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.

[Mikhala Majeau]

T’m not sure if this is quite what you’re looking for, but here it goes!

Singing-
cooing, hard consonant sounds when vocalizing, glissando, 2-3 word musical phrases, whole song

Playing instruments-
swipe at music maker, open hand and grasp instrument, open palm to play drum, imitate patterns, use fingers on keyboard

Moving-
swipe. roll, crawl/walk, jump, learned movements.

listening-
orient towards music, stop when music stops, look/smile at familiar song, take turns for a short while, play a single beat on cue.

[Jessica Bogacik]

– SINGING
* Awareness: Audible breath, cooing, vocalizing
* Trust: Matching some pitches
* Independence: Singing to themselves
* Control: Following melodic contour
* Responsibility: Recreating whole songs
– PLAYING INSTRUMENTS
* Awareness: Reaching out to explore
* Trust: Brief exploration of pulse
* Independence: Exploration of variety of instruments
* Control: Loves to practice starting and stopping
* Responsibility: Connecting with others through matching steady beat/pulse
– MOVING
* Awareness: Natural and instinctual movement to music
* Trust: More purposeful movement that starts/stops with music
* Independence: Intentional movements with isolated body parts
* Control: Loves to practice imitating movements
* Responsibility: Can learn a sequence of movements
– LISTENING
* Awareness: Prefers familiar voices, very aware of vocal timbre
* Trust: Can be calmed with familiar songs, recognizes melody
* Independence: Actively attending to music and responding to differing intensity levels
* Control: Can be very engaged in listening, chooses to stop and listen
* Responsibility: Listening to others’ music and connecting to others through music

[Melissa Hentges]

Singing: Alters vocalizations in response to singing, Makes purposeful vocalizations in response to singing, Imitates short vocalizations, Sings phrase with approximate melodic contour, Sings familiar song with correct melodic contour

Playing Instruments: Reaches towards instrument, Explores instrument with hands/mouth, Uses hand to strike instrument, Uses mallet to strike instrument, Uses mallet to play rhythms on instrument

Moving: Moves entire body, Moves body rhythmically, Uses repetitive motor patterns, Responds to music with dance movements, Uses sequences of movement patterns

Listening: Shows pleasure toward music in environment, Looks towards face of singer, Seeks out source of music, Sings along with others, Adjusts singing to blend with others

[Leigh Ann Walberg]

Singing: Using songs where they repeat sounds after me, such as la la..then later words and eventually move to singing songs as they progress through the stages. Start with simple melodies and choose more complex music as they move through stages.
Playing Instruments: observe in 1st stage the reaction to different styles of music. Watch which instruments students choose and if those choices change from session to session, allow them to explore. Add some stop and start songs with 3 seconds delays allowed. Create songs where they can practice a steady beat.
Moving:Allow them and observe them moving to music, entire body at the beginning. As they move through stage do songs that isolate body parts for rhythmic movement. Then do imitation songs where they mimic your movement. Move on to sequence movement songs such as head, shoulders knees and toes. Start with knee tapping and stomping before moving on to clapping.
Listening: Watch for any reactions to change in vocal timbre in early stage. As they progress observe if they recognize familiar melodies, if they match intensity of movements to intensity of music and if they stop action to listen to the music. In the last stage, encourage taking turns so each child can listen to their peers music.

[Anonymous]

Here are two examples Meredith have used in the past in case anyone needed a more clear direction. These are from past participants:

Singing: Awareness: localizing and paying attention to sound, mouthing and breathing along Trust: humming or brief vocalizing in response to or imitation of singing Independence: exploring voice, creating own melodic and rhythmic structures and even unique sound combinations Control: singing along with familiar portions of songs/phrases, following familiar melodic line Responsibility: singing along with entire songs, initiating familiar songs

Playing: Awareness: localizing sound source, attending to instrument Trust: reaching for, exploring, and playing instruments for brief times (1-2 beats at first), mouthing instruments Independence: continued exploration on own terms, using instruments in new ways (such as using maracas as drumsticks, etc.) Control: imitation and turn-taking within instrument play, responding to and providing musical cues Responsibility: playing with a steady beat, adding creative and expressive elements

Moving: Awareness: moves instinctually or with hand-over-hand assistance from caregiver/MT Trust: bouncing or swaying whole body with beat of music Independence: moves specific parts of the body, maintains movement without assistance from caregiver/MT Control: imitates learned movements following pulse Responsibility: anticipating familiar movements within sequence, asking for particular movements

