Create your own Developmental Sequence of music responses.

Taking a stab at it:

Singing/ Listening-
A- In combination with rhythmic tapping on babies back (2/4 beat played 88 4- repeated [We will Rock You beat])alternate between singing/ humming, Oohing, to the tune of “twinkle twinkle” Keep the tapping going and introduce other simple repetitive melodies- This Old Man. I’m Gonna Sing when the Spirit says Sing is a fun one to introduce a different rhythm pattern. Look for body responses, vocalizations,
Trust- Throw in some key changes and passing tones, little variation on a theme look for changes in facial expressions, giggles, facial expressions
Moving through independence to responsibility imitate singing of the child, allow for filling in some of the words as they gain language. See if the child responds to whispering vs. singing loudly

Playing/ Moving
A- While laying down or in a seat, play some jingle bells/ finger cymbals/ chiquita maracas pausing at the end of each phrase playing the same beat used for rhythmic tapping. Place the baby in your lap and bounce to the beat. “I’m Gonna Sing” is great for modeling different body percussion. In the trust phase you can begin introducing fast and slow patterns, i.e. drum role on half notes, movements that move up and down with the music- stopping at the end of phrases. Moving through independence to responsibility imitating the child’s movements, organized marching around the room and imitation of other children’s movement and playing.

Singing:
Using “good morning good morning” bring their awareness to the musical environment and begin preparing them for the class ahead. On the second singing, prompt them to join in matching some of the pitches and make eye contact on the final phrase. Begin singing the “rules” song of the classroom and pause the music for the students to verbalize the number of the rule. Sing a familiar song like “ABC’s” to transfer the academic skill of letters to music while combining their control of melodic contour of the known melody. Finally, sing the “goodbye” song as the transition of the children back to their homeroom class through responsibly lining up in order.
Playing:
Bring their awareness to the chosen instrument of the day through the transition of passing them out. Trusting them to play the instrument in its intended use of playing and not throwing or rolling. Begin a familiar song like “we are the dinosaurs” where children can independently begin exploring the sounds and uses of the instrument to directives described within the song, controlling their play. They can then responsibly start to feel the meter and steady beat as the varying directives are told in the song.
Moving:
Children become aware of the rhythm of “we are the dinosaurs” and start to move and play along with the music. They independently move the instrument faster/slower, softer/louder as the directives are sung within the song. They begin controlling these movements during the various verses. They start to respond to the sequence of movements over time.
Listening:
Children are aware of the shift in vocal timbre provided during each transition like “hello”, “rules”, and “goodbye” and trust the familiar melodies over time and instinctually respond accordingly during class. They demonstrate independence and control in activities utilizing songs like “freeze dances”, “shake your sillies out”, and “days of the week/months of the year”.

Singing
When singing a song containing both words and sounds (ex. open vowel sounds) with a group of children, children in the awareness level may respond by vocalizing with similar pitches with the adult (the adult can also respond to the pitches that the child is vocalizing in an imitative section of the music). Children in the trust level will begin to match the adult’s pitches more frequently, so this imitative portion of the song can become more of a game. Children in the independence level will begin to imitate the inflection of the melody even more, those in the control level can be encouraged to sing parts of the song by themselves. Children in the responsibility level will demonstrate more independent control of pulse and meter and may be encouraged to sing the song independently or creatively change parts of it.

Playing Instruments
Given a variety of appropriate instruments, children in the awareness level will begin to grasp instruments or put them in their mouths very briefly while they start to explore them, and when moving into the trust level, they will begin to shake or turn the instruments briefly. Children in the independence level will continue to explore details of instruments with more purpose and should be allowed to play them as soon as they pick them up. Once in the control level, children will begin to demonstrate more musical aspects, such as starting and stopping their playing – however, this may not be in direct response to the music. Children in the responsibility level will be able to imitate and play the steady beat provided by the adult while also playing within the group.

