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.

[Rachel Lighty]

SINGING
Can discriminate pitches –> uses descending intervals in melodic contour –> Uses Glissando –> produces discrete pitches –> Increases ability to match pitch center

PLAYING INSTRUMENTS
Reaches toward instruments –> briefly plays instrument –> uses hand to strike instrument –> dynamic control (loud) during instrument play –> maintains play of instrument in a group

MOVING
Turn attention toward or away from music –> displays movement that is rhythmic, but not synchronized to the music –> Uses whole body rhythmically –> imitates learned movements to the music –> Uses music movements in sequence

LISTENING
Recognizes pitches in a triad –> detects changes in familiar melodies –> enjoys musical surprises –> choosing to sing or listen –>controls dynamics of play to match music

[Tracy Schoenberg]

SINGING-
Awarenes- Hear and change pitches with definite pitch sounds
Trust- Match pitches %50 of time before words or vocal sounds which is beginning communication
Independence- Hear and babbles with different sounds with melodic inflection
Control- Sings songs using melodic contour and understands ups and downs of structure of singing- they may want to share or perform song
Responsibility- Matches melodic contour and uses pulse and meter well. They recall, remember, and want to share or perform songs

INSTRUMENT-
Awareness-Listening and responding differently to calm vs playful music- might reach for instrument
Trust- may start grasping or shaking instrument – start out slow and then increase speed and tempo as attention increases
Independence- Start to explore instruments purposefully- may try a variety of instruments and explore them by touch, feel and play
Control- Starts and stops play with music – practice imitation
Responsibility- Able to maintain steady beat which creates connection when matching beat with another person or group

MOVING-
Awareness- Music supports instinctual movements- sedative has slow movements and play song speeds up- response is natural
Trust- Repetitive movements like jiggling foot, bopping head or full body baby bop response to music to respond to music- not necessarily going to do a specific action
Independence- Will begin isolating body parts like stamping feet, clapping hands and moving rhythmically
Control- Can imitate learned musical movements like another adult or peer-
Responsibility- Imitates learned sequence of movements like Head, Shoulders, knees, and toes

LISTENING-
Awareness-Recognizes change in vocal timbre like the parents and turn head towards that person- may have startle response if too loud
Trust- May recognize familiar melody and turn head if there’s a change in familiar melody. Familiar helps calm – especially with lots of tantrums and tears
Independence- May match instensity of movements with intensity of music like moving in with ascending scale or out with descending scale- or facial movements might show response to intensity.
Control- May stop actions to listen to music and can be engaged in listening and mirroring someone jumping or running- watching is just as effective for those kids that can’t run or jump
Responsibility- Stops actions by listening to others and can really appreciate other and connecting with other people and not just themselves

[Alice Sorensen]

SINGING

Awareness: Cooing, vocalizing to a pitch, uses descending pitches
Trust: Attempting to match pitch of caregiver in play exchange
Independence: Conversational vocalizing or babbling in glissando and varying pitch
Control: Might attempt to recreate a familiar tune, perhaps a theme song to a favorite show or imitates a favorite song
Responsibility: Sings entire favorite song, not always staying in pitch but can replicate song more fully – might enjoy singing for family/friends

PLAYING

Awareness: Responds to instruments, listens to instruments and recognizes softer playing vs louder playing, lullabies vs very energetic songs, might put instrument in mouth.
Trust: Might shake an instrument to a specific pulse for two shakes or one, short but consistent meter
Independence: Takes advantage of a diverse array of instruments, chooses different instruments and examines them closely, seems more invested in the instrument’s purpose
Control: Enjoys structure in instrument experiences, becomes fascinated by and engages with the structure of music play, takes more autonomy in designing the structure
Responsibility: Marches, capable of more prolonged interactive play, more empathetic to other players, responsive to changes