Listening: Awareness: recognizes and respond to timbre (loud/dissonant causes startle, soothes with lullaby) Trust: increases attending to familiar songs Independence: increasing sensitivity to change in familiar music, choosing when to engage and for how long Control: requesting particular songs and participating in own way Responsibility: attention given to music of others, social development apparent in turn-taking and self-confidence able to stop, wait, and listen to others/developing turn-taking skills

Example 2 Singing: Awareness- vocalizes pitch independently, may match pitches from outside source (i.e. Therapist), it’s important to point out to parents that their little one is vocalizing a pitch, also look for audible breath and oral motor movements. Trust- vocalizes pitches in phrases called melodic babble, will match outside pitch and respond to their pitch being matched. Independence- vocalizes and recognizes familiar melodies, melodic babble is explored independently, it’s important to encourage parents to allow their little ones the freedom to explore their voices independently and play together by matching pitches and introducing varied pitch from very low to very high. Control- begin to sing familiar song lyrics and/or phrases which may or may not be exactly melodically/rhythmically accurate, it is important to point out what the child is singing to parents and encourage them to sing with their child. Responsibility- begins to sing entire familiar songs with melodic and rhythmic accuracy.

Playing: Awareness- look towards source of sound, reach out to touch and explore instruments, may hold a small instrument such as a maraca for a short period of time, may explore instruments with their mouths. Trust- begins to play instruments within the structure of the song for very brief periods, continues to explore the instruments with their mouths, it’s important to assure parents that this is ok and make sure instruments are always clean for children. Independence- plays instruments independently and looks for new instruments to play, it’s important to encourage exploring new instruments and assure parents that’s why the instruments are out! For everyone to explore and play! Control- will engage in starting and stopping the music. Responsibility- maintains a steady beat, creative with how they play their instrument, again it’s important to assure parents that we are creating a safe environment in which their child can create and explore freely.

Moving: Awareness- instinctual/natural movements in response to the music. Trust- independent repetitive movement such as kicking legs or bouncing in response to music. Independence- begins to move selected body parts independently (i.e. pat knees, stamp feet). Control- can move each body part independently and in rhythm with the song. Responsibility- can request a body movement such as jumping or running, engages in sequential body movements such as “head, shoulders, knees, and toes”.

Listening: Awareness- looks toward sound, may be easily startled by loud or abrupt sounds. Trust- likes familiarity in song structure, important to share with families the importance of using the songs learned in class at home. Independence- facial and physical responses to the music, children may turn away from sounds or move towards sounds and this is an opportunity to let the parents know that their child is making a choice not to listen or to listen. Control- requests preferred songs. Responsibility- children begin to understand and appreciate others music, they can listen to another child play/sing and they can engage in musical play together with the understanding that “it’s not all about me”.

I hope this helps make the assignment a little more clear. There are so many things we can be looking for as a musical developmental progression, so pick a musical response to start with and see how it will develop through the levels. Thanks for all of your work and effort here everyone! Keep it up! You’re doing great!

[Michelle Nettle]

Musical Developmental Sequence: Singing

Awareness
-can demonstrate different duration’s of sound
-vocalizations are in simple rhythms
-uses pitch in vocalizations
-prefers higher pitches

Trust
-makes purposeful pitched vocalizations
-matches selected pitches about half the time
-generally uses descending intervals in melodic contour

Independence
-uses repeated sounds (bababa)
-babbles with melodic inflection
-uses major 2nd interval
-uses varied vowels and consonants when vocalizing

Control
-produces discrete pitches
-matches selected pitches
-follows melodic contour of familiar song
-sings intervals of 2nd, minor and major 3rd, 4ths, and 5ths

Responsibility
-uses melodic contour of whole phrases and sentences
-sings in major and minor keys
-uses pulse and meter within melodic contour from beginning to end

Musical Developmental Sequence: Playing Instruments

Awareness
-reach toward an instrument
-turn head toward the sound of an instrument
-responds differently to sedative vs. play-song music
-may explore instrument very briefly and then drop it

Trust
-briefly uses pulse and meter to play instruments
-explore instrument with mouth and hands
-picks up instrument, shakes a few seconds, and then drops it

