{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/13768"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/13768","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Functional music proficiency exams: A survey of music therapy educators","abstract":"The purpose of this study was to describe how music therapy educators are assessing students’ functional music skills. Board-Certified Music Therapists (MT-BC) currently working for music therapy education programs either as a program director, or as a full-time, part-time, or adjunct faculty members were surveyed. The survey collected information about the current uses of functional music skills proficiency exams as well as music therapy educators’ perspectives on the proficiency exam. The survey response rate was 17.13%. Responses indicated most programs utilize a formal proficiency exam and that it is a gatekeeping measure. The overall setting and management of the proficiency exam practices were similar across the programs. Additionally, participating music therapy educators on average indicated that they feel that a formal proficiency exam is necessary for assessing functional music skills.","abstract_html":"The purpose of this study was to describe how music therapy educators are assessing students’ functional music skills. Board-Certified Music Therapists (MT-BC) currently working for music therapy education programs either as a program director, or as a full-time, part-time, or adjunct faculty members were surveyed. The survey collected information about the current uses of functional music skills proficiency exams as well as music therapy educators’ perspectives on the proficiency exam. The survey response rate was 17.13%. Responses indicated most programs utilize a formal proficiency exam and that it is a gatekeeping measure. The overall setting and management of the proficiency exam practices were similar across the programs. Additionally, participating music therapy educators on average indicated that they feel that a formal proficiency exam is necessary for assessing functional music skills.","abstract_has_math":false,"creators":["Cho, Anne Mihye"],"institution":"Texas Woman's University","degree_name":"Master of Music Therapy","degree_level":"Masters","degree_discipline":"Music Therapy","degree_department":null,"school":null,"contributors":[],"advisors":["Molloy-Daugherty, Della"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"1/21/2022","date_published":"1/21/2022","updated_at":"2026-07-24T05:05:26Z","subjects":["Music therapy","Functional music proficiency exam"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/13768","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Molloy-Daugherty, Della"]},{"key":"dc:creator","label":"Author","values":["Cho, Anne Mihye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-06-28T16:23:29Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-06-28T16:23:29Z"]},{"key":"dc:date.issued","label":"Date","values":["1/21/2022"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Music Therapy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Music Therapy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Music therapy","Functional music proficiency exam"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/13768"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to describe how music therapy educators are assessing students’ functional music skills. Board-Certified Music Therapists (MT-BC) currently working for music therapy education programs either as a program director, or as a full-time, part-time, or adjunct faculty members were surveyed. The survey collected information about the current uses of functional music skills proficiency exams as well as music therapy educators’ perspectives on the proficiency exam. The survey response rate was 17.13%. Responses indicated most programs utilize a formal proficiency exam and that it is a gatekeeping measure. The overall setting and management of the proficiency exam practices were similar across the programs. 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The survey collected information about the current uses of functional music skills proficiency exams as well as music therapy educators’ perspectives on the proficiency exam. The survey response rate was 17.13%. Responses indicated most programs utilize a formal proficiency exam and that it is a gatekeeping measure. The overall setting and management of the proficiency exam practices were similar across the programs. 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