MUTX 217 Music Therapy Techniques II Tues. – Thurs. 10:00 – 10:50 p.m.HFA 135 Lee Anna Rasar rasarla@uwec.edu 836-4260 Spring 2007

When videotape performances are due, be prepared in case of technical difficulties. If technical difficulties are encountered, you are responsible to perform live in the class-room. An A student is defined as a student who always stays two weeks ahead of all due dates for homework. An A student is further defined as a student who is not affected by sickness or by technical difficulties or even by personal emergencies because that student has planned ahead and stayed ahead. A C student is an average student who submits homework on time and follows instructions in the syllabus for how to do homework. A B student is above average, staying ahead for most assignments and maintaining grades that are above average. In this course you will receive a grade of 0 for any work not submitted on the due date in an attempt to prepare you for working in the clinical field of music therapy in which late work is not accepted and actually results in being fired. To prevent this grading policy from affecting your grade in a negative manner, stay ahead with your work. Self-grading sheets are required when submitting videotaped assignments and must be presented to teacher prior to turning on the videotape. To receive a grade of C or higher, submit typed song sheets and typed session plans for all performances, whether live or videotaped, and submit them PRIOR to the performance. If you submit a song sheet or session plan AFTER you have performed, or if you do not submit a song sheet or a session plan, or if you submit a handwritten song sheet or session plan, you may not receive a grade above a C-.

Techniques described as therapeutic activities for session plans which accompany song sheets should represent a broad sample of methodology and approaches from IDIS 103. Content from 300 and 312 is also applicable for techniques to accompany song sheets/session plans. Prepare a grid to submit to show that you have samples of techniques from each approach model studied in IDIS 103, MUTX 300, 312, 342, and 343 and submit with your portfolio at the end of the semester. As time permits you will demonstrate portions of your techniques along with your songs in class or at the Syverson.

Tues., Jan. 23 – Introduction - description, objectives, schedule - Supportive programming in UW-EC calendar of events (ex.: German/Spanish weeks - take tape player to get songs on tape and learn them, attend folk dance evening to learn dances); Clinic Combination

Thurs., Jan. 25 – at Syverson Lutheran Home – 3rd Floor Dining Room - Folk/Children’s Songs – piano with RH melody/LH accompaniment – all in key of C – live performance.

Sing only FIRST verses of any 2 songs on Folk/Children's Songs list while playing piano as accompaniment and using a metronome set at a singing tempo. Play each song in the key of C. Remember to submit a song sheet for each song and a session plan. You may have two separate session plans or you may include both songs in the same session plan.

Refer to assignment grading information immediately below as well as to section in syllabus labeled Music Performance Grading.

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To receive a grade of A on this assignment: right hand plays the melody notes while the left hand provides an interesting and stylistically appropriate accompaniment – lead a sing-along as you play this medley of 2 songs - either segue or provide transitions between songs with no silence or stopping of musical accompaniment between songs - focus is freely/easily on audience responses - not on your own musical performance – steady tempo with metronome is maintained using a metronome setting that will match all songs you choose to use

To receive a grade of B: right hand plays melody notes while left hand plays a simple accompaniment – otherwise same as for grade of A

To receive a grade of C: chords used as accompaniment – otherwise same as for grade of A

To receive a grade of D: chords used as accompaniment and/or any difficulties in execution of requirements listed for grade of A but able to complete performance of 2 songs

Grade of F: not able to complete performance

Tues., Jan. 30 – Demonstration of Tone Chime Leading and Accordion

Thurs., Feb. 1 - at Syverson Lutheran Home - live performance as a conductor/song leader: Lead Happy Birthday (The Birthday Song) in the key of C using chordal cues with your classmates playing the tone chimes. Sing the melody as you lead the class in singing and in playing the chordal accompaniment.

Tues., Feb. 6 – Activity: Names Rhymes; Demonstration: Musical Charades; Felt Pieces

Thurs., Feb. 8 – at Syverson - Love Song (Happy Valentine’s – coming up on Feb. 14!) – piano – you choose key and orchestration style – Perform live with a metronome set at a singing tempo while singing and playing the first verse of Let Me Call You Sweetheart.

Use piano for accompaniment. You may choose any accompaniment and you may choose any key. You will be graded on your ability to sing while playing piano and LEADING a sing-along as well as on your presentation of an introduction and a cue for when to begin singing.

Tues., Feb. 13 – Happy Valentines’ Day! During class today you will present sets of felt pieces to illustrate 3 separate songs (song sheets not required for this assignment). Be sure to submit the felt pieces in a container labeled with your name on it and to include felt pieces for each song separated into a container that is labeled with the name of that song on it. For example, the felt pieces for each song may be placed separately into 3 envelopes with each envelope being labeled by its corresponding song title, and then these 3 envelopes may be placed into a larger envelope with your name on the outside of it.

Valentine’s activities

Thurs., Feb. 15 – at Syverson - Patriotic Songs (President’s Day = Mon., Feb. 19) – piano– live performance - Sing the first verse/chorus of The Battle Hymn of the Republic while

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playing piano accompaniment that is motivating enough to encourage nursing home residents to join in with singing and clapping/marching/playing instruments.

