Dear Perspective Applicant,

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2 Dear Perspective Applicant, Thank you for your interest in the Bachelor of Music Therapy Program at Capilano University. This package of information is designed to guide you through the process of making your decision to apply, applying to the program, and preparing for the audition and interview. Capilano University offers the longest running Canadian Music Therapy program. Of the six Canadian Music Therapy training programs, Capilano offers you the largest permanent faculty of Music Therapists, which allows a diverse and rich learning environment. Music Therapy Education and Training at Capilano University has been designed to offer a balance between theory and practice. We focus on both didactic and experiential learning. We advise you to acquire some experience in your community working as a volunteer, within clinical or preventative settings, before applying to the program. Music Therapy is a very rewarding profession. It can also be challenging. Life experience and emotional maturity are important. In our admissions procedures, we emphasize "readiness". The first two years of the Bachelor's degree can be taken at any university or college with transferable credits. The courses needed for these two years are mentioned on page 9 of this package. These courses are offered at Capilano University, but through different programs in the Music Department. If you are interested in doing the first two years at Capilano University you ll need to apply to the Bachelor of Music Transfer program or the Bachelor of Jazz Studies program. Information on these admission requirements is available through the Music Department Be sure to mention that you hope to continue your studies in your third and fourth year by transferring to Music Therapy. Admission from these prerequisite programs into the third year of the Music Therapy program is not automatic. If you have questions after reading through this package I am usually available in the mornings in my office ( , local 2307) or by at [email protected]. Sincerely, Stephen Williams, MCAT, MTA Coordinator, Bachelor of Music Therapy Program Revised February 2011

3 There are a number of ways to contact us: Telephone: Local [email protected] Fax: Address: The Coordinator Music Therapy Program Capilano University 2055 Purcell Way North Vancouver, BC Canada V7J 3H5 Submission Deadline: May 1 st. Or one week before your audition-interview, whichever comes first. 2

4 Information about the Profession of Music Therapy What is Music Therapy? The Canadian Association for Music Therapy defines Music Therapy as the skillful use of music as a therapeutic tool to restore, maintain, and improve a client s mental, physical, and emotional health. Values of Music Therapy Music has been recognized as a healing agent for thousands of years. Today, Music Therapy is effectively used in more than 30 countries around the world. As a non-verbal language, music reaches within to motivate, soothe, and bring joy to almost everyone. The Profession Music Therapists are employed in hospitals, clinics, long term care homes, schools, community organizations, and private practices. They work with clients of all ages, with physical and psychological disorders, and on a group or individual basis. As an integral part of a treatment team, Music Therapists assess client s needs and abilities, set treatment goals, design and implement programs, and evaluate and report on client progress. The Program Capilano University initiated Music Therapy training in Canada in 1976 and at present there are five training programs in the country. The Bachelor of Music Therapy program at Capilano offers the third and fourth years, as well as the internship, leading to the Bachelor of Music Therapy degree. This degree program is designed so that students may enter third year with a variety of backgrounds: music, general arts, education, nursing, etc. All four and a half years may be completed at Capilano University. This program provides students with the opportunity to gain knowledge and develop competencies in such areas as music therapy practice, clinical disorders, assessment, planning and intervention, improvisation and music of many eras and cultures, interpersonal and counselling skills, group dynamics, basic research, and documentation. Students also develop competencies in communication, music 3

5 teamwork, therapeutic skills, professionalism, knowledge of human growth and development, critical thinking, and theoretical foundations. Students learn to integrate a variety of Music Therapy styles with a focus on the interactive qualities between the clients, the therapist, and the music. There is a strong emphasis on the combination of practice and theory as well as upon creativity and therapist self-awareness. The program blends academic and experiential course work. Students deepen their experience of music, creative expression and the role of the arts. They are encouraged to explore their values, beliefs, feelings and communication patterns, to increase their effectiveness in the field. Each of the four terms includes a unique practicum setting where students are given increasing responsibility to design, implement and evaluate their own client treatment programs, under clinical supervision. Continuance in the Bachelor of Music Therapy program will be contingent upon an adequate level of personal, academic and clinical skills as jointly evaluated each term by the Music Therapy faculty. Music Therapy is a helping profession in which Music Therapists work with clients who are in a state of disability. In the therapist/client relationship there is an assumption that the therapist is in a well enough state of health and well-being to mediate client difficulties with an appropriate clinical approach. In other words, the therapist must function in clinically suitable ways, be emotionally stable, and able to respond generally vis-à-vis the client s needs. The therapist is the helper. The role of the Bachelor of Music Therapy program, in addition to student education, is to safeguard the standards of practice of the professional Music Therapy community through monitoring student readiness to work with members of the community-at-large who are at risk because of disability, disease, cultural and social deprivation, and otherwise disadvantaged. Safety of clients is essential. Music Therapy Program Philosophy The program faculty believes in the profound capacity of music to be transformative. We believe in the unique value of each human being and in their innate abilities to grow, to become self-aware and to be resourceful. In this program we believe the development of these capabilities is best facilitated in a mutually respectful, creative environment in which the student is encouraged, inspired and challenged. We include traditional and transpersonal perspectives while grounding them in the unique context of Music Therapy. 4

6 Bachelor of Music Therapy Program Content Third year First term (September - December) Credits MT 320 Improvisation I 1.5 MT 330 Clinical Skills/Practicum I 3.0 MT 350 Influence of Music 3.0 MT 360 Music Therapy I 3.0 MT 364 Disabling Conditions children 3.0 MT 380 Intro to Counselling Skills 1.5 Private Music Instruction Concentration 2.0 Private Music Instruction Secondary Fourth year First term (September - December) Credits MT 340 Midi Synthesis Technology 1.5 MT 450 The Influence of Music II 1.5 MT 460 Music Therapy III 3.0 MT 490 Practicum III 6.0 PSYC 201 Group Dynamics 3.0 Private Music Instruction Concentration 2.0 Private Music Instruction Secondary Third year Second term (January April) MT 361 Music Therapy II 3.0 MT 370 Disabling Conditions II 3.0 MT 391 Practicum II 6.0 MT 420 Improvisation II Guitar 1.0 PSYC 222 Abnormal Psychology 3.0 Private Music Instruction Concentration 2.0 Private Music Instruction Secondary Fourth year Second term (January April) MT 451 Music and the Creative Arts 1.5 MT 461 Music Therapy IV 3.0 MT 462 Principles of Research 3.0 MT 480 Improvisation III 1.5 MT 491 Practicum IV 6.0 Private Music Instruction Concentration 2.0 Private Music Instruction Secondary Post Basic Requirements MT 510 Internship 9.0 Program Electives (Optional): MUS 361 Orff Methodology 1.5 MT 520 Guided Imagery & Music I 3.0 Total Program Credits: 82.0 Total Degree Credits:

