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.

[Meredith Pizzi]

[Jennifer Sokira]

Can you clarify what you are looking for with this question? Would you like us to select one intervention-type in one area (sing, play, move or listen) and share what would happen in each stage? Thanks!

[Anonymous]

Hi Jennifer. So, in this assignment they are looking for you to look at the musical development, for each area Singing, Playing Instruments, Moving, and Listening. You will find the musical development in Chapter 13 of Beth’s book. Then create your own sequences using the Sing Play Move Listen Study Guide. Here is an example from when I did the training:

“Singing– Can discriminate pitches/ Trust- Makes vocal pitch changes in response to changes in pitch./ Independence- Strings two pitches together to form an interval/ Control- Generally matches selected pitches./ Responsibility- Matches discrete pitches in the high and low range.”

Let me know if this helped explain things.

[Anonymous]

*Sorry, the first one “can discriminate pitches” falls under awareness.

[Stacy Reno]

PLAYING INSTRUMENTS: Awareness- put instrument in mouth, Trust- will move toward instrument to get it, Independence- Shake instrument with purpose (with awareness), Control- play loud/soft fast/slow, Responsibility- play rhythmic patterns

LISTENING: Awareness- look at face of singer, Trust- may look away from dissonant music or sounds, Independence-increase vocalization when hear familiar song, Control-imitate simple rhythm patterns, Responsibility- audiation

SINGING: Awareness- make cooing sounds when content, Trust- vocalize when music becomes silent, Independence- vocalize pitched intervals, Control- loves to shout and whisper!, Responsibility- sings songs independently

MOVING: Awareness- move arms and legs reflexively in response to music making, Trust- use eyes to track music through space, Independence- uses hands to touch body parts (knees, feet), Control- uses single finger to point, Responsiblity – social dances! able to learn sequences

[Lauren Stoner]

Singing: Awareness- turn eye gaze toward source of singing; Trust- shows pleasure when hearing a familiar song; Independence- Uses vocal glissando; Control- sing a phrase using three or more pitches; Responsibility- coordinate breathing, posture, and muscle tone to sustain sound

Playing Instruments: Awareness- uses arms to reach out to source of the sound; Trust- explore instruments with hands or mouth; Independence- use hands to strike drumhead or tambourine; Control- grasp mallet or striker to play instrument; Responsibility- alternate hand to play shaking instrument

Movement: Awareness- suck rhythmically Trust- tolerate movement of body parts rhythmically; Independence- move whole body rhythmically; Control- sustain hand clapping in familiar song; Responsibility- learn simple social dances

Listening: Awareness- can discriminate between pitches; Trust- adjust vocalizations to indicate happiness or displeasure; Independence- follow simple directions set to familiar music, Control- tolerate singing with others; Responsibility- adjust quality of sound to blend with group

[Toni]

Sing: Awareness – coo; Trust – laugh in response to music/vocalizes pitched intervals; Independence – vocalizations recognized as songs; Control – uses voice to shout, whisper or scream; Responsibility – creates songs

Play: Awareness – keep palm open on drum for short periods of time; Trust – briefly manipulates instruments; Independence – transfers instruments from hand to hand; Control – refines playing to using mallets or playing instruments with a single finger; Responsibility – makes music within a group or independently

Move: Awareness – Moves limbs reflexively in response to music; Trust – Move a body part rhythmically for brief period of time, Independence – Walk, run to music; Control – adjusts movements to tempo of music; Responsibility -participate in action song with sequential movement patterns

Listen: Awareness – looks toward source of sound; Trust – focus gaze, visually track source of music; Independence – looks/smiles upon hearing familiar songs; Control – alert to musical actions of others; Responsibility – delays musical response to fit into a musical sequence

[Sarah Tree]

SINGING: Awareness – cries when unhappy, Trust – uses hard consonants in vocalizations, Independence – vocalizes to familiar songs, Control – vocalizations are recognizable as songs, Responsibility – expresses emotion through singing

PLAYING: Awareness – kicks legs towards preferred instrument, Trust – able to grasp instrument, Independence – sustains beat independently, Control – can play two-handed instrument, Responsibility – plays sequence of notes

