Forum Replies Created
-
AuthorPosts
-
November 17, 2015 at 11:15 pm
in reply to: How are you planning on sharing this information with colleagues, administrators and families?
ParticipantIf I were to become a Sprouting Melodies provider I would utilize the marketing material to help spread the word. I think using social media, providing demonstrations, meet and greets, and networking would also be helpful. I liked the idea Meredith mentioned in the slides this week about signing up for newsletters so that we are in the “know” on what’s going on in the community, as well as making connections through other people we know (word of mouth).
Talking to colleagues, friends, and family members is also a good way to get ideas and new connections for who might be interested in early childhood music therapy or music therapy in general.
Lauren also brought up a good point abut stressing the importance of the benefits music therapy offers clients as well as how we are trained, credentialed providers who know how to identify, assess, and implement appropriate goals.
ParticipantThrough this training I have learned new ways to and ideas to approach group music therapy, new ways to explain what’s happening in the kid’s reaction in music with parents, and have gained new points of view for music therapy in the community verses just as clinical practice. At this point, I am not 100% sure if I am ready to begin Sprouting Melodies yet, but am considering it, and know I can apply my new knowledge just mentioned no matter what. I’ve really enjoyed learning about the musical development stages with this age group. If/When I am ready to begin I will most likely reach out to local after school, church groups, childcare, and library programs to get feelers out, as well as look into other service providers in my area. I actually just moved to Texas, and am trying to get settled in here before I start any major projects.
ParticipantI’ve modified the lyrics to songs, adjusting the words or phrases as well as the tempo. I use larger drums (the heads of the drums like shape or frame) so there is more surface area for clients with smaller hands or lower spacial awareness and motor control to play. I’ve used adapted mallets with a few clients, assist with hand-over-hand playing, and omit words and either hum or sing on a syllable. Like Lauren said, I try to adapt the songs and interventions so that each client has the opportunity to participate, and also keep the group/clients engaged.
ParticipantAt the moment I am still considering whether I am ready to jump in and become a provider. I know it would provide another avenue for music therapy opportunities, and I am excited for that, but at the same time I am nervous about branching out on my “own” in regards to marketing within my community. I know that I will use the information provided in this training regardless of my decision to become a provider or not. I guess I’m still kind of on the fence, and am not 100% sure I want to dive into private practice just yet.
Beth and Meredith-I did have a few questions for you as I listened to the conference call (I am sorry I missed it!):
1. Is there a time limit for how long our training lasts before we can’t become providers without having to take the course again?
2. If I become a Sprouting Melodies provider, do we need to get our own liability insurance?
3. If I become a provider do I have to start right away? Or can I join, then wait a few months to begin building my clientele?
4. Do we have to do all the groups or can we provide just one or two of them until we have more clients built up? Do we have to provide a set amount of classes per quarter/term in order to continue to be a provider?
5. Can we offer evening sessions as well as Saturday and day time sessions?
6. Do you have any tips on how to discover our “fair market” rates for our areas? or is this something you would help us figure out when we get started as providers?Thank you for your time! I thought the conference call was interesting, and I was able to get a few questions answered from it.
ParticipantI agree with all of you! It can be difficult at times to create or implement interventions for various ages and abilities in multi-age groups. I have found that I have to have a plan that has at least 1-2 interventions or songs for each age, ability, and level; and from there I adapt to and for the group during the session. Like Lauren, I also give clients specific tasks or opportunities to lead the group if I find they are under-stimulate or disengaged. I also try to provide a mixture of tempi, volume, etc. so that way we aren’t staying at one energy level throughout the session.
November 3, 2015 at 11:03 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3.
ParticipantSM3: Independent, Meaningful, Encouraging, Fun, Interactive,
SM3 Outline: Gathering Song- Hello Everybody and Gather Round Everybody; Bonding Song- My Brand New Friend; Songs About Me- Where is the Music; Instrument- You Play a Little and All Night All Day; Movement- Will You Come; Transition/Cool Down; Goodbye- Thank You Very MuchSM Family Sprouts: Trusting, Lively, Flexible, Playful and Loving
SM Family Sprouts Outline: Gathering Song- Come and Join the Circle; Bonding Song- Hold on Tight; Songs About Me- Who’s That and Watch Me Go; Instrument Songs- Dancing in the Middle; Movement- I Really Gotta Jump; Transition/Cool Down- It’s Time to Say GoodbyeNovember 3, 2015 at 10:48 pm
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
ParticipantI typically explain that we all have developmental milestones to reach, and can use music to assist with attaining milestones. I then give an example like singing/saying vocal sounds and shaping our mouths differently, rocking our bodies to the rhythm to gain momentum to crawl or walk, etc. I continue to explain that once we reach a specific milestone we can continue to address and maintain these new skills with repetition with familiar songs as well as incorporating new interventions.
