USA MT school 

January 07 [Mon], 2008, 2:50
http://www.gcsu.edu/

http://www.smwc.edu/cgi-bin/site.pl

http://web.lesley.edu/

http://www.maryville.edu/

http://www.nyu.edu/

http://www.drexel.edu/

http://www.immaculata.edu/

http://www.temple.edu/

The letter to Roehampton 

June 20 [Wed], 2007, 1:28
Dear teacher:

Hello, I'm a university student in Taiwan, and I study nursing,

and after I graduate, I want to study the course of "Music Therapy"

in Roehampton University,

but I don't have the backgroud of music,could I apply for this course?

Or if I go to study "Art for Change" first, then could I apply for the course of

"Music Therapy"?

And, should I have to have the experience of nursing? Is this a critical condition?

Thank you for your reading and reply.

Key areas of study--MUSIC THERAPY [MA] 

April 08 [Sun], 2007, 13:24
1.Music Therapy theory and practice

2.Clinical studies in related disciplines

3.Music skills - expansion and application

4.Personal development

5.Clinical casework or placement

6.Research methods

7.Dissertation

ENTRY REQUIREMENTS SPECIFIC TO THE PROGRAMME (1) 

April 02 [Mon], 2007, 15:56
Entry requirements for the MA are:
1.an honours degree, usually in music; other subjects are considered where music skills are demonstrably sufficient; consideration is given to mature students without a degree who may have professional qualifications or work and life experience which is relevant and useful

2.a professional standard of proficiency on an instrument or voice, together with some keyboard skills where piano is not the first study

3.the potential to use musical skills in professional music therapy practice and the ability to communicate musically

4.maturity of personality and self awareness compatible with training as a therapist.

5.minimum age of 23 years

6.some experience of working within a setting and with clients relevant to the programme (eg children and adults with learning disabilities and autism or mental health problems)

7.evidence of a good command of written and spoken English (international students must have scores of 7 on IELTS tests)

8.all applicants are required to supply the names of two referees; references are always taken up prior to offering a place.

MUSIC THERAPY [MA] Modules (3)--Roehampton 

April 02 [Mon], 2007, 15:48
MUT015L304S Music Studies: Clinical Improvisation
Tutor(s): Tessa Watson/Rachel Darnley-Smith
Time: Wednesday & Thursday
Assessment: coursework file; continuous assessment
Clinical improvisation is designed to help the student explore and extend technical, expressive and interactional aspects of their improvisation skills and to relate these to specific theoretical concepts. All students will have a professional standard of instrumental or vocal competence and a strong musical background so in this module they will be organized in small groups to work practically on the use of their skills in clinical situations.


MUT030P200A Personal Therapy
Tutor(s): not applicable
Assessment: attendance confirmation from therapist
Insight into personal and group processes is a cornerstone of clinical practice. Students arrange their own individual therapy weekly in accordance with professional requirements. Additionally, the programme provides a training group for one academic year, for which attendance is mandatory.


MUT030X100Y Clinical Context for Music Therapy
Tutor(s): Dr Olwen Wilson/Dr Kate Kennett/guest lecturers
Time: Thursday
Assessment: essays and take home papers
Music Therapists have to be equipped to work as part of a multi-disciplinary team with a wide range of client groups. This module will provide an understanding first of normal child development and then of the ways in which this can be disrupted. It will provide the context for Music Therapy clinical work.

MUSIC THERAPY [MA] Modules (2)--Roehampton 

April 02 [Mon], 2007, 15:45
MUT045L213S Research Project
Tutor(s): Tessa Watson/Rachel Darnley-Smith/Rebecca O'Connor
Assessment: research essay to include an exposition of the topic and a literature review (4000 words), presentation of the project in progress, including consideration of methodological issues, a reflective portfolio (2000 words) to include evidence of reading and reflection on learning during the research project [60%]; in addition: either theoretical paper (4000 words) [40%] or practical workshop/presentation plus narrative [40%] or presentation plus narrative [40%] or musical analysis plus narrative [20%] and portfolio of writing [20%]
This research project offers the student the opportunity to undertake elements of the research process and to demonstrate the evidence of their researching in varied ways. A clinical issue, the student’s own clinical work or a professional issue may provide the material for their research. The research project enables the student to experience the research process, complete elements of a research project and thus take research skills into their future workplace.


