[Grace Baer]

Singing: A-Start making vocalizations to specific pitches. T-Start making adjustments to match leader’s pitch. I-Start using melodic intonations when babbling, more up and down inflection. C-Start matching specific melodic patterns in songs. R-Start matching both melodic and rhythmic patterns in songs.

Playing: A-React to and explore source of sounds. T-Experiment with rhythms. I-Try using instruments for intended purpose -tapping drum, shaking egg shaker. C-Coordinates experimentation with instruments with directions from leader. R-Keeps a steady beat internally and re-enters after rest on beat.

Moving: A-Sucking in rhythmic pattern. T- Swaying whole body or tapping hands or feet rhythmically. I-Making choice to respond rhythmically with whole body or with hands or feet to music stimulus. C-Listening and learning how to move in targeted manner – clap hands on beat. R-Following instructions for playing specific patterns on instruments.

Listening: A-Display of pleasure when hearing consonant music. T-Imitating preferred music. I-Follows directions in manner of singing or playing. C-Pausing own activity to hear music. R-Engaging by listening to others create music.

[Grace Baer]

Singing – I think since voice was my primary instrument when working on my Bachelor’s, I’ve naturally relied on singing the most so far in my sessions. In a few specific examples, I use it to bring about cognitive stimulation with those in my elderly groups, to communicate directions in my Pre-K classes, and to encourage information retention with individual students while working on IEP goals.
Playing Instruments – I use a variety of instruments when leading Pre-K classes and with the individual students. I mainly use percussive instruments to encourage fine motor skills, direction-following, and self-expression just to name a few goal areas. Playing preferred instruments is also an essential part of my sessions with individual kids as they serve as a big motivator and reward for completing tasks.
Moving – I love using movement in group sessions to increase/decrease energy levels, to regulate emotions, to gather attention, or just to get some wiggles out. I think that for a lot of young kids, when movement is paired with a task, they are much more likely to pay attention, engage as a group, and follow directions.
Listening – I’m also still working on my own listening skills with my clients, but I do see it as a valuable tool when working with non-verbal clients. For instance, I’ve had several interactions with an adult, non-verbal client, and I’ve been able to provide his preferred music based on his facial cues communicating his liking/dislike for genres and song selections.

[Grace Baer]

Working in Frederick and surrounding area, I work with pre-school age children to elderly adults in rehabilitative care and nursing homes. When working with my younger clients, I use familiar nursery songs, some original songs if it serves my specific purpose in the session, newer songs, and I also use lots of singable stories. When working with the elderly clients who are predominantly white, I most often see a preference for traditional folk such as “Home on the Range” and rock and roll like “Rockin’ Robin”.

[Grace Baer]

I have also not had a chance to try out these new songs yet, but I can easily imagine using all three of these songs in a group. I may even try using the “Just Like Me” song in some of my Pre-K classes when working on self-awareness. I especially liked “Just Like Me” because depending on your speed and energy, it could actually be used in a more calming, lullaby style.

[Grace Baer]

I’ve worked with a young client in adapted piano lessons for about 6 months, and we’ve found that it’s helpful to have a scheduled break halfway through the lesson just to step away from the piano and play his preferred instrument, the xylophone. I’ve really seen him grow in the Responsibility level through his initiation of improvisation with a partner and call-and-response. When improvising with me, he clearly is experimenting with different patterns and sounds, but he also loosely imitates what I play. He also listens closely during the call and works to replicate it in his response as closely as possible, including the accuracy in notes, dynamics and rests. I find it so interesting how even a “break” experience like this can still be both beneficial and rejuvenating.

[Grace Baer]

Awareness – joint attention between the child and another person as they play or make music together, reaching toward music, positive responses to consonance in music.
Trust – repetitive movements to music like waving arms, shows recognition of familiar melodies, exploration of instruments through hands and mouth.
Independence – increased use of hands to strike drums or grasp shakers, isolation of specific body parts to move rhythmically to music, enjoyment of musical surprises like fermata, glissando and silence.
Control – spontaneous dancing to music, imitation of learned movements to music, more decisions in what to play and how to play it.
Responsibility – imitation of simple rhythmic patterns, maintains a steady beat, really listens to others play.

[Grace Baer]

Personally, I hope to use the observation skills that I have naturally and that I have further developed in my time with Pre-Kindergarten classes in the past. This experience with those Pre-K classes so far has enabled me to be more aware of developments and responses to music, and I’m already seeing some that match up with what’s been covered in the video lectures. And as some of you have mentioned, it’s helpful to be silly sometimes with the kids as this makes us more relatable, and I’m working on bringing out more of my goofy side in sessions!

[Grace Baer]

I think my most valuable takeaway from this week’s content is that when working with this population in age, it’s important to say “Yes” as much as possible. The speaker mentioned that it would be a good idea to get down on the floor of where a session might take place with young ones to ensure that the area is safe and conducive to a good session. Instead of saying “No” due to a safety concern, you should say “Yes” to safe exploration. This way, the child’s imagination, desire to explore, and curiosity are all encouraged instead of stifled. Sometimes I think we can get stuck on telling little ones “No” in an effort to keep them on track or to guide them toward correct behaviors. However, I feel this can lead to child simply hearing “No” so often that they may become hesitant to explore as quickly.

[Grace Baer]

Hey everyone!

My name is Grace Baer, and I work at Noteable Progressions in Frederick, MD. I work mostly with individual elementary and middle-school students and with Pre-K groups in Frederick County Public Schools.

I completed my internship with Noteable Progressions, and I was so glad to be working with a private practice and gaining experience with so many different types of clients. After graduating with my Bachelor’s in music therapy from Charleston Southern University in South Carolina this past May and getting my certification, I was hired on as a staff music therapist at Noteable. I live in Pennsylvania with my husband, and we love growing our collection of cool plants (one day I’ll have dogs and cats!).

As time goes on and I gain more experience, I find that I’m drawn to working more with the early childhood population, so I’m eager to expand my knowledge through this training. My hope is to grow my toolbox of strategies, techniques, and session ideas for working with young children individually and in group settings.

Looking forward to learning from everyone!

[Author]

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