[Holly Jurca]

Your first line says it all! I like what you said about the fact that no assumptions should be made without proper clinical reasons!

[Holly Jurca]

Firstly, it has given me a solid foundation to understand birth to 5 years and development and what developmentally appropriate music means! It has equipped me in providing resources to families and increasing my own awareness. I understand development so much more now and the first video I saw from the training was so impactful – music development is development! That definitely made an imprint on my mind.

Secondly, group cohesion and catering to the individual within a group feels more tangible now. I am someone who has a lot of experience in 1:1 client work, so group work is less of a comfortable area for me. SM has allowed me to understand the meaning of space and use my verbal and musical skills to support each child.

SM has given me an arsenal of songs to choose from for various purposes. It has allowed me to understand musical responses to various songs, watching and hearing what Meredith and Elizabeth talk about in each video on possible responses from children. It has allowed me to create successful potential session ideas with all of the examples in the videos. It is also so valuable that I’ve learned what to do and how to engage in the tougher sessions, where the individual child might be having some behavioral elements at play.

I will absolutely be sharing as much information on development and observations in behaviors as I can in my own sessions, as well as with other teachers and educators that I might work with in the future. Additionally, I will continue to review the course material and remember my own value in the community, furthering the outreach of music and development/music therapy!

[Holly Jurca]

I am most excited about the potential of unlocking confidence in myself within these interactions. It will be a great thing to a) become fluent in the developmental levels, b) interacting with children in a way that is flexible and meets their needs. I am also looking forward to being able to verbalize to parents what their children are doing and what they’re doing well! Also just sharing these very adaptable and memorable songs to a community can potentially make a great impact. These songs are accessible and, as said, memorable, which could encourage others to put it into their daily lives (i.e. parents).

[Holly Jurca]

The first thing I always do is survey each child within the experience, observe each one very quickly within a musical experience, and act accordingly. If I see a child that might be less engaged, I may individually engage them. I might decide to do peer-to-peer interventions in order to have a peer engage them. Another way that Meredith and Elizabeth mention is to simply name the behavior that I see (narrate behavior), usually related to the way they ARE engaging or interacting with the music. Knowing what is expected from each age/developmental level is extremely important. We need to create opportunities for success. Let the music itself engage, for example with gathering songs.

One needs to be aware of also paying attention to the whole group. Contrary to what I said before, it’s also important to make sure to acknowledge the choice of not engaging, though communicate space to do so. The next plan of action would be to simply turn the attention to the rest of the group and leave for space. If this is a regular occurrence, talking to the parents would be best.

[Holly Jurca]

Joyful, individuality, support, helpful, cooperation

Come and Join the Circle, Hold On Tight, Can You See Me, You and Me Makes We, I Like This Song, It’s Time To Say Goodbye

[Holly Jurca]

I like your way of thinking about how to lay out the lesson plan. You are on point about using the same music and staying consistent, but making room for all.

[Holly Jurca]

One definitely has to be mindful of the tolerance levels of the age range. Engaging rhythm + steadiness is something that Elizabeth mentioned in choosing music. We also have to make sure that the challenges are enough for the older ones. One might frame the easier more younger-age challenges to the sibling as a way to show competence and validate. On that same note, the song can be done in a sped up fashion for the older kids so that they can show their competence and show off just a little. Instruments prove to be more of a challenge, but being ready for any age to come in. As long as the instructor is ready for that challenge and solid in knowing what movements/instruments are appropriate for all, the music can be tailored to any group.

[Holly Jurca]

I would say that the biggest thing to note is that SM is tailored to YOUR child. We understand musical development is development and what a variety of ways these factors can present. We are in the moment with your child and the whole group, understanding that flexibility and letting your child be themselves is key. There is also a key music therapy lens that instructors are equipped with. The goal is more flexible and the expectations are tailored.

[Holly Jurca]

Deliberate, Accepting, Welcoming, Push and Pull, Emotions

“Sit Down With Me” , “My Brand New Friend” , “You Play A Little” , “Where Is The Music?” , “The Leaves Are Falling” , “Thank You Very Much”

[Holly Jurca]

I am not necessarily attached to a specific brand, although my workplace generally has high quality instruments like Remo. I use egg shakers, tambourines, ocean drums, and gathering drums. I use scarves as well, having children choose the colors (similar as with egg shakers).

[Holly Jurca]

I like that you related this course to a personal experience with your own son and a tumbling class. It’s great to see that other fields are also doing the structured but flexible approach. Your comments about too much and too little and the balancing act is very well put!

[Holly Jurca]

As my peers have stated, stimulation is very much dependent on the child. Some need more than others, some cannot handle hardly any depending on their state. This is why it’s important to learn through observation and trial and error. I think it’s important as a music therapist to make sure we are open to switching up an experience, depending on the energy level. Be spontaneous to allowing them to go in and out of the activity – and tell parents that it is fine! As Meredith says, it’s important to use your musical tools to keep them engaged, but also know when they might need to do their own thing.

[Holly Jurca]

Spontaneous, timbre variety, free movement, exploration, surprise

I think the general theme I took away from this is that there is competence in spontaneity. Your children are observers and are absorbing everything to later show us that they’ve understood and mastered what we have showed them. At this stage, children are transitioning from the cradling position to the seated lap position. They want the secure base of coming back to you, but they want the freedom to go where they want to go. Peer-to-peer interaction is not as commonly explored at this stage. Keep them close, but let them go and explore their own identity.

“Hey! Hey! Come and Play!” , “Wiggly, Jiggly Car” , “Can You See Me?” , “Sit With Me and Shake” , “Music Time Is Over” “Thank You”

[Holly Jurca]

I agree, Diandra. It’s important to value the education and the method behind using music. I hear the phrase “music heals” all the time, and I really discourage this. Music can be *healing* – that does not mean it heals. Understanding the very measurable ways that music can be healing and helpful is crucial to understanding what we do. Also, important not to neglect the very aspect of joy, which I feel that SM really emphasizes. Joy is a powerful thing and music can bring joy and connection.

[Holly Jurca]

I have observed SM1 led by a colleague of mine at Roman Music Therapy Services. Some of the things I have seen is that children are keen to PLAY. They explore at their own pace, so making space for that is important. I saw my colleague affirm and validate a baby’s actions and exploration to parents. I have also seen encouragement of behavior to parents, which allows for bonding and connection to happen. I have seen peer-to-peer interaction, which is not necessarily a given when there are not siblings involved. I have also observed a sibling in the SM1 course, who was there as the competent and helpful one for their brother.

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