Biggi Vinkeloe - Magister at the Royal Academy of Music Stockholm
I started out as a flute teacher at a few communal music schools. Working with my students, I realized that the motivation to play an instrument varies greatly. I discovered that music lessons could be used to acquire skills in music theory and in instrumental practice, but they could also be used to learn about concentration, focus and endurance. Music lessons turned into a tool to explore and develop a different set of skills
This is why I became interested in studying music therapy. Although I passed the admittance tests for the music therapy program at the University of Montpellier, France, I was not able to pursue my dream due to financial problems. Many years later, I once again passed a very selective admission test at the Royal Academy for Music in Stockholm, Sweden; in 1999, I completed the three year program in Music Therapy.
I began to work as a music therapist (with supervision) in 1996, mainly at public schools with children with special needs. I became one of the co-founders of a Rudolf Steiner school for students with different challenges; a school that has operated for more than twenty years. I have worked for more than 25 years with people on the autism spectrum.
Being a member of the Swedish professional music therapist register, I can work as a music therapist as well as offer introduction courses on music therapy to groups of students who want to learn more about music as a 'space inbetween', where spoken or unspoken communication happens.
Music Therapy Definition