James Hiller: Home

University of Dayton:     Fall 2008                                 

Course Number:              MUS-385  (3 credits)

Title:                                 Music Therapy Principles

Instructor:                         James Hiller, MMT, MT-BC

Office/Phone:                    Music Building:  Rm 107        937-229-3985

eMail:                                james.hiller@notes.udayton.edu

Days/Times:                      T-Th 9:00-10:15am

Room Number:                 Art Street, Studio B

Cluster/Gen Ed.:               No; Required course for music therapy majors

Course Overview:

In Unit #1, we will survey a sampling of theoretical writings to elucidate principles, orientations, and standards (clinical and ethical) guiding music therapy practice and research. Through group discussions, student presentations, and lectures we will examine how each theory addresses the dynamics and processes of therapeutic relationships, perspectives on music and healing, the role of music in therapy, clients' potentials and limitations in the therapy process, and the therapist's role in the therapy process. Students will be challenged to relate her/his own current and past clinical experiences to theoretical constructs under scrutiny.  We will also include short demonstration and role play situations in class. From the readings and discussions, students will develop and clearly articulate in writing a personal philosophy of music therapy.  Students will also present their philosophy via a Power Point presentation. 

In Unit #2, we will perform an overview of the American Music Therapy Association (AMTA) and Certification Board for Music Therapists (CBMT) and examine current issues in the development and evolution of the field. Students will review and discuss content from the AMTA Code of Ethics, AMTA Standards of Clinical Practice, and the CBMT Scope of Practice.  An ethical problem solving model will be presented along with in-class exercises.  Samples from the CBMT Board Certification Self-Assessment Examination will be presented to provide students with exposure to the examination format as well as the processes through which the examination was developed and is currently maintained.

Required Texts:

Bruscia, K. (1999). Defining Music Therapy, 2^nd Edition. Phoenixville, PA: Barcelona Publishers.

Bruscia, K. (Ed.) (1991). Case Studies in Music Therapy. Phoenixville, PA: Barcelona Publishers.

Darrow, A. (2004). Introduction to Approaches in Music Therapy. Silver Spring, MD: American Music Therapy Association, Inc.

**The instructor will provide a course pack of readings. Students must reimburse the Music Dept. the copying fee for these documents.

 Articles from the music therapy journals may be found on the second floor of Roushe Library and/or on the AMTA CD ROM**. 

ALSO, students are strongly encouraged to purchase the CD-ROM, "Music Therapy Research: Quantitative and Qualitative Foundations, CD-ROM, 2nd Edition, 1964 - 2003" from the American Music Therapy Association (Student price is approximately $60.00). The AMTA web site may be accessed through the following URL:     www.musictherapy.org

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Requirements:

Students have the responsibility for remaining current on all the assigned readings throughout the semester. Preparation is essential to successful learning in this course as the in-class discussions will be derived from the daily readings.  

Active participation during each and every class time is expected and will be critically examined for grading purposes.  Evaluation of participation will occur daily.

Students will be responsible for reading and analyzing theoretical writings.  Students will fill out a Theory Analysis Form  for each theory. These forms will be permitted during the Final Exam and/or Final Project and should therefore be maintained as completely and accurately as possible.  The instructor may randomly collect the analysis forms during the semester for evaluation of students' work.

Students may be assigned to lead and participate in individual or group music therapy experiences that incorporate concepts from various theoretical standpoints.  When such assignments occur, short reflection papers on the experience will be assigned.

Students will regularly complete in-class writing assignments. These assignments are not graded but are used to facilitate critical thought regarding particular topics relevant to the course.

Students will develop and articulate a Personal Philosophy of Music Therapy from guidelines provided in class and develop and present a Power Point presentation for the class and perhaps for other music therapy majors and professors.

There will be Quiz over material from Unit #2,  a take-home Midterm, and a comprehensive Final Exam.