MOVING

Awareness: Moves naturally, visibly relaxes to lullabies or increases energy in response to more exciting music
Trust: Might smile in response, not matching the meter but might bop their head or move their legs/arms, moves in a whole body way/whole body reactions
Independence: Moves a specific part autonomously, is able to move according to instructions in a very basic way (e.g. pat knees, etc).
Control: More enthusiastically participates in group movements, imitates movements, is thrilled by completing the movements – more likely to clap on meter, pat knees on meter, etc.
Responsibility: Can complete routines and sequences in response to songs, can recall the general meter and tempo and move consistently to that

LISTENING

Awareness: Turns attention toward a voice, recognizes voices of caregivers/different timbres
Trust: Can recognize and remember familiar melodies and timbres, emotions can be mitigated by familiar tunes or melodies
Independence: Shows bodily response that matches the music, responds to changes in music such as dynamics, timbre, mood
Control: Takes initiative to listen to music; uses autonomy over body to actively tune into music that they want to listen to, whether it’s a music instruction or just music that they’re anticipating
Responsibility: Watches or spectates peers and parents, takes active interest in what others are doing, is engaged and interested in reciprocal watching/listening, less focused on self

[Anonymous]

Great answers everyone! This question has been tricky for some trainings, but you all shared what Meredith and Beth are looking for!

[Gwendolyn Van Baalen]

Singing
Awareness: uses non-specific pitches in vocalizations and responds to a singing voice
Trust: uses pitch intentionally and vocalizes in response to singing
Independence: string two pitches together to form an interval and babble on pitch
Control: matches specific pitches and completes phrases in familiar songs
Responsibility: can sing with pulse and increased accuracy of melodic contour
Instrument Play
Awareness: turn toward the sound of instrument play and alter vocalizations in response to instrument playing
Trust: explore instruments with hands and mouth, begins to shake or strike instruments
Independence: transfer instruments from hand to hand and coordinate both hands for some movements
Control: plays a wider variety of instruments, plays in different tempos, uses repeated rhythmic patterns
Responsibility: maintain steady pulse in playing
Moving
Awareness: moves instinctively in natural rhythmic patterns
Trust: moves in rhythm in response to music
Independence: clap hands, engage in more coordinated rhythmic movements, and engage in some imitation of rhythmic movements
Control: imitates rhythmic movements
Responsibility: sing and move and sing and play concurrently
Listening:
Awareness: distinguishes between parents’ voices and other voices and shows awareness of presence of a voice
Trust: Distinguish familiar from unfamiliar melodies and notice changes in familiar melodies
Independence: Display physical mirroring of characteristics of music, including actively listening
Control: actively choose to listen to music
Responsibility: listen to the music being created by peers,

[Elizabeth Ferguson]

Singing:
Awareness, vocalize a nonspecific pitch, can make pitched vocalizations with rhythmic foundation, repeats sounds
Trust, make purposeful vocalizations in response to singing
Independence, use glissando, imitate short vocalizations
Control, sing 2-3 word phrases, ascending and descending intervals when singing
Responsibility, match discrete pitches in high and low range

Playing Instruments:
Awareness, use hands to touch the source of the sound, explore instrument with mouth
Trust, will reach out to rouch instruments, explore with mouth and hands
Independence, use hands to strike/strum/shake instruments
Control, use index finger on eon or both hands to play keyboard, play instruments with variety of tempos
Responsibility, alterante hands to play shaking instruments, alternate tempos

Moving:
Awareness, will move entire body, will alter movemtn in response to silence in music
Trust, tolerate movement of body parts rhythmically
Independence, move whole body rhythmically, clap hands
Control, pat knees using both hands together, isolate body partys to move rhythmically
Responsibility,recall and reproduce simple learned movement patterns

Listening:
Awareness, will turn head towards sound, increaased attention toward consonat pitches
Trust, display affect chagnes in response to emotional content of music
Independence, attend to favored music despite extraneous sounds
Control, stops action to listen to music, anticipates beginning and end familiar songs
Responsibility, identify emotions of other through use of song lyrics

Sorry I was so behind on finishing up weeks 3 and 4…this post was a great way to review the information learned in week three and combine with week four. Big help for me to reorganize so much information!

