[Coleen Shanagher]

Singing: Awareness- makes cooing sounds when content. Trust- will vocalize when music changes into silence. Independence-vocalizations recognized as songs Control- appropriately uses pronouns
Playing: Awareness-mouth or lick instrument within his range. Trust- shakes instrument for short periods of time. Independence- begins to use mallets. Control-uses breath support to blow an instrument
Moving: Awareness- body moves rhythmically in presence of music. Trust- reaches arms from side to side. Independence- crawls to instrument choice. Control- beginning to jump
Listening: Awareness- look at the faces of the singers. Trust- looks where music had been when it stops. Independence- can stop movements to music. Control- can imitate simple rhythm patterns.

[Coleen Shanagher]

Since I am now back in graduate school I will share this training with other new music therapists so that they might specify their practice. I will also incorporate the new knowledge I have gained with parents as I see development in their children.

[Coleen Shanagher]

First of all I want to say thank you so much to everyone for being a part of this process with me! It has been so wonderful. I think this will impact my work as a music therapist because it has taught me to look even more specifically, at a level based on development. And obviously this goes for all ages and developmental levels. I have also learned to seek out what the typical developmental milestones are for EVERY client. I think by doing so I will be able to appreciate the details of each action of a client, which will help me to move further in my work and avoid burning out.

[Coleen Shanagher]

This is an interesting question that I seemed to just skip right past! Sorry about that! I think that this is something we encounter in every music therapy session. We have music for skill building where are working on a skill such as language development. So we have a specific song which provides opportunities for that one goal to be targeted, adapted and repeated. But in the context of the session we may do songs that support multiple goals at once, or just encourage participation and acceptance as a child develops on a holistic level.

[Coleen Shanagher]

Words: Freedom, exploration, observation, variety, anticipation
To caregivers: 1. Mouthing instruments is okay because it shows us that they are growing and exploring their world while finding new sensations. 2. Don’t worry because all of our instruments are cleaned after every use! 3. We can look at different ways to hold/support your child so that they can face you or their friends. 4. Sometimes children will sit and watch, or feel and instrument rather than playing it the way we are showing them but this is how they are becoming familiar with the instrument. 5. Give your child the space and encouragement to explore the room/group on their own and trust that they will come back to you, at which point you can give them a big hug.
Plan: 1. Hello (mine) 2.Hold on tight 3. Can you see me 4. Peek-a-boo (mine, with scarves) 5.March with my baby 6. Music time is over.

[Coleen Shanagher]

I also don’t know that becoming a provider fits into my career at this particular moment, but took the training for the developmental knowledge of each specific age. It’s great to know that if I wanted to pursue it in the future I have taken this step and would have the encouraging environment to support that decision. It makes going private practice on my own seem like it could actually be a possibility!

[Coleen Shanagher]

In addition to many of the things we’ve talked about and seen in the lectures, I think the most valuable thing to do is to just check in with each parent and show them that you are paying attention to the individual child. This means reflecting to the group what a child is doing, “See what Sally is doing over there lets all play like that.” Or “This is a perfect time to talk about what to when we see instrument throwing.” That way, each parent sees that their child’s needs are being met but also the other parents benefit from that learning experience.

[Coleen Shanagher]

I agree with a lot of what you are saying Stacy. I really love the concept of multi-age groups. I think it represents what we encounter in the world or in the family. Kids get to be the leader sometimes and sit back other times. But you are right that it brings challenges as we want to make sure we are addressing specific goals for each child at their level.

[Coleen Shanagher]

Family sprouts: versatile, support, cooperation, joyful, bonding: session plan: 1. Hello Everybody 2. Hold on tight 3. All of this is me 4. I like this song 5. Dancing in the middle 6. Will you come 7. Goodbye

Sprouting Melodies 3: Toddlers, balance, personality, parent education, communication: Session plan: 1. Hello everybody 2. Swimming together 3. my brand new friend (I really like this one for so many reasons) 4. Where is the music 5. You play a little (Great for turn taking without using the trigger word of “your turn”) 6.The leaves go down 7. Time to go

[Coleen Shanagher]

Congratulationssss!!! that is a beautiful name!

[Coleen Shanagher]

hmm I don’t know the brand off hand but I see a lot of what we use in your videos. I liked the suggestions about the balance of weight in the shakers. We use the mini maracas and eggs a lot. And the gathering drum often.

[Coleen Shanagher]

My immediate reaction to this question is…well it depends! But I’m sure that is what you were expecting. Just as Lauren said, each moment is different and we need to be conscious of the impact of the sensory level in the room. So I think to do this we need to watch the children closely and honor their reactions. If a child is running away from the session we can take note that there is a shift in the child’s desire for stimulation. Whether that means they are over stimulated and escaping, or they are under stimulated and seeking more feedback…that is the next question. And I think we can use our educated judgement to make a decision as to how to proceed and take note of the changes. Over time this helps us to have expectations for that individual but also characteristics to look for in others.

[Coleen Shanagher]

Sorry I just noticed when I hit submit it changed the spacing and it’s a little strange. Hope you can figure out what I was saying.

[Coleen Shanagher]

My five words would be: Bonding, Soothing, Appropriate, Attention, Engaging.

1. It is important for us to encourage bonding even if you are not the parent, because you are a caregiver and you have a role in teaching this child how to bond with others.
2. We choose these instruments specifically because the sounds may not be as harsh as others.
3. You may notice your child’s startle reflex, and this is something we want to be aware of as they are developing, and perhaps adapt some of our music experiences to be sensitive to them.
4. At this age children show us they are engaged-or overstimulated- in subtle ways. If they look away from the music or try to move away from it this might be the child showing us it is too much for them.
5. It’s okay if your baby falls asleep! It is just as important that you learn the songs and experiences to take home with you. We understand the value of sleep.

Session:

Greeting: Hello
Bonding: Row Row Row your boat
she’ll be comin’ round the mountain (I do this in a similar way as in the lecture, starting slow and then bouncing faster)
Songs about me: Just like me ( I like this one a lot!)
Instrument: Shake Shake (blues-y song I learned in undergrad)
In my little hand
I’d also probably do an improvised rhythm play here to take the words out possibly singing on one syllable
Cool down: Twinkle, Twinkle
Goodbye song.

[Coleen Shanagher]

I have not had a ton of experience with children 0-9 months and that is a big part of why I decided to take the training. I had the opportunity to work with a woman having premature triplets and realized that I really didn’t know the specific knowledge that I needed for such a job. I think that some of the things we’ve talked about seems to come naturally, like the changes in affect and tone. But other things it really helped to think about, such as the startle reflex and the use of tracking.

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