Finding Our Paths: The Journey of Two Music Therapy Students, Spring 2022

My beautiful grandmother!

Katy's Perspective  I first heard of music therapy when I was a junior in high school. I always knew that I wanted to help other people, especially in a healthcare sense. I also knew that I had a talent for music. I was so conflicted. My grandmother was my best friend.  She’s the one that taught me everything I know about music and loved me unconditionally. I loved her so much. When I was discussing my thoughts about college, she brought up the idea of music therapy at Saint Mary of-the-Woods.  Even though I didn’t understand much about music therapy at the time, I knew it dealt with helping others through music—a combination of my two wants in a career! I loved the idea of music therapy, but I was still conflicted. I thought about going into music education because I come from a family of teachers, but I also wanted to delve deeper into music therapy.

Accepting my
Musician of Promise
Scholarship - April 2018 

I auditioned and interviewed for the Music Therapy Program at SMWC, and the Music Education department at Indiana State in Fall 2017. In March 2018, I found out that I was awarded the Musician of Promise Scholarship at SMWC. Around that time, my grandmother went on hospice care for cancer. I knew that I wanted to go into music therapy to honor my grandmother, and I am so glad I did. As soon as I stepped into the Conservatory for my first day of college in August 2018, I knew I had made the right choice.

Me & my Big, Abbie Roberts,
on Big/Little Reveal Night -
October 2018

Homecoming 2021!

The coursework for music therapy was hard.  My semesters were filled with up to fourteen classes that were stuffed with extremely valuable, but difficult, information.  A lot of the time, I would be on campus from 8 a.m. to 11 p.m. at night studying and doing homework for my classes. Some days were exhausting, but it was the support and closeness that I had from my professors, my friends, and my “Music Therapy Life Partner” (MTLP), Autumn Wilson, that helped me through my hardest days. Throughout my time at Saint Mary of-the-Woods, not only did I learn how to be the best music therapist I could be, but I also made lifelong friends. One of the benefits of going to such a small school is that all your classmates become family. Some of my favorite memories with my college best friends include our daily hangouts and study sessions while crammed inside the tiny student lounge, the Big/Little reveals, game nights, dinner parties, and so much more. Graduating is bittersweet. I’m excited to move out of Indiana and venture to new endeavors in Northern Virginia for internship, but I am devastated at the thought of leaving all my precious college memories in the past. As I move into my career as a future music therapist, I know that the friends I met in college will always be there. They will always be there for a group Zoom call or an impromptu karaoke night. The people that I’ve met during my four years are friends that will stay.

Autumn's perspective

Fall 2018

When I was nine-years-old, a member of the South Bend Symphony Orchestra visited my elementary school to encourage us to join our local community youth orchestra program. I can still clearly picture myself sitting in the music room, listening to her demonstrate each instrument. As soon as I heard her play the viola (all she played was a scale), I knew that I had to learn how to play it. In fourth grade, I began playing the viola. I soon joined the band program in sixth grade as a percussionist after much indecision. I had planned on signing up to play clarinet, but my mom suggested trying out the percussion instruments. Although neither of my parents played musical instruments, they were supportive of me pursuing my passions. My sophomore year of high school, I started researching careers in music for a career project. I couldn’t see myself as a performer or teacher, so I started researching other options. Coincidentally, or as we fondly call it here, Providence, had its way and guided me to music therapy. My high school classmate, and 'Big', Olivia Wendel, was considering coming to the Woods. As I began looking into music therapy, she encouraged me to visit, giving me and my family our first tour here. I visited SMWC several times before ultimately deciding to attend here, and I’m so grateful that Providence has guided me along the way.

Me & my MTLP,
Katy Pell
Homecoming 2021

My journey from freshman year to now has been a whirlwind. Although I’ve always been used to a busy schedule, I found myself a few hours away from home, living in a new place with new people. My freshman year flew by, and the sophomore year that upperclassmen music therapy students warn you about had begun, but I made it through. Yes, there have been many growing pains and late nights, but there has also been joy, laughter, and growth in an incredibly supportive environment. I’ve learned so much about myself during my time as a Woods student, and I couldn’t picture myself having gone to college anywhere else.

