Alan Turry

1. What courses or areas of expertise do you specialize in within the music department, and how do they benefit our students?

I specialize in helping students develop their musicianship as music therapists, an essential skill for their future careers. One of my key contributions has been the development of the Theory and Application of Improvisation in Music Therapy track in the graduate program. This track consists of two sequential courses designed to deepen students' relationship with music and enhance their ability to improvise collaboratively. Learning to create music while listening and responding sensitively to others is both exciting and challenging—a skillset central to effective music therapy.

In addition, I teach Advanced Methods in Music Therapy, with a focus on working with adult clients, and Key Concepts in Music Therapy, a course that explores foundational theories from disciplines such as music philosophy, music psychology, neuroscience, sociology, ethnomusicology, and musicology. These courses equip students to assess how music engagement can benefit individuals, apply these insights in therapeutic settings, and critically evaluate their effectiveness.

Through this curriculum, students gain a comprehensive understanding of music therapy theory and practice while engaging in hands-on experiences at pre-internship and internship sites. By the time they graduate, they have developed their own theoretical orientation informed by both rigorous academic study and real-world application.

2. How do you approach teaching and mentoring students in the music program to ensure their success academically and artistically?

When teaching and mentoring students in the music therapy program, I strive to create an environment that inspires curiosity, nurtures confidence, and celebrates creativity. A key aspect of this approach is fostering a sense of wonder and playfulness, especially when it comes to improvisation, which can feel intimidating for students trained in classical Western traditions. By cultivating a safe and supportive space, I encourage students to experiment and explore, helping them see mistakes not as failures but as opportunities for discovery and growth.

To illustrate this, I often share the story of Herbie Hancock playing a “wrong” chord during a performance with Miles Davis. Instead of treating it as a mistake, Davis responded by improvising melodic ideas that made it the “right” chord, transforming the moment into an opportunity for creative innovation. This mindset encourages students to hear unexpected notes as possibilities for new musical pathways and, on a deeper level, as a metaphor for self-acceptance and resilience.

Central to this philosophy is a respect for the diverse nature of music and the students in our program. Our students bring a wide range of musical backgrounds, and we embrace traditions beyond Western classical music. At the Nordoff-Robbins Center, for instance, therapists trained in improvisation explore traditions such as African drumming, salsa, jazz, blues, and pentatonic music from the Middle East and East Asia. This diversity enriches students’ experiences, allowing them to engage with music in ways that are culturally meaningful and personally expressive, while broadening their creative and therapeutic resources.

At the heart of my teaching is the belief that improvisation is a landscape of hope. It’s a process of discovery that invites students to find possibility and creativity in the unexpected. Students often hope I can tell them how to be creative, but my goal is to help them trust their own clinical perceptions and musical choices. I model this by taking risks in my own music-making, showing them that even mistakes can lead to growth. I also reassure students that everyone is at their own personal developmental level and partner with them to discover what will be their individual next step. I treat my students as partners in the learning process, modeling behavior rather than relying on hierarchical authority. By fostering a sense of equity and respect, I create a space where students can fully engage with both the material and their own creative potential.

This attitude extends beyond musical improvisation to music therapy methods. When students feel respected and valued, they are more open to exploring new ideas—not just understanding them intellectually but believing in them emotionally. My ultimate goal is to help them carry this openness and confidence into their work as music therapists, enabling them to connect with clients and use music in meaningful and transformative ways.

3. Are there any unique opportunities or resources that our music program offers that you believe students should be aware of?

Absolutely. One of the most unique opportunities available to students is access to the Nordoff-Robbins Center for music therapy, a resource that supports not only professional training but also personal well-being. The center has already supported a music and well-being group for interested students, and this has cultivated student interest in continuing music therapy as an alternative to traditional talk therapy. Individual or group therapy sessions offer a creative, music-centered approach to emotional health.

The Nordoff-Robbins Center offers music students a unique opportunity to engage with state-of-the-art technology for recording, analyzing, and studying music therapy sessions. By volunteering to film sessions at the Center, students gain hands-on experience using advanced recording equipment and cameras controlled from a central computer lab. In this role, they contribute to the documentation process by observing sessions and sharing their insights, deepening their understanding of the therapeutic applications of music. This experience not only provides a practical introduction to the music therapy process but also fosters interdisciplinary connections by allowing students to collaborate with peers from programs like applied psychology. Additionally, engaging with the Center’s extensive archive of recorded sessions enriches their educational journey, offering exposure to the dynamic ways music can support growth and healing.

For students, this combination of resources and opportunities is truly unique. Whether you’re seeking personal support, interested in exploring music therapy as a career path, or simply curious about how music can foster connection and growth, the Center is an incredible asset.