April 24, 2020

Musical Notes & Conversations led by Eltma’s Founder, Lisa McKim-Hill

Welcome to my blog page, “Tenuto!”  – A forum for musical conversations that reflect current times in music education and issues that matter to children who are marginalized in the United States. 

This is the first of many conversations to come.  Today’s topic: 

THE MUSIC TEACHER OR THE MUSIC THERAPIST?

Being both throughout the span of my career, I have spent much time turning this question over in my mind.  I see the value of both interventions on a school campus and have often wished school districts would enlist the services of specialists from both disciplines.  Sadly, that hasn’t happened often during the course of my thirty-plus-year career, at least not yet. With some understanding (from school administration) of the roles each profession plays, that (thankfully) could change soon, due to current trends. 

First, one has to understand the definitions for SPED (Special Education), music therapy, and music education.  Below are general definitions found on the internet for your reference:

1. Special education (also known as special-needs education, aided education, exceptional education, special ed. or SPED) is the practice of educating students in a way that addresses their individual differences and special needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.

Special education includes learning disabilities (such as dyslexia), communication disorders, emotional and behavioral disorders (such as ADHD), physical disabilities (such as osteogenesis imperfecta, cerebral palsy, muscular dystrophy, spina bifida, and Friedreich’s ataxia), and developmental disabilities (such as autistic spectrum disorders including autism and Asperger syndrome and intellectual disability) and many other disabilities. Students with these kinds of disabilities are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, or a resource room.

( https://en.wikipedia.org/wiki/Special_education)

1. Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program.

Music Therapy is an established health profession in which music is used within a therapeutic relationship to address physical, emotional, cognitive, and social needs of individuals. After assessing the strengths and needs of each client, the qualified music therapist provides the indicated treatment including creating, singing, moving to, and/or listening to music. Through musical involvement in the therapeutic context, clients’ abilities are strengthened and transferred to other areas of their lives. Music therapy also provides avenues for communication that can be helpful to those who find it difficult to express themselves in words. Research in music therapy supports its effectiveness in many areas such as: overall physical rehabilitation and facilitating movement, increasing people’s motivation to become engaged in their treatment, providing emotional support for clients and their families, and providing an outlet for expression of feelings.

(American Music Therapy, https://www.musictherapy.org/about/musictherapy/)

1. Music education is a field of practice, in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. As well, music education is a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers.

Music education touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and the affective domain (the learner’s willingness to receive, internalize, and share what is learned), including music appreciation and sensitivity. Many music education curriculums incorporate the usage of mathematical skills as well fluid usage and understanding of a secondary language or culture. The consistency of practicing these skills has been shown to benefit students in a multitude of other academic areas as well as improving performance on standardized tests such as the ACT and SAT. Music training from preschool through post-secondary education is common because involvement with music is considered a fundamental component of human culture and behavior. Cultures from around the world have different approaches to music education, largely due to the varying histories and politics. Studies show that teaching music from other cultures can help students perceive unfamiliar sounds more comfortably, and they also show that musical preference is related to the language spoken by the listener and the other sounds they are exposed to within their own culture. ( https://en.wikipedia.org/wiki/Music_education)

Yes, this is a mouth full, but worth looking at and here is why:

Music Therapists use music as a tool to meet personalized goals of the person/s they are working with.  These goals may involve such things as fine or gross motor skill development, eye hand coordination, eye contact, vocalization, communication skills, socialization skills, and much more of the like. Musical goals can become natural outcomes of this focus. 

Music Teachers, on the other hand, develop musical goals and objectives for their students. Personal and general educational goals are often a natural outcome from this focus.

As you see, both disciplines ARE VERY DIFFERENT, yet, any SPED student can benefit from both. 

Wearing both hats – because I was trained and certified in each discipline – I am able to “switch gears” whenever needed, to benefit the students I work with.  Thus, I have been able to have SPED students throughout my band and choir classes, while also serving as a General Music Educator, meeting the needs of SPED classrooms and providing general music classes to them all. Because I happen to be both a Music Therapist and Music Educator, I switch goals and refocus, as necessary. 

However, I am not the norm!

Because of their training, music educators should not be expected to operate as music therapists, nor should music therapists be expected to “teach music,” with music being the centralized goal.  Such expectations are grossly unfair to the professionals, and the students being subjected to that kind of interface suffer.

So, what is my point?

School administrators should hire both in a school district – OR – provide helpful training strategies for each professional to utilize in their particular situation.  In the following blog posts, I will provide just that! 

Stay tuned for TENUTO! Blog #2: Music Therapy Techniques with Course Intervention Layouts for the Music Educator.

Thank you SO MUCH for reading!  Looking forward to the next blog! Until then….

Peace, Blessings, & Health to you!

Lisa

Comments and questions for TENUTO! may be sent to: eltmamusic@gmail.com

*Selected comments and questions may be published with permission in future TENUTO! Blogs.