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The songs alone were amazing, but to be able to have access to a flexible framework to base your work on…truly incredible!
1. I have realized that I need to be thinking and planning my sessions so much more than I have been to this point. Thinking deeply about goals for each child and each group has not been a strength so far.
2. This course has reinforced the importance of the parent/child bond. We can truly have a positive impact on the world when we can help strengthen those connections.
3. This class was a reminder that music therapists are the experts in early childhood development and music and that our skill set is valuable.
4. Just like Shylie, I am grateful that the songs we have been taught are flexible enough to be used so many different ways! So if you can learn 10-15 songs really well, with many different modifications, you’re off to a great start.
5. I found myself drawn to some of the songs more than others, and was reminded that when I start enjoying a song, I’m already halfway there. Our excitement and energy are such an important part of the process!
6. I was humbled by the kind support in this class, and reminded once again, that we should be advocating for each other and supporting each other.Participant1. I try to talk less during my sessions, and to let the music and my body language “do the talking”. I learned this lesson during my undergraduate training. Sometimes, we just talk too much and underestimate what can be done through nonverbal cues.
2. Taking advantage of proximity when necessary. There are children that just need to be close to you to succeed. Sometimes I will begin the class in one position, and move to the back of the class at some point for the remainder of the class. If you are in a larger class, the children that are usually in the back of the class respond very differently when you are just a few feet away.
3. I think the sessions that have gone the best are those in which I have thoroughly thought through transitions. The children that are going to have challenges are probably going to have them during transitions. I’ve tried involving those children more by asking them to hand out instruments, asking them a question about the previous song, or asking them to choose the next song.
4. When I first started panning sessions, I tried to fit too much into my 30 minute group. I try to have several fall back songs ready if needed, but I’ve learned that “less is more” and to not hurry through the songs or try to cram a lot into each group.
5. When I am bored with a song, that is about the time the kids are starting to really enjoy it and the magic is about to happen.ParticipantBrittany, I also love your yoga analogy! Full expression of each pose may not be possible, but modifications can be done towards that goal. And encouraging each person to do their own personal best and to feel great about that! We can encourage parents that one day, their child will be able to reach the next level, and to appreciate what can be done today.
Participant@Molly, I agree! I love being able to see parents connect with their children through music. What else can have so much impact on our community other than supporting those early connections? I remember being a new parent and desiring this kind of support!
ParticipantI am the most excited about having a framework of development to use in programming. I’ve felt that my sessions were successful, and the children seemed to love me and be excited about music class…but I’ve felt that I didn’t really understand what was appropriate at the different ages. I now feel equipped to be able to assess musical development, have intelligent conversations with parents and teachers, and be able to track development as my “babies” change and grow. This class has given me so much confidence! And I love that I can use the book as a continual resource moving forward. There’s no way I can memorize all the different signs of the levels, but I think I will get a better feel once I start using the material in groups.
ParticipantStephanie, Thank you for pointing out that this type of group is probably going to be more chaotic, and that it’s important to set expectations for parents. Also, great point about teaching older children to be sensitive to the limits of younger children! I’ve found that sometimes in their zeal to show what they can do, they forget that another child is not able to do it quite yet!
Participant5 Words: Supportive, Opportunities, Cooperative, Joyful, Busy
Gathering:Come and Join the Circle provides the rhythmic structure for younger children to bounce or move rhythmically while giving older children much needed social interactions
Bonding:Wiggly Jiggly Car allows the older child to hold a younger child in the lap and feel that they are helping or teaching
Songs About Me:All of This Is Me(challenging for younger children to find different body parts, but the minor key is intriguing to older children
Instrument:I Like This Song(syncopation is challenging for older children, but manageable since it’s repeated. Easy and manageable lyrics for younger children)
Movement:I Really Gotta Jump
Goodbye:It’s Time To Say GoodbyeParticipant5 Words:Energy, Imitation, Intentional,Busy, Movement
Gathering:Hey Everybody(begin by tapping knees with strong beat)
Bonding:My Brand New Friend(modeling the “spring” and the “jump”)
Songs About Me:Sit Down and Join My Circle (pass out the xylophones set on pentatonic scale)
Instrument:Music is the Way
Movement: Clickety Clack(use with hand motions)
Goodbye: Thank You Very Much (using handshakes)ParticipantI work as a music teacher in a Montessori school in which multi age groups are common. In academics, the older children are encouraged to help teach lessons to the younger students, and the younger children are being challenged to be able to accomplish the same milestones as older children. I think if a music therapy group were set up carefully to allow for this kind of interaction, it could work. But finding songs and activities that support all the children AND support positive interactions between ages would be a challenge. I also think that if parents are in the session as well, you might be dealing with jealousy and competition for the parent’s attention.
ParticipantI think music therapists are trained to be continually assessing group dynamics and individual responses on a social, physical and emotional level. And that training prepares us to make real time adjustments to maximize therapy. When explaining that training to parents, I would emphasize the real life learning and oversight that happens in an internship. In one song there is so much happening, but that may not be obvious to someone observing a class. We can give parents a peek into what we are looking for and thinking about in a session. But first, we must be deeply convinced of the value that we offer because of our unique training.
ParticipantI am realizing that I do need different instruments..the instruments I’ve been provided are not safe enough or durable. I would love to have the Remo drums as well, and the plastic shakers that can be easily gripped(or chewed) and sanitized.
ParticipantFive words to describe Sprouting Melodies 2:
Exploration, Opportunities, Playful, Energetic, and Surprising
Five Sentences:
1. It’s more important for there to be opportunities for choice than it is that your child follow me exactly.
2. Your child is not expected to have sustained attention for the whole class! They will leave and come back to attend many times!
3. Try to make sure that you help your child’s feet make impact on the ground…this is a grounding and organizing activity for them. They need to feel the ground with their feet!
4. Don’t worry if they explore the instruments with the different parts of their body…mouth, feet, by sitting on the instrument! These instruments will not break, and they are disinfected between classes. The exploration is what we want!
5. Give your baby time to respond…get used to the stop or the silence and let that anticipation build! They will love it!Session Plan: Gathering:Sit Down and Join My Circle
Bonding:Horsey Carry Me
Song About Me:All Of This Is Me
Instrument:Listen to the Sound of My Drum
Movement:Clickety Clack
Goodbye:Time To GoParticipantI think this will depend on who is working with the child and the treatment goals. If it is a child/parent diad, the therapist will be working with the child’s limits, but will also be considering the parent’s limits in terms of seeing their child cry or fuss. In the PreK in which I work, the teachers push the envelope in terms of sensory stimulation because they are trying to get the child “used to” the workings of the classroom. As a therapist, I think it’s important to recognize signs of sensory overload (in parents, teachers and child!) and to try to provide an organizational structure through the music.Sometimes I feel sensory overload myself when walking in the classroom!
ParticipantEmily, I like what you said about anticipated sensory stimulation being very different than unexpected sensory stimulation. Anticipated sensory input organizes even in the “surprise” moment, because it is part of the structure of the music.
ParticipantThe role of music therapy in community based programs is to help strengthen family bonds, build connections, and support the health of individuals and families in many different stages of life. Sometimes that support will be a celebration of normal development and connections and sometimes it will be an intervention when development is atypical and connections need to be improved.
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