Music 2MT3 Lecture Notes.docx

Taught how to cultural music should be taught which

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Taught how to cultural music should be taught, which recognized where the kids were at, or moving at the pace kids were at o Increasing awareness of kid’s upbringing or what they have been exposed Ensure that a goal is created and the goal is consistent throughout the MFL group Purpose of MFL group: Provide music facilitated by the therapist and musician for impoverished children o De-stigmatize the idea of going to music therapy MFL there to be a positive alternative to joining gangs to attain the feeling of being belonged Aesthetic Music Therapy : Focus is on the beauty of the music; use of all instruments randomly in a session would (for instance) make it messy ->> this is not preferred in aesthetic music therapy o Free Improvisation usually does not care about aesthetics of music Psychodynamic, psychoanalytic, psychotherapeutic model was incorporated (identity and self) in the MFL Community Music therapy was used The research was there to ensure good male role models o For some reason, the musician was a male, and therapists were all females (found that the presence of a male carried great importance) In being a role model The kids were consistent (2 years) with going to the sessions and the kids had positive social change When reading the article, think of the following: Goal Approach Intervention (song writing, playing instruments, singing) Data Collected (collected via surveys, questionnaires, interviews)
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Lecture 12 – Music Therapy & Research November 29, 2017 Research is a goal-oriented; collection and interpretation of music o Can be used to dispute or affirm an already-present research Physiological Responses in music therapy: heartbeat (increase or decrease based on the beat), respiratory rate, blood pressure, hormone alterations (serotonin uptake) Music therapy is a vast term Psychological Responses in music therapy: pain perception (can be both physiological – but there is a slight element of this, however and psychological) Eclectic interventions: pre-composed, song-writing, improvising Generalizability: o Qualitative data: subjective experiences, subjective; ask questions about how pts. felt o Quantitative “: numbers, objective, unbiased answers, measurable ^Neither are valuable than the other (we kind of need both for true research conclusions) 5 Dimensions (5 D’s) carried qualitative data, no objective data being collected, there was a lot of dialoging in creating those dimensions, observing and hearing their feedback Final Exam What is the purpose of Jampel’s research: To create a common language in the healthcare and with patients The Dimensions: o Relationship between client and audience o Relationship between client and themselves o Relationship between the client and the music one chooses (What does it mean that you are struggling with music choices? You have trouble identifying yourself, and health may be effected) o Relationship with other group members (D2) o
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