Create your own developmental sequence

[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.

[Alison Barrington]

Can I ask what Beth/Meredith are hoping for here. thanks

[Kimberly Rodgers-Melnick]

I second Alison’s question. I’m not quite sure what I’m supposed to be doing for this one.

[Elana Dietz-Weinstein]

I understood the assignment as finding and listing other musical behaviors found in the various developmental stages, with the help of the book. I hope that’s right!

MOVING
Awareness: Calms to rhythmic rocking
Trust: Recognizes changes in rhythm in familiar songs
Independence: Imitates clapping hands in response to music.
Control: Starts and stops body in response to music.
Responsibility: Demonstrates understanding of spatial boundaries when moving.

LISTENING
Awareness: Increased attention to consonant pitches.
Trust: Looks towards sounds source in response to silence.
Independence: Enjoys musical surprises of fermata, glissando and silence.
Control: Anticipates end of familiar phrases.
Responsibility: Follows 2 and 3 step musical directions.

SINGING
Awareness: Makes repeated sounds.
Trust: Recognizes familiar melodies even when transposed. Detects changes in familiar melodies.
Independence: Imitates animal sounds.
Control: Increased amount of singing. Language and music is intertwined.
Responsibility: Uses song lyrics along with melodic contour.

PLAYING INSTRUMENTS
Awareness: Briefly grasps a musical instrument when placed in hand.
Trust: Explores instrument with hands or mouth.
Independence: Reaches for or retrieves instrument.
Control: Able to used 2 handed instruments with “tools” (mallets, strikers and sticks).
Responsibility: Groups simple rhythm patterns into sequences of patterns.

[Alison Barrington]

Elana – thank you for this. It makes a lot of sense and so I’m going to try to do something similar…

MOVING.
Awareness: opening and closing fist in response to music. Trust: might turn away to unfamiliar or dissonant sounds. Independence: moving over to an instrument of choice. Control: begins to jump in response to the music. Responsibility: learning and repeating sequences of music in response to music.

LISTENING.
Awareness: using eyes to track music when it moves around the space. Trust: calms to rocking music and might laugh to musical stimuli. Independence: will adjust affect in response to different mood of music, Control: can imitate rhythmic patterns. Responsibility: can hear contrast between own music and music of others.

SINGING:
Awareness: vocalizing to show pleasure in response to music. Trust: makes pitched vocalizations. Independence: beginning to sing recognizable songs. Control: changes vocal timbre in response to emotional changes. Responsibility: can create own melodies and lyrics.

PLAYING INSTRUMENTS:
Awareness: might lick or mouth an instrument. Trust: feel the vibrations of a drum by moving head/face near instrument. Independence: sustained beating of drums and tambourines using fists. Control: can play on same instruments as others. Responsibility: can alter own playing to match other players.

[Kimberly Rodgers-Melnick]

Thank you both, that does makes sense, here is my response.

MOVING: Awareness: alters movement in response to silence in music Trust: moves entire body rhythmically in response to music Independence: moves legs rhythmically Control: engages in movement with others Responsibility: Child can hop on one foot and move backwards and forwards

LISTENING: Awareness:shows decreased attention towards dissonant pitches Trust: displays affect changes in response to emotional content of music Independence: enjoys changes in dynamics, tempo or timbre Control: has ability to actively stop body and choose to listen Responsibility: adjusts quality of singing to blend with the group

SINGING: Awareness: uses varied dynamics in vocalizing and crying Trust: sings descending intervals Independence: Enjoys experimenting with melodic sounds Control: Sings two or three word phrases Responsibility: can coordinate breath, posture and muscle tone to sustain sound

PLAYING INSTRUMENTS: Awareness: Uses hands to touch the source of the sound Trust: plays simple, short, repeated phrases Independence: Initiates play Control: uses index finger to play keyboard or chimes Responsibility: alternates hands to play shaking instruments

[Anonymous]

Thank you Elana for helping everyone. Her example is exactly the kind I would give. Looks like you all understand it now.

[Elizabeth Schwartz]

Thank you all for using this community in the way we had envisioned- becoming resources for each other! I know that this assignment has posed questions each time we have run the course, but we have found that after you ‘get it’ it becomes quite helpful in your practice.

[Jen Hinton]

Some different ideas really flowed for me and for some developmental areas I seemed to be focused on the same examples given…but, here goes:

Singing:
A- produces different timbres in vocalizing
T- more purposeful vocalization during music experiences
I- matching breath and facial affect to timing cues
C- repeat sort, melodic content
R- singing whole chorus or song

Instrument Playing
A- visually attend to the location of the instrument
T- explore instrument through reaching, touching, holding
I- play instrument while displaying awareness of intent
C- play instrument in an intentional way (notes up or down)
R- play melody (created, learned, or improvised)

Moving
A- reaching, kicking
T- moving head; bouncing body
I- waving (hello!) in our gathering song
C- clapping, stomping, wiggling
R- recall sequence of movement (clap, stomp, wiggle)

Listening
A- change in respiration to match or reaping
T- change in affect
I- showing body language to reflect
C- active listening to directed listening (i.e. Certain instruments or sounds in music)
R- ability to recognize a particular instrument by sound

[Laura Pruett]

I also was confused by what was being asked, so thanks for sharing your thoughts everyone!