Moving
Given live music paired with movements provided by an adult, children in the awareness level will show some instinctual changes to the music (ex. sleeping with slower music, more activity with faster music). Children in the trust level will begin to move their bodies, although it may not be directly related to the pulse of the movement, and they should be encouraged to pat their knees and stomp their feet. Children in the independence level will show more intentional responses to the music by isolating body parts, and once in the control level, they will demonstrate more imitation of the movements provided by the adult and peers. Children in the responsibility level will be able to follow prompts to then recall sequence those movements.

Listening
Given a familiar song sung by the adults in the group (group leader and parents), children in the awareness level will gravitate towards the voices of familiar adults. Once in the trust level, children will recognize this familiar song, but may turn their heads if they hear changes in melody. Given intensity changes in this song, children in the independence level will begin to match their movements and facial expressions to these changes. Children in the control level will stop their movements to listen – even though they do not appear to be outwardly active, their brains are processing the information. Children in the responsibility level will be able to listen to the adult and their peers sing the song and show more engagement with them while wanting others to appreciate them when they sing as well.

Sing-
Awareness: Choosing keys to sing in higher pitches
Trust: Continue to have songs in higher pitches but maybe add ones with descending intervals like good morning song
Independence: Can add songs with glissandos to sing with such as the example of delicious
Control: Pause in the music to encourage child to fill in sound, word, or two word phrase
Responsibility: can add in songs with different vocal qualities like shouting and whispering to work on self control (can help model volume when around the baby versus outside)

Play-
Awareness: Have instruments such as cabasa to physically explore
Trust: can have instruments for the child to reach towards to swat at
Independence: can have the child strum the guitar such as resting one hand on guitar while standing and strumming with the other
Control: have the child grasp mallet with one hand to play instrument to work on hand eye coordination
Responsibility: can have call and response back and forth with caregiver or with friend

Move-
Awareness: have music that goes along with caregiver rocking or bouncing child
Trust: can tolerate rhythmic movement of their legs to a song such as to assist with gas
Independence: caregiver could have gross motor movement with their whole body that the child could imitate like rocking
Control: can have marching song or add songs where there’s space for clapping
Responsibility: can start to teach some simple social dances to the child or can have freeze dance

Listen-
Awareness: have music that has familiar melody in a sedative style when trying to sooth/lull to sleep
Trust: can work on sound location by having rests in the music
Independence: have songs that have different timbres, tempo and watch for the child musical preferences and dislikes
Control: can provide cues to the child such as speed of movement, transition songs, turn taking etc.
Responsibility: have child listen to the music for them to choose their movement that goes along with the music’s timbre, dynamics, or even concept within the song

Hi Everyone,

This question can be a bit confusing. Here is example to help you as you create your own sequence:

SINGING: AWARENESS: the child is beginning to hear pitches and shows us by changing pitches within vocalizations. TRUST: the child begins to match some pitches- beginning form of communication and singing. INDEPENDENCE: child babbles with melodic inflection and enjoys exploring with voice and pitch. CONTROL: The child now follows the melodic contour of a familiar song- not necessarily ‘on pitch’- but we can being to identify when he sings, “Old MacDonald”. RESPONSIBILITY: the child now uses pulse, meter within the melodic contour- the meter actually matches the actual song- so not only can the child’s mother recognize them singing Old MacDonald but most people can because the child remembers and reproduces the song.

INSTRUMENTS: AWARENESS: Child my reach out toward instrument, they may also respond differently to sedative music versus playful music. TRUST: child may pickup and play an instrument briefly- the length of time they play with vary- it’s intentional play but often brief. INDEPENDENCE: the child explores a variety of instruments and purposefully plays them. CONTROL: the child starts and stops instrument play- they are internalizing control. RESPONSIBILITY: the child successfully maintains a steady beat.

MOVING: AWARENESS: here we observe natural movements in response to music; TRUST- here the children do their “baby bop” they respond with repetitive movements. INDEPENDENT: child moves rhythmically with isolated body parts- it’s very intentional. CONTROL: the child now imitates learned musical movements- they do things with you. RESPONSIBILITY: now they use musical movements in sequence, they enjoy cognitive challenges.

