The Music Department prepares students with knowledge and performance abilities for a successful music profession while gaining a strong grounding in Liberal Arts offering two different music degrees, a Bachelor of Arts in Music degree and a Bachelor of Music in Music Therapy degree.
Unlock creative potential and turn passion into a powerful career with a Bachelor of Arts in Music - where students don't just study music, students live it. Explore the rich world of performance, composition, history, and technology, while honing one's craft in a dynamic collaborative environment. Whether a student is dreaming of the stage, the studio, or the classroom, this degree empowers the student to make a mark on the world through music.
The Bachelor of Music in Music Therapy provides students with personalized mentorship, small class sizes, and a forward-thinking curriculum embracing a wide spectrum of musical styles, students graduate not just ready for the field -but ready to lead it. Hands-on clinical training and real-world experiences empower students to connect, heal, and make a meaningful impact through the power of music.
At its core, our mission is clear: to shape compassionate, innovative music therapists who are equipped to thrive in a diverse, dynamic world - and to help others thrive through music.
Based on a rich tradition of student-centered academics and clinical experiences, students in our music programs develop agility, critical thinking, and are prepared for a diverse array of professional opportunities.
The program blends the richness of a contemporary music education with the depth and versatility of a liberal arts foundation. Students study general education, a comprehensive music core, and a customizable minor. Students explore hands-on training in applied music, music theory, history, and electives inspiring creativity and sharpen the craft. During the growth process, students prepare for a high-impact capstone experience.
Faculty aren't just educators, they are connected in the music industry! Students learn from seasoned professionals who actively perform and teach such as Latino Arts, Inc., the Milwaukee Jazz Institute, the Milwaukee Symphony Orchestra, the Milwaukee Youth Symphony Orchestra, the Festival Symphony Orchestra, and the Wisconsin Conservatory of Music.
The Music Therapy Program is the third oldest music therapy training program in the United States. The program combines a balance of classroom education and clinical training combining musical and clinical foundational components in the liberal arts tradition. Music Therapy students connect classroom theory and real-world clinical application with a diverse group of music therapy professionals in the community.
Flourish while transformation from student to professional music therapist is the goal. Faculty believe students can achieve this by:
The Music Therapy Training Program requires diligent and focused work. Students emerge into professional practice, working deeply and committed to making a difference. The program believes music is a form of human behavior characterized by experience in structure, self-organization, and relating to others. It has been developed on the conviction that the music therapist uses music as a tool to reach desirable non-musical behavioral objectives in varied health-care and educational settings. To use music effectively as a music therapist, students must develop a broad base of music skills, including knowledge of music theory and history; study in a primary applied instrument; basic skills in improvisation; competency in using basic music technology; and functional proficiency on a variety of instruments.
Because health and development is an intersection of biological, psychological, and sociological domains, students also need to study the natural and behavioral sciences, including anatomy and physiology, psychology, and sociology; the curriculum is structured to facilitate the development of these skills and applications.
Students begin in-depth study in the profession in the first semester, through classroom study and by being an observer-participant in off-campus music therapy clinical settings.
Students complete 1,200 hours of clinical work prior to graduation with at least 15% (180 hours) in pre-internship experiences and at least 75% (900 hours) in internship experiences. Students may choose to fulfill this requirement during a six-month internship after all courses have been completed. Students may design an internship compatible with their personal needs and lifestyle. Alverno facilitates the internship and monitors student progress. Graduation follows successful completion of the internship. After receiving the BM degree, students are eligible to take the board certification examination. Successful completion of the examination allows graduates to use the title of Music Therapist–Board Certified (MT-BC).
Music therapy faculty focus on the development of students who emerge as skilled music therapists possessing strong musicianship, a solid sense of therapeutic self and distinct professionalism. The faculty create guided experiences, which center on each student relating skills and abilities to personal and professional goals. The faculty hope to prepare professionals who are ethical, proactive, competent, dedicated to lifelong learning principles, and able to meet the needs of a rapidly changing world.
The faculty believe ability and performance-based baccalaureate and equivalency music therapy education is the ideal preparation for the professional music therapist. Students must complete eight abilities reflecting contemporary life requirements as the framework for the baccalaureate degree. Students are immersed in a liberal arts framework that merges concepts from the natural and behavioral sciences and arts and humanities, with a strong focus on specialty areas of study in music, clinical and music therapy foundations. This integration provides the framework for client-centered music therapy practice, the foundation for scientific inquiry and research, ethical decision making, leadership in the practice and the profession of music therapy, and a commitment to lifelong learning.
A basic Alverno principle is that education goes beyond knowing to applying what one knows. Therefore, music therapy faculty are committed to outcome-oriented performance including public criteria, feedback, and self-assessment, which over time results in professional competence. Because self-awareness of one’s learning style and needs is a necessary characteristic of a successful professional, music therapy faculty focus significantly on the process of self-assessment. Students gain an appreciation of their evolving professional selves by reflecting on learning experiences, beliefs, feelings, and society’s expectations of music therapy. As accomplished learners, researchers, musicians, and clinicians, faculty members serve as role models of lifelong learning.
Music Therapy majors prepare to enter a professional field that carries certain foundations for quality, safety, and practice. As a professional holding certain ethical responsibilities, the program aspires to be ethical in communication, decision, and action. The faculty, urge students to read the code of ethics adopted by the AMTA and adhered to by music therapy faculty. Students and faculty discuss the code in a variety of classes. The code of ethics serves as a model for relationships with fellow students, faculty, clinical supervisors, clients, and community members. See the AMTA website: https://www.musictherapy.org/about/ethics/.