MUT015L215A Introduction to Research
Tutor(s): Tessa Watson/Rachel Darnley-Smith
Time: Wednesday
Assessment: group project
This module has been designed to provide students with an introduction to the research process and to research methodologies used in Music Therapy and Arts Therapies research. It will enable students to understand and critically evaluate different methodologies, and to consider which might be most useful in a research project.


MUT015L301A Music Therapy Theory 1
Tutor(s): Tessa Watson/Rachel Darnley-Smith
Time: Thursday
Assessment: essay (2000 words)
Corequisite(s): MUT015L302
Excluded combination: MUT030L201
This module comprises the first of two seminars focusing on the techniques, processes and effects of music therapy, and on psychoanalytic theory. These draw on the analyses of audio/visual material. Through systematic presentation of casework, students examine a number of ways in which music may be used interactively to establish therapeutic relationships. From the start, they contribute their own observations and make judgements as to the effectiveness of techniques and the place of these within the ongoing process of therapy. Part-time students register for MUT015L301 in the first year, and MUT015L302 in Year 2.


MUT015L302A Music Therapy Theory 2
Tutor(s): Tessa Watson/Rachel Darnley-Smith/Rebecca O'Connor
Time: Monday
Assessment: essay (3000 words)
Corequisite(s): MUT015L301
Excluded combination: MUT030L201/Please note that full-time students register for MUT030L201.
This module is designed to follow Music Therapy I for part-time students. The seminars focus particularly on the integration of the ideas under consideration. The module will enable them to formulate their own views both on the use of improvised music as a therapeutic medium and on the ways this may be adapted to be of greatest benefit of those with whom they will be working. Topics include observation and analysis of Music Therapy interventions via audio/visual examples of casework; the usefulness of music therapy as a treatment within the fields of learning disability and mental illness; consideration of the effectiveness of music therapy with clients on the autistic spectrum; theories of groupwork and suitable techniques for working with specific client groups. These draw on the analyses of audio/visual material. Through systematic presentation of casework, students examine a number of ways in which music may be used interactively to establish therapeutic relationships. From the start, they contribute their own observations and make judgements as to the effectiveness of techniques and the place of these within the ongoing process of therapy. Part-time students register for MUT015L301 in the first year, and MUT015L302 in Year 2.

MUSIC THERAPY [MA] Modules (1)--Roehampton 

April 02 [Mon], 2007, 15:35
MUT030L201A Music Therapy Theory 1 & 2
Tutor(s): Tessa Watson/Rachel Darnley-Smith/Rebecca O'Connor
Time: Monday & Thursday
Assessment: essay (4000 words)
This module comprises two series of seminars focusing on the techniques, processes and effects of music therapy, and on psychoanalytic theory. These draw on the analyses of audio/visual material. Through systematic presentation of casework, students examine a number of ways in which music may be used interactively to establish therapeutic relationships. From the start, they contribute their own observations and make judgements as to the effectiveness of techniques and the place of these within the ongoing process of therapy. Full-time students register for the two series of seminars as a double module since they run concurrently during the autumn semester. Part-time students register for MUT015L301 in the first year, and MUT015L302 in Year 2.


MUT015L203Y Mother/Infant Observation
Tutor(s): Wendy Hatto
Time: Monday
Assessment: essay (2000 words)
Students observe a mother and infant in the home setting for ten one-hour periods. The observation is discussed in a weekly series of seminars which focus upon a psychoanalytic interpretation of observed events. The observations provide the student with an opportunity to become aware of the persistence of infantile modes of behaviour into later life, particularly in states of psychological distress. In the second semester students present their own casework for discussion in the same way.


