by Author Rhythmix

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Developing technology to facilitate music participation and creativity: Part Two

I am investigating and exploring possibilities with the potential to expand the range of offers of instruments and sound making resources, which can be adapted for the interests and movement ranges of participants.

In this three part series, Rhythmix music tutor Anna Dolphin explores the role of technology in facilitating music participation and creativity. Click here to view part one

I am investigating and exploring possibilities with the potential to expand the range of offers of instruments and sound making resources, which can be adapted for the interests and movement ranges of participants. Through collaboration with the participant, I hope this can develop further options and opportunities for creative play. It is important that these are as cost effective as they can be so that limited budget does not create barriers.

The immediacy of creative engagement and expression some technologies can offer has been a valuable tool when working in healthcare settings. Wendy Magee highlights advantages of the “immediate capability” that music technology offers for people with healthcare challenges in 'Models for Roles and Collaborations when using Music Technology in Music Therapy' (2013).

“Certainly it can be important for someone living with acute, chronic, or life-threatening illness where he or she is trying to maintain or regain a sense of self in the light of a condition that threatens feelings of identity…The immediacy enabled by music technologies positions music making as accessible and achievable.” (Magee, 2013, pp. 363-4)

My current music in healthcare practice includes bedside interactions, which requires any equipment used to be portable, small and streamlined (no cumbersome computers, equipment, trailing wires or complex set up time), and visually, and sensory appealing (making sure that there is no resemblance to something that looks like medical equipment). Ipads have been a useful and usable resource for music making in healthcare settings with people of all ages, but I do feel that they are part of the picture, not the whole picture.

“Collaborations that place the technology user in the heart of the design process are the key to successful music technology designs.” (Magee, 2013, pp. 378)

Can makers with programming and electronics skills be further utilised in investigating the range and flexibility that may be needed when providing opportunities for creative engagement for people? This could include considering and designing control methods suited to the abilities and interests of an individual, exploring a range of expressive parameters or frameworks, progression and learning for the player, or immediacy of expression.

There is a wide range of projects where specialists are working in settings including schools, healthcare settings and the wider community to develop, customise and adapt instruments. Dr Nick Pickett for example has been working as a music specialist at Great Ormond Street Hospital, designing, building and programming instruments and software for the abilities of each individual. Dr Nick Pickett talks about his work in this film made in 2013, and demonstrates some of the instruments he has made for individual patients.

There is an increasing number of collaboration, skill sharing, design developments and partnership working occurring. Opportunities and platforms for sharing skills, knowledge and experiences are particularly valuable for learning, development and wider access. Some of these events and project developments include hack days, including the NIME open day Hackathon with Drake Music in July 2014, music therapy “hack” at Berklee. Drake Music R&D also have a 2 year programme which will include ‘Hack Days’ or ‘Hackathons’ to develop new accessible music instruments, and share their work and knowledge. The Gesture Based Technology PLC is sharing their experiences of “relatively inexpensive or free” equipment on the http://gesturetechsen.blogspot.co.uk/ website. A collaboration of a group of special schools, independent SEN advisors and interactive designers, the group “aims to explore how established and emerging gesture based technology can help people with severe learning difficulties with their engagement, creativity and independence skills.” Technological expertise also exists within Universities, and with University Community Engagement Strategies there may be opportunities to expand projects to also utilise these skills.

I am in a process to find out more about approaches, resources, and tools, and develop skills, whilst making links with those who share the aim to make adaptable, flexible and expressive music making cost effective and accessible.

View part three next week, where Anna lists the factors to be aware of in making music with technology available to all.