ABSTRACT
This philosophical inquiry critically examines music therapy musicianship in order to reconceptualize the ways in which musicianship is conceived of and taught in education and training programs in the United States. Through a constructive and critical interaction with historical and extant literature, we seek to create space for the uniqueness of musicianship in our field. We challenge the relevance of the conservatory model, the primacy of the work concept, and the focus on fine art often found in educational settings. In doing so, we align music therapy musicianship with relevant musics, instrumentation, and the unique contextual and relational components of music experiences in our work. We construct multidirectional connections between musicality, musical identity, musicianship, music therapy context, musicking, and the clients'/participants' lifeworld, introducing subconcepts within and between each concept. This co-construction with the literature asserts our identity in education, training, practice, and research. We conclude by offering preliminary guidance that may further develop music therapy musicianship in education and clinical training programs, in alignment with current reports on education.
