“The topic of my dissertation was to note any musical responses that emerged from a small group of young children with profound cognitive impairment hereafter known as PCI. By focusing on what transpired musically I hoped to shed light on what musical progress was possible despite and not because of
a disability. The method of enquiry involved two methods of defining responses from this type of group. Three participants with different skills documented the evidence. As this research unfolded, so did the parallels between music therapy and music education. Within the body of this dissertation the two
disciplines are discussed, drawing on literature evidence and possible shortcomings in this area of research.
a disability. The method of enquiry involved two methods of defining responses from this type of group. Three participants with different skills documented the evidence. As this research unfolded, so did the parallels between music therapy and music education. Within the body of this dissertation the two
disciplines are discussed, drawing on literature evidence and possible shortcomings in this area of research.
From the original focus of this research project three significant factors for consideration emerged. These were
a) What music lessons mean to early childhood practitioners working with young children with PCI
b) The differences and similarities between music therapy and music education
a) What music lessons mean to early childhood practitioners working with young children with PCI
b) The differences and similarities between music therapy and music education
c) The need for further clarity and training in music education for this type of group
All participating adults presented different perceptions in what they considered in music for young children with PCI. The different philosophies and approaches to music education and music therapy revealed the same overarching desire by the children and practitioners to enjoy a positive experience
together. When given regular music lessons with skilled music practitioners the responses were educationally progressive. Music skills can be nurtured in young children with PCI through regular music lessons if sufficient time and space were allowed.”
All participating adults presented different perceptions in what they considered in music for young children with PCI. The different philosophies and approaches to music education and music therapy revealed the same overarching desire by the children and practitioners to enjoy a positive experience
together. When given regular music lessons with skilled music practitioners the responses were educationally progressive. Music skills can be nurtured in young children with PCI through regular music lessons if sufficient time and space were allowed.”