Student music stimuli composition in a scaffolded course-based undergraduate research experience

Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.

Book Review: The use of voice in music therapy

This book provides a comprehensive and wide discussion about applying the voice in music therapy. Some depth was also provided with four levels of applications, and an entire chapter devoted to focused training as a precursor to vocal psychotherapy work. The author shares a wealth of resources as well as insights from her clinical work and experiences, citing current research evidence that will be useful for a wide audience, from undergraduate students to experienced therapists or educators.

Do we need another journal?

Why do we need another music therapy journal? The editors of DMTE discusses its purposes.

Book Review: Advanced methods of music therapy practice: Analytical Music Therapy, the Bonny Method of Guided Imagery and Music, Nordoff-Robbins music therapy, and vocal psychotherapy

Within the framework of qualitative inquiry, Nicki Cohen sets out to present an intimate exploration of four advanced methods of music therapy practice. Posing a series of several questions to four experts Cohen concisely presents each method’s initial development, how it has adapted over time to current practice, and finally, what the future of the method may become as it pertains to the field of music therapy. She presents her own journey in achieving advanced competency and the personal journeys of each founding person of the respective methods. The book is a gentle call for educators to inspire student exploration of their own intrapersonal relationships with music and how this exploration may influence the pursuance of advanced method training.