7 Course Descriptions MT 320 Improvisation I: an introductory course exploring a skill central to Music Therapy - improvisation. The course is also an experiential study of free and structured improvisation forms for groups and solo work. MT 330 Clinical Skills/Practicum I: an introduction to the basic concepts of observation, assessment and goal setting. These skills are practiced in an observation opportunity with a Music Therapist in a clinical setting for four threehour days during the term. MT 350 Influence of Music I: a study of the physical and psychological impact of music and it's components for Music Therapy. The course broadens the students' awareness of the vast scope of music and it's significance for human beings: historically, culturally, personally, therapeutically and scientifically. The course includes a study of healing and music in various cultures. MT 360 Music Therapy I: presents the development of music as therapy, the clientele groups and their needs, and the potential of music as a therapeutic medium. It includes the approaches and literature of Music Therapy, along with definitions and activities. MT 364 Disabling Conditions I (Adulthood): provides the students with a foundation of knowledge of basic physiology, function and dysfunction of the human body. The course enables students to understand physical disorders of adulthood that they may encounter in their work as Music Therapists. MT 380 Intro to Counselling Skills: students gain an understanding of, and have practical experiences with, interpersonal communication skills and basic counselling skills. Private Music Instruction Concentration: students develop increased proficiency on their concentration instrument through 10 weekly onehour lessons each term (not the instrument they auditioned on, but rather a choice of voice, guitar or piano). The focus of PMI is to develop technical ability and become familiar and proficient with repertoire and improvisation. Private Music Instruction Secondary: students become proficient on their secondary instrument through 10 weekly half-hour lessons each term (voice, piano or guitar as deemed necessary by the student and faculty). The focus of PMI is to develop technical ability and become familiar and proficient with repertoire and improvisation. MT 361 Music Therapy II: a presentation of three Music Therapy styles with a focus on theory, analysis and practice. Included is Developmental Music Therapy, Nordoff/Robbins improvisational style, Music Therapy in inpatient psychotherapy. MT 370 Disabling Conditions of Childhood: a basic introduction to abnormal child development and some major intervention approaches. The childhood disorders are selected by the types of situations in which Music Therapists work. MT 391 Practicum I: field work, in which the student is oriented to a clinical setting, assists the Music Therapist on site and becomes familiar with how a therapist functions in a therapeutic setting. Eventually, the student works directly with clients with supervisor. A weekly two hour seminar accompanies this course, allowing the students to network, share resources and problem solve with the guidance of two faculty members. PSYC 222 Abnormal Psychology: a study of various models and perspectives for viewing patterns and treatment of abnormal behaviour. Included is an examination of the research as to how the medical model, behaviouristic, humanistic, psychoanalytic, cognitive and interpersonal schools view normal and abnormal behaviour. MT 420 Improvisation II: an experiential course which focuses on the use of guitar in various popular styles including rock, pop, blues and reggae. The emphasis includes group and solo forms. MT 450 Influence of Music II: a continuance of lecture and experiential exposure to the influence of music in conjunction with the expressive arts. Theory and practice of other expressive therapies is explored, while linking them with Music Therapy. 6

8 MT 340 Midi Synthesis Technology: a practical, hands-on lab course on midi keyboard technology, applications to Music Therapy, including techniques and interventions for therapeutic practice and practicum-related assignments. MT 460 Music Therapy III: a continuation of the presentation of Music Therapy styles, for psychiatry, palliative care, music education and in healing, including the work of Helen Bonny and Mary Priestley. Assessment and treatment planning is covered in depth. MT 490 Practicum II: field work, in which students design, lead and document Music Therapy sessions, in consultation with staff supervision. A weekly two hour seminar accompanies this course, led a faculty member. PSYC 201 Group Dynamics: an experiential course where students gain an understanding of and have experience with leadership, interpersonal dynamics and group process. Exercises, approaches and experiences are taken from a wide variety of group situations as they pertain to Music Therapy and general group process. MT 451 Music through the Creative Arts: continues to acquaint students with a variety of experiences using the creative arts for therapeutic situations. Students have the opportunity to continue developing leadership skills. MT 461 Music Therapy IV - Professional Development: prepares students to enter the workforce with an awareness of the current demands, resources and practices of the field and a clear vision of their own professional perspective, values and strengths. A significant portion of this course is devoted to Clinical Counselling Skills for Music Therapy, preparing students for a profession that includes Music Therapy skills complemented by verbal counselling skills. MT 462 Principles of Research: an introduction to elementary research designs and basic statistical procedures using both quantitative and qualitative techniques. The course involves individual research projects. MT 480 Improvisation III - Group: extends and deepens awareness and repertoire of improvisational techniques and skills for leading group improvisations. MT 491 Practicum III: a continuation of field work, in which students broaden and deepen their practical and knowledge skills related to clinical. A weekly two hour seminar accompanies this course, led by two faculty members. MT 510 Internship: at the completion of Music Therapy courses, students are required to complete a 1,000 hour internship under the supervision of an accredited Music Therapist. 7

