The Practice Of Teaching Therapeutic Songwriting: A Survey Of Educators And Internship Directors

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Kristin King (Creator)
Appalachian State University (ASU )
Web Site:
Cathy McKinney

Abstract: The purpose of this study was to determine how therapeutic songwriting is currently being taught within American Music Therapy Association-approved music therapy programs and national roster internship sites. An online questionnaire was distributed to determine if songwriting is being taught, where within the curricula it is included, what methods educators employ, and what specific songwriting techniques are being taught to students. Respondents (n = 84) included music therapy program directors and music therapy faculty from AMTA approved schools, and internship supervisors and internship directors from AMTA roster internship sites. Results indicated that songwriting is being taught to some extent by the majority of university programs and internship sites through a variety of methods that cover a range of methods and techniques. Open-ended responses demonstrated a need for clarification of the expected songwriting competence of students, and that respondents believe a greater emphasis should be placed on songwriting education. The study also addressed recommendations for future research and considerations for university programs and internship sites.

Additional Information

King, K. (2016). "The Practice of Teaching Therapeutic Songwriting: A Survey of Educators and Internship Directors." Unpublished Master's Thesis. Appalachian State University, Boone, NC.
Language: English
Date: 2016
music therapy, therapeutic songwriting, education university programs, internship

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