This book outlines how teachers, music / arts therapists and
teacher trainers have engaged in participatory action research to
facilitate regular group music listening and improvisational music
making with children and young people in their classrooms,
highlighting its impact in addressing issues of mental health and
providing social and emotional access to learning. The book
includes examples of classroom practice, evidencing how safe,
inclusive and interactive music making can stimulate experiences
that alter children and young people's moods, enhance their social
skills and enable their connectivity with each other and with
learning. It describes participatory action research approaches
that support inter professional learning between teachers and music
/ arts therapists. Five narrative accounts of classroom episodes
provide a basis for continuing reflection and critical theorising
about young people's relational health and sensory engagement. The
book explores outcomes from non-verbal dialogic interaction and
attachment focussed practices. It advocates new forms of rights
respecting professionalism. Providing new frameworks with which to
enhance the wellbeing of vulnerable children and young people in
classroom settings, the book will be important reading for
researchers and students in the fields of inclusive education,
music / arts therapy and teacher training. The contents are
significant for practitioners looking to support children and young
people's recovery and reconnections in the classroom.
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