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Full-Text Articles in Arts and Humanities
Music Therapy Improvisation For Groups: Essential Leadership Competencies, Susan Gardstrom
Music Therapy Improvisation For Groups: Essential Leadership Competencies, Susan Gardstrom
Susan Gardstrom
This book contains 80 exercises designed to reinforce a variety of competencies. Exercises represent three types of learning that have emerged as invariable aspects of the introductory course: Didactic learning Experiential learning Independent skill development Didactic learning relates to philosophical, theoretical, and/or practical information that is communicated via lecture, discussion, and modeling. Experiential learning refers to the students' firsthand experiences in the learning/therapy group process that accompanies didactic instruction. In this form of learning, students have opportunities to observe, participate in, co-lead, lead, and verbally process improvisation experiences. In independent skill development, students engage in skill-building experiences independently and with …
Personal Therapy For Undergraduate Music Therapy Students: An Experiential Project And Survey, Nancy Jackson, Susan Gardstrom
Personal Therapy For Undergraduate Music Therapy Students: An Experiential Project And Survey, Nancy Jackson, Susan Gardstrom
Susan Gardstrom
No abstract provided.
Personal Therapy For Undergraduate Music Therapy Students: A Survey Of Amta Program Coordinators, Nancy Jackson, Susan Gardstrom
Personal Therapy For Undergraduate Music Therapy Students: A Survey Of Amta Program Coordinators, Nancy Jackson, Susan Gardstrom
Susan Gardstrom
The primary purpose of this study was to gather information in order to understand if and how various modalities of personal therapy are employed with undergraduate music therapy students in the United State. AMTA degree program coordinators were asked about 3 therapy modalities, in particular: verbal therapy, music therapy, and expressive arts therapies (excluding music therapy). It was predicted that less than a quarter of the respondents would indicate that personal therapy of any modality was required in their undergraduate curricula, but that a larger percentage would indicate that it was encouraged. Both hypotheses were supported, with just over 14% …