Tag Archives: YouTube

The Open Movement and Education – Part Two (Copyright)

This is my second in a series of blog posts about the “Open” movement and education.  Here’s a link for those of you who missed reading Part One – The “Open” movement(s) and education – can they work together?.  Having discussed some of the motivations for both sides of the “Open” movement, it is time to address another important issue – copyright.

Copyright legislation and education have a long and connected history.  Authors and publishers of educational content have, very rightly, used copyright to protect their ideas and their material from theft and illegal use with and without profit.  Enter – the digital age.  Materials and new educational resources are no longer predominantly printed, now they can literally be any type of media including media such as videos, blog posts, webinars, proprietary software, etc.  In addition, these various types of media are being created and shared by individuals from around the world.  Copyright legislation could not keep up and many thought that there had to be a better way.

Indeed, a better way was found – Creative Commons (CC) licensing.  In early 2001, three individuals founded a non-profit organization called Creative Commons.  It allowed ordinary individuals and organizations to license their digital work(s) in a variety of ways, with legally binding licenses in a wide range of countries, for free.  Most revolutionary, in my opinion, was the opportunity that individuals had to license their works/intellectual property in a variety of ways.  These included:  commercial and non-commercial, as an exact duplicate or modified content/repurposed content, with attribution and without attribution, for educational use and/or public use.  Obtaining a copyright was, in contrast, time intensive, costly, and singular in scope – the various options available to the Creative Commons licensee were not available to the copyright holder.

By 2008, according to Wikipedia, there were an estimated 130 million works licensed under Creative Commons.  Since then, the number of licenses has grown tremendously with some major social platforms such as Flickr and YouTube allowing you to attribute a CC license to your picture or videos respectively.  Indeed, the addition of CC licensing on YouTube has already resulted in at least 10,000 new videos for public use and resuse!

If you are a music therapist with videos on YouTube – consider assigning your older and new videos a Creative Commons license to:          a)  better protect your video and its’ content from theft and piracy, and b) ensure that people can use it in educational and continuing         education contexts

Courses, such as those found on MoodleCommons.org, developed with Learning Management Systems (LMS) such as Moodle also allow you to assign CC licenses.  Finally, you can assign a CC license to your blog postings, on platforms such as WordPress, and to Wikipedia entries.

Many people, as well as myself,  rightly feel that this is a tremendous step forward in the development of open education and open resources,  There is, however, one area where CC licensing is challenged – evaluation of the resource in question.  Just because you can post something then assign it a CC license does not mean that the content is accurate or trustworthy.  Using the previous method of protection, namely copyrighting something, meant that your content had been peer reviewed for accuracy (i.e.  in a proprietary journal or a book edited by a known authoritative figure in that particular field).  With widespread sharing of content, blogging, and CC licensing, anyone, from anywhere, can post something that may or may not be accurate.  The contentious, and very public,  debate found in this recent blog (and its’ commentary) is but one example of how issues may now by skewed in one direction or the other direction for both honest and/or negative purposes.

So should we scrap CC licensing?  Definitely not!  How then, can we ensure that content published under a CC license is accurate?  In my next posting, in this series on the “Open” movements, I am going to suggest the creation and use of official digital repositories.  In the meantime, please feel free to comment and reflect on this posting.

Related Links

Adding a Creative Commons license to a YouTube video

Adding a Creative Commons license to a WordPress blog

Using Creative Commons licensed photos on Flickr

 

John Lawrence MMT, MTA

For the record – I am a music therapist with over 15 years experience in clinical settings, predominantly involving geriatric clients.  I obtained my Master’s degree in Music Therapy from Temple University in 1995 and have subsequently served in a wide range of appointments and positions related to the field of music therapy.  For the past 8 yrs I have served as a sessional instructor in music therapy at a number of post-secondary institutions and most recently served as chairperson for the first Online Conference for Music Therapy (OCMT2011) held in March 2011.  You can reach me using:  E-mail:  jlmt@telus.net, Twitter@JLisaMT, FacebookJohn Lawrence and LinkedIn:  John Lawrence MMT, MTA.

