本課程以音樂治療即興為核心，結合理論探討與實務操作，培養學生在臨床情境中運用即興之能力。課程初期著重於即興之基本概念、音樂元素與主要治療技巧，建立音樂與治療之整合基礎；中期透過主題式即興、情緒表達、多元樂器運用及即興歷程之觀察與分析，深化學生對即興互動與治療意圖的理解；後期則聚焦於團體即興與帶領技巧，並探討不同族群與場域之應用，強調臨床判斷與彈性運用。課程同時融入自主練習，強化學生對爵士、五聲音階與大小調等和聲語彙之掌握，以及對Nordoff Robbins Music Therapy的了解。最終透過臨床模擬整合所學，提升專業實踐能力。

This course takes music therapy improvisation as the core, combines theoretical discussion and practical operation, and cultivates students' ability to use improvisation in clinical situations. The initial stage of the course focuses on the basic concepts of improvisation, musical elements and main therapeutic techniques to establish the basis for the integration of music and therapy. In the middle stage, students will deepen their understanding of improvisational interactions and therapeutic intentions through thematic improvisation, emotional expression, the use of multiple instruments and the observation and analysis of the improvisation process. The later stage of the course will focus on group improvisation and leadership skills, and explore the application of different ethnic groups and fields, emphasizing clinical judgment and flexible application. The course also incorporates independent exercises to strengthen students' mastery of harmonic vocabulary such as jazz, pentatonic scales, and major keys, as well as their understanding of Nordoff Robbins Music Therapy. Finally, clinical simulation is used to integrate what has been learned to enhance professional practice capabilities.

本課程旨在培養音樂治療主修學生運用即興於臨床之專業能力，課程內容由理論基礎逐步進入實務應用。前半學期將以即興的理論與基本技巧為主，強調音樂元素與治療性技巧的結合，並會讓學生於課堂中與課後進行大量練習。同時，學生將學習即興歷程之觀察、記錄與分析方法，以提升臨床覺察能力。後半學期則著重於團體即興與帶領技巧，並探討即興在不同族群與場域中的應用。最終，透過臨床模擬演示，統整所學並展現專業實踐能力。課程亦安排自主學習與和聲基礎訓練，協助學生整合爵士、五聲音階及大小調之和聲語彙於即興之中。

This course aims to cultivate the professional ability of students majoring in music therapy to use improvisation in clinical practice. The content of the course gradually moves from theoretical foundation to practical application. The first half of the semester will focus on the theory and basic techniques of improvisation, emphasizing the combination of musical elements and therapeutic techniques, and will allow students to practice a lot in and after class. At the same time, students will learn methods of observation, recording and analysis of improvisational processes to enhance clinical awareness. The second half of the semester focuses on group improvisation and leadership skills, and explores the application of improvisation in different ethnic groups and fields. Finally, clinical simulation demonstrations are used to integrate what has been learned and demonstrate professional practice capabilities. The course also arranges independent learning and basic harmony training to help students integrate the harmonic vocabulary of jazz, pentatonic scales and major and minor keys in improvisation.

1. Carroll, D. and Lefebvre, C. (2013). Clinical improvisation techniques in music therapy: A guide for students, clinicians and educators. Charles C Thomas. ISBN 978-0398088903
2. Gardstrom, S. C. (2007). Music Therapy Improvisation for Groups: Essential Leadership Competencies. Gilsum, NH: Barcelona. ISBN 1-891278-49-5.
3. Wigram, T. (2004). Improvisation: Methods and techniques for music therapy clinicians, educators and students. Jessica Kingsley Publishers. ISBN 1-84310-048-7.

1. Carroll, D. and Lefebvre, C. (2013). Clinical improvisation techniques in music therapy: A guide for students, clinicians and educators. Charles C Thomas. ISBN 978-0398088903
2. Gardstrom, S. C. (2007). Music Therapy Improvisation for Groups: Essential Leadership Competencies. Gilsum, NH: Barcelona. ISBN 1-891278-49-5.
3. Wigram, T. (2004). Improvisation: Methods and techniques for music therapy clinicians, educators and students. Jessica Kingsley Publishers. ISBN 1-84310-048-7.