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.

[Ann Dardis]

Singing:
1) vocalizing using a variety of pitches
2) vocalizes during the quiet time following a song to a pitch a third or a fifth higher than the tonic of the song
3) wanders away from the group with an instrument & then sings with it in the corner
4) says “Momma listen to me” and then proceeds to sing the ABC song, but not completely or with accurate pitch
5) sings the ABC song completely, but playfully changes the rhythm

Playing Instruments:
1) reaches out towards an instrument to grasps it to bring it to his/her mouth
2) intentionally attempting to shake a maraca in response to the music
3) plays at his/her own tempo rather than matching the tempo of the music
4) loves music games where we stop and start the music
5) adjusts his/her tempo to match the tempo of the group

Moving:
1) begins to instinctively bounce when music begins
2) intentionally “dances” to the music
3) pats knees and then tummy and then head as the music progresses
4) can do a simple circle dance with the group by watching and imitating others
5) recalls the sign language for a song and begins to do it independently when he/she hears the song

Listening:
1) startles easily to some vocal timbres
2) facial expression shows excitement when “welcome” song begins
3) able to respond differently to fast songs and slow songs
4) stops singing or playing in order to intentionally listen to the music
5) able to take turns – sometimes playing, sometimes listening to others play

[Lauren Roberts]

Singing: Uses pitch in vocalization (Awareness), Makes purposeful, pitched vocalizations (Trust), Use vocal glissando/enjoys crescendo (Independence), Use different vocal timbres such as shouting or whispering (Control),Sing in varied dynamic ranges: loud, medium, and soft (Responsibility).

Playing Instruments: Track sound of moving instrument with eyes and/or head (Awareness), Reach out to touch instruments (Trust), Grasp maracas or jingle bells and shake (Independence), Shake instruments in variety of tempos (Control), Alternate hands to play shaking instruments (Responsibility).

Moving: Tolerate being rocked or bounced (Awareness), Move body parts with internal rhythmic beat (Trust), Pull to stand to bounce with music (Independence), Move through space (Control), Move and play a simple instrument simultaneously (Responsibility).

Listening: Turn eye gaze toward source of singing (Awareness), Look toward face of the singer (Trust), Follow simple directions set to familiar music (Independence), Demonstrate understanding of word and paired action (Control), Follow 2-3 step musical directions (Responsibility).

[Barb Blackburn]

Singing:
Awareness: Uses pitched vocalizations, glissandos, crescendos/decrescendos.
Trust: Makes purposeful, pitched vocalizations using musical inflections.
Independence: Experiments with different vocal timbres, and begins to sing on their own
Control: Moves from varying timbres to dynamics as well, makes silly sounds and songs.
Responsibility: Sings with you, tries to copy your sounds.

Playing Instruments:
Awareness: watches instruments as they are played (or doesn’t)
Trust: Initiate wanting to try to play the instrument too.
Independence: Begins to hold on to and play instruments
Control: Playing instruments how they choose to, playing them in silly ways
Responsibility: Playing with both hands, watching and trying to play like you.

Moving:
Awareness: Enjoys (or doesn’t) being swayed or rocked.
Trust: Begins to attempt to move independently to the rhythm
Independence: Can move body parts and “dance” to the music
Control: Attempt to move like you are moving.
Responsibility: Can move and dance in their areas and around the room, even with peers.

Listening:
Awareness: Watching (or not watching) the source of the music.
Trust: Tolerating being sung directly to.
Independence: Can listen to entire song.
Control: Knows familiar songs and can listen for his/her opportunity to play or sing
Responsibility: Follows multiple step directions in the songs (stand up, sit down, clap your hands…)

[Kristen Crouch]

Singing: (Awareness) Recognizes and calms to a familiar melody. (Trust) Recognizes familiar melody and vocalizes during song simple intervals or in tonality of song. (Independence) Vocalizes simple words sounds during familiar melody. (Control) Sings most of familiar melody but perhaps not all. (Responsibility) Sing familiar melody independently using melodic contour and rhythm

Playing: (Awareness) Reaches out to maraca which has been shaken to grabv and explore with mouth. (Trust) Watches as maraca is played on his different body parts. (Independence) Picks up maraca and shakes it during music. (Control) Starts and stops maraca as cued by music. (Responsibility) Plays maraca to the beat of the music with group

