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

Autores/as

  • Krystal Demaine Endicott College

DOI:

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

Palabras clave:

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

Resumen

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. 

Biografía del autor/a

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.

Publicado

2014-06-16

Cómo citar

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

Número

Sección

Reflections on Practice