Degree or Certificate graduates can:
Music Therapy majors complete an assessment for functional music skills on piano, guitar and voice based on professional competencies. There is an initial assessment of these skills connected with MUY 273 at the end of the fourth semester of studies and a second assessment connected with MUY 480C - Introduction to Advanced Studies.
The assessment does not affect a student’s ability to successfully complete either course, rather, it allows for realistic assessment of each student’s functional music skills required for internship.
If the student does not successfully complete this proficiency assessment in guitar, piano, voice, or percussion, they may be recommended for supplemental coursework in area lacking proficiency to qualify for internship.
This is a working document used during advising meetings to assess competence and plan curricular objectives. Numerical indicators of competence are identified beginning with MUY-480A and continuing through the last internship course. Students have assessments appropriate to the competencies being learned (clinical classes, juries, guitar, piano, and voice class). These assessments are attached to this form.
Students' skills in the following areas are assessed prior to commencement of internship:
4 = Exceeds entry level competence
3 = Entry level competence
2 = Below entry level competence
1 = Not competent
0 = Not observed
Any areas designated a 2 or lower must be accomplished by the end of the internship period.
The Music Therapy program provides the best experience for recipients of music therapy, clinical partners, and the students within the clinical training program. A cornerstone of this experience is safety and well-being of therapy recipients and ethical behavior and the development of high-quality skills of the aspiring music therapist. Occasionally, there are instances where an internship needs to be terminated. This document explains those circumstances.
Students are encouraged to review The American Music Therapy Association Standards of Clinical Practice and Code of Ethics to guide aspirations. In the spirit of the learning environment, students may receive a verbal warning reminding them of areas of professional growth, and if not corrected, a written memo to ensure understanding and performance improvement. Termination may be immediate or result from the lack of resolution of a corrective plan. In rare circumstances, internships may also be terminated due to circumstances outside the control of the intern (such as pandemic, departure of clinical training director, or the facility closure).
If a corrective plan is needed, a document is created by the Academic Institution Representative, the On-Site Supervisor, and student around the identified issue. Possible topics include those indicated on the Professional Skills Rubric, on site-specific policies, unexcused or excessive absence, dress guidelines (as described in Dress Code clinical training videos), or insubordination toward supervisors or institution designees.
Immediate termination may result if a situation involving theft, endangerment, or other situation agreed by Institution and site. Reasons for immediate termination include, but are not limited to: willful breach of patient confidentiality and protected healthcare information, harm or threat of harm to clients or staff at the site (as described in Client Rights and Client Abuse clinical training videos), being under the influence of drugs or alcohol or possession at internship site, or theft of internship or service user property.
The Academic Director meets with students to devise a plan of corrective action and/or criterion for the student to proceed to applying and securing another internship during the termination process. Students work with the Academic Director or designee (as identified in the AMTA Standards of Education and Clinical Training) to receive final approval to proceed with another placement and when ready, they meet, discuss and develop an alternate internship application process.
The American Music Therapy Association, Inc. lists several functional music competencies to be attained to work effectively as a music therapist. These competencies pertain to the use of keyboard, guitar and voice as they would be used during music therapy sessions. Listed below are the AMTA competencies addressed through a developmental series of assessments:
4. Keyboard Skills
4.1 Accompany self and ensembles proficiently.
4.2 Play basic chord progressions (I-IV-V-I) in several keys.
4.3 Sight-read simple compositions and song accompaniments.
4.4 Play a basic repertoire of traditional, folk, and popular songs with or without printed music.
4.5 Harmonize and transpose simple compositions.
5. Guitar Skills
5.1 Accompany self and ensembles proficiently.
5.2 Employ simple strumming and finger-picking techniques.
5.3 Tune guitar using standard and other tunings.
5.4 Perform a basic repertoire of traditional, folk, and popular songs with or without printed music.
5.5 Harmonize and transpose simple compositions in several keys.
6. Voice Skills
6.1 Lead group singing by voice.
6.2 Communicate vocally with adequate volume (loudness).
6.3 Sing a basic repertoire of traditional, folk, and popular songs in tune with a pleasing quality.
The purpose of the assessment is to assist students in attaining the integrated functional music skills needed to audition for and complete their internships, pass the Board Certification exam, and subsequently obtain employment as a music therapist.
Because integrated functional music skills develop with time and PRACTICE, the assessments are based on skills students have learned from Beginning and Intermediate Guitar courses, Group Piano courses, Creative Music Making, music theory, and clinical courses.
Students prepare a total of three songs unfamiliar to them. These songs are assigned at three different times during the semester. Students select a song popular between the years 1950-1980 (start with the Billboard Top Ten, any popular genre).
Students are evaluated on maintaining a strong sense of tonality while singing cuing others to sing with the student through a musical introduction and clear starting pitch. Choosing a song that fits the vocal range of the student and the person they are working with Clear articulation of lyrics and adequate volume are important skills to demonstrate.
Students prepare a total of three songs unfamiliar to the student. These songs are assigned at three different times during the semester. Select a song that was popular between the years 1950-1980 (a good place to start would be the Billboard Top Ten, any popular genre).
Students are evaluated on maintaining a strong sense of tonality while singing Cuing others to sing with you through a musical introduction and clear starting pitch Choosing a song that fits the vocal range of the student and the person they are working with Clear articulation of lyrics and adequate volume are important skills to demonstrate.
