earing damage is one of the suspected disability nerve the most havoc. Where disability is a handicap our vision with the world around us, while a disability hearing is a handicap to communication people (Darrow, 1989). Communication is the basis of our social life and intellectual activity, and without that we lost from the world. For this reason, clinical practice in music therapy for the deaf in the focus on the area related to communication such as auditory training, voice production (speaking) and language development. Through research in the lack of communication on this, music therapy into a second effect to improve the sense of social and self-confidence.Music therapy is still considered not practical. Because most people still have the wrong concept of the deaf capacity to listen to music and mengapresiasi stimulus. As Darrow (1989) say, only a small percentage of the deaf who can not hear at all. Then he said that, because of the variations of the frequency and intensity in music, music perception can be even more ter-access, compared with the signal a more complex conversation. Music is also very fleksible and can be modified at the hearing level in each person, the language level, maturity and musical preferences.
Robbins & Robbins (1980), which create a comprehensive resource manual and curriculum for music therapy for tuna runggu do approach to the subject concerned with the attitudes that have a sense of trust that the music in every person. Through music, they lead to the inherent sensitivity and capacity to respond directly to the expression of rhythm and tone variations, which has been described as music. They also emphasize that the music from a variety of side effects in humans have. Music is a medium for the activity in exploration and experience with, so that related directly to the speech and language, communication and thought, also in the body and emotional expression in a large scale. So that music therapy can improve the entrance and habilitas and development for a wide the deaf.
For deaf people, music therapy can:
Improve auditory, training and expanding the use of residual hearing
Auditory training, is the part that is integrated with the process habilitasi on deaf people. Each individual must learn to follow and interpret the sound, especially in the environmental conversation, with the aim to improve the rate kulitas and social development and communication. The main goal of auditory training is to develop the rest of the hearing to be maximum. They must learn to listen to a complex mental process and aural. Training auditori tend to focus on developmment and focus for the analysis of sound for deaf patients, and this will make the process tedious and not interesting. Therefore the music becomes a tool to motivate and enable these sessions.
Conversations and music contain many similarities. Perception auditori on conversations involving music and the ability to distinguish the difference between the voice, pitch, duration, intensity and color tone, and how sound can change over time. Properties is found in the hearing ability to interpret sound and mengartikannya. There are similarities between the music and conversation the music therapy and music to create an alternative and a fun tool to complement the previous auditory training techniques (Darrow, 1989).
Procedure can music therapy can provide some of the objects in the auditory training. Attention to the vote, attention to the differences in sounds, identify objects and also the sound object, and use hearing to determine the distance and location of the voice can be trained through experience in the music (Darrow 1989). In addition, Robbins & Robbins (1980) found that with music that is suitable for the more easily be assimilated and compared with the conversation, so it can be more suitable for stimulating the motivation on the remaining natural hearing.
Amir & Schuchman (1985) to create a music therapy program to develop and enhance proficiency in the awareness of the sound of music, awareness of the contrast intensity, the sound of music and also the patron of music. An investigation to see the effectiveness of the program provides a result that there are aspects of a certain someone for the profoundly deaf can be measured increase through a training program sistimatic on hearing in a musical context. Especially pendiskriminasian subject level is significantly increased and the training of subjects in the music and also receive the music in the environment. Amir & Schuchman next support this use of music therapy because it provides a diversification of interest and a positive experience teaching, strengthen the use of remaining hearing. Improve and enhance the development of conversation intonation / rhythm in the voice conversation.
Voice of someone who has often lack of hearing strange sounds and not natural. On this individual often a lack of internal feedback mechanisms that are required to monitor and adjust, for example, the pronunciation of words, changes in high-low (pitch) sound or rhythm sound. As a consequence the production of voice conversations they often are not clear and terdistorsi. Deaf people also tend to show little variation and intonation pitch than people with normal hearing, so that the voice monoton. They often prolong or syllable and sentence and also often take a rest in a position that is not appropriate. Problem-problem of the rhythm and intonation on this effect the clear in speaking.