LISTENING: AWARENESS- the child recognizes vocal timbre (mother’s voice); TRUST: the child now recognizes familiar melodies- which can be used to help soothe during stressful situations or during transitions; INDEPENDENCE: the child begins to match intensity of their movements to the intensity of the music- watch facial expressions. CONTROL- here the child stops action to listen to music RESPONSIBILITY: the child now listens to music of others it’s not only about the self- they can appreciate what others create.

When singing, children in the awareness stage will use a pitch when vocalizing during a song. Children in the trust stage will start to match select pitches within the song correctly about half the time. Children in the independence stage will start to babble during the song. Children in the control stage will follow the melodic contour of the song, and they will start to anticipate certain musical responses. Children in responsibility stage will sing the majority of the song with correct rhythm and pitch, even if they are not able to accurately reproduce the correct rhythms and pitches throughout the whole song.

When playing, children in the awareness stage will turn their head or wiggle their feet when an upbeat song is played. Children in the trust stage will reach out to grab an instrument for a brief period of time and may use it for a few seconds. Children in the independence stage will grab an instrument and use it intentionally, they may strike out to bang a drum for a longer amount of time. Children in the control stage will stop playing their instrument when there are pauses in the music. Children in the responsibility stage are able to maintain a steady beat when playing a drum or shaker.

When moving, children in the awareness stage may coordinate their sucking movements to the tempo of a song. Children in the trust stage may pat knees to a song that is upbeat. Children in the independence stage may clap pat their head, they will isolate body parts to move rhythmically. Children in the control stage will imitate hand movements/ finger play in music. Children in the responsibility stage will correctly use musical movements/ hand motions in a sequence within a familiar song such as Wheels on the Bus or Open Shut Them.

When listening, children in the independence stage will turn their head towards a singer or speaker who has the same familiar timbre as their caregiver or parent. Children in the independence stage will recognize familiar melodies, and may smile. Children in the independence stage may start to recognize familiar vs unfamiliar melodies. Children in the control stage will pause when they hear a song that they enjoy indicating preference. Children in the responsibility stage will listen when others play or sing.

*revised answer

SINGING: AWARENESS: the child can discriminate pitches from one another. TRUST: the child typically uses descending intervals in melodic contours. INDEPENDENCE: the child uses glissandos when singing and vocalizes in response to music. CONTROL: child can generally match pitch. RESPONSIBILITY: the child will sing familiar songs using melodic contour and rhythm. The child will recall and sing learned songs.
PLAYING: AWARENESS: the child will turn their eye gaze towards the sound source. The child will briefly grasp a musical instrument like a rattle when put in their hand. TRUST: the child will shake a simple instrument like an egg shaker. INDEPENDENCE: the child will transfer an instrument from hand to hand. CONTROL: the child will play in various tempos. The child will start and stop instrument play in response to the music. RESPONSIBILITY: the child will group rhythmic patterns into sequences.
MOVING: AWARENESS: the child will calm to rhythmic rocking and make repetitive rhythmic movements with their body. TRUST: the child will move their body rhythmically in response to music. INDEPENDENCE: the child will briefly group their movements into meter. The child will use repetitive motor patterns. CONTROL: the child will March to music like the ants go marching. The child will play one handed instruments while simultaneously moving to the music. RESPONSIBILITY: the child will recall and show simple learned movement patterns.
LISTENING: AWARENESS: the child will show positive response to music in their environment. TRUST: the child will show changes in their affect in response to the emotional content of the music. INDEPENDENCE: the child will enjoy changes in tempo, dynamics, and tone of the music. The child will follow simple directions set into familiar songs. CONTROL: the child will make a choice of instrument from fields of two or three. The child will anticipate both the beginning and end of familiar songs and phrases. RESPONSIBILITY: the child will take turns playing or singing in a group environment. The child will follow the session routine along with two or three step musical directives.

