Welcome to the New SMWC Music and Music Therapy Students!

Olivia Wendel

Olivia Wendel, who plays flute and is a freshman music therapy major, was originally going to major in Environmental Science, but she heard about the music therapy program after enrolling at SMWC. “It just kind of clicked in my mind that this is what I should be doing with my life.” Olivia knew she had a passion for helping others and has always been musical throughout her life.  She says the biggest surprises at SMWC have been the differences between coming from a large high school to a small college: “You get more one-on-one attention if you ever need it.” She is growing as a musician and she loves the opportunities. Olivia advises future SMWC music therapy students to be ready for a new family. “You have a huge support system that is helping and pushing you along the way. It's truly an amazing thing.”

Jacob Wilson

 Jacob Wilson, a percussionist and freshman music therapy major, had not heard of music therapy prior to applying to SMWC. A percussionist, he had a lot of interest in psychology and becoming a therapist. “I thought it [music therapy] was perfect. I could help people through therapy and still have a strong connection to music.” To future SMWC music therapy students: “Jump in and fear not, for your professors are there to help you.” He adds: “If you have a natural inclination for music and want to help people, what better way than to be a Music Therapist?” Jacob plays many different instruments which will serve him well as a music therapist including: guitar, piano, ocarina, and Native American flute.

Catherine Larson

SMWC 2016-17 Musician of Promise Scholarship winner, Catherine Larson, is a soprano and freshman music therapy major. Catherine is not a fan of large class sizes and uninterested professors, so when she came to the Woods and saw the small student body and invested professors she knew it was a good fit. “I just knew that this is where I needed to be.” Reflecting on her campus visit where she learned about music therapy, she says “I fell in love and everything fell into place.” Her connections to professors and their willingness to help, along with how comfortable and strongly organized the music therapy program is have been the biggest surprises. Catherine’s advice for students interested in majoring in music therapy? “Go ahead and do it. SMWC is very special especially the music program and if you like small environments, and peace, this is the place to be.” She adds that singing with the SMWC Chorale and Madrigals has been something she dreamed of since seeing a concert as a prospective student. 

Sara Langenberger

                                                                           Sara Langenberger, soprano and sophomore in music, has plans of changing her major after watching a video about Music Therapy helping treat Alzheimer's Disease. “I have family members who have experienced this disease, so it is very close to my heart. It sparked my interest, and the more I learned about it the more I loved it!” Sara’s biggest surprise about the SMWC Music Therapy Program has been “just how all of the teachers are genuinely kind and want you to succeed, which is something you may not find at a large college.” Her advice to future MT students: “Keep an open mind and get ready to learn because this will truly change your life.”

Natalie Coffin

Natalie Coffin, singer/songwriter and pianist, is pursuing her second bachelor’s degree in music therapy. “I have a BA in Creative Writing from IUPUI and am a lifelong professional singer songwriter and musician who was planning to go to law school.  But life took a different turn for me last year.  My mother became ill unexpectedly and passed away after a brief illness.  I had a lot of hours to think about life in the eight weeks she was in the hospital.  Before she passed away, in one of our last conversations, she told me to create a life I would love, and to never give up on music.  So…that is why I’m here.” Natalie feels music therapy is such an exciting field.  “In this short time I can see that there is so much to learn, and yet, I feel as if I’m already a part of a wonderful profession that has so much to offer not only clients and patients, but also to us as Music Therapy students and eventually as Music Therapists.  I’m immensely grateful to be studying Music Therapy at SMWC.” Reflecting on her decision to apply and audition at SMWC, Natalie says, “The audition process was way out of my comfort zone.  It took a lot of practice and a lot of prayer.  And of course, Professor Sharon Boyle and Dr. Tracy Richardson and the rest of the entire department made it so easy.  I can honestly say it was one of my proudest life moments when I completed my audition and was offered a place in the Music Therapy Program of SMWC.  As Oprah says, it was a full circle moment for me, one that I had dreamed about for a very long time…And the best part is, I know that I am becoming an even better musician, expanding my skill set, facing my fears, and living life without regret.  How cool is that?” Natalie is hoping to add the new songwriting emphasis to her major: “I am looking forward to learning more about composition and notation as I have some music percolating in my mind that is of the symphonic choral ensemble type.”

