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Louise Campbell • Nov 29, 2022

Supporting Health & Well-being Through The Voice: Song-Writing And Singing, Rapping, DJ-ing, Poetry, And More

 

When the Participatory Creative Music Hub put out an Open Call for projects with a focus on Health, we never guessed that so many of the projects would center around creative expression through the voice! From singing and song-writing to DJ-ing, poetry and rap, the projects demonstrate the incredible range of ways in which the voice can be used to support participants’ health and well-being.

 

For example, Haida Elder Jiixa (Gladys Vandal) and settler Julia Weder team up in Preserving Language Through Music & Film to share language and creativity through rap music videos. As Julia writes, this project “was intended to support Jiixa in her own language-sharing and creative visions, as she is hugely motivated to share the language now that she is diagnosed with ALS and has limited mobility”.


Watch and listen to the music video ‘X̲anjuudal Travelling to Vancouver’ in which we not only see and hear the transmission of language, but also the connection and ready laughter shared by Jiixa and Julia.

 

In another use of voice, Laura Gillis’ Vintage Voices features members of a long-term care centre who DJ a radio show based on the Participatory Creative Music Hub put out an Open Call for projects with a focus on Health, we never guessed that so many of the projects would center around creative expression through the voice! From singing and song-writing to DJ-ing, poetry and rap, the projects demonstrate the incredible range of ways in which the voice can be used to support participants’ health and well-being.

 

For example, Haida Elder Jiixa (Gladys Vandal) and settler Julia Weder team up in Preserving Language Through Music & Film to share language and creativity through rap music videos. As Julia writes, this project “was intended to support Jiixa in her own language-sharing and creative visions, as she is hugely motivated to share the language now that she is diagnosed with ALS and has limited mobility”.


Watch and listen to the music video ‘X̲anjuudal Travelling to Vancouver’ in which we not only see and hear the transmission of language, but also the connection and ready laughter shared by Jiixa and Julia.

 

In another use of voice, Laura Gillis’ Vinta the music of their choice. The purpose of the project is to provide a DJ with a platform to share the music they love and their thoughts on this music, and as Laura writes, “bring these voices to the rest of society via short radio clips’. Laura writes, “In my work in Long Term Care, I witness the negative effects of our society’s ageism and ableism: Individuals living in Long Term Care, families, and healthcare providers often struggle to have a voice, to be noticed, valued, and to receive the support and recognition that is needed. The tone of Vintage Voices is light and fun, however it serves to amplify seldom-heard voices and to put a face (or rather a voice!) to individuals living in these settings, allowing them to show the value of life at every stage.”


Go to Vintage Voices to listen to three DJs’ radio clips.

 

Using a poem written by a participant, Naila Kuhlmann’s Piece of Mind: Understanding And Comunicating Parkinson’s Disease Through Music And Poetry, features a collaboration with poet Lili Saint-Laurent, a woman living with Parkinson’s Disease (PD), and musician Caroline Barbier de Ruelle. Lili’s poem Sur le fil (On a wire) is an expression of her day-to-day experience of PD, and served as the starting point for a creative process between Lili and Caroline. See this video for a description of the process used, the thoughts of the participants, excerpts of the creative process and the resulting circus piece that features Lili speaking her poem.

 

For those participants who express themselves readily through non-language based vocal expression, Geremia Lodi’s Silent Rhythms features participants who create silent ‘movement phrases’ that are then interpreted vocally. See this video tutorial for a demonstration of the process used to create both movement and it’s interpretation in sound.

 

Multiple projects focused on collaborative songwriting. For read more about the processes used, and listen to the music, see:

 

There clearly many ways of supporting health and well-being through the voice. If you have more to share, consider submitting to the PCM Hub! See HERE to create and account and submit, and reach out to Louise Campbell at mlouisecampbell@gmail.com for more information.

By Shelley Neal 08 Mar, 2024
I initially trained with MUSIC CARE to work with Seniors in Long Term Care who were experiencing dementia and Alzheimer’s Disease. This is the path I travelled with my mom. My training with Music Care and Room 217 supported capacity building in selecting music that was played on my harp or chosen recorded music. The music centered on the care of the individual and their specific needs. My job was to determine the individual’s specific and select music to address these needs. The music selected helped to build community, support sleep, talk about life experiences, create a background landscape of sound, support connection to decrease isolation and loneliness, as well as coming alongside people dying. My training with Music Care helped me understand how to support people “where they were” physically, emotionally, and spiritually. Through using beat, tempo, melody, and timbre, I could cater the music and desired support required for individuals or small groups. My profession is teaching. I am a special education teacher and use music in my primary teaching as a method for learning, practicing language skills, transmitting information about science studies or math equations, as well as having fun and creating our own songs. My teacher toolkit married exceptionally well with the knowledge and skills provided by the Music Care Certification training. Recently, my work with students has involved individual programming for the medically fragile children and the palliative children. I use music (repeating the chorus several times) to engage and connect with the kiddos. We use music to "talk" about feelings (our communication is through eye gaze, eye blinks, and squeezing hands), and content material. I use music to enjoy our relationship of being together. At times, due to medication for seizures, my little ones can be very sleepy. I increase the tempo, engaging in tapping the beat on her hands and using silly action songs. The giggles and wiggles make it magical. I also use music to tell stories (my students have CVI, cortical vision impairment, so visual perception is difficult). This helps the child to engage in the story arch and adventures. Music is my conduit for reaching out and being with the students. Recently, I had the sacred journey of visiting one of my children in ICU at Sick Kids. I was invited to come to say "goodbye". A dear friend who was an ICU nurse in a different department told me (AKA, insisted) that I bring my harp with me. I wasn't sure if this would be appropriate for the family. However, with the permission of the mom, I bravely packed my harp up and took it to the Unit. It was a beautiful evening of talking with their mom and dad about how special their child was in my life. I played the kiddo's favorite songs and then ended with "The More We Get Together". The little one opened their eyes and stared at me. We hugged, and I left. They passed the next morning. I consider this time to be a sacred gift. Music Care Certification has given me the confidence and toolset to work alongside people and to journey together. It is a time a beautiful, difficult, or sacred time that I have been honoured to participate in.  Thank You
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