Take 2-

SINGING
AWARENESS: vocalizes along with music- may have highs and lows but not matching pitches at this time
Trust: vocalizations begin to match a few pitches in songs that are familiar, songs that are repetitive and have a simple pattern, begins to explore sounds (babbling), will start to vocalize descending note patterns
INDEPENDENCE: things start coming together more- more exploration of sounds with melodic inflections (Major 2nds), repeating sounds, using more descending intervals and glissandos
CONTROL: starting to imitate words in songs but not necessarily on pitch or in rhythm, they are is now able to match individual pitches more consistently, and will start spontaneously “singing” although not necessarily a recognizable tune, interval singing now includes major and minor 2nds, 4th, 5ths, noticeable following of the contour the song but not necessarily with accurate rhythm
RESPONSIBILITY: pitch matching improves with a better pitch center noticed, more dynamics when singing, identifies low pitches easier than high, start singing with improved rhythm and meter along with musical contour, start identifying the songs being sung more accurately

INSTRUMENTS
AWARENESS: Will turn towards, look at, and increase body movements in response to instrument sounds
TRUST: will begin to reach out for musical objects, not necessarily to play purposefully, more likely will put in their mouth
INDEPENDENCE: more purposeful use of instruments noted at this stage, starts showing some ability to discriminate movements needed to activate instruments
CONTROL: this is the “BAM BAM” stage (Flintstones reference) where pounding and making noise is fun, will stop and start play and repeat a “performance” if they get a response from the listener, rhythm is fast but not necessarily with a steady beat or a beat that matches an outside source
RESPONSIBILITY: can use a variety of instruments, shaken, struck with hand or mallets, fingers (more fine motor control immerges as the reach 5 yrs. old), instrument activation is much more rhythmic and with the beat

MOVING:
AWARENESS: turning head towards singing, follows movement of instrument with head/eyes, may show some body wiggles
TRUST: Starts getting “Jiggy with It” as you notice more repetitive movements in response to music although body parts move together at this stage (arms and legs)
INDEPENDENT: begins to isolate body parts, wave arms and move legs, although not refined movements- approximations
CONTROL: begin seeing more refined actions, i.e. clapping, patting legs, wiggling bottoms, back and forth rocking if in a crawling position, if standing you will see knees bending and bodies rocking
RESPONSIBILITY: at this stage we now have the “Boogie Fever” dancing and moving, spinning and putting movements into sequences, some jumping and stomping of feet

LISTENING:
AWARENESS: turns head towards a familiar voice such as the singing voice of their mother over the music therapist, responds more to higher pitches (eye contact or a head turn), localize to voice of someone who is singing, responds differently to calm verse active songs (repetitive rhythmic and melodic soothing songs can lull into sleep)
TRUST: will look for sounds heard in a distance, attend for greater lengths of times to singing, show changes in expression in response to familiar melodies, vocalize in response to familiar melodies,
INDEPENDENCE: will show increased and decreased movement patterns in response to musical intensity, will begin to protest when music stops or use expression to communicate desire to hear more
CONTROL: more active listening of songs noticed as their discriminations skills develop and they begin to imitate sounds, hear contour and intervals
RESPONSIBILITY: demonstrates their ability to auditorily discriminate rhythmic patterns, melodies, listens to the music of others, can engage in simple attention experiences such as stop and go, fast and slow.

Whew

SINGING:
AWARENESS: Child begins to recognize pitches and tries to imitate them. TRUST: The child can match certain pitches
INDEPENDENCE: Through babbling, the child explores the voice by adding melodic inflection.
CONTROL: The child begins to recognize, sing along, and understand thier part in familiar songs. All the notes do not have to be correct.
RESPONSIBILITY: Meter and pulse is added to the melodic singing. The meter is accurate to the song.

INSTRUMENTS:
AWARENESS: The child will acknowledge instruments and reach toward it. The child will also possibly recognize the difference in calming music versus playful/exciting music.
TRUST: Though this intentional play is usually brief, the child will actually pick up and play the instrument.
INDEPENDENCE: The child will purposefully play instruments and will try to play a variety of them.
CONTROL: They is an internal control where the child is able to stop and start the playing of instruments.
RESPONSIBILITY: The child maintains a steady beat.

