Leading together, learning together: Music education and music therapy students' perceptions of a shared practicum
Leading together, learning together: Music education and music therapy students' perceptions of a shared practicum
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DOI：
10.1177/1321103x13488471
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发表时间：
2013-06-01
影响因子：
1.6
通讯作者：
Baker, Felicity
中科院分区：
文献类型：
--
作者：
Ballantyne, Julie;Baker, Felicity
音乐参与的健康益处贯穿整个生命周期，研究记录了老年人的发展和生活质量结果。虽然音乐的心理功能包括三个广泛的领域：认知，情感和社会，但音乐消费的社会因素在很大程度上被忽视了。这个项目的前提是学生通过与他人的互动“构建”自己的知识。它还反映了这样一种信念，即通过与小型合作学习小组的反思过程，可以将学习世界与行动世界联系起来。本文报道了音乐治疗和音乐教育学生实施的一个合作创造力领导项目。特别是，它探讨了学生的看法，因为他们聘请了教学/治疗干预与当地私人退休村的老年参与者。该项目涉及歌词重写和歌唱表演。根据学生的反思日志和访谈记录，出现了四个与学生对学习体验的看法有关的主题。这些主题是：学习促进，学习自我，学习音乐的过程，并了解上下文/老化。在得出关于领导创造性合作的过程的结论之前，对这些主题进行了探讨。这一分析的影响超出了退休村的背景下，并进入各种教育和治疗的情况下，创造性的合作是便利的。
The health benefits of musical engagement extend across the lifespan, with research documenting developmental and quality of life outcomes in senior adulthood. Whilst the psychological functions of music include three broad domains: cognitive, emotional and social, the social factors of music consumption have been, for the most part, ignored. This project is predicated on the understanding that students "construct" their own knowledge through engagement with others. It also reflects the belief that it is possible to link the world of learning with a world of action through a reflective process with small cooperative learning groups.This article reports on a collaborative creativity leadership project implemented by music therapy and music education students. In particular, it explores the perceptions of the students as they employed a teaching/therapeutic intervention with ageing participants from a local private retirement village. The project involved lyric rewriting and singing performance. Drawing on the students' reflective journals and interview transcripts, four themes emerged relating to students' perceptions of the learning experience. These themes were: learning about facilitating, learning about self, learning about the musical process, and learning about the context/ageing. Each of these themes is explored before conclusions about the process of leading a creative collaboration are drawn. The implications of this analysis extend beyond the context of a retirement village, and into various educational and therapeutic contexts where creative collaboration is facilitated.