Queens University of Charlotte
COURSE SYLLABUS
MTH 280
Defining Music Therapy 2 Credits
Fall 2015
Mondays and Fridays 1:20 pm-2:10 pm
Professor Lauren DiMaio
dimaiol@queens.edu
Office # 213 Office Hours: Mondays 9-10:15am; Wednesdays 9- 10am; and Thursdays 1:303:30pm OR by appointment. I am not on campus on Tuesdays.
Cell phone 704-977-7427
Prerequisites: two semesters of applied music at the college level
TEXTBOOKS, REQUIRED READINGS AND OR MATERIALS
Bruscia, K.B. (2014). Defining music therapy (3rd ed.). University Park, IL: Barcelona
Publishers.
There will be other required readings, which will be available by handout, library reserve,
online or in the resource room.
COURSE DESCRIPTION
The practice of music therapy comes in many forms and theoretical approaches. To that
extent, it is important for each professional music therapist to understand his or her own
relationship to various methods and approaches to music therapy. Part of the purpose of
this course is to closely examine various definitions and theories of music therapy. The
other part of this course will examine those components of music therapy that can be
universal. The entire course is meant to help each student deeply understand the
processes of music therapy and encourage thoughtful intentions when practicing music
therapy.
The topics covered in this course are academic and scholarly in nature. Therefore, to
teach this course, an emphasis will be placed on research and writings. However,
experimental learning will also be included. Experimental learning is the process of
learning through involvement. To the extent possible within the classroom setting,
students will have opportunities to play active roles surrounding the materials being
taught.
COURSE OBJECTIVES:
Music therapy is a profession that intentionally and mindfully uses music to help others.
Therefore an overarching objective of this course is to create well-informed music
therapists. Compiling with the American Music Therapy Association’s (AMTA)
standards of education for music therapy is also an important component of being a music
therapists and teaching music therapy students. The following is a detailed list of goals
that guide this course.
1. To become familiar with the Standards of Clinical Practice set forth by AMTA.
2. To be able to define and describe component parts of the music therapy clinical
process.
3. To increase awareness and knowledge of music therapy assessment procedures as
indicated by the AMTA Standards of Clinical Practice including general assessment of
client functioning, assessment benefits, general guidelines of the assessment, as well as
observations and recording of information. Emphasis will be placed on the role of music
and culture during assessment. In addition, to be able to connect assessment procedures
to practicum client population
4. To increase awareness and knowledge of music therapy program planning procedures as
indicated by the AMTA Standards of Clinical Practice including response
hierarchies/objectives, and individual vs. group music therapy. Emphasis will be on
relating objectives back to theory and assessment.
5. To increase awareness of the music therapy documentation procedures as indicated by the
AMTA Standards of Clinical Practice including accountability measures of data
collection, progress notes, and report writing.
6. To increase awareness of the music therapy termination of services procedures as
indicated by the AMTA Standards of Clinical Practice and Code of Ethics including final
treatment evaluations and recommendations for further treatment.
7. To increase understanding of major models of music therapy and how it applies to the music
therapy treatment process.
8. To use appropriate terminology and technical language in verbal and written
communication.
9. To introduce qualitative research techniques into understanding theory and assessment in true
clinical settings.
AMTA COMPETENCIES ADDRESSED:
8.1 Demonstrate basic knowledge of the dynamics and processes of a therapist-client
relationship. E
8.2 Demonstrate basic knowledge of the dynamics and processes of therapy groups. E
8.3 Demonstrate basic knowledge of accepted methods of major therapeutic approaches.
I
8.3 Demonstrate basic knowledge of accepted methods of major therapeutic approaches.
E
10.2 Principles and methods of music therapy assessment, treatment, evaluation, and
termination for the populations specified in the Standards of Clinical Practice. E
10.5 Philosophical, psychological, physiological, and sociological basis of music as
therapy. I
10.5 Philosophical, psychological, physiological, and sociological basis of music as
therapy. E
11.1 Select and implement effective culturally-based methods for assessing the client’s
strengths, needs, musical preferences, level of musical functioning, and development. I
11.1 Select and implement effective culturally-based methods for assessing the client’s
strengths, needs, musical preferences, level of musical functioning, and development. E
14.1 Design and implement methods for evaluating and measuring client progress and the
effectiveness of therapeutic strategies. E
15.6 Develop and use data-gathering techniques during all phases of the clinical process
including assessment, treatment, evaluation, and termination. E
16.1 Assess potential benefits/detriments of termination of music therapy. I
16.2 Develop and implement a music therapy termination plan. I
17.2 Adhere to the Standards of Clinical Practice. E
17.3 Demonstrate dependability: follow through with all tasks regarding education and
professional training. E
17.6 Meet deadlines without prompting. E
18.3 Define the role of music therapy in the client's total treatment program. I
REQUIREMENTS AND DESCRIPTIONS OF ASSIGNMENTS
*Note: The Instructor reserves the right to make slight, necessary, and/or appropriate
alterations in the assignments and calendar well in advance of due dates.
