On Becoming a Music Therapist

Abstract

This article succinctly presents general concepts of learning and outlines salient characteristics of learning in the field of music therapy. The relationship between training in music therapy and becoming a music therapist is highlighted along with the place of experiential learning in this context. A description of the transformations perceived as resulting from experiential learning in the author's experience follows, in relation to the self, others and the potential space. The impact of these transformations on the genesis of the Author's practice and conception of music therapy is noted and compared to written accounts of various aspects of music therapy theory and practice. This perspective has implications for music therapy training: becoming a music therapist would then signify becoming a person whose forte lies in the utilization of sound to give freedom to the body and the voice, and sensitivity, intuition and creativity to complement the spoken word and rationality. It invites the therapist to do justice to the term "therapy" embedded in "music therapy" and, accordingly, to give weight to the experiential dimension in music therapy training programs.