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Course Descriptions

IHTP 01 – Music Development (and information on HOME STUDY)
Christina Tourin
The course title: Music Development refers to repertoire development, modal improvisation (as bridges to transitioning between the moods of songs), philosophy and scientific research on how sound affects the body, and exposure to technological aids for music enhancement.-
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-Music Development in the Int’l Harp Therapy Program combines three elements – that of expanding repertoire, understanding and utlizing sound frequencies and learning how to improvise using the mode system. The book and video/dvd series, Creative Harping – Modes for Moods is required study for graduation. These 10 beautiful teaching lessons take you on a progressive journey of easy learning while you also enjoy nature scenery. Three camera angles provide close-up hand views showing technique, improvisational patterns, and exercises. Christina has developed her own instructional method which challenges beginners, intermediate and advanced players. You can play along with the videos/dvds and the book. The book provides a comprehensive glossary of chords for improvisation in different keys and their modes. This videos/dvds and book are valuable tools for people who want to get a head start on music development before they enroll in the course – or for just learning how to play the harp!
HOME STUDY – begin studying the 10 lessons to prepare for the Program (or for deepening your musical skills if you are unable to travel to take the program). If you are a beginner, we ask that you work with one of our “approved Therapeutic Harp teachers” via Skype lessons. Each lesson takes about one month to complete. Accepted students of the IHTP receive evaluations for each lesson study after submitting a cassette tape, disc or mp3. In order to complete the program, you will be expected to play one repertoire piece and one improvisation (at your own level) in a soft flowing manner. Please fill out our application form to begin this music development process.
Click here For Application to IHTP
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The Structure – Courses of Study
Screening Process
In-coming candidates will demonstrate appropriate musical skills, interpersonal skills and suitability for the field of Harp Therapy. Admission decisions are made without discrimination based upon gender, age, race or religious affiliation. Student qualifications are determined by the use of: Questionnaire Application forms, phone interviews, letters of recommendation and/or references, recordings of harp playing and answered application questions as well as personal interviews from workshops. One-on-one discussions with potential applicants gives the program director insight into the potential student’s suitability.
Textbooks
Students will submit book reviews of selected books taken from the Program’s required and suggested book list. This list includes books which cover a broad range of topics, such as: music, healthcare, integrative medicine and healing, the science of sound, topics on death and dying, self-care, and the art of service. A minimum of 12 reports, one-two paragraphs answering the question: “How will the content of this book help me as a harp practitioner?” will be addressed.
The Harp Therapy Manual – Cradle of Sound –  is the basic guideline that all students will use for course material. Click here
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MODULE ONE
(On-line courses beginning in 2010)
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GOAL: The Process of Discovering Yourself and Others
Cognitive therapies, the Enneagram, and Transactional Analysis are some methodologies that help a person discover why they are drawn to be a Therapeutic Harp Practitioner. They also reveal personality traits and foster self-awareness to become better care-givers. This process of self-awareness is essential in the training. Students will be taught basic ergonomics (such as
Alexander Technique, Feldenkreis, Qi-Gong, or Eurythmy) and appropriate postures as applied to playing the harp. They will be taught stress reduction techniques and various self-care processes for maintaining optimum physical, mental and emotional health as harp practitioners. On-line study beginning in 2010.
GOAL: Deepening Perceptual Awareness – Emphatic Listening
Students are taught theoretical models, multi-level processes and/or methods to assess and serve a patient. These are based on both scientific and spiritual studies of consciousness and may include, but not be limited to: increasing awareness of self and others through perceptual observation; enhancement of natural sensitivities and empathy; the power of intention; and energetic medicine. The student learns the dynamics of client behavior through non-verbal communication, language patterns and significance of family context. Harp practitioners always recognize and respect diverse spiritual pathways in their work.
Fundamentals of Neural Linguistic Programming and how it relates to harp therapy are introduced.
NLP describes the relationship between stimulus and response and helps us to understand and help people process reality.  Understanding eye movements and speech patterns help us determine the type of offering (storytelling – visual, interactive – kinesthetic, or listening – auditory)  for the patient.
IHTP 02 – Understanding the Client in the Helping Process
Dr. Richard McQuellon, Prof. Counseling and Psychology
This workshop presents a holistic model for understanding the dynamics of client behavior within a helping process. Non-verbal communication; understanding language patterns; significance of family context; and utilization of memory, fantasies and dreams will all be used as a means of understanding client behavior in order to support change. Fundamentals of Neural Linguistic Programming and how it relates to harp therapy are introduced.
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IHTP 03 – Soul Listening
