MUTY - Music Therapy

Seminar designed to address beginning knowledge of American Music Therapy Professional Competencies in Clinical Foundations: Exceptionality, Principles of Therapy and the Therapeutic Relationship and Music Therapy: Foundations and Principles, Client Assessment, Treatment Planning, Therapy Implementation, Therapy Evaluation, Documentation, Termination/Discharge Planning and Supervision. Structures experiences include 10 hours of clinical observation.

A basic orientation and general introduction to music therapy as a creative arts discipline. Lectures, classroom discussion, films and classroom demonstrations are used to introduce students to the target populations/disabilities.

Course designed to introduce the American Music Therapy Association Professional Competencies in the area of Music Foundations: Composition and Arranging; Nonsymphonic Instrumental Skills and Improvisation Skill as well as Music Therapy Competencies: Clinical Foundations and Principles.

Seminar designed to address knowledge of American Music Therapy Professional Competencies in Clinical Foundations: exceptionality, principles of therapy and the therapeutic relationship and Music Therapy: Foundations and Principles, novice level Client Assessment, Treatment Planning, Therapy Implementation, Therapy Evaluation, Documentation, Termination/Discharge Planning and Supervision. Structured experiences include weekly field placements in area nursing homes, documentation and supervision appropriate to students' first clinical experience.

Seminar designed to address knowledge of American Music Therapy Professional Competencies in Clinical Foundations: exceptionality, principles of therapy and the therapeutic relationship and Music Therapy: Foundations and Principles, Client Assessment, Treatment Planning, Therapy Implementation, Therapy Evaluation, Documentation, Termination/Discharge Planning and Supervision. Structures experiences include the continuation of weekly field placements in the same area nursing homes as the previous semester, documentation and supervision.

Designed to address the development of American Music Therapy Association Competencies in foundational knowledge and repertoire of Music and Music Therapy experiences in singing, playing instruments, movement, listening, and creating (including composition and improvisation).

Designed to address American Music Therapy Professional Competencies in Music Therapy: foundational knowledge of Psychological and Physiological aspects of musical behavior and experience; and Research Methods.

Introduction to the needs of students with disabilities, including categories of disabilities; identification and remediation of disabilities and how music can be used as a teaching method. Add INDS 299 Service Learning in Music for Children with Disabilities to this course to gain intern teaching experience teaching music for children with disabilities in classroom settings.

Group applied instruction on a variety of social/recreational non-traditional instruments (e.g. autoharp, dulcimer, recorder, ukulele, percussion instruments, tone bells). Designed to develop a playing competence sufficient to accompany general music classes/music therapy clinical sessions.

Designed to support the clinical practicum experience. Fall semester seminars correspond to clinical population; spring semester seminars cover medical music therapy, clinical improvisation and senior music therapy competency audit.

Designed to provide structured experience in a clinical setting under the supervision of a music therapist. Students work two hours per week, on a two-semester basis, with children, adolescents, adults, and elderly in area clinical facilities. Written monthly and semester reports are part of the clinical requirements.

Seminar designed for music therapy students to address knowledge of American Music Therapy Professional Competencies in Clinical Foundations: exceptionality, principles of therapy and the Therapeutic Relationship and Music Therapy: Foundations and Principles, intermediate Client Assessment, Treatment Planning, Therapy Implementation, Therapy Evaluation, Documentation, Termination/Discharge Planning and Supervision. Structured experiences include weekly field placements in a school, day habilitation, or hospital setting, documentation and supervision developmentally appropriate for first semester junior music therapy students.

Seminar designed to address knowledge of American Music Therapy Professional Competencies in Clinical Foundations: exceptionality, principles of therapy and the therapeutic relationship and Music Therapy: Foundations and Principles, Client Assessment, Treatment Planning, Therapy Implementation, Therapy Evaluation, Documentation, Termination/Discharge Planning and Supervision. Structures experiences include weekly field placements in school, day habilitation, or hospital settings, documentation and supervision developmentally appropriate for second semester junior music therapy students.

Designed to address American Music Therapy Association Competencies of the demonstration of basic knowledge of existing music therapy methods and philosophical, psychological, physiological and sociological bases for the use of music as therapy (Music Therapy), as well as Principles of Therapy (Clinical Foundations).

Designed to address American Music Therapy Association Professional Competencies of Professional Role/Ethics, Interdisciplinary Collaboration and Supervision and Administration. Includes the development of a job portfolio and a professional presentation.