Moving: (Awareness) Tolerates being rocked or bounced during music (Trust) Allows Mom to move his legs/arms to beat of music (Independence) Moves legs and arms during music (Control) Imitates and follows movement of individual body parts (Responsibility) Follows learned sequence of movements to music

Listening: (Awareness) Turns toward source of live music (Trust) Stops and focuses attention when he hears father’s voice sing his name (Independence) Screeches with excitement during dynamic and tempo changes in music (Control) Anticipates and recognizes parts of songs where silence will occur (Responsibility) Listens while another takes their turn, then takes their turn at appropriate time.

[Lauren Caso]

Everyone has had such great ideas on their charts, so I will try my best to state some new ideas!
Key:
1.) Awareness 2.) Trust 3.) Independence 4.) Control 5.) Responsibility

Singing: 1.) vocalizations, babble 2.) verbalizations such as “hi”, maybe with a wave, during hello song 3.) sings with some melodic contour. Sings or shouts “stop” after cue in music 4.) Imitates/echoes therapist playing a slide whistle 5.) can sing words closer to pitch, timing and Tempo
Playing instruments: 1.) does not resist to hand-over-hand assistance to play Lollipop Drum 2.) starting and stopping shaking instruments shortly after cue 3.) plays instruments with both hands, or drum with two sticks 4.) plays drum without prompting, and passes it when musical cue directs child to pass 5.) plays lollipop drum without assistance, and passes it just before musical cue to pass, as if to predict directions in song
Moving: 1.) bouncing when music starts or stops 2.) bouncing or movement towards (or to show) parent during song when activity which requests/invites movement 3.) Will dance “solo” in middle of circle 4.) can dance with a partner/friend when prompted in song 5.) can chain movements or dance, or name/create a movement when prompted, without necessarily needing a choice.
Listening: 1.) eyes follow source of sound 2.) attention engaged by parents’ voice. Can point to correct body part sometimes 3.) mouths or moves mouth to words during song 4.) can identify/point to body parts correctly, or peers according to name, during song. Can speak or sing words in response to therapist questions in music 5.) can attend throughout entire song, following directions in music

[Sarah Gagnon]

Going to use Row Your Boat as ex through exercise. I enjoy simplifying one thing and expanding to build or layer one piece at a time.

Singing: Sing and encourage parents and caregivers to sing greetings, soothing and play songs to the babies. Encourage family to sing and build vocalizations and songs based on where the child is in DS. Possibly use one song like Row Your Boat as example of how to build musical skills over time. Awareness: ex: Hum or vocalize tune Trust: Singing pitches slowly with child/parent together Independence: Reintroduce Row row while kid is off to side playing with trains singing over MUTX guitar playing in same room; Responsibility: Child participates with parent singing (often playing instruments) Row your Boat

Playing Instruments: Awareness: Try several instruments playing and singing simple tunes; Trust: Use simple pulse-tempo (with or without movement) with instruments and or vocals; Independence: Use Row Your Boat with multiple instruments mirroring how child plays in regards to timbre, rhythm and tempo; Control: Watch for child and/or play with Stop and start for Row your Boat; Responsibility: Play song Row Your Boat with steady beat from start to finish either with or without singing or guitar accompaniment.

Moving:Awareness: Layering Movement into use of Row Your Boat with parents showing rhythms and HOH with child; Trust: Child engages with movement; imitating it while MUTX sings/plays song; Independence: Incorporate body parts with “rowing” motion while singing song; Responsibility: Child independently or with family or MUTX will move and sing song together.

Listening: Awareness: Try singing Row your Boat slowly, backwards, in high or low timbres and show parents how this effects the child’s responses. Trust: Child will make eye contact, reach, or turn towards music being provided; Independence: Child will match Row Your Boat movement of MUTX or parent; Control: If child leaves room and Row Your Boat can be sung as “Row row row your>>>>> (wait)<<<<< for response to see if child responds; Responsibility: child will listen to music of MUTX, parent, group, teacher taking turns.