Independence
-uses hand to strike a drum or tambourine
-grasps and shakes maracas/jingle bells
-transfers instrument from one hand to another
-explores a variety of instruments purposefully
-not mouthing the instruments as much

Control
-likes to “pound and bang” drums
-starts and stops instruments play with the music (may be a 3 second delay)
– can play a variety of instrument purposefully

Responsibility
-maintains a steady beat
-can control dynamics to match music
-maintains play of an instrument within a group
-will often deliberately “match” what others in the group are playing

Musical Developmental Sequence: Moving

Awareness
-movements are subtle and instinctual
-move rhythmically, but more “naturally”
-respond to sedative vs. play-song music naturally by “slowing down” or “moving faster”

Trust
-uses repetitive movement rhythmically, but NOT synchronizing to the rhythm of the music
-repetitive movements include clapping, patting, jiggling foot, shaking head, moving arms up and down, NOT to the beat necessarily, but moving ONLY when music is playing(so they are definitely moving “to the music”)

Control
-dances spontaneously to music
-imitates learned movements to particular music
-generally has fast internal rhythm
-can do “exact” imitative movements like clapping, patting, stomping, ext.

Responsibility
-imitates simple rhythmic patterns
-uses musical movements in sequence (Head, Shoulders, Knees, and Toes, ext.)
-maintain melody, meter, pulse that matches the meaning of the words

Musical Developmental Sequence: Listening

Awareness
-distinguishes changes in melodies
-prefers consonance vs. dissonance
-recognizes changes in vocal timbre

Trust
-focuses “inwardly” in response to lullaby music
-focuses “outwardly” to play-song music
-recognizes familiar melodies (tell parents-a familiar song can be used as a tool to “calm a child down when upset)

Independence
-enjoys crescendo and other musical surprises like fermatas, glissandos, and silence
-begins to match intensity of movements to the intensity of the music (this includes facial expressions- furrowed brow and frown or raised eyebrow with a smile)

Control
-engages and responds to both familiar songs and spontaneous music
-stops action to listen to music
-engaged in listening and responding to the music

Responsibility
-identifies low pitches easier than high pitches
-recognizes and produces “loud” vs. “soft” music
-listens to the music of others
-respects and enjoys taking turns listening to others play music

[Natalie Condon]

Musical Development Sequence: Singing
Awareness: Vocalizing pitches/ Prefers higher pitches/ Audible breathing.
Trust: Matches pitches/ Melodic spontaneous babble.
Independence: Melodic inflections that mimic inflections in music or world of child/ Vocalizes to themselves.
Control: Vocalizes with melodic contour to a familiar song with a loose grasp of rhythm and melody.
Responsibility: Can sing entire familiar song with appropriate rhythm and melody.

Musical Developmental Sequence: Playing Instruments
Awareness: Explores instruments with mouth/ Looks toward source of music.
Trust: Can play instrument briefly with one or two purposeful beats.
Independence: Explores several instruments.
Control: Starts and stops along with the music.
Responsibility: Can continuously play with the steady beat.

Musical Development Sequence: Moving
Awareness: Instinctual rhythmic movements.
Trust: Moves to repetitious music.
Independence: Can move select body parts independently to repetitious music.
Control: Can imitate learned musical movement with independent body parts.
Responsibility: Can move in sequential body movement. For example: Pat knees/ jump/ touch head.

Musical Development Sequence: Listening
Awareness: Looks toward source of sound/ Can recognize parents timbre.
Trust: Recognizes familiar songs.
Independence: Matches intensity in music to intensity in body/facial features.
Control: Stops actions in order to follow music.
Responsibility: Child engages in another person’s music.

[Steven Clarke]

Singing:
Awareness: Recognizes sound of own voice within the music Trust: Begins to vocalize during song Independence: Experiments with own voice in the context of song Control: Sings along to familiar parts of songs and demonstrates learning new parts of songs Responsibility: Self initiates favorite song for group

Playing:
Awareness: Recognizes an instruments unique sound in the context of the music Trust: explores the instrument Independence: Plays in creative ways Control: Self initiates stopping or starting with or without peers Responsibility: Plays with own style while aware of music environment

Movement:
Awareness: moving in response to music Trust: Synchronizing movements to music Independence: Moves specific parts of body and initiates movements Control: Can imitate movements suggested by peer or MT Responsibility: Learns sequence of movements

Listening:
Awareness: Responds to dynamics Trust: Recognizes favorite song Independence: Chooses how long to listen Control: Identifies preferred music and their role in it Responsibility: recognizes other’s role in music experience

[Amanda Goff]

Musical Development Sequence: Singing: Awareness(audible breaths and locates sound), Trust(begins to match pitches they are hearing), Independence(cooing and babbling using pitch), Control(confident in their vocalizations), Responsibility(comfortable with singing in the minor and singing whole songs).