Students prepare one self-composed song from memory Two pop songs and transpose chords on the spot (I-IV-V), one song played on a stringed acoustic instrument, the other on piano.
Students are evaluated by playing in tune on an acoustic instrument Maintaining a strong sense of tonality while singing Cuing others to sing with the student through a musical introduction and clear starting pitch Basic transposition Choosing a song that fits the vocal range of the student and the person working with, are important skills to demonstrate.
The Music Performance and Musicianship minor allows students to take private lessons to improve music performance, play or sing in ensembles, and study the fundamentals of music. The coursework stresses performance-related activities that expand students' musicianship, while classes in basic music theory and history broaden knowledge.
Students complete courses in the history of rock & roll, jazz, and hip-hop music alongside musicianship and performance courses like Music Technology, Music Fundamentals, applied lessons, ensembles, piano and/or guitar classes.
The Music Therapy Program is accredited by the National Association of Schools of Music since 1942 and has been approved by the American Music Therapy Association (AMTA) to offer clinical training in music therapy since 1950, at the inception of the Professional Association. The AMTA Standards for Education and Clinical Training informs and creates the foundation to ensure program quality for the emerging music therapist.
All students pursuing a bachelor's degree or equivalency in music must pass a piano proficiency exam. All students are required to complete Group Piano 1-3 or obtain a waiver after completing an assessment.
All students pursuing a bachelor’s degree or equivalency in music must pass a piano proficiency exam. All
students are required to complete Group Piano 1-3 or obtain a waiver after completing an assessment.
Requirements:
Because of the importance of listening to live music in the development of musicianship, the Music Department has a minimum concert attendance requirement in order to establish the habits of concert-going in its students.
For each department event missed, students must attend two equivalent performance experiences. For example, if students miss the Spring Concert, they must attend two choral concerts elsewhere. If students miss one student recital, they must attend two recitals elsewhere. Students submit the program of each event along with a 1-page critique for each to the Performance Coordinator who enters the student's concert attendance.
Categories:
Performances represents a wide variety of musical experiences, for ex., solo recitals, chamber music concerts, symphony orchestra concerts, jazz concerts, opera, popular music concerts, new music concerts, etc. Participation in concerts by the student may count toward a maximum of two concerts per year.
MUSIC MAJORS ARE REQUIRED TO ATTEND ALL MUSIC DEPARTMENT EVENTS:
PROTOCOL FOR ATTENDANCE CREDIT AT MUSIC DEPARTMENT EVENTS:
Procedure: Students upload concert programs for professional and student categories to the Music Therapy Lab learning management software.
CRITERIA FOR BRIEF DESCRIPTION OF CONCERT ATTENDANCE
State the following information succinctly and clearly:
Related deadline:
Progress toward 48 concerts attended. must be completed NO LATER THAN THE END OF THE JUNIOR YEAR and are formally monitored by students' advisor each semester. If this is not met, the music department chair meets with each student to plan for completion prior to graduation. If the requisite number of concerts is still not met, the student receive an incomplete in the Culminating Recital, MU-495, and are unable to graduate .
Equivalency students are subject to the concert attendance requirement if their previous degree was in a field other than music, but not if their previous degree was in music. Music minors are encouraged to attend concerts, but are not subject to the concert attendance requirement.
Declaration of Primary Instrument
Declaration of a student’s primary instrument, along with the student’s area of concentration (Music Therapy), is designated at the time of audition. Subsequent requests to change primary instruments will necessitate another placement audition.
Private Lessons
Rosters for private lessons in the coming semester must be planned as early as possible so teachers can be contracted to teach music students. Students returning to Alverno for the following semester should register for private lessons before the end of the current semester. All private lessons enrollment is closed two weeks prior to each semester. Failure to do so may result in a student not receiving private lessons that semester which could delay the student's graduation date.
Students taking private lessons will be held accountable for the Universal Performance Criteria and Outcomes within Alverno’s Music Department.
All private lessons require an additional course fee.
Semester Performance Assessments (Juries)
Semester performance assessments, attended by at least two faculty members, are held at the end of each semester for all students who are taking music lessons for credit. At the discretion of the instructor, the end-of-semester performance assessment is waived in semesters during which a student gives a recital.
Voice students prepare two memorized songs of contrasting styles for each semester performance assessment. Prepared literature should be approximately 6-8 minutes in duration.
Instrumental students prepare two pieces of contrasting styles for each semester performance assessment. Prepared literature should be approximately 6-8 minutes in duration. Memorization is strongly encouraged for instrumental students.
Semester performance assessments (juries) are one of the primary means by which satisfactory progress on the student’s primary instrument is assessed. Other means include the student’s weekly private lessons, weekly Performance Labs, and recitals. Consistent and satisfactory progress on the primary instrument is expected. Lack of satisfactory progress may result in the need for additional semesters of instruction. In extreme cases, faculty can recommend a student to transfer out of the program if the student is unable to complete the requirements of the music therapy degree program.
A culminating recital is given by all Music Therapy majors and Equivalency students whose previous degree is in a field other than Music (BM). The applied instructor and student determine whether to give a full or shared recital, and if the recital occurs in the junior or senior year. With the approval of the lessons instructor, some ensemble material may be included in recital programs. Repertoire should represent Early/Baroque, Classical and/or Romantic, and 20th Century/modern eras. Contemporary music choices may also include popular music, Broadway, jazz, and original pieces, chosen in consultation with the lessons instructor. Repertoire should reflect the timeline of the student’s instrument.
