[Ericha Rupp]

Ah… thank you Liz for the clarification. I was thinking way to far into the question. 🙂

Awareness: Singing (S) – makes pitched vocalizations; Playing Inst. (PI) – uses arms to reach towards the sound source; Movement (M) – demonstrates reflexive movement patterns; Listening (L) – calms to familiar melody

Trust: S – vocalizes in the tonality of song; PI – anticipates instrument sound with repetition; M – moves entire body rhythmically; L – display affect changes in response to emotional content of music.

Independence: S – imitate short vocalizations; PI – uses hand to strike instruments; M – Stomps feet rhythmically; L – Follows simple direction set to familiar music.

Control: S – uses both ascending and descending intervals when singing; PI – uses pincer grasp to manipulate a guitar pick or wave a scarf; M – clap hands rhythmically; L – anticipates the beginning of music.

Responsibility: S – regulates vocal quality to match timbre of music presented; PI – sustain sound on a simple wind instrument (slide whistle) for a specific duration of time; M – sing and move at the same time; L – takes turns singing/playing in a group structure.

[Ericha Rupp]

I am kind of confused as to how to present this response. Are we to provide examples of music activities within each music experience or replicate what was done in the power point but in our own words?

[Ericha Rupp]

In a one-on-one I have incorporated all four sequences equally. In a group setting, I have definitely been playing instruments and using movements. However after really looking at what I do I haven’t been using a lot of singing and listening. I’ll have to admit, until taking this course, I was underestimating the developmental level of the 6-10 months kiddos that I get to work with on a weekly basis. Not only do they have so many things going on in that little noggin of theirs but they are also learning SO MUCH!! It’s so great to be a part of their learning process. After listening to and reading the power point I feel confident enough to be able to incorporate these two sequences in my group sessions. A few changes that I have made is the timbre of my voice. I tend to stay on the dramatic/animated side and realized once I “toned it down” a bit what a different reaction I got. Some kiddos were more interested and engaged in what I had to say. Others became tired and appeared to not have any interest what so ever and literally would get up and remove themselves from the music group and go grab a book off their little book shelf and thumb through some pages. 🙂 Some other changes I have done is added a few more Fast/slow and Loud/quiet songs, adjust them accordingly, to all of my group sessions. After finding out that all of my kiddos (no matter what age) could benefit from these songs at their own rate, I decided to not hold anything back. Musical developmental sequence: singing has been a difficult one for me to adjust. I only get 15 minutes with each group of kiddos and for my younger groups (6-10 mos.) I wish I had more time with them to really allow them to process what I am doing and for them to react. Looking forward to reading all of your responses!
Fyi love Liz’s saying, “Everybody stays and everybody plays”.

[Ericha Rupp]

Laura~
Thank you for sharing your story! I too have a little one at home (7 1/2 months) and relate to your egg shaker story. I handed her a pink maraca and she went crazy excited! She absolutely loved the cause and effect and completely enjoyed being in complete control. I can’t wait to introduce her to other instruments. 🙂

[Ericha Rupp]

BJ I completely agree with what you said about kids usually gravitating to the music that is being played in the home environment. The other day I had a parent come up to me and admit that she listens to Lady Gaga with her 8 month old and loves dancing around the house. 🙂 With that being said I immediately went to KidzBop (kid friendly popular music) and searched for Lady Gaga songs to help support our music sessions. IT WORKED!! 🙂

[Ericha Rupp]

Currently I live in a heavily culturally diverse population. This includes Native American, Hispanic, Vietnamese, Mung, and Somali. The only adaptation I have done was upon request to not have certain traditional American holiday songs be played during the music session. Other than that I was told by a few translators that the traditional nursery rhymes that I do during my session are easily transferred to the nursery rhymes that a family has used in their homes (same melody, different words). Beyond this I tend to do a lot of children songs in a variety of genres (rap, hiphop, country, lullaby, folk, popular, classical, the list goes on).
While growing up I was exposed to a wide variety of music which I feel has helped support my appreciation for all types of music. Especially when an older child comes to my session and requests “Thrift Shop” by Macklemore and the next one after him requests, “Boys ’round Here” by Blake Shelton. 🙂 On the other side of things I have a degree in vocal performance with an emphasis in opera which has helped me tremendously when an adapted lesson kiddo comes to me and request anything from the Baroque, Classical, or Romantic era.

[Ericha Rupp]

Sorry friends for the late response. I thought I had responded a few nights ago and realized this morning that it didn’t show up. 🙁 With that being said I was able to do a few of the songs presented in the video. I have done, “Good morning” and “All of this is Me”. Good Morning was done as a hello song for three classrooms with little kiddo in it. I added scarves to wave in the air everytime I sang “good morning”. For the third time singing it a few kids started singing along while moving their scarves. They loved singing the octave jump. 🙂 During the “all of this is me” song I did this in a one-on-one session. The child absolutely loved the melody and chimed right in. I used this song to help identify different parts of his body (current goal) so I changed a few words to identify other body parts (i.e. shoulders, tummy, back, etc.). It was so much fun. I can’t wait to do this song with other kiddos and possibly incorporate it some of my groups.

[Ericha Rupp]

As soon as I started reading about the development stage of independence I immediately thought about one of the younger classrooms that I get to bring music to once a week. There are six kiddos around the age of 12-16 months. During ‘music time’ they thrive off of repetitive music, uses a variety of vowels and consonants when vocalizing, engages and recognizes familiar melodies, are entertained by musical surprises (i.e. fermatas, glissandos, and silence) and ‘active silence’ works wonders. When I engage active silence it’s almost like I can see their wheels turning in their heads, waiting, wondering what is next, processing what they just heard, etc. It’s a beautiful experience. So glad that you mentioned this in the power point. I often have to explain myself to both teachers and parents why I use active silence.

[Ericha Rupp]

My high energy levels and passion for animation. I live to have fun and I have fun so I can live. 🙂 My peers always mention how entertained they are by my animated movements and facial expressions that correlate with simple everyday conversations. When I put both of these strengths appropriately within the music therapy session for my little kiddos I feel they’re more engaged and retain a lot more information. How this supports my work as a music therapist…..I believe it helps create a unique learning environment for all participants involved in my music therapists. Both as a participant and as an observer.

[Ericha Rupp]

The biggest takeaway from this weeks’ content was confirming that there is a lot going on in these little minds and bodies that I get to work with on a daily basis. I feel comforted knowing that overwhelming feeling I get when I walk into one of my 16 pre-school classrooms (ranging from 6 mos – 48 mos old) is normal. I find myself constantly asking ‘where are these kiddos developmentally?’. These slides from the power point were so helpful with providing a guide to help organize my thought process when treatment planning. 🙂 Thanks!

[Ericha Rupp]

Hello music friends!! My name is Ericha Rupp from Shakopee, MN. Graduated from the University of Minnesota a while ago and have been working in early childhood since the day I became a music therapist. Currently working for a non-profit organization with children ranging from age 2 to 14 years old primarily diagnosed with Autism Spectrum Disorder. Afer learning about Sprouting Melodies mission and vision, I hope to gain a different perspective on how to meet my family’s needs. Can’t wait to begin!

[Ericha Rupp]

Don’t have a picture to upload at this time. Once I get back into the office I will.

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