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.

[Kristina Rio]

Hi Everyone. I am going to post my answer to this question when I took the training to provide an example. There was some confusion on how to answer this question. Please contact me or post to the board if you have any further questions.

Singing: Awareness: facial presence towards source of sound/physical response to singing such as opening mouth or vocal sounds/audible breath Trust: Imitation of vocalizations/interactive/game-like Independence: unique vocalization as response to music/melodic babbling Control: sings familiar song lyrics and start to organize structure of the song melodically Responsibility: child sings melodic lines and lyrics with a pulse/song is identifiable/can sing entire songs

Playing: Awareness: looks towards source of sound/reaches for instrument/plays instrument Trust: brief play within structure/responsive Independence: explores new instruments and sounds/explores new ways to play familiar instruments Control: responds to sudden silence by initiating play Responsibility: consistent play with steady beat/playful with how they create the sound

Moving: Awareness: instinctual movements/ kicking, waving arms Trust: swaying or bouncing with pulse Independence: able to identify and move parts of the body with modeled movements Control: imitates and anticipates learned movements in structure activities Responsibility: begins to suggest movements by doing the action wanted (identify parts of body to move to contribute)

Listening: Awareness: responds appropriately to different timbres (loud/cry…soothing/sleep) Trust: sensitive to changes in familiar (likes consistent timbre, and use of songs) Independence: responds to changes in music by matching, looking confused, or looking surprised Control: request songs they want to hear/changes the track on a CD to listen to something particular Responsibility: able to stop, wait, and listen to others/developing turn-taking skills

I hope this helped!

[Cynthia Cross]

I’m giggling right now because I WAS confused a little. I kept checking back to see how others had posted…I decided to do this assignment based on response I might see from my current students. I have all levels of developmental delays and cognitive impairments.

Playing Instruments: AWARENESS: responds to different sounds, looks for/at stimulus, TRUST: explores instruments, grabs/manipulates one handed instrument; important to educate staff that just touching and exploring is OK! INDEPENDENCE: uses more complicated instruments, may use 2 hands (mallets, cymbals) CONTROL: will manipulate their own playing – start/stop, fast/slow, loud/soft, more playing WITH me as opposed to just exploring. RESPONSIBILITY: play as a group, joins friends, waits for others to play

Singing: AWARENESS: mouth moves when there is singing, unplanned vocal sounds TRUST: sing back pitches to students, they may respond to my singing with more pitched vocalizing. INDEPENDENCE: respond to open-ended vocal songs (singing in spaces), purposely making sounds with me. CONTROL: singing during familiar songs such as hello/good-bye songs RESPONSIBILITY: student finishes a phrase in a song

Moving: AWARENESS: responds to a variety of musical styles/genres, I might provide musical support for their natural movements. TRUST: may copy one movement per verse in a song. INDEPENDENCE: body part songs (play the drum on your knee…) CONTROL: copies more movements, finger plays and action songs. RESPONSIBILITY: possibly do movements to a song without me

Listening: AWARENESS: experience with a variety of timbres, find preferences. TRUST: responds to familiar songs or melodies. INDEPENDENCE: responds when style changes in a song/music. CONTROL: changes playing/moving when music changes. RESPONSIBILITY: makes song choices, expresses preferences, follows directions embedded in lyrics.

[Mary Carter]

Singing: Awareness: Variances in pitch, audible breathing. Trust: Imitates pitches, high, low, glissando approx. half of time. Independence: Combining multiple sounds together in melodic form. Starts and stops sounds without prompting. Control: Can sing familiar songs, enjoys and takes pride in performing. Responsibility: Memorizing and singing longer songs. Begins to play with pulse and meter, takes ownership of songs.

Playing Instruments: Awareness: Responds as opposed to playing instruments. Responds differently to different types of songs (play songs, sedative) and different instruments. Trust: Picking up instruments and briefly shaking/ striking to make sounds. Independence: Explores the different ways an instrument can make sounds (shaking, scratching, dropping, banging). Control: Enjoys start and stop instructions and can follow. Plays With music purposefully. Responsibility: Maintains a steady beat, able to play as part of a group, follow directions, take turns, and listen.

Moving: Awareness: Turning towards the sound, moving mouth. Trust: Repetitive movements such as head bop, arm shake, feet kicking. Independence: Intentional response to the music such as knee patting, foot stamping. Control: Ability to control and imitate movements such as arms up, arms down, moving legs one at a time. Responsibility: Using movements in sequence such as “Head and Shoulders”, suggesting new movements.

Listening: Awareness: Recognizes and responds to changes in vocal timbre. Trust: Recognizes familiar melodies, can self-sooth to familiar songs. Independence: Matches intensity of movements/volume/ facial expressions to that of the music. Control: Makes a choice to stop and listen to the music. Learns through listening as well as watching. Responsibility: Enjoys listening to the music of others, able to see beyond self.

