DOCTRINA SOCIAL DE LA IGLESIA

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Model course guide
PCA-27-F-01 Ed.00
MODEL COURSE GUIDE
Universidad Católica de Valencia
Methodology in Music therapy
Course 2016/17
Universidad Católica de Valencia “San Vicente Mártir”
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Model course guide
PCA-27-F-01 Ed.00
TEACHING GUIDE FOR THE SUBJECT AND/OR SUBJECT
ECTS
SUBJECT: Methodology in Music therapy
6
Module: Foundations and methodology of Music therapy
15
COURSE: 2016/17
Semester: 1º
Type of training: Obligatory
Teaching staff:
Mr. V. Alejandro March Luján
Mrs. Marina Romero García
Mrs. Vanessa Vannay Allasia
Department:
E-mail: [email protected]
MODULE ORGANIZATION
____________________________________________________________________________
Nº ECTS
15
BASES AND METHODOLOGY OF MUSIC THERAPY
Materias and subjects
Materia
FOUNDATIONS AND
METHODOLOGY OF
MUSIC THERAPY
ECTS
15
SUBJECT
ECTS
Course/
semester
Foundations of Music Therapy
3
1/1
Methodology in Music Therapy
6
1/1
Evaluation and organization in Music
Therapy
6
1/1
TEACHING GUIDE FOR THE SUBJECT AND/OR SUBJECT:
Methodology in Music
therapy
Prerequisites: No precise
Universidad Católica de Valencia “San Vicente Mártir”
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Model course guide
PCA-27-F-01 Ed.00
GENERAL OBJETIVES
-
Knowing the relationship between the sound phenomenon and man, how this relationship
can be obtained both preventive therapeutic benefits, rehabilitation and / or.
-
Develop the ability to discover the world of non-verbal context surrounding all relations link.
-
Raising awareness of non-verbal phenomena that occur in the therapeutic relationship.
-
Learn the use of bodily-sound-musical expressions
-
Using and Creating instruments as intermediaries or embedded objects.
-
Knowing the expressive resources in Music therapy.
-
Deepening the use of some techniques, knowing their methodology and design of the
therapy session, and locate them an individual, family or group context and their therapeutic
goals.
-
Introduce students to the knowledge of the different models used in music therapy, such as:
music listening, live music or edited.
-
From experimentation, the student experience and raise awareness to different music
therapy techniques.
-
Develop skills and resources in the implementation of music therapy techniques.
Weighting of
competition
TRANSVERSAL COMPETENCES
Instrumental
1
2
3
TC1. Capacity for critical and creative thinking.
X
TC2. Capacity for individual initiative, teamwork and decision making.
X
TC9. Capacity for teamwork and effective collaboration with other
professionals (with the ability to function in an interdisciplinary and
international context)
X
Universidad Católica de Valencia “San Vicente Mártir”
4
4
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PCA-27-F-01 Ed.00
SPECIFIC COMPETENCES
1
2
3
X
SC4: Know the different existing methods and techniques in Music
Therapy and its application in different areas of music therapy intervention
SC5: Ability of criticism and self-criticism in the planning and music
therapy intervention, introducing progressive adjustments will occur as the
music therapeutic process
4
X
LEARNING RESULTS
COMPETENCES
R-1 Recognize the main models of practice in Music Therapy
TC1, TC2, TC9,
SC4, SC5
R-2 Differentiate each of the features of each model
TC1, TC2, TC9,
SC4, SC5
R-3 Identify the most suitable model for each practice
TC1, TC2, TC9,
SC4, SC5
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed.00
TRAINING ACTIVITIES PHYSICAL WORKING
ACTIVITY
Learning methodology
Relation to learning
outcomes of the
subject
ECTS
PRESENCE CLASSES
Presentation of contents by the
teacher, competency analysis,
explanation and demonstration
of skills, abilities and knowledge
in the classroom
TC1, TC2, TC9,
SC4, SC5
1
PRACTICAL CLASSES
Group work sessions supervised
by the teacher. Cases studies,
diagnostic tests, issues, field
study, computer room visits,
data search, libraries,
networking, Internet, etc…
Meaningful construction of
knowledge through interaction
and student activity.
TC1, TC2, TC9,
SC4, SC5
0,5
Supervised monographic
sessions with shared
participation
TC1, TC2, TC9,
SC4, SC5
0,2
Application of multidisciplinary
knowledge
TC1, TC2, TC9,
SC4, SC5
0,1
TC1, TC2, TC9,
SC4, SC5
0,3
TC1, TC2, TC9,
SC4, SC5
0,3
SEMINAR
EXPOSITION GROUP
WORK
TUTORSHIP
EVALUATION
Personalized and small group
attention. Period of instruction
and/or guidance by a tutor to
review and discuss the materials
and topics presented in lectures,
seminars, readings, papers,
etc,..
