Ruben Montaldo D’Albora, musician and educator, presents in this article a Music Accessibility Program focused on the rehabilitation and transformation of people’s lives through music.
Introduction
The Universal Declaration of Human Rights, in Article 27, enshrines the right of every person to freely participate in the cultural life of the community, enjoy the arts, and take part in scientific progress. For people with mental health issues, however, this access to culture may be hindered by structural and social barriers.
In Uruguay, Vilardebó Hospital, the national reference center for mental health care, provides a Music Accessibility Program aimed at contributing interdisciplinarily to the transformation of these people’s lives through music, promoting their psychosocial rehabilitation, well-being, and community inclusion.
Music can be a driving force for mental health change, and this program has achieved a tangible positive impact on its participants.
A bridge between music pedagogy and therapeutic benefit
The Music Accessibility Program at Vilardebó Hospital is distinguished by its pedagogical approach focused on music education, which differs from traditional music therapy, where the objectives center on direct therapeutic interventions. This approach does not solely aim to contribute to rehabilitation from a clinical perspective but also to awaken the artistic potential of each participant.
The primary goal is for users to achieve meaningful musical production through learning an instrument, composing, or improvising, expressing their emotions and experiences through art.
The pedagogical process not only results in artistic achievements but also triggers therapeutic benefits inherent to the musical experience. Music, as an expressive and communicative language, fosters cognitive, psychomotor, emotional, and social development, allowing individuals to expand their abilities beyond the educational realm.
This holistic approach becomes a catalyst for well-being, strengthening essential skills for daily life and contributing to psychosocial rehabilitation.
Musical learning as a catalyst for skills
Research in neuroscience has shown that musical learning has a positive impact on various skills, and the Music Accessibility Program leverages this evidence to improve the quality of life of its users.
Learning to play an instrument, compose, or improvise music activates and develops a variety of brain functions, such as attention, memory, cognitive flexibility, processing speed, and motor coordination.
Playing a musical instrument involves the coordination and development of fine and gross motor skills, as well as stimulating processing speed in the brain, which enhances cognitive efficiency.
By being part of a musical ensemble, users also develop social skills such as interaction, collaboration, and teamwork.
These benefits stem not only from the act of making music but also from the social context in which it occurs, where interaction with other musicians and with the audience becomes an essential part of the experience.
The importance of technology in musical accessibility
The program integrates technology in two fundamental aspects: cognitive assessment and training, and audiovisual production.
Assessment and Cognitive Training
Specialized digital platforms, through games and activities, allow for the assessment of the cognitive functions of users, such as attention, memory, and cognitive flexibility, and create personalized training programs.
This precise and systematic assessment is essential for adapting musical learning to the individual needs of each user, ensuring that they can progress at their own pace and receive the appropriate support.
Audiovisual production
On the other hand, audiovisual production plays a fundamental role in the program, as it documents the performances of the musical ensemble, creating a tangible record of the learning and artistic achievement of the participants.
These productions, which include professional-quality recordings, serve not only as a motivation and feedback tool for the users but also as a means to disseminate the impact of the program and raise community awareness about the importance of musical accessibility.
Program methodology: A path to inclusion through music
The Musical Accessibility Program at Vilardebó Hospital follows a meticulous structure that encompasses several stages, each designed to promote the personal and social development of users.
1. Initial assessment
The first stage is the initial assessment of the cognitive functions involved in musical activity using digital tools and other assessment methodologies. This assessment allows for understanding the strengths and weaknesses of each participant and developing a learning plan tailored to their abilities and goals.
2. Design of a personalized musical learning program
In the second stage, a personalized musical learning program is designed, taking into account the interests and goals of the user, as well as their specific needs.
3. Musical cognitive development
Musical cognitive development occurs in the third stage, where users learn to play an instrument, compose, or improvise, participating in orchestral ensembles.
This stage focuses on enjoyment and expression while also developing cognitive, motor, emotional, artistic, and social skills.
