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.

[Amanda Braden]

Singing:
Awareness: Dynamics should be monitored during this level; Trust: Initiate vocalization in response to silence in music
Independence: Enjoys crescendo; Control: Uses varied vocal dynamics; Responsibility: Recognizes and reproduces “loud” and “soft”

Playing Instruments:
Awareness: Responds differently to sedative versus play-song music; Trust: Differentiates tempo changes from rhythmic changes
Independence: Begins to match intensity of movements to intensity of music; Control: Gains control of movements
Responsibility: Uses pulse when beating

Moving:
Awareness: Rhythmic movements are instinctual; Trust: Displays movement that is rhythmic but not synchronized to the music
Independence: Bounces and rocks rhythmically; Control: Generally has fast internal rhythm; Responsibility: Uses pulse when moving musically

Listening:
Awareness: Can discriminate pitches; Trust: Recognizes familiar melodies
Independence: Perceives change in melody when contour and range are altered; Control: Anticipate the end of a familiar phrase or song; Responsibility: Increases recognition of melodic rhythm without lyrics

[Kayla Lyles]

Singing
Awareness – Use varied dynamics in vocalizing and crying
Trust – Sing descending intervals
Independence – Imitates short vocalizations
Control – Use both ascending and descending intervals when singing
Responsibility – Recall and reproduce learned songs

Instrument Playing
Awareness – Uses arms to reach out toward source of sound
Trust – Explore instruments with hands and mouth
Independence – Bangs two objects together
Control – Uses familiar instruments functionally
Responsibility – Sing and play at the same time

Moving
Awareness – Move entire body
Trust – Move entire body rhythmically in response to music
Independence – Imitate clapping hands in response to music
Control – Stop movement when music stops
Responsibility – Create sequence of novel movements in response to music

Listening
Awareness – Tolerates different types of music
Trust – Looks towards the face of the singer
Independence – Demonstrate musical preferences and dislikes
Control – Watch others as they make music
Responsibility – Accept music suggestions of others

[Jacquelyn Blankinship]

Singing – Awareness: Can demonstrate different durations in sound; Trust: Makes purposeful, pitched vocalizations; Independence: Uses varied vowels and consonants when vocalizing; Control: Uses varied vocal dynamics; Responsibility: Sings in both major and minor keys

Playing Instruments – Awareness: Prefers consonance over dissonance; Trust: Briefly uses pulse and meter; Independence: Transfers instrument from one hand to another; Control: Generally has fast internal rhythm; Responsibility: Plays beats and rests within a familiar structure

Moving – Awareness: Movements are in simple rhythms; Trust: Displays movement that is rhythmic but not synchronized to the music; Independence: Isolates body parts to move rhythmically; Control: Dances spontaneously to music; Responsibility: Uses musical movements in sequence

Listening – Awareness: Distinguishes changes in melodies; Trust: Focuses inwardly to lullaby-style singing; Independence: Enjoys musical surprises of fermata, glissando, and silence; Control: Follows melodic contour of familiar song; Responsibility: Increases recognition of melodic rhythm without lyrics

[Michelle Russell]

Singing: Awareness- breath sounds, moving mouth. Trust- matches some selected pitches,makes purposeful vocalizations. Independence- Increased vocalization, “secret singers”, melodic inflection. Control- show time/listen to me, varied dynamics. Responsibility- Experiments with pulse and meter in song, able to recall “learned” songs.

Playing instruments: Awareness- Responds differently to play-song vs. sedative music. Trust- Picking up and grasping instruments, putting in mouth but shaking purposefully 2-3 times. Independence- Not in mouth as much anymore, exploring a variety of instruments. Control- Starts and stops playing in the music, greater control over sounds produced. Responsibility – Loves gathering songs, can keep a steady beat.

Moving: Awareness- natural responses to play-song vs. sedative songs. Trust- move body rhythmically, isolates body parts. Control- Imitates movements, explores the space. Responsibility- movement games, sequencing.

Listening: Awareness- Recognizes vocal timbre (mom). Trust- comforted by familiar melodies looks to the source of the sound. Independence- Facial expression matches the intensity of the music. Control- engaged listening, stops actions to listen to the music. Responsibility- Listens to the music made by others.