MOVE: Awareness – shows pleasure when moved rhythmically, Trust – calms to rocking, Independence – Touches several body parts rhythmically, Control – able to jump, Responsibility – learns sequence of movements for musical games

LISTENING: Awareness – places ear against bell, Trust – visually tracks music-maker, Independence – adjusts emotional response to tone of music, Control – starts/stops with the music, Responsibility – imitate intervals on pitched instruments

[Kathryn Opher]

Singing-awareness:increased oral motor response to mom’s voice, trust-songs as transitional objects control-sticking to set melodies and words responsibility-choosing songs for self

Playing- awareness:loves sitting on the drum trust:able to grasp independence: loves stop and go and will giggle responsibility: will make purposeful music and wants to learn the letters

Move: trust-reflexive responses to music tempo, trust:accidentally makes something happen–cannot repeat at will control-walking and leaving fgroup when wants to responsibility-can be in group and follow directions

Listening: awareness: will turn to sound trust: prefers certain songs and will calm independence: will have tantrums if doesn’t like the music responsilibity-can be active group member

[Elizabeth Schwartz]

Be sure to check the textbook for lots more developmental music responses. For those of you who train students, I have found the specific information on music responses tied to developmental help them to learn how to write goals and objectives.

[Coleen Shanagher]

Singing: Awareness- makes cooing sounds when content. Trust- will vocalize when music changes into silence. Independence-vocalizations recognized as songs Control- appropriately uses pronouns
Playing: Awareness-mouth or lick instrument within his range. Trust- shakes instrument for short periods of time. Independence- begins to use mallets. Control-uses breath support to blow an instrument
Moving: Awareness- body moves rhythmically in presence of music. Trust- reaches arms from side to side. Independence- crawls to instrument choice. Control- beginning to jump
Listening: Awareness- look at the faces of the singers. Trust- looks where music had been when it stops. Independence- can stop movements to music. Control- can imitate simple rhythm patterns.

[Jennifer Sokira]

Singing:
Awareness: Prefers infant directed singing in higher timbre level
Trust: Sing or vocalize in the key of the song
Independence: Sing or imitate short intervals
Control: May sing phrases of 3 or more pitches!
Responsibility:Sing intervals in a wider pitch range

Playing:
Awareness: Tolerates new and familiar instrument sounds, instruments played on or near body
Trust: Touch and mouth instruments
Independence: Play instruments with whole hands and grasp instruments
Control: Demonstrated ability to play at various tempi and dynamic levels
Responsibility: Participate in musical call and response with others

Moving:
Awareness: Tolerate being moved or rocked rhythmically
Trust: Rhythmically move parts or whole body in response to music
Independence:initiate clapping to music and imitate whole body rhythms
Control: Able to start and stop in response to music
Responsibility:Able to execute a greater range of locomotor movements and to move with others

Listening:
Awareness: Prefers consonance
Trust: Recognizes familiar melody and can differentiate focus to self for lullaby and to others for play songs
Independence: Demonstrate musical preferences and attend to preferred music despite distractions
Control: Show the ability to anticipate end of songs and phrases and routine of session
Responsibility: Listen to and follow multi-step musical directions

[Shannon Kiley]

Singing:<br />
Awareness: Looks at source of singing.<br />
Trust: Vocalizes purposeful sounds.<br />
Independence: Sings words in familiar songs.<br />
Control: Sings phrases of songs with contour approximations.<br />
Responsibility: Able to sing loud or soft, beginning dynamics.<br /></p>
<p>Playing:<br />
Awareness: Tracks the sound of an instrument with eyes.<br />
Trust: Explores instrument with hands.<br />
Independence: Transfers instrument from one hand to the other hand.<br />
Control: Adjusts dynamics and/or tempos in response to music.<br />
Responsibility: Maintains internal beat.<br /></p>
<p>Moving:<br />
Awareness: Sucks rhythmically.<br />
Trust: Moves hand back and forth in response to music.<br />
Independence: Isolates body parts to move to music.<br />
Control: Can freeze whole body when music stops.<br />
Responsibility: Can freeze whole body while others are moving.<br /></p>
<p>Listening:<br />
Awareness: Alters position in response to music and/or silence.<br />
Trust: Locates music at a distance.<br />
Independence: Demonstrates preferences of music.<br />
Control: Anticipates beginning or end of music.<br />
Responsibility: Transitions between musical activities in session.<br />

[Erin Spring]

1. Singing: Awareness- eyes/head turns toward source of singing; Trust- vocalizes in response to happiness or unhappiness; Independence- vocalizes to familiar songs; Control- changes dynamics of voice; Responsibility- song choices.

