It’s Not Just About the Kids

I was totally thrown off during a short trip to a local store during the height of the pandemic. As I approached the counter to pay, the woman at the register looked me directly in the eye and cried out ‘Miss Beth!’ Since I was fully masked, I couldn’t imagine how someone could recognize me, especially someone who was not at all familiar to me. She quickly came around the counter and again called out, ‘Miss Beth.’

My confusion must have been clear as she continued to explain that she remembered me from our time together when I led music groups for young children at the local library. As a music therapist, I had the privilege to facilitate integrated parent-child groups that focused on building community and a place for all within developmental music making. This woman and her son, a young one with many developmental challenges, were part of that program.

She burst into singing one of ‘our’ songs, and then emotionally shared that the music group was one of the things that kept her going through those early years of her child’s growth.

This story might not be so unusual except for the next thing this mom shared. Her son had gone on to thrive with this early support and was now attending a local community college.

She had carried her gratitude for this supportive music group for a decade and a half!

The integrated, community-based music program was the foundation for Sprouting Melodies and for the Sprouting Melodies training. The training focuses not only on musical development, but on how developmental grownup/child music-making can create a community that supports children and grownups. It’s not just about the kids, but about those who care for them and the communities in which we all live.

If you are like me and want to use your music therapy education and training to make a long-lasting difference for all people, we invite you to join the next Sprouting Melodies training. The ten-week, completely on-line course is designed to give you the knowledge and experiences to make this kind of impact in your community. Our next training begins soon, and we welcome you to be a part.

Beth

Who’s More Stressed?

Who’s More Stressed? The screaming toddler being strapped into their car seat? Or the parent trying to strap the toddler in?

I say, both. At this time of year which is supposed to be so magical, it sure seems as if there is a lot of stress out there.

What can I, a music therapist, do about it? A lot!

In my decades of running early childhood music groups, I was always amazed at the transformation from the beginning to the end – usually stress to smiles. In developmentally focused music making, we can help parents to better understand their child and give them both a safe and supportive space just to ‘be.’

This is one reason we started the Sprouting Melodies Training. The course makes use of your expertise as a music therapist, and gives you the knowledge, experiences, and music you need to serve the children and families of your community.

What’s unique about the Sprouting Melodies Training? We focus on both the child and the parent as people. Me and Me…Meaningful expectations. Music for engagement.

The Sprouting Melodies® program offers music therapists a chance to use your education, skills and experience to bring the best possible early childhood music experience to families in your community.

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23 CMTEs available for you to complete in your own space, in your own time.

Registration is now open for January 2023!

What exactly do you get in the course?

  • 10 week course where you take your early childhood skills and knowledge to the NEXT LEVEL
  • Interactive learning forums where you participate in discussions with the instructors and other music therapists
  • A copy of Elizabeth Schwartz’s book, Music, Therapy and Early Childhood: A Developmental Approach.

Ready to register for the Sprouting Melodies Training?

We can wait to see you inside the Sprouting Melodies training!

~ Elizabeth & Meredith

What More Can You Do?

When Meredith and I started Raising Harmony, we were determined to provide solid, effective information on music, young children, and families. After hearing from the 100s of music therapists who have taken the Sprouting Melodies Training, we’ve learned that the training provides so much more.  Through taking the training, people have:

  • Created new career opportunities in their communities

  • Grew their practice by partnering with neighborhood services

  • Used the Sprouting Melodies concepts and framework to expand and deepen practice for people of all ages

  • Learned how to talk to clients, families, administrators and others about the power of music

  • Discovered new and creative music experiences

What more can you do? Come join us for the next Sprouting Melodies Training and find out.

Click the link below to register for our next course beginning March 30, 2022.

https://raisingharmony.com/training/sprouting-melodies-training-info/

Hope to see you!

Elizabeth

Not ready for this round of training? Visit www.RaisingHarmony.com  to download 5 free songs composed specifically for music therapists to learn and use.

Getting a Two-Year-Old to Tune In?

Wow! What a year this has been. I have been thinking that 2021 is a little bit like the two-year-old’s I know – tantrums, tears, testing limits; but also times of incredible tenderness and tremendous growth.

