Boyer College of Music and Dance
Temple University

Student Activity Center
2nd Floor

8:30 - 9:00     Registration
9:00 - 9:15     Opening Remarks

Dr. Larry F. Lemanski
Senior Vice President, Office of Research and Strategic Initiative
Dr. Robert Stroker
Dean, Boyer College of Music and Dance
Dr. Cheryl Dileo
Director, Arts and Quality of Life Research Center

9:30 - 10:20   Concurrent Sessions

Arts and Quality of Life: Finding the Evidence
Cheryl Dileo, PhD, MT-BC

 Director, Arts and Quality of Life Research Center
Professor of Music Therapy
Joke Bradt, PhD, MT-BC
Assistant Director, Arts and Quality of Life Research Center

Abstract: This presentation will detail results of a large grant-funded research project at Temple University's Arts and Quality of Life Research Center. Specifically, work to date on a series of meta-analyses and Cochrane reviews will be presented that documents the effects of music therapy on various outcomes related to the establishment and maintenance of quality of life (defined in the broadest way possible, i.e., physiologically, psychologically, socially, cognitively and spiritually). Studies utilized in these analyses examine the effects of music alone or music therapy on various parameters of those with conditions that impair quality of life. The ultimate intent of this extensive research is to provide state of the art information that can be used to document the effectiveness of music therapy and thus underscore and promote its inclusion as a necessary service in healthcare, education and community settings, etc.In addition, the presenters will discuss the need for a structured approach to research in the arts in healthcare so that the field can move forward towards acceptance in the medical profession. Finally, a comprehensive research agenda will be presented. 
In addition, the presenters will discuss the need for a competency-based training program for artists to prepare them to work with members of the community who are vulnerable, disenfranchised and/or underserved because of physical, mental, emotional, social, and economic challenges.  Thanks to a grant by the Barra Foundation, the Arts and Quality of Life Research Center has been providing training, at no cost, to professional and student artists to equip them with the necessary knowledge and skills to most effectively address the needs of these audiences. This training includes instruction as well as on-site supervision by qualified persons. Information on students’ work in their internships will be presented.

Aphasia Talent Show: Songs, Psalms, and Smiles
Francine Kohen, M.S., CCC-SLP

Clinical Supervisor and Instructor, Communication Sciences and Disorders
Beth Levine, M.S., CCC-SLP
Director of Clinical Education and Clinical Services, Communication Sciences and Disorders

Abstract: The Temple University Speech, Language, Hearing Clinic presented its first Aphasia Talent show. The unique component of this show was that it featured seven individuals with aphasia (a communication disorder following a stroke) who attended weekly group therapy in the Clinic. The primary goal of the show was to provide an opportunity for these clients with aphasia to showcase their talents and overcome their communication disabilities through song, poetry, humor, and prayer. Graduate students in Speech Pathology were instrumental in helping the clients prepare for the show. The art of singing, emceeing, reciting poetry, and sermonizing, were all lost skills for these participants until the show provided the impetus for them to work extremely hard to accomplish their goals. A DVD with highlights from the show will be viewed. Also, participants from the group and the graduate students will be present to share their positive experiences about the performance. 


Teaching Voice to Those with Disabilities
Dena Condron, MMT, MT-BC, LPC

Kardon Institute for Arts Therapy, Philadelphia

Abstract: This workshop will present techniques used in teaching voice to individuals with a variety of disabilities. Issues such as cognitive function level, physical challenges, attention and processing deficits will be considered. Participants will have an opportunity to explore techniques in an experiential manner.

