44 Music Therapy Perspectives (1999), Vol.
17
to classroom teachers who are unfamiliar with simple percus- Bruscia, K. (Ed.). (1991). Case studies in music therapy. Gil-
sion/rhythm instruments. sum NH: Barcelona Publishers, 638 Pages, ISBN 0-
Sections two through five contain the music activities them- 9624080-1-8.
selves. Each section is grouped according to ability level, rather
than goal area. Each activity is preceded by an activity descrip- C~se studies in music therapy contains 42 detailed case
tion page which outlines the number of children needed, in- studies on music therapy provided by authors who are well
struments required, instrument symbols, procedure and varia- respected clinicians in music therapy. The authors hail from
tions. While succinct, they provide the necessary information the United States, Canada, Great Britain, Australia, France,
so that the therapist/teacher can effectively present each musi- Republic of South Africa, Denmark, The Netherlands and Italy.
Downloaded from https://academic.oup.com/mtp/article/17/1/44/1176686 by University of Southampton user on 22 May 2023
cal experience. The only short-coming these sections have is
Bruscia's collection serves as an excellent reference for stu-
that the goals that are being addressed by each activity are not
dents and professionals, as well as a resource for those indi-
included. However, while this information would be helpful, it
viduals interested in music therapy. To insure that all reading
is easy to identify goal areas after reviewing both the music and
this book have a basic understanding of the profession of mu-
the variation section of the description page.
sic therapy, the first chapter provides a definition of music
The first 34 activities are instrumental; some of these con-
therapy, and its clinical applications. This is followed by a
tain sung directions, others relying on the therapist or cues in
discussion of the clinical processes (assessment, treatment and
the music to indicate where an instrumental response should
evaluation), the theoretical orientations of the therapists, qual-
occur. These activities focus mostly on perceptual-motor skills,
ifications of music therapists, levels of clinical practice (pri-
attention and limit setting, relational concepts and number
mary or adjunctive treatment modality), and ethics. Bruscia's
concepts. The last eight activities are songs which do not in-
examples of client needs and how specific music therapy
volve the use of instruments, but rather focus on language
methods could be employed to address those needs are im-
development. The activities themselves are rich in their use of
pressive. For example, "Primary candidates for improvisation-
harmony and melody. Unlike traditional children's songs ac-
al methods are clients who need to develop: spontaneity, cre-
companied by I-IV-V chords, these melodies are accompanied
by nontraditional harmonic progressions that not only lend ativity, freedom of expression, playfulness, a sense of identity,
musical interest and captivate attention, but make these activ- or interpersonal skills (p. 7)."
ities appropriate for slightly older children because they do This introductory unit is followed by several others which
not sound "childish." The compositions are written in such a include numerous case studies from different populations (i.e.,
way that the music itself can serve as a cue for the entrance children, adults, GIM, etc.). Each case provides the reader
of a musical response. They can also be presented in a manner with background information on the client, including diag-
that will allow time for individual response without destroying nosis or presenting problem, along with treatment history, and
the overall flow of the music. the particular music therapy techniques and methods used by
The sixth section of the book presents the rationale for the the therapist. The cases offer chronological sequences in treat-
use of music based teaching and a discussion of the skill areas ment and details on the changes that occurred in the client
that are addressed throughout the musical activities contained as a result of treatment. Each case also contains a discussion
within this collection. The information contained in this sec- and conclusions. Here the therapist/author synthesizes the
tion is presented in a clear and concise format. Each of the work done and provides discussion on other issues that de-
five skill areas covered (perceptual-motor, attention and limit veloped and were pertinent to that case. In order to assist the
setting, language development, relational concepts and num- reader in understanding the information presented, a glossary
ber concepts) is explained and broken down into sub-areas if of terms is found at the end of each case, along with a list of
appropriate. Each section also makes reference to activities references that are available for the reader who chooses to
contained within the collection that address the skill area be- further research those methods employed in that case.
