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.

[Kristen McSorley]

Singing
Awareness: Vocalize as a response to singing
Trust: Make purposeful pitched vocalizations in response to singing
Independence: Imitate short vocalizations
Control: Adjust quality of vocalization to match the mood of the music
Responsibility: Sing songs using lyrics to describe abstract concepts

Playing
Awareness: Tolerate feel of open hand on instruments
Trust: Explore instruments using hands/mouth
Independence: Independently reach for and play instruments
Control: Use instruments functionally, in a variety of tempos
Responsibility: Respond to musical dynamic/tempo of a peer

Moving
Awareness: Tolerate being moved/rocked/bounced
Trust: Tolerate moving body parts rhythmically
Independence: Engage in repetitive motor patterns
Control: Respond to music with independent dance movements
Responsibility: Move to music to reflect quality of music (timbre, dynamics, tempo)

Listening
Awareness: Alter movement/vocalizations in response to silence
Trust: Look towards the source during silences
Independence: Attend to music despite environmental sounds
Control: Anticipate the beginning and end of familiar music
Responsibility: Transition easily between activities

[Kristina Rowles]

Singing
Awareness: Vocalize in response to singing
Trust: Make purposeful, pitched vocalizations in response to singing
Independence: Imitate short vocalizations
Control: Use both ascending and descending intervals when singing
Responsibility: Sing familiar songs using melodic contour and rhythm

Playing Instruments:
Awareness: Track sound of moving instrument with eyes and/or head
Trust:Explore instruments with hands or mouth
Independence:Use hands to move strings on guitar or Autoharp
Control: Grasp mallet or striker to play instrument
Responsibility: Alternate beating tempo from fast to slow and slow to fast

Moving
Awareness: Tolerate body parts being moved rhythmically
Trust: Move entire body rhythmically in response to music
Independence: Move legs rhythmically
Control: March, bending knees and lifting feet
Responsibility: Move with a peer partner

Listening
Awareness: Show pleasure toward music in the environment
Trust: Initiate vocalizations in response to silence in music
Independence: Recognize familiar music even with a change in timbre
Control: Anticipate the end of a familiar song
Responsibility: Accept music suggestions of others

[Laetitia Brundage]

Singing
Awareness: vocalizes in response to familiar voices (i.e.mom)
Trust: beginning to have more purposeful vocalizations; matching pitches half the time
Independence: babbles with melodic inflection; enjoys experimenting with voice by them self
Control: Enjoys performing familiar songs for others. Key will vary, but contour of melody is very clear
Responsibility: child is able to recall, remember and reproduce familiar songs using pulse and meter in addition to melody.

Moving
Awareness: tolerates being rocked/moved; may turn head toward or away from music
Trust: decides what is music and displays this choice through repetitive body movements (arm flapping, bouncing)
Independence: begins to move body parts independently; (clapping hands, stomping feet) with rhythmic intent, but still from an internal place
Control: follows 1-step directions for body movements; purposefully imitating learned movements such as marching, spinning, clapping, etc.
Responsibility: can follow a sequence of movements in a row to a rhythm (i.e. head, shoulders, knees & toes)

Playing
Awareness: Responds to instruments being played around them by turning toward or away from sounds
Trust: will pick up a small instrument and briefly play or explore with hands and mouth
Independence: initiates play with a variety of instruments; will bang a drum, shake a maraca; not using mouth that much anymore.
Control: begins to practice playing with others by stopping and starting with the music. May initiate play during pauses.
Responsibility: plays a variety of instruments with a steady beat

Listening
Awareness: knows the difference between mom’s voice and teacher’s voice
Trust: Familiar songs are recognized and can be used to help center and calm baby.
Independence: actively attends to the intensity of music by matching movements and facial expressions with music intensity.
Control: Makes the choice to move or stop moving to the music in order to actively listen to musical creations.
Responsibility: Makes the connection that music can be enjoyed while others make it; egocentric tendencies can be put aside to appreciate the offerings of the outside world.