Musical Development Sequence: Playing Instruments: Awareness(may not hold the instrument, but responds to songs that move), Trust(may start to hold instrument for a few seconds at a time or shake an instrument for a few seconds at a time), Independence(more comfortable and begin to explore instruments on their own), Control(begin to mirror the Tx. and start and stop playing/shaking in instrument when the Tx. starts or stops), Responsibility(can play an instrument within a group and maintain that steady beat modeled by the Tx.)

Musical Development Sequence: Moving: Awareness(movements are more natural and non-sequenced), Trust(may start to pat knees and repeat the same movement and are more confident in their movements), Independence(the movements go from natural to intentional movements, confident, want to show what they can do!!!), Control(begin to mirror others movements such as the Tx. or other peers), Responsibility(time for sequencing such as the use of the song “head, shoulders, knees and toes.” They make their movements more personal as well in this phase.)

Musical Development Sequence: Listening: Awareness(recognizes certain voices(timbre) such as their mother or father’s voice) Trust(along with recognizing voices they begin to recognize melodies/songs such as a lullaby(go to sleep, go to sleep….), Independence(begin to match the intensity of what they are hearing and match with either their voice or movements/playing), Control(begin to choose to listen to music and they have that choice), Responsibility(begin to watch others and what they are doing and learn from their peers.)

[Linda Madler]

Singing: Awareness–vocalizes pitches Trust–matches pitches some of the time; enjoys pitch matching games Independence–vocalizes parts of songs with melodic intonation; Control–follows melodic contours of a familiar song (direction, number of steps) Responsibility–can recall and reproduce song from beginning to end

Playing Instruments: Awareness–attends to instrument Trust–explores instrument by playing a few times; Independence–enjoys variety of instruments and ways to play—let child play his/her way and explore Control–starts and stops with music; likes to imitate Responsibility–plays with steady beat; enjoys playing with others

Moving: Awareness–movements are reflexive and rhythmic; Trust–responds to music with repetitive movements, not synchronized ; Independence–moves body parts rhythmically (tapping, stamping before clapping); Control–imitates musical movements, Responsibility–can follow movements in a sequence

Listening: Awareness–recognizes timbre of parents’ voices, preference for higher pitches; Trust–music can center/calm Independence–matches intensity of music with movements Control–listens to music while still (stops movement) Responsibility–listens and to and connects with others making music

[Jamie Sacca]

Ok here goes!

Singing: awareness: randomized focalization a in response to musical stimuli.
Trust: begins sound pairing
Independence: imitates and responds to Vocalizations
Control: may begin to sing parts of familiar songs repetitively, may be able to “fill in the blank”
Responsibility: able to sing independently and along with others

Playing instruments: awareness: reaching for/touching instruments when presented to them
Trust: beginning to grasp and hold more readily, and make purposeful movements to play/make a sound
Independence: exploration of instruments on their own and finding different ways to play the
instrument
Control: choosing preferred instruments and responding to musical changes with their own play
Responsibility: able to match tempo, beat, and stop/start with minimal outside prompting

Moving: awareness: beginning to respond to musical stimuli
Trust: more controlled movements/movements that they know how to do and repeat in response to music
Independence: movements become more purposeful and rhythmic
Control: learn specific movements that are associated with a particular song (like wheels on the bus)
Responsibility: begins to follow movement sequences, which can be supported and reinforced by rhythmic components
of musical stimulus

Listening: awareness: responds to musical and vocal timbre
Trust: develops favorite songs that become familiar and soothing
Independence: begins to imitate components of music (quiet/loud, fast)
Control: changes actions/stops in response to musical changes
Responsibility: takes turns listening to others play, to therapists’ playing, and takes pride in showing their own play.

