• Create your own developmental sequence of music responses in each of the four music experiences: Singing, Playing, Moving, and Listening. Use the Worksheet provided. Share with the group.

[Meredith Pizzi]

Create your own developmental sequence of music responses in each of the four music experiences: Singing, Playing, Moving, and Listening. Use the Worksheet provided. Share with the group.

[Kate St. John]

Singing
1. awareness: prefers higher pitches and familiar vocal timbre
2. trust: generally uses descending intervals
3. independence: uses glissando
4. control: tessitura is from D to A above middle C
5. responsibility: uses pulse, meter, and lyrics along with melodic contour

Playing Instruments
1. awareness: monitors dynamics
2. trust: differentiates tempo changes from rhythmic changes
3. independence: uses hands to strike drum/tambourine and to shake maracas/bells
4. control: likes to pound and bang
5. responsibility: imitates simple rhythm patterns

Moving
1. awareness: actions and motions are rhythmic in nature
2. trust: movement is rhythmic but not synchronized to the music
3. independence: bounces, rocks, and uses whole body rhythmically. claps hands
4. control: dances spontaneously and has fast internal rhythm
5. responsibility: maintains steady beat and groups beat into duple and triple

Listening
1. awareness: can demonstrate different durations in sounds
2. trust: processes absolute pitch in short-term memory, and processes relative pitch when storing melody in long-term memory
3. independence: vocalizes in response to music
4. control: uses descending and ascending pitches equally
5. responsibility: controls dynamics of play to match music and discriminates talking voice from singing voice

[Caroline Gillott]

Singing
-awareness: alters movement in response to singing voice
-trust:adjust attention when presented changes in melody
-independence: babbles using melodic intonation
-control: adjusts quality of vocalization to match the mood of music
-responsibility: regulate vocal quality to match dynamics and timbre of music

Playing
-awareness: turn eye gaze toward source of sound
-trust: reach out to touch instrument
-independence: uses whole hand to play an instrument
-control: uses pincer grasp to manipulate guitar pick
-responsibility: use individual fingers of dominant hand to play keyboard

Moving
-awareness: moves entire body
-trust: moves entire body rhythmically in response to music
-independence: rhythmically rocks and bounces
-control: isolates body parts to move rhythmically
-responsibility: moves forward and backward

Listening
-awareness: tolerates live music
-trust: look toward face of singer
-independence: tolerate harmonic changes
-control: tolerate singing along with peer and others
-responsibility: identify others through song lyrics

[Elyse Suhay]

Singing:
Awareness- vocalizations are in simple rhythms
Trust- detects changes in familiar melodies
Independence- uses glissando
Control- imitates words of song before pitch or rhythm
Responsibility- uses song lyrics within melodic contour

Playing:
Awareness- actions and motions are rhythmic in nature
Trust- briefly uses pulse and meter
Independence- uses hands to play instruments such as tambourines and maracas
Control- likes to pound and bang
Responsibility- maintains play of instrument within a group

Moving:
Awareness- movements are rhythmic in nature
Trust- recognizes changes in rhythm in familiar songs
Independence- begins to match intensity of movements to intensity of music
Control- generally has fast internal rhythm
Responsibility- stabilizes rhythm of movement patterns

Listening:
Awareness- recognizes pitches in a triad
Trust- can locate sounds at a distance
Independence- uses sound to express dislike of music
Control- generally matches selected pitches
Responsibility- controls dynamics of play to match music

[Katie Maurer]

Singing Awareness: can vocalize in response to singing; Trust: can sustain vocalization throughout pitch changes; Independence: Uses simple words in familiar songs; Control: Uses different vocal timbres such as shouting and whispering; Responsibility: Sings in varied dynamic ranges and with different vocal qualities.

Playing Instruments Awareness: can tolerate the feel of open hand on instruments; Trust: can play or strike instruments with internal rhythmic beat; Independence: can use hands to strike and shake purposefully; Control: can change playing from fast to slow and slow to fast; Responsibility: can play learned rhythm pattern at appropriate time in group.

