ABSTRACT
In the classroom, close interaction between two people through music making can be achievable, where one person attunes to the other using matching or mirroring. The value of this kind of music making is that it promotes trust and confidence in the young person that they can have the power to influence the interaction. Mirroring and matching are techniques that are refined in music therapy practice. Stern identified musical aspects caregivers naturally used when attuning with a child. Matching involves the response to the playing of another, by attuning to the intensity, pitch contour and or various other aspects of the music of the child. This can easily lead into playful exchange and can allow creativity and variability in the way the child initiates. The main focus for the approach is twofold; it allows the child to be and feel in control, and it allows the child to feel listened to.