9 Program Faculty Music Therapists: Stephen Williams, MCAT, B.Mus, CMT, MTA. Program Coordinator. Instructs Music Therapy courses, practicum. Music Therapist in private practice with children and adults. Nancy McMaster, MA, BA, Dip.MT, MTA, FAMI. Instructs Music Therapy courses, practicum and internship. Music Therapist in private practice. Kevin Kirkland, Ph.D (University of B.C.), MA (California State University), BMT (Capilano U), B.Mus in Composition (University of Alberta), FAMI, MTA; Instructs Music Therapy courses and one practicum. Music Therapist working with seniors. Susan Summers, MMT, BPE, B.Ed, Dip.Sp.Ed & Rehab, Dip.MT, MTA; Instructs practicum and Voice PMI. Music Therapist in institutional geriatric and palliative care. Kerry Burke, BA, Dip.MT, MTA. Instructs Improvisation I. Music Therapist working with children in community settings. Martin Howard, MA, BMT, Dip.MT, MTA. Instructs Music Therapy II. Music Therapist and Counselor working with children. Sue Baines, MA, BMT, B.Mus, MTA, FAMI. Instructs Piano PMI. Music Therapist in community practice. Esther Thane, BMT, MTA. Instructs Voice PMI. Music Therapist working with children. Heather Mohan Van Heerden, Ph.D., MMT, BMT, RCC, MTA. Instructs Disabling Conditions of Childhood. Music Therapist working in palliative care and family bereavement. Psychologists: Leonard George, Ph.D., MA, BSc. Registered Psychologist. Instructs Abnormal Psychology. Janet Waters, Ph.D., MA. BA. Instructs Principles of Research. Hammond Tarry, D.Phil., MA, BA. Instructs Group Dynamics. Physiotherapist: Lies Botman, M.Ed, B.Sc. Instructs Disabling Conditions of Adulthood. Musician: Reuben Gurr, Instructs Guitar PMI and Midi Technology course. Well known performer, studio musician, songwriter, and producer. 8

10 Prerequisites Worksheet: Prerequisites for Applying to 3 rd Year Prerequisite Course Credit Course Checklist English Composition 3 English Literature 3 Intro Psychology I 3 Intro Psychology II 3 Child Development Psychology 3 Psychology Elective (200+ level) 1 3 Science/Math 2 3 Music History I 3 Music History II 3 Music Theory I 3 Music Theory II 3 Ear Training/Aural Skills 3 Humanities/Social Science/Music I 3 Humanities/Social Science/Music II 3 General Elective/Music 3 Please note: 1 Avoid taking Abnormal Psychology, Group Dynamics or Research/Statistics courses as they are part of the third and fourth year courses, and are taught specifically to Music Therapy students. These courses won t satisfy the Psychology elective. 2 We will accept any Biology, Science or Math course. For a listing of possible subject areas that satisfy this requirement, check the Music Therapy program website, or contact the Program Coordinator. The Program Coordinator can answer specific questions about the prerequisite courses, but we are not able to review transcripts until a Capilano University application has been processed. 9

11 Application Portfolio for Entry into the Third Year The following elements make up the portfolio of information that constitutes your application. Portfolio should include: q Completed online application form for Capilano University ( q Official transcripts of university or college coursework q 2 sealed letters of reference addressing personal and academic suitability (The reference letters can be someone who can speak to your character and your suitability for this program, such as previous teachers, community service, Music Therapist, supervisors of volunteer service, etc.) q Current resume q 1,000 word Life History including personal, familial and cultural aspects, also including history of health or emotional difficulties and any other challenges you have experienced q 500 word essay on Why I wish to become a Music Therapist. Portfolio should be forwarded to: The Coordinator, Music Therapy Program Capilano University 2055 Purcell Way North Vancouver, BC V7J 3H5 Submission Deadline: May 1 st For your application to be considered your portfolio must be submitted at least one week prior to scheduled interview and audition or May 1 st, whichever comes first. Turn to page 12 for information on scheduling an interview and audition. 10

12 Hints for Preparing the Application Portfolio 1. Application Form: We prefer that you apply online a few weeks before you send in your Application Portfolio. The application and fee can be done through < 2. Official Transcripts: Transcripts also need to be sent directly to the Music Therapy Program Coordinator. These may be sent separately from the originating institution. Please remember that it may take up to 4 weeks for some institutions to send transcripts, so plan ahead. 3. Letters of Reference: Ask your references to write a current letter of recommendation outlining your strengths and areas you continue to work on. Ideally, you will not see this letter. The reference can either send the sealed letter to the Music Therapy Program Coordinator or give them to you to include in your portfolio. Either pdf with signature is acceptable. 4. Resume: A standard format resume is acceptable and may outline academic history, employment and volunteer history and any other elements that represent who you are. 5. Life History Essay: This is your opportunity to tell us about your life, your family, any challenges you ve had, and any health or emotional difficulties you may have. While you don t need to have a challenged life to be a therapist, how you ve dealt with personal challenges informs the interviewers about your character, personal resources and self-awareness. 6. Why I wish to become a Music Therapist Essay: Write about your motivation, interest and desire to be a Music Therapist. 7. Portfolio Format: Portfolios are assessed on their content. It is not necessary to prepare a decorative folder with individualized plastic sleeves or index pages. 11

13 Interview and Audition An interview and audition appointment is made by contacting the Music Department Office at or Appointments are typically in late April and into mid-may only. Appointments are generally one hour and fifteen minutes and involve the elements listed below. 1. Audition: a) Applicants will be asked to perform two pieces of music that offer contrasting emotions on their main instrument demonstrating technique and expressiveness. If an additional instrument is played, one short piece may be included. If an accompanist is required, please make your own arrangements. b) Applicants will be asked to demonstrate piano skills (if piano is not their main instrument). Any genre of music is suitable. c) Applicants will be asked to demonstrate guitar and voice skills. Typically a folk or children s song works well although a song from any genre of music is suitable. 2. Ear Training Assessment: Applicants will be assessed for practical ear training (for example, finding the starting note to a song you know, singing on key a capella, hearing the difference between 1, IV and V on piano). 3. Review of Prerequisite Courses and Academic History: The interview team will review the prerequisite courses and your academic history. 4. Personal interview: Applicants will be asked about their family history, their Life History essay and other elements that assess suitability for entry to the program. Selection criteria used for the audition-interview can be found on the following page. Note: In some cases telephone interviews may be acceptable as well as DVD replacements for in-person auditions. Please consult with the Program Coordinator regarding this option. 12

