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Thank you, Renee, and all of our members for giving families a place where they can trust and be comfortable expressing their concerns and thoughts.
ParticipantI think that this systematic understanding of the connection between music and development is what sets us as music therapists apart from other early
childhood music providers. We have so much to offer the children and so much to offer to parents!ParticipantOnce again it is great to hear about such diversified practice. Thank you all for sharing and for making the connection between the material presented
and what you are experiencing with your children or clients each day.On another note for Scott, you might want to read the great new book by Dr. Katrina
McFerran on Adolescents and Music Therapy available from Jessica Kingsley Publications.ParticipantThanks for you comments about listening. Sometimes I say to the parents in my groups – “She doesn’t need to ‘do’; she just needs to ‘be’.
ParticipantSorry about the formatting issues. We will take this up with the web guru. It seems as if everyone ‘gets’ the assignment.
Has it helped in your work? Does it change the way you speak to parents?
ParticipantBecause I am first and foremost a singer, I sometimes have to remind myself of the importance of singing for the child and the parent. This means
that I need to let go of my singing and make sure there is musical room for the singing of others. Does this ever happen to you?ParticipantThanks for the work you both have put into this exercise, Meghan and Renee. I hope you find it helpful. I know that when I am very specific and clear
about what I am looking for, it is so much easier to create the right kind of music for the children and for the moment. I also find it helps when I can
give the families a better picture of what our expectations are so they can relax and appreciate their child.
ParticipantIt is great that our group of participants are so diverse in their background and musical experiences. I guess one thing I have learned through the years is that we as music therapists are so prepared to listen and respond to diversity in our groups instead of maintaining a static curriculum.
ParticipantThank you for using the music and letting me know how the songs work for you and your clients. It is so gratifying to me to know that the music is being spread to the children.
ParticipantThanks for this information, Scott. Can you explain a little more so that we can see how to fix it?
ParticipantHi, Scott. This is a hard one. Sometimes I find that young children with autism use rigid music responses (such as the Thomas quote) in a way that is only minimally connected to the real music of the session. So your student might be in the beginning stages of trust where he is starting to trust you as the music maker and will need to trust the authentic music you bring him. The challenge will be to help him become indpendent of the rigidity of the disability such as using rote music or phrases that he has learned from repeated video viewing. Does that resonate with what you are seeing in the sessions?
ParticipantThank you for the feedback, Scott. This week has probobly the most didactic information. Hopefully the following weeks will be a little more fun. It is a lot of information to digest, and so I invite you to go back to the book during your practice when all these facts become more real.
December 4, 2012 at 9:30 pmParticipantI love your idea of ‘genuine curiosity’, Scott. It is the quality that will keep us fresh in our day to day work with all children.
ParticipantHere is a wonderful article written by Marcia Humpal on the songs that music educators, music therapists and early childhood specialists think that children know or should know that you might find interesting.
Humpal, M. (1998). Song repertoire of young children. Music Therapy Perspectives. Vol. 16. Pp.37-42. -
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