Techniques of music therapy and activities can help effectively in the development of the conversation in terms of rhythm, intonation, rate and sound pressure. Darrow (1989) mendisikusikan use of music therapy in the language, vocal intonation, vocal quality and speaking well. The process of breathing, rhythm and time, pitch and articulation necessary for singing, to give structure and motivation of the patient important morning. Darrow also emphasizes the importance of constant feedback to the therapeutist.
Darrow & Starmer (1986) study the effects of vocal training on the basic frequency, frequency range and speed of conversation on the voice of children deaf. These children tend to have a high frequency basis, and little variations in pitch, producing a problem in speaking proficiency. Results from this study suggest that, with the vocal exercises and sing songs on the low key tone that can help right memodifikasian basic frequency and frequency range in the patient. Another study from Darrow (1984) also shows the role of music therapy practice is a response to rhythm, so make a response on the rhythm of the voice conversation to be better.
Staum (1987) have been successfully using music notation to influence in improving the patient's expression language. He uses a system of notation as a visual tool to help patients in a match of words or the sound of words, whether common or not common, with the right rhythm and structure of the pitch easily. Results obtained positive tone is sounding pronunciation more developed, as well as generalization and transfer of knowledge developed in a significant
Robbins & Robbins (1980), after training in deaf patients, said that the contribution of music therapy to strengthen and / or speed of learning and the use of a conversation, do more extensive vocal / spontaneous and steady, improving sound quality and more liberal in the use of intonation and rhythm .
Improve the development of language and education, and improve communication in general
For children of deaf, hearing input limitations not only affect the ability to hear conversations from other people, but also have a negative impact on the development of their own language. Off kilter language through hearing, provide important information about the vocabulary, syntax (sentence), semantics (word meaning) and pragmatics, in which it is directly received by children with normal hearing. Without listening to this regularity, for children with limited hearing is usually will many problem in their language. The difficulty is usually found in the lack of vocabulary, difficulty in interpret the word, using the wrong word, the structure and content of the wrong language, and more. Difficulties in using this language next will prevent the individual from the communication that has meaning and also interact. Could cause a problem of negative effects on education such as reading, writing and understanding (Gfeller, & Baumann, 1988).
Significantly constribusi provide music therapy on the ability to communicate and speak to the deaf patient. For example Gfeller (1990), discussing The repertoire of music and movement experiences in music therapy, which can combine with the conversation and, after writing a word. Young children, especially at any time using movement and motor learning something through the manipulation of the environment. Instrument and the music is rich in material resources and the involvement of the sensorik motor. Multi-sensory experience in the music that is a valuable learning tool, which in turn is also related to the mental representations or symbols, Gfeller (1990). Event sekuensialnya music and can be made by the therapeutist use of language as a model for children. Since the rehabilitation of language is a process that is long and old, therapeutist music can provide the motivation necessary to create and play activities to be fun. Activities in music therapy can also create a oportuniti to use the concept of language in different contexts
Other research also found that the integration of music education in the arts as a language is very profitable (Darrow, 1989; Gfeller, & Darrow, 1987). Not only increase the motivation, but it also provides a multi sensori approaches to learning, which can help patients to fathom the meaning of new words. Singing, for example, provide an opportunity for a hearing and intensive use beraktifitas vocal. Learning the songs can stimulate auditori distinction in practice, and distinguish the sound of the letter meleburkan, ethnic-sounding syllable words and pronunciation (Gfeller, & Darrow, 1987). This can also help develop a mastery of words and provide an experience in learning to make the sentence structure and semantiknya. The songs can also make the same aims. The song also has strength in the tone enunciate a patron, not a monoton.
