Music and Health Archives - Page 5 of 7

Calming and interactive music – 29/1/2013

Walking through the wards this morning, we came on to one ward and Nick had gone ahead to observe the atmosphere on the ward. Whilst he was making his assessment Sarah and I began playing the song “I can see clearly now the rain has gone”. We began the song instrumentally and in a calming manner, and then we wandered into a bay area. Once in the bay I introduced the vocal line to the song.
As we played the song a young toddler from a different area of the ward expressed an interest in the music. Nick handed the toddler an egg shaker, as we played through a variety of songs and pieces of music, she continued to play along. After a while she became interested in my guitar and so I sat next to her in the ward space. I then invited her to strum the guitar, which she accepted and then proceed to say the words ‘music’. To acknowledge this verbal expression I sang the word ‘music’ back to her. As she strummed the guitar I alternated between the chords C major and G major. She strummed the chords in various ways and I used my voice to mimic the strumming pattern she performed. Sarah and Nick proceed onto the next bay, I felt compelled to follow and the toddler also came with us to the next bay. Here we continued our musical interaction, briefly moving from the guitar to the xylophone and then back to the guitar. We finished this interaction with a funky version of ‘Twinkle Twinkle Little Star’ in C Major.
What I realised from this musical interaction was that it was not important for me to follow Sarah and Nick into the next bay, and It could have affected my musical interaction with the toddler. However, I was fortunate enough that this did not happen and it actually gave the toddler the opportunity to investigate the other instruments available to her. This time it actually worked well but it is something that I will be aware of in future musical interactions.
After waving the toddler goodbye I looked around the environment and observed the space to be calm and relaxed. Later when we left this space Nick informed Sarah and me that when he had inspected the ward at the beginning of the session the ward was actually very busy and stressful. I could not help wonder if the music may have been responsible for this change in atmosphere. In ‘Music and the young mind’ Harris (2009) writes that “Music can have a calming effect on us although we may not be very conscious of it” (19). Reflecting on my experience and this statement I cannot help but feel that this was the case on this occasion.

Day of Dance

Tuesday 29th Jan at Leicester Children’s Hospital, working with Sarah Steenson and Nick Cutts. We began work playing on Ward 12, progressed through to Ward 28 and finished the morning in Ward 14. A busy morning that finished quite late. The afternoon was productively spent only on Ward 10 for the whole time. I was very pleasantly surprised by the amount of movement to music on this particular day, all day long…..

A father joined us in our music, singing to his daughter in her wheelchair initially. She was smiling so much that her gas breathing mask kept slipping off. We played Twinkle Twinkle, and a few other songs, and then progressed to a gentle waltz with the suggestion that they might share some rocking movements together. Dad needed no encouragement from us really and for several minutes the two of them engaged in lovely eye contact and moved back and forth with the wheelchair rolling to and fro on the floor fullly engaged in a beatiful dance.

Over to another ward, and we met up with an enthusiastic mother and her autistic son. She spent quite a while talking to me about how she had worked with her son in his early youth to develop his tolerance to touch, and this was evident as they danced together to our music while we played a mixture of Polkas, Hornpipes and Schottisches in the waiting area and outside their private room.

Another ward led us to meet a family with a toddler sitting in a toy car. She listened to our playing and started to wiggle from side to side. Her dancing developed and became more exaggerated. Nick started to sing “I’m in a Dancing Mood” which enabled us to progress through the song, changing the lyrics to suite the occasion – “I’m in a Singing Mood” ….”Wiggling Mood” etc etc.

Just around the corner, we found a mother and little baby, seemingly with some learning difficulties, and across the other side of the room a young girl in a wheelchair with the most amazing stripey tights on! We played Twinkle Twinkle and the mother sang to her baby and held her in the closest hug in her arms, and began to dance. Those stripey tights also started moving in time to the music. We played the Mazurka de St Pierre and Off to California, and there was much movement to be seen and pleasure exchanged just by the sharing of those musical moments.