Use a metronome set at a singing tempo that will work for this song. A major grade reduction will result from failure to maintain tempo or from stopping in the middle of the song.

Tues., Feb. 20 – Mardi Gras songs and Ash Wed. repertoire and activities; Make-ups(Mardi Gras is today and Ash Wed. is tomorrow.)

Thurs., Feb. 22 – at Syverson - Patriotic Songs (President’s Day was Mon., Feb. 19) – piano – you choose 2 keys and orchestration style – live performance - Sing the first verses and play a medley of the following songs: America the Beautiful and America.

Use a metronome set at a singing tempo that will work for both of these songs. Begin in one key and modulate to a different key for the second song. You may sing and play the songs in any order. You must use piano as your accompaniment instrument. Either segue from one song to another or provide transitions between songs. Do NOT make any breaks in the music between songs. A major grade reduction will result from failure to maintain tempo or from stopping mid-song or between songs.

Tues., Feb. 27 – Demonstration of Homemade Instruments

Thurs., March 1 – at Syverson - Lead Frere Jacques on accordion while singing in French and leading sing-along as you play. You will play melody notes while simultaneously using chordal buttons and leading a sing-along as you play. Be sure to confirm your pronunciation with someone who is French or who is a French major. You will be graded on pronunciation.

Tues., March 6 – Demonstration of Spanish rhythm for Cielito Lindo Passover Seders; Easter Parade; Music and therapeutic programming

for religious holidays

Thurs., March 8 – at Syverson - Irish Songs (Happy St. Pat’s – coming up on March 17!) –Live performance of When Irish Eyes Are Smiling using piano accompaniment while singing. You may choose any key. Give a clear introduction for the audience to know when to begin singing on each song. Choose a metronome setting that will work for the style of the song and perform the song with the metronome. Submit one session plan incorporating all 3 Irish songs – When Irish Eyes Are Smiling, Too-Ral-Loo-Ral-Loo-Ral, and My Wild Irish Rose to cover your session plan requirement for each of the three class days: March 8, 13, 15. This session plan is due on Thurs., March 8th at the beginning of class.Reminder: tx applicati0ons for songs from concerts/recitals 1- 4 due 3 - 13

Tues., March 13 (St. Patrick’s Day) – Due: tx applications for songs from concerts 1 - 4Irish Songs – possibly at Syverson Lutheran Home – 3rd Floor Dining – Live performance of the song Too-Ral-Loo-Ral-Loo-Ral on guitar. Include an introduction and lead

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singing while you play guitar using an accompaniment pattern that reflects the lullaby style of this piece.

Thurs., March 15 – at Syverson - Irish Songs (Happy St. Pat’s – coming up on March 17!) – Live performance of My Wild Irish Rose on autoharp or omnichord. You may choose any key. Give a clear introduction for the audience to know when to begin singing on each song. Choose a metronome setting that will work for the style of the song and perform the song with the metronome.

Happy Spring Break March 19 – 23!

Tues., March 27 – Due: Homemade Instruments, Puppets, and ScarvesPresentation of the following homemade instruments, puppets, and scarves AND container/s for safe storage and easy transportation:Include a typed description of how to make each instrument, including safety considerations, and including therapeutic uses (wrist rotation, wrist flexion, wrist extension, independent finger mobility, . . .)

Glove puppets cabasaGlove bells castanets10 colored scarves maracasdrum with at least 2 mallets guiroocean drum tambourinerainstick sandblocks

streamers adapted to be held by people with poor grasp abilitiesany other creative ideas you have

Thurs., March 29 – at Syverson – Love Song and stylistic accompaniment – piano – you choose key/s and orchestration style – Live performance on piano using a metronome set at a singing tempo while singing and playing the first verse of By the Light of the Silvery Moon. You may choose any accompaniment to represent this song stylistically and you may choose any key. You will be graded on your ability to sing and LEAD a sing-along while providing interesting accompaniment in the style of the piece.

Tues., April 3 – Instructions Given for.: Wish List/Budget Proposal Information – grading based on ability to follow verbal directions and organize and present information creatively without written guidelines or visual example – wise students/A students will arrive to class with a tape player and tape

Thurs., April 5 - at Syverson – Musical Charades - Submit in alphabetical order 20 individual papers/cards with one song title listed on each for use in musical charades game. You will present some of your choices as an activity for the residents. Be prepared to give cues/make adaptations.

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Tues., April 10 – Due: Relaxation Tape/CD Master Discography List portion of thefollowing assignment:

Submit discography listing of at least 20 songs which could be used for this assignment using format included in the forms handed out with this syllabus and labeled as Relaxation Tape/CD Master Discography List. Make sure that each song was composed prior to 1900.

