[Ashley Carroll]

I have contacts through moms groups in the community, who are excited for classes to start, so I just have to find a space! I just had coffee with another music therapist in my area who is considering taking the next training. Going forward I will also be contacting the head of programming for the military housing in the area to offer Sprouting Melodies groups through base housing.

[Ashley Carroll]

Moving forward, I plan to become a Sprouting Melodies provider (Yay!) And start serving my community, reaching out to local preschools, as well as the Family Readiness Group for both military bases in my area to start a program with military families. This training has lit a fire in me to get back into the professional world again, since moving and having my daughter. Thank you Meredith and Beth for your guidance through this course!

[Ashley Carroll]

One of my professors from undergrad always said “Music the music.” That is one mantra that has stuck with me through the years. I sometimes say TOO much when introducing a new experience and have to remind myself “music the music.” With most clients, especially small children, the less talking the better, so I have to tell myself to let the music do the talking, and repetition is key. Also to meet the child where they are in that moment. I just read an article about being present, and being where your are “supposed” to be at any given time. Each child is where they are supposed to be at any given moment. The same goes for each member of the group, including myself. Staying in the present and taking each moment as it comes keeps the experience authentic and person centered. Having a structure is key, but as music therapists we know the more we plan, the less likely things will go as planned, but being well prepared allows for changes and transitions into unplanned experiences to happen seamlessly. Having 2 or 3 “backups” always at the ready has saved me in more than one instance!

[Ashley Carroll]

I am most looking forward to providing quality early childhood music programming to my community. Sharing my passion and expertise as a musician and music therapist with families both within and outside of the military community that I now am a part of as a military spouse. Being able to provide Sprouting Melodies classes to this population will bring something new and different that the families may have never gotten the opportunity to take part in before. Throughout this course and my short time as a military spouse I have found myself very passionate about the military community and more specifically the family unit. Becoming a Sprouting Melodies provider is my jumping off point for providing music therapy services to this underserved population.

[Ashley Carroll]

I don’t currently work with this age group. BUT since starting this class I have been building my wishlist for the future. I have always loved REMO products. I have to say the large floor gathering drum (22” x 8”) is on my wish list. I would also love the nesting drums by REMO, Jumbo chiquitas. Learning that there is a Sprouting Melodies “instrument kit” makes me VERY excited.

[Ashley Carroll]

Finding balance within the music and activities to keep all the children (and parents) engaged, but not to overwhelm the younger babies. Also providing attention to each child, especially for the parents, as the facilitator, being mindful that parents are able to bond with both children individually and as a unit within the class. The possibilities of different assortment of ages is endless and each provides its own set of difficulties. Adaptability and quick decision-making skills. What may be working for half of the group may not be working for the other half, so having the ability to know what to change so everyone can benefit.

**After reading the posts I sense a theme. I’m glad I’m not alone in these thoughts!

[Ashley Carroll]

I love the idea to have them help! Delegation is always helpful, in all sorts of the environments! Giving some responsibility to the children than can handle it also gives those children the satisfaction of being a “helper”.

[Ashley Carroll]

5 Words for SM 3
Personality, Emotional Growth, Interactive, Discovering Boundaries,
Independent

5 words Family Sprouts
Bonding, Helpful, Sharing, Transformative, Individual

Sprouting Melodies 3 Session Plan
Gathering/Greeting – “Hello Everybody”- familiar song, possibly used at every session to give predictability to start of session and bring focus into music time.
Songs About Me- “Where is the Music?”- gives music ownership to children. Builds confidence within music play and great transition to active musical play
Instrument Song- “You Play a Little”- Beginnings of turn-taking skills and possible peer-peer interaction. Transition to Bonding- “My Brand New Friend”- encourages peer to peer interaction and independence from parent/caregiver
Movement-“Will you Come?”- offer opportunity for choices (run, march). Again focusing on ownership and independence.
(Instrument)“Music is the Way”- setup with dyad to bring the bonding to parent and child within instrument playing. Musically slowing down to transition to ending session.
Goodbye- “Thank you Very Much” Provides closure to group but also supports the theme of ownership for thanking each child for participating in the group.

Family Sprouts Session Plan
Gathering/Greeting- “Hello Everybody”- setting tone of being engaging for older children, yet tolerable for younger children/babies.
Bonding Songs- “Hold On Tight”- If both children want to be on parents lap, encourage parent to have the oldest child closest, if possible.
Songs About Me- “All of This Is Me” Body awareness, older children can show off here, pointing to their own or their siblings different body parts.
Movement- “I Can Move Around”- provides opportunity for older child to experience some independence, instruments could be used (best judgement based on age range in group).
Instrument Songs- “I Like the Song”- Provides structure with a lot of freedom for each family unit to engage in their own way, with each other. Could create another opportunity for bonding within the family unit.
Goodbye – “Music Time Is Over” – brings closure to group and transition to next activity.

[Ashley Carroll]

The difference is in the focus of the music, in other words, the reason behind the music. For development, music is used to encourage and provide opportunity for children to explore and demonstrate developmental skills they are gaining naturally. When it is used in skill building music serves as a conduit to reach proficiency in a particular skill. The music will be more goal-oriented/focused. While those goals may be reached through music for development that is not the focus.

