The aim of this module is to look beneath the surface - challenging assumptions made about music being therapeutic and exploring how to prove music is effective as therapy. Drawing on the knowledge gleaned in the second year module, the module aims to develop practical music therapy skills through participation in workshops and a placement. There is an opportunity to learn about less common clinical settings and current, innovative medical research projects at the University.
For students interested in possible careers in music therapy and community music, the lectures provide vital knowledge and insight. It has also been particularly helpful to students interested in pursuing careers in education. This module is equally valuable to students wanting to explore music from a different angle.
Aims and Objectives
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the demands placed on the profession of music therapy from both the scientific and medical domains; the arguments and evidence in favour and against music therapy practice
- clinically complex and less traditional music therapy settings
- how to utilise your musical skills in community music or music therapy settings.
Having successfully completed this module you will be able to:
- argue for and against the application of music therapy in a wide range of settings, understanding when and where music therapy can be most effective
- apply observational and analytical skills to a music therapy case study of your own
- plan and conduct individual and group interactive music sessions with therapeutic aims
- observe how music is used in scientific and medical research at the University
A series of topics will be presented over the semester following three strands: practical skills; theory and research; case study work. Video and audio material will be used to illustrate discussions and set the scene for debates.
Examples of topics that may be explored include:
What happens when we compare a music therapy treatment to a drug treatment?
How do we know which music therapy techniques to apply to individual scenarios?
What is the purpose of talking therapies?
How we learn to communicate: pre-intentional and intentional communication
International trends in music therapy
The paradox of the music therapy researcher
Learning and Teaching
Teaching and learning methods
Teaching methods include:
Learning activities include:
On-line based research
|Preparation for scheduled sessions||22|
|Completion of assessment task||40|
|Practical classes and workshops||7|
|Wider reading or practice||28|
|Total study time||150|
Resources & Reading list
K Bruscia (1991). Case Studies in Music Therapy. Barcelona.
J Tomlinson (2011). Music Therapy in Schools. Jessica Kingsley.
The British Journal of Music Therapy.
L Bunt & S Hoskyns (1994). Music Therapy: A Handbook. London: Brunner-Routledge.
M Pavlicevic (2003). Groups in Music: strategies from music therapy. Jessica Kingsley.
T Wigram (2004). Improvisation: Methods and Techniques for Music Therapy Clinicians, Educators and Students. Jessica Kingsley.
L Bunt (2014). An Art Beyond Words. Routledge.
D Aldridge (2000). Music Therapy in Dementia Care. London: Jessica Kingsley.
Obstacles. Jessica Kingsley.
D Stern (1992). Diary of a Baby. Basic Books.
B Stige & M Pavlicevic (2010). Where Music Helps: community music therapy in action and reflection. Ashgate.
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 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.
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Repeat type: Internal & External