• Title/Summary/Keyword: 그룹음악치료

Search Result 49, Processing Time 0.029 seconds

Juvenile Offenders' Experience of Music Therapy within the Framework of Self-determination: A Modified Grounded Theory Study (조건부 기소유예 판결을 받은 학교폭력 가해 청소년의 음악치료 경험에 관한 연구: 자기결정성을 중심으로)

  • Yun, Juri
    • Journal of Music and Human Behavior
    • /
    • v.11 no.1
    • /
    • pp.63-82
    • /
    • 2014
  • This qualitative study investigated how a music therapy program was experienced by juvenile offenders of school violence who were under a conditional suspension of indictment. Six adolescents participated in 12 consecutive weeks of group music therapy sessions, and were interviewed individually based on open-ended questions addressing key constructs of self-determination theory, which are autonomy, competence and relatedness. Using this framework, data was deductively analyzed using a modified grounded theory. The analysis also investigated how such impact of music therapy transferred or expanded to their everyday life. The analysis revealed that the properties of autonomy included making choices of songs and instruments, deciding how to play, and expressing opinions about music. Competence was associated with developing skills on musical instruments, creating own music, concentrating on their own project, and demonstrating their abilities. Relatedness were related to collaborating, exchanging opinions, and playing a part in musical projects. In addition, it was found that they also experienced shifts in consciousness and behavior, expanded self-awareness, and mutual exchange and group support. Lastly, it was revealed that the positive emotional and behavioral changes they experienced in music also appeared in their school life.

A Study on the Listener's Emotional Perception of Music According to Harmonic Progression Level (음악의 화음 전개 수준에 따른 감상자의 정서 지각 연구)

  • Ryu, Hae In;Choi, Jin Hee;Chong, Hyun Ju
    • Journal of Music and Human Behavior
    • /
    • v.19 no.1
    • /
    • pp.93-112
    • /
    • 2022
  • The purpose of this study was to compare participants' perceived emotion following harmonic changes in music. In this study, 144 participants, aged 19 to 29 years, listened to music online that included low to high harmonic progression in tonal music (major-minor). After listening to each piece of music, participants were asked to rate 4 items using a 7-point Likert scale: emotional potency, arousal, degree to which the harmony impacted the listener's emotions, and listener's preference for the music. There were significant differences between each of the four items upon the level of harmonic progression. When the participants were divided into two groups (i.e., those with a background in music and those with no background in music), there was a significant difference between the groups in terms of emotional potency, but there was no significant interaction effect. This study confirmed that various emotional responses in listeners can be induced by controlling the exogenous variables in musical excerpts. Based on this, it is expected that the harmonic progression level can be provided to the client to be used as an effective therapeutic tool in music therapy intervention.

Changes in Peer Acceptance and Play Interactions in Integrated Groups of Young Children With and Without Disabilities Through Story-Based Interactive Music Activities (장애-비장애 유아 통합 그룹에 적용된 이야기 기반 상호적 음악 활동에 따른 유아의 또래수용 및 놀이상호작용 변화)

  • Lee, Yeseul
    • Journal of Music and Human Behavior
    • /
    • v.21 no.2
    • /
    • pp.77-105
    • /
    • 2024
  • This study explored whether story-based interactive music activities improve play interactions between children with developmental disabilities (DD) and typically developing (TD) children at an integrated daycare center, and whether these activities influence TD children's attitudes towards their DD peers. The participants included six children with DD, aged 3-5 years, and 21 TD peers. They attended 10 sessions, each 30 minutes, twice a week. Play interactions were observed during free play after each session, and TD children's attitudes towards peers with DD were assessed before and after the intervention. The results showed that children with TD and DD in the integrated group showed significantly reduced disengagement, with notable improvements in joint action for TD children and joint attention for DD children. However, there were no significant changes in peer acceptance among TD children in the integrated group while there was a significant decrease in the non-integrated group. This study highlights that story-based interactive music activities effectively enhance interactions between TD and DD children. However, the limited impact on peer acceptance suggests the need for more long-term and systematic interventions, considering the children's developmental levels. The study also emphasizes the importance of tailored approaches that address the individual needs of both TD and DD children, providing valuable insights into the direction of systematic interventions at a time when the importance of social integration is increasingly recognized.

