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July 16, 2014 at 10:25 pm
in reply to: How have you used these four music experiences in your practice?
ParticipantI haven’t been able to use these experiences in my practice…yet. I am looking forward to working with children again and getting to try these out!
ParticipantI’m already seeing how the training impacts my work with adults. Even though the music may not be age appropriate, some of the activities can be tailored to be so. Many of my adults were injured at young ages, so developmentally they fall in this range. As for SM itself, I’m kinda in a holding pattern right now. I just started grad school and don’t want to take on too much in addition to that. I’m also (somewhat patiently) waiting for the camp building for the program I’d like to be a part of to be built. I have regular contact with my clinical director and other upper administrators in my company, so I gently remind them that I’d like to start a program for families at the camp.
July 15, 2014 at 7:38 am
in reply to: How are you planning on sharing this information with colleagues, administrators and families?
ParticipantI actually have already shared a little of this information with my clinical director! She is excited about my idea to incorporate family music programming with military families at a venture that my company is involved with. My company has a newsletter that we publish bimonthly that goes out to staff, clients, their families, external team members, and others in the community…so there’s a possibility that I can include an article and information in there when things really start to get going. My company currently doesn’t do a lot with children, so finding ways to incorporate the training and talk about it are my main goals right now.
ParticipantThough I don’t work with kids right now, there are a couple of things I use in my adult groups that might transfer over. I use redirection as well to help the adults stay focused on their task. I validate and acknowledge in my groups; after the bell choir plays a song the best they’ve ever done it, I let them know it. If the individual members had tricky parts and nailed it, I let them know that, too. In another group, I allow time for the response, which is one of the beauties of live music. Some may need the extra time to process or to even try it, and I want to allow for that so they can see that they can do it.
ParticipantFor me, it’s just working with kids again! I love the music flexibility of Sprouting Melodies…that I don’t have to use only SM songs, but that I can incorporate my own in as well.
July 12, 2014 at 6:53 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3.
Participant5 words to describe SM3: active, independent, exploratory, expression, choice
Session Plan: gathering- Sit Down with Me; bonding- Swimming Together (to prepare for the season!…possibly sledding for winter?); songs about me- Watch Me Go!; instrument- You Play a Little (to listen to others); movement- Leaves are Falling (snow for winter? rain for summer/spring?); goodbye- Goodbye Goodbye It’s Time to Go
5 words to describe Family Sprouts: inclusive, adaptable, togetherness, interactive, fun for the family
Session Plan: gathering- Hello everybody (all inclusive); bonding- Hold on Tight (parent holds onto both or oldest sibling holds on to younger sibling with parental assistance); songs about me- My Hand on My Head (older can assist younger); instrument- You Play a Little (siblings take turns); movement- I Can Move Around (allows both siblings to move how they can/want); goodbye- Goodbye Goodbye It’s Time to Go
July 12, 2014 at 6:42 pm
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
ParticipantI LOVE the way Lauren put it! We are using the music to focus on the skills. As children (and our clients) master these skills, this is when the development happens- it’s all about the process in mastering the skills.
ParticipantI agree with Lauren; I think the biggest challenge involves the age ranges and development levels. You have to think about age-appropriate activities for the development level of an 18 month old and a 48 month old in the same class! I wonder if it’s possible to pre-teach, say a movement for a movement experience, then have the older sibling do it with mom and baby…even big brother/sister with another big brother/sister. What’s nice about Sprouting Melodies is that there are songs that are used across the development ranges.
July 8, 2014 at 11:59 amParticipantSinging: Awareness- singing “ba” with parent or MT; Trust- call/response with pitches; Independence- singing “ah” or “ba” in song without parent; Control- vocalizing loud or soft with MT; Responsibility- bouncing while singing “ba”
Playing Instruments: Awareness- playing with drums vs playing with shaker; Trust- shaking with parent or MT; Independence- plays with drums OR plays with shaker; Control- shake, shake, shake…and stop!; Responsibility- “I Know a Chicken” by Laurie Berkner- shaking to the beat of the chorus
Moving: Awareness- playing music that mimics the child’s movements (bouncing, kicking, etc); Trust- patting body parts (knees, head); Independence- moving body parts to music; Control- nod head, wiggle/scrunch nose; Responsibility- following along to “My Hand on My Head”
Listening: Awareness- singing loudly vs singing softly; Trust- filling in the blanks of a song; Independence- matching movements to dynamics of song; Control- starting and stopping using directions of a song; Responsibility- waiting for a turn while another child plays
June 21, 2014 at 1:43 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 2.
