[Johanna Horn]

I think music therapists bring a ton of value to families of young children. We are Board Certified, which could provide comfort to the families in knowing that we are skilled and competent at what we do. There are several early child music programs that do not require any certification in music, just a general love and interest and I think the credential MT-BC means a lot. Additionally, we are not ‘teaching’, but providing more than just basic music foundations and learning. We can observe the whole child across several different domains (Social/Emotional/Communication/Fine and Gross Motor/Cognition) and use what we observe to guide the overall music experience. I believe that there is comfort in knowing that music class will be safe and appropriate with considerations for all abilities.

[Johanna Horn]

It has been very helpful in my own practice to design my sessions according to Singing/Listening/Moving/Playing. I use singing in many ways but I often use singing to fit the theme of the week at the preschool I work at to reinforce the classroom lessons. Movement is a key component for me, however there are times when group movement gets out of control. I try to use movement at the beginning of class to sort of “shake the sillies” out and to meet the kiddos where they are. Listening has been a challenge, but I believe it is because there are times that the activities were not developmentally appropriate. Some successful listening activities I use typically combine with the other aspects. For example, the children will match drum patterns to the mood of the music being played, or we will play freeze dance. The listening activities that we have done have been less “receptive” and more “active”, so not just sitting and listening but a combination of everything.

[Johanna Horn]

Singing:
Awareness- Turn facial attention toward the source of the singing, Trust- vocalize in the tonality of the song, Independence-imitate animal sounds, Control- match specific pitches, Responsibility- regulate vocal quality to match dynamics of music

Playing:
Awareness- tolerate the sound of familiar instrument play, Trust- Reach out to touch instruments, Independence-transfer instrument from hand to hand, Control- Play a variety of dynamic levels, Responsibility- organize beating into meter

Listening:
Awareness-Show pleasure toward music in the environment, Trust- Look toward the face of the singer, Independence-Seek out source of music, Control- Stop action to listen to music, Responsibility- adjust quality of singing to blend

Moving:
Awareness- alter movement in response to changes in movement, Trust- Move entire body rhythmically, Independence- imitate simple whole body movement patterns, Control- Freeze body in space to listen to music, Responsibility- Demonstrate understanding of spatial awareness

[Johanna Horn]

My community is very eclectic! I work at a pre-school about 15-20 minutes from Washington, D.C. and there are a wide variety of cultures so the music is very diverse and ever changing.
I am unable to sing any songs of a religious nature–even if I am recognizing all of the different religions.
I did a “Music Show and Share” once with my four year old Pre-Kindergarten class, and asked that each student bring in something representative of the music they experience in their own homes. It was wonderful! Students brought in instruments from their family members! For example, one child brought his dad’s ukulele from Hawaii. Other children brought in CDs with a vast genre base (pop, doo-wop, rock and roll, world music).

[Johanna Horn]

I am going to echo my feelings towards the over-done I-IV-V7 chord progression. It’s so easy to find myself in an improvisational slump and I just use that typical progression. (And yes, I sometimes default to the key of D and I use a down/down/up/down strum pattern. EEK!). It’s important for me to remember that not all children and families come from cultures where that progression is used. I am really looking forward to exploring and expanding my repertoire with different modes and keys.

[Johanna Horn]

It is my goal to provide a safe, fun, and nurturing music environment for the children and the caregivers. I believe that my experience as a early childhood music therapist and a mother of twin three year olds, have really shaped who I am as a music therapist. I have seen developmental milestones first hand with my three year olds, and it has really helped me process and implement developmentally appropriate practice for my early childhood groups. Its amazing to me that in 2007, I graduated from college and landed my first job at an early childhood center (coincidentally where I am now). I had no idea what I was doing and more often than not, my interventions were not developmentally appropriate and caused utter chaos (picture it–trying to implement a lyric analysis activity for four year olds). Thankfully, I took time to grow and research more and I began to see the big picture in early childhood development.

It is refreshing to read that some of you are interested in serving mothers suffering from PPD as well as other perinatal/prenatal music therapy avenues. I was on hospitalized bed rest most of my pregnancy and there were many programs offered for me at the hospital I lived at, but music therapy was not one. I was unable to practice music, sing, or do any of the things I enjoyed the most because of my circumstances. Looking back on the whole picture now, I am sure other mothers in the same situation would have benefitted from music therapy to not only ease anxiety, but to also provide a stronger bond inutero.

[Johanna Horn]

I know! That is so cool that we are very close by! I interned with Fairfax County Public Schools under the supervision of Gary Verhagen and I work for Josh Schrader now with his private music therapy company, Capital Music Therapy Services. Small world!

[Johanna Horn]

Hello!

My name is Johanna Horn and I am from Sterling, Virginia. I graduated from Shenandoah