[Jorden Liteplo]

I think the biggest difference is that I will explain or point out those developmental milestones in class, much like was pointed out in the video, how you can use one child as an example to the group. I can point things out about development with an authority that music teachers may not have due to my specific training. I will often briefly outline the “why” we do things for parents which I have found they appreciate. I once had a parent complain to me that I did the same songs every week for a six week session, when she had taken a rec center class that introduced a new instrument every week and had a different lesson plan every week. I explained to her that while that is more engaging for parents, the kids have to process a lot of new information, especially when you only see them once per week. I think its important to point out to parents as they don’t always see the value in repetition, that we are about the process through which kids learn and integrate information and not about teaching them how to music. Children are already inherently musical, we just encourage them to make it in a structured environment, we are not teaching them how to make the music, we are teaching them how to engage in it and make choices in it and take ownership of it.

[Jorden Liteplo]

I am using remo egg shakers. I had little ones with handles but it turned out there was a seam at the bottom and after multiple washes it started leaking mold (EW!) I also have some Halilet bells that I had to order from the UK because they only sell them in kits here ( which is how I got my first one). I like that the circle shape encloses the bells so I don’t worry about them detaching, and they are easy to hold for those working on grasping skills and lightweight so tiny babies don’t hit themselves in the face accidently. I have some small scarves that I use and a bunch on tiny djembes of varying brands. I’ve been considering frame drums but I really like that the skin is replaceable on the djembes. For this age group I also have a toy guitar I place on the floor for any babies getting too fixated on my guitar. It doesn’t hold a tune worth crap but it does give them something safe to explore that doesn’t affect my facilitation.

[Jorden Liteplo]

Fun. Upbeat. Rhythmic. Engaging. Sensory.

I would say; It’s totally ok if your baby is exploring the room instead of drumming with us, that’s completely developmentally appropriate for them to want to explore separate from you. Look, he is shaking on the beat some of the time. She is able to shake her own hands and feet to the music now, you’re getting to be such a big girl! Just because your child doesn’t look like they are paying attention doesn’t mean they aren’t soaking in the information. I know in our last class we turned our babies to face us, but they are starting to get more curious about the world and may want to turn around and check everything out, that’s ok!

I would begin a session with a hello song and secondary hello song such as “oh clap your hands everybody.” Then I would usually follow with some kind of action song and move into an instrument song, such as the shaker one that was in the video, I think I will have to use that one with my daycare groups. Then I like to do some moving around the room or a go and stop song where the babies bounce. Next we settle in for a baby sign song and some bonding songs or songs about the world (animal sounds, body identification.) Depending on the group I would end with a lap ride song or a sensory song involving scarves and bubbles, do a gentle calm down song and then sing goodbye.

[Jorden Liteplo]

Enough stimulation is when you see a child actively engaged in their class or therapy session. If they are smiling, laughing and making eye contact, or even just sitting calmly then its a good bet that the level of stimulation is appropriate. If they are crying, turning their head away, trying to escape or escalating their behavior then its a good bet its too much. You have to learn how to read the room, and walk it back when its too much because the balance can tip quickly. Some kids or babies might not have the same tolerance as the week prior depending on whether there is stress at home or school, they’ve had less sleep or they have been on holidays, etc.

[Jorden Liteplo]

So prior to the pandemic, most of the experience I had was with children over the age of 12 months. When Covid shut everything down, my daughter was born two weeks into lockdown. Some of my other mom friends begged me to create a class for their children, who ranged between four months and nine months. I wish I had known about this course, when I was struggling to create my own curriculum. When I started I was literally running classes with my daughter strapped to me so I was IN this vulnerable parent phase as I was running classes. I think this had a huge influence on how I looked at developing my classes.

I find my favourite class to run is the under six months. I had really noticed that when we had an up to 12 month class, anytime we got a tiny baby in the class The parent would be overwhelmed by the older more mobile babies, doing things like poking at their baby, and I had a few parents say things along the lines of there was a really large gap between their child and other children. This is largely exacerbated by the fact that we have really small class sizes (5-6) and would likely not affect larger community groups the same way. They also mentioned wanting to connect with parents in a similar age/ stage. So I started separating classes into 0-6 month and 6-12 month groups. What a game changer. Obviously it depend on each group And how close babies are to six months like was mentioned in the class whether they are kind of ready to move in with the older kids or not, but generally this class runs much slower way more focussed on snuggles and kisses and bonding time and sensory stimulation and Music response like head turning in visual tracking. It’s hands-down my favourite group to run because it’s just so nice and gentle calming and the babies in this group have so much development in the weeks that I work with them.

I have found that this gap in development is much less pronounced for parents after 18 months.

[Jorden Liteplo]

So one of the things that I was taught when I was doing my music therapy degree was the importance that a music therapist offers in performing live music. This allows us to do things like stop in the moment and appreciate a musical response or really tailor an activity to the energy level of the group that we’re running in a way that a music class that uses pre-recorded music just can’t do. I think we carry from our training a therapeutic presence and an ability to be with parents in a very vulnerable time in their lives. We teach music but there is also so much therapeutic use of self that goes into our classes. I have also found in my work with community groups with older kids ( elementary age) that I’m really using my tools from working with my kids with autism and nerodivergence. Firstly because development is development so these tools work with neurotypical kids too, but also community groups are usually inclusive so I wind up with kids with ADHD or behaviour issues a lot. And again, therapeutic use of self as a trustworthy adult with kids or people who are vulnerable in any way is everything.

[Jorden Liteplo]

That parent validation that you responded with is SO important. I love that you prioritized it. Seriously there is so much pressure as a new parent to do everything ‘right’ while you are hormone riddled and more sleep deprived than a student post papers and staring down finals.

