[Cindy Humphreys]

I think Tamara stated it so well, that we have the ability to focus on the moment and really help the child be successful where the are at the present time. Through my journey as a music therapist I have learned that we (music therapists) have exceptional observational skills, and ability to provide a supportive environment based on our training in group dynamics. Many of my OT and SLP coworkers are amazed at how music therapists can work with a group yet individualize for each child. I also feel that we are extremely creative individuals who have the ability to to create, adapt, reflect, and take risks on a daily basis.

[Cindy Humphreys]

The community where I work has been hit hard economically like the rest of the state of Michigan. All of our families have been touched somehow by unemployment, or loss of wages including both white and blue collar workers. I feel that because of the stress families have, our services are needed more than ever. I imagine a group that can help the entire family by promoting positive interactions within the family unit. Also, a time to get away, enjoy their children and network with other parents.

Before I started this course I talked with our Director of Special Education about her vision for implementing Sprouting Melodies. She feels that this should be a service that the school provides, under the umbrella of the 0-3 program. I feel fortunate that I have a supervisor who is supportive, forward thinking, and knowledgeable of the benefits of music therapy. She and the infant/toddler teachers are very excited about it.

[Cindy Humphreys]

I use all four music experiences with my students. All of my students have significant developmental delays, so the goals for each classroom vary. In the Severely Multiply Impaired classroom (SXI), several students are at the awareness and trust stage. This course has helped me define where each child is developmentally. One of the SXI students seems to be sleeping much of the time, but will open his eyes, smile and vocalize when he hears a familiar song. Another student in the same classroom has just begun to shake a maraca rather than putting it in his mouth. Progress has been very slow, but to see him be able to use an instrument functionally has been rewarding.

Movement is an important part of each of my sessions. Many of our students with autism do not know how to play, or move, so I use a variety of structured movement experiences and move toward increasingly free movement. This course has shown me that I am meeting the children at their developmental level and assisting them to the next level.

With a group of three year old significantly delayed children, my focus is on exploration and experience. As I now look at the group I see that two of the children are at the Trust stage, one is at the Awareness and the fourth is at Independence. We explore instruments with hands and mouth, rock, bounce and swing to the music. A favorite is to bounce on the therapy ball
and start and stop with the music.

These are just a few examples. This course has definitely increased my awareness of my student’s developmental stage and given me understanding and insight into the musical lives of children.

[Cindy Humphreys]

This has been a really good exercise to see how one developmental level flows into the next. Breaking it down will be very helpful when talking with parents about their child’s musical development.

Singing: Awareness: The baby turns toward a singing voice. Trust: The infant vocalizes in response to a singing voice. Independence: The baby starts to imitate sounds such as animal sounds. Control: The child is able to ask for a preferred song using words,gestures or pictures. Responsibility: The child is able to independently sing a song.

Playing: Awareness: The baby may reach toward the sound. Trust: The child begins to explore instruments with hands and mouth. Independence: Now the child is able to grasp an instrument and shake it, or hit a drum. Control: The child is increasingly engaged and is able to start and stop playing in response to the music. Responsibility: The child is able to maintain instrument play for a longer duration.

Moving: Awareness: The infant calms with rocking. Trust: The baby moves his or her entire body in response to music. Independence: The child can imitate whole body movements. Control: At this stage the child can start and stop their body in response to music. Responsibility: The child is able to sequence movements.

Listening: Awareness: The infant will stop movement when familiar music is heard. Trust: The child looks at the sound source when there is silence. Independence: the child recognizes familiar music and can indicate preference. Control: The child stops to actively listen to music. Responsibility: At this stage the child enjoys listening to others music.

[Cindy Humphreys]

Two boys in the playgroup that I co-facilitate have recently moved into the responsibility stage of development. When I come into the room, they watch as I take out my guitar to sing a transition song from play to group time. As I get ready they run over to the circle area and sit down, anticipating the routine. A few weeks ago they began sitting away from their mothers and will sit in the middle of the circle. They have become peer models to the other children and assist when putting away instruments or other materials. As pointed out in our reading, they are direction followers and take their role very seriously.I have known one of the boys since he was born, and it has been such a pleasure to see him develop into such an independent person.

[Cindy Humphreys]

Most of the students I work with come from a lower economic group, many of them labeled “at risk.” The town is a small mid-west city that has a strong Polish heritage. It is not unusual for my students to listen to Polka music and attend a local Polka festival each summer. Accordion music is still played by many of the older people in the community. As far as contemporary music and preferences, country, and classic rock are popular. I appreciate you asking this question, because I have never considered the Polish influence, and I don’t know anything about it. Perhaps I need to be more sensitive to the culture and incorporate it into some songs. Just think how surprised and delighted the grandparents would be!

[Cindy Humphreys]

As I walked into the gym in our special education preschool building the other day, I noticed that one of our four year olds with severe autism was on the verge of a meltdown in the big noisy space. As I approached I started to sing Good Morning To You and he immediately looked at me, took my hands and started rocking as I sang to him. It was truly a wonderful moment where he was able to make a connection in a space that is so difficult for him. The meltdown was averted, and he was able move on.

I am anxious to try the songs in the various modes, as the musicality seems very rich and warm. I write many of my own transition songs, but in the future I will be more intentional in writing music to support the meaning.

[Cindy Humphreys]

I have found when working with children and parents that initially the adults are very inhibited. I try to model and encourage playful interactions to let parents know it is okay to have fun . I think part of the group process is establishing a safe and caring environment where all participants can be respected.

[Cindy Humphreys]

Alyssa,

I hope you will enjoy the world of special education as much as I do. Early childhood is an area where I see music therapy making such an impact on children’s development. I currently have nine early childhood special education (ECSE) classrooms that are self-contained. In one building we also have a grant based pre-school (GSRP) that receives no music therapy. Even though they are in the same building as the ECSE rooms, they NEVER interact in any way. It is my intention to have some integrated classrooms next school year. I know I will have to do some PR with the teachers for them to understand the benefits, but I am confident that the results will speak volumes. I have been doing a test integrated group in another building and it has been very successful. My hope is that the Sprouting Melodies will give everyone involved in the project greater understanding and cohesiveness.

[Author]

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