This portion is a preliminary piece of the larger assignment of creating a sleep induction tape: one 20-minute (OK to range between 17 – 21 minutes of music) relaxation audio tape or CD intended to induce sleep (Use Relaxation Tape Instructions from e-reserve for this course under faculty name RASAR and follow instructions for making tape to induce sleep.) You will be graded by these instructions and by instructions in this syllabus. NO SYNTHESIZED MUSIC may be used. Submit discography listing of at least 20 songs which could be used for this assignment using format included in the forms handed out with this syllabus and labeled as Relaxation Tape/CD Master Discography List. Later in the semester you will also submit the discography listing of songs actually used on the 20-minute tape or CD using the format included in the forms handed out with this syllabus and labeled as Relaxation Tape/CD.

In class: make-ups; review of teacher’s grading comments; Web Portfolio instructions

Thurs., April 12 – at Syverson - Live performance of the first section of the Blue Danube Waltz on piano.

Tues., April 17 – Demonstration: Musical Win/Lose/Draw, Name That Tune; Make-up performances

Thurs., April 19 – at Syverson - Hymn/Gospel-guitar – Live performance of you singing the first verse of any hymn listed on the Hymns list while playing guitar accompaniment. You may choose the key. You will be graded on your ability to sing and lead audience in a sing-along as you play. Focus should be freely/easily on audience responses - not on your own performance.

Tues., April 24 - Due: Submit a videotape of your performance of a popular song from the radio repertoire which was written after 1999 and which you have transcribed by ear. Use guitar as accompaniment while simultaneously singing. You may choose any key. Your transcription work needs to be submitted to show your working papers along with a hard copy of the music source (CD,tape,album). Remember to be ready to perform the song in case of technical difficulties.

The intent of this assignment is that you learn the song by listening to it and transcribing it rather than by obtaining the sheet music and learning it from the score. Along with your song sheet, submit your copy of the tape or the CD or album you used to learn the song and also all of your written scrap paper used in the process of transcribing the music. Failure to turn in these raw materials will result in a loss of 50 points on your grade for today's assignment. While you may perform the song using any key, transcription papers should match key/s on music source.

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Thurs., April 26 – at Syverson Lutheran Home: Due: Musical Win/Lose/Draw – Submit in alphabetical order 20 individual papers/cards with one song title listed on each for Win/Lose/Draw game.Reminder: Tx applications for songs from concerts/recitals 5 – 8 due 5-1

Tues., May 1 – Due: Tx applications for songs from concerts/recitals 5 – 8 AND Name That Tune – Submit 20 visual aids, each representing 1 song,

for Name That Tune game. Present them for grading in alphabetical order.

Thurs., May 3 – at Syverson Lutheran Home - Perform Spanish song – Happy Cinco de Mayo – coming up on May 5! Live performance of you singing the first verse of Cielito Lindo in Spanish while using guitar for accompaniment. In your written session plans explain the significance of May 5 related to Spanish music. Be sure to have someone who is fluent in Spanish help you with pronunciation.

Tues., May 8 – Submit relaxation tape/CD for sleep induction

Due: one 20-minute (OK to range between 17 – 21 minutes of music) relaxation audio tape or CD intended to induce sleep and discography listing of songs actually used on the tape/CD. (Use Relaxation Tape Instructions from e-reserve for this course under faculty name RASAR and follow instructions for making tape to induce sleep.) You will be graded by these instructions and by instructions in this syllabus. NO SYNTHESIZED MUSIC may be used. You should have already submitted a discography listing of at least 20 songs which could be used for this assignment using the format included in the forms handed out with this syllabus and labeled as Relaxation Tape/CD Master Discography List. Now you will also submit the discography listing of songs actually used on the 20-minute tape or CD using the format included in the forms handed out with this syllabus and labeled as Relaxation Tape/CD.

Make-up performances; Instructions for Final Exam

Reminder: tx applications from concerts/recitals 9 – 10 due 5 – 10

Thurs., May 10 – at Syverson Lutheran Home – Due: Tx applications from concerts/recitals 9 – 10 AND

Submission of portfolios – due at beginning of class Make-ups

Fri., May 18 – 10 – 11:50 a.m. – Final Exam – at Syverson - Due: live performance of Norwegian National Anthem, singing in Norwegian and accompanying on guitar, along with a session plan for Syttende Mai in which you demonstrate for me how you would respond to an elderly Norwegian woman at the Syverson Lutheran Home who has requested to sing Norwegian songs to celebrate Syttende Mai. You may play the song in any key.

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Grading of written session plan will be based on description of therapeutic uses for the song and on inclusion of historical information about Syttende Mai as well as other session ideas for a 45-minute session for residents at the Syverson Lutheran Home. It is recommended that you meet with someone who is Norwegian to learn this song. You may also locate it in a library and learn it from a record, tape, or CD or find it on the Internet.Please note that if there are no residents who speak Norwegian at the Syverson we will have a different assignment for the Final Exam.

