[Cecilia Sousa]

This course has been wonderful! It has given me so much insight so that I can be more intentional in my groups. I now have a better understanding of what childrens’ development looks like and their musical responses. I feel like there will be many instances when this information will be useful, even outside of Sprouting Melodies groups. I will definitely share some of the information about the stages of development with other people who work with children or have their own children. I will also share about how music can be used by a trained professional to support that development. Thank you to everyone who put the time and effort into making and running this course!

[Cecilia Sousa]

Because of the way that Sprouting Melodies groups are structured at MCMS, we have often had a few children of a different age in our groups (i.e. a sibling, couldn’t make it to the other time slot). Because of that, I’m going to use some of the information from the training about Family Sprouts and be prepared as I plan activities to have adaptations for different ages/developmental levels. It is nice to see how much value is placed on speaking to the caregivers and sometimes quickly explaining how different children will interact differently. I am going to make sure that I plan for this and show or point out adaptations in my sessions.

[Cecilia Sousa]

In a few weeks, I am going to start leading my own Sprouting Melodies groups! I am a bit nervous, but mostly excited and feeling well-equipped with the information from this training. I can’t wait to use the knowledge I’ve gained about interactions, developmental levels, and leading activities as I run the groups.

[Cecilia Sousa]

I always say that the biggest difference between music therapy and a music class is the goal. In a music class, the goal is always about music or musical skills. In contrast, music therapy uses music as a tool to address non-musical goals. I think that it is similar with Sprouting Melodies. While other children’s music classes typically have the goal of teaching early music skills or simply exposing children to music, Sprouting Melodies uses music to support children’s developmental goals. We also should talk about how it is run by a board-certified music therapist, and the training and expertise that goes along with that title.

[Cecilia Sousa]

With multi-age groupings, it is more challenging to meet the needs of all of the children. They are at different places developmentally, and it is not easy to keep all of them engaged during all of the songs. This is why it is important for a music therapist to use their training and be aware of the responses within the group, and to adapt the songs to support each child throughout the activity. They can demonstrate adaptations and equip the parents with what they can expect from their different-age children.

[Cecilia Sousa]

5 words: busy, sharing, helping, individuality, support

Plan:
1. Come On, Let’s Make Some Music
2. Row it Faster
3. Who’s That?
4. I Like This Song
5. Can You Follow?
6. Music Time is Over

[Cecilia Sousa]

5 words to describe the music experiences: active, deliberate, emotions, personality, creative

Plan:
1. Hello Everybody
2. Hold on Tight
3. From my Head to my Toes
4. All Night! All Day!
5. Will You Come?
6. Time to Go

[Cecilia Sousa]

Yes, after looking up Remo I realized that many of the drums we have are that brand! I agree with Maria that they sound good but are also very durable. In Sprouting Melodies we often use the large children’s gathering drum as well as the frame drums.

[Cecilia Sousa]

Yes, after looking up Remo I realized that many of the drums we have are that brand! I agree with Maria that they sound good but are also very durable. In Sprouting Melodies we often use the large children’s gathering drum as well as the frame drums.

[Cecilia Sousa]

We now have a group at MCMS that is all Sprouting Melodies 2 level. We usually use small, quiet shakers with round, closed handles (since they love to put things in their mouth), scarves, and hand drums (bigger ones for the youngest guys). We lead with guitar as well. I’m not sure about the brands that we use, but these all work really well as far as motor abilities and coordination for the children that are this age.

[Cecilia Sousa]

I think this is very dependent on the child, their developmental level, and their personal threshold. It is important for us as music therapists to be observant and to notice when the child have either lost interest or are becoming overstimulated, and to adapt the music and/or environment to bring the child back to a “regular” level of engagement.

[Cecilia Sousa]

5 words to describe the music experiences in SM 2 are: playful, energy, spontaneous, free movement, and exploration.

5 sentences when speaking about childrens’ responses: “Children at this stage love to do things that are spontaneous. It’s great when we can find spontaneity in ourselves too and join in their experience!””It is a sign of this stage of development when children find joy in anticipated surprises.””It is okay for your child to be moving around during the activity. It is an important part of their processing and is typical as they explore independence.””It is normal at this stage of development for your child to be sitting quietly and observing. They are taking it all in, and you will probably hear more about it from them when you get home!””Children learn through play at this age. If you see them playing, they are taking in information and processing it. It is even better when we can join in in being playful as well.”

Plan:
1. Hey, Hey! Come and Play
2. Wiggly, Jiggly Car
3. All of This is Me
4. In My Little Hand
5. Can You Follow
6. Goodbye

[Cecilia Sousa]

Hi Erika,

For instrument playing, we often do stop/go activities to work on impulse control, and also use drums and maracas in a lot of other activities and see how the children respond. For older kids we will try to have them match the rhythm (or do a similar motion/pattern) and for younger ones we look for response during the playing or during the pauses.

For listening, we often leave pauses in familiar music and allow space for the children to respond. We will also change up the speed, dynamics, or words and see how the children react. All of the responses that we get are insight into where the children are developmentally and we can continue to do similar things to support them where they are.

[Cecilia Sousa]

I don’t have a lot of experience with very young infants like those who would be in Sprouting Melodies 1. There have been a few really young ones in some of our Sprouting Melodies groups (siblings of other children in the class) and I have seen how they interact with the music in a very different way. I can see the benefit of having a group specifically for them, so that the caregivers can give them their full attention in a developmentally appropriate way. While that isn’t an option for us right now, I will definitely keep in mind some of the examples in the videos and consider showing the parents some of the adaptations for their babies while we do the activities.

[Cecilia Sousa]

I believe that music therapy in the community is very important. Like Meredith and Elizabeth mentioned, music therapy groups for children and their caregivers can be a great place for people who are in similar walks of life to get together and share experiences, along with the support of a trained professional. In my small community in a small town, I would love to create an experience like this for the families. I think there is a need for social interaction, support, and affirmation for young parents who have started their families during the pandemic. I think there is also a need for music therapy education in the community. A lot of people like the idea of music therapy, but don’t really know what it is. I think that as we do start groups, it is important to be clear about what makes something music therapy and the experience/credentials/expertise that we can bring.

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