How Does the Music Sound to You?  Music Therapy Approaches for Children with
Hearing Impairments
Patricia Winter, MMT, MT-BC

PhD Student in Music Therapy, Temple University

Abstract: Settlement Music School (Philadelphia) participated in a 17 week project and a separate 35 week project, with two pre-school programs for children with hearing impairments. Both populations consisted of children with cochlear implants, hearing aids, autism, Down Syndrome, Landau-Kleffner Sundrome, and physical issues. The Orff/Schulwerk method which is an oral/aural/kinesthetic approach was utilized. This approach was chosen for its use of familiar folk songs, as well as its focus on rhythm, language, and aural development. Goals and approaches for the students were based on music therapy research by Darrow, Gfeller, and Stordahl. The music experiences were designed to make maximal use of the children’s residual hearing, and to develop that residual hearing to support speech, motor skills, and social skills development. Music experiences supported the following:  determining the presence or absence of sound, determining whether sounds are the same or different, free vocalization, vocal imitation, impulse control, motor planning, self-expression, and self confidence. An assessment tool, designed at Settlement Music School for use in their arts-based headstart pre-school program, was utilized to evaluate the progress of the children over the course of the 17 weeks.  Overall development was found in the areas of rhythmic development, pitch approximation and pitch matching, time on task, language development, and increase in coping strategies.


10:20-10:50   Coffee Break
10:50-11:40   Concurrent Sessions

Facilitating Relatedness and Communication: Music Therapy and the Developmental, Individual Differences, Relationship-based Model (DIR®) with Children on the Autistic Spectrum
John Carpente, MA, MT-BC, LCAT, NRMT

Founder/Executive Director, The Rebecca Center for Music Therapy 
Faculty and Special Projects Coordinator in Music Therapy, Molloy College
PhD Candidate, Music Therapy, Temple University

Abstract: This presentation will offer a perspective of how the clinician views and understands the child, combining the DIR®/Floortime™ Model and music therapy to facilitate communication and relatedness. The DIR® Model is a comprehensive approach that focuses on the emotional development of children with ASDs. It takes into account the child’s feelings, relationships with caregivers, developmental capacities and individual differences. During this presentation the DIR® model will be looked at through the lens of improvisational music therapy, in which the therapist’s task is to improvise music built around the child’s musical or nonmusical: responses, reactions, and/or movements in order to engage the child in a musical experience that will facilitate relatedness, and communication. Through lecture and video illustration, this presentation will discuss the DIR® Model in terms of conceptualizing the child, while utilizing music therapy techniques as a form of treatment intervention. To that end, this presentation will: 1) provide an introduction of the DIR®/Floortime™ Model, 2) explore child profiling, and 3) discuss music therapy assessment and intervention based on the integration of the Functional Emotional.


Media Production Students and "Arts at your Side"
Yongkyung Cho

Graduate Student, Department of Broadcasting, Telecommunications, and Mass Media, Temple University

Abstract: In the Spring of 2008, students in the Department of Broadcasting, Telecommunications, and Mass Media at Temple University, in conjunction with the Arts and the Quality of Life Research Center, produced an award-winning, hour-long documentary entitled "Arts at your Side."  This dramatic, heartwarming film focuses on programs offered through the Arts and the Quality of Life Research Center in Philadelphia.  Among the programs spotlighted are a songwriting program for Kensington youth, an art program for cancer patients, and an electronic music composition program for patients with spinal cord injuries. Yongkyung, the graduate student producer, will speak about the project and present an excerpt.

Participating in Arts and Culture for People with Disabilities
Ruth S. Farber, PhD, OTR/L

Associate Professor, College of Health Professions, Temple University
Mimi Kenney Smith, MFA
Executive Director of VSA Arts of Philadelphia
Donald Gensler, MFA
Lecturer, School of Design, University of Pennsylvania
Fern Silverman, EdD, OTR/L
Assistant Professor, College of Health Professions, Temple University

Abstract: Participation” in life and community, is described as a key component of health by the World Health Organizations, International Classification of Functioning, Disability and Health (ICF) (2002).  Involvement in Arts and Cultures may have additional benefits such as self-expression, fulfillment, transformation and socialization. This panel will describe community and classroom programs addressing participation of people with disabilities in arts and culture.

Dr. Farber will describe students’ participation in Independence Starts Here(ISH): Festival of Disability Arts and Culture. The students worked side by side with hundred’s of people with disabilities, preparing a mural, and as one student described “disability disappeared.”

Ms. Smith will describe how the ISH festival was conceived and developed. The primary goal of ISH Festival was to “build awareness of the work of artists with disabilities and build audiences of people with disabilities.” Mimi will describe the process of designing and conducting this amazing event.