Memorization of recital repertoire policies are as follows: Vocal students must memorize all or a majority of their recital repertoire. Exceptions for using music are made at the discretion of the instructor; these include works performed with music at a professional level, such as oratorio, concert or chamber ensemble works.
Students should confer in a timely manner with their applied lessons instructor regarding the scheduling of recitals and with the department Performance Coordinator. Students should consult with their lessons instructor for specific reservation procedures and details of recital preparation. Every effort should be made to schedule the recital when your applied lessons instructor can be present for assessment. The student will be provided with a list of available dates.
One MUSIC DEPARTMENT GENERAL RECITAL takes place each semester. Music majors currently taking applied lessons and have not yet completed all music performance requirements are expected to participate in each semester’s General Recital. Non-majors may participate as space on the program permits. Typically each student in a general recital performs one or two selections. Private instructors will coordinate student scheduling on the fall and spring recitals, in conjunction with the Performance Coordinator.
Recital Program
Students prepare their own printed recital programs following the “Guidelines for Drafting Recital Programs”. The cost of duplicating the programs for the Culminating Recital is paid by the college. The cost of duplicating programs for any other recitals is paid by the student. Accompanists: Students arrange for their own accompanist for recitals. Accompanists must be approved by the student’s applied instructor and the piano faculty. Student accompanists may receive ensemble credit for their work if they add the course to receive credit. Fees for accompanying are set by the accompanist, except that fees shall not be charged by a student accompanist who is receiving credit for accompanying.
Performance Labs
All music majors taking private lessons for credit must register for the Performance Lab appropriate for the student’s particular instrument. In this lab students perform their repertoire for an audience of peers and applied instructor(s) and receive feedback. In addition, topics of interest pertinent to each specialization may be discussed. Waiver of the Performance Lab requirement is allowed only at the discretion of the applied instructor.
Music Therapy majors at Alverno College are required to enroll in an ensemble for 7 out of the 8 semesters. Ensembles are an integral method for Music Therapy majors to expand musicianship on a primary instrument (including voice) that they study in private lessons for a minimum of 7 semesters. As such, students should regularly perform on their primary instrument in ensembles and should make every effort to not substitute a different performing medium unless they have also enrolled in an ensemble using their main instrument. Beyond the benefits for “achieving mastery” on a primary instrument (NASM standards), student enrollment in an ensemble using the primary instrument is often needed to have the minimum number of students to run Alverno classes such as Wind and String Ensemble. If no relevant ensemble is offered at Alverno for a given major’s instrument, they can use a permit form (submitted to Music Department Chair) to get ensemble credit for playing in a relevant group at Concordia University. All other requests need to be brought to the Music Department Chair.
A Cappella Vocal Group MU-129
A Cappella involves creating modern commercial music only with voices, including vocal percussion/beatboxing instead of traditional drums. This course requires students to have strong intonation and rhythm skills, a willingness to experiment vocally across genres, and an ability to work well in a team. Prerequisite: Music major or audition for non-music majors. Auditions will be held the first week of class to remain registered in the class.
Alverno College Choir MU-130
The Alverno College Choir is open to all students and performs literature of varying styles and time periods, both accompanied and a cappella. The Alverno College choir performs multiple times each semester, both on and off campus. Non-vocalist music therapy majors are required to take 2 semesters of choir for 0 or 1 credit to assist them in building functional vocal skills as required in the AMTA Competencies.
Guitar Ensemble MU-134
Students will play duos, trios, and jazz pieces from written notation and lead sheets, learning to coordinate guitar techniques with other players and how to arrange ensemble pieces.
Instrumental Chamber Ensemble MU-135
Music meant to be played by a small ensemble of like instruments.
Flute Choir MU-137
Comprised of flautists who play arrangements of chamber music.
Wind Ensemble MU-138
Mixed woodwind chamber ensemble.
Practice Rooms (AL 216, 218, 220, 222, AX G06)
A variety of practice rooms are for students to use at any time of day or day of the week. Students keep the rooms clean and in order. Food and beverages are not allowed. Heavy items may not be placed on the pianos. Windows must be closed and latched and lights turned off before leaving. Repairs needed should be reported to the Music Program Director.
Students are assigned a specific practice room to create a safer practice environment to allow for better contact tracing and predictable patterns of use. Students must sign up on the door of the practice room they are assigned whenever they use the room. Schedules for each room are posted on the door. Additional rooms may be assigned for practice usage if required.
Gloves and sanitizing wipes are available in practice rooms, please wipe down surfaces like piano and music stand before and after use. If the window opens, please open during use. If there is an air conditioner, please use during rehearsal. If there is an air purifier, turn it on and leave it on after you leave.
Students must keep the rooms clean and in order. Food and beverages are not allowed. Heavy items may not be placed on the pianos. Windows must be closed and latched and lights turned off before leaving (windows that are pushed to the closed position but not latched may be blown open by a heavy gust of wind; sudden and large temperature changes that result from windows left open overnight are damaging to pianos).
Music Lockers
Lockers for music students are located outside of AL 100. Students desiring a locker for larger instruments may reserve a locker with the Music Program Director.
