[Christina Wensveen]

For me, the information about developmental stages and the activities that go with them will be shared with classroom teachers, SLPs and OTs who I work with. In talking to administration or other therapy team professionals using specific examples of why we are doing activities is so beneficial to them understanding the role music can play. The activities from SM are so great because they are created to be in tune with developmental stages.

[Christina Wensveen]

I will continue to be working in early learning programs in our city school board. At this time, I don’t plan on beginning a sprouting melodies program but may eventually. This course has given me a great knowledge of developmental levels which will most certainly impact my work with children who are developmentally delayed. I also appreciated the tips in Week 9 on drawing children back to the circle and dealing with any issues that arise in the group. That is definitely transferrable to my groups at preschools.

[Christina Wensveen]

When I become a sprouting melodies provider, I am excited to offer a music class that welcomes all children and encourages them to explore their surrounding. I am interested in using music to support developmental milestones and to teach parents why I am using specific songs and activities.

[Christina Wensveen]

To ensure every child is successful, I try to incorporate a variety of sensory activities. Not all children learn the same and so using a tickle song, a movement song, a scarf song provides stimulation in a variety of ways. I also believe being flexible assists in making children successful. Incorporating a child’s name and action can re-direct them back to the group if their attention is wandering. Offering choices is another way of engaging a child. This way the child can choose a favourite song/instrument. I have had older children take a leadership role in the session and hand out instruments or lead the group with actions.

[Christina Wensveen]

I would indicate to parents that sprouting melodies is about providing opportunities that foster their child’s development at their own pace. The goal is not to have them shaking up high on cue but to be engaged in the music making process and to learn at their own pace. Also that the activities presented are tailored to specific developmental stages and are created in a way that brings out those skills naturally. I believe music for skill building would take a more focused approach- so songs geared towards a specific task. Ie: Singing ABC’s to learn the alphabet.
I would explain to parents that each type of music has it’s purpose. That Sprouting melodies is more of development music program, where children can explore and develop at their own pace with the music opportunities. There could be more of a focus on music for skill building in music therapy sessions/ music education, as goals and progress is measured.

[Christina Wensveen]

I agree that keeping children of different ages engaged comes down to music selections. I think for these groups adding in more chords, or accompaniments can assist in making the music more exciting. Keeping the lyrics simple is important for both the kids and parents so they can sing at home. I have also found instrument activities work well with groups who have various ages. Also perhaps letting the older children choose a song and a friend to sing it to, and creating leadership activities for them.

[Christina Wensveen]

5 words for SM3: Active, Intentional, Personality, Control, Accepting

Plan for SM3: Gathering: Sit Down with me (EKS) Hello (NR)to sing to individual child Bonding songs: Swimming Together (EKS) Movement song: My brand new friend, Instrument song: We are making music, Songs about me: That all makes me (EKS) Movement song: The leaves are falling (EKS) Closing: Time to go (EKS)

5 words for SMFamilies: Cooperation, social play, support, sharing, interacting

Plan for SMF: Hey Everybody (EKS) Hey, ho, hello song to greet each child, Bonding songs: Wiggly Jiggly Car (EKS) Songs about me: All of this makes me (EKS) Instrument Songs: I like this song (EKS) Movement songs: I can move around( EKS) Closing: It’s time to say goodbye (EKS) Thanks very much(EKS)

[Christina Wensveen]

5 words: Observers, Independent, Explore, Energy, Play

5 phrases to say to parents:
1) “It may take a bit of practice to synchronize movements with your baby during lap rides”
2) “Don’t worry about your baby crawling around- they need to move and are still listening to the music experience”
3) “Sometimes children observe more at first, but typically join in the music making when they feel comfortable”
4) “If you’re child isn’t following directions to play up/down, that’s ok! We want them to play independently and learn at their own pace”
5) “We wash our instruments after every session. Please place any instruments needing a clean in the bin marked “Wash Me”

Session plan:
Gathering: Hello (NR) to each child, Hey! Hey! Come and Play!(EKS) Bonding songs: Hold on tight (EKS) Wiggly Jiggly Car (EKS) Songs about Me: Can you see me? (EKS) Just like me (EKS) Instrument song: We are making music (self composed)
Movement song: As big as can be (EKS) March with my baby (EKS) Closing: Goodbye (MRP) Thank you very much (EKS)

[Christina Wensveen]

I currently only work with ages 3 and up so don’t have any “baby” instruments. I love to use the gathering drum with children this age. I also have chiquitas and bells that can be worn as a bracelet. I recently ordered 10- 6″ Nino drums. They work well for giving a drum to each child and are small enough they are not intimidating and are easy to manipulate. I use movement scarves quite frequently with this age group and also have a small parachute and animal puppets.

[Christina Wensveen]

I believe stimulation depends on the group. For some children just going to a new environment and seeing new faces can be lots of for them to handle. I would play it safe for the first few sessions until you know the group and the children. I think children also have to build trust in you and in the music class before big surprises are incorporated. We are providing stimulation with the kinaesthetic, visual and auditory senses with the activities we have learned so far. When the group is more comfortable with each other then I would bring in more vocal play elements etc..

[Christina Wensveen]

I believe music therapists bring a unique skill set to community programs. Although Meredith and Elizabeth are correct that we do not do formal assessments or treatment plans, I believe music therapists still approach a music session with this mentality engrained into our facilitating. So we are constantly assessing during the session and modifying according to the needs of the participants that day. Our training also has made us aware of what is happening behind the music and I think we are able to discuss this with participants comfortably. I know for myself, I try to stay on top of research and so would be able to tell them about a study and then do an activity that goes along with it. Music therapists are able to really highlight the connection between music activities and what is happening developmentally with the brain.

[Christina Wensveen]

I have never worked with this age group. I have played with friends babies and used my voice in various ways. I know rocking can be so important at this age and have held a baby on my knees in the way mentioned for the song “Row it faster”. I’m excited to practice my facial affect with a few more babies coming this year!

[Christina Wensveen]

5 words: Simple, Bonding, Touch, Awareness, Slowly

5 sentences:
1) Your baby responds most to your voice.
2) Put your hand on your baby’s chest when we sing hello so they know we are singing to them
3) Babies see best when you or objects are 12-18″ in front of them.
4) When placing a maraca in your babies hand, tickle their palm so they close their hand around the maraca.
5) So glad you were able to make it today! Welcome!

Plan:
Greeting song: “Hey, Hey” (composed by another MT) Bonding song: “Row it faster” (EKS) Songs about me: “Where is my face” (EKS) “Just like me” (EKS) Instrument song: “In my little hands” (EKS) Movement songs: “As big as can be” (EKS) “Goodbye” (MRP)

[Christina Wensveen]

I really liked Shonda’s comment about music therapists bringing live music to the children. There have been so many times the plan goes out the window and as a music therapist you are able to adjust and move forward. I think being able to adjust to the children in the moment is a huge part of making a session successful and that is something not all other music providers are able to do. I think another thing music therapists do is adapt music. I often change lyrics or put in a child’s name in a song to draw out responses. Changing a tune for a specific reason is something we do all the time. If a family needs support (i.e.: with transitions/ potty training etc..) we are able to create a song that might assist them during these stressful times.

[Christina Wensveen]

In my work with various community agencies, I have noticed these music programs can provide a sense of belonging- especially to families who have children with special needs. Some parents have told me they are not always welcome in other community programs and I think creating a community program that is inclusive is still (unfortunately) not as common as we like to think. I have also found that parents can find a great source of support in one another, and facilitating programs such as this, can assist in bringing parents together to form connections.

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