Music Therapy as a Social and Pedagogical Technology

Abstract

This article presents a brief analysis of the history and the formation of music therapy to better understand the place that music occupies in the society from the ancient days to the present; the content of research into the problem of using music therapy in social-psychological and social-pedagogical work in different countries of the world is illustrated; it examines how this type of therapy can be used to achieve different goals and represents the work of various researchers and practitioners in this field who have contributed to the development of this wonderful therapy to the world.

Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education

“…Empirical studies and empirical sequences in these studies that are reanalyzed in the present analysis are of a secondary nature [29,30,58]. Selection of the relevant empirical studies and the first analysis of the empirical data in these studies were performed in connection with previous analyses [11][12][13][14][19][20][21][22]24,25,29,30,[59][60][61][62][63][64][65][66][67][68][69], [70] pp. 8-12, [71] pp.…”

“…The social pedagogical informational component of the educational space is full of artistic and aesthetic information about works of different kinds of art. The theatrical art is inherently synthetic-it is a combination of all kinds of arts; therefore, the future playactor, through appropriately organised educational space, learns to understand and master the means of perception and means of broadcasting of all kinds of artistic and aesthetic information of each type of art: social pedagogical, cognitive, artistic, aesthetic, intellectual, emotional, psychological, moral-ethical, individual-authorial, pragmatic [1][2][3][4][5][6][7][8][9][10][11][20][21][22]. The main property of the social pedagogical type of information is a change of thesaurus, a replenishment of the stock of knowledge through perception of works of art.…”

“…The type of artistic social pedagogical information contains an idea, aesthetic concept, artistic images and means of their translation. The aesthetic social pedagogical information is peculiar only to works of art; it is interdependent on artistic information and its means of broadcasting [1][2][3][4][5][6][7][8][9][10][11][20][21][22].…”

“…Students must master the artistic and aesthetic system of information about each type of art, specifically through characteristic channels of perception: (a) audio-imaginative information, the source of which are all kinds of music art; (b) visual-imaginative information contained in works of fine art; (c) audio-visual-imaginative information carried by the theatre arts, cinema, literature, etc. [1][2][3][4][5][6][7][8][9][10][11][20][21][22]. The social pedagogical informational component of the educational space should satisfy the students' desire for active and conscious learning of the theoretical material of the academic disciplines, and for interaction in the search for ways of cooperative solving of creative problems.…”

“…Social and pedagogical activities in educational space play a crucial role in the development of children and students in both a social and a pedagogical sense. School dropouts or failures in compulsory, upper-secondary and post-secondary schools are portrayed as being more likely to abuse alcohol and narcotics, as well as being more prone to criminality, mental illness, and to experiencing difficulties in establishing themselves in the labour market [11][12][13][14][15][16][17][18][19][20][21][22][23][24][25]. Conversely, good attendance at school and university and good grades are portrayed as being linked to reduced risk of social and pedagogical problems that can affect teenagers and young adults [11][12][13][14][19][20][21][22][23][24][25][26][27].…”