For a better experience, click the Compatibility Mode icon above to turn off Compatibility Mode, which is only for viewing older websites.

Master of Arts in Music Therapy and Counseling

Program

The Master of Arts in Music Therapy & Counseling is a 90 quarter-credit program that integrates advanced music therapy and general counseling coursework with hands-on clinical experience and research opportunities, preparing graduates for a variety of career paths in the music therapy profession. Faculty include dedicated, knowledgeable music therapists as well as other creative arts therapists, clinical psychologists and counseling educators, offering a curriculum focused on in-depth study of foundational and innovative music therapy and mental health theories and approaches. The program can be completed in a minimum of two years (seven quarters) of full-time study, although some students may take longer to complete all program requirements, or opt for a decelerated plan of study. Classes held during the regular academic year (Fall, Winter and Spring quarters) are taught in-person at our Center City Philadelphia campus, while coursework in the Summer term can be completed remotely.

Founded in 1975, the MA in Music Therapy & Counseling is one of the few music therapy academic programs in the country housed on a health sciences campus. This setting provides a unique perspective on the merging of arts and health sciences, with an emphasis on culturally responsive interprofessional education. Students have opportunities for clinical experience, research and more at several University- related facilities, including Hahnemann University Hospital, Parkway Health & Wellness, the Stephen and Sandra Sheller 11th Street Family Health Services Center and the Dornsife Center for Neighborhood Partnerships.

Our program is designed both for students who have a Bachelor's degree in another field, and are seeking the required education and clinical experience to become a board-certified music therapist (MT-BC), as well as current Bachelor's-level music therapists who wish to pursue advanced study in music therapy and counseling. All courses are taught at the graduate level; we do not offer an equivalency program.

The Music Therapy and Counseling Curriculum is approved by the American Music Therapy Association. Upon completion of the program, students are eligible to sit for the examination of the Certification Board for Music Therapists, to earn the MT-BC credential. Our program also meets the Pennsylvania Licensed Professional Counselor (LPC) education requirements. Please note that licensure requirements vary from state to state, and may change at any time. Therefore, if you are considering counseling licensure in the future, you are strongly advised to review educational requirements for any state(s) in which you may seek counseling licensure. It is the student's responsibility to know and understand the requirements for any type of future licensure.

What you'll learn

  • Integration of music therapy methodologies with mental health counseling and medical sciences theories and approaches.
  • Daily interaction with music, art and dance/movement therapists, psychologists, neuroscientists, physicians and other health professionals as teachers and supervisors.
  • Clinical applications of instrumental and vocal improvisation, composition, re-creative and imagery methods within music psychotherapy and counseling, medical music therapy and developmentally-focused treatment models.
  • Multiple supervised adult and child clinical placement opportunities in a variety of settings, including medical and psychiatric hospitals, inpatient and outpatient behavioral health facilities, schools, continuing care facilities, community health centers, correctional facilities and more.
  • Basic understanding of art and dance/movement therapies and their relationship to music therapy.
  • Interaction with students and educators representing all the health sciences.
  • A culminating project (traditional research thesis or capstone project) focused on a student's chosen area of interest, and guided by a multidisciplinary advisement committee.
  • Student presentation of research at local, regional, and national conferences.

What makes the Drexel Music Therapy and Counseling program unique?

  • Housed in Drexel University's College of Nursing and Health Professions, on the University's health sciences campus.
  • Mental health counseling component of curriculum, which covers topics such as Human Psychological Development, Clinical Diagnosis, Group Dynamics, Theories of Psychotherapy, and Social and Cultural Foundations in Counseling and Psychotherapy, and prepares students for professional counseling licensure in Pennsylvania.
  • A strong emphasis on multicultural perspectives and social justice.
  • The opportunity to study alongside art therapy and dance/movement therapy students, creating opportunities for interdisciplinary engagement and collaboration.
  • Students complete coursework and clinical experiences simultaneously, allowing for synthesis of theoretical and practical knowledge throughout the program.

COMPLIANCE

The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Admission Requirements

Background checks:

As a student of the College of Nursing and Health Professions you will be required to satisfactorily complete a criminal background check, child and elder abuse checks, drug test, immunizations, physical exams, health history, and/or other types of screening before being permitted to begin clinical training.