Mr. Gensler, a mural artist, designed a striking mural in downtown Philadelphia, with and for people with disabilities. Within the design, people with disabilities stand as monuments, symbolizing different actors within a diverse and extraordinary community.  Each person in the mural, has a disability and is an engaged contributor to the various communities he/she represents.  Don will also describe the preparation and development of the design and the stages involved in making this vision a reality.

Dr. Silverman has been involving students in museum participation issues, not just in terms of accessibility, but also in terms of full participation of children with disabilities. Her work includes adapting interactive exhibits, adjusting the sensory environment, and altering language and environmental cues to enable learning and enjoyment for all users. She will describe students’ active involvement in this interesting process.

Singing for Mind/Body Connection: A Preventative Tool
Kelly Meashey, MMT, MT-BC, FAMI, LCAT

Music Psychotherapist, voice teacher, private practice
Adjunct faculty, Community College of Philadelphia, Immaculata University, Temple University

Abstract: Studies have shown that singing can raise immune efficiency (immunoglobulin A) from 150% to 240% in a few hours of singing, facilitate deep breathing, slow heart rate, calm the nervous system, still the mind and body, improve lung capacity, increase energy, relieve asthma, increase relaxation and confidence, and lower anxiety and depression. In this workshop, participants will be guided through simple breathing and vocal exercises (humming, lip trills, etc.) and will sing as a group. Individuals will be shown through experience how the voice can transform one’s awareness of self. By promoting deep breathing and vibrations within the body, the singer can move quickly from a state of stress and fear to a more relaxed, comfortable state. Participants will begin to understand how to use voice as a tool for releasing tension and will be asked to be aware of thoughts before and after singing. This experience will demonstrate the connection of voice to mind and body. It will further demonstrate how to use this connection to gain a sense of greater well-being and mental health.

11:40-1:00  Lunch: On Your Own
1:00 - 1:45   Keynote Address

Jane Golden
Director, Philadelphia Mural Arts Program

2:00 - 2:50   Concurrent Sessions

Hear Our Voices: Songwriting with At-Risk Youth
Mike Viega, MMT, MT-BC

PhD Student in Music Therapy, Temple University
Scott MacDonald, MMT, MT-BC
Music therapist, Belmont Center for Comprehensive Treatment

Abstract: Hear our Voices is a community-based music therapy project of Arts at your Side aimed at promoting healthy attitudes and behaviors in at-risk youth through the use of a 14-week structured songwriting program.  This project has been initiated at the Hancock St. John (H & S) Learning Center, located in the Kensington South area in Philadelphia.  The H & S Learning Center offers after school programming to a culturally diverse student body comprised of African Americans, Arabs, Albanians, Latinos and European Americans.  The songwriting program uses a theme-centered approach aimed at providing the children with a creative outlet for exploration and expression of issues relevant to their lives (violence, gangsterism, family situation, drug use, anger management, school, and peer pressure) and opportunity to collaboratively create strategies for personal safety and success. This session will demonstrate the songwriting process, share common themes and issues, and discuss important considerations when working with this population. The importance of collaborating with community-based organizations will be emphasized. Finally, results from open-ended interviews with the children will be shared.

North Philadelphia Arts and Culture Alliance
Shayna V. McConville, MFA

Exhibition and Program Coordinator, Department of Exhibitions and Public Programs,
Tyler School of Art, Temple University

Abstract: In 2009, Tyler School of Art’s Exhibitions and Public Programs Department will relocate to a new facility at the northern edge of Temple University campus.  To prepare for our move and to meet and plan for our new audiences, we have met with various established organizations in the area of Lower North Philadelphia.  A district of plentiful arts and culture resources emerged, with productions ranging from programs and exhibitions to events in subjects including natural science, poetry, rock music, and visual arts.  These organizations are scattered on and around North Broad Street, occupying a diverse range of neighborhoods between Spring Garden and Lehigh Avenue.  Across the board, however, emerged similar challenges: a limited visibility to each other and to audiences within this neighborhood and further afoot.  Factors, including limited resources and locations (most within walking distance of Temple University), have made visitorship, program enrollment, and being a destination for arts and culture, a difficulty.