Dr. Karen Schneider, Doctor of Clinical Hypnotherapy, Master NLP Practitioner,
Reiki Master and Shamanic Counselor
This workshop is a time for personal reflection and integration of the four great questions:
Who am I? What do I love? How shall I live knowing I will die? What are my gifts for the family of Earth?
This workshop will include rituals that will deepen our experience together and will lead us into an understanding why we are being drawn to the work of a Harp Practitioner.
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IHTP 04 Alexander Technique, Gi-Gong or Feldenkreis
Our body is our instrument. We are our own instrument. Just as we need to learn how to use our musical instrument correctly, we also need to learn to use the instrument of our body correctly so that we can in turn use it to play our musical instrument. Students will learn to restore the natural patterns of using the body, getting out of the way, and getting rid of the chronic tensions which interfere with free functioning. The more those chronic tensions are out of the way, the easier one’s intention can flow through the body into the musical instrument.
IHTP 05 – Hospital Etiquette and Self-Care
Adjunct faculty and Christina Tourin
We will be led in self-care techniques and familiarized with hospital procedures and common reactions to medicines. Students will be taught the importance of proper dress code, cleanliness and good health. Confidentiality laws and related issues, and proper deportment with patients, administrators, other workers and clinicians in the healthcare environment will be addressed.
Christina will introduce students to general reporting/monitoring of paper-flow systems in healthcare set forth by JCAHO (Joint Commission on Accreditation of Healthcare Organizations), which includes medical records, patient record keeping, and reporting. Students will learn the proper and critical information required for SOAP reporting (subjective, objective, assessment and plan of intervention) and how to log patient hours.
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MODULE TWO
(A travel and experiential module offered in various countries in 2011)
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GOAL: Resonant Kinesiology – The Process of Embracing Another Person Into
The Awareness Space
Students will learn to develop their senses and critical thinking skills; how to unobtrusively gather information from the environment, colleagues, and the patient, in order to develop an immediate course of action in providing therapeutic music to the patient.
IHTP 06 – Inclusive Attention Workshop
Judith Hitt, RN, Reiki Master, certified Resonant Kinesiology Instructor
Attention by itself is a powerful form of resonance. Inclusive attention is the process of stilling and centering oneself to become aware of both one’s own experience and that of the person you are with. Inclusive attention is a meditative state that is multi-dimensional and non-linear. In this workshop you will practice inclusive attention with touch, movement and sound. Release your expectations and open to the unexpected.
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IHTP 07 – Living Anatomy Workshop
Judith Hitt
Living Anatomy offers inspiring workshops that introduce the methods and fundamentals of Resonant Kinesiology. Resonant Kinesiology (RK) developed by Susan Borg, is a form of educational bodywork using touch, movement and sound. Resonance is response to vibration and Kinesiology is the study of movement. Learn anatomy from the inside out exploring your body experientially rather than academically. By experiencing the knowledge of your own body, you gain a deeper, more flexible sense of knowing basic human anatomy and physiology. Learn through using mindful touch, movement and sound and become aware of the body and its functions.
Combining RK with IA, touch, movement and sound releases expectations and opens the person to the unexpected.  These are essential components that give IHTP its place of distinction and
uniqueness in the therapeutic music world.
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IHTP 08 – Introduction to Reiki – Subtle Energies
Judith Hitt
Reiki is the Japanese word for Universal Life Force Energy. Rei meaning universal, mysterious power, essence and Ki is the vital life force energy. Everyone has Reiki energy, what makes Reiki different from other healing methods is the attunement process. Anyone can lay their hands on another person and help accelerate the healing process by transferring magnetic energy however a person who has been through the process of Reiki attunements has experienced a very ancient technology for fine tuning the physical and etheric bodies to a higher vibratory level. In addition, certain of the energy centers, also known as chakras, are opened to enable higher amounts of Universal Life Force Energy to flow through. Reiki is not a religion, as it holds no creed or doctrine. It is a very ancient science hidden for thousands of years until it was rediscovered in the Tibetan Sutras. Researchers at Stanford, using highly sensitive instruments which measure the flow of energy forces entering the body, determined that Reiki energy enters the healer through the top of the head and exits through the hands. The evidence to date shows very clearly that there is a plasmatic streaming – a release of energy through the bodily system – when blocks are released. Reiki is a wonderful tool to help one develop conscious awareness.
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IHTP 09 – On Death and Dying
This workshop will give us insights to what happens when the body stops functioning and what to expect during the time we may be helping patients and their families during the time of transition. Richard will discuss multi-cultural views of the dying process and provide valuable information on “attending” patients and families in the dying process.
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MODULE THREE
(On-line courses)
