[Toni]

I think challenges to multi age groups would be similar to multi developmental level groups, The wider the gap, the greater the challenge. The wonderful thing about music is that we can use it to help bring unity to the group. Stacy really summed this topic up well 🙂

[Toni]

When I worked in the school setting, goals and objectives targeted specific skills. I was working with the student to build a skill based on his/her current developmental level of functioning. I think, with the SM approach, I will be working toward overall development from awareness to independence.

[Toni]

Meredith, I’m glad you shared your experience from this past week. I was going to say that overstimulation is not always shown by being fussy. Some kids literally shut down, closing their eyes to relax, or sleep.

[Toni]

Hi everyone. I also shop West Music and use primarily Remo instruments. I have the Remo Kids drums, mini rain sticks, cage bells, scarves, a couple of bigger egg shakers with the handle like a ring, and a bunch of other stuff mostly for kids 3 years old and up. I’ll be updating my inventory to get more stuff for the little sprouts under 3 years old 🙂 I haven’t heard of Mino. Time to do more shopping!

[Toni]

I have had about 12 years of experience working with 2 1/2 year to 5 year olds in preschool settings. The classes were inclusive in nature. I think my greatest experiences have been witnessing how children are naturally accepting of diversity.

I have not worked with children under three nor in a community based/family setting. I think this is the age group I will be primarily working with when launching the SM program here. I look forward to new experiences ahead!

[Toni]

I really like the approach Meredith introduced in the video about clinical music therapy in the fashion that we typically practice and “music therapy based” services. I didn’t realize it, but I guess I have really been providing music therapy based services over the years I served preschools, head starts and elementary schools. MT was listed as a related service on one or two student IEP’s in various classrooms. I almost always worked with the entire classroom and staff. It was noted time and time again that even though specific goals and objectives were being addressed for the student’s on IEP’s that all of the students indirectly benefitted, developed and demonstrated growth from participating in the program.

[Toni]

Congratulations! I hope all is well; and you and your husband are enjoying your new baby!

[Toni]

There are many early intervention programs offered by the federal and tribal governments in the area in which I live. (Head Start, Family and Child Education, Walking in Beauty, Child Find, to name a few) However, they do not offer an immersive family/community based model of services. The families and communities here would benefit greatly from the supportive, holistic approach of Sprouting Melodies to help caretakers learn to interact with the children, encouraging and enhancing their development and growth.

[Toni]

Sing: Awareness – coo; Trust – laugh in response to music/vocalizes pitched intervals; Independence – vocalizations recognized as songs; Control – uses voice to shout, whisper or scream; Responsibility – creates songs

Play: Awareness – keep palm open on drum for short periods of time; Trust – briefly manipulates instruments; Independence – transfers instruments from hand to hand; Control – refines playing to using mallets or playing instruments with a single finger; Responsibility – makes music within a group or independently

Move: Awareness – Moves limbs reflexively in response to music; Trust – Move a body part rhythmically for brief period of time, Independence – Walk, run to music; Control – adjusts movements to tempo of music; Responsibility -participate in action song with sequential movement patterns

Listen: Awareness – looks toward source of sound; Trust – focus gaze, visually track source of music; Independence – looks/smiles upon hearing familiar songs; Control – alert to musical actions of others; Responsibility – delays musical response to fit into a musical sequence

[Toni]

Like everyone here, I too, implement singing, moving, playing and listening experiences within sessions. The general structure I use is similar to Stacy’s… greeting, moving, listening, singing, playing, moving, singing and closure/good-bye.
During sessions, I have observed children and assessed skill based on general developmental milestones. I like the Musical Developmental Sequence presented in this course, and will begin to look for stages of awareness, trust, independence, control. and responsibility when I begin new classes, hopefully in January.

[Toni]

Gallup, NM is a border town to the Navajo Nation and Zuni Pueblo. The primary traditional musical culture is Native American. Both tribes are on the reserved/conservative side, I’d say. Most of the ceremonies use music, much of which is only done within the tribe. Traditional frame drums, gourds, and ankle bells are the instruments usually used. Singing and dancing are also important aspects of the musical culture here.

[Toni]

I meant to write “The lyrics are perfect for the developmental stages of young children.”

[Toni]

I like the way that “Good Morning To You” uses the octave and wide intervals. This song is warm, inviting and cheerful… perfect for gathering.

I’m still digesting “How Do You Know When It’s Summer Time?” I’ve sung many a song in the minor tonality about things that are fun. For me, I think the tempo is the element that is unusual for such fun and exciting activities.

Overall, I think the songs and categories in “You and Me Makes We” are fantastic. Nice and simple, some parodies and some original. Lyrics perfect the developmental stages of young children.

I tend to hide behind my guitar. This weeks lesson will encourage me to do more a cappella and maybe even use the piano!

[Toni]

Picture test. Testing Testing 123!

[Toni]

Thanks for this info. I made some unsuccessful attempts at adding my picture last week. I’ll try this later in the week.

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