Exploring a Music-based Intervention Entitled "Portrait Song" in School Music Therapy
Stella Lerner's Song-based Approach
DOI:
https://doi.org/10.15845/voices.v21i3.3144Keywords:
songwriting, school music therapy, song composition, observational study, music-based interventionAbstract
Songwriting has gained footing as one of the main approaches in music therapy. Many of the publications focus on various techniques whereby children and adults are assisted, individually or in groups, to create songs collaboratively. This study explored a non-collaborative song-based intervention entitled "Portrait Song"; namely, an original song composed by the therapist for and about specific recipients as a therapeutic tool. The "Portrait Song" intervention was initiated and implemented by Ms. Stella Lerner, an Israeli music therapist and composer. Two specific aims were set for the study: (1) to explore the nature of the "Portrait Song" practice as a means for school music therapy; and (2) to examine the effect of the "Portrait Song" intervention on students' outcomes. The author/researcher acted as an outside observer, evaluating the "Portrait Song" intervention and the students' experiences in two schools in Israel, which provide music therapy programs for children possessing a broad range of disorders. Data included field notes compiled during class observations, extensive interviews with the therapist, and examination of musical scores and written material. The study showed that the "Portrait Songs" intervention guided participants to higher levels of social adjustment, refined physical skills, and assisted with areas of self-identity and self-efficacy. Lerner's innovative "Portrait Song" intervention can give music therapists some perspectives about the possibility and benefits of composing complete therapeutic songs (lyrics and music) for and about specific clients in school settings.
Japanese abstract:
学校での音楽療法における「ポートレートソング」という音楽ベース介入の検討
ステラ ラーナーのソングベイスドアプローチ
リヴカ・エルコシ
要旨
ソングライティングは、音楽療法の主要なアプローチ法の一つとして不動の立場を得ている。多くの出版物が様々なテクニックを紹介しており、それは子どもや大人が（個人でもグループでも）共同で曲を作る手助けとなっている。この研究では、「ポートレートソング」（セラピストによって療法的なツールとして特定の対象者のために作られたオリジナルソング）と名付けられた非共同的なソングベイスドの介入について検討している。この「ポートレートソング」の介入方法は、イスラエルの音楽療法士であり作曲者でもあるステララーナーによって開発、実践された。研究の目的は次の2点である。（１）学校における音楽療法の手段としてポートレートソングの特徴を探ること、（２）学生の事後変化に対するポートレートソング介入の影響を探ること。研究者/著者は、幅広い障害を抱えた子供たちに対して音楽療法がおこなわれているイスラエルの2つの学校に外部オブザーバーとして入り、「ポートレートソング介入」と、学生の経験を評価した。データには、授業観察期間に集めたフィールドノート（観察記録）、広範囲に及ぶセラピストへのインタビュー、楽譜や書かれた素材の調査が含まれる。研究では、「ポートレートソング」介入が対象者の社会適応レベルを引き上げ、身体的スキルを高め、また自己効力感やアイデンティティの領域でも支援した、と示された。ラーナーの革新的な「ポートレートソング」介入法は、音楽療法士に、学校環境で特定のクライエントのために療法的ソング（歌詞や曲）を作曲することの利点や可能性に視点をいくつか与えることができるだろう。
キーワード：ソングライティング、学校での音楽療法、作曲、学校エスノグラフィー、音楽ベースの介入
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