Portfolio submission includes:1. Master lists: Charades; Win/Lose/Draw2. *Wish List/Budget Proposal3. Homemade Instruments/Puppets/Scarves - Photographs and Descriptions(do

not need to bring actual equipment back to class)4. Name That Tune with visual aids (do not need to bring back to class)

5. Felt pieces to use with 3 songs (do not need to bring back to class)6. Transcription of song composed after 19997. Notebook of songs and therapeutic activities**8. Relaxation tape with written justification to cover copyright laws (do not

need to bring back to class)9. Grid to show that you submitted samples of techniques for each different

methodology/approach* = only required if you opted to try for a grade of A for the semester** = cross-referencing required to obtain a grade of B or A

Resources:The Big and Easy Songbook – 44 – Hal Leonard – Electronic Keyboard MusicThe Jumbo Songbook – Hal Leonard – E-Z Play Today versionThe Greatest American Songbook – 308 – Hal Leonard – E-Z Play TodayFakebooksDon’t forget to check on-line, too. There are some really fun versions on-line with extra chords, but you need to double check the chords because sometimes there are errors. Also, sometimes there are variations in the lyrics. You can check with your professor for the lyrics that are known in the Eau Claire clinical settings.

Attendance Policy:

Students are expected to attend all class sessions. 3 points will be deducted from the final grade in this course for any unexcused absence. Excused absences may be made up through arrangements with the professor. In most cases make-up work will occur in class or at the Syverson to parallel whether the performance missed was in class or at the Syverson.

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Grading:Points:

Performance: Song Sheet/SessionPlan:

Folk/Children’s Songs 100 100

Let Me Call You Sweetheart 100 100

America and America, the Beautiful 100 100

Battle Hymn of the Republic 100 100

sets of felt pieces to illustrate 3 songs 100

Frere Jacques 100 100

Musical Charades 100

My Wild Irish Rose 100 100

When Irish Eyes Are Smiling 100 100

Too-Ral-Loo-Ral-Loo-Ral 100 100

Homemade Instruments 100 100 (written descriptions)

By the Light of the Silvery Moon 100 100

Happy Birthday on tone chimes 100 100

Blue Danube Waltz 100 100

Hymn 100 100

Relaxation Tape/CD Master Discography 100

Post-1999 song 200 100

Musical Win/Lose/Draw (20) 100

Cielito Lindo 200 100

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Name That Tune (20) 100

Relaxation Tape/CD Actual Discography 100

Relaxation Tape/CD 100

Musical Charades (20) 100

Norwegian National Anthem 200 100

Master Lists - Charades 100

Master Lists – Win/Lose/Draw 100

Master Lists – Name That Tune 100

Notebook of songs and Therapeutic Activities 100(must be cross-referenced to obtain a grade of B)

Wish List/Budget Proposal 500(only needed if trying for a grade of A)

Tx applications for songs from concerts 1 – 4 200

Tx applications for songs from concerts 5 – 8 200

Tx applications for songs from concerts 9 – 10 100____

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Drop/Withdrawal Deadlines:Fri., Feb. 2nd is the deadline to drop with no record as well as the deadline to change to/from S/U or Audit. Mon., April 9 is the withdrawal deadline.

Students with Disabilities:Any student who has a disability and is in need of accommodations must contact the

Office of Services for Students with Disabilities and must meet with Lee Anna during the first week of classes to discuss needs. The Office of Services for Students with Disabilities is located in Old Library 2136 – phone:836-4542. This procedure is University of Wisconsin – Eau Claire Policy.

Pre-requisites/Level of competence required: MUTX 110, 111, IDIS 103, completion of guitar proficiency, music therapy major

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MAKE-UP WORK INSTRUCTIONS:Make-up work for excused absences must be submitted/performed at the next

make-up date in the syllabus in order to receive a grade of C or higher.Early in the semester you may schedule make-up dates for tour or conference

absences for any in-class performances. For videotape submissions, you are required to prepare the videotape ahead of time and submit it before leaving town.

If you need help with an assignment, you may use student mentors or make an appointment with your teacher at least 14 days before that particular assignment is due. If you choose to make an appointment with your teacher, leave a note on her door or e-mail her at rasarla@uwec.edu with a phone number where you can be reached late at night, and she will call you to set up an appointment time. Student mentors for this class are posted on the bulletin board in the hallway opposite HFA 146.

GRADING:

Music Performance Grading:

To receive a grade of A: Never once does a student arrive to class without work ready; all musical performances executed by memory – no music/no lyrics used as cues – eye contact with audience is maintained throughout performance – song leading skills facially and vocally are strong – no bobbles on notes/chords/rhythms/lyrics – steady singing tempo is maintained – accompaniments are stylistically correct and motivate therapeutic responses from patients – self-grading sheet with reality-based letter grades for each of these grading categories is submitted with videotape which is submitted on time or live performance is given when called upon based on schedule in syllabus

To receive a grade of B: Only once does a student arrive to class without work ready and quality of all other work is excellent; musical performances executed using index card charts for lyrics/chords but eye contact with audience is maintained throughout performance – song leading skills facially and vocally are strong – no bobbles on notes/chords/rhythms/lyrics – steady singing tempo is maintained – accompaniments approximate original style of piece – self-grading sheet with reality-based letter grades for each of these grading categories is submitted with videotape which is submitted on time or live performance is given when called upon based on schedule in syllabus

