Create your own developmental sequence of music responses in each of the four music experiences: Singing, Playing, Moving, and Listening.

[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.

[Victoria Fansler]

I feel I haven’t been working with children long enough to have a solid progression in mind from my observations. It was really helpful to see these progressions laid out this week so I can take better note of development in each area with my clients.

[Anonymous]

Hi Victoria- In this question, Meredith and Beth are asking you to make a progression based on what you read in Beth’s book and following the structure in the training materials.

This is the progression I created when I took the training as an example:

Singing Awareness- Can discriminate pitches/ Trust- Makes vocal pitch changes in response to changes in pitch./ Independence- Strings two pitches together to form an interval/ Control- Generally matches selected pitches./ Responsibility- Matches discrete pitches in the high and low range.

Playing Instruments Awareness- Explores instruments with mouth and tongue./ Trust- Plays or strikes instruments with internal rhythmic beat./ Independence- Transfers instrument from hand to hand./ Control- Shakes instruments in a variety of tempos./ Responsibility- Alternates hands to play shaking instruments.

Moving Awareness- Moves entire body./ Trust- Moves entire body rhythmically in response to music./ Independence- Uses body to rock or bounce rhythmically./ Control- Isolates body parts to move rhythmically (head/feet, etc.)/ Responsibility- Recalls and reproduces simple learned movement patterns.

Listening Awareness- Prefers familiar vocal timbres./ Trust- Recognizes combinations of sound./ Independence- Seeks out source of music./ Control- Watches others as they make music./ Responsibility- Maintains an attentive posture while listening.

[Tori Clark]

I hope I am understanding the task well. I took it to mean, how would each of these developmental sequences look in the context of a group session? So, I took a song I am familiar with and mapped out responses I would expect to see from each developmental stage.

Singing: (Clap Your Hands -Old Joe Clarke tune)
Awareness: child vocalizes in presence of caregiver’s singing
Trust: child sometimes matches pitches within the melodic structure/key, though not necessarily in a timed manner
Independence: child babbles melodic intervals common within song structure (ascending/descending M2 & m2)
Control: child follow contour of melody, perhaps 2-4 measures at a time & may fill-in ending of melody (“la la la la ___”)
Responsibility: child sings entire song and manipulates tempo, lyrics (i.e., “stomp your feet” instead of “clap your hands”)

Playing Instruments: (Shake & Stop)
Awareness: child responds with movement of arms and legs in response to music
Trust: child responds with “baby bop” (bounces himself up and down) and may alternately grab, mouth. Shake, and drop maraca
Independence: child alternates starting and stopping shaking the maraca, but not necessarily consistent with musical cues
Control: child can start and stop shaking consistent with musical cues
Responsibility: child can start and stop on own + shakes with a farily steady beat

Moving: (Clap Your Hands -Old Joe Clarke tune)
Awareness: child moves body in presence of music, though in an uncoordinated way
Trust: child waves arms repetitively, but still not necessarily consistent with meter or tempo
Independence: child may clap hands, but would more likely be able to pat knees (perhaps not able to meet at midline)
Control: child claps hands, perhaps not with meter though
Responsibility: child claps hands & could sequence additional movements (“clap your hands and stomp your feet”)

Listening: (Hush ‘m’ bye/All the Pretty Little Horses)
Awareness: child attends to caretaker’s vocal timbre
Trust: child responds to caretaker’s singing with changes in facial expressions and behavior (calms from crying, for example)
Independence: child rocks himself or rocks with a caregiver
Control: child stops playing or running to listen to music
Responsibility: child listens to/watches peers sing the song, as opposed to caregiver only

[Courtney Kjaldgaard]

This is what I came up with for the four sequences:

Singing: 1. Awareness: Vocalize a nonspecific pitch in response to singing, 2. Trust: Make purposeful, pitched vocalizations in response to singing, 3. Independence: Use simple word sounds in familiar songs, 4. Control: Use selected sung words at the end of phrases, 5. Responsibility: Recall and reproduce learned songs

Playing Instruments: 1. Awareness: Use arms to reach towards source of sound, 2. Trust: Explore instruments with hands and mouth, 3. Independence: Transfer instruments from hand to hand, 4. Control: Play instruments in a variety of dynamic levels and tempos, 5. Responsibility: Respond to musical dynamics and tempo of the play of a peer

