Discusses Vietnam-era folk musician John Prine's song "Sam Stone" as an example of heroin-related musical lyricism. Notes the potential use of this and other songs as a teaching method in drug education programs. Notes that many researchers believe heroin addiction is a disease of biological irregularity encoded in the genes fueled by abuse of the…

This article discusses how musical activities were added to a childcare playground and the benefits for a young child with blindness. The six-station "Sound Path" is described, and suggestions are provided for using sound pipes to develop sensorimotor skills, social and communication skills, cognitive skills, and emotional skills. (Contains…

Physical skills, such as fine and gross motor skills, are necessary for students to play musical instruments. Cognitive skills are necessary for students to comprehend music concepts. Emotional and social skills are necessary for students to participate in musical ensembles and general music classes. Attention to these extramusical goals in music…

"Music Techniques in Therapy, Counseling, and Special Education" is the culmination of the first author's research in the skill development of prospective music therapists and music educators during graduate and undergraduate preparation. Standley studied the abilities and progress of students across multiple clinical music therapy and music…

A project was undertaken to improve mental health treatment services to seriously emotionally disturbed inner city ethnic minority children. Many of these children and the majority of their parents did not speak English. As service planning began it was agreed that the developers would like to emphasize the creative arts therapies, most especially…

Poetry, art and music are avenues open to the play therapist in optimizing self-help processes within children. Using creative events in the counseling-learning process helps children bridge gaps between fantasy and reality. Art and creativity may be the better conceptual base for counseling children and building educational theory. (Author)

States that the best way to teach disabled students is to be prepared for the individual challenges they offer. Visually impaired students require more than patience to succeed in an instrumental program. Offers several ways to help these special students get the most from their musical experiences. (BSR)

The study explored the effect of different psychopedagogical factors on the adaptation process in 365 first year students at the Pedagogical University of Cracow (Poland). Eight sessions of "creative therapy" included music, art, and discussion. (DB)

How Philadelphia's Settlement Music School provides music education for the handicapped is described. The origins of the school, current educational practices, and future plans are discussed. One particular achievement of the school was the development of a guide that defines the physical requirements needed to play a particular musical…

Human beings have always enjoyed a special relationship with the organisation of audible sound we call music. Through the passage of time, the roles and functions of music have represented manifold expressions to people, and in the present day music is ubiquitous and readily available to all who seek it. Recent advances in digital music technology…

Article deals with the problems of music educators in teaching handicapped, exceptional, emotionally disturbed and mentally retarded children. The author discusses the need for proper training of teachers in special education. (MM)

Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)

A study examined the response of two adults who attended a music activity therapy program in which music activities encouraged peer interaction. Music activity therapy was compared with a control condition (i.e., ball and target games). Both conditions increased the level of positive interaction, however, music therapy was least effective.…

A music therapist recounts the case of a young man with autism who, after several years of music therapy, began to communicate with the therapist using facilitated communication. The author sees the combination of music therapy and facilitated communication as very promising for people with autism. (DB)

This paper describes how sixth form girls in England provided music experiences to young children (ages 3-9) with severe learning difficulties. The weekly sessions involve individual sessions and use of various instruments. The relationship of the music therapy program to the National Curriculum is noted. (DB)