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.

[Nicole Drozd]

Ok here we go!

SINGING:
Awareness: Imitate a melodic pitch
Trust: Sing descending intervals
Independence: Use vocal glissando
Control: Use selected sung words at the end of phrases
Responsibility: Use different vocal qualities: shout, sing, talk whisper

PLAYING INSTRUMENTS
Awareness:Explores instrument with mouth and/or tongue
Trust:Shakes simple instrument when grasped
Independence: Transfer instrument from hand to hand
Control:Play instrument with repeated rhythmic motion (basic beat)
Responsibility:Participate in call and response with peer or adult

MOVING:
Awareness:Calms to rhythmic rocking
Trust:Moves entire body rhythmically in response to music
Independence:Pull to stand to bounce with music
Control: Play one-handed instruments (maracas) while moving
Responsibility: Recall and reproduce simple learned movement patterns

LISTENING:
Awareness:Shows increased attention toward consonant pitches and decreased attention with dissonant pitches
Trust:Looks toward source of sound source in response to silence in music
Independence: Follows simple directions to simple music
Control: Demonstrates understanding of instrument paired with label
Responsibility: Recalls Session Structure

[Anonymous]

Great work Nicole! Exactly what Meredith and Beth are looking for in this question.

[Nicole Drozd]

Good, thanks Erika!

[Julia Park]

Developmental Sequence of music responses:

I.Singing
a.Awareness: Look at faces of the singer and make cooing sounds with the singer.
b.Trust: Make pitched vocalization and imitate the pitches from the singer.
c.Independence: Begins to sing and melody sounds more recognizable. Able to vocalize the preference of the song with simple single words like “me” or “moo”.
d.Control: Pitch is clearer when singing. Able to sing songs independently. Child is able to control the volume when sings from soft to loud. Able to sing and play a simple phrase.
e.Responsibility: Able to control the vocal timbre to express emotion and can introduce novel lyrics and melodies.

II.Playing
a.Awareness: Able to open and close hand to hold the instrument for a short period of time. Able to play shakers by moving fingers. Can also reflexively bang or bring two objects together to make sounds.
b.Trust: Able to bang on the drum and piano or hit the strings of the guitar in random patterns.
c.Independence: Able to use a single finger to press the key on the piano. Able to hold the drum with one hand and the mallet with the other hand to play the instrument on her own.
d.Control: Able to listen and imitate a simple rhythm. Able to play drum along with other children. Able to blow in order to play a simple wind instrument.
e.Responsibility: Able to use all finger to play keyboard.

III.Moving
a.Awareness: Move her body rhythmically in response to music.
b.Trust: Able to reach out and grab instruments. Bring instruments to mouth.
c.Independence: Crawling or walking to get to the instrument of her choice. Later able to walk, run, and start and stop movement with the music.
d.Control: Able to use both hands equally and has more physical control. Able to jump!
e.Responsibility: Able to engage in social dances with others to the music.

IV.Listening
a.Awareness: Baby will cry when discontent and make cooing when content in response to the music.
b.Trust: Show a look of pleasure when she hears consonant or familiar music. Looks towards the location of where the music is playing.
c.Independence: Use vocalization in response to familiar song and also changes facial affect when she hears the emotional content of the music.
d.Control: Child can recognize and adjust her movement in response to the tempo of the music.
e.Responsibility: A child can hear and match the pitch and melodic intonation of music.

[Julia Park]

Great work Nicole!

[Nicole Drozd]

Yours is super thorough Julia!

