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first Opportunities
Edith Lecourt 1979 showed psychological effects of music, the valuable perspectives of music therapy and music opened up social work.
"The diversity of musical works - the result of human creative Spirit - gives us amazing opportunities: Classical music with their structures, their harmonies, their philosophy, their dignity and their romance, the popular and folk music with its rhythm, its melody and its commitment and spontaneity, and finally to contemporary artworks with their question their demands on the imagination and spontaneous expression of provocation ... all of these and other aspects offer a wide field of:
- soothing effect
- stimulating, stress-increasing effect
- structuring or - on the contrary - dissolving effect that makes the imagination free play, and so precise suggestions and ideas causes very personal
- destruction or collection
- desire and willingness to communicate with others, or isolation
- obsession or exemption
- commitment or rejection, etc.
Thus, listening to music simply be a sensation that causes a release from our very streamlined world, a knowledge of oneself and his body, but it can also be a means to be to dream, in which images for their own invented sake, pursuing one gives up, again edited to ensure that you play, or putting together a small world "(. Lecourt, 1979, 10 f.)
second therapeutic and educational approaches
offers music many opportunities for therapeutic and educational activities. Music offers sophisticated options for stimulation. can be used therapeutically effective sensory stimuli werden.Mit reflected use of music , therapeutic effects and music education objectives. An unfavorable approach to music can, however, also have negative effects. Thus, unfavorable physical activity to health damage during practice, just like listening to loud music. Any acquisition of new skills is more or less efficient strategies. It is therefore important to optimize the practice. The area between under and over exposure should be sought there. Practicing should be fun rather than be associated with unpleasant feelings. Versatile stimuli should stimulate the brain here.
third Appropriate stimulation for the acquisition of important skills
But with what we feed our brains? What can we stimulate our nervous system? And what do we learn anything? We want in life easier to cope. We want to make us unnecessarily difficult. We admire people who go with a light through life. Why should we not learn from them? The meaningful activation of the brain, we can also draw on neurobiological research. The activation of different areas of the brain in making music and listening to music can be represented visually with modern technology. But what are the optimal strategies of practice? How can we stimulate our brain best? Wilfried Gruhn has shown that it is often more important as we learn from what we learn. This opened the door for individual Interests and inclinations. There are many paths to success. The idea of lifelong learning could be made: Do not stop for good learning strategies to search. The classical way of learning takes place between teachers and students. Good teachers can be selected. But also agree the teacher-student relationship should be. In addition, many situational opportunities are used. They shall recommend many successful musicians play too soon before an audience as possible. The learning is no longer under the funnel model.
research in the field of neuroplasticity confirm actually learning as a lifelong process. It is important to this process proactively. This can be done to deal with their own ability profile. What I can do what I want to learn next? Relaxation is also important, but life with his career change, social needs and its possibilities are opened to constantly pursue and stimulate. After all, age-related loss of ability eventually need to be compensated.
change is on the agenda. You should be addressed, not just used to advantage, so the laughter is not at some point from the face. Therefore it seems sensible to early to deal with the question: How do we want? Life should be beautiful. It should be a joy. These are wishes. We can do something to realize it. It does not take much. Or is it? When I walk down the street and look at the passers-by, I see many faces that look like they know more pain than fun. Life can be a slightly overwhelmed. Therefore, the question is so important: How do we want? We are in a position to answer this question. And we are able to work on our goal. Why should that was not doing well?
will sometimes forget the simple action or postponed again and again. We need us to move just a bit. We have plenty of opportunities can be used. This includes synergies. This is one reason why you should do something for his friends, and you absolutely should think about how to deal with other people. We are responsible for what we learn and how we behave.
4th Rhythm from the RIM perspective
The personal growth and self-optimization are attractive areas of activity. Due to our limited lifetime, but not everything can be tried. This is the problem of selection. This is for people like Karl Popper is not bad, quite the contrary. For him, life was particularly attractive when he was able to solve problems. But what the individual wants to learn? And what should he learn? With any luck you have in this young age a few good models. Later, these issues will need to be able to respond more and more.
what is to be learned now? A foreign language, a rhetoric course? If the computer skills are deepened and expanded. Or recommend the grant to an art? The cultural situation in Germany offers many opportunities. The palette of colors that can be chosen is very large. This includes the music, with its usable multimodal aspects. Music, movement, dance, musical theater, participant or organizer. The possible fields of work are very diverse, Music is not only fun and pleasure, the share of the music industry in the gross national product is low. Music moves. And with music and movement, different sensory channels are stimulated synchronously and stimulated. No wonder the era of silent film is long gone. There are many fruitful ideas for a meaningful engagement with music. It can be built on existing resources. In combination with motion music is also well suited for an integrated multi-modal work. The teacher knew the E. Jaques-Dalcroze. His work was very innovative for pedagogical impact and in 1921 he published his book 'rhythm, music and Education '. His 'rhythm' has taken many training facilities. Not only in the Remscheid Academy rhythm is no longer just for kids. There are many continuing education for adults, this suggests the 'Artistic music and dance therapy' by Karl Hörmann a bridge between therapy and education. Here are resource-oriented, inclusive and multi-modal aspects (RIM) to advantage. A book about the systematic use of groove music in the teaching of Heinrich Kling man was published in 2010 transcript Verlag. more info
5th Summary
music offers not just for children and young people valuable methodological Starting points. Meaningful educational and therapeutic work with music is not reduced to the promotion of intellectual, cognitive skills. If you multimodal potential is used effectively and efficiently, offers the work with music for learning and development processes. Integration benefits of the brain can be used with music and enabled.
6th Tags
music and movement, music and emotion, music and imagination, synergy, teamwork, multimodal potential.
7th Sources:
- Dalcroze, Jacques E. (1994) rhythm and music education. (1921) Seelze: Kallmeyer.
- Fierus, Gerd (2005) RIM education - for example .
- Fierus, Gerd (2006) theses on music therapy .
- Frohne-Hagemann, Isabelle (2001) Windows for music therapy. Wiesbaden: Time. [In particular: Chapter 5 (1981) Rhythmic music Therapeutic approaches to work (p.61-70)]
- Hörmann, Karl (2004) Music in medicine. Artistic Music Therapy as Applied Music Psychology. Lengerich: Pabst Science Publishers.
- Lecourt, Edith (1979) practical music therapy. (1977) Salzburg: Otto Müller.
8th Selected Writings on rhythm
- Rudolf Laban Rudolf Laban chorus members
- : Kinetografie
- Rainer Flatischler: TaKeTiNa
- Heinrich Klingmann: Groove - Culture - Education
Created on 21 July 2007
Revised on 11.06.2009 and 20.02.2011
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