COURSE EXPECTATIONS:
Every assignment is required for completion of the class and is required to receive your final
grade, there are no optional assignments. If you do not complete an assignment it must be
completed to receive a final grade. If you are absent on the day of an exam, you must schedule a
make-up exam within 24 hours or you will receive a failing grade for the exam.
Papers and ALL class assignments will be graded on completeness, comprehension, perception,
depth of thought, and clarity of expression. All assignments must be typed and must adhere to
APA format. For all assignments use a 12-point Times New Roman font or one of an equivalent
character size.
All assignments must be handed in on the due date! Failure to do so without a written
medical excuse or advanced permission from the instructor will result in the drop of 5
points per day until the assignment is submitted including the day it is submitted.
Class participation will be graded on attendance, frequency, and quality of participation,
preparation of reading materials, and insight into the subject matter.
As per Queens University policy incompletes will be given ONLY with a written medical
excuse. Students may withdraw at any time subject to University regulations.
ATTENDANCE POLICY:
It is the expectation that students attend ALL classes. If you are ill, you must notify the professor
by telephone or e-mail no less than one-hour prior to the start of class or it will be considered an
unexcused absence. Whether an absence is excused or not is at the discretion of the instructor
and may require that you submit a medical excuse. Texting, calling, or emailing a classmate to
pass-along to the instructor that you will not be in class is NOT an acceptable method of
notifying the professor. An excused absence must be requested one-week in advance. Failure to
follow this policy will result in an unexcused absence. If a student misses a class the student is
still responsible for the material covered in that class.
Additional policies:
1. Only one unexcused absence is allowed without penalty in the semester
2. Two or more unexcused absences will result in the drop of one letter grade per
occurrence from your attendance and class participation grade
3. Students are expected to be on time for class. If late three or more times, each
subsequent lateness will result in an automatic drop of one letter grade per occurrence
Late Assignment Policy
Please note that assignments WILL NOT be rescheduled without prior consent of the instructor. I
reserve the right not to accept late assignments. Assignments turned in after the due date will not
receive full credit. Assignments will drop 5 points for each calendar day (not class period) they
are late, including weekends. This policy may be mediated if you make arrangements with me
IN ADVANCE. Please note that lying to professors is an Honor Code offense. Failure to
complete an assignment will result in failing the course.
GRADING AND WRITTEN WORK:
Attendance and class participation:
15%
Assessment/Theory Research Presentation
15%
Writing assignments
15%
Mid-Term Exam
15%
Other written work, class assignments etc.
10%
Music Therapy Paper (Draft and final paper)
15%
Final exam
15%
_________________________________________________________________
Total:
100%
GRADING
A
95 – 100
C
78 – 82
A93 – 94
C75 – 77
B+
91 – 92
D+ 73 – 74
B
88 – 90
D
68 – 72
B85 – 87
D65 – 67
C+ 83 – 84
F
64 and below
AMTA requires a grade of C or higher in all music therapy courses. If your final grade is lower
than a C you will be required to meet with the faculty and may be required to repeat the course.
ADDITIONAL COURSE POLICIES
General Expectations
READ THE SYLLABUS CAREFULLY. CONSULT BOTH THE SYLLABUS AND THE
COURSE ONLINE PLATFORM FOR COURSE UPDATES AND ASSIGNMENTS. ANY
UPDATES OR CHANGES TO THE COURSE CALENDAR WILL BE GIVEN IN WRITING
TO THE CLASS.
What to bring to class
Bring the textbooks/readings on the days indicated in the calendar. Assignments and
presentations are due in class the day specified. Please read e-mails and course announcements
for specific instructions.