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GOAL: Reaching Out To Groups Of People With Harp Therapy
Students will be prepared to provide individualized therapeutic music for patients of many ages and conditions who are receiving healthcare services in institutional settings such as hospitals, clinics, hospices, nursing homes, and out-patient healthcare facilities, as well as those receiving homecare as an extension of rehabilitative, hospice and palliative care.
Students will be oriented to the unique, professional skills required to work in different types of healthcare facilities as part of a healthcare team. They will be taught about accountability and liability issues, policies and procedures, medical and administrative terminology specific to healthcare.
The role of a music therapist is discussed in relation to our role as Certified Therapeutic Harp Practitioners. Many students have pursued a career in Music Therapy as a result of this overview Introduction.
IHTP 10 – Physics of Sound and Acoustics
Barbara Crowe, Music Therapist – MT Dept. Chairperson at Arizona State University
An understanding of the characteristics and primary elements of sound, specifically how frequency, vibration, and resonance affect the human body, is fundamental to the practice of harp therapy. Students will learn how these principles can be used through musical elements to facilitate healing. Students learn about the mechanics of sound, relative to various resonant-based methods, and techniques that can address an individual patient’s condition. Students study the physical, emotional, psychological and spiritual effects of therapeutically applied music.
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IHTP 11 – Music Therapy In Mental Health Services – Presentations on working with Autistic Children, Children with Cerebral Palsy and Seniors with Alzheimer’s Disease
Barbara Crowe, Music Therapist – MT Dept. Chairperson at Arizona State University
The benefits gained from music therapy may fall into broad categories, as widely divergent as developmental, interpersonal, and emotional. For example, some of the therapeutic aims for a person with a handicap may be along primarily developmental lines: to assist physical co-ordination, to develop listening and turn-taking skills, or to extend the span of concentration. Music often provides the motivation for people to participate in a shared activity. They may develop a greater awareness of themselves in relationship to others, while interpersonal skills are enhanced and self-esteem is increased. For a person whose difficulties are mainly emotional, music therapy provides a safe setting where “difficult” or repressed feelings can be expressed. The therapist’s musical support encourages emotional release and self-acceptance.
IHTP 12 – Marketing and Music Coordinator Skills
Students will acquire basic business tools including: writing of proposals, invoicing, interview techniques, marketing, networking and employment strategies that are needed to support the successful practice of a harp practitioner.
Our program offers our Planetree Hospital administrations with an additional skill of Music Coordinator. The hospital can be assured that our students are able to work with a multitude of volunteer musicians and where to best place them throughout the healing environment, with the integrative therapies i.e. music with chaplaincy, music with aromatherapy, music with therapeutic touch, music with guided imagery etc. and with the music therapist. Harp practitioners having been taught by music therapists understand the differences in the field and can help identify patient needs.
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IHTP 13 – Music Development – Music Theory and Music Application
Improvisation
Balancing Energies with Music Modulations
Students will be taught the fundamentals of music theory, how to improvise, modulate and play modal music, and about the intrinsic healing value of music. Students will learn to use the elemental qualities of music and healing musicianship in order to best serve the patient.
GOAL: For satisfactory program graduation
Students will be required to play individualized music at an intermediate level of proficiency for the patient circumstances. Candidates must play in tune, smoothly and without hesitation. They will be required to demonstrate proficiency in improvisation and modulation, and have a repertoire of appropriate duration that meets the needs of many different types of patients.
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IHTP 14 – Independent Study
With Approved Supervisor
Each student will complete 80 hours of practicum experience under the direction of an approved supervisor. This training may be in specialized areas such as neo-natal, rehabilitation units, stress reduction clinics in business, etc., ( or in some cases, further harp study). The first three modules open many new avenues for the practitioner to explore. This is the opportunity to fine tune skills and knowledge.
Your practicum can be done in your own locale or at San Diego Hospice or Planetree Hospitals worldwide.The International Harp Therapy Program offers a unique training opportunity in collaboration with the San Diego Hospice and Planetree Hospitals worldwide. San Diego Hospice has an integrative palliative care program which includes aromatherapy, oriental medicine and energy therapy. Through its Center for Palliative Studies, San Diego Hospice conducts research in palliative care. 30 hours are required for a certificate from San Diego Hospice.
In addition, we have training centers set up with Planetree Hospitals (see: http://planetree.org ) Students receive room and local transportation in return for their practicum work at these hospitals. Contact our office for more information.
We also have a collaboration with the Music Therapy Department at Arizona State University. Credit towards a Music Therapy Degree at ASU can be earned. The IHTP program serves as Introduction to Music Therapy at ASU. Contact us for more information.

