This module explores how music therapy uses music very differently to the entertainment industry, introducing you to the unique use of music as a powerful clinical tool in health and education settings. Using clinical music therapy techniques, music can be used to develop an individual’s personal, emotional and social skills, emotional wellbeing and to improve quality of life. This module endeavors to explain the facts and subtleties that make this possible through music therapy and community music. Weekly lectures are designed to promote discussion and debate of key characteristics of music therapy work.
Aims and Objectives
Having successfully completed this module you will be able to:
- apply observational and analytical skills to clinical and non-clinical settings, explaining how music is acting as a therapeutic agent.
- discuss the purpose and application of music therapy in a wide range of settings.
- understand the methods and techniques utilised by practitioners and their theoretical origin.
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- key characteristics and formal procedures involved in traditional music therapy practice.
- the application of music analysis in a clinical setting.
- theoretical concepts from developmental psychology and psychoanalysis that have and continue to influence music therapy practice.
A series of topics will be presented over the semester with each topic exploring a different aspect of music therapy or client group. Video and audio case studies will be used to demonstrate the application of music therapy and allow discussion. Examples of topics that may be explored include:
Who music therapy is accessible to
Why music is used in therapy; how it works
Where music therapy is used and when it might be appropriate
The different music therapy approaches used in different settings
How music therapy developed as a profession
Developmental theory that underpins music therapy techniques
Psychoanalytical theory that underpins music therapy techniques
Therapeutic characteristics of community music projects
Examples of specific client groups considered and analysed include:
Adults with learning disabilities
Children with learning disabilities (including Autistic Spectrum Disorder)
Adults with dementia
Children who have experienced emotional abuse
Children with behavioural difficulties
Adults with mental health difficulties
Children in palliative care
Learning and Teaching
Teaching and learning methods
Teaching methods include:
Learning activities include:
On-line based research
|Completion of assessment task||50|
|Preparation for scheduled sessions||22|
|Wider reading or practice||28|
|Practical classes and workshops||2|
|Total study time||150|
Resources & Reading list
L Bunt & S Hoskyns (1994). Music Therapy: A Handbook. London: Brunner-Routledge.
J Tomlinson (2011). Music Therapy in Schools. Jessica Kingsley.
D Stern (1992). Diary of a Baby. Basic Books.
P Nordoff & C Robbins (1971). Therapy in Music for Handicapped Children. Victor Gollancz.
K Bruscia (1991). Case Studies in Music Therapy. Barcelona.
D Aldridge (2000). Music Therapy in Dementia Care. London: Jessica Kingsley.
T Wigram (2004). Improvisation: Methods and Techniques for Music Therapy Clinicians, Educators and Students. Jessica Kingsley.
R Darnley-Smith & H.M Patey (2003). Music Therapy. Sage.
Obstacles. Jessica Kingsley.
L Bunt (2014). An Art Beyond Words. Routledge.
Include details of the proportion and weighting of coursework as well as the number, type and duration of examination(s). You must specify which element will be taken as the final assessment.
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Group presentation
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External