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.

[Kerry Cornelius]

Singing:
Awareness: Makes pitched cooing sounds while smiling
Trust: Imitates modeled pitches in song while randomly vocalizing “b” and “p” sounds
Independence: Babbles on a glissando and smiles when MT begins singing a familiar song
Control: Sings preferred song independently but omits random words/phrases
Responsibility: Accurately sings entire song and adjusts vocal timbre to match group

Playing:
Awareness: Opens hand on a tambourine briefly
Trust: Briefly grabs maraca, shakes for a few seconds, then drops it
Independence: Holds mallet in one hand while banging on drum with other hand
Control: Plays drum with a mallet and stars/stops along with music
Responsibility: Joins in with the group to play a steady beat on the drum

Moving:
Awareness: Child looks at face of MT when in close proximity and briefly swipes at MT with hand as she sings
Trust: Shakes head repetitively in presence of music
Independence: Pats knees intentionally while smiling
Control: Watches MT intently and imitates stomping and clapping
Responsibility: Participates fully in group social dance to “Head, Shoulders, Knees and Toes”

Listening:
Awareness: Turns head toward sound of caregiver’s voice
Trust: Stops crying and is comforted by familiar rocking song
Independence: Tracks movement of singing MT by rotating head while sitting and changing facial posture
Control: Stops running to actively listen to a new song in a different mode
Responsibility: Watches a peer play the drum then seeks out peer or caregiver’s attention as they begin to play

[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.

[Katherine Sestrick]

Singing:
Awareness: child makes cooing sounds when familiar lullaby is sung to him. Trust: child begins to match last pitch of familiar lullaby, after caregiver waits 3-5 seconds. Independence: child fills in last note of familiar lullaby. Control: child begins to sing familiar lullaby to self and to doll while playing; song is recognizable to caregivers. Responsibility: child sings familiar lullaby to self, turning it into a play song while running and jumping.

Playing Instruments:
Awareness: child holds maraca in one or two hands for short time. Trust: child shakes maraca 2-3 times in a row to steady beat of music. Independence: child holds mallet and plays various notes on xylophone. Control: child shakes maracas both fast and slow. Responsibility: child waits for his turn to play instrument in group activity.

Moving:
Awareness: child kicks legs excitedly in response to lively music being played near him. Trust: child pats legs for short time in response to steady beat. Independence: child runs to fast music. Control: child is able to change from walking to slow music to running to fast music. Responsibility: child coordinates his movement to movements of others during group music games.

Listening:
Awareness: child turns head towards caregiver’s voice when familiar lullaby is sung. Trust: child calms when familiar lullaby is sung. Independence: child runs when he hears music with a strong, fast steady beat. Control: child is beginning to play group games and listen to directions in music (i.e. “If You’re Happy and You Know It”). Responsibility: child changes his tone of voice to match others in a group singing experience.

[Stephanie Tassos Wohlsifer]

SINGING: AWARENESS – child responds to familiar melody with a quick breath in followed by a coo. TRUST – child attempts to match pitch of a simple familiar melody sung by mom. INDEPENDENCE – child attempts to mimic mom in call-and-response. CONTROL – child sings own melodies or sings an approximation of a familiar song (e.g., Old McDonald) while playing alone. RESPONSIBILITY – child “teaches” a song to a younger sibling.
INSTRUMENT PLAY: AWARENESS – child reaches for and touches piano keyboard. TRUST – child plays one or two notes on piano. INDEPENDENCE – child stands at piano and “plays” several notes in succession. CONTROL – child stands at piano and “accompanies” self while singing an approximation of a familiar song (e.g., Old McDonald). RESPONSIBILITY – child stands at piano with younger sibling and “teaches” song to younger sibling. (NOTE – I witnessed this a couple of weeks ago at my guitar teacher’s home, when his two adorable daughters, ages 2 and 3, were engaged in a “duet” of Old McDonald, standing at the piano, playing and singing together – priceless!).
MOVING: AWARENESS – child attempts to move body in time to music for 1 – 2 beats. TRUST – child moves in time to music for several seconds at a time. INDEPENDENCE – child attempts to clap hands while moving in time to music. CONTROL – child changes tempo of movement in response to changes in tempo of music. RESPONSIBILITY – child joins in group movement activity and tries to match teacher’s movement.
LISTENING: AWARENESS – child directs gaze to music source for several seconds. TRUST – child moves toward music source to “check it out.” INDEPENDENCE – child points to music source (e.g., boom box) and indicates to mom that she wants to hear music. CONTROL – child sits near music source and listens with mom. RESPONSIBILITY – child attempts to sing along and move in time to recorded music with another child.