[Marcie Hernandez, MT-BC]

Sing:
Awareness- child coos and imitates pitch in response to music
Trust- child continues to vocalize and match more pitches within a familiar song
Independence-child independently begins to babble melodically
Control- child begins to sing the end phrases of familiar songs
Responsibility-child is able to sing the melody of a song while also following pulse and meter

Instruments:
Awareness- child explores a maraca with their hand or mouth
Trust- child grabs and plays the maraca within a given pulse, but very briefly
Independence-child holds and plays the maraca purposefully
Control- child begins to start and stop their playing with the music
Responsibility- child can maintain a steady beat with the maraca

Listening:
Awareness: child turns towards the sound of his mother’s voice
Trust: child calms down when mom sings “You are my sunshine”, a familiar melody
Independence- child leans in in anticipation during a suspenseful melody
Control- child stops playing with their toy in order to turn their attention to a preferred song
Responsibility-child stops their playing in order to listen to a peer play a solo on the drum

Moving:
Awareness- baby slows their movement during lullabies
Trust- baby begins to bounce repetitively during a play song
Independence- child begins to pat their lap along to a song
Control- child begins to reach up and reach down with musical cues
Responsibility-child follows multi-step directions for movement, i.e., claps 3 times, then stomps their feet

[Rebecca Woodruff]

LISTENING Awareness: Recognizes pitches in triad. Can discriminate pitches and prefers consonance over dissonance. Trust: Recognizes changes in rhythm in familiar songs. Can locate sounds at a distance. Independence:Enjoys musical surprises (crescendo, fermata, glissando, silence) and different tempos. Control: Actively makes the choice to listen. Responsibility: Appreciates the music of others. Use the rule of 3000. It usually takes kids up three full seconds to listen, process and respond.

MOVING Awareness: Changes in movement reflect changes in music. Trust: Displays movement that is rhythmic but not synchronized to music. Independence: Uses entire body rhythmically. Will choose where to position themselves in a group. Control: Dances spontaneously to music. Has fast internal rhythm. Responsibility: Can use rhythmic sequences. Songs like “Head, Shoulders, Knees and Toes” is now developmentally appropriate to use.

SINGING: Awareness: Vocalization is in simple rhythms. Can demonstrate different duration in sounds. Their pitches contain intervals and they use audible breath (this means vocalization is coming). Trust: Makes purposeful pitched vocalizations. Independence: Uses musical babble and mostly descending intervals – major 2nd interval used frequently. Creates spontaneous melodies and songs. Control: Uses intervals of 2nd, major and minor 3rd, perfect 4th, and 5th. Imitates words from familiar songs. Still lack tonal center. Responsibility: Can sing in key for almost an entire song. Can: recall, remember and reproduce familiar songs. Can shout and whisper.

PLAYING: Awareness: Can reach toward music. Trust: Explores instruments with hands and mouth. Short periods of instrument play. Independence: Uses hands to strike drum head or tambourine, Grasps and shakes maraca or jingle bell. Control: Like to pound and bang. Will have more sustained play. Responsibility: Can create rhythms. Plays beats and rests within familiar structure.

[Kate Potrykus]

Singing

Awareness: Vocal, pitched ooo’s and ahhh’s
Trust: Imitating pitched vocalizations, maybe even in a call and response-like format
Independence: Vocalizing using more consonant sounds and perhaps some familiar words
Control: Singing repetitive parts of songs with familiar words. Humming or vocalizing on familiar melodies without words.
Responsibility: Able to sing full songs but my play with timbre, rhythm, and other musical elements like volume. Might even experiment with lyrics.

Playing Instruments

Awareness: Explores instruments without the intent of playing in response to the music – reaching out to them, picking them up briefly, putting them in mouth, etc.
Trust: Using instruments slightly more purposefully – a few shakes of a shaker, hitting a drum a few times. Not yet consistent rhythmic patterns, but exploration with rhythm and pulse.
Independence: Playing instruments with more purpose – using a mallet on the drum, experimenting with alternating hands using shakers or using both hands to shake.
Control: Responds to starts and stops in music by stopping and starting instrument play. Can maintain more steady rhythmic patterns.
Responsibility: Able to interact with peers in rhythmic activities such as call and response and follow the leader. Can lead group instrument playing and can follow group instrument playing.

