Not only is March Music Therapy Awareness month but it is also Music In Our Schools month! This post seeks to bring awareness to both fields by addressing misconceptions, providing ways the two fields can collaborate, as well as emphasizing the importance of music therapy and why it works within the school setting for special needs populations.
Music education is a type of learning wherein students gain musical skills to develop artistic and aesthetic activities and attitudes to create music (Duerksen, 1967, pg. 95). In many school systems, students start out in a general music class through their K-5 education and continue into either band, chorus, or orchestra in grades 6-12. During this period, students learn about the elements of music (rhythm, melody, harmony, dynamics, tone color, texture, form) in order to become musicians that read, write, and perform music.
In contrast, music therapy seeks to “use music therapeutically to address physical, psychological, cognitive and/or social functioning” (American Music Therapy Association [AMTA], 2006, para. 1). While a board-certified music therapist uses musical interventions to help an individual, the emphasis is not on a musical performance but the individual’s progress towards meeting a goal using music as a medium. Oftentimes, a client or patient can achieve their goal without needing a high level of musicianship, which is why music therapy is effective for children with exceptionalities or special needs (Duerksen, 1967, pg. 95).
One misconception is that music therapy for children is similar to early childhood music programs such as Kindermusik or Musikgarten or Music Together. While many of the songs may overlap or be similar, the difference lies in instruction and implementation. For each of the three early childhood music programs, no formal degree in music or in teaching is required of instructors. Instructors are trained by the company and are given licenses to teach after the workshop is concluded. In terms of implementation, the programs’ pedagogy is education-based in teaching musical concepts that aid in development.
This contrasts with a music therapy session in which music interventions– such as therapeutic singing, instrument play, movement to music– are implemented to help an individual achieve physical, psychological, cognitive, or social functioning goals. A music therapist holds such knowledge through obtaining a bachelor’s degree or higher in music therapy from one of 80 American Music Therapy Association’s accredited music therapy programs (AMTA, 2014, para. 17). Music therapists are board-certified once they have passed their national board certification exam. Music therapy is considered to be an allied health profession, similar to the fields of occupational therapy and physical therapy. Through their extensive coursework, music therapists are trained musicians in addition to being well-informed about childhood development through their degree program.
While a licensed music educator with a music education degree may go through a degree program experience comparable to a music therapist (practicum experience and student teaching), their expertise lies in teaching music to neurotypical students. Since the passing of the Individuals with Disabilities Education Act in 1990, an increasing amount of students with special needs are being included into education classes with typically-developing peers (Jellison, 1995, pg. 229). This includes special areas such as art and music. Music educators are still responsible for modifying curriculum and making accommodations for those students that have an Individualized Education Program (IEP) or 504 plan. Because of their lack of experience with special education students, music educators may consult with a music therapist to help them modify their lessons or make the necessary accommodations for specific students that are mainstreamed into their classes (AMTA, 2006, para. 6). Additionally, a music therapist may aid a music educator in using specific techniques to work in self-contained music class. However, it is important to note that music therapy services can only be delivered by a board-certified music therapist.
The most direct service a music therapist can provide within a school is music therapy sessions to special education classes. In a 1995 case study, Jellison & Gainer observed a singular child with special needs that was in both school music education class as well as a weekly music therapy session. This child exhibited mild intellectual disabilities but did not have any physical or sensory impairments. She was included in a music education class with typical peers every 3rd day and participated in group music therapy sessions with her special education peers every other day (Jellison & Gainer, 1995, pg. 231). Over an eight-month period, the participant engaged in more on-task behaviors than off-task behaviors in each setting. However, the participant exhibited twice the amount of on-task behaviors in the music therapy session than the music education class (Jellison & Gainer, 1995, pg. 228). From the study, researchers concluded that a smaller class size and greater therapeutic practices contributed to increased participation of the individual during music therapy sessions (Jellison & Gainer, 1995, pg. 237). Additionally, Jellison & Gainer conclude that music therapists can also aid music educators in helping students with special needs transition into their mainstreamed classroom through teaching specific skills that a student would need to be successful in the music education setting (Jellison & Gainer, 1995, pg. 238).
During this time of an international pandemic, people turn to music to stay connected. The power of music transcends words, space, and time. Music teachers and music therapists have continued to provide music to their students and clients however they possibly can, knowing how essential it is to so many of us. However, there are distinct differences between the two disciplines. Knowing the differences can help students, clients, teachers, and music therapists alike.
-Sarah Deal, Music Therapy Intern
References:
Duerksen, G.L. (1974). Some Current Trends in Music Education: Implications for Music Therapy. Journal of Music Therapy, 11 (2), 65-67. https://doi.org/10.1093/jmt/11.2.65
Jellison, J.A. & Gainer, E.W. (1995). Into the Mainstream: A Case-Study of a Child’s Participation in Music Education and Music Therapy. Journal of Music Therapy, 32(4), 228-247. https://doi.org/10.1093/jmt/32.4.228
American Music Therapy Association (2006). Music Therapy and Music Education: Meeting the Needs of Children with Disabilities. Retrieved March 10, 2020, from https://www.musictherapy.org/assets/1/7/MT_Music_Ed_2006.pdf
American Music Therapy Association (2014). How AMTA and Music Therapy Relate to the Documentary Film "Alive Inside" and the Organization "Music and Memory". Retrieved March 10, 2020, from https://www.musictherapy.org/music_therapy_and_the_film_alive_inside/