[Jorden Liteplo]

I would say music experiences are fun, engaging, providing sensory stimulation, they’re social and they’re age appropriate.

I might say things like:
Did you see the way your baby’s eyes widened when the guitar stopped playing? I’m so sorry I startled your baby, I was too emphatic when I stopped! Look at how their eyes are following the shaker around. Did you notice how she was ‘singing’ the back to you with the same pitch when you sang to her? He knows what’s coming, he’s laughing already! Your voice is the best tool you have for calming your baby.

I always begin with a welcome song using each child’s name. As my studio is very small my groups are max 5/6 kids, so I find this essential for creating a community space. In fact it’s a little word to NOT know names when you only have 5 to learn. Then I like to do an action type welcome song, a little bit like gather round. Then I like to move into some kind of instrument play songs and sensory stimulation songs. I love love LOVE using scarves, bubbles and puppets for this part. I usually end with bonding songs I find it a nice way to wrap up class. So I would start with a songs like wiggly jiggly car( which I actually use ALL the time since I saw Elizabeth present it at a conference and loved it). Then I would move into a quieter lullabye type song where kids rock in their moms laps ( usually prior to 6 months, after that, who knows!) and then I sings a song where we wave and blow kisses and then sings goodbye. This is my favourite age group to work with, hands down.

[Jorden Liteplo]

I think we provide a more child- focused environment. Just like when we write goals and objectives for a client, every activity has a “why” behind it. We have lots of knowledge about different keys and modes and have so many different easy of providing novel music experiences. I also find that writing my own music brings a bit of value to parents, because unlike many songs they are purpose driven and give parents so many more tools and songs to add to their repertoire ( But I still use many existing songs, of course!) I’ve also had parent feedback that they like the fact that I do live music rather than using recordings.

[Jorden Liteplo]

I think the main need I see is the need for community. Every year I have a class that starts together and winds up singing up for multiple sessions together because they like the structure and routine of a scheduled class and love that their kids enjoy and they get time to socialize with other parents. I also see a lot of dads coming in looks for ways to play and engage with their young child with strong desire but little know how.

In our area we are high density and extremely expensive, so the wait lists for community rec centre and library programs are miles long but private classes are not affordable to the average person on maternity leave. Also some of the programs are 45 mins to and hour long which is a very long time for small children, especially when factoring in travel time and nap schedules.

I think that music really fills in the gaps because it’s an experience rich and sensory rich environment. For this reason babies nap really well after class, which parents love. Parents(usually) like the education and development approach of a music therapy class. It gives them things they can take home and use outside of class, and some parents have told me that They just like to have more songs to sing at home because they are sick of twinkle twinkle.

[Jorden Liteplo]

Singing:
A) vocalizes during songs
T) vocalizes within the pitches in which you are singing
I) may imitate two pitch patterns
C) sings familiar songs
R) can utilize rhythm, pitch and tempo while singing.

Playing Instruments
A) turns head towards object(s) making sound
T)grasps instrument/ may shake/ play when music is playing ( and when it stops)
I) selects and explores instruments with intention
c) can use two handed instruments and manipulate instruments
R) can imitate rhythms and play with different tempos/ timbres

Moving:
A) moves limbs differently when listening to sedate vs upbeat music
T)moves during, or even after the music stops.
I)can move and stop with the music
C) dances to familiar songs
R) remembers action sequences

Listening:
A) Hears changes to familiar Melodie’s
T) moves body in accordance with tempo ( ie bouncing vs rocking/ sitting)
I) follows simple directives ( if you’re happy and you know it…)
C) changes action in response to music( ie jumping vs lying down and pretending to sleep)
R) can sing back ( call and respond songs)

[Jorden Liteplo]

I have used moving, playing and listening consistently across most of my groups for many years. I have also used singing but honestly feel I have undervalued it a little. I love me a good movement song when I have a mixed abilities group because they are so easy to adapt, and studies have shown movement and music and crossing the midline further development, physical literacy and coordination in addition to the music.
Playing instruments are engaging to so many kids, but my go to these days are drums or boomwhackers. I like that both are always a hit with older ‘ cooler’ kids that are harder to impress. We usually do stop and go or turn taking songs with them.
Listening activities like move and freeze or hop and stop work for most of my groups. It’s also fun to do songs where the pitch, tempo and timbre are varied, especially with drums. Even when you have a child that doesn’t attend to the fact that others have changed their criteria they are still participating in the group and attending to hitting the drum in their own way.
One way I have used singing is though lining out. Actually a few weeks ago I had a child who has limited language come to group and when I asked how he was doing today his aide shrugged. I looked at him and Sang”I’m good!” With a descending 4th and he sang it back. His aides eyes got SO wide! Now we do it every week. So maybe my takeaway is that some on the moments and integrations can be small like this instead of having to be a larger structured “intvention”!

I think that so far the biggest change in my practice is how I view my groups through the lense of the four developmental levels, it’s really shifted my thinking in terms of how I approach each activity and what I view as participation.

[Jorden Liteplo]

Wow! I can definitely see myself only ever managing semi retired! What lucky grandkids!

[Jorden Liteplo]

SO true! My intern has been learning a LOT about how to help non verbal clients with this. It’s not a skill you can learn in a lecture hall!

[Jorden Liteplo]

So I live in Vancouver BC which is a cultural melting pot. In my specific area we have a large Persian culture as well as East Asian. I have tried a Song which was translated into Cantonese but this was an interesting challenge due to the fact that Cantonese has tones, which didn’t go with the melody of the song. We also have many coastal indigenous populations in my area. I have to tread very lightly around cultural appropriation with this music because I am clearly not indigenous. I do though have one drum song that was thought to me by a Salish teacher who ‘ gifted’ it to me with the intention of it being passed on. Very cool!

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