[Emily Fabian]

*revised answer

SINGING: AWARENESS: the child can discriminate pitches from one another. TRUST: the child typically uses descending intervals in melodic contours. INDEPENDENCE: the child uses glissandos when singing and vocalizes in response to music. CONTROL: child can generally match pitch. RESPONSIBILITY: the child will sing familiar songs using melodic contour and rhythm. The child will recall and sing learned songs.
PLAYING: AWARENESS: the child will turn their eye gaze towards the sound source. The child will briefly grasp a musical instrument like a rattle when put in their hand. TRUST: the child will shake a simple instrument like an egg shaker. INDEPENDENCE: the child will transfer an instrument from hand to hand. CONTROL: the child will play in various tempos. The child will start and stop instrument play in response to the music. RESPONSIBILITY: the child will group rhythmic patterns into sequences.
MOVING: AWARENESS: the child will calm to rhythmic rocking and make repetitive rhythmic movements with their body. TRUST: the child will move their body rhythmically in response to music. INDEPENDENCE: the child will briefly group their movements into meter. The child will use repetitive motor patterns. CONTROL: the child will March to music like the ants go marching. The child will play one handed instruments while simultaneously moving to the music. RESPONSIBILITY: the child will recall and show simple learned movement patterns.
LISTENING: AWARENESS: the child will show positive response to music in their environment. TRUST: the child will show changes in their affect in response to the emotional content of the music. INDEPENDENCE: the child will enjoy changes in tempo, dynamics, and tone of the music. The child will follow simple directions set into familiar songs. CONTROL: the child will make a choice of instrument from fields of two or three. The child will anticipate both the beginning and end of familiar songs and phrases. RESPONSIBILITY: the child will take turns playing or singing in a group environment. The child will follow the session routine along with two or three step musical directives.

[Emily Fabian]

Singing:
Using “good morning good morning” bring their awareness to the musical environment and begin preparing them for the class ahead. On the second singing, prompt them to join in matching some of the pitches and make eye contact on the final phrase. Begin singing the “rules” song of the classroom and pause the music for the students to verbalize the number of the rule. Sing a familiar song like “ABC’s” to transfer the academic skill of letters to music while combining their control of melodic contour of the known melody. Finally, sing the “goodbye” song as the transition of the children back to their homeroom class through responsibly lining up in order.
Playing:
Bring their awareness to the chosen instrument of the day through the transition of passing them out. Trusting them to play the instrument in its intended use of playing and not throwing or rolling. Begin a familiar song like “we are the dinosaurs” where children can independently begin exploring the sounds and uses of the instrument to directives described within the song, controlling their play. They can then responsibly start to feel the meter and steady beat as the varying directives are told in the song.
Moving:
Children become aware of the rhythm of “we are the dinosaurs” and start to move and play along with the music. They independently move the instrument faster/slower, softer/louder as the directives are sung within the song. They begin controlling these movements during the various verses. They start to respond to the sequence of movements over time.
Listening:
Children are aware of the shift in vocal timbre provided during each transition like “hello”, “rules”, and “goodbye” and trust the familiar melodies over time and instinctually respond accordingly during class. They demonstrate independence and control in activities utilizing songs like “freeze dances”, “shake your sillies out”, and “days of the week/months of the year”.

[Emily Fabian]

My music classes/groups start within the developmental stages of independence and control moving mostly towards responsibility. In singing some examples I have used include: matching pitch to familiar songs used like “hello” songs, “rules” songs, “goodbye” songs, and transition songs that I teach through piggybacking familiar melodies; along with beginning to teach melodic contour through use of solfege. Examples of playing instrument include: exploration of instruments with varying grasps and purpose in starting and stopping of the music, steady beat, and directive play-songs. Moving examples include: repetitive movement play-songs like simon says, freeze dance movement songs, and sequential body percussion interventions. Finally, listening examples include: recognition of melodies like “hello”/”rules”/”goodbye”, matching the feel or directives of music, as well as listening to fellow musicians during their turns.
This model of “sing, play, move, and listen”, is almost exactly how I structure my early childhood music classes. I have found it to be incredibly effective in time management, transitions, and music learning/development at those ages. It keeps the children engaged, on-task, and exploring within music for a wonderful class that makes them want to return over and over again.