COURSES required for Certification

IHTP 101 – Music Development  (and information on home study)
Christina Tourin

The course title: Music Development refers to repertoire development, modal improvisation (as bridges to transitioning between the moods of songs), philosophy and scientific research on how sound affects the body, and exposure to technological aids for music enhancement.-

Music Development in the International Harp Therapy Program combines three elements – that of expanding repertoire, understanding and utlizing sound frequencies and learning how to improvise using the mode system. The DVD series, Creative Harping is required by students of all IHTP categories for graduation. These 10 beautiful teaching lessons take you on a progressive journey of easy learning while you also enjoy nature scenery. Three camera angles provide close-up hand views showing technique, improvisational patterns, and exercises. Christina has developed her own instructional method which challenges beginners, intermediate and advanced players. You can play along with the dvds and the SUPPORT PAPERS. The Support Papers provide a comprehensive glossary of chords for improvisation in different keys and their modes. The first lesson can be found for free by clicking HERE. This series is an extremely valuable tool for people who want to get a head start on music development before they enroll in the course – or for just learning how to play the harp!

“I am so impressed with the content of the Creative Harping information and DVDs. I
have learnt so much. I feel that I have been taken to a higher vibration!”  R.W. Australia

Home Study – begin studying the 10 lessons to prepare for the program or to deepening your musical skills.  These lessons will also be outlined in the At-Home Study Curriculum. If you are a beginner, we ask that you work with one of our “approved Therapeutic Harp teachers” via Skype lessons. Each Creative Harping DVD lesson takes about one month to complete. Your recorded submissions are sent to your mentor at the end of each Unit before entering the next Unit. You will receive feedback from your mentor on your Unit Workbook and recordings. In order to complete the program, you will be expected to play one repertoire piece and one improvisation (at your own level) in a soft flowing manner.

