Sing and learn some of the songs presented in the video. Share with the board your experiences using these songs.

I have used “All of this is Me” with a family that I work with. I was first introduced to the song through the previous music therapist who worked with this family. The family is a single mom with twin girls who have a variety of health problems. The girls are very familiar with the song and will identify body parts during the song and sing the “me, me, me” at the end. One day I had arrived a few minutes early to the house for the session. Mom was changing diapers of the girls before we got started with music. As she was changing the diapers she was singing this song to them. It was a great moment for me to see her using this simple song with her daughters and know that she uses music with them throughout the day.

One thing that struck me as I learned some of the songs presented in the videos was the harmonic complexity involved. To be honest, most of my early childhood songs use a I-IV-V progression, which can become monotonous as a clinician! I do improvise some of my own songs on the spot, but even then, I use a I-IV-V progression as it’s where I feel most comfortable improvising. This encourages me to play around with learning new progressions so I can feel confident using them in practice.

When watching the video and subsequently learning the music, one song in particular evoked an emotional response for me. I have the You and Me Makes We songbook and have seen “I Like This Song” but never understood how to use it clinically. It was inspiring to watch Beth sing “I like this song,” and to experience just really ENJOYING being in a musical moment. I can easily forget the value of just being in the musical experience for children (and adults). I look forward to using this song tomorrow in my early childhood group!

I’m planning tomorrow’s “Music with a Mom” session (not music therapy, but early childhood music with my son and friends), and we always do a riding song of some sort. Tomorrow I am excited to use “Hold on Tight.” I love how we’re going to dismount the horse tomorrow and get on a BIKE, which is much more relevant to kids growing up in suburban DC! I also will be using “Sit Down with Me and Sing This Song” because it has become an earworm since listening to the video. I think I’ll tweak it to introduce some instruments to the session.

I am starting (while simultaneously assessing) a small preschool group on Thursday, and I will add “Do You Want to Be My Friend?” to my repertoire at hand in case it’s appropriate!

Kristen, I feel your I-IV-V pain! I think being aware of it means you’re really not in danger of becoming musically stale. I’m grateful for Beth reminding us of how well little ones respond to modal and minor keys!

Kristen and Sarah, I absolutely agree with the “I, IV, V” comment as well. It was such a great reminder that we are able to bring more musically complex, yet still age appropriate music to clients we serve. I started a new section of my early childhood class today. While I did not use any of the specific songs taught (my theme today was winter!), I was keeping in mind what type of song I was using and why. I never realized how many transition and embedded songs I use on a daily basis and how purposeful that music is to the group and the needs of the children. And Sarah, I had the same thought about using “Sit Down With Me And Sing This Song” to introduce some instruments!

I really enjoyed reading all of your submissions and how you are seeing ways to expand your repertoire and expand out of I, IV, V. Beth’s You and Me Makes We not only has a ton of fantastic songs in many different keys including modes, but the beginning of the book has great information on song writing for early childhood development. Ann Marie there is a beautiful song called “Then I Know It Is Winter” in Beth’s book. I forget the key, I am pretty sure it is in the Dorian mode. But, you can use D and A with Orff instruments or resonator bells as an accompaniment and it really gives the feeling of winter. I am using it with my Family Sprouts and SM 2 classes this session.

I totally agree about the I-IV-V progression! The majority of commonly known early childhood songs come in that progression and it is so easy to then fall into a comfort zone. It is interesting to think in this regard, the majority of songs that I have written for early childhood also have that progression! I fell into the I-IV-V slump and didn’t realize it until I began reading this conversation! There is such beauty in using a lush variety of chord combinations and progressions as it adds so much depth and texture to the session!

I love “You and Me Makes… We” I listen to the CD’s often and try and think about clinical situations and ways to best apply the different songs! It was beneficial to see the songs in action, I definitely think I will use “Hold on Tight” tomorrow!

I am going to echo my feelings towards the over-done I-IV-V7 chord progression. It’s so easy to find myself in an improvisational slump and I just use that typical progression. (And yes, I sometimes default to the key of D and I use a down/down/up/down strum pattern. EEK!). It’s important for me to remember that not all children and families come from cultures where that progression is used. I am really looking forward to exploring and expanding my repertoire with different modes and keys.

I echo all of your comments about the joy of moving beyond I-IV-V! When I think of my own early memories of being delighted by music, the first songs that come to mind were minor, modal, used 7th chords (especially major 7th chords, so pretty!), and might have had captivating melodies. I appreciated during the video when Beth mentioned that there is a time and a place for songs about “Something,” such as “Wheels on the Bus,” but I was really thrilled to flesh-out so many other categorize and experience examples of lovely, fun, or introspective music that went beyond what we may typically categories as “children’s repertoire.” One thing that I especially appreciate about Beth’s songwriting is the dignity that it gives to the child as a person. “I” the child am singing and experiencing the music, emotions, instruments, movements, etc., and “you” my parent/adult may wish to know what I have to tell you. I am capable of playing out and of looking inward, and I may need words to help you understand my world. As facilitators, it is so wonderful for us to keep an open mind as we let our children welcome us into what they are experiencing (as Beth mentioned, a certain action by a child might be for a completely different reason than adults might think!) and their musical preferences/delights/insecurities. They are ready to teach us, if we are ready to listen!

