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]

[Anonymous]

I’m hoping that I understood this fully, but I am not quite sure if I did it correctly. If I didn’t understand I am looking forward to direction and assistance because I can see how useful this tool is!

Singing
Awareness- 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.

Playing Instruments
Awareness- Explores instruments with mouth and tongue./ Trust- Plays or strikes instruments with internal rhythmic beat./ Independence- Transfers instrument from hand to hand./ Control- Shakes instruments in a variety of tempos./ Responsibility- Alternates hands to play shaking instruments.

Moving
Awareness- Moves entire body./ Trust- Moves entire body rhythmically in response to music./ Independence- Uses body to rock or bounce rhythmically./ Control- Isolates body parts to move rhythmically (head/feet, etc.)/ Responsibility- Recalls and reproduces simple learned movement patterns.

Listening
Awareness- Prefers familiar vocal timbres./ Trust- Recognizes combinations of sound./ Independence- Seeks out source of music./ Control- Watches others as they make music./ Responsibility- Maintains an attentive posture while listening.

[Megan Goddu]

SINGING: Awareness: makes pitched vocalizations / Trust: can match familiar pitches 1/2 of the time / Independence: makes up own melody / Control: can sing along to a familiar song / Responsibility: can independently sing a familiar song

PLAYING INSTRUMENTS: Awareness: watches and listens to instruments played by others / Trust: Learns/explores an instrument with mouth, hands, eyes / Independence: Learns/explores a variety of instruments with hands, eyes (less with mouth) / Control: purposefully plays with the music by starting, stopping and waiting. / Responsibility: can match a steady beat being played by another (can copy)

MOVING: Awareness: natural full body movements /d Trust: purposefully full body movement that begins and ends with music / Indpendence: “I am moving my body”; moving different parts / Control: imitates others’ movements / Responsibility: can move in a learned sequence (beginning to be more “dance-like”)

LISTENING: Awareness: recognizes familiar vocal timbre; will watch reaction to unfamiliar/unexpected timbres / Trust: remembers familiar melodies / Independence: actively attending to music; showing an equal reaction to the music / Control: able to make the choice to stop and listen to music / Responsibility: respects and understands music created by others and able to listen to it; knows its anothers’ music, not their own.

[Meredith Pizzi]

Hi Everyone,
You are doing great! Here are two more examples to hopefully clear up any confusion. These are from previous course participants.

Example 1

Singing:
Awareness: localizing and paying attention to sound, mouthing and breathing along
Trust: humming or brief vocalizing in response to or imitation of singing
Independence: exploring voice, creating own melodic and rhythmic structures and even unique sound combinations
Control: singing along with familiar portions of songs/phrases, following familiar melodic line
Responsibility: singing along with entire songs, initiating familiar songs

Playing:
Awareness: localizing sound source, attending to instrument
Trust: reaching for, exploring, and playing instruments for brief times (1-2 beats at first), mouthing instruments
Independence: continued exploration on own terms, using instruments in new ways (such as using maracas as drumsticks, etc.)
Control: imitation and turn-taking within instrument play, responding to and providing musical cues
Responsibility: playing with a steady beat, adding creative and expressive elements

Moving:
Awareness: moves instinctually or with hand-over-hand assistance from caregiver/MT
Trust: bouncing or swaying whole body with beat of music
Independence: moves specific parts of the body, maintains movement without assistance from caregiver/MT
Control: imitates learned movements following pulse
Responsibility: anticipating familiar movements within sequence, asking for particular movements

Listening:
Awareness: recognizes and respond to timbre (loud/dissonant causes startle, soothes with lullaby)
Trust: increases attending to familiar songs
Independence: increasing sensitivity to change in familiar music, choosing when to engage and for how long
Control: requesting particular songs and participating in own way
Responsibility: attention given to music of others, social development apparent in turn-taking and self-confidence able to stop, wait, and listen to others/developing turn-taking skills

Example 2
Singing: Awareness- vocalizes pitch independently, may match pitches from outside source (i.e. Therapist), it’s important to point out to parents that their little one is vocalizing a pitch, also look for audible breath and oral motor movements.
Trust- vocalizes pitches in phrases called melodic babble, will match outside pitch and respond to their pitch being matched.
Independence- vocalizes and recognizes familiar melodies, melodic babble is explored independently, it’s important to encourage parents to allow their little ones the freedom to explore their voices independently and play together by matching pitches and introducing varied pitch from very low to very high.
Control- begin to sing familiar song lyrics and/or phrases which may or may not be exactly melodically/rhythmically accurate, it is important to point out what the child is singing to parents and encourage them to sing with their child.
Responsibility- begins to sing entire familiar songs with melodic and rhythmic accuracy.

