Abstract
Abtract
This article describes the intellectual development of undergraduate students and provides strategies for developmentally-appropriate instruction. William G. Perry Jr.'s Scheme of intellectual and Ethical Development in the College Years provides a framework for understanding the perspectives, opinions and needs of students in their young adult years. According to Perry, students typically progress through four developmental stages, including dualism, multiplicity, contextual relativism, and commitment within relativism. Within each stage, students' views on knowledge, the instructor and their own responsibilities not only evolve, but also strongly influence their ability to learn effectively. Educators who understand and recognize these developmental levels may be best prepared to teach, advise and supervise music therapy students. The article includes statements made by music therapy students as part of course evaluations that reflect their developmental level. Additionally, specific teaching techniques are given within each developmental stage to accommodate students' unique needs.