In the afternoon we met up with a male patient we had seen before the previous visit and shared some music on the guitar. We all had a similar experience today with the young man playing on Sarah’s guitar with her as we sang. Nick then approached with an improvised song and music in Em. The chord progression was predictable enough for me to join in with an improvised melody. The lyrics Nick created were all about the patient’s name and how the song was made specially for him. The patient beamed with joy and his upper body became energised enough to lean away from the pillow and move about in the bed to the music.

In all the days that I have worked in hospital so far, I don’t think I have ever noticed quite as much of a physical response by so many people on the same day. Just coincidence? Maybe it was the way we were playing this day – I cannot say. But I did go away thinking of the uplifting feeling that I know I get when I have been dancing – the positive hormones that are released when you share music and movement with another human being – and I felt very strongly that we had brought a pretty special cultural dimension to these people’s day in hospital.

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Favourite song – 22/1/2013

I had a great experience at the very start of the day; we had entered the ward space already playing. As the ward was very quite I was playing at a very low volume, we had gathered round the bed of a young boy who was very much interested in the music and he knew Sarah and Richard well. I had also met this young boy two weeks before and he remembered my face. When we started playing the song I was the furthest away from the young boy. I think this made it difficult for him to hear what I was playing and so he requested for me to come and stand by his bedside. I experienced this invite as enthusiasm for the music and this enthusiasm became even more evident when we played the song Zamina. He was eager to have this song replayed; as there were other patients on the ward it was important to play other songs in between Zamina. Initially, Sarah, Richard and I sang Zamina at a well projected volume, eventually the young boy began to join in. However, by the fourth time of playing the song the young boy’s singing was a lot louder, I had lowered the volume of my singing voice and eventually the young boy was singing on his own. I found it moving to see him passionate about singing this song. He also wanted to invite the nursing staff and other people who were on the ward at the time to join in and sing along. However, some were too self conscious to join in and the nursing staffs were very busy. However this did not stop him enjoying the moment, building a musical relationship with myself and the other musicians, as well as increasing his confidence in his own vocal expression.

“Can we sing another song?”

Working in Derby Children’s Hospital with Nick Cutts and Rich Kensington today we played our way along the upper wards in the morning. We met a young patient who was so relaxed and open about her music and singing, she just couldn’t get enough of making music with us.

We started with “Yellow Bird” as an instrumental piece and then a sung song. The patient and another friend in hosptial were both offered a shaker instrument to join in with – which they both did with great joy in their faces – sometimes fast, and then slow, and then stopping to listen to the music on its own.

I smiled at the patient and asked if there was anything that she liked to sing – to which the answer was certainly “yes”. She said her favourite was “The Wheels on the Bus”. Oh great we know that one – and we sorted out which verses we could cover. This young patient, lying on her back for medical reasons, unable to sit up, joined in and led the song, thinking of new different verses with Mum’s help. Her voice was quite confident and happy and clear, such that a group of doctors standing nearby on their rounds, stopped and looked up from their work.

“Can we sing another song?” came her voice, at the end of that one…..we decided on Five Little Speckled Frogs, and encouraged her to help with the counting. She was not quite so confident with the words on this one, but none-the-less made every effort to join in with us.

She then became interested in my violin and I moved around the other side of her bed and showed her the instrument. She plucked the strings with such care and sensitivity. Then I explained how to touch the bow, and with Mum’s hand on one end of the bow, hers in the middle and mine at one end, we drew the bow back a forth across the D string.

“Can we sing another song?” she asked, whilst still bowing the D string on the violin…..Twinkle Twinkle in D major of course, worked really nicely. She played so gently and sang the words at the same time.

So lovely to meet this young patient – to listen to her voice and share those musical moments. The fact that we were in hospital did not really matter – the fact that she was lying down didn’t seem to hinder her participation and indeed, leadership in the music.

We did indeed sing another song.

Elevator Music….

I was working in Nottingham QMC Children’s Hospital on Tuesday this week with Rich Kensington and Sarah Steenson. We found ourselves en route from level B back to the top floor to pack our things away at the end of the day.

However, our playing was not over for the day yet!