Academic Banquet - Spring 2019

I remember first meeting Katy at the scholarship interviews for the Saint Mother Theodore Guerin Scholar Program. She had on bright red lipstick, curled hair, and I heard her talking about being an incoming music therapy major. I was so nervous to meet her that I didn’t talk to her until we went to a preview day for the SMWC music programs. It’s amazing to think about how two very different people were put into each other’s lives for a reason, and I’m so grateful to be able to call her my “Music Therapy Life Partner” (MTLP). No matter where our journeys take us, I know I’ll look back fondly on our time together as undergraduate students, and I look forward to endless random phone calls filled with laughter and support in the future. This past year, we’ve spent a good amount of time reminiscing about our growth together and separately. As our freshman year ended, we started sophomore year before we knew it. Several of our peers had chosen to pursue different majors, and by second semester sophomore year, it was just the two of us. We were finally beginning to grasp more concepts about music therapy and facilitating in our practicum sessions when we were suddenly challenged in a way that we’d never expected - going into lockdown due to the COVID-19 Pandemic. All of our classes moved from in-person to online. Sophomore year of the program has several classes which heavily include playing instruments, so we had to get creative. Recording pieces on the piano and guitar in our living rooms and cooped up in our bedrooms doing homework late into the night, we did our best in an uncertain world. Together, we shared our hopes and fears. Would things ever go back to normal? Would we go back to in-person classes? Would we be able to make music together again? 

Ring Day - March 2021

Academic Banquet - Spring 2022

As we reached the end of sophomore year, we began junior year on campus, but with many restrictions. We began our practicum experiences in telehealth, and our classes were taught in a hybrid format. Despite the challenges, we were able to create music together and continue to move forward. We were able to celebrate Ring Day with our peers, do virtual concerts, and continue to gain more experiences in practicum working with many different individuals. And finally, we made it to senior year. 

Winter Choral Concert - December 2021

At the end of sophomore year, after having my Gateway Disposition evaluation with Sharon Boyle, I remember talking to her about what it would feel like to be an upperclassmen. I was terrified. I felt a lot of responsibility because I had greatly looked up to those ahead of me, and I wanted those younger than me to be able to come to me, someone to look up to, and to support them on their journeys. I began to take on more leadership positions, and I ultimately became President of the Music Therapy Student Association (MTSA). I’m honored to have taken on this position to advocate for music therapy and to help become one of the most active organizations on campus.

Spring Choral Concert -
Me & Ariana Hall
Spring 2022

Over this past year, I’ve had so many wonderful experiences. I got to partner up with Katy for the first time for both of our practicum placements this year. It was amazing to have the opportunity to work with her in a clinical setting after we’ve both grown so much. I took clinical improvisation class, and I grew much closer to my peers. It was a truly special experience, and I’m so grateful that I was able to be in such a musically creative and supportive space with them. Katy and I also both recently presented our senior projects - a culmination of our time here at The Woods as undergraduate music therapy students. “Mighty oaks from little acorns grow” has been one of my favorite quotes associated with coming to SMWC. As I’ve watched my Katy and myself grow, along with my amazing friends, I find myself overwhelmed with gratitude and pride to be a part of an ongoing legacy of students.

Internship interview -
Winter 2021

From the Acorn Ceremony to all the upcoming senior ceremonies that I’m looking forward to, time has flown by incredibly fast. Even though I’ve had my struggles and many self doubts along the way, I’ve always been sure that The Woods has been a good place for me to be. Being a Woodsie has been dreamlike to me, a perfect fit: The small size, the campus, the faculty, the friendships, and the opportunities. I have truly found a home. I’ve grown so much over the past four years, and I can’t believe that I’ll be moving on to an internship within a few months. Thanks to the support of my family, and my second family: the SMWC faculty, staff, and my friends. I wouldn’t have been able to make it along the way without them.

"This is the path traced by Providence. And I follow it." - Saint Mother Theodore Guerin

Author: Autumn Wilson and Katy Pell, SMWC senior music therapy majors

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 & Theatre

Photo Credits: Autumn Wilson and Katy Pell

--------------------------------------------------------------------------------

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

Trusting in Providence- My Story at the Woods: Senior Reflection by Justine Gibson

 “Silver beams shine down from Heaven

reflecting in the water through the trees.

The night sends whispers and

thoughts from the sky and those who

have loved these Woods long before me.

In the face of the beauty and magnificence

Providence is seen

whole and exquisite eyes watching luminous

with strength, guidance, and grace. 