Moving: 1. Awareness: Tolerate body parts being moved rhythmically, 2. Trust: Move entire body rhythmically in response to music, 3. Independence: Imitate clapping hands in response to music, 4. Control: Maintain a movement pattern throughout a familiar song, 5. Responsibility: Recall and reproduce simple learned movement patterns

Listening: 1. Awareness: Tolerate different types of music, 2. Trust: Display affect changes in response to emotional content of music, 3. Independence: Demonstrate musical preferences and dislikes, 4. Control: Make instrument choices between a field of two or three, 5. Responsibility: Use song language or playing to express emotions

[Joanne Van Eycke]

Singing
Awareness- Look at faces of the singers in visual range
Trust- Make pitched vocalizations
Independence- Vocalize using pitched intervals
Control- Put several words together for a musical phrase
Responsibility- Singing takes on a “style”

Playing Instruments
Awareness- Open hand and keep palm open on a drum
Trust- Use fists or open hand to bang on drum
Independence- Transfer mallet from one hand to the other
Control- Play a sustained beat to internal rhythm
Responsibility- Play a rhythmic sequence including rests

Moving
Awareness- Moves body in the presence of music
Trust- Change movement when music becomes silent
Independence- Increase movement when hears a familiar song
Control- Adjusts speed of movement to the music
Responsibility- Participate in social dances

Listening
Awareness- Focus gaze on music maker
Trust- Look towards location where music has been
Independence- Track movements of music maker
Control- Watches others as they make music.
Responsibility- Maintain attention to music maker for extended time

[Megan Neil]

Singing:
Awareness- when vocalizing does not do so using only one pitch, uses one or more pitches sequentially or uses more than one pitch at different times
Trust- during the beginning of group the child sings “Twinkle” using their own pitches, later in group the child matches a few of the pitches in “Twinkle” in the key the music therapist is singing it in
Independence- begins speaking to self in a sing song way, may do this when they are playing by themselves or during transitions or to soothe self
Control- may make a request for a song by singing the first few pitches of a song or the melody with the melodic contour of the song
Responsibility- sings songs in group with the pulse and meter fully defined

Playing Instruments:
Awareness- during play songs the child is exploring the environment by watching, placing instrument in mouth, and turning body, during sedative songs the child is holding the instrument and calmer/not exploring the environment as much
Trust- the child picks up the maraca and instead of placing it in their mouth immediately shakes it two times
Independence- the child picks up the maraca and shakes it, hits it on the ground, taps 2 together
Control- the child notices the starts and stops in the music and when the therapist sings “and now it’s time to stop” the child stops playing independently
Responsibility- the child plays during the “keep a beat song” on the beats the parents are clapping with

Moving:
Awareness- the baby moves on its own most likely not in relation to the music happening
Trust- the child starts moving their body up and down during the wheels on the bus
Independence- begins to turn arms round and round for wheels on the bus
Control- starts to do more than one movement during the wheels on the bus, for example the wheels, the horn, and the windows
Responsibility- begins doing head, shoulders, knees, and toes movements in sequence

Listening:
Awareness- becomes upset when Mom raises their voice
Trust- turns head when “You are My Sunshine” is sung
Independence- during “Twinkle” the child’s facial expressions relax
Control- When the child is distracted and trying to leave the room but “If You’re Happy & You Know It” is played they stop what they are doing, turn around, and listen
Responsibility- starts to understand that others make music too, during group when others have a turn on the drum they wait and listen

[Anonymous]

Don’t forget to save your answers so you can reference them when you are working with families in the future.

[Janet Buchanan]

Singing–Awareness: vocalizes 2 or more different pitches, Trust: imitates and responds to caregiver’s singing, Independence: uses vowel and consonant sounds in singing, Control: requests a favorite song, Responsibility: sings familiar songs independently

Playing instruments–Awareness: looks toward an instrument being played, Trust: explores an instrument with hands or mouth, Independence: Purposefully plays an instrument, Control: starts and stops along with music, Responsibility: maintains a steady beat

Moving–Awareness: moves in the presence of music, Trust: changes movement in response to changes in music, Independence: matches movements to the volume of the music, Control: dances spontaneously, Responsibility: sequences learned movements

Listening–Awareness: tolerates the sound of different voices and instruments, Trust: Looks toward sound from a distance, Independence: reacts to musical “surprises” in music, Control: listens during a call and response song, Responsibility: focuses attention on a peer singing

[Victoria Fansler]

Singing:
Attention – Recognizes melodies based on perfect pitch. Trust – Explores pitch and timbre vocally. Independence – Sings bits of song phrases. Control – Sings self-composed songs. Responsibility – Sings known songs beginning to end.

