Shifting the Focus to Teachers: A New Approach for Music Therapists Working in Schools

Abstract

Abstract This paper presents a new approach for music therapists in schools wishing to support the work of teachers. This music therapy approach is underpinned by theoretical resources drawn from community music therapy and a critical inclusive approach to education. Illustrative examples of the first authors’ music therapy practice as part of a teacher professional learning program, Music for Classroom Wellbeing, are offered. Two practice principles, “focus on the teacher” and “enable sharing,” are presented to provide a framework for music therapists striving to support teachers. Following these principles may allow teachers to grow their musicality, teaching, and self-care practices. This paper concludes with implications of reframing the focus of music therapy practice with teachers for other music therapists working in the current performance-driven schooling system.