Pomiędzy edukacją muzyczną a muzykoterapią. Dwie perspektywy pracy z muzyką
Between Music Education and Music Therapy. Two Perspectives on Work With Music

Summary/Abstract: RESEARCH OBJECTIVE: The aim of this article is to identify the common elements shared by music education and music therapy, as well as the areas in which these two fields clearly differ, with particular emphasis on music therapy as a field still insufficiently recognized within the Polish educational and therapeutic system. THE RESEARCH PROBLEM AND METHODS: The main research problem is expressed in the question: What elements link music education and music therapy, and in which aspects do these fields differ significantly in terms of objectives, working methods, and functions? The discussion is based on theoretical publications in the fields of music education and music therapy. A comparative content analysis method was applied, supplemented by references to the author's own professional experiences. THE PROCESS OF ARGUMENTATION: Based on definitions of music education and music therapy, the goals of both approaches to engaging music and related activities in work with children were compared, with attention paid to distinguishing between musical and non-musical goals. Next, the paper examines how selected music-based activities are implemented, taking into account the range of competencies required for their appropriate execution. RESEARCH RESULTS: The study demonstrates significant differences in objectives, professional competencies, and target groups between educational and therapeutic practices. Areas of divergent interpretations of concepts and practices were identified. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The findings indicate the need to raise both public and professional awareness of what music therapy is, how it functions, and the role and competencies of a music therapist. At the same time, it is recommended to enrich and transform the educational process by more fully integrating philosophies and approaches derived from music therapy and various forms of arts-based therapy. The results of the analyses presented have practical applications in educational and therapeutic settings.

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