[Jen Hinton]

Thank you, Erika, for all of this info.

[Jen Hinton]

Thank you, Erika, for your input.

Yes, for the recorded music I was referring to the time when parents are entering and getting settled-when the group has not officially started.

For “range of parents” I think I was asking about vocal range. I feel comfortable choosing that for women but am not sure the best vocal range to choose for men?

[Jen Hinton]

Well, I am not sure but have been brainstorming possible options.

Here are some thoughts:

My son’s former preschool- lots of parents doing AM drop-offs and many (like me) totting 0 to 2½ yr olds
Plugging into my son’s Kindergarten as a volunteer/network.
Our area civic center had approached me before about providing music services but I wanted to wait and get some more info.
Area libraries
Offering supplemental services to my preschoolers who I provide music enrichment for
Mothers of Multiples?
Spreading the word through some of our local business owners that I support
offering some trial courses in local areas
spreading the word through our small town and figuring out how/where/when to trial groups

[Jen Hinton]

I just lost this submission so am retyping…sorry if it posts twice…

From here I plan to be in a time of intentional planning and strategy. I will be looking into the Sprouting Melodies license agreement to see if I can answer some additional questions of what the full investment with SM would look like.

– I don’t currently carry a professional liability insurance so I will look into that…any recommendations?
– I don’t currently pay for royalties – I’m not sure if that’s something that I should be doing? I have been shying away from use of recorded music that is not in public domain because I’m not sure of the process. If we were not SM Providers, would we be asked not to use the songs published in the You and Me Makes We book you included in this training?
– I will be mapping out my availability and brainstorming where I might set up shop/how much I would invest to have a location. Our local civic center approached me about running community music services out of their location and they charge 30% of the profit as their fee.
– I am interested in finding help in setting prices as right now the investment part is looming larger in my mind than the income part.

This training will be something I refer back to often when planning to better ground myself in musical and non-musical development. Prior to this training I did not have a good grasp on musical development. I will try to be more intentional about using wording that highlights the response I am seeking, such as “use gentle hands” (thank you, Erika!) and will try to restructure instrument playing experiences so that there are less “you get what you get and don’t get upset moments” in the first place – ie. using more similar instruments or really making sure that I am breaking the group down to provide for opportunities across the group.

I will try to really name what I see more, instead of just adjusting to problem solve- I will create insight into how and why I am adjusting. The more transparent I can be with these tools the more that the teachers and aides that I work with may be able to adjust and apply the same concepts. I feel much more comfortable to approach a class with caregivers and children.

Thank you all for your continued input and my best to you all!

[Jen Hinton]

Erika,

this is awesome! I will be printing it out and applying/integrating it (probably at home as well as professionally!) Thank you for your input and sharing your wisdom.

Jen 🙂

[Jen Hinton]

To assure that every child is successful:

I will try to remember and communicate that if children are moving but engaged/safe, reassure parents and point out how they are engaged (eye contact, moving). If a child is moving and un-engaged, I will try to remember to refocus them with the music- maybe pulling out a really engaging/motivating instrument!

Erika, I love “remember to have gentle hands.” “It’s so difficult to wait out turn. Maybe Mom (Dad, Grandma, etc) can give you a hug to help you wait.” I will try to remember that: It’s important to remember to validate children’s feelings.

I am guilty of using “you get what you get and you don’t get upset” as I’m handing out instruments to a big group. I need to find a way that can quickly? validate? I would love to brainstorm some ways to handle that. I’m afraid that for the groups I’m envisioning one strategy would be less participants per class. 🙂

Most of all, I will try to remember to meet each person where he/she is and to use music to help me create a welcoming, fun, safe community.

[Jen Hinton]

I am really appreciating the content of this course and am strongly considering the option to continue on to become a Sprouting Melodies Provider.

This has come at a perfect time for me professionally. I think this has helped me to deepen my ability to provide best practices for children and to advocate and justify the music enrichment that I currently provide at an early learning center. I am continuing to reinvent myself professionally and personally around my changing life schedule and life goals. From the philosophical questions to the nitty gritty “how-to” this course is really helping me to clarify my path a professional MT-BC.

I am looking forward to the structure and support-especially from the business end- to help me provide a service like this to our community while also helping me to manage a viable practice. We really have so few opportunities available in our community like this and I am excited to be able to offer these services!