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Grading Scheme:

NOTE: As per AMTA guidelines, students must earn a C- or better in this course in order to be recommended for internship.                                                                                                                                   

Preparation and Participation     (20 pts per half term)                                                             40 pts

Unit 1:      MidTerm take-home exam on theoretical concepts                                                 20 pts

                TBA assignment                                                                                                     25 pts

                Theoretical Article Synopses Portfolio                                                                     20 pts

                Personal Philosophy of Music Therapy document                                                    30 pts

                Power Point & In Class Presentation                                                                     10 pts

Unit 2:  Quiz over AMTA and CBMT professional organizations and ethical problem solving.   20 pts

Final Examination (cumulative)                                                                                                 35 pts

TOTAL                                                                                                                                200 pts

Written Assignments

*The following rubric lists the possible areas of evaluation for written assignments. Please use APA format when appropriate.

Grading for written assignments will be adversely affected by lateness. Written assignments turned in one day late with the instructor's permission will receive a 10% reduction or a full grade reduction.  Written assignments handed in late without instructor's permission will not be accepted and will receive zero points for the assignment.

Course Grading Scale:

Classroom Policies:

            eMail Attachments Policies:  All email attachments must be labeled appropriately in order to receive full credit.  Follow the examples below:

            Subject Line:  use the general label for the project being handed in:   

e.g.,     Case 36 Summary                                              Schizophrenia Video Reflection

            Attachment Label :  (1) Student name, (2) type of document, and (3) due date:  

e.g.,     Hiller-CASE-BOONE-1-17-07                            Smith-VID-MRDD-2-11-07

Attendance is expected at each class session unless prior approval is obtained from the instructor. If for any reason you must miss class, it is your responsibility to notify the instructor prior to the start of the class session via telephone or email. More than two unexcused or unaccounted for  absences will result in a lowered final grade at the discretion of the instructor.  Incomplete grades may be granted at the professor’s prerogative; withdrawals are permitted according to university policy.

Preparation for each class is expected and will be evaluated by the instructor according to your participation in topical discussions and your thorough, accurate, and timely completion of reading, written, and in-class assignments.

Participation in class is imperative for the acquisition of knowledge and development of skills.  As such, participation will be evaluated by the instructor toward assignment of the final grade.  Participation means active engagement*  in class discussions and music experiences, meaningful contributions to a positive learning environment, and honest engagement in evaluating and providing feedback to peers.  It may not always be possible for you to have input in each and every classroom discussion; however patterns of a lack of engagement and input are recognizable and will be considered in evaluating each student’s level of engagement in the learning process.

(*“Engage”: to involve oneself or become occupied.  Alert (awake!), attentive affect (eye contact and visual tracking- affirmative or doubtful gestures), taking notes, offering feedback, ideas, or thoughts during class discussions, asking questions, offering thoughtful responses to questions or comments from instructor or peers.)

Professional Communication:

With the rigors of a health/mental health profession course of study, it is imperative that students and instructors establish clear, consistent, and respectful communication both inside and outside of the classroom.  Healthy communication facilitates student-teacher relationships and provides for learning and growth by providing time and means for 1) brainstorming and problem solving, 2) planning and evaluating clinical and academic work, 3) academic advising, and 4) personal support.  Communication also helps to safeguard that clients receive the best services possible.  Please note your professor’s office location, office phone number, and email address found in each syllabus or on the professor’s web site.

In that the University of Dayton provides all students with a Lotus Notes email account for the purposes of facilitating communication between students and UD officials/professors, your Lotus Notes account will be the address for ALL email communication between you and your music therapy instructors. As such, you must schedule time daily to check your Lotus Notes email account for possible electronic communications regarding this course and other important information related to your study. (It is strongly recommended that you check this account more than once daily.) Students are responsible for information sent via email to your Lotus Notes account. Transfer and part-time students who do not have a Lotus Notes account should make arrangements with the instructor for facilitating electronic communication.

IMPORTANT: all music therapy majors are responsible for the information found at the following link:   University of Dayton Music Therapy Program Policies for Successful Learning

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Tentative Schedule:       

This course schedule is subject to change at the instructor's prerogative. Notice will be given to students via email and/or in-class.

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