[Angie Snell]

I have a nylon string guitar that has such a nice sound.

[Angie Snell]

5 words to describe the music experiences in Sprouting Melodies 2: Fun, active, engaging, playful, and spontaneous

5 sentences you can use when speaking with parents about musical responses of children in SM2:
1. Music prompts muscles into action, so it is expected that your child and others will move about the room
2. Today is about sharing exploration together. Notice how your son/daughter moves when we play this on the drum.
3. I see your child anticipates when your lap bouncing is going to stop. Smiles and then giggles!
4. He’s singing the end of the phrase!
5. It’s ok when the children don’t shake the maraca, make sure they can see you shaking it.

Create a plan for songs and music experiences to use in a Sprouting Melodies 2 session:
A. Greeting/Gathering Songs: Come Gather Togethers; Sit Down With Me
B. Bonding Songs: Hold On Tight: Wiggly, Jiggly Car
C. Song About Me: All of This is Me; Can You See Me?
D. Instrument songs: Sit With Me and Shake; In My Little Hand
E. Movement Songs: March With My Baby; Pick Your Hands Up High
F. Goodbye: Goodbye, Goodbye; Music Time is Over; All Done

[Angie Snell]

Nice comments for parents, Jorden.

[Angie Snell]

Our training in assessment is so important in determining when stimulations is enough and when it is too much. Knowing the developmental levels and the developmental framework presented in this course allows both the new and the seasoned professional MTs to make good clinical decisions in the moment. Relevant to the child, enough stimulation is when a child is calm and content; it is when they alert meaningfully to sounds, timbre, rhythm, and predictable song structures and meter; it is when the child is able to share meaningful moments within the music with their parent/caregiver. Over stimulation, again relevant to the child, will include a tense or stiffened body; it is when the child might recoil or turn away, it is when there are tears. A skilled music therapist will look for antecedent indicators and work to proactively manipulate the music elements to decrease the amount and type of stimulation; they will know when to stop and allow the child (and or parent) to take a break; and they will know how to make comments that indicate to the parent and child that the child is not bad for having that response.

[Angie Snell]

Yes, that assessment in-the-moment is so critical.

[Angie Snell]

I am fortunate to have had so many, many years of experiences with early childhood, including those 0 to 9 months. Being able to play a role in empowering parents and giving them ways to carry the bonding with their child through music outside of the music therapy sessions stand out for me. Many of these parents and early childhood staff also developed a special shared memory or bond with me that lasted well beyond their shared time in music therapy with me. I still get some of those parents who will come up to me when they see me in the community (like the grocery store) to recount their memory of their time in music therapy with me. It is awesome when they share how their child has grown up and become teenagers and young adults. I love being a music therapist and having the honor of sharing in those special moments with children and their families.

[Angie Snell]

Leah, I wish Sprouting Melodies was available before I started servicing early childhood groups. The developmental framework and the focus on including the families is so valuable.

[Angie Snell]

Nice plan, Kayla. I also like how natural your 5 sentences are. Simple and yet effective.

[Angie Snell]

5 words to describe music experiences in Sprouting Melodies 1: Bonding, interactive, age-appropriate, safe, child-centered

5 sentences that can be used when speaking with parents about musical responses of children in Sprouting Melodies 1:
1. Look, s/he recognizes your voice.
2. Ahh, I see his/her movements are relevant to the musical sounds
3. Notice how content and safe s/he acts with you when you rock predictably with the music
4. Look how your son/daughter responds to this predictable rhythm.
5. Your child is noticing the transposition in key!

Create a plan for songs and music experiences to use in a Sprouting Melodies 1 session:
A. Greeting/Beginning Songs: The More We Get Together; Today’s A Beautiful Day; Gather ‘Round Babies
B. Bonding Songs: Little Red Wagon; You and Me in Music
C. Songs About Me: Where is My Face; Just Like Me
D. Instrument Song: Sit with Me and Shake
E. Movement Song: Pick Your Hands Up High
F. Goodbye Song: Goodbye, Goodbye; Goodbye; We are All Done

[Angie Snell]

I believe music therapy has the potential to play critical roles in community-based settings. During my years working for an Intermediate School District that provides services and professional development to all the schools in the county where I live, I was part of the district’s team to train and prepare general education (P through Post-Secondary) and the community in how to include all students in chronological age settings. The district and the Least Restrictive Environment team learned right away that music therapy had the power to break through fears and bring people together to build relationships could happen more quickly and with deeper meaning. Many lasting relationships developed that truly changed lives. Music therapy provided a way for people to get to know each other, recognize strengths and skills and the value of each unique personality. One of the ways that I was able to be part of this was to create expected community-wide events that involved people with and without disabilities. The ISD supported me in developing a county-wide music show that involved all 9 public schools and some of the private schools by invitation from the center-based school for students with disabilities. It grew into a highly valued part of the community and has continued on beyond my years spent there.

[Angie Snell]

Well said, Jorden. Music therapists are trained to have the flexibility to respond in the moment and tailor the music to what is needed in the moment.

[Angie Snell]

My work has included many years of working with children with disabilities and creating integrated spaces that equally welcome those with and without disabilities. The needs of families that I have worked with include being able to have meaningful interactions with their child. Families want to know others recognize their child’s strengths, not just the disabilities. The community has needed to understand how to interact with, include, and get to know those with disabilities. Music and music therapy provides a structure for a wide variety of responses and interactions that are all acceptable, joyful, and celebrated. Music also brings together people across generations and allows non-speaking forms of sharing quality time together and creating lasting memories.

[Angie Snell]

Music therapists provide in-the-moment assessment and the ability to embed tailored adaptations that support healthy interaction and exploration. MTs can point out responses and the importance of those responses to others who might miss those. MTs can provide important modeling for positive relationship building and social emotional associations.

[Angie Snell]

I agree that we create child-focused environment and we model a child-focused approach and support those healthy interactions and adult-child / child to child bonding and shared music making.

[Angie Snell]

Singing: A) Vocalizes during songs (nonspecific); T) Matches selected pitches part of the time (about half); I) Babbles with melodic inflection; C) Follows melodic contour of familiar song; R) Uses pulse and meter within the melodic contour

Playing: A) Alters movements in response to instrument sounds; Orients body posture to instrument sounds; T) Reaches out to touch instruments; Explores instruments with hands and or mouth; I) Purposely explores a variety of instruments; C) Starts/stops instrument play with the music; R) Maintains a steady beat

Moving: A) Makes repetitive, rhythmic movements; Moves entire body; Instinctual rhythmic movements; T) Responds to the music with repetitive movements; I) Moves isolated body parts rhythmically; C) Imitates learned musical movements; R) Uses musical movements in sequence

Listening: A) Recognizes changes in vocal timbre; T) Recognizes familiar melodies I) Matching intensity of their movements to intensity of the music; C) Stops action to listen to the music; R) Listens to the music of others (notices)

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