This course explores neuropsychology and neuroscience as it relates to the clinical practice of music therapy. Students learn about the ways human function (e.g. language, memory, movement) is affected by pathologies (e.g. aphasia, dementia, apraxia), as they come to understand how irregularities inform us about regular brain function. Students explore the way functions of the brain engage in various musical elements (rhythm, melody, preferred music). Students also review published case studies as they evaluate both the historical and modern research findings in neuroscience and music. In addition, students distinguish the brains of musicians from non-musicians, analyze how the arts impact neural development, and explore how music perception and production research can be applied to clinical practice.
This course builds on the research methodology foundation introduced in MTH-510 and MTH-550 with an emphasis on quantitative data analysis, statistical testing, and interpreting research results. Students learn procedures for categorizing, organizing, coding, and cleaning data. Additionally, they learn how to best present their data through visual displays such as tables and graphs. They also learn how to compute, interpret and present both descriptive statistics about their sample and inferential statistics to generalize to the population of interest. These statistics are explained both computationally as well as theoretically. Students learn basic probability theory and its connection to hypothesis testing. The course also examines how to evaluate research critically for potential artifacts and the process of meta analysis for quantitatively synthesizing other research studies. Students have hands-on practical experience using SPSS student software to analyze real data throughout the course.
This course is designed to develop clinical keyboard skills for the music therapy student, with emphases on playing and singing simultaneously. Music therapy students learn how to read a lead sheet and create appropriate accompaniment patterns for various genres. Students are exposed to a wide range of literature from 1920s to present. This course emphasizes playing piano and singing simultaneously.
This course is a continuation of ISKB-231, Keyboard Concepts for Music Therapists 1. Students learn advanced accompaniment patterns for popular musical styles.
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 provides a comprehensive overview of recreative and creative methods in music therapy. Definitions, uses, variations, clinical goals, and facilitation techniques are covered. This course has a strong experiential component, whereby students role play in an effort to practice implementation skills learned in class.
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.
This course is designed to develop student/therapist observation skills in clinical settings. In addition to classroom experiences, students are assigned and expected to complete weekly observations in a clinical setting under the direct supervision of a board-certified music therapist.