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Author: Michelle Lynn Marpole Publisher: ISBN: Category : Music therapy Languages : en Pages :
Book Description
The purpose of this research was to examine teachers,' administrators,' and parents' perceptions of music therapy in schools and its effectiveness with various disabilities and age groups. Perceptions of music therapy were examined in relation to participants': (a) previous knowledge of music therapy and (b) belief that music therapy will be beneficial to students with disabilities and address their Individualized Education Plan (IEP) goals. Parents, teachers, administrators, and paraprofessionals from an elementary and a middle school in the Southeastern United States served as participants. Participants completed a 14-item questionnaire that addressed the three research questions and included items related to participants' demographic information, previous knowledge of music therapy, perceptions of music therapy effectiveness, and disabilities and age groups with which music therapy is perceived to be effective. Results indicated that 65% of participants had heard of music therapy, and 60% had seen a music therapy group with children. The behavioral approach to music therapy was most familiar to participants but some participants had also heard of neurologic music therapy, psychodynamic music therapy, and Orff-Schulwerk. Eighty-seven percent of the participants agreed that music therapy was beneficial for students with disabilities, and participants felt music therapy was most effective in addressing the emotional and social goals of students with disabilities. Participants' rank order for disability groups that would benefit from music therapy was: (1) speech/language impairment, (2) specific learning disability, (3) emotional disturbance, and (4) autism. Participants' rank order for age groups that would benefit from music therapy was: (1) 0-5 years old, (2) 6-10 years old, (3) 11-15 years old, and (4) 16-18 years old. These findings indicate that parents, teachers, and administrators perceive music therapy to be effective with school-age students who have various disabilities, particularly younger children. Additionally, results from this study corroborate previous research regarding the perceived effectiveness of music therapy with other populations. Implications for practice and suggestions for future research are also discussed.
Author: Michelle Lynn Marpole Publisher: ISBN: Category : Music therapy Languages : en Pages :
Book Description
The purpose of this research was to examine teachers,' administrators,' and parents' perceptions of music therapy in schools and its effectiveness with various disabilities and age groups. Perceptions of music therapy were examined in relation to participants': (a) previous knowledge of music therapy and (b) belief that music therapy will be beneficial to students with disabilities and address their Individualized Education Plan (IEP) goals. Parents, teachers, administrators, and paraprofessionals from an elementary and a middle school in the Southeastern United States served as participants. Participants completed a 14-item questionnaire that addressed the three research questions and included items related to participants' demographic information, previous knowledge of music therapy, perceptions of music therapy effectiveness, and disabilities and age groups with which music therapy is perceived to be effective. Results indicated that 65% of participants had heard of music therapy, and 60% had seen a music therapy group with children. The behavioral approach to music therapy was most familiar to participants but some participants had also heard of neurologic music therapy, psychodynamic music therapy, and Orff-Schulwerk. Eighty-seven percent of the participants agreed that music therapy was beneficial for students with disabilities, and participants felt music therapy was most effective in addressing the emotional and social goals of students with disabilities. Participants' rank order for disability groups that would benefit from music therapy was: (1) speech/language impairment, (2) specific learning disability, (3) emotional disturbance, and (4) autism. Participants' rank order for age groups that would benefit from music therapy was: (1) 0-5 years old, (2) 6-10 years old, (3) 11-15 years old, and (4) 16-18 years old. These findings indicate that parents, teachers, and administrators perceive music therapy to be effective with school-age students who have various disabilities, particularly younger children. Additionally, results from this study corroborate previous research regarding the perceived effectiveness of music therapy with other populations. Implications for practice and suggestions for future research are also discussed.
Author: Cindy R. Ropp Publisher: ISBN: Category : Music therapy for children Languages : en Pages : 0
Book Description
Results of this study support the limited related literature, indicating that personal and/or professional experience with music therapy significantly influences administrators' perceptions of the profession and its place in special education. Implications of the study and recommendations for future research are presented.
Author: Amelia Oldfield Publisher: Jessica Kingsley Publishers ISBN: 0857004743 Category : Psychology Languages : en Pages : 258
Book Description
The majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this area in the 21st century. Collating the experiences of a range of music therapists from both mainstream and special education backgrounds, Music Therapy in Schools explains the procedures, challenges and benefits of using music therapy in an educational context. These music therapists have worked with children of all ages and abilities from pre-school toddlers in nursery schools to teenagers preparing for further education, and address specific issues and disabilities including working with children with emotional and behavioural problems, and autistic spectrum disorders. This book will be essential reading for music therapists, music therapy students and educational professionals.
