Graduate Course Descriptions

This course introduces students to the basics of program proposal and development, as well as grantsmanship to fund both music therapy programs and research. Students practice their skills either through completing a marketing plan and presentation, or preparing an original proposal to submit to a funding agency. Instruction will include strategies to propose and obtain funding from government, private, and public sectors, to search for and match programs/projects with appropriate funders, finding collaborators, writing a strong proposal, and preparing compelling presentations.

The course will focus on the theory and evidence base of mindfulness-based therapies into music therapy practice. Students will learn about mindfulness-based theories and practices to promote therapeutic change and well-being for a variety of client populations in music therapy and mental health counseling. This course will also explore the professional development of students in areas of self-awareness and wellness towards supporting burnout prevention and cultivating dispositional characteristics as related to their professional role. This course will offer students the opportunity to learn about mindfulness and self-care, evaluate the causes and effects of burnout, and apply/integrate learning through experiential activities.

This course explores the principles and practices of trauma-informed care within the context of music therapy and counseling practice. Students will gain an understanding of how trauma affects individuals across various dimensions of wellbeing and learn how to use music therapy as a therapeutic tool to support healing and resilience. Through a combination of lectures, case studies, experiential learning, and hands-on practice, this course will explore fundamentals of trauma and its impact on the brain and body; core principles of trauma-informed care and how to integrate them into music therapy practice; techniques for creating safe, supportive, and empowering therapeutic environments; and strategies for using music therapy to address trauma-related symptoms. Ethical considerations and self-care practices for therapists working with trauma survivors will also be explored.

Supervised clinical practice of music therapy at an advanced level, consisting of a minimum total of 600 hours (300 hours for each semester elected). Includes an orientation to models and practices of music therapy clinical supervision, to help prepare the student to supervise others. By special arrangement and with permission of the department, students may elect both MUT 621 and 622 within a single semester. Prerequisite: MUT 610.

Supervised clinical practice of music therapy at an advanced level, consisting of a minimum total of 600 hours (300 hours for each semester elected). Includes an orientation to models and practices of music therapy clinical supervision, to help prepare the student to supervise others. By special arrangement and with permission of the department, students may elect both MUT 621 and 622 within a single semester. Prerequisite: MUT 610; MUT 621.

This course will provide foundational understanding and application of vocal psychotherapy within an advanced level of music therapy practice. Students will examine the therapeutic benefits and techniques of singing with clients and apply the theory and techniques of vocal psychotherapy to specific areas of music therapy practice, with special emphasis of the development of students’ vocal identity, reflexivity, and understanding of underlying musical and relational dynamics. Students will apply theories and principles of vocal psychotherapy to create their own interventions for a variety of goal areas. The course involves in-class experiential learning and facilitated reflection to develop clinical skills, techniques, and abilities.

Advanced study of music, arranged on an individual basis, specifically for application in the practice of music therapy. The particular area of focus is based upon the student’s strengths, interests, and skill needs. Examples include advanced studies in improvisation or therapeutic accompaniment, or development of popular styles on guitar, piano, or voice. Students may also participate in the Music for People leadership training program. Course is variable-credit and may be repeated as an elective for up to 3 credits.

Students advance their knowledge of human development, musical development and their relationship to music therapy clinical practice. A particular focus will be given to the developmental theories of Wilber, Bruscia and Briggs.

Students advance their knowledge of client assessment in music therapy, survey the music therapy assessment literature and design an assessment tool relevant to their clinical practice.

Students further their knowledge of integrating verbal dialogue and music interventions in music therapy clinical practice. Students develop a range of verbal techniques through experiential exercises and learn to verbally process musical interventions related to singing, improvising, composing, and receptive experiences in music therapy. A range of theoretical perspectives are presented to contextualize verbal processing in music therapy.