            

*Sarah Cary

            Sarah Cary, alto and transfer student into the music therapy program this year, originally majored in Music Education at another institution. “I began to look at other majors. While researching, I came to the conclusion I was very interested in counseling and therapy work. However, none of what I found included music and I wanted to keep music within my career. For a while I thought there was no career that involved both of my interests. I met a current music therapy student at SMWC and he spoke to me about the major. “Since I’ve started, I am loving it! I was told so many positive things about being a student at the Woods and I am now experiencing them first-hand.” When asked about the biggest surprise about being in the SMWC Music and Theatre Department, Sarah said she is amazed at how invested the instructors are in students' individual growth. “They ask us how we’re doing and are actually interested in our answers. They want to make sure we are understanding our school work and succeeding as much as possible. Our instructors are very willing to help students outside of the classroom and let us know when we are doing well. Our instructors make sure to let us know when we make improvements. I really appreciate that.” Sarah’s advice to future students? “Work hard and dedicate yourself. This is your future career and the only way to work well in your field is to put in the work and dedication now.”

Toby Inserra

Tobias “Toby” Inserra, percussionist and freshman music therapy major, knew he wanted to pursue music therapy from the start and loved SMWC after visiting. “The biggest surprise has to be how much I love it! I just thought it was going to be like any other degree program, but I quickly found that I'm not here to get a degree I am here to get the foundation for my career.” Toby’s advice to students looking into the music therapy program here? “Do it! I was unsure if this was going to be the right fit for me, but it only took one visit for me to figure out this is where I need to be. So just take a chance and at least see what it’s all about.” Toby is excited to be part of the renewal of the instrumental studies and band at SMWC. “As a percussionist, I am really looking forward to being a part of the band brought back this year. While we are just a small band now we will grow and become an integral part of the SMWC music program.”

    

Annamaria Farmer, freshman MT major

Jacob Reinhart, freshman music major

  Jacob Reinhart, bass/baritone and music major, saw the opportunity to be one of the first undergraduate male music students in the Department of Music and Theatre. “I felt the opportunity too rare to give up and decided to pursue my degree here.” Jacob advises future music students: “For any other guys who are thinking of enrolling in the music program they certainly should invest some time looking into this school because it does have, in my opinion, an excellent program without too much pressure. From what I've learned here so far I can definitely say this school would be a good choice for those who want to take their music education seriously.” Jacob likes to sing classical, Broadway, and gospel music. “I'd like to learn more contemporary styles because I believe a singer should be able to sing all kinds of music.” Jacob is a member of the new Woods Vocal Ensemble started this year.

      

*Blog post author: 
Sarah Cary, Music Therapy Student Assistant 

Editor and Blog Coordinator: 
Sharon R. Boyle, MM, MT-BC

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For more information about the Undergraduate (Bachelor of Science in Music Therapy) or the Music Therapy Equivalency Campus Programs, contact Sharon R. Boyle, MM, MT-BC, Associate Professor of Music Therapy:

phone: (812) 535-5145; email: sboyle@smwc.edu

Senior Reflection: A Musical Journey

    Truth be told, I have not looked forward to writing this reflection because it means my time of being on the SMWC campus is coming to a close. I was also worried I would not be able to fully articulate how much my time here has meant to me in writing.  Until last week, I had a very different reflection I was going to share. As often is the case with wonderful Providential timing, I witnessed something recently that allowed me to more effectively process what I wanted to say.

Nathan Mensah in first year of cello lessons

    As part of the Spring Choral Concert, the Madrigals performed the seven movement work “Magnificat”by Norwegian composer Kim André Arnesen. For the past few months I had heard this piece being rehearsed and was really excited to hear it all the way through. During the 40 minutes of music, I was taken on a very powerful emotional journey. My eyes teared up nearly the entire time. I was moved by the beautiful music and could not help but close my eyes and bathe in the auditory ambience. This music spoke to me (and the audience) and it pervaded me. The experience was extremely cathartic and I did not need to understand the text to have it speak to me. How could a (very talented) choir of twelve, a soprano soloist, and an organist move me in such ways? The answer should have been more obvious for someone who is in school learning about how music affects each of us in different ways.

