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.

[Ericha Rupp]

I am kind of confused as to how to present this response. Are we to provide examples of music activities within each music experience or replicate what was done in the power point but in our own words?

[Meredith Pizzi]

Thanks for the question, Ericha. This exercise is meant to help you think more in terms of how musical responses develop, rather than specific songs or activities to provide. The slides are one example. You can use the book to find any number of steps that the child needs to take beginning with Awareness and moving through to Responsibility in order to create a musical response. For instance, before a child can sing an entire melody, they would first need to make vocalizations, use intervals etc…
Please let me know if this helped.

[Laura Myers]

This is a difficult one! I find that I am still getting to know these levels, and have read the chapters a couple of times each. This is a completely different way of looking at how music is processed. As stated before, I have only worked with adults and geriatrics in my professional career.I’m sure over time, I will begin to understand these sequences better, and provide better examples. But for now, I’m still figuring it out. So, here it goes. I used the examples of stages and responses that were provided in the book to formulate my sequences.
Singing
Awareness- prefers higher pitches
Trust- makes vocal pitch changes
Independence- uses varied vowels and consonants when vocalizing
Control- Imitates words of songs before pitch or rhythms
Responsibility- discriminates talking voice from singing voice

Playing Instruments
Awareness- Responds differently to sedative verses play-song- music
Trust- play or strike inst with internal rhythmic beat
Independence- Explores a variety of instruments purposefully
Control- Likes to pound and bang
Responsibility- maintains play of instrument within a group

Moving
Awareness- actions and motions are rhythmic in nature
Trust- Displays movement that is rhythmic but not synchronized
Independence- Bounces and rocks rhythmically, uses body
Control- imitates learned movements
Responsibility- uses pulse when moving musically

Listening
Awareness- recognizes changes in melodies
Trust- Recognizes familiar melodies
Independence- Enjoys musical surprises
Control- anticipates the beginning of music
Responsibility- follow session routine

[Lysa Wright]

Singing– awareness- vocalizes a nonspecific pitch in response to singing. Trust- make vocal pitch changes in response to changes in pitch. Independence- babble using melodic intonation. Control- sing two words in phrases using pitched intervals. Responsibility- sing familiar songs using melodic contour and rhythm.

Playing instruments–awareness- turn eye gaze toward source of sound. Trust- reach out to touch instruments. Independence- reach for or retrieve instrument. Control- use familiar instruments functionally. Responsibility- maintain grasp on a mallet to play an instrument.

Moving– awareness- move entire body. Trust- move body parts with internal rhythmic beat. Independence- move whole body rhythmically. Control- pat knees using both hands together. Responsibility- can hop on one foot.

Listening– awareness- tolerate live music in the environment. Trust- look toward face of singer. Independence- seek out source of music. Control- tolerate singing along with peers and others. Responsibility- adjust quality of singing and playing to blend in with group.

[Ericha Rupp]

Ah… thank you Liz for the clarification. I was thinking way to far into the question. 🙂

Awareness: Singing (S) – makes pitched vocalizations; Playing Inst. (PI) – uses arms to reach towards the sound source; Movement (M) – demonstrates reflexive movement patterns; Listening (L) – calms to familiar melody

Trust: S – vocalizes in the tonality of song; PI – anticipates instrument sound with repetition; M – moves entire body rhythmically; L – display affect changes in response to emotional content of music.

Independence: S – imitate short vocalizations; PI – uses hand to strike instruments; M – Stomps feet rhythmically; L – Follows simple direction set to familiar music.

Control: S – uses both ascending and descending intervals when singing; PI – uses pincer grasp to manipulate a guitar pick or wave a scarf; M – clap hands rhythmically; L – anticipates the beginning of music.

Responsibility: S – regulates vocal quality to match timbre of music presented; PI – sustain sound on a simple wind instrument (slide whistle) for a specific duration of time; M – sing and move at the same time; L – takes turns singing/playing in a group structure.

[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.

[Ian Crawford]

This was fun once I got going! I started with the Responsibility stage and worked backward, so it felt kind of like putting a puzzle together. It was nice to isolate just a few of the responses and trace them back through the stages. It made the whole developmental process seem a little less overwhelming.

