Contacting gate keeper for next intervention

The previous intervention, taking place at Kovitthamrong School on August 31, 2018, suggested me to find stakeholders who needed some professional help and old enough to evaluate their anxiety. On September 10, 2018, I had an opportunity to meet with Miss Chanan Thongsookmak who is a deputy director of Pracharaj Bumpen school which is in my neighborhood. It is a public school where students mostly come from working class family which is different from previous school that i took test.

I told her that I was doing a research topic: “how can classical music support GenereationZ in managing pressures of school “? I was willing to conduct an intervention at her school. She told me that it was the school policy to support any educational activities that would be beneficial to school students like this and that she was willing to help me in providing students to participate in the intervention.

I also told Miss Chanan that these students would be those with GPA below 2.5 who evidently needed some professional help and would be grade 9 students who were old enough to evaluate their anxiety.

I also told Miss Chanan that I would like to have somebody observe behaviors indicating class anxiety of these students after the day of intervention and reported to me. She agreed to help me.



Response from experts

Finally , i got the feedback from an expert of music therapy,Ajarn Na. He is a music therapist in Thailand

I told him about my project and ask him if he could collaborate with me .  He told me that he didn’t not directly trained for Bonny GIM and he didn’t know anyone in Thailand that has trained directly in GIM but he can give me some comments and feedback about my work. He also said that in order to collaborate with music therapist to conduct GIM , the therapist must have an approved from GIM association to be able to conduct an intervention otherwise there will be problems for the research and practitioner. So, i asked him that what if my idea is to apply my own modified version of GIM  in class room not to facilitate the full version of GIM, would it be possible for me(as one who’s not directly trained GIM) to conduct the intervention. He answered ” yes, it would be possible but you must state clearly that this is a modified version of GIM and also have to understand throughly about ethical consideration and professional boundaries of Music therapy”.

He also kind enough to send me his article about Continuum of music of health and well-being to allow me to understand more about professional boundaries.



Ajarn Na sent me an article that  is related to ethical considerations in my project . it explained the process of continuum of Music of health and well-being . So, if i choose to focus on Music for well-being in everyday life instead of focusing on Music therapy , i might be able to avoid having problems with ethical conflicts.  This also similar to what Richie have told me that if i don’t have a therapist or therapists to collaborate with me i should avoid the words “therapy” in my question. therefore, according to the article , music engagement is categorized as Music for well-being in everyday life which is similar to what i have done with my intervention as i don’t focus on diagnosed but more likely on experience to upgrade emotional level.

Apart from Ajarn Na, i tried to contact Teacher Nahm to ask him to be my expert and collaborate with me . He told me that he’s not really used to GIM method but he would love to talk to me in a person on this Thursday to give me some feedbacks and the possibilities of collaboration.

Contacting stakeholders

Mr. Veera Khaengkasikarn the Deputy permanent secretary of Regional Education  of Office No.2 ,Ministry of education

He is the gatekeeper who can give me an access to schools in Thailand . I went to meet him at Ministry of Education to talk about my project . he seemed very interested in using music to help children in schools . He also said that still there are very few of music therapists who works in Thailand which should be beneficial for students who struggling in schools as it’s something new for them.  So, if i wanted to get into population like problem children he is willing to help me gaining an access.


Chidchong   Nuntananet , Assistant Professor of Silpakorn University(retired)

As i’m having some confusion with my intervention whether method that i should use to conduct my next intervention.She offered me of choices of how to set up my research on next intervention .First, only using qualitative research might not be enough so she suggested me to look in to the Anxiety Test(ST5) from Department of Mental Health of Thailand to help measure the change in stress level.

She also suggested that it would be interesting if i conduct an experiment with problem students(low GPA) as it might be able to see a clearer result which i think it’s totally true as i didn’t see the significant change in the normal students when i conducted an intervention. Therefore, i can compare and contrast with normal students and problems students . Or else, i could just focus on only the problem students and conduct the intervention continuously to see  the change.


Somporn  Warnset , Director of Special Education Center

was recommended by Mr.Veera that i should get to meet her.  she is also the gatekeeper who can access to music therapists as she used to work with therapist to help children with special needs. She recommended me to contact one her collaborator to help with my project.

She has suggestions for my intervention similar to Misses Chidchong that i should use problems students as my target audiences . There was a reminder from her that some of problems children might not fully willing to cooperate with me and i have to be able to handle these kids for the whole hour.

First full intervention in school

After we talked on phone , Dr. Pilan  Patipimpakom school director another gatekeeper was very cooperative to grant me a chance using a space in class room to conduct an experiment in school .

Dr Pilan Patimakom(On right hand)

The reason i chose Kovitthamrong school is because it’s the school in my neighborhood and it’s more convenient to coordinate with private school as the director of school has the final say . Unlike public school , the process is quite complicated and take longer time to make them respond to the request.

