Course content

Successful public health work depends on efforts in all areas of society: in kindergarten, at school, in working life, in the local community, through safe and good food, good family conditions, well-functioning houses to live in, access to nature and social meeting places. Man's mastery of these building blocks is the foundation of good health. Lifestyle diseases are a growing problem, and more focus must be placed on prevention. We must understand how different forms of technology and material structures can contribute to many people being able to have a better foundation for good health. It is also important to understand how technology can impair health by creating loneliness. Contributing to increased health awareness in the population with responsibility for their own health is also necessary. In addition to guidance on living habits, many older people need targeted measures that can strengthen their ability to function and counteract risk factors for further disease development and functional decline. In addition, the quality of life is affected by the state of health, and the need for health care changes when illness worsens and life draws to a close. New forms of treatment and systematic mapping and follow-up of the individual are necessary. Environmental treatment can increase coping and well-being, create new opportunities for communication, reduce anxiety and restlessness and reduce unnecessary drug use in the elderly. Environmental treatment can include integrated use of music and other cultural expressions in treatment and daily activities, memory work, recognition and sensory stimulation. Description of the study The study will provide an overview of the health challenges in society and how music, song and movement can be used to improve communication, life skills and increased dignity. It includes work related to age-related illnesses and dementia care, mental health work and substance abuse prevention. The therapeutic tool that the participants learn in the study will help to make the daily care of patients easier, reduce anxiety, act out, reduce medication consumption, increase the general well-being and free up time for the staff. Current topics in the study are music, song, rhythmic training, dance / movement and voice use, methods within individualized music, song and movement, as well as how to map, measure, document, evaluate, follow up, about collaboration internally and across disciplines. Content - Theoretical basis The study is based on a holistic and salutogenic approach that sees the human life situation, life practice and health in context. From such a point of view, traditional bio-medical disease research must be combined with humanities and social science research in order to provide and contribute to solving contemporary health and care challenges. Society needs new knowledge about effective strategies to be able to safeguard people's health. It is necessary to understand the health challenges as something other than either fighting or preventing disease. Aron Antonovsky (1988, 1996) suggested a "salutogenetic" orientation that would be a more viable path than the "pathogenetic" and that it makes sense to change the perspective from focus on disease to focus on health. Then all factors that contribute to strengthening health will be interesting, both as quantitative and qualitatively measurable quantities. This image also uses Anthony Giddens' (1991) understanding that change from orthodox medical approaches to a holistic medicine involves a "transfer of faith". In addition, his concept of "ontological security" is central to explaining how a sense of order and continuity in the individual's experience of reality depends on people's ability to give meaning to life. Research across science disciplines and collaboration with international research institutions is necessary to produce new knowledge and understanding of the various conditions needed to succeed in health promotion work in a complex society with complex challenges. This involves collaboration between societal actors and sectors to create and further develop health-promoting factors, and develop a complex and future-oriented understanding of public health. . The new public health report safeguards both qualitative and quantitative contributions to better public health. Here it says, among other things: Sensory stimulation through art and culture has a direct effect on physiological processes in the body, such as strengthening the immune system and reducing stress (Theorell 2009). Material from HUNT 3 (The Health Survey in Nord-Trøndelag 2006-2008) shows that those who participate in cultural activities, «experience better health, are more satisfied with their lives and have fewer incidences of anxiety and depression» (Cuypers et al. 2012). This knowledge must be seen in connection with the understanding of music in humanities research. The concept of music has different meanings and can be seen as an object or symbol, but it can also be considered as an action. "Musicking" as an activity was introduced by Christopher Small (1998) where in the encounter with music a musical meaning is created and where listening is one of the activities. Music is something everyone can "own" and is in what we do.

What music does to us, the associations it triggers, the individual's own listening story and context for meaning interpretation in interaction with music, are essential factors in this understanding. During this study, the focus will also be on the music's "Health-affordment" which is based on Gibson's (1977) "Theory of Affordances" on how accessibility, arenas, environments, objects, cultural rituals affect action and adoption of behavior. The term "health-affordance" is in line with Tia DeNora's (2000) interpretation of how people construct meaning, mastery and ability to act in different contexts and what experiences with music make people do. The term "Agency" [3] is linked to how musical practices can construct health through a reconfiguration of new skills and knowledge. As a complementary theoretical foundation, Even Ruud's (2000) theory of the importance of musical activities for health and quality of life will be emphasized. Research in this field has led to an increasing focus on the connections between music, medicine, health, culture and lifestyle. This study will also include an integrated approach to music then in the form of either listening, participation in concerts, choir and / or self-music and its relationship to body / mind interaction. Music-based environmental treatment thus has a broad professional foundation in music therapy, music pedagogy and especially neurological music therapy. In it further, neurological music therapy will be elaborated: MMB can be understood as a combination of active and passive music techniques that include active involvement such as playing instruments, song and dance (movement) and passive techniques such as listening to music and the meaning of the sound environment. MMB is an individual use of music and song in relation to the patient's preferences, through systematic mapping in combination with consulting the patient, relatives or caregivers. MMB has been developed in dialogue between musicology, neuroscience and clinical research in dementia care since the early 1990s, inspired by the work of Michael Thaut and Linda Gerdner (Thaut, 2015; Gerdner, 2005). Thaut and Gerdner's work has shown the clinical potential and effect of neurological music therapy and individualized music (Gerdner, 2000; Theorell, 2014). In Norway, the PhD project -Integrated music in nursing homes, an approach to dementia care, developed song, music and movement into a systematic approach to dementia care in the period 2000-2012 (Myskja, 2012). This work has been significant for the development of MMB in Norway.