Singing-
Awareness-Will make pitched vocalizations
-Will make sounds of varying duration
Trust- Will vocalize in tonality of song and match pitches 50% of attempts
– Will use varied vowels/consonants in vocalizations
Independence- Will string two pitches together to form an interval
– Will use simple word sounds in familiar songs
Control- Will sing entire phrases using approx. melodic contour
– Will sing three words in phrases using pitched intervals
Responsibility- Will sing stepwise interval
– Will sing familiar songs using melodic rhythm/contour

Playing
Awareness- Will alter movements in response to instrument sound
Trust- Will explore instruments with hands or mouth
– Will play very simple, short, repeated phrases
Independence- Will use hands to strike instruments
– Will bang two instruments together
Control- Will use familiar instruments functionally
Responsibility-Will group simple rhythm patterns into sequences of patterns

Movement
Awareness- Will move entire body
– Will show reflexive movement patterns
Trust- Will move body parts with internal rhythmic beat
Independence- Will move whole body rhythmically
– Will imitate clapping hands in response to music
Control- Isolate body parts to move rhythmically
Responsibility- Will recall and reproduce simple learned movement patterns

Listening
Awareness- Will tolerate different types of music
Trust- Will look toward the face of the singer
Independence- Will enjoy changes in dynamics, tempo, and timbre
Control- Will tolerate singing along with peers and others
Responsibility- Will listen to the music of others
– Will follow session routine

[Adrienne Salmon]

Singing: Awareness- Sighs and vocalizations, localizing sound with gaze towards general area of source of sound; Trust- Approximating the tones/pitches of a favorite song for preference/request; Independence-babbling using musical dynamics and inflection such as descending note structure Control- approximately matching pitches/general contour and shape of familiar tunes Responsibility- Approximating the incorporation of pitches, steps, intervals, and/or tempo to reproduce songs

Playing: Awareness: Touches/feels an instrument with open or closed hand. Trust: Explores the instrument with hands and/or mouth. Independence: Makes instrument make noise on purpose (not by accident). Control: Plays instrument with a basic beat and starts/stops with cues within music, possibly with help from parent/aid. Responsibility: Takes turns with others in the group during instrumental play.

Moving: Awareness: Kicking legs excitedly and/or moves body in response to music playing; Trust: Vaguely moving whole body in response to music, hopefully an arm or leg will be tapping to the rhythm; Independence: Bouncing in rhythmic time to music being played; Control: Able to change from dancing slowly to slow music to dancing quickly to fast music; Responsibility: Coordinating movement to the movements of others during group music games

Listening: Awareness: Turns head toward general area where sound of the music is coming from; Trust: Stops crying and is comforted by familiar song; Independence: Tracks movement of sound during the session by rotating head while sitting; Control: Beginning to play and/or sing purposefully and in time with group activities; Responsibility: Watches and listens to group members and waits turn when an instrument is being passed around in a circle for turn-taking activities

[BJ Waelz]

Awareness: Singing – calm to familiar melodies , differentiate crying. Playing Instruments: close fingers over object placed in hand or grasp instr. briefly when placed in hand. Moving: use arms to reach toward source of sound, alter movement in response to melody Listening: turn facial attention towards source

Trust: Singing – make purposeful , pitched vocalizations in response to singing, vocalize in tonality of music
Playing Instruments: explore instruments with hands or mouth, allow instruments to be played on body parts, shake instrument when grasped.
Movement: move body parts with internal rhythmic beat, move entire body rhythmically in response to music
Listening: initiate vocalization in silence, look toward face of a singer

Independence: Singing: babble using melodic intonation, imitate short vocalizations
Instrument Playing: reach for / retrieve music instrument, use hands to strike instruement
Moving: move whole body rhythmically, clap hands
Listening: attend to favored music despite extraneous sounds

Control: singing: sing 2 or 3 words in phrases using pitched intervals,
Instrument Playing: use familiar instruments functionally, play with a variety of dynamic levels
Moving:sustain hand clapping, pat knees with both hands, start movement in response to music
Listening:Stop action to listen to music

Responsibility:
Singing:match pitches in high and low range, sing songs with melodic contour
Instrument Playing: alternate beating tempo, use fingers of dominant hand to play keyboard, sustain sound on a simple wind instrument for specified duration
Movement:sing and move at the same time, move and play simple instrument simultaneosly
Listening:listens to music of others, follow 2 step or 3 step musical directions, accept music suggestions of others

[Kristina Rio]

Great responses everybody! These responses and developmental stages will be helpful to look at later when the course is over, so I encourage you to print out your answers and keep a folder together with review materials. This course material will be available to you even after you have completed the training, but it is nice to have it handy if you start a program of your own!

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