[Kelsy Gati]

–Singing–
Awareness: will vocalize or make babbling noises in response to singing from a familiar voice;
Trust: Will match selected pitches, vocalize more purposefully, will make spontaneous melodies and experiment with their voice
Independence:Will use repeated sounds, sing descending intervals, use glissando, babble with melodic inflection, use pulse and meter
Control:Will match select pitches, sing certain intervals, will imitate words and songs, will participate in call and response
Responsibility: able to recall favorite songs, match pitches, pulse and meter.

–Moving:–
Awareness: will reach towards music, choose to look towards or away, simple rhythmic movement is instinctive
Trust: will participate in rhythmic movement, displays repetitive movements at their discretion, isolate body parts to move
Independence: will use whole body rhythmically, match intensity of movements to intensity of the music, imitate musical movement
Control: Will dance spontaneously and follow one step movement instructions
Responsibility: can do multiple movements consecutively if they follow a constant pattern (repetitive sequence)

–Playing–
Awareness:will turn towards and away instruments being played around them, may reach for an instrument
Trust: will play an instrument for short durations of time, will choose how to explore instruments
Independence: will grasp and shake instruments, will choose which instrument to play and how long to play, will strike drum with hand
Control: will choose an instrument to play, follows stop and go instructions, may copy or follow directions while using their instrument
Responsibility: can maintain a steady beat, alternate tempo

–Listening–
Awareness: recognizes and prefers familiar timbre
Trust: recognizes familiar songs, has an inward response to lullaby singing and an outward response to play singing
Independence: chooses position and where to listen in the musical environment, facially responds to the music
Control: anticipates the end of a familiar song
Responsibility: smoothly transition between activities, will focus and appreciate music made by others

[Belinda Adams]

Singing: awareness- makes pitches noises in response to singing; trust – match selected pitches, vocalize and explore with their voice; Independence – use of repeated sounds, vocalize descending intervals (sol-mi), babble with inflection; Control – match more pitches, sing more intervals, attempt to imitate words, pause/take an active role in turn taking (call and response); responsibility – recalls favorite songs, matches pitch, steady beat and tempo.

Moving – awareness- may turn toward or away from music/voice – passive; Trust- active role in movement, repetitive movements; Independence – uses whole body rhythmically, matches music with movement, imitates movement of others; Control- dances independently, can follow directions; responsibility- can follow multiple directions/movements successfully (repetitive)

Playing: awareness – turns toward and away from instruments, may reach; trust – will play for a short time, explores instruments; independence – holds instrument, shakes, chooses instrument and duration; control – chooses instrument, follows stop and go, copies or imitates; responsibility – maintains steady beat, follows tempo

Listening: awareness – prefers familiar voices; trust – recognizes songs, inward response to soothing music and external response to play singing; independence – chooses position in the room; control – expects the end of a song; responsibility – transitions between things

[Noelle Larson]

Singing
Awareness: child will engage in pitched vocal communication with caregiver (Ex: child makes vocalization, caregiver responds by matching, echoing, or reflecting vocalization).
Trust: child will approximately match high and low pitches in caregiver’s musical communication.
Independence: child will use basic pitch and melodic inflection in musical babble to create independent musical experiences.
Control: child will reproduce significant parts of a familiar song and may wish to share it with caregivers.
Responsibility: child will reproduce or play with entire songs from beginning to end, using recognizable meter, pulse, and melodic contour.

Playing Instruments
Awareness: child will listen to the instrument playing of caregivers and respond differently to play song and sedative styles. Child will begin to explore and interact with instruments through touch and mouth.
Trust: child will engage in touching and holding instruments and begin to intentionally explore playing it in different pulses, meters, tempi, and durations for a short time. As child develops further, his/her instrument pulse/meter/tempo, etc. will begin to more closely match those of the caregiver and song.
Independence: child will intentionally and independently explore a variety of instruments in their own way and time.
Control: child will play instruments with great interest in starting, stopping, and waiting.
Responsibility: child will maintain a steady beat and adjust his personal beat to match that of his caregiver or the group.

