In this course, students will complete a project that exhibits the skills/artistry covered in MTEC-P475 Interdisciplinary Arts Institute Seminar, and that will serve as portfolio material as they enter the field. Individual critique of projects is provided. The specific nature of the project will be determined by written agreement between student and instructor. Students are required to take MTEC-P475 concurrently with this course.
This course teaches assistive music technologies that allow musicians with visual impairment to effectively communicate with other sighted musicians. The course explores Braille music and the basic elements and concepts of music through reading, listening, writing, and playing assignments. The course also explores notation and digital audio production through a number of projects. The projects include creating a lead sheet, a chart for the rhythm section and a lead line with Sibelius, and producing a musical arrangement and a podcast using Sonar.
This course covers the theories and processes of music therapy, the history of the profession, and a survey of basic principles, methods, techniques, and applications. Students will visit facilities where music therapy is practiced, observe music therapists in action, and discuss the role of music in therapy within a wide variety of clinical and community settings. In addition, they will be introduced to music therapy practices in different countries through published literature.
This introductory course is designed with the whole musician in mind and seeks to assist each participant to foster skills to enhance overall wellness creativity, and performance. Each two-hour class offers didactic information, interactive learning, and explicit skill building in conceptual and practical areas scientifically demonstrated to support the craft of creativity and wellness. These areas include balance, mindfulness, and mind-body science. Substantive threads from each of these areas will be woven through the texture of each individual class to support recognition of the interconnections that exist among them as a whole. All of this information will be used to help each student create a solid foundation of awareness as a musician.
This course allows students to learn and demonstrate skills in music therapy group leading. It also teaches students how to teach music to exceptional children and how to help them reach non-musical goals and objectives. Upon completion of this course, students will demonstrate proficiency on modified guitar technique, omnichord, and rhythmic instruments in addition to songwriting and improvising skills.
This course is the concurrent clinical music therapy practicum that accompanies MTH-231. Students are assigned to a facility or agency in the community and apply the skills they are learning in the classroom to this clinical placement.
Students are placed in a public or private school that serves children with special needs, primarily in small groups. Practicum 1 provides students with their very first experiences of providing clinical music. Students have the opportunity to demonstrate the ability to make a clear connection to the group and meet the special needs of children through clinical music activities.
A hands-on course designed to provide practical skills for incorporating technology into the practice of music therapy. Topics will include MIDI, digital sound, adaptive technology, music composition/performance software, and the internet. Students will use technology to develop original music activities and present them to the class.
This course is an introduction to observation and assessment. The role of assessment and accountability in therapeutic intervention will be discussed, specific assessment protocols reviewed, and assessment and observation techniques practiced. Assessment procedures will be considered relative to goal setting, treatment implementation, and client evaluation.
This course is the concurrent clinical music therapy practicum that accompanies MTH-301: Behavioral Assessment and Observation and MTH-313: Practicum 2 Field Work. Students are assigned to a facility or agency in the community and apply the skills they are learning in the classroom to this clinical placement.
Students are assigned to music therapy groups with older adults in nursing home and adult day care settings. Students are introduced to a data-based model of music therapy. They develop musical resources for this population, develop the ability to discuss therapeutic process, and complete a final case presentation in written and verbal forms.
This course will examine how music therapists document the processes and products of what they do. After covering assessment and data-gathering techniques, it offers a survey of research methodology, ways to analyze data, and ethical considerations in music therapy practice. Students participate in designing, implementing, and analyzing the results of a music therapy experiment.