[Meredith Pizzi]

Great job on all of these. Remember that with awareness, the responses we are looking for don’t necessarily involve doing anything. In the awareness phase of development, they are taking in and absorbing stimulation. Responses I always keep in mind for this age is taking in as much sensory information as is comfortable. I often see this when a little one reaches up for a scarf or for their parent’s hands. Touching the drum lightly while an adult plays is another example of when and how a newborn can reach out and feel the music in an intensity that is comfortable. We want to encourage their choices, to touch or not to touch, to look or not to look, etc.
Keep up the great responses!

[Amy Dunlap]

Moving:
1. Awareness: Parts of or whole infant body reflexively reacts to changes in musical timbre, dynamics, or tempo.
2. Trust: Whole body moves as a reaction to music in a less reflexive and slightly more intentional/controlled way.
3. Independence: Child isolates parts of body to engage in moving to music. Exploration of body parts helps child to choose which he wants to use.
4. Control: Choose to imitate or not imitate specific movements to music.
5. Responsibility: Able to sequence movements to music, produce movements of their own.

Listening:
1. Awareness: Infant turns head in direction of source of sound.
2. Trust: Infant is calmed or agitated in response to familiar or unfamiliar song.
3. Independence: Infant responds physically (gross body movements, facial expression, lack of movement, increased movement) to changes in or quality of music. Act of listening is observable.
4. Control: Child might choose not to engage in moving to music or playing an instrument because they are so intent on listening to the music; they have the control to choose this response here.
5. Responsibility: Children take responsibility for making their own music and for listening to others’ musical responses.

Singing:
1. Awareness: Infant sounds are pitched and rhythmic, although they may sound nonsensical to parents.
2. Trust: Infants able to play pitch matching “game” – they will match pitch half of the time we provide one, which is the beginning of communication. Infants begin to synchronize ear with lungs, tongue, jaw, etc. to replicate pitches.
3. Independence: Begin to make pitched vocalizations their own by changing pitch and inflection; intentional exploration of what their voice can do.
4. Control: Children begin to replicate contour of melodies to familiar songs.
5. Responsibility: Children able to sing familiar songs with good amount of accuracy in pulse, meter, and melody.

Playing:
1. Awareness: Infants may reach toward a sound source.
2. Trust: Infants learn that the object (musical instrument) in the environment produces a musical sound and may reach for an instrument with the intention of becoming involved in sound process.
3. Independence: Children begin to play instruments for extended periods of time as they discover new instruments with new timbres, etc.
4. Control: Children able to control if/when they play, which instrument they play and for how long and get much joy out of making these decisions.
5. Responsibility: Children able to synchronize instrument playing with others, which promotes feelings of belonging and contributing.

[Kasey Sollenberger]

Singing: Awareness- turn towards the person singing. Trust- display positive or cheerful affect upon hearing familiar song. Independence- use 2 pitches to vocalize intervals. Control- uses and matches vocal dynamics. Responsibility- sings multiple word phrases using multiple notes independently.
Listening: Awareness- shows differentiation in movements in response to sound vs. silence. Trust- show response to silence by initiating vocalization. Independence- begin to search for source of specific sounds. Control- will anticipate starting/stopping during songs by observing musical cues. Responsibility- alter behavior, singing, and movements to follow the group.
Playing Instruments: Awareness- reach towards instruments and explore with both hands and mouth. Trust- play simple 2-3 beat rhythm in repetition. Independence- begin to play instruments more functionally, will grasp shaker to shake. Control- plays instruments according to directives using various tempos and dynamics. Responsibility- sing and play instruments simultaneously.
Moving: Awareness- shows reflective reactions to rhythm with body. Trust- makes repetitive motions to internal rhythm. Independence- match body moments to musical dynamics. Control- displays more advanced and coordinated movements with assistance: clapping, running, patting knees, jumping. Responsibility- sing and perform movements simultaneously, can perform a sequence of movements to music.