Playing: Awareness- look towards source of sound, reach out to touch and explore instruments, may hold a small instrument such as a maraca for a short period of time, may explore instruments with their mouths.
Trust- begins to play instruments within the structure of the song for very brief periods, continues to explore the instruments with their mouths, it’s important to assure parents that this is ok and make sure instruments are always clean for children.
Independence- plays instruments independently and looks for new instruments to play, it’s important to encourage exploring new instruments and assure parents that’s why the instruments are out! For everyone to explore and play!
Control- will engage in starting and stopping the music.
Responsibility- maintains a steady beat, creative with how they play their instrument, again it’s important to assure parents that we are creating a safe environment in which their child can create and explore freely.

Moving: Awareness- instinctual/natural movements in response to the music.
Trust- independent repetitive movement such as kicking legs or bouncing in response to music.
Independence- begins to move selected body parts independently (i.e. pat knees, stamp feet).
Control- can move each body part independently and in rhythm with the song.
Responsibility- can request a body movement such as jumping or running, engages in sequential body movements such as “head, shoulders, knees, and toes”.

Listening: Awareness- looks toward sound, may be easily startled by loud or abrupt sounds.
Trust- likes familiarity in song structure, important to share with families the importance of using the songs learned in class at home.
Independence- facial and physical responses to the music, children may turn away from sounds or move towards sounds and this is an opportunity to let the parents know that their child is making a choice not to listen or to listen.
Control- requests preferred songs.
Responsibility- children begin to understand and appreciate others music, they can listen to another child play/sing and they can engage in musical play together with the understanding that “it’s not all about me”.

I hope this helps make the assignment a little more clear. There are so many things we can be looking for as a musical developmental progression, so pick a musical response to start with and see how it will develop through the levels. Thanks for all of your work and effort here everyone! Keep it up! You’re doing great!

[Kristen Macleod]

Singing:
Awareness: Will turn toward the source of singing and make pitched vocalisations.  Trust: The child will respond to their pitch being matched by changing the pitch of their vocalisations. Independence: Allow the child to explore high and low pitches using vocal babble and vocal glissando. Control: The child begins to sing phrases of familiar songs. Responsibility: The child will sing familiar songs with a variety of accurate pitches and rhythm.

Instrument Playing
Awareness: The child will begin to explore instruments with hands, mouth and tongue.  Trust: The child will briefly shake a simple instrument when grasped.  Independence: the child continues to explore the instruments but with more purpose for example using hands to bang a drum.  Control: Begins to respond to musical cues such as starting and stopping, playing fast or slow.  Responsibility: Can maintain a steady beat and also participate in call and response.

Movement:
Awareness: The child will suck rhythmically.  Trust: Can move whole body rhythmically to music. Independence: the child can move different body parts independently to the music, (e.g. clap hands, pat knees etc).  Control: The child imitates movements of others.  Responsibility: Begins to ask for particular movements and begins to use movements within a sequence.

Listening:
Awareness: The child prefers familiar vocal timbre. Trust: The child recognises familiar songs and sounds.  Independence: begins to attend more to preferred music. Control: The child watches others as they make music. Responsibility: begins to listen to the music made by others and have an understanding that it is not just about them. Begins to understand turn taking.

