[Jezin Chung]

While learning about the four music experiences, I was able to think how some of the interventions I used with elementary students during my practicum before can be applied to these experiences. One specific intervention I thought was the moving to different types of music. Students were given colored scarfs and asked to dance/move to represent the “emotion” of the music. In addition to the goals and objectives I had in mind for the students in this intervention, I can now observe so many more factors using the descriptions in the music experiences to better understand each students’ developmental levels.

[Jezin Chung]

I am currently not in practice but I enjoyed using the Tickle song for my 13 month niece when she came to visit last weekend. She likes to move around when changing diapers but I was able to grab her attention with the song and would stay still listening to it.

I am also in the process of planning an after school program with music and am looking forward to using some of these songs for that!

[Jezin Chung]

Talking about my experience at internship in LA, there were patients and families from diverse cultures and backgrounds. I always ask patients and/or parents/caretakers (in case patient is nonverbal) what songs the patient grew up with or loves to listen and/or sing along. I then do my best to incorporate these songs in sessions in different ways like trying to get response from the patients and inviting them to participate in interventions. When there are times I do not know certain cultural or traditional songs, I invite the patient or parents to lead the song if they feel comfortable with me accompanying them with different instruments. And then I make sure to take the time to learn these songs so I am better prepared for next time. By using these songs the patients are familiar with, I wanted to create a space where patients and families feel comfortable and have, even if a little bit, a sense of home in the hospital, especially if the patient has been in the setting for a long time.

[Jezin Chung]

In one of my experiences at my internship, I provided music therapy for an 11-month old baby. Immediately when I came into the room and approached Baby A’s crib, I could see Baby A locking eyes with me and “exploring” this new person in this room. I took my time to greet Baby A and caretaker and once I started with the music, Baby A continued to lock eyes on wherever the music was, at times at me when I sang or at the instruments. After each phrase of a song, I provided intended silence in between to allow Baby A to process and would give occasional smiles in response. To keep Baby A’s attention on the music, I turned the guitar to the other side to use it as a drum. Baby A immediately reached out hands to touch the guitar. As I played the music and provided active silence, it came to a point where when I stopped playing, Baby A would sometimes initiate tapping on the guitar so I started playing whenever Baby A tapped on the guitar. I could really see how awareness was a huge stage was for Baby A.

[Jezin Chung]

Awareness: Turns head toward the source of music/instrument, attempts voaclization in response to the music, tolerates vibration from instrument (e.g., places hand on back of the guitar feeling the vibration when music therapist uses it as a ‘drum’)<br />

Trust: attempts to reach out to instruments, moves rhythmically to a familiar song, attempts to vocalize matching the music.<br />

Independence: uses repeated soudns, claps hand to music, uses repeated sounds<br />

Control: vocalization through repetition, follows start/stop cues, dances to music<br />

Responsibility: imitates simples rhythms, listens to others play, able to maintain a steady beat

[Jezin Chung]

My most valuable takeaway from this lecture was how even though everything was organized into specific areas, e.g., motor, sensory, etc., everything is still intertwined with each area. For example, if before 24 months babies turned several pages at a time for motor and sensory reasons, at 24-36 months, they developed the skills to turn pages one at a time (motor) because they are now also able to cognitively make connections to some of the pictures they see. This reminded me to always look out for other areas besides one in approaching the development of young children.

It has also been a pleasure to think about my 13 month old niece as I went through the checklist. This helped me to make better connections in all of these milestones.

[Jezin Chung]

I am currently not in practice, but in my previous experiences in having worked in early childhood settings, I believe I bring a sense of enthusiasm and structure so that children may enjoy sessions and have a sense of safety at the same time. I also do my best to meet each child where they are at so I can better assist each child in their strengths and weaknesses.