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Filed under Books and Resources, Business Tools, Education, Global Education, Music Therapy, Open Platforms/Software, Organizations, Pedagogy, PR/Advertising, Web 2.0 Tools

Can you feel it?

There is a definite buzz in the air about music therapy!  Can you feel it?

I’m not sure how it started, I only know why – because music therapy works!  Recently, music therapy has been all over the airwaves, the news, in books and in a feature length Hollywood film.  And yet, as a recent discussion on the MUSTHP-L listserv highlighted, many music therapists continue to have to describe and defend their work on a daily basis.  Why is that?  Here are some of my thoughts as well as observations from a student in my “Introduction to Music Therapy” class from this past semester.

1.  Music is universal

The universality of music is wnquestionable.  It has existed in every known culture since the beginning of man even though, curiously, it has no “inherent survival value” like food or shelter  (Davis, Gfeller, Thaut. 2008).  This is both a blessing and a detriment to the understanding of the term, “music therapy (MT)”.  Yes, people understand the term, “music” but that has become synonymous with “entertainment” in today’s modern culture.  Hence, when people hear about MT they immediately think that it is something that is entertaining, not healing – at least in the medical sense.  As one of the class members described,

“I knew from my personal experience with music that it moved me, however I did not know how in depth music therapy really was.”

(A.B.  Used with permission)

2.  Music works with all age groups

Music therapists work with all age groups, from infants in the uterine environment to adults in the last stage of their life.  How can something that works with such a vast range of clients, work in reality?  When music therapy began as an organized profession, it initially began with a psychological focus.  Since that time, specialty areas within the field have grown and expanded tremendously.  Hence, increasingly, music therapists are choosing to work with a particular clientele, rather than attempting to work with a variety of clients, throughout the lifespan.    Some of these include:   work with premature infants (NICU-MT),  neurological rehabilitation (NMT), Nordoff-Robbins Music Therapy (NR-MT), Therapeutic Drumming, Music and Imagery (Bonny Method of GIM) and Community Music Therapy (CMT).

3.  Music therapists train extensively and must pass rigorous examination

Just as you wouldn’t want to see a doctor who has never attended medical school, you shouldn’t see someone who is calling themselves a music therapist without the proper training.  Sadly, at this time, there is no means of legally protecting the title “music therapist” in either Canada or the United States.  There are ways, however, to determine whether an individual has completed the requisite education and professional training.

In order to become a music therapist, individuals must first complete four years of undergraduate training in music therapy.  This is the minimal standard and many music therapists continue onto graduate level education.  They must also complete an internship of approximately six months duration (1000-1050 hours in North America).  Only then, may they apply to become a Music Therapist Accredited (MTA – Canada) or a Music Therapist – Board Certified (MT-BC, USA).  Before granting these designations, a music therapist must complete additional examinations.  In addition, those designations are only maintained by the ongoing completion of continuing education related to professional practice and skills.

Being a part of their national and/or regional association also means that a music therapist must abide by professional standards of practice and a code of professional ethics.  When a music therapist agrees to take you on as a client, you begin a professional relationship, not a casual or friendly relationship.  As such, there is specific protection of things such as:  patient-therapist confidentiality and protection from abuse in the relationship (financial, physical, emotional, psychological and sexual). By all means, check out your music therapists and ask them about their credentials.  They should be happy to share these with you!

So what can we do as music therapists to improve your understanding of music therapy amongst the general public?

1.  Maintain our memberships in national and regional music therapy associations.

2.  Making the promotion of music therapy a priority in our national and regional music therapy associations.

3.  Open up our newsletters and research to the public through use of vehicles such as YouTube, Blogs, and Creative Commons licensing instead of keeping them locked away behind “member only” walls and proprietary journals.

4.  Continue to respond to questions about the topic – “What is music therapy?” even though we are sometimes “sick” of having to describe and defend our profession.

References

Davis, W. B., Gfeller, K. E, & Thaut, M. H.  (2008).  An introduction to music therapy:  Theory and practice (3rd ed.).  Silver Spring, MD:  American Music   Therapy Association, p. 17.

How can we improve your understanding of music therapy?

Please feel free to comment below.

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Filed under Books and Resources, Clinicial Skills, Introductions, Music Therapy