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My key takeaway is how many ways the developmental framework can deepen and further enhance music therapists direct work and their advocacy before, during, and after sessions. It also provides a way to discuss program development and give powerful reasons how and why music therapy supports the strengthening of individuals, families, and communities. I appreciated and valued the videos. Hearing how Elizabeth and Meredith talk about and explain what is occurring in the music therapy process inspires me to continue to find ways to use both words and the music to explain and advocate for music therapy more effectively.
ParticipantI agree, Sean, being able to effectively inform staff/caregivers allows them to become our partners and collaborators during sessions and then they are empowered to support generalization of skills outside of the MT sessions.
ParticipantThe most important strategy is to meet the client where they are at and remember that their response is their response (not good, not bad, but authentic to them). Briefly, my strategy is to focus upon creating positive associations with music engagement, trust and safety. The developmental framework that E. Schwartz has allows us to focus on the music and adapting it to meet multiple emotional and physical strengths and needs.
ParticipantYes, yes, Jorden, meet the client where they are at and rely upon the music.
ParticipantThe developmental framework empowers music therapists to more effectively articulate to others what we are assessing, as well as how and why we are designing our approaches. The framework also gives music therapists a clearer way to organize our assessment, especially those in-the-moment assessments, so we can make good clinical decisions. And this translates well in multiple settings and with multiple ages.
ParticipantWell said, Sean. This course does give us more ways to empower others to extend the benefits of music therapy beyond the therapy sessions.
ParticipantGenerally speaking, I explain that music education has a music curriculum and the focus is on learning music, learning to appreciate music, and to recognize oneself as being musical. Music therapy assesses ones’ responses to music elements and interprets their relevance to learning, wellness (physical and social/emotional), strengths (often hidden ones) and weaknesses. It is tailored in-the-moment to immediate and long-term goals. This is not as smoothly stated as I usually do, but I tailor my explanation to the audience.
ParticipantSean, It sounds like you are able to explain it in a way that does not diminish music education classes, rather you differentiate the focus of music therapy is on individual and group needs.
ParticipantMulti-age groups are one of my favorite types of group sessions. There are challenges in meeting multi-level abilities and the various needs for different pacing and energy. I have found these challenges are best met by defining some roles and responsibilities so the older children know when there are opportunities for modeling and leadership. It helps the adults and the children to know how healthy and fun it is for human beings to engage in music together. I like to find music that appeals to the older children and the adults that have musical structure that allows for multiple developmental responses/abilities to contribute to the shared music making experience. Focusing on relationship building helps me when I am planning and in having realistic expectations.
ParticipantYes and the benefits can be so wonderful. There is the art and the science of facilitating multi-age groups. I think this training provides some great approaches and strategies.
Participant5 words to describe the music experiences in Family Sprouts: Joyful, connections, sharing, fun, cooperation
Create a plan for songs and music experiences to use in Family Sprouts:
A. Gathering/Greeting Songs: I’m Glad You’re Here Today; the More We Get Together; Come On Let’s Make Some Music
B. Bonding Songs: You and Me In Music; Row It Faster; Wiggly, Jiggly Car
C. Songs About Me: All of This Is Me; Who’s That?
D. Instrument Songs: The Surprise Song; Shake and Stop; I’m In the Mood
E. Movement Songs: Clickety Clack; The Silly Pirate Song; I Really Gotta Jump
F. Goodbye: It’s Time to Go and Say Goodbye; Thanks A Lot; Adios Amigos; Goodbye, Goodbye; All DoneParticipant5 Words to describe the music experiences in Sprouting Melodies 3: Active, fun, accepting, engaging, intentional
Create a Plan for songs and music experiences to use in Sprouting Melodies 3:
A. Gathering/Greeting Songs: The More We Get Together; Hello Everybody;
B. Bonding Songs: Horsey, Carry Me; Hold On Tight; My Brand New Friend
C. Songs About Me: Draw A Circle Around Yourself; Sit Down with Me; Sit Down and Join My Circle
D. Instrument Songs: The Surprise Song: I Can Move Around;
E. Movement Songs: Jumping Up and Jumping Down; Going For A Ride In My Car
F. Goodbye: It’s Time to Go and Say Goodbye; Goodbye, Goodbye; Adios Amigos; All DoneParticipantNice, Jorden. I approach my groups similar to you. And it is wonderful to watch the surprise and delight from the other adults in the room.
ParticipantMost of the instruments I use are from Remo and West Music. My basics include chiquita maracas, textured egg shakers, scarves, paddle drums and frame drums, and a gathering drum. I like to also have different texture-sounding instruments such as a guiro or frog guiro, rain sticks, and a large piece of fabric that you can see through.
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