Music Teachers' Perceptions of the Music Therapy Curriculum in Special Education Schools (특수학교 음악교과의 운영과 음악치료적 접근에 대한 교사인식)

  • Gu, Sin-Sil;Hwang, Soon-Young
    • Journal of Music and Human Behavior
    • /
    • v.16 no.1
    • /
    • pp.89-117
    • /
    • 2019
  • The purpose of this study was to explore and better understand special education music teachers' perceptions of their music curriculum. For this purpose, we conducted a focus group interview with seven special education music teachers. During the interview, four major themes and 14 sub-themes were identified. The main themes were the following: (a) types of applied activities and the goals of music classes (e.g., activities to be applied in various ways depending on the characteristics of the disability and intended outcome), (b) difficulty in implementing the music curriculum (e.g., lack of fit between textbook and students' chronological ages, lack of time and focus, self-evaluation of performance as a music teacher, (c) therapeutic experiences during music classes (e.g., expectation for positive effects through music therapy, joy of witnessing changes in students, and sense of togetherness), and (d) obstacles to the therapeutic approach of music classes and need for support (e.g., lack of professional knowledge regarding therapeutic approaches and problems with administrators and school environment). Based on these results, problems in implementing the music therapy approach as part of the music curriculum in special education schools are discussed and practical solutions for educators are offered.

MUSIC THERAPY FOR ADOLESCENTS WITH CONDUCT DISORDER (품행장애 청소년의 음악치료 사례연구)

  • Jhin, Hea-Kyung;Kwon, Hea-Kyung
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
    • /
    • v.11 no.1
    • /
    • pp.110-123
    • /
    • 2000
  • The short-term music therapy was performed for adolescents with conduct disorder admitted to Seoul National Mental Hospital for 3 months from Jun to September, 1998. This case study focused mainly on two female patients who participated regularly in the group music therapy. The music therapy process was divided into three phases;beginning, opening up, and closing. This music therapy session consisted of three parts;hello song as beginning, various musical activities, and sound & movement activity as closing. Free musical improvisation, song discussion, musical monodrama, and sound & movement were the mainly applied techniques. Free improvisation was used to enhance, motivate, identify and contain the adolescents' feelings and ideas. Song discussion was used to convey their thoughts and to support each other. Musical monodrama was used to make them have insights into interpersonal relationships. Sound & movement was used to enhance spontaneity. It made them explore their body and voice as an expressive medium. Throughout three months period of music therapy, patient A's communication skill, socialization, and behavior areas were assessed with improvement. She could use music as a symbolic form and was able to share her feelings about herself and her family. Patient B's self-expression and cognitive areas were assessed with improvement. She became more spontaneous and could verbalize her emotions during the group session. Music as a non-verbal and therefore often a non-threatening medium wherein so much can be expressed provided two female patients an atmosphere where a sense of trust may be regained.

  • PDF

The musical preference of autistisic children (자폐아동의 음악적 선호도와 문제 행동의 연관성)

  • Kang, Kyoung Sun
    • Journal of Music and Human Behavior
    • /
    • v.4 no.1
    • /
    • pp.47-60
    • /
    • 2007
  • The purpose of this study is to examine the musical preference of autistic children. Based on the written responses of the questionnaire from mothers, therapists and teachers of 60 autistic children the music preference of the autistic children were analyzed. The results showed that the autistic children prefer music listening rather than playing or singing. The keyboard and piano are the most preferred instruments by these children. In music genre they prefer children's song and commercial music. Though they all have language disorder, they have a strong tendency toward music with text. It was also found that there is a relationship between music preference and behavior. The hyperactive and oppositional children have a tendency to enjoy more stimulative music compared to other autistic children.

  • PDF

A Comparative Study on Music Preference between School-Aged Children with Cochlear Implant and Normal Hearing (학령기 인공와우 이식 아동과 일반 건청 아동의 음악 선호도에 대한 비교 연구)

  • Hwang, Sun Young
    • Journal of Music and Human Behavior
    • /
    • v.8 no.2
    • /
    • pp.47-64
    • /
    • 2011
  • This study was to examine music preferences of school-aged cochlear implant(CI) recipients in comparison with normal hearing(NH) children. Participants were 12 CI recipients and 155 NH children. CI children were recruited from a hospital in Seoul and they had cochlear implants for longer than two years(M = 4.7). NH children were randomly sampled. All participants were asked to respond to a questionnaire and rate their music preferences. The results showed that while 58.33% of CI recipients preferred child voices, 71.61% of NH children preferred adult voices. For preferred frequency range, both of CI and NH groups preferred higher frequency. With regard to preferred musical styles, while CI children gave the highest rating(M = 3.58) to Korean folk songs on the 5-point Likert scale, popular music and TV and soundtrack music were found to be the highest-rated styles(M = 3.83) for NH children. These results indicate that self-rated music preferences of CI recipients may be affected by a musical environment that these children have experienced. The results also implies that the provision of appropriate musical input and experiences would significantly affect future music preferences and appreciation of CI children. Providing useful information about music preferences of CI recipients in comparison with NH children, this study has significant implications for further studies on this population.