 

The Structure – Courses of Study

Screening Process

Incoming candidates will demonstrate appropriate musical skills, interpersonal skills and suitability for the field of Harp Therapy. Admission decisions are made without discrimination based upon gender, age, race or religious affiliation. Student qualifications are determined by the use of: Questionnaire Application forms, phone interviews, letters of recommendation and/or references, recordings of harp playing and answered application questions as well as personal interviews from workshops. One-on-one discussions with potential applicants gives the program director insight into the potential student’s suitability.

Textbooks

Students will submit book reviews of selected books taken from the Program’s required and suggested book list. This list includes books which cover a broad range of topics, such as: music, healthcare, integrative medicine and healing, the science of sound, topics on death and dying, self-care, and the art of service. A minimum of 12 reports, at least two paragraphs answering the question: “How will the content of this book help me as a harp practitioner?” will be addressed.

The Harp Therapy Manual – Cradle of Sound –  is the basic guideline that all students will use for course material. Click here to purchase.

The International Harp Therapy Program is accredited by the National Standards Board for Therapeutic Musicians. We meet and excel in all the Standards set forth by this organization.

TherapeuticMusician.com

Courses in Unit 1

Goal: The Process of Discovering Yourself and Others

Cognitive therapies, the Enneagram, and Transactional Analysis are some methodologies that help a person discover why they are drawn to be a Therapeutic Harp Practitioner. They also reveal personality traits and foster self-awareness to become better care-givers. This process of self-awareness is essential in the training. Students will be taught basic ergonomics (such as Alexander Technique, Feldenkreis, Qi-Gong, or Eurythmy) and appropriate postures as applied to playing the harp. They will be taught stress reduction techniques and various self-care processes for maintaining optimum physical, mental and emotional health as harp practitioners.

Goal: Deepening Perceptual Awareness – Emphatic Listening

Students are taught theoretical models, multi-level processes and/or methods to assess and serve a patient. These are based on both scientific and spiritual studies of consciousness and may include, but not be limited to: increasing awareness of self and others through perceptual observation; enhancement of natural sensitivities and empathy; the power of intention; and energetic medicine. The student learns the dynamics of client behavior through non-verbal communication, language patterns and significance of family context. Harp practitioners always recognize and respect diverse spiritual pathways in their work.

Fundamentals of Neural Linguistic Programming and how it relates to harp therapy are introduced.

NLP describes the relationship between stimulus and response and helps us to understand and help people process reality.  Understanding eye movements and speech patterns help us determine the type of offering (storytelling – visual, interactive – kinesthetic, or listening – auditory)  for the patient.

IHTP 102 – Understanding the Client in the Helping Process

Dr. Richard McQuellon, Prof. Counseling and Psychology

This workshop presents a holistic model for understanding the dynamics of client behavior within a helping process. Non-verbal communication; understanding language patterns; significance of family context; and utilization of memory, fantasies and dreams will all be used as a means of understanding client behavior in order to support change. Fundamentals of Neural Linguistic Programming and how it relates to harp therapy are introduced.

IHTP 103 – Soul Listening

This workshop is a time for personal reflection and integration of the four great questions:
Who am I? What do I love? How shall I live knowing I will die? What are my gifts for the family of Earth?

This workshop will include rituals that will deepen our experience together and will lead us into an understanding why we are being drawn to the work of a Harp Practitioner.

CourseInstruction1

IHTP 104 Alexander Technique

Jacque Bell – Alexander Technique Instructor

Our body is our instrument. We are our own instrument. Just as we need to learn how to use our musical instrument correctly, we also need to learn to use the instrument of our body correctly so that we can in turn use it to play our musical instrument. Students will learn to restore the natural patterns of using the body, getting out of the way, and getting rid of the chronic tensions which interfere with free functioning. The more those chronic tensions are out of the way, the easier one’s intention can flow through the body into the musical instrument.