Set of oral and / or written tests
used in initial, formative or
additive assessment
Total
Universidad Católica de Valencia “San Vicente Mártir”
2,4
6
Model course guide
PCA-27-F-01 Ed.00
TRAINING ACTIVITIES OF AUTONOMOUS STUDENT WORK
ACTIVITY
GROUP WORK
AUTONOMOUS WORK
Learning methodology
Relation to learning
outcomes of the
subject
ECTS
TC1, TC2, TC9,
SC4, SC5
1
TC1, TC2, TC9,
SC4, SC5
2,6
Individual preparation of readings,
essays, problem solving,
seminars, papers, reports, etc…
To post or deliver the lectures,
practical and /or small group
tutoring. Work done on the
platform or other virtual spaces.
Student study: Individual
preparation of readings, essays,
problem solving, seminars,
papers, reports, etc… To post or
deliver the lectures, practical
and/or small group tutoring.
Work done on the platform of the
university
https://campusvirtual.ucv.es/
Total
3.6
EVALUATION SYSTEM TO ACQUIRE THE SKILLS AND QUALIFICATIONS
SYSTEM
Assessment
instrument
ASSESSMENT LEARNING OUTCOMES
Given
percentage
Record attendance
tracking
R1, R2 & R3
40%
Written test
R1, R2 & R3
20%
Directed work
R1, R2 & R3
40%
Universidad Católica de Valencia “San Vicente Mártir”
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PCA-27-F-01 Ed.00
CRITERIA FOR THE AWARD OF HONORS
Explicitly mentioned specific criteria for the course and faculty that the title is attached and
according to the general rules stating that you can only give an honors degree for every 20
students not by fraction 20, with the exception of groups of fewer than 20 students in total,
which can be given a license plate.
DESCRIPTION OF CONTENTS
COMPETENCIES
Receptive techniques in Music Therapy (self-experience I).
Expressive techniques in Music Therapy (self-experience II).
Benenzon model (self-experience III). GIM method (selfexperience IV). Nordoff-Robbins method (self-experience V).
Psychoanalytical model, Mary Priestley (self-experience VI).
TC1, TC2, TC9, SC4,
SC5
TEMPORAL ORGANIZATION OF LEARNING (Students of first registration)
BLOCK CONTENT / TEACHING UNIT
NUMBER
SESSION
1
RECEPTIVE TECHNIQUES IN MUSIC THERAPY.
1
2
EXPRESSIVE TECHNIQUES IN MUSIC THERAPY.
1
3
BENENZON MODEL.
2
4
GIM METHOD.
1
5
NORDOFF-ROBBINS METHOD.
1
6
PSYCHOANALYTICAL MODEL, MARY PRIESTLEY
1
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BIBLIOGRAPHY
Benenzon, R. O. (1971). Musicoterapia y Educación. Buenos Aires: Paidós.
Benenzon, R. O. (1972). Musicoterapia en Psiquiatría. Buenos Aires: Barry.
Benenzon, R. O. (1976). Musicoterapia en la psicosis infantil. Buenos Aires: Paidós.
Benenzon, R. O. (1981). Manual de musicoterapia. Barcelona: Paidós.
Benenzon, R. O. (1991). Teoría de la musicoterapia. Madrid: Mandala.
Benenzon, R. O. (1999). Musicoterapia, una experiencia de supervisión. Roma:
Phoenix.
Benenzon, R. O. (2000). Aplicaciones Clínicas de la Musicoterapia. Buenos Aires:
Argentina. Lumen.
Benenzon, R. O. (2011). Musicoterapia. De la teoría a la práctica. Barcelona: Paidós
Benenzon, R. O., Hemsy de Gainza, V. y Wagner, G. (1997). Sonido, comunicación,
terapia. Salamanca: Amarú.
Benenzon, R. O., Hemsy de Gainza, V. y Wagner, G. (1998). La Nueva Musicoterapia.
Buenos Aires: Lumen.
Betés, M. (comp.) (2000). Fundamentos de Musicoterapia. Madrid: Ediciones Morata
S. L.
Blatner, A. (2005). El Psicodrama en la práctica. Méjico: Pax México.
Bonny, H. & Savary, L. M. (1994). La música & su mente. Madrid: Editorial EDAF
S.A.
Universidad Católica de Valencia “San Vicente Mártir”
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Bonny, H. (2002). Music Consciousness: The evolution of Guided Imagery and Music.
