Matching Items (9)
Filtering by
- All Subjects: Music Therapy
- Creators: School of Music
Description
This theoretical inquiry is a response to the apparent need for resources on providing music therapy for LGBTQ adolescents, a population facing systematic oppression in their respective homes and communities. Since there are no published research studies on actual clinical work with this population, I investigated the literature of queer theory, an interdisciplinary field that destabilizes sexual categories and challenges the concept of normal and fixed identities, and applied its theoretical concepts to develop music therapy interventions. I was especially influenced by the ideas of foundational queer theorists Michel Foucault, Eve Sedgwick, and Judith Butler, among others. Their perspectives can advance how music therapists currently approach working with this population and interpret music therapy experiences with LGBTQ clients. The theoretical insights of these fields can be applied to impact the LGBTQ movement for social justice by empowering queer youth using music within a therapeutic environment. This interdisciplinary project incorporates queer theory with music therapy theory to develop evidence-based interventions and open up new perspectives in music therapy practice with LGBTQ clients.
ContributorsBain, Candice Lanell (Author) / Crowe, Barbara (Thesis director) / Grzanka, Patrick (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / Department of Psychology (Contributor)
Created2014-12
Description
This project creates a possible framework for the application of music therapy to reduce test anxiety in students. Although music therapy has grown in recent years as a treatment method for a variety of mental health and wellness problems, it has yet to be comprehensively applied to the specific issue of test anxiety. Some studies have examined the use of music in testing situations in order to reduce anxiety or improve academic performance. However, more in-depth music therapy interventions are a promising, largely untried treatment possibility for students suffering from this type of anxiety.
ContributorsCowan, Sarah Elizabeth (Author) / Crowe, Barbara (Thesis director) / Rio, Robin (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-12
Description
Asthma is a chronic respiratory disease affecting millions of people in the United States. Medication is effective at treating physiological symptoms of asthma, but other treatments are necessary to address the corresponding physical, emotional, social, and psychological issues and promote increased quality of life for patients. This paper presents a literature review on the applications of music therapy for asthma and other respiratory disorders, utilizing elements of Therapeutic Singing and Therapeutic Instrumental Music Performance. A treatment protocol that uses therapeutic clarinet playing interventions, combined with breathing exercises and music-assisted relaxation techniques, can, as a compliment to medication, help asthma patients increase their physical functioning, effectively manage their symptoms, improve mood, and enhance overall quality of life.
ContributorsOlson, Shelbe Erin (Author) / Rio, Robin (Thesis director) / Gardner, Joshua (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor)
Created2014-12
Description
Rainbow Connection is an integrated choir with members on and off the autism spectrum. It was founded in the spring of 2012 by Barrett students Ali Friedman, Megan Howell, and Victoria Gilman as part of an honors thesis creative project. Rainbow Connection uses the rehearsal process and other creative endeavors to foster natural relationship building across social gaps. A process-oriented choir, Rainbow Connection's main goals concern the connections made throughout the experience rather than the final musical product. The authors believe that individual, non-hierarchical relationships are the keys to breaking down systemized gaps between identity groups and that music is an ideal facilitator for fostering such relationships. Rainbow Connection operates under the premise that, like colors in a rainbow, choir members create something beautiful not by melding into one homogenous group, but by collaboratively showcasing their individual gifts. This paper will highlight the basic premise and structure of Rainbow Connection, outline the process of enacting the choir, and describe the authors' personal reactions and takeaways from the project.
ContributorsFriedman, Alexandra (Co-author) / Gilman, Victoria (Co-author) / Howell, Megan (Co-author) / Rio, Robin (Thesis director) / Schildkret, David (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2014-12
Description
According to the National Center on Family Homelessness (2017), Homelessness affects 2.5 million children annually (n.p). Children who are exposed to homelessness many times also suffer from adverse childhood experiences (ACEs) which can hinder a younger person's development cognitively, socially, and can cause health problems such as heart disease later on in life. Examples of an ACE are death of a family member, witnessing or experiencing violence, economic hardship, or having a parent with a alcohol or drug addiction. About 70,000 of children in Arizona suffer from five or more ACEs. In this project music therapy interventions such as songwriting, lyric analysis, and recreative instrument play were used to address psychosocial needs for teens at a homeless shelter. The areas of psychosocial needs addressed in the music therapy group were: group cohesion, communication, and self regulation. Objectives were set each session in an eight week program to track progress of the above goals that were created based on the needs of the clients in this setting.