Love, Mercy, Justice felt in the heart

of each spark of life to when they ascend.

Gleaming on with legacy lasting

Leaving narrow space between now and then.

In the hands of our Mother, roots deep in the Earth

learning our power and discovering our worth.”

Gibson, 2021

      As with many stories from early life, most of my “memories” are in the words of my mom and grandma. A specific story my grandma loves to tell starts like this: “Justine, I can remember when you were no more than two-years-old sitting in O’Shaughnessy dining hall and you looked up at me and said, ‘What is this place?’” My grandma laughed and said “This is a school!”. I looked at her sternly and replied, “I am going to go to school here.” At that moment in time, everyone laughed and continued on with their meal unaware of the act of Providence that was taking place.

Pictured: Grandpa Billy R. Easton (10.28.28 – 8.5.2010) and Justine (age 2) 

     I started taking voice lessons from Michael Boswell at SMWC when I was 15-years-old after my previous voice teacher moved away – another act of Providence. I was constantly reminded of Music Therapy by him and kept close to me a handwritten note from Sharon R. Boyle, Associate Professor of Music Therapy, singing the praises of the program. I remember a conversation with Sharon in the hallway of the Conservatory after a voice lesson where I was so amazed by her confidence and strength. To this day, I am still amazed by Sharon and strive to be a strong, confident woman like her. 

Grandma Betty Easton and Justine after
2017 first Spring Chorale Concert

     

     Now, the road to the Woods was not straight and narrow, but rather winding and filled with many stops and journeys. After graduating high school, I jumped on the opportunity to travel abroad to Dauchingen, Germany and become an Au Pair for a year, travel, and even work as a barista. In 2017, I even had the opportunity to sing in the SMWC Chorale for the Spring 2017 concert at Michael Boswell's invitation.  Providence again began to shine and each time I felt sadness over my choice to leave choirs and plans of higher education behind, I was contacted by Michael again who reminded me of the opportunities at the Woods and the scholarships being offered. So, I auditioned for the Bachelor of Science in Music Therapy program and received the SMWC Musician of Promise Scholarship!
     

     Freshman year was an absolute whirlwind of tears, laughter, and endless gratitude. For once, I felt as though I was where I was truly meant to be. I had friends, was making wonderful grades, and had absolutely amazing professors. Of course, there were struggles, but I remember it only with fondness and thankfulness. Lab days with Dr. McIntyre’s (aka Dr. Mac) theory class, where we were able to share songs from a pre-determined theme and eat donuts he brought in, were absolutely essential in establishing friendships and comfort in the classroom. Music Therapy courses taught by Sharon were integral for my self-exploration and personal growth. I wanted to be the best music therapy student and future music therapist possible. In Chorale I was feeling more connectedness than I have ever experienced… and then I was placed in Madrigals. I can still clearly remember the first Madrigals rehearsal I was a part of when I was asked to sing with Kristin (Foster) Dawson ('20) and my heart stopped for a moment when our voices became one. From that point on we were a soprano team, or as we liked to call ourselves, “two bunnies”.

SMWC Madrigals Fall 2017 Homecoming Concert

     

     In the Summer of 2018, the SMWC Chorale & Madrigals traveled to Ireland to tour and provide concerts. I have so many amazing memories and I will share my most prized memory from the trip. One day while in Ireland we all ventured out to see the Hill of Slane and ended up singing “Long Time Traveler” by the Wailin’ Jennys while surrounding a Celtic cross. Before then it had been just another song to me, but in that moment I felt as though we were singing to the spirits around us and guiding them to their own freedom. I know I will never hear that song again without thinking of the beautiful solitude of the Hill of Slane.   

   

Hill of Slane (County Meath, Ireland)

Sophomore year truly seems as though it is a massive blur. I remember there being an influx of knowledge and participating in Big/Little for the first time as a big, but what I remember the most is getting the email from Michael Boswell stating that the Madrigals would be returning to Ireland to compete in the 2019 Mayo International Choral Festival in the summer. To say that we were all thrilled would be a complete understatement. People were crying/screaming, and it was beautiful. I recall singing one of our competition pieces, “Nocturne” by Pablo Neruda, and being completely swept away in the emotion and sound. I remember the pause of silence as it took my breath away when we completed singing before the eruption of applause began. I truly had never felt anything so moving and mesmerizing as that silence. For a few minutes the audience had joined our world and for a moment we were all breathing as one. The rest of the night went by like the blink of an eye until time stopped and the winner of the entire festival was announced: “Saint Mary-of-the-Woods College Madrigals from the United States of America!” Tears began flowing and the Madrigals, along with Michael, jumped up to begin hugging each other all while laughing and finding familiarity in each of our eyes as the shock of winning overcame us. I know I will share this story with family and friends for years to carry on the legacy of the truly "Magical Madrigals".

