[Elizabeth Bentz]

I currently have a 22 month old son (soon to be 2!). When he was in the Sprouting Melodies 1 age, there was a wide variety of his interest. For the first 3 months he couldn’t hold his head upright or see very far, so everything had to be within 12-20″ and we had to support his neck. At about 4 months, though, he started becoming very curious about the world around him. We had to carry him facing outward because he wanted to see everything. He also was not shy around anyone and would babble all the time. That lasted until about 10 months when the stranger anxiety phase started. I would also say he was always a cautious baby – he had to try something a few times before he really engaged. He’s still that way as a toddler. His first swim lesson, he cried. His second swim lesson he cried. His third swim lesson, he loved it.

[Elizabeth Bentz]

I haven’t yet worked with children of this age and level, however I have a 22 month old child of my own. I would say when he was about 6 months old he was exploring everything in every way. We had to put him in the front carrier facing out and take tours of our house, because he wanted to see and touch every possible surface. He also would attempt to sing along with songs and recognized preferred songs. Around a year, he became bashful and more cautious. It takes him a few weeks of group activities to get confidence to join independently. That is where the consistent, predictable schedule of the session is very important. Once he learns what is coming and when, his confidence skyrockets and he’s able to separate from me more and join in.

[Elizabeth Bentz]

I feel like music therapy is not well known in my community. Most families I speak with remark either (1) they didn’t know music therapy “was a thing”, or (2) they didn’t know music therapy was offered here. Advocating what we do and that we are around is very important here. However, in New Mexico we have not had luck billing health insurance, and are only available through early intervention or a specific Medicaid waiver. This has become a big obstacle for families wanting music therapy, since private pay is often times the only option.

[Elizabeth Bentz]

I feel like music therapists provide the opportunity to grow together for young families. Bonding is so important and crucial, and having music therapy as part of early intervention or any type of child-parent class can create an environment for that bond to grow. We are also giving families tools they can use at home to foster development, bonding, and learning in a fun, non-invasive way.

[Elizabeth Bentz]

Singing – I use singing in my practice to encourage vocalizations. Often times I will teach a functional phrase using a simple melody. I have also taught personal information using an original song.

Playing Instruments – I use playing instruments as a way to access motor movements. Since I work in the ID/DD population, I frequently address gross and fine motor movements as goals. I have been taking note recently of one of my client’s ability to play the drum with a steady beat to the music.

Moving – As stated above, I have several clients who address gross motor skills in sessions. I typically use predictable and familiar movement to music songs with one client. Some days she’s all in, other days I have to amp up my energy to get her to participate.

Listening – One thing I like to do in sessions is change a familiar song in some way, either by holding a note out for a long time, or holding a pause for a long time, and watching my client’s reaction. It’s a great way to pull them back into the session.

[Elizabeth Bentz]

Singing
Awareness – repetition of vocalization
Trust – matches pitch half the time
Independence – sings descending intervals
Control – matches selected pitches
Responsibility – increases ability to match pitch center

Playing Instruments
Awareness – rhythmic movements are instinctual
Trust – briefly uses pulse and meter
Independence – uses hands to strike drumhead or tambourine
Control – likes to pound and bang
Responsibility – maintains steady beat

Moving
Awareness – moves are in simple rhythms
Trust – displays movement that is rhythmic but not synchronized to the music
Independence – uses whole body rhythmically and can isolate body parts rhythmically
Control – imitates learned movements to music
Responsibility – uses musical movements in sequence

Listening
Awareness – recognizes changes in vocal timbre
Trust – recognizes familiar melodies
Independence – enjoys musical surprises like fermata, glissando, silence, etc
Control – follows melodic contour of familiar songs
Responsibility – recognizes and can produce “loud” and “soft”

[Elizabeth Bentz]

It is so fascinating how all these seemingly small things infants and toddlers do (which we often take for granted) are vitally important to future development!

[Elizabeth Bentz]

I will have to look up De Colores! Thanks for the suggestion.

[Elizabeth Bentz]

Hi Holly. I also work with developmental disabilities, and I am guilty of not repeating enough. In fact, some times I wonder if I’m being “lazy” because I’m repeating the same thing over and over…I need to remind myself that at certain developmental levels, repetition is incredibly important.

[Elizabeth Bentz]

Hi Meghan! I would definitely say my son is in the independence stage…he smiles when he hears glissandos or the beginning of a favorite song (right now “Wheels on the Bus”). It’s so fun to watch his whole face light up as he recognizes what’s happening.

[Elizabeth Bentz]

Living in New Mexico, a lot of the music is in Spanish. I’ve found that most children songs have Spanish versions (ABCs, Twinkle Twinkle, etc.) but I have had to reach out to friends and co-workers to find Spanish lullabies as well (specifically those from Mexico). The Celito Lindo is still popular.

[Elizabeth Bentz]

I used the Just Like Me song last night with my son (22 months) while getting his jammies on. He loved it. He’s recently learned body parts and likes to point them out on others (and his stuffed animals) as well. We smiled and giggled as we labeled what body parts we both have – which corresponded to which body part we were putting in the pajamas.

[Elizabeth Bentz]

When my son was about 6 months old, the only thing that I could do to get him to stop crying was play Bach’s Prelude in C Major from the Well Tempered Klavier book 1. Listening to this week’s videos, I believe that is because he could recognize the triads in the piece. The piece also has a lot of consonance and is predictable in structure. This would put him in the Awareness level of musical development.

[Elizabeth Bentz]

Awareness
– The child might make repetition of the music therapist’s vocalizations
– The child might suddenly go still and be silent, a sign they are absorbing the musical information
– The child may turn their head and face to the sound source

Trust
– The child may make repetitive movements in response to the music
– The child can make rhythmic movements but they most likely will not be synchronized to the music
– The child will produce pitched vocalizations with purpose

Independence
– The child can grasp and shake maracas or other light weight instruments
– The child can use melodic inflection when vocalizing
– The child likes crescendos and glissandos

Control
– The child can match pitch
– The child may spontaneously dance to music
– The child will bang on the drum quickly and may not match the beat of the music

Responsibility
– The child can understand rhythmic structure including rests
– The child can match tempo and dynamic of music
– The child can maintain a steady beat with the music

[Elizabeth Bentz]

I think my most valuable take away this week was respecting children’s imaginary play. I’ve worked with some parents who take away toys when the child isn’t playing with it “the right way” (it’s intended purpose). For example, I had a parent take away drum sticks because the child wanted to hold the tipped end instead of the fat end. I feel exploration of materials is natural and should be encouraged.

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