Perceptions of Primary Caregivers of Children With Developmental Disabilities on Tele-music Program During COVID-19 (COVID-19 이후 학령기 발달장애 아동 주양육자의 비대면 음악프로그램 참여 현황 및 인식 조사)

  • Kim, So Hee
    • Journal of Music and Human Behavior
    • /
    • v.18 no.1
    • /
    • pp.1-27
    • /
    • 2021
  • The purpose of this study was to investigate how primary caregivers of children with developmental disabilities aged 6 to 18 years perceived on tele-music programs in which their children participated during COVID-19. A total of 83 caregivers who voluntarily agreed to participate in this study responded to a survey either on-line or in person and 67 questionnaires were included in the final analysis after deleting 16 incomplete responses. The results showed that tele-music programs were rated somewhat suitable for distance learning but that there was still a need for adult assistance to help children with developmental disabilities participate in the program. When comparing the perceptions of caregivers who participated in remote general education versus who participated in tele-music program, significantly higher level of program engagement and positive responses from a child were perceived with tele-music program. The caregivers who participated in tele-music program showed significantly greater willingness to participate in tele-music therapy in the future than those who did not. The findings of this study presents information on how tele-music therapy has been implemented to children with disabilities and what can be considered for the the development of a tele-music therapy program.

Preliminary Study on Developing Protocol for Music Therapy Assessment for Cognitive and Emotional-Behavioral Domain using Rhythm (MACED-Rhythm) (인지 및 정서행동 영역에서의 음악치료 사정을 위한 리듬 프로토콜(MACED-Rhythm) 개발 예비 연구)

  • Duerksen, George;Chong, Hyun Ju
    • Journal of Music and Human Behavior
    • /
    • v.10 no.1
    • /
    • pp.67-83
    • /
    • 2013
  • Assessment in music therapy is a vital part for both the therapist and client in the process of therapy. Based on what is assessed, objectives are identified to formulate specific action procedures and strategies. The existing assessment tools involve lists of skills and behaviors in developmental domains without the music assessment protocol. In this study, the authors attempted to develop an assessment protocol using rhythm production for assessing skills in cognitive and emotional-behavior domain, namely Music Therapy Assessment for Cognitive and Emotional Behaviors (MACEB). The test items of the MACEB-Rhythm were developed using rhythmic patterns varying in terms of item difficulty, which are based on the various degree of clarity in the grouping/gestalt, saliency in part-whole relationship, and complexity in repetition vs. variability. Also the developed tool purported to examine one's level of emotional behavior trait by analyzing performance of musical parameters such as tempo, pacing, and loudness in the reproduced output. In order to verify the logical sequencing of test items, firstly 61 subjects participated in verifying the item difficulty for the selected 15 pilot items. The test items were revised and re-sequenced based on the gathered scores of item difficulty. In the second procedure, seven experts in the fields of music education, music therapy and music psychology whose research interest lie in music cognition revised the developed rhythm protocol items focusing on learning sequence, cognitive process and feasibility for skills assessment. The study attempted to provide foundations for using rhythm as an assessment protocol prior to its verification of assessment validity and reliability.

Analysis of Semantic Attributes of Korean Words for Sound Quality Evaluation in Music Listening (음악감상에서의 음질 평가를 위한 한국어 어휘의 의미론적 속성 분석)

  • Lee, Eun Young;Yoo, Ga Eul;Lee, Youngmee
    • Journal of Music and Human Behavior
    • /
    • v.21 no.2
    • /
    • pp.107-134
    • /
    • 2024
  • This study aims to classify the semantic words commonly used to evaluate sound quality and to analyze their differences in reflecting the level of musical stimuli. Participants were thirty-one music majors in their 20s and 30s, with an average of 9.4 years of professional training. Each participant listened to nine pieces of music with variations in texture and instrument type and evaluated them using 18 pairs of semantic words describing sound quality. A factor analysis was conducted to group words influenced by the same latent factor, and a multivariate ANOVA determined the differences in ratings based on texture and instrument type. Radar charts were also drawn based on the identified sets of semantic words. The results showed that four factors were identified, and the word pairs 'soft-hard,' 'dull-sharp,' 'muddy-clean' and 'low-high' showed significant differences based on the level of musical stimuli. The radar charts effectively distinguished the sound quality evaluations for each music. These results indicate that developing Korean semantic words for sound quality evaluation requires a structure different from the previous categories used in Western countries and that linguistic and cultural factors are crucial. This study will provide foundational data for developing a verbal sound quality evaluation framework suited to the Korean context, while reflecting acoustic attributes in music listening.