    Music is the way I often process, communicate, and share with others. Music is the vessel through which I can express things I cannot put into words. When I hear a piece of music, I can often be seen bopping my head shamelessly or just flat out dancing. When I am learning and performing songs on guitar and piano, how can I not groove if the music is telling me to do so? With our beating hearts, our lungs expanding and collapsing, and the circadian rhythms on which we operate, our bodies are rhythmic entities, so when I’m fully engaged in the music it is impossible for the music not to be in my body regardless of whether I’m listening to something, playing a new instrument, or conducting.

  

    I discovered one of the most difficult parts about the Music Therapy program at SMWC was to simply let my authentic self come through in sessions with clients. I had always felt that “trumpet Nate”, “music therapy student Nate”, “composer Nate”, etc. were all different identities. On the contrary, all of these boxes were part of the fuller whole. My musical identity is comprised of many elements, and it was only when I felt comfortable enough to bring all of those elements into my core that I was able to start being fully authentic in sessions. As a music therapy student, it was my job to use clinical and evidence-based music interventions to help my clients accomplish their goals and work toward healthy change. Normally this took place in the form of using familiar songs while challenging clients to accomplish tasks such as playing instruments, responding in certain ways, or to engage in a verbal discourse afterwards.  I was most challenged to be fully authentic in sessions where improvisation was the primary method of communication. 

    Last semester, I worked alongside a board certified music therapist (MT-BC) with an adult client with a range of intellectual and developmental disabilities.  One of our goals for this client was to help increase his level of initiating interaction, so we were challenged to play piano music and other percussive instruments to assist him with staying engaged in the music. Unlike my other sessions, pre-composed songs were not used and we created piano and vocal music for the client during the session using clinical improvisation techniques. Clinical improvisation allows a client and music therapist to create spontaneous music in the moment, often resulting in unique epiphanies, growth, and authentic connection within the therapeutic relationship.  As our mind, body, and spirit are all connected, music can often bring about a transformation for a client. I felt like my identity took a shift after working with this particular client. Initially when working with this client, I noticed I was having trouble building a connection with him. This has been a struggle for me in my past. That semester I also felt like I had become musically stagnant: I was in a decent place, but I knew I was not growing. Through a musical improvisation with my on-site music therapy supervisor, and a discussion about “being in the moment” with my faculty music therapy supervisor, I was challenged to improvise on my own time to try to work through these issues. When I played music on the piano alone, I started to realize I did not need to separate my “musical selves”. Why couldn’t a piece of music reflect all of my tastes? Improvisation has no rules, and it is a place where we can be free to express ourselves fully. This does not mean the result is always pretty or beautiful, but this makes sense: we all have days when we feel down, and we all have days when we feel like a million bucks; so, then, our created music can also change day by day. 

    

     When I started to accept these ideas, I started to trust my musical intuition, and when my client vocalized and made high and low noises with his voice, I started to imitate him. This was a pivotal moment- over the rest of the semester, the client and I connected through vocalizing with each other, responding to each other, and harmonizing. I believe he became more aware of his own role in the music, and he started to do new things like hold notes for over 20 seconds (a very long time to try to sing along!) and explore his lower and upper registers. We took a new and risky journey together and the result was a fun, beautiful, authentic connection. As a musical being (as we all are), I feel most connected when I can rely on music to do the talking for me. The easiest music connections can occur when we become our uninhibited selves. If we can’t bring our fully real selves to clients, how can we expect our clients to do the same?

    How a client engages with music (their body language, their dynamics, tempo, frequency of notes, facial expressions) reflects the inner being, and by assessing a client’s needs in the moment we can adapt to whatever they are communicating.  For example, while I was placed at ResCare (a day facility for adults with intellectual and developmental disabilities) I worked with a client who seemed to be in a bad mood one day. He was crossing his arms and his eyes remained close with his head turned down. I played “Let it Be” by the Beatles and encouraged the clients in the group to close their eyes so they could just focus on listening to the music and relaxing. When I looked to the client who was previously in a bad mood, his demeanor had changed throughout the song: tension was released from his shoulders, he stopped frowning, and he smiled. I played quieter near the end and played a lighter accompaniment pattern and the client opened his eyes and afterwards said the music helped him relax and feel good.