In response, we are spearheading The North Philadelphia Arts and Culture Alliance, an attempt to address the issues we face, including the overarching need for gaining exposure and being recognized as an accessible resource for art, culture, and youth and adult educational programs.  We plan on the Alliance being a tool for marketing these small organizations to a larger public and to make our organizations accessible and desirable destinations.  Together, we aim to inspire professional, organizational, and cross-cultural collaboration and exchange, and to promote awareness of our resources to the surrounding community and beyond through accessible literature, programs and events.

Working within the system: Music Therapy with Foster Care Children
Michael L. Zanders, LPC, MT-BC  

Clinical Transition and Stabilization Services Program Director, Bethanna
Ph.D. Candidate in Music Therapy, Temple University

Abstract: This paper discusses the presenter’s experience, as a music therapist, in working withchildren and adolescents within the Philadelphia Behavioral Health System. The lecture will include information on the foster care system, statistical data on foster care and outcomes, and the presenter’s music therapy approach to working with this population.  Time will be allowed for discussion and questions.

The Agrarian
Brigitte L.  Knowless, RA

Professor, Associate Dean, Tyler School of Art, Temple University

Abstract: Historically, cities have always been viewed as physical repositories and artistic icons of cultural heritage. However, cities today, at least in America, are not living repositories of historical and cultural reflection but instead are the fair game of the entrepreneurial developer. The skylines of most American cities are in constant fluctuation with the capitalistic greed of the individual developer.  The central cores of American cities are predominately economic centers with some housing occupied by a young affluent population with the bulk of the population living in the peripheral urban poverty-ridden slums or the ever-sprawling suburbs. From an aerial view, the American city is seen as an intense sculptural core of high rises, surrounded by vast tracts of debris-filled vacant land, blotched with decaying housing, and then the endless sprawl of the cardboard ticktack of suburbia.

In a city such as Philadelphia, a large percentage of the land in the peripheral ring around the economic core is vacant, debris- ridden land. What were once solid rows of housing are now acres of vacant land, spotted by a handful of substandard houses. On a daily basis, the city of Philadelphia, particularly in an area known as North Philadelphia, undergoes a process of dematerialization. What is the future of cities such as Philadelphia and the people who live within this vacant decay? The future is perhaps an agrarian model as an artistic expression in which the dialogue betweenthe house and the land is the new magical mirror of cultural reflection and urbanization.

3:00 - 3:50    Concurrent Sessions

When Symptoms Speak: Using Song Forms to Facilitate Life Changes for Persons with Chronic Mental Illness
Lillian Eyre, PhD, MT-BC, MTA

Assistant Professor, Music Therapy, Immaculata University

Abstract: This presentation will describe a clinical music therapy project that took place in a Philadelphia psychiatric hospital funded by the Florence Tyson Grant under the supervision of Dr. Kenneth Aigen. Case studies of two individual clients with major chronic mental illnesses will be described. Pre-composed songs, song composition, song improvisation, and spoken word songs were used to access psychological problems in a client-centered psychodynamic approach. Both these clients were residents in an extended acute care unit where the goal was to change behaviors that had rendered them difficult to place in community settings. Both clients had been considered difficult to treat in part because they had a borderline IQ in conjunction with mental illness. Individual music therapy helped these clients to access, express, and work through the deeper issues related to their problematic behavioral symptoms. The song form provided five functions: a reflection of the client’ s identity, a means of being heard, a holding container for intolerable feelings, a conduit for self-soothing, and a process through which positive aspects of the client’s identity were discovered. One client was able to articulate and process sexual abuse issues, and to understand what had driven him to reenact similar behaviors throughout his life. One client was able to develop a greater sense of identity and establish a trusting relationship with the therapist. In this process, she began to accept limits on the demands she made of others and she gained greater respect for the space and attention allotted to others. Audio-files of the clients’ songs will be heard and discussed as they relate to each client’s life narrative, to their symptomatic behavior, and to their psyche. The presenter will discuss a rationale and approach for working in a psychodynamic way that is appropriate and helpful to persons with major chronic mental illnesses who have limited abilities for abstraction.


