Melbourne Conservatorium of Music - Research Publications

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End date: 2020 × Author: Flynn, Libby × Start date: 2020 ×

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    Empowering Caregivers of People Living with Dementia to Use Music Therapeutically at Home: Design Opportunities
    Carrasco, R ; Baker, FA ; Bukowska, AA ; Clark, IN ; Flynn, LM ; McMahon, K ; Odell-Miller, H ; Stensaeth, K ; Tamplin, J ; Sousa, TV ; Waycott, J ; Wosch, T (ACM, 2020-12-02)
    Human-computer interaction researchers have explored how to design technologies to support people with dementia (PwD) and their caregivers, but limited attention has been given to how to facilitate music therapy in dementia care. The use of music to help manage the symptoms of dementia is often guided by a music therapist who adapts the intervention to respond to the changing needs of the person living with dementia. However, as the incidence of dementia increases worldwide, individualised therapy programs are less feasible, making it valuable to consider technology-based approaches. In this paper, we analyze data from case studies of home-based music therapy training interventions with two families. The findings show that embodied interactions supported the therapist in responding to the needs of the PwD and built an empathic environment that empowered the caregivers' learning. We discuss opportunities and challenges for designing technologies that support family caregivers' therapy-informed music use in dementia care.
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    Problem-seeking in teacher education: Empowering students to grapple with the complexities of the profession
    Ballantyne, J ; Flynn, L ; Olm-Madden, T (Edith Cowan University, 2020)
    Preparing teachers for the realities of the profession is an ongoing concern for teacher education providers. In a climate where the future of teaching is largely unknown and the issues to be faced by teachers throughout their career largely imagined, the ability to identify and solve problems becomes increasingly important. This paper documents an evaluation of a pilot approach to preparing pre-service teachers for the realities of their profession. This approach, which centred on students utilising mobile technologies to problem-seek, was evaluated in terms of students’ perceived preparedness for the profession and their development of problem-solving skills and strategies. Results suggest that participating and engaging in the project may have in part contributed to reducing students’ anxiety around solving real-world problems, and improved their familiarity and preparedness for going into classroom settings.