[Vanessa Talbott]

Singing
Awareness- uses pitch instinctually
Trust- inward focus to lullaby style singing and outward focus to play style singing
Independence – “Secret singers” combine sounds, inflection and intonation to develop their own music
Control – “Show time” – enjoys sharing songs with melodic contour and understands the concept of a whole song
Responsibility – sings whole songs though with a shift in tonal center, enjoys playing with meter and pulse

Playing Instruments
Awareness – choose to look or not look at sounds source, reach for instruments
Trust – turn attention toward or away, explore instruments with hands and mouth, briefly use pulse and meter
Independence – purposeful when exploring instruments
Control – can match temp and dynamics
Responsibility – maintains a steady beat

Moving
Awareness – rhythmic movements are instinctual, moves with whole body
Trust – responds with purposeful, repetitive movement to music
Independence – can isolate body parts to move rhythmically
Control – dances spontaneously to music, imitates learned movements to music
Responsibility – follows directions, enjoys choices of ways to move

Listening
Awareness – recognizes changes in vocal timbre
Trust – get attention using familiar melodies
Independence – enjoys musical surprises such as glissandos, fermatas and silence
Control – stops action to listen to music, enjoys dynamics
Responsibility – listens to the music of others, listens for directions

[Emily Seymour]

I created my developmental sequence on the pdf worksheet without realizing I could not upload it on this forum!  My source for this project was none other than:

Schwartz, E. (2008). Music therapy, and early childhood: A developmental approach. Gilsum, NH: Barcelona Publishers.

[Jillian Brown]

1. Singing: 

Awareness- uses pitch in vocalizations, may match pitches

Trust- matches selected pitches about 1/2 of the time

Independence- babbles with melodic inflection

Control- follows melodic contour of familiar song

Responsibility- uses pulse and meter within melodic contour

*important to let parents know that their child is matching pitches and to recognize it.

2. Playing Instruments:

Awareness- responds differently to sedative vs. play song music

Trust- briefly uses pulse and meter

Independence- explores a variety of instruments purposefully

Control- starts and stops instrument play with the music

Responsibility- maintains a steady beat

*important to watch children and what they are doing with musical instruments

3. Moving:

Awareness- rhythmic movements are instinctual

Trust- responds to music with repetitive movements

Independence- isolates body parts to move rhythmically

Control- imitates learned musical movements

Responsibility- uses musical movements in sequence

*even when children move their hands when they see others clapping is a good response. Clapping may be more difficult to do than other actions as it requires meeting at mid-line and crossing.

4. Listening:

Awareness-  recognizes changes in vocal timbre

Trust- recognizes familiar melodies

Independence- begins to match intensity of movements to intensity of music

Control- stops action to listen to music

Responsibility- listens to the music of others

*study of mirror neurons suggests that when a child is observing another person performing a particular action, even though that child is not themselves performing the action, neurons are fired that may be the same as the neurons fired in the person actually performing the action. Children learn a lot from watching and listening.

[Meredith Pizzi]

Yes, you are all on track with thinking sequentially about music responses. Just to remind everyone, save your forum comments in Word or as PDF if you can.  Course participants in the past have found their saved forum notes invaluable in practice.

[Lisa Klostermann]

Singing: 
Awareness – will vocalize nonspecific pitches
Trust – will change pitch in response to changes in pitch
 Independence– will vocalize descending intervals
Control – will sing a phrase with approximate melodic contour 
Responsibility- can sing a familiar song using melodic contour
 
Playing
Awareness –will alter movements in response to and turn toward sounds
Trust – Briefly uses pulse and meter, 2-3 shakes
Independence – can purposefully strike a drum or bang two instruments together.
Control – can imitate simple rhythm patterns
Responsibility – can group simple rhythm patterns into sequences of patterns
 
Move
Awareness – reflexive movement patterns, repetitive rhythmic movements with body
Trust – moves body parts with internal rhythmic beat
Independence –  moves whole body rhythmically, clap hands
Control – will stop moving when music stops. Adjusts speed to reflect music
Responsibility – will recall and reproduce simple learned movement patterns (Head, Shoulders, Knees & toes)
 
Listen
Awareness –will alter movement and vocalizations in response to silence in music
Trust – will initiate vocalization in response to silence in music
Independence – seeks out source of music, recognizes familiar music even with change in timbre
Control – will watch others as they make music, stops to actively listen to music
Responsibility – listens to music of others, can take turns singing or playing in a group

[Lisa Klostermann]

Aaak, sorry for the bold!  It was all nicely formatted when I copied and pasted. Sorry.

[Lauren Bevilacqua]

Singing: 
Awareness: turn eye gaze towards source of singing
Trust: Makes purposefully pitched vocalizations, not necessarily in sync with therapist or even matching pitches – but using vocalizations with a purpose.
Independence: Babbles with melodic inflection
Control: Produces discrete pitches
Responsibility: Uses melodic contour; discrete pitches are not always accurate, but can match other’s pitches.
 
