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You developed your musical work after the training organized by Monika Manases and the Sound Art e-Motion Association. Could you tell us a little about why you participated in the training and what impressions you gained from it? What inspired you? What was the most significant thing you learned? What is your opinion of Mónika as a trainer?

In 2025, I participated in the training organized by Mónika Manases and the Sound Art e-motion Association in Miercurea Ciuc.


Music is a refuge for me, an oasis with all its possibilities. Through it I find myself, it comforts me, strengthens me, and lifts me up. It also makes me creative and gives me new ideas for the present and the future. I identify with rhythm and melodies. I have a gentle yet strong connection with music. In any situation, a musical passage can help put me back in balance.


My inspiration for attending the training was helping others. I wanted to discover the possibilities of music from a different perspective. I wanted/want to learn so that, through music as a tool, I can help children and/or adults.


I liked the content and atmosphere of the training. Mónika was empathetic, authentic, and motivating. She also shared her own personal, practical experiences with us. Her presentation was understandable and pleasant. Her time management was precise and organized. Above all, I would highlight her professional humility.

Could you tell us a little about your commitment to music? When did it begin? Where do you work, and who takes
part in your sessions? Why do you think music is important for your center and the supported children
(and families)?

My earliest childhood memories are of my mother humming and singing while rocking and/or putting me to sleep.

I always wanted to be a musician who played instruments and had formal musical training. Over time, this desire was overtaken by my calling to become a teacher. Over the years I learned to play the recorder and the piano. There was a time when I was preparing to become a church cantor. During my school years I also studied various music-related subjects.

My profession is elementary school teacher. I teach disadvantaged children between the ages of 6 and 15. I consider musical activities very important because they help improve their educational progress. At the same time, skill development, positive emotional and social effects, and confidence-building also show an upward trend.

Could you tell us how musical activities were useful for a particular child (or
group of children)? Why did you start using music with them? What did you do, and how did they respond to the musical activities? Did you see any progress or change? Why was this important?

From this group, I would highlight:

A., an 8-year-old girl. She lives in one of the largest and poorest families in the community. She is in the same class as her 10-year-old sister. A.’s older sister performs better than she does. There is competition between them, but unfortunately A. has fallen behind. She underperforms for her age. She feels this and is frustrated. She struggles with handwriting, reading, and arithmetic difficulties. She also expresses her difficulties out loud: “I can’t do this! I don’t want to do it.” She has motor coordination difficulties and is slow to follow instructions. She gets tired quickly. She forms attachments easily and smiles most of the time. She is generally quiet. During the musical activities, I saw outstanding improvement in her reading.

D. is the youngest child of a family that used to survive by scavenging through trash. After the parents developed a sense of shame about their situation, the father successfully found officially registered work with charcoal burners. From this family, this little child was the one who learned to read with comprehension and to write. He is an average child. He is lazy; he could do much more. His attachment style is ambivalent. During the musical activities, his writing skills improved significantly. His reading also improved considerably.

These two children became happier and started performing better. At the same time, they became more proactive in completing tasks. The rushing and loud behavior that characterized the first sessions was gradually replaced by a patient, coordinated, and calm musical life.

Do you have a special memory/experience related to listening to music, that you return to, and that motivates you? When difficult times come, what is it, that motivates you?

I listen to music every day. It recharges me. I also like silence. That too is an important musical element.

In both sad and joyful situations, I turn to symphonic music or Christian church hymns.

Which musical activity do you find particularly effective? What is it called? For what types of children is it useful, and what goals can it help achieve? What instruments do you need?

Favorite games: group singing, call-and-response songs, melodic response, conductor game, games with small instruments, improvisation games, and instrumental call-and-response to songs with lyrics.

These games were popular during our musical activities. The main goal was the shared experience. At the same time, they helped teach a certain perspective and attitude, as well as express an emotional state and the process itself.

Do you have hopes or dreams regarding music therapy in Romania, with particular regard to the role it can play for children living in the local community?

I would like to continue learning in the future and to implement more musical activities.