Moving Awareness: can move body parts when touched; Trust: can move body parts with internal rhythmic beat; Independence: can imitate simple whole body movement patterns; Control: can adjust speed of movement to reflect music: Responsibility: can create novel movement patterns in a familiar movement game.

Listening Awareness: can alter movements/vocalizations in response to silence in music; Trust: can recognize changes in familiar melodies; Independence: enjoys changes in dynamics, tempo, and timbre: Control: can anticipate the end of a familiar song; Responsibility: enjoys rhythmic imitation games.

[Dany Orozco]

– SINGING – Awareness: Make repeated sounds. Trust: Vocalize in tonality of songs. Independence: Babble using melodic intonation. Control: Sing a phrase using 3 or more pitches. Responsibility: Sing familiar songs using melodic contour.

– PLAYING – Awareness: Use arms to reach towards source of sound. Trust: Explore instruments with hands or mouth. Independence: Use hands to strike drumhead or tambourine. Control: Use familiar instruments functionally. Responsibility: Participate in call and response with adult.

– MOVING – Awareness: Make repetitive rhythmical movements with body. Trust: Move entire body in response to music. Independence: Imitate clapping hands in response to music. Control: Sustain hand clapping in familiar song. Responsibility: Move and play simple instrument simultaneously.

– LISTENING – Awareness: Turn facial attention to source of singing. Trust: Display affect changes in response to emotional content of music. Independence: Recognize familiar music even with changes in timbre. Control: Anticipate the end of a familiar song. Responsibility: Listening to the music of others.

[Elizabeth Schwartz]

Just a reminder- you might want to keep a copy of your responses to these forum questions. Your answers are great, and will be useful for you in the future.

[Nancy Bair]

Singing
Awareness:
Use a variety of voice timber
Trust: Vary pitches for kids to match (hi/Low, etc) as long as safe and secure sonding. Example would be scales or hi voice/low voice singing the same song.
Independence:
Provide opportunities to Babble w/melodic inflection through songs thaty have “la-la” or “da-da” in them. Sing a melody not with words, but these syllables instead.
Control:
Use different tones to show melodic contour withing familiar songs
Responsibility:
Call and response type songs would work great to promote imitation of melody and pulse.

Playing
Awareness:
Allow time to explore the instrument
Trust:
Introduce how to play instrument rhymically.
Independence:
help children explore insturments, by choicing for them self and playing by themselves.
Control:
Encourage children to listen to cues to know when the start and stop play their instrument. Wait for them to pick up on this concept.
Responsibility:
Provide marching music or other steady beat patterned music to allow children to explore their instruments with a steady rhtyhmic pattern.

Moving
Awareness:
Body Movement—lullabies, etc.
Trust
Body movements are now more rhythmic in response to music-provide strong beat patterned music to encourage.
Independence:
Body movement can mimic movements. Provide music with different pitch range and timbre to explore further.
Control:
Uses specific parts of the body to move. Cue music/model movement accordingly
Responsibility:
Can maintain a beat. Use movement to accentuate the beat and reinforce the pattern and rhythmic cues.

Listening
Awareness:
Can recognize changes in familiar timbres/sounds
Trust:
Can recognize changes in familiar melodies and show they are listening by their movement/facial expression.
Independence:
Match the intensity of their movement to the music.
Control:
Can participate fully while listening or not participate and just listen/watch.
Responsibility:
Understand others have sounds too and we can share/listen to each others

[Cassandra Mulcahy]

Singing- Awareness: Prefers higher pitches. Trust: Will vocalize in tonality of the song. Independence:Will use vocal glissando, and sing animal noises. Control: Will sing 2-3 words in phrases using pitched intervals. Can match pitches. Can replicate different vocal timbres. Responsibility: Can sing familiar songs while playing a simple instrument. Can create lyrics to a familiar song.