    I can’t begin to put into words how much I have enjoyed and felt blessed by the past few years. Many tangible milestones have taken place of which I am proud: my Ska band finished recording their first album, I got to be in my first professional theater production, I learned how to play guitar and fell in love with it, I attended two schools at once for over a year and survived a year working the third shift at a hospital. But none of them feel as accomplished as getting to share countless musical moments with others. I feel nothing is as important as knowing I witnessed, and engaged with, each client who chose to share their music with me. I was placed in sessions to help clients determine new ways of thinking about things, but in reality, they taught me more than I could ever hope to learn.

    People sometimes say I am a relatively closed off person, despite my outgoing nature. This is not because of them, but because I often only share what I consider worth sharing.  I only find it worthwhile to open up to someone when I know they can truly listen and when I know I can trust them. Over the course of this final semester, I realized I needed to open up more, not just for others, but for myself so I could grow. One friend of mine challenged me to tell them a new fact about myself every few days. Another friend promised to always be there to listen and keep personal matters private. This opening of my personality, while cumbersome, has made me feel more connected to others. We all have flaws and problems we go through- no one is an island- and we are not meant to go through life alone. In music therapy, we are hoping to help our clients realize thoughts like these; but, if they can’t achieve growth by themselves, we can help. While I was placed on the Behavioral Health Care Unit of Regional Hospital, my co-music therapy student and I often played songs (such as “I Can See Clearly Now”) with clients and then discussed the lyrics and meaning of the song. This was done to see if clients could draw conclusions from the meanings of songs to apply to their own lives. One of my on-site practicum supervisors told me the music is an identity in sessions, just as important as the persons in the room. It is only through true connectedness when we can help to reach beyond ourselves in music and in life.

Mensah and fellow SMWC music therapy students

    I will say my time at the Woods has been some of the most challenging and rewarding times of my life. I am beyond thankful for my professors who pushed me, challenged me to think in new ways, made me a stronger musician, and provided the support to help me make it through. I can’t ever look at music in the same way after my three years here. Whether we believe music is a universal language or not, I believe it is something accessible to all. I believe we are all musical beings, and we sound aspects of ourselves when participating in musical creation. In the end, there is no way for me to put into words how much my time at The Woods has meant to me, and how much the community has changed me. Perhaps if you find me some time while in the Conservatory, I can try to play for you what I feel instead of not doing it justice with words. After all, I am a musical being, and you are too.

*Author Nathan Mensah, SMWC senior music therapy student, completes his coursework May 2016 and will begin his 6-month clinical music therapy internship at Cincinnati Children's Hospital Medical Center in July 2016.

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Editor: Sharon R. Boyle

For more information about the Undergraduate (Bachelor of Science in Music Therapy) or the Music Therapy Equivalency Campus Programs, contact Sharon R. Boyle, MM, MT-BC, Associate Professor of Music Therapy:

phone: (812) 535-5145; email:sboyle@smwc.edu

Graduate Study in Music Therapy at SMWC: An Interview With Beth Deyermond, MA, MT-BC

Beth Deyermond, MA, MT-BC has been a practicing music therapist for over 14 years.  She is the Music Therapy Department Chair and Internship Director at The Center for Discovery (TCFD) in Harris, NY.  TCFD is a residential school for children and adults with significant multiple disabilities and Autism Spectrum Disorders.  Beth is married and has two children, Sophia (10) and James (7).  She graduated with her Masters of Arts in Music Therapy degree from SMWC in December 2015.

Deyermond at December 2015 Commencement
Receiving her MA in Music Therapy

"What drew you to SMWC for the MAMT Program?"

I had been a practicing music therapist for twelve years before deciding to go back to school.  During that time, I had experience with a number of different programs and came to the conclusion it was important for me to be a part of a program that worked with my familial and professional responsibilities, and also one that resonated with my personal philosophy of Music Therapy.  The MAMT program at the Woods fit that bill 100%. Even though it was very far away, and I knew it would be difficult to be away from my family and from my job during the residencies, the residency format allowed me a level of choice so that I could live my life in the way I preferred and I needed (Besides, I am now an expert at air travel!).  

In addition to the residency format, I would be remiss without saying I was particularly drawn to the diversity of coursework and the caliber of professors teaching the different courses.  After finishing the program, I can honestly say that my hopes and expectations in this area were surpassed by far.

"How did you balance your family life and work life while completing this degree?"

Is it bad that I laughed out loud when I read this question?  There were times during the program when I honestly didn’t know how I was going to get it all done.  Life happens to all of us and it is constantly stretching us beyond our perceived capabilities. 