Listening
Awareness: child will recognize the timbre of caregivers and familiar people as well as respond differently to various changes in timbre.
Trust: child will begin to recognize and remember familiar melodies as well as attend to variations in the melodies.
Independence: child will begin to use her body and face to match the intensity of the music as she listens and attends to it.
Control: child will exercise ability to stop their body movements in order to listen to the music.
Responsibility: child will begin to appreciate and attend to the music of others and desires for others to listen to their musical contributions, as well.

Moving
Awareness: child will move rhythmically and naturally responds differently to sedative and play music.
Trust: child will deliberately respond to music with repetitive movements engaging his whole body, such as bobbing head, lifting hands, or moving feet.
Independence: child will begin to intentionally move specific body parts in response to music.
Control: Child will begin to meaningfully imitate the musical movements of caregivers and peers in some synchrony with the group.
Responsibility: child will begin to use musical movements in a meaningful sequence.

[Ann Marie Raddell]

Singing:
Awareness: suck, make movements with mouth in response to music; caregiver imitates (applying NICU MT knowledge for this one!). Trust: approximates pitch in response to music. Independence: imitate repeated sounds in familiar music. Control: independently sing and perform familiar song for caregiver. Responsibility: sing familiar songs, learn call and response with peers.

Playing:
Awareness: looking toward or away from instruments; reaching toward instrument. Trust: holding, grasping instrument. Independence: intentionally creating sound with instrument. Control: chooses preferred instrument; starts and stops with music. Responsibility: maintain steady rhythm on a variety of instruments; follow changing tempo and dynamic level.

Movement:
Awareness: naturally moves in response to sedative versus play songs. Trust: incorporates entire body in movement experiences. Independence: isolates one body part at a time to music. Control: imitates learned movements and follows model. Responsibility: follows movement pattern.

Listening:
Awareness: turns head toward or away from the music being played or sung. Trust: familiar songs are known by child as indicated by response. Independence: facial expression and movements match style of music. Control: chooses to engage in the music played by stopping other actions. Responsibility: participates in group listening experiences and music sharing.

[Johanna Horn]

Singing:
Awareness- Turn facial attention toward the source of the singing, Trust- vocalize in the tonality of the song, Independence-imitate animal sounds, Control- match specific pitches, Responsibility- regulate vocal quality to match dynamics of music

Playing:
Awareness- tolerate the sound of familiar instrument play, Trust- Reach out to touch instruments, Independence-transfer instrument from hand to hand, Control- Play a variety of dynamic levels, Responsibility- organize beating into meter

Listening:
Awareness-Show pleasure toward music in the environment, Trust- Look toward the face of the singer, Independence-Seek out source of music, Control- Stop action to listen to music, Responsibility- adjust quality of singing to blend

Moving:
Awareness- alter movement in response to changes in movement, Trust- Move entire body rhythmically, Independence- imitate simple whole body movement patterns, Control- Freeze body in space to listen to music, Responsibility- Demonstrate understanding of spatial awareness

[Sarah Szymanowski]

Singing: Awareness – make eye contact with parent while she/he sings to child Trust – vocalize “call & response” style with caregiver Independence – explore vocalizations outside of musical prompting as a “secret singer” Control – sing simple lines within the correct context of a song, e.g. “EIEIO” Responsibility – show preference for favorite songs to sing for others

Playing: Awareness – turn toward or open eyes to instrument sound Trust – experiment with shaking instruments such as bells or maracas Independence – hold mallet and hit xylophone, then explore what else can be struck with a mallet (other instruments, floor, etc.) Control – observes the word “stop!” in lyrics when alongside absence of accompanying instrument, though perhaps not quite on cue Responsibility – maintains beat on a drum to a marching-style song

Moving: Awareness – naturally quiets body during a lullabye Trust – taps, claps, or approximates these movements to a steady song Independence – follows different movements to an action song about clapping, stomping, etc Control – “follows the leader” in movement to music Responsibility – sings and moves to “Head, Shoulders, Knees, & Toes” in correct sequence

Listening: Awareness – calms crying to caregiver’s singing Trust – shows preference by calming self quickly to a certain lullabye Independence – shows pleasure and natural movement when recording of upbeat music plays Control – listens intently with introduction of new instrument Responsibility – listens to peer as he takes a turn at the piano