Playing- Awareness:Turn eye gaze toward source of sounds. Trust:Will grasp an instrument for short periods. Independence: Will use hands to strum guitar and purposefully play other instruments. Control:Can isolate index finger to play. Can imitate simple rhythmic patterns. Responsibility: Can play rhythmic patterns on a two handed instrument. Can participate in call and response.

Moving- Awareness: Will tolerate movement from parent or caregiver (being rocked, bounced, or moved) Trust: Will move entire body rhythmically to the music. Independence: Will alter movement in response to change in music. Will attend to mouth movements of singer. Control: Can sustain hand-clapping and marching, can adjust to the speed of movement. Responsibility:Can hop on one foot. Can move with a peer partner. Can participate n a ‘freeze musical game.

Listening- Awareness: Will tolerate live music in his or her environment. Trust: Will initiate vocalization in response to silence. Independence: Will demonstrate likes and dislikes. Will follow simple directions in familiar music. Control:Can stop action and listen to music. Anticipates the end of phrases. Responsibility: Can maintain attentive posture while listening. Can accept a non-favored instrument. Can take leadership.

[Jennifer DeBedout]

Singing: awareness: prefers higher pitches and vocalizes, trust: demonstrates awareness of changes in melody 3. independence: babbles or sings words/notes of melodies, control: sings melodic phrases, responsibility: matches singing to dynamics and vocal style and can sing familiar songs

Playing Instruments: awareness: responds to changes in dynamics, trust: touches and explores instruments 3. independence: uses hands to interact with instruments in meaningful ways, control: plays the pulse and plays appropriately (enjoys banging and pounding), responsibility: has the ability to play simple rhythm patterns

Moving: awareness: movement of body, will move with parent, trust: beginning of movement to rhythmic beat, independence: can imitate simple rhythmic gestures. claps hands, control: marching and moving in time, can vary tempo with ability to get faster, responsibility: maintains steady beat and can perform beat in double and triple time

Listening: awareness: tolerates music and recognizes familiar timbres (mom), trust: demonstrate sound localization and recognize variations of familiar melodies 3. independence: recognize changes in music and match with movement or vocalizations, control: prepares for the end of song or music, responsibility: can make choice to join in or listen to music of others

[Sarah jane Mason]

Singing: Awareness- high pitched vocalizations. Trust- matches pitch at times like a game, showing first signs of communication even before words or vowels. Independence- “secret singers”, melodic, but not singing. Control- more of a performer starts to come out, attempts more variation, ups and downs of melody, but not on key. Responsibility- able to recall whole songs, may shift keys, can hear the pulse and sing with the beat.

Instruments: Awareness- listening to instruments, some exploration, responding to different sounds. Trust- starting to pick up, grasp, shake in small intervals, slow pulse as they explore the sound. Independence- Total exploration, wants lots of instruments to try, more playing and less in mouth. Control- Increased imitation with start and stop, may take longer to stop, or start back early but that is ok. Responsibility- Enjoys a strong steady beat, gains a sense of belonging from playing together, creates connections with others, and deliberately adjusts beat to match others.

Moving: Awareness- moving rhythmically instinctively rather than purposefully. Trust- Repetitive movements such as foot wiggling, shaking head, but not in time to music, some knee patting, but not clapping yet. Independence- More intentional responses to music, clapping, feet stamping, knee patting. Control- Movement becomes an expression of themselves, cognitive ability to memorize movements, more internalizing of music and responding with body movement. Responsibility- Head, Shoulders, Knees and Toes! finally they are able to enjoy the cognitive challenges of sequences.

Listening: Awareness- Child will turn their head to attend to a familiar voice. Trust- familiar, simple melodies can help center and calm, will turn attention to change in familiar song. Independence- actively attending to the music, will match facial expression to music. Control- Actively makes choice to listen to changes, still all about “me”. Responsibility- finally learning to stop their action, listen, and respect others music.

[Author]

Posts