Lampe Recital Hall (AL 100)
This room is for recitals, concerts, performance labs, classes, organ and applied practice, and other special events. Its use must be reserved online via the Alverno College Event Management System 72 hours in advance. Pianos on stage are not available for practice except in rehearsals for recitals and concerts as deemed appropriate by a student's applied instructor.
Electronic Music Studio (AL 104)
Music Piano Lab (AL 215)
Students' ID card allows entry into the Music Piano Lab. Students work on piano skills and other homework in the lab. Students use pianos labeled for student use.
Special Collections
The Music Department maintains special score collections, such as choral, instrumental, and organ. Some older issues of selected periodicals are kept here also. Student access is by special permission of faculty only.
| Code | Title | Credits |
|---|---|---|
| MUSICAL FOUNDATIONS | ||
| MU-157 | Theory 1 | 3 |
| MU-158 | Theory II | 3 |
| MU-257 | Theory III | 3 |
| MU-258 | Theory IV | 3 |
| MU-270 | History of Western Music | 4 |
| MU-372 | Contemporary Music | 2 |
| MUE-105 | Group Piano 1 | 1 |
| MUE-106 | Group Piano 2 | 1 |
| MUE-107 | Group Piano 3 | 1 |
| MU-495 | Applied Music Culmination Project | 0 |
| MUSIC ENSEMBLES | ||
| Choose 8 Ensemble Credits: MU-130, MU-134, MU-133, MU-134, MU-135, MU-137, MU-138 | 8 | |
| MUSIC PERFORMANCE LESSONS | ||
| Choose 8 Lesson Credits: MUA-021, MUA-CL1, MUA-DB1, MUA E, MUA-FL1, MUA-GT1, MUA LES, MUA-OB1, MUA-PO1, MUA-PR1, MUA-SX1, MUA-TP1, MUA-VC1, MUA-VN1, MUA-VO1 | 8 | |
| MUSIC ELECTIVES | ||
| Choose 8 Credits: | 8 | |
| Self Employment in the Arts | ||
| Grant Writing for Artists & Educators | ||
| Improvisational Music | ||
| Jazz History | ||
| Hip Hop Music in American Culture | ||
| Music Technology | ||
| Rock & Roll History | ||
| Form & Analysis | ||
| Songwriting & Arranging | ||
| Improvisational Keyboard | ||
| Beginning Guitar Class | ||
| Vocal Techniques 1 | ||
| Percussion Techniques | ||
| Intermediate Guitar Class | ||
| Total Credits | 45 | |
| Code | Title | Credits |
|---|---|---|
| MU-125 | Music & Wellness Workshops | 1 |
| MU-157 & 157L | Theory 1 and Theory 1 Lab | 4 |
| MU-158 & 158L | Theory II and Theory II Lab | 4 |
| MU-210 | Improvisational Music | 2 |
| MU-257 | Theory III | 3 |
| MU-258 | Theory IV | 3 |
| MU-270 | History of Western Music | 4 |
| MU-276 | Music Technology | 2 |
| MU-310 | Rock & Roll History | 2 |
| MU-372 | Contemporary Music | 2 |
| MU-493 | Form & Analysis | 2 |
| MU-494 | Songwriting & Arranging | 1 |
| MU-495 | Applied Music Culmination Project | 0 |
| MUE-105 | Group Piano 1 | 1 |
| MUE-106 | Group Piano 2 | 1 |
| MUE-107 | Group Piano 3 | 1 |
| MUE-111 | Improvisational Keyboard | 1 |
| MUE-119 | Beginning Guitar Class | 1 |
| MUE-209 | Vocal Techniques 1 | 1 |
| MUE-211 | Percussion Techniques | 2 |
| MUE-219 | Intermediate Guitar Class | 1 |
| MUY-129 | Music Preprofessional Seminar | 1 |
| MUY-160 | Orientation in Music Therapy | 2 |
| MUY-362 | Psychology of Music 2/Research | 3 |
| MUY-273 | Clinical & Lab Experience 2: Developmental Disabilities | 2 |
| MUY-171 | Clinical & Lab Experience 1/Geriatrics | 2 |
| MUY-272 | Clinical & Lab Experience 2: Developmental Disabilities | 2 |
| MUY-361 | Psychology of Music 1 | 3 |
| MUY-363 | Creative Music Making | 2 |
| MUY-461 | Theoretical Foundations of Music Therapy | 3 |
| MUY-462 | Design & Appl in Music Therapy | 4 |
| MUY-472 | Clin Exp: Psycho-Emotional Disabilities | 2 |
| MUY-473 | Clin Exp5: Psycho-Emotional Disabilities | 2 |
| MUY-480A | Music Therapy Clinical Internship | 1 |
| MUY-480B | Music Therapy Clinical Internship | 1 |
| MUY-480C | Music Therapy Clinical Internship | 1 |
| MUY-480D | Music Therapy Internship: External Internship | 0 |
| MU-397 | Independent Study | 1-3 |
| PSY-110 | Life Span Development (General Education) | 4 |
| PSY-250 | Abnormal Psychology | 4 |
| SC-118 & 118L | Human Biology and Human Biology Lab (General Education) | 4 |
| MU-297 | Music Therapy: Death & Dying Topics | 2 |
| or RL-210 | Control of Life & Death | |
| MU-217 | Jazz History | 2 |
| or MU-218 | Hip Hop Music in American Culture | |
| MUSIC PERFORMANCE LESSONS | 7 | |
| Choose 7 Credits From: MUA-021, MUA-080L, MUA-090L, MUA-CL1, MUA-DB1, MUA E, MUA-FL1, MUA-GT1, MUA LES, MUA-OB1, MUA-PO1, MUA-PR1, MUA-SX1, MUA-TP1, MUA-VC1, MUA-VN1, MUA-VO1 | ||
| MUSIC ENSEMBLES, Choose 1 Group: | 7 | |
| Vocalists | ||
| Alverno College Choir | ||
| Instrumentalists | ||
| Instrumental Ensemble: Strings | ||
| Guitar Ensemble | ||
| Instrumental Chamber Ensembles | ||
| Flute Ensemble | ||
| Instrumental Ensemble: Winds | ||
| Latin Percussion Ensemble | ||
| MUSIC THERAPY LABS 1 | ||
| MUY-190LA | Music Therapy Lab | 0 |
| MUY-190LB | Music Therapy Lab | 0 |
| MUY-190LC | Music Therapy Lab | 0 |
| MUY-190LD | Music Therapy Lab | 0 |
| Total Credits | 101-103 | |
Must complete 7 semesters.