[Marchele Gilman]

Musical Development:
Singing- Awareness: Looks at singers face , Trust: matches pitches about ½ time, Independence: uses inflection of pitch, babbles Control: follows melodic contour of song, understands song as whole, Responsibility: uses pulse, meter, melodic content. Creates own melodies, experiments with pulse, and meter

Playing Instruments-Awareness: responds differently to sedative VS play-song music, explores instruments briefly Trust: briefly uses pulse and meter…will shake instrument…intentional use of instrument Independence: will explore instruments purposefully, won’t put in mouth as much, explores with mallets Control: Love musical stops and starts of music, child is internalizing control Responsibility: can maintain a steady beat with others,

Moving: Awareness: rhythmic movement are instinctual, Trust: repetitive movements-not necessarily paired to the music, “baby-bop” Independence: Knee patting, stamping feet, moving body intentionally Control: imitate learned musical movement, clapping, patting their knees, with others Responsibility: connects musical movements in a sequence…clapping, stomping, etc.

Listening- Awareness: recognizes changes in vocal timbre, Trust: recognizes a familiar melody, can be comforted, calmed and centered with a familiar melody Independence: begins to match intensity of the movements to intensity of music Control: stops actions to listen to music
Responsibility: Listens to the music of others

[Cassandra Reyna]

This module was SO helpful in absorbing all of the week three material! What a wonderful “lightbulb” moment!

SINGING
Awareness–> Discrimination of different pitches; creating purposeful pitches
Trust–> Matching selected pitches approximately 50% of the time as a beginning form of communication
Independence–> Independent creation of music (musical babble with melodic inflection); can be recognized as music but lacks structure; probably not going to share this music with you, just sing to their toys and by themselves
Control–> Clearly identifiable melodic contour, although pitches may not be exact; taking pride in performance now!
Responsibility–> Use of pulse, meter, and organization; may still shift keys

PLAYING INSTRUMENTS
Awareness–> Reaching toward instruments is exploring instruments; listening is the first step toward playing–they are exploring the timbres by listening
Trust–> Very, very brief use of pulse and meter, such as two or three shakes of a maraca. Really beginning to experiment with duration of sound
Independence–> No longer just putting instrument to mouth to explore but purposefully exploring, such as pressing the keys of a piano
Control–> Learning to start and stop with others; exploring what it means to start and stop, to have that control over the environment
Responsibility–> Maintaining a steady beat; creating connections with others by playing together in the same time and space

MOVEMENT
Awareness–> Instinctual rhythmic movements
Trust–> Purposeful, repetitive movements; probably not yet synchronized to the music
Independence–> Isolating specific body parts, as opposed to the whole body moving as one
Control–> Imitating learned musical movements
Responsibility–> Sequences of musical movement

LISTENING
Awareness–> Recognizing changes in vocal timbre; preferences for Mom’s vocal timbre
Trust–> Recognition of familiar melodies; can be soothing during this unpredictable time
Independence–> Matching intensity of movements to the intensity of the music; actively attending to the music, as opposed to simply having it occur in the environment
Control–> Will stop to listen to the music, to make the choice to stop stomping their feet in order to listen
Responsibility–> Listens to the music of others; understands that others’s music is also interesting and engaging ; there is an understanding that they can connect with other individuals on a musical level

[Beth McLaughlin]

Singing:
Awareness – turns head towards sound source
Trust – Coos, vocalizes in response to caregivers voice
Independence – explores ounds of his/her own voice – talks to self in crib
Control – sings repeated phrase or single words ina familiar song
Responsibility – incorporates multiple elements of music (rhythm, dynamics) into rendition of a familiar song

Playing instruments:
Awareness – turns head toward sound source. May vocalize in response to instrument sound
Trust – will grasp and release instruments; explores through multiple senses
Independence – plays a variety of instruments functionally
Control – responds to and alters instrument play according to external sound source
Responsibility – incorporates elements of music into instrument play e.g. alters dynamics, plays with pulse

