THE` NEED FOR THE STUDY OF MUSIC THERAPY IN GHANAIAN TERTIARY INSTITUTIONS.

Philosophers, priests, medical men, scientists, educationist, psychologists and musicians have observed and sometimes made use of the healing power of music. However, the practice of music therapy with trained personnel (the music therapist) who has acquired the necessary skill and knowledge is a modern phenomenon. Music therapy is used to improve social interaction and communication. It is also known to develop and improve the attention span and the ability to follow directions. It aids in the development of senses by improving sensory functions such as self-awareness, textures, spatial awareness, orientation, and body sensations. The object of this paper is to sensitize educators in Ghanaian tertiary institutions to consider the establishment of music therapy as a rational discipline which can add to music, a new dimension in the school environment, and open job avenues for the youth in Ghana. It is however refreshing to note that the Methodist University College Ghana, is preparing to commence a reflexology center which will combine the practice of music therapy and body massage. Considering the immense contribution of music therapy to physical, emotional, and mental health; it becomes imperative that tertiary institutions in Ghana consider it as one of their course structures. Furthermore, it can open more job avenues for the youth and add new dimensions to the study of music in Ghana

MUSIC SOFTWARE DEVELOPMENT FOR GHANAIAN MUSIC EDUCATORS IN TERTIARY INSTITUTIONS.

During the 20th Century, the field of education witnessed dramatic changes in pedagogical strategies engendered by information and communication technology (ICT). Computer-assisted instruction has, in some instances, replaced the student-instructor interaction in the teaching and learning environment.  Arts educators, who, for a long time, adopted the apprenticeship approach to teaching, where the master artistes teach the novices, have also embraced the computer-assisted interactive approach. Since the year 2000, Departments of Music in Ghanaian Universities have been exposed to innovative teaching in which ICT is employed. However, in the area of music instructional technology, little has been done by Ghanaian music educators, especially in the area of music software development.  The purpose of this paper therefore is to encourage music educators in tertiary institutions to acquire skills in the development of music software and utilize them for the enhancement of teaching and learning