In South Africa music therapy as a profession is still in its infancy and not yet firmly established, hence music therapists have struggled in the past to secure full-time employment. It is important to ascertain the current state of music therapy in Tshwane as this will offer suggestions about what needs to be addressed in the future. In this project two research questions were explored: 1. What are the experiences of music therapists, as well as the perceptions of other professionals working in the health and education sectors in Tshwane, regarding music therapy as a profession? 2. What do these experiences and perceptions suggest about the current state of the music therapy profession in Tshwane? This research project used questionnaires to generate data pertaining to the experiences of music therapists and perceptions of allied professionals about the music therapy profession in Tshwane. The experiences of music therapists currently practising in Tshwane shed light on the present situation of music therapy in Tshwane. The allied professionals’ perceptions of music therapy had implications regarding the recognition of the profession which impacts directly on the availability of jobs, funding and resources available to music therapists. Questionnaires generated both quantitative and qualitative data through the use of closed questions that were analysed using descriptive statistics that were generalised and openended questions analysed through the process of coding and categorising for emerging themes that were discussed. Results obtained from the questionnaires indicated that not enough is being done to promote the field as music therapist respondents (n=4) do not create or set up new music therapy employment. This accounts for the fact that at present other professionals working in the health and education sectors (n=27) have a varied understanding of what music therapy comprises. Because of this varied understanding music therapy is not always valued by these professionals. Collaboration with allied professionals was an important theme which recurred throughout the data and seems to have been the most successful way of furthering the profession so far in Tshwane. By promoting music therapy, especially through collaboration with others, awareness of music therapy should be enhanced, others’ knowledge and understanding of music therapy may be expanded and music therapy may ultimately find its valued place among other therapeutic interventions. / Mini Dissertation (MMus)--University of Pretoria, 2009. / gm2014 / Music / Unrestricted

This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data through individual interviews of two teachers at a school for intellectually impaired learners. Interviews were conducted with each teacher before and after participating in ten group music therapy sessions with their learners. The data was compared and discussed in terms of the teachers’ experience of the impact of group music therapy on (i) their perceptions of their learners and how this influenced their teaching approach, and (ii) their perception of music therapy as a profession. Results generated from the interviews indicated that, through participation in music therapy sessions, learners experienced and explored their individual capabilities through the medium of music. Teachers observed their learners’ potential in new areas and in this way obtained a more holistic view of their learners. As a result of noting learners’ diverse abilities, teachers also adapted their teaching approaches to work in a more learner-centred way. This complemented their classroom approach based on the Namibian educational policy of learner-centred education in which learners’ individual competencies are to be developed, requiring teachers’ sensitivity towards their learners’ needs and abilities. Findings of this study further indicated a more in-depth understanding of music therapy as an intervention by the teachers after participating in sessions with their learners. This suggests that first-hand experience provides an effective way of understanding the music therapy profession and the possibilities that it may hold in a special school for intellectually impaired learners. Findings further highlighted some challenges that may need to be overcome when implementing a music therapy programme in a special school. Copyright / Dissertation (MMus)--University of Pretoria, 2011. / Music / unrestricted