MUT015L204A Music Studies: Clinical Improvisation
Tutor(s): Tessa Watson/Rachel Darnley-Smith
Time: Wednesday & Thursday
Assessment: coursework file; continuous assessment
Clinical improvisation is designed to help the student explore and extend technical, expressive and interactional aspects of their improvisation skills and to relate these to specific theoretical concepts. All students will have a professional standard of instrumental or vocal competence and a strong musical background so in this module they will be organized in small groups to work practically on the use of their skills in clinical situations.


MUT015L206S Music Studies: Repertoire
Tutor(s): Tessa Watson/Rachel Darnley-Smith/Rebecca O'Connor
Time: Monday & Thursday
Assessment: composition [50%], clinical improvisation [50%]
This module is designed to build up further musical resources through workshops in percussion and voice and in regular practical sessions. In the latter, musical examples from casework are brought for problem-solving through role play. Composition workshops encourage students to find a range of methods for communicating musical ideas to the group and for capitalizing on the groups' musical strengths.


MUT045L209S Research Dissertation
Tutor(s): Tessa Watson/Rachel Darnley-Smith/Rebecca O'Connor
Time: day-time/seminars and individual tutorials
Assessment: dissertation (10,000-12,000 words), reflective portfolio (2000 words)
This module offers the student the opportunity to undertake a small scale research project. A clinical issue, the student’s own clinical work or a professional issue may provide the material for their research. The research dissertation enables the student to experience the research process, complete elements of a research project and thus take research skills into their future workplace.


MUT015L211S Music Therapy Placement 1
Tutor(s): Tessa Watson/Rachel Darnley-Smith/Rebecca O'Connor
Time: Monday or Thursday
Assessment: case summary (1500 words) [50%], viva voce [50%]
Placements lie at the heart of the Music Therapy programme. In addition to the theoretical studies in the first semester, visits take place to potential work settings and students' reactions to these are discussed in weekly seminars. Students offer weekly music therapy sessions to either one individual or one group (and may work as co-therapist for a fellow student), and attend weekly supervision groups in college.


MUT015L212A Music Therapy Placement 2
Tutor(s): Tessa Watson/Rachel Darnley-Smith/Rebecca O'Connor
Time: Monday or Thursday
Assessment: case study (3500 words) [50%], viva voce [50%]
This module operates on the same basis as MUT015L207, however students offer weekly music therapy sessions to either one individual or one group in the Autumn of their Year 2 (and may work as a co-therapist for a fellow student), and attend weekly surpervision groups in college.

About this Blog 

March 29 [Thu], 2007, 2:03
Well...this is not a good Blog,
but I hope everyone who looks for this blog
can "comment" or "trackback" ,
that I'll very happy.
Thanks for you're reading.

在音樂治療知識部落格的詢問+結果 

March 27 [Tue], 2007, 19:39
問:
我想請問一下
美國跟英國在音樂治療的教學上有什麼不同?
還有入學申請方面有何差異?
我本身是護理系,鋼琴還可以但也不是很好
吉他則是完全不會
如果本身是學其他樂器,對申請音樂治療有助?
還是不論是美國還是英國,都一定要會鋼琴和吉他?

答:
VIVILING於2007/03/26 07:41回覆

英美制度不同 但因為我們沒有在英國唸書書過較難給一個很詳盡的比較
就我所知道英美都有要求鋼琴 但在美國 吉他是一定要會
在美國音樂治療協會的Competency中各項樂器的基本技術都是必要求的
但其實也不用害怕 這些學校都會help學生的 一般音樂治療學校都會有吉他課程 也是必修學分
鋼琴只要可以通過老師審核 應該也不是問題 畢竟音樂治療不在乎是否我們可以達到演奏家的程度

http://tw.myblog.yahoo.com/knowingmusictherapy/

這裡的發展 

March 25 [Sun], 2007, 12:56
就成為我未來在音樂治療的先修處
將所念有關音樂治療的大綱寫在這裡
還有相關的知識
對音樂的感覺等等
我想 這裡會成為我對音樂(治療)的起點
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