Noelle I really enjoyed reading your reflection, especially about Beth’s songwriting and the dignity for the child as a person. Every time I moderate a training I learn and re-learn so much from the participants. It is great to see how much everyone is, already, gaining from this training.

As I read through the other submissions, I miss working as a clinician, though I wouldn’t trade the time with my daughter for the world. That being said, she is my “client” for all these experiences, she particularly loved “Hold On Tight”. And I have began to greet her with “Good Morning to You” with a bit of variation. I had been doing a singsongy voice in the morning to greet her, but she LOVES, being actually sung to! Also watching the video, and listening to Elizabeth’s beautiful playing reminds me I need to get back to playing piano everyday!

I started experimenting with a few of the songs with my son. He really responded to “Just Like Me,” reaching out his limbs for me to touch/sing about after only a few repetitions. I also tried out “A car on My knee” but just chanted about whatever toy with which we were playing, so it made for a nice embedded song! My husband really caught on to “Good Morning to you,” and I’ve heard him singing it several times.

Ashley, I second your comment on Elizabeth’s piano skills! What lovely grooves she created for these songs! They had a very “musical-esq” quality and I felt like I was being welcomed into a story. I definitely do not play enough anymore and she was quite inspiring.

I enjoy “Will you Come?” I am teaching a toddler music class where I would like to use all of these songs and all of my learning. This week’s content made me realize that I was bringing too much of my older ‘classroom/teacher’ values and expectations to the class. I love that this song and many others gives the child the opportunity to decide — to foster independence– if they’d like to participate or not. Sometimes my day at school is so dependent on whether or not students follow directions that I forget there are other options. Thank you for that!

I’m late to the discussion this week because I was hoping to use some of these songs with my two early childhood aged clients this week, but then they both canceled! Oh well – we will try again next week. I really enjoyed learning some new songs this week and look forward to using them in the future. I have used “All of This is Me” several times in the past and I’m always thrilled with how well the clients respond to it and learn from it. Part of what I really like about this song is how it works from the outer parts of the body towards the chest (for me, me, me). To me, this really suggests the concept of the whole body and the “core” of the person instead of just listing body parts.

Beth – you are a very talented songwriter and I really look forward to learning and using more of your songs!

It is great to hear how each of you is using and enjoying the music. I enjoy hearing the wonderful things music therapists are doing, and even with their own families. I would also like to agree that Beth’s piano playing is inspiring! Thank you everyone.

Thank you all for sharing. Laetitia, I love how you talked about embedding the music with your son. It is great to have that experience when talking with families about how they can use the music outside of class when they are home!

Belinda, I also used “Will you Come?” today with my preschool groups. I found that the adults in the room caught on quickly since it was a familiar tune and that helped the adults be more engaged. With my preschool groups, there are always a few teacher assistants in the room and I find that the children are always more engaged and involved in the music if the teachers are as well. I have been looking for a new movement song and this one was a great success as it got everyone in the rooms, adults and children, up on their feet. Not only that, but everyone was in sync rhythmically and as we traipsed around the room in a line, marching and singing, there was such a great sense of community. We were all one marching band, using our bodies as the instruments. I also varied it after we marched around the room once to “tiptoe” instead of “march” which helped transition us into the next song and bring us back to our sitting positions.

In my day to day practice I am with mostly adults in a 1:1 situation, so I’ve been trying the songs with my own girls. They immediately caught on and start moving in rhythm, especially to ‘Hold On Tight’ and ‘Will You Come.’

I also think that hearing these has energized the song-writer in me. I’ve been pretty stale in my own selections with clients and I know I have a lot of effective songs in my tool belt that could use some updates to address the music developmental levels.

I have not had many opportunities to use these song, as I primarily work in 1:1 situations. However there were a lot of take aways for me. It got me thinking about my own song writing and the songs I use for the only groups I do lead (I see them every other week, so I look forward to using some of these song very soon). I am specifically looking forward to using some of the movement songs and the themes and concepts. The Autism Center that I see clients at really likes themed sessions, so this will be very helpful.

With my 9 month old, I have done a few of the songs with her. She already is so vocal (everyone at daycare even tell us that). But she is beginning to really match pitch and seems to understand reciprocal conversations. I love doing some of these songs with her and they have encouraged me to become more creative with the songs we do. I cannot wait to start my early childhood classes this summer and really begin using these more! I just love them!

I have had “Come Sit and Sing This Song with Me” in my head since I heard it! I love the invitation to a music experience and how this can be used a transitional song. It helped me when working with a new client in a public school setting who struggles with transitioning and impulse control. I really enjoyed the different songs and their complexity, and the content inspired me to branch out more in my own song writing!

I was introduced to “All of this is me” during a conference presentation and have been using it with a client to address sesory/touch sensitivity ,as well as, self awarnes. Although I have yet to use some of the other songs, I have taken into account driving forces with in the songs and using more dynamics and some syncopation. The information about song writing and the use of trageted language was helpful and has inspired me to pay more attention when writing songs/ improvising.