Wedamulla, Chamari Upeksha (2022) Integrating selected music therapy approaches in music education to provide mental health and wellbeing benefits for adolescents (ages 11-17). (PhD thesis), Kingston University, .
Abstract
This study aimed to explore the intersectionality between music education and music therapy. It initiated with my lived experiences as a musician, SEN educator, musician and a researcher during which it was identified that music therapy as an intervention is only available to a very limited number of students. Given the challenges faced by music education today and its precarious position within the curriculum, it is important to substantiate its relevancy and the numerous benefits it can bring for students. Adolescents, ages 11-17, were chosen as the age group for this study as this group seems experience most academic transitions. Additionally, music plays a pivotal role for teenagers in terms of socialisation, managing mood and emotions, and contributing to their identity development. Assuming a social constructivist viewpoint and utilising mixed methods, I created an inclusive music conceptual framework to address and meet educational, social, emotional needs and personal wellbeing of young adults. The philosophical basis for this study involved two theories: John Dewey’s democracy and education, and Christopher Small’s concept of musicking. With the amalgamation of the two theories, I formulated the concepts of musical inclusion and musical democracy. Community music therapy, one of the many branches of music therapy, was identified as a way to bridge music education and music therapy to promote musical inclusion and democracy in classroom music-making. In the process, I also made the case for a potential new field and a practice: ‘music therapy through music education’.
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