ContributorsPino, Melanie (Co-author) / Summar, Annie (Co-author) / Vergnetti, Courtney (Co-author) / Zamora, Sandra Marie (Co-author) / Belgrave, Melita (Thesis director) / Hoffer, Julie (Committee member) / Thompson, Frank (Committee member) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
A music therapy informed music group program was created and implemented at the Maricopa Reentry Center in Phoenix. This program \u2014 entitled Building Hope Through Music \u2014 utilized music therapy techniques including lyric analysis, songwriting, singing, musical games, and guided visualization in order to improve self-awareness, provide a medium for self-expression, increase teamwork and collaboration, promote relaxation, facilitate emotional processing and awareness, and improve tolerance of non-preferred activities in participants. This group was conducted for seven months and had participation from over 400 male ex-offenders.
ContributorsQuirbach, Rachel Marie (Author) / Wright, Kevin (Thesis director) / Thompson, Jason (Committee member) / Belgrave, Melita (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This collaborative, creative project includes 100 music therapy interventions for all ages including children 0-18, young adults 19-25, adults 26-65, and older adults/geriatrics 65-death. Five goal areas are focused on for each of the four populations. These goal areas are cognitive, social, physical, emotional, and behavioral. Each intervention was modeled after Duerksen's (1978) five ways in which music can be used as a organizational, helpful, learning tool: (1) Music as a carrier of information (2) Music as a reinforcer (3) Music as a background for learning (4) Music as a physical structure for the learning activity (5) Music as a reflection of skills or processes learned. The creative possibilities of interacting musically with clients of all ages and levels of functioning are what led us to create this project. The wide variety of populations covered in this project include children on the autism spectrum, young adults suffering from depression, and geriatrics exhibiting symptoms of Dementia. This book encompasses all of these populations and more, providing client-centered activities to use in music therapy sessions. This project was created with the intention of sharing it with fellow students and peers, as well as for the future use of ourselves in our internship experiences and careers.
ContributorsHouck, Olivia Kathryn (Co-author) / Morrison, Sydney (Co-author) / Crowe, Barbara (Thesis director) / Rio, Robin (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor)
Created2014-05
Description
Community Music Therapy for Cultural Cohesion is the name of the research initiative to create a community music therapy program that addresses community attitudes toward cultural diversity. The program created is titled "Many Peoples, One Voice." Theories and findings in the field of social psychology regarding the formation of intergroup bias and how to prevent it from taking hold inform the goals of the program. Current practices in and theories on community music therapy inform the content, qualities, and perspective of the program. Information from the field of ethnomusicology inform the specific world music traditions incorporated into the program. The culmination of this research and the program it birthed is described in detail to promote a better understanding of the goals, activities, cultural handouts, additional content considerations, and structure of the program as well as the populations it may serve and the adaptions it may include. Finally, the program is related to the current trends in the field of music therapy and its potential to expand into nontraditional need and population areas is considered.
ContributorsOstrowski, Jennifer Lauren (Author) / Rio, Robin (Thesis director) / Little, Bliss (Committee member) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
Inclusive Band at ASU started in Fall 2017. The group started with four Music Students (individuals with special needs) and a fifth one joined in Spring 2018. The Music Students stuck with the same ASU students (Peer Mentors) from the start until Spring 2019 when there was a shift in membership. This caused the Peer Mentors to have to move to new groups. Some moved to a Music Student that played the same instrument while others were because a member graduated or left Inclusive Band and were replaced by new members. This transition was hard for both Peer Mentors and Music Students. The Music Students were used to their Peer Mentors and built a strong friendship with them. Losing them was hard and some still struggle with it several months later. The Peer Mentors also had difficulties adjusting to teaching a different Music Student. They did not know their strengths and weaknesses or the best way to teach them. This challenge led to the creation of the handbook, which is a guide for future members of Inclusive Band to aid with the transition from semester to semester.
ContributorsKwan, Elizabeth Josephine (Author) / Belgrave, Melita (Thesis director) / Caslor, Jason (Committee member) / School of Music (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05