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An action research on the use of therapeutic stories as a new method of piano education

Year 2021, Volume: 9 Issue: 1, 2673 - 2706, 31.08.2021
https://doi.org/10.12975/rastmd.20219112

Abstract

This research is an action research on the applicability of therapeutic storytelling in piano instruction. There are many studies showing that art instruction that enables the discovery and development of artistic talent, has positive effects on the psychological states of individuals. No research was found where therapeutic storytelling was used as an instructional method in piano education. In this study, a preliminary study, in which the researcher was the practitioner, was conducted on the design and implementation process of an instructional method based on therapeutic storytelling for piano students. This study was designed in accordance with action research design in qualitative research methods. Due to the ongoing pandemic process, the participants of the study conducted with the hybrid education model are 3 piano students whose ages are ranging between 10-12. Semi-structured interview form, observation form and documents were used as data collection tools. In the application of therapeutic stories, the preparation of the instructional design, the difficulties experienced, the measures taken for effectiveness were determined through interviews and observations. The research lasted for 3 weeks. One private lesson of one and a half hours was held with one student each week. In each lesson, 1 therapeutic story was read to the students and the student was asked to create a music composition about the story. In the course setup, predetermined questions were asked to the student while the story was being read, after the story was finished, and during the student’s composing process. It was aimed to measure the reactions of the students to the stories through the questions, to examine how these reactions were reflected in the composition process and to determine the effect of the designed instructional method on the motivation of the students. As a result of the research in teaching piano students based on therapeutic storytelling; It was determined that giving music composition time periods suitable for students’ individual differences, instructional differentiation in accordance with the level of student readiness, and the choice of story subject for student interest increase the effectiveness of instructional design.

References

  • Bauer, M.S., Balius F.A. (1995). Storytelling Therapy and Curriculum for Students with Serious Emotional Disturbances. TEACHING Exceptional Children, 27(2), 24-28.
  • Baumgartner, B.W. (1996). Folktale Storytelling as an Education Tool — With Possible Therapeutic Implications. (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 9708289).
  • Burns, G.W. (2005). 101 Healing Stories for Kids and Teens Using Metaphors in Therapy. New Jersey: John Wiley&Sons.
  • Cook, J.W., Taylor, L.A., Silverman, P. (2004). The Application of Therapeutic Storytelling Techniques With Preadolescent Children: A Clinical Description With Illustrative Case Study. Cognitive and Behavioral Practice, 2, 243-248.
  • Crenshaw D.A. (2008). Therapeutic engagement of children and adolescents: Play, symbol, drawing, and storytelling strategies. New York: Jason Aronson.
  • Faber, N., Faber, R. (2012) Piano Adventures. Michigan: Hal Leonard.
  • Henter, R., Chifor, G. (2015). Developing Preschool Children’s Socio-Emotional Abilities through Therapeutic Stories. Journal Plus Education, 12, 195-200.
  • Liu, X. (2017). Exploring the Value of Culturally Adapted Therapeutic Stories as a Tool for Intervention in Chinese Primary Schools. (Unpublished doctoral dissertation). The University of Sheffield, Sheffield, England.
  • Mitchell, E. (2016), Therapeutic Music Education: An Emerging Model Linking Philosophies and Experiences of Music Education with Music Therapy. Canadian Journal of Music Therapy, 22(1), 19-41.
  • Painter, L. T. (1997). Effects of therapeutic storytelling and behavioral parent training on the problem behaviors of children and on parental stress. (Master’s Thesis). Available from ProQuest Dissertations & Theses Global database. (UMI No. EP41177).
  • Rizzi, V., Pigeon, C., Rony, F., Fort-Talabard, A. (2020). Designing a creative storytelling workshop to build selfconfidence and trust among adolescents. Thinking Skills and Creativity, 38, 1-10. https://doi.org/10.1016/j.tsc.2020.100704.
  • Saldız, H., Berrak, K., Çavuşoğlu, H. (2020). Terapötik Hikaye Serisi. İstanbul: Sihirli Kalem.
  • Schlindwein, H.E. (2009). Zoela’s Stories Therapeutic Children’s Stories. Lulu Press.
  • Sheppard, C.H. (1998). Brave Bart: A Story for Traumatized and Grieving Children.
  • Michigan: The National Institute for Trauma and Loss in Children.
  • Sunderland, M. (2017). Using Story Telling as a Therapeutic Tool with Children. Abingdon: Routledge.
  • Thompson, J. (2011) John Thompson’s Easiest Piano Course. Ohio: Willis Music.

