[Anne Reed]

Before answering the forum questions, I want to say that I enjoyed watching the video chat and hearing how everyone is using the training in their own practices. I loved the little stories and especially appreciated hearing that “more is not necessarily better” and repetition is not boring. The concept of mirror neurons is fascinating understanding that the brain is working even when the children are watching and allowing them the time to absorb the information before expecting them to responding, “you don’t have to do you just have to be.”

My greatest take away was understanding how the models of musical development intersected with childhood development. Viewing development in the light of awareness, trust, independence, control, and responsibility provides a wonderful framework for engaging children where they are at. Also, I especially appreciated the bonding songs. I have experience working with children who were diagnosed with Reactive Attachment Disorder and recognize how vital bonding is for the long term mental health and the establishment of healthy relationships.

In summary, I thought the training was comprehensive, thorough, extremely educational, and has enlightened me to a new way of approaching early childhood development. I know I will be review and reflecting on all this material for months and probably years to come. I think this training would be such a benefit for teenaged mothers. I also want to use this approach with a mother and her pre-teen child. They don’t get time to play together because she is always on patrol making sure he is safe. Hopefully in the future we can establish more groups through our Center that are in some of the lower social economic areas in the city.

[Anne Reed]

I try to acknowledged those who are participating in an appropriate manner prior to pointing out those children who are not.
Also, I try to provide the child an acceptable alternative to the behavior such as instead of throwing and instrument when they are finished put it in a box. I like Meredith’s example of signing “All done” in the video since behaviors do communicate- we have to tune in and try to interpret the intent behind the behavior and then provide the alternative.
I may also include a “comfort zone” a place where a child can go if they are overstimulated. Encourage the parents to bring the children’s’ comfort objects whether it is a blanket or stuffed animal. The child and parent can retreat to the “zone” if things get a little overwhelming. In my examples I mentioned the “Iso” principle, also alternating fast and slow music selections and/or passive and active experiences to promote regulation.

[Anne Reed]

I am excited about this programing because it brings families together and shines a new light on the parent, child relationship. Parents now a days are so busy and may not necessarily have the time to embrace their children’s development and rejoice in their accomplishments. Through these groups, families are provided extraordinary way to enhance their relationship. I also think of all the young mothers and teenaged mother who need support and encouragement themselves to understand their children, engage their children and not be afraid. These groups have the potential to provide a fun supportive, non-threatening medium for both the parent and child to make connections, to grow, and grow to together.

[Anne Reed]

Experiences in Sprouting Melodies 3 begin to show personality, show intent, are creative, with more emotion and push and pull.

Play music in the background as families arrive and get situated. Turn off the background music and encourage families to join the circle area once they are ready to start. Sing a gathering song “Sit Down with Me and Play This Song” while the participants join the circle. Allow the children to move around the room. At this stage I may begin to be more selective as to what I leave out and what I keep in bags or containers to bring out later especially if you have some walkers. For example if I am playing the gathering drum for the gathering song I will leave out some mallets inviting the children to play along. Once the group is all in the circle I would do a traditional “Hello” song. Next move on the the bonding song. With the increase in activity keeping a child in ones lap may be challenging so at this stage try some leg bounces (parent lays on their back, place child over on the lower part of their legs between knees and feet- gently bounces). You can use a song like “Listen to the Horses.” Add a “woe” and lift the child up with your legs for couple of seconds. Put you legs down an begin singing again. Or, parents can have their child stand on their feet, hug their legs and the parent marches around to the tune “We are the Dinosaurs (Laura Berkner). Do a transition allowing the parents to sit back (We are the dinosaurs and it’s time to sit down). Move to songs about me- Shake your sillies out, clap your sillies out, stomp your sillies out, sneeze your sillies out, blink your sillies out, etc. Conclude the song and pull out the instruments. I have a song called “Instrument Rumba” that highlights the sounds of the various instruments as the children play. Next is movement, meet the children where they are at playing a drum to the rhythm of the motion while chanting “I can ___ I can __ I can ___ I can ____/and slowly start slowing them down and preparing them for the closing goodbye- Running, jumping, marching, walking, swaying, touching toes, sitting down. Finally, do the goodbye song. I like what Jessica said about including some sign language at this point.

