This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the first three chapters, Rickson and McFerran outline relevant philosophies, policies and practices to provide a rationale for why an expanded view of music is needed in contemporary schools. Drawing on theories and practices from community music therapy they then demonstrate how music cultures can be developed and nurtured when the values of mutuality, respect, empowerment and commitment are applied through a collaborative model of action and reflection. Seven chapters provide different examples of how this might look, with each written from the perspective of either the school principal, classroom teacher, instrumental teacher, music coordinator, service manager, assistant teacher and of course, the music therapist

This book focuses on the powerful influence music programs can have on well-being and connectedness in schools. It is written specifically for music specialists working in school communities, including music therapists, classroom music teachers, instrumental teachers and generalist teachers. In the first three chapters, Rickson and McFerran outline relevant philosophies, policies and practices to provide a rationale for why an expanded view of music is needed in contemporary schools. Drawing on theories and practices from community music therapy they then demonstrate how music cultures can be developed and nurtured when the values of mutuality, respect, empowerment and commitment are applied through a collaborative model of action and reflection. Seven chapters provide different examples of how this might look, with each written from the perspective of either the school principal, classroom teacher, instrumental teacher, music coordinator, service manager, assistant teacher and of course, the music therapist