Gilsum, NH: Barcelona Publishers.
Bruscia, K. (1.999). Modelos de improvisación en musicoterapia. Victoria: Agruparte.
Bruscia, K. (1997). Definiendo musicoterapia. Salamanca: Amarú Ediciones.
Bruscia, K. (2007). Musicoterapia. Métodos y prácticas. México: Ed. Pax México.
Bruscia, K. E. & Grocke, D.E. (2002). Guided Imagery & Music: the Bonny Method
and beyond. Gilsum, NH: Barcelona Publishers.
Bush, C. (1995). Healing imagery & music. California: MMB Music.
Clarkson, V. (2002). Soñé que era normal. Méjico: Alfaomega
Davis, W., Gfeller, K. y Thaut, M. (2000). Introducción a la musicoterapia. Teoría y
práctica. Barcelona: Boileau.
Fincher, S. (1994). Creando Mandalas. Editorial Mirach, S.L.
Fregtman, C. (1985). El Tao de la Música. Buenos Aires: Ed. Estaciones.
Grocke, D. & Wigram, T. (2007). Receptive Methods in Music Therapy. London:
Jessica Kingsley Publishers.
Grocke, D.E. y Wigram, T. (2007). Receptive Methods in Music Therapy. London:
Jessica Kingsley Publishers.
Grof, S. (1994). Psicología transpersonal. Barcelona: Kairós.
Íñiguez, L. (2009). Investigación y evaluación cualitativa: bases teóricas y conceptuales.
Atención primaria, 23 (8), 496:502.
Lecourt, E. (2005). Análisis de grupo y Musicoterapia. El grupo y lo sonoro. VitoriaGasteiz: Agruparte.
Universidad Católica de Valencia “San Vicente Mártir”
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Maslow, A. (1973). El hombre autorrealizado: hacia una psicología del ser. Barcelona:
Kairós.
Mercadal, M. y Martí, P. (2008). Manual de Musicoterapia en Geriatría y Demencias.
Barcelona: Monsa-Prayma.
Moreno, J. (2004). Activa tu música interior. Musicoterapia y Psicodrama. Barcelona:
Herder Editorial.
Murow, E. & Sánchez J. J. (2003). La experiencia musical como factor curativo en la
Musicoterapia con pacientes con esquizofrenia crónica. Salud Mental, 26 (4), 4758. Recuperado de http://www.redalyc.org/redalyc/pdf/582/58242606.pdf.
Nordoff, P. y Robbins, C. (1971). Therapy in Music for Handicapped Children.
London: Gollancz.
Nordoff, P. y Robbins, C. (rev. 1977). Individualized Treatment for the Handicapped
Child. New York: John Day.
Nordoff, P. y Robbins, C. (rev. 1984). Music Therapy in Special Education. St. Louis:
MMB Music. Inc.
Pearson, C. S. (2006). Despertando los héroes interiores. Madrid: Mirach.
Pellizzari, P. (1993). Musicoterapia psicoanalítica: el malestar en la voz. Buenos Aires:
Ricardo R. Resio.
Poch, S. (2000). Compendio de musicoterapia. Volumen I. Barcelona: Herder Editorial.
Robbins, C. y Robbins, C. (1981). Music for the Hearing Impaired – and Other Special
Groups. St. Louis: MMB Music, Ind.
Rogers, C. R. (2000). El proceso de convertirse en persona. Barcelona: Paidós.
Universidad Católica de Valencia “San Vicente Mártir”
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Ruud, E. (1993). Los caminos de la musicoterapia. La musicoterapia y su relación con
las teorías terapéuticas actuales. Rosario (Argentina): Editorial Bonum.
Sabbatella, P. (1998). Un estudio bibliográfico sobre metodología de trabajo y
evaluación en musicoterapia. Música, terapia y comunicación, 18, 67-81.
Salkind, N. J. (1999). Métodos de investigación. México: Prentice Hall.
Stein, M. (2004). El mapa el alma según Jung. Barcelona: Ed. Luciérnaga.
Thayer, E. (comp.) (1968). Tratado de Musicoterapia. Buenos Aires: Ed. Paidós.
Wigram, T. (2005). Improvisación. Métodos y técnicas para clínicos, educadores y
estudiantes de musicoterapia. Vitoria-Gasteiz: Agruparte.
Interesting Webs
www.fundacionbenenzon.org
www.centrobenenzonmusicoterapia.com
www.centrebenenzon.cat
www.apastyle.org
Universidad Católica de Valencia “San Vicente Mártir”