Top 5 Reasons You Should Consider Studying Music Therapy at SMWC

Have you considered studying music therapy? If you have, we might be the perfect place for you! Saint Mary-of-the-Woods College (SMWC), aka "The Woods", proudly offers undergraduate, graduate, and equivalency (both campus and distance) programs. With our long-standing history, tradition of innovation and excellence, distinguished faculty, and beautiful campus, you will have an unforgettable experience that reaches far beyond the classroom!

Banner welcoming students to Le Fer Hall

Below, you will find the top five reasons why YOU should consider studying music therapy at Saint Mary-of-the-Woods College. 

5. The History

Throughout our long history (since 1840), the music therapy program has continued to expand its educational opportunities. In 1983, SMWC proudly established the campus-based Bachelor of Science in Music Therapy (BSMT). In 2000, SMWC started our Master of Arts in Music Therapy (MAMT) program, allowing music therapists to study in a graduate program that is a hybrid: both online format and campus residencies at the start of each semester to allow for cohort connection and intensive hands-on learning in clinical improvisation, Guided Imagery in Music (BMGIM), and more. In 2012, SMWC established our Music Therapy Equivalency Distance Program (MTED), the first distance program of its kind to offer individuals with bachelor's degrees in music an opportunity to return to school and become a board-certified music therapist (MT-BC)! The program has a similar structure to the MAMT program, with campus residencies at the start of each semester, but allowing students to complete their pre-clinical practicum experiences near their home. Many students love SMWC so much that they choose to obtain their BS in Music Therapy (or MTED certificate) and then complete their MA in Music Therapy here as well.

From left: the Avenue, the Church of Immaculate
Conception, and the Conservatory of Music 

4. The Campus

As soon as you reach the entrance of Saint-Mary-of-the-Woods College, you'll experience the picturesque scenery that The Woods has to offer. Driving down the Avenue, you just might experience your "Avenue Moment".

3. The Faculty

SMWC has distinguished faculty in all music therapy programs. In addition, full-time and adjunct faculty are experts in the field in a range of areas.

SMWC music therapy students participating
in an interactive rhythmic experience.

2. The Culture

All music therapy programs provide developmentally progressive courses and clinical opportunities. Clinical musicianship and an emphasis on improvisation are core components of all programs. As a Woods music therapy student, we exemplify the core values of the College: Social justice, spirituality, sustainability, and gender equality. Leadership, service, a sense of community, and advocating for social justice are at the heart of our programs.

SMWC music therapy students improvising.

1. The Experience

At The Woods, students have the opportunity to begin their practicum experiences in their first year. Additionally, students receive weekly
supervision with their faculty supervisor and onsite practicum supervisor(s) in addition to their group supervision class. Some clinical opportunities include sites such as elementary schools, behavioral health units, a juvenile detention center, long term care facilities, and adult day facilities. Telehealth practicum placements have further expanded educational opportunities. Students have the opportunity to work with experienced professionals, gaining invaluable clinical experience in a variety of settings. All students in the music therapy program  experience peer mentorships, allowing them to develop collegial relationships and learn from peers to create a strong sense of community. Finally, the individualized growth and development of each student into a strong music therapy professional lead to many alumni becoming business owners, clinicians in large hospitals, researchers, and leaders throughout the music therapy profession.

Sound like your kind of college program? Then be sure to contact us for more information (see below) and check out our website.

Cecilian Auditorium

Blog Post Author: Autumn Wilson, Music Therapy Student Assistant and music therapy major

Editor: Sharon R. Boyle, MM, MT-BC, Associate Professor of Music Therapy and Coordinator of the Undergraduate Music Therapy Program, Chair of the Department of Music and Theatre

Photo Credits: Sharon R. Boyle, MM, MT-BC, Sue Weatherwax, Associate Director of Creative Services, & Saint-Mary-of-the-Woods College

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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 
sboyle@smwc.edu 

For information about the SMWC Master of Arts in Music Therapy program, contact: Dr. Tracy Richardson, MT-BC
trichardson@smwc.edu

For more information about the SMWC Music Therapy Equivalency-Distance (MTED)Online program, contact:  Larisa McHugh, MA, MT-BC
lmchugh@smwc.edu

Three Ways to Approach Learning Music Therapy Improvisation

There are many different definitions and descriptions of clinical music improvisation. In a nutshell, it refers to the process of the music therapist and client(s) relating to each other through spontaneous music-making with a clinical intention. According to Bruscia (1998), there are four primary methods of music therapy: 1) Composition, 2) Re-creative, 3) Receptive (Listening), and 4) Improvisation. Some music therapists may use improvisation in their work, but it may not be central to their work in the same way it may be for a music therapist trained in the Nordoff-Robbins music therapy approach.

