Merging Voices and Finding Harmony in Co-teaching: A Doctoral Student’s Experience of Co-teaching a Music Therapy Course with her Doctoral Advisor

Authors

  • Krystal Demaine Endicott College

DOI:

https://doi.org/10.15845/voices.v14i2.743

Keywords:

Music therapy, co-teaching, graduate students, dual relationships

Abstract

This article discusses the author’s experience as a doctoral student who co-taught a graduate level music therapy course with her doctoral advisor.  During the course of the teaching semester the doctoral student kept record of her feelings and thoughts in a bi-weekly journal. She explored dynamics such as dual relationships, leadership, and identity as a teacher.  Touched with successes and limitations she learned from her experiences and explored insights into collaborative teaching models.  Literature related to models of co-teaching, leadership, and mentorship highlighted the journey in this article.  Collaborative teaching models may be considered in the field of music therapy to aide in the establishment of integrative and cross disciplinary learning. 

Author Biography

Krystal Demaine, Endicott College

Krystal Demaine, PhD, REAT, MT-BC is a Board Certified Music Therapist, Neurologic Music Therapy Fellow, Registered Expressive Arts Therapist, and Registered Yoga Teacher.  She is Assistant Professor of Creative Arts Therapy at Endicott College; Senior Lecturer of Expressive Arts Therapy at Lesley University; and owner of North Shore Music Therapy Services in Beverly, MA, USA.

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Published

2014-06-16

How to Cite

Demaine, K. (2014). Merging Voices and Finding Harmony in Co-teaching: A Doctoral Student’s Experience of Co-teaching a Music Therapy Course with her Doctoral Advisor. Voices: A World Forum for Music Therapy, 14(2). https://doi.org/10.15845/voices.v14i2.743

Issue

Section

Reflections on Practice