We waited for the lift…..but the first one to arrive was rather full with surprised but welcoming faces who wanted us to ride in the lift with them, but there was not enough room…..we waited for another.

The next lift arrived with room for all three of us, even though there were about 6 members of a nursing team who obviously knew each other and worked together. One said, “Oh Elevator Music” as we got in – and that was it – I had to play something.

We only had time for one A part of the Valse for Polle before it was their stop, but in that short time, the group were smiling and laughing together and got out of the lift singing the beginning of the second A part of the tune.

A lovely example of how having real instruments with responsive musicians in hospital can provide many places with different sorts of interactions, and sometimes in the most surprising of locations.

musical interaction- by Sarah S

Leicester- 15/1/2013
Today was my first day working with Richard Kensington and Sarah Matthews at Leicester children’s Hospital. It was interesting to work in this new environment; the staff at Leicester’s Children’s Hospital were very welcoming and enthusiastic towards the musicians and it was inspirational to see photographs of some of the work Opus had already done in this children’s hospital.
We entered the space with Sarah and Richard playing ‘The Maid and The Palmer’. It is an upbeat and lively piece of music. I was able to observe how the music added a positive energy to the space. This was then physically reflected by the carer of a young boy who performed a little dance to the music. During this time I began to engage with the musicians and played a gentle musical drone. I was standing close to the young boy whose carer had been dancing; he was lying in bed and reaching out his hand. I felt that he was communicating with me and so I wandered in his direction, still playing the guitar. Once close to his bed side it became clear that this young boy was unable to verbally communicate. However, his eye contact indicated that he was excited by the guitar. His carer then informed me that at home this young boy had three guitars of his own and that he was passionate about music. He was then focusing his gaze up on the guitar and reaching out to play it. As the musicians continued playing I held down the G Major chord and the young boy strummed the guitar. It was a very intimate situation and I was moved to witness the expression of joy the young boy was experiencing during this musical interaction.
We then began to play ‘Zamina’; this was also performed in an upbeat expression. The young boy was more intermittent with his strumming on this song and I read this to be because he was listening to the three of us singing the song and then he would reach out for the guitar and I would step up to his bed side for him to strum the guitar. Sarah then indicated to us all to bring the song to a close, the timing was perfect as I also felt that it was time to leave this young boy’s space and move to another area of the children’s ward.
As a result of this experience I have been able to reflect on literature I have read about children and musical interaction. Especially were the non –verbal child is concerned, the main thing I experienced was the importance of eye contact. Bunt (2007) suggests that this kind of non –verbal communication is vital when tuning into the child. Especially, when engaging in musical play in order to witness the emotion, to understand how intensely the child is interacting and in order to know when to deliver more musical interaction or to end it (90). It was a rewarding experience and I had the opportunity to see theory in action.

Tuesday 15th Jan – Winding the Bobbin Up

A very busy day in hospital and so many potential reports to write…….so I shall choose one scenario from our afternoon visit to intensive care.

I was working with Richard today and our short-term placement student, Sarah Steenson. We were invited in to meet a very enthusiastic and welcoming staff and a very full room – I think every bed was taken.

We began with ‘Off to California’ and played to a familiar family in a private room. Then ‘Out on the Streets there is Sunshine’ as we moved down the room. We came to a young girl, slightly sitting up in her bed, looking fairly subdued and quiet. We were still playing the same song at this time, and had begun leaving a 3 beat space. Our young observer decided it was time to join in and waved her left hand in time with the missing 3 notes. This developed into 3 claps the next time round. After a little consideration I invited her to use both arms for ‘Wind the Bobbin Up’.

We played and sang through the song a few times and towards the end she was wriggling in bed, leaning away from her pillow, doing all the actions, smiling, and making those around her smile and laugh.

Richard said later that day, ‘I don’t think I’ve ever been so close to tears with Wind the Bobbin up before’!

Friday 11th Jan

Friday’s visit to hospital allowed us to visit a young man in his teens with special needs.