To receive a grade of C: musical performances executed using index card charts for lyrics/chords – eye contact with audience is intermittent – song leading skills facially and vocally are strong – a few wrong notes sung or played – a few lyric slips – steady singing tempo is maintained – accompaniments include right hand melody and left hand chords and accompaniment patterns – self-grading sheet with reality-based letter grades for each of these grading categories is submitted with videotape which is submitted on time or live performance is given when called upon based on schedule in syllabus

To receive a grade of D: music performance executed using printed music or lead sheets – eye contact with audience is not frequent – performer is not serving as leader – wrong notes and/or lyrics interfere with ability of patients to sing along – tempo is not singing tempo

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and/or is not steady – accompaniments are based on melody and chords and do not include patterns in accompaniment to motivate therapeutic responses of patients – self-grading sheet with reality-based letter grades for each of these grading categories is submitted with videotape which is submitted one week late – live performance is given when called upon based on schedule in syllabus

Grade of F = self-grading sheet is not submitted or letter grades on it are not reality-based – live performance is not ready when called upon or videotape is submitted more than one week late or not at all – music performance is not sufficient to motivate patients to join in

Musical Games Grading:All materials for musical games submissions need to be printed on paper large enough in height and width and thick enough in diameter to be picked up and held by patients who have difficulty with grasping.

Song Sheet Grading:Printed words need to be large enough and bold enough to be read by patients with visual impairments.

Grading on Relaxation Tape/CD:

No sounds between songsNo sounds at end of tapeNo abrupt volume changes between or during song segmentsNo abrupt key changes/instrumentation changes between musical segmentsNo bobbles on tape

Attention to detail such as erasing glitches on tape or CD can mean the difference in an increase or a decrease in ICP (life or death is at stake) or can cause or prevent a psychiatric patient from going off: (harm or safety is at stake). I will SERIOUSLY GRADE DOWN for failure to correct any such error.

List songs in order and give rationale for why you chose to put the songs in the order you used. Remember that your rationale must be strong enough to protect you in court based on the copyright protection law.

Grading Considerations:

To receive a grade of B or higher in this course: Submit handwritten descriptions of clinical applications for each song programmed on at least four concerts/recitals from the UW-Eau Claire Music and Theatre Arts Dept. Concerts and Recitals series by Tues., March 13 and handwritten descriptions of clinical applications for each song programmed on at least eight concerts/recitals from the UW-Eau Claire Music and

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Theatre Arts Dept. Concerts and Recitals series (may include those submitted already for the first four concerts/recitals) by Tues., May 1.

To receive a grade of A or higher in this course: Submit handwritten descriptions of clinical applications for each song programmed on at least four concerts/recitals from the UW-Eau Claire Music and Theatre Arts Dept. Concerts and Recitals series by Tues., March 13 and handwritten descriptions of clinical applications for each song programmed on at least eight concerts/recitals from the UW-Eau Claire Music and Theatre Arts Dept. Concerts and Recitals series (may include those submitted already for the first four concerts/recitals) by Tues., May 1. Submit handwritten descriptions of clinical applications for each song programmed on at least ten concerts/recitals from the UW-Eau Claire Music and Theatre Arts Dept. Concerts and Recitals series (may include those submitted already for the first first eight concerts/recitals) by Thurs., May 10.

When submitting a performance via videotape, always be ready to perform live in class in the event that technical difficulties arise. It is assumed in grading that a videotaped performance represents the best possible performance since when making a videotape you may edit repeatedly to obtain your best work. Videotaping equipment sometimes malfunctions. An A student is prepared by making videotapes at least two weeks in advance of due dates. Attempting to video within only a few days of the due date and encountering technical difficulties in creating the tape will not result in being given more time and will not result in a good grade on the assignment. Plan ahead to earn a grade that represents your best abilities. All videotapes are due at 10:00 a.m. on the class day that is scheduled for each videotape. To obtain permission to submit a videotape for days when you are absent due to an excused absence, check with teacher about due date for videotape. Extra songs may be required on make-up videos, so check with the teacher about any make-up requirements.

Names will be drawn to determine order of performers for each in-class activity, including videotape and live performances. This procedure will ensure a random order even for the videotape performances to avoid bias in grading. A grade of 0 will be given to any absentee who is not excused (either death in immediate family, therapeutic fieldtrip, or by medical/family emergency). Each student whose name is drawn must either perform or take a 0 for that assignment.

Unless permission to perform a cappella is given in the syllabus or the assignment involves conducting a tone chime choir, all songs must be accompanied by either guitar, piano, accordion, omnichord, or autoharp.

Grading Scale:Each assignment is worth 100 points except for Spanish, Norwegian and post-1999

song transcription assignments which are each worth 200 points. Final grade may be determined by the following formula: total number of points earned divided by total number of assignments.

To receive a grade of A, you must submit either a wish list or budget proposal for grading to be counted in with your other grades. To receive a grade of A, your notebook is

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due by the last class day at the beginning of class and must be at least minimally cross-referenced by goal areas, dates of copyright, themes, ethnicity, and populations. Colors and index tabs need to be used to separate the sections of the notebook/s. A table of contents must be included, along with a guide or some type of explanation for the cross-referencing. The wish list or budget proposal will need to be submitted in the notebook and will need to include a list of necessary items to supply a new Music Therapy program in a private company servicing nursing homes, in-pt. Psychiatric and Rehab hospitals, and group homes for the developmentally disabled.

