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you need to be heard. Pound a dissonant sound cluster on a piano to reverberate ill feelings and anxieties around a room. Say it in sound – not in violence against another! Let your classmates hear the vibra- tions of what you are feeling. So I repeat – when do students have an opportunity to bellow out safely? Writing? Logging? Facebook? Twit- ter? Yes, but again - words. Words do not do it! Pain must be sensed by others. It cannot be explained in words, just as sounds cannot be explained in words but rather, must be heard and felt. I think I have made my point. I believe that music educator


training requires expansion to include ways in which music can be utilized as a SELF-expression, even if 3rd


position on the violin is not


mastered! Music is an important contributor to mental health! This young shooter was of special needs, but it was not his Asperger’s di- agnosis that drove him to massacre innocent people. It was likely his unaddressed inner rage and anxieties that he was unable to recognize nor verbalize, that caused him to erupt, and the guns gave him the ‘instruments’ through which he could be heard! And if he had not had access to guns, it could have been explosives, or a bomb-loaded vehicle driven through the walls of the school. As a music-based clinician living and providing treatment


services in Connecticut predominantly to youngsters on the Au- tism spectrum, I can tell you that learning to express through mu- sic works wonders in allaying inner fear responses, and some of the activities music clinicians undertake with “special needs” per- sons, can easily be undertaken by music educators well trained in various areas. I have had many parents of children with whom I


worked, tell me they wished their other “typical” children could have the music experiences that their diagnosed child was having. I hope that future music educators will reach beyond the teaching of music notation and instruments, into teaching young people about themselves through music activities. It may mean more psychology, physiology, and even music therapy courses, to support knowledge of teaching music to developing children. As long as we are advocat- ing for better gun restriction and mental health facilities, let us also advocate for continuation of music in the schools, and music educa- tors who are trained to understand how to apply music to impact human adaptation, to help young persons communicate their in- nermost needs and learn about themselves in the process of learning an instrument. As Leonard Bernstein was quoted on Facebook as having said:


“This will be our reply to violence: to make music more intensely, more beautifully, more devotedly than ever before”. _______________ Reference: Berger, D.S. (1999). Toward the zen of performance: Mu-


sic improvisation therapy for development of self-confidence in the performer. St. Louis, MO: MMB Music. (now available at Music Is Elementary, Cleve. Ohio) Berger, D.S. (2002). Music therapy, sensory integration and the autistic child. London: Jessica Kingsley Publishers (Also available in Korean Language Edition, Sigma Press)


M


E B C I


TEMPO


Wind Conducting usic


ducators of ergen ounty,


nc.


Open to middle & high school conductors, auditors, and lab ensemble performers. In-service credit is available. Registration is limited.


For information contact Curt Ebersole, Coordinator Email: ebersole@nvnet.org


Visit our website for info and registration: wcs.ebernet.biz 50 MARCH 2013


Symposium May 31 & June 1-2, 2013 Northern Valley Regional HS at Old Tappan


Clinician:


Dr. Mallory Thompson Director of Bands, Northwestern University


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