We began with ‘Zamina’ and played to him a few times through. The Play Specialist stayed with us the whole time and produced from the music box, a few different hand held instruments for the patient to try…a few different shakers and the bell stick. He spent some minutes investigating these sounds and playing with the music and testing out some different tempos and volumes.

The xylophone was then offered to try. His Dad told us that his son used to play the drums a lot at home. The patient soon showed us that he already had his own technique for holding 1 or 2 beaters. He demonstrated choice of note pitches, speed of playing, styles of playing and at times there was interaction between him and us and he engaged with our music as part of what he was doing. Mostly though, he seemed to be envigorated by the whole activity.

His father and the Play Specialist commented that he had not been very active or energetic since arriving in hospital that week and that this was the most energised and happy he had been. During the course of the session he had gone from a stretched out lying down position (watching the TV upside down from bed), to more upright, to leaning on one arm, and then finally sat right up vertically (sorting his legs so they were crossed in front of him and he could fully see what he was doing, see us and use both hands with the beaters for the instrument). He appeared to have completely changed his mood.

We left him playing the Xylophone with his father and the Play Specialist said she would call in and collect the instrument later when he had finished.

As we moved down the corridor playing and singing with other patients, we could still hear this young man making music.

Music in Healthcare Training Opportunity – 11th-17th April 2013

We are pleased to announce that our next Music in Healthcare Settings training programme for musicians will take place on 11th, 12th, 15th, 16th and 17th April. This will take place in Derby, UK, with part of the time spent at the Royal Derby Hospital/Derbyshire Children’s Hospital.
A full brief and application form are attached below. You are advised to send your application asap as places may fill up quickly.
Please get in touch with any questions you may have.

Music in Healthcare Training opportunity Artists Brief April 2013
Application Form (pdf)
Application Form (.doc)

Some of the feedback from our last course:

‘Thank you so much for this opportunity. It was such a pleasure to explore such an exciting aspect of music making with such lovely like minded musicians, with such a high level of professional standard from the trainers delivering this course. I can’t believe we made such fantastic progress in only five days, and I am thoroughly invigorated by what I have seen can be achieved with music in a hospital setting.’

Preconceptions are often misconceptions!

We were asked to visit the room of a teen aged boy who we were told was under constant supervision and was really into music – especially heavy rock and rap. We were told that he was a DJ and played the drums.

Before starting to work in hospitals my response to this request would have included a certain amount of uncertainty as to how to connect with this boy. With the limited information that we’d been given it would be easy to develop the preconception that we were going to work with some one who had very defined musical tastes and that the success of the interaction would be dependent on these some how being reflected in the music we played. I remember how closely I identified with certain bands and musical styles when I was a teenager and how easily I would write off the most adept musical performances if they failed to make the grade in terms of some (often imagined) stylistic nuance.

The temptation given the circumstance outlined above is to reach out to the person by offering them something you think they may know and be able to identify with. The danger in doing this is that you may fall so far short of the mark in comparison to what’s on their iPod that you’ll come across as a fake, or worse an embarrassment. It is important to be yourself, have confidence in what you do and to act with integrity and then this won’t happen. If you don’t feel comfortable playing a particular song or if the piece of music isn’t you then you most likely won’t be successful in offering it to someone else.

We played a song for the boy that we were comfortable with and he listened, not giving much away. Then we got chatting about instruments and music. He wasted no time in telling us what a good DJ and drummer he was and how much he could do on his instrument. He talked with a lot of bravado and his barriers were up. The stories got taller as he went on. We listened and accepted what he said and when he realized that we weren’t going to challenge any of his claims the subject of the conversation changed to “What’s in the box?”. Together, we had a look through the instruments that we had with us; a small glockenspiel, some shakers and a little xylophone and he tried some of them out. He settled on the xylophone. He had one beater and I had the other. Gradually we went from random tapping of notes to taking turns making up four beat phrases. The phrases increased in length and complexity but maintained a steady tempo. There was a lot of eye contact and after a time quite a bit of humour. This went on for about ten minutes with Nick providing backing on guitar until we came to a very musical conclusion and he said he had had enough.

