Identifying dimensions of music therapy activities appropriate for children at different stages of group development

Abstract

Recent research literature suggests the use of music and music/movement activities for developing group cohesiveness and communication (Anshel & Kipper, 1988; Gunsberg, 1988; Henderson, 1983; Hibben & Scheer, 1982). Research indicates that student performances (Schmuck & Schmuck, 1979) and factors of individual identity, such as self-image, assertiveness and trust, are enhanced by a group’s level of cohesiveness (Kellerman, 1981). Group cohesion is necessary for the sharing of feelings, taking risks, and forming and achieving shared goals (James & Freed, 1989). How can a therapist, using music activities that encourage dynamic action and interaction, help a group move to a more cohesive state, one distinguished by greater cooperation and trust? This paper suggests that all group activities can be defined by certain parameters and that these definitions, the so-called dimensions of the activities, can be manipulated by the therapist to effect participation and interaction. The therapist can, by using certain levels of activity dimensions at certain stages in a group’s development, influence the achievement of group cohesion and individual goals. In this paper two theoretical constructs are used: (a) to articulate developmental group stages (Garland, Jones, & Kolodny , 1976), and (b) to clarify the dimensions of group activities (Vinter, 1974). The activity dimensions are each described on three levels: low, medium, high. The proposed relationship of the activity dimensions to group stages is outlined in a three dimensional matrix (Table 1). In the final section of the paper under each developmental group stage a discussion of clinical issues and examples of music activities clarify the rationale for proposing certain levels of activity dimensions.