Understanding development of little children is so helpful in understanding people in general. Want to know more? We’ve got a great course that gives you comprehensive information on development as well as music development. How to get that two-year-old to tune in? Covered. Getting parents, staff, and administrators to tune in? Covered.  All this covered in our 23 CMTE credit, totally virtual Sprouting Melodies training course. Here is the link to register for our January 2022 course.

https://raisingharmony.com/training/sprouting-melodies-training-info/

Bonus! As part of the course, Meredith Pizzi, Erika Svolos, and I will meet with you virtually to answer questions or to brainstorm ideas and solutions. This would be a great time to learn more about successful ways to run Virtual Early Childhood groups. Yes, it can be done. And yes, you can get a two-year-old (and their grownups) to tune in!

Hope you will join us. Register by January 1st and receive an early-bird discount. Contact me directly with any questions Elizabeth@RaisingHarmony.com.

Here’s to 2022!

Elizabeth Schwartz

Connect. Collaborate. Stay Current.

Now more than ever, we need meaningful opportunities to be connected to others.

We search for ways to collaborate in creating innovative, creative programs.

And we seek flexible solutions to the challenges of staying current in a fast changing health-care environment.

Meredith, Erica, and I would like to welcome you to just such an environment through the Sprouting Melodies Training. Our newly updated and refreshed course begins Wednesday, April 1, 2020. The course provides you with:

 

  • Completely on-line training – done in your own space, in your own time
  • 23 continuing education credits
  • A vibrant interactive community of music therapists who gather and share in the course on-line forum
  • New ways of thinking about music therapy and about using your skills as a music therapist
  • Tons of new songs and intervention ideas
  • A comprehensive guide to musical development and early childhood development
  • Realistic and useful strategies for planning and practice

Register here

https://raisingharmony.com/training/sprouting-melodies-training-info/

Come join us! Beth

What’s the Deal with Dorian?

Well, I’ve done it again! There is something about the Dorian mode during the winter season that really draws me in. And what I’ve noticed again and again is that it also draws young children into the music in a way that is unique.

I think that it is the ambiguity which the Dorian mode creates that fits so well with my style of music therapy. I want children to explore and express and examine. I don’t always want to box children in to a certain harmonic structure that will lead them to a foregone conclusion. The Dorian starts out with the flatted third that tricks the ear into thinking it has a specific path. But then, along comes the raised sixth. It surprises me every time. It no longer feels minor, but it doesn’t feel major either. That is another reason that Dorian is perfect for young children as they explore all types of pitched and melodic sounds. Anything they contribute musically seems to have a place in Dorian.

I also like to add the Dorian mix into the pot during the holidays. By the time December is nearing its end, many of us are ready for a break. We sometimes get stuck in the stress of season and keep our jingle bells on constant loop. Dorian digs me out.

Maybe this song in Dorian will help you find a little bit of novelty and newness in these last few days before the New Year. Give it a try this week. “Look and See” invites you and your children to take a break from the normal and find some creative play time. Let me know if you, like me, find a big deal in Dorian.

Enjoy the Music!
Beth

Look and See!
E. K. Schwartz 2017

1, 2, 3. Look and see!
1, 2, 3. Look at me.
1, 2, 3. Look and see!
We can play together. We can play together.

Come and play with me.
Come and play with me.
Come with me and you’ll see, we can play together.

To Maria, Irma and Harvey….From Sandy

It was five years ago today that Hurricane Sandy upended the lives of so many people in my community. October 29, 2012. Looking back, the way we helped young children through those early days stills rings true today. To all the children and families affected by Maria, Irma and Harvey – our hearts are with you.

Go Away, Hurricane Sandy!

Routine, Reassurance, Recognition and Resilience

Dark. Noisy. Confusing. Mom and Dad upset. No TV.  Cold. The hurricane that roared through our area was really scary for so many little children.  And scary for grownups, many of whom felt powerless both literally and figuratively.  My friend Christine, shared these thoughts in an e-mail after returning to work at her pre-school – “So many staff members and family have lost everything at my site! People were crying in the halls in each other’s arms. A 4 year old girl told me there were fish and crabs swimming though her house.” 

