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Feature Different drummers vous. He's full of energy, a n d i m m e d i a t e l y tries t o up the ante by d r a g ging his chair right up t o H o w a r d ' s a n d thrusting his chin out. It's this kind of inappropriate behaviour that playing music together can help iron out. "A lot of times these kids c o m e in a n d they are either w a y t o o m u c h or w a y t o o little or they c h a n g e the focus t o o quickly or they are o v e r b e a r i n g , " H o w a r d says. " W i t h music I practice a lot of joining i n . Everybody's got a n instrument a n d I start to play a n d get t h e m to join in w i t h s o m e t h i n g similar, to be in a supportive role. I get t h e m to focus o n that kind of interaction, o n being the leader or being the f o l lower." Patiently, but firmly, a n d repeatedly, H o w a r d tells W a y n e t o move his chair back. Eventually he does. There are other signs of insurrection about t o break out in the circle. Carlo has sprung u p like a jack-in-thebox a n d is w h i s p e r i n g urgently in the ear of his neighbour, David, w h i l e his aide tries t o rein him back i n . H o w a r d moves briskly t o re-establish the group's sense of identity by asking all t h e kids in turn w h a t they did over the v a c a t i o n . Playland, Laserdome, chocolate eggs. Benny, w h o has been brooding a n d m u m b l i n g beside me, suddenly comes out w i t h a startlingly cogent statement: "I d o n ' t celebrate Easter because I'm J e w i s h . " W h e n H o w a r d spreads the instruments o u t I feel a quickening of interest. There's a t a m b o u r i n e a n d several drums -- are they tablas? There are w h a t looks like a cross b e t w e e n a flute a n d a bicycle pump, and a South A m e r i c a n percussion instrument consisting of a piece of flexible sheet metal in a f r a m e w h i c h makes a gratifyingly eerie sound w h e n y o u w a v e it a r o u n d . There's s o m e t h i n g I take to be a maraca, except that the metal beads w h i c h m a k e the sshhh-sshhh-sshhh sound Music therapy began after World War II as a way to soothe traumatised veterans. It's grown into a powerful means of treating all kinds of medical and developmental problems, literally from the cradle to the grave. In North Vancouver schools it's used to help children with behavioural problems. But how does it work? By Michael Boxall O n a c o l d a n d rainy afternoon in mid-April four boys gather in the music room of Lonsdale Elementary School. It's the first t i m e they've been together since Easter, a n d they're a bit restive. But then, restiveness is w h y they c a m e here in the first place. A l l four have behavioral problems, a n d over the next hour music therapist M a r t i n H o w a r d w i l l calm t h e m d o w n a n d get t h e m t o c o n c e n trate a n d cooperate, largely by using t h e remarkable p o w e r of rhythm. He's invited m e t o sit in t o get a feel for h o w it w o r k s . "There are s o m e very valuable things w e can learn about through the process of p l a y i n g m u s i c , " H o w a r d says. "This is one difference b e t w e e n music therapy a n d music e d u c a t i o n . M u s i c e d u c a t i o n is product-focused, g e a r e d t o w a r d p r o d u c i n g fine music. A l t h o u g h music therapists d o n ' t disregard that g o a l , their focus is o n t h e process of playing, a n d the intrinsic rewards that c o m e from e n g a g i n g in music. You d o n ' t have t o be musically trained t o get these rewards." M u s i c therapy is f i n d i n g an increasing n u m b e r of applications as its benefits b e c o m e apparent. It began after W o r l d W a r II as a w a y t o ease the sufferings of shell-shocked a n d t r a u m a t i s e d veterans. N o w it is used t o comfort the o l d a n d t o soothe the d y i n g , even t o treat eating disorders. It's also used t o help kids w i t h special needs develop motor skills, w h i c h h o w M a r t i n H o w a r d got into it. " I had a s u m m e r j o b w i t h children w h o w e r e autistic. W i t h autism c o m m u n i c a t i o n is often extremely limited. I'd bring my guitar out a n d sing songs a n d play music. I noticed that w a s the only t i m e I s e e m e d to be c o n n e c t i n g w i t h the children in a close, interpersonal, reciprocal way. They w e r e interested in t h e s o u n d a n d in t o u c h i n g the instrument. So I started b r i n g i n g drums a n d things. Then I f o u n d out about music therapy, a n d d i d the course at C a p C o l l e g e . " He also trained as a therapist. For ten years he's w o r k e d for the school district of North Vancouver. North V a n is unique a m o n g the c o m m u n i t i e s of the Lower M a i n l a n d in h a v i n g three music therapists o n contract in its schools. W e s t V a n has one; n o w h e r e else has any. Today's session is typical of w h a t he does, w h i c h is to help kids w h o are h a v i n g a t o u g h time fitting into the c l a s s r o o m routine. For w h a t e v e r reason, they can't sit still, can't concentrate, can't shut up. " W i t h these kids, everybody's telling t h e m t o listen -- 'Stop talking a n d l i s t e n ! ' , " H o w a r d says. " B u t w e d o n ' t s p e n d a lot of time o n h o w t o listen, o n the process of listening. That's s o m e t h i n g I keep harking back t o all the time. It's about e n c o u r a g i n g t h e m t o c o n t i n u ally notice w h a t ' s h a p p e n i n g a r o u n d t h e m . " W e arrange our chairs in a circle, H o w a r d a n d the four boys a n d t w o aides a n d me. The boys look b e t w e e n eight t o ten years o l d , a n d it's immediately apparent w h y they are here. One bright-eyed childw h o m I'll call W a y n e (none of these children are identified by their real names) w o u l d , in years g o n e by, have been t a g g e d as m i s c h i e - 14 May | June