Departing From the Murals
Rhonda Moore, Ed.M

Adjunct faculty, Boyer College of Music and Dance, Temple University

Abstract: This presentation will discuss the presenter’s multimedia work with Philadelphia murals and, as such, deals with the elements of sound (music and nonverbal), movement (gesture and motion) and sign (drawing and painting)as separate and integral possibilities leading to interdisciplinary partnerships which in turn create new layers of tactile, visual and sonorial impacting. The presenter’s approach begins with a mural as point of departure.  The fixed visual element-- at least a very concrete part of it--is already in play even before any sound or any physical human movement is contemplated.  This fixed element--fixed in the sense that it already exists as a form of art, on a wall or a building, inside or outside, is in no way perceived as limitative or constricting.  It merely provides us with information: color, shape, volume, abstraction, narrative, in short, a wealth of tabs that eventually shape and influence the final outcome of the collaborative effort produced when various elements (in this case sound and movement) "infiltrate a pre- constructed tapestry. Background history of sites, participants and other pertinent information will constitute a vital part of the presentation. Audio-visual materials portraying the selected environments will be viewed and discussed.  If time permits, a mini- project (collaborative effort of actual participants) will be staged.

Singing for Tomorrow: A Songwriting Program for Children with Spinal Cord Injury
Mike Viega, MMT, MT-BC

PhD Student in Music Therapy, Temple University
Joke Bradt, PhD, MT-BC
Assistant Director, Arts and Quality of Life Research Center

Abstract: Children with spinal cord injury face many physical, psychological, social and spiritual challenges. Disbelief, sadness, fear, anger, guilt, hopelessness, helplessness, social withdrawal, and decreased motivation are common grief reactions during hospitalization and may impinge on the children’s recovery. To optimize rehabilitation, these reactions and feelings need to be expressed, validated and supported.  Besides the emotional turmoil, children with spinal cord injury often struggle to find meaning and hope for the future as the injury may drastically change their identities. An innovative music therapy songwriting program has been developed at the Arts and Quality of Life Research Center.  In this program, children and teenagers with spinal cord injury create and record, with the guidance of a music therapist, their own songs using music software called Garageband.  The goal of the music therapy songwriting program is to help patients with spinal cord injury better cope by: (a) helping them identify and deal with the grief, loss and adjustment issues subsequent to spinal cord injury, (b) assisting them to communicate their feelings and thoughts, (c) increasing their confidence and self esteem through successful music experiences, (d) actively involving them in music therapy treatment, thereby increasing their motivation to participate in other therapies, and (f) providing hope for the future. Clinical examples will be used to demonstrate the songwriting process, specifically the children’s active engagements through the use of Garageband. Songs will be shared to discuss common themes found in their song lyrics. 

Life and the Quality of Art: A Study of Adjectives in Music Reviews Published in the Philadelphia Inquirer, and What They Say about the "Art" They Describe.
Maurice Wright, DMA

Laura Carnell Professor of Music Composition, Boyer College of Music and Dance, Temple University

Abstract: Decrying art music as elitist, cultural critics attempt to flatten the musical landscape, elevating vernacular and commercial musical efforts while denigrating so-called “art” music. Music educators may find themselves on the horns of a dilemma when choosing music for use in a curriculum, but what of music therapists who must choose music for use with their clients? Is the familiar music of contemporary culture more valuable because of its familiarity, or is art music inherently worthwhile and thus of special value to everyone? Rather than argue the question from first principles, the author considers the words used by writers in the Philadelphia Inquirer to describe two kinds of music: that described as “classical” and that not so described. Using frequency tables to search for recurring terms, and lists of synonyms to further simply the language, the author tries to determine whether the two families of description are different, and, if so, how they are different. As the sample grows, perhaps a taxonomy will emerge that will permit some meaningful generalization about musical description.