Playing: 

Awareness: Movements and rhythms are in simple rhythms
Trust: Moves in and out of organized, metric playing
Independence: Uses pulse and meter in playing 
Control: imitates simple repeated rhythms, like pulse;  group beats into meter
Responsibility: Maintains a steady beat; imitates simple rhythmic patterns
 
Moving: 

Awareness: Instinctually moves to music.
Trust:Moves rhythmically, but not necessarily in synchronization with the music in the environment.
Independence: Isolates parts of body to move rhythmically and intentionally
Control: Dances spontaneously to music
Responsibility: Uses musical movements in sequence
 
Listening: 

Awareness: recognizes familiar vocal timbres – mostly like parents or caregivers.
Trust: recognizes familiar melodies
Independence: recognizes/attends to familiar melodies and can detect slight changes in familiar melodies or rhythms
Control: Requesting familiar songs; using spontaneous song fragments
Responsibility: Recognizing melodic rhythm without the lyrics; Listen to others play and sing
 
 
After going through all of these levels, I found myself starting at the end and working my way backwards to see if everything made sense. Did anyone else do that? This was a great exercise. 

[Meredith Pizzi]

I a glad that you enjoyed this exercise. I think it is really important that we can support the sequential, and progressive nature of developmental music responses in the same way the other disciplines can identify important developmental sequences in their area.

[Channing Shippen]

Singing

Awareness:  matching and distinguishing between pitches
Trust: imitating sounds demonstrated by music therapist
Independence: Vocalizes independently in response to music therapist
Control: Completes musical phrases with the music therapist.
Responsibility: Can initiate and/or complete songs independently

Playing

Awareness: Tactile exploration of instruments by mouthing or by use of hands.
Trust: Matching or imitating rhythm as demonstrated by music therapist
Independence: Exploration of the multiple uses for instruments, initiating instrument play with the music therapist
Control: Responds accordingly to musical starts and stops, and other directions given within the music
Responsibility: Follows pulse or rhythm as demonstrated by the music therapist

 Moving

Awareness: Responds with natural body movements to music
Trust: Responds with global repetitive rhythmic body movements
Independence: Demonstrates ability to isolate movements to music (clap hands, raise arms, kick legs)
Control: Imitates movements of the music therapist or group members rhythmically
Responsibility: Recalls sequences and patterned movements

Listening

Awareness: Recognizing change in vocal timbre, directs focus to sound
Trust: Responds to familiar melodies
Independence: Demonstrates musical preferences physically or verbally
Control: Requests preferred music
Responsibility: Listens to music made by others

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[Michelle Muth]

<p>Hello all – this took sometime to process as I was having trouble putting in my own words and synthesizing different aspects.   I found using the musical responses as the guide help me to think only about those types of response.  I’m also hoping the formatting is working below so this doesn’t all become one big paragraph.  We’ll see when I click “save”.  :-)</p>

<p>Singing:  Awareness – child vocalizations begin to have pitch and timbre similar to what they heard from a sound source (typically a caregiver) Trust – child begins to match pitch of sound source. Eg. adult sings a minor 3rd down or a downward glissando and child imitates with actual pitch matching a portion of the time.  Independence – Child begins singing songs on their own consisting of nonsense syllables, inflection, timbre, and experiments with range.  Often done on their own – not ready to share music as of yet.  Important for parents to listen but let the child be.  Control – Child is able to follow a songs melodic contour.  Song may not be immediately recognizable but listen for intervals and duration.  Child is now proud to share their music and wants the adults to listen.  Becoming more aware of others around them.  Responsibility – Child is able to keep some sort of pulse/meter for the song’s duration.  They are aware of overall pulse/meter and may experiment within a song trying to make it fit the song – could appear to be syncopation.  Again, very proud of themselves and want to “show off”</p>

