Musical Arts in South Africa: Resources and Applications (MASARA), School of Music, North-West University, Potchefstroom 2520, South Africa.
Int J Environ Res Public Health. 2021 Dec 21;19(1):49. doi: 10.3390/ijerph19010049.
This article presents a theory explaining how young adults living with Williams syndrome (WS) learn life skills through music. The article answers the question: What theory explains how young adults living with WS learn life skills through music? The theory presented in this article is informed by principles of care ethics and compassionate music education and theories of wellbeing and flourishing. The theory is further informed by empirical data, including data collected during semi-structured interviews, casual conversations, observations, field notes, and social media and blog posts collected at Berkshire Hills Music Academy, Massachusetts, USA, over six weeks. Thematic analysis was the data analysis strategy. The theoretical proposition represented by the findings is: (i) If young adults living with WS have the opportunity to learn through engagement in music activities within a safe environment in which they are engaged, supported, appreciated, motivated, feel that they belong and feel that they are competent, and (ii) if educators are willing to focus on the abilities of these young adults by putting their needs first, (iii) then young adults living with WS should be able to overcome various challenges and ultimately develop the life skills they need to live well.
本文提出了一个理论，解释了患有威廉姆斯综合征（WS）的年轻人如何通过音乐学习生活技能。本文回答了一个问题：什么理论解释了患有 WS 的年轻人如何通过音乐学习生活技能？本文提出的理论受到关怀伦理和富有同情心的音乐教育原则以及幸福和繁荣理论的启发。该理论还受到实证数据的影响，包括在美国马萨诸塞州伯克希尔山音乐学院六周内收集的半结构化访谈、随意对话、观察、实地笔记以及社交媒体和博客文章中的数据。主题分析是数据分析策略。研究结果所代表的理论命题是：（i）如果患有 WS 的年轻人有机会在一个安全的环境中通过参与音乐活动来学习，在这个环境中，他们得到关注、支持、欣赏、激励，感到归属感和能力感，并且（ii）如果教育者愿意通过关注这些年轻人的需求，将他们的需求放在首位，那么患有 WS 的年轻人应该能够克服各种挑战，并最终发展出他们过上美好生活所需的生活技能。
