As part of the IncluMusic project, I had the privilege to interview Angelica Postu, a trailblazer in the field of music therapy and a dedicated advocate for emotional well-being through music. Currently based in Berlin, Angelica brings her expertise as a music therapist and pianist to the Psychiatric University Clinic of Charité Hospital, where she also pursues doctoral studies in Music Therapy at the Berlin University of the Arts.
Her career spans a profound engagement with both practice and education, including her role as a lecturer at the National University of Music in Bucharest, where she guides future professionals in the therapeutic potential of music.
Founder of the Romanian Association of Music Therapy, Angelica has played a foundational role in bringing the principles of the Western School of Music Therapy to Romania. With an impressive background that merges her training as a pianist with a deep commitment to psychology, she has made significant contributions to emotional awareness, especially within artistic communities. Through conferences, workshops, and clinical research across Europe, she continues to advocate for self-care and resilience among musicians, artists, and educators, emphasizing the transformative role music can play in mental health.
In this interview, Angelica shares her insights on musical inclusion within education, the unique impact of music therapy in fostering inclusive environments, and her vision for integrating specialized support in music academies.
- How would you define musical inclusion in the current context of music education?
Music inherently fosters inclusion, transcending language, cultural differences, and physical abilities. Its non-verbal nature enables unique modes of self-expression, addressing the specific needs of each student. Through its diversity, adaptability, and ability to foster connection and belonging, music offers one of the most powerful tools for inclusion in education. It provides accessible pathways for expression and connection, making it a universal platform for inclusivity.
- What do you believe are the greatest challenges in ensuring musical inclusion in academies and universities?
A key barrier to inclusion is the limited training of faculty and staff, which affects our understanding of diverse learning needs and hinders the prioritization of inclusive teaching and evaluation practices. Additionally, the lack of physical accessibility in many institutions restricts students with mobility impairments from fully participating in campus life. Addressing mental health support within academic programs is equally crucial to fostering an inclusive environment for all.
- How can music therapy contribute to promoting inclusion in music academies and other educational institutions?
By integrating music therapy methods, institutions can create a more inclusive environment where all students feel valued and accomplished. Blending therapeutic and educational approaches can help teachers engage diverse learners, allowing them to understand emotional communication and ask vital questions about their students’ needs. This approach encourages educators to prioritize each student’s unique strengths in a supportive, creative space.
- Why do you think it is essential to have a tutor dedicated to musical inclusion in a music academy?
A specialized tutor brings adaptive teaching methods and fosters a safe, flexible environment for emotional expression. This role signals the institution’s commitment to accessibility and can shape policy changes. I remember advising an autistic student to attend in-person classes despite challenges, believing that full participation in the community fosters true inclusion. This choice positively transformed his life, illustrating the impact of being fully integrated with others.
- How do you see the future of musical inclusion in academies and universities? Do you believe we are moving towards systemic change?
Institutions are making progress through more flexible curricula, inclusive admissions, and diverse cultural representation. However, the slow pace of implementing theory into practice remains a concern. Although we acknowledge the need for updated teaching strategies, faculty training, and accessible facilities, the real challenge lies in establishing a strong platform for inclusion that actively responds to students’ concrete needs.
- What would be your main argument to convince an academy or university to include a specialized tutor in musical inclusion?
My arguments are threefold: first, broadening our understanding of students’ diverse abilities and valuing the unique strengths they bring. Second, creating a learning environment that builds on these strengths and incorporates them into the educational process. Finally, increasing diversity within teaching staff enhances faculty communication and support, enriching the collective vision and knowledge of the institution.
Cristina Pascu
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency for Community Programs in the Field of Education and Professional Development. Neither the European Union nor ANPCDEFP can be held responsible for them.