You will not need to submit documentation of these requirements as part of your application to the master's program. Failure to fully satisfy these requirements as directed upon enrollment may prevent assignment to a clinical site for training. A background check that reflects a conviction of a felony or misdemeanor may affect your ability to be placed in certain facilities, and later, to become board certified and licensed.

Deadline:
The application completion deadline for Fall 2020 admission is June 1, 2020. Please note that applicants are reviewed on a rolling basis. All application materials must be submitted by June 1 to be considered for Fall 2020 admission.

Degree:
Bachelor's degree in any field from an accredited institution, and a minimum overall GPA of 3.0 or above on all previous coursework.

Standardized Tests:
N/A

Transcripts:

  • Official transcripts must be sent directly to Drexel from all the colleges/universities that you have attended. Transcripts must be submitted in a sealed envelope with the college/university seal over the flap to Drexel University, Application Processing, PO Box 34789, Philadelphia, PA 19101, or submitted through a secure electronic delivery service to enroll@drexel.edu. Please note that transcripts are required regardless of number of credits taken or if the credits were transferred to another school. An admission decision may be delayed if you do not send transcripts from all colleges/universities attended.
  • Transcripts must show course-by-course grades and degree conferrals. If your school does not notate degree conferrals on the official transcripts, you must provide copies of any graduate or degree certificates.
  • If your school issues only one transcript for life, you are required to have a course-by-course evaluation completed by an approved transcript evaluation agency
  • Use our Transcript Lookup Tool to assist you in contacting your previous institutions

Prerequisites:
Volunteer or paid experience in a helping relationship preferred.

References:
Three letters of recommendation required. Letters should address academic and musical background. At least one letter should be from a music instructor. Letters of recommendation should be requested and submitted electronically through your online application.

Personal Statement/ Essay:
A 300-750 word essay that focuses on the role of music in your development and family, and how your life path led you to music therapy.

Audition: Applicants must demonstrate musical competencies in performance, music theory, and music history through an audition and interview. At the audition, applicants will:

  1. Present two works from different musical periods or in different music styles that demonstrate moderate to advanced level of proficiency on principal instrument/voice.
  2. Sing 3 traditional, folk, or popular songs while accompanying self on piano.
  3. Sing 3 traditional, folk, or popular songs while accompanying self on guitar.
  4. Play basic chord progressions (I-IV-V-I; I-vi-ii-VI) in several keys on piano and guitar.
  5. Demonstrate aural skills by playing the melody of a given well-known song and providing the harmonic progression.
  6. Demonstrate sight-reading skills on piano.
  7. Demonstrate knowledge of music theory related to transposition, constructing chords.
  8. Demonstrate knowledge of one or more of the following topics: basic periods of Western music; jazz history; Wold music.

International and long-distance candidates may submit a recorded audition on DVD or online in lieu of items 1-4 above. International and long distance candidates should request instructions about all these requirements with their admission materials and are advised to begin the admission process early.

Interview: An in-depth in-person interview with the faculty of the graduate music therapy program, consisting of a review of personal, academic, interpersonal and creative aptitudes. Applicants will also be asked to demonstrate knowledge of one or more of the following topics: basic periods of Western music; jazz history; World music. For international and long-distance applicants, a phone interview or video chat may be substituted for the in-person interview.

CV/Resume:
Required. Include relevant education, work and service/volunteer experience.

Clinical/Work/Volunteer Experience:
A social service work or volunteer history and cross cultural experience is highly valued.

Additional Requirements for International Applicants

  • Transcript Evaluation: All international students applying to a graduate program must have their transcripts evaluated by the approved agency: World Education Services (WES), 212.966.6311, Bowling Green Station, P.O. Box 5087, New York, NY 10274-5087, Web site: www.wes.org/.
  • TOEFL: Applicants who have not received a degree in the United States are required to take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) An official score report must be sent directly to Drexel University Application Processing. The minimum TOEFL score is 90 and the minimum IELTS score is 6.5. For more information visit the Web site: www.ets.org, then click on TOEFL.
  • I-20/DS-2019 and Supporting Financial Documents (international students only): After confirming attendance to Drexel, students will receive an email from ISSS with instructions for applying for their I-20/DS-2019 and submitting supporting financial documents.