At Saint Mary-of-the-Woods College, the Master of Arts in Music Therapy program features an Advanced Improvisation and Composition course (taught by Dr. Alan Turry) and the undergraduate and equivalency music therapy programs also include clinical improvisation within the curriculum taught by music therapy faculty who have taken classes with Dr. Turry. The premise is that at the foundation of being a music therapist, we are musicians first. And, in order to utilize this wonderful modality effectively in a clinical setting, we need to be well-versed in how to improvise to be able to adapt music to the emotional environment of the individual or group (in addition to using music in other ways, per our  Professional Competencies). That being said, improvising can create unwelcome stress and anxiety among students (and professionals!) because it feels like venturing into the unknown, especially when learning. So, here are three ways to help music therapy students and professionals approach the process of learning how to improvise in a clinical setting.

SMWC music therapy students in improvisation class
Photo Credit: Sharon Boyle

1. Stay connected to your own music.
This seems so basic, but it is essential. Many times, music therapists (and students) lose touch with the very essence of why they pursued music as a career in the first place. We play music every day with clients (sometimes the same songs repeatedly) and soon music is something we only do as part of our job, disconnecting from it in our personal lives. When was the last time you sat down to learn a song you loved just to learn it--not just a song that can be used in a session? Learn a song that you enjoy and sing/play just for your own enjoyment.

2. Stop worrying about perfect, and start working to be authentic.
While we are taught about "striving for perfection" as musicians, it is important to understand that music therapy is about being real. Yes, we want to bring our best music offering to the table as a music therapist, but the most important aspect is being true to the moment, to the feeling, to what the client needs. We need to be genuine and our true selves, and sometimes that means that the music will not be "perfect". But, the music can still be meaningful. Judgment can stop us from even beginning the music process, and this also means keeping it from the client. If we worry so much about getting the music "perfect" in a session, then we may miss the opportunity to connect with a client through the music.

Photo Credit: Jillian Storm

3. Listen, listen, listen!
In order to be able to play in different styles of music, we must have heard it! It is so important to listen to all kinds of music and different artists as music therapists. First, it allows us to expand our awareness of different music which then expands what we can offer to our clients. Second, learning to listen to music helps us remember that music is meaningful to us...we can gain something from it as well as bringing it to our clients! Finally, the art of listening to music doesn't stay outside the session. We need to learn to intently listen to each client's music. When we listen, we can better respond and help engage with the client in a meaningful way within the music itself. We also can listen to be witness to their creative process, not just listen to respond.

So, put the fear aside and allow yourself the joy of creating music spontaneously! Work with music in this way on your own and then connect with others in group music improvisation. When you are able to experience the wonder of improvising musically, you can then carry this to others.

Resource:

Bruscia, K. (1998). Defining music therapy, 2nd edition. Gilsum, NH: Barcelona.
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Blog Author (Sharon R. Boyle)

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

Sharon R. Boyle, MM, MT-BC (sboyle@smwc.edu) 

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

Dr. Tracy Richardson, MT-BC (trichardson@smwc.edu)                                                 

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

Larisa McHugh, MA, MT-BC (lmchugh@smwc.edu)

SMWC Music Therapy Faculty Spotlight: An Interview with Larisa McHugh

Larisa McHugh, MA, MT-BC, is the Coordinator of the Music Therapy Equivalency Distance (MTE-D) Program at Saint Mary-of-the-Woods College. As an alum from the Master of Arts in Music Therapy (MAMT) Program, Larisa has a unique understanding of the Woods and has been a wonderful addition to the faculty. Music Therapy Student Assistant and Music Therapy Equivalency Campus (MTE-C) student Nathan Mensah recently interviewed Larisa for this special Faculty Spotlight Feature.

Pictured: Larisa McHugh, MA-MT-BC

Nathan:  Would you mind telling me a little bit about your background in music?