[Jen Hinton]

Two questions for Meredith and/or the group:
1. In SM 2 and 3 you mentioned using gathering music before we begin – what do you suggest? Do you use your own original recordings? Is it OK to use someone else’s CD?
2. I think I feel comfortable to set a good range for Moms…I’m not sure what range is best for Dads?

5 words to describe SM1: 1. Bonding 2. Gentle 3. Calm Affect 4. Slower Pace 5. Community

5 sentences to use when speaking with parents about musical responses of children in SM1
1. (If baby falls asleep- reassure them it’s ok)…”While they sleep you have a chance to learn songs to teach them when they at home.”
2. This is a good time to slow ourselves down and focus on being together.
3. We create energy using a quiet pulse…you can tap that pulse on your baby.
4. To help your baby track you can get nice and close with your face and scarves (12-18’ is best)
5. Sing with us now to help your baby listen and to help you remember them later!

**I am using a very similar format here to what Elizabeth and Meredith presented and trying to remember some positioning, etc…it’s funny how such “simple” songs can engage them so much and I’m trying to envision 45 minutes for this group!

SM1 Session:

Gathering – quiet music – time to gather and find comfortable space (encourage parents to bring blanket, diaper bag/get situated and find name tags with their name and baby’s)

Hello/Greeting:
2-word hello song – baby and parent facing each other- then facing out and greeting

Today’s a Beautiful Day – “Hello to ( ) – today’s a beautiful day” (use open hand to point)
Greet each child – cue parent to hug/press on chest to help them know “that’s you!”

Bonding Songs
Row-Row-Row Your Boat (while child is facing parent and rocking)
Row Your Boat A Little Bit Faster! (remind 12-18” proximity)

Songs About Me
Where is My Face – cover with a scarf
My eyes are on my face

Just Like Me – baby on lap/looking up; then pick up – show to group with open hand

That All Makes Up Me – baby laying down- tracking scarf

Instrument Songs
In My Little Hand (steady rhythm, quiet pulse…”round and round” – shake it on knees, toes)

Shake-Shake-Shake with me (to Row, Row, Row) and then we will all stop
Shake up high; shake down low; side to side

Movement
As Big as Can Be
Parent can cradle on knees/hold in front/assist baby to “stand”

Improvised Bonding/Movement to tune of My Bonnie

Time to Go – deep breath at the end

[Jen Hinton]

I had not had a lot of experience with babies 0-9months before becoming a Mom. I would not have considered myself a “kid person” – directing myself toward work with older adults diagnosed with dementia early on in school. Since having 2 children – now 5 and 2 1/2 I have been around a lot more babies simply because of my social circle. I have not done any professional work with children of this age. I know that as a Mom it was helpful to me to use music during this age especially. It feels like a good way to connect and communicate. Before being a Mom I would say I was afraid of babies crying 🙂 and even as a Mom it can bring on some anxiety. When I think about serving families with babies of this age, I think about serving the parents as this can be a rough time. In a time that can be very isolating and difficult for Moms/primary caregivers I think that this community and intervention would have been very supportive and reassuring. I look forward to providing something like this to our community.

[Jen Hinton]

Meredith – a wording question – I appreciate that you refer to facilitators as Music Therapists. How do you refer to the caregivers and children? Students? Clients? Participants? I think I heard you or maybe Beth use the word “students” in the video and guess that makes sense to use when speaking to families. I know at the preschool the teachers often call the students “friends” when referring to the kids. Thanks!

[Jen Hinton]

Hi all!

I thought that I had finished this (week 6) but just realized I skipped it and am catching up!

Thank you all for this discussion. I think that many of us grapple with these practical and philosophical issues out as we make the transition from school to “real world work.” Things are not always cut and dry. Our opportunities and life goals often shape the ways and places we choose to work.

Here are my (evolving) thoughts on this topic:

No matter what we do we are all MT-BCs. This is something that drew me to the SM program! We worked hard- and continue to work hard- to hone our skills and to advocate for our profession. This can leave me, like Kimberly, feeling like we need to be “purists.” Feeling like we need to do a certain type of work. Feeling at times like any work that is not clinical Music Therapy is “less than.” If we feel compelled to reach out or share our skills in another type of venue is a shame to limit ourselves.

How we represent ourselves, our profession, and our work is important and may be our most natural form of advocacy. I appreciate your distinction, Laura, that just because we are MT-BCs we are not providing Music Therapy in every professional or musical interaction we enter into.

