A Survey of Online Courses in Music Therapy

Abstract

As technology in the 21st century quickly advances, it is expected that distance learning in higher education would follow. Since the inception of the internet in the 1990s, universities have increasingly incorporated technology into learning. This trend is also apparent in the field of music therapy, although the extent and nature of this integration is not clearly understood. This study therefore sought to clarify the extent to which technology such as online learning, webassisted and virtual courses are currently used in music therapy education and training.Music Therapy Education & CurriculumMusic therapy curriculum has been the focus of many inquiries. The first article to appear in the music therapy literature that focused on this topic was by Madsen (1965), who made suggestions for the amount of music history, theory, and performance within the music therapy curriculum. Madsen suggested that the profession not borrow from related fields for curricula but focus courses on the uniqueness of music therapy. The article put forth a challenge to the profession to use creative avenues in curricula revisions to train music therapists. Alley (1978) investigated the music therapy curriculum at Florida State University. Music therapy students who had completed their clinical internships were administered a survey to determine if the music therapy curriculum adequately prepared them for the field. She concluded that the music therapy curriculum should emphasize practical knowledge more than musical training.In 1987, Taylor surveyed music therapists to determine which competencies were deemed important. Music therapists indicated that learning an eclectic treatment approach was most helpful, while instruction on some music factors (such as conducting uncommon beat patterns and snare drum techniques) was not as helpful.Curricular issues were the focus of a study by Petrie (1 989). The researcher surveyed three groups: music therapy educators, clinical training directors, and practicing clinical music therapists. These participants were asked to rate three areas: music therapy, clinical theories and techniques, and musical skills. The researcher suggested that more emphasis be placed on the student's knowledge of the etiology of clinical diagnosis and on functional musical skills. Furthermore, Petrie suggested that a competency-based undergraduate curriculum be developed. In a later study, Petrie (1993) outlined learning outcomes for undergraduate academic curricula.Similarly, Groene and Pembrook (2000) surveyed AMTA music therapy educators to gather information on knowledge and skills, competency-based assessment, competency-based testing, clinical training and flexibility regarding clinical training. Participants supported the use of a variety of technology in training music therapists. They also supported competency-based education of music therapists and both academic affiliated and AMTA roster clinical internships. Music therapy educators suggested greater flexibility in clinical internships, such as part-time internships.Music Therapy and TechnologyMusic therapists have been writing about the use of technology in the field for several decades (Fitzwilliam, 1988; Krout, 1989). Some studies have investigated the use of technology to teach students in music therapy practicum and clinical internships (Gault, 1978; Greenfield, 1978; Hanser, 1978). More recently, some have looked at the information available about music therapy on the internet (Johnson, Geringer, & Stewart, 2003), but most of this writing has focused on the use of technology to gather information about the profession.In a descriptive study, Gregory (1987) stated that computers would not only aid clients in reaching their therapeutic goals, but would also be used to educate music therapy students. Students would benefit by learning in private at their own pace and utilize computers for research analysis. …