Larisa: Yeah, so I come from a pretty musical family. I picked up piano pretty early on and then in elementary school I started saxophone. Through high school I got involved in choir, so I spent quite a bit of time in music. And, it made sense...if you spend so much time in something, you might as well make it what you do right?

Nathan: Yes, absolutely! With that diverse background, when did you decide on music therapy?

Larisa: I think it was in high school when I made that decision- chase my dreams and become a soccer star (*laughs), or go into music. And there was a voice in my head that said, “You probably won’t make it very far in soccer”, so I decided to major in music. However, I did not know about music therapy when I set out. I would describe what I wanted to do at different schools and they would suggest creating a degree program or a double major, because they did not know about music therapy. So I started off in music education, and later transferred to a school that offered music therapy and I thought “oh my gosh, this is a real profession!”. This was not something I had to create- it exists! So I transferred after 2 years at Ohio State to a Music Therapy Program at University of Dayton. From there, I completed my internship and started working right away as a music therapist and soon after got my masters degree from Saint Mary-of-the-Woods.

Nathan: Cool! That actually kind of leads to another question. What was your favorite part about being a student at the Woods?

Larisa: Oh my gosh, the connection. The connections I was able to make while a student at the Woods, not only with my cohort and the connections that I made with the wonderful professors, but the connections I was able to make with myself. Interpersonally and intrapersonally, I made connections that truly deepened my work. It brought everything together for me. I found a group of people I know I will be connected with for a long time. These are the most important friendships I’ve ever had, from my time at the Woods. I was able to connect who I was personally and professionally. There’s so much to be said about my time at the Woods, it is a very special place.

Nathan: Yes, it is!

Larisa: Yeah, everything just flowed together so that my work became part of my studies, and my studies were able to be completed in my work. It really helped to introduce me to new things and possibilities and set me on a path to continue to explore and to continue to deepen those connections that were made.

Nathan: You have a unique situation: You were a student at the Woods and now you are teaching at the Woods as well. What’s that like?

Larisa: It’s fantastic to be able to return to the Woods and to hopefully offer some of what was offered to me as a student to future music therapists. In a way, it’s giving back to the Woods and to the profession, and at the same time it is quite rewarding to witness the growth of the students, to see that light bulb go off for them. I’m really inspired by the work that they do and the sacrifices they are willing to make to become a music therapist- it’s great.

Nathan: Out of curiosity, what classes are you teaching (in the MTE-D program) right now?

Larisa: I’m supervising the Practicum courses, teach the Music Psychology course, and teach our Seminar course which covers ethics, reimbursement, and preparation for internship. And then I also supervise students in their internship.

Nathan: Nice! How long have you been teaching?

Larisa: The MTE-D Program started in 2012 [by Dr. Tracy Richardson], so I’ve been teaching at the Woods since 2012. Before that I had the privilege of supervising students in the Undergraduate Music Therapy Intensive Practicum course [in collaboration with Associate Professor Sharon R. Boyle], so I had some students from Saint Mary-of-the-Woods come out and spend 4-6 weeks during the summer for a practicum experience in the long term care facility where I worked at the time. That was great. I started working as a music therapist in, I think, 1996? And I began an internship program, supervised students, and taught as Adjunct Faculty at University of Dayton, and now at the Woods. In January, they made me the full-time Coordinator of the MTE-D Program.

Nathan: Congratulations!

Larisa: Thanks!

Nathan: These last two questions are a little more laid back: What type of things do you like to do outside of work?

Larisa: I have my furry little four-legged friends, I practice yoga, and I continue to make music just for fun. I love to garden and to cook. 

Nathan:  Last but not least,  and this might be challenging as a musician, but what’s your favorite song and artist right now?

Larisa: That is such a challenging question to answer! And it might be challenging for our clients as well, even those non-musicians...if I was stranded on an island, I can always go back to Gershwin, and “Rhapsody in Blue”- it always brings a smile. There’s a certain point in the piece where I always get goose bumps. If I had to pick a favorite, I’d always come back to that. But I enjoy many styles of music as a musician. 

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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:

 (812) 535-5145

• sboyle@smwc.edu

For more information about the Master of Arts in Music Therapy (MAMT) Program, contact Dr. Tracy Richardson, MT-BC:

• (812) 535-5154
• trichardson@smwc.edu

For more information about the Music Therapy Equivalency Distance Program, contact Larisa McHugh, MA, MT-BC: 

• (812) 230-6662

• lmchugh@smwc.edu