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

"Best Day" of Learning Through the Music at Saint Mary-of-the-Woods College

The SMWC Music Therapy Practicum class was recently given the task to take a previously unlearned current popular song (in this case, they were assigned "Best Day of My Life" by American Authors), work together as a group, and be ready to perform the song for their instructor by the end of a 45-minute period.

This type of exercise helps the students experience group process through music, learn how to work with varied group dynamics, sort through problems and determine solutions, and ultimately create a "product" at the end of a very important process. They learn to apply the musical knowledge that is central to their training and education.

Here was the result:

Enjoy! 

*The cover of this song was used merely for educational purposes and is not intended for any financial gain.

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.

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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.