Music Therapy Major (MUY.D.BM) Map 25-26 Catalog
| First Year | |||
|---|---|---|---|
| Fall | Credits | Spring | Credits |
| AC-151 | 0 | ADV-299 | 0 |
| CM-120 or BU 151 | 4 | CM-125 | 3 |
| FSS-125 | 2 | HUM-150 | 4 |
| MUY-129 | 1 | MU-130, 133, 134, 135, 137, 138, or 141 | 1 |
| QL-122 or BU 151 | 4 | MU-157 & 157L | 4 |
| MUY-160 | 2 | MUE-119 | 1 |
| Choose 1 Music Ensemble From Below: | MUY-171 | 2 | |
| MU-130, 133, 134, 135, 137, 138, or 141 | 1 | Chose 1 Music Ensemble From Below: | |
| Choose 1 Music Lesson From Below: | MU-130, 133, 134, 135, 137, 138, or 141 | 1 | |
| MUA-021, 080L, 090L, MUA-CL1, MUA DB1, MUA FL1, MUA GT1, MUA OB1, MUA PO1, MUA PR1, MUA SX1, MUA TP1, MUA VC1, MUA VN1, or MUA VO1 | 1 | Choose 1 Music Lesson From Below: | |
| Choose 1 Lesson Lab From Below: | MUA-021, 080L, 090L, MUA-CL1, MUA DB1, MUA FL1, MUA GT1, MUA OB1, MUA PO1, MUA PR1, MUA SX1, MUA TP1, MUA VC1, MUA VN1, or MUA VO1 | 1 | |
| Choose 1 Music Therapy Lab From Below: | |||
| MUY-190LA, 190LB, 190LC, or 190LD | 0 | ||
| 15 | 17 | ||
| Second Year | |||
| Fall | Credits | Spring | Credits |
| MU-158 & 158L | 4 | MU-217 or 218 | 2 |
| Choose 1 Music Ensemble From Below: | MU-257 | 3 | |
| MU-130, 133, 134, 135, 137, 138, or 141 | 1 | MUE-106 | 1 |
| MU-270 | 4 | MUY-273 | 2 |
| MUE-105 | 1 | MUY-363 (Choose 1 Music Ensemble From Below:) | 2 |
| MUY-272 | 2 | QL-156 | 3 |
| PSY-110 | 4 | Choose 1 Music Ensemble From Below: | |
| Choose 1 Music Lesson From Below: | MU-130, 133, 134, 135, 137, 138, or 141 | 1 | |
| MUA-021, 080L, 090L, MUA-CL1, MUA DB1, MUA FL1, MUA GT1, MUA OB1, MUA PO1, MUA PR1, MUA SX1, MUA TP1, MUA VC1, MUA VN1, or MUA VO1 (Choose 1 Lesson Lab From Below:) | 1 | Choose 1 Music Lesson From Below: | |
| Choose 1 Music Therapy Lab | MUA-021, 080L, 090L, MUA-CL1, MUA DB1, MUA FL1, MUA GT1, MUA OB1, MUA PO1, MUA PR1, MUA SX1, MUA TP1, MUA VC1, MUA VN1, or MUA VO1 | 1 | |
| MUY-190LA, 190LB, 190LC, or 190LD | 0 | Choose 1 Music Therapy Lab From Below: | |
| Choose 1 Music Lesson From Below: | MUY-190LA, 190LB, 190LC, or 190LD | 0 | |
| Choose 1 Lesson Lab From Below: | |||
| 17 | 15 | ||
| Third Year | |||
| Fall | Credits | Spring | Credits |
| CM-225 | 3 | MU-125 | 1 |
| MU-210 | 2 | MU-372 | 2 |
| MU-258 | 3 | MU-276 | 2 |
| MUE-107 | 1 | MUE-209 | 1 |
| MUE-219 | 1 | MUE-211 | 2 |
| MUY-361 | 3 | MUY-362 | 3 |
| Choose 1 Music Ensemble From Below: | PSY-250 | 4 | |
| MU-130, 133, 134, 135, 137, 138, or 141 | 1 | MUY-480A | 1 |
| Choose 1 Music Therapy Lab From Below: | Choose 1 Music Ensemble From Below: | ||
| MUY-190LA, 190LB, 190LC, or 190LD | 0 | MU-130, 133, 134, 135, 137, 138, or 141 | 1 |
| Choose 1 Lesson Lab From Below: | Choose 1 Music Therapy Lab From Below: | ||
| MUY-190LA, 190LB, 190LC, or 190LD | 0 | ||
| Choose 1 Music Lesson From Below: | |||
| MUA-021, 080L, 090L, MUA-CL1, MUA DB1, MUA FL1, MUA GT1, MUA OB1, MUA PO1, MUA PR1, MUA SX1, MUA TP1, MUA VC1, MUA VN1, or MUA VO1 | 1 | ||
| Choose 1 Lesson Lab From Below: | |||
| 14 | 18 | ||
| Fourth Year | |||
| Fall | Credits | Spring | Credits |
| MU-493 | 2 | MU-125 | 1 |
| MUE-111 | 1 | MU-310 | 2 |
| MU-495 | 0 | MUY-4621 | 4 |
| Choose 1 Music Lesson From Below: | MUY-4731 | 2 | |
| MUY-461 (1)1 | 3 | MUY-480C2 | 1 |
| MUY-4721 | 2 | Choose 1 Global Effective Citizen Course From Below: | 3 |
| MUY-480B or RL 2101 | 1 | AHS-409, GEC 302, GEC 307, GEC 312, GEC 315, GEC 317, GEC 320, GEC 324, or GEC 328 | 3 |
| MU-297 | 1 | Choose a Music Ensemble From Below: | |
