2024-03-28T15:54:49Zhttps://repository.nwu.ac.za:443/oai/requestoai:repository.nwu.ac.za:10394/125812018-08-22T14:48:27Zcom_10394_3605com_10394_1149col_10394_12565
Institutional Repository Development | North-West University | NWU
author
Thram, Diane
2014-11-20T12:48:29Z
2014-11-20T12:48:29Z
2014
Thram, D. 2014. Understanding music’s therapeutic efficacy: Implications for music education. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):208-220, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]
1817-4434
http://hdl.handle.net/10394/12581
In the current era of electronic domination of human experience, be it via cell phone
and/or computer addiction, or the ubiquitous television, actual participation in musicmaking
is less and less common for the average person, child or adult. Passive
participation through listening is most often cited by people as their major experience
with music in their lives. When asked if listening has therapeutic effects, it is rare for
anyone to respond in the negative. Likewise, for performers/active participants in musicmaking,
be it solitary or as part of a group, invariably an enhanced sense of well-being
from the act of making music is reported.
This paper addresses therapeutic aspects of musical participation (singing, clapping,
playing an instrument, dancing, listening) by providing a historical overview (12thc to
present) of attitudes toward music’s therapeutic effects. It argues that music exists
through the interaction of our biological capacity to make music with our cultural
circumstances. How individuals benefit in all aspects their being – physical, mental and
emotional – from engaging in the act of making music is illustrated with examples from
field research in southern Africa. Finally implications for Music Education are explored
which emphasize how more comprehensive integration of music into the curriculum can
serve as an antidote to the increasing isolation and alienation of modern life.
en
Musical participation
Well-being
Biological and cultural interaction
Music education
Understanding music’s therapeutic efficacy: Implications for music education
Article
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URL
https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12581/1/15%20Thram.pdf
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oai:repository.nwu.ac.za:10394/125722018-08-22T14:27:38Zcom_10394_1865com_10394_3605com_10394_1149col_10394_1866col_10394_12565
Institutional Repository Development | North-West University | NWU
author
Erasmus, Ewie
researchID
21161046 - Erasmus, Ewie
2014-11-20T10:29:20Z
2014-11-20T10:29:20Z
2014
Erasmus, E. 2014. The role of musical experience in the lives of Williams syndrome individuals. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):73-89, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]
1817-4434
http://hdl.handle.net/10394/12572
The purpose of this literature study is to better understand the musical
experiences of those diagnosed with Williams syndrome. The problem of this study is
defined by the lack of qualitative studies done on the musical experiences of Williams
syndrome individuals. Research done on music and Williams syndrome emphasise the
intense affinity that those diagnosed show towards music listening and music making,
yet very few qualitative studies have been done on the importance of musical experience
in the everyday lives of those diagnosed with Williams syndrome. The study at hand will
provide insight into the lives of individuals with Williams syndrome, while focussing on
the importance of musical experience, raising the awareness of caretakers, educators,
therapists and researchers. This qualitative study was aided by Atlas.ti 7 computer
software which assisted me in document analysis through a grounded theory approach.
For the data analysis process, significant statements were identified and then coded.
These codes were then sorted to reveal categories and main themes. Literature revealed
that music could in fact play an important role in the lives of those living with Williams
syndrome. Musical experience does not only have a positive influence on a single aspect
of the lives of Williams syndrome individuals, it has an impact on their lives in general,
influencing their overall well-being.