ParticipantThe 5 words I would use: playful, aware, exploratory, safe, and engaging.
1. You and your child will be able to play in music- playing instruments, movement play, and even playing with the other children in the group. 2. It’s ok if your child begins to look and sit away from you- they are becoming more aware of the world around them and want to see it all. 3. With that newfound awareness, your child will want to explore these new items and experiences. 4. The Sprouting Melodies room is set up to be a safe environment for your child to explore their new world. 5. By exploring, your baby will engage with new items and with new friends as well.
A sample session would be Hey, Hey, Come and Play (greeting…so catchy!); Hold on Tight (bonding); Head, shoulders, knees, and toes (songs about me); Shake and Stop (instruments…a musical game that has anticipation); Let’s Go Fly a Kite (movement…use little kites on paint sticks for children to move around), and Goodbye, Goodbye, it’s Time to Go (goodbye…the common song amongst all groups).
ParticipantRight now, I have several sets of the Basic Beat chiquitas, some world percussion from LP and Basic Beat, some drums of various sizes from Remo and Basic Beat, and the small colored tambourines that I get from the Lyon booth at national conference each year. I also have one of the clear rain sticks and several pairs of castanets (one set is mounted, and the rest are for hands). I’m sure there are some others that I’m forgetting!
ParticipantI did like the point about the lollipop drums possibly being overstimulating…definitely something I would not have thought of! Usually I can tell if one of my clients is overstimulated by changes in their demeanor or behavior. I can think of one client in particular who will bounce their leg when overstimulated. However, there are times when the quiet, soft music isn’t stimulating enough, and I can read the body language of the client to determine this. Another thing I’ve had to do is close the door to my room because of the hall noise being too loud and overstimulating for my clients.
June 20, 2014 at 5:27 pm
in reply to: Share your thoughts with the board members on the role of music therapy in community based settings.
ParticipantThinking about music therapy in the community, I see it as easily accessible to anyone. I see it as occuring in a setting like a community center or library. With anyone being able to access the services, bonds are formed, therefore strengthening the community of families as well as the community as a whole. We know how music can bring people together, and we as music therapists have the unique training to be able to help form and cultivate bonds through music.
June 10, 2014 at 6:34 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 1.
ParticipantThe 5 words/sentences I would use are:
Bonding- The parent(s) will bond with their babies in a variety of ways: movement songs, playing instruments together, and songs about baby.
Interactive- The parent(s) will be able to interact with their child, other parents, and other babies in the group while making music together.
Inviting- All parents and babies are welcome in music! The room is set up to create a welcome and safe space for everyone.
Child-centered- If your baby is moving, but maybe not how other babies are moving- it’s ok! He or she is exploring their world as well as themselves!
Musical- We’ll use music that may be familiar and some that will become new favorites. Parents are encouraged to use the songs at home as well. If you feel you aren’t a singer, don’t stress- it’s all about the time you spend with your baby!
For the structure of the group, I think I would do this:
greeting- use “Today’s a Beautiful Day”…I really liked that one from the video!
bonding- I need to try and find this song- it was one my grandma would sing to me when she would bounce me on her knee. It was called “pony boy”, and that’s sadly all I remember about it….that and her singing while bouncing me.
songs about me- my internship director used a great song called “My Hand on My Head”. The parent can touch all the body parts, and the tune was pretty catchy.
instrumental- definitely the small shakers and using music that is from a popular children’s show for familiarity.
movement- a moderate piece for a “cool down” of sorts with scarves.
goodbye- one of my favorites is “Goodbye, goodbye, it’s time to go” (to “Goodnight Sweetheart” but a little faster)June 4, 2014 at 10:49 am
in reply to: Share some of your experiences with children of this age and level.
ParticipantI haven’t observed children of this age within music, but I do have some experiences. Mostly, they involve my dad and myself in the back of church making faces at the kids of this age. 🙂 It helps distract the child from whatever they were fussy about. It’s when they squeal or laugh that we get the dirty look from my mom.
There was a time in college when I was waiting to catch a flight. I was next to a mom and her child on the higher end of this age range. Mom was bouncing the baby up and down on her knee; at one point, she said “Dance!”, and the baby put up his arm and waved it around! I made a face at the baby, and the baby stopped dancing and raised an eyebrow. I about lost it! This baby was so aware and wasn’t sure what to think of this strange lady making a face!
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