[Bernadette Skodack]

Singing: Awareness- singing “ba” with parent or MT; Trust- call/response with pitches; Independence- singing “ah” or “ba” in song without parent; Control- vocalizing loud or soft with MT; Responsibility- bouncing while singing “ba”

Playing Instruments: Awareness- playing with drums vs playing with shaker; Trust- shaking with parent or MT; Independence- plays with drums OR plays with shaker; Control- shake, shake, shake…and stop!; Responsibility- “I Know a Chicken” by Laurie Berkner- shaking to the beat of the chorus

Moving: Awareness- playing music that mimics the child’s movements (bouncing, kicking, etc); Trust- patting body parts (knees, head); Independence- moving body parts to music; Control- nod head, wiggle/scrunch nose; Responsibility- following along to “My Hand on My Head”

Listening: Awareness- singing loudly vs singing softly; Trust- filling in the blanks of a song; Independence- matching movements to dynamics of song; Control- starting and stopping using directions of a song; Responsibility- waiting for a turn while another child plays

[Brandy Jenkins]

**Late Entry as I am Catching Up on Posting**

Singing: (Awareness): Vocalizations from high to low or low to high…like glissandos (Trust): Make purposeful vocalizations on tonic, 3rd , or 5th after song (Independence): Sings alone or vocalizing familiar words (Control): Singing with different dynamics (Responsibility): Attempt to imitate

Playing: (Awareness): Tracking sounds or instruments and beginning to reach out (Trust): Reaching out towards sound or instrument, as well as taking instrument (Independence): Exploring and playing instruments in different ways (Control): Begins playing with a variety of dynamics or playing different ways…maybe plays drum with foot (Responsibility): Attempting to imitate the facilitator playing the instrument

Moving: (Awareness): Swaying, rocking, or generally moving to the music with tolerance (Trust): Allowing caregiver or facilitator to manipulate body in movement…like the legs or arms back and forth without resisting (Independence): Moving independently in own space (Control): Starting and stopping movement and making more variations in small and large movements (Responsibility): Begin to sequence movements and move purposefully

Listening: (Awareness): Tracking sound (Trust): Responding to caregiver or facilitator’s voice (Independence): Responds to changes in music such as dynamics or stops and starts (Control): Anticipates familiar upcoming musical phrases (Responsibility): Turn taking and following simple directions, as well as an increase in attending

[Caitlin Kauffman]

Singing:
Awareness – Infant sounds are rhythmic and they use pitch, though parents often have trouble recognizing this.
Trust – Begin to vary pitch and begin early forms of communication. May even be able to match pitch about half the time!
Independence – Start to experiment and explore sounds, and even make up their own “songs” as they explore intervals.
Control – Here they are more proud and like to perform, and are starting to follow whole songs, rather than just intervals.
Responsibility – Songs are becoming more organized and children are proud of themselves, as they are able to sing familiar songs with more accuracy in melody, pulse, and meter.

Playing:
Awareness – During this stage, infants will explore or reach for instruments. As was said in the video, “listening to instruments is really the beginning of playing instruments.”
Trust – Here, infants are starting to become more intentional in that they know an instrument will make a sound.
Independence – More exploration of instruments intentionally through touch, feel, and play. At this stage, there is less mouthing of the instruments.
Control – In this stage, children love to be in charge of the stopping/starting of music. They find joy in making some of these decisions on their own.
Responsibility – Children make connections by playing together in a steady tempo and matching what others are doing around them. This contributes to feeling successful.

Moving:
Awareness – Babies are very rhythmic in their movements, and movement is instinctual and reflexive to them.
Trust – During this stage, children are making more purposeful movements, though not synchronized to the music. Repetitive movements are more appropriate than specific movements.
Independence – Increased awareness that they are moving their own bodies, and are able to isolate particular body parts to move with the music.
Control – Here, imitation can be a very fun thing to do in a group! Children in this stage like participating together and may choose whether to move or not to move.
Responsibility – Now, children can start to sequence movements together and come up with some simple ideas of their own.

Listening:
Awareness – Infants recognize changes in vocal timbre and can be easily startled! They may turn head toward a sound source.
Trust – Use of familiar songs helps promote feelings of safety and security if a baby is upset.
Independence – Children start to match facial expression to the intensity of the music. Responses (physical, emotional) change as music changes.
Control – Children may make an intentional choice to stop playing or moving in order to listen to the music. Here they are making a purposeful choice to listen rather than engage in another behavior (whether on- or off-task).
Responsibility – By this phase, children are learning to respect other children and listen to others while waiting their turn.

[Author]

Posts