How can we help our children feel safe in a situation like this? How can we help our children feel safe if we don’t feel safe ourselves?  This is a question for all grownups, including music therapists, who care for the young.  I have been thinking about how music could be one answer in this situation and in other crises that children face.  My music therapy colleague continued in the e-mail – “I spent a few hours considering how to structure my sessions. I decided not to start things I had planned on starting and focused on providing a sense of the familiar by doing the same gathering songs and music from two weeks ago. In some sessions we talked about the lights being out and being in a different house and how I’m still me. “Routine, reassurance and resilience.

Here at Raising Harmony we believe that making music is a natural part of development and that making music can help children develop. This includes a trait as important but as elusive as resilience.  Resilience means that we support the little child in feeling, expressing, understanding, coping and creating solutions.  In early childhood music therapy practice around the world, clinicians speak about the importance of prevention and early intervening in helping the child gain strength and health.  We can give the child and family the opportunity to prevent long term difficulties from the emotional upheaval of a crisis through music and music making.

What does developing resilience sound like in music? Christine gave us some good ideas. Here are a few more thoughts.

Repetition, Routine and Rhythm

Rhythm unifies and brings people together. The day I returned to work after the storm, I invited all the children and staff into one room.  Sitting on the floor, I began to pat knees in a very matter-of –fact way. The children joined in first, followed by the staff.  Slowly we began to sing a very familiar gathering song. The tempo was just as matter of fact, neither slow nor fast, but just right. The melody was fairly narrow in range.  We kept the structure very predictable, just like we had always done. You could feel the children begin to relax and give into the compelling patterns.  The message sent through the music was of trust and confidence. For just that musical moment, everything was going to be okay.

Recognition and Respect

One little guy I work with struggles with any change in routine and reacts to any loud or sudden sounds with terror. Can you imagine what this storm meant to him? His family shared with me that it had been a terrible week after the storm.  How could this child begin to express and begin to understand when I knew he couldn’t find the words to talk about fear? Well, we began at the piano with a favorite song- consonant harmony and triadic melody.  Since we know each other well musically, I then took the musical risk of introducing a flatted sixth chord into the harmonic progression.  We both jumped back from the piano and I sang “Scary”.  The flatted six chord resolved to the flatted third, and finally the V7 and back to the tonic chord.  The stage was set musically to feel the panic, then give a word and sound to describe the feeling, and then a resolution back to an area of comfort.  He and I played this game again and again and again until he showed he was anticipating the unusual chord. This musical experience recognized and respected that something really traumatic had happened.  But the pattern also allowed for the ‘scary’ to be resolved into something that this child could control.

Response and Resolution

To develop resilience for both this young boy and the group the music had one more job- to give voice to how to cope with problems and create solutions.  That’s where songs came into play. Songs can be created that are specific to the child’s needs. Songs can be remembered and re-created by the child at times of stress.  For this terrible storm, we adapted an old folk song:

“Shoo fly, don’t bother me. Shoo fly, don’t bother me. Shoo fly, don’t bother me. I want you to go away.”  “Go away, cold, dark house. Go away, trees falling down. Go away noisy wind. Go away Hurricane  Sandy.”

The melody is strong and the rhythm is crisp. The structure is clear and decisive.  And like the music after the storm, so are the kids.

Have you worked through crisis with young children? Share some of your ideas and thoughts, because we all need to be ready for what life brings. Thanks, Christine for getting the conversation started!

I look forward to hearing from you.

Beth

Need a Summer Boost? Try Mixing Meters!

I always looked forward to the change of seasons.  Fall to winter. Winter to spring.  Especially spring to summer when school let out and everything seemed more relaxed and care-free. But as a music therapist, I have learned that the children and families that I work with do not get a break from the challenges that they face. The preschool program in which I work runs year round so that the children will have the consistent support that they require.

Even though I know that this is often best for the children, I get sad when the children or families tell me that they don’t have the time or energy for normal fun. Fun, like going to the beach to swim.  So if the children can’t get to the beach, how about bringing the beach to them? We don’t need actual sand and water, we just need music that gives the feeling of the waves and surf.

Here is a new song you can use this summer. It relies on mixing the meters of 2 and 3 to give the sense of momentum and flow that we feel in the cool water. Give it a try with instruments or lovely flowing scarves. I use one that I picked up on a vacation a long time ago.

 

Come With Me and Swim…E.K. Schwartz 2017

Come with me and swim. Come hold hands and jump right in.