It is very easy to develop pre conceptions about people. Teenagers especially are often seen as always needing to be given something ‘cool’ in order for them to engage. Actually, what they and most people seem to respond to best is something genuine. In this instance it would have been easy to assume that this boy would have had little interest in playing completely freely on a small xylophone for 10 minutes but once he had seen that we were offering him something of ourselves in a non-judgmental way he was able to drop his barriers and just play with us.

Once again I was reminded of the importance of ‘expect nothing’. As musicians in hospital it so important that we accept people as we find them, don’t judge them and expect nothing from them. That way we give them space to be themselves and leave a space for the magic to happen!

Taking time to be with people

A big part of our work as musicians in hospitals is to be there as a musician and a human being spending time with other human beings, to make music for and with them and to create a cultural venue within a clinical environment.

We often get asked if it is emotionally difficult to spend so much time in hospitals, especially with children. There are, of course, always emotional moments in our practice, and we allow ourselves to be emotional as part of our professional practice, indeed it is important that this emotion becomes part of our music-making to allow us to be ‘in-tune’ with the patients, visitors and staff with whom we work. We must always be careful, however, that we do not project our own emotions onto others – this is also part of our professional undertaking.

It is, however, more normal for us to work with the well-part of the person, to enhance and support the cultural, vibrant, and well part of the person. Medical staff work hard to take a holistic approach to their work, however, they are principally there to treat the illness. We are hugely privileged to be able to take the time for this approach, one which seems to complement and support the work of the hospital staff so well.

Over recent weeks, we have seen this human-to-human approach work so well. In Sheffield Teaching Hospitals, working with elderly patients and those with spinal and neurological injuries, we have recently been able to take more time to explore musical interests with individual patients, to support them in singing and playing musical instruments with us, and to rediscover their creative and cultural selves. Medical staff have observed and taken part in some of these sessions, making new, human-to-human contact with patients and seeing new potential despite their illness or injury. It is fantastic to be able to support these new patient-staff partnerships.

In children’s hospitals, the time spent with individual patients and their families becomes special time, time for a parent and new baby to bond in a neonatal intensive care unit, time for ‘normal life’ to resume if only for a moment, time for music 🙂 When doctors, nurses and other hospital staff become part of these interactions, the space and relationships within the hospital change completely, and we are all human beings together.

Leo Tolstoy wrote (What is Art, 1897):
‘… In order correctly to define art, it is necessary, first of all, to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life… Art is a human activity consisting in this, that one man consciously, by means of certain external signs, hands on to others feelings he has lived through, and that other people are infected by these feelings and also experience them.’

It’s wonderful to be able to share music-making, a ‘condition of human life’, with all those we encounter in hospitals.

More feedback

This time from some of our artistic young participants taking part at children’s hospitals around the region…

Some feedback from the past 2 weeks…

Here’s a small selection of feedback from children’s hospital patients and parents from the past two weeks….

Thank you so much for the musical experience this morning. What a lovely surprise…… it was fantastic that you came in with your instruments so that both children and adults could have some much needed stress relief, entertainment and engagement.

It’s made my stay memorable and I really liked it cause of the guitar as I love them. Thank you.

‘J’ really enjoyed the music. He joined in and enjoyed looking and learning about the different instruments. Thanks for taking his mind off being in hospital.

Your music and songs have really helped cheer my daughter ‘A’ up. Any myself too. It was great to see her smile. You have brought her happy memories back from her holiday. We were all really interested in learning about your instruments. I think you may have encouraged her to get back into her dance now. Also you have helped relax her prior to her MRI today. Thank you. She keeps humming WACKA WACKA and smiling. Thank you very much.

I enjoyed it, thanks very much. It was my first time playing the violin. I liked the sound. OPUS played very well.

‘B’ was in bed when you came in still feeling quite drowsy. Now she’s up and about feeling happy.

The music was a lovely surprise and very calming for the children. ‘J’ especially enjoyed using the instruments and making up his own music.

I have seen the musicians in our daycare ward and in outpatients. It was clear to me that the music was enjoyed by all and so very well received. I was particularly impressed to see the children participating.