14 Selection Criteria Admission decisions are based on the portfolio, audition and interview. Applicants will be assessed on the following criteria: Musicality on all three instruments Self-Awareness and insight Emotional maturity Strong communication skills (verbal, written and comprehension) Good academic history Readiness to enter a therapy-training program Completion of prerequisite courses Admission to the Bachelor of Music Therapy program is somewhat competitive. Decisions are normally made in early June. Letters indicating acceptance or nonacceptance will be sent to the address supplied on your Application Form. Observing a Music Therapist As part of making your decision to enter the Capilano University program we strongly recommend that you observe or job-shadow a Music Therapist working with clients prior to the audition-interview. Not all Music Therapists work in situations where you d be able to observe. If you re in BC, you can contact the Music Therapy Association of BC (MTABC) for names of Music Therapists who you may observe: [email protected]. Include information about yourself, days you are available, and distances you re able to travel. If you re in another part of Canada, please contact the Canadian Association for Music Therapy for information on provincial associations that can assist you: [email protected] or If you are outside of Canada, please check for your national Music Therapy association. 13

15 A Note to Applicants The faculty of the Bachelor of Music Therapy program encourage applicants from a wide variety of backgrounds and cultures. For any number of reasons, including culture and family style, some applicants find the application and audition-interview process challenging. The following information may be helpful in making your decision to apply and in preparing your application. The program values include: self-exploration, growth and transformation, holistic and multicultural perspective, life-long learning, resourcefulness, flexibility, openmindedness, creativity, spontaneity, balance and a good deal of heart. During the interview portion of the audition, two Music Therapy faculty members will talk with you about your life, your family of origin, and any challenges that you may have experienced. The interviewers recognize you might be nervous. They also recognize that talking about your family or your life difficulties to strangers may be very uncomfortable and unfamiliar - in many cases is culturally challenging. The interviewers are also aware that talking about or showing emotion is unfamiliar to some people and some cultural backgrounds. The questions in the interview will be sensitive to your background but please know that the elements of emotion and selfdisclosure are important parts of being a Music Therapy student. The interview portion is partly to assess how you would fit into this particular program, how you would fit with the other students, how you would respond to the experiential exercises that are offered in some of the classes and your overall suitability to Music Therapy training. If you have any questions about the application process or the interview and audition, you are encouraged to talk with the Program Coordinator. When you've arranged to meet with the Program Coordinator you are very welcome to bring along a family member or a friend. 14

16 Information about Capilano University The Music Therapy program is situated on the main university campus in North Vancouver. While Capilano University has three campus (including the Sunshine Coast Campus, and the Squamish Campus), the North Vancouver campus is the largest of the three. Capilano University has earned an international reputation for quality teaching, programs, and services. The University has the equivalent of about 7,000 full-time students, which makes it a mid-sized university. Students of all ages and a variety of cultural backgrounds find there are a variety of career and academic studies programs, including seven bachelor s degree programs, and more in development. Capilano became a teaching university in 2008, with 40 years of educating students as a college. The North Vancouver campus is on a small hill, and has a natural and beautiful environment all year round. When you visit here, you will be impressed with the natural and beautiful campus. Music Therapy students generally find housing in North Vancouver, Burnaby and East Vancouver as there are no residences or housing on the university campus. The mission of Capilano University is to enable student success. You ll find a variety of student services available to students at no cost, including a Counselling Department, Writing Centre, Disability Services, International Student Centre, Learning Specialist, full service Library, Financial Aid Office, and First Nations Student Services. Many other services are available for a fee, including a Physiotherapy and Sports Medicine Centre, Child Care Centre, and Athletics and Recreation. At Capilano University, students are safe, comfortable and challenged, and find the individual attention that can make a difference to their achievements. It is our goal to ensure that our students come first not only at Capilano University, but in all of their pursuits. 15

17 Music Therapy Program Information Meetings The Bachelor of Music Therapy Program faculty offer information meetings three times a year. The meeting covers information about the profession of Music Therapy, the prerequisites to enter the program, the audition-interview, an overview of the curriculum in third and fourth year, and a brief section on the internship. We also cover where Music Therapists are working in Metro Vancouver, and how new graduates create and obtain work. For information on the dates and times of the Information Meetings, please check the Music Therapy program page mentioned below. For those of you who are not able to travel to North Vancouver for the Information Meetings, you are welcome to contact the Program Coordinator and have your questions about the program answered by telephone or . Music Therapy Program Website The Bachelor of Music Therapy program at Capilano University has a website that offers a different type of information from this information package (Information Sessions for those who live in Metro Vancouver, News and Events that are updated regularly, full faculty biographies and pictures, information on career opportunities, Music Therapy in the media, a profile of recognized alumni, and a listing of scholarships and bursaries specific to the Bachelor of Music Therapy program.. It may be helpful to review the website information in preparation for applying to Music Therapy. To access the website, follow this link: 16

18 Frequently Asked Questions Q. How long does it take to complete the degree? A. The prerequisite courses usually take two years of full-time study. Once accepted into the Music Therapy program, there are two more years of full-time study 3 rd and 4 th year. The Internship usually takes from 6 to 10 months depending on the number of days a week you arrange. The full degree is approximately four and a half years. Q. Are there summer courses or may I start the program in January? A. No. The program operates on a September through April calendar, with a break in December. We close down for June and July (Coordinator and faculty are unavailable). Q. I'm missing one or two prerequisite courses; can I apply in April with the intention to take those courses during the summer? A. Yes. It is beneficial to have a plan for obtaining the missing prerequisites when you arrive for the interview/audition. Your entrance to the program may be conditional on successful completion of the summer courses. Q. I can't find the Developmental Psychology course, are there other titles? A. Yes. The Developmental Psychology course is also found with the following titles: Child Psychology, Psychology of Child Development, or Childhood and Adolescent Development. These courses must be psychology courses. Q. How can I ensure a prerequisite course will be accepted and transfer to Capilano? A. If you have questions about specific courses, send the course name (i.e. Eng 114), and the web link to the course description to the Program Coordinator. Given the Coordinator approves the program transfer credit, this is the best approach to ensure you course choices will work. Most of the prerequisite subject areas are clear (i.e. Music History can be any genre of music, as long as it is a Music History course). Unfortunately, the Coordinator isn t able to review your full listing of prerequisites. Q. How much does the program cost? A. Tuition fees for were around $2,650 per semester for Canadian students. There are two semesters per year. Non-residents should review the International Student Brochure for International tuition fee information. 17