[Katie Whipple]

SINGING:
Awareness- Begins using pitches in vocalizations, such as coos and ahhhs. It is such a SWEET sound!
Trust- Can match pitch about 50% of the time.
Independence- Enjoys exploring voice and will often sing “silently”.
Control-Can follow the melodic contour of a song
Responsibility- Uses pulse and meter with in a melodic contour

PLAYING INSTRUMENTS:
Awareness- exploration of instruments (mostly in mouth!)
Trust- Briefly (a few shakes) uses pulse and meter with instruments. As they grow speed increases as well as duration
Independence- Purposeful exploration of instruments- they enjoy using a variety of instruments
Control- Can start and stop intentionally with the music
Responsibility- Can maintain a steady beat

MOVING:
Awareness- Rhythmic movements are instinctual. Music should support the natural movement
Trust-Responds to music with purposeful repetitive movement (not necessarily in tempo) AKA the “baby bop”
Independence- Isolates body parts to move rhythmically
Control- Imitates learned musical movements and beginning to internalize music as part of themselves
Responsibility- Connects music movements in a sequence (we can now do Heads, Shoulders, Knees and Toes!)

LISTENING:
Awareness- Recognizes changes in vocal timbre… loves their parents or care givers voice the most! Beware of startling them with your own timbre
Trust- Recognizes familiar melodies
Independence- Matches intensity of movement to music
Control- Can stop action in response to listening to the music
Responsibility- Listening to the music of others.

[Jaycie Voorhees]

This has been a great way to integrate this information! Thank you!

PLAYING INSTRUMENTS: Awareness: Close fingers over a musical object when placed in palm, Trust: Use hand to grasp for short periods, shake simple instrument when grasped, Independence: grasp and shake, relinquish hold on an instrument and transfer hand to hand. Control: grasp mallet or stick to play instrument, play fast to slow and slow to fast. Responsibility: Play rhythm patterns on a two handed instrument and participate in musical call and response.

SINGING: Awareness: Turn eye gaze toward sound of singing, Trust: make purposeful pitched vocalizations in response to singing, Independence: Imitate short vocalizations and animal sounds, Control: Adjust quality of vocalizations or dynamics to match the mood/dynamics of music, Responsibility: Sing familiar songs while playing simple instrument, melodic rhythm, or basic beat.

LISTENING: Awareness: Alter movements/vocalizations in response to silence in the music. Trust: Display affect changes in response to emotional content of music. Independence: Seek out source of music. Control: Anticipate beginning and end of a familiar song. Responsibility: Follow 2 & 3 step musical directions.

MOVING: Awareness: Move entire body/tolerate being rocked or bounced. Trust: Move entire body rhythmically in response to music/tolerate movement of body parts rhythmically. Independence: Move whole body rhythmically/alter movement in response to changes in the music. Control: Isolate body parts to move rhythmically/adjust speed of movement to reflect music. Responsibility: Purposely alter movement patterns/maintain a rest position while peers are moving.

[Megan Dewing]

INSTRUMENT PLAY – Awareness: Move arms to touch the sound source. Trust: Play or grasp instrument for a short period of time. Independence: Grasp an instrument and shake. Control: Shake instrument in a variety of tempos. Responsibility: Transfer a shaking instrument between both hands to play.

MOVING – Awareness: Move body in repetitive, rhythmic movements. Trust: Move rhythmically in response to the music. Independence: Alter the rhythmic movements in response to the music. Control: Isolate body parts and move them rhythmically. Responsibility: Sequence body movements.

SINGING – Awareness: Vocalize with a non-specific pitch. Trust: Change vocal pitch in response to others pitch changes. Independence: Sing two pitches together to form an interval. Control: Use three or more pitches to sing a phrase. Responsibility: Sing in varied pitch ranges (high, medium, and low).

LISTENING – Awareness: Turn attention toward the source of the sound. Trust: Look toward the source of sound in response to the silence. Independence: Seek out the source of the music. Control: Anticipate the beginning of a song and the end of a familiar song. Responsibility: Remain attentive when listening to both the leader and peers.

[Christine Czuhajewski]

I really enjoyed the information about how parents might react to different musical reactions and what they might expect their children to do. It is really good to be prepared with how parents might try to prompt their children when they go through the developmental phases.

Singing- Awareness: Physical reaction to musical changes, such as turning head when music has stopped or suddenly gotten softer. Trust: Make vocalizations in reaction to or along with musical changes. Independence: Engages in vocalizations that demonstrate experimentation in intervals and imitation. Control: Ability to wait and react at appropriate times to “call and response” songs and imitate words. Responsibility: Retains melodic information- initiating or singing favorite songs and can follow the melodic contour of a song with voice.

Playing- Awareness: Physical reaction to hearing instruments- turning towards sounds, flinching at sudden sound or begin to develop a calm body while listening to sedative music. Trust: briefly moves arms or body to the beat, touching and beginning to grasp instruments. Independence: Purposefully move isolated body parts to the beat and moving different instruments to the beat. Control: Chose to participate in instrument play briefly to the same beat as another person or engage in playing to a variety of tempi and musical styles. Responsibility: Maintain a steady beat independently and engage in playing/stopping along with favorite songs.

