As a form of community music practice, music visits offer numerous benefits to all participants. For music students, these activities are important as they help them understand their musical role beyond a purely technical or performative perspective. They provide knowledge and skills that can be applied in their future musical practice, including practice aimed at social well-being. They also help students understand the role of the musician within a wider social context.
This master’s thesis examines the perspective of music students who conducted music visits at the Paediatric Clinic of the University Medical Centre Ljubljana. The study involved seven students from different study programmes and years, six women and one man. Each participant conducted five music visits at the paediatric clinic. The study explored how music students experience conducting music visits, the effects of music on paediatric patients, parents, and healthcare professionals as observed by the students, whether they perceive the visits as beneficial and meaningful, how they reflect on the musical experience, and what influence they attribute to the visits regarding their personal and musical development. The data were analysed using thematic analysis according to Braun and Clarke (2006). Across 176 excerpts, we identified 87 codes, grouped them into 33 categories, and developed five main themes: students’ subjective experiences, the effects of live music, the personal and musical growth of students, community music-making within the paediatric setting, and the responses of participants. The students experienced music visits in the paediatric setting in various ways, with their experiences predominantly characterised by positive emotions. They recognised several effects of live music, mostly related to improved emotional states among all participants involved, a better general atmosphere, and the encouragement of community music-making, connection, and participation. They saw music visits as an opportunity for experiential learning and, through performing, developed their personal and musical identity. We also examined whether there were significant differences between the first and fifth visits. The results showed that differences appeared mainly as a result of students’ personal growth over time; they developed confidence and self-assurance. The findings also suggest a gradual improvement in students’ experiences between the first and fifth visit.
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