Date of Award
2020
Document Type
Thesis
Copyright Status, No Creative Commons License
All Rights Reserved
Degree Name
Master of Science in Music Therapy
Department
Music Therapy
First Advisor
Dr. John Carpente
Abstract
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.
Related Pillar(s)
Study
Recommended Citation
Salaway, Daniel M., "From Student to Practitioner: Formal Music Education’s Influence on The Practitioner’s Informed Music Therapy Practice" (2020). Theses & Dissertations. 96.
https://digitalcommons.molloy.edu/etd/96