| SC-118 & 118L | 4 | MU-130, 133, 134, 135, 137, 138, or 141 | 1 |
| Choose 1 Music Ensemble From Below: | Choose 1 Music Therapy Lab From Below:1 | ||
| MU-130, 133, 134, 135, 137, 138, or 141 | 1 | MUY-190LA, 190LB, 190LC, or 190LD | 0 |
| Choose 1 Music Therapy Lab From Below: | |||
| MUY-190LA, 190LB, 190LC, or 190LD1 | 0 | ||
| Choose 1 Music Lesson From Below: | |||
| MUA-021, 080L, 090L, MUA-CL1, MUA DB1, MUA FL1, MUA GT1, MUA OB1, MUA PO1, MUA PR1, MUA SX1, MUA TP1, MUA VC1, MUA VN1, or MUA VO1 | 1 | ||
| 16 | 17 | ||
| Total Credits 129 | |||
Classes offer pre-internship hours as indicated in the syllabus and on each students Individualized Training Plan (ITP). All student complete a minimum of 180 hours in pre-internship experiences (AMTA standards for Education and Clinical Training). These hours are recorded for each student on a semester Clinical Log Form and kept in their personal files and copy of each log produced to the music therapy program director.
The Internship Clinical affiliation requires a minimum of 900 hours of internship experience. “...internship programs may opt to require more hours than the referring or affiliated academic institution. In addition, when a student is unable to demonstrate required exit level-competencies, additional hours of internship may be required….” (AMTA Standards for Education and Clinical Training).
| Code | Title | Credits |
|---|---|---|
| MU-102 | Understanding Music Fundamentals | 2 |
| MU-270 | History of Western Music | 4 |
| MU-210 | Improvisational Music | 2 |
| or MU-276 | Music Technology | |
| Choose 2 Credits From Below | 2 | |
| Alverno College Choir | ||
| Instrumental Ensemble: Strings | ||
| Guitar Ensemble | ||
| Instrumental Chamber Ensembles | ||
| Flute Ensemble | ||
| Instrumental Ensemble: Winds | ||
| Latin Percussion Ensemble | ||
| Choose 4 Credits of Music Peformance Lessons | 4 | |
| MUA-021, MUA-CL1, MUA-DB1, MUA E, MUA-FL1, MUA-GT1, MUA LES, MUA-OB1, MUA-PO1, MUA-PR1, MUA-SX1, MUA-TP1, MUA-VC1, MUA-VN1, MUA-VO1 | ||
| PROGRAM OPTION Choose 1 Group From Below | ||
| Improvisational Music | ||
| Rock & Roll History | ||
| Musical Theatre:on Stage & Screen and Improvisational Music | ||
| Total Credits | 14 | |
| Code | Title | Credits |
|---|---|---|
| MU-102 | Understanding Music Fundamentals | 2 |
| MU-217 | Jazz History | 2 |
| MU-218 | Hip Hop Music in American Culture | 2 |
| MU-276 | Music Technology | 2 |
| MU-310 | Rock & Roll History | 2 |
| Choose 1 Ensemble Course From Below | 1 | |
| Alverno College Choir | ||
| Instrumental Ensemble: Strings | ||
| Guitar Ensemble | ||
| Instrumental Chamber Ensembles | ||
| Flute Ensemble | ||
| Instrumental Ensemble: Winds | ||
| Latin Percussion Ensemble | ||
| Choose 4 Music Elective Credits From Below | 4 | |
| Beginning Guitar Class | ||
| Intermediate Guitar Class | ||
| Group Piano 1 | ||
| Group Piano 2 | ||
| Improvisational Keyboard | ||
| OR MUA Applied Lessons | ||
| Total Credits | 15 | |
| Code | Title | Credits |
|---|---|---|
| MUSICAL FOUNDATIONS | ||
| MU-157 & 157L | Theory 1 and Theory 1 Lab | 4 |
| MU-158 & 158L | Theory II and Theory II Lab | 4 |
| MU-257 | Theory III | 3 |
| MU-258 | Theory IV | 3 |
| MU-493 | Form & Analysis | 2 |
| MU-494 | Songwriting & Arranging | 1 |
| MUE-119 | Beginning Guitar Class | 1 |
| MUE-219 | Intermediate Guitar Class | 1 |
| MUE-209 | Vocal Techniques 1 | 1 |
| MUE-211 | Percussion Techniques | 2 |
| MU-270 | History of Western Music | 4 |
| MU-217 | Jazz History | 2 |
