Graduate Course Descriptions

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.

This course will focus on teaching clinical methods and rationale for utilizing technology specifically in context of music therapy practice as a means of enhancing and better facilitating therapeutic benefit for individuals receiving services. Individuals receiving music therapy services may have physical, social or cognitive limitations which preclude conventional methods of becoming engaged in the music therapy process. Additionally, some individuals receiving services may be more responsive to music therapy interventions that involve use of technology rather than traditional live acoustic instruments. Use of technology can provide alternative methods of becoming engaged throughout the four processes of music therapy. Readings, classroom discussions and experiential activities will provide an educational experience to inform clinical decision-making processes regarding selecting and using a form technology in interventions while working to achieve clinical goals.

Students further their understanding of the principles of qualitative and quantitative research along with mixed method approaches to research in music therapy. Students are introduced to cultures of qualitative inquiry and identify the kinds of knowledge and questions that are addressed in reflective and quantitative paradigms. Students develop a research question and present a logical argument for the exploration of this question in a literature review.