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

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)

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

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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