Besides improving the development of language and language teaching in deaf patients, music therapy also increases the ability to communicate with a kind of awareness and the ability to see a sense of diselaraskan / submitted through the "tone at the Voice." Things important in communicating with other people is espresi face, body language, and pitch and dynamic intensity. Awareness and sensitivity to the style of the language spoken by themselves and others, can be given to the successful application of therapy through music.The fashion with a song and cue the song in a way that "good style / beautiful", someone can learn to use and appreciate nuance in communicating with other (Gfeller, & Darrow, 1987). Signaling in the singing also gives an opportunity to exploration own expression of emotion, because the lyrics and melody of equality can be an expression of the soul reveal compared with just talking.
Develop life socialization, self-awareness, satisfaction emotional and improve self-confidence
In the literature several character that someone deaf have strong feelings of low self- will and depression, also have influenced attitudes and can not be closed (see the review of re-Galloway, & Bean, 1974). Body-image and awareness that is not too good, and the lack of communication, socialization and closed sense, to contribute significantly to the feeling-this feeling. Music therapy can provide an important opportunity to fix this problem and increase the confidence of someone deaf.
Brick (1973) find eurhythmics-Arts movement and harmony of the body-expressive activities, and music that gives the patient an experience, which it provides creative energy to the patient. This helps develop the self-confidence, give a sense of pride in completing and work together in a group. Robbins & Robbins (1980) also found that group activities, music can provide an example to adjust the socializing. Results obtained in the real experience of play seems to be motivated patient who is always fighting to be able to work together (co-operative), which is not always the focus and the focus is always a failed attempt to complete the work. Patients who also always ugly / fail in the case of others, may receive special assistance and compensation of good music through this therapy.
Body-image and can also increase awareness through music therapy is. Galloway & Bean (1974) found that the activities of singing and movement in music is also effective. Robbins & Robbins (1980) also emphasized the importance of realistic and positive self. They also find that the skill learned in moving through the music can enhance the confidence, coordination, poise and a natural awareness of the self.
Singing, or playing style on a track can produce someone to be able to express and self-satisfied to be emotional. Gfeller & Darrow (1987) suggest that the style or singing on the track that made its own, can also make someone deaf to express or illustrate the thoughts, and feelings idea when it was too difficult to write. Staum (1987) also found that the techniques and procedures music therapy may provide that a skill that can be functionally integrated directly in the private music lessons and the classical. Through a way that can be transferred outside of therapy sessions, and someone more able to express pleasure at the new situation, meet new people, and can work in a group-group. This also gives the feeling of social responsibility is also awareness, pride and self-confidence and social.
Robbins & Robbins (1980), which create a comprehensive resource manual and curriculum for music therapy for tuna runggu do approach to the subject concerned with the attitudes that have a sense of trust that the music in every person. Through music, they lead to the inherent sensitivity and capacity to respond directly to the expression of rhythm and tone variations, which has been described as music. They also emphasize that the music from a variety of side effects in humans have. Music is a medium for the activity in exploration and experience with, so that related directly to the speech and language, communication and thought, also in the body and emotional expression in a large scale. So that music therapy can improve the entrance and habilitas and development for a wide the deaf.
For deaf people, music therapy can:
Improve auditory, training and expanding the use of residual hearing
Auditory training, is the part that is integrated with the process habilitasi on deaf people. Each individual must learn to follow and interpret the sound, especially in the environmental conversation, with the aim to improve the rate kulitas and social development and communication. The main goal of auditory training is to develop the rest of the hearing to be maximum. They must learn to listen to a complex mental process and aural. Training auditori tend to focus on developmment and focus for the analysis of sound for deaf patients, and this will make the process tedious and not interesting. Therefore the music becomes a tool to motivate and enable these sessions.
Conversations and music contain many similarities. Perception auditori on conversations involving music and the ability to distinguish the difference between the voice, pitch, duration, intensity and color tone, and how sound can change over time. Properties is found in the hearing ability to interpret sound and mengartikannya. There are similarities between the music and conversation the music therapy and music to create an alternative and a fun tool to complement the previous auditory training techniques (Darrow, 1989).
