|A few other situations, associations, methods, which we could not put to any other chapters above, or which were found too complex to be able to put them under our groups:|
|The European Consortium for Arts Therapies Education’s website offers courses on arts therapy, publications on the subject, but what we would like to draw your attention is is their subpage: directory of programmes. It gives a short resumé of all its member countries’ arts therapy current leves, gives you a list of schools, trainings in that country.|
|Hangforrás, “Source of the Sound” Foundation:
they are a Hungarian foundation who do many things, among which the two most important things are:
*Integration: helping those who suffer from physical or mental issues, disabled people to arts therapy;
*Equal Rights: helping disadvantaged families with little children get better access to therapy and to cultural interactions.
|A rather interesting article we found on Denmark – supposedly one of the happiest nations on Earth – which says, that Danish kids between the ages of 6 and 16 are required to take empathy courses. Although this is not music, it is definitely social inclusion!|
|A tale of a visionary conductor who included everybody in his choir.
written by Côme Ferrand Cooper in 2015, project manager at ECA-EC
|A page for Hungarian developers and special education teachers|
|A non-formal education tool aimed at social inclusion:
a music therapy observation method for parent-child interaction
|Another thought on non-educational tools:
Do not forget the usually healthy parents of disadvantaged, disabled children, people!
Even if you don’t actually use music therapy on the parents together with the kid, it is sometimes necessary to help opening up the family’s mind to the obvious – which they don’t want to accept, or which is hard for them to accept – that their child will never get better, or will never walk again, never be ‘normal’ (by our standards), etc. – pls see Pető Institute in the “Mentally challenged” chapter
|Talented young people who become “disadvantaged” due to:
– their parents’ ’ignorance’ or distorted perceptions and financially based values:, e.g. children of an all-doctor or all-lawyer family:
“You have to follow the family traditions!”
“A musician doesn’t earn enough money!”
“Artists never make enough money for a living!”However the history of European art music provides ample examples that show how geniuses were able to find their way in music and provide with masterpieces throughout the centuries. Great composers, like Hector Berlioz, the French Romantic composer, who was expected to become a doctor, but left us with the Symphonie fantastique, or Humperdinck, the 19th century German composer, composer of the opera Hansel and Gretel, who was expected by his parents to become an architect. AN example of contemporary times Billy Elliot, who was not allowed to become a ballet dancer, as it is not a very manly thing to do…
|– Music for those who lost their mothers at an early age and live in single-parent families:|
|The Cursillos method is basically a 3-day retreat for Christian (mostly Catholic) women and men separately, during which three days the participants learn about themselves, they make friends, try to open up and learn how to be a good part of our society without aggression and hatred. Participants like the Romas are taught the importance of education, of community life, of cultural interaction, so when they go back to society on the ‘fourth day’ they could also be building blocks like any other of us, an equal member or society. With this method communities are cleared of hatred, aggression and racism.|
|Social inclusion through arts in the theatre Baltazár Színház (HU). The only theater that only employs mentally challenged actors, most of them with Down Syndrome.|