Keep listening to the children, they’ll show you the way!