I am a MT-BC who sometimes provides music for weddings or funerals. I am not providing Music Therapy. Hopefully I provide music in a way that is sensitive, honors the individual, reflects my skills, and is able to adjust in the moment as needed. I belive that I am able to do this because of my professionalism.

I am a MT-BC who sometimes provides music lessons. When I teach I am not providing Music Therapy. Hopefully I am also able to encourage my students to express themselves (verbally and non-verbally) through their instrument; to address their inner monologue and encourage greater confidence; to provide exercises for their fine motor skills and cognition; to provide active listening to whatever needs they bring. I believe that I am able to do this because of my professionalism.

I am a MT-BC who provides music enrichment in an early learning center. While I enrich the students’ lives through music, I am not providing Music Therapy. Hopefully I am helping them to promote healthy development, musical and otherwise. I am encouraging them to explore instruments and different sounds while also engaging with each other through developmentally appropriate ways (ie. sharing, waving, listening, waiting, experiencing through others.) I am able to balance the needs of the group and the individual and adjust my pacing and strategies to keep the group engaged and on-task. I believe that I am able to do this because of my professionalism.

We do have a distinct niche because of our training, skills, insight, and the intention we bring to relationships- especially relationships in music.

I will be chewing on the concept of Community Based Music Therapy and look forward to hearing more thoughts an conversation. Thank you for the conversation.

[Jen Hinton]

Thanks, Laura!

Yes, I am a little afraid to use mallets and am really careful with boomwackers. Being in a preschool setting it is (usually!) a very controlled environment. But, such close proximity that when I use hand drums I just use hands. Not as resonant of a sound as I would like but also keeps it from getting too loud.

I imagine that with caregivers providing hand-over-hand assist – at nearly 1:1 levels- that using mallets with drums and resonator bells might be manageable?

Thoughts from others? Especially on how you disinfect? I see that West music sells an instrument disinfectant but think there’s got to be a cheaper, easier way? Clorox wipes? Rubbing alcohol?

[Jen Hinton]

SM 3 – 5 words: 1. active 2. strong 3. push and pull 4. creative 5. accepting
Family Sprouts – 5 words: 1. Connections 2. Busy 3. Helping 4. Sharing 5. Support

**I am going to try to adapt the SM2 session plan I did across SM3 and Family Sprouts.

SM 3 Session plan:
• Signature SM Hello Song (2 word hello song) (2 min)
• Hello Everyone (wave, hug, blow a kiss, hi) 2 min
o I have an extension to this song that builds in interaction with peers- could be caregivers and/or peers
• Wiggly, Jiggly Car – 2 min (bonding/warm up)
• Sit Down With Me (ants go marching tune) 2 min
o (gross movement warm up)

Transition- Sung Invitation to Children to sit on top of large parachute – use wiggly jiggly car 4/4
• The Wheels on the Bus (Familiar Bonding Song-wheels/round-wipers/swish-seats on the bus/bump-my family/I love you(hug)-people on the bus wave/how are you(wave) – 4 min
o Might try having kids sit on top of large parachute for “ride” with the above motions
o Caregivers to hold parachute handles and children can stay with them if they don’t want to sit in the middle of the parachute
• Swimming Together – 2 min
o Could continue with parachute- in same format – large sways or circling with children in center and change to bouncing during diatonic section

Instrument Playing –Hand Drum? –
• Come with Me and Play a Little-while we’re dancing in the middle…accelerando 2min
• You Play A Little – MT-BC provides multiple turns – 2 min
o MT-BC provides multiple turns while children are sitting on parachute?
Transition Children back to caregivers – each caregiver picks up a hand drum
• Repeat “You Play a Little” – 3 min
• Where is the Music – chant/tap/drum 2 min
Gross Motor Movement while playing drums and/or moving
• The Ants Go Marching – piggybacked marching/stomping song (2min)

Transition – Give scarves out – Come with Me and Play a Little – with scarves (3 min)

Gross Motor Movement/cool down –
hand out scarves – one for each pair or children can explore with their own
• I Like to Shake (shake-shake/shake-shake to tune of Blue Danube) shake it up high/down low (4 min)
• Row it Faster (tune of Row, Row)- using scarves for caregiver and child to hold together? (3 min)
• Can You See Me? (peek-a-boo with scarves and find body parts) (3 min)

Closing Experiences
• Good-bye Everyone (same as 1st opening song – wave, hug, blow a kiss) (3 min)
• Music Time is Over (2min)
• Thank You Very Much (2 min)