[Jonni Fogerty]

Singing – Awareness: Turns to look at mother singing. Trust: Vocalizes in the tonality of the song. Independence: Imitates short vocalizations. Control: Sings entire phrases using approximate melodic contour. Responsibility: Sings stepwise intervals.

Playing – Awareness: Touches a drum with an open hand. Trust: Explores the drum with hands and mouth. Independence: Strikes the drumhead with hands. Control: Plays the drum with a basic beat and starts/stops with the music. Responsibility: Takes turns with peers in group rhythm playing.

Moving – Awareness: Bops full body to the music. Trust: Allows mother to use HOH to assist in clapping to the music. Independence: Imitates clapping hands to the music. Control: Sustains hand clapping independently to familiar song. Responsibility: Claps rhythmic patterns while singing.

Listening – Awareness: Smiles when the MT plays consonant pitches on the guitar. Trust: Looks at the guitar when the MT stops playing. Independence: Smiles and laughs as the MT changes dynamics and tempo of the song. Control: Stops playing to listen to the MT play or watch another child play. Responsibility: Sits attentively and listens as the MT goes around the circle and allows each child a turn to strum the guitar.

[Katie Bagley]

Singing:
Awareness- Child engages in intentional breath and sighs/vocalizes in cooing
Trust- Child begins to closely approximate and/or match tonic pitches of familiar melody
Independence- Child babbles using musical dynamics and inflection including glissando
Control- Child matches pitches/general contour and shape of familiar lullabies
Responsibility- Child accurately incorporates pitches, meter and tempo to reproduce songs

Instrument Play:
Awareness- Child demonstrates differentiated facial affect based upon varied dynamics and instrumentation
Trust- Child reaches out to instruments, played with parental assistance
Independence- Child intentionally and appropriately uses varied instruments
Control- Child plays instruments, engaging in start/stop and call and response with facilitator
Responsibility- Child joins within a group musical experience demonstrating steady beat

Moving:
Awareness- Child demonstrates awareness of music by slight rocking motions
Trust- Child engages in repetitive “bopping” motion with entire body
Independence- Child moves feet to rhythm and tempo of song
Control- Child follows verbal cues within a musical structure for repetitive motion (stomping)
Responsibility- Child successfully imitates these learned movements in a sequential order through familiar songs (stomp, shake, clap)

Listening:
Awareness- Child recognizes mother’s voice as evidenced by varied facial affect
Trust- Child turns head eliciting facial presence upon hearing familiar lullaby
Independence- Child matches facial expressions of facilitator within active musical participation
Control- Child intentionally observes musical cues to start/stop instrument play
Responsibility- Child begins to value peer musical input, and stops instrument play to listen

[Meredith Pizzi]

Just as a reminder: Keep a copy of your answers to use as you plan your future sessions.

[Shonda Malik]

Singing; Awareness=turn eye gaze towards source. Trust=shows pleasure when hearing a familiar song. Independence= imitate animal sounds. Control; sing 2-3 words in phrases using pitched intervals. Responsibility=sing intervals of 4ths and 5ths.

Playing; Awareness= use arms to reach toward source of sound. Trust= play instrument with internal rhythmic beat. Independence= bang 2 objects together. Control= grasp mallet to play instrument. Responsibility=play rhythm pattern on a 2-handed instrument.

Moving: Awareness= calm to rhythmic rocking. Trust= move entire body rhythmically in response to music. Independence= pull to stand to bounce with music. Control= sustain hand-clapping. Responsibility=hop on one foot.

Listening: Awareness= show increased attention towards consonant pitches. Trust= look toward face of singer. Independence= follow simple directions set to familiar music. Control= anticipate the end of a familiar song. Responsibility= adjust quality of singing to blend in with group.

[Christina Wensveen]

Singing:
Awareness- vocalizes with various pitches, Trust- vocalizes in tonality of song, Independence- use pitches to combine sounds together, Control- sings ups and downs in a melody Responsibility- sings from beginning to end and understands what a song is.