19 Q. Are Royal Conservatory of Music courses transferable? A. Not at this time. We may, however, have a solution for applicants that have completed Harmony IV and History V. Please consult the Program Coordinator for more information on using your Royal Conservatory courses for the prerequisites. Q. Does Capilano University have on-site residences? A. No. The campus, situated on the North Shore of Vancouver, does not have on-site residences. Students generally find housing in and around the geographic area of the university. More information on housing will be sent to you if you are accepted to the program. Q. Do I need a Criminal Record Check for entry to the program? A. Yes, but not prior to the audition. Instructions on the process of obtaining a Criminal Record Check will be included in an acceptance package. Q. How do I find out more information on the job market in BC? A. For information on the job market in British Columbia contact the Music Therapy Association of British Columbia at or and in the rest of Canada by contacting the Canadian Association for Music Therapy (see below). Q. How do I find out about other programs in Canada and the U.S.A? A. For further information on Music Therapy contact: Canadian Association for Music Therapy (CAMT) c/o Wilfrid Laurier University Telephone: Waterloo, ON N2L 3C5 Fax : [email protected] Website: American Music Therapy Association (AMTA) 8455 Colesville Rd, Suite 1000 Telephone: Silver Springs, MD U.S.A. Fax: [email protected] Website: 18

20 Supplemental Information Faculty Biographies p. 20 Article: Music Therapy - A Health Care Profession p. 23 The Guitar and Music Therapy p. 29 The Piano and Music Therapy p. 31 Ear Training and Music Therapy p. 33 Examples of the types of work our p.35 graduates are doing 19

21 Faculty Biographies Stephen Williams, Music Therapist. Program Coordinator. Master's in Creative Arts Therapy-Music Therapy from Hahnemann University, Philadelphia; Bachelor's of Music from University of Toronto; Music Therapist Accredited (CAMT). Program Coordinator and Faculty. Teaches core Music Therapy and Counselling courses. Board of Director member for the Music Therapy Association of BC (MTABC) responsible for professional development and their annual conference. Currently has a small Private Practice with children and normal adults in music psychotherapy. He has chaired national and local conferences, written in professional journals, and volunteered as an editor, as well as on an editorial team, for a number of publications. Nancy McMaster, Music Therapist. Master of Arts in Music Therapy from New York University; Bachelor of Arts from UBC; Diploma in Music Therapy, Nordoff-Robbins Training, England; Accredited Music Therapist, Fellow of the Association for Music and Imagery. Co-founder of the Capilano Music Therapy Program and instructor since Teaches core Music Therapy courses. Clinical Experience: Private Practice with adults and children; performing artist for relaxation tapes used in medical settings. Member of the Canadian Association for Music Therapy, the Music Therapy Association of BC and the Association for Music and Imagery. Contributing author in Bruscia s Case Studies in Music Therapy, Kenny's Listening, Playing, Creating, Moranto's Music Therapy: International Perspectives, Music und Communication, and Moreno's Profiles in Creativity. Presenter at many national and international conferences. Kevin Kirkland, Music Therapist. Ph.D from the University of B.C., Master of Arts from California State University, Bachelor of Music Therapy from Capilano University, Bachelor of Music in Composition from University of Alberta; Fellow of the Association for Music and Imagery (FAMI), Music Therapist Accredited (MTA).Instructs Music Therapy courses and practicum. Member of the Canadian Association for Music Therapy (CAMT), and Music Therapy Association of BC (MTABC). Kevin is also the Editor of the Canadian Journal of Music Therapy, and is the co-author of Full Circle: Spiritual Therapy for the Elderly. Kevin works with seniors in complex care in Vancouver where he researches Music Therapy in care of elderly persons with dementia. Susan Summers, Music Therapist. Masters degree in Music Therapy from B.C. Open University; Undergraduate training in Music Therapy from Capilano College; Music Therapist Accredited (MTA). Teaches: Voice Private Music Instruction, Practicum and Seminar (MT 391) and second half of MT 360. Current chairperson of the Government Regulations committee for the Canadian Association for Music Therapy (CAMT) and President of the Music Therapy Association of BC (MTABC). Clinical specialist in geriatric and hospice care practice. Has presented at national and international conferences and has been an invited instructor in Germany. 20

22 Kerry Burke, Music Therapist. Bachelor of Arts from Antioch University; Diploma in Music Therapy from Capilano College; Music Therapist Accredited (MTA). Teaches: Improvisation I (MT 320). Long standing contributor to the field of Music Therapy in Canada. Currently helping children with the difficulties of normal and abnormal development, and bringing improvisation to a wider audience in exhibitions and festivals. Publications include a chapter in Bruscia's Case Studies in Music Therapy. Numerous national conference presentations. Martin Howard, Music Therapist. Masters in Counselling Psychology from Simon Fraser University, Bachelor of Music Therapy from BC Open University; Diploma in Music Therapy at Capilano College, Diploma in Commercial Music Capilano College. Music Therapist Accredited (MTA), and Registered Clinical Counsellor (RCC). Teaches MT 361. He works with children and youth using both Music Therapy and Counselling. Martin is the co-editor of the online forum Voices, and plays in his own jazz trio. Heather Mohan Van Heerden, Music Therapist. Ph.D. from Simon Fraser University, Masters of Music Therapy from BC Open University, Bachelor of Music Therapy from Wilfrid Laurier University, Registered Clinical Counsellor (RCC), Music Therapist Accredited (MTA). Works as the Coordinator of Family Bereavement Program, Music/Arts Services for the North Shore Palliative Care Program. Numerous Canadian and international conference presentations. Published articles include: Peer Supervision article in the Canadian Journal of Music Therapy, book chapter in Ontological Sounds, and conference proceedings. Interests include phenomenological/narrative research, Music Therapy and spirituality, and integrating counselling and Music Therapy. Sue Baines, Music Therapist. Master of Arts in Music Therapy, New York University; Bachelor's of Music Therapy, Wilfrid Laurier University; Bachelor's of Music, University of Calgary; Music Therapist Accredited (MTA), Fellow of the Association for Music and Imagery (FAMI). Membership in the Canadian Association for Music Therapy (CAMT), Music Therapy Association of BC (MTABC). Teaches: Piano through Private Music Instruction. Numerous conference presentations in Canada and the U.S. Focus of practice: community music therapy with geriatrics and adults with major mental illness Esther Thane, Music Therapist. Bachelor s of Music Therapy from Capilano College; Music Therapy Accreditation (MTA). Membership with the Canadian Association for Music Therapy (CAMT), and the Music Therapy Association of B.C. (MTABC). Teaches voice through Private Music Instruction. She works with children who have Autism and developmental delay in her private practice. Rueben Gurr, Musician. Teaches: Guitar through Private Music Instruction, Midi and Improvisation II Guitar. Composer, performer and studio engineer. Rueben has been teaching in the program since the beginning, and has taught guitar to most of the current 21

