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Creating Music Cultures in the Schools: A Perspective from Community Music Therapy
Rickson, Daphne and Katrina Skewes McFerran
Barcelona Publishers / Softcover / 2014-07-01 / 1937440613
Music Therapy / Education
price: $48.50 (may be subject to change)
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This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the first three chapters, Rickson and McFerran outline relevant philosophies, policies and practices to provide a rationale for why an expanded view of music is needed in contemporary schools. Drawing on theories and practices from community music therapy they then demonstrate how music cultures can be developed and nurtured when the values of mutuality, respect, empowerment and commitment are applied through a collaborative model of action and reflection. Seven chapters provide different examples of how this might look, with each written from the perspective of either the school principal, classroom teacher, instrumental teacher, music coordinator, service manager, assistant teacher and of course, the music therapist. These examples convey the authors’ experiences of building strong music cultures in schools, in collaboration with colleagues. The book concludes with a discussion of evaluation that is grounded in the values that drive collaborative programs, and an evaluation tool is provided with two examples of how it should be applied. McFerran and Rickson’s stories and theories clearly draw on their decades of experience as registered music therapists, music therapy teachers and researchers working in special schools, special education units, and regular mainstream schools with staff and learners who have an array of cultural knowledge, skills, and abilities. This book offers a much-needed expansion of traditional ways of using music in schools and will inspire the reader to explore new ways of fostering growth in their own school community.


Introduction 1

Chapter 1: Philosophies and Values 4

Outlining a Vision 4

Underpinning Assumptions 6

Music Therapy 6

Education 7

Music 10

Toward Collaboration 14

Chapter 2: The Bigger Picture Surrounding Musicking in Schools 17

Marking Out the International Context 17

Health and Disability 17

Human Rights and Social Justice 19

Considering Relevant Theories of Learning 21

Considering Relevant Developments in Music Therapy Theory 23

Understanding the Context of Contemporary Schools 25

The Move Towards Inclusion 25

Changing Roles for Therapists 27

The Distribution of Power in Schools 28

Empowerment 30

Music in Schools 31

Health, Equity, and Empowerment Through Musicking 33

Chapter 3: Building Flourishing Music Cultures in Schools 34

Principles of Musical Engagement 36

Mutuality 38

Respect 39

Empowerment 40

Commitment 42

A Model of Action and Reflection 43

Cycle 1: Getting a Feel for the System 45

Cycle 2: Providing Experiences and Experiementing with What

We Can Do 47

Cycle 3: Implementation of Potential Programs 49

Cycle 4: Embedding Music in the School Community 52

Cycle 5: Considering Sustainability 52

Conclusion 54

Introduction to the Vignettes 55

Chapter 4: Embedding Music into a Mainstream School to Promote Connectedness: A Principal’s Perspective 57

Getting a Feel for the System 57

Implementing Potential Programs 63

Establishing Music in the School Community 65

Chapter 5: Including Diverse Learners in a Major Music Event in the Community to Promote Inclusion: A Teacher’s Perspective 68

Getting a Feel for the System 68

Experimenting With What We Can Do 71

Implementing the Program 74

Considering Sustainability 76

Chapter 6: Contributing to Community-Building Activities in an All-Girls Private Secondary School: A Music Teacher’s Perspective 79

Getting a Feel for the System 79

Providing Examples and Experimenting With What We Can Do 83

Implementing Potential Programs 88

Establishing Music for Well-Being in the School Community 92

Considering Sustainability 93

Chapter 7: Working with the Barriers for an Individual Child: A Teacher’s Aide’s Perspective 95

Getting a Feel for the System 95

Providing Examples of What We Can Do 99

Implementing Potential Programs 101

Establishing Music in the School Community 102

Considering Sustainability 103

Chapter 8: Incorporating Well-Being into Music Lessons: An Instrumental Teacher’s Perspective 105

Getting a Feel for the System 105

Working with Mark 107

Experimenting with What We Can Do 107

Implementing a Program 108

Working with Tan Chuan 110

Experimenting with What We Can Do 110

Working with Hamzah 111

Experimenting with What We Can Do 111

Implementing a Program 112

Establishing Music in the School Community 114

Considering Sustainability 115

Chapter 9: Building on Musical Foundations to Foster Social Development: A Teacher’s Perspective 116

Getting a Feel for the System 116

Providing Examples and Experimenting With What We Can Do 119

Implementing Potential Programs 121

Establishing Music in the School Community 123

Considering Sustainability 124

Chapter 10: Consultation with a Bilingual School in Thailand: An Administrator’s Perspective 126

Getting a Feel for the System 126

Providing Examples and Experimenting With What We Can Do 129

Implementing Potential Programs 132

Considering Sustainability 135

Chapter 11: Evaluating Musical Engagement 137

Critical Decisions 138

Targeting Structures, not Individuals 138

Using Reflection Rather than Measurement 139

Evaluation Tool 145

Evaluation Examples 146

Conclusion 160

Chapter 12: Conclusion 161

Appendix 1: Example of a Final Report 167

Appendix 2: Musical Engagement Tool (What did people say and do?) 172

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