[Alyssa Blackburn]

I have so many takeaways from this course. I think that before I tended to generalize child development a bit too much. I didn’t realize that many of my go-to experiences aren’t really best suited for my younger clients, and while they will participate, they won’t benefit as much as they would from alternative experiences. The TONS of experiences and songs I now have under my belt are another big takeaway, as I not only have this very deliberate session plan template to work with, but also a bunch of very catchy, easy to remember songs that I can use in a moment of adaptation with both groups and individual clients. Lastly, I think I gained an increased confidence in not only my abilities, but also my legitimacy in working as an MT. In my area, there are so many ABA, OT, SLP, etc. that I sometimes get lost in the mix, especially when parents run into scheduling issues. It’s so refreshing to take trainings and CMTE courses to be reminded that my expertise is needed and important.

[Alyssa Blackburn]

I try to give my clients choices often, even if it’s just choosing between things I already planned on doing and they get to choose which thing is next. I try to give all children equal opportunity for this during the session, so no one is “favored” over another person. When I comment on a child’s performance, I always use their name and provide a very directed comment (I like how you’re playing that drum loudly!) so they know what it is they are doing and why it is good. If giving a redirection or critique, I like to provide one positive as well (You’re doing a good job playing loudly, but let’s play quietly right now) unless it is a moment where they need to be quickly redirected (i.e. if someone might be hurt). I also always adapt when necessary, but try to do so in a way that is not obvious to the rest of the group so I don’t single out or embarrass the person I’m adapting for.

[Alyssa Blackburn]

I’m most excited for two things:
1. Being competent! I am not a mother, and doubt my knowledge and legitimacy due to this. This course has helped to inform me with best practice, which will not only benefit my work, but even my ability as a mother down the road.
2. All of the songs we now have in our pocket! It’s so helpful to have all these songs and experiences to pull from. I always love expanding my repertoire of songs and experiences.

[Alyssa Blackburn]

I’ve definitely noticed this just as an MT and not a mother. I found that most of my training was centered around this age group and aside from daycare, there’s rarely any “community” focused things for infants! I am very excited to be competent in this area and be able to provide services to this lesser-served age.

[Alyssa Blackburn]

I also addressed this in my response, but yes! I’ve observed the fear when things aren’t going as planned, and while I sometimes experience this freak-out (because no one is perfect), I almost immediately am able to identify ways they could adapt what they’re doing in able to “take control” of the situation or better meet their client’s needs.

[Alyssa Blackburn]

I often find that music-based learning programs often are focusing on the music. As music therapists, we are using music as a tool to reach other goals and the music itself is not related to these goals. Because of our intensive training with these populations, we are able to quickly and seamlessly adapt on the spot and even create a whole new session plan on the fly. While many programs use familiar music, we are able to create original songs to address exactly what we need in the moment. We also closely studied how music influences the brain and body and participate in continuing education to remain up to date with the latest research.

[Alyssa Blackburn]

I definitely agree! Some children really strive being a “leader” in groups with a wider age range. I like how you pointed out the way children treat others, as we sometimes run into kids who are “too grown up” to be in a class with “babies.” This is definitely a great opportunity to show them how to treat others kindly!

[Alyssa Blackburn]

I think there’s two main struggles with wider age groups. One is my own bias and worrying that songs will be too “young” for the older children. I think this is largely due to being overly-conscious of this, as when I do play songs that I worry might be too young, they end up being a hit with the older children. On the flipside of this, you have to be cautious and be sure that you aren’t using music that is catered to the older children, as the younger children might be left behind. The second struggle I often run into is the older children taking charge. Some like to be in these wider age groups, but some are almost offended that they’re with these “babies” and will try to take control of the session.

There’s a really special balance you find when working with wider age ranges and it’s so rewarding when you do find that balance!

[Alyssa Blackburn]

5 words: Diverse, consistent, together, connecting, engaging
Plan:
1. Gathering: Come and Join the Circle with rhythmic patting
2. Bonding: Wiggly, jiggly car
3. Songs about me: All of This Is Me, having older siblings point with younger siblings
4. Instrument: I Like This Song
5. Movement: I Can Move Around, allowing for independent movement for older children and parent-assisted movement for younger kids
6. Goodbye: It’s time to say goodbye

[Alyssa Blackburn]

5 words: Purposeful, high-energy, independence, creative, non-judgmental
Plan
1. Gathering: Sit down with me – with steady beat with various body movements (clapping, stomping, etc.)
2. Bonding: My brand new friend – with a mediating object between you and child, between children, between children and adults, etc.
3. Songs about me: Music in Me with chanting
4. Instrument: You Play a Little
5. Movement: The Leaves are Falling with scarves
6. Goodbye: Thank you very much

[Alyssa Blackburn]

I agree, Michelle. It’s tricky to define these things, definitely remain in tune with the child/children so you are prepared to respond when they show they are over/understimulated! 🙂

[Alyssa Blackburn]

5 words
Trust
Silly
Professional
Authentic
Free

5 sentences
“Your child will begin to react to different moods in the music they listen to.”
“You can begin assigning words like “love” and “excitement” to music with your child.”
“Varying the rhythm (going faster or slower) encourages your child to pay closer attention.”
“Alternating high and low energy songs and activities can help allow your child to intertwine their connection with you with the group connection as you flow between the two.”
“Your child can sense the authenticity, or lack thereof, behind your playfulness and spontaneity… and mine as well!”

Session Plan
Greeting: “Hello Everybody” encouraging movement and singing to each group member by name.
Bonding: “Wiggly, Jiggly Car” with big arm movements and lots of anticipation.
Song About Me: “All of This Is Me” reinforcing the dyad between parent and child with a moment of silence at the end
Instrument Song: “Dancing in the Middle” focusing on one at a time and bringing group cohesion through supporting who is in the middle
*Bonus – Songs About My World: “Do You Wanna Be My Friend” with instrument, mirroring movements
Movement: “Pick Your Hands Up High” with scarves and full body movements
Goodbye: “Thank You Very Much” with handshakes (or waves if virtual or safer!)

[Alyssa Blackburn]

In the past, I’ve used frame drums (remo), egg shakers (I like Jim Dunlop), scarves, and jingle bells (which might not always be the best choice, I’ve learned!) with great success in groups that range from the higher age of SM2 and a few years beyond. I also invite group members to play my djembe (remo) guitar, ocean drum (in specific settings), and cabasa, which was a BIG attention grabber and great to teach turn taking and patience. I felt like it was snack time and I had the Goldfish when I gave group members the opportunity to play instruments one at a time!

[Alyssa Blackburn]

This is one of the biggest “fundamental” things I think I have learned through the course, as I see this being a big adjustment as we return to the in-person format. We have to make such BIG movements, attention grabbers, etc. when working virtually! I definitely find it easy to be playful with this age group, and I like to think I have a pretty nice balance here. I think this “playful” feeling really helps to provide a decent amount of stimulation. Reading body language (facial expressions, crying/beginning to cry, pulling away) can help to gauge too much stimulation. It’s also important to watch carefully when the child begins laughing “hysterically,” as this can turn quickly into overstimulation.

[Alyssa Blackburn]

I feel I have clients in these developmental stages as well! I definitely think elements of SM would be beneficial with older clients who are still moving through these stages.

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