To receive a grade of B, your notebook of songs and therapeutic activities is due by the last class day at the beginning of class and must be at least minimally cross-referenced by goal areas, dates of copyright, themes, ethnicity, and populations. Colors and index tabs need to be used to separate the sections of the notebook/s. A table of contents must be included, along with a guide or some type of explanation for the cross-referencing.

To receive a grade of C, which is considered average, no extra submissions are needed. You simply need to complete the requirements of the syllabus to the criteria of a grade of C.

This website contains academic policies for UW-Eau Claire, including academic misconduct: http://www.uwec.edu/AcadAff/policies/PoliciesAndProcedures.pdf

Grading Scale for Final Grade:

95-100 = A 77-79 = C+ 0–59 = F90-94 = A- 74-76 = C87-89 = B+ 70-73 = C-84-86 = B 67-69 = D+80-83 = B- 64-66 = D

60–63 = D-

Peer Grading: You may be required to rate your peers using pages 9 and 10 of the syllabus for descriptive grading for some of the performances.

Summer Assignment for MUTX 345 entrance:Be able to play the full score of the Beer Barrel Polka by memory on the accordion

by playing melody notes on keys and accompaniment pattern on buttons.Be able to perform the full score of The Entertainer on piano using correct left hand accompaniment.

Purchase or make 3 hoops (hula hoops OK) to use in exercise and movement to music activities.

Maintain/secure skills on piano, guitar, and voice to perform songs on functional music list.

Target any weaknesses you have on piano, guitar, or voice by working on the population-specific and literature choices listed on the functional music lists.

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Assess your skills using the AMTA Professional Competencies and map out a plan to target your work on these competencies from now until you enter your internship.

Goals of the Baccalaureate addressed in this course:

This course targets the goals of the UW-Eau Claire Baccalaureate Degree. The core of this course content is based on an understanding of science and scientific methods and on music skills and an appreciation of the arts, especially music, for its intentional use as a medical intervention in the context of music therapy. An understanding of human behavior and human institutions is targeted separately for each written assignment through the session plans which are cross-referenced for applicability in different settings and with different populations. Cultures and nationalities are represented by the choices of music as well as by the activities included in the session plans. An appreciation of the university as a learning community as well as an understanding and appreciation of a liberal education are fostered by the session plan activities. Written homework, preparation of the audiotapes/CDs, and musical presentations paired with session activities involve the development of the abilities to think, analyze, write, read, speak, and listen. Written homework, grading sheets, and the musical presentations involve an understanding of numerical data. A historical consciousness is included in the written homework of the session plans targeting specific cultures and holidays. An understanding of values is presented through the development of session plans to target the needs of specific populations and ethnic/cultural groups.

Course goals and objectives:

1. Integrate aural dictation of melody, rhythm, and chord structure to transcribe and perform contemporary music.

2. Accompany self and ensembles sufficiently to engage clients therapeutically.

3. Play a basic repertoire of traditional, folk, and popular songs with or without printed music on keyboard using accompaniment patterns that engage clients therapeutically.

4. Employ strumming and finger picking techniques on guitar that are complex enough to engage clients therapeutically.

5. Exhibit ability to develop programmatic budgeting and proposals.

6. Select or create music therapy experiences to meet client objectives.

7. Manage and maintain music therapy equipment and supplies. 8. Maintain previous musical skills and expand musical

repertoire.

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INSTRUCTIONS FOR ASSIGNMENTS:

You are responsible for reading your entire syllabus at the beginning of the semester and for planning ahead to secure the materials you will need to complete your assignments. No questions about assignments will be answered in class because a part of your grading is on your ability to follow written instructions. Bring your syllabus to class each day. Unless otherwise described, all in-class presentations must be executed by memory and must be accompanied by submission of songsheets along with therapeutic session plans. All songsheets must be typed, double-spaced, in all cap's with chords written/typed in above corresponding syllable/word. The lyrics should be aligned by verses. Either lyric analysis questions or brief descriptions of therapeutic activities must accompany each song sheet.

Each homework submission must include a paper with your name and title of assignment on it.

In your final notebook submission include original graded pages with teacher's comments as well as a corrected page for each page needing corrections.

At the top of the page use headings to show major goal areas and populations with whom each activity can be used therapeutically. Label type of song and copyright date as headings - ex.: PATRIOTIC SONG - 1921. The description of the activity on the song sheets must include specific goal areas rather than just the major goal areas used to label the headings. Goals must be measurable. Describe what the client will do, NOT what you as a therapist will do. Verbs are needed for goals. An area is not a goal. For example, emotional expression is not a goal. Developing a healthy outlet for emotional expression would be a goal. Developing ability to identify emotions would be a goal. Developing motor skills and coordination is not acceptable because it is too general. Developing fine motor manipulative skills or developing pincer grasp or developing bilateral use of upper extremities would be acceptable as goals.