Come with me and swim. Come hold hands and jump right in.

The water is cool, the weather is fine. So take a deep breath, it’s almost time.

Bend your knees. Curl your toes. Take a breath. Hold your nose.

Ready. Set. Go! OH!!

Enjoy!

Beth

Clapping – Containment, Communication, Celebration and Community

I can’t believe that I was so sloppy in researching just how important clapping is to children and to all people!  Just recently, I was trying to explain to a new intern how and why children clap. Of course I told her that I would send her some links to literature on early clapping from my previous writing. Guess what? There was nothing there! Yes, there were some references about when it should happen and lots of ideas of clapping interventions, but I glossed over clapping as if it were just another on the list of markers of early childhood development. Whoa! The children and families I work with use clapping as the ‘go-to’ musical response –way before they are willing or able to sing or play an instrument.  How could I have been so blind to how important clapping is?

I felt a little better after doing a search of scholarly articles on clapping. Although my exploration was certainly not thorough, I couldn’t find the comprehensive neurological, physical, cognitive, emotional and social overview of clapping that I was hoping to find.  So here are some thoughts about clapping as a vital human response.  While I think about clapping within a musical context, clapping is about so much more- it is about  the development of ‘self’.  It helps me to think in categories so here are the four areas of clapping that I think of most with small children- Containment, Communication, Celebration and Community.091312CC128 (533x800)

Containment

Infants come into the world wired to absorb. From the first, they take in sounds and smells and sights. The problem is that early on babies have few mechanisms to shut off the flow of experiences. When babies fuss or cry, it is often because they don’t have a way to understand or change the stuff that is thrown their way, whether it is a wet diaper or a great Aunt who comes just a little too close. It takes much of the infant’s first year for their body and mind to begin to gel into one operating system.  A signal that they are starting to understand the boundaries of their body comes when the infant brings their palms together, and then begins to practice the movement which is the precursor of clapping. The sensitivity of the palms touching provides a way for the body to connect with itself.  The baby starts to sense the line that defines themselves. Try really focusing while putting your palms together and see how it feels.  It is no wonder that many of the world’s spiritual or religious movements use the palm-together gesture as a way to concentrate on deeper thoughts.  I see many children with special needs use hand wringing or clapping in a way that makes me think that they are trying to find or define themselves. Independently using clapping as a way to contain can be very important in developing a healthy ‘self’.

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Communication

Clapping is an outward gesture that we can see and feel and hear. So while clapping might start as helping a child with containment, it soon begins to take on meaning that other people can recognize. Spend time with a new family and you will hear the oohs and aahs when the new baby first smiles and first claps their hands. It is almost as if we need to see and hear these gestures to really believe that there is a ‘person’ inside.  Babies soon begin to recognize that grownups respond when they bring their hands together.  As the child grows and starts to make sounds with clapping they use the gesture to show pleasure or to get attention.

Adults also use clapping to communicate with children.  A little one takes a first step, the grownup claps. They finish the food on their plate, and the grownup claps. The sound of clapping can also communicate a different message very clearly. I remember my mother who raised eight children without ever raising her voice. How did she let us know when she was displeased? A very loud sharp clapping sound that could be heard above the din of even the noisiest of days.

Celebration

How did clapping become the way we celebrate? We clap to show appreciation, we clap at important events, we clap at concerts, and we clap at the end of movies. Why? In trying to answer that question, I found very little in the literature except to say that that is what humans do.  When I observe young children, though, I think I can see where it comes from.  When something excites us or moves us, our brain signals our bodies to express that excitement or stimulation. I think that clapping started as a way to let the energy out when our brains can no longer keep it in. Similar to dancing or jumping, clapping is a way to expel and dissipate energy.

For very young children, clapping can be a physical indication of intense emotions that they are not ready to express in other ways such as using words.  Clapping as a unique gesture generally begins in the second half of the child’s first year.  For the next few years, the child will clap sporadically and often non-rhythmically. It feels very spontaneous and seems to me to support that gesture as being a physical release.  However, when I see little ones bringing their hands together in carefree and joyous movements, I can’t but help celebrate life!