4. Musical activities for cognitive training
The fourth stage includes musical activities for specific cognitive training, which are carried out through artistic methodologies systematized in the program and digital platforms.
This training aims to strengthen executive functions such as working memory, inhibition, and cognitive flexibility.
5. Creation of an audiovisual production
Finally, the artistic culmination occurs with the creation of a professional audiovisual production that documents the learning process and the artistic achievements of the users, providing them with a sense of accomplishment and a tangible product of their effort.
The transformative power of music: testimonials and impact
Testimonials from professionals and users suggest a significant positive impact in various areas. Participants feel empowered to express themselves through music, developing their artistic potential and feeling part of a community.
Musical learning not only allows them to develop cognitive and motor skills but also improve their emotional and social well-being, creating bonds with their ensemble peers and finding a sense of belonging.
The culmination of the program in a professional audiovisual production provides users with a tangible goal to work towards, which increases their motivation and provides a sense of achievement upon reaching that goal. This experience of achievement is crucial for their self-esteem and fosters a positive attitude toward learning and rehabilitation.
Social integration and psychosocial rehabilitation: beyond musical enjoyment
Participation in a musical ensemble goes beyond mere instrumental practice, becoming a powerful tool for social integration and psychosocial rehabilitation.
By joining a musical group, participants develop social skills such as collaboration, communication, and coordination, essential for community life.
The experience of working as a team, listening to others, and contributing to the group’s success allows them to strengthen their sense of belonging and overcome the feeling of isolation that often accompanies mental health issues.
The musical ensemble provides a safe space where participants can express themselves without judgment and where their contributions are valued.
The inclusion of professional musicians in the ensemble serves as a role model and elevates the group’s quality, enabling participants to learn from more experienced peers.
This integration fosters the creation of bonds and the establishment of meaningful relationships, which are essential for emotional well-being and psychosocial rehabilitation.
The interdisciplinary approach: music and mental health in convergence
The Musical Accessibility Program seeks an interdisciplinary approach that combines art, pedagogy, and science to create a mental health care model.
Music becomes a universal language that facilitates collaboration between professionals from different disciplines, such as musicians, educators, psychologists, psychiatrists, occupational therapists, social workers, and nursing staff from the institution, as well as technical teams from halfway houses where some participants are referred after hospital discharge.
The goal is to provide comprehensive care.
The use of online neuroscientific tools allows for the objective measurement and evaluation of participants’ progress, providing a meeting point between art and science.
These data become a shared foundation for mental health professionals and musicians to work together, designing personalized intervention strategies tailored to each participant’s needs. In this way, the program helps to break down barriers between art and science, promoting a more holistic understanding of the rehabilitation process and establishing a transdisciplinary language.
The value of the program methodology: strategies for personal transformation
The program’s methodology is based on adapting the teaching process to the individual needs of each participant, ensuring that all participants, as long as they perceive music, can experience success and enjoyment in musical learning.
The creation of an accessible repertoire and integration with professional musicians ensure that participants can actively engage without feeling overwhelmed by technical complexity.
Working toward a tangible goal, such as a live performance or an audiovisual production, provides an extra motivation and a sense of achievement that boosts their self-esteem.
The program also fosters collaboration between participants and professional musicians, which not only elevates the ensemble’s musical quality but also gives participants a role model and the opportunity to learn from experienced musicians.
The inclusion of cognitive training activities through digital platforms enables precise progress assessment and tailored training, ensuring each participant can advance at their own pace and develop their skills effectively.
Bibliography
- Audiovisual Production “Art and Mental Health: We All Need Music.” (2024). Google Drive. https://drive.google.com/file/d/11KbpkHpdYE_WBNJlmF7dnnwhaMgbgF14/view?usp=sharing
- Teodoro Vilardebó Mental Health Congress. (2024). Google Drive. https://drive.google.com/file/d/1y40bpzIVfJQyGlobqjn2NbDrpKWIwPdT/view?usp=sharing
Deep learning model for the early detection of cognitive impairment from clinical notes in electronic medical records
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