He provided me a hypothetical class of 10 people of 4th grade children  to come test the intervention with me along with assigned teacher to help me what i need  .  First , i handed a consent letter to everyone to sign including an assigned teacher. Then , the process was begun in four stages. (1), i told them to close their eyes and after that i started the music . (2)i told them to be relax and imagine themselves like they were lying in comfy bed at home. (3)i started to play music and after music begun for a while i told them to think of any place that they want to go and let the music take them there. while on session, i also encouraged them to embrace the music and  asking where they are right now(4)after about 25 minutes i told them to slowly open their eyes and get back to reality and write what they saw on a piece of paper.After finished, i conduct an one on one in depth interview to observe the change in emotional level.

  • How was the experience? How do you feel?
  • How do you resolve the problem when you feel stress?Can you tell me your experience when you are stressed or feel bad?
  • Did you think the session can help you relax stress?how?
  • Would you participate it again if have a chance?

Feedback from students

  • all of them  told me it was playful, melodic , enjoyable and relax, even though this is not music they are familiar with
  • children willingly to cooperate with me
  • Very optimistic when answered my interview
  • what appeared in papers seem like they were in another world
  • most of the stress they have is about work and exam at school and would listening to modern music . i.e, Korean Pop Music
  • they would love to do this again


Limitation of intervention

  • kids too young to express their thoughts in emotional way
  • Time management is quite important as i was a bit out of time , if i have more time , kids would also have more time to write and convey ideas



Feedback from stakeholder ( miss Tuenjai Chaotoh , teacher of Kovitthamrong School)

  • she thinks it’s a process to express inner thoughts which goes well with the music as she felt motivated and alert when listening to music
  • from her experiences , she felt that children can’t express their opinions about depression or stress level accurately as they might be too young to understand
  • It’s an interesting program as music teacher might be able to make use of it
  • Children have chance to talk about emotion and feelings which is not familiar to them
  • they have chance to use imagination integrated with music to come out with reflective writing which help promotes the creativity


  • i also agreed with Miss Tuenjai Chaotoh that the answers might be too general and not insightful as they’re too young to express their opinions and thoughts in emotional way
  • even though , there was not a change in notice level of emotional as these kids seem to be in good mood already , i was surprised that they can use their imagination to conveys their thoughts from what they saw confidently on reflective writing .For example, “i think i was flying with many of birds and then i fell of the sky. while other birds trying to fly , they seem very discouraged , so i say to those birds that do not give up and fly together to the end of sky”.
  • I should also come up with a way to measure the change of development in creativity as surely there was integration of music hearing and imagination
  • Pre-test or pre-interview must be included to observe the change of emotional level
  • i was very nervous as this is the first time for the full session in the real situation
  • the experiment tells me that music is not only essential to the lives  of these students but also in some way highly relating to their achievement both in studying and in school lives . However, it’s not enough to justify any conclusion that wether or not or in what way music can support these students in managing pressure of schools. For such a justification of any conclusion, some modifications and more experiments are needed


Similar project

i found an article from this magazine about Thai classical music which is similar to my intervention as the author make use of Thai classical instrument to test his intervention.

Music of the Na-phaat repertoire – the connection of emotion and imagination

The article examines the music of the Na-phaat – the connection of emotion and imagination– through their significance in Thai musical culture on the methodology of qualitative research and Ethnomusicology. The value and significance of the Na-phaat  repertoire stems from its musical characteristics, musical conception, and the artist’s feelings. The repertoire holds the traditional conventions of melody, rhythm, and performance practices to complete the perfection of the ceremony, a theatrical art performance of ‘Khon’ and drama. The style of Na-phaat is the projection of sound force to display the faith towards holiness. Artists have integrated three fundamental beliefs of supernatural power, Brahmanism, and Buddhism in the Na-phaat performance, creating the norms and traditional practices. Performing the Na-phaat repertoire is done through maintaining the structural melody of ‘look khaung.’ Also, it conveys an emotional message and initiates imagination, including the ability to express the inner feeling in the desired directions.


  • i also should have a look into the field of ethnomusicology
  • What if this could happen in contrary ? What would be like if i test my intervention using Thai classical music to people in the UK and see the reaction?
  • It’s also similar to the GIM’s Bonny session as this project is also about spirituality and inner thoughts“The GIM experience can lead to the development of self-understanding, the ordering of the psyche and the achievement of spiritual insight” (Clark and Keiser, 1986 p 1.) (Clark 2002: 17)”
  • Imagination and self-realization that evokes from Thai classical music

Test an intervention in UK

After suggestion , even though people in UK is not my target audience, i tried to talk with people around Baker Street area and asked them to give me some feedbacks for my lesson plan . Also , if they could join me for a quick session of GIM session (minimize to 5-10 minutes for music) and some conversation  just to give the general idea about my lesson plan. This is to prepare myself before doing  interventions in Thailand. There were 9 people who i talked to but not all of them fully finish the session( 3 children of age 10-12 and 6 of teenage and young adults) . It took me about 3 hours to finish this.

