A Look Into SPACE

A Self-Experiential Songwriting Journal for Students and Professionals

Autor/innen

  • Gabrielle Nicole Banzon Annandale Village, USA

DOI:

https://doi.org/10.15845/voices.v21i2.3133

Schlagworte:

songwriting, education, self-experiential

Abstract

A Look Into SPACE: Ein Handbuch für die ersten eigenen Erfahrungen von Songwriting für Studierende und Berufstätige

Abstract

SPACE, entwickelt von der Autorin dieses Artikels, ist ein Hilfsmittel für (zukünftige) Musiktherapeut:innen, die Songwriting als Ressource zur Selbstexploration und Selbstausdruck nutzen möchten. Das kleine, spiralgebundene Journal ist in seinen Grundsätzen fest verwurzelt in den persönlichen und keineswegs aufgezwungenen Gründen für Selbsterfahrungslernen. Es soll als Ergänzung und Inspiration gesehen werden und zum Lernen und zur Weiterentwicklung ermutigen. Ausgehend von einer kurzen Einführung zum grundlegenden Aufbau der Akkordfolgen und Liedformen, werden die Leser:innen durch eine Folge von Ideen/Notizen von der inneren zur äußeren Exploration sowie von strukturiertem zu freiem Songwriting geführt.

Anliegen dieses Artikels ist es, einen Einblick in die persönliche Songwriting-Geschichte der Autorin und den daraus folgenden Einfluss auf die Entstehung von SPACE zu erhalten. Es veranschaulicht die Inhalte des Songwritings, Hand in Hand mit Beispielen zu seiner Nutzung in der Hoffnung, dass derzeit aktive und künftige Musiktherapeut:innen von diesem Hilfsangebot profitieren können.

Autor/innen-Biografie

Gabrielle Nicole Banzon, Annandale Village, USA

Gabrielle Banzon is a music therapist currently residing in Atlanta, GA. She received her Bachelors in Music Therapy with a minor in Music Technology from Georgia College & State University in 2014, and her Masters of Arts in Music Therapy from Texas Woman's University in 2017. While she currently works with adults with various disabilities and acquired brain injuries, her other clinical interests include songwriting, music production, mental health, community approaches, and theories/philosophies. She currently serves on the International Relations Committee for AMTA, manages and co-hosts Clinical BOPulations the podcast, and presents regionally and nationally.

Literaturhinweise

American Music Therapy Association. (2013). Professional competencies (1999, amended effective November 30, 2008, July 10, 2013, and November 23, 2013). https://www.musictherapy.org/about/competencies/

Baker, F., & Wigram, T. (2005). Songwriting: Methods, techniques and clinical applications for music therapy clinicians, educators and students. Jessica Kingsley. https://doi.org/10.1093/mtp/25.1.66

Baker, F., Wigram, T., Stott, D., & Mcferran, K. (2009). Therapeutic songwriting in music therapy, Part II: Comparing the literature with practice across diverse clinical populations. Nordic Journal of Music Therapy, 18(1), 32–56. https://doi.org/10.1080/08098130802496373

Bruscia, K. E. (2013). Experiential learning in a classroom setting. In K. E. Bruscia (Ed.), Self-experiences in music therapy education, training, and supervision (pp. 66–102). Barcelona Publishers.

Certification Board for Music Therapists. (2020). Board certification domains. https://www.cbmt.org/wp-content/uploads/2020/03/CBMT_Board_Certification_Domains_2020.pdf

Gardstrom, S. C., & Jackson, N. A. (2011). Personal therapy for undergraduate music therapy students: A survey of AMTA program coordinators. Journal of Music Therapy, 48(2), 226–255. https://doi.org/10.1093/jmt/48.2.226

Krout, R. E., Baker, F. A., & Muhlberger, R. (2010). Designing, piloting, and evaluating an on- line collaborative songwriting environment and protocol using skype telecommunication technology: Perceptions of music therapy student participants. Music Therapy Perspectives, 28(1), 79–85. https://doi.org/10.1093/mtp/28.1.79

Murphy, K. (2007). Experiential learning in music therapy: Faculty and student perspectives. In A. Meadows (Ed.), Qualitative Inquiries in Music Therapy: A Monograph Series, 3(2), 31–60.

Murphy, K. M., & Wheeler, B. L. (2005). Symposium on experiential learning in music therapy report of the symposium sponsored by the World Federation of Music Therapy Commission on Education, Training, and Accreditation. Music Therapy Perspectives, 23(2), 138–143. http://doi.org/10.1093/mtp/23.2.138

Ruud, E. (2005). Soundtracks of our life. In F. Baker & T. Wigram (Eds.), Songwriting: Methods, techniques and clinical applications for music therapy clinicians, educators and students (pp. 9–10). Jessica Kingsley.

Viega, M. (2013). "Loving me and my butterfly wings:" A study of hip-hop songs written by adolescents in music therapy [Doctoral dissertation, Temple University]. Temple University Libraries. http://dx.doi.org/10.34944/dspace/3734

Photo of author Gabrielle Nicole Banzon

Downloads

Veröffentlicht

2021-07-01

Zitationsvorschlag

Banzon, G. N. (2021). A Look Into SPACE: A Self-Experiential Songwriting Journal for Students and Professionals. Voices: A World Forum for Music Therapy, 21(2). https://doi.org/10.15845/voices.v21i2.3133

Ausgabe

Bd. 21 Nr. 2 (2021)

Rubrik

Book Reviews and Book Essays

Lizenz

Copyright (c) 2021 Gabrielle Nicole Banzon

Creative-Commons-Lizenz
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.

Articles published prior to 2019 are subject to the following license, see: https://voices.no/index.php/voices/copyright