[Emily Baroody]

Singing: Awareness: spontaneous vocal sounds (cooing), panting. Trust intentional vocal sounds, babbling matching some pitches. Independence:musical babble (babbling becomes more melodic), increased pitch matching. Control: attempts to melodic contour of familiar songs. Responsibility: can sing familiar songs with ease and learn and repeat new songs using auditory memory.

Playing instruments:responds to different sound qualities such as pitch, tempo, and meter. turns toward stimulus. Trust: explores making sounds on his or her own understands that he or she is the sound maker. Independence: explores instruments. can begin to identify which instruments make which sound. Control: can play instruments together in a group and can work with pulse, meter, tempo and dynamics. Responsibility: has physical coordination to keep a steady beat and can manipulate his or her music making in a group music experience to be different from everyone else and still fit in place. Likes musical games and direction following

Moving: Awareness: responds to musical stimuli with movement automatically. Trust: Uses whole body to intentionally respond to music. Independence: can isolate movement to specific body parts (wiggling fingers, stamping feet). Control: imitate musical movement in a sequence (finger plays), likes to spin around and around. Responsibility: has the muscle control to dance in rhythm and sequence.

Listening: Awareness: Recognizes vocal timbre specifically the voice of caregivers. Trust: responds to familiar melodies is even more so aroused by playful songs and comforted by sedative music. Independence: Can distinguish more clearly different musical elements such as dynamics and attempts to imitate intensity of heard music. Control: Will really listen to music and be pulled out of fantasy play. Responsibility: group music making is heightened by being able to distinguish his or her musical play and others’ musical play.

I hope that I did this correctly. I also was a little confused with this assignment and was waiting to see how others responded.

[Corie Barkey]

Throughout this week, in my sessions, I was able to identify almost all levels of responses in each of the four domains. and here are some sequences that I came up with.

SINGING
Awareness ~ looking at the face of the singer and responding with spontaneous vocalizations
Trust ~ Makes pitched vocalizations and increased intentional vocalizations
Independence ~ Vocalizations have melodic form and are now recognized as a specific song
Control ~ Uses pitched intervals with more accuracy to sing along
Responsibility ~ has a unique quality to vocal quality, and timbre. Melody is accurate.

PLAYING INSTRUMENTS
Awareness ~ Responds to various instruments sounds with head turn or reaching for instruments in range
Trust ~ Child may strike or shake instruments for a short period of time.
Independence ~ Plays single beats and will start and stop with the music
Control ~ Coordinates body to play 2 hand instruments within the structure of a group
Responsibility ~ Group play as well as collaboration. Finger isolation skills on piano

MOVING
AWARENESS ~ Movements are reflexive. Child opens and closes fists
Trust ~ movements become purposeful to make intentional music
Independence ~ Child is able to run/walk and start and stop movements with the music
Control ~ Adjusts speed of movements to the tempo of the music
Responsibility ~ movements are sequenced and collaborative in the group setting

LISTENING
Awareness ~ Makes cooing sounds when content comforted by the vocal timbre of their caregiver
Trust ~ responds differently with movements or vocalizations as music starts or disappears
Independence ~ Independently listens to changes in music and can adjust responses
Control ~ Listens to simple rhythm patterns and can imitate them back
Responsibility ~ Hears the differences in the music of self and other. Follows directions in lyrics.

Looking forward to observing more : )

[Molly Moses]

Singing: Awareness: Cooing or spontaneous vocalizations as a response to music. Trust: Intentional vocalizations imitating pitch about half of the time. Independence: Babbling in response to singing. Control: Sings familiar songs and begins to sing along with similar songs. Responsibility: Child sings rhythm and meter with an accurate melody.

Playing: Awareness: Eyes look toward source of sound and reaches for instrument. Trust: Briefly plays instrument with structure. Independence: Explores new instruments and purposefully makes different sounds. Control: Listens to music and initiates during a pause. Responsibility: Is able to play with a steady beat more consistently.

Moving: Awareness: Reflexive, instinctual movements. Trust: Bounces repeatedly with music. Independence: Is able to move just one part of his or her body, such as foot or hand. Control: Imitates expected movements. Responsibility: Is able to control body parts and move them in sequence.

Listening: Awareness: Appears to alert to changes. Trust: Responds to changes in familiar songs. Independence: Facial expression corresponds to music. Control: Is able to identify what they like. Responsibility: Able to listen to others and respond.