[Emily Fabian]

I plan on using the song “Do You Want to Be My Friend” with my students in 1-3 grade this week. At my school, this is a special week called Catholic’s school week where the importance of kindness, honesty, integrity, love, and faith are displayed throughout the school in which teacher’s have planned many engaging and informative activities and lessons for the students. I think incorporating this song for this week will help me speak to the students about such important concepts in life and in school in a meaningful and musical way.

[Emily Fabian]

Something that comes to mind is an activity I have begun with my second graders. They are currently starting the responsibility stage of their musical development. Splitting them into 3 or 4 different instrument groups, they followed along to a rendition of the can can, in which they were assigned a colored symbol with their instrument that they had to follow along with playing to the animated video on the steady beat or rhythm provided. The rhythms started more simple and spread out, and increasingly became more difficult as the music progressed. I then gave them the opportunity to swap instruments and see if they could follow the different path. This not only was incredibly fun and engaging for them, but allowed them to work together on many of the characteristics of this developmental stage.

[Emily Fabian]

I work at a private Catholic school in TX, where the population is majority Hispanic, followed by African American, and then white families. One of my big goals is introducing all grade levels (PK-8) to a vast variety of music. I have done this through introducing different composer’s of the months, from all music time periods, different ethnic and socioeconomic backgrounds; as well as lyric analysis projects to establish rapport with students using their favorite music (that is of course school and age appropriate). I know I can always do more, and hope to continue broadening both their and my musical catalogue and knowledge.

[Emily Fabian]

Awareness level:
A child will respond to a mother’s voice singing a lullaby by orienting themselves toward the music. A child will laugh and bounce along to play-song music. A child will recognize the difference in pitch, tone, and timbre of their mothers voice compared to their fathers voice.

Trust level:
A child will try to match pitch to a short familiar melody. A child will grasp instruments either to investigate the sound with their hands or put in their mouths. A child will move to the rhythm of a song, but not often steadily.

Independence level:
A child might respond with excitement when crescendo is used in music/vocalizing. A child will demonstrate steady briefly by clapping their hands, patting their legs, stomping their feet, or bouncing up and down. A child will grasp an instrument and change between both hands playing.

Control level:
A child will imitate movements to play-songs mirrored by an adult or through a video. A child will actively start and stop (or freeze) along with the music. A child will play instruments in varied dynamics that match the music.

Responsibility level:
A child will imitate simple rhythmic patterns in a call and response. A child will synchronize their instrument play to the group around them. A child can maintain a steady beat to music.

[Emily Fabian]

I truly love getting to work with young children. For me, getting to see both their small and big successes as well as their unfailing creativity in the classroom makes my work exciting and challenging. Allowing them room to explore and grow while ensuring clear directives of safety, responsibility, and respect makes for a beautiful music environment. Reading everyone’s reflections shows just how incredible and vital this work is for not only the children, but the families, caretakers, and us as providers.

[Emily Fabian]

I thought one of the biggest takeaways is the allowance of exploration of developmentally appropriate behaviors. In particular, the review of 36-60 months, how we as therapists can provide an environment for these experiences that demonstrate to the child safety, responsibility, and empathy. I see all the time in my pre school aged classes, children asserting that need for independence and testing boundaries. With the application of the developmental standards, I can integrate effective, thought-provoking, and creative interventions in my classroom.

[Emily Fabian]

Hello All!
My name is Emily Fabian and I am currently an elementary and middle school music teacher in Dallas, Texas. I received my bachelor’s degree from Sam Houston State in Music Therapy. I then completed my internship with a private practice serving the DFW community. The primary populations served were young adults and adults with disabilities such as ASD, CP, Downs Syndrome, learning disabilities, etc. I was then hired by that private practice, where I built my client load and eventually started supervising interns coming into the field as well. Unfortunately, after 3/4 years in clinical practice, I went through some personal issues (in which I don’t feel comfortable to discuss) that made it better for me to leave the field for a time. I switched careers, and became a flight attendant for a large US carrier. There I was able to travel the country and parts of the world and really take the time and break for myself that I needed. When the pandemic started, I was furloughed like many people in many fields. Afterwards, an opportunity came my way to teach at a private elementary/junior high school in my home town, in which coincidentally I attended as a child. I wanted to move back to DFW and I was ready to get back to music and my field/related field. During my time in private practice, I developed my passion for early childhood development and education. I am in the second half of my first year teaching and am absolutely loving it! I am able to incorporate therapeutic strategies, concepts, and interventions/activities into my teaching and curriculum. I look forward to learning what’s offered in this coarse and implementing them in my classroom.

[Emily Fabian]

I think I got it to work!

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