Tool Stories: Music Box
He was part of the team working on The Box project, which aimed to develop a flexible and creative way in which to make the delivery of therapy-based musical interactions achievable for all, regardless of musical ability. Initiated by BW & FM Sherret Ltd, a company based in Nairn, The Box project was supported technically and creatively by the University of the Highlands and Islands and The Glasgow School of Art, working in partnership.
The Experience Labs team visited a primary school unit for children with various complex needs, as well as a children’s hospice. Various musical interaction tools were created, one of which was a music box that played four different sounds – drums, guitar, bells and organ – with the tone changing depending on how hard the coloured pads were pressed.
Here, Jeroen tells the InDI blog how the tool was used by the children:
“Some of the children couldn’t move any limbs but because the object vibrates, a parent can put it on a leg or an arm, or the tummy, and press it. Since there is a clear link between sound and vibration, the children understand that if someone does something to it, it vibrates and that’s what you feel and that’s what you hear.
“The shape seemed suitable because it’s a nice shape for two people to hold. Using different colours was something that came from the observations done before. Clearly the children like the visual stimuli so different colours means different things.
“As a thing to support and trigger interaction, the musical tool worked really well. We gave it to them and said if you press that it makes sounds and it will vibrate and they understand that. There’s nothing more to it but they were still using it for 10 or 15 minutes because they liked the vibration and they liked to do something to each other or with each other. That was a real sign that even though that particular musical tool is a very simple thing and not going to be an end solution, it’s already something that people value for their own interaction.
“There were two little girls who didn’t have any motor skills or any verbal interaction. It was difficult for me to read in them how they were feeling. But I saw their eyes light up at some points, particularly with the bell sound that they liked a lot. When their mum figured that out, she just kept closer and kept playing with the bell sound.
“It’s up to the people to find the real meaning in the interaction and the girls looked at it and smiled: it’s those meaningful moments that you want your tool to offer. You can then see what they respond to and that’s what you want to focus more on in the next iteration.”
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