International Consultants of Delaware, Inc.
P.O. Box 8629
Philadelphia, PA 19101-8629
215.222.8454, ext. 603

Commission on Graduates of Foreign Nursing Schools
3600 Market St., Suite 400
Philadelphia, PA 19104-2651
215.349.8767

World Education Services, Inc. (WES)
Bowling Green Station, P.O. Box 5087
New York, NY 10274-5087
212.966.631

Tuition and Fee Rates:
Please visit the Tuition and Fee Rates page on Drexel Central

Application Link (if outside organization):
N/A


Curriculum

The MA in Music Therapy & Counseling is a 90-quarter credit program. The program can be completed in a minimum of two years (seven quarters) of full-time study, although some students may take longer to complete all requirements, or opt for a decelerated plan of study. The majority of classes are taught in-person on Drexel's College of Nursing and Health Professions campus in Center City, Philadelphia with select classes offered online.

The coursework consists of both Music Therapy-specific and general mental health counseling coursework. Music Therapy-specific topics include:

  • Music Therapy theories and methods for child, adolescent, adult and older adult populations
  • Clinical musicianship and improvisation skills
  • Social and cultural foundations in music therapy
  • Technological applications
  • Imagery methods
  • Group dynamics in music therapy
  • Theories of music psychotherapy

Mental health counseling coursework covers theories and skills in:

  • Human psychological development
  • Psychopathology and the Diagnostic and Statistical Manual of Mental Disorders
  • Social and cultural foundations in counseling
  • Behavioral research
  • Group dynamics in counseling
  • Theories of counseling and psychotherapy
  • Career counseling
  • Clinical appraisal and diagnosis
  • Professional ethics
  • Foundations of Creative Art Therapies

Clinical experience is integrated with classroom learning, with students participating in two practicums and one internship throughout the course of the program. For more information on the clinical education component of the Music Therapy program, click on the "Clinical Practices" tab above.

A Culminating Project rounds out the curriculum. Second-or third-year students conduct a Culminating Project that integrates practice with theory and/or research. Under the guidance of their Culminating Project advisor, students design a project that explores aspects of both their respective Creative Arts Therapies discipline and counseling. Examples of Culminating Projects include development of a method, a community engagement project, research thesis or artistic project. Culminating Projects may be connected to a student's internship, but it is not a requirement. At the end of each academic year, students present their Culminating Projects to peers, faculty, friends and family at their respective program's Colloquium. Students are also encouraged to submit projects to regional and national conferences when applicable.

Accreditation

The Music Therapy and Counseling program is approved by the American Music Therapy Association.

http://www.musictherapy.org/

Clinical Practice

Students complete more than 1,200 hours of graduate clinical practicum and internship experiences under the supervision of a board-certified music therapist. Placements include pediatric and adult psychiatric and general hospitals, recovery and wellness programs, therapeutic day care, preschool intervention programs, rehabilitation settings, long-term care facilities, forensic settings, schools, and community music therapy programs.

Students begin their clinical experience as soon as they enter the program. The clinical education is enhanced by 3 to 3.5 hours of individual and group supervision per week.

First-year students gain practical and theoretical knowledge regarding a range of clinical populations across two placements assigned by the Director of Field Education. During practicum experiences supervised by on-site board-certified music therapists, students are guided through observation, assisting and co-leading of music therapy sessions in preparation for the second-year internship.

Clinical internship lasts the entire second year and offers an opportunity for students to mature and develop advanced skills with one or, in some cases, two populations. The internship is chosen by the student with assistance from the Director of Field Education and approved by the Music Therapy Program Director. The practicum and internship fulfill the clinical training requirements of the American Music Therapy Association.

