[Favor Chujor]

1. Grounded, joyful, intentional, suspense, playful

2. “It’s okay if your kiddo doesn’t want to play their instrument! This is how they’re choosing to engage right now.”, “Look how they’re playing when the music stops! That means they want more music.”, “It’s developmentally appropriate for your child to put the instrument in their mouth!”, “Did you notice how they matched my pitch?”, “Just because they’re not singing or actively participating here, doesn’t mean they won’t sing this song at home!”

3. All Day All Night, Hello, Shake Uh Huh, Marching to the Music, Come to My Farm, Goodbye

[Favor Chujor]

I use maracas and shakers with handles within sessions so that children can work on their fine motor skills while engaging in a gross motor movement. I also take into consideration the size and texture of the instruments for kiddos with sensory sensitivities. I also like using frame drums because they’re big enough for kids to walk around with and explore the different timbres of the drum. Using instruments with lots of colors is also great for color identification and it’s also a gentler form of sensory stimulation.

[Favor Chujor]

I believe just the right amount of stimulation is when a child can actively participate within the session, however that looks for them. But, this depends on each child and the energy in the room in general, which is why it’s so important for us, as therapists, to really be grounded and present in each session so we can notice and adapt to the levels of stimulation in the room.

[Favor Chujor]

This course has really helped to change my perception of young children and music. I grew up as a child performer (I started taking piano lessons in the 1st grade) and until this course and my experiences in Sprouting Melodies classes, I didn’t realize just how anxious I was about using music in early development. Sprouting Melodies has supported me in my journey to break the “performative” nature I have when it comes to being around children and music. This mindset change has helped to ground me as I begin to fully lead Sprouting Melodies classes in my internship.
My next step is to learn how to integrate the parent/caregiver education piece into my style of Sprouting Melodies classes. It can feel difficult to break that 4th wall of music-making/education, but I’m ready for that challenge.

[Favor Chujor]

I’m excited to put my training to the test and use these Sprouting Melodies strategies in my internship and future professional practice. I’m also excited to generalize these skills to every interaction I have with a young child, within and outside of a musical setting.

[Favor Chujor]

One aspect of the session I’ve really become comfortable with is the element of space and suspense. Providing each child with the amount of time they need to respond (verbally, musically, physically) allows for them to feel like they are a part of the musical experience. At times, it feels strange providing space or suspension, but a child’s reaction time is much different than an adults’ reaction time, so providing that space sets a child up for success.

[Favor Chujor]

5 Words: Bonding, smiles, collaboration, enthusiasm, dynamic
Family Sprouts Plan: Gather Round, Hello Everybody, All Night All Day, Will You Come?, Sit and Shake With Me, Goodbye

[Favor Chujor]

The biggest challenge is making sure that the presented music is appropriate and engaging enough for children of all ages. One way to mediate this, I’ve found, is by changing the presented song every few times through (either dynamically, tempo-wise, etc.) so that it is still engaging for babies and older children.

[Favor Chujor]

The biggest difference is that Sprouting Melodies is developmental-milestone based, rather than performance based. If a child decides not to musically participate within a session, that is based on a developmental milestone, rather than a behavior or performance anxiety. The music presented in Sprouting Melodies also differs from other music-learning based programs in that songs are meant to be generalized and used in non-musical settings.

[Favor Chujor]

Use 5 words to describe the music experiences in Sprouting Melodies 2.
Exploration, intentional, joyful, anticipation, growth

Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.
1. “Look how they’re starting to sign for ‘more’!”
2. “It’s okay if the instrument goes in their mouth, they’re just exploring the instrument.”
3. “They can play along whenever they’re ready, listening is just as beneficial as playing.”
4. “Look how they’re playing a steady beat!”
5. “Your child just matched my pitch! That is the beginnings of expressive language development!”

Create a plan for songs and music experiences to use in a Sprouting Melodies 2 session
It’s Time to Make Some Music, Hello Everybody, Sit and Shake With Me, We’ll Be Marching To the Music, There Are Colors/Where Is My Face?, Thank You/Goodbye

[Favor Chujor]

For children in this age range, I’ve used small maracas, chiquitas, and frame drums. I generally use try and utilize instruments that are a bit bigger than a child’s mouth, in the instance that the child puts the instrument in their mouth during the session. The color and texture of the instruments are also important to keep in mind, as you can embed color identification into presented songs.

[Favor Chujor]

It definitely depends on the child. We know, as music therapists, that the same song can be adapted for various populations, and the same goes for the level of stimulation. What is just enough for one child can be too much for another. On the other hand, overstimulation can also present differently in each child, so it’s important for us, as facilitators, to be especially intentional with the musical experiences we provide.

[Favor Chujor]

Within my music therapy internship, I have observed and facilitated Sprouting Melodies classes. It’s been wonderful to learning about Sprouting Melodies in theory, then be a part of the experience in practice. Outside of music therapy, I was the musician for the infant/toddler classes at my church, so I’ve always been around young children and been able to observe their musical development.

[Favor Chujor]

I love the point you made about music being foundational! Music is in our DNA, but the right environment can bring out one’s musical tendencies, and music therapy provides that environment. Music therapy can be expressed within the DNA of a person and their community.

[Favor Chujor]

Community music therapy can be an opportunity for members of a community, who may have never crossed paths initially, to engaged in a shared, positive experience. Because we are musical beings, a music therapist can provide a safe and positive environment for community members to come together. Community music therapy can also provide a way to bond with others outside of a music therapy session. Generalization is a huge part of music therapy, and providing this service allows for the music to exist outside of the session and within one’s community.

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