Consonante, the barrier-free method: Orchestral work with individuals with severe disabilities

Authors

  • Luca Tiszai Szent Erzsébet Otthon, Ipolytölgyes

Keywords:

Social inclusion, music therapy, severe disabilities

Abstract

Consonante is a method that offers musical participation for people living with severe disabilities. In order to make instrumental music possible for these individuals, two key concepts were found. The musical instruments have to be modified to suit the physical abilities of each individual musician custom built musical instruments must be altered to give a consonant accompaniment. The Consonante method provides an opportunity for personal, emotional and intellectual growth, development in perceptual and sensory skills, fine and gross movement, verbal and nonverbal communication, socialization, attention, emotions, cognitive and learning abilities.


Author Biography

Luca Tiszai, Szent Erzsébet Otthon, Ipolytölgyes

tiszai_luca_portre_1.jpg

Bio: Luca Tiszai
http://www.consonante.eoldal.hu/


University of Szeged Juhász Gyula Faculty of Education Institute of Special Needs Education.

Saint Elisabeth Nursing Home, Ipolytölgyes, Hungary

Tiszai graduated at Ötvös Lorand University in 2000 in special education and earned her second degree in music education in 2004. In 2013 she earned her master degree in Andragogy (Adult Education) at Pazmany Péter Catholic University. Her musical background is based on the Kodály method. Her area of expertise lies in working with individuals with disabilities.

Since 2007 she have been working with individuals with severe physical and learning disabilities in a nursing home in Ipolytölgyes, Hungary. The focus of her work is the promotion of social inclusion. The flas-mob of her Orchestra is here: https://www.youtube.com/watch?v=nf0P5-vlGZc

Since 2016 February she works at University of Szeged Faculty of Education Institute of Special Needs Education.

References

Balogh, S., Bolya, M. (2008) Magyar citerazene : tananyag, példatár és adattár az alap-, közép- és felsőfokú tanulmányokhoz [Hungarian Citera Music] Budapest: Flaccus.

Bruscia, Kenneth (1998). Defining Music Therapy, second edition. Gilsum, NH: Barcelona Publishers.

Brynjulf, S (2012): Health Musicing: A Perspective on Music and Health as Action and Performance. Music, Health and Wellbeing (pp183-196.). New York: Oxford University press.

Gilbert, J.P (1981) Motoric music skill development in young children: A longitudinal investigation. Psychology of Music, Vol 9(1), 1981, 21-25. http://dx.doi.org/10.1177

Gyarmathy, É.: (2002): A zenei tehetség. [Musical Talent] Új Pedagógiai Szemle 2002/7-8. (pp. 236–244)

Hüter, G (2009) : A digitalis média és a gyermeki agy. [Digital Media and the Brain of a Child] Élet és Tudomány, 2009/13 pp 405-408

Jampel, P.F. (2011) Performance in Music Therapy: Experiences in Five Dimensions.Voices: A World Forum for Music Therapy, Vol 11, No 1

Köncei, Gy (2009) (ed) Disability Studies XVII: Disability: Good Practices (Hungary).Budapest: Eötvös Loránd University Bárczi Gusztáv Faculty of Special Education http://mek.oszk.hu/09700/09751/09751.pdf Retrived 12.09.2013.

MENCAP (2001) No ordinary life – The support needs of families caring for children and adults with profoundand multiple learning disabilities.. MN: Author. http://www.men-cap.org.uk/download/no_ordinary_life.pdf. (Retrived: 2013.11.30.)

Reinders, H. S. (2008). Receiving the gift of friendship: Profound disability, theological anthropology, and ethics. Grand Rapids, MI: Wm. E. Eerdmans.

Rimmerman, A. (2013). Social inclusion of people with disabilities: national and international perspectives Cambridge ; New York : Cambridge University Press.

Ruud, E. (2008). Music in therapy. Increasing possibilities for action. Music and Arts in Action,1(1), pp.46-60

Sayers, J : The world health report 2001 — Mental health: new understanding, new hope. Bulletin of World Health Organisation. 2001; 79(11)

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2566704/ Retrived 2012.01.30.

Stern, D. (2010). Exploring Dynamic Experience in Psychology, the Arts, Psychotherapy, and Development Canada :Oxford University Press

Stern, D. (1985) The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology. New York: Basic Books.

Stokes, J. Sinason, V. (1992). Secondary mental handicap as a defence. Waitman, A. Conboy-Hill, S. (eds) Psychotherapy and Mental Handicap. London: Sage.pp. 46-58.

United Nations (2006) ‘Convention on the Rights of Persons with Disabilities’ http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf Retrived: 07. 01. 2014.

Vlaskamp C., de Geeter K. I., Huijsmans L. M. & Smit I. H. (2003 ) Passive activities. The effectiveness of multi-sensory environments on the level of activity of individuals with profound multiple disabilities. Journal of Applied Research in Intellectual Disabilities 16, 135-143

Wigram, T. Pedersen, I. N. Lars O. B.(2002) Comprehensive Guide to Music Therapy. Theory, Clinical Practice, Research and Training. Jessica Kingsley Publishers.

Zeedyk, M. S., Caldwell, P., & Davies, C. E. (2009). How rapidly does Intensive Interaction promote social engagement for adults with profound learning disabilities? European Journal of Special Needs Education, 24, 119-137. doi: 10.1080/08856250902793545

Zijlstra H. P. & Vlaskamp C. (2005) Leisure provision for persons with profound intellectual and multiple disabilities: quality time or killing time? Journal of Intellectual Disability Research. Vol: 49/6. pp434-448. doi: 10.1111/j.1365-2788.2005.00689.

Downloads

Additional Files

Published

2016-12-30

Issue

Section

Special Call - Creative Placemaking - 2016