Abstract
In this literature review, I examined the relationship between elementary general music education and music therapy in U.S. public schools to determine whether music therapy-informed practices may support more inclusive music learning. I compared three commonly used elementary music education approaches: Orff Schulwerk, the Kodály method, and Dalcroze Eurhythmics as well as selected music therapy models and school-based practices. Shared experiences identified across the fields included movement, creativity, improvisation, relationship building, and active musical participation. However, my analysis revealed important differences in professional preparation, assessment, documentation, goals, and scope of practice. Music educators primarily support musical learning within curricular settings, while credentialed music therapists use individualized, evidence-based interventions toward therapeutic goals. Collaboration among music educators, music therapists, school personnel, students, and families emerged as an important theme, particularly in inclusive settings. Based on this analysis, I suggest that music educators should not attempt to practice music therapy but may benefit from music therapy-informed principles that emphasize responsiveness, accessibility, collaboration, and multiple avenues for meaningful participation. Ultimately, inclusive elementary music classrooms may be strengthened when learners are provided varied ways to engage in music and when educators draw upon complementary professional expertise.