Music Therapy

Music Therapy is an established allied health profession utilizing music and client-centered musical interventions to help individuals reach their physical, psychological, cognitive, spiritual, and social goals in a positive therapeutic relationship. Music Therapy can benefit individuals of all ages.


Many different populations can benefit from Music Therapy including those with:


• Developmental disabilities • Emotional disturbances • Anxiety and depression • Physical disabilities • Speech impairments • Pervasive developmental disorders including autism • Neurological impairments • Visual impairments • Abuse and/or sexual abuse backgrounds • Early childhood/early intervention needs • Bereavement and grief needs • Learning disabilities • Alzheimer’s disease and other aging-related conditions • Substance abuse issues • Brain injuries • Acute and chronic pain: including mothers in labor

Music Therapy



What is the difference between Music Education, Music Lessons and Music Therapy?

While musical activities take place in both education and therapy, the main difference between music education and music therapy is the goal. In music education and/or music lessons, the goal is to become more proficient on an instrument. In music therapy, musical pieces, instruments, and music-based interventions are used as therapeutic tools to help individuals reach their non-musical goals.


The academy specializes in music education for a variety of musical instruments including guitar, piano, violin, drums, bass, voice, mandolin, ukulele, and flute.


We offer private music lessons and group classes


Dallas Academy offers Tap classes for dancers of all levels! We also have adult classes and Tap Workshops.


Our performing arts classes include a variety of musical theatre and acting classes. We also offer film and TV courses, improv, and adult acting classes.

Benefits of Music Therapy

Case Study I

“Kay” is an eight-year-old girl diagnosed with autism. She struggles to interact with others, pay attention in school, and communicate her needs. After looking over her IEP and talking with Kay’s teachers and parents, the music therapist set goals for Kay to verbalize her needs, increase her ability to interact with others, and increase the length of time Kay can focus on a task. By interacting with the therapist for 9 months in musical interventions, Kay began developing an ability to sing and interact with the therapist musically, stay on task through an entire song, fully engaged by singing and playing shakers. She also became comfortable in communicating to the therapist which songs she wanted to sing as well as telling the therapist when she needed a break to use the restroom. Kay’s family and teachers were amazed and encouraged by the growth they witnessed in Kay.

Case Study II

“Ben” is a ten-year-old boy who has lost his father. Ben’s teachers and mother have noticed a serious change in Ben since his father’s death including: withdrawal from others, low self-esteem, and signs of depression. Ben’s mother brought him to a music therapist. Through musical intervention such as songwriting, Ben is now able to express feelings he has been keeping inside. He is able to play different instruments with the therapist, which gives him a sense of accomplishment and increases his self-esteem. Eventually Ben entered a music therapy group with two other children who had lost their parents. Through musical interventions in a group setting, the children have become able to relate and communicate with one another about their loss. Ben’s teachers and mother have seen Ben interact with peers and family members, take an interest in things like music and sports at school, and communicate when he is having a difficult day with thoughts of missing his dad.

Taken from the American Music Therapy Association

When a couple danced together for the first time after five years of the husband’s deterioration from probable Alzheimer’s disease, the wife said: “Thank you for helping us dance. It’s the first time in three years that my husband held me in his arms.” Tearfully, she said that she had missed him just holding her and that music therapy had made that possible.

Dr. Oliver Sacks

“The power of music is very remarkable… One sees Parkinsonian patients unable to walk, but able to dance perfectly well or patients almost unable to talk, who are able to sing perfectly well… I think that music therapy and music therapists are crucial and indispensable in institutions for elderly people and among neurologically disabled patients.”

Dallas Academy of Music and Performing Arts | 3415 Milton Avenue, Dallas, Texas 75205 | | 214-965-8324