[Anne Reed]

Having a multi aged group is challenging because you have a wide range of abilities. If you focus on one age group to long you lose another. If you get too rambunctious with the older ones you can scare the younger. If you don’t have enough stimulation for the older ones, they make their own. The challenge is to balance the energy level yet keep everyone engaged, building sibling awareness.

[Anne Reed]

The advantage of Sprouting Melodies you will participate in the development process of your child. You will learn how to use music in your daily life to help engage, teach, even sooth your children. Sprouting Melodies is just not about the child it’s about creating that bond with your child.

[Anne Reed]

Five words: separating, active, emotional, emerging self, creative

Have instrumental music playing in the background lightly as the participants settle in.
Start with a gathering song- I would check out the energy level of the group. If the children are already moving about I would use a little “Iso principle” with the group starting actively and then slowly slow it down to sit. I would change the words of the song “Sit Down with Me” to match (March with me, walk with me, big steps with me, sit with me). Once on the floor move into the bonding song. Have the child sit facing the parent. Adapt the “Little Red Wagon” bumping up and down, hold on tight (hold each other’s arms while bouncing) turning the corners( leaning side to side), time to get out of my little red wagon (bend knees while keeping the child on top of your knees) After bonding move to songs about me- incorporate a book at this point that teaches body awareness and can be chanted (Dr. Seuss has several body part books you can use) If doing the nose book use your arms to make long noses, bring in some plastic glasses the kids can wear, etc. Move to the instruments, I have a song called the “Instrument Rumba” this is fun and can incorporate different instruments. If the children are holding more than one instrument you can see if they play only the instrument they hear in the song. Move into the movement song playing on a frame drum. Do “The Freeze” by Greg and Steve, see if the children can stop their movements. On the final freeze, have the parents select and start playing a resonator bell (you placed next to them when they were settling in) along with you. Sing “Music is the Way” using the ISO principle again, gradually move the children back to their parents. Once everyone is gathered in (or not), sing good bye.

[Anne Reed]

When I worked in the children’s hospitals we made elephant trunks out of tubing and did a song about elephants coming out to play. Since many of the children were in wheel chairs it was fun to roll them around with their trunks a blowing. Also, I had a keyboard with all these pre-set melodies and rhythms that I put songs to so that when the littles one hit the buttons I could sing along. This was a big hit! I, like Emily did some co-treating with other therapists. I would be in the PT room and the therapists would have me come over and do music as they worked on motor skills. As so as the music started the kids were wiggling, marching, clapping, and doing the exercises the PT wanted (for the most part).

[Anne Reed]

Community based music therapy offers people a sense of belonging and mutual support and care in a warm, welcoming environment that embraces the uniqueness of each individual. It is a conduit for development, learning, relationship building, and synchrony. I enjoyed reading everyone’s comments.

[Anne Reed]

5 words- exciting, energetic, explorative, observing, surprise

During this group it is alright for the children not to follow along all the time.
Children learn from observing as well as doing so it is okay for your child to watch.
In this stage, infants will still like to put things in their mouths and may not necessarily play the instruments.
Infants at this stage of development start to like to be surprised and will anticipate these moments in the music.
As infants become more mobile, they will start to venture away from their parents to explore their environment.

Hello & Greeting- Gather them into the circle. Engage them with an inviting upbeat song.
Bonding- Lap bounces and/ or lap sharing
Songs about me- start getting up on their feet, jumping and marching
Instrument songs- grab as many instruments they want, allow them to explore, draw them back with a gathering drum song- transition them
Movement song- held by the parent as they dance together
Clean up and Goodbye- way to have them engage in ending the group and then leaving.

[Anne Reed]

I think the key is balance. Too much can be harmful as well as too little. With infants and toddlers the music can be used to help them learn self regulation. This can be achieved through the way the session is structured as well as being aware of the energy and engagement level of the children and adjusting accordingly. You can also use the foundation of the familiar to start introducing new songs and concepts, falling back on the familiar for grounding.