Author: Jenna-Lee Kim White Publisher: ISBN: Category : Languages : en Pages :
Book Description
The aims of this study were to explore parents' and teachers' perceptions of what music therapy entails and what value it has for children with autism. In so doing, limitations in providing information about music therapy were identified. The context for this study involved Unica School for Autism in Menlo Park, Pretoria. Unica is a Public Benefit Organisation (PBO) that provides specialised education for learners with autism between the ages of 3 and 18 years. Music therapy has been offered at Unica by both qualified music therapists and supervised music therapy students since 1995. This study was conducted within the qualitative research paradigm and, as such, sought to understand perceptions of, rather than prove, the value music therapy has for children with autism. Data collection took the form of 6 semi-structured interviews. The interviews were transcribed and data were coded, categorised and organised into themes. These themes then formed the basis for addressing the research questions. The findings of this study show, firstly, that direct contact with the music therapist, music therapy public presentations, and witnessing musical end products such as performances are the primary influences on parents' and teachers' perceptions of music therapy. Parents and teachers have some understanding of the objectives of music therapy. The findings show, secondly, that the parents and teachers have limited understanding of how music therapy works. This includes a lack of knowledge about clinical musical intention, intervention and the music therapy process. Finally, the findings show that parents and teachers at Unica hold music therapy in exceptionally high esteem. They are able to identify its value for children with autism in a number of areas, particularly in terms of social development and development of self, which relate directly and peripherally to the diagnosis of autism. The participants also recognise the lack of awareness about music therapy outside of the Unica environment, and express a wish for all children with autism to receive music therapy. Copyright.
Author: Gary McPherson Publisher: Oxford University Press ISBN: 0199928029 Category : Music Languages : en Pages : 768
Book Description
Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education offers a comprehensive overview of the many facets of musical experience, behavior and development in relation to this diverse variety of contexts. While the first volume primarily focuses on children during school-age years, this second collects an international list of contributors to explore how music learning takes place outside of the traditional classroom environment. Discussing a range of issues such as music education for the special needs population, music learning in adulthood, and music learning through media and technology these chapters help to broaden conceptions of music and musical involvement. Whether they are used individually or in tandem, the two volumes of The Oxford Handbook of Music Education update and redefine the discipline, and show how individuals across the world learn, enjoy and share the power and uniqueness of music.
Author: Brian L. Wilson Publisher: ISBN: Category : Education Languages : en Pages : 472
Book Description
Provides a comprehensive overview of the role of music therapy in the education of the special learner. Contains contributions from sixteen music therapists with extensive experience in special education settings (such as self-contained classrooms/residential programs, contractual and private practice, early childhood, and mainstreamed/inclusive programs). Addresses theoretical issues currently affecting the placement of special learners and provides descriptive examples of successful music mainstreaming programs.
Author: Colleen M. Conway Publisher: Oxford University Press ISBN: 0199844283 Category : Music Languages : en Pages : 697
Book Description
Qualitative research has become increasingly popular in music education over the last decade, yet there is no source that explains the terms, approaches and issues associated with this approach. In The Oxford Handbook of Qualitative Research in American Music Education, editor Colleen Conway and the contributing music educators provide that clarification, as well as models of qualitative studies within various music education disciplines. The handbook outlines the history of qualitative research in American music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning. It includes 32 chapters that address a range of topics, from ways of approaching qualitative research and ways of collecting and analyzing data, to the various music teaching and learning contexts that have been studied using qualitative approaches. The final section of the book tackles permission to conduct research, teaching qualitative research, publishing qualitative research, and provides direction for the future. An ambitious and much-needed volume, this handbook will stand as a key resource for drawing meaning from the experiences of students and teachers in music classrooms and communities both in America and in other countries.
Author: Michelle Lynn Marpole
Author: Michelle Lynn Marpole
Author: Cindy R. Ropp
Author: Amelia Oldfield
Author: Jenna-Lee Kim White
Author: Jack P. Donovan
Author: 
Author: Gary McPherson
Author: Brian L. Wilson
Author: Colleen M. Conway
Author: Tarcio Vinicio Lara