[Jamie Sacca]

I will be using the information I learned through this course to inform my early childhood music therapy practice as well as build a new niche into my practice. I think for a long time Ive been worried about being seen as “only a music class” but through this training, I’m glad that I will be able to say, yes, i offer developmental music classes based on my practice as a music therapist and informed by my clinical background. I feel more confident in my ability to state that.

[Jamie Sacca]

I think this training will help inform my practice in early childhood special education and also help the families I work with through the preschool I work at to find music class resources in the community, which I know many have struggled to find (especially those that would work for their child with developmental disabilities and their other children as well). I also do work with integrated preschool classes and day care classes of very young children (infants and toddlers) and this training will help me to differentiate my work for the administration as well as help me to redefine and refocus my approach with those classes as well.

[Jamie Sacca]

I use a lot of positive reinforcement in my groups, as well as peer modeling. I also use limit setting and redirection, which I have found are extremely helpful! I have play therapy training and this has been invaluable in my practice of music therapy with young children and with their families.

[Jamie Sacca]

I am most looking forward to feeling confident in my ability to provide a music therapy based music program and as an expert in using music in a developmental way for children and families in my community. One of my ultimate goals is to bring a wider awareness and programming and opportunities for music therapy and music therapists. We have so much to offer!!

[Jamie Sacca]

Multi-age groups can be challenging simply because there is one person leading an interactive group, tying to focus on the music and allowing the music to guide the actions of your students- when there are many age and ability levels, t.his can be difficult to do while managing to engage students who may be more active while making sure everyone has an opportunity to be successful and participate. Add into this managing behaviors if present, and woah! I have done some groups of mixed ages and ability levels, and I have found my behavior management skills are important in running a group. I know that sprouting melodies is less about behavior management, and also has the added bonus of parents being present, something I do not have as much experience with- I am typically running groups with myself as leader and perhaps an aide or assistant present.

[Jamie Sacca]

I think the main difference is in the focus of the music therapy session and clinical music therapy versus a music therapy informed practice in a class setting like this. Music for development focuses on overall well-being and a natural progression of skills, at the child’s own pace. Music therapy for skill building focuses on specific skill sets that a child is working on, and is approached from a client-centered view, and all interventions are geared toward those particular skills.

[Jamie Sacca]

I’m finally catching up!!

Sprouting melodies 3: active, independence, social, emotive, interactive

Family sprouts: bonding, supportive, varied, playful, sharing

Class plans:

Sprouting melodies 3: greeting- sit down with me (gathering using rhythmic structure)
Bonding songs: my brand new friend (using scarf to hold between, encourage social interactions)
Songs about me: where is the music (with rhythmic tapping)
Instrument songs: drum sharing with you play a little (social skills, sharing)
Movement songs: will you come (social skills, functional language)
Goodbye song: thank you very much

Family sprouts: greeting: hey everybody (rhythm for gathering)
Bonding songs: wiggly jiggly car or hold on tight (with siblings and parents bonding)
Songs about me: all of this is me (commonality of features/body, bonding)
Instrument songs: music is the way
Movement songs: I can move around
Goodbye song: music time is over

[Jamie Sacca]

I use instruments from basic beat and remo most. I use the chiquitas, the egg shakers, the small tambourine with the curved handle for easy grip, the ocean drum, lollipop drums (when they’re not mouthing too much), and a small rain stick and some small hand drums. I also use a remo bongo drum that is easy to play and has nice resonance.

[Jamie Sacca]

Playful, anticipation, exploration, safety net, energy.

5 sentences to say to parents:

– “it’s alright if Johnny wants to explore the room and watch his peers, he’s still listening!”
– “parents, if baby wants to cuddle close, then go right ahead! But it’s alright if they’d like to look out at all that’s going on with their friends!”
– “watch your child as we get to the surprise part of the song- see how they react!”
– “encourage baby to try touching their toes, or reaching for (body part) at that part of the song- see if they can do it with you!”
– “remember to support your child’s motor movements by helping them securely stomp their feet with the bottom of their foot touching the floor, and to support their palms touching when they clap!”