MOVEMENT:
AWARENESS: instinctual rhythmic movements begin to occur to music
TRUST-Movements become more steady and repetitive to music. Bopping to the music
INDEPENDENT: Children intentionally move isolated parts of their body rhythmically to the music (like clapping their hands)
CONTROL: The child begins to imitate you, following learned movements. (Move your arms a certain way, hand movements).
RESPONSIBILITY: Movements begin to become a sequence. They want the challenge.

LISTENING:
AWARENESS- the child recognizes vocal timbre
TRUST: the child now recognizes familiar melodies. This can be used to illicit certain emotions from the child (to calm).
INDEPENDENCE: the child begins to match intensity of the music
CONTROL-the child has the ability to stop their movements in order to listen to the music
RESPONSIBILITY: The child can listen to others music and appreciate it. This can be done during turn taking.

SING
-Awareness: The child may alter vocalizations in response to the singing voice (e.g. child may become still/silent while listening to the singing voice and coo/cry when the singing stops because they want more).
-Trust: Vocalizations in response to music are now purposeful and pitched (generally using descending intervals and matching pitch approximately half of the time).
-Independence: The child now babbles with melodic inflection, using varied vowels and consonants.
-Control: The child imitates words of songs before pitch or rhythm (i.e. the words may be correct/match, but the pitch/rhythm may not match.
-Responsibility: The child is able to increase the length of melodic phrases, use melodic contour (discrete pitches within may not always accurate), and melodic rhythm in familiar songs.

PLAY
-Awareness: The child will turn attention toward and/or reach for the music (i.e. with arms, rolling toward, turning head toward, or watching with eyes or facial presence.
-Trust: The child will use their senses to reach out/touch/feel/hold/shake instruments (for brief periods of time) and explore using their hands/mouth/feet.
-Independence: The child will begin to use instruments according to their function (i.e. shake a maraca or jingle bells; strike a drumhead or tambourine; bang two objects such as small cymbols together; etc.).
-Control: The child is now able to incorporate basic elements of music in their playing (e.g. playing at a variety of dynamic levels and shake instruments in a variety of tempos).
-Responsibility: While playing, the child can now maintain a steady beat and imitate simple rhythm patterns.

MOVE
-Awareness: The child’s movements are rhythmic and repetitive (often in a 2 of 4). This occurs instinctually. Movement often occurs in response to a pause in the music (because the child wants more).
-Trust: The child will purposefully respond to the music, displaying repetitive, rhythmic movement aka the “baby bop.”
-Independence: The child is now able to isolate body parts to move rhythmically, such as imitate clapping in response to music.
-Control: The child is able to imitate a greater variety of learned movements (e.g. pat knees, stamp alternating feet, etc.), maintain/sustain a movement pattern throughout a familiar song and even combine two of these movements in a repeated pattern.
-Responsibility: The child is able to use sequences in movement patterns. I think “Head, Shoulders, Knees, and Toes” was mentioned in one of the videos to demonstrate the complexity of this song, as well as, a reminder of how often the complexity of the movement/sequences tasks involved in this song is overlooked by caregivers/teachers/therapists.

LISTEN
-Awareness: During this developmental level, the child prefers and will turn their head/demonstrate facial proximity instinctually toward the mother’s familiar timbre. The child will begin to identify different people in their environment by the timbre of their voice.
-Trust: The child is now able to recognize and detect changes in familiar melodies. I think Elizabeth gave the example of a change in the melody “You Are my Sunshine” during one of the videos.
-Independence: The child enjoys crescendos and musical surprises such as fermatas, glissandos, and silence. The child will begin to wait for and anticipate these musical elements through reciprocal interactions.
-Control: In this level, the child will stop action to listen to music.
-Responsibility: The child will listen to the music of others and maintain an attentive posture while listening.