Moving

Awareness: Movement changes in response to the presence of music and then again to the absence of music. More rhythmic movements (wiggling of limbs, for example) when music is introduced.
Trust: Waves hands or kicks feet when music begins and stops movement when music stops. More purposeful movements to music.
Independence: Tapping feet, patting knees, reaching arms up – all in response to music. Recognizing the movement of specific body parts as dancing and moving with purpose to create a physical change.
Control: Can play follow the leader with movement. Can learn short dance patterns and can physically respond to vocal music cues to change movement.
Responsibility: Can remember dance patterns, create own, follow others.

Listening

Awareness: Moves head and eye gaze in direction of sound. Shifts eye gaze/head in response to different timbres (shift eye gaze from therapist to parent when parent sings)
Trust: Will sit calmly and attend during familiar music. May get antsy or look away during unfamiliar music.
Independence: Reaches out for musical stimulus, shifting of body proximity to musical stimulus as the music changes. Creates smaller body movements during quieter music and larger body movements during louder music.
Control: Shifts attention from playing with instrument to attending to the musical stimulus. Can follow musical directions.
Responsibility: Can take turns playing music and listening. Can engage in call and responses.

[Susan Gannon]

SINGING: Awareness – Looks to singer. Can make soft cooing sounds with some pitch changes. Trust – Child can match selected pitches and can later respond to elements of surprise. This could be as a glissando or a change in pitch, rhythm, or dynamics. Independence – Child babbles with melodic inflection and can imitate certain pitches. Really enjoys melodic exploration and wants to do it on their own. Control – Child can follow melodic contour of familiar songs. Getting better at recall and reproduction of sounds. Responsibility – Child can now use pulse and meter with melodic contour to reproduce music.

PLAYING INSTRUMENTS: Awareness – This is a time for just listening, but the child will respond differently to sedative versus play-along songs. They may make a basic response and then take time to explore the instrument. They are starting to respond to the instruments as if the music was coming from outside of themselves. Trust – In the trust stage, the child can briefly use pulse and meter to play the instrument. They can slightly turn their wrist and they will play slowly at first. Independence – The child can now explore a wide range of instruments purposefully, but aren’t quite ready to stop when the music stops. Control – This is the stage when they can learn to stop and start if they are given a little extra response time. It’s important to let them stop and start on their own. Responsibility – Children can now maintain a steady beat, they like gathering songs and will play along to them, and they are starting to initiate on their own.

MOVING: Awareness – Rhythmic movements, even without music, are instinctual. However, they will naturally response rhythmically to music. Trust – Children will respond to music with repetitive movements, but this may take a little while to internalize. Clapping is difficult at this stage. Independence – The movements have become more intentional. The child can isolate body parts and has a sense of “I” am moving. Control – We have finally come to the point where the child can imitate learned musical movements. Responsibility – The child uses musical movements in sequence. At this point the child is finally ready for songs such as “Head, Shoulders, Knees, and Toes”. They can dance with meter and pulse.

LISTENING: Awareness – The child can recognize his/her parents by the difference in timbre. They are able to attend while listening. Trust – They will attend to and recognize a familiar melody. These familiar melodies can provide comfort. Independence – The child can match the intensity of their movements to the intensity of the music. They can also match facial expressions to the music. Control – They can make the choice of stopping their actions to listen to the music. They are using their listening skills to watch and learn. Responsibility – They have a sense of “other” and can listen to the music of others.

[Daniel Henry]

Singing:

– Awareness: vocalizes and imitates pitch.
– Trust: vocalizing in pitch and matches sung pitches 1/2 of the time.
– Independence: vocalizations become more melodic and can use some words in musical context.
– Control: sings independently and follows melodic contour of familiar songs. Engages in spontaneous singing as well as standard songs.
– Responsibility: able to control pitch, volume, and meter and enjoys playing with these elements. Sings independently.