23 graduates of the Capilano Music Therapy program. Rueben also teaches performers and Music Therapists privately. Janet Waters, Psychology Instructor. Ph.D. in Psychology, Masters of Arts in Psychology and Bachelors of Arts all from Simon Fraser University. Instructs Principles of Research for Music Therapy students. Janet is a full-time member of the Psychology department at Capilano University. Leonard George, Psychologist. Ph.D. from University of Western Ontario, Master of Arts and Bachelor of Science from University of Toronto. Registered Psychologist. Teaches Abnormal Psychology. Interests include historical and philosophical aspects of psychology, anomalistic and health psychology and psychology and the arts. He is also a freelance writer, broadcaster, and lecturer. Hammond Tarry, Psychologist. D.Phil., MA, BA (University of Oxford). Teaches Group Dynamics. He works as a researcher and statistician when not teaching at Capilano University. Lies Botman, Physiotherapist. Master's of Education from University of Manitoba; Bachelor's of Science in Physiotherapy from McGill. Teaches: Disabling Conditions of Adulthood (MT 364). Member of Canadian Physiotherapy Association. 22

24 Music Therapy: A Health Care Profession a reproduction of a pamphlet from the Canadian Association for Music Therapy What is music therapy? Music therapy is the skillful use of music as a therapeutic tool to restore, maintain and improve mental, physical and emotional health. The nonverbal, creative and affective nature of music facilitates contact, self-expression, communication and growth. With whom is music therapy used? Music therapy is used with a wide variety of individuals regardless of age, disability or musical background. Children who benefit from music therapy include those with mental or physical handicaps, learning disabilities, speech impairments, behavioural problems, emotional disturbances, autism and Rett syndrome as well as those who are gifted. Adults who benefit from music therapy include those with mental illnesses, neurological disorders, problems of substance abuse, acute or chronic physical illnesses and those incarcerated in correctional facilities. Music therapists also work with elderly adults in nursing homes, geriatric units, veteran s hospitals and in senior citizen s clubs. Music therapy has positive applications in childbirth, pain management and stress reduction. Its effectiveness has been demonstrated with children and adults who are victims of physical, sexual and/or emotional abuse. As well, music therapy has an important role in the care of the terminally ill, both in palliative care and hospice settings. Music therapists work with individuals and groups in institutional, community and private practice settings. What happens in a music therapy session? The music therapist establishes an environment of trust and creativity. Trust and rapport between the client and therapist is essential to the therapeutic process in which emphasis is placed on development of a person s inner resources. Music therapy sessions include a variety of planned musical activities including singing, playing instruments, rhythmic movement, improvising, composing and listening to music. Techniques utilized within the sessions are creativeexpressive, educational, physiological or behavioural in nature. Sometimes related therapeutic activities and methods from the disciplines of art, dance, drama, poetry and psychology are used. All activities are tailored to the individual s capabilities and preferences and are designed to utilize innate musical tendencies and personal strengths. During the initial sessions a music therapy assessment is completed and specific therapeutic goals are established. The therapist then develops a treatment plan with short-term 23

25 objectives as steps to achieve the longterm goals. Evaluation of treatment effectiveness is an ongoing part of the treatment plan. How is music used therapeutically? The following examples illustrate some of the procedures used in music therapy. Although these are only a sampling of the methods used by music therapists, they provide a general idea of how music therapy can work. Singing is used to help people with speech impairments improve their articulation, rhythm and breath control. In a group setting individuals develop a greater awareness of others by singing together. Songs help elderly people to remember significant events in their lives which they may then share with others. Lyrics are used to help people with mental disabilities sequence a task. By playing instruments, individuals with motor impairments can improve gross and fine motor coordination. Playing in instrumental ensembles helps a person with behaviour problems to learn how to control disruptive impulses by working within a group structure. Learning a piece of music and performing it develops musical skills and helps a person build self-reliance, self-esteem and self-discipline. persuasion to involve individuals socially. Improvising offers a creative, nonverbal means of expressing feelings. It helps the therapist to establish a bond of trust with a person and serves as a useful assessment technique. Through vocal, instrumental and movement improvisation a person interacts with another and explores feelings which are difficult to express verbally. Improvising offers an opportunity to make choices and deal with structure in a creative way. Composing is used to develop cooperative learning and to facilitate the sharing of feelings, ideas and experiences. For hospitalized children, writing songs is a means of expressing and understanding fears. For people with a terminal illness, it is a vehicle for examining feelings about meaning in life and death, while creating a legacy to leave behind for loved ones. Rhythmic movement is used to facilitate and improve an individual s range of motion, joint mobility/agility/strength, balance, coordination, gait consistency, respiration patterns and muscular relaxation. The rhythmic component of music helps increase motivation, interest and enjoyment, and acts as a nonverbal 24

26 The healing song, written for and with the client, can facilitate a dramatic moment of self-awareness and/or catharsis. Listening to music has many therapeutic applications. It helps develop cognitive skills such as attention and memory. It facilitates the process of coming to terms with difficult issues by providing a creative environment for self-expression. Music evokes memories and associations. Actively listening to music in a relaxed and receptive state stimulates thoughts, images and feelings which can be further examined and discussed, either with the therapist alone or within a supportive group setting. Additionally, listening to music provides a stimulating way to explore and understand our own and other cultures. What does a music therapist do? Clinical work involves preparing, implementing and evaluating music therapy programmes with individuals and groups. The music therapist begins this clinical process by a study of medical records and, when possible, by interviews. After the history is obtained an assessment is conducted in which information on how the person makes and responds to music is collected and analyzed objectively. The therapist may also observe the person s interactions with others and with the environment. Based on this information as well as input from the client, family members and other health-care professionals, the music therapist formulates goals. These are generally long-term and are achieved in time by the successful completion of smaller and shorter-term objectives. It is these goals and objectives, along with specific procedures and materials for use with an individual or group that constitute the treatment plan which the music therapist implements. After implementing treatment for a reasonable period of time the therapist evaluates the plan to determine whether the methods of treatment are effective and whether the person is making progress in reaching the prescribed goals and objectives. The treatment plan is modified accordingly. Discharge from the therapy programme may occur when goals have been achieved, the person is discharged from the hospital/facility or when the person can no longer benefit from the services. Throughout the treatment process the music therapist documents assessments, progress, observations and recommendations in the person s chart/file. There is also ongoing communication between the music therapist and the person who is the recipient of music therapy services as well as with other members of the interdisciplinary team. Depending on the music therapist s area of employment, different procedures and programmes are utilized. In the hospital/rehabilitation setting the music therapist works with people who have a wide variety of physical, psychological, neurological and emotional problems. In this milieu the therapist uses many procedures including guided imagery and music, active listening, singing, music and movement, wheelchair dancing, visual art, drama, poetry, instrument playing and relaxation to music. In assisting people with problems of a psychological or emotional nature the therapist may combine techniques of music therapy with those of counselling and 25

