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http://dx.doi.org/10.21187/jmhb.2019.16.1.089

Music Teachers' Perceptions of the Music Therapy Curriculum in Special Education Schools  

Gu, Sin-Sil (Ddadeutan (warm) Educational Community Research Center)
Hwang, Soon-Young (Department of Special Education, Pusan National University)
Publication Information
Journal of Music and Human Behavior / v.16, no.1, 2019 , pp. 89-117 More about this Journal
Abstract
The purpose of this study was to explore and better understand special education music teachers' perceptions of their music curriculum. For this purpose, we conducted a focus group interview with seven special education music teachers. During the interview, four major themes and 14 sub-themes were identified. The main themes were the following: (a) types of applied activities and the goals of music classes (e.g., activities to be applied in various ways depending on the characteristics of the disability and intended outcome), (b) difficulty in implementing the music curriculum (e.g., lack of fit between textbook and students' chronological ages, lack of time and focus, self-evaluation of performance as a music teacher, (c) therapeutic experiences during music classes (e.g., expectation for positive effects through music therapy, joy of witnessing changes in students, and sense of togetherness), and (d) obstacles to the therapeutic approach of music classes and need for support (e.g., lack of professional knowledge regarding therapeutic approaches and problems with administrators and school environment). Based on these results, problems in implementing the music therapy approach as part of the music curriculum in special education schools are discussed and practical solutions for educators are offered.
Keywords
special education schools; music curriculum; music therapy; special education teacher;
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