Playing:

– Awareness: Beginning to explore instruments in variety of ways (mouthing, touching, etc).
– Trust: uses meter/pulse very briefly. Can grasp instruments and possibly shake.
– Independence: purposeful exploration of various instruments. Imitation of simple rhythms and pulses.
– Control: able to follow starts/stops within the music and control intensity and meter of play. Can take turns playing an instrument with other children.
– Responsibility: can maintain a consistent beat, can play along with peers, and can create rhythms of their own.

Moving

– Awareness: reaches toward music, looks toward musical source, and makes instinctual rhythmic movements.
– Trust: makes repetitive movements in response to music, reaches out to play or grab instruments, and explores instruments through mouthing.
– Independence: matches intensity and tempo of movements, uses whole body rhythmically and can isolate body parts rhythmically.
– Control: Dances spontaneously to music. Has a fast internal rhythm and can imitate learned movements to music.
– Responsibility: uses musical movements in sequence (i.e. clap your hands, stomp your feet, turn around, sit down).

Listening

– Awareness: Has different responses to sedative and play music and prefers consonance over dissonance. Can recognize changes in vocal timbre and prefers caregivers voice.
– Trust: focuses inwardly in response to lullabies and outwardly in response to play songs. Can recognize familiar melodies.
– Independence: Enjoys crescendos and musical surprises. Begins to match intensity of their movement to that of the music.
– Control: Will stop action to listen to music. Imitates words of songs and can follow “Call and response” songs.
– Responsibility: Listens to the music of others and can follow directions given by the therapist.

[Shelly Peterson]

Singing…Awareness – recognizes changes in vocal timbre, Trust – makes purposeful pitched vocalizations, Independence – uses repeated sounds, Control – imitates words of songs before pitch or rhythm, Responsibility – discriminates talking voice from singing voice
Playing instruments…Awareness – child reaches toward sound source, Trust – briefly uses pulse and meter, Independence – claps hands, Control – likes to pound and bang, Responsibility – maintains play of instrument within a group
Moving…Awareness – rhythmic movements are instinctual, Trust – responds to music with repetitive movements, Independence – uses whole body rhythmically, Responsibility – maintains a steady beat
Listening…Awareness – responds differently to sedative vs. play-song music, Trust – recognizes changes in familiar melodies, Independence – enjoys musical surprises of fermata, glissando, silence, Control – follows melodic contour of familiar song, Responsibility – listens to the play of others

[Charniqua Snell]

Singing – Awareness: Look toward source of sound and make repeated sounds. Trust: Sing descending intervals with varied vowel sounds. Independence: Vocalize in major 2nd intervals and imitate animal sounds. Control: Use ascending and descending intervals and sing 2-3 word phrases. Responsibility: Sing 4th, 5th, and minor 3rds and sing familiar songs while playing a simple instrument

Playing Instruments – Awareness: Will reach toward the source of the sound. Trust: Will explore instruments with hands and mouths. Independence: Use whole hands/fists to hit drums, chimes, and pianos. Control: Use a mallet or striker and use index finger to play chimes and piano. Responsibility: alternate between fast and slow and use individual fingers while playing piano on dominant hand

Moving – Awareness: Will suck rhythmically and tolerate being moved to music. Trust: Move entire body rhythmically to music but not synchronized. Independence: will imitate simple whole body movement patters (like rocking). Control: Can start moving in response to music and run, march, and jump with assistance. Responsibility: Move with a partner and play freeze games.

Listening – Awareness: will alter movements when sound/music stops. Trust: Look toward sound source when music stops or when melody/rhythm changes in familiar song. Independence: Will attend to familiar music despite outside sounds and distractions. Control: will anticipate the end of a familiar song and watch others make music. Responsibility: Will follow 2 step musical directions

[Kristina Rio]

Great responses everyone!

