Testing a Model of Domain Learning in Music Therapy

Abstract

This study is a measure of the effectiveness of music therapy education by testing it against a proven educational model. It evaluates the role of knowledge, interest and learning strategies in the Model of Domain Learning (Alexander, 1997, 2003). Participants (n = 79) were presented with a video of music therapy and the effect of the independent variables (knowledge, interest, strategies) on recall at two points in time were examined. Music therapy students were compared with music students and other therapy students (art therapy, dance therapy, counseling therapy) in terms of their recall of the video. Music therapy students achieved the highest levels of knowledge and interests. No significant differences were found between the three groups on the strategy component of the model. Overall, results were consistent with the Model and with the view that specific learning occurs within identified domains of knowledge or expertise. The results therefore, indicate efficacy for the music therapy education investigated in this study.