[Alison Barrington]

Again lots of great ideas – thank you.
I have sort of answered this question in the previous posting. One thing I would add is that I am intending to set up a website to advertise my work in the Chicago area. Once I have officially become a SM provider I will be putting that on my website.
I like the ideas of contacting location consultants and doulas. I don’t have any contacts in this area but it’s got me thinking about who else I can make contact with.

[Alison Barrington]

It’s great to see what other people are doing to move forward. Right now I’m planning a long break in Europe but will be back in August and then looking at work prospects.
I will take the CB-MT exam and have some school work waiting on me passing that exam. I am also applying for a church youth position – which is only temporary and part time but I want to see if I can include Sprouting Melodies into their programs.
I have also been given a lot of names and contacts for preschool programs for kids with learning disabilities. I would love to focus on special sprouts there if that’s possible.
I will also continue to link up with colleagues in England and spread the word about SM there as I think there’s a market for it. I do know that some MTs are doing similar things but I’ve enjoyed the structure that SM offers.
I will certainly be keeping in touch and hoping to become a SM provider.
Thank you!

[Alison Barrington]

Wow – I really appreciate all the comments above and there’s very little to add. I do agree that as music therapists we have the ability to be sensitive to the needs of the clients. It’s always difficult to hold groups together when there may be different levels of energy going on at the same time. But, as has been noted, it’s best to offer a balance so that each session can offer some appeal to everyone.
I guess if there is one person who consistently has a different reaction to stimulation than the rest of the group that might warrant a conversation with the carers.

[Alison Barrington]

Carolyn – I completely agree with all you’ve written – thank you! So, in a way, I don’t have much more to add. I do particularly feel that modeling is a great way to work but prompting is also needed at times.
I tend to provide very positive comments to encourage – and I’ve liked this aspect when hearing both Beth and Meredith.

[Alison Barrington]

I think what I would love best about this work would be to see the developing relationships between the children and their carers. Also to see the developing confidence in both parties. I am also looking forward to increasing my repertoire of songs and activities. And finally, I really would like to get to know more people in my community and this will be a great way!

[Alison Barrington]

5 words for SM3: energetic, harmonic, instrumental, rhythmic, imaginative

words for Family Sprouts: multi-layered, adaptable, consistent, repetition, structured

Plan for SM3: greeting: ‘gather round everybody and clap your hands’. I like the energy that this brings and it’s engaging so it could start the session with focus. Bonding songs: My brand new friend. I think this one could be very adaptable depending on the needs of each child. Songs about me: You play a little and I play a little – great for getting a sense of sharing and understanding language around that. Instrumental song: ‘Music is the way to say I love you.’ I love the idea of the resonator bells – they are very inviting. Movement – I think there’s quite a lot in the rest of this session already! However, I do like ‘Will you come’ as it gets everyone standing and moving. Goodbye – SM goodbye song.

Plan for Family Sprouts: greeting: Using NR greeting as this might appeal to all ages. Bonding: row, row, row your boat. This might be possible with a family group. Songs about me: All of this is me, me, me. I like the idea of getting the siblings to work together on this (if that’s possible – I have two boys who are 2 years apart and this would need managing!) Instruments: I really like the one shown in the video (La, La, La) lovely tempo. Movement: I like the idea of using scarves/seasons that might appeal to the older ones but the scarves might be lovely to work with the younger participants. Goodbye: I would still use the SM regular song here. The video seemed to suggest it’s OK to use other goodbyes (and I do have some from NR that I use) but for consistency I would probably still use the SM one.

[Alison Barrington]

I think the key challenge might be that the more active children will naturally receive most attention (from carers as well as the therapists). As such the quieter, smaller children may not have so much focus. It will be important to try to focus on all aspects of what is happening in the room so that the music and activities can become multi-layered. Perhaps one aspect that has struck me whilst watching the SM videos is that the musical stimulation grows as the children get older and that multi-age groupings might be too overwhelming for the younger participants. However, you don’t want the older ones to get bored. I particularly liked the idea of ‘controlling’ the way the stimulation is provided. So, for example, it might be possible to get faster in a song which will keep the attention of the older ones BUT at the same time not getting louder which might startle the younger participants. It’s so easy to get louder when we get faster!
I look forward to seeing other ideas from other people’s postings.

[Alison Barrington]

I think the main difference to get across is that music for development explores the needs of the whole child. So it’s not just focussing on musical skills which is one important area. It’s looking at the whole child and working with physical, cognitive, emotional and social development. For example it’s helping the child to develop concentration and listening which are so useful in all areas of life and set the child up to have coping strategies. SM covers both areas but I’d say that skill building is just one aspect of the whole of a child’s development and, as such, music for development is a much more profound experience.

[Alison Barrington]

Oh Carolyn sorry to disappoint you – I’m also not the best person to think about instruments. So I am relieved to have all the advice from SM and to know that there are recommendations from SM.
For SM1 and SM2 I realise that all the instruments need to be easily handled, colorful and inviting, and make sounds without too much effort. Then the children get a sense of cause and effect (I have found windchimes to be quite frightening for some children for example).
And obviously easy to clean!
Sorry not to be more helpful.

[Alison Barrington]

5 words to describe SM2: Anticipation; rubato; energetic, variety, fun.