Moving- Awareness: Moving arms quicker when exposed to stimulating music and slowing their body movements when listening to sedative music. Trust: Begins to move body to the beat of music, bouncing body to the beat for longer periods of time. Independence: Isolate specific body parts to move purposefully to the beat. Stop playing intentionally when music structure changes. Control: Intentionally imitate movements. Responsibility: Put movements in a sequence and retain awareness of the sequence along with the beat of the song.

Listening- Awareness: Turning towards familiar and preferred sounds, turning away or crying when exposed to non-preferred or unfavorable sounds. Trust: Demonstrate recognition of melodies by calming, or even reacting to unexpected changes in familiar melody. Independence: Movements and reactions change with the music- face shows emotional reactions to minor modes, slower songs or even faster, stimulating songs. Control: Choosing to stop to listen to music- control over reactions to music. Responsibility: Listening to others to imitate singing or instrument play.

[Kristina Rio]

Great job with this everyone! I enjoyed reading everyone’s posts.

[Darcy Lipscomb]

SINGING – Awareness: Will use varied dynamics in vocalizing. Trust: Will sing descending intervals. Independence: Will use pitch range of about one octave. Control: Will sing entire phrases using approximate melodic contour. Responsibility: Will sings familiar songs using melodic contour and rhythm.

PLAYING – Awareness: Will turn eye gaze toward and track sound source. Trust: Will allow instruments to be played on their body. Independence: Will use hands to play a drum. Control: Will play a single beat. Responsibility: Will respond when cued to play simple, multi-beat patterns.

MOVING – Awareness: Will move entire body. Trust: Will move body parts to internal rhythm. Independence: Will imitate clapping hands in response to musical stimuli. Control: Will combine two movements in a repeated pattern. Responsibility: Will use sequences of movement patterns.

LISTENING – Awareness: Will calm to families tunes. Trust: Will initiate vocalization in response to musical silence. Independence: Will begin to enjoy changes in music qualities (dynamics, tempo, timbre). Control: Will anticipate the end of a familiar song. Responsibility: Will listen to the music of others.

[Amanda Maestro-Scherer]

Listening: Awareness– Recognizes parents voices, turns toward sound; Trust– Soothes to familiar music; Independence– Responds with facial affect to musical changes; Control– Listens intently, will stop actions to listen; Responsibility– Actively engages in listening to peers, can take turns to listen.

Moving: Awareness– Sucks rhythmically and moves rhythmically; Trust– Bounces to music, but not in time. Independence– Isolates body parts, has a sense of self in relation to musical engagement; Control: Imitates and mirrors musical movements; Responsibility: Creates their own movements to music.

Playing Instruments: Awareness– Responds differently to sedative vs. play music, grasps instrument, may put instrument in mouth; Trust– Pulse is closer to meter of songs, grabs and tosses instruments; Independence– Independently explores different sounds of instruments, takes them out of containers and puts them away when finished; Control– Loves musical suprises and starts and stops in music; Responsibility– engages in social music making.

Singing: Awareness– Uses pitch, may cry in the same key as music; Trust– matches pitch, beginning of communication; Independence– Uses melodic inflection so listener can identify song; experiments with voice; Control– follows melodic contour, leaves out parts of songs, proud of music making, may love singing into a microphone; Responsibility– explores pulse and meter, sings entire songs from beginning to end.

[Mary Withington]

Singing-AWARENESS-child uses pitch when vocalizing, and can change pitch. He cries with discomfort and coos with contentment. TRUST- the child matches pitch 1/2 of the time and can vary pitches from low to high and high to low and imitate pitches. He is starting to vocalize using hard consonants. This is the beginning of communication and singing. INDEPENDENCE- child uses pitch to combine sounds with inflection, uses pitched intervals. and babbles with melodic inflection. Like to sing to themselves. CONTROL- child follows melodic contours of familiar songs, and is proud of their singing and wants to perform. enjoys sing voice to whisper or shout, and puts several words together in musical phrases. RESPONSIBILITy- child plays with pulse and meter within a melodic contour, and creates own melodies and lyrics.

