|
|
|
Esther Boyer College of Music 2001 North 13th Street,
Philadelphia, PA 19122-6079.
Degree Programs: isc.temple.edu/grad/Programs/ Graduate Faculty Master of Music and Master of Music Therapy Degree Professional Studies in Performance Doctoral Programs in Music Department of Dance 309 Vivacqua Hall, Degree Programs: www.temple.edu/grad/dagrid.html General Statement
|
Music Education and Music Therapy (02211) 599. Continuing Registration Status. (1 s.h.) For matriculated graduate students in Music Education or Music Therapy who were last enrolled more than one year ago and who must be registered to complete outstanding degree requirements. For credit or no credit only; does not count toward degree. 601. Music in Elementary Education. (3 s.h.) Examination of the role of music in the lives of children. Emphasis on emerging trends in curriculum design and instructional procedures. 605. Practicum in Instrumental Music. (3 s.h.) Designed for public school instrumental directors. Provides practical study of orchestral instruments; laboratory experiences in rehearsing instrumental ensembles; and examination of methods, materials, and current research in instrumental teaching. 618. Contemporary Issues in Music Education. (3 s.h.) Examines proposals for educational reform published during the great educational debate of 1983. Draws implications for arts education with emphasis on music education at the state and local levels. Includes guest speakers with relevant expertise. 623. Receptive Methods in Music Therapy. (3 s.h.) An examination of the therapeutic uses of music listening with various populations. Laboratory training is given in how to plan and conduct various types of listening experiences. Critical procedures are surveyed. 624. Individual Project in Music Therapy. (1-9 s.h.) For Master's degree candidates in Music Therapy only. Individual and group supervision of a music therapy project. Project topics may include: survey of the literature, clinical project, research project, theoretical study and self-inquiry. 625. Developmental Foundations of Music Therapy. (2 s.h.) An examination of research and theory on musical development and their implications for music therapy assessment, treatment, and evaluation. 629. Music in Cultural Perspective. (3 s.h.) Focuses on exploration of the possibilities and parameters of a musical education which values respect and represents our culturally diverse population through examination of our beliefs and assumptions, acquisition of cultural and musical knowledge, and planning and implementation of multicultural music curricula. 631. Technology for Education in Music. (3 s.h.) Course in basic music technology skills. Students learn software for notation, sequencing, aural skills training, and CD-ROM study. Using Macintosh computers, students learn to produce publication-quality notation and expressive MIDI recordings. Prior computer experience is not required. 632. Interactive Multimedia I. (3 s.h.) Teaches students how to create interactive multimedia applications using authoring software, multimedia hardware, and multimedia elements such as sound files, digital video, standard MIDI files, and clip art. Students complete a final project demonstrating their ability to create useful interactive multimedia applications for education. 633. Interactive Multimedia II. (3 s.h.) Prerequisite: Interactive Multimedia I or permission of instructor. Students create multimedia objects using graphics, digital audio, digital video, and MIDI hardware and software. Final project is deployed both in a standard multimedia authoring program and on the World Wide Web. 641. Measurement and Evaluation in Music. (3 s.h.) Measurement and evaluation are compared and the importance of each is delineated. Teacher made rating scales, multiple-choice tests, and necessary tests are developed for practicable use in a music instructional program. The value of standardized tests and the interpretation of accompanying test manuals are explained. Technical aspects of measurement are given necessary pragmatic consideration. 644. Music Aptitudes. (3 s.h.) Examines the nature, description, development, measurement, and evaluation of music aptitudes. Explains the nature/nurture issue as it applies to developmental and stabilized music aptitudes. Demonstrates the major music aptitude tests and their potential uses. 646. Music Psychotherapy. (1-9 s.h.) An examination of how music is used in individual and group psychotherapy. Emphasis is given to the integration of creative, receptive and verbal techniques within various theoretical orientations. The following topics are addressed through various course sections: Psychodynamic Models, Existential-Humanistic Models, Transpersonal Approaches, Group Models, Improvisational Techniques, the Client-Therapist Relationship, Couple and Family Therapy, and the Use of Imagery. 647. Qualitative Research in Music Therapy. (2 s.h.) Students learn to conceive and design music therapy research using postpositivist, naturalist, or alternative paradigms of inquiry. 648. Music Therapy Client Assessment. (3 s.h.) An in-depth examination of how receptive and active music experiences are used to understand clients and their therapeutic needs. 