en
Williams syndrome
Literature review
Qualitative
Phenomenology
The role of musical experience in the lives of Williams syndrome individuals
Article
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URL
https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12572/1/06%20Erasmus%20a.pdf
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oai:repository.nwu.ac.za:10394/125752018-08-22T14:30:58Zcom_10394_3605com_10394_1149col_10394_12565
Institutional Repository Development | North-West University | NWU
author
Joseph, Dawn
author
Southcott, Jane
2014-11-20T12:16:02Z
2014-11-20T12:16:02Z
2014
Joseph, D. & Southcott, J. 2014. Personal, musical and social benefits of singing in a community ensemble: Three case studies in Melbourne (Australia). TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):125-137, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]
1817-4434
http://hdl.handle.net/10394/12575
Australia has a diverse, multilayered society that reflects its rich musical life. There are
many community choirs formed by various cultural and linguistically diverse groups. This
article is part of an ongoing project, Well-being and ageing: community, diversity and the
arts (since 2008), undertaken by Deakin University and Monash University, that explores
the cultural diversity within Australian society and how active music engagement fosters
well-being. The singing groups selected for this discussion are the Skylarkers, the
Bosnian Behar Choir, and the Coro Furlan. The Skylarkers and the Bosnian Behar
Choir are mixed groups who respectively perform popular music from their generation
and celebrate their culture through music. The Coro Furlan is an Italian male choir who
understand themselves as custodians of their heritage. In these interpretative, qualitative
case studies semi-structured interviews were undertaken and analyzed using
Interpretative Phenomenological Analysis. In this approach there is an exploration of
participants’ understanding of their lived experiences. The analysis of the combined data
identified musical and social benefits that contribute to participants’ sense of individual
well-being. Musical benefits occurred through sharing, learning and singing together.
Social benefits included opportunities to build friendships, overcome isolation and gain a
sense of validation. Many found that singing enhanced their health and happiness.
Active music making in community choirs and music ensembles continues to be an
effective way to support individuals, build community, and share culture and heritage.
en
Music and positive ageing
Community singing
Cultural identity
Well-being
Personal, musical and social benefits of singing in a community ensemble: Three case studies in Melbourne (Australia)
Article
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URL
https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12575/1/09%20Joseph%20and%20Southcott.pdf
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oai:repository.nwu.ac.za:10394/125732018-08-22T14:28:29Zcom_10394_3605com_10394_1149col_10394_12565
Institutional Repository Development | North-West University | NWU
author
Habron, John
2014-11-20T10:33:12Z
2014-11-20T10:33:12Z
2014
Habron, J. 2014. 'Through music and into music', through music and into well-being: Dalcroze eurhythmics as music therapy. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):90-110, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]
1817-4434
http://hdl.handle.net/10394/12573
There is a longstanding relationship between music therapy and Dalcroze
Eurhythmics, an approach to music education that had its beginnings in the reform
pedagogy movement of the European fin de siècle. Émile Jaques-Dalcroze (1865-1950),
the founder of the approach, initially focused on educational aims, but was soon to
include therapeutic ones as well. During the early twentieth century, Dalcroze teachers
applied the approach to their work with disabled children. Such applications have
continued to develop to the present day and have expanded to include palliative
treatment in HIV/AIDS and gerontology.
There are many theoretical and technical similarities between Dalcroze Eurhythmics and
improvisational music therapy, including communication through musical improvisation
and attunement in playing for movement. However, many of these similarities remain to
be discussed in relation to the literatures on music therapy and communicative
musicality. To address this gap, this article takes a transdisciplinary approach, making
conceptual connections between the theory and practice of both Dalcroze Eurhythmics
and music therapy. Implications for future training, practice and research in Dalcroze
Eurhythmics are discussed.
en
Dalcroze Eurhythmics
Improvisational music therapy
Well-being
Communicative musicality
'Through music and into music', through music and into well-being: Dalcroze eurhythmics as music therapy
Article
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URL
https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12573/1/07%20Habron.pdf
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oai:repository.nwu.ac.za:10394/125692018-08-22T14:24:31Zcom_10394_3605com_10394_1149col_10394_12565
Institutional Repository Development | North-West University | NWU
author
Cilliers, Johan
2014-11-20T10:16:08Z
2014-11-20T10:16:08Z
2014
Cilliers, J. 2014. Sounding salvation: Theological perspectives on music as articulation of life. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):34-46, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]
1817-4434
http://hdl.handle.net/10394/12569
This paper proposes some theological perspectives on the phenomenon of sound
(i.e. music), linking it to the gospel of salvation (i.e. well-being). Possible links between
sound and music; sound and life; sound and silence; and sound and salvation are
indicated. Some differences between the Western and African understandings of sound,
music and life are highlighted; followed by suggestions concerning the connections
between salvation, well-being, and the healing of life. A theological understanding of
music as an expression of transcendence and anticipation is given, profiling it as a distinct
form of hope. The paper concludes by comparing two iconic paintings that depict sound:
The Scream by Edvard Munch and The Tortured Christ by Guido Rocha.