4:00 - 4:50     Concurrent Sessions

Embodied Education:  Empowerment and Transformation through Movement and Dance
Donna Dragon, CMA, RSMT, PhD

Adjunct Faculty, Temple University
Founder/Director, The Center for Movement Alternatives

Sara Narva, EdM
Performing Arts Teacher, Crefeld School
Temple Alumni


Abstract: Historically, dance educators, artists and therapists have been at the forefront in pedagogic and research methodology developments both in higher education and in the private sector and have assisted in transformation for individuals, communities and cultures in the United States and globally.  Whether toward academic, artistic or therapeutic goals, learning occurs through our living, breathing bodies—through engaging our physical, emotional, intellectual, and spiritual existences in their entireties—processes of whole person or embodied learning.  Through Our Eyes, was an exciting multimedia collaboration between 5 racially mixed young women in a modern dance class at a progressive Philadelphia high school.  Students shared personal anecdotes of how race and racism affect their lives.  Through struggling with creative processes and using the metaphoric language of dance to convey their ideas, students were empowered to discuss issues that are often overlooked.  They found and claimed their place in the world, and in their school, and they challenged their peers and community to do the same.  Dance education and dance educators hold keys to attaining skills where bodily knowledge and creativity are synergetic parts of learning and change.  Join us, for a presentation on the history, philosophies, practices and applications of embodied education.

Cultural Considerations in Music Therapy in North Philadelphia
Audrey Hausig, MT-BC

Music Therapist, Sobriety Through Outpatient
Karen Dennery Melita, MMT, MT-BC
Music therapist, Arts and Quality of Life Research Center
Scott MacDonald, MMT, MT-BC
Music therapist, Belmont Center for Comprehensive Treatment
Michael Viega, MMT, MT-BC
PhD Student in Music Therapy, Temple University

Abstract: It is important to be aware of cultural considerations in therapy. Values and beliefs about health, relationships, communication, and expression are rooted in culture, making therapists responsible for attaining an understanding of their clients’ cultures.  This panel discussion will explore the experiences of four music therapists working in North Philadelphia from a cultural perspective. The presenters will share what significant cultural differences exist between them and their clients and how music is used to bridge those differences.  The role of music in therapy as it stems from the role of music in the clients’ outside lives will be discussed. The presenters will also address specific types and styles of music used in therapy, and results from a study on the use of the “mix tape” in music therapy will be described by the researcher.  Finally, the panel will provide their recommendations for educational needs related to being “culturally competent” as music therapists working in low income Philadelphia neighborhoods.


The Relationship between Musical Performance Anxiety and Flow
Joann Marie Kirchner, Ph.D.

Coordinator of Secondary Piano, Boyer College of Music and Dance, Temple University
Paula Skutnick-Henley, M.Ed.
Instructor of Psychology, West Chester University 

Abstract: Studies have shown that performing music while being in a state of flow is a desirable experience.  Mihalyi Csikszentmihalyi (1975), coined the term, "flow," to refer to a state of focused absorption. Many musicians have the experience of not being able to perform up to their expected capacity as a result of an increased anxiety level.  While it is not necessary to eliminate anxiety completely, the anxiety should never take over and debilitate the performer.

The current study was designed to examine the possible relationship between musical performance anxiety and flow proneness. Ninety primarily undergraduate music majors voluntarily completed an inventory to participate in this study.  Flow proneness was significantly and negatively correlated with performance anxiety in a planned one-tailed test.  The ability to play/sing without destructive self-criticism also correlated negatively with performance anxiety.  It was noteworthy that performance anxiety scores correlated significantly with self-confidence and self-trust while playing or singing and the ability to maintain focus on the music. The relatively weak correlation between flow proneness and performance anxiety suggests that both can exist simultaneously.  It appears that creating performance conditions that foster flow can be useful for helping to alleviate the intensity of performance anxiety. Strategies to help increase flow and lessen musical performance anxiety will be explored.  Ways in which flow experiences and musical performance anxiety might influence one another will also be discussed in this workshop.

4:50 - 5:00     Closing Remarks

Dr. Cheryl Dileo
Director, Arts and Quality of Life Research Center