5 sentences to say to parents:
1. we’re going to help your child move and organize their movements with the music.
2. Don’t worry if they don’t do a lot of singing or playing in the sessions – they’re listening and absorbing it all.
3. Enjoy marching and moving with your child.
4. If you hold your child’s arms like this then they’ll feel safe to learn to clap.
5. Don’t worry all the instruments are clean!

Greeting: I have always liked the NR hello song which would need to be developed now to engage these older children.
Bonding: I like the ones that are shown on the videos. There is another one (perhaps an English rhyme?) which is a lap song: ‘Ladies go trit-trot, trit-trot, trit-trot, gentlemen go clippity-clop, clippity-clop, clippity-clop, and (name of child) goes gallopy, gallopy, gallopy all the way home.’ It’s speeds up as it goes along.
Songs about me: I also like Can you see me
Instrument songs: I like the ideas around the dum – both gathering and separate. Given that the children will probably move to and from their carer I might try to do a bit of both depending on the needs of the group
Movement: It might depend on the mobility of the group. If all are mobile (i.e.. walking) then Marching with my Baby would be great and I would like to add lots of variations to that. If the group is primarily all just sitting then something about lifting hands p and down.
Goodbye: Same as SM1 with a little more variety to keep the interest there. I also like the thank you bit mentioned in the video

[Alison Barrington]

Sorry – I seem to have missed this bit of the postings but I am really interested in this issue. I do agree with all that you have said Kimberly and Carolyn – thank you. I have a slightly different background and so I want to say something about the development of CoMT in the UK. Firstly I have to say that I am very keen for community music therapy projects to thrive and I love the fact that this aspect of work is developing. However, there is a rift in the UK about this issue. There are two main approaches to music therapy in the UK – psychodynamically oriented and CoMT. CoMT came out of the Nordoff-Robbins Centre in London. The Centre shut down for a full year to ‘re-invent’ itself and to focus on CoMT. There has been a split in the UK and some tough discussions about this. Music therapists from the psychodynamic approach do feel that the work needs to have a clinical aspect and are concerned that CoMT has shifted away from this in a manner which has not helped the cohesiveness of the profession. It’s worth noting that the UK is a very small place so that the characters involved all know each other!
My view, as I’ve already noted, is that CoMT projects are doing fantastic work and it’s moving to read about them but I do think that the manner in which this movement has occurred in the UK has not encouraged harmony within the field.
I could say a lot more but I’ll stop there!!!

[Alison Barrington]

HI. I have quite similar words to describe SM1:
1. gentle: 2. calm: 3. space. 4: predictable. 5: intimate

Things to say to parents:
1. This is a chance for you to have space and time to enjoy playing with your child.
2. We’re going to slow the pace down so we can really listen and respond.
3. Let’s keep our music quite soft and relaxed.
4. These maracas are great for placing in your child’s hand. Let them explore the sounds and feelings.
5. Don’t worry that your child is asleep. Enjoy learning the songs and you can use them at home.

Create a plan of songs and musical experiences:
hello: I’ve often used the NR hello song and I like the way it’s introduced in a very simple way here (and can be developed as they get older). Bonding: I love the ones on your training video. I’ve also used one called ‘Round and round the garden, like a teddy bear. One step, two step tickly under there.’ Not sure if it’s known here. Songs about me: Again I like the ones used because they provide a sense of mirroring – so I’d probably use ‘Just like me.’ Instrument songs. I have made up a song which has the words ‘hold the maraca, hold the maraca, hold the maraca, and let it go.’ Movement song: I’ve used one that has the words ‘Here we go up, way up to the sky, here we go down again.’ That may have too many words for this age group so I might reduce down the words to simplify it but I think the tune is easy.’ I really love the fact that the goodbye stays the same throughout all SM programs. thank you!

[Alison Barrington]

thank you Carolyn for your comments. My boys are older (7 and 9) and it’s so easy to forget what they need and like at this very early stage! I also ran a group for preschoolers and their carers and, in hindsight, I realise that the bigger kids got a lot more attention than the little ones simply because they ‘demanded’ it. The poor babies were ‘add-ons’! So I am really grateful to now consider how important it is to divide the ages up.
One memory that has stuck in my head is when my oldest loved the sound of a toy penguin and he would move his head to watch and listen. Keeping the pace slow and steady and reflecting his joy enabled us to have a wonderful bonding experience which we both enjoyed. It’s something I want participants of Sprouting Melodies to also enjoy.

[Alison Barrington]

Hi again,
This is a completely random and ‘not to do with Sprouting Melodies’ request!!
I have to take the CB-MT exam soon (no date set yet). Has anyone done this recently and/or can anyone give me advice please?
I’ve already done a practice exam (self-assessment is not bad but could do better!) And I am about to re-read Wheeler’s handbook of music therapy.
Anything else I can do to pass (I can’t begin to tell you how different MT in the USA is from MT in the UK!)
thank you!
Alison

[Alison Barrington]

Hi. Really interesting points that everyone is making. I particularly like the thoughts about kids who have been adopted. And it probably does depend on the situation – but worth considering.
And, in response to another comment, I’m hoping to set up Sprouting Melodies in our church. We have two couples who are both Dads – and I believe that the second couple have been encouraged to be engaged because of the first couples enthusiasm. I do hope that Dads feel able to come along and I believe that the focus and professional approach of Sprouting Melodies might encourage them. I’ll make sure to advertise thoughtfully

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