Minimum Grade Requirement
You must earn a grade of C or better in this course. If you do not, you will be invited to a
conference to discuss continuance in the Music Therapy Program and you would be required to
repeat this course.
Electronic Devices
The absence of unnecessary distractions and interruptions is essential for an effective learning
environment.
In all cases, when permission has been granted by an instructor for the use of an electronic
device in the classroom, the student shall employ such device solely in a manner appropriate to
the course work and avoiding distractions or interruptions to fellow students or the instructor,
including leaving the room to use such device.
A student with a diagnosed disability must present to the course instructor the appropriate
paperwork from the Office of Disability Services in order to work out an accommodation for the
use of otherwise prohibited electronic devices.
Class Participation
Volunteering for class experiences, contributing to group discussion, and being prepared with the
readings and assignments are basic expectations that will positively affect your grade. Bring your
textbooks in class to be able to locate information and engage with materials. You are required to
read the assigned textbook chapters and additional reading assignments prior to coming to class.
UNIVERSITY POLICIES
Intellectual Property Policy
Queens University of Charlotte faculty and students adhere to the Queens’ Intellectual
Property Policy and U.S. Copyright Law. See Faculty Handbook,
http://mycourses.queens.edu, and the Queens University of Charlotte website at
http://www.queens.edu.
Honor Code
The Honor Code, which permeates all phases of university life, is based on three
fundamental principles. It assumes that Queens students: a) are truthful at all times, b)
respect the property of others (this includes written works, thus, plagiarism is a Honor
Code violation), and c) are honest in tests, examinations, term papers, and all other
academic assignments. It is a violation of the Honor Code for a student to be untruthful
concerning the reason for a class absence. If you believe that you have witnessed a
violation of the Queens Honor Code, I encourage you to speak with me confidentially.
All members of the Queens community adhere to the Honor Code, these expectations are
outlined in the Honor Code Booklet, found athttp://www.queens.edu/About-Queens/Getto-Know-Queens/Honor-Code.html. In addition, music therapy students will maintain
client confidentiality in regards to written, spoken, and videotaped information. This
course adheres to the guidelines set forth in the Honor Code. Accepting both the
privileges and responsibilities of living by this code of honor requires that you do not
commit or tolerate any violations of its spirit or principles, including plagiarism and
cheating.
New Conduct Hotline – Campus Contact Hotline
A new resource is available for the Queens community. Campus Conduct Hotline© is a
hotline designed to allow anonymous reporting of concerns about unethical behavior, as
well as possible violations of Queens’ policies or the Honor Code. Campus Conduct
Hotline© is available 24/7. The Hotline is operated by an independent organization and
all calls are confidential and anonymous (if the caller requests). The Campus Conduct
Hotline© should not be used for emergency situations. The Hotline does not replace any
of Queens’ existing resources and those resources should continue to be used for their
intended purpose.
Emergencies 2-911
Campus Police 704-337-2306
Student Health & Wellness Center 704-337-2220
Dean of Students 704-337-2227
Human Resources 704-337-2297
Employee Assistance Program “EAP” (faculty/staff) 800-633-3353
Campus Conduct Hotline© (new) 866-943-5787
Plagiarism
You must give proper credit for the ideas and creations authored by others that you use in
your written assignments. If you do not, it is plagiarism. This means that you must cite
the source of materials that are not of your own creation. If you quote material verbatim,
use quotation marks and cite the source, including page numbers. It is especially tempting
to cut and paste text from a web site for use in a report. If you want to use these ideas or
facts, cite the reference properly and use quotes if appropriate. Remember that most
reports are expected to be a synthesis of ideas that you have gathered from more than one
source, drawn together and presented in your own words. A report made up of mostly
quotes does not represent original thinking or clear evidence that you understand the
subject.
Disability Accommodations
Queens University of Charlotte is committed to providing all students equal access to
learning opportunities. Student Disability Services is the campus office that works with
students who have disabilities to provide and/or arrange reasonable
accommodations. Students registered with Student Disability Services who have a
LETTER OF ACCOMMODATION are encouraged to contact the instructor early in the
semester. Students who have, or think they have a disability (e.g. psychiatric, attentional,
learning, vision, hearing, physical, or systemic), are invited to contact Student Disability
Services for a confidential discussion. The Office of Student Disability Services is
located in Dana 014C (in the Center for Student Success). Please contact Karen Fraklin,
Director of Student Disability Services at 704-337-2508 or at franklink@queens.edu
Additional information is available at the Students with Disabilities Website at
http://www.queens.edu/Life-on-Campus/Student-Disability-Services.html
University Closings/Cancelled Classes
On the rare occasion when it is necessary to close the university announcements will be
made on TV and radio, and will be posted on the Queens web site (www.queens.edu).