ing discussed. The opinions of those who have used this book provides
Overall, this is an excellent work that will enhance the li- more insight into its offerings. What follows are the opinions
brary of all music therapists who work with children. The gen- and thoughts of upperclass music therapy students from Loy-
eral information, activity descriptions and objective discussion ola University on Brushia's book. Note that no'attempts were
will assist the novice therapist in treatment planning and ac- made to edit the students' opinions, and no information was
tivity planning. The activities themselves will provide all ther- asked from the students other than a sentence or two describ-
apists with a rich variety of musically interesting and devel- ing their opinions on the book.
opmentally appropriate materials for use with children of all
ages and ability level. "Ken Bruscia's Case studies in music therapy offers the mu-
sic therapy student the opportunity to observe the dynamics
Kathleen M. Murphy, M.M.T, MT-BC that arise in therapy. He shows how the music therapist adjusts
Children's Seashore House of the Children's Hospital of to the needs of the client and pursues therapeutic resolve
Philadelphia amongst the variables that can confound client-therapist pro-
Philadelphia, PA gress. As a music therapy student, I found that the book offered
Book Reviews 45
ways of dealing with music therapy in reality--not just ab- I believe that Case studies in music therapy has merit in many
stract principles." ways. It as an excellent book for prospective students and
"The Case studies book is a helpful tool in that it gives practitioners in other disciplines who are interested in what it
different uses of music therapy techniques. The case studies is that the music therapist does, and how what we do has
are the experiences, relationships and developments, ups and such impact on the clients we see. Secondly, as stated by these
downs that have taken place within the therapeutic setting student reviewers, it is an excellent reference for music ther-
between the therapist and the client. Further more, it is thor- apy students. The book can also serve as an addendum to the
ough in its displaying of works with every population." marketing efforts of music therapists who are creating jobs and
"1 found that the Case studies book was informative and seeking funding. Through the years, there has been a plea for
Downloaded from https://academic.oup.com/mtp/article/17/1/44/1176686 by University of Southampton user on 22 May 2023
helpful. It really helped me to understand various disorders music therapists to share what they do in the clinic. The Case
and techniques that are used with them. Seeing the results of studies in music therapy book addresses that plea. Thank you,
the therapy was also very valuable to me. It made the results Ken, for providing a forum for clinicians to share the very
very realistic and understandable. The book was a good valuable work they do.
source for session ideas and for knowing symptoms and prog-
nosis of various disorders. Many of the cases were very en- Darlene Brooks, Ph.D., MT-BC, F.A.M.I.
joyable to read. The information given was valuable and in- Loyola University
teresting. The book was also a good back-up and supporter New Orleans, LA
for a text book, lectures and psychology classes."
"1 really have enjoyed the Case studies book. There are
many incredible cases that give the student hope for the future
as well as many ideas to adapt for sessions in class. If there
is a decision to be made regarding the book, I would definitely
keep requiring students to buy it. I wish we used it a bit more.
I would like it if we used the case studies along with an equal
amount of articles."
"Over the past three years, I have referred to the Case stud-
ies book many, many times (for both reference and assign-
ments). I like how it has music therapists' entries from many'
different populations and different parts of the world. It gives
the reader access to different methods and techniques music
therapists can and do use. I would recommend this book to
other students in music therapy, and prospective music ther-
apy students."
"When I first started music therapy course work, I was
thrilled to buy that book and read about actually uses of music
therapy. This was very helpful to me then, and very informa-
tive."
"1 have found the Bruscia Case studies in music therapy
book to be an extremely useful tool. It incorporates the theory
presented in textbooks and illustrates their applications in the
field of music therapy. I like the clarity of some of the case
studies, however, the style of some authors' writing is incom-
plete and unclear. A majority of the studies are good. What is
most useful about the case studies is their application in our
experientially-based program. It may not be as useful in a re-
search-based program. I have used it as a reference in my field
studies, and the results have been positive."
"1 think the Case studies book is not as useful as I thought
it would be. At first I started reading it to get more references
as to what to do in session with different populations, but it
wasn't of much help. So, to be honest, I only use it when I
am asked to do so when there is an assignment from it."
Although the opinions of these students are fairly diverse;
student responses about this book over the past few years have
generally been positive. Personally, I am very grateful to Ken
Bruscia and the authors for sharing their work and expertise.