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Community

Of the studies on clapping that I found, the use of clapping to support a sense of community and belonging was the most researched.  I think I can now safely say that there is strong scientific evidence that synchronous movement is directly connected to social bonding. Clapping, along with dancing, might be the most ubiquitous synchronous movement in our current culture.  Try ‘googling’ clapping and you will see page after page linking clapping to social, artistic, religious and sports gatherings.

For young children, the instinctual clap that starts as bringing the palms together gradually grows by about age four or five into the ability to clap in unison with others.  They can control their gestures to make a musical sound and regulate the tempo to join in with everyone else. Through the clapping they become part of a community.

So I will go back to work with a renewed respect for all the stages and meanings of clapping for my young music makers and their families. And yes, I will probably clap for myself that I finally woke up to a better understanding of the seemingly simple gesture of clapping.

Enjoy clapping to the music!

Beth

 P.S. Visit http://sproutingmelodies.com/2016/07/14/im-so-glad-to-be-me/ for a brand new song I wrote about the joy of clapping.

Wedding Wisdom or Learning to Say No

There is a temptation at every stage of parenting to think that you have finally reached the end of the textbook. You feel sure that you now know all the wisdom that a parent would ever need. Well, I am here to tell you that that is simply not true! Those of you who read these blogs know that I am in the ‘grown-child- not fully out of the nest’ stage.  This summer we celebrated a new rite of passage- the wedding (and marriage!) of one of our children.  Looking wistfully at the pictures reminds me that it was glorious, joyous, amazing and all those adjectives that you could hope for.  But the days and weeks leading up to the wedding gave me plenty of opportunity to think back on the challenges of parenting in contemporary society and all the pressures that bombard young children and their parents.

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It all started with the first phone call looking for all the things a wedding seems to need – food, flowers and of course the dress.  As soon as I said the word ‘wedding’, the sales pitch started, telling me in no uncertain terms that we needed to….well you can fill in the blank, but the lists went on and on and the costs got bigger and bigger.

Fortunately, I learned from my parents (and hopefully instilled in my kids) that making thoughtful decisions and staying true to self is more important than frilly drink straws or monogrammed coasters.  The bridal couple worked hard to keep their thinking and decisions clear and grounded in reality. So while we worked to have a beautiful ceremony for my daughter to say ‘yes’ to her new husband, here are some thoughts I had about helping parents and children learn to say ‘no’.  These ideas can work in your early childhood music groups, but will probably work just as well for parents in the store, at daycare or at home.  Share them!

Set the stage for ‘yes’ more than ‘no’

Give children an environment which is safe and sturdy.  Use instruments or toys that can be picked up and explored and tested.  Set up the room or space so that children can use the entire space securely.  If this is not possible, use mats or rugs or dividers to create a clear boundary. Look critically at everything in the environment. Ask yourself, ‘Can children play with this? Can children go there?’ Make sure the answer is ‘yes’ more than ‘no’.

Here is a little chant to use music to set the boundaries. “Inside the mats! That’s where it’s at!”

Make sure you know why you are saying ‘no’

Think long and hard before saying ‘no’.  Is it for you or for the child? Try to use ‘no’ when it will help the child learn and grow in a healthy way.  Issues of safety or the safety of another child might be a time to use the word ‘no’.  If you find yourself saying (or thinking) ‘no’ because the child’s actions don’t fit your plan or your concept of how things should go, you might need to refocus the experiences you provide to be more developmental than task specific.

If the music experience is making shaking sounds, does it really matter if the child is shaking a maraca? Or a jingle bell? Or their toe?

Say ‘no’, then let it go

Adults often feel an emotional undercurrent when using the word ‘no’.  We might be re-living moments when the word ‘no’ made us feel bad about ourselves.  We might feel ambivalent or lack trust in our decisions for children. The best way to avoid this is to make ‘no’ a simple, clear signal without further repercussions. If saying ‘no’ is in the best interest of the child, then state it simply and clearly.  This is the time to not use music or a musical, sing-song voice.

Stop the music, say ’no’ and then let it go. Get right back into the music to let the child know that ‘yes’ is usually a lot more fun than ‘no’.

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So did I follow my own advice on ‘yes’ and ‘no’ for this wedding? Well, for the most part! And the Monday after, we looked back and were grateful that we were able to say ‘no’ to outside wedding pressures and thankful that we said ‘yes’ to the things that really mattered.

Enjoy the music!

Beth

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