3 Specific Responses To Music

For this question you will want to include each of the developmental levels (that could be a bullet point or narrative) and then 3 specific responses to music for each of the developmental levels.

• Awareness
o Eyes will move toward the sound source
o Calm with familiar songs
o Repeat sounds

• Trust
o Reach out to touch instruments
o Grasp instruments for brief amount of time
o When there is silence in the song, the child will toward the singer

• Independence
o Imitate animal sounds
o Use whole hand to play keys on the piano
o Will move to reach sound source (walking, crawling, rolling)

• Control
o Match specific pitches
o Sing spontaneous songs
o Start/stop instrument play in response to music

• Responsibility
o Sing familiar songs while playing simple instrument
o Sing three-note phrases
o Maintain grasp on mallet to play an instrument

Awareness – Turning toward music or sounds they like, settling/calming for familiar melodies, reaching out toward the music.
Trust – Matching your pitch some of the time, making rhythmic repetitive movements, exploring instruments with their hands or mouth
Independence – Making repetitive sounds, plays/strikes instruments with hands, vocalizing with some melodic inflection but no tonal center
Control – Dancing to the music/imitating dance moves, singing the words of the songs even if they are not on pitch, plays instruments loudly and quickly.
Responsibility – Maintain a steady beat when playing an instrument, can participate in musical rests that happen in a song, plays instruments and sings in loud and soft dynamics.

Awareness: in this stage a child can turns towards a sound they like, distinguish timbre such as recognizing the voice of a caregiver, and respond differently to “calming” vs. “play” songs (and might be afraid of play songs!)
Trust: in this stage a child can choose to turn towards or away from sound, can choose how to explore instruments (might be licking a drum!), and can create purposeful pitched vocalizations
Responsibility: a child in this stage can babble with melodic inflection, strike a drum, or hold and shake bells or a maraca
Control: a child in this stage can generally match pitch and sing a variety of intervals, spontaneously dance or sing to music or without music, and can imitate learned movements to music
Independence: a child in this stage can keep a steady beat, play beats and rests in a familiar structure, and listen to the play of others

Awareness
•turning towards a parent’s singing voice because of the familiar timbre
• turning away from discordant sounds
• co-regulation and appear being soothed through outside stimuli of repetitive bouncing while a lullaby is being sung

Trust
•matching pitches of an a cappella song being sung to them, at times
•locating a new instrument being played across the room and when the adult brings it to them they might bring it to their mouth
•smiling in recognition when they hear a familiar melody

Independence
•a child moving independently throughout the space a lot during the session exploring instruments and making a choice of instruments
•squealing with delight sounding like a glissando when a welcome surprise happens in the music
•bouncing along to the music but out of time

Control:
•a child being able to freeze while listening
•singing that follows melodic contour
•beginning to play two-handed instruments with success

Responsibility:
•playing a simple sequence of desk bells or resonator bars
•following two-step musical directions
•matching their vocal quality to the music

Awareness: Turning toward music / reaching toward music / turning attention or eye gaze toward music

Trust: Repeating movements / creating a spontaneous melody / Exploring instruments in their environment

Independence: Using glissandos / isolating body parts to move to music / Transferring instruments from hand to hand

Control: Making up their own songs / Demonstrating a fast internal rhythm / banging on a drum

Responsibility: Listening to others / Maintaining a steady beat on a drum / controlling dynamics

Awareness: Preference to higher pitches, distinguishes between short & long pitch durations, joint/shared attention

Trust: Purposeful/pitched vocalizations, recognition of familiar melodies, internal vs external focal response to lullaby vs play songs

Independence: Enjoying musical surprises/games, using body to play percussion instruments, indication of preferred songs

Control: Able to match pitches, able to begin to modulate vocal dynamics, free & structured vocalizations

Responsibility: Discernment between loud & soft, singing in variety of keys, able to follow general melodic contour