Reviewed by Julie Vaggers, head teacher, Rowland Hill Centre for Childhood in Tottenham, London
This is an interesting and useful book. I found it quite a challenge to read, however, and feel an accompanying video would have been helpful. This would have enabled me to put the theory into practice. Also as a non-music specialist, a tape or CD of the activities would be invaluable.
The book has three sections. Chapter one covers the theoretical framework that underpins the delivery of interactive music. This has a solid early years approach that includes starting with the person, their interests, skills and strengths, and supporting the development of social behaviour. The adult's role is to encourage, actively listen, support independence and praise.
Chapter two focuses on process, and discusses how interactive music encourages self-awareness, communication, playfulness, exploration and fulfilment, and creates a stimulating atmosphere and environment. These six experiences are cross-referenced to the music activities.
Chapter three covers the songs and activities. The songs are a starting point, because the interaction between the participants will develop the process and so it will change and grow. As with any new theories, I take the parts I feel comfortable with and would work in my setting, and practise and learn from them. For example, in the process section, the writer talks about how we need to learn another individual's particular language and how posture, body language, gesture, facial expression and vocal utterances are all relevant.
This book will help practitioners develop their confidence when working with children who have a range of special needs, as well as develop their professional skills and understanding of interactive music.