[Brianna McCulloch]

I have been incorporating lots of new songs into my MT sessions and my early childhood classes with FANTASTIC responses. Like a few others have said, I’m really excited by the idea of using more songs FUNCTIONAL language in them. That’s something I often do with MT clients by nature of their goals, but had not really applied to my work with early childhood. I am also motivated to increase my reach into my community. Just found out our town has a “Kid Fest” coming up–our org is going to have a booth and I’m going to do a free “sample class” and distribute info. Also emailed the libraries in town this week to see how we can get involved with them. I loved the action item to be the “go to person” in my community for early childhood music. I’m taking that challenge on!!

[Brianna McCulloch]

At the music conservatory where I run my practice, our big push this academic year is parent and community education. We are really working to educate and ENGAGE our community in what we do (music ed, music therapy and early childhood music). Just yesterday, I met with our artistic director and a woman who leads the diversity/disability group at a major research and manufacturing group in our town. We are excited to engage our community in conversation about the value of music in early childhood and beyond!! I feel blessed to be PUSHED by my artistic director and director of development to engage with our local community this year 🙂

[Brianna McCulloch]

As I have mentioned, I work in a community nonprofit music conservatory for children, and early childhood is a missed opportunity for us to reach out into our community. We are really working on parent education and community involvement this year, and the things I have learned here will serve me well. I hadn’t REALLY considered how much parent ed is going on in my early childhood music groups–this is really going to transform how I interact with the parents.

[Brianna McCulloch]

Emily, yes! Giving parents verbal directions is soooo important in my groups. And just reassuring them that their child’s apparent inattention is not in fact inattention. I loved the suggestion to point out SPECIFIC ways I know their child is still engaged (starting/stopping movement, looking, etc.). I also find that reading the group and being flexible and not being stuck to my “plan” is so important for engaging the children in my group and ensuring successful participation. Altering tempo, dynamics, instruments offered, etc. allows children to participate fully and engage at their developmental/comfort level.

[Brianna McCulloch]

Sprouting Melodies 3

5 words: Energetic, Interactive, Initiation, Individual, Playful

Hello song

Bonding: My brand new friend

Songs about me: Where is the music (I know my 3 yr olds will love this one!)

Instrument: You Play a little–this is a GREAT song (have a MT client with ASD I can’t wait to use this with!!)

Movement: I’ll be marching to the music

Goodbye Song

Family Sprouts

5 words: Togetherness, Bonding, Balanced, Joyful and Active

It’s time to say hello

Come sit with me (love the idea of sitting the younger sibling in front of the older sibling!)

Bonding: Where is my nose? (interactive body parts song)

Instrument: The Dinosaurs (with the gathering drum and hand drums)

Movement: Will you come?

Goodbye!

[Brianna McCulloch]

I agree with those who have said that music for development is to facilitate the natural course of development, as opposed to the skill-specific goals of music education. However, as a music therapist and music instructor (piano) (as I am sure many of you are), I find I have a unique approach to music ed because of my attention to developmental level. I work in a music conservatory, and I am often asked to sit in for a few minutes on different teacher’s music lessons because they are having a hard time teaching a specific musical skill to a child, and want my input. One example is eye tracking and eye-hand coordination. I sat in on a lesson where a teacher had the child name the notes he was about to play, point those notes out on the keyboard, but when the child tried to put it all together it fell apart. I suggested the teacher follow the notes in time with her pencil, supporting the child’s eye tracking, as he had clearly not developed that skill yet, and the child was instantly successful. So attending to development when working toward specific musical skill building is just as important in my opinion. Music experiences geared toward simply supporting and enhancing natural development should provide opportunities for the child to explore all aspects of their current developmental level, and gently give them opportunities to move into the next developmental level.

[Brianna McCulloch]

I had a multi-age group, with the youngest 6 months and the oldest was 4.5. It was challenging! Most of the children were 2.5-3. I found that allowing the oldest children be “helpers” with the younger ones was really great–they could help a younger one play an instrument or even would look at and interact with a younger one during a song about animals (i.e., pointing to a cow and saying “moo” and showing it to the little ones). Additionally, guiding parents of younger children to use hand over hand and really support their younger babies and allow them to explore at their own pace. I really appreciate the notes in this video to be cautious of tempo/dynamic use so as not to overstimulate the younger babies. I found it was easy, especially during movement songs, for the younger ones to get overwhelmed. Using movement songs that allowed the older ones to stay seated was helpful in my group.

[Brianna McCulloch]

I love this question–I think balancing the amount of stimulation throughout a group is so important. There have been times I felt like I was “losing” my group, with lots of kids starting to wander, and all it took was increasing my volume and energy and changing timbre (and maybe doing a movement song) to bring everyone back. Other times, with littler ones, I have felt like they were getting overstimulated, starting to get fussy and uncomfortable and all it took to re-regulate everyone was a gentle, slow, quiet swaying lap ride. I think that’s another benefit to providing live music when working with young children (and not following a recorded curriculum)–the MT has the opportunity to tailor the stimulation to the needs of the group.

