Appendix 3.08 Music in music therapy dissertations 2002- 2008
A survey of music applied in music therapy research, as reported in AAU PhD dissertations
2002-2008.
All dissertation texts could be retrieved 27 July 2012 from the website
http://www.mt-phd.aau.dk/phd-theses/ , except Rolvsjord (2007), which is documented in book
form (2010).
In the survey, features which appear relevant for a discussion of music types reported in
neuroscience and music therapy research are marked in bold type.
MT 1. Cochavit Elefant (2002) Enhancing communications in girls with Rett syndrome
through songs in music therapy.
In a study of song preferences in girls with Rett syndrome, Cochavit Elefant applies 18 pre-
composed children’s songs, sung with guitar accompaniment by the investigator (p. 83, 91, 200).
Full scores of songs are provided in Appendix VIII, 9 pages.
16 songs are in major tonality, one in minor tonality, one is a chant.
Important musical features for determining preferences are the following:
Tempo, accelerando, ritardando, fermata, pauses, upbeat introductions and syncopation
(pp. 204-208).
Rhythmic grouping, melody, dynamic variability, vocal play with sounds (pp.209-217)
MT 2. Ulla Holck (2002) ”Kommunikalsk” samspil i musikterapi. Kvalitative videoanalyser af
musikalske og gestiske interaktioner med børn med betydelige funktionsnedsættelser,
herunder børn med autisme.
[”Commusical” interplay in music therapy. Qualitative video analyses of musical and gestural
interaction with children with severe functional limitations, including children with autism.]
Ulla Holck describes and analyzes interactive interplay between the therapist and children with
severe functional limitations. The interplay includes song, melody, rhythm, movement, gesture,
and facial expressions (pp. 402-403).
Holck provides transcriptions and microanalyses of three sessions:
A: Interactive drumming with vocal sounds and song, movements and facial expressions.
(Transcriptions pp. V-XXXI).
B: The child jumps on a trampoline, utters a few words and sounds, smiles often.
The therapist plays the piano, sings and talks, and communicates with big smiles and facial
expressions.
(Transcriptions pp. XXXII- XI).
C: The child sings, jumping on a ball. The therapist sings tones and glissandi, speaks, and
plays a repeated vamp-chord progression on guitar. (Transcriptions pp. LXII-LXXVI)