Each page must be 3-hole punched to fit in a 3-ring binder. Use only regular texture 8 1/2 x 11 " paper with dark ink - legible enough for use with clients with visual impairments. Computer paper must be already separated from extra edges on all 4 sides - every page submitted as a single page not connected to another sheet of paper. LATE ARRIVAL of song sheets or failure to have holes punched prior to entering room WILL RESULT IN A GRADE OF 0. Song sheets must be submitted at beginning of class. An A student will always have song sheets prepared a week in advance to avoid not being ready if a printer breaks down. An F student will plan to print out an assignment the night before it is due.

WRITTEN WORK:

When including goals for activities, be specific not general.

too general: motor skills coordination

better: increase fine motor manipulative skills

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develop bilateral use of upper extremitiesincrease attention to taskdevelop ability to label emotionsdevelop healthy outlet for emotional expression

Make sure goals are measurable.

Describe what client will do, not what you will do as a therapist, when writing goals.

You will find it extremely helpful for future use to cross-reference your song sheets/activitiy files by populations/goals.

You are responsible for correcting errors on song sheets obtained in class from peers or on any song sheets you choose to use in your notebook.

Writing skills are a very important aspect of a music therapist's work. Music therapists must write medical charts that are grammatically correct. One word spelled incorrectly or one grammatical error may cost an employer hundreds of thousands of dollars. In the real world such an error results in having your paycheck held on a first time offense and in being fired on a second offense or even on a first offense. Perfection in written work is required for insurance reimbursement.

A preposition takes an object. Do not use a preposition without an object after it. - ex.: use to whom and for whom

wrong: Who do you want to say this to?correct:To whom do you want to say this?

Be careful to use "who" and "that" or "which" correctly.Who refers to people. That refers to objects.

Make sure that your pronouns are singular when you make references to phrases such as "each one" or "everyone":wrong: Each one . . . their turn. Everyone . . . their turn.correct: Each one . . .his/her turn. Everyone . . . his/her turn.

"There" is an adverb."Their" is an adjective to be used only for plural referents."You're" = you are subject-verb"Your" = belongs to you - possessive adjective

"Too" = also "to" = a preposition

Follow instructions in your syllabus.

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Put extra thought into developing therapeutic activities to go with folk songs, hymns/gospel songs, polkas, and foreign songs.

ORGANIZATIONAL HELPS:

On 1 piece of paper make a master list of the emotions or questions/fill-in-the-blank statements/phrases you use in card sets for musical chairs games. Bring paper to class and copy ideas from fellow classmates during classroom activities to further expand your lists. These lists will be very helpful to you when you plan sessions in the future. Use alphabetical order to organize lists.

Use labels in notebooks to show organization of lyric sheets by categories. Include a content listing in some format.

Do NOT copy each other's relaxation tapes or action song/movement tapes when submitting tapes for grading. Each student should work independently in developing the tape. However, it is recommended that you share resources with each other from your master lists for the discographies.

TIPS FOR ACCOMPANIMENTS:

Use less pedal on piano and soften up the bass to ensure balance between vocal and accompaniment parts. You may flutter the pedal to create desired effects. Repeated chords can become especially loud. Tape yourself and critique before presenting in class.

It is usually better to omit a chord than to play an obviously wrong chord. You may even cover for yourself by doing so - others will think you did it intentionally for stylistic purposes.

Use an organ-type touch on piano to connect without using pedal.

TIPS FOR PRESENTATIONS:

When presenting action songs with taped music, exaggerate your expressions. Using taped music is usually not as effective as using live music. However, taped music may be used very effectively if an exciting arrangement is chosen and you take advantage of using your hands to increase expressiveness and interaction. Think of animation on video.

When using visual aids requiring audience response, be sure to cue slightly ahead of desired time for response.When using visual aids to illustrate a song you are performing, time your cues to draw attention to aids at appropriate point in the song.

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Provide clear introductions for all songs so that audiences with mental impairments can easily follow and know when to begin singing/performing actions/moving.

TIPS FOR LYRIC ANALYSIS:

Do NOT use yes/no questions because they allow clients to give simple answers and avoid joining in on discussion of issues.

Instead of: Have you ever felt ________?Use: Tell about a time when you felt ____________.OR Draw a picture of a time when you felt ___________.

GENERAL TIPS FOR WRITTEN WORK:

PROOFREAD! Get a classmate to proofread. Get a friend who is not a Music Therapy major to proofread. Use spellcheck if you are working on a computer.

ABOUT THE ACCOMPANIMENT INSTRUMENTS:

You are responsible for learning how to play accompaniment instruments well enough to execute simple accompaniments. This preparation is an important part of your actual work as a music therapist because you often encounter situations where you must teach yourself how to play an instrument on the spot. An A student is resourceful enough to locate the resources needed to learn to play a new instrument - i.e., method books from local music stores, location of people in community who may be available to give lessons.

TIPS FOR IN-CLASS PRESENTATIONS:

Choose key to fit your singing range.Choose song and accompaniment instrument that match your ability level. Slow down when giving verbal directions.Assume your role as a leader - vocally, with actions, with facial expression.Do NOT follow the class or let them take over. Maintain a steady tempo and

dynamic level by leading them; do not let them lead you unless your specific assignment is to follow your audience.

