MUS 294: Music In Recreation Fall, 2013 Illinois State University. Instructor Cindy Ropp, Ed. D, MT-BC Office: CW 312

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1 MUS 294: Music In Recreation Fall, 2013 Illinois State University Instructor Cindy Ropp, Ed. D, MT-BC Office: CW 312 Office phone: Meeting days: T R Cell phone: (texting is fine) Meeting time: 8:00 9:15 a.m. crropp@ilstu.edu Meeting place: CW 313B Welcome. You are invited to embark on an exciting and challenging journey to discover your therapeutic self. In this course, you will begin your transformation into a professional music therapist. Much will be asked of you and much will be offered to you. Therapeutic process is central to music therapy work. A thorough examination of the mechanics of this process will provide you with the skills necessary to complete an assessment, treatment plan, session plans, and progress notes in preparation for practicum experiences, internship, and professional work. Spending time in a local social service agency will give you the opportunity to continue sharpening your engagement skills and become familiar with a new clinical setting. You will share music with clients and learn to recognize specific ways in which the music affects and shapes behavior. I ask that you allow yourself to be transformed. Open yourself to clinical work and all the challenge and satisfaction it holds. It is my privilege to walk this journey with you and I look forward to our work together. Dr. Ropp The following diagram illustrates the goal and general outcomes for the course. Learn, synthesize, and create all elements of the therapeutic process including theory, rudiments, and application Learn effective techniques and strategies to strengthen your ability to engage clients Transformational Goal The purpose of this course is to develop your clinical thinking and practice as a music therapist through exploration of the therapeutic process. Enhance noticing/observing skills in music as an agent of change Learn to identify treatment goal areas and how to treat them with music 1

2 General Course Description: Students will develop techniques and skills for leading and adapting music interventions in clinical settings including singing, movement, improvisation, and functional accompaniment skills on several instruments. Rationale This course presents methods in intervention development, documentation, and implementation for use in music therapy clinical settings. This is a requirement prior to beginning practicum work in local nursing homes, hospitals, schools, etc. Course Objectives (as related to the American Music Therapy Association Professional Competencies) The student will be introduced to the following and be expected to demonstrate progress toward entry level professional competency: Therapeutic Process 1. The student will demonstrate basic knowledge of existing music therapy methods, techniques, materials, and equipment with their appropriate applications. [Competency 15.1] 2. The student will demonstrate basic knowledge of principles, and methods of music therapy assessment and their appropriate application. [Competency 15.2] 3. The student will demonstrate basic knowledge of the principles and methods for evaluating the effects of music therapy. [Competency 15.3] Assessment 1. The student will communicate assessment findings and recommendations in written and verbal forms. [Competency 16.1] 2. The student will observe and record accurately the client s responses to assessment. [Competency 16.2] 3. The student will identify the client s appropriate and inappropriate behaviors. [Competency 16.3] 4. The student will identify the client s therapeutic needs through an analysis and interpretation of music therapy and related assessment data. [Competency 16.5] Treatment Planning 1. The student will select or create music therapy experiences that meet the client s objectives. [Competency 17.1] 2. The student will formulate goals and objectives for individuals and group therapy based upon assessment findings. [Competency 17.2] 3. The student will identify the client s primary treatment needs in music therapy. [Competency 17.3] 4. The student will provide preliminary estimates of frequency and duration of treatment. [Competency 17.4] Session Planning and Implementation 1. The student will implement music therapy applications according to the treatment plan. [Competency 18.11] 2. The student will promote a sense of group cohesiveness and/or a feeling of group membership. [Competency 18.12] 3. The student will create a physical environment (e.g. arrangement of space, furniture, equipment, and instruments) that is conducive to effective therapy. [Competency 18.13] 2