[Elizabeth Carras]

Singing:
– Awareness: The child uses pitch in vocalizations and mirrors changes in facial expression when an adult carer vocalizes different vowel sounds.
– Trust: Child can match pitch with some accuracy, and can implement changes in own vocalizations to mirror others.
– Independence: Begins to babble in the presence of vocal music, can match pitch to what they are hearing.
– Control: Can follow general melodic contour of a familiar song (ascending pitch in first phrase of Row Row Row your boat, descending pitch in the “Merrily” section, even though they are not staying within one tonal center)
– Responsibility: Can reproduce the melody and rhythm of familiar songs, enjoys repeating familiar songs over and over and over to demonstrate what they can do.

Playing Instruments:
– Awareness: Child reaches toward music or reflexively grasps small instruments.
– Trust: Child accumulates a pile of like instruments, and seeks around the room to make sure they have found all the bells to add to their pile.
– Independence: Child intentionally chooses instruments based on the contrasting sounds, e.g. switching between a drum and a bell to explore the different quality of sound or exploring how to tap or rub sand blocks to make different sounds.
– Control: Child initiates striking a drum at suspended phrase endings.
– Responsibility: Child can sustain a steady beat and change how they are playing to match the tempo, volume, articulation of others.

Movement:
– Awareness: Child initiates sucking when music begins and sustains sucking response for a longer duration when music is present.
– Trust: Child reflexively moves his entire body when hearing music; not necessarily on the beat, but is in response to music.
– Independence: Child imitates others in a music group to pat knees, reach up high, or stomp feet along with the music.
– Control: Child recognizes the familiar song that mommy sings when helping the child wash her hands, and the child rubs hands together or walks toward the sink when that song is heard.
– Responsibility: Child can recall and replicate organized movement to music, such as motions to The Wheels on the Bus or The Itsy Bitsy Spider.

Listening:
– Awareness: Child orients toward the source of sound (instrument, voice) when the music starts or stops, or changes in pitch, or a particular vocal timbre.
– Trust: Child demonstrates relaxation response when listening to a soothing familiar melody.
– Independence: Child demonstrates dynamic shift in facial expression or movement in response to changes in the quality of the music.
– Control: Child stops moving watches a peer or adult respond to music, and begins to mirror these responses.
– Responsibility: Child takes turns playing and listening, or engages in the call-and-response structure of a song.

[Alexis Ramagnano]

Singing:
Awareness – Attain some eye contact and vocal sounds while listening to sound source.
Trust – able to randomly imitate/match sounds provided by source. Able to create/explore certain consonant sounds.
Independence – enjoys exploring vocal play using sound and changes in pitch. Vocalizations can be recognized as familiar songs.
Control – able to recognize melodies of familiar songs and imitate them using correct intervals. Appreciates the social aspect of singing. Enjoys singing independently.
Responsibility – enjoys independent singing and creating original songs. Able to match vocal timbre of a group of singers.

Playing instruments:
Awareness – will look toward instrument being played and move reflexively to sound stimuli.
Trust – uses hitting or grasping movements when instruments are within reach. Looks at instruments he is playing.
Independence – can move toward preferred instrument and transfer instruments to both hands.
Control – can verbally or physically identify instrument they want to play. Can re-create simple rhythms.
Responsibility – is comfortable playing a variety of instruments and is able to maintain a beat during group play.

Moving:
Awareness – able to react when physically moved along to music
Trust – can impulsively move along to music or in the absence of music
Independence – Is able to intentionally grab an instrument and use eye contact to follow the movement of music source
Control – can alter the speed of their body movements with ease.
Responsibility – can reproduce sequences of dance movements.

Listening :
Awareness – able to hear and express noticable changes in vocal timbre
Trust – enjoys hearing familiar songs
Independence – increases movements or vocalizations when listening to known songs
Control – can maintain focus on musical activity when not actively participating
Responsibility – can listen to music and express likes and dislikes. Appreciates listening to the music of others.

