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Hi! I realized that I never introduced myself. I took the training in the Spring of 2014 and am just now ready to dive into actual classes. I live in Oklahoma, but from Texas (I just can’t stand the thought of anyone confusing me with an Okie..:wink wink @ Christina:).
ParticipantThanks for the suggestions. I surely appreciate it. I have not heard back from the library yet, but I did find the community center in town is reasonable. They do an 80/20 split. I set the rate and everyone registers through the Community Center…so they have to be a member or somehow have an ID. They consider a class a success if at least 5 people show up consistently. They give it a 3 month try which is great. I am sure I will be back asking many questions…and hopefully answering a few to help others. I don’t remember….was it in the training or somewhere else that suggested good times to hold the different classes?
ParticipantFor those of you doing 6 week classes, are you doing them 6 weeks on and three weeks off or something similar? How big is your capacity? I am considering how to give the library a flat rate since they will have people come at no cost with the library paying me.
ParticipantOur local library is considering hiring me to conduct early childhood music classes. I think they are leaning for one class 0-3. I would like to do the Sprouting Melodies Programming. This is still in the talking stages and probably at least a few months out. They may be using a grant or existing monies. They would hire me and pay, but the families would be free. How does that typically work with the licensing? What other information do I need to know to bring to this question?
July 11, 2014 at 5:43 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3.
Participant**Late Entry as I am Catching Up on Posting**
5 words
encompassing, purposeful, energetic, supportive, creativeSession Plan
Greeting: “Hello, Everyone Hello”
Bonding: “Swimming Together”. This works well for the summer!
Singing: A call and response song
Instrumental: an upbeat song where the children and caregivers can play and explore instruments. I would provide a lot of drums to encourage more rhythmic play.
Movement: parachute or scarves using verbal and/or non verbal cues.
Goodbye: “goodbye, so long, farewell”. UpbeatJuly 11, 2014 at 5:27 pm
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
Participant**Late Entry as I am Catching Up on Posting**
Wow. Lauren R hit the nail on the head. I really couldn’t say it any better.
Participant**Late Entry as I am Catching Up on Posting**
I agree with Barb about maybe gearing the class to the older kids and providing feedback during the session on how to adapt for the younger ones. I try not to over think it or I will go crazy. I tend to over think. I think it would be the most challenging for the families to see the benefit even if it isn’t geared directly for their child age. I would just practice my responses and adaptations.
July 11, 2014 at 5:15 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 2.
Participant**Late Entry as I am Catching Up on Posting**
5 words:
active, authentic, stimulating, exploratory, playful
5 sentences:
“You may find that your baby will begin to explore and then come back to you.”
“Allow room for your child to explore if he/she wishes as this is a normal developmental step.”
“It is ok if your child plays with different instruments. They are just exploring the things in their environment.”
“It is ok if your child isn’t outwardly participating. Your child is learning and taking everything in.”
“You may notice your child beginning to imitate peers with more accuracy.”
Session Plan:
Greeting: “Hello Everybody”
Bonding/focus: “Wiggly, Jiggly Car” for lap
Song About Me: A body part song where the children are called to move/touch certain body parts
Instrumental: 2 to 3 minute song where the children are invited to play instruments. This music will be continuous and with an upbeat tempo.
Movement: A movement game with stop and start
Cool down/Relaxation: a bit more active then I would do in SM1, but still something in the lap or interacting with caregiver. Perhaps a medium tempo lullaby or song with a 6/8 rocking rhythm.
Goodbye: “Goodbye, So Long” is a more up-tempo and active good bye songParticipant**Late Entry as I am Catching Up on Posting**
I have a lot of processing to do! I think the first thing I want to do is articulate how this program is a perfect fit for where I am completing my graduate practicum. I really want to be able to sell this program and the importance of having a music therapist facilitate the early childhood program. I believe your program provided the tools to do that…hence the processing time! 😀
July 11, 2014 at 4:44 pm
in reply to: How are you planning on sharing this information with colleagues, administrators and families?
Participant**Late Entry as I am Catching Up on Posting**
I can imagine approaching the school I am with now. I am doing a graduate practicum with them and they are talking about a grant after my time is up to offer a paid position. The part I have a hard time explaining is that this is a community music therapy based program and not clinical music therapy. I think they are fine with that because they want music incorporated with all the classes. I find I don’t really know how to reconcile the two because it was drilled in my head through my education that clinical music therapy with all the documentation is the only form…etc. I feel differently. I think this program would be wonderful and I can keep general session notes regarding development. I have the same concerns when speaking to colleagues or families. I just don’t know how to verbalize well.
Participant**Late Entry as I am Catching Up on Posting**
I am looking forward to incorporating this at the Pre School with the teachers and aids as caregivers. I am hoping this will lead to more work as I expand my private practice as well. I feel this type of program incorporates so much more humanistic qualities then was allowed when working through the IEP.
Participant**Late Entry as I am Catching Up on Posting**
I use a lot of redirection and validation. “You are playing that drum just the way you want.” I think that, as long as it is not harmful, it is important to allow the child to explore and play instruments with independence and creativity. I have not had any parent/child classes, but would take moments to teach parent modeling. If a child is having a difficult time, I may also say, “it is ok if anyone needs to step out for a moment and then come back in.”
Participant**Late Entry as I am Catching Up on Posting**
I use various drums with different pitches and timbres. I use shakers and bells with a variety of adapted grips and shapes. I have a mix of colorful and non colorful instruments. The brand I use most is Remo.
Participant**Late Entry as I am Catching Up on Posting**
It depends on the child. I think the child will let you know and it is up to us to pay attention to those signs. Within a group, I may operate more at the stimulation level acceptable for the child with the lowest tolerance. That would be tricky because you want to provide the right stimulation for everyone.
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