[Dany Orozco]

I haven’t started a group either, but I think most families are going to benefit from interacting with their child in a way that is fun and meaningful, while helping their child reach their developmental goals.
I’m also starting a branch of my company that focuses on using MT to support deliveries and C sections, and I think this program is going to be a great way to continue with music after their baby is born. So far there’s been a good response and a lot of interest in this, so I’m excited to get things going!

[Dany Orozco]

I agree with Jennifer and Nancy. I think our training allows us to adapt everything to what our patients need at that time. In early intervention it’s especially important and I think the parents can tell the difference when they see a musician giving a music class and then a music therapist.

And Nancy, I think what you said is very important too, being able to explain what we are doing and why we are doing it gives the parents a little more comfort to know their kids are in good hands and we know what we’re doing. I think it shows that we’re not just musicians, we’re musicians who know how to apply the music we’re using to reach the developmental goals we’re looking for.

[Dany Orozco]

I haven’t worked too much in early childhood but I always try to incorporate the 4 types in my sessions. I think one of the great characteristics of music is that we can incorporate different goals and work towards them at the same time. For example during a call and response exercise, we can work on listening, playing an instrument and movement, especially if you give cues to play in different ways (like play the drum above you head). It’s good to read the goals broken down like in the book, it helps to think about all the things that make each stage.

[Dany Orozco]

– SINGING – Awareness: Make repeated sounds. Trust: Vocalize in tonality of songs. Independence: Babble using melodic intonation. Control: Sing a phrase using 3 or more pitches. Responsibility: Sing familiar songs using melodic contour.

– PLAYING – Awareness: Use arms to reach towards source of sound. Trust: Explore instruments with hands or mouth. Independence: Use hands to strike drumhead or tambourine. Control: Use familiar instruments functionally. Responsibility: Participate in call and response with adult.

– MOVING – Awareness: Make repetitive rhythmical movements with body. Trust: Move entire body in response to music. Independence: Imitate clapping hands in response to music. Control: Sustain hand clapping in familiar song. Responsibility: Move and play simple instrument simultaneously.

– LISTENING – Awareness: Turn facial attention to source of singing. Trust: Display affect changes in response to emotional content of music. Independence: Recognize familiar music even with changes in timbre. Control: Anticipate the end of a familiar song. Responsibility: Listening to the music of others.

[Dany Orozco]

I’m in Mexico but the songs we have here are not too different than the ones in the US. We have a lot of songs that are the same but in spanish, like itsy bitsy spider and twinkle twinkle. Even the ones that don’t have a translation have the same goals as the ones in english, so when I was going through the video of the songs I could think of what songs I knew in spanish that would have those goals. I couldn’t think of any gathering songs that I learned when I was young, but I usually translate the ones I know in english or write new ones so it works out.

[Dany Orozco]

There are a couple of early childhood programs in my city, but none that are based in music. That’s why I think that creating a program that is music therapy based is very important, especially if it’s going to give the child and mother a new way to connect and bond. I have heard of a good amount of people who are interested in this since mothers want to be involved in their child’s learning. Like Caroline said, I also think my perception of what I will bring is going to change, but I think I will be able to bring a well fundamented practice, one that is based in research and music therapy instead of only music. I think that’s a great way to start this kind of program in Mexico, setting the bar high.

[Dany Orozco]

I don’t have any children so this week was a reminder of what changes to expect at what age. I’m glad I have nephews that right now are 4 and 20 months, because it makes it easier to remember the characteristics of each stage since I’m seeing the changes in them.
When each stage was presented I could think of the different kind of songs that could be used, but I’m excited to keep thinking about it and see how to make the groups more successful.

[Dany Orozco]

Hi!
I’m Dany Orozco, I just graduated from Berklee College of Music in Boston, got certified and moved back to my hometown Guadalajara, Mexico. I’m opening a company here called Interludio, its purpose is to promote music therapy in Mexico and open a couple of programs in different hospitals. I figured it would be easier for them to start with one day a week of MT so they see the benefits, and it’s better for me because I can work in different hospitals before hiring other music therapists as needed.
That was my main idea when coming back home, but I started being interested in early childhood when my cousin asked me to do music therapy at her C section. I want to open a program that supports the mothers before the child is born, and I want to take this course so I can also have a program that continues to support the child as they start to grow.
I’m excited to take this course! I don’t know how to put my picture up there like Meredith and Beth, but I guess you can imagine a Mexican girl and you’ll be good.

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