en
Sound
Music
Silence
Life
Sounding salvation: Theological perspectives on music as articulation of life
Article
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URL
https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12569/1/03%20Cilliers.pdf
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oai:repository.nwu.ac.za:10394/125672018-08-22T14:22:08Zcom_10394_3605com_10394_1149col_10394_12565
Institutional Repository Development | North-West University | NWU
author
Auerbach, Christina
author
Delport, Alette
2014-11-20T10:01:52Z
2014-11-20T10:01:52Z
2014
Auerbach, C. & Delport, A. 2014. The power of musical sound and its implications for primary education in South Africa: An experiential discussion. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):1-11, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]
1817-4434
http://hdl.handle.net/10394/12567
In this article, the power of musical sound and its transformative effects on human beings
are explored, as perceived since ancient times and discussed in recent literature. An
evolving research project is then reviewed, with a group of primary school children from
disadvantaged backgrounds with no prior formal musical training.
In essence, the aim of the study in progress is to determine how musical sound can be
used to facilitate mindfulness, develop wholeness and facilitate the holistic growth of
young South African learners, especially those from deprived backgrounds.
Initial findings suggest that when musical sound experiences are included in everyday
education of young learners, there are moments of joy, spontaneity, a sense of unity and
well-being. The listening capacity of the children in the group has refined and
performance levels at school have improved.
en
Musical sound
Music education
Mindfulness
Healing
Wholeness
South Africa
The power of musical sound and its implications for primary education in South Africa: An experiential discussion
Article
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URL
https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12567/1/01%20Auerbach%20Delport.pdf
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oai:repository.nwu.ac.za:10394/125712018-08-22T14:26:30Zcom_10394_3605com_10394_1149col_10394_12565
Institutional Repository Development | North-West University | NWU
author
Elliott, David
author
Silverman, Marissa
2014-11-20T10:25:31Z
2014-11-20T10:25:31Z
2014
Elliott, D. & Silverman, M. 2014. Music, personhood, and eudaimonia: Implications for educative and ethical music education. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):57-72, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]
1817-4434
http://hdl.handle.net/10394/12571
This paper proposes that educative and ethical music making and teaching,
which is based on a praxial philosophy of music education (Elliott and Silverman, 2014),
can be carried out in a variety of ways that create places and spaces, in schools and
community settings, for a variety of human values or “goods” that include, but go
beyond, making and listening to classical instrumental music, or any other kind of music,
for “the music itself.”
One premise of this philosophical discussion is that music does not have one value; music
has numerous values, depending on the ways in which it is conceived, used, and taught
by people who engage in specific musical styles. For example, when music education is
ethically guided—when we teach people not only in and about music, but also through
music—we achieve what Aristotle and many other philosophers consider the highest
human value—eudaimonia—which is a multidimensional term we explain the body of
this paper.
Following an examination of three community music settings that exemplify educative
and ethical musical interactions, the paper provides a brief explanation of the nature of
personhood that draws from embodied, enactive, empathetic, and ecological concepts put
forth by several contemporary cognitive scientists and philosophers of mind nature. This
sections leads to an examination to main constituents of eudaimonia: happiness and wellbeing
as conceived by various scholars during the last 2500 years.
The discussion ends by integrated the above themes with a discussion of a praxial
philosophy of music education and its implications for school and community music
education.
en
School music
Community music
Ethics
Praxis
Personhood
Well-being
Music, personhood, and eudaimonia: Implications for educative and ethical music education
Article
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URL
https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12571/1/05%20Elliott%20and%20Silverman.pdf
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05 Elliott and Silverman.pdf
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https://v-des-dev-lnx1.nwu.ac.za/bitstream/10394/12571/3/05%20Elliott%20and%20Silverman.pdf.txt
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05 Elliott and Silverman.pdf.txt