[Kayla Hamilton]

Singing:
-Awareness: Audible breathing and pitched vocalizations
-Trust: Matching of pitches and creation of spontaneous melodies
-Independence: Recognizes and vocalizes familiar melodies; use of glissandos, fermatas, and intentional silence
-Control: Spontaneous songs that lack tonal center and rhythmic stability
-Responsibility: Sings familiar songs with melodic and rhythmic accuracy

Playing instruments:
-Awareness: Reaching towards music source and attending with body positioning (towards or away from music)
-Trust: Exploration of instruments with mouth and hands
-Independence: Choosing what instrument to play and how to play it
-Control: Instrument play mirrors music
-Responsibility: Able to maintain a steady beat

Moving:
-Awareness: Looking or not looking at music and reaching towards the music source
-Trust: Positioning body towards or away from music
-Independence: Uses whole body and isolates body parts rhythmically
-Control: Dances spontaneously to music
-Responsibility: Movement to a music sequence

Listening:
-Awareness:Pitch and vocal timbre discrimination
-Trust:Recognition of familiar melodies and when they are altered
-Independence: Matches movement to the intensity of music
-Control: Stopping current activities to focus on music
-Responsibility: Listening to music of others and engaging in music making with others

[Robyn Rutland-Coleman]

Singing: Awareness – point out to parents that child is using pitch, they can reflect that back to child; cooing, sighing with pitch. Trust – matching selected pitches about 1/2 the time can be seen as early/beginning form of communication and singing; pitch matching as a fun game. Independence – experiment with their voice in a melodic way, but not songs yet; “secret singers” (on own to toys, etc.), but this exploration shouldn’t be called attention to. Control – proud of being able to follow melodic contour of familiar songs; can be a performer; their singing reflects structure of a song. Responsibility – sings entire songs, may not maintain the same key; they play with pulse and meter; can recall, remember, reproduce the great amount of material required to sing a song.

Playing Instruments: Awareness – listening to instruments is the beginning of playing instruments; different responses to sedative and play-song music (different type of body/head movement, energy level exhibited). Trust – mouthing instruments; grasping, shaking very briefly; very brief exhibition of pulse, meter, duration of sound. Independence – purposeful exploration of instruments of many types; important for a variety of instruments to be available to child for safe exploration; less mouthing, more playing to explore instruments. Responsibility – sense of connection with others engendered by being able to maintain a steady beat when playing together; can adjust beat to others’.

Moving: Awareness – movements in response to music; instinctual rhythmic movements; a very natural experience. Trust – movements not synchronized with music, but begin and end with it; repetitive movement response; not about particular action, just a movement response. Independence – Begins to pat knees, stamp feet, clap (ability to isolate body parts in rhythmic movement); “I am using my body!”. Control – controls body enough to imitate learned motions to music; begins to internalize music as a means of personal expression. Responsibility – enjoys cognitive and musical challenge of moving to music in sequence. Can do “Head, Shoulders, Knees and Toes” at this stage.

Listening: Awareness – Vocal timbre as a means of recognition of caregiver; recognize differences in vocal timbre; facilitator must use care in vocal timbre changes with this stage, as child is sensitive to it and may be startled/upset by drastic differences. Trust – turns head in direction of familiar melodies; recognition of familiar melodies can be helpful for parents in soothing, redirecting attention in difficult situations. Independence – we can see they are engaged in active listening by matching of their movement intensity with music intensity; also reflected in facial expressions. Control – Proud to make choice to listen to, absorb the music; will stop moving in order to listen to music; child may be in center of class circle “not doing anything”, but is listening, but maybe not in the same way as others there – idea of mirror neurons firing when watching another person doing an action, as if they are doing it themself.

[Lauren Servos]

Hi everyone!

Singing:
Awareness-vocalizes with vowel and consonant sounds, imitates vocalizations of others, important to reflect the infant’s pitch and point out the pitched nature of the vocalizations to the parents. Trust-matches some pitches, important to encourage parents to view these vocalizations as the beginning of communication. Independence-uses musical babble, these children often sing and explore their voices alone. Control-begin to follow the melodic contour of familiar songs, may not demonstrate the ability to sing exact pitch during songs, but they can sing with the basic contours of the songs, may love to perform. Responsibility-shows the ability to use pulse and meter, may experiment with pulse and meter when children explore and play.

Playing instruments:
Awareness-responds differently to sedative vs. play-song music, shows awareness of sound vs. silence, explores instruments through sight, touch, taste, and sound. Trust-briefly uses pulse and meter, speed of their pulse increases throughout the trust stage. Independence-children need the opportunity to explore a great variety of instruments purposefully. Control-love to control the instruments and practice starting and stopping, important to encourage parents to stop and wait. Responsibility-can maintain a steady beat, their ability to maintain a beat creates an opportunity for connection with others in the group.

