The Role of Special Music Educators and Music Therapists in Assisting Exceptional Learners

2015 ◽  
pp. 81-105
Author(s):  
Kimberly McCord
Keyword(s):  
Music Educators ◽  
Music Therapists ◽  
Exceptional Learners

Music Therapy for Children and Adolescents Diagnosed with Cancer

2015 ◽  
Author(s):  
Philippa Reid
Keyword(s):  
Music Therapy ◽  
Children And Adolescents ◽  
Cancer Care ◽  
Research Evidence ◽  
Interdisciplinary Team ◽  
Subsequent Treatment ◽  
Music Therapists ◽  
Medical Treatments ◽  
Music Therapist

Receiving a cancer diagnosis and undergoing the subsequent treatment challenges coping and equilibrium for children and adolescents and their families. This chapter describes how music therapists work with children, adolescents, and family members in cancer care contexts. A range of musical experiences can provide adjunct support to medical treatments to support coping, reduce distress, and provide comfort. The music therapist works as a member of the interdisciplinary team to provide opportunities fornormaland fun musical experiences to support the experience of hospitalization, as well as offering comfort and support for children in pain or distress. Research evidence supports the role of the music therapist in providing effective services with children and adolescents in cancer care.

The Role of the In-and-About Music Educators Clubs

1958 ◽  
Vol 44 (3) ◽  
pp. 70
Author(s):  
E. Arthur Hill
Keyword(s):  
Music Educators

scholarly journals An Investigation of Music Therapists' Experiences of Verbal Dialogue in Music Therapy Sessions

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Siobhán Nelligan ◽  
Tríona McCaffrey
Keyword(s):  
Clinical Practice ◽  
Music Therapy ◽  
Dyadic Relationship ◽  
Music Therapists ◽  
Professional Discourse ◽  
Individual Interviews ◽  
Irish Music ◽  
And Function ◽  
Therapy Sessions

This study presents a preliminary exploration of music therapists’ first-hand experiences of engaging in verbal dialogue with clients in their clinical practice. To the authors’ knowledge no previous studies have examined the role of verbal dialogue from the first-hand perspectives of experienced professionals working in the field.  Three individual interviews were conducted with three accredited Irish music therapists. Four central themes emerged as a result of thematic content analysis: content and function of verbal dialogue, the use of verbal dialogue may contribute to professional ambiguity, returning to the music, and the dyadic relationship between musical and verbal exchange. The findings revealed verbal dialogue to be a topic of interest for the participants in this study, one which stimulated meaningful reflections about clinical practice. The implications for professional identity and clinical practice which arose distinguished verbal dialogue as a potential area for further research and professional discourse within the wider music therapy community. Suggestions were made for additional areas of learning that may assist in preparing trainee and newly-qualified music therapists for potentially challenging verbal encounters with clients.

scholarly journals The Therapeutic Value of Recording in Music Therapy for Adult Clients in a Concurrent Disorders Inpatient Treatment Facility

2019 ◽  
Vol 19 (2) ◽  
pp. 21
Author(s):  
Kevin Kirkland ◽  
Shannon Nesbitt
Keyword(s):  
Music Therapy ◽  
Musical Composition ◽  
Music Therapists ◽  
Concurrent Disorders ◽  
Music Therapist ◽  
Case Examples ◽  
Therapeutic Goals ◽  
Therapeutic Value ◽  
Fertile Ground

While recording has traditionally been viewed as a practical, adjunctive role of the music therapist, here the authors examine the skillful use of recording devices and software as fertile ground for the development of therapeutic programs with tangible benefits for adult cli­ents in a concurrent disorders recovery setting. The integration and layering of musical composition with musical performance, digital technologies, and production, invite rich and engaging conversations about therapeutic goals, processes, and outcomes. Using methods of action research inquiry, the authors discuss how their interactions with clients through recording have yielded new insights into therapist roles and identities as well as expressions of music therapy. The case for therapy-oriented recording is outlined and a description of the authors’ research setting and data collection methods identified before a literature review on the use of recording in music therapy is provided. The authors then distinguish four types of therapeutic recording illustrated by case examples from work with clients. Their writing culminates with a discussion of challenges and benefits associated with therapeutic recording. The authors conclude that recording offers critical and rewarding yet often unrecognized opportunities for music therapists to be innovators in their field.

