Abstract:

The need to support the student with various educational, social, and personal development opportunities is increasingly felt, considering that the constant exposure of the student to them will undoubtedly contribute to better training and development both on the professional and academic side, as well as the personal one. The music therapy center of our faculty offers the opportunity to involve students in active C group activities, to ensure their well-being. Music therapy activities in which the student is involved through creation and/or improvisation have proven to have a beneficial influence on social and sensory skills (by handling musical instruments, active listening, and increasing the level of awareness of external and internal phenomena), physical (control and motor skills) as well as cognitive (concentration, attention, and memory).

The present study proposes a research that took place over a period of 14 weeks, with one music therapy session per week for the experimental group. Before and after each session, the mood of the participants was evaluated. Also, the general level of well-being was tested at the beginning and at the end of the research. In addition to the indicated tests, we also applied the direct observation method to test the hypotheses (relating to the ability of music therapy activities to improve mood and the level of well-being in the long term).

The obtained results confirm the fact that music students need therapy sessions through music to increase their general level of well-being as well as to have positive changes in their moods. Thus, the current research is important to make the difference between the professional activity of musicians and that of music therapy, demonstrating that music therapy does not appeal to musical skills, but to what is beyond music, to creativity and teamwork, to self-discovery and improving well-being and a sense of belonging to a group.

Keywords:

Music therapy, well-being, mood, musical skills, creativity.