27 psychotherapy. In group work the music therapist may also co-facilitate the therapeutic process with another health care professional. The therapist may coordinate shows or musical events in the hospital involving individuals receiving therapy services or musicians from outside the hospital. Music therapists respect the dignity of the people they serve and must conduct themselves according to a code of professional ethics as established by the Canadian Association for Music Therapy. In schools, a music therapist can further developmental goals and address the problems of children with special needs by working in conjunction with educators. The combination of music therapy with Orff and Kodaly pedagogical techniques often yields positive results. Within the community setting, music therapists contribute to preventative health promotion by offering wellness programmes. Community-based music therapists may also work in conjunction with other health care providers to integrate people into the community following a hospitalization. Music therapists in these various settings are often responsible for the administration and maintenance of their respective programmes. Some are also involved in clinical research studies to examine the efficacy of music therapy treatments and in addition may be supervising students who are completing practica and internships in music therapy. What are the personal qualifications? The music therapist possesses confidence, self-awareness and a realistic perception of his/her strengths and weaknesses. Creativity, spontaneity, energetic purpose, flexibility and humour are other important attributes. What professional skills/training are needed? A music therapist is an accomplished musician, able to play several instruments (usually including piano and guitar), to sing and to improvise in a variety of styles. Detailed studies in music theory, harmony, conducting, music history, solo and ensemble playing and composition form the solid basis for the therapist s musical knowledge and skill. Professional music therapy training is a combination of theoretical and experiential learning. Students gain knowledge of normal and abnormal human development; of symptoms, problems and needs associated with people who have a variety of disabilities 26

28 and illnesses; and of various treatment approaches and modalities. They are also trained in observation, assessment, treatment planning, implementation and evaluation. Grounding in the theory, research and practice of music therapy and psychology is necessary to provide individuals and groups with effective therapeutic services. What are the career possibilities? Music therapy offers three main career options: 1. clinician/consultant 2. administrator/supervisor 3. university/college professor A clinician spends the majority of time treating people, either in one-to-one or group settings. Music therapy clinicians may work in private or government agencies, including hospitals, institutions, schools, clinics, residential treatment centres, nursing homes, hospices, community centres, half-way houses, group homes and many other settings. Not all clinicians are employed full-time by one agency. Many music therapists have developed private practices from their own offices and studios. Music therapists working as consultants provide diagnostic and treatment services to certain clients and/or develop programmes to be implemented by other health care professionals. An administrator or supervisor directs clinical staff in public or private agencies. Administrators/supervisors have a variety of responsibilities, which include developing and managing budgets, ordering and maintaining equipment, establishing departmental policies and procedures, supervising music therapy interns as well as directing and evaluating staff After completion of appropriate graduate studies, music therapists may also become university/college professors who train others to become music therapists. Professors of music therapy teach classes, supervise students in clinics, evaluate students for admission, apply for research grants, oversee research projects, and perform the usual academic and administrative duties. University professors are also expected to carry out original research for purposes of publication and furthering the knowledge base of music therapy. What is the job market for music therapists? Several institutions and agencies in Canada maintain permanent full-time music therapy positions and because 27

29 music therapists work with a diverse client base there are always opportunities to create new jobs. Often music therapists create their own positions by demonstrating the effectiveness of music therapy to administrators and clinical staff through inservices and workshops. Consulting positions may also lead to establishment of a music therapy programme. As in other health care, social service, and education professions, employment opportunities in music therapy are influenced by the economy and the amount of government funding given to these respective programmes. Accreditation interview with a committee of three people, two of which are accredited music therapists and the third a related health care professional. Finally, an Accreditation Review Board assesses the candidate s complete file in terms of academic training, clinical experience and personal suitability. the successful candidate may use the title Music Therapist Accredited (M.T.A.). Credit: CAMT acknowledges with thanks Dr. Ken Bruscia s publication Music Therapy in Brief (Temple University Press) as a source of information for this booklet. CAMT 1992 Used by permission To be employed as a music therapist in Canada, the therapist should be accredited by the Canadian Association for Music Therapy. How do I become an accredited music therapist? To apply for accreditation as a music therapist, an individual will have successfully completed a degree in music therapy at a university approved by the Canadian Association for Music Therapy. In order to be accredited as a music therapist in Canada the person makes application to the registrar of the Canadian Association for Music Therapy. Documentation includes proof of completion of the academic requirements, submission of a case study and a group report, letters of reference, proof of completion of a supervised clinical internship (min hours), personal resume, supervisor s report and payment of an application fee. The candidate participates in an 28