Commentary: Music Learning and Teaching During Adolescence: Ages 12–18

2012 ◽  
pp. 435-440
Author(s):  
Gary Spruce ◽  
Oscar Odena
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teaching ◽  
Music Learning ◽  
Learning And Teaching ◽  
Key Issues ◽  
The Way

This article focuses on music teaching and learning during the adolescent years by identifying and exploring key issues, concepts, and debates that particularly impact on, or are significant for, the musical experiences and development of young people during this period of their lives. A number of key themes emerge from the discussions that cause us to question assumptions about the role of music in the lives of adolescents, including how young people use and relate to music, and the way music educators can best meet the challenges of addressing young people's musical and wider needs in the range of contexts in which their musical learning and experiences take place.

Jazz Drums

2019 ◽  
pp. 219-230
Author(s):  
Gregory Evans
Keyword(s):  
Music Educators ◽  
Drum Set ◽  
Sound Sources

It is no secret that music educators are faced with unique challenges when engaging young musicians who play drum sets. Many educators aren’t drummers themselves, which can create fear and uncertainty and ultimately lead them to avoid, rather than embrace, the wonderful and exciting world of jazz percussion. This chapter provides conceptual and technical approaches to understanding the role each component of the drum set contributes to the ensemble, as well as the role of the drum set in its entirety. It also touches on how dynamics can change the function and style of a groove as well as creative ways to encourage students to move beyond pattern playing. In particular, discussion and examples are provided regarding setup, sound sources, keeping time, functioning within the rhythm section, transitioning from timekeeping to improvising, and various rhythms and grooves.

Growth and identity of music therapy in the NICU: Pioneering perspectives

2021 ◽  
Vol 13 (2) ◽  
pp. 84-90
Author(s):  
Helen Shoemark ◽  
Monika Nöcker-Ribaupierre
Keyword(s):  
Special Education ◽  
Early Intervention ◽  
Music Therapy ◽  
Premature Birth ◽  
Music Therapists ◽  
Music Therapist ◽  
Family Centered ◽  
Core Issues ◽  
Surgical Unit

This duoethnographic exploration expounds on the journeys of two women who pioneered music therapy in the NICUs in their respective countries. The dialogue uses their practice wisdom and research to illuminate core issues that have served the development of music as process and intervention for infants, families and those in the context of the NICU. They conclude with recommendations for the future.Monika Nöcker-Ribaupierre (MNR): I was a musician and I worked in the theatre. The premature birth of my daughter in the 1970s, experiencing my own helplessness and that of my family and friends, all of this led my life in an unexpected new direction: to music therapy in the NICU. My overall goal was to promote both the infant’s development in connection with support of the mother’s resilience – because there is no development without bonding. Next step was to open NICUs in my country to music therapy, also to strengthen our NICU music therapists and helping to develop an international network. Throughout all these years Helen Shoemark has been my most important and valuable colleague.Helen Shoemark (HS): I was a music therapist working in special education and early intervention for 15 years before. I started the program in the NICU at the Royal Children’s Hospital in 1994, and grew the role of music therapy in the pediatric NICU/ Newborn Surgical Unit through my research. Because of my experience in family-centered early intervention, my focus in the NICU is on supporting the expressive capacities of both infant and parents. My other focus is in supporting clinicians develop programs that are ecologically situated, theoretically- informed, and pragmatically realistic. Monika Nöcker-Ribaupierre was one of my earliest mentors, and I have always been inspired by the strength of her commitment, understanding, and support for the experience of the mothers in the NICU.

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