Bridging Disciplinary Divides: A Framework for Integrating Music Theory and Clinical Practice in U.S. Music Therapy Education

Abstract This position paper critically examines the integration of music theory instruction within the music therapy curriculum, questioning the alignment between what is traditionally taught and the practical needs of music therapy professionals. We begin our investigation by identifying the core music theory competencies outlined by NASM, AMTA, and CBMT and synthesize these into four broadly defined skill sets: aural skills; analysis; composition and improvisation; and literature, style, and genre, before mapping them onto the methods of music therapy. Through these steps, we develop a comprehensive framework that explicitly links music theory content to the essential skills required for clinical practice. We conclude by expressing our support for meaningful curricular reform and emphasize the urgent need for fostering effective communication among faculty to ensure alignment and consistency in teaching objectives. Additionally, we advocate for the integration and reinforcement of music theory concepts across the curriculum, enabling students to see their relevance in diverse contexts. It is our hope that this framework may serve to highlight the gaps in traditional theory instruction, create common ground to encourage constructive dialogue among faculty, and provide a roadmap for creating a more relevant, responsive, and impactful approach to music theory education.