[Melaine Pohlman]

Singing: Awareness: demonstrate differentiated cries and pitches for various needs, cooing and making repeated sounds, imitates some modeled pitches in vocalizations, and turns eyes and facial attention to source of singing Trust: matching of selected pitches increases, laughs out loud and coos to music, tolerates changes in melody, demonstrates visible pleasure to singing. Independence: Babbles and vocalizes with melody and inflection, imitate sounds and vocalizations, demonstrate vocal play with glissandos, dynamics, intervals and animal sounds. Control: Noticeable melodies and familiar songs recognized in babble and vocalizations, engage in different vocalizations, ie. Whispering, shouting, etc., and demonstrates increased use of pitched intervals in spontaneous singing. Responsibility: Sings longer phrases and songs with functional language, spontaneously create and alter melodies and rhythms, sing with group or independently and use intervals.

Playing Instruments: Awareness: Turn gaze, facial expression or postures toward instrument sounds, tolerate familiar and unfamiliar sounds, reaches with arms for sound, explores with hands. Trust: Uses hands and mouth to explore instruments and sound source, play, grasp or shake instruments for short periods, Independence: Use hand to strike instruments, grasp and shake instruments with purpose briefly, bangs instruments together. Control: Use a mallet to strike instrument, plays in response to music with independent starting and stopping, plays with greater fine motor abilities, and uses varied dynamic levels. Responsibility: Uses two hands and alternates to play instruments, engage in group playing and demonstrate ability to sing and play

Moving: Awareness: alter sounds/babble to varying movements, move entire body instinctively, rather than purposeful, enjoys bouncing and rocking Trust: Visibly moves entire body in response to music and singing, moves with internal beat but movements usually start and stop with presence of music. Independence: Intentional movements of a body part, imitate clapping and bouncing, changes movements in response to changes in music. Control: Moves rhythmically in response to other’s actions, attempts more gross motor movements to music, moves through space while playing and instrument. Responsibility: Recall and reproduce simple movement patterns and sequences, sing and move or play instrument and move at the same time, movements intentionally reflect changes in timbre, and dynamics

Listening: Awareness: Turns toward changes in vocal timbre, turn head to familiar sounds and attends more to consonance rather than dissonance in music. Trust: Looks to singer or sound source in presence of silence and initiates vocalizations, demonstrates emotional affect changes based on changes in music, timbre and silence. Independence: Recognizes familiar sounds and songs, demonstrated likes and dislikes and tolerates and enjoys changes in musical components such as dynamics, harmonies and tempo. Control: Stops actions to take in music stimuli, soothed and calmed by familiar melody, learns from watching others engage and interact in music environment. Responsibility: Listens to and contributes to music of others, adjusts music interactions to others in group, uses language in song to communicate, follows routine and structure of music and sessions.

[Mary Kerrigan]

Singing: Awareness: open and closes mouth in attempt of singing, occasionally vocalizes when taking big breaths or laughing in response to music. Trust: Cooing and increased purposeful vocalizations more closely matching the pitch and sound of the music. Independence: Increased accuracy in pitches of a melody and still cooing but sounding as though using a few words here and there. Control: Uses more elements of the music in own singing and babbling, awareness and more accuracy in matching familiar melodies. Responsibility: Adding more spice to the familiar melody, will experiment more purposefully with dynamics, rhythm, meter, etc.

Playing Instruments: Awareness: Creates eye contact with instrument or will move head in direction of instrument sound, tolerates touch and direct interaction with the instrument. Trust: Increased touch of the instrument with hands and other body parts, stronger independent grasp and play with the instrument as well. Independence: Increased curiosity of a variety of instruments and experimentation of how to play, possibly banging instruments together, more purposeful play of the instrument. Control: Increased awareness of how their instrument play fits in with the music. Responsibility: Increased awareness of musical elements of his/her instrument in response to the music being played for example using steady beats and consistent rhythm, dynamics.

Moving: Awareness: Wiggles and turns head to sounds heard, uncontrollable movements in response to music. Trust: Increased awareness of sudden musical elements or even simply starting and stopping the music, movements begin to match those although still not as controlled. Independence: Increased awareness of body parts and how they can be used or moved, beginning to use each body part with more control and purpose. Control: Increased awareness of movements of others in their environment and trying to match those movements, finer control of movements. Responsibility: More challenged by adding sequence to the movement experience, doing actions in a certain order and number of times within the song.

Listening: Awareness: Can identify parents and specific familiar people in their environment by timbre of voice, sensitive to sudden timbre changes. Trust: Increased awareness of familiar songs and melodies, which can be comforting and distract from negative behaviors. Independence: Increased awareness of elements of music and will display this in their playing and movements to match the music more closely. Control: Will stop actions when hearing that music has stopped. Responsibility: Increased awareness of how their music fits in with the group rather than only being focused on his/her own music and movements.