Movement:
Awareness – exhibits physical response to various types of music (relaxes to quiet music etc.); attends to caregiver as they move to music
Trust – begins to imitate some movements of others; body mvt. changes in response to changes in music
Independence – movements become more functional and increase in duration; explores new movements in response to music
Control – movements are becoming more refised and responsive to changes in dynamics, tempo; demonstrates greater imitative skills
Responsibility – able to sequence movements and engage in multi-step movement experiences with group or partner

Listening:
Awareness – recognizes difference between mom and dad’s voice. Attends to their sound source
Trust – smiles, stops what he/she does when a familiar song is heard; visually attends to musical source; moves away or cries when an unpleasant sound is heard
Independence – begins to respond to changes in tempo and dynamics through movement
Control – will stop to listen to music that others are making (does not need to be involved in the music making to maintain attention)
Responsibility – independently seeks out music listening opportunities; willing to share music listening experiences with others

[Alison Albino]

Singing
Awareness: Any vocalizations in response to music stimulation in generally descending pitches.
Trust: Begins imitating pitches purposefully.
Independence: Babbles and begins singing one to two word phrases.
Control: Starts singing along to familiar songs
Responsibility: Remembers and sings along to familiar music, matches timbre and pitch.

Playing Instruments
Awareness: Explores new instruments with mouth and/or hands, looks toward music.
Trust: Continues exploring instruments with hands and/or mouth. May begin filling musical pauses with intentional instrument play.
Independence: Uses hands to play instruments purposefully, explores a variety of new instruments.
Control: Follows nonverbal cues to stop and start instrument play, plays in variety of tempos.
Responsibility: Explores instruments independently, plays steady tempos and responds to musical cues.

Movement
Awareness: Will move toward or away from music intentionally.
Trust: Repeats movements that aren’t necessarily synchronous to music.
Independence: Isolates body parts, i.e. clapping hands, patting knees, stamping feet, etc.
Control: Follows learned movement to music.
Responsibility: Can move in sequence, “My Head, My Hands, My Knees, My Feet” is a great song example for movement that works in the responsibility phase.

Listening
Awareness: Recognizes parents voice, can hear changes in vocal timbre.
Trust: Differentiates between familiar and unfamiliar melodies.
Independence: Matches movement to music intensity.
Control: May pause what they are doing to stop and listen.
Responsibility: Listens to peers and caregivers making music while making music themselves.

[Flora Whitmore]

SINGING
Awareness- Localizes to sound, indicates interest/preference by turning towards or away
Trust- vocalizes in response to mom/familiar caregiver, explores own voice
Control- may insert a single lyric or several notes of a familiar song
Responsibility- will sing multiple phrases of song (maybe not the way the song actually goes, but an approximation)

PLAYING INSTRUMENTS
Awareness- localizes to sound source
Trust- explores instruments with mouth/hands, may pick up/drop instruments
Independence- Can use instruments briefly in the way they were meant to be used
Control- may briefly change playing in response to fluctuation in tempo and dynamics
Responsibility- can independently match and sustain rhythm and follow tempo variance

MOVEMENT
Awareness- presents different bodily/physical responses to different types of music, (bouncing with fast music or being soothed by a lullaby)
Trust- movement changes with changes in tempo and dynamics (bouncing babies!) and they may start to copy the movements of others and their caregivers
Independence- movement is more purposeful and lasts longer
Control- able to move body in more refined ways in response to tempo and dynamic fluctuation, better at copying movements
Responsibility- can complete multi step movements, sequential movement and dance with others

LISTENING
Awareness- can differentiate between voices of caregivers, localizes to sound source
Trust- responds to familiar music (turning head, smiling,) will look towards sound source, will show aversion to unpleasant sounds by crying or attempting to move away
Control- begins to attend to the music and activities of others (less self centered about music making)
Independence- can pair movement with changes in music (can move faster when they hear the music increase in tempo etc.)
Responsibility- will perform for others, share musical experiences and listen to the music of peers