| or MU-218 | Hip Hop Music in American Culture | |
| MU-372 | Contemporary Music | 2 |
| MU-210 | Improvisational Music | 2 |
| MUY-363 | Creative Music Making | 2 |
| MU-276 | Music Technology | 2 |
| MUE-111 | Improvisational Keyboard | 1 |
| CLINICAL FOUNDATIONS | ||
| PSY-110 | Life Span Development | 4 |
| BI-233 & 233L | Human Anatomy & Physiology 1 and Human Anatomy & Physiology 1 Lab | 4 |
| or SC-118 & 118L | Human Biology and Human Biology Lab | |
| PSY-250 | Abnormal Psychology | 4 |
| MUSIC ENSEMBE - Choose at Least 6 Semsters | 6 | |
| MU-130, MU-133, MU-134, MU-135, MU-137, MU-138 | ||
| MUSIC PERFORMANCE LESSONS - Choose at Least 6 Semesters | 6 | |
| MUA-021, MUA-CL1, MUA-DB1, MUA E, MUA-FL1, MUA-GT1, MUA LES, MUA-OB1, MUA-PO1, MUA-PR1, MUA-SX1, MUA-TP1, MUA-VC1, MUA-VN1, MUA-VO1 | 3 | |
| MUSIC THERAPY REQUIREMENTS | ||
| MUY-160 | Orientation in Music Therapy | 2 |
| MUY-171 | Clinical & Lab Experience 1/Geriatrics | 2 |
| MUY-272 | Clinical & Lab Experience 2: Developmental Disabilities | 2 |
| MUY-273 | Clinical & Lab Experience 2: Developmental Disabilities | 2 |
| MUY-361 | Psychology of Music 1 | 3 |
| MUY-362 | Psychology of Music 2/Research | 3 |
| MUY-461 | Theoretical Foundations of Music Therapy | 3 |
| MUY-462 | Design & Appl in Music Therapy | 4 |
| MUY-480A | Music Therapy Clinical Internship | 1 |
| MUY-480B | Music Therapy Clinical Internship | 1 |
| MUY-480C | Music Therapy Clinical Internship | 1 |
| MUY-480D | Music Therapy Internship: External Internship | 0 |
| MUY-472 | Clin Exp: Psycho-Emotional Disabilities | 2 |
| MUY-473 | Clin Exp5: Psycho-Emotional Disabilities | 2 |
| MU-297 | Music Therapy: Death & Dying Topics | 1 |
| MU-125 | Music & Wellness Workshops (must complete two) | 2 |
| MUSIC THERAPY LABS 1 | ||
| MUY-190LA | Music Therapy Lab | 0 |
| MUY-190LB | Music Therapy Lab | 0 |
| MUY-190LC | Music Therapy Lab | 0 |
| MUY-190LD | Music Therapy Lab | 0 |
| Total Credits | 95 | |
Must complete 4 semesters.
| Code | Title | Credits |
|---|---|---|
| MUSICAL FOUNDATIONS | ||
| MU-210 | Improvisational Music | 2 |
| MU-276 | Music Technology | 2 |
| MU-494 | Songwriting & Arranging | 1 |
| MUE-111 | Improvisational Keyboard | 1 |
| MUE-209 | Vocal Techniques 1 | 1 |
| MUE-211 | Percussion Techniques | 2 |
| MUY-363 | Creative Music Making | 2 |
| MUSIC THERAPY | ||
| MUY-160 | Orientation in Music Therapy | 2 |
| MUY-171 | Clinical & Lab Experience 1/Geriatrics | 2 |
| MUY-272 | Clinical & Lab Experience 2: Developmental Disabilities | 2 |
| MUY-273 | Clinical & Lab Experience 2: Developmental Disabilities | 2 |
| MUY-361 | Psychology of Music 1 | 3 |
| MUY-362 | Psychology of Music 2/Research | 3 |
| MUY-461 | Theoretical Foundations of Music Therapy | 3 |
| MUY-462 | Design & Appl in Music Therapy | 4 |
| MUY-472 | Clin Exp: Psycho-Emotional Disabilities | 2 |
| MUY-473 | Clin Exp5: Psycho-Emotional Disabilities | 2 |
| MUY-480A | Music Therapy Clinical Internship | 1 |
| MUY-480B | Music Therapy Clinical Internship | 1 |
| MUY-480C | Music Therapy Clinical Internship | 1 |
| MUY-480D | Music Therapy Internship: External Internship | 0 |
| MU-125 | Music & Wellness Workshops | 1 |
| MU-125 | Music & Wellness Workshops | 1 |
| MU-297 | Music Therapy: Death & Dying Topics | 1-2 |
| MUSIC THERAPY LABS 1 | ||
| MUY-190LA | Music Therapy Lab | 0 |
| MUY-190LB | Music Therapy Lab | 0 |
| MUY-190LC | Music Therapy Lab | 0 |
| MUY-190LD | Music Therapy Lab | 0 |
| Total Credits | 42-43 | |
Must complete 6 semesters.