2019 Mayo International Choral Festival 
Winners (County Mayo, Ireland) - SMWC Madrigals!

     Junior year started off beautifully with promises of Ring Day, my first year as an RA, and so much more, but COVID-19 ended up giving a new definition of “normal” and for a moment the world stopped. While I do feel COVID-19 robbed me of my expected Junior year, it did give me more time at home and in nature to really re-identify my priorities. Music Therapy stayed at the top of my academic list, but being home, spending time with my mom, and feeling the sunlight on my skin moved to the top of my personal list. Through conversations I have discovered that I am not alone in rediscovering the beauty that was always in front of me during COVID-19 lockdown, and for that I am thankful. I am thankful that I was fortunate enough to have experienced lockdown that way, as I know it was not the case for everyone. I am thankful that out of something as horrible as the COVID-19 virus, there were some good things shining through. Of course, the Chorale and Madrigals did not get to go to France as planned, but we did remain safe. I did not receive my ring my Junior year, but at least I was safe, and for that I am thankful. My heart goes to those who lost loved ones during this tragic time and to those who continue to lose loved ones to COVID-19.

Cleaning the Conserv Service Day 2019

       As for Senior year, it started with an absolute blow to my mental health as I over-scheduled myself and learned the hard lesson of establishing boundaries for myself. When Winter break started in November, I tested positive for COVID-19 and was forced to be alone until my symptoms dissipated. This was VERY hard. Not only was I ill, but I was lonely and feeling as though everything I worked for had been for nothing. I received the worst grades I had ever gotten in my college career, my personal relationships were struggling, and I felt like a complete failure at everything I attempted – I had finally hit a wall. Even now I do not know how I coped with the pain I was feeling, but I do believe now that it was growing pains. When I returned to campus and stepped into my room for the first time since having COVID-19, everything had changed. I felt renewed, at ease, and as if a wave of peace had flooded over my spirit. Though the time alone was ruthless, I do fully believe it was necessary to allow me to finish my senior year strong.
      

     As I write this reflection I am nearing the second semester of my senior year and fully feeling the pressure of getting everything done in time, appreciating everything to its fullest, and coping with the sadness of leaving Le Fer Hall behind. I know that it is time to move on and it is time to grow, but I suppose as with all good things and bittersweet endings, you just don’t want to let go. I really am keeping Saint Mother Theodore Guerin’s words close to my heart during this time, “We cannot do our work if we all stay in the nest.” It is time for me to leave my nest and spread my wings and I am ready to move on to the next stage.
     

     The next stage for me is my 6-month music therapy internship at Fulton State Hospital in Fulton, Missouri starting in fall 2021. I am fully expecting this internship to be hard and challenging, but I cannot think of one good thing in my life that hasn’t been. I have never been one to shy away from a challenge, so I have full confidence in myself moving forward. I also know the skills I learned as a two-year Resident Assistant, executive board member of many organizations, and all that I have observed from those around me will carry me through any hardship I may face.

Justine with friends

     I would be remiss if I did not mention my professors in the Department of Music and Theatre. Michael Boswell, Sharon Boyle, Dr. Mac, and Ron Maurey all individually, and as a driving force, changed my life for the better. Through them I have learned the virtue of seemingly endless patience, the importance of being kind to oneself, how to lift others up, and accepting that things are not going to be perfect. I cry thinking of not seeing my professors daily or being able to stop by their offices when I need help, though I know that they and their lessons will be supporting me long after I leave the safety of the Woods. I appreciate them more than I truly think I will ever be able to express and more than they will probably ever know. I love each of them dearly and am so thankful to have had the opportunity of being a student to some of the most kind, loving, strong, and beautiful people I have ever met.

