Humanities, University of Southampton

This module introduces you to music used in an atypical setting, through a broad overview of music therapy and community music.

Module Co-ordinator: Dr Sarah Hodkinson

•  The aim of this module is to secure a comprehensive understanding of music therapy and community music in health and education settings, through an introduction to music therapy services, case studies, psychotherapeutic and developmental theory and specific musical techniques that underpin this work.

 In particular,

•  To understand the purpose of music therapy services and community music projects within education, private organisations, the NHS and the charitable sector.
• To explore the challenges of disability and mental health, and therefore the aims and objectives of music therapy and community music work with these client groups.
• To explore the properties of communication and expression, analysing and interpreting music used in clinical settings.
• To consider the complex role of music in our society and culture. Realising the non-musical aims of music therapy. To consider the impact of the arts on occupational and life skills, and individual psychological wellbeing.

 This module introduces you to music used in an atypical setting, through a broad overview of music therapy and community music.  This includes an overview of the history of music therapy and community music, current developments and career paths, normal and abnormal psychology, psychoanalytical techniques, developmental theory, analysis of music therapy extracts and an exploration of practical music skills and techniques. Weekly lectures and seminars will provide knowledge and skills, along with a practical workshop in therapeutic music techniques.

 This module supports those interested in possible careers in music therapy, community music and self-employed work as a musician. The module provides a thorough demonstration of what a career might entail, vital knowledge, and practice that leads to confidence in this domain. These careers, specifically music therapy, demands experience such as this in order to gain a place on training courses. However the module is equally suitable if you wish to broaden your understanding of how the arts can be utilised in healthcare and education.

Furthermore the intention is that this module acts as a pre-requisite to the advanced course in Music Therapy offered at HE6 level.

•  Each lecture consists of a presentation of a topic, a case study that demonstrates this topic in clinical work and a small group discussion or activity. The discussion is then brought back to the larger group. Reading material is identified in advance and handouts are offered for those who want further information on specific topics.
• Case studies are presented through video and audio extracts of professional clinical work and community projects, as well as reports and reviews in which names have been changed for confidentiality purposes.
• Your class is organised into groups of five for the small group activities that encourage reflection and discussion. These groups remain the same throughout the semester so that you all develop confidence in sharing with each other, with the potential to relate to previous discussions.
• One week is set aside as a workshop of music therapy techniques, including practical exercises in free improvisation, communication and expression.
• The assignments encourage you to build transferable skills such as researching, analysing, designing, presenting and marketing.

• You will be given a list of core and suggested texts that can be found in the Hartley Library.
• You will also be given a module handbook including lecture dates/topics, preparatory reading requirements, assignment descriptions, case studies, the set reading and some of the diagrams/quotes/models used in the lectures.
• Each lecture is written in summary and published on Blackboard for a selected period of time. Blackboard also holds course information documents.
• There is a blog: www.musictherapydiscussed.blogspot.com that is used for further discussion outside of the lectures. This blog contains several links to important music therapy and community music websites, useful for assignments and for those interested in further study in this field.
• You may choose to use computer software for your assignments. This could be Microsoft Office, or for the more advanced designers Adobe Photoshop.

A flat and open venue will be required for the workshop session in week 5.

Reading List

 Core Text:

Pavlicevic, M. (1999) Intimate Notes. London: Jessica Kingsley Publishers.

Preparatory reading for weekly lectures

‘Sharing with Strangers' pg 39 - 49 in Christopher Small's Musicking. Connecticut: Wesleyan University Press.

‘The Prenatal Musical Experience' pg 75 - 79 in Leslie Bunt's Music Therapy: An Art Beyond Words Hove: Brunner-Routledge.

‘Olive  and Jim Senility and Wisdom' pg 129 -140 in Mercedes Pavlicevic's Music Therapy Intimate Notes London: Jessica Kingsley Publishers

‘The Sense in ‘Stupidity' pg 17 - 38 in Valerie Sinason's Mental Handicap and the Human Condition: New Approaches from the Tavistock. London: Free Association Books

‘The Origins of developmental psychology' pg 3 - 14 in George Butterworth and Margaret Harris' Principles of Developmental Psychology Hove: Lawrence Erlbaum Associates

‘Containment in Music Therapy' pg 32-37 in Margaret Heal and Tony Wigram's Music Therapy in Health and Education. London: Jessica Kingsley Publications

 Further Reading (optional):

Haddon, M. (2004) The Curious Incident of the Dog in the Night Time. Vintage Publishers

Williams, D (1998) Nobody Nowhere: the extraordinary biography of an autistic girl. London: Jessica Kingsley Publishers.

