Abstract:
This study is a measure of the effectiveness of music therapy
education by testing it against a proven educational model. It
evaluates the role of knowledge, interest and learning strategies
in the Model of Domain Learning (Alexander, 1997,
2003). Participants (n = 79) were presented with a video of
music therapy and the effect of the independent variables
(knowledge, interest, strategies) on recall at two points in
time were examined. Music therapy students were compared
with music students and other therapy students (art
therapy, dance therapy,founseling therapy) in terms of their
recall of the video. Music therapy students achieved the
highest levels of knowledge and interests. No significant differences
were found between the three groups on the
strategy component of the model. Overall, results were consistent
with the Model and with the view that specific learning
occurs within identified domains of knowledge or expertise.
The results therefore, indicate efficacy for the music
therapy education investigated in this study.
