WFMT Papers: EDUCATION SYMPOSIUM NOVEMBER 1999 WASHINGTON, DC, USA
MODELS OF MUSIC THERAPY EDUCATION AND TRAINING The first
main section of the symposium dealt with models of music therapy education
and training, including organization by the countries and parts of the
world in which they are practiced as well as one (Nordoff-Robbins) practiced
in various countries. Marilyn
Sandness, MM, MT-BC Introduction In 1998 the former American Association for Music Therapy and the National Association for Music Therapy unified to become the American Music Therapy Association. As part of the unification agreement, a Commission on Education and Clinical Training was charged in 1996 to formulate recommendations on how to best embrace both of the educational and clinical training models that were approved by AAMT and NAMT. The Commission's Final Report and Recommendations were presented to AMTA at its 1999 conference with a vote for approval to take place in 2000. A principle of the unification agreement was that the AMTA yield credentialing responsibilities to the Certification Board for Music Therapists (CBMT), thus allowing the music therapy profession to move toward using one entry level credential, the MT-BC. In order not to leave music therapists credential-less, AMTA established the National Music Therapy Registry for exceptions for individuals previously holding the CMT/ACMT (granted by the former AAMT) and the RMT (granted by the former NAMT) for a limited period of time. Certification Board for Music Therapists The mission of the CBMT is to evaluate individuals who wish to enter, continue and/or advance in the discipline of Music Therapy through a certification process, and to issue the credential of MT-BC (Music Therapist-Board Certified) to individuals who demonstrate the required level of competence. This credential is granted to music therapists who have met specific educational and clinical training eligibility requirements, and have passed the certification exam demonstrating the knowledge, skills and abilities necessary to practice at the current entry level of the profession. The MT-BC must recertify every five years by accruing 100 Continuing Music Therapy Education (CMTE) credits or by taking the Certification Exam during the fourth year of the five-year cycle. It is anticipated that in the future an advanced credential will be created to correspond to advanced level training. Accreditation of Music Therapy Programs In the United States nearly all music therapy academic programs are located in music units of colleges and universities, and with very few exceptions are in institutions accredited by the National Association of Schools of Music (NASM). NASM is not a governmental agency but has been designated by the U.S. Department of Education as the agency responsible for the accreditation of all music curricula in higher education. One of its primary purposes is to establish and maintain minimum standards for the education of musicians. Since the basis of music therapy education is strong music skill development, accreditation by NASM is a standard for AMTA-approved academic programs. NASM provides general standards for curricula leading to baccalaureate, as well as graduate degree programs in music. Standards for musicianship and competencies common to all professional baccalaureate degrees in music include performance, aural skills and analysis, composition and improvisation, repertory and history, technology, and synthesis. Competencies, standards, and guidelines are also provided for specific baccalaureate degrees in music. Guidelines for the curricular structure in music therapy and percentages of the total curriculum allocated to each content area are as follows: studies in music (45-50%); music therapy and related behavioral/health sciences (20-30%); general studies (20-25%); and electives (5%). Approval of Music Therapy Programs The American Music
Therapy Association currently approves music therapy baccalaureate and
master's degree programs according to the standards of the former AAMT
and NAMT and will continue until such time as the Association adopts new
standards, tentatively in 2000. |