Playing Instruments:
Awareness- explores instruments and develops understanding, Trust- briefly begins playing for a duration of time, Independence- grabs mallets and plays instruments in their own way, Control- love to start/stop and watch you imitate them, Responsibiity- maintains a steady beat and can match beat of another group member

Moving:
Awareness- movements are spontaneous, Trust- repetitive movements synchronized to the music, Independence- aware of body parts and can first pat knees, stomp feet, Control- moves with leader, Responsibility- can use sequences in musical movements

Listening:
Awareness- reacts to varying timbres, Trust- smiles when familiar songs are played, Independence- responds to intensity of music with matching movements or facial expressions, Control- music captures their attention and they pause to listen, Responsibility- respect and understand the playing of others.

[Nicole Sanabria]

Singing (Awareness) – Child will demonstrate islands of engagement by vocalizing a nonspecific pitch in response to musical stimulation from a familiar song, (Trust) – Vocalizes in tonality of the song, (Independence) – Babble using melodic intonation, (Control) – Coordinate breathing and vocalization to sustain a tone, (Responsibility) – Sing familiar songs using melodic contour

Playing Instruments (Awareness) – Child will demonstrate facial attention by turning toward the source of sound, (Trust) – Play or strike instrument with internal rhythmic beat, (Independence) – Use hands to move strings on guitar, (Control) – Child will play with a variety of dynamic levels, (Responsibility) – Child will play rhythm patterns on on a resonator bell to close a circle of communication during a musical experience

Moving (Awareness) – Child will make repetitive, rhythmical movements with body, (Trust) – Move body parts with internal rhythmic beat, (Independence) – Alter momvement in response to change in music, (Control) – Isolate body parts to move rhythmically, (Responsibility) – Move with a peer during a musical experience

Listening (Awareness) – Tolerate different types of music, (Trust) – Display affect changes in response to emotional content of music, (Independence) – Enjoy changes in dynamics, tempo, and timbre, (Control) – Tolerate changes in musical experiences, (Responsibility) – Adjust quality of playing to blend with the group

[Kathryn Costanza]

Singing- Awareness: Uses pitch in vocalization. Trust: Make purposeful, pitched vocalizations. Independence: Vocalizes in response to music. Control: Engages in spontaneous singing and song-making. Responsibility: Maintains melodic intonation in familiar songs

Playing – Awareness: Recognizes changes in vocal timbre. Trust: Recognizes combinations of sounds. Independence: Explores a variety of instruments purposefully. Control: Retrieve instrument of choice. Responsibility: Accept a non-favored instrument

Moving – Awareness: Actions and movements are rhythmic in nature. Trust: Displays movement that is rhythmic but not synchronized to the music. Independence: Isolates body parts to move rhythmically. Control: Combine 2 movements in a repeated pattern. Responsibility: Uses sequences of movement patterns

Listening- Awareness: Prefers consonance over dissonance. Trust: Recognizes the relationship of notes in a triad. Independence: perceive changes in songs when melodic contour or rhythm is altered. Control: Anticipate the end of a familiar song. Responsibility: Maintain an attentive posture while listening

[Katie Romano]

Singing:
-Awareness: Makes vocalizations at different pitches
-Trust: Imitates modeled pitches
-Independence:Participates in call and response songs (or songs with animal noises or vowel intonation)
-Control: Spontaneously joins in the singing, occasionally making up own lyrics
-Responsibility: Sings along to the song with correct melody and rhythm – maintains melodic integrity

Playing:
-Awareness: tolerate the texture of instruments touching them
-Trust: grasps maraca and fidgets with it (not necessarily aware they are trying to shake it)
-Independence: plays instruments purposefully
-Control: participates in controlled interment play (stop/go, fast/slow)
-Responsibility: can follow a rhythmic structure

Moving:
-Awareness: they are comforted by rocking (swaying mother etc)
-Trust: displays rhythmic movements
-Independence: Makes intentional (dancing) movements
-Control: matches the their movements to the beat of the music
-Responsibility: can follow a moving sequence

Listening:
-Awareness: reacts to different timbers
-Trust: is comforted by familiar songs (smiles)
-Independence: responds to different aspects of music and enjoys changes
-Control: can play musical games (where they have to listen and follow directions)
-Responsibility:listens to peers play and waits/anticipates their turn

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