3 Evaluation 1. The student will recognize significant changes and patterns in the client s response to therapy. [Competency 19.3] Music Foundations 1. The student will play autoharp or equivalent with same competence specified for guitar. [Competency 8.2] [Refer to Competencies ] 2. The student will improvise on percussion instruments. [Competency 9.1] 3. The student will develop original melodies, simple accompaniments, and short pieces extemporaneously in a variety of moods and styles, vocally, and instrumentally. [Competency 9.2] Guitar Skills 1. Accompany self and ensembles proficiently. 2. Employ simple strumming and finger picking techniques. 4. Perform a basic repertoire of traditional, folk, and popular songs with or without printed music. 5. Harmonize and transpose simple compositions in several keys. Textbook: No textbooks are required for this course. All worksheets and information sheets are found at Some materials will be placed on e-reserve through Milner Library. Instrument: Guitar if you do not have one available, there are guitars available for check-out in the music therapy instrument room. Please print out resource materials found on ReggieNet, place in a notebook and bring to class. Course Expectations and Related I. Therapeutic Process (40% of class grade) Write an assessment, treatment plan, session plan and progress note in general to demonstrate understanding of pertinent concepts. Write an assessment, treatment plan, session plan and progress note regarding a client in the Service Learning Experience to demonstrate abilities related to a clinical experience. Complete in-class writing assignments. Write a brief paper on an aspect of the therapeutic process including citations, all in APA format. 3

4 II. Treatment Goal Areas (30% of class grade) Complete a written examination on defining specified treatment goal areas and give an example of a music task related to each goal. Develop a list of resources for music interventions appropriate for use in therapeutic settings. Interventions may come from resources which are found on reserve at Milner Library, books found on the shelves at Milner Library as well as in CW 313B, and resources of your choice. Be sure to look on-line for many possibilities. You are encouraged to create new interventions on your own as well. Write 3 intervention plans. One will be for children, one for senior citizens, and one for adolescents or adults with mental health disorders. All intervention plans must be typed. These plans will be submitted and graded. Plans are then to be corrected. Corrected plans will be re-graded and the preliminary grade will be dropped. For any plan not corrected, the student will retain the original grade. Lead the three group interventions planned above in class one for children, one for senior citizens, and one for adolescents or adults with mental health disorders. III. Service Learning Experience and Observation Opportunities (20% of class grade) Interact meaningfully with clients at a social service setting in the community for 10 hours throughout the semester. This experience will include the sharing of music and observing the effects of music on clients in a clinical setting. A journal will be kept regarding observations and experiences. The interactions with clients will assist the student in class assignments regarding assessment, treatment plan, session plans, and progress notes. A final summary of the experience synthesizing objective information, thoughts, impressions, and questions to ponder will be submitted. Observe two music therapy sessions in the community and write a 1-page reflection based on each observation. IV. Accompany singing on autoharp and/or Omnichord/QChord, and complete online guitar modules and assignments. (10% of class grade) Accompany a total of 3 songs by memory using the autoharp and/or Omnichord/QChord. Complete online guitar modules and assignments as indicated. Additional Expectations Demonstrate dependability and organization in preparing assignments. Organize handouts, intervention plans and notes into a notebook. Attend class on a regular basis and arrive on time. Turn in all assignments when they are due. Demonstrate enthusiasm for participation. The student is expected to participate fully at each opportunity. While developing personal leadership skills, it is also an important way to share support with classmates. Daily attendance in class is expected. More than three unexcused absences during the 4

5 semester may result in a lowered course grade. Official university business, such as ensemble tours, must be documented in advance in writing in order to be excused. If you must be absent from class because of a university activity or for a personal reason, it is important that you notify your teacher of this in advance. This will enable you to stay informed about class assignments. Personal illness is not an excused absence. Be in class on time. It is discourteous to your teacher and to your fellow students if you arrive late. Excessive tardiness will not be tolerated. If you have special circumstances which prevent your being on time, discuss this with your instructor in the first week of classes. Assessment and Grading Formative assessment: an assessment used during the course of instruction that measures student mastery of specific skills and knowledge and is used by teachers to inform, refine, and guide subsequent instruction. Summative assessment: an assessment that measures student mastery of all concepts and skills included in a unit or other instructional period at the end of that instructional period. Evaluation: The process of making a value judgment about a piece of work or performance based on established conventions of a discipline and professional expertise. Grading: The process of evaluating a student s performance and determining a level of performance: commonly associated with assigning letters, A, B, C, D, and F. A variety of assessment, evaluation, and grading opportunities will be given throughout the semester. You are encouraged to view each of these experiences as an opening to further understand and refine your own progress in the development of your clinical, music, and therapeutic skills. are considered on time if they are handed in during class time on the due date. Late assignments will receive no credit though all assignments must be turned in for successful completion of the course. The final course grade will be assessed on the following scale: A 90% -100% B 80% - 89% C 70% - 79% D 60% - 69% F 59% and below Note: All criteria must be met to earn the corresponding grade. Music therapy majors must earn a C or better in this class for it to count toward their degree. I reserve the right to make changes in the syllabus during the semester as circumstances and opportunities warrant it. ******************************************************************************************************* 5