[Brianna McCulloch]

I have tons of basic beat egg shakers, chiquida maracas, small tambourines, paddle drums, remo hand drums (but I need more of these!!), a few jingle bells (I want more of the ones that velcro on for my MT practice), scarves (I know not an instrument but great for this age group), rhythm sticks, rain sticks, finger cymbals, and my number one favorite thing is my remo gathering drum.

[Brianna McCulloch]

5 Words: Anticipation, Surprise, Exploration, Energetic, Freedom

5 Sentences: Suzie might like to face the group now, but still sit on your lap. Look how John is moving around the room–he’s really exploring everything and everyone. It’s fine that Luke isn’t singing along here–he’s processing them and learning them here and you can sing them with him at home. Can you help your daughter tap the bottom of her feet on the floor? Not just those heels, make sure the bottom of their feet are tapping along.

Opening Song: Hello, What is your Name?

Bonding/Lap song: Put Your Seatbelt On/Wiggly Jiggly Car

Songs About Me: Grey Squirrel

Instrument Song: The Dinosaurs! (with drums)

Movement Song: Move Your Body Along or I’m Gonna March With My Baby Now (I really love this!)

Goodbye Song: See Ya Later, Alligator

[Brianna McCulloch]

5 Words: Gentle, Cozy, Safe, Engaged, Accessible (simple, learnable and singable).

Hello/Gathering Song: Hello with names (one of my own 🙂 )–love the idea of encouraging the parent to really put pressure on baby’s chest when that child’s name is being sung.

Body Percussion: Tap tap tap (one of mine)

Lap Ride: Motorboat (a game my mom did with us as kids, and I set to music…starts slow, goes fast, then you “step on the gas”)

Instrument Play: Shaky Egg (adapted for little ones from Laurie Berkner)

Movement: Move Your Body Along (from Listen and Learn Music I think…also adapted)

Cool Down: Rainbow (with scarves)

Good-Bye Song: Good-bye (usually use one of my own, but loove the one in the video for its simplicity–going to use that one this week!!)

[Brianna McCulloch]

I had a great mommy and me group hosted in someone’s home. Most of the babies were about 4-6 months when we started–by the time I went on maternity leave almost a year later, the group looked VERY different! The music experiences I provided definitely evolved–I really appreciate the descriptors of a group like this (calm affect, touching, etc.) because that was exactly my experience. I am by nature a very enthusiastic (ok, ok, I’m kinda loud) person, and I remember walking into the house that first day, all the parents and babies were there early, and the parents were all just staring at me like deer in headlights. You could see the exhaustion and uncertainty on their faces. I started with a simple, gentle, quiet “hello” song, had them singing within a minute and a half, and you could literally see their posture relax, smiles on their faces and they were just really enjoying singing with their babies. They quickly grew to love many of our songs, and we changed them over time as the babies grew into the different developmental stages (once they were all crawling it was quite a riot–lots of exploration of instruments, babies going up to other parents), but honestly, as much as I loved working with the babies, I loved working with the parents. They were SO GRATEFUL for the chance to be cozy and silly and fun with their little ones.

[Brianna McCulloch]

I think the importance of music therapy in community based settings is the ability of the MT to really be flexible and respond to the needs of the group. I love how sprouting melodies is broken down into age groups in order to address the needs of children at various developmental levels. Specifically, I thought it was great that Meredith said that a SM1 class with babies 3 and 4 mos old looks different than SM1 full of babies who are a little older. I think the MT’s understanding of child development, and our use of LIVE MUSIC allows us to really reach each individual group exactly where they are. I also love the idea of the MT working to promote wellness. By encouraging development through music, by educating parents and by promoting the bonding between caregiver and baby, the MT is positioned to make a huge impact in the community.

[Brianna McCulloch]

I practice at an amazing nonprofit music conservatory for children. The quality of music instruction and education there is amazing. I have only been doing mommy and me groups for about 6 months, and I already see so many needs. Some parents just need an opportunity to connect with their children, uninterrupted by siblings and housework and phone calls. Other parents need to know that it’s okay that their child isn’t speaking in full sentences at two years old (I had a parent really very concerned about this!). Some parents need to learn to play with their kids–it just doesn’t come naturally to them to be silly. I think working with parents who are (or were formerly) professionals presents a unique set of challenges. They walk in THINKING they want a class with a whole lot of structure that is going to teach their child something. Often, they walk away having improved and adapted to their child’s whims, having been silly, and having watched their child explore and discover and they are just so HAPPY. I think that’s what a lot of families need–just opportunities to connect, explore, bond, and enjoy each other’s company.

[Brianna McCulloch]

I love what everyone has to say about our music therapy community (I’m a huge fan of the various music therapist facebook pages…questions are often posted that I wouldn’t even think to ask and many perspectives are offered in response…I glean so much from those groups!).

Aside from that, for me it’s the RESEARCH BASE of music therapy. I’m a total nerd–I love reading brain research, music ed research, music therapy research, rehab research…it makes me so excited to know not just THAT music can effect change but WHY music can effect change. The video talks about that–about educating parents about the choices we make. Honestly, I’m great about explaining the whys behind the interventions I use with my individual MT clients with developmental disabilities, but I haven’t been good about that in my mommy and me groups. I’m excited to start working more of those conversations into my classes!!

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