Abstract
Abstract Centered in the Scholarship of Teaching and Learning, we describe and reflect upon student and teacher experiences of an undergraduate music therapy course in which students are introduced to two core clinical perspectives derived from the music therapy literature: decision-making and case formulation. Guiding the reader through four interrelated course phases, we discuss key content areas, challenges students encountered, and the ways the course instructors engaged with and worked through these challenges. Key learning outcomes are identified, specifically focusing on the importance of 1) teaching multiple perspectives early in a music therapy curriculum, 2) prerequisite knowledge, 3) musical competence, and 4) an integrated curriculum. In doing so, we advocate for an integral perspective to clinical practice, through which students develop the ability to locate themselves and shift perspectives in service of their clients.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