6 Disability Concerns Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, (voice), (TTY). Pagers and Cell Phones and Ipods Out of courtesy for all those participating in the learning experience, all cell phones and pagers must be turned off before entering any classroom, lab, or formal academic or performance event. Students should also refrain from using their phones to send and receive text messages during class. The use of ipods/mp3 players at any point during class is strictly forbidden. Milner Library Assistance If you need help with an assignment that requires library resources, contact Anne Shelley Room 621A, 6th floor, Milner Library anne.shelley@ilstu.edu Phone: If Anne isn't available, stop by the Floor 2 Reference Desk which is staffed by a research specialist (hours are available here: 6

7 Music in Recreation Schedule Fall, 2013 Tues. 8/20 Syllabus; Introductory interventions; Introduction to Omnichord/Autoharp Thurs. 8/22 Therapeutic process; Service learning experience expectations Tues. 8/27 Therapeutic process and Treatment Goals; Auditory Perception Goals Thurs. 8/29 Auditory and Visual Perception Goals Tues. 9/3 Motor Goals Thurs. 9/5 Communication Goals; Guitar Practice 1: Mary Had a Little Lamb complete Tues. 9/10 Social Goals; begin volunteer time at local agency Thurs. 9/12 Treatment Goals; autoharp or Omnichord/QChord playing proficiency exam completed by this date; paper on Therapeutic Process due Tues. 9/17 Treatment Goals Thurs. 9/19 Treatment Goals; Session Plan; Guitar Practice 2: This Land Was Made for You and Me complete Tues. 9/24 Session Plan; Exam on goals Thurs. 9/26 Assessment; List of resources for music therapy interventions due; Tues. 10/1 Assessment; Children s intervention plan due Thurs. 10/3 Treatment Plan; Guitar Practice 3: Oh, When the Saints Go Marching In complete Tues. 10/8 TBA Thurs. 10/10 Student presentations children s intervention; Guitar Practice 4: BINGO complete Tues. 10/15 Student presentations children s intervention Thurs. 10/17 Student presentations children s intervention; 1 st observation reflection due Tues. 10/22 Progress Note Thurs. 10/24 Group facilitation skills and techniques; Assessment due; Guitar practice 5: 12-Bar Blues Progression complete Tues. 10/29 Group facilitation skills and techniques; Adult/adolescent intervention plan due; Treatment plan due Thurs. 10/31 Student presentations adult/adolescent intervention Tues. 11/5 Student presentations adult/adolescent intervention; Senior intervention plan due Thurs. 11/7 Student presentations adult/adolescent intervention; Session Plan due; Guitar practice 6: 8 th Note Palm-Muted Shuffle complete Tues. 11/12 Student presentations senior intervention Thurs. 11/14 Student presentations senior intervention; Progress Notes due Tues. 11/19 TBA Thurs. 11/21 TBA AMTA National Conference Tues. 11/26 NO CLASS THANKSGIVING HOLIDAY Thurs. 11/28 NO CLASS THANKSGIVING HOLIDAY Tues. 12/3 Student presentations senior intervention; Guitar Practice 7: Basic Folk Strum complete Thurs. 12/5 Client worksheet complete in class for discussion; Course evaluation 2 nd observation reflection due; Service Learning journal and written summary due 7