IHTP 105 – Transactional Analysis – Dr. Jim Peterson

IHTP 106 – Neural Linguistic Program – Dr. Jim Peterson

 

Courses in Unit 2

IHTP 107 – Awakening The Spirit with Sound – Don Campbell

IHTP 108 – Cymatics – Jeff Volk

IHTP 109 – Intention and Sound – Dr. Emoto

IHTP 110 – Celestial Patterns Involving Sound – Ani Williams

IHTP 111 – The Dying Process and Hospice (Hospice, Palliative Care, Stages of Grief, Anam Cara) – Richard Groves

IHTP 112 – Hospital Etiquette and Self-Care

Deborah Noland, R.N.

We will be led in self-care techniques and familiarized with hospital procedures and common reactions to medicines. Students will be taught the importance of proper dress code, cleanliness and good health. Confidentiality laws and related issues, and proper deportment with patients, administrators, other workers and clinicians in the healthcare environment will be addressed.

Christina will introduce students to general reporting/monitoring of paper-flow systems in healthcare set forth by JCAHO (Joint Commission on Accreditation of Healthcare Organizations), which includes medical records, patient record keeping, and reporting. Students will learn the proper and critical information required for SOAP reporting (subjective, objective, assessment and plan of intervention) and how to log patient hours.

 

Courses in Unit 3

Goal: Reaching Out To Groups Of People With Harp Therapy

Students will be prepared to provide individualized therapeutic music for patients of many ages and conditions who are receiving healthcare services in institutional settings such as hospitals, clinics, nursing homes, and out-patient healthcare facilities, as well as those receiving homecare as an extension of rehabilitative care. Our LEVEL 2 training prepares people work specifically with those in hospice and palliative care. Successful completion of LEVEL 1 will qualify the student for LEVEL 2.

Students will be oriented to the unique, professional skills required to work in different types of healthcare facilities as part of a healthcare team. They will be taught about accountability and liability issues, policies and procedures, medical and administrative terminology specific to healthcare.

The role of a music therapist is discussed in relation to our role as Certified Therapeutic Harp Practitioners. Many students have pursued a career in Music Therapy as a result of this overview Introduction.

IHTP 113 – Our Modality in Relationship to Other Music Healing Modalities – Leaders of the Various Studies

IHTP 114 – Physics of Sound and Acoustics

Barbara Crowe, Music Therapist – MT Dept. Chairperson at Arizona State University

An understanding of the characteristics and primary elements of sound, specifically how frequency, vibration, and resonance affect the human body, is fundamental to the practice of harp therapy. Students will learn how these principles can be used through musical elements to facilitate healing. Students learn about the mechanics of sound, relative to various resonant-based methods, and techniques that can address an individual patient’s condition. Students study the physical, emotional, psychological and spiritual effects of therapeutically applied music.

IHTP 115 – Music Therapy In Mental Health Services – Presentations on working with Autistic Children, Children with Cerebral Palsy and Seniors with Alzheimer’s Disease

Barbara Crowe, Music Therapist – MT Dept. Chairperson at Arizona State University

The benefits gained from music therapy may fall into broad categories, as widely divergent as developmental, interpersonal, and emotional. For example, some of the therapeutic aims for a person with a handicap may be along primarily developmental lines: to assist physical co-ordination, to develop listening and turn-taking skills, or to extend the span of concentration. Music often provides the motivation for people to participate in a shared activity. They may develop a greater awareness of themselves in relationship to others, while interpersonal skills are enhanced and self-esteem is increased. For a person whose difficulties are mainly emotional, music therapy provides a safe setting where “difficult” or repressed feelings can be expressed. The therapist’s musical support encourages emotional release and self-acceptance.

IHTP 116 – Marketing and Music Coordinator Skills

Students will acquire basic business tools including: writing of proposals, invoicing, interview techniques, marketing, networking and employment strategies that are needed to support the successful practice of a harp practitioner. Harp practitioners having been taught by music therapists understand the differences in the field and can help identify patient needs.

