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featured One, Two, Three, and Do, Re, Mi: Early Childhood Musical Development for Music Therapists Dana Bolton, M.Ed., MMT, MT-BC Bolton Music Therapy, Murfreesboro, TN

About the Author Dana Bolton, MEd, MMT, MT-BC co-owns Bolton Music Therapy in Murfreesboro, TN, and has worked in the early intervention field for 11 years. Dana is a new member of the imagine editorial team. Contact: dana@boltonmusictherapy.com

imagine 5(1), 2014

Introduction When asked to define music therapy, many music therapists respond, “We use music to reach non-musical goals.� For music therapists working in early childhood education, these nonmusical goals fall under categories such as fine and gross motor skills, cognitive and preacademic/academic skills, communication skills, social skills, and adaptive or self-help skills. When focusing on these non-musical goals, music therapy practitioners must have in mind how musical skills typically develop in young children. Hence, the American Music Therapy Association (AMTA) includes learning and development of musical behaviors in the Professional Competencies document (AMTA, 2009). Models of Musical Development Luce (2004, p. 26) states that the field of music therapy has not yet accepted a single model of musical development as a common knowledge base or vocabulary among practitioners.

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Profile for imagine

imagine 2014  

The focus of imagine 2014 is on family-centered practice – a trend taking hold in music therapy circles worldwide. While many practitioners...

imagine 2014  

The focus of imagine 2014 is on family-centered practice – a trend taking hold in music therapy circles worldwide. While many practitioners...