[Joanne Van Eycke]

Three years ago, when I got married, I joined the community of military families. My husband is a marine and it has been quite a journey learning this culture. We were stationed in Jacksonville, NC and I had a private practice there for 2 years before moving. It is a very transient community and a major need is support system for families. Most often the family is away from any extended family and friends. You need to make bonds quickly and then as quick as they are made they are gone. It can also be very lonely as the military spouse if their significant other is deployed or on training operations. Sprouting melodies would be something wonderful that the families could participate in as they would find support and camaraderie. Also, the fact that there are no prerequisites and that songs can not only be taken home, but to the next duty station would be great for families.

[Joanne Van Eycke]

Singing
Awareness- Look at faces of the singers in visual range
Trust- Make pitched vocalizations
Independence- Vocalize using pitched intervals
Control- Put several words together for a musical phrase
Responsibility- Singing takes on a “style”

Playing Instruments
Awareness- Open hand and keep palm open on a drum
Trust- Use fists or open hand to bang on drum
Independence- Transfer mallet from one hand to the other
Control- Play a sustained beat to internal rhythm
Responsibility- Play a rhythmic sequence including rests

Moving
Awareness- Moves body in the presence of music
Trust- Change movement when music becomes silent
Independence- Increase movement when hears a familiar song
Control- Adjusts speed of movement to the music
Responsibility- Participate in social dances

Listening
Awareness- Focus gaze on music maker
Trust- Look towards location where music has been
Independence- Track movements of music maker
Control- Watches others as they make music.
Responsibility- Maintain attention to music maker for extended time

[Joanne Van Eycke]

Movement: I used to co-lead music and movement groups with physical therapists. At this time, I used the music to facilitate the goals set forth by the therapists by writing and facilitating songs that addressed movements such as walking, stretching and stomping. Most of the children had a diagnosis of cerebral palsy and had very limited mobility. Through the musical experiences the children were able to work towards their physical goals. What I found most interesting was the emergence of spontaneous movement and how many of the children not only reached their goals and objectives, but put their own creativity and abilities into the movement. With this training I can now see how these movements match different levels of development.

Singing: As a vocalist, singing has been an integral part of my work and my daily life. The most challenging and rewarding group I have used singing with was students with auditory impairments. These children primarily used sign language to communicate and were for the most part intimidated and some even embarrassed to speak. Providing a safe environment to experiment with their voice evolved into gaining confidence and one student even joined the school choir. The focus was not the quality of the singing rather the participation and experience of it. Just like this training encourages parents and caregivers to participate as it is the experience of the singing and not the quality of the singing that is most important.

Listening: During my group work with children I often incorporate listening into singing, movement and instrumental activities. I typically do this by inviting one child to take a solo and others are encouraged to watch and listen to the soloist. This fosters turn-taking and social skills. It provides an opportunity to listen and focus on others rather than just self. This training has inspired me to find additional ways to incorporate more listening into my sessions.

Instruments: Instruments have always been an integral part of my practice. Over the years I have incorporated everything from small maracas and egg shakers to full rock band setups and performances. The instruments and how they are played can be so versatile depending on the population and the goals – this training helped remind me of that. I have been so used to school aged children who play on the beat and/or for the whole song that with my own son I really needed to shift my expectation. I found myself wanting him to be at the responsibility stage and was missing out on all the experiences of other stages. We are both enjoying our mommy and me music group much more now = )

[Joanne Van Eycke]

I have musicians on both sides of my family so in addition to traditional children’s songs like ABCs, itsy bitsy etc I was remember listening to lots of popular and classical music as well. Most family get togethers with my mother’s side ended around the piano, and depending on who was playinng, there was Carol King or a waltz. I like to think being exposed to so many different styles of music so early contributed to my wide range of likes and interests.

My father is first generation American, as his family came here from Germany. When I spent time with his mom she taught me many German folk songs. Though my German speaking has become a bit rusty over the years, I can sing each one of those songs perfectly. The power of song and memory truly amazes me. In fact, I can still remember my very first phone number because my mom taught it to me in a song!

Now that I am a mom, I love to share some of my favorite songs with my son. When I return to work I am looking forward to learning the culture and the favorite songs of my future clients.

[Joanne Van Eycke]

Since I am currently not practicing and home with my 14 month old I was able to play and use the songs with him. I was most drawn to the bonding songs so I wanted to try those out. At first, he wanted nothing to do with them and was drawn to more instrument play. We had fun with “I like this song” and “In my little hand.” Then yesterday we had to run some errands and by the time we were driving home he was particularly cranky and just wanted mommy. None of the usual songs we sing in the car made him happy and then “Hold on tight” popped in my head. He reached for my hand and held it while I sang. He held on the whole time and even swayed a bit in the car seat. This morning when got in the car, he reached up for my hand and swayed so I sang it again. This song changed a potentially stressful drive home into a lovely bonding moment.

[Joanne Van Eycke]

I had the privilege of providing music therapy services to a young girl in her home for about 7 years. Though our time together began over 10 years ago, our initial sessions stay vividly in my mind. She was diagnosed with severe and multiple disabilities which presented with her being non-verbal, utilizing a wheelchair and having very rigid muscle tone. Her father wanted to provide an opportunity for her to participate in music as he reported when he sang to her “she came alive.” This response her father described was the stage of awareness. Though she often sat expressionless and appeared uninterested in much, when we made music together she began to make eye contact, turn towards the music and eventually begin to vocalize. Her senses were truly awakening before our eyes. Over time, I was able to support her progress through other stages of development but will always remember the dramatic difference in her personality and demeanor during those early sessions.

[Joanne Van Eycke]

I feel I bring joy to the musical experiences I create. Loving what you do can be infectious and contagious in the most positive way. Working in groups is very enjoyable for me and I love being able to respond to the needs of my students. As a new mom, I think I have a fresh perspective on the needs of the parents in the group too. I am looking forward to incorporating this training as well as my experiences as a mom into future groups.

[Joanne Van Eycke]

My most valuable take away was how to support parents as children develop and hit their milestones at different rates. I think we can provide important reassurance that a child’s progress is normal and also as a resource if we notice “red flags.” As noted when children become school age we often interact less with the parents. I find the opportunity to work with the whole family in early childhood very exciting.

[Joanne Van Eycke]

Hello Everyone!

I am jumping into the training a little late and very excited to be joining you. I did my undergraduate music therapy training at Montclair State University and received my masters in music therapy from New York University. I have been a practicing MT-BC since 2003 and have worked with school age children with and without special needs since then in public schools, private schools and private practice. The majority of this time I was in New Jersey until I got married and then had a private practice in North Carolina. I am currently back in New Jersey for at least one more year (my husband is in the US Marine Corps so we will move where and when they send us) and interested in getting back to work. I have been a stay at home mom for the past 14 months with my little boy. Recently, I have been approached by a local daycare that would like to provide music activities for their community. I think I will really benefit from this sprouting melodies training as I have never worked with babies and toddlers. Having my son is actually the first time I have really experienced being around a baby. We participate in many different group activities for his age and I find the dynamics of the groups particularly interesting. I hope to gain insight on working with this population and look forward to having a marketable program to offer the daycare.

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