[Laura Silvestain]

Listening: Awareness: Turns attention toward sounds
Trust: Gives greater attention to familiar and consonant music
Independence: Controls reactions to music heard
Control: Creates preferences about what they want to hear
Responsibility: Listens attentively to music

Singing: Awareness: Makes noises on own
Trust: Begins to imitate pitches
Independence: Vocalizations become more recognizable as melodies
Control: Begin to replicate musical phrases with accuracy
Responsibility: Learns whole songs with accuracy

Playing: Awareness: Reaches toward instrument being played
Trust: Holds instruments and may shake them for a short period of time
Independence: Explores instruments in more depth
Control: Begins to play two-handed instruments
Responsibility: Imitates basic melodic and rhythmic patterns of instruments

Moving: Awareness: Moves body in response to sounds
Trust: Moves body in purposeful movement in response to sounds
Independence: Reacts with purposeful movement to familiar songs
Control: Begins to adjust movements to match the elements of the music
Responsibility: Able to reproduce learned movements with music

[Anonymous]

I enjoyed reading each of your sequences. This is a great exercise when you are working with multiple levels of development, but also to think about each individual and how they will sequence as they move through stages of development. Make sure to save a copy of this to have later on when referencing it will be helpful in your work.

[Mary Jane Dibble]

Sorry for the slow response, I was out of town. Here is my developmental sequence of musical responses, based on what I learned from this chapter.

SINGING:
Awareness: Uses pitches, makes sounds with voice
Trust: Matches some vocalizations but sounds need to feel safe
Independence: Uses pitch to combine sounds, uses inflection, experiments and explores voice in a melodic way
Control: Uses ups and downs in singing, they want to share their song/perform, they’re able to sing more of a complete song while still leaving some parts out
Responsibility: Remembers a lot of the song, uses and plays with pulse and meter

PLAYING:
Awareness: Explores the instrument as they grasp it
Trust: Shakes instruments and briefly uses pulse and meter, intentional but slow use of a maraca
Independence: Purposefully explores instruments, not putting in their mouths so much, can play in their own time and own way
Control: They like starting and stopping with instrument play
Responsibility: Keeps a steady beat, takes part in gathering songs

MOVING:
Awareness: Moving is natural and instinctive and there are some movements in response to the music but it’s more natural
Trust: Responds to music by moving even if it’s not the exact action, but can be repetitive
Independence: Isolates body parts, can move specific body parts more intentionally to the music such as stomping feet
Control: Can figure out how to imitate a movement the same way the leader is, they are internalizing music as part of their own personality
Responsibility: Can connect movements together in a sequence such as Head,Shoulders,Knees and Toes

LISTENING:
Awareness: Able to attend to what’s going on around them, too many unusual vocal changes can startle children at this age
Trust: They recognize familiar songs, this can calm an upset baby
Independence: They lean in or back to the scale or melody, they match rhythm or intensity of music, they can match a facial expression to the intensity of the music
Control: They want to absorb music and listen, studies show that neurons are firing in the same way watching as if they were doing the actions themselves-this is still important to their neural development
Responsibility: They are able to stop their action and listen to others’ music, respect and understand that another person’s music is interesting, it’s no longer all about “me”, they understand that their music can connect with another person’s music.

[Brianna McCulloch]

What a great exercise!

1. Singing
a. Awareness: Uses pitch in babbling (my 10 month old is in the trust stage, but he still regularly vocalizes an “ahhh” on F# and it entertains me to no end)
b. Trust: explores sounds safely screeching, attempting to imitate, combining sounds
c. Independence: follows general prosody/contour of speech/song
c. Control: Attempts to follow along with song/fills in blanks, particularly ends of musical phrases
d. Responsibility: Sings familiar songs with appropriate rhythm; can augment songs to other tempi

2. Playing Instruments
a. Awareness: responds to sedative vs. play music (timbre, rhythm, etc.)
b. Trust: follows pulse and meter for short periods or in a delayed fashion (when provided ample time)
c. Independence: explores varying pulses/meters/repetitions (i.e., mimics small number of taps on drum)
c. Control: Follows starts/stops, explores starts/stops, initiates/generates music/instrument play independently
d. Responsibility: entrains to beat

3. Moving
a. Awareness: Instinctive bouncing/rhythmic movement
b. Trust: Begins to mirror gestures of others/approximates movements
c. Independence: Moves individual body parts according to gestures/song lyrics
c. Control: Repeats familiar song gestures/movements, suggests movements
d. Responsibility: Intentionally sequences movements, creates movement sequences

4. Listening
a. Awareness: localizing toward sounds, changes in sounds
b. Trust: recognizing familiar sounds
c. Independence: Approaching sound sources
c. Control: Participates in Call/Response
d. Responsibility: Listening to others make music

[Anonymous]

Brianna I am glad you enjoyed it! It really does help you think developmentally!

[Author]

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