Class plan:
Greeting song/gathering- hey, hey come and play. Inviting each student to join in and be a part of the group
Bonding song- I really like jiggly wiggly car here and how it encourages bonding but also exploration and body movement by the student
Songs about me- can you see me? Great for encouraging more independent movements and engaging with their caregiver and with their peers
Instrument songs- dancing in the middle (with drum)
Movement songs- pick your hands up high
Goodbye- thank you very much

[Jamie Sacca]

Great answers everyone! I also reiterate that each group is different and each child has a different threshold of stimulation. I think a few things are important here: we have the clinical skills to assess affect and change our interventions to match our client (thinking isoprinciple here) as well as the musical skills to vary and contain our musical output. We also pace our sessions. Meredith and Beth mentioned several times in the videos why they structure the order of the songs, the timbre and tempo of the songs, and the keys/melodic changes- if we are always aware of this arc of a session or class, I think we will be able to find the appropriate amount of stimulation for our students, and also begin to push that and help them grow over time.

[Jamie Sacca]

In one of my duties at work, I do a group for a daycare room at the integrated preschool site. I work with 2-4 infants between the ages of 2 months up to 1.5 years, in the same room, and I often struggle to engage them all effectively, though they all respond positively to what I do. I find myself basically doing 2 things simultaneously, for the 2 different age groups.

Personally, I have an 8 month old nephew that I adore. I am always singing to him and using my voice playfully with him, and he loves it. We’re best buds. Also, I will be a new mommy myself come this August 🙂 so I am finding this particularly engaging (as is my husband, who listened in and has been reading baby books because he hasn’t been around children all that often!)

[Jamie Sacca]

I am, and have been, one of those MT’s that hesitate to call anything I am doing a “music class”, mostly due to the general assumption that happens in the early childhood preschool community in which I work and how I am sometimes viewed in a non-clinical light. I do see, however, that this would be a better way to reach parents with programming like Sprouting Melodies and would give an, oddly enough, more inclusive view of what we can offer. I have not had much community music therapy experience but this is an area I am looking to grow in as a relatively new professional, particularly as I begin to formulate the plan for my private practice. This could be a great way to not only broaden my skill set as an MT, but also reach more children and families with what I know how to do- use music developmentally.

[Jamie Sacca]

Hi all! Sorry I am behind- I was off indulging my inner child in Disney World 🙂

5 words to describe sprouting melodies 1: awareness, trust, bonding, touch, gentle

5 sentences for parents: “look at how ‘johnny’ responds to the sound of your voice, mom/dad”
“Keep the tone of your voice gentle and calm as you sing to your baby”
“Move baby back and forth or up and down however they are comfortable or want to move- standing
up, being held, or with a gentle toss and catch upward”
“Let’s repeat the song again- see if baby reacts to something new this time!”
“You’re doing great singing along! Baby likes to hear your voice best- they know it’s you!”

Session plan: check-in time allowing parents to get settled, say hello to each other, and to check in with you.
Hello song: hello w/rocking
Bonding song: wiggly jiggly car w/lap ride
Songs about me: where is my face w/scarves (maybe do on parents and on baby as they get older/are less startled)
Instrument songs: in my little hand
Movement song: as big as can be
Closing: goodbye

[Jamie Sacca]

I have done a little bit of community based work in a group setting, and what I have seen is that there are a LOT of programs out there and it is difficult to distinguish yourself. I live in Queens, and have worked with families in the area with children with developmental disabilities. On Long Island, where I also work, there is a huge need for a program like this, run by and created by music therapists and my hope is to break into that community. It does seem that established community based centers (JCC’s, day cares and after school programs) may have the most funding and openness to having programs like this. There is also a store front near me in queens that holds kids events and parties and also has a music together class- I may be interested in getting into that market as well. My neighborhood in queens has a lot of young families that I think could benefit. In my work at the preschool, I often reach out to parents of our students in written form- about ways to connect what they are learning academically through music at home, and how engage with their child with DD’s through musical play and recognizing their musical play style. I would love to also be involved in some of the parent training that happens on-site as well.

[Jamie Sacca]

Great answers everyone! Again, I would reiterate that our training sets us apart- we are not only trained to work specifically with music as a tool, but we also have the psychotherapy and counseling background that makes our way of engaging and working with, and really communicating with families effective, especially for those parents who may feel anxious or unsure about their child’s development. We have the ability to be flexible and adapt our work not only for different developmental levels but for each client we specifically are working with. Our command of music and music making has been, from my experience, one of the biggest draws to community based work I’ve done. We know how to make music interesting and engaging and that can set us apart.

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