3 Specific Responses to Music

A child in the awareness developmental level will turn their head and/or reach out with their hands towards a source of sound and music, such as the singing of a caregiver. They will grasp small musical instruments, like rattles, briefly with their hands. They will also tolerate a caregiver rocking and bouncing their body rhythmically, and may become calm when this occurs.

A child in the trust developmental level will move to the music they hear, although this movement may not match the rhythm of the music. The child will explore instruments with their hands and/or mouth, and it is important to provide them with items that they can explore safely. Given a silence, the child will look towards the source of the sound and may vocalize in response to the silence.

A child in the independence developmental level will use vocal glissando and may respond with excitement when it is used by and adult. The child will use their hands to play instruments, such as striking a drumhead, cymbal, or tambourine. The child will move rhythmically by bouncing, rocking, clapping their hands, and moving their legs.

A child in the control developmental level will sing two to three words in phrases that use three or more pitches. The child will play instruments with a variety of dynamics and will change those dynamics to match the music around them. The child will also start and stop their movements when the music starts and stops.

A child in the responsibility developmental level will independently sing familiar songs. They will play and maintain a steady beat on an instrument. They will engage more with others around them through listening to their music, rather than just stopping their own music making.

Awareness level:
A child will respond to a mother’s voice singing a lullaby by orienting themselves toward the music. A child will laugh and bounce along to play-song music. A child will recognize the difference in pitch, tone, and timbre of their mothers voice compared to their fathers voice.

Trust level:
A child will try to match pitch to a short familiar melody. A child will grasp instruments either to investigate the sound with their hands or put in their mouths. A child will move to the rhythm of a song, but not often steadily.

Independence level:
A child might respond with excitement when crescendo is used in music/vocalizing. A child will demonstrate steady briefly by clapping their hands, patting their legs, stomping their feet, or bouncing up and down. A child will grasp an instrument and change between both hands playing.

Control level:
A child will imitate movements to play-songs mirrored by an adult or through a video. A child will actively start and stop (or freeze) along with the music. A child will play instruments in varied dynamics that match the music.

Responsibility level:
A child will imitate simple rhythmic patterns in a call and response. A child will synchronize their instrument play to the group around them. A child can maintain a steady beat to music.

Awareness level: A child will prefer familiar vocal timbre; will prefer consonance over dissonance; and responds differently to sedative versus play-song music.

Trust level: A child will be able to locate sounds at a distance; hears changes in familiar melodies; and prefers higher pitch.

Independence level: A child will vocalize in response to music; bang two objects together; and will clap hands.

Control level: A child will use gestures or words to request a favorite song; uses different vocal timbres like shouting or whispering; and use familiar instruments functionally.

Responsibility level: A child will maintain a steady beat; sing in both major and minor keys; and control dynamics of play to match the music.

Awareness:
In the developmental level, a young child prefers familiar vocal timbres. The child is familiar with the timbre of their mother’s voice (from hearing her voice while in the womb). The child will turn their head instinctually toward the mother’s voice and will begin to identify different people in their environment by the timbre of their voice. The child will use pitch in their own vocalizations (cry/coo/sounds that they make instinctually).

Trust:
In this developmental level, the child’s vocalizations and movement are now purposeful (as opposed to instinctual). Children within this developmental level make pitched vocalizations and match pitch half of the time. They respond to music with repetitive and rhythmic movement (often referred to as the “baby bop”), but not necessarily synchronized to the music. They recognize and prefer familiar melodies, which helps with a sense of trust (anticipating/knowing what comes next and being able to engage).

Independence:
In this developmental level, the child is able to use their voice in so many new ways (i.e. varied vowels and consonants, glissando, babbling/singing with melodic inflection). The child is able to isolate parts of body (e.g. hands, feet, shoulders) or move their whole body rhythmically. Beyond exploring the instruments, children in this developmental level can now use instruments purposefully (e.g. shake maraca jingle bells and strike drum/tambourine).

Control:
In this developmental level, the child is now able to imitate words of the song and engages in learned songs and spontaneous singing. Children in this developmental level enjoy dancing spontaneously and imitating learned movements to music. The internal rhythm of children within this developmental level is fast and can be determined by watching the child walk or move feet/bodies.

Responsibility:
In this developmental level, the child possesses the ability and control (inhibiting their own internal motivation) to maintain a steady beat, match the dynamics of the music, and listen to the play of others. This developmental level marks the beginning of adult “musicking.”

Awareness level: reaction to sound or music by turning their heads and turning towards the music; differentiating pitch and timbre between voices; and preferring consonance more than dissonance.

Trust Level: Hearing changes in melodies that are heard before; Movements have a purpose (to reach for and investigate an instrument); and the movements move rhythmically, even if the movements are not steady

Independence Level: Using their own body to play the instruments (hitting the drum for example); beginning to move by bouncing, clapping, and movement in legs; then response to music and singing (reacting with excitement to dynamic changes for example)

Control Level: Imitating movements seen; this is something I do alot in schools but stop and start when the music plays (freeze dance); using words, gestures, or other forms of communication to request music

Responsibility Level: Controlling and matching dynamics; maintaining steady beat; and listening to how others are playing and match them.