Melbourne Conservatorium of Music - Research Publications
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ItemHidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability(SAGE Publications, 2024)Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experiential and situated reflections of 18 music students with disability. Based on our reflexive thematic analysis, we propose that issues related to equity and inclusion for music students in higher education are multi-faceted and interrelated. By foregrounding the participants’ voice, the qualitative themes suggest that enhancements related to disclosure processes, quality of communication and reliability of resources, would fortify equity and inclusion. The findings span the need for reforms at the institutional level, as well as specific professional development for educators and awareness raising amongst the student cohort. Informed by the participants’ lived experience, the findings call for music educators, professional staff and institutional leaders to effectively apply features of inclusive, caring, professional practices so that music students with disability can thrive in higher education.
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ItemNo Preview AvailableRespect-focused writing: An invitation to reflexivity in the use of terminology(GRIEG ACADEMY, 2022-10-20)
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ItemNo Preview AvailableProfessional Pathways for Musicians with Disability in Victoria, Australia(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-01-02)The work of disabled musicians has become the focus on of an increasingly large body of academic work; however, existing literature rarely provides details about the educational experiences of these musicians, or how disability impacted these experiences. This study interviewed eleven performing musicians living with disability in Australia to elucidate the barriers and enablers that they faced in their music educations and careers. We developed a ‘nested model’ based on a qualitative narrative analysis which identified barriers and enablers coming from ‘the musician’, ‘the self’, ‘other people’, and ‘the system’. We used this model to draw out further themes and counter-themes across the interviews to begin to illuminate the barriers. Each of our participants was able to identify numerous barriers to access, which they had experienced during their musical careers. Despite this, ten of our eleven participants continued to find ways to participate and express their creativity in musical activities, and they provided many practical suggestions for improving access. Future studies that seek perspectives from disabled music students, or those who are in the early stages of their careers, may provide further insights to better understand barriers and enablers.
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ItemNo Preview AvailableHope and change(GRIEG ACADEMY, 2022-08-08)
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ItemNo Preview AvailableReflective Lullaby Writing with two mother--infant dyads who recently experienced an admission to a neonatal intensive care unit(GRIEG ACADEMY, 2023-05-27)Introduction: Having a premature baby is a complex experience for parents, especially where an admission to a Neonatal Intensive Care Unit (NICU) after birth is required. Regardless of length of admission, parents likely confront mixed emotions related to their concerns for their baby’s physical health and development, which are often still present in the months and years after their baby’s discharge. Supporting parents to emotionally process their experience presents unique challenges, and a deeper understanding of how to facilitate this process is needed. Method: The purpose of this research project was to explore parents’ experiences of engaging in individualised parent--infant music therapy in their home setting after their baby’s discharge from a NICU setting. Interviews were conducted with two mothers and descriptive phenomenology guided the immersive process of data analysis and explicating the prominent themes. Results: Four shared themes were identified. Songwriting was experienced as being distinctly therapeutic, and mothers described the value of intentionally creating lyrics which captured what they wanted to remember about their NICU and parenting journey. Both mothers valued reconnecting with aspects of their previous selves from before their NICU experience. Discussion: The composition of a personal song using therapeutic techniques offered mothers the opportunity to reflect on, and to begin to process their parenting experiences. Reflective Lullaby Writing is articulated as a novel approach to support post-NICU families. The findings of this pilot study will inform future studies in this area of practice which has not yet been well-established in the current discourse.
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ItemLived Experience Perspectives on Ableism Within and Beyond Music Therapists' Professional Identities(Oxford University Press, 2022-12-29)The 10 authors contributing to this reflective essay are comprised of music therapy practitioners, academics, and students with lived experience of disability, neurodivergence, or/and chronic physical and mental health conditions. We will discuss the impact of ableism in our music therapy work, both for participants and for music therapists. Beyond outright discrimination of people with disability, ableism is typically linked to an agenda to normalize and cure. In contrast, music therapists working from a position of post-ableist music therapy seek to collaboratively provide conditions and musical experiences that are less disabling and restrictive through addressing barriers and facilitating connections. We will discuss how including post-ableist perspectives might also create safer spaces for music therapists with lived experience of disability, neurodivergence, and/or chronic physical and mental health conditions. In this critical commentary, we wish to move from a deficit understanding of therapists with lived experience that is often implicit in codes of ethics and standards of practice, to one that celebrates the richness and knowledge that our experience brings. To embed post-ableist perspectives into our profession at all levels, we will discuss the implications for student training and supervision when accessibility is centered in practicum and classroom learning activities. In conclusion, we aim to make apparent the fact that therapists can and do come in all forms and with all backgrounds and that recognizing health diversity in our profession benefits us all.
