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KeywordResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Music education
Music therapy -- Study and teaching
Music therapy for older people
Music therapy -- Practice
MetadataShow full item record
AbstractProposed is the launching of a pilot community music therapy (CoMT) project. The intent is that the program be grant funded in whole or in part, and utilized as an adjunctive therapy for adults who receive services from the nonprofit organization Cerebral Palsy of Westchester (CPW). The project includes a comprehensive three-step process of active music making. It will begin at the David G. Osterer Center in Rye Brook, NY with group music therapy sessions focused on trust building; continue with the addition of community musicians to support and enhance the project; and conclude with a public performance.
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Showing items related by title, author, creator and subject.
Musical experience and the pursuit of music therapy: the influence of active music makingLevitan, Safrah (2020-12)This qualitative study explores the relationship between one’s musical experience and the decision to become and remain a professional music therapist. This study includes interviews with six board certified music therapists ranging from 4-15 years of experience in the field. Three questions were asked during the interview process regarding the lived musical experience of these therapists: 1) Describe the role of active music making throughout your life; 2) What do you perceive as the relationship between music experience and choosing music therapy as a career?; and 3) What role does active music making play in your decision to maintain a career in music therapy? Once the interview process was complete, a thematic analysis was done to formulate main themes and codes within the interviews. These themes and codes were then supported by interview quotes as a form of evidence. After reviewing all findings, a reflection was done focusing on the key aspects of the interviews and personal thoughts regarding the results. These key aspects included the participants’ relationship to music, active music making experiences, competencies, primary education, educational privilege, collegiate education, and self-identity.
Music and mindfulness: a rapid review of music and music therapy’s implementation with mindfulness practiceCohen, Matthew L. (2023-05)The modern practice of mindfulness has been used to clinically treat stress, active depression, depression relapse, addiction recovery, and eating disorders, and to promote self-awareness and acceptance. Mindfulness skills and mindfulness meditation have been used in conjunction with theoretical applications, such as cognitive behavioral therapy, dialectic behavioral therapy, and positive psychology, as well as creative arts therapies, such as dance/movement therapy, Insight Improvisation, and art therapy, to affect change. Though mindfulness has also been used with music and music therapy to achieve similar goals, a minimal amount of literature exists that directly discusses this. This rapid review summarizes the quantitative research published between January 2012 and July 2022 investigating the implementation of music with mindfulness practice. Recommendations for research are also included.
Emotional experiences of non-musically trained college students while improvising music in a group settingRoyes, Matthew R. (2019-05)The purpose of this study is to explore the effects of music improvisation on the emotional experiences of college students who have no previous music training. The participants (N=12) involved in this study consisted of college students, both male (n=5) and female (n=7), in both undergraduate and graduate programs. The participants were split into three groups, consisting of four participants in each group. Participants completed a questionnaire identifying their current emotional state, and then participated in a group music improvisation facilitated by the researcher. The participants then completed a second questionnaire to identify emotions they felt during and after the improvisation. Results indicated that music improvisation evoked more positive emotions in participants. In general, participants reported a decrease in negative emotions and an increase in positive emotions after participating in active music improvisation. Implications for this study include the use of music improvisation as a viable method in the field of music therapy to both elicit and modulate emotions within clients who have no musical training.