2. Playing: Awareness- eyes/head turns toward source of instrument; Trust- Explores instruments with hands; Independence- grasps instruments and moves instruments with some intentional coordination (ex hand to hand transfers); Control- Plays instruments with dynamic and tempo changes; Responsibility- instrument choices.

3 Moving: Awareness- sucks rhythmically; Trust- moves body in response to music or rhythm; Independence- moves to familiar songs; Control- starts and stops movement in accordance with start and stop of music; Responsibility- incorporates larger sequence of movements.

4. Listening: Awareness- changes body position in response to music; Trust- tracks source of music; Independence- demonstrates music preferences; Control- anticipates beginning and ending of music; Responsibility- adjusts responses in response to music/group.

[Petra Paukova]

1. Singing: Awareness- will make cooing sounds when content; Trust- will make pitched vocalization and will imitate modeled pitches, will use hard consonants such as N, K, P, G or B randomly; Independence- will use glissando and slides when vocalizing; Control- will use melodic intonation along with simple words; Responsibility- suggest novel lyrics to known songs, creates his/her own melodies.

2. Playing: Awareness- mouth or lick the instruments; Trust- will grasp instrument and hold it for short period of time; Independence- will move instruments from hand to hand occasionally ; Control- will cross the midd line in order to play instrument; Responsibility- will use each finger to play on a keyboard.

3 Moving: Awareness- will move rhythmically in the presence of music; Trust- will move body in response to music or rhythm; Independence- will move to familiar songs; Control- will adjust speed of movement to tempo of music; Responsibility- will learn sequences of movements/dances.

4. Listening: Awareness- will change body position in response to music; Trust- will look toward the location where the music had been; Independence- will look and smile when familiar song is played; Control- anticipates beginning and ending of music; Responsibility- adjusts responses in response to music/group.

[Kehlen Bushatz]

Singing: Awareness- imitates pitches heard, Trust- make deliberate, pitched vocalizations, Independence- use simple words in familiar songs, Control- sing songs independently and spontaneously, Responsibility- create new words to familiar songs.
Playing: Awareness- turn and look toward the source of the sound, Trust- Reach out to get instruments, Independence- hold on to instrument, Control- stop/start instruments in response to music, Responsibility- respond when cued to play.

Moving: Awareness- make rhythmic movements with the body, Trust- allow rhythmic movement of the body, Independence- clap hands or stamp feet, Control- start/stop movements in response to music, Responsibility- respond when cued to move,

Listening: Awareness- change body position in response to music, Trust- look toward the singer/ music producer, Independence- demonstrate musical preferences, Control- anticipates beginning and ending of familiar songs, Responsibility- accepts musical suggestions from others.

[Keeley St Clair]

1. Singing: Awareness – Looks at the face of singer, Trust – calms body movements to familiar song, Independence – Uses varied consonants while vocalizing, Control: Uses melodic intonation along with words, Responsibility – Adjusts vocal dynamics to match dynamics of music.

2. Playing: Awareness – eyes and head turn toward the source of sound, Trust – touches and mouths instruments, Independence – grasp instruments and play with the whole hand, Control – uses mallet to strike instrument, Responsibility – Plays learned pattern at appropriate time.

3. Moving: Awareness – tolerates body being bounced or rocked, Trust – calms to rhythmic rocking, Independence – Moves entire body rhythmically in response to music, Control – claps hands, Responsibility – Moves and plays instrument at the same time

4. Listening: Awareness – Looks at face of singer, Trust – localizes to music, Independence – demonstrates musical preference, Control – imitates simple rhythmic patterns, Responsibility – adjusts music to blend with the group.

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