Moving:
Awareness-rhythmic movements are instinctual, very naturally move or are still. Trust-responds to music with purposeful movements, often not synchronized to the music but does begin and end with the music. Independence-become able to isolate body parts to purposefully move independently, movement is not only purposeful but intentional. Control-takes pride in imitating learned musical movements like clapping, internalize music into their personality. Responsibility-able to connect musical movements into a sequence, enjoy the cognitive and musical challenges.

Listening:
Awareness-recognizes changes in vocal timbre and their own parents’ voices. Trust-recognizes and is comforted by familiar melodies. Independence-match the intensity of movements to the intensity of the music. Control-they have the skills to stop action to listen. Responsibility-listens to the music of others, takes pride in demonstrating their own play and is able to stop and listen to others as well.

[Elizabeth Schwartz]

What great answers! I hope that you are keeping copies of all your responses. I can guarantee that you will use that information for a long time!

[Kathy Odenkirk]

Singing: Awareness – uses pitch in vocalizations, Trust – makes purposeful, pitched vocalizations, Independence – use simple word sounds in familiar songs, Control – sing 2 words in phrases using pitched intervals, Responsibility – sing phrases using 4 or 5 words.
Playing Instruments: Awareness – grasp briefly a musical object when placed in hand, Trust – explore instruments with hand or mouth, Independence – transfers instrument 1 hand to another, Control – uses familiar instrument functionally, Responsibility – maintains play of instrument with a group
Moving: Awareness – movements and vocalizations are in simple rhythms, Trust – displays movement that is rhythmic but not synchronized to the music, Independence – uses whole body rhythmically, Control – dances spontaneously to music, Responsibility – uses pulse when moving musically,
Listening: Awareness – calm to familiar melodies, Trust – focuses outwardly in response to “play-style” singing, Independence – demonstrate musical preferences and dislikes, Control – watch others as they make music, Responsibility – listen to the music of others.

[Amanda Barnett]

Hello everyone! These past few weeks have been insane & I feel horrid for falling so far behind in this wonderful course! Time to play catch up…

Singing
-Awareness: vocalizes along with others, point out pitches to parents
-Trust: attempts to match pitches, point out matched pitches to parents, vary pitches (less varied at first then increase toward the end if this stage)
-Independence: enjoys exploring their voice “secret singers”, tell parents to listen-enjoy & be proud of their child’s independent singing.
-Control: point out when a child is singing a song. They are very proud, performance with basic inflection. Structure of familiar songs, trying to sing full songs “show time”
-Responsibility: singing entire songs-shifts keys but maintains a pulse. Recalls, remembers and reproduces songs.

Playing instruments
-Awareness: listens to music, explores the world by sight, smell, taste & touch (instruments into the mouth)
-Trust:begins picking up & shaking instruments briefly. (At the beginning of this stage they can slowly turn their wrist or arm to shake but by the end of the stage movement becomes quicker and more intentional.)
-Independence: grabbing mallets, pressing keys on the keyboard, etc. Explain to the parents that music goes on all of the time & to allow for exploration of instruments.
-Control: start/stop songs. Rule of 3,000 to allow for the child to have processing time. Allow for exploration/invitation of start/stop songs.
-Responsibility: creates connections for children and parents alike. Steady beats are established and maintained.

Moving
-Awareness: natural experience both moving and being still.
-Trust: “baby bop” purposely moving (shaking head, clapping hands, moving feet)
-Independence: movements become more intentional and are able to happen through a specific movement the child is attempting through isolation of body parts.
-Control: can control their body enough to reach up high & way down low. Beginning to initiate music and produce movement.
-Responsibility: able to sequence movement, maintain melody, meter & pulse.

Listening
-Awareness: pays attention to the timbre in your voice as well as their parents voices.
-Trust: things are unpredictable. Familiar melodies are recognized & can be soothing.
-Independence: actively attending to music. Movement is matched to the intensity of the music.
-Control: proud of self for making choices or for having enough control of themselves. Point out & educate parents on mirror neurons. Children learn from watching/listening to everyone so all present must be engaged.
-Responsibility: stops actions to listen & appreciate to the music of others. Develops musical skills.

[Author]

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