 

Courses in Unit 4

IHTP 117 – Living Anatomy Workshop

Judith Hitt

Living Anatomy offers inspiring workshops that introduce the methods and fundamentals of Resonant Kinesiology. Resonant Kinesiology (RK) developed by Susan Borg, is a form of educational bodywork using touch, movement and sound. Resonance is response to vibration and Kinesiology is the study of movement. Learn anatomy from the inside out exploring your body experientially rather than academically. By experiencing the knowledge of your own body, you gain a deeper, more flexible sense of knowing basic human anatomy and physiology. Learn through using mindful touch, movement and sound and become aware of the body and its functions.

IHTP 118- Music Development as Used in Identifying Resonant Tone and Individualizing Music

Christina Tourin

Having learned how to improvize and modulate through the Creative Harping Series students will learn the theoretical nature of resonance. In addition they will be introduced to both the theory and further modulations that are needed to implement Resonant Tone. This is a powerful amplification of how sympathetic sounds and music touch the various parts of the human body and through our bio feedback techniques may reduce pain, ease anxiety and promote easier breathing. For those students wishing to practice in Hospice, we will endorse those on our Practitioner Listing site as having taken the RESONANT TONE PROGRAM which offers the ultimate training. Students are advised not to work in Hospice without this training.

Attendance to the RESONANT TONE PROGRAM can be taken in lieu of doing Unit 4 at no additional tuition cost. Only that of travel expenses.

 

CourseMusicDevelopment

IHTP 110 – Music Development – Music Theory and Music Application

Improvisation

Balancing Energies with Music Modulations

Students will be taught the fundamentals of music theory, how to improvise, modulate and play modal music, and about the intrinsic healing value of music. Students will learn to use the elemental qualities of music and healing musicianship in order to best serve the patient.

 

Clinical Rotation – Independent Study

IHTP 200 – Clinical Rotation

Practicum Experience with approved Supervisor

Each student will complete 80 hours of practicum experience under the direction of an approved supervisor. This training may be in specialized areas such as neo-natal, rehabilitation units, stress reduction clinics in business, etc.  The on-line presentations may open many new avenues for the practitioner to explore. This is the opportunity to fine tune skills and knowledge. 45 hours must be completed with attending and exercising your studies with patients, residents, or friends and family. Beginning harp players may wish to begin with experience in animal shelters.

Your clinical rotation can be done in your own locale. The International Harp Therapy Program is now affiliated with APREVA Hospice in San Diego. A week and half clinical rotation can be set up to receive 30 hours of the required 80 hours.  This may be discussed when you are nearing the end of your on-line studies. A certificate from APREVA Hospice will be awarded upon your successful graduation of the IHTP.

Goal: For satisfactory program graduation

Students will be required to play individualized music at an intermediate level of proficiency for the patient circumstances. Candidates must play in tune, smoothly and without hesitation. They will be required to demonstrate proficiency in improvisation and modulation, and have a repertoire of appropriate duration that meets the needs of many different types of patients. An additional emphasis on assessment will be made for those wishing to work in Hospice. Identifying Resonance during the last stages of life is amazingly powerful! For those wishing to work with the Dying in Hospices, attendance to one of our Resonance Studies program is designed for you.

Graduates will be listed on the HarpTherapyInternational.com website with certification at the end of the 5 units.

In addition to the 5 Units, you may wish to add the COLOR MY WORLD with Harp Program, a community music-making program, which is a division of the Rainbow of Sound Program. No attendance is necessary to become facilitator of these programs. All materials are supplied for you both in Manuals and on-line. For more information, please go to HARPCIRCLE.com (designed for administrators of facilities) or to RainbowOfSound.com (for those wanting to find out how to start a community music-making program for schools, nursing homes, support groups, special needs groups etc.)