These are feedbacks that i got

  • Overall everyone said that feel relaxed after listening to the music but there are fews for the kids who said the music could be quite too long if conducted in the full session which takes about 25 min for the music
  • i got the question like am i a doctor or therapist? This is from one of the parent (ethics)
  • Health and well-being section in school or university might be able to make use of it
  • Most of them took sometimes to be able to understand what i’m doing
  • Young adults were be able to express their feedbacks and feelings better than the young ones as it was difficult for them to interpret the feelings by using words
  • one of a guy(19 years old) explained to me that it was like lifting a mountain on his chest as he just got out from the exam room. He felt that the melody of music can make him feel uplifting and be able to get away from the pressure in exam room for a moment.
  • People din’t really show that they were really traveling on the music instead , they describe it as feelings .


  • it was so difficult to make strangers participate on the test , especially when the testers have to close their eyes in public place
  • it would be nice if i have someone working with me to help taking photo or i should have another camera to observe the reactions while i engaged with the tester(as i used my Iphone to play music).
  • i have to remind myself and others that this project is not to aim about healing symptoms of depression but it’s about experience when they get to test the intervention
  • I have to be more confident and be able to express the objective of my intervention clearly
  • i was very nervous as this is the first time on by myself trying to test my intervention with people here in London and also in public

A change in the question and intervention

There was a changed in my question “how can we unconsciously infiltrate music therapy into young Thai individuals to be able to release stress” . this is because there will be problems with ethics if I conduct this music therapy session by myself without co-operating with Music therapist as right now i couldn’t find one who can work with me.

After consult with tutor, she also recommended to be more specific and concise about the question. I researched the recent course curriculum of high school in Thailand and found out that music is still a sub-course under Art course which allow student to participate not more than 50 minutes per week. Remember that music class is compulsory in primary school anyway, so why not we make the best out of it in the class room. So, I draft a lesson plan to help student managing pressures of school by adopting one of the method used in Music therapy (Guided Imaginary and Music) and followed by in-depth interview as a measurement.

Now the question is “How can music support generationZ in managing pressures of school?”

“The interaction among listeners, music and guide is what makes GIM unique. The GIM experience can lead to the development of self-understanding, the ordering of the psyche and the achievement of spiritual insight” (Clark and Keiser, 1986 p 1.) (Clark 2002: 17)

Clark M (2002) Evolution of Bonny Method of GIM in Burscia K & Grocke, D (Eds). Guided Imagery and Music: The Bonny Method and Beyond. Barcelona Publishers

Lesson plan

Lesson : Travel through Music

Objective : the program offers an exciting chance to see life in the third-eye view while getting into personal experiences and connecting to the inner perception. Understanding of oneself and the personal life path helps to live with awareness and mindful.

Materials :  Beethoven , Barber, Elgar, Gounod, Mozart and others classic songs

Procedure : First 10 minutes – both lecturer and students agree upon a focus, intention, or key image they want to work on. For example, experiences in school. The intention is like a steering wheel: it gives purpose and meaning to the journey as it engages the traveler to explore the inner thoughts. The chosen music are based on the classical music that has been familiar to use in GIM session.


10-15 minutes – The students are asked to close his/her eyes. With a few words, the guide gives suggestions to quiet down and breathe slowly. The relaxation puts the traveler in an altered state of consciousness. Before the music starts, the intention is formulated. When the music begins, it evokes images, body sensations, and feelings. The traveler is asked to dialogue with the guide about the unfolding imagery and to describe the experiences stimulated by the music.


15-25 minutes-  The lecturer keeps encourage the students to embrace the feelings to deepen inner experience


25-30 minutes – the music program comes to an end and the traveler is prepared to get ready to end the inner journey, to open the eyes and come back to the here and now


30-40 minutes – Conducting a session assists students to find out about messages/insights of the session and how they might relate to their daily life. Also, students are asked to draw a picture that reflects the experiences of the session in colors and shapes. This enables students to gain closure, have time for integration, and return to an alert state


40-50 minutes – Give students 10 minutes to write down the explanation and emphasize on that.


What is GIM? (Guided Imaginary and Music)

The Bonny Method of Guided Imaginary and Music or (GIM), According to the founder, Helen Lindquist Bonny, where imaginary is evoked during music listening’(Bonny 1990) The therapist and music will work together as co-therapist to support and reflect the inner thoughts and experience when emerged. There are three main phases to conduct. First, the preliminary conversation, this could be about when therapist ask patient about experience and things that challenge them in the real life. With this, therapist select the music program. After that, the induction(relaxation-based) this focuses on the release of tension through out the different muscle groups of the body. Subject lies down on a mat or closes his/her eye. The reason is to facilitate a transition from ego-dominated to deeper level of consciousness and to surrender to a more flexible experience of time and space. Second phase, during music travel, the subject verbally describes his/her experience while listening to the song. The therapist must listen and jot down what he/she describe and make non-directive verbal intervention” help the client to describe and stay close to it, and feel the full impact of it (Grocke,D.E 2005 ). The last, when music over, therapist will analyze that inner experience . He/or She encouraged to reflect  what it stands out as important experience.

Grocke D.E (2005) the role of therapist in the Bonny Method of guided imaginary and music. Music Therapy perspectives23(1),46

Mcdonald R(2012),Music, Health and Well being ; Music Models and Intervention, Trondalen and Bonde,42-46

Bonny,H (1990) Music and Change. Journal of the New Zealand Society for Music Therapy,12(3),5