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Music Therapy I
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:25.03.2022 09:07:03
| Study Course Information | |||||||||
| Course Code: | VPUPK_074 | LQF level: | Level 7 | ||||||
| Credit Points: | 6.00 | ECTS: | 9.00 | ||||||
| Branch of Science: | Clinical Medicine; Sports Medicine and Rehabilitation | Target Audience: | Rehabilitation | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Inese Paiča | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 48 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Professional activity in arts therapy and its legal fundaments. | ||||||||
| Objective: | To develop the creative potential in musical expression, raise awareness of their own experience in music and its evaluation, to get acquainted with the language of music. To develop ability of spontaneity, creativity and self-reflection. To enhance comprehension of MT historical development and versatility of theoretical attitudes. To develop the skill to choose and use the evaluation and assessment instruments, appropriate for the specificity of the group of clients/patients. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Historical development of MT. Significant personalities in the establishment of the music therapy profession in the USA, Europe and Latvia. | Lectures | 4.00 | auditorium | |||||
| 2 | Improvisation and creative work: self-experience in playing various musical instruments and using one’s voice. | Lectures | 4.00 | auditorium | |||||
| 3 | Improvisation and creative work, self-experience in playing the piano. | Classes | 4.00 | auditorium | |||||
| 4 | Improvisation in the therapeutic context: reflection, imitation, matching, accompaniment, creation of a dialogue and the introduction of the changes in musical parameters. | Classes | 4.00 | auditorium | |||||
| 5 | Development approach in music therapy. Humanistic approach in music therapy. Music-based tasks on the application of the principles of development and humanistic approaches in MT. | Lectures | 1.00 | auditorium | |||||
| 6 | Development approach in music therapy. Humanistic approach in music therapy. Music-based tasks on the application of the principles of development and humanistic approaches in MT. | Classes | 1.00 | auditorium | |||||
| 7 | Psychoanalytic/psychodynamic music therapy. Non-directive approach in music therapy. Music-based tasks on the application of the psychoanalytic/psychodynamic concept in MT. | Lectures | 1.00 | auditorium | |||||
| 8 | Psychoanalytic/psychodynamic music therapy. Non-directive approach in music therapy. Music-based tasks on the application of the psychoanalytic/psychodynamic concept in MT. | Classes | 1.00 | auditorium | |||||
| 9 | Cognitive-behavioural approach in music therapy. Directive approach in music therapy. Music-based tasks on the application of the principles of cognitively behavioural and systemic approaches in MT. | Lectures | 1.00 | auditorium | |||||
| 10 | Cognitive-behavioural approach in music therapy. Directive approach in music therapy. Music-based tasks on the application of the principles of cognitively behavioural and systemic approaches in MT. | Classes | 1.00 | auditorium | |||||
| 11 | Integrative-eclectic approach in music therapy. The use of the theoretical approaches in music therapy that is appropriate for the various needs and age of clients/patients. | Lectures | 1.00 | auditorium | |||||
| 12 | Integrative-eclectic approach in music therapy. The use of the theoretical approaches in music therapy that is appropriate for the various needs and age of clients/patients. | Classes | 1.00 | auditorium | |||||
| 13 | Improvisation and creative work: in dealing with different groups of patients. | Lectures | 2.00 | auditorium | |||||
| 14 | Assessment in music therapy. Ethical and legal aspects. Fields of evaluation from the biopsychosocial point of view, the advantages and restrictions of music-based evaluation. | Lectures | 2.00 | auditorium | |||||
| 15 | Music-based instruments for the evaluation of children, teenagers, and adults in psychiatry. | Lectures | 2.00 | auditorium | |||||
| 16 | Music-based instruments for the evaluation of children, teenagers, and adults in rehabilitation. | Classes | 2.00 | auditorium | |||||
| 17 | Execution of evaluation and assessment protocols. Aim setting and assessment. | Classes | 2.00 | auditorium | |||||
| 18 | Execution of evaluation protocols. Goal setting and evaluation. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | To independently consolidate the lecture material by reading the indicated sources. During the workshops to practise independently and in small groups the music-based evaluation and assessment methods and musical improvisation methods for various groups of clients/patients. | ||||||||
| Assessment Criteria: | In the history and theory part of MT: 1) a report on the comparison of two theoretical approaches, written in an academic style with well-formed references, 2) a presentation on the report. In the creation and improvisation part: 1) improvisations in different styles on piano, percussion, vocals, 2) an essay on experience in the creation process. In the evaluation part: 1) evaluation of two real clients/patients with various art-based instruments and documentation of the evaluation using the initial evaluation form. The necessary additional information is added to the evaluation form, 2) a more detailed description of one case (according to the principle of case analysis) and presentation, 3) Control work on evaluation tools. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | MA students name the facts about MT development history, characterise MT basic principles and development processes in relation to other fields of art. Define the general concepts within the context of profession. Compare the art/music-based evaluation and assessment instruments, explain and substantiate their application to various groups of patients/clients. Comprehend ethical considerations regarding the research and evaluation. Master MT techniques. | ||||||||
| Skills: | MA students use theoretical knowledge in order to determine and analyse MT approaches and evaluation and assessment instruments in relation to various groups of clients/patients. Analyse the sources of information about MT approaches, synthesise knowledge, substantiating the choice in an argued manner. Assess their own experience in the use of music-based instruments. Use various MT techniques and the language of music. On the basis of self-reflection and the personal experience, acquired in the creative process, describe and evaluate their own artistic expression experience and the language of art. | ||||||||
| Competencies: | MA students integrate and substantiate the use of MT theoretical approaches and the evaluation/assessment instruments according to the client/patient's needs and age. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Jacobsen, S., Pedersen, I., & Bonde, L. (eds.) (2019). A comprehensive guide to music therapy: Theory, clinical practice, research, and training (2nd ed.). Jessica Kingsley Publishers | ||||||||
| 2 | Edwards, J. (Ed.) (2017). The Oxford handbook of music therapy. New York, NY: Oxford University Press | ||||||||
| 3 | Wheeler, B. (Ed.) (2017). Music therapy handbook. New York: The Guilford Press | ||||||||
| 4 | Mārtinsone, K. (Sast). (2011). Mākslu terapija. Rīga: RaKa. (akceptējams izdevums) | ||||||||
| Additional Reading | |||||||||
| 1 | Waldon, E., Jacobsen, S., Gattino, G., (Eds). (2019). Music Therapy Assessment: theory, research, and aplication. London: Jessica Kingsley. | ||||||||
| 2 | Crowe, B., & American Music Therapy Association. (2007). Effective clinical practice in music therapy: Music therapy for children, adolescents, and adults with mental disorders / Barbara J. Crowe, monograph editor; American Music Therapy Association. (AMTA monograph series). Silver Spring, Md.: American Music Therapy Association. | ||||||||
| 3 | Wigram, T. (2004). Improvisation : methods and techniques for music therapy clinicians, educators, and students. London: Jessica Kingsley Publishers. | ||||||||
| 4 | Bite, I., Mārtinsone, K., & Sudraba, V. (Sast.). (2016). Konsultēšanas un psihoterapijas teorija un prakse. Rīga: Zvaigzne ABC | ||||||||
| Other Information Sources | |||||||||
| 1 | Australian Journal of Music Therapy | ||||||||
| 2 | Canadian Journal of Music Therapy | ||||||||
| 3 | The Nordic Journal of Music Therapy | ||||||||
| 4 | Datu bāzes: Cochrane Library, ProQuest, Sage, ScienceDirect u.c. | ||||||||