Justine with friends after Choral concert

     My heart aches to know that I am in the final weeks of being a Madrigal as it has changed me and my life so much. We are all individual singers, of course, but we become one through the music we sing and experiences we share. I can say with all the honesty in my heart that I love every woman I have sung with in Madrigals. Even if we have differing opinions, we are connected through soul and heart when we sing. Leaving Madrigals will easily be one of the hardest parts of my transition into internship.
    

   I am ever thankful to have experienced such community and love on the Woods' gorgeous campus. I am thankful for the Sisters of Providence and their spiritual guidance they have offered me the past few years that led to my conversion to Catholicism. I am thankful to the Woods for every beautiful relationship including: Carra Matherly, Anwyn Payonk, Jacob Wilson, Elizabeth Reel, Kaci Jones, Abbie Roberts, Allee Taylor, Olivia Wendel, Jacob Reinhart, Liz Yeazel, Sara Langenberger, Ariana Hall, Marie Esguerra, Shelby Calloway, Sarah Mahady, Catherine Saunders, Aimee Janssen-Robinson, Samantha Robinson, and my fellow RAs for always being there to offer support and a listening ear, even if at some points the support was from afar. My largest thank you must go to the strongest, most independent, and feisty women I know – my mom and grandma. I am simply blessed. I am so blessed that I have so many amazing people that have offered me so many lessons, so much love, and enrich my life to the absolute fullest. I am thankful for my peers in the Music/Music Therapy program and am so thankful to have been given the opportunity to watch them grow these last few years. I love my life and where I am right now, I know past me would be so proud. I just wish I could tell her everything was going to be alright and to not be so scared to be herself. Life is truly beautiful with the people I have in it, the experiences I have had, and the joy that I feel as part of my beloved Woods. 

Justine with her grandma on Ring Day

Justine with Madrigal friends and 
Director of Choirs, Michael Boswell

Justine and her family

Author: Justine Gibson, SMWC senior 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: Justine Gibson

-------------------------------------------------------------------------------------------------

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 

FAQs: Questions about Undergraduate Music Therapy at Saint Mary-of-the-Woods College

Interested in studying music therapy and wondering about the Saint Mary-of-the-Woods College Bachelor of Science in Music Therapy or the Music Therapy Equivalency-Campus (MTE-C) programs?

Below are answers to some common questions which will hopefully stimulate even more of a dialogue during first meetings and auditions or interviews!

Question #1: How long has Saint Mary-of-the-Woods College (SMWC) offered music therapy as a program of study?

SMWC started the undergraduate music therapy program in 1983, under the guidance of Dr. Laurette Bellamy, SP, who felt that music therapy truly fit the mission of the College. Concurrently, the Music Therapy Equivalency-Campus (MTE-C) program was offered since the music therapy coursework is aligned. The only difference is that the equivalency program is a non-degree program, similar to a teacher certification program, where students who possess a music degree complete the music therapy course requirements, practica and clinical internship requirements, and then sit for the board certification examination. In 2000, Dr. Tracy Richardson began the Master of Arts in Music Therapy (MAMT) program and in fall 2014, launched the Music Therapy Equivalency-Distance (MTE-D) program allowing individuals from all over the country to complete their music therapy equivalency via a hybrid format, similar to the model used in our graduate program.

Question #2: What do SMWC graduates do with a Bachelor of Science in Music Therapy degree?

They work as music therapists! To practice as a board-certified music therapist, individuals need to possess a bachelor's degree in music therapy (or an equivalency), have completed a minimum of 1,200 clinical training hours (both pre-internship practica and 6-month internship), and then passed the music therapy board certification exam, which is a national examination administered by the Certification Board for Music Therapists (CBMT). Passing this examination leads to the credential of MT-BC (music therapist-board certified).

Some of our students may go on to graduate school or receive additional specialized training, while others may work under other job titles such as: creative arts therapist, expressive arts therapist, case manager, etc. But, a majority of our graduates work as music therapists, with some even starting their own private practice businesses and employing other music therapists as their companies expand!

Question #3: What makes the SMWC Music Therapy undergraduate program unique or special?

A majority of our students and graduates typically say that it is the faculty which make (or made) their experience as a music therapy student wonderful. Our students truly grow and transform during their time in the program as this recent Senior Reflection clearly articulates!