Instrument Playing:
Attention – “Grab” reflex can be used to help baby hold small instrument. Trust – Slow shaker movements gain speed and become more rhythmic. Independence – Explores instruments through repeated loud banging. Control – Starts & stops playing based on starts & stops in music from other sources. Responsibility – Can begin formal instrument training.

Listening:
Attention – Timbre-driven in musical listening. Trust – Recognizes melodic patterns in various keys (not perfect pitch). Independence – Sustains attention when listening to music. Control – Discriminates between loud and soft. Responsibility – Listens for specific intervals.

Movement:
Attention – Rhythmic movements of sucking and crying. Trust: Moves or stops in response to musical stimuli. Independence: Demonstrates purposeful, controlled movements. Control: Can follow verbal directions for movement to music. Responsibility: Sequences series of movements to music.

[Debrah Evans]

Singing:
Awareness: can start to imitate sounds, has no tonal center,
Trust: Explores sounds including imitating pitch (glides) and timbre, Vocalizes on a few to show pleasure or disdain for activities, makes purposeful pitches vocalizations and starts to match pitch, uses descending intervals
Independence: sings repeated sounds, sings descending, uses glissando, M2 present, starts using varied vowel production, no tonal center
Control: produces discrete pitches, can match pitch, sings interval up to Major 5th, imitates words before pitch and rhythm, sings spontaneously and some standard songs, and use dynamics
Responsibility: better matches pitches and tonal center, uses melodic contour, can sing whole song, can shout and whisper, loud and soft and major and minor, independent sings

Instrument Playing:
Awareness: Can look toward instrument, can start to grasp toward instrument (but not necessarily grasp instrument.
Trust: explores instruments with hands or mouth, picks how long to play, can grab and hold instrument
Independence: which instruments, how to play and how long to play. moves from one hand to the other, moves body rhythmically
Control: call and response can be used, match temp and dynamic, likes to pound and bang, choose instrument with size, color or shape, can imitate rhythm
Responsibility: maintains instrument within group, can group pattern of rhythms, listens to other people playing, can maintain steady beat, can sequence instruments

Listening:
Awareness: Can discriminate timbres in voice of parents and pitches, responds differently to different types of music, can tell change in melodies
Trust: recognizes familiar melodies (and changes), follows descending melodic contour
Independence: develops favorite songs, can sense (and match) intensity of music, start to understand structure and predictability
Control: follows melodic contour, imitates pitches and rhythms, hears songs structures , hears tempo and dynamics
Responsibility: can listen to others, can imitate rhythm pattern of peers, can listen and learn song

Movement:
Awareness: responds differently to different types of music, can move in simple rhythms, rhythmic movement is instinctual
Trust: starts using pulse and meter, uses repetitive movements in music, rhythmic movement but no necessarily with music
Independence: grasps at instruments, starts to get pulse and meter, whole body is rhythmic, and single parts can move rhythmic
Control: dances on own to music, fast internal rhythm, imitates learned movements
Responsibility:remembers movement sequence, can follow directions, and interact with peers

[Peggy Grace]

Singing- Awareness: Vocalizes spontaneously with or without pitch. Trust: Attempts to imitate specific pitches Independence: May vocalize using pitch while exploring meter. Control: Combines pitch with accurate rhythm. Responsibility: Matches accurate pitch in sequential songs.

Instrument Playing- Awareness: Child explores texture and shape of instruments. Trust: Allows hand over hand of instrument playing. Independence: Plays a variety of instruments without assistance. Control: Able to follow natural cues for various beats. Responsibility: Able to play by direction or spontaneously.

Moving- Awareness: Moves/responds to sound. Trust: Child moves to music with accurate/inaccurate rhythm. Independence: Moves various areas of body to music. Control: Begins to match accurate beats through body movement. Responsibility: Begins to move body with controlled rhythm.

Listening- Awareness: Recognizes changes in vocal inflection. Trust: Responds to familiar songs. Independence: Develops music preferences. Control: Remains quiet to follow musical direction. Responsibility: Follows direction and allows music preferences of others in group.

[Author]

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