包裹体(矿物)
音乐疗法
音乐教育
领域
心理学
批判性评价
教育学
过程(计算)
数学教育
医学教育
计算机科学
医学
社会心理学
操作系统
病理
法学
替代医学
心理治疗师
政治学
作者
Gonzalo Marcos Treceño,Ana Rosa Arias Gago
标识
DOI:10.1177/1321103x231192370
摘要
The use of music therapy techniques has recently extended into the educational realm to help overcome learning difficulties, support emotional management, and assist students to develop necessary social skills. This is known as educational music therapy (EMT). Current educational policies give ever greater importance to the fostering and development of core social skills and competencies as decisive factors in overall educational success. Thus, teachers are being encouraged to explore interdisciplinary and creative collaboration and to innovate and incorporate new, more active, teaching methods to enable students to meet these educational objectives. This article comprises a systematic review of 34 research studies from 13 countries concerning the use of EMT over the last 15 years. The authors have identified uses of EMT in general teaching and in music education. The PICO(C) framework was used to develop the research question and the PRISMA diagram was used to determine the criteria for exclusion or inclusion of studies for review. The results from all studies considered agree that music therapy has benefits at all contexts and levels of education. The studies examined are diverse in terms of design, application, and procedures, and music therapy and music education techniques largely coincide in their educational objectives: improving inclusion, learning outcomes, and well-being among students. In conclusion, there is a two-way process of transfer between music education and EMT, and the addition of EMT techniques as another innovative method within teachers’ repertoires could have many benefits in education. The added value can be found in the way this review relates different studies, revealing those dimensions that would benefit from further study as well as exploring the decision-making process around their potential applications.
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