Procedure can music therapy can provide some of the objects in the auditory training. Attention to the vote, attention to the differences in sounds, identify objects and also the sound object, and use hearing to determine the distance and location of the voice can be trained through experience in the music (Darrow 1989). In addition, Robbins & Robbins (1980) found that with music that is suitable for the more easily be assimilated and compared with the conversation, so it can be more suitable for stimulating the motivation on the remaining natural hearing.
Amir & Schuchman (1985) to create a music therapy program to develop and enhance proficiency in the awareness of the sound of music, awareness of the contrast intensity, the sound of music and also the patron of music. An investigation to see the effectiveness of the program provides a result that there are aspects of a certain someone for the profoundly deaf can be measured increase through a training program sistimatic on hearing in a musical context. Especially pendiskriminasian subject level is significantly increased and the training of subjects in the music and also receive the music in the environment. Amir & Schuchman next support this use of music therapy because it provides a diversification of interest and a positive experience teaching, strengthen the use of remaining hearing. Improve and enhance the development of conversation intonation / rhythm in the voice conversation.
Voice of someone who has often lack of hearing strange sounds and not natural. On this individual often a lack of internal feedback mechanisms that are required to monitor and adjust, for example, the pronunciation of words, changes in high-low (pitch) sound or rhythm sound. As a consequence the production of voice conversations they often are not clear and terdistorsi. Deaf people also tend to show little variation and intonation pitch than people with normal hearing, so that the voice monoton. They often prolong or syllable and sentence and also often take a rest in a position that is not appropriate. Problem-problem of the rhythm and intonation on this effect the clear in speaking.
Techniques of music therapy and activities can help effectively in the development of the conversation in terms of rhythm, intonation, rate and sound pressure. Darrow (1989) mendisikusikan use of music therapy in the language, vocal intonation, vocal quality and speaking well. The process of breathing, rhythm and time, pitch and articulation necessary for singing, to give structure and motivation of the patient important morning. Darrow also emphasizes the importance of constant feedback to the therapeutist.
Darrow & Starmer (1986) study the effects of vocal training on the basic frequency, frequency range and speed of conversation on the voice of children deaf. These children tend to have a high frequency basis, and little variations in pitch, producing a problem in speaking proficiency. Results from this study suggest that, with the vocal exercises and sing songs on the low key tone that can help right memodifikasian basic frequency and frequency range in the patient. Another study from Darrow (1984) also shows the role of music therapy practice is a response to rhythm, so make a response on the rhythm of the voice conversation to be better.
Staum (1987) have been successfully using music notation to influence in improving the patient's expression language. He uses a system of notation as a visual tool to help patients in a match of words or the sound of words, whether common or not common, with the right rhythm and structure of the pitch easily. Results obtained positive tone is sounding pronunciation more developed, as well as generalization and transfer of knowledge developed in a significant
Robbins & Robbins (1980), after training in deaf patients, said that the contribution of music therapy to strengthen and / or speed of learning and the use of a conversation, do more extensive vocal / spontaneous and steady, improving sound quality and more liberal in the use of intonation and rhythm .
Improve the development of language and education, and improve communication in general
For children of deaf, hearing input limitations not only affect the ability to hear conversations from other people, but also have a negative impact on the development of their own language. Off kilter language through hearing, provide important information about the vocabulary, syntax (sentence), semantics (word meaning) and pragmatics, in which it is directly received by children with normal hearing. Without listening to this regularity, for children with limited hearing is usually will many problem in their language. The difficulty is usually found in the lack of vocabulary, difficulty in interpret the word, using the wrong word, the structure and content of the wrong language, and more. Difficulties in using this language next will prevent the individual from the communication that has meaning and also interact. Could cause a problem of negative effects on education such as reading, writing and understanding (Gfeller, & Baumann, 1988).