It was fab, really cheered everyone up and brought everyone together.

Thank you so much. Wow, what a wonderful lift to all of our days. “We are not poorly any more” Well maybe only a little. Please continue with your wonderful music. x

It’s clear from the great feedback we are receiving that our aim of creating cultural venues within the hospital is really working, allowing children, parents and staff to share music-making together, and within communities of wards, bays and families. Thanks everybody for your feedback, including some fabulous pictures which I will try to post soon 🙂

A Good Musical Experience – Wednesday 21st Nov 2012

Nick and I began playing in the Sunflower waiting area – three children aged around 8 years of age were waiting, a little bored, and seemed eager to join in.

We sat down and played a tune for them to listen to – they gathered round immediately – Nick began to give out percussion instruments.

We turned to Gallopede (one of our favourites for facilitating participation). Each child joined in with their own rhythmical pattern with the music – Nick led them for a while and showed a slightly more complex patttern to try.

We changed the dynamics – we led – they led.

The tempo changed – with different leaders here again.

Nick tried a different style – could we slow things down and change the mood with a waltz? We played Valse vor Polle – and the children changed what they were doing and matched the style.

Finally our musical friends found our box of musical instruments and had a little session exploring some of the sounds that could be made on each of them – including trying out my violin and bow.

I felt that the interaction had been successful and complete, and thought it best to start packing the instruments away, with their help. It is always good to have a thought for when a session should finish – before anyone gets overexcited – end with positive experiences.

This felt like a really good all-round musical experience and it appeared as though the children involved had really been engaged and enjoyed it for about 20 minutes.

Reflective moment

Sarah, Rich and Nick sharing a reflective moment after a day at Derbyshire Children’s Hospital visiting medical and surgical wards, Accident and Emergency and Neonatal Intensive Care.

Assessing impact in a different circumstance

While in the hospital Nick and I were asked by a member of the play team to come and play for a little girl who was distressed and in a state of discomfort. She was suffering from involuntary movements in the limbs and mouth. He legs would kick out and at the same time her jaw would spasm.

When we arrived at her bedside at first there were a few people round the bed. We started playing and there was little discernable effect. The play specialist picked up the girl from her bed and sat down with her on a chair. Her father arranged cushions around the play specialist so that the girl was supported. Her father then left and we played. I was sitting on a small chair in front of the play specialist and the girl and Nick was to the side. We played for about 10 minutes and we sang and the play specialist joined in. Gradually through the singing the girl made eye contact with the play specialist and this continued for the rest of the interaction.

The small area we were in became a bubble of calm. The girl’s gaze was fixed on the play specialist as she lay there in her arms. We continued to support the interaction changing songs, accompaniment and sounds. Her involuntary movements became less. From where I was sitting I could see perfectly the read out on the heart rate monitor that the girl was attached to. From the time that the singing started her heart rate went down by 10 bpm and continued at this lower rate for the whole 20 – 25 minute period we were with her.

A group of doctors came over to examine the girl and as soon as the singing stopped and the eye contact was broken, her heart rate went back up and the involuntary movements returned.

Sometimes it is hard to assess the impact of what we do, other times it is there plainly to see.

Assessing Impact

While working in hospital the other day Nick and I found ourselves robed in plastic aprons playing to a young boy in an isolation room. He was disabled and had limited sight. He looked about 7 and was lying on the bed wearing only a nappy with various tubes coming out of him and rocking from side to side seemingly agitated and in a state of discomfort.

We stood at the end of the bed and played for him. We started off with something quite upbeat to match his agitated state and then gradually changed what we were playing as he seemed to calm down. The rocking and movement became less and what we were playing seemed to be calming him. As we were playing a doctor came in and carried out a process involving syringes and tubes that were taped onto the boy. This took a few minutes and we continued to play as the process went on and after it had finished.

We continued to soften our playing and the boy became calmer and calmer and eventually fell asleep. As we left there was a feeling of calm in the room and gone was the sense of agitation and discomfort present when we arrived.