When I started this program, I made a decision: family always came first.  I did not want my kids to miss out on quality time with their mother.  I did not want to miss a soccer game or a dance recital because of schoolwork.  Because I made that a priority, I really had to plan my time and use it in a focused way.

I said the word “plan”.  I will admit that I absolutely love to plan.  I love to make lists.  I love to cross things off my lists.  This very much came in handy during the program.  At the start of every semester, I made a list of all of the assignments and when they were due.  At the start of every week, I made a plan and a timeline for what needed to get done each night and tried my hardest to stick to that plan.   

Family comes first!

 Even with all of the planning, there came a point in time when I realized I needed to allow myself some grace.  My house was not always as clean as usual.  I wasn’t always able to make dinner completely from scratch.  I had to learn to say “no” when I had too much on my plate.  I also had to learn to ask for help (Luckily I am blessed with a wonderful and supportive husband and a wonderful and supportive supervisor). It was difficult to admit that I couldn’t do it all, but when I did, the balancing act became much easier and so much less stressful.

It was not always easy.  It was not always pretty.  It was not always “balanced”, but I still made it through, and my kids were so proud of me.  Knowing that is even better than the pride I have in myself.

 "What have your experiences been like as an Internship Supervisor?"

People have often asked me why I supervise interns.  Isn’t it difficult? Doesn’t that take up a lot of time? Why do you accept so many at once? (We currently have eight MT interns and four staff music therapists). The answer to that is yes, it is difficult and yes, it takes up a lot of time, but, with each intern, I learn as well.  I learn about myself.  I learn new clinical techniques.  I learn how to be a good and effective supervisor. I learn about being an ineffective and bad supervisor. I learn about new music and new technologies. 

It is for all of these reasons I feel it is worth it. At The Center for Discovery, we work using primarily clinical improvisation.  I love challenging interns to think of their session work in a music-centered manner.  I love the moment when an intern connects with an individual and you can feel the electricity pulsing through the music. I love when an intern conquers their fear of the piano. And, I love when an intern develops confidence in their clinical abilities and in areas that may have been a struggle in the past.

So, the answer is “yes”.  Training interns is a lot of work.  But it has absolutely made me a better therapist and a better supervisor overall.  I hope to have the opportunity to do it for many more years.

"What did you like the most about the Saint Mary-of-the-Woods College Master of Arts in Music Therapy Program?"

There are so many positive experiences it is hard for me to pick just one!  My immediate answer to this question is the relationships that formed during this experience.  With each incoming cohort, there is an opportunity to create a bond that is uniquely special and strong. I was blessed to enter and finish the program with eight of the most amazing, brilliant, talented, and passionate women I have ever known.

A student's cohort provides needed support throughout the program.
Pictured: Beth's cohort and fellow December 2015 graduates

I also loved the fact that the program reignited my love of learning.  I will freely admit that I was not one to get the Journal of Music Therapy or Music Therapy Perspectives journal and sit down to read them cover-to-cover.  The program at SMWC helped inspire me to get back into reading current literature and looking into a broader range of topics I knew would only enhance my clinical and supervisory work.

"What things did you learn at SMWC to help you further your clinical skills as a music therapist?"

I think one of the biggest things I learned from the MAMT program is a deeper understanding of myself.  Each class was challenging in its own way and either taught me a new skill, or reminded me of a trait that is not always in my personal forefront.  Each skill learned is something to translate into my clinical work...perseverance, trust, patience, empathy, and confidence.

"What is it like supervising interns (undergraduates) who come from the same school as you?"

I don’t think I’ve ever been asked this question!  I’ve supervised interns who went to the same undergraduate program as me, but I was there long before they were, and the program has definitely evolved and changed since then.  That being said, I actually did supervise a Woods student while I was in the MAMT program.   It was nice because it gave us something to talk about at the beginning of our supervisory relationship. It also provided an instant connection both of us took pride in.

"What would you like to let someone else know about your experience in the SMWC MAMT program and its impact on your life?