Seminar designed to address knowledge of American Music Therapy Professional Competencies in Clinical Foundations: exceptionality, principles of therapy and the therapeutic relationship and Music Therapy: Foundations and Principles, Client Assessment, Treatment Planning, Therapy Implementation, Therapy Evaluation, Documentation, Termination/Discharge Planning and Supervision. Structures experiences include weekly field placements in school, day habilitation, or hospital settings, documentation and supervision. Senior students are expected to be more independent in their clinical work than previous clinical experiences.

Science of psychology related to fundamentals of musical talent. The musical mind, sensory capacities, individual differences and psychology of listening. An introduction to musical acoustics.

The course serves as an audit of the senior music therapy students' knowledge and skills listed on the American Music Therapy Association Professional Competencies and results in the final Individualized Training Plan that is required for music therapy interns and their clinical directors upon beginning the internship.

Students propose, carry out, and write an experimental study in the area of music therapy or music education. Class and individual projects are required.

This fulfills 520 hours of the 1040 hour clinical internship requirement of the American Music Therapy Association leading toward Board Certification. Supervision by Board Certified Music Therapists.

This course begins with a basic orientation and general introduction to music therapy as a creative arts discipline, including target populations/disabilities. Next, Music Foundations of Composition and Arranging; Non-symphonic Instrumental Skills and Improvisation Skill as well as Music Therapy Competencies: Clinical Foundations and Principles are addressed. Finally, the development of American Music Therapy Association Competencies in foundational knowledge and repertoire of Music and Music Therapy experiences in singing, playing instruments, movement, listening, and creating (including composition and improvisation) are addressed. This course is the prerequisite equivalency masters course that prepares students for pre-internship clinical placements, and is designed as a Hybrid course that includes 3 face-to-face weekend meetings.

Clinical Placement designed to address knowledge of American Music Therapy Professional Competencies in Clinical Foundations: exceptionality, principles of therapy and the therapeutic relationship and Music Therapy: Foundations and Principles, novice level Client Assessment, Treatment Planning, Therapy Implementation, Therapy Evaluation, Documentation, Termination/Discharge Planning and Supervision. Structured experiences include weekly field placements in area nursing homes, documentation and supervision appropriate to Graduate Music Therapy Equivalency students' first clinical experience.

Music therapy equivalency masters students who have completed Foundations of Professional Music Therapy (MUTY 500) and Clinical Placement I: Older Adults (MUTY 501) will complete one clinical placement with adults or children (MUTY 502: Clinical Placement II), and one clinical placement with adults or children (MUTY 503: Clinical Placement III) of 40 hours each under the supervision of a Board Certified Music Therapist at the site where those music therapists work. With the advisement of Fredonia’s Music Therapy Clinical Director, the student is responsible to find his or her own placement, and the requirements of the placement will be at the discretion of the on-site music therapist.

Music therapy equivalency masters students who have completed Foundations of Professional Music Therapy (MUTY 500) and Clinical Placement I: Older Adults (MUTY 501) and (Adults or Children) MUTY 502, will complete one clinical placement with adults or children (if MUTY was with Adults, then this course is with Children, and vice versa) of 40 hours each under the supervision of a Board Certified Music Therapist at the site where those music therapists work. With the advisement of Fredonia’s Music Therapy Clinical Director, the student is responsible to find his or her own placement, and the requirements of the placement will be at the discretion of the on-site music therapist.

This course is required of music therapy master’s equivalency music therapy students who have completed MUTY 500: Foundations of Professional Music Therapy and at least the first two Music Therapy Placements (MUTY 501 & MUTY 502). The course addresses the development of a personal theory/philosophy of music therapy, study of advanced music therapy models and professional topics including ethics, development of job proposals, and interdisciplinary collaboration. This is a fully online course.

Designed to focus on professional orientation issues related specifically to music therapists seeking licensure in Creative Arts Therapy. Students will examine their own professional awareness, knowledge and skill sets for successfully negotiating work life in music psychotherapy. Topics will include the study of professional responsibilities, history of music therapy, assessment, and group process. Professional involvement with the American Music Therapy Association and the Certification Board for Music Therapists through presentations, publications, or committee membership will be examined and encouraged.

Designed to help music therapists to advance their skills using the guitar. The focus of the course centers on the fundamentals of guitar technique in music therapy. Course material will be implemented by the use of literature from varying styles and will cover melodic harmonization, chord voicing, strumming techniques, plectrum techniques, as well as reading various guitar notations.

The training will develop the concept of clinical improvisation and provide specific strategies for developing and applying clinical improvisation skills within a therapeutic relationship. Piano is the primary medium and use of the voice will also be addressed. A variety of styles will be explored. In addition, the concept of developing improvisations based on classical repertoire will be presented. The importance of thematic development specific to individual client profiles will be discussed. Experiential work of improvising with others will provide opportunities for integrating the knowledge, skills and abilities addressed in the training. Required readings as well as video and audio recordings will be utilized as learning tools.