[Anne Reed]

In our Center we have chiquita maracas, egg shakers, Remo drums of various sizes, frame drums, wrist bells- probably form Rhythm Band, Mano percussion animal shaped hand bells and frog maracas (various colors), mini triangles, melody bell sets, finger cymbals, lollipop drums, etc.

[Anne Reed]

Describe the experience: soothing, awakening, bonding, discovering, embarrassing each other in the music

Musical responsiveness:
I see [___] watching with their eyes as you move the instrument.
[____] is vocalizing with the music as you sing.
Your baby is smiling with you as you sing the hello song.
I saw [___] swipe at the maraca as you were playing it.
Notice how your baby’s body calmed when you rocked and sang that soothing song.

PLAN:
1. Check-in
Calm music playing in the background as people come in a get situated- Instrumental “All the Pretty Little Horses”
2. Hello- Song “Hello Little Child”
If a baby is upset, it is alright for the parent to stand up and hold the baby.
Otherwise have everyone sitting with the baby in their arms singing and patting the rhythm on their back (1 2&, 1 2& – when
I worked on the infant unit in the hospital I found this rhythmic pattern promoted engagement and soothing)
Substitute the babies name in the song, touch the babies chest when saying their name
3. Gathering- “The More We Get Together”
Place baby on knees and rock back and forth
A little older- place baby in lap, leaning against chest facing the group- sing the names of the other babies in the song
4. Bonding- “Love You Baby, Yes I do”
Touch chest on their name or word “baby- little snuggle and wiggle on the word “do”
Substitute name or body parts for the word baby- touch the body part with a wiggle on the word “do”
5. Songs about me- “On My Toe There is a Flee”
Baby on knees facing you, touch body parts as they are sung in the song- slowly, quietly
clap babies feet together on the words “Take that flee.”
6. Movement- “Let’s go Fly a Kite” refrain only. This song can be done sitting or standing.
Basic rocking back and forth, gently and evenly at first
After several repetitions add some expression- widen your eyes and smile use vocal glissando when singing to
the word “up”
If ready, begin adding upward motions leading to the word “up”
7. Instrument- Twinkle Twinkle Little Star
Finger cymbals- present the cymbals first and establish eye contact with the instrument before playing them while humming
the melody. Move the cymbals around- looking for visual tracking and reaching
Begin to play very slowly and quietly using a quarter note beat,
Add in words,
Fade out words,
Fade out instrument,
Hum to end
8. Good bye. You may also want to sing this song as mom puts the baby back in their seat.

The session is structured is designed to acclimate/ transition the baby to the environment and each new experience by establishing their attention, engaging them through variation, relaxing them using repetition (both with melody and instrumentation), finally say goodbye. The height of activity is the movement song while the instrument song is used as a cool down- transition to goodbye in the example above. Potential for startling is there with the finger cymbals but by layering the song, you may prevent this.

[Anne Reed]

At The Music Settlement we serve a very diverse population. We have two campuses whose demographic is very different culturally, and economically. We still see hesitation in some of the cultures in engaging in anything regarded as “therapy.” Also, the “music” culture is as diverse as the people and are very different at our east side campus verses the west. We find that lower income families have less time and resources to engage in “extracurricular” activities. Securing daycare or schooling for their children so they can work so they can afford transportation to work and feed the family takes precedence in priority. The challenge is bringing services to the community that are not an added burden, overcoming skepticism and distrust, and making it affordable.

[Anne Reed]

I spoke with a new mother recently and she shared how unsure she felt about taking care of her child. I think this feeling is more common than not. This opens the doors for us music therapists to offer encouragement, education, and engagement. The Music Therapist who understand child development has a unique opportunity to set families at ease through music. Music experiences are fun, engaging, bonding, and provide opportunities for both parent and child (siblings) to grow together and learn about each other. It is a great way to help families be at ease with each other and appreciate each other for who they are and who they are together.

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