MA Music Therapy
01 Sep 2023 - 31 Aug 2029
| Course Leader | Elizabeth Coombes |
|---|---|
| Course Team | Beth Pickard, Maria Radoje |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Part Time |
Document Version
| Version | 5 |
|---|---|
| Valid From | 01 Sep 2023 |
| Valid To | 31 Aug 2029 |
QAA Benchmarks
Educational Aim
To provide a course that enables students to fulfil the HCPC Standards of Proficiency and apply for registration as music therapists at its conclusion.
To provide a broad base of music therapy theory, skills and techniques that enable graduates to work in a range of settings.
To promote development of clinical reasoning skills using a challenge-based decolonised curriculum.
Learning Outcomes
| A1 | Demonstrate and apply knowledge and understanding of health and wellbeing and the value and impact of the therapeutic relationship on both. |
| A2 | Demonstrate critical understanding of the theories and models underpinning contemporary music therapy practice with consideration of issues of equality, diversity and inclusion. |
| A3 | Identify and critically appraise approaches to assessing, delivering and evaluating music therapy practice to enhance the service user’s experience. |
| A4 | Demonstrate an advanced knowledge and understanding of the processes and policies in relation to legal, professional and ethical requirements relating to music therapy, locally, nationally and internationally. |
| B1 | Systematically and critically evaluate music therapy data, evidence and literature to inform research and practice. |
| B2 | Select and apply advanced principles, concepts, theoretical frameworks and approaches to critically develop arts in health and music therapy practices. |
| B3 | Systematically synthesise advanced and specialist information and ideas to formulate and develop innovate proposals to address strategic issues or opportunities in arts in health and music therapy practices through challenge-based curriculum principles. |
| B4 | Through reflection and critical analysis on their own learning, exercise critical judgement in the application of new knowledge in the development of their therapeutic persona and professional practice. |
| C1 | Apply a systematic understanding of the HCPC Standards of Proficiency for Arts Therapists (HCPC, 2022) in complex learning, work and practice contexts. |
| C2 | Apply a range of specialist music therapy skills and techniques, including: improvisation as an interactive, communicative and relational process, receptive methods including music listening and developing resources such as playlist, integration of music technology tools and techniques in therapeutic practice. |
| C3 | Systematically apply an advanced awareness of ethical and professional values, codes of conduct, to personal and strategic decisions, actions, responsibilities and outcomes, whilst working with others to suggest and advocate appropriate solutions in unpredictably complex contexts. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| TS4S100 | MOD013343 | Health Promotion Through Music | Running | 20 | core |
| TS4S101 | MOD013344 | The Therapeutic Relationship in Music Therapy | Running | 20 | core |
| TS4S102 | MOD013345 | Developing Professional Practice in Music Therapy | Running | 20 | core |
| TS4S103 | MOD013346 | Contemporary Music Therapy Skills | Running | 20 | core |
| TS4S104 | MOD013347 | Professional Practice in Music Therapy 1 | Running | 20 | core |
| TS4S105 | MOD013348 | Clinical Reasoning Skills | Running | 20 | core |
| TS4S106 | MOD013349 | Developing Research Skills in Music Therapy | Running | 20 | core |
| TS4S107 | MOD013350 | Professional Practice in Music Therapy 2 | Running | 20 | core |
| TS4S108 | MOD013351 | Advanced Music Therapy skills and Employability | Running | 20 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Visiting Speakers
The course team have links with several external organisations that hire music therapists (Chroma, Gwent Music Service and NHS departments) as well as graduates who have set up their own music therapy businesses. External links also include international organisations such as Music as Therapy International, Musicians Without Borders and music therapists from a range of global settings. We currently arrange sessions here practitioners and USW graduates who have taken up these posts come to speak with students about their experiences in the field in a range of practices and how to prepare for these types of jobs.?This will continue on the new course.
Volunteering
The USW MA Music Therapy course signposts students to a range of volunteer experiences in addition to their placements with external partners.? Students are currently encouraged to engage in voluntary opportunities to enhance their CVs in ways that will help them secure the employment posts to which they aspire. This will continue on the new course.
Work Placements
Work placements take place in each academic year of study. In Year 1, as well as an arts in health project, there will be contextual visits to music therapists so that students understand how music therapy works in various settings. In Years 2 and 3 students will as well as deliver supervised music therapy work to a range of client groups. All placements are quality assured by our placement department to ensure relevant policies are in place and the placement can provide what is needed for our students. Audits occur every 2 years.
Work-based Learning
Work placements in arts and health/community-based organisations and clinical settings form an integral part of this course. Students will be supported to develop their own placements for their final year of study as well as use settings with which USW has built up partnerships since the course began.
Employer Forums
An annual forum for work placement providers is arranged at which the course engages with these potential employers to understand how placements are working and where they could be developed.
Means of Assessment
There are a range of assessment types offered as detailed in the module specifications. Choice of assessment modes to students are offered to acknowledge that they have insight and autonomy to determine how to most effectively convey their ideas. This will be included partially within portfolio submissions which will offer flexibility of modality, but also with specified choices of assessments for given tasks.
Learning Support
Online Resources
The University subscribes to a range of topic specific academic journals that students can access via online databases. Where possible, recommended books will be made available as e-books. Students will be directed to other online resources as appropriate (e.g., BAMT and HCPC websites, research ethics documentation).
Advice Zone
Students will receive a visit from relevant representatives who will explain the services provided by the Advice Zone and how to access these. Students will be referred to the Advice Zone by the course team as appropriate.
Disability
Students will receive a visit from representatives who will explain the services provided the Disability Service and how to access these. Students will be referred to the Disability Service by the course team as appropriate. Students will have access to the infographic which discusses the process of engaging with the Disability Service and explains the steps involved.
Students are also made aware of the British Association for Music Therapy (BAMT)’s Network for Disabled Music Therapists and invited to join, should they choose. This is a separate provision from USW, but an important resource and source of support for disabled music therapists.
IT/Library
Students will receive a session from the subject specialist librarian who will explain all the services available via the library and how to access them. Students will also be directed to the wealth of online resources available to support them in accessing books and journals via Blackboard. Students will be provided with the contact details for the IT service at induction by the course leader.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Arts in Music Therapy | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Exit |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
Students are required to have a Bachelor’s degree or significant and relevant experience that can be mapped across course entry requirements to indicate their suitability. In addition, they must demonstrate a high level of musicianship on at least one instrument with a very good level of skill in one other and two references. The application process includes submission of films and audio of the candidate performing on their instruments, showing a snapshot of their musical skills as they are currently. An interview will be required for all candidates at which their suitability for the course will be assessed by two course team members.
International students who have not previously studied a degree course in English must achieve an IELTS overall score of 7 with at least 6.5 in each component.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
QAA Subject Benchmark Statement on Arts Therapy together with relevant HCPC Standards are incorporated into the curriculum and also form a basis for giving feedback on the progress of students towards their readiness to practice.
CQFW and FHEQ are adhered to and followed in setting up level 7 postgraduate professional training, how it can be entered and credits associated with each Year of study and module
Quality Of Standards Indicators
N/A