Other unique features of our program include:

• In the past 10 years, our graduates have had a 100% job placement rate for those who have sought either part-time or full-time work as music therapists within 3 months of completing internship.
• 99% of our graduates have passed the board certification examination on their first attempt since 2002.
• Students begin their practicum placements in the 2nd semester of the program, with a developmental approach of observing/assisting-->co-facilitating-->primary facilitator. 
• Practicum students receive group supervision 1x weekly in a classroom setting and also receive an additional 30 minutes of clinical supervision each week.
• Students may complete an optional Intensive Music Therapy Practicum the summer after their junior year (or as approved by instructor)
• Our program emphasizes clinical improvisation, so in addition to developing functional music skills on piano, voice, guitar, and percussion, students also learn how to improvise and compose songs in a clinical setting using both rhythm and tonal instruments in an intentional way.
• We have small classes allowing faculty to focus on helping each student further develop interests such as special projects, in addition to musical and clinical skills. 

  
  
  
  

  
  

Question #4: What qualities and skills are you looking for in a prospective music therapy student?

Students who excel in our music therapy program possess the following qualities and skills:

• Ability in, and affinity for, music
• Emotional maturity and stability
• Strong interpersonal and academic skills
• Interest in a wide range of music styles and genres
• Empathetic and compassionate nature
• Desire to work within varied healthcare/educational settings
• Dependable, professional, with good time management skills
• Excitement for developing relationships with others through music 

High school students are encouraged to take piano in addition to their other applied instrument and to also volunteer in a variety of ways through school/church/other service organizations. In addition, if students can shadow/observe a music therapist working, they are more likely to understand their intended career choice!

Question #5: Are there scholarship opportunities?

Absolutely! Students need to audition in order to be accepted into the Department of Music and Theatre as a music major and at the time of audition, they are also eligible to be considered for music scholarships. For more information about our music scholarship opportunities, click here.

Hopefully the answers to these basic questions will help prospective students better understand what the SMWC Music Therapy program can offer as they move forward with their college applications.

SMWC Conservatory of Music

----------------------------------------------------------------------------------------------------------------------

Sharon R Boyle, Music Therapy faculty

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

Sharon R. Boyle, MM, MT-BC

Associate Professor of Music Therapy

Coordinator of Undergraduate Music Therapy

(email) sboyle@smwc.edu 

(phone) 812-535-5145

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. 

-------------------------------------------------------------------------------------------------------------------------

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

Advocacy Through Teaching: An Educator's Perspective

Advocacy through Teaching

It is the last day of Social Media Advocacy Month in Music Therapy and I feel compelled to write one more post on the topic. I feel that as an educator, I am advocating through the students I teach. They move into the world and create their own music therapy stories, moving along in their own journey. I have been asked about what difference one music therapist can make in the world. The concept of a ripple in the pond comes to me, which I learned while reading about Navajo traditions and beliefs. When you toss a stone into a pool of water, ripples are created which continue long after the stone has fallen to the bottom.

I have had the privilege and honor of teaching and supervising music therapy students since the late ‘90’s. I have learned a lot from each student over the years – how to better articulate a concept, determine a definitive rationale for why I make certain clinical choices, better support what I say with solid research, and even how to better organize my thoughts when teaching. But I would say that I have learned much more over my years as an educator. I have learned:

•  I do not have to know everything (whew!) and that I am always learning
•  my students open me up to new perspectives in music therapy which I never would have   considered otherwise
•  the importance of music for myself, beyond what it can do for others
• I can renew my own passion for music and music therapy by creating music with my students and by delving into discussions with them
•  the pride I feel for students as they move from new student into the professional music therapy world is palpable and awesome
• my students have a well of insight which expand my own awareness
• colleagues who are former students astound me with their transformation and, in return, teach me so much through their role as on-site supervisors, guest lecturers, their writing, and through their voice in our profession                                         

I asked a few graduates spanning the decade of my teaching at Saint Mary-of-the-Woods College to share a meaningful moment in music therapy. One student, who is now a mother of three and not currently working as a music therapist, shared the following about a client she had when working as an MT-BC:

He would have little to say as we walked back to the music room, so we typically dove right into making music together.  He played the drum, keeping a very steady beat, while offering a "hi" when prompted.  He would chose an instrument to match how he was feeling and I would lead him into an instrumental improvisation (me on the piano), creating music to symbolize his current emotional state as well as how he would like to feel.  Our improvisations were so powerful.  His facial expressions, eye contact, body language, musical and verbal interaction all changed throughout our improvisation.  The music would begin as very heavy, dark, chaotic, driving and then little by little open up to something so beautiful and peaceful.  In the beginning, our improvisations were very predictable; this is what sad sounded like and this is what happy sounded like.  Over time, the music became more varied, more daring.  I think his daily experiences were very similar and his emotions, good and bad, were not explored.  Certain things made him mad and certain things made him happy.  Creating music, learning music, sharing music, experiencing music, allowed him to explore his emotions in new ways… More often than not, he would want to tell me about other boys in his class who were bullying him.  We would talk about his response to their bullying and whether or not it was the appropriate response.  He would choose a style of music and another improvisation would begin…

Another student, who returned to school to complete our equivalency program after many years as a performer, now works with adolescents with behavioral and emotional issues. She writes about the impact of music therapy on her ability to truly be present with another person:

What I love about music therapy is the language it has afforded me through which to speak of those parts of life that I believe are most profound- the healing of the wounds of the heart and soul. I now have the skills to identify and clarify what I see in the human being sitting in front of me who will nevertheless be a mystery and a wonder. In my work with psychiatric patients on an acute unit of a hospital I will only see a patient one time… What can I give? Where should I focus? I work with teens mostly and I was taught to trust: trust the skills, knowledge, the music, the other person. 

She goes on to write about how this translated with one particular client:

…when I met the patient I realized, no, that wasn't going to be the plan (songwriting plan for a group)… I did a 180 and found myself working almost entirely with a hand drum and other various percussion instruments to represent stages of de-escalation that he completely identified and chose. And what mature reflections he made too…So the drum was the voice, no fancy reflections here, I heard raw, safe energy, color coming into the flat expression, emotion emerging. And my soul rejoiced, secretly, my heart smiled quietly. Meeting a real person inside a shell – that's the gift music therapy gives. Now I have a language with which to meet someone without fear. And it makes a difference, oh what a difference. I have never been happier in my whole life because this is a profession that gives back!

It is meaningful to stop and think about all the people I have served as a music therapist, and the families who have been impacted. It is powerful for me to also think about each student I have taught who then carries forth the premise and principles about the role of music in human health and wellness, and how each student goes on to serve others within this positive framework in society. As a music therapist, I realize after so many years that the client who once wrote a song with me about hope through adversity actually created ripples that continue through me today. As a music therapy educator, I better understand that music therapy is not a “subject” I teach…it is truly a way of being, thinking, and engaging with the world. I am grateful to each student who has stepped into my classroom because it is through my students that I have truly expanded my own awareness about the importance of advocacy, and my own role in the process—I am seeing the big picture. I am now able to comprehend that while I am just one “stone” tossed into the world, the ripples that I started all those years ago when I sat in my first music therapy class continue on through the people I serve and teach. I am blessed that the ripples I create often move through waves of sound and beauty. I am motivated by the fact that I am creating “ripples” of GOOD which may continue impacting our global community by fulfilling our needs for hope and beauty, long after I am gone.

Boyle with colleague, Dr. Tracy Richardson

-Written by Sharon R. Boyle, Associate Professor of Music Therapy and Coordinator of the Undergraduate Music Therapy Program at Saint Mary-of-the-Woods College.

----------------------------------------------------------------------

For more information about Music Therapy Advocacy, visit http://www.musictherapy.org and read more about the SROP below:

What is the State Recognition Operational Plan and why is it important to music therapy?

 Sharon R. Boyle - SMWC faculty member
since 2002

Since 2005, the American Music Therapy Association and the Certification Board for Music Therapists have collaborated on the State Recognition Operational Plan. The primary purpose of this plan is to get music therapy and our MT-BC credential recognized by individual states so that citizens can more easily access our services. The State Recognition Operational Plan is a national initiative being implemented jointly by CBMT and AMTA to obtain state recognition of music therapy and the MT-BC credential. This collaborative effort between AMTA Government Relations staff and CBMT Regulatory Affairs staff provides guidance and technical support to state task forces throughout the country as groups of music therapists work toward recognition as defined by their particular state. To date, their work has resulted in over 35 active state task forces, 2 licensure bills passed in 2011, 1 licensure bill passed in 2012, and an estimated 7 bills being filed in 2013 that seek to create either title protection or a licensure for music therapy.