Kolegij
Goals of the course: To acquaint students with music therapy as a scientifically based discipline and to explain the development, philosophical and theoretical foundations of music therapy, To acquaint students with the needs of children and adults with communication difficulties and the benefits of applying music therapy as a form of intervention, To present the basic, in practice most often used, models, methods and techniques of music therapy, To explain the approaches and goals of music therapy, To create conditions for the acquisition of basic musical skills in the form of instrumental and vocal improvisation. Explain and, through experience, explore the possibilities of using Orff instruments, Adopt the techniques of creating songs and creating dance and movement, Point out the importance of different non-verbal forms of communication, Get to know and present the possibility of building simple instruments from different materials, Create conditions for the acquisition of basic musical skills, Refer to reading and exploring scientific studies of the benefits of music therapy in different therapeutic settings, Encourage the need for lifelong learning and the acquisition of musical skills.
Course content: Difference between music pedagogy and music therapy, History of music therapy, Theoretical bases in MT, Basic principles of music therapy, Models and methods in improvisation in MT, Techniques in MT, Goals in MT, Selection of instrument in MT, Importance and role of music therapist, Process MT, Sequence of activities during the session, Setting short-term and long-term goals, Playing rhythm instruments, Creating a song, Designing dance and movement, Individual and group therapy, Documentation, Difference between receptive and active MT.
Understand the difference between music education and music therapy, Know the basic models in MT, Apply basic concepts of music therapy, Set short-term and long-term goals, Know how to choose an instrument for clients, Know how to choose appropriate and suitable music, Connect acquired knowledge and skills, Be able to apply acquired knowledge and skills in working with children and adults with communication difficulties, Write a report and opinion after sessions, Study professional literature.
Wigram, T., Nygaard Pedersen, I., Ole Bonde, L. (2002), A Comprehensive Guide to Music Therapy. London and Philadelphia: Jessica Kingsley Publishers.
Wheeler, B.L. (2015), Music Therapy Handbook. New York: The Guilford Press.
Orff, G. (1980). The Orff Music Therapy. London Schott & Co.
Orff, G. (1989). Key Concepts in the Orff Music Therapy. London: Schott & Co.
Nordoff, P. and Robbins, C. (1977/2007) Creative Music Therapy: A Guide to Fostering Clinical Musicianship. 2nd edition. Gilsum, NH: Barcelona Publishers.
Voigt, M. (2013): Orff Music Therapy: History, principles and further development. Approaches: Music Therapy & Special Music Education, Special Issue 5(2), 97-105.
Regular attendance at classes (at least 70% attendance)
Obtaining a minimum of 35% points (out of a total of 100 points) during class (colloquium, exercises)
Continuous evaluation of student work through teaching activities
Final exam: - written part - minimum for passing the written exam is an accuracy of 50%
- practical part – musical abilities
Grading percentage:
- Teaching activities – 70%:
- practice – 40%
- midterm exam – 30%
2. Final exam – 30%
The numerical grading scale for student work:
excellent (5) – 90 to 100% points
very good (4) – 80 to 89.9% points
good (3) – 65 to 79.9% points
sufficient (2) – 50 to 64.9% points
insufficient (1) – 0 to 49.9 % points
ACTIVITY TYPE | ECTS Student Workload Coefficient | GRADE PERCENTAGE (%) |
| Class Attendance | 0,8 | 0 |
| Practice | 0,6 | 40 |
| Midterm Exam | 0,9 | 30 |
| Total in Class | 2,3 | 70 |
| Final Exam | 0,7 | 30 |
TOTAL ECTS (Classes + Final Exam) | 3 | 100 |
| Akademska godina | |
|---|---|
| 2026/2027 | Download |