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Singing: (A) Vocalizing with pitch (T) Matches pitch half the time (I) babbling with melodic inflection (C) Follows melodic contour of a familiar song with intervals (R) uses pulse and meter within the melody
Playing: (A) Different responses to sedative and play songs (T) Exploring instruments with mouth (I) explores instruments with purpose/reach out to instruments (C) Start and stop play (R) Maintaining a steady beat
Moving: (A) Moves whole body with music (T) Intentionally moves body with music and repeats movements (I) Moving specific body parts (C) Starts and stop rhythmic movements (R) Can follow movement patterns with sequence
Listening: (A) Distinction with tone of voice (T) Recognizing a familiar melody (I) Following the intensity of the music (C) Stops to listen to music (R) Listening to their music or music of others
ParticipantMusic therapists provide a different way of looking at early childhood development and music. With the knowledge and training, we can point out those “musical milestones” and teach parents more about their little ones from a different lens. We also provide a safe space for young families to learn, grow, play, and do it all together! We bring lightheartedness and music to families, as well as education, fun, and bonding.
March 11, 2024 at 9:23 pm
in reply to: How have you used these four music experiences in your practice?
ParticipantMark, I love having space for vocalizations! It’s always fun hearing how someone may fill in a blank or vocalize along with the music 🙂
March 11, 2024 at 9:21 pm
in reply to: How have you used these four music experiences in your practice?
ParticipantI use transition songs often, keeping the music going and using it to support the kids. I’ve also been describing the benefit of transition songs with the parents in my SM classes and teach them how to use the songs as coping. I think I use all four experiences quite often in my work, I think the balance is important while also meeting the kids where they’re at, adapting to their changing tides.
ParticipantI used the tickle song in my SM classes and the babies laughed while anticipating the tickles and smiled and laughed when they finally got the tickles. There were some kiddos who would run away from parents and look back to have them chase them and it was cool to see how different kids interacted with the song in different ways.
ParticipantAwareness: Reach towards the music, to look or not look, instinctual rhythmic movements
Trust: Purposeful pitches vocalizations, explores instruments with hand/mouth, repeated movements
Independence: grasp and shake instruments, duration of instrument play, babbles with melodic inflection
Control: uses varied vocal dynamics, sings intervals, dances spontaneously
Responsibility: maintain a steady beat, chooses to sing or listen, controls dynamics to match musicParticipantI work with a wide range of ages and people with different backgrounds at RMTS and learn songs to fit the client preferences/needs. I work with individuals from as early as 6 months to 90yrs old. For my older adult settings I play a lot of music from the 40s-60s. With kiddos I play traditional folk tunes, lullabies, and original music to support their needs and development. In my adult settings I play a lot of Elvis and The Beatles! All clients have different background experiences with their music, some share songs that were from childhood and listened to with family and others from their culture. The majority of my current clients are English speaking, and I have experience in several school districts with students who primarily spoke Spanish and we played many songs from their cultures. Using music to connect with clients and to hear their stories of their backgrounds has been one of my favorite things about sharing in the music with others.
ParticipantI work with a child in Sprouting Melodies who was 6 months old when he joined class. He started by primarily taking everything in in the Awareness stage. He often was on his back looking up at Mom or he was very inward, not looking up at the guitar or reach out to play a drum. After several weeks, He just started to look up at me when I take my guitar our and he vocalized for the first time during class! Slowly he’s been reaching out to open his hand on the drum, and now he taps it with his open hand. It’s very cool to see babies grow and develop physically and musically.
ParticipantMark it’s so cool how musical we all are at such a young age! Vocalizations are musical as well as the tones of voice, it’s incredible that the babies can recognize that.
ParticipantI think knowing the milestones and what’s “typical” for each developmental stage has been huge after this week’s content. In the SM classes, I observe so much growth from the kids in just the week since I saw them last. It’s okay for the kids to want to be independent and learn on their own. Sometimes I think we want to show the “right way” when it’s also important for them at this time to explore on their own, while we provide opportunities to do it safely. The language piece was impactful too, as I work with many people who may not have developed language at all, developed limited language/communication, and also with those who developed language very “typically” as it was described in this lesson.
ParticipantJes it’s great to hear that SM made a big impression on you! I like your idea of bringing the playfulness and joy to the workplace, it benefits us all! 🙂
ParticipantI have so much more information after this week and definitely have many pieces of education to bring to the SM caregivers during classes. I love the playfulness and silliness in this as well, that can translate to all areas, not just with kids! Creating a welcoming environment to support caregivers, the children, and development of the little ones.
ParticipantHi Erika, it’s great to work with you during the course! I’m looking forward to getting to know you. Thank you for the support as well!
ParticipantHi Jes, I’m looking forward to spending time with you in this course! I’m excited to see your take aways from the course from a non-MT lens, and how much you’ll learn about MT in the process!
ParticipantHi everyone! I’m Billie Junget and I am a Lead Music Therapist and Programmatic Services Coordinator at Roman Music Therapy Services. I’ve been at RMTS for a little over 5 years and took the Sprouting Melodies course while I was here during my internship in 2019. I got my degree in music therapy from Charleston Southern University in South Carolina and am happy to be back home in Mass! I’m excited to take this course again since I’ve recently got back into leading Sprouting Melodies on Fridays at RMTS! I’m looking forward to leading classes with a refreshed tool box 🙂
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