[Tiffany Lee]

Singing
Awareness: use and hear pitches when they vocalize
Trust: Start matching different pitches before they begin to imitate words
Independence: Use pitches and combine sounds together to create babble, use inflection & intonation, discover their voice and experiment with it
Control: Follow melodic contour (going up or down) of a familiar song, proud and may want to perform
Responsibility: Use pulse, meter, and melodic content, shift keys still, organize song into a specific meter
Instrument Playing
Awareness: notices a difference in sedative music vs play songs
Trust: Briefly plays instruments and puts them back down
Independence: Enjoy exploring a variety of instruments and putting them in their mouths less
Control: love starting and stopping music, like to be imitated, not necessarily no following directions but initiating the start and stop game
Responsibility: maintain steady beat, establishes a connected with other children or with parent, join in gathering songs
Movement
Awareness: change instinctual movements in response to changes in music (sedative vs. play songs)
Trust: Purposeful, continual, repetitive movement in response to music (not necessarily synchronized to music), usually pat and move feet before clapping hands
Independence: Move specific body part rhythmically (clap, pat, stomp), intentional movement
Control: Like imitating musical movements, take pride in being able to watch & copy the same movements, participating WITH you, internalizes music
Responsibility: Connect movements into a sequence, enjoy the cognitive challenge (head, shoulders, knees, & toes)
Listening
Awareness: recognizes changes in vocal timbre, turns head towards mom or dad’s voice, can startle
Trust: Recognizes and remember familiar melodies, turn heads when the familiar melody changes, find comfort in familiarity
Independence: Match the intensity of movement to the intensity and rhythmic characteristics of the music, facial expressions match the music
Control: Able to stop action to listen to music, actively make the choice to listen
Responsibility: stop actions to listen to and appreciate the music of others, respect the music production of other children and parents, no longer just me centered

[Anonymous]

Remember to keep a copy of these sequences for later. They are useful tools when you are working with your early childhood clients.

[Stephanie Harris]

Singing: Awareness- Makes pitched vocalization. Trust- Matches vocalizations. Independence- Matches and/or repeats intervals. Control- Matches selected pitches. Responsibility- Increasingly matches pitch center.

Playing Instruments: Awareness- Responds to sedative versus play song music. Trust- Focuses outwardly in response to play style singing. Independence- Uses hand to strike drum. Control- Likes to pound and bang on drum. Responsibility- maintains a steady beat.

Moving: Awareness- Movement is in simple rhythm. Trust- Responds with repetitive movement. Independence- Isolates body parts to move rhythmically. Control- Imitates movements learned to music. Responsibility- Uses movements in sequence.

Listening: Awareness- Responds differently to sedative versus play song music. Trust- Recognizes familiar melodies. Independence- Enjoys musical surprises crescendo/glissando. Control- Engages in turn taking. Responsibility- Listens to play of others.

[Kristina Rio]

Great job everyone! These are all great responses and will be extremely helpful to you when talking with parents about what responses they can expect to see in each developmental level.

[Tracy Wanamaker]

Singing: Awareness – Vocalizes in response to familiar singing voices.Trust – Makes purposeful pitched sounds.Independence – Imitates short vocalizations. Control – Sing entire phrases using appropriate melodic contour. Responsibility – Sing familiar songs using melodic contour.

Playing: Awareness – Tracks sound of moving instrument with eyes or head. Trust – Reaches out to touch instruments. Independence – Explores instruments with hands, feet, or mouth. Control – Will start and stop playing instruments in response to music. Responsibility – Participates in instrumental call/response with an adult or peer.

Moving: Awareness – Makes repetitive, rhythmical movements with body. Trust – Moves entire body rhythmically in response to music. Independence – Imitates simple whole body movement patterns. Control – Isolates body parts to move rhythmically. Responsibility – Recalls and reproduces simple learned movement patterns.

Listening: Awareness – Responds differently to sedative vs. play-song music. Trust – Looks toward sound source. Independence – Seeks out source of music. Control – Anticipates beginning and ending of music/familiar songs. Responsibility – Listens to music of others.