<p>Playing:  Awareness – Child’s response are instinctual and will respond to sedative and active music differently.  May explore instrument as they reach out.  Trust – briefly grasps, holds, shakes instrument in response to music. Eg child may grasp an maraca, hold a few seconds then drops.  All the while music is playing.  Eventually, the duration of holding/playing will increase as this development level grows.  Independence – Child begins to reach out, seek and explore instruments.  Their priority is to explore the instruments, move to where they are, play in their own time – which may not meld with “prescribed music time” which is ok.  Control – Now begins purposeful movement in which the child controls when the instruments starts and stops according to the music.  They may start and stop in their own time which could be opposite to the music expectation and that is ok.  It’s more about the control and awareness of starts and stops then following prescribed directions.  Responsibility – Child is now able to maintain a steady beat with their instrument.  Awareness of others making music and matching the group’s pulse.</p>

<p>Movement: Awareness – Movement to music is instinctual and very natural, may not match music rhythm but the very essence of movement may be in response to the music.  Trust – Movement becomes more repetitive such as bopping the head or hands to music.  Response is more purposeful than instinctual but movements continue to be very natural.  Independence – child is able to wave one hand or shake a foot to music independent of other body parts.  Movement continues to become more purposeful.  They are realizing that “I move my body” vs “My body moves.”  Control – purposeful movement evolves to imitation and mimicking the movement of others.  If someone claps or jumps child may follow-suit.  Child is very proud of ability to match movements.  Also, the child learns as much from watching as active participation.  Responsibility – child is able to follow a musical movements in sequence.  Songs with prescribed movements embedded in the lyrics are very appropriate for this level.  Possible examples:

Put your hands up in the air (Hap Palmer)
Hokey Pokey
Put your finger in the air</p>

<p>Listening: Awareness – Watch child move attending toward or away from sound source.  They will recognize vocal timbre, in particular those of caregivers.  Trust – child begins to recognize familiar songs and finds comfort in that familiarity. Familiar songs can become the calming/stabilizing element in new situations that are stressful for the child.  Independence – child’s movement will intensify to show that they are listening.  Facial expressions may also match the intensity.  Eg. More rapid hand/body movements may be in response to play music.  Closing of eyes, deeper breathing in response to sedative or lullaby-style music.  Control – Starts and stops factor in again as they are able to control their bodies and instruments in response to their listening.  Lots of pride in their ability.  Responsibility – Continue to increase their awareness of others through the ability to stop their music-making and listen to others.  Eg.  Circle songs with an instrument in the middle.  Song indicates who will be next to play the instrument.  Child is able to listen, sing and wait their turn.</p>

[Meredith Pizzi]

Channing and Michelle, Thanks for posting your developmental sequences. The musical examples make great sense, Michelle and really help to “see” how these stages of development unfold!

[Courtney Fanello]

Singing:
Awareness: uses pitch in vocalizations
Trust:matches select pitches about half of the time
Independence: babbles with melodic inflection, often when they are on their own
Control: can follow the melodic contour of a familiar song
Responsibility: can sing or initiate an entire song, complete with pulse, and meter

Listening:
Awareness: recognizes timbre of caregiver’s voice, often prefers it, and can recognize change in vocal timbre
Trust: recognizes familiar melodies
Independence:begins to hear the difference of fast, slow, in music and change movements and response to match what they hear in the music.
Control: Can start and stop in response to the music, interpreting auditory cues to cue movement.
Responsibility: can listen to the music of others, more socially interested in seeing what other children are doing.

Moving:
Awareness:may respond to the music by being still or moving more
Trust: may respond to music with repetitive movement (bouncing up and down or flapping hands, almost automatic response.
Independence: Move specific body parts in different ways in response to the music, is purposely initiated by child.
Control: Can imitate learned musical movements by the therapist (clapping hands, stopping feet, etc.)
Responsibility: Can do musical movements in sequence. Prime example: Head shoulder knees&toes

Playing Instruments
Awareness: Responds differently to sedative vs. play music.
Trust: Child may briefly hold and play instruments, using short bursts of tempo or rhythm, but not for a prolonged time and not necessarily as a result of direction or music.
Independence: Child explores many different instruments by holding them, mouthing them, possible throwing them. The child does not often play with the music, but is playing to “the beat of their own drum.” This is what is developmentally appropriate and parents should be aware that they should interact with their child at their own tempo instead of trying to force the child to match the music.
Control: Can start and stop playing the instrument with the music.
Responsibility: Can maintain a steady beat with the music.

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