October 28, 2015 at 12:50 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 1.
Participant-Hello/Gathering:Good Morning to You
-Bonding or Embedded Song: Row it Faster
-Transition Song: I Like This Song (encourage swaying or other movements to the rhythm as we prepare for movement)
-Movement: Pick Your Hands Up High
-Instrument Exploration
-Instrument Play/song: In My Little Hand
-Transition/Clean up song
-Songs About Me or second movement song: That All Makes Up Me
-Cool Down: Rock a Bye Baby or Hush Little Baby
-Goodbye SongOctober 28, 2015 at 12:50 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 1.
Participant-Hello/Gathering:Good Morning to You
-Bonding or Embedded Song: Row it Faster
-Transition Song: I Like This Song (encourage swaying or other movements to the rhythm as we prepare for movement)
-Movement: Pick Your Hands Up High
-Instrument Exploration
-Instrument Play/song: In My Little Hand
-Transition/Clean up song
-Songs About Me or second movement song: That All Makes Up Me
-Cool Down: Rock a Bye Baby or Hush Little Baby
-Goodbye SongParticipantI try to stick to the “KISS” rule- keep it simple silly! I think a good session reflects the ebb and flow of waves- I try to start slow to warm up, then build to higher energy, and bring it back down (and repeat). Of course, there are days when client energy may be low, or everyone is feeding off of each other’s energy so I have to manipulate the songs or intervention to redirect. Depending on the the situation (energy level, client stemming, clients feeding off of each other’s energy) I change the timbre, tempo and volume to meet their needs. There have been sessions in which I completely omit instruments because there is too much going on and I felt clients needed something soothing. That’s when I try to do quiet, a capella songs and slow movement activities with our bodies or scarves.
Too much stimulation for one child might not be enough for another. That’s why it is important to check in with clients and observe throughout the session. Sometimes we might need to end a drumming intervention shortly after we begin it because one child startles because of the instrument, which then causes another child to cry because they are over stimulated by the drum and the other child’s crying. That’s when we as the music therapists have to use our judgment and musical knowledge to assist the clients with becoming less agitated, and help find the right balance by leading/guiding the musical experiences.
ParticipantI don’t work with this age group specifically, but with the preschool group I was running ASD and other I/DDs we used frame drums, shape drums, rubber mallets, large maracas, and some egg shakers. I’ve also used tambourines, a djembe, cabasa, and ukulele in my preschool group. I found the ukulele easier to manuver with small hands and many bodies, and a few clients appeared to enjoy the sound of my tenor uke, and would stop crying when I played it. I use an acoustic guitar in my sessions. I have a key board but rarely use it in preschool.
For this age group I would love to get a REMO gathering drum, some more medium to large (and colorful) maracas and bells, and some small rainsticks.
October 28, 2015 at 12:12 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 2.
Participant5 Words: Exploration, Movement, Fun, Interactive, Playful
5 Sentences: Watch how your child is exploring the space around us by moving/dancing. He/She must trusts the space around us. It’s ok to give him some space to process the music- he’ll interact when he’s ready. I encourage you to keep mimicking my motions in the songs as this will encourage your child to participate. Look at her move to the rhythm!
Session: Good Morning to You, Bonding Song- Wiggly Jiggly Car, Songs About Me- Just Like Me, Instruments- I Like this Song or a song called Razzle Dazzle (I believe it’s from BrightStarts), Transition/clean up, Movement- March with My Baby and/or I Can Move Around, Songs About Me- Can You See Me, Cool Down with a book or familiar folk/children’s song such as Twinkle Little Star or You Are My Sunshine, Goodbye- Music Time is Over
October 20, 2015 at 9:49 pm
in reply to: Share your thoughts with the board members on the role of music therapy in community based settings.
ParticipantI’m finding this question rather difficult to answer. I haven’t really taken the time lately to think about music therapy in the community other than to advocate for and market it. Lately I have been focused more on clinical aspects as I’ve been working on ways to best help my client’s reach their ISP goals and objectives. While I know these are important as we are an evidence based practice, I forget that sometimes we as music therapists have the ability to address the needs of the whole person and not just the specifics listed on an ISP or IEP. It’s the same for addressing the needs of members within our communities. If a community has been hit with a tragedy or disaster music therapists can assist the ailing community with support groups in which we provide non-threatening opportunities to express their feelings about the hardships, but to also provide ways to help community members heal together through healthy coping strategies. I hope this makes sense.
I really like Megan’s answer in regards to how models such as SMT can help provide and support healthy individual and family development. She draws a good point with the amount of “brokenness” families in our societies have whether from divorce, death, economical, or other struggle that we as music therapists can help support a positive developmental or coping experience using our specific MT training and education within community settings.
-
AuthorPosts