Certification in the Interactive RAINBOW OF SOUND (RS) and COLOR MY WORLD (CMW) facilitating programs will be listed on the HarpTherapyInternational.com website along with your IHTP certification.

 

 

Resonance Study Class in the Netherlands

Resonance Study Class in the Netherlands

 

Experiential Attendance Courses in
RESONANCE STUDIES
(A travel and experiential module offered in various countries parts of the USA and World)

IHTP 300- Music Development as Used in Identifying Resonant Tone and Individualizing Music

Christina Tourin

Having learned how to improvize and modulate through the Creative Harping Series in the At-Home Study Certification program, students attending this experiential training will learn both the theory and further modulations to implement Resonant Tone. This is a powerful amplification of how sympathetic sounds and music touch the various parts of the human body and through our bio feedback techniques may reduce pain, ease anxiety and promote easier breathing. For those students wishing to practice in Hospice, this RESONANT TONE PROGRAM offers the ultimate training. Students are advised not to work in Hospice without this training.

Attendance to the RESONANT TONE PROGRAM can be taken in lieu of doing Unit 4 or it can be in addition to receive CEU’s and fall under the category of a REFRESHER COURSE.

Goal: Resonant Kinesiology – The Process of Embracing Another Person Into The Awareness Space

Students will learn to develop their senses and critical thinking skills; how to unobtrusively gather information from the environment, colleagues, and the patient, in order to develop an immediate course of action in providing therapeutic music to the patient.

 

IHTP 301- Inclusive Attention Workshop – Identifying Resonant Tone

Judith Hitt, RN, Reiki Master, certified Resonant Kinesiology Instructor

Attention by itself is a powerful form of resonance. Inclusive attention is the process of stilling and centering oneself to become aware of both one’s own experience and that of the person you are with. Inclusive attention is a meditative state that is multi-dimensional and non-linear. In this workshop you will practice inclusive attention with touch, movement and sound. Release your expectations and open to the unexpected.

Students learn to find Resonant Tone through a series of especially designed exercises. These exercises provide the ability to feel certain parts of the body vibrate with certain frequencies. Emphasis is placed on the intention process and research that has been done in the field. Techniques of how to find Resonant Tone using the harp are offered. A special imparting of attuning to receiving the ability to experience the connection of Resonant Tone is offered by Judith Hitt. This level opens the mind to a greater level of consciousness by bringing a dynamic balance of relaxation and concentration to the process. Judith has undergone extensive training to become a master teacher of Resonant Kinesiology. Whereas Level 1 and other programs teach the theory behind Resonance, our Level 2 is unique by having a master impart the ability to receive Resonance and then having it translated it into vibrational sound frequencies to bring about many benefits.

Combining RK with IA, touch, movement and sound releases expectations and opens the person to the unexpected.  These are essential components that give IHTP its place of distinction and uniqueness in the therapeutic music world.

 

IHTP 302 – Introduction to Reiki – Subtle Energies – (optional)

Judith Hitt

Reiki is the Japanese word for Universal Life Force Energy. Rei meaning universal, mysterious power, essence and Ki is the vital life force energy. Everyone has Reiki energy, what makes Reiki different from other healing methods is the attunement process. Anyone can lay their hands on another person and help accelerate the healing process by transferring magnetic energy however a person who has been through the process of Reiki attunements has experienced a very ancient technology for fine tuning the physical and etheric bodies to a higher vibratory level. In addition, certain of the energy centers, also known as chakras, are opened to enable higher amounts of Universal Life Force Energy to flow through. Reiki is not a religion, as it holds no creed or doctrine. It is a very ancient science hidden for thousands of years until it was rediscovered in the Tibetan Sutras. Researchers at Stanford, using highly sensitive instruments which measure the flow of energy forces entering the body, determined that Reiki energy enters the healer through the top of the head and exits through the hands. The evidence to date shows very clearly that there is a plasmatic streaming – a release of energy through the bodily system – when blocks are released. Reiki is a wonderful tool to help one develop conscious awareness.

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