Music-based environmental treatment builds a bridge between humanities, social sciences and natural science research and has the following elements: Use of music, song, movement in work with different target groups in a diversity perspective. Music, song and movement, for individuals and groups. Music and song to regulate behavior, communication, concentration and attention. Integrated approach to music in the form of either listening, participation in concerts, choir and / or self-music and its relationship to body / mind interaction. MMB can be understood as a combination of active and passive music techniques that include active involvement such as playing instruments, song and dance (movement) and passive techniques such as listening to music and the meaning of the sound environment. Systematic mapping of current situation, needs and music preferences; [4] outline measures. Document / record / log the music-based measures / activities [5]. The importance of the sound environment - facilitate the sound environment (use of media, noise sources). Systematic use of rhythm as support for walking, exercise, play and other activities. Implement MMB and incorporate the elements as a natural part of daily activity and treatment.

Knowledge: Have knowledge on for music-based environmental treatment and the health challenges in society - with a focus on aging and health, and mental health work, and put the knowledge in a generational perspective. Have knowledge of music-based methods and how music affects the brain, body and emotions Have knowledge of methods for observation, mapping, measures and documentation for person-centered care and individualized music Know research and development work within music-based environmental treatment Have in-depth and advanced knowledge of how music-based environmental treatment can be a useful supplement or alternative treatment to current medicine in the light of health-promoting work.

Skills: After graduating, the student must: Be able to use simple music-based methods in environmental treatment Be able to apply a limited repertoire of songs and rhythmic exercises Be able to apply methods for observation and mapping in individualized environmental treatment Be able to assess and refer to relevant subject matter based on an issue Be able to contribute to network building and cooperation between different occupational groups.

General competence: After graduating, the student must: Be able to reflect on one's own practice together with others and adjust this on the basis of new knowledge and new skills Understand the connection between theory and practice - and to some extent be able to apply this in an independent way in music-based environmental treatment Be able to contribute to the implementation of music-based environmental treatment and attitude-creating work in line with ethical requirements and guidelines Be able to present central subject matter through different forms of expression, both theoretically and practically in different settings and contexts Know new thinking and innovation processes within music-based environmental treatment Be able to communicate about academic issues, analyzes and conclusions both interprofessionally and multidisciplinary - be able to convey extensive independent work and master the subject area's forms of expression.

Learning outcome

Knowledge:

Have knowledge on for music-based environmental treatment and the health challenges in society - with a focus on aging and health, and mental health work, and put the knowledge in a generational perspective. Have knowledge of music-based methods and how music affects the brain, body and emotions Have knowledge of methods for observation, mapping, measures and documentation for person-centered care and individualized music Know research and development work within music-based environmental treatment Have in-depth and advanced knowledge of how music-based environmental treatment can be a useful supplement or alternative treatment to current medicine in the light of health-promoting work.

Skills:

After graduating, the student must: Be able to use simple music-based methods in environmental treatment Be able to apply a limited repertoire of songs and rhythmic exercises Be able to apply methods for observation and mapping in individualized environmental treatment Be able to assess and refer to relevant subject matter based on an issue Be able to contribute to network building and cooperation between different occupational groups.

General competence:

After graduating, the student must: Be able to reflect on one's own practice together with others and adjust this on the basis of new knowledge and new skills Understand the connection between theory and practice - and to some extent be able to apply this in an independent way in music-based environmental treatment Be able to contribute to the implementation of music-based environmental treatment and attitude-creating work in line with ethical requirements and guidelines Be able to present central subject matter through different forms of expression, both theoretically and practically in different settings and contexts Know new thinking and innovation processes within music-based environmental treatment Be able to communicate about academic issues, analyzes and conclusions both inter-professionally and multidisciplinary - be able to convey extensive independent work and master the subject area's forms of expression.

Learning methods and activities

The pedagogical program will alternate between lectures, exercises and work in groups. The theory part is illustrated with clinical examples and video illustrations. Work with the syllabus, practical assignments and exercises between sessions. In addition, role play and group work are used, which are also followed up at the home / workplace. Course material: Given at the beginning of the semester. Learning methods and activities: Lectures, seminars, excursions.

The teaching is offered 3 x 3 days per. semester.

Compulsory assignments

• Attendance, 80 % in groups and seminars
• Written assignment
• Practical assignment

Further on evaluation

Exam and assessment system. The form of assessment is compulsory work requirements, compulsory attendance and an individual practical examination. Work requirements: Semester assignment of 2000 words +/- 10%. Handed out at the first meeting. Submission at BB. Assessment criteria: Approved / not approved. Practical exam and oral presentation. Mandatory Approved / Not approved. Counts 100/100 of the grade. Individual home exam - 48 hours. Grading - A-F. Practical exam - group, 1 day. Work requirements, submission assignment, (first time 2021, autumn). Assumed completed before presentation for examination / assessment. Mandatory participation, counts 0/100 of the grade (first time 2021 autumn). Assumed to be completed before presentation for the exam / assessment start of the semester. Digital presence if physical attendance is a problem.

Specific conditions

Recommended previous knowledge

No prior knowledge is expected, but interest and motivation to learn about the field is an advantage.

Course materials

Will be uploaded in Blackboard.