649. Quantitative Research in Music Therapy. (1-9 s.h.) Issues and skills in quantitative research are examined, including: formulating research questions, reviewing the literature, designing a study, analyzing and interpreting reports, and ethical precautions. 650. Foundations of Music Education. (3 s.h.) Analysis of significant philosophical, psychological, and sociological positions that have impact upon basic concepts in music education. 660-661. Apprentice College Teaching. (3 s.h. each semester) Prerequisites: Permission of instructor. Designed to provide opportunity for supervised teaching at the college level. 667. Experimental Design and Analysis. (3 s.h.) Prerequisites: Interpretation of Research 669 and at least one course in elementary statistics in psychology or education. Design and analysis of experimental research in music is explained and critically examined. Practical application of research to current problems in music instruction and to student's particular interests is stressed. All students will complete a proposal which should qualify for doctoral research. 668. The Reporting of Research. (3 s.h.) Focuses on developing doctoral-level writing skills in preparation for writing term papers, articles for publication, monographs, and dissertations. 669. Interpretation of Research. (3 s.h.) Articles in professional music journals and magazines are read, interpreted, and critically analyzed; all types of research will be covered; relationship between research and pedagogical practice considered. Student will complete bibliography consistent with his/her research commitment. 670. Research in Music Education. (3 s.h.) Study of research design, quantitative analysis, bibliography in music and music education. Required of all candidates for Master of Music degree majoring in Music Education. 673. Guided Imagery and Music. (3 s.h.) An introduction to GIM through demonstrations, lectures, and personal experiences. Topics include the role of music, relaxation procedures, types of imagery, and basic guiding techniques. 674. Guided Imagery and Music II. (3 s.h.) Continuation of Music Therapy 673 with special emphasis given to the role of music. GIM tapes are analyzed in terms of musical characteristics, imagery potentials, and clinical uses. Group supervision is provided in guiding according to the music. 675. GIM Supervision. (1-4 s.h.) Supervised clinical practice in GIM. Emphasis is given to the role of the guide, the therapist-client relationship, and the therapeutic process. Case studies are used to understand the personal and symbolic significance of imagery. 676. Advanced Topics in GIM. (4 s.h.) Intensive training in GIM process with emphasis given to the role of imagery in psychotherapeutic and transpersonal phenomena. In depth guiding techniques are presented. 680. Administration and Supervision in Music Education. (3 s.h.) Examination of the principles, practices and problems in the administration and supervision of school music programs. 682. Field Experience in Supervision. (3 s.h.) Required Supervisory Certification program for certification as a Supervisor of Music Education (K-12) in Pennsylvania. Must be taken simultaneously with Seminar in Supervision 798 in the College of Education. Individually designed and supervised internship. Permission of instructor required. 683. Learning Theory in Music I. (3 s.h.) An analysis of learning theory applied to the teaching of music. Discrimination and inference learning is emphasized. The course serves as preparation for Learning Theory in Music II 693 in which the theory is applied to general music, beginning instrumental music, and performance group instruction. 688. Music in Medicine. (1-9 s.h.) A survey of various medical applications of music and music therapy with experiential and laboratory training. The following topics are addressed through various course sections: General Hospitals, Chronic and Terminal Illness, Music Biofeedback, Cognitive Models, Humanistic Models, Healing Models, Vibroacoustic Therapies, and Performing Arts Medicine. 689. Music Therapy Education and Training. (1-2 s.h.) A survey of the literature with apprenticeship training in teaching and supervising music therapy students. 691-692. Contemporary Problems in Music Education: Individual Study. (1-3 s.h.) Prerequisite: permission of instructor. Critical examination of recent trends and issues in music education through major research projects on selected phases of music education. 693. Learning Theory in Music II. (3 s.h.) Analysis of content learning sequence in music as applied to education of pre-school children, students in general; vocal and instrumental music programs in schools considered; interaction of technique and method is considered. 694. Music Therapy Ethics. (2 s.h.) An examination of ethical issues in music therapy practice, research, education, and supervision. 696. Topics in Creative Arts Therapies. (2-8 s.h.) An exploration of interdisciplinary topics in art, dance, music, drama and poetry therapies. Sample topics include: Mandala Assessment, Music and Mandalas, Musical Psychodrama.
|