Family Sprouts Session Plan:
• Signature SM Hello Song (2 word hello song) (2 min)
• Hello Everyone (wave, hug, blow a kiss, hi) 2 min
o Encourage wave to a big brother/sister, hug a baby
• The Wheels on the Bus (Familiar Bonding Song-wheels/round-wipers/swish-seats on the bus/bump-my family/I love you(hug)-people on the bus wave/how are you(wave) – 3 min
o Encourage interactions (hug, wave) between family triads/groups
• Wiggly, Jiggly Car – 2 min
o Encourage big sib to sit on parent’s lap and little sib to sit between parent legs
o Encourage big sib to be the seatbelt for little sib

Transition Invitation to Play Instrument– Listen to the Sound of my drum (gathering drum) (2 min)

Instrument Playing/Exploring Group Cohesion –Gathering Drum -can move it over toward groups if needed
• Sit Down and Join My Circle (will you tap in our circle? Now let’s tap in our circle) 4min
o Caregivers to have their own drum for little sib or both
• Come with Me and Play a Little-while we’re dancing in the middle…accelerando 2min

Movement/Cool Down – All of This is Me – 2 min
o As needed – do very quickly when repeating for older sibs

Transition – Give instruments out – Come with Me and Play a Little – with toddler maracas (3 min)

Instrument Playing – toddler maracas
• Invite to return to pairs (remind it’s OK if not!) with verse of Wiggly Jiggly (now let’s go back – to find your lap) repeat until ready for 6/8 section (1 min)
• Wiggly Jiggly Car 6/8 section with stops (3 min)
o Extend to do whole song again(2 min)

Gross Motor Movement while holding maracas
• The Ants Go Marching – piggybacked marching/stomping song (2min)
o Remind parents to help littles stomp feet flat on the floor

Instrument Playing – toddler maracas
• I Like to Shake (shake-shake/shake-shake to tune of Blue Danube) shake it up high/down low (4 min)

Gross Motor Movement – hand out scarves – one for each pair or children can explore with their own
• Row it Faster- using scarves for caregiver and child and sib to hold together? (3 min)
• Can You See Me? (peek-a-boo with scarves and find body parts/find baby/sister/brother) (3 min)

Closing Experiences
• Good-bye Everyone (same as 1st opening song – wave, hug, blow a kiss) (3 min)
• Music Time is Over (2min)
• Time to Go – 1 min

[Jen Hinton]

Explaining Music for development vs. Music for skill building to parents/caregivers:

1:1 Music Therapy sessions work on the generalization a specific need.

Music lessons teach musical skills.

Sprouting Melodies uses music for development. In other words we come alongside your child and your family to support them and you as they grow. We use the repetition of music to ingrain concepts. We use everyday language in songs. We teach ideas that are developmentally appropriate. We support you as you learn and grow with your child.

*Trying to use “parent friendly language” —not sure if I hit it all…please help me re-phrase if you have feedback…!

[Jen Hinton]

I feel like I need to respond first as a Mom! 🙂 I have two kids and would likely be the one to take them to a program like this. It is a challenge to engage them both. Just two siblings can be challenging to me as a Mom. Having multiple ages, sibling groupings, and caregivers who (I’m projecting) may be feeling stressed adds up to a lot of different needs you are juggling. I appreciated everyone’s thoughts about ways to be sensitive to these dynamics and think that the word “accepting” is important to apply to this group as well- to support the caregivers in the midst of a variety of natural developmental behaviors.

I have not yet facilitated a session like this. However, working primarily with older adults diagnosed with varying levels of dementia I am familiar with the way that music can support and engage people at varying levels simultaneously. Some residents were restless and moving while others responded primarily through increased awareness to environment (ie. eye contact, tracking.) Over-stimulation could be an issue in this type of group but I think that as MT-BCs we do read and respond to our group well. Music gives us that ability to non-verbally respond and reign the group in or bring the energy level up as needed. I worked primarily using the piano when working with older adults so it is fascinating to see how the use of vocal timbre, rhythm, and use of structure (repetition and changes) can be so effective. I think I am still a little afraid of how to really effectively use music to be my co-therapist without the accompanying instruments I really rely on. BUT, I think in this setting having the mobility and ability to use our body is so important that maybe that becomes the accompanying instrument through body percussion and visual cues. I am excited for the challenge and look forward to being able to provide sessions like these for families.

[Author]

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