Beth and her husband

This experience was one of the best decisions I have made. I can’t quite put my finger on it, but there is something about the campus that pulls you in.  From the moment you step on campus, you become a part of something greater.  There is a history there that you become part of.  There is pride in all aspects of the campus and in all aspects of the program. The professors are not only brilliant, but are also supportive and relatable. When you are done with the program, you experience a sense of accomplishment that is absolutely incredible. I am so very grateful for my experience at The Woods and all of the individuals who helped me along the way!

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Written by: Nathan Mensah, senior music therapy major

Edited by: Sharon R. Boyle, Associate Professor of Music Therapy

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For information about the SMWC Master of Arts in Music Therapy program, contact:

Dr. Tracy Richardson, MT-BC

Director of Master of Arts in Music Therapy Program

Chair of the Music and Theatre Department

(email) trichardson@smwc.edu

For more information about the SMWC Undergraduate Music Therapy and Music Therapy Equivalency-Campus programs, contact:

Sharon R. Boyle, MM, MT-BC

Coordinator of Undergraduate and Campus Music Therapy Programs

(email) sboyle@smwc.edu 

For more information about the SMWC Music Therapy Equivalency-Distance (MTED) program, contact: 

Larisa McHugh, MA, MT-BC

Coordinator of the Music Therapy Equivalency Distance Program

(email) lmchugh@smwc.edu.

Music Therapy Education = Advocacy Through Connection

  “Advocacy of music therapy is vital because there so many people who are unaware of what music therapy is and the benefits it provides!” 

- Emily Corbitt, SMWC MTED student

While the benefits of music therapy are obvious to those of us already in the profession, many people are still discovering it every day. It is crucial to bring about more awareness to music therapy in whatever ways we can in order to provide more access to needed services, to encourage new students to pursue study of music therapy, and to keep music therapy viable in a changing world. In her blog post for Social Media Advocacy Month, Dena Register, PhD, MT-BC briefly outlined three roles that music therapy advocates typically fall under: 

• Connectors (building bridges to bring others together)
• Reflectors (reflecting back important points and see multiple perspectives) 
• Directors (seeing the big picture beyond the current situation). 

While many of us may move in and out of these different roles, as a college serving a range of music therapy students from undergraduate to equivalency to graduate level, it is fair to say that most academic programs serve as a "Connector". It is fair to say that they also serve as "Reflectors" and "Directors" as well, but faculty often bring students and alums together, as well as students from various programs together. In doing so, a larger network of music therapy from which to draw insights, support, and new ways to advocate is created. 

Once students graduate, they move into the work force and make new connections with those outside of music therapy, as well as other music therapists. The university/college programs within which we all developed our understanding and skills in music therapy truly helped build bridges for us as we moved into the professional world. Students all better learn to stand on their own two feet through the support of faculty and internship supervisors, allowing them to grow into more self-awareness and learning more about their individual skill sets. These unique skills can then be transferred into new ways to connect with others and further bring awareness to music therapy. 

Register also mentioned different ways that we can advocate in our field, no matter whether we are students, interns, new professionals, or seasoned professionals. This may be done through public lectures, word of mouth, or media, so we can all do our part to let others know why we believe music therapy is essential. By doing so, we can help those who need our services to gain access. In addition, by growing our field through music therapy education, we ultimately advocate for music therapy.

Music Therapy = Connection

“We spend years developing skills, techniques, and knowledge in order to be the best music therapist we can be and after all that work we need to advocate for ourselves, our profession, and our identity so everyone understands the power and benefits of music and music therapy for all ages and populations...we need to promote that idea and understanding.” 

- Mallory Tanis, SMWC music therapy senior.

As a special way to honor Social Media Advocacy Month, a few SMWC undergraduate music therapy students (as part of the SMWC Music Therapy Club) decided to put together a video about why they think advocacy is so important: View video here!

 

Blog post authors: Nathan Mensah, senior, and Sharon R. Boyle, Coordinator of Undergraduate Music Therapy.

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For more information about the SMWC Undergraduate Music Therapy and Music Therapy Equivalency-Campus programs, contact:

Sharon R. Boyle, MM, MT-BC

(email) sboyle@smwc.edu 

For information about the SMWC Master of Arts in Music Therapy program, contact:

Dr. Tracy Richardson, MT-BC

(email) trichardson@smwc.edu.

For more information about the SMWC Music Therpay Equivalency-Distance (MTED) program, contact: 

Larisa McHugh, MA, MT-BC

(email) lmchugh@smwc.edu.