[Katy Hutchings]

Singing: Awareness – makes audible sounds with pitch, Trust – starts to match pitch, Independence – babbles on various pitches, Control – begins to match the rise and fall of notes in a familiar song, Responsibility – keeps a beat along with the melodic contour of the song

Playing Instruments: Awareness – responds to different types of music in different ways, Trust – briefly keeps a beat, Independence – tries out various instruments with curiosity and purpose, Control – follows musical cues to start and stop, Responsibility – able to keep a steady beat

Moving: Awareness – Instinctively moves with the rhythm, Trust – uses repetitive movements to respond to the music, Independence – Able to isolate body parts in response to rhythm, Control – starts to repeat and imitate movements in response to the music, Responsibility – able to put musical movements in a sequence

Listening: Awareness – Responds to vocal changes, Trust – Can recognize familiar tunes, Independence – when music intensity changes, movement intensity changes, Control – stops to listen to music, Responsibility – listens to singing/playing of others

[Jennifer Whitlow]

Singing: Awareness: Vocalizes or turn their head towards sound source. Trust: begins to match pitch. Independence: Begins to babble and initiate sounds. Control: will begin to sing along with familiar songs and follow melody. Responsibility: Keeps a steady beat.

Playing: Awareness: turn towards familiar person and begins to engage in play trust: Plays in pulse and meter Independence: Strikes an instrument Control:will start and stop in response to music. Responsibility:maintain a steady beat

Movement: Awareness: instinctively moves body Trust:responds with repetitive motion Independence:Isolates body parts to move rhythmically Control: follow the leader or maybe taking turns Responsibility:sequences movements and may begin moving correctly to “Head, Shoulder, Knees, and Toes.

Listening: Awareness:recognizes different timbres Trust:recognizes familiar melodies Independence:Imitates timbre and music intensity Control:Stops to listen to music Responsibility:listens to music of others.

[Ashley Carroll]

Singing: Awareness-Looks toward/makes eye contact with caregiver during song. Trust-vocalizes with caregiver, may match pitch at times. Independence- babbles melodically especially with familiar songs. Control-Begins to follow melodic contour and singing more words. Responsibility-incorporates and experiments with pulse and meter.

Playing: Awareness-Shows interest in instruments (may explore with mouth/hands. Trust-Begins to grasp instruments. Independence-Intentionally exploring/playing various instruments. Control-Starts and stops playing within music. Responsibility- Able to sustain a steady beat through song.

Movement: Awareness- Instinctual, repetitive movements. Trust- Will start and stop with music. Independence-Will isolate body parts in movement (i.e. clapping hands OR stomping feet). Control- Able to imitate learned movements within a song. Responsibility- Able to use movements in sequence.

Listening: Awareness- Responds to changes in timbre (loves Mom’s/main caregiver’s voice). Trust-Recognizes familiar songs. Independence- Begins to actively attend to music source. Control- Stops activity to listen. Responsibility- Peer music sharing/turn taking within music.

[Vanessa Quirarte]

-Singing-
Awarness:Vocalizes in response to music
Trust:Makes purposeful, pitched vocalizations in response to singing
independence: Imitates short vocalizations and uses repeated sounds
Control:Generally matches selected pitches
Responsibiltiy: Ability to match pitch center and sing in varied pitch ranges
-Playing Instruments-
Awarness:Will turn to or away from sounds
Trust: Explores instruments with hands and mouth
Independence: Grasps and shakes maraca or jingle bells
Control: Uses index finger on one or both hands to play keyboard or chimes
Responsibility: Groups simple rhythm patterns into a sequence of patterns
-Moving-
Awarness: Calms to rhythmic rocking
Trust: Moves entire body rhythmically in response to music
Independence: Imitates clapping hands in response to music
Control: Starts and stops movement with music
Responsibility: Imitates movements of others
-Listening-
Awarness: Shows pleasure toward music in the environment
Trust: Displays affect changes in response to emotional content of music
Independence: Follows simple directions set to familiar songs
Control: Anticipates the beginning and end of a familiar song
Responsibility: Follows two-step musical directions

[Author]

Posts