Katy Hutchings, MA `15 - Music Therapist

Hometown: Piedmont, CA

Undergraduate: BA, Music (Minor in Educational Studies), Haverford College; MM, Voice Performance, Temple University

Current Employment: Music Therapist at Young Children's Center for the Arts, Philadelphia, PA

How did the MTC program help you discover and gain experience in your areas of interest?
I loved that I had clinical experience throughout my two years at Drexel. While other programs make you wait to start clinical work, Drexel allowed me to dive right in and immediately start enhancing my education by seeing and participating in actual music therapy in the real world. As someone who was new to music therapy, this was incredibly valuable. Integrating clinical work and course work deepened my understanding of music therapy. I especially appreciated being able to find and choose my own internship my second year, allowing me to focus on working with children with developmental delays, Autism Spectrum Disorder, and other neurological diagnoses.

How did your musical identity transform while you were in the Music Therapy program?
Coming from a career of being a professional singer and voice teacher, it was quite a shock to redefine myself as music therapist. I was a complete beginner at guitar and it was very humbling! I also had never improvised and was not as confident in my improvisational skills. By the end of the program, I grew to love playing the guitar and improvising.
What aspects of the curriculum were valuable in addressing issues of diversity, multicultural awareness, and social justice?
From our first day, we were introduced to instruments and musical styles from all over the world and different cultures. Musically, we explored a large variety of styles in a safe, nonjudgmental environment and our own personal music histories were valued as well. In our core curriculum courses, I appreciate the focus on diversity and multicultural awareness especially in terms of our role as therapists in such a diverse city like Philadelphia.

What guidance would you give students who are considering Drexel's MA in Music Therapy & Counseling?
Drexel's program is intense but in two years you will feel confident in your skills as a clinician, counselor, and musician. All of my classmates were able to find full time work almost immediately and that speaks to how prepared we all were entering the job market. As an older student returning to school to start a new career, I felt very respected and supported by the faculty and my peers. Another benefit of Drexel's program is the opportunity to take classes with Art Therapy and Dance Movement Therapy students, allowing me to gain a broader perspective of Creative Arts Therapies. I now have a greater sense of how the arts can be used in therapy and I also have a large network of peers from all three modalities.

Michael Mahoney MA `10 - Alum, Practicum/Internship Supervisor

Hometown: Brockport, NY

Undergraduate major and institution: Philosophy (with Business Studies minor) at SUNY Geneseo

Current Employment: Music Therapist at Children's Hospital of Philadelphia

Why did you choose Drexel's Music Therapy & Counseling program? I appreciated that Drexel would not require me to earn an undergraduate music degree, as I didn't have a particular interest in becoming an expert on a specific instrument. Instead, I was able to use my own past experiences (playing in bands with friends, music technology) to develop my model to my own strengths.

What guidance would you give students who are considering Drexel's MA in Music Therapy & Counseling?
Gain musical experiences, either by learning formal music theory or on the side of playing music by playing music in performing groups before you begin.

How did this program prepare you for a career as a music therapist? Through classwork and on-site experiences, I learned everything I needed to know to stand at the starting line of my own music therapy professional practice. I received huge amounts of support from respected experts in the field, and learned to initiate an ongoing learning process that continues to enrich my work today.

What has your professional experience been like? Extremely rewarding and marked by good fortune! I accepted a job at Children's Hospital of Philadelphia shortly after graduation, and I am now nearing my six-year anniversary. Every day I support patients and their families in playing out their thoughts, feelings and values through musical experiences during life-changing illnesses and hospitalizations. I think a lot about how to support everyone I meet from infant patients to their great-grandparents in the developmental challenges they face. This great honor is also a great responsibility, which I take very seriously.

What aspects of the curriculum were valuable in addressing issues of diversity, multicultural awareness, and social justice?
Our class content helped me understand how my (white, male, hetero cis-gendered) perspectives and values are not necessarily "the norm" for everyone, but rather just a single reference point out of so many across the city and the world. It showed me how community or other non-Western approaches can be more beneficial for the struggling person, than anything that fits my ideas of what's normal.

News & Events

Dementia Strategies Course Created for Professional Development

06/03/19

New CE Course on Dementia Offered for Fall 2019

Colorful illustration of brain on a flyer for a continuing education course on dementia strategiesThe College of Nursing and Health Professions and the AgeWell Collaboratory are pleased to announce a new, one-day continuing education (CE) course. “Dementia Strategies: An Interprofessional Approach” will be offered on October 19, 2019 for health and human service professionals, clinicians and students both in person (at Three Parkway) and via live webcast.