[RaeAnna Zinniel]

Singing
Awareness: Vocalizations not to a specific pitch Trust: Begins matching pitch, accurate roughly 50% Independence: Makes music for self, pitched babble Control: Sings some familiar phrases, both ascending and descending Responsibility: uses pulse and meter and sings entire songs
Playing Instruments
Awareness: responsive to variation in volume of sounds Trust: shake instruments and briefly uses pulse and meter Independence: Purposeful exploration of instruments Control: Will start and stop with music Responsibility: Responsive to changes in music and can maintain a steady beat
Moving
Awareness: intentional or instinctual movements Trust: do not necessarily match meter but move to music Independence: rhythmically moves specific body parts Control: copies learned musical movements Responsibility: Imitates sequences of movement
Listening
Awareness: Responsive to changes in vocal timbre Trust: Notices changes in familiar melodies and recognizes familiar melodies Independence: Matches movements with intensity of music Control: Will stop and listen to music Responsibility: Listens to music around them including peers

I hadn’t realized this didn’t post

[Jessica Triana]

Singing:
Awareness: produces vocalizations in response to music stimuli
Trust: produces vocalizations in response to caregiver
Independence: produces vocalizations for self-pleasure
Control: can follow melodic contour of familiar phrases
Responsibility: recalls and reproduces familiar songs
Playing:
Awareness: reaches to explore presented instruments
Trust: increased exploration of instruments with mouth and hands
Independence: purposeful and functional exploration of instruments
Control: attends and responds to starts and stops in the music
Responsibility: increased use and organization of musical elements
Movement:
Awareness: instinctual movement to music
Trust: produces rhythmical responses to music
Independence: clapping and increased coordination of rhythmic movements
Control: imitates rhythmic movements and patterns
Responsibility: movement becomes sequential and relative to musical structures
Listening:
Awareness: turns head to localize sound
Trust: recognition of familiar melodies and ability to discriminate overt changes in given melodies
Independence: begins to coordinate physical movement with changes in musical structures
Control: maintains participation while pausing to listen to the music
Responsibility: active role in music listening and increased attention to others’ music

[Ayelet Weiss]

SINGING
Awareness: Turns toward or away from musical source, uses pitch in vocalizations
Trust: Coos/vocalizes in matching pitch
Independence: Babble musically (melodic inflection) and experiment with different sounds.
Control: Begin singing short phrases within melodic contour of familiar song.
Responsibility: Recall and reproduce familiar songs using pulse and meter.

PLAYING INSTRUMENTS:
Awareness: Different responses to sedative music vs play songs, reach out and touch instrument
Trust: Briefly uses pulse and meter, Begin picking up, grasping, and shaking instruments.
Independence: Begin purposeful exploration of different instruments; Pressing keys of keyboard; Choosing which instruments to touch and play
Control: Starting and stopping instrument play with the starts and stops of the music; Playing or stopping playing during musical pauses.
Responsibility: Begin to be able to maintain a steady beat and become able to play instruments together with others.

MOVEMENT:
Awareness: Instinctual rhythmic movement, body relaxes to sedative music, body moves faster to exciting music
Trust: Purposeful repetitive movements such as moving arms or shaking head; “Baby Bop”
Independence: Begin to be able to isolate and move specific body parts for example stamping feet.
Control: Can watch and initiate movements of others, can move with others
Responsibility: Can create and produce rhythmic sequences that fit into a melody.

LISTENING
Awareness: Recognizes mother by her vocal timbre
Trust: Recognizes familiar music and can be comforted by its presence
Independence: Noticeable physical responses to different types of music such as leaning in, moving away, or facial expression
Control: Can stop moving and choose to actively listen and absorb the music
Responsibility: Can listen to the music of others instead of focusing on self

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