[Jezin Chung]

Hello! My name is Jezin Chung and I live in Vienna, Austria. I completed my studies at Seattle Pacific University and finished my internship at Children’s Hospital Los Angeles in July 2019, acquiring my MT-BC certification in September 2019. I am currently in the process of finding ways to work as a music therapist here in Austria and would like to work with young children and their families.

I am looking forward to learning more about music therapy in early childhood and acquire skills in leading music therapy groups with young children and families.

[Jezin Chung]

Talking about my experience at internship in LA, there were patients and families from diverse cultures and backgrounds. I always ask patients and/or parents/caretakers (in case patient is nonverbal) what songs the patient grew up with or love to listen and/or sing along. I then do my best to incorporate these songs in sessions in different ways like trying to get response from the patients and inviting them to participate in interventions. When there are times I do not know certain cultural or traditional songs, I invite the patient or parents to lead the song if they feel comfortable with me accompanying them with different instruments. And then I make sure to take the time to learn these songs so i am better prepared for next time. By using these songs the patients are familiar with, I wanted to create a space where patients and families feel comfortable and have even if a little bit, a sense of home in the hospital, especially if the patient has been in the setting for a long time.

[Jezin Chung]

I am currently not in practice and was not able to use these songs in sessions yet but I look forward in able to use them in the future! I am also hoping to try few of them when my niece comes to visit this week.

[Jezin Chung]

In one of my experiences at my internship, I provided music therapy for an 11-month old baby. Immediately I came into the room and approached Baby A’s crib, I could see Baby A locking eyes with me and “exploring” this new person in this room. I took my time to greet Baby A and caretaker and once I started with the music, Baby A continued to lock eyes on wherever the music was, at times at me when I sang or at the instruments. After each phrase of a song, I provided active silence in between to allow Baby A to process and would give occasional smiles in response. To keep Baby A’s attention on the music, I turned the guitar to the other side to use it as a drum. Baby A immediately reached out hands to touch the guitar. As I played the music and provided active silence, it came to a point where when I stopped playing, Baby A would sometimes initiate tapping on the guitar so I started playing whenever Baby A tapped on the guitar. I could really see how awareness was a huge stage was for Baby A.

[Jezin Chung]

Awareness: Turns head toward the source of music/instrument, attempt voaclization in response to the music, tolerate vibration from instrument (e.g., places hand on back of the guitar feeling the vibration when music therapist uses it as a ‘drum’)

Trust: attempts to reach out to instruments, move rhythmically to a familiar song, attempts to vocalize matching the music.

Independence: uses repeated soudns, claps hand to music, uses repeated sounds

Control: vocalization through repeption, follows start/stop cues, dances to music

Responsibility: imitates simples rhythms, listens to others play, able to maintain a steady beat

[Jezin Chung]

I am currently not in practice, but in my previous experiences in having worked in early childhood settings, I believe I bring a sense of enthusiasm and structure so that children may enjoy sessions and have a sense of safety at the same time. I also do my best to meet each child where they are at so I can better assist each child in their strengths and weaknesses.

[Jezin Chung]

My most valuable takeaway from this lecture was how even though everything was organized into specific areas, e.g., motor, sensory, etc., everything is still intertwined with each area. For example, if before 24 months babies turned several pages at a time for motor and sensory reasons, at 24-36 months, they developed the skills to turn pages one at a time (motor) because they are now also able to cognitively make connections to some of the pictures they see. This reminded me to always look out for other areas besides one in approaching the development of young children.

It has also been a pleasure to think about my 11 month old niece as I went through the checklist. This helped me to make better connections in all of these milestones.

[Jezin Chung]

Hello! My name is Jezin Chung and I live in Vienna, Austria. I completed my studies at Seattle Pacific University and finished my internship at Children’s Hospital Los Angeles in July 2019, acquiring my MT-BC certification in September 2019. I am currently in the process of finding ways to work as a music therapist here in Austria and would like to work with young children and their families.

I am looking forward to learning more about music therapy in early childhood and acquire skills in leading music therapy groups with young children and families.

[Author]

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