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From Student to Practitioner: Formal...

Salaway, Daniel M.

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From Student to Practitioner: Formal Music Education's Influence on the Practitioner's Informed Music Therapy Practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	From Student to Practitioner: Formal Music Education's Influence on the Practitioner's Informed Music Therapy Practice./
Author:	Salaway, Daniel M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	57 p.
Notes:	Source: Masters Abstracts International, Volume: 82-10.
Contained By:	Masters Abstracts International82-10.
Subject:	Music therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27996220
ISBN:	9798597085029

From Student to Practitioner: Formal Music Education's Influence on the Practitioner's Informed Music Therapy Practice.
Salaway, Daniel M.

From Student to Practitioner: Formal Music Education's Influence on the Practitioner's Informed Music Therapy Practice. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 57 p.

Source: Masters Abstracts International, Volume: 82-10.

Thesis (M.S.)--Molloy College, 2020.

This item must not be sold to any third party vendors.

This study sought to understand further the relationship between the music therapist's personal experience in formal music education and their music therapy practice. Key questions asked by the researcher included how music therapists describe, view, and conceptualize their own experiences of formal music education through the lens of music therapy practice. Data collection included semi-structured interviews from three practicing music therapists. The themes revealed within the data were organized into areas of intrapersonal and interpersonal experiences. Results of this study included themes of self-realization during music learning, identifying musical identities during early formal music education, personal uses of music, gratefulness for early formal music education, personal relationships with music educators, educators' recognition of potential in research participants, and modeling of student-teacher relationships in clinical work. Discussion of future research areas emerged after the completion of this study, including examining the professional relationships and boundaries between music therapists and music educators working cooperatively within education settings.

ISBN: 9798597085029Subjects--Topical Terms:

517530
Music therapy.
Subjects--Index Terms:

Formal music education

From Student to Practitioner: Formal Music Education's Influence on the Practitioner's Informed Music Therapy Practice.
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245 1 0 $a From Student to Practitioner: Formal Music Education's Influence on the Practitioner's Informed Music Therapy Practice.
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300 $a 57 p.
500 $a Source: Masters Abstracts International, Volume: 82-10.
500 $a Advisor: Carpente, John.
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506 $a This item must not be sold to any third party vendors.
520 $a This study sought to understand further the relationship between the music therapist's personal experience in formal music education and their music therapy practice. Key questions asked by the researcher included how music therapists describe, view, and conceptualize their own experiences of formal music education through the lens of music therapy practice. Data collection included semi-structured interviews from three practicing music therapists. The themes revealed within the data were organized into areas of intrapersonal and interpersonal experiences. Results of this study included themes of self-realization during music learning, identifying musical identities during early formal music education, personal uses of music, gratefulness for early formal music education, personal relationships with music educators, educators' recognition of potential in research participants, and modeling of student-teacher relationships in clinical work. Discussion of future research areas emerged after the completion of this study, including examining the professional relationships and boundaries between music therapists and music educators working cooperatively within education settings.
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