The workshop will offer evidence-based knowledge and hands-on skills required to support individuals living with dementia and their care partners. Using an interprofessional approach, participants will be able to:

  • Identify, prevent and address behavioral signs and psychological symptoms associated with dementia.
  • Discuss novel therapeutic strategies to engage, stimulate and comfort individuals living with dementia.
  • Demonstrate how to work with, support and include care partners and work on an interprofessional team in caring for and supporting individuals living with dementia and their care partners from a person-centered care paradigm.
Key topics will include:
  • Novel approaches (activity, exercise) to address common clinical symptoms.
  • Common medical issues and best practices.
  • The environment as a therapeutic modality Role of stigma and ways to address it.

Better Living With Dementia Event

10/15/18

Meet the Authors

Please join Laura N. Gitlin, PhD, FAAN and Nancy A. Hodgson, PhD, as they celebrate the publication of their new book, Better Living With Dementia: Implications for Individuals, Families, Communities, and Societies (Academic Press).

Better Living With Dementia -  Implications for Individuals, Families, Communities and Societies by Laura N. Gitlin and Nancy Hodgson

Wednesday, November 28, 2018

5:00 - 5:30 p.m. Networking Reception
5:30 - 7:00 p.m. Formal program
7:00 p.m. Dessert and coffee service

Mitchell Auditorium
The Bossone Research Enterprise Center

Drexel University
3140 Market Street Philadelphia (Map)

This free event is open to the public, but we request that you RSVP.

Following the networking reception at 5 p.m., we will host presentations and discussions on changing dementia care in Philadelphia moderated by Marie Savard, MD, former ABC News medical contributor.

Setting the Stage for Improving Dementia Care in Philadelphia

Laura N. Gitlin, PhD, distinguished University professor and dean of the Drexel University College of Nursing and Health Professions

Nancy A. Hodgson, PhD, the Anthony Buividas Term Chair in Gerontology and associate professor of nursing at the University of Pennsylvania School of Nursing

Jason Karlawish, MD, contributing author, professor of medicine, medical ethics and health policy and neurology, at the University of Pennsylvania Perelman School of Medicine as well as co-director of the Penn Memory Center

Panel Discussion: Caregivers and Healthcare Professionals as Ambassadors for Change

Caregiver: Yvonne Latty, director of the reporting New York and reporting the National programs at New York University’s Carter Journalism Institute

Dance/Movement Therapist: Natasha Goldstein-Levitas, MA, BC-DMT ’02, board certified dance/movement therapist and senior and dementia care advisor

Physician: G. Peter Gliebus, MD, interim chair of the department of Neurology, director of the Memory and Cognitive Disorders Center, Drexel Neurosciences Institute, as well as director of the Behavioral Neurology and Neuropsychiatry Fellowship Program

RSVP HERE

Following the program, Drs. Gitlin and Hodgson will be on hand to sign your copy of their book. Either bring your copy or purchase it on site from Drexel’s Barnes & Noble Bookstore team. Most major credit cards accepted.

For more information about the event, contact Rachel Barnett at 267.359.5936.

College of Nursing and Health Professions
Penn Nursing • University of Pennsylvania School of Nursing
AARP Pennsylvania 

Continue the conversation with Drexel University College of Nursing and Health Professions’ new AgeWell Collaboratory, a center without walls, bringing together community-based agencies, scholars, policy makers and educators committed to addressing key health challenges facing aging individuals and their families through interprofessional research, education and practice.

Mark your calendar for upcoming AgeWell Collaboratory meetings in 2019.

  • February 19
  • May 16
  • October 2

For more information about the AgeWell Collaboratory, send a brief message to agewell@drexel.edu.

2018 Commencement Video

08/14/18

Citizens Bank Park Commencement 2018The tradition continues as the all-University Commencement ceremony was held for the third straight year under the bright lights of Citizens Bank Park. This video captures not only the excitement of the day, but also the essence of the Dragon.

Hollywood legend M. Night Shyamalan addressed the new graduating class and issued a challenge for our graduates to go out and change the world. We're looking forward to witnessing all the incredible achievements of our CNHP alumni!

More News & Events