Bunt, L. (1994) Music Therapy: An Art Beyond Words. London: Routledge.

Darnley-Smith, R. & Patey, H.M. (2003) Music Therapy. Sage

Nordoff, P. & Robbins, C. (1971) Therapy in Music for Handicapped Children. London: Victor Gollancz.

Bunt, L. & Hoskyns, S (1994) Music Therapy: A Handbook.

Pavlicevic, M. (1997) Music Therapy in Context: Music, Meaning and Relationship. London: Jessica Kingsley Publishers.

Wigram, T. (2004) Improvisation: Methods and Techniques for Music Therapy  Clinicians, Educators and Students. London: Jessica Kingsley Publications.

Bruscia, K. (Ed.) (1991) Case Studies in Music Therapy. Gilsum: Barcelona Publishers.

Julsin, P. & Sloboda, J. (2001) Psychological Perspectives on Music and Emotion. In P.

Juslin & J. Sloboda (Eds.), Music and Emotion: Theory and Research. Oxford: Oxford University Press.

Sloboda, J. (2005) Exploring the Musical Mind - Cognition, Emotion, Ability and Function. Oxford: Oxford University Press.

 Information Pamphlet (1000 words - images optional) - 25% formative

You are asked to create an information pamphlet for a fictitious organisation that offers music therapy eg. "Sparkles Charity, Music therapy for children with Autistic Spectrum Disorder". The pamphlet should contain information about how and why music therapy is beneficial, referral criteria and what a parent/carer should expect in regards to sessions/outcomes.

 This assignment relates to learning outcomes 1 and 2, encouraging you to research current provision, and to decipher its shape and function. By focusing on one client group you are encouraged to explore in more depth, the nature of this disability/mental health and the emotional difficulties it poses. And then, how music can be used to help and in what way. You will be awarded for your level of research and understanding, as well as the appropriateness of their pamphlet.

 Project Proposal Presentation (10 slides) - 25%

You will be given this brief: ‘You have been given £5000 by millionaire and business entrepreneur, Alan Sugar. He wants you to "help business men and women to relax/reduce their stress levels, and improve their quality of life through music". The project is to be set in London's business district (Canary Wharf). In a 10 slide PowerPoint presentation, describe the project you would create, its aims and objectives, the practicalities, the budget and how this fulfils Alan Sugar's criteria.'

 This assignment relates to learning outcome 4. It specifically involves both community music and music therapy - requiring you to make links between the two, recognising therapeutic elements in community music projects. You must research and understand the needs of this market and design their project with this in mind. The organisational and planning skills make good practice for community music bids and introduce the student to the design and budgeting stage of project management.  The assessment method demands that the idea is well presented and communicated.

Examination (90 mins) 50%

You will be played a video of a music therapy client, lasting 30 minutes. This includes extracts from a 6-month period of music therapy work. There will be a short summary of the client's background and diagnosis. You will be asked to write a case study of the music therapy client detailing firstly, an assessment of music therapy for this individual, and secondly a report of the outcome of the work.

 This assignment relates most specifically to learning outcome 3, the aim being to ascertain your ability to assess a music therapy client, determining how music therapy has impacted their health and wellbeing, and realising the potential of this treatment. This assignment requires a sound understanding of the music therapy discipline, and skills in assessing and analysing music from a therapeutic perspective.

 You will be encouraged to write on a blog: www.musictherapydiscussed.blogspot.com

(designed and maintained by the unit lecturer). This consists of several discussion points and comments made in reply to these. When you make a comment, formative feedback is given by the tutor, encouraging you to deepen your thinking and reconsider specific points.

 The discussion sections of the lectures are vital in providing you with formative feedback. It is an opportunity to float between small groups to challenge and input your thinking, as well as respond to the ideas that are brought back to the larger group.