Maintain eye contact with audience - not with instrument.Tape yourself ahead of time to monitor balance between voice and instrument.

Remember to take advantage of opportunities when you get to choose songs and instruments and choose wisely.

Do NOT rush musically.Practice in front of others to get used to, and eventually comfortable with, an

audience. Begin with peers, then non-music friends, and ultimately gain volunteer experience with clients.

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RELAXATION TAPE/CD MASTER DISCOGRAPHY LIST

NAME OF SONG: DESCRIPTION: THERAPEUTIC Length: min./sec.: APPLICATIONS:

followed by name of source:

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RELAXATION TAPE/CD

Complete this form, listing songs actually chosen for tape/CD.

Complete section REASON FOR PLACEMENT IN SEQUENCE to justify copyright release for therapeutic purposes.

NAME OF Tx GOAL/S: REASON FOR Length: min./sec.:SONG: PLACEMENT

IN SEQUENCE:

followedby name ofsource (CD/album/tape):

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Are you an A student?

An A student in this course will:

consistently practice for classroom presentations by taping self and critiquing and then by performing for others to practice getting over "stage fright"

consistently turn in written work that is perfect grammatically and in terms of spelling and that reflects the ability to creatively adapt activities for therapeutic uses

consistently perform well enough in class to be hired at Fanny Hill on each instrument used

develop and collect many more activities than just those required for grading and organize them functionally for future use

begin to incorporate activities in available settings to try them out and gain experience

read many books, listen to many tapes/albums/CD's, and view many videos to broaden knowledge of resources and stimulate ideas for therapeutic programming

face failure head-on without making excuses and will instead make time to practice or study to remediate deficit areas

develop a network with peers to continually share resources

independently locate and attend workshops, in-services, and conferences on topics applicable to field of music therapy

To be an effective music therapist you need:superior musical skills in singing and on accompaniment instrumentssuperior writing skillsability to creatively develop therapeutic activitiesin-depth knowledge of science, psychology, and musica love of working with people to remediate their problemspatience and ability to respond therapeutically to unappreciative, rejecting, angry, and/or nonresponsive people

Thinking commonalities of criminals:If I have a problem in one area, that area is not an important area.If I have a strength, that area is the most important area.If I have a problem, it is not my fault, and I am not responsible for it. I am a victim

of . . . . (blaming externally)I need someone else to take responsibility to help me.I need to point out the flaws in others to take the heat off myself.

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MUTX 217 OPTIONAL GRADING FOR CLASSROOM PRESENTATIONS

Type of Song: ________________________ Name: ______________________

Instrument: ________________________ Points: ______________________

100 - point scale for song presentations:

5 points are subtracted for each error - lowest possible grade is 0 - minus 0 points will not be recorded

100 = 25 points in 4 categories, broken down as follows:

Accompaniment skills = 25 total points 25 = by memory, no errors - lyrics, chords, notes

fits style of song - neither overdone nor oversimplified

balanced dynamically against voice accompaniment patterns hold interest of clients

musical quality is adequate for therapeutic purposes autoharp keys adequately depressed to produce clear

tones continuity unbroken

Singing skills = 25 total points 25 = by memory, no errors - lyrics, pronunciation, notes fits style of song balanced dynamically against accompaniment vocal quality is pleasing uses voice to lead others finds starting pitch with no difficulty**

stays on key - does not modulate incorrectly

Song leading = 25 total points 25 = excellent presentation skills - leadership

clarity of instructionstep-by-step sequencingenthusiasm

presents activity in therapeutically structured manner maintains motivation of clients throughout activity good eye contact THROUGHOUT activity (therapeutic) responds/adjusts therapeutically to client

responses/behaviors

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goal-specific client involvement is reached via activity

presents a clear introduction so that audiences withimpaired mental skills can follow directions/knowwhen to begin singing/performing actions/move

Structure includes not only step-by-step sequencing of activity but also includes therapeutic style/applications in type of questions/comments/activities used.

Activity completed within time frame described

Song sheet preparation = 25 total points 25 = no errors (i.e., lyrics, chords, grammar, spelling) sufficiently legible and attractive for intended client group, including format style chosen written work clearly describes therapeutic structure/use

includes questions/comments used in lyric analysismajor goal area/population and copyright date used as

headings at top of pagegoal-specific choice of songs/applications for

activity/iestitle is written at top of page*all copies distributed at BEGINNNING of each class*computer paper torn so that each page is separate*each page is 3-hole punched

5 points are subtracted for each break in continuity. You must continue/catch up rather than stop when you make an error. It is a serious mistake to stop or hesitate during musical presentation. Your clients will not wait for you - you must go on to lead them.

5 points are subtracted for each problem noted in the areas listed above based on a % of occurrence time and difficulty level. Think of Olympic scoring.

* = Automatic grade of 0 on complete assignment if this item not OK.

** = 50 points deducted from grade on this assignment if it is a problem area.

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