[Christina Bass]

Singing: Awareness-Child looks at face of music-maker and will make cooing vocalizations. Trust- Child imitates the pitches of the singer while occasionally producing hard consonants. Independence- Child’s vocalizations have a recognizable melody. Control- Child sings independently with clear intervals and musical phrasing. Responsibility- Child sings familiar songs with accurate pitches and melodic intonation.

Moving: Awareness- Child displays pleasure when moved musically and will open and close hand in response to music. Trust- Child will display movement in arms by reaching to each side and above head, movements change when music stops. Independence- Child participates in start and stop movements. Control- Child can quickly adapt speed of movements to changes in tempo. Responsibility- Child participates in dances and games that require a sequence of movements.

Playing Instruments: Awareness- Child places hand on drum for short periods of time. Trust- Child reaches for maraca and will use palmer grasp in both hands and shake for a short time. Independence- Child can hold a mallet in one and and strike a drum with an open palm of opposite hand. Control- Child uses both hands to play the triangle. Responsibility- Child imitates simple intervals on xylophone.

Listening: Awareness- Child moves towards drum and places ear on head of the drum. Trust- Child looks towards music source after it has stopped. Independence- Child displays positive affect and increases movement and vocalizations when listening to familiar songs. Control- Child can imitate simple rhythmic patterns. Responsibility- Child listens to timbre of group and adjust his voice.

[Johanna Horn]

SINGING:
Awareness: Alter movements in response to the singing voice
Trust: Vocalize in the tonality of the song
Independence: Imitate short vocalizations
Control: Match specific pitches
Responsibility: Discriminates speaking voice versus singing voice

LISTENING:
Awareness: Tolerate live music in the environment
Trust: Look toward the singer
Independence: Use hands, feet, or face to touch instruments
Control:Tolerate singing along with peers
Responsibility: Adjust quality of singing to blend with a group

MOVING:
Awareness: Suck rhythmically
Trust: Move entire body rhythmically in response to music
Independence:Use body to rock or bounce
Control: Pat knees using both hands together
Responsibility: Recall and reproduce simple movement activities

INSTRUMENT PLAYING:
Awareness:Turn eye gaze to source of sound
Trust:Reach out to touch instruments
Independence:Reach or retrieve an instrument
Control:Use familiar instruments functionally
Responsibility: Maintain grasp on mallet to play

[Flora Whitmore]

Singing: Awareness- kiddo has melodic babble/ involuntary vocal response
Trust- Increased babbling, increased (but still very loose) structure, some pitch matching Independence- musical/ melodic babbling (I think this was the stage where Elizabeth mentioned Secret Singers emerging)
Control- Kiddo starts taking on songs in their own ways- songs have….lots of holes, but intent and interest are there and song is distinguishable
Responsibility-car sing along level. Most of the words, most of melody. Might rush the end of the alphabet song into one single fast blur, just because they can.

Instruments: Awareness- exploring instruments with mouth, patting
Trust- very brief, intermittent tactile exploration of instrument, play with beat and pulse briefly start to emerge
Independence-“this is a shaky egg and I can shake it!”
Control- kiddo is starting to be able to start and stop play with music
Responsibility- kiddo can keep a beat on a drum, demonstrate some contrasting musical elements and start and stop when cued

Listening: Awareness: responds to vocal timbre. Turning towards sounds which are favorable.
Trust: familiar or high preference melody halts tears and eases transitions
Independence- kiddo starts to responds favorably to mode and tempo modulation
Control- a favorite song or instrument sound will bring a kiddo running and engage their attention
Responsibility-kiddos can appreciate each other’s music, listen and acknowledge other performers

Moving: Awareness- infant may calm to mother singing lullaby, breathing may deepen in response to melodies with certain meter
Trust- baby bop! Involuntary music bouncing
Independence- more purposeful movement with music, feet kicking or lap patting
Control- kiddo starts to be able to imitate contrasting musical elements and imitate visual cues ( shaker up up up) Responsibility-kiddos can follow sequential directions in music (this is more where head, shoulders, knees & toes becomes more plausible)

[Author]

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