First MA Psychology in the Arts (Music) graduate from RCS
The first cohort of the MA Psychology in the Arts (Music) programme have graduated from RCS.
This is the only course of its kind in Scotland, created for students who want to explore the role music plays within our lives and understand its significance, and influence on the human psyche.
It has been developed as a part-time, online blended learning programme to enable students from across the globe to study alongside professional commitments.
Dr Jill Morgan and Dr Rachel Drury, who co-lead the programme and are supported by a series of guest lecturers, said it’s exciting to see the first students take their learnings out into the world.
“It has been a privilege to work with such engaged students and see them develop into well-rounded researchers in the field of music psychology.
“From music projects in high-security prisons and music listening in warehouse settings in the UK, to sound baths in America and music performance anxiety in New Zealand, the students have treated us to a truly global take on issues that are important to them across a breadth of professional and geographical contexts.
“We’re delighted to see how the benefits of effective blended learning have been realised by the students and are excited by the potential they now hold to influence future development in their respective areas.
“We wish our graduating students all the very best with their future endeavours. Congratulations to all!”
Here, new graduates Sinéad Hill and Naomi Harlan offer insight into why they joined the programme, their highlights and future plans
Tell us about yourself – what’s your background?
Sinéad: At the time of starting this course, I was a high school music and performing arts teacher and head of year at a school in rural New Zealand, having emigrated in 2001. I studied music at Edinburgh University many moons ago, before training as a teacher at Cambridge (Primary) and Auckland (Early Childhood) universities.
I had a background in community music, having established Sistema Waikato in 2015, and early childhood education before moving into intermediate and high school teaching. I am married to the very patient and understanding Paul and have two children (aged 17 and 21). My family were hugely supportive throughout the process.
Naomi: I am a singer, songwriter, and sound therapist. I love how music can bring healing to people’s outer and inner worlds, closer together, and into a part of something bigger.
I’ve always wanted to serve the community with music and have been on an educational journey to better equip myself on how to do that.
What made you want to study on the MA Psychology in the Arts (Music) programme?
Sinéad: I was trying to find a course that would allow me to explore music performance anxiety in greater depth. It was something I had struggled with as a musician, and I could see many of my own students battling with it.
To study in New Zealand was problematic as psychology and music sit in two different faculties, making it tricky to develop a programme that would allow me to address the specific area of MPA in any depth and alongside working full time. A google search led me to this course and once I met with Rachel and Jill online, I knew that I had found what I was looking for.
Naomi: I was searching for a programme that wove both music and psychology together, and my search expanded from the US to the UK when I found RCS online.
Meeting the professors and gaining deeper insights into the Conservatoire and programme syllabus rooted my inclination to attend RCS.
How did you study on the course – online and intensive weekends or fully online – and how was that beneficial for you?
Sinéad: The ability to study fully online, along with the time difference, were the clinchers as I was able to continue to work full-time throughout the course. It was quite a joy to sit down in the evening and engage the old grey matter!
Naomi: Jill and Rachel were very supportive in making the courses available for myself and other international students to attend online, rewatch certain classes we were unable to attend, and offer additional times that worked for us.
What did you enjoy most about the course?
Sinéad: There were some inspirational speakers, along with some fantastic practical sessions, but really, the enjoyment came from the weekly seminars with Jill and Rachel – they were always so positive and encouraging.
My cohort of fellow students was also a highlight, and many mornings I would wake up to a flurry of activity via WhatsApp, particularly in the countdown to submission dates.
Naomi: I enjoyed exploring the intersection of psychological development and theories with music and sound modalities, and how these elements can positively influence individuals and groups.
Additionally, I found it rewarding to research and discuss the design of curated musical experiences tailored to specific audiences, purposes, and contexts, aimed at promoting overall wellbeing.
Any highlights?
Sinéad: There have been so many highlights, but the ones that spring to mind are the seminar with Giles Lamb and Sacha Kyle, talking about the psychology behind Hushabye Moon; learning about Rachel Drury’s work with BabyO and Rachel House; and Magnus Linn’s work with Startle Music, curating playlists – a career I didn’t even know existed before the lecture!
On a personal level, the course was the stimulus for me to establish a student community music group, The Hootenannies. The group was an all-comers group, no experience required, with a mission to share the transformative power of music in our local community (pictured above)
How do you feel it has enriched you as an artist/practitioner?
Naomi: Attending this programme and being given a supportive environment to effectively research, become more educated on, and apply knowledge in the field of music psychology has provided me greater confidence serving in the areas of sound therapy and as a musician within my personal endeavours of artistic vision.
What are your plans for the future?
Sinéad: As a result of my experience developing my research skills on this course, I have gone back to both being a full-time student and my early childhood teacher-roots, and I am now a first-year doctoral student at Queen Margaret University, researching Article 31 and how infants experience their right to participate in cultural and artistic life.
Naomi: I am off to begin an intensive six-month audio production course with Bethel School of Music where I will learn how to apply what I’ve been learning through sound therapy, music psychology, and artistry as a musician to then direct that into tangible audio projects which can be released into the music listening space.
This is the only course of its kind in Scotland – why is it important?
Naomi: I believe this is an emerging field of interest for many around the world and it’s important to continue trailblazing this path for others to learn and contribute valuable research and insights to this area of study.
What would you say to others who are considering studying on this programme?
Sinéad: Having completed this course, I can attest to its transformative impact. I was worried I would be too old or too slow or that it was too late in my career, but the support provided throughout the process was exceptional.
The guidance and encouragement from Jill, Rachel and my peers made a real difference, not just in my studies but in my belief that I had something to offer in this sphere.
If you’re considering enrolling, I encourage you to make the leap. It has proven to be a valuable investment for me, and the RCS community is there to help you succeed.
Naomi: Go for it! Find out what excites you the most, and if this programme feels like a good fit for you, dive in!