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MUS 286:    MUSIC THERAPY METHODS

University of Dayton      Fall, 2008                 This site is being edited: 11-2-08-  changes will be communicated in class.

Instructor:  James Hiller, MMT, MT-BC

Office:  Music/Theatre Building; 107

Phone:  Office- 229-3985

eMail: James.Hiller@udayton.edu

Course day and time: Mon-Wed  11:00 to 11:50pm

Location: Music/Theatre Bldg., Room 120

Course Overview

Knowledge/Skill Objectives

Relative AMTA Competencies for MUS286

Texts & Reading Materials

Assignments

Grading

Classroom Policies  Disability Statement

Tentative Schedule

Music Therapy Program Policies for Successful Learning

Course Overview:  In this course we will focus on three of the four music therapy methods* for engaging clients in clinically focused music experiences (i.e., Re-creative, Receptive, and Composition/Creative methods) through experiential, demonstration, and role-play experiences, and through surveying relevant music therapy literature.  Students will demonstrate understanding of the theoretical and practical foundations of the different methods, participate in a variety of music experiences, and demonstrate skill in planning/designing, facilitating, and evaluating variations of the methods toward clinical aims.  

*(Comprehensive coverage of the fourth music therapy method, clinical improvisation, will occur in MUS381 and MUS382.)

Knowledge/Skill Objectives:

1.   examine the theoretical foundations and applications of re-creative, receptive, and composition/creative methods of music therapy found in the music therapy literature.

2.   identify music therapy clinical objectives that are germane to each method and design experiences within these areas

3.   demonstrate knowledge of the range of "demands" placed on clients while engaged in various types of music experiences- as well as the demands placed on the music therapist toward effective facilitation

4.  demonstrate ability to plan, lead, and adapt/enhance, in the moment, music therapy experiences for individuals and groups within each of the methods covered

5.  examine and describe in writing one's personal relationship to musical processes and products

6.  continue to develop accurate musical/clinical language for communicating aspects of product and process oriented music therapy experiences

Relative AMTA Competencies for MUS286             ( http://www.musictherapy.org/competencies.html )

The following is a list of the AMTA Competencies relative to the aims of this course:

2.2 Adapt, arrange, transpose, and simplify music compositions for small vocal and nonsymphonic instrumental ensembles.

9.2 Conduct small and large vocal and instrumental ensembles.

14.1 Demonstrate basic knowledge of existing music therapy methods, techniques, materials, and equipment with their appropriate applications.

16.1 Select or create music therapy experiences that meet the client's objectives.

16.5 Select and adapt music consistent with strengths and needs of the client.

16.8 Organize and arrange the music therapy setting to facilitate the client's therapeutic involvement.

17.2 Provide music therapy experiences to change nonmusical behavior.

17.3 Provide verbal and nonverbal directions and cues necessary for successful client participation.

17.6 Utilize therapeutic verbal skills in music therapy sessions.

17.8 Conduct or facilitate group and individual music therapy.

17.22 Provide feedback on, reflect, rephrase, and translate the client's communications.

17.27 Use music with techniques of relaxation and/or stress reduction.

Texts & Reading Materials:  

Borczon, R.M. (1997).  Music therapy: group vignettes.  Gilsum, NH: Barcelona Publishers.

Bruscia, K. (1989).  Defining music therapy.  Gilsum, NH: Barcelona Publishers.

Bruscia, K. (Ed.) (1991).  Case studies in music therapy.  Gilsum, NH: Barcelona Publishers.

Grocke, D & Wigram, T. (2007).  Receptive methods in music therapy:  Techniques and clinical applications for music therapy clinicians, educators, and students.  Philadelphia, PA: Jessica Kingsley Publishers.

Bonny, H. & Savary, L. (1983). Music and your mind: Listening with a new consciousness.  Gilsum, NH: Barcelona Publishers.

Handouts and access to proprietary online documents will be provided by the instructor.  Readings from various texts and periodicals will be assigned.

Students are strongly encouraged to purchase the CD-ROM, "Music Therapy Research: Quantitative and Qualitative Foundations, CD-ROM, 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

Students will be expected to access the AMTA Competencies and Standards of Clinical Practice documents at the following URLs:

       http://www.musictherapy.org/competencies.html        http://www.musictherapy.org/standards.html

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Assignments:

Relationship to Music Statement

This will be a 2-3 page typed document, due on August 25, 2008. Consider your personal relationship to music as it stands today. Keep in mind the historical and current significance of music listening and active music engagement experiences in your life.  This "statement" describes what music means to you and the roles music plays in your life in and out of the realm of music therapy.

Song Compositions:  Greeting/Closing Songs,

Students will compose and notate (in simple lead sheet form; i.e., chords, melody, & lyrics) songs for use in therapy including two (2) Greeting and two (2) Closing songs, one each for work with either children, adolescent or adult MR/DD, or older adults.  Greeting Songs guidelines will be reviewed in class.  Students will turn in a lead sheet and a recording of their songs on a cd as well as demonstrate leading songs in class.