Students will learn the theories that underlie vocal psychotherapy, and experience this model of in-depth (reconstructive) music therapy that utilizes sounds, vocal improvisation, songs and dialog within a therapeutic relationship to promote intrapsychic and interpersonal change. They will have opportunities to observe and participate in voice-centered therapeutic experiences and interventions. The course format includes lecture, review of assigned readings, demonstration, and participation in individual and group vocal psychotherapy exercises and experiences.

Introduces the major components of the Guided Imagery and Music (GIM) process. In an overview, the topics include: the history, definitions and session format of GIM, as well as music and imagery; imagery, alternate states of consciousness; processing techniques; guiding techniques; music in alternate states of consciousness; ethics and contra-indications. The course will include an experiential component.

This fulfills 520 hours of the 1040 hour clinical internship requirement of the American Music Therapy Association leading toward Board Certification, and fulfills the clinical internship requirement for the Office of the Professions of master’s students pursuing their license as a Creative Arts Therapist. Supervision by Licensed Creative Arts Therapists.

The purpose of this seminar is to provide advanced students with an in-depth knowledge of human growth and development from the prenatal period through old age and death. The course will focus on the interaction of biopsychosocial forces on physical, socio-emotional, and cognitive development across the lifespan with an eye toward application of the material to practical situations as encountered by human service providers, such as Licensed Creative Arts Therapists and other Mental Health practitioners. In addition, special attention will be paid to the major theories of human development as they pertain to development from a lifespan perspective, as well as relevant recent research.

This course covers theory and research in adult psychopathology, focusing on a comprehensive review and critical examination of behavioral and mental disorders under the most current Diagnostic and Statistical Manual (DSM) published by the American Pscychiatric Association. Etiological, diagnostic, and treatment issues are emphasized, as are issues related to classification of mental disorders. In addition, special attention will be paid to the major theories of psychopathology with an eye toward application of the material to practical situations as encountered by human service providers, such as Licensed Creative Arts Therapists and other Mental Health practitioners.

Studies not otherwise available as regular course offerings related to the work of Creative Arts Therapists (i.e., body work training, dance/movement or art therapy workshops) pursued in independent, directed or tutorial manner. Student must submit a proposal for approval, available in the School of Music office. Students must also secure agreement of faculty member to sponsor the study.

The goals of this seminar are to provide an introduction to the concepts of theory building and philosophical inquiry in music therapy and qualitative research, to exchange ideas in a collaborative process and develop a personal theory and philosophy of music in/as therapy. Students will become familiar with the nature and process of philosophical inquiry and qualitative research, explore the concept of "meaning" in music, therapy and music therapy, and become familiar with existing literature in music therapy philosophical, theoretical and qualitative research.

Students will be trained in vocal psychotherapy, a model of in-depth (reconstructive) music therapy that utilizes sounds, vocal improvisation, songs and dialogue within a therapeutic relationship to promote intrapsychic and interpersonal change. Students will have opportunities to observe, participate in and conduct voice-centered therapeutic experiences and interventions. They will also become experienced in transitioning between musical interventions and verbal interventions. The course format includes lecture, review of assigned readings, demonstration, peer teaching and participation in individual and group vocal psychotherapy exercises and experiences.

Guided Imagery and Music (GIM) is a form of advanced practice as outlined in the AMTA scope of practice standards and the AMTA Advanced Competencies in the areas of Professional Growth and Development, Clinical Administration, Advanced Clinical Skills, Personal Growth and Development, and Musical and Artistic Development. It also addresses the New York State License in Creative Arts Therapy curriculum in the areas of preparation in music therapy for the practice of creative arts therapy; theories in creative arts therapy; assessment and appraisal of individuals; and clinical instruction. It is the second of three courses in the development of GIM skills and knowledge.

Guided Imagery and Music (GIM) is a form of advanced practice as outlined in the AMTA scope of practice standards and addresses the AMTA New York State License in Creative Arts Therapy curriculum in the areas of preparation in music therapy for the practice of creative arts therapy; theories in creative arts therapy; and clinical instruction. Its is the final of three courses that follow the development of GIM skills and knowledge. Students may be eligible to apply to become Fellows of Guided Imagery and Music.

This course accompanies Clinical Courses: Clinical Piano Improvisation, Vocal Psychotherapy and Guided Imagery & Music. Clinical sites may be at the students’ place of employment or at university created placements. Supervision is provided by Board Certified Music Therapists & Licensed Creative Arts Therapists who are university affiliated supervisors. This course may be repeated. A minimum of 500 hours of Advanced Practicum is required for students entering the program as Board-Certified Music Therapists