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February 22, 2015 at 1:54 am
in reply to: What was your most valuable takeaway from this weeks’ content?
ParticipantI just realized I never got my post to go through on this discussion!!!
I have really appreciated learning the developmental stages that children go through. I have a 1 year old daughter & know I have worried since day 1 how her physical & emotional development were in comparison to the average child of her age. Having this information readily available makes me feel much better knowing I will be able to help parents to understand where their child is in development so they can put their minds at ease or be on the watch out for the “red flags”.
This information has also helped me to understand where some of my lower functioning clients are in their development as they fall in some of the areas listed in this weeks video. These stages are a real eye opener in many different aspects of my life & I am very grateful to now be more educated on what to watch for.February 21, 2015 at 11:08 pmParticipantHello everyone! These past few weeks have been insane & I feel horrid for falling so far behind in this wonderful course! Time to play catch up…
Singing
-Awareness: vocalizes along with others, point out pitches to parents
-Trust: attempts to match pitches, point out matched pitches to parents, vary pitches (less varied at first then increase toward the end if this stage)
-Independence: enjoys exploring their voice “secret singers”, tell parents to listen-enjoy & be proud of their child’s independent singing.
-Control: point out when a child is singing a song. They are very proud, performance with basic inflection. Structure of familiar songs, trying to sing full songs “show time”
-Responsibility: singing entire songs-shifts keys but maintains a pulse. Recalls, remembers and reproduces songs.Playing instruments
-Awareness: listens to music, explores the world by sight, smell, taste & touch (instruments into the mouth)
-Trust:begins picking up & shaking instruments briefly. (At the beginning of this stage they can slowly turn their wrist or arm to shake but by the end of the stage movement becomes quicker and more intentional.)
-Independence: grabbing mallets, pressing keys on the keyboard, etc. Explain to the parents that music goes on all of the time & to allow for exploration of instruments.
-Control: start/stop songs. Rule of 3,000 to allow for the child to have processing time. Allow for exploration/invitation of start/stop songs.
-Responsibility: creates connections for children and parents alike. Steady beats are established and maintained.Moving
-Awareness: natural experience both moving and being still.
-Trust: “baby bop” purposely moving (shaking head, clapping hands, moving feet)
-Independence: movements become more intentional and are able to happen through a specific movement the child is attempting through isolation of body parts.
-Control: can control their body enough to reach up high & way down low. Beginning to initiate music and produce movement.
-Responsibility: able to sequence movement, maintain melody, meter & pulse.Listening
-Awareness: pays attention to the timbre in your voice as well as their parents voices.
-Trust: things are unpredictable. Familiar melodies are recognized & can be soothing.
-Independence: actively attending to music. Movement is matched to the intensity of the music.
-Control: proud of self for making choices or for having enough control of themselves. Point out & educate parents on mirror neurons. Children learn from watching/listening to everyone so all present must be engaged.
-Responsibility: stops actions to listen & appreciate to the music of others. Develops musical skills.February 11, 2015 at 1:01 pm
in reply to: How have you used these four music experiences in your practice?
ParticipantI do my best to involve all areas in each of my sessions. Some of my lower kiddos function in the realms of independence up to responsibility. Seeing them try to mimic sounds or tones while singing, playing a keyboard while functionally bending fingers, clapping while I clap or taking turns singing and listening for me in call & response songs is a great feeling each and every day that I work with them. I believe that the break down of each of these areas of focus will help me to better understand what to expect to work toward next. It is amazing how the tiniest of steps can be so huge in this field of practice. I love it!
February 3, 2015 at 10:39 amParticipantI apologize for the tardiness. I have yet to experience working with younger kiddos enough to have any stories but my clients with developmental disabilities do demonstrate these stages in our weekly sessions. One young man comes to mind in particular. This young man has cerebral palsy and visual impairments. Nonverbal and will sit and clap as long as you allow him to do so. I see this 22 year old to be in the Trust stage of development as he vocalizes about 2:3 provided opportunities in pitches that are very select few pitches. He pays no mind to the lyrics of songs but prefers songs with a very steady and strong beat to which he can rock or clap at whatever rhythm his body feels (sometimes with the best but generally a little faster when excited). He has improved in his ability to independently reach out for instruments to strike them with his hands but demonstrates difficulty when attempting to hold or grasp. One thing I plan to take from this training is the use of active silence to allow him more response time after taking part in an intervention which really catches his attention. It really is hard to allow for silence when you are used to playing or making music throughout sessions.
January 31, 2015 at 12:06 am
in reply to: Discuss with the board the traditional and cultural music in your home community.
ParticipantI live in a very rural town in Texas where country, Texas country, Christian and general folk songs are the craze. My clients love all kinda of music but country, folk and Christian seem to lead the board with the most interest. Songs about love, outdoors, songs with stories imbedded in the lyrics and songs with a general country beat seem to peak the interest of everyone on my case load. Carrie Underwood, Taylor Swift, George Straight & a few Texas country bands are the most common to be requested by my teens and young adults due to the rhythms and the meanings behind the words (all kinds of lyric analysis opportunities presented by songs on request). I love this about my area because I am familiar with most if the songs we use and am able to dig deeper into the meaning behind each song with my clients & we have se very deep and real conversations about the music and relating it to life in general.
January 30, 2015 at 11:59 pm
in reply to: Sing and learn some of the songs presented in the video. Share with the board your experiences using these songs.
ParticipantI am so very glad to have learned these songs for my future work with younger children! As I now work with teens and young adults I have yet to use them in my practice. I did notice though that most of the songs I use are specifically major in key. I would love to use different types of songs in the minor key and different modes in my practice and now notice how bland my sessions seem with the minor key taking the upper hand. The closest I was able to find to use these ideas with this week were with a young make who is deaf. I was able to scoop the pitch from high to low to help him with speech and for the first time in MONTHS he actually sang along with me! It was amazing! I can’t wait to see what else is in store for is in this wonderful learning journey!
January 19, 2015 at 10:37 pmParticipantI believe that this weeks video has helped me to better understand the time frames of development in young children. I have an 11 month old daughter and was able to nod & identify everything said up until 12-24 months. The mixture of better understanding the typical developmental stages in addition to first hand experience by watching my daughter & my friends kiddos that are her same age grow and learn to interact with one another and the world around them will definitely help me in the field of music therapy by not setting my expectations too high and to make sure to keep a more “child like” mind about things, touching my toes & jumping up high!
ParticipantHi! My name is Amanda Barnett and I live in Cleveland, Texas. I am a contract MT working through Scoggins Therapies, Inc. out of Houston. The population I work with is children through young adults with special needs and I absolutely LOVE it! I plan to contract through local schools in my area but have yet to have time to put my foot in the door between working Monday through Thursday with my clients, providing private guitar, piano and saxophone lessons on Fridays and being a full time mommy to a beautiful 10 month old little girl named Emmalou.
I became interested in this course after seeing an advertisement for it on Facebook. I would love to incorporate what I learn here into my every day practice. I would also love to be able to use this training to give me more strength in the younger population in order to incorporate it into working in the public school system and possibly creating parent/child music groups for local families who would like to bond with their little ones. I was fortunate enough to work in Klein ISD during my internship with 3 year olds through high schoolers and just fell in love with the little ones! I am very excited to see what this course has to offer and I can’t wait to get to know you all over these next 10 weeks!
~Best Wishes!! -
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