Becoming a Reflexive Practitioner: Exploring Music Therapy Students’ Learning Experiences with Participatory Role-Play in a Norwegian Context

Abstract

The objective of this qualitative study was to explore music therapy students' learning experiences of participatory role-play in the context of the integrated music therapy master´s program at the University of Bergen in Norway. Role-play is one type of experiential learning that initiates an interaction between students in a simulated scenario, thus producing concrete experiences as the basis for reflection. Empirical data were collected in two focus group interviews with 13 alumni who had attended role-play classes. We applied a thematic and interpretative hermeneutical strategy to data analysis. We identified five continua of learning experiences: (i) one's personality & becoming a professional, (ii) being spontaneous & being prepared, (iii) feedback from self-experience & from others, (iv) experiential learning & theoretical learning, (v) music therapy as a discipline & in interdisciplinary contexts. The continua highlight empathy, reflexivity, and person-centeredness as core learning assets for becoming a health-care practitioner.

Improvisation of Music Therapy with Repertoire of Marineras Trujillanas in Online Higher Education Learning

“…Music therapy is part of the interdisciplinary science and art whose difference with music education tends to improve and develop non-musical skills for personal and emotional growth of people with the help of the areas of psychology and pedagogy; music improvisation (technical therapy, free therapy and creative music) were used for special education playing a very important role for the growth of skills [19], this is how it was explored and had experiences in learning with music therapy and role playing where learning experiences were identified (personality to be professional, to be prepared and spontaneous, mutual feedback, theoretical and experiential learning) [20], because the return to classes will give a permanent opportunity to learn and achieve impact results [21] with the construction of the inter personal therapy that contains patterns and guides positive and negative change were achieved [22], deep learning in music therapy is used in treatments with autistic children using interactive robots, where relevant points requested by pedagogy are explained and defined, the study of music therapy with electroencephalogram is done [23].…”

Book Review: Karen Goodman, Developing Issues in World Music Therapy Education and Training: A Plurality of Views

“…It goes without saying that this interest has sparked not only a development of practice globally, but also an upsurge in the number of students accessing music therapy training (Schmid and Rolvsjord, 2021;Nuse et al, 2022). As Goodman (2011Goodman ( , 2015 has stated in her previous writings, there is a dearth of texts that seek to critically examine music education and trainings, although there is an emerging body of research into the student experience in more established programmes/ parts of the world (Iwamasa, 2019).…”