The Use of Winds in Music Therapy
Music therapists are often seeking ways to expand their knowledge musically and culturally. In fact, much of the music we learn comes from patients and families, and at times we have a non-invasive way 'in' to understanding and relating to people through a non-threatening means: Music. There is not a great deal written about our use of winds with patients, and how winds of all kinds may serve as a means of tension release, decreasing anxiety and/or pain. Furthermore, winds may be useful in enhancing breath capacity and this can be particularly helpful for music therapists working in pulmonary areas of the hospital. I would love to hear about how music therapists, speech therapists and others have incorporated winds into their practice.
Please see:
http://www.ninds.nih.gov/disorders/rett/detail_ret...
"symptoms include...and breathing difficulties while awake such as hyperventilation, apnea (breath holding), and air swallowing."
When I first began working with this disorder, I had a hard time because I would hyperventilate and have breathing issues. Took a little too much on. Experience helped though and I eventually found a pacing in working with these ladies.
Two things became clear to me quickly:
1) Resolution: I found that when I played, sang on "Aaah" and/or held a 5-1 chord/melody progression, that it would encourage breathing in and out. This is similar to a yawning effect when singing lullabies to infants. The subtle anticipation and exaggeration of the 5-1 chord resolution can help stimulate and support breathing with this disease, I think. I also used popular teen-ager songs but exaggerated the melodic resolutions with the same effect...so it's not babyish.
2. The Mirror Effect:
While working with one girl in particular who had an extreme case of breathing difficulties, I found that playing harmonica helped her breathe. i.e. her lips would turn purple and her face would turn pale, every five minutes, while she held her breath (apnea)
While working with her over a 7-month period, I learned a great deal. We didn't even begin to try this until the 4th or 5th month. Trust is hard-earned with girls with Retts. The following is NOT something to try in the first month of 1:1 or group therapy unless a family member or close teacher is working with you.
I gave her a choice to play the harmonica or not. She responded "yes" with eye-gaze and so we began. So, I showed her on my harmonica how to do it. Exaggerating how to blow down. Then I put the harmonica up to her mouth at a 90 degree angle, like an opening to a flute (to compensate for lack of motor control) so she could blow 'down'...while holding up a mirror at an angle so she could watch herself play. The mirror happened also to be close enough that when she was breathing she could see her breath leave brief bursts of moisture on the mirror i.e. like breathing on a window on a frosty morning.
After several attempts and a couple of breaks she played several notes softly. The giggle and the look on her face was amazing and she was able to keep breathing and blowing while watching herself in the mirror.
She was able to reproduce the effects of playing the harmonica (and mirror watching) with her teachers help during a music group I led with her peers. Not only was she able to breathe without her lips turning purple from between 5-10min (in what I think of as active self-awareness) but she was also able to practice with her teacher and peers in an inclusion-based setting.
Wind work is often over-looked in music therapy. The simple act of breathing with Retts Syndrome is often compromised and difficult to attend to. I learned that watching one's self breathe is a great way to keep it going. Now I know why all my teachers made me practice in front of a mirror.
The following refers to an excellent website on the use of music therapy and Retts Syndrome:
http://www.rettsyndrome.org/content.asp?contentid=...