A team of Queens University þ researchers and their professor successfully pivoted in-person music therapy to virtual sessions for children with Down syndrome during the pandemic, earning publication in a peer-reviewed journal.
A global pandemiccouldn’tstop the music for a team of Queens University of Charlotte þ researchers and their professor in 2020.
When sudden shutdowns canceled their in-person sessions at, a Down syndrome achievement center, they quickly pivoted online, bringing interactive music therapy right into participants’ living rooms.
During their sessions, QueensalumnaeYenchunKo ’21, Gabrielle Frens ’22 and Molli Smith ’22 documented their findings, andthis pastJune, their work was published in
Funded by a grant through theJames Rogers Summer Institute for Research and Creative Workandguidedby Varvara Pasiali, Livingstone Professor of Music Therapy at Queens, the team highlighted the core philosophy behind theirvirtualsessions,a concept known as “musicking,” originally developed by musicologist Christopher Small.
“’Musicking’ is taking music as a noun and turning it into a verb,” Pasialisaid.“It captures the idea that music exists in the act of actually making it.Everyone participates in some way in a musical event; they aren’t just sitting passively receiving it.”
To turn that active concept into realityvirtually, the student-therapists played live instruments, used structured musical cues, and designed interactive movement prompts that kept participants engaged across the screen. At the same time, parentsjoined inas active co-facilitators,rocking, swaying, and making music alongside their children to foster meaningful bonding directly in their living rooms.
GiGi’s Playhouse Charlotte Executive Director Lori Keller has seen firsthand how that philosophyimpactedthe lives of children and individuals living with developmental disabilities.
“Music brings us together as a community and engages parts of the brain in ways that no other therapy can,” Keller said. “It creates opportunities for cognitive and social growth, while also improving language and communication. I must admit that the most immediate benefitI’vewitnessedhas been expressions of joy. And that is priceless.”
Seeing their hard work officially reach the broader clinical community through the peer-reviewed publication has been a deeply rewarding, full-circle moment for the former students.
“It was surreal to learn that this study would be published,” Smith said. “I felt very proud of younger me for stepping out of my comfort zone and trying something new.”
Frens echoed that pride. “To have something published in my name feels like a very big deal,” shesaid.“The whole publishing process takes a long time, but I am especially proud of the team for how we collaborated and maintained the integrity of what we did.”
Koshared inthat excitement when she learned the news. “When I was informed that it was going to be published, I was thrilled,” Ko said. “I learned a great deal from this opportunity, from session planning to collaborating with my classmates and composing therapeutic music.”
After graduating from Queens, thealumnaefound that their þ research directly shaped their clinical success.
“Participating in this study helped me prepare for a professional career in many ways,” Smith said. “Not only did I grow more confident in my writing skills and analytical thinking,itboosted my skills in observing and documenting client responses. As a professional, Icurrentlytreat an individual client virtually and I felt entirely equipped to deliver those telehealth services because of this project.”
Smith currently works as a board-certified music therapist at Piedmont Music Therapy, a local nonprofit in Charlotte, where her caseload spans from early childhood to older adults in memory care. Frens is completing her graduate degree online through Duquesne University while working as a board-certified music therapist at Atrium Health Mercy. Ko recently completed her master’s degree at Molloy University as she prepares for the next step in her clinical career.
“Having their work published by a peer-reviewed clinical journal builds their identity as scientists and their confidence in doing research,” Pasiali said, noting that the students also co-presented their findings at a regional music therapy conference and led a virtual continuing education seminar for music therapists in Cyprus.
For all threealumnae, the project was the ultimate reflection of the Queens motto, “Not to be served, but to serve.”
“That attitude of how to serve and care for others well really aligns with music therapy,” Frens said“I feel that music therapy in general, and especially in the work that I do, is in a position to serve others and not expect service back to ourselves.“Smith agreed. “As a music therapist, I always aim to serve my clients in the best way I can—meeting them where they are, supporting their needs, and amplifying their individuality, creativity, andsuccesses,” she said.“It brings me such joy to do so.”
For Ko, that spirit of service came to life in the quiet, musical moments shared between the children and their families.
“When I played my violin during one of the sessions, I saw participants swaying back and forth with their parents,” Ko recalled. “Seeing that precious bond and their response through the music made me realize just how meaningful and impactful our work really was.”