Singing
Awareness: Pitched vocalizations when cooing or crying
Trust: Can match pitches about half the time, may startle at surprise element of singing
Independence: Sing to their dolls or cars
Control: Puts on a show to sing their song
Responsibility: Plays around with pulse and meter in familiar songs, resulting in some syncopation

Playing Instruments
Awareness: Mouth or lick an instrument
Trust: Uses fists or open hands on drums in random patterns or 1-3 beat patterns
Independence: Uses a single finger to play a key on the piano
Control: Plays two-handed instruments
Responsibility: Keep a steady beat with others

Movement
Awareness: Slow instinctual rhythmic movements in response to sedative music
Trust: Pat knees in response to music
Independence: Intentionally moves body parts
Control: Jumps along to music
Responsibility: Learns sequence of movements to music

Listening
Awareness: Turns head toward familiar timbres of singing
Trust: Looks where music had been when it stops
Independence: Increases vocalizations or movements when a familiar song starts
Control: Adjusts the speed of movements to match the tempo of the music
Responsibility: Able to listen and wait for their turn to play within a group

[Anonymous]

Hello Everyone. I am posting on behalf of Mabel Ortiz as our system has had some kind of technical glitch and her post is not posting.

SINGING: Awareness: Makes cooing sounds. Trust: Vocalize in an attempts to follow sounds. Independence: Utilizes intervals when vocalizing. Control: Attempts of vocalizing familiar melody. Responsibility: Adapts to sound/timbre when singing with others.

PLAYING INSTRUMENTS: Awareness: Instrument exploration. Trust: Child attempts to utilize instrument to make sounds. Independence: Better grasp and intentional instrument playing. Control: Adapts to tempo of the music with instrument. Responsibility: Responds or play when prompted.

MOVING: Awareness: Responses to rhythm or music are reflexive, come naturally. Trust: Stops movement when music disappears. Independence: Directs own movement in response of music maker. Control: Child has dominance over speed of movements. Responsibility: Learns patterns of movements and is able to maintain sequence with a group.

LISTENING: Awareness: Looks for sounds coming from facilitator or objects in visual range. Trust: Attention to consonant music. Independence: Positively responds and recognizes familiar music. Control: Listen and imitates patterns. Responsibility: Has the ability to think of melody of song before listening to it.

[Carolyn Keenan]

SINGING: Awareness – cooing sounds. Trust – pitched vocalizations. Independence – vocalization is a recognizable song. Control – Sings pitched intervals while putting words together in a short musical phrase. Responsibility – Uses change in vocal timbre to express emotion

PLAYING INSTRUMENTS: Awareness – mouth instrument. Trust – grasp maracas in both hands and shake briefly. Independence – Can sustain play for longer periods. Control – Uses mallet and crosses midline to play. Responsibility – Plays a short rhythmic sequence on cue.

MOVING: Awareness: moves arms and legs reflexively. Trust – reaches arms up. Independence – uses hands to touch various body parts during song. Control – adjusts speed of movements to match movements. Responsibility – performs learned sequence of movements.

LISTENING: Awareness – look at singer’s face. Trust – looks toward where music had been after a change/stop in music. Independence: response changes when child hears a familiar song. Control – maintains interest in music even when not in action. Responsibility – can listen to a pattern and repeat it

[Claudia Eliaza]

Singing: Awareness – Will cry with discomfort and make cooing sounds when content. Trust – Pitched vocalizations/imitates modeled pitches. Independence – uses melodic intonation along with simple words. Control – Uses clearly pitched intervals to sing. Responsibility – Singing and playing take on a style that is a combination of vocal timbre, accuracy of melodic intonation, and rhythmic freedom.

Playing Instruments: Awareness – Mouth/lick instruments. Trust – Enjoys shaking instruments (eggs/maracas), Independence – Begins to hold mallets or other musical tools. Control – Beginning to use 2 handed instruments. Responsibility – Can move instruments from one hand to another.

Movement: Awareness – Move arms and legs reflexively in response to music or the music provider. Trust – Can reach arms from side to side and up and down. Independence – Can cross midline to play an instrument. Control – Now able to jump. Responsibility – Able to do learned sequences of movement.

Listening: Awareness – looks at the musical source (where music is coming from be it the music-maker, an instrument, or a player). Trust – Looks toward the location of where the music had been. Independence – looks and smiles or increases vocalizations and movement when a familiar song is heard. Control – Alert to the musical actions of others. Responsibility – Can hear differences from his/her music and others’ music.

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