The best way for the Queens community to receive fast and accurate information about
closings is to sign up for QALERT.
QAlert
Q-Alert is the emergency notification system that we use to notify the campus
community of an emergency, inclement weather, or class cancellations. It sends
messages about the status of a given situation, as well as other details the campus needs
to know. Students, faculty and staff are automatically registered for QAlert through the
university's enterprise resource management system. To review and/or update your
contact information-including your cell phone number for text messages-please go
to https://myaccount.queens.edu/ics and log in using your network user name and
password. Then click the "Update Your Contact Information" button in the middle of the
page. For real-time class information, call the Information Hotline at 704-3372567. NOTE: If classes are meeting but you feel that you cannot find a safe way to get to
class, you should notify me as soon as possible.
Drop/Add; Change Grade; Withdraw Classes
Last day to add/drop or change a grade to P/NC is Sept. 8. Last day to withdraw or
change a P/NC to a grade is Oct. 23.
Assignments:
Assessment/Theory Research and Presentation
Due on either 10/16 or 10/19 assigned at random by professor
This assignment will be completed in small groups, assigned by the professor. Each group will
find a practicing music therapist and interview her. The purpose of the assignment is to learn
about various theories within music therapy and understand how these beliefs are incorporated
into assessment, clinical practice and work place environments.
Once the group has located a practicing music therapist, they will set up a time for an
“interview”. Each member of the group must be present for the interview and it must occur at a
convenient time for the music therapist. Please let the music therapist know ahead of time what
you are interested in and anything she should be aware of, or need to bring to the interview. The
purpose of the interview is to find out what theories this music therapist uses, how they manifest
during the assessment process and how these beliefs fit into a workplace setting. Please ask the
music therapist to share a copy of her formal assessment documentation if possible.
Here is the process for gathering data:
 Find possible candidates for interview and prepare email/phone script that discloses
purpose of interview and how long process will take (should not be longer than 60
minutes…could be done in 30).
 Contact potential candidate.
 Gain permission to interview and record conversation. You are only interviewing one
person.
 Prepare list of OPEN ENDED questions.

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

Decide which member will ask which questions, who will begin the process which
includes thanking the music therapist for her time, who will explain purpose of interview
(part of class project), who will close the interview, who will keep a watch on the time
and make sure interview does not go over time limit, who will write follow up thank you
card.
Facilitate interview (Do not anticipate answers, do not interrupt any talking, ask
clarifying questions, offer no judgments). Just listen! This is why you are recording
it…you do not have to write anything down or be distracted with other responsibilities
during interview. Make sue you understand what the music therapist is saying.
After interview, as a group, listen to the recording and write down important
information/comments. Go the extra mile and critic your listening and interviewing skills.
Compare assessment form with theory and beliefs stated during the interview. Look for
places where the theory comes out in the assessment. Look for consistencies and
inconsistencies between verbal information and assessment documentation. How does the
population influence the assessment versus the theory? How does the workplace
influence the assessment?
How can music be apart of this process? Is there a song that represents this information?
Should you write one? Or use sounds? Instrumental music? Do you want to improvise as
group after the interview?
Prepare presentation for class. Practice presentation. Practice using concise language.
No reading directly from notes during presentation. May look at notes briefly to remind
self of information you want to state during presentation.
You will have no longer than 15 minutes to present findings. There will be a timer. Each
person in the group will be expected to verbally participate in the presentation. Please
find a way to incorporate music!
All members of the group will get the same points. So practice supporting each other, but not
doing the work for each other!!! Transitions between presenters should be smooth. Any
PowerPoint slides should be professional in appearance. Silence is ok for a few seconds when
gathering your thoughts, so watch out for “hmmmm”.
Rubric for the Assessment Research and Presentation:
An A quality presentation: will not go over in time, will not feel rushed and will fill in the total
15 minutes with concise and clear information. There will be helpful visualizations of some kind.