30 The Guitar and Music Therapy Playing the guitar in preparation for auditioning to Music Therapy program: Be able to strum with the right hand - basic strum in 4/4 and 3/4 Be able to do two basic chord progressions in the keys of D, G and A major: All suggested keys: I IV I V 7 I IV V 7 I For the key of G only: I vi ii V 7 I Be able to sing and play the guitar while maintaining eye contact. Buying a guitar: For Music Therapy, you'll need a steel, six string, folk guitar. Since the guitar is used with clients, we recommend a mid-range, good quality instrument. If you're buying a guitar, our instructors recommend Seagull brand or Simon & Patrick folk cedar woodland style guitars as they are Canadian-made, very good quality and moderately priced (around $400). The Simon & Patrick brand may be easier to find. Other types of guitars are acceptable. Fender F series are good, although slightly large for smaller stature students. Be sure to ask the sales representative to check the guitar size is a fit for you (neck size fits your hand; body of guitar fits for seated playing). The Vancouver area store that is used to selling Seagull and Simon & Patrick guitars to Music Therapy student is Long & McQuade in North Vancouver ( ) Other purchases for the guitar: Guitar strap - preferably a wide one to distribute the weight across your shoulders. Fabric style straps are easier to adjust while leather ones are typically wider and more difficult to adjust. Soft Guitar case rather than a hard case - a hard case weighs three times as much as the guitar and transfers all impact energy to the guitar in the case of a fall. Do not be deceived by the cheaper cases ($40 buys a bag but little padding; $80 buys something that you can drop and sustain no damage). Guitar strings - come in a variety of brands and styles. The beginner guitar player is encouraged to buy light gauge phosphorus bronze strings (about $9.00) Capo - there are only two types of capos: the screw type made by Scubb and the battery clamp type made by Kaiser. Both are around $ Do not use the 1950's hootenanny stretch type as they are difficult to adjust. Metronome - suggested modes are Seiko or Quicktime (around $35.00). These models "click"; do not buy the ones that squeak. This item can wait until you re in Vancouver. 29

31 Protecting your guitar: Don't leave your guitar unattended in a car - thefts from cars in the Vancouver area are common and a guitar left in a car is risky. Don't leave your guitar in the hot sun or in the trunk of a car on a sunny day as the glue loosens, the neck may shift out of position, and then resets when the temperature drops. Learning and Practicing: You may be the type of person who learns well through lessons or you may see it as an instrument that you can learn on your own. Either way is fine. Please consider your posture when practicing the guitar practice in front of a mirror rather than hunching over to see your chord hand. Practice 5 10 minutes twice a day in the beginner stage Begin playing in a seated position in a chair that has good lower back support. Don t practice through pain rest if your fingers or neck hurts. Consider consulting a guitar teacher regarding hand position and ergonomics. As the guitar becomes more familiar, vary your practice style use the guitar strap and practice standing up. Be very aware of pain or discomfort these may be signs that you should stop playing and rest for a few days. If pain persists, consult a health care professional. 30

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34 Ear Training and Music Therapy Successful Music Therapists have a keen ear for pitch, tuning, harmonic progressions and chord recognition. While the prerequisite Ear Training, Sight Singing and Theory courses teach this material, not all students complete the courses with the necessary practical ability. To do well in the Music Therapy program, you'll need to have the following skills: Finding the starting note to a song From a list of songs you know very well, play a root position chord and hear the starting note (typically folk, children's or Christmas songs work well). Begin by humming the starting note and then sing the note. When this process becomes easy, skip the humming step. For a more advanced skill level, use different keys and then use inversions of the starting chord. Sing a melody unaccompanied Choose a song you're familiar with and find the starting note from a chord on the guitar or piano. Sing the melody of the song without accompaniment. When the song is finished, check the starting chord again to verify that you stayed on key. This exercise is most effective when someone is present to acknowledge that you're singing on key. For an additional challenge, sing the song though and then transpose the song (give yourself a new starting note or chord to assist with the transposition). Singing Intervals When given the root pitch, sing the following intervals: 3rd, minor 3rd, 4th then 5th. 33

35 Hearing the difference between I, IV, V This can be accomplished by spending time with a harmonic instrument (for example, piano or guitar) and listening how each of the chords sound. Initially, staying in one key will be helpful. Begin with root position chords and advance to chord inversions. It may be helpful to have someone play the chords for you, while you listen for the qualities of each chord. Sing Root Positions Sing the root tone of the following progressions: I IV I V I IV I vi ii V I I vi IV V I Singing on key Music Therapists need to have the ability to sing on key. If this element is challenging for you, coaching or lessons may be helpful until you can sing on key successfully. The skill of singing on key threaded throughout the classroom and practicum experiences. 34

36 Examples of the Types of Work our Graduates are Doing One of our grads works at a medical rehabilitation centre working particularly with children who have brain injury and adolescents who have spinal cord injury. One of our grads works in facility for children with autism working one on one with young children who have severe difficulty communicating and relating yet they respond remarkably to music and the therapy services offered by the Music Therapist. One of our grads works at a Women s Hospital working alongside women who are pregnant. The Music Therapist offers relaxation services and even works in the delivery room for at risk procedures. One of our grads works at an inner city centre with people who have AIDS, mental health difficulties, and drug misuse problems. The participants at the centre often prefer expressing through music than through words. One of our grads works at a Native Health Centre in the Health Promotion branch assisting First Nations participants to use their healing practices along with music as a therapy for expression, community, and health. One of our grads works with street youth and offers a performance/therapy experience that allows the participants strengths to come through, for community to develop, and for a healthy outlet for expression. One of our grads works as the Executive Director of a small community Brain Injury Association while maintaining a Private Practice in the community. One of our grads works in a hospital setting facilitating Music Therapy groups and individual sessions in a psychiatric ward. This grad also works in the palliative (dying) care ward in the same hospital. One of our grads works in a women s prison assisting clients with adjustment, family and life issues through Music Therapy sessions. One of our grads works in a Prairie health region in a palliative care team in both the hospital and in the community going to the homes of people who are dying and working with the family and the client on life review issues, pain issues and family bereavement. 35

37 One of our grads works in a centre for children who are deaf. The Music Therapist assists with speech development through Music Therapy techniques and experiences. One of our grads works at a Children s Hospital with at risk psychiatric teens. The teens work on social, expressive and coping themes through Music Therapy. One of our grads is the president of the Canadian Association for Music Therapy. In the last 12 years, four of the Canadian Association for Music Therapy presidents have been graduates of the Capilano University Music Therapy program. One of our grads works in the Maritimes with seniors who have Alzheimer s assisting the clients in social and expressive goals in groups and individual session, calming anxious clients through music, and with decreasing staff stress through monthly relaxation groups. One of our grads in the Prairies has her own company of Music Therapists. Her team works with infants, children with developmental difficulties, adolescents in the school system, adults in mental health, palliative settings, and with seniors in long term care. If you have any questions about employment for Music Therapists, feel free to contact: Canadian Association for Music Therapy: Music Therapy Association of BC: Music Therapy Program Coordinator: [email protected] [email protected] [email protected] 36