Significantly constribusi provide music therapy on the ability to communicate and speak to the deaf patient. For example Gfeller (1990), discussing The repertoire of music and movement experiences in music therapy, which can combine with the conversation and, after writing a word. Young children, especially at any time using movement and motor learning something through the manipulation of the environment. Instrument and the music is rich in material resources and the involvement of the sensorik motor. Multi-sensory experience in the music that is a valuable learning tool, which in turn is also related to the mental representations or symbols, Gfeller (1990). Event sekuensialnya music and can be made by the therapeutist use of language as a model for children. Since the rehabilitation of language is a process that is long and old, therapeutist music can provide the motivation necessary to create and play activities to be fun. Activities in music therapy can also create a oportuniti to use the concept of language in different contexts
Other research also found that the integration of music education in the arts as a language is very profitable (Darrow, 1989; Gfeller, & Darrow, 1987). Not only increase the motivation, but it also provides a multi sensori approaches to learning, which can help patients to fathom the meaning of new words. Singing, for example, provide an opportunity for a hearing and intensive use beraktifitas vocal. Learning the songs can stimulate auditori distinction in practice, and distinguish the sound of the letter meleburkan, ethnic-sounding syllable words and pronunciation (Gfeller, & Darrow, 1987). This can also help develop a mastery of words and provide an experience in learning to make the sentence structure and semantiknya. The songs can also make the same aims. The song also has strength in the tone enunciate a patron, not a monoton.
Besides improving the development of language and language teaching in deaf patients, music therapy also increases the ability to communicate with a kind of awareness and the ability to see a sense of diselaraskan / submitted through the "tone at the Voice." Things important in communicating with other people is espresi face, body language, and pitch and dynamic intensity. Awareness and sensitivity to the style of the language spoken by themselves and others, can be given to the successful application of therapy through music.The fashion with a song and cue the song in a way that "good style / beautiful", someone can learn to use and appreciate nuance in communicating with other (Gfeller, & Darrow, 1987). Signaling in the singing also gives an opportunity to exploration own expression of emotion, because the lyrics and melody of equality can be an expression of the soul reveal compared with just talking.
Develop life socialization, self-awareness, satisfaction emotional and improve self-confidence
In the literature several character that someone deaf have strong feelings of low self- will and depression, also have influenced attitudes and can not be closed (see the review of re-Galloway, & Bean, 1974). Body-image and awareness that is not too good, and the lack of communication, socialization and closed sense, to contribute significantly to the feeling-this feeling. Music therapy can provide an important opportunity to fix this problem and increase the confidence of someone deaf.
Brick (1973) find eurhythmics-Arts movement and harmony of the body-expressive activities, and music that gives the patient an experience, which it provides creative energy to the patient. This helps develop the self-confidence, give a sense of pride in completing and work together in a group. Robbins & Robbins (1980) also found that group activities, music can provide an example to adjust the socializing. Results obtained in the real experience of play seems to be motivated patient who is always fighting to be able to work together (co-operative), which is not always the focus and the focus is always a failed attempt to complete the work. Patients who also always ugly / fail in the case of others, may receive special assistance and compensation of good music through this therapy.
Body-image and can also increase awareness through music therapy is. Galloway & Bean (1974) found that the activities of singing and movement in music is also effective. Robbins & Robbins (1980) also emphasized the importance of realistic and positive self. They also find that the skill learned in moving through the music can enhance the confidence, coordination, poise and a natural awareness of the self.
Singing, or playing style on a track can produce someone to be able to express and self-satisfied to be emotional. Gfeller & Darrow (1987) suggest that the style or singing on the track that made its own, can also make someone deaf to express or illustrate the thoughts, and feelings idea when it was too difficult to write. Staum (1987) also found that the techniques and procedures music therapy may provide that a skill that can be functionally integrated directly in the private music lessons and the classical. Through a way that can be transferred outside of therapy sessions, and someone more able to express pleasure at the new situation, meet new people, and can work in a group-group. This also gives the feeling of social responsibility is also awareness, pride and self-confidence and social.
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