Clear and professional language will be used, with the understanding that the audience is made
up of other music therapy students and professor. A unique means of sharing the findings will be
used. Live music will some how be worked into the presentation and it will be performed live
and performed well. No “hmms” or “ahhs” are used. Volume of the presenters speaking voice is
clear and at an easily to hear volume.
A B quality presentation: will not go over in time, but the information shared may not flow as
easily as an A presentation. Visualizations are present but not as organized. Clear and
professional language will be used but words may be stumbled through. Music will be worked
into the presentation with some aesthetic errors. A few “Hmm and Ahhs” may be present.
Volume of the presenters speaking voice is clear and at an easily to hear volume.
A C quality presentation: may go over in time or not use the entire 15 minutes. The
information shared does not flow as easily or perhaps demonstrates missed information from the
interview. Visualizations are present but not as easy to understand and do not add value to the
over all presentation. Language does not follow definitions from readings or previous classes.
Music will be worked into the presentation but does not appear to have been rehearsed or
practiced. Perhaps many “Hmm and Ahhs” are present. Volume of the presenters speaking voice
is quiet at times and needs one prompt from the professor to increase volume.
A D quality (failing) presentation: does go over in time or not use the entire 15 minutes. The
information shared demonstrates poor interview skills. Clear and professional language is not
present. Music will be worked into the presentation with some aesthetic errors and is not
performed well. A several “Hmm and Ahhs” are present. Volume of the presenters speaking
voice is quiet at times and needs more than one prompt from the professor to increase volume.
Writing Assignment
First draft of final paper and final draft of the final paper Due on Friday, November 20th at 9 am.
Final Draft of final paper is due on Friday, December 4th at 9 am.
This paper is to be a synthesis of all of the material and experiences you have read and written
over the course of the semester. This is part research and part self-reflection. This paper should
be a minimum of 5- pages and no longer than 10-pages in length, typed, double-spaced and in
APA format. This paper should be a summary of what you have learned and answer the
questions “What is music therapy?” Be sure to incorporate materials you read in the article
critique/reviews and any of the other course readings including but not limited to Bruscia’s book.
The thesis statement for this paper will be your definition of music therapy and your beliefs
within music therapy that is supported by the research literature and any in class readings.
Some other ideas of things you may want to include:
These are ideas and are not necessarily required for this paper.
1. What is your definition of music therapy, or the definition you are adopting right now?
*Remember to reference any ideas that are not your own.
2. Any areas of clinical interest that are forming for you?
3. How your definition of Music Therapy works with a population of interest and theoretical
beliefs.
4. Any concerns or challenges that you feel may emerge during your study of music therapy in
accordance with this definition.
5. How does your definition/theory take into consideration groups and individual clients?
6. What would be important domains to assess that reflect this definition and theory of music
therapy?
7. What is the role of music in your definition and philosophical beliefs?
8. What is music and what is not music?
This is a formal paper and should be written as such. No use of I, me, we, etc..
This paper must be in APA format with a cover page, parenthetical documentation of sources as
well as a separate reference page according to the headings as indicated for APA. Cover page
and reference page do not count in the 5-10 pages of content in the paper.
Rubric for the final paper:
An A quality paper: will include citations from several music therapy journals/books, Bruscia
and other related articles. It will be in strict APA format with no more than 2 errors and no more
than 5 spelling/grammar errors and will clearly and concisely inform the reader of the author’s
definition of music therapy.
A B quality paper: will include citations from several music therapy perspectives and at least
one other source. It will be in strict APA format with no more than 5 errors and no more than 10
spelling/grammar errors and it will define music therapy in a way that is accessible but not as
concise or clearly articulated as an A quality paper.
A C quality paper: will include citations from only music therapy perspectives, will have more
than 5 APA errors will have more than 10 spelling/grammar errors and will not adequately
define music therapy for the reader or have areas that need minor development.
A D quality (failing) paper: will have only one or fewer citations, will have more than 5 APA
errors, and multiple spelling and grammar errors that make the paper difficult to read and will
need major revisions to content and clarity to adequately express the author’s definition of music
therapy.
Each student will turn in his or her draft on the date indicated above. The professor will give
feedback on issues such as content and writing styles. As APA is a well-structured and welldocumented format, no feedback will be given on this part of the draft. Once the draft has been
returned to the students, the students may ask questions and will be given advice and answers but
no more proof reading will occur.