Open AccessCreating an Apprenticeship Music Therapy Model Through Arts-Based Research
Author(s) -
Guylaine Vaillancourt
Publication year - 2011
Publication title -
voices
Language(s) - English
Resource type - Journals
ISSN - 1504-1611
DOI - 10.15845/voices.v11i1.341
Subject(s) - apprenticeship , the arts , improvisation , music therapy , psychology , participatory action research , citizen journalism , action research , pedagogy , action (physics) , music education , medical education , sociology , visual arts , medicine , computer science , psychotherapist , art , philosophy , linguistics , physics , quantum mechanics , world wide web , anthropology
Newly graduated music therapists often feel isolated within their practices. They leave the university’s structured educational environment to be on their own. Some of them miss the time they were improvising together, supporting each other, and sharing their struggles and successes through classes and group supervision. This paper addresses some of these issues by proposing an apprenticeship model using arts-based research to support new music therapists entering the profession. This study reinforces the importance of mentoring apprentice music therapists to assure that the next generation will feel confident and well-prepared to enter into and develop the field. A group of five music therapy interns and I participated in a co-researcher group using phenomenological arts-based research (ABR) and participatory action research (PAR) in order to explore principles and foundations for a future apprenticeship model. The findings show that an immediate need of apprentice music therapists in their direct experiences and lifeworlds is to identify support for their work through meaningful, trusting relationships among peers and with mentors.