An action research on the use of therapeutic stories as a new method of piano education

Year 2021, Volume: 9 Issue: 1, 2673 - 2706, 31.08.2021
https://doi.org/10.12975/rastmd.20219112

Abstract

This research is an action research on the applicability of therapeutic storytelling in piano instruction. There are many studies showing that art instruction that enables the discovery and development of artistic talent, has positive effects on the psychological states of individuals. No research was found where therapeutic storytelling was used as an instructional method in piano education. In this study, a preliminary study, in which the researcher was the practitioner, was conducted on the design and implementation process of an instructional method based on therapeutic storytelling for piano students. This study was designed in accordance with action research design in qualitative research methods. Due to the ongoing pandemic process, the participants of the study conducted with the hybrid education model are 3 piano students whose ages are ranging between 10-12. Semi-structured interview form, observation form and documents were used as data collection tools. In the application of therapeutic stories, the preparation of the instructional design, the difficulties experienced, the measures taken for effectiveness were determined through interviews and observations. The research lasted for 3 weeks. One private lesson of one and a half hours was held with one student each week. In each lesson, 1 therapeutic story was read to the students and the student was asked to create a music composition about the story. In the course setup, predetermined questions were asked to the student while the story was being read, after the story was finished, and during the student’s composing process. It was aimed to measure the reactions of the students to the stories through the questions, to examine how these reactions were reflected in the composition process and to determine the effect of the designed instructional method on the motivation of the students. As a result of the research in teaching piano students based on therapeutic storytelling; It was determined that giving music composition time periods suitable for students’ individual differences, instructional differentiation in accordance with the level of student readiness, and the choice of story subject for student interest increase the effectiveness of instructional design.

References

  • Bauer, M.S., Balius F.A. (1995). Storytelling Therapy and Curriculum for Students with Serious Emotional Disturbances. TEACHING Exceptional Children, 27(2), 24-28.
  • Baumgartner, B.W. (1996). Folktale Storytelling as an Education Tool — With Possible Therapeutic Implications. (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 9708289).
  • Burns, G.W. (2005). 101 Healing Stories for Kids and Teens Using Metaphors in Therapy. New Jersey: John Wiley&Sons.
  • Cook, J.W., Taylor, L.A., Silverman, P. (2004). The Application of Therapeutic Storytelling Techniques With Preadolescent Children: A Clinical Description With Illustrative Case Study. Cognitive and Behavioral Practice, 2, 243-248.
  • Crenshaw D.A. (2008). Therapeutic engagement of children and adolescents: Play, symbol, drawing, and storytelling strategies. New York: Jason Aronson.
  • Faber, N., Faber, R. (2012) Piano Adventures. Michigan: Hal Leonard.
  • Henter, R., Chifor, G. (2015). Developing Preschool Children’s Socio-Emotional Abilities through Therapeutic Stories. Journal Plus Education, 12, 195-200.
  • Liu, X. (2017). Exploring the Value of Culturally Adapted Therapeutic Stories as a Tool for Intervention in Chinese Primary Schools. (Unpublished doctoral dissertation). The University of Sheffield, Sheffield, England.
  • Mitchell, E. (2016), Therapeutic Music Education: An Emerging Model Linking Philosophies and Experiences of Music Education with Music Therapy. Canadian Journal of Music Therapy, 22(1), 19-41.
  • Painter, L. T. (1997). Effects of therapeutic storytelling and behavioral parent training on the problem behaviors of children and on parental stress. (Master’s Thesis). Available from ProQuest Dissertations & Theses Global database. (UMI No. EP41177).
  • Rizzi, V., Pigeon, C., Rony, F., Fort-Talabard, A. (2020). Designing a creative storytelling workshop to build selfconfidence and trust among adolescents. Thinking Skills and Creativity, 38, 1-10. https://doi.org/10.1016/j.tsc.2020.100704.
  • Saldız, H., Berrak, K., Çavuşoğlu, H. (2020). Terapötik Hikaye Serisi. İstanbul: Sihirli Kalem.
  • Schlindwein, H.E. (2009). Zoela’s Stories Therapeutic Children’s Stories. Lulu Press.
  • Sheppard, C.H. (1998). Brave Bart: A Story for Traumatized and Grieving Children.
  • Michigan: The National Institute for Trauma and Loss in Children.
  • Sunderland, M. (2017). Using Story Telling as a Therapeutic Tool with Children. Abingdon: Routledge.
  • Thompson, J. (2011) John Thompson’s Easiest Piano Course. Ohio: Willis Music.
There are 17 citations in total.

Details

Primary Language English
Subjects Music
Journal Section Music Education
Authors

Ece Demirayak 0000-0002-3344-0665

Tan Temel 0000-0001-5164-0292

Publication Date August 31, 2021
Published in Issue Year 2021 Volume: 9 Issue: 1

Cite

APA Demirayak, E., & Temel, T. (2021). An action research on the use of therapeutic stories as a new method of piano education. Rast Müzikoloji Dergisi, 9(1), 2673-2706. https://doi.org/10.12975/rastmd.20219112

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