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ItemNo Preview AvailableExploring Music Therapy Research in Preschool Settings that Include Children with Disabilities: A Scoping Review(Oxford University Press, 2023-01-02)With an increasing number of developed nations adopting elements of the social model of disability, early childhood intervention practice has evolved to place greater emphasis on an inclusive, ecological, and strength-based framework. Recent music therapy literature seems to align with this shift in policy and demonstrates how family-centered strategies can be promoted in homes. Although music therapy researchers have conducted studies in kindergartens and childcares, which are also fundamental naturalistic settings for children with disabilities, the overall breadth and nature of practice in these settings is unclear and has not been collated. This scoping review aims to identify the key characteristics of music therapy research in preschool settings that include children with disabilities, subsequently identifying key publication details, participants, therapeutic aims, outcome measures, study designs, preschool settings, delivery models, and choice of music therapy methods. A total of 19 peer-reviewed journal articles from 1988 to 2020 met inclusion and exclusion criteria, with more than half of the studies published during the last 15 years. Evaluation of these 19 studies reveals how funding policies and educational systems seem to inherently inform the application of music therapy research in early learning centers. Developmental perspectives and objectivist study designs underpin many of the included sources, with majority of the outcomes demonstrating music therapy’s positive impact upon a child’s development. Researchers outside of the United States should give greater focus to early childhood and collect data from preschools within their respective countries to broaden awareness on how music therapy can support children with disabilities in naturalistic settings.
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ItemA Sense of Belonging: Feasibility Study Exploring Wellbeing Outcomes of Music-Making Workshops for Autistic Young Adults(Australian Music Therapy Association, 2022-11-01)Social isolation and loneliness are commonly reported among autistic people, which in turn can impact their psychological wellbeing and quality of life. However, promoting inclusion and a sense of belonging in a meaningful group music activity may assist in enhancing social connection and wellbeing. Two five-week music workshops created with input from autistic people were offered to test the feasibility of the workshops to improve individual outcomes. The measures used to determine social connectedness, wellbeing, and perceived group inclusion respectively were: the Friendship Questionnaire (FQ), Personal Wellbeing Index-Adult (PWIA), and Perceived Group Inclusion Scale (PGIS). Participants were also asked to respond to open ended questions and offered an interview to elaborate on their workshop experiences. Data was collected from 12 participants. Although there was an increase in mean score on the FQ, scores on the PWI-A declined. Scores on the PGIS indicated good perceived group inclusion. However, on the paired data, Wilcoxin signed-rank test revealed no significant difference on pre-test and post-test scores on the FQ or the PWI-A. Thematic analysis undertaken on the qualitative data indicated inclusion and enjoyment of the workshops. Taking the quantitative and qualitative findings together, participation in the workshops: enhanced social connection, may not improve wellbeing, yet were inclusive. Feasibility of the study as well as recommendations for future autism-friendly music workshops are discussed.
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ItemStructure, agency and community: Using online music gatherings to support social inclusion for people with disabilities in Australia during the COVID-19 pandemic(GRIEG ACADEMY, 2022-05-27)Introduction: In the wake of COVID-19 restrictions and lockdowns in the southern states of Australia, many community music and music therapy projects shifted to an online format. This paper discusses the formation and creation of four online music groups aimed at people with disability, including two groups for children and two for adults. The aim of the study was to explore the use of online technologies to support social inclusion and wellbeing when participants were physically isolated. Method: This study positioned group participants as co-researchers to recognize the expertise many people with disability hold from being housebound or socially isolated. We adopted an action research framework in which participants provided ongoing reflections on the use of technology, access, musical foci and social interaction to iteratively develop the sessions through cycles of reflexive action. These data were triangulated with data collected through participant observation and individual interviews. Results: The structured format of the sessions created online spaces for people with different disability, age and gender identities to explore their creativity together. Far from limiting participants’ autonomy and safety, the structured setting promoted their agency in decision-making and shaping the groups to meet their needs. Discussion: Many participants interacted with the group or adapted to the online experiences in ways which the authors had not anticipated. While we were expecting our cohort to have expertise with social isolation, we found that they also had high levels of expertise as passionate musicians, which they used to frame the activities of the online gatherings.
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ItemTheoretical Perspectives and Therapeutic Approaches in Music Therapy with Families(Universtity of Bergen Library, 2021-06-10)Music therapists have described the importance of working collaboratively with family members in various populations throughout the history of the profession. Despite the growing amount of literature, not enough is known regarding the scope of theoretical perspectives and therapeutic approaches that guide family centered music therapy. The aim of this international survey study was to better understand the professional perspectives and approaches of music therapists who work with families around the world. This article presents the results of the survey where a total of 125 responses were analysed. Participants’ responses indicated that music therapy with families is well established as an important field of practice that includes a large range of populations across the life span. Music therapists working with families emphasise that the work is holistic and flexible, both in terms of the theoretical approaches that inform their work and the methods/techniques that are included in sessions. The participants in this study advocated for more continuing professional development opportunities to further deepen and develop their practice. In addition, the survey data offers priorities and recommendations for future research.