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dc.contributor.authorBoniface, Emma Jane
dc.date.accessioned2010-02-07T20:20:41Z
dc.date.availableNO_RESTRICTIONen_US
dc.date.available2010-02-07T20:20:41Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/10179/1172
dc.description.abstractThis thesis is the result of working with nine students and one teacher aide in group music therapy in special education. Through opportunities to learn about music and sound, the students were invited to use descriptive language to express emotions and thoughts about their music therapy experience. This research used a qualitative research design, where the purpose was to learn about the perceptions that staff may have of music therapy and to highlight how music therapy can promote sociability in an educative setting. The data collected mainly through research journal entries and two interviews (as well as material from a discussion group) offer evidence about how improvisational group music therapy can help create a positive social environment in the classroom and complement socialisation goals in education.en_US
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectSpecial educationen_US
dc.subjectSocialisationen_US
dc.subject.otherFields of Research::410000 The Arts::410100 Performing Arts Studies::410101 Music studiesen_US
dc.titlePromoting sociability : staff perceptions of music therapy as a way to enhance social skills : a project presented in partial fulfilment of the requirements for the degree of Master of Music in Music Therapy, New Zealand School of Music, Wellington, New Zealanden_US
dc.typeThesisen_US
thesis.degree.disciplineMusic Therapyen_US
thesis.degree.grantorNew Zealand School of Musicen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Music Therapy (M. Mus. Ther.)en_US


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