Functional value as criterion for selection and prioritization of nonmusic and music educational objectives in music therapy

Journal/Book: Music Therapy Perspectives. 1983; Silver Spring, Maryland, USA. National Association for Music Therapy 8455 Colesville Rd., Suite 930 20910 Silver Spring, Maryland USA. journal article.

Abstract: The fundamental premise in this paper is that curriculum development should become and integral part of music therapy planning and that within the process, a creiterion of functional value should be considered as the standard for the selection and prioritization of objectives. The author suggests that functional tasks are those valued in a situation that, when learned, will have the consequence of the student becoming (a) more independent in that situation, and (b) ultimately more independent in the student's current environment as well as in the natural environments of the home, school and community. The acquisition of each functional skill in the curriculum is viewed both as a step to reduce the so-called handicapping condition of the student and as a step to successively approximate the behavioral repertoire of nonhandicapped peers and adults. The development of objectives and goals that are consistent with the aim of maximal independence for handicapped students in the heterogeneous natural environments in our society is considered of great important.

Keyword(s): curriculum, development, functional, values, objectives, educational, music.

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