[Ashley Carroll]

Playful, Exploration, Variety, Excitement, Interaction

It is wonderful that your child feels comfortable/safe enough to explore on his/her own.

Your son’s/daughter’s independence is not them rejecting you, it is a developmental milestone that occurs at this age, and its a good thing!
It is expected that children may move in and out of activity throughout session, let them explore.
Rest assured, ALL instruments are washed before each session to keep them germ-free!
Remember, play is the work of children! There is no wrong or right way to participate!

Session Plan

“Hello Everybody”- Greeting everyone in the group
“Hey! Hey! Come and Play” – inviting them to engage in the music, setting tone for the session.
“Wiggly, Jiggly Car” – Lap ride, bonding with caregiver and child, in later sessions children may be on other adults laps.
“Sit with Me and Shake” – instrument discovery and play, in repeats of song, leave room for response and anticipate surprises.
“Pick Your Hands Up High” – I LOVED this idea with the scarves, body awareness through movement.
“Can You See Me” -with scarves, (can you tell I love scarves!) Transition song of body awareness, slowing down to bring session to close.
“ Music Time is Over”- brings closure to session, and provides transition to continue to the next activity outside of group.

[Ashley Carroll]

This is a tough question to answer, as per most things in music therapy, it depends on the children in the group. That being said, there are some general rules that I like to keep in mind, even before introducing musical stimulus into an environment. It is important to take inventory of the environmental stimulus within the space where the group will be held. If the space has a lot of visual stimulus (toys, books, bright colors, etc) that has to be taken into consideration and maybe covered if possible. When I have done groups with children in the play room at a hospital, part of the set up before group was covering the shelves and toys with sheets to cut distraction. The right amount of stimulation allows and encourages a child to participate in and explore within the space. As music therapists we are able to read when there is too much stimulus in the room for our group. Did we add too many musical changes or surprises for which the group wasn’t ready? Is it the timbre or volume of our voice? We can spot overstimulation in the reactions of the children: Are they covering their ears? Crying/fussing? and/or leaving the group? An example of too much stimulation may be within a instrument playing song, everyone has different instruments, and then the music therapist and a lot of change of vocal timbre and surprises that may not be able to be anticipated by children (maybe in the context of introducing a new song).

[Ashley Carroll]

I have had one on one experience with this age group clinically in the NICU with preemies providing Multi Model Stimulation. It was amazing to see the changes day to day with those babies, which mostly was being able to tolerate external stimulation. They also began to make eye contact, and even smile. We also taught the parents the technique to create a bonding experience for the parents. A NICU stay can make it difficult for parents to bond with their baby due to the fragility of the situation. The only other experience I have with this age group is my daughter who will be 9 months on Friday. So much has changed. I remember singing to her and her just looking at me an smiling and snuggling. Moving onto the glissando, and attending to music, and calming to familiar songs. If my child were in Sprouting Melodies she definitely would have been one of those early transitions into Sprouting Melodies 2! Now she drops whatever she is doing to attend to music, whether recorded or me singing, and does the “baby bop”. I’m excited to have more experiences with this age group and others in the (hopefully near) future!

[Ashley Carroll]

SM1 Session Plan:

Housekeeping/Arrival: Recorded Music, soft guitar/piano instrumental (embedded music)
Hello/Gathering: “Hello” Introductions and bringing awareness to each child
Bonding/Lap Ride: “Row It Faster”: singing familiar song to encourage caregiver involvement, giving confidence. Also providing a tolerable “unknown” for baby in the change of planes in the movement portion.
Instrument Song: “In My Little Hand” provides opportunity for instrument exploration and/or play
Movement: “As Big As Can Be” allowing for movement and can be adapted to the level of comfort of each dyad in the group.
Songs About Me: “Where Is My Face” using the scarves near end of session for a cool down period before closing session with a Goodbye Song-bringing closure to the session, addressing each child again.

I like the idea of using the same goodbye songs in all classes. It is nice to have something that does stay constant as the children “graduate” to other classes.

[Ashley Carroll]

Bonding, calm, supportive, quiet energy.

Your child loves to hear your voice, keep singing!
It’s okay for your child to sleep, you can share this music at home too!
Sometimes children at this age want to move around a bit (sit or stand up), that is perfectly fine!
Every child is different every day, we meet them where they are right now!
You know your baby best, adapt the experience to allow you and your child to be comfortable and able to enjoy the music.

[Ashley Carroll]

As I have shared previously I’m not currently practicing. In my “time off” I have realized that community based music therapy is really my calling. Before I moved I was in talks with a yoga teacher to collaborate on a wellness venture combining music therapy and yoga practice. Although some folks are often pensive when the word “therapy” is used, with a bit of education of what it means for the program, most folks realize how beneficial it is to have the facilitator of the group have the level of expertise we do as music therapists. We are observers, we assess needs, areas of growth, I know I sometimes do this subconsciously! I agree with Noelle, music therapists are able to create an environment for the participants in the community based program to be present in the session. Not worrying about what else is on the itinerary for the day. I also share the experience of Ann Marie, I have taken another community based music class. It was disappointing (especially when all my mom friends raved about it). The need for quality, music therapy based program is there, they don’t know what they are missing! Everyone can benefit from music therapy and I can’t wait to get started spreading the music therapy love.

[Author]

Posts