I was left wondering to what extent the music had calmed the boy and how much the medical process had resulted in him falling asleep. This ambiguity can leave a strange feeling at first. As musicians we hope that our music has a positive impact on everyone we encounter but when we work with people in hospitals there is so much that we don’t know about the patients circumstances that often we have to content ourselves with not knowing the impact of what we do or even in some cases if there is an impact. This requires the development of a certain resilience based on confidence in what we do and our ability to carry out this work sensitively and appropriately.

In a circumstance like this two words from our training come to mind: Beneficence and non-maleficence. Keeping in mind that what we do must have a benefit or at least must not be harmful to the patient. In the case above I was sure that the music was not causing any discomfort to the boy, I was guessing that he liked it and hoping that it was soothing him. I couldn’t be sure that the music had sent him to sleep but that didn’t matter.

Chickens and Frogs

1 Comment

On 7th Oct, as part of our usual Wednesday work around Puffin Ward in Derby Children’s Hospital, we overheard a young boy in isolation, crying and thoroughly focussed on the marks that appeared to cover his body, itching and quite distressing him. He had toys all over his bed that seemd to be new – still to be unwrapped – but not distracting him from his discomfort.

We started playing an upbeat version of the “Valse vor Polle”, in 4 time – this did not seem to connect with him. Richard suggested we play something different – something with a gap in it…….an interesting suggestion – why would the space in the music grab someone’s attention more than continuous sound?

We started to play “Who stole my chickens and my hens?” leaving a rest in the music after each line of question in the song. After about the second time, he turned to look at us playing through the doorway. Still crying, but with gaps in his noise now, so he could hear when the music continued. Slowly but surely, his crying sounds resided and he started talking to his Mum about tthe chickens in the song – what a silly song!

There came a request – something about a frog? Nick fetched our speckled frog guiro instrument and we started playing and singing “Five Little Speckled Frogs”. We had only got as far as frog number 3, and he was smiling and opening his new toys, calmly and more relaxed.

We left them smiling, playing with new toys, and with their atmosphere changed at least for the time being. It appeared as though this young man was sufffereing with chicken pox, and we had sung songs about speckled things and chickens – only we saw the funny side to this – he did not notice at all, but seemed to benefit from the change in his day.

Music in Healthcare Settings Training

It’s the final day of our 5-day music in healthcare training today, and we’ve had a great time exploring the skills and competencies required to deliver this work alongside a fabulous group of trainees. We’ve spent time in the training room exploring, alongside many other things, repertoire, improvisation and ethical principles behind this practice. We’ve also spent a couple of afternoons at Derbyshire Children’s Hospital, playing music for and with patients, visitors and staff on surgical and medical wards, in the neonatal unit and in A&E. Final day today bringing all our learning and experiences together. Many thanks to our trainees for embarking on this journey with enquiring minds, a spirit of adventure and enthusiasm, and a real passion for this practice.

Tuesday 25th Sept at Leicester Children’s Hospital

All three Opus musicians were present in Leicester Hospital for this morning – we had a very positive training session for an hour with staff, who engaged and came up with brilliant ideas and went forth to find many great resources we could all use in our musical play work together.

The latter part of the morning was spent in Ward 11. We played for patients recovering from operations, and then moved through to the day treatment waiting area.

We were then specifically asked by staff to go and play for one young lady who was a teenager, with autistic tendancies, waiting in another area because that area was too busy for her to be comfortable. We entered her room gently playing a positive major tune on fiddle, guitar and bodhran. She seemed to calm and engaged with us easily and quickly. She smiled and began moving gently with the music. I stopped playing the tune and started humming the melody whilst I found her a hand-held drum so she could join in with us. She seemed delighted with this and displyed a broad smile. She used her voice also singing along with us.

We played together for about 3 or 4 minutes and then we all seemed to come to a natural finish. She appeared pleased and calm, and the specialist was ready to see her, so we made our exit.

Later that day, her Mum posted comments to indicate how delighted she and her daughter had been with the music, and how much it had relaxed both of them and set the tone for the rest of their day there.

Music and Health