Create your own Developmental Sequence of music responses

[Julie Palmieri]

Using the Developmental Sequence Worksheet as a guide, create your own developmental sequence of music responses for each of the four music experiences: Sing Play Move Listen.

[Sarah Braverman]

Singing-
Awareness: Using a vowel sound with a specific pitch (like /oo/ or /aa/)
Trust: Matching pitch of vowel sound
Independence: Experimenting with that vowel sound using various dynamics and tempos
Control: Using pitch of the vowel sound repetitively in a familiar song
Responsibility: Adding rhythm to the pitch of the vowel in the song

Playing Instruments-
Awareness: Hears the sound of at least two different instruments played by MT
Trust: Chooses an instrument by reaching for instrument and plays a pulse and on instrument while MT matches it to a structured song
Independence: Experiments and explores other ways to play instrument chosen
Control: Starts playing chosen instrument when MT plays music on instrument client chose and stops playing chosen instrument when MT stops playing music on instrument client chose
Responsibility: Maintains beat of familiar song on chosen music

Moving-
Awareness: Makes instinctual movement when listening to a specific song played on the guitar
Trust: Repeats that movement when specific song is played on the guitar
Independence: Rhythmically moves body parts independently to specific song played on the guitar
Control: Imitated movements modeled by MT as she plays song on guitar.
Responsibility: Uses movements independently and sequentially that can be generalized outside of music therapy environment

Listening-
Awareness: Changes in dynamics in playing instruments
Trust: Recognizing familiar melodies in different dynamics
Independence: Instrument play matches dynamics of the music being played in the session
Control: When to play instrument loudly and when to play an instrument quietly
Responsibility: Listening to the dynamics being played by others on instruments

[Talia Morales]

Sing
Awareness: will turn eye gaze toward the source of singing
Trust: will make pitched vocalizations in response to singing
Independence: will imitate animal sounds
Control: use selected sung words at the end of phrases/cloze
Responsibility:will use different qualities

Play
Awareness: turn eye gaze toward source of instrument
Trust: explore instruments with mouth and hands
Independence: use hands to play a drum head
Control: Use mallet to play drum
Responsibility: alternate tempo from fast to slow etc.

Move
Awareness: will tolerate body parts being moved
Trust: will move entire body rhythmically in response to music
Independence: will imitate simple whole body movement patterns
Control: will isolate body parts to move rhythmically
Responsibility: will used sequences of movement patterns

Listen
Awareness: will tolerate live music in the environment
Trust: will display affect changes in response to emotional content of music
Independence: will tolerate harmonic changes heard
Control: will tolerate changes in musical activities
Responsibility: will take turns singing/playing or listening with others

[Julie Palmieri]

SINGING: Awareness – The child will calm to familiar sung melodies Trust – will show pleasure through smiles to hearing familiar songs Independence – will sing simple words within familiar songs Control – use gestures or signs or words to request a favorite song Responsibility – will sing familiar songs independently

PLAYING INSTRUMENTS: Awareness – will turn eye gaze and facial attention toward the sound of instrument Trust – will explore instruments with hands or mouth Independence – will reach for and use hands to move instruments rhythmically Control – will explore instruments in a variety of tempos (fast, slow) and start/stop motions Responsibility – will take turns with peers in rhythmic structure

MOVING: Awareness – will move entire body Trust – will move entire body rhythmically in response to music Independence – will alter movement in response to change in music Control – will isolate body parts to move rhythmically Responsibility – will create sequence of novel movements in response to music

LISTENING: Awareness – will tolerate live and/or recorded music in the environment Trust – will look toward sound source in response to silence in music Independence – will demonstrate musical preferences and dislikes (Baby Shark, anyone?) Control – will watch others as they make music Responsibility – will tolerate/accept music suggestions of others

[Brooke Langley]

Singing: Awareness- mimicking sounds during singing sessions. Trust- begin singing familiar songs and letting the child match the pitches even if the words aren’t there. Independence- shows a response to crescendos and decrescendos. Control- singings along with familiar songs and matches the pitch. Responsibility- uses songs to help regulate breath control during phrases

Playing Instruments: Awareness- will turn away/towards or sigh/kick depending on the type of music whether sedative or playful. Trust- stop playing to listen to leader, or begin playing when leader stops. Independence- Understands the foundation of the instruments by exploring the sounds of each one. Control- stops and starts playing instruments when told. Responsibility- is able to create a beat with the group and play as a group, not just self.

Moving: Awareness- instinctual but important to develop the next level which is… Trust- repetitive movements are key for learning. Independence- move just the hands or just the feet and work on each body part with repetitively. Control- they can take all their body parts and use them together to create musical movements. Responsibility- movements become meaningful and full songs can be done with movements added

Listening: Awareness- can recognize the difference between mom, dad and therapist singing. Trust- sing songs that were familiar in the womb during sessions. Independence- switch up the pitch or melody of a familiar song to see if the child can recognize the difference and change in melody/pitch. Control- will stop an activity to listen to the group, or the leader or a familiar song they hear. Responsibility- can now appreciate music and give feedback to others as they play.

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