[Mary Withington]

Just lost the rest of my finished post, so here I go to do it again, maybe shorter this time.
Playing instruments- AWARENESS-responds differently to sedative vs play music, and is beginning to reach out, grasp, and play an instrument. TRUST- Briefly uses pulse and meter, picks up, grasps, and plays instrument. Looks toward the instrument he is grasping or shaking. IDEPENDENCE-explores a variety of instruments and play with purpose and intention for a longer duration. Can transfer instruments hand to hand.CONTROL- enjoys stopping and starting sounds with a long rest in between.can play a variety of tempos. RESPOSIBILITY- can maintain a steady beat, play independently in a group setting,

Movement-AWARENESS-rhythm is movements are instinctual and reflexive to music played. TRUST- Responds to music with repetitive movements such as the baby bop, hands up and down, but not clapping yet. Will calm by rocking to music. INDEPENDENCE- able to isolate body parts and move intentionally to music. CONTROL- able to imitate learned movements,can start and stop body movement in response to musical cues, starting to jump. RESPONSIBILITY-can now move body sequentially, such as in song head, Shoulders, Knees and Toes.

Listening-AWARENESS-child can recognize changes in vocal timbre and can recognize voice of mom and important caregivers. Will like toward object or sound in close proximity. TRUST-child recognizes familiar melodies, and will be calmed by music and respond by looking to changes in music. INDEPENDENCE- facial expressions and body movements will match the intensity and mood of song, CONTROL-child is able to stop action to listen to music, and imitate simple musical patterns. RESPONSIBILITY- child is able to listen to the music of others and respect it. Able to adjust tempo, intensity, etc to match that of a group.

[Milijana Majstorovic Kozul]

SINGING
Awareness: Vocalize with a non-specific pitch (and can change it). Turn eye gaze toward sound of singing.
Trust: Change vocal pitch in response to others pitch changes or singing. Make vocalizations in reaction to or along with musical/sound changes (beginning of communication). Initiate vocalization in response to silence in music
Independence: Sing two pitches together to form an interval. Imitate short vocalizations and animal sounds. Enjoys exploring voice. Uses varied vowels and consonants when vocalizing;
Control: Use three or more pitches to sing a phrase. Adjust quality of vocalizations or dynamics to match the mood/dynamics of music. Ability to wait and react at appropriate times to “call and response” songs and imitate words
Responsibility: Sing in varied pitch ranges (high, medium, and low). Sing familiar songs while playing simple instrument, melodic rhythm, or basic beat. Explores pulse and meter, sings entire songs from beginning to end. Recognizes and reproduces “loud” and “soft”

PLAYING
Awareness – Responds differently to sedative vs. play music, grasps instrument, may put instrument in mouth; turning towards sounds, move arms to touch the sound source. Prefers consonance over dissonance.
Trust – touching and beginning to grasp instruments. Pulse is closer to meter of songs, grabs and tosses instruments;
Independence – Independently explores different sounds of instruments, takes them out of containers and puts them away when finished; Will use hands to play a drum. Grasp an instrument and shake. Purposeful exploration of instruments- they enjoy using a variety of instruments
Control – Loves musical suprises and starts and stops in music; Will play a single beat. Chose to participate in instrument play briefly to the same beat as another person.Grasp mallet or stick to play instrument. Play fast to slow and slow to fast
Responsibility – engages in social music making. Maintain a steady beat independently and engage in playing/stopping along with favorite songs.

MOVING
Awareness: Movements are in simple rhythms; Rhythmic movements are instinctual; Move entire body/tolerate being rocked or bounced. Moving arms quicker when exposed to stimulating music and slowing their body movements when listening to sedative music.
Trust: Displays movement that is rhythmic but not synchronized to the music; Begins to move body to the beat of music, bouncing body to the beat for longer periods of time.
Independence: Isolates body parts to move rhythmically; Imitate clapping hands in response to music. Stop playing intentionally when music structure changes.
Control: Dances spontaneously to music; Generally has fast internal rhythm, Stop movement when music stops. Imitates and mirrors musical movements.
Responsibility: Uses pulse when moving musically. Uses musical movements in sequence.Creates their own movements to music.

LISTENING
Awareness: Can discriminate pitches; Tolerates different types of music distinguishes changes in melodies.Turn attention toward the source of the sound but turning away or crying when exposed to non-preferred or unfavorable sounds. Recognizes parents voices, turns toward sound; Trust
Trust: Recognizes familiar melodies. Looks towards the face of the singer. Comforted by familiar melodies looks to the source of the sound
Independence: Demonstrate musical preferences and dislikes, Enjoys musical surprises of fermata, glissando, and silence, Facial expression matches the intensity of the music. Sick out the source of the music.
Control: Anticipate the end of a familiar phrase or song; Watch others as they make music. Engaged listening, stops actions to listen to the music. Anticipate beginning and end of a familiar song.
Responsibility: Increases recognition of melodic rhythm without lyrics. Listens to the music made by others. Actively engages in listening to peers, can take turns to listen.

[Author]

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