Music Therapy

by Derek Baker

Music therapy is not just some obscure psychological term. Music therapy is defined as the prescribed use of music and music-related strategies by a qualified music therapist to assist or motivate a person toward specific, nonmusical goals. It is a practice which can be widely used for a great range of benefits. Music therapy is more important than one might realize because music plays such a large part in our lives. I have seen how music can benefit people around me in my own life. In this article I will discuss who can be helped, how music therapy can help, how it can assist learning, and music therapists themselves.

There are many different types of people who can be helped and lots of ways that they can be helped by music therapy. It is difficult to reach an autistic child and for the child to respond back to the outside world. However, an autistic child can be reached through music or sound. Music can create a nonverbal, nonthreatening environment in which contact can be made. Also, the child can be attracted by the geometric shapes of the instruments and is fascinated by anything that makes noise or moves in patterns. Even a cassette player can be used to interest the child. A live performance is best because the musician may use improvisation. Music can also assist self-expression. While most autistic children have little means of verbal expression, some can sing, hum, and remember songs. Others can express themselves by rhythmical means. Blind children are not impaired from using musical instruments (including voice), as their senses of touch and hearing are strong. Practicing performing and reading music in Braille can bring many benefits such as self-reliance. The awareness of the vibrations of sounds can give deaf children much pleasure especially if they made the sound. They can play certain instruments because of the vibrations they give off.

A child’s disability may sometimes make it difficult to create family unity since the child can only be a spectator in many family events. Using whatever form of music the child is able to create, he is able to integrate into the family more successfully and gain self-confidence. Musical groups can help the child feel more connected and also assist in awareness of others. The child may first be given motivation through self-confidence and curiosity to help join a group. Music groups cannot only provide an environment to grow musically, but also socially. Up to and through adolescence disabled children can develop socially and musically in three stages: making music for themselves, making music with each other, and making music for others. When leaving these school musical groups, adolescents have a great need for feeling accepted by a group. When moving into the world, they will try to find a similar musical group to join, and will make connections with individuals with similar needs and interests.

Rhythm can help memory immensely. Short-term memories can be stored as images, but more frequently as sounds. Information spoken in a rhythmic pattern can be much more easily stored than in other ways. In addition to intelligence in linguistics, logical-mathematics, and others, there is also a musical intelligence. In some cultures, children are introduced to music at infancy. When they are still at a young age, they may know hundreds of songs and dances. On average, music can bring an increase to one’s general intelligence. Music also brings a positive and relaxing atmosphere to many situations.

Music therapists are different from music teachers even though teaching music is part of what they do. A music therapist is also a behavioral scientist. A music therapist is concerned mostly with how music affects behavior. Lastly, music therapists must know how to apply their skills to the problems of trying to change behavior. The foundation of training and education in music therapy is not only in music, but also equally strong in the behavioral sciences themselves (psychology). Professional courses in music therapy must bring music and behavioral science together and teach the scientific attitude in practice and research. Finally, these courses must also include the theories behind practices in music therapy to give the student the proper perspective and depth needed to become a professional.

As I have shown in this article, music therapy can be beneficial for many purposes. It can help autistic children become communicative and help their self-expression, and allow blind and even deaf children to gain confidence and assist in their own self-expression. Music therapy can also be a big tool in learning skills and providing a comfortable learning environment. As for music therapists, they are much more than just music teachers. They combine therapy with their knowledge of music in their practices. This is because music therapy does not just relate to music, but also to the field of psychology. Through my research I gained an interesting insight on how it can benefit many people.

Bibliography

1. Alvin, Juliette, Music for the Handicapped Child. Oxford University Press, London, Walton Street, 1965.

2. Campbell, Don, The Mozart Effect. Avon Books, New York, New York, 1350 Avenue, 1997.

3. Michel, Donald E., Music Therapy. Charles C. Thomas Publisher, Springfield, Illinois, 1985.