Exploring the Potential for Music Therapy to Support 21st Century Education Goals

Interviews with six Norwegian Teachers

Autores/as

  • Viggo Krüger University of Bergen/NORCE, GAMUT – The Grieg Academy Music Therapy Research Centre, Norway
  • Alex Crooke Faculty of Fine Arts and Music, University of Melbourne, Australia
  • David Solberg The Grieg Academy – Department of Music, University of Bergen, Norway
  • Eirik Sæle The Grieg Academy – Department of Music, University of Bergen, Norway

DOI:

https://doi.org/10.15845/voices.v23i1.3642

Palabras clave:

music therapy; education; preventive work; adolescents; continuing education

Resumen

School engagement is a global crisis predicted to intensify in the context of COVID-19. As a consequence, education agendas have increasingly adopted whole-child and inclusive approaches, leading to new mandates and curriculums designed to curb the associated individual and social outcomes of school dropout. Yet, teachers are often left to implement these initiatives with little to no support, and within the context of competing neoliberal aims. The subsequent pressure on teachers undermines whole-child and inclusive approaches, and has led to calls for increased teacher support. This includes support in novel teaching and learning approaches which meet the needs of a greater range of students. To investigate the potential role that music can play in this space, the present paper explores the experiences and attitudes of six Norwegian educators who attended two university-accredited continuing education courses on the use of music therapy with adolescents. Interviews sought to explore whether teachers gained new insights into the use of music in the contemporary Norwegian school context. Results showed that teachers did grow their understanding of how music can be used in schools, with a focus on the ability to use music to teach the new Norwegian curriculum. Findings also revealed the challenges faced by teachers wanting to use music in this way. Overall, results suggest music does offer great potential in contemporary school contexts, particularly when its implementation is informed by music therapy theory. Findings have implications for schools, educators, and policymakers.

Biografía del autor/a

Viggo Krüger, University of Bergen/NORCE, GAMUT – The Grieg Academy Music Therapy Research Centre, Norway

Viggo Krüger, PhD, works as an associate professor and research leader at The Grieg Academy Music Therapy Research Centre, University of Bergen, and NORCE (Norwegian Research Centre). Krüger has published books, book chapters, and articles on topics such as child welfare, education, and mental health. He also has more than 25 years of experience with community music therapy work for adolescents, in schools, child welfare, and mental health.

Alex Crooke, Faculty of Fine Arts and Music, University of Melbourne, Australia

Dr. Alexander Hew Dale Crooke is a career researcher who has been worked in government, hospital, community and tertiary settings for over 15 years. He holds a Postdoctoral Research Fellowship with the Melbourne Conservatorium of Music at the University of Melbourne (UniMelb) where he completed a PhD in the fields of music therapy and social policy. With an academic background in the social and political sciences and early career research positions in public policy and population health, he has undertaken projects spanning the fields of music therapy, social science, psychology, social services, epidemiology, and policy development. With 40+ publications across disciplines, his current investigations centre intersections of wellbeing, cultural responsiveness, and sustainability in the context of school and community-based arts projects. Dr Crooke is supervisor and mentor for postgraduate students globally, and works regularly as an evaluation consultant helping schools and community organisations to implement and evaluate arts programs.

David Solberg, The Grieg Academy – Department of Music, University of Bergen, Norway

David Solberg is a music therapist who received his master´s degrees in music therapy at The Grieg Academy, Department of Music, University of Bergen, Norway. At the time of this study, he was a student in the master´s program in music therapy.

Eirik Sæle, The Grieg Academy – Department of Music, University of Bergen, Norway

Eirik Sæle is a music therapist who received his master´s degrees in music therapy at The Grieg Academy, Department of Music, University of Bergen, Norway. At the time of this study, he was a student in the master´s program in music therapy.

Photo of the four authors Viggo Krüger, Alex Crooke, David Solberg and Eirik Sæle

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Publicado

2023-03-01

Cómo citar

Krüger, V., Crooke, A., Solberg, D., & Sæle, E. (2023). Exploring the Potential for Music Therapy to Support 21st Century Education Goals: Interviews with six Norwegian Teachers. Voices: A World Forum for Music Therapy, 23(1). https://doi.org/10.15845/voices.v23i1.3642

Número

Sección

Research