Clinical Issues Song Collections

Students will research and codify a list of clinically relevant song material for use with adolescents and adults. Lists should contain no less than 20 titles.  Provide a short written justification for each song selected.  Include comments on the relevance of both the lyric contents and the musical aspects.  Draw your focus from the following clinical "themes:"  Support, loss, acceptance, hope, fear, anger, betrayal, identity, meaning of life or one's existence, dependence, loss of control, regrets.  Students may add additional themes with approval from the instructor.

Verbal Techniques Assignment

First, students will perform self-evaluations regarding functional strengths and deficits as listeners and as communicators (3 pages).  Second, students will consciously focus on using specific verbal techniques outside of class for one week and maintaining a daily journal describing their experiences.  Consolidate journal information into a description of how the various verbal techniques affected your communication in specific situations, and summarize your learning.  Further guidelines will be provided in class.

Article/Chapter Summaries

Throughout the term, students will read a variety of articles and chapters from the music therapy literature focused on use of particular methods.  For each article/chapter, students will write a 1.5 to 2 page synopsis/critique/description of important learning. The article/chapter citation in APA format must be used as the header on the first page of each paper.  All article/chapter papers must be collated in a folder.  Grading will be based on completion of all papers, quality of content, quality of writing.  (see written assignment rubric below)

Borczon Reflection Paper

Student will read the text Music Therapy: Group Vignettes by Ronald Borczon with an eye toward identifying therapy concepts and methodological variations that are of particular interest.  Students will write a reflection paper based on the the concepts and methods noted above.  Papers are to be no less that 5 pages, double spaced. All aspects of APA format should be used. See the written assignment rubric below as a guide to how your paper will be evaluated.

Reflections on Music Assisted Relaxation/Imagery experiences

Students will lead two (2) out of class music and imagery experiences with volunteers and subsequently write reflection papers (2-3 pages) on each.  Sessions should be approximately one hour long and should include the following stages:

(1) an initial discussion wherein you cursorily assess the volunteer and also describe the expectations of the experience (5-10 min.).  Assessment should be geared toward (a) identifying any psychological/emotional issues that may impede the individual’s ability to participate fully in the induction or the imagery experience.  This is also a time to develop a comfortable rapport with your volunteer and to begin calming the environment for the experience (ISO PRINCIPLE)

(2) an autogenic induction (4-8 minutes)

(3) the music listening portion (15-20 minutes), and

(4) processing of  the experience afterwards (10-15 min.)--  including at the very end of the session asking the volunteer for feedback on your facilitation techniques and skills. 

Reflections should focus on your experience of leading and the feedback you receive from your volunteers.  Include the following:  (a) with whom did you work, (b) describe the environment and related factors (positive and negative), (c) type of induction used, (d) which music was used and why you selected it, (e) content of the processing (volunteer's sense of achieving the relaxation response, her/his images, and feelings/emotions), (f) report volunteer feedback about your facilitation, (g) finally, a self-evaluation of your overall performance.

NOTE:  Opportunities to experience at least one GIM experience with a practitioner in training in the Dayton area (Larisa McHugh, MMT, MT-BC) may be possible for those who are interested in this model of work.)

Final Project:  Students will design and facilitate 2 complete clinical music experiences from the three methods examined during the semester: Re-creative, Receptive, and Composition.  Experiences will be designed from scratch and be focused toward specific clinical goals. Clinical scenarios with goal options will be provided. With regard to Re-creative experiences, students will be given a scenario focusing on a group of children with developmental delays. With regard to Receptive &/or Composition experiences, students will plan with a verbal adolescent or adult population in mind.  Download the FINAL DESIGN/PLANNING GRID to your computer. Use one form for each experience.  Use new forms for your final edited versions. 

Grading will include (a) evaluation of the relevance of the music experiences to the goals selected, (b) thoroughness with regard to addressing all the aspects of the design/planning form, and (c) thoroughness of the final edited versions of your experiences.

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Grading: 

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

The final grade will be on a 200 point scale and based on the following elements:

Attendance/Preparation/Participation  (10 pts per half semester)  are expected. Grading will be adversely affected at the instructor's discretion for lapses in these areas. (see description below)                                                             20 pts

Relationship to Music Statement                                                                       5 pts

2 Greeting & 2 Closing Songs    (10pts each)                                                   40 pts

Clinical Issues Song Collections - 20 song titles with justifications                      20 pts

Borczon Reflection Paper                                                                                20 pts

Reflection papers on Music & Relaxation/Imagery sessions - (10pt each)          20 pts

Article/Chapter Portfolio                                                                                   15 pts

(2)  Verbal Techniques/Active Listening assignments  (10pts each)                     20 pts

Quiz:  Verbal Techniques                                                                                  10 pts

Design & Lead 2 experiences                                                                            30 pts

TOTAL                                                                                                            200 pts

Grading Scale:

A	192-200	C+	152-159
A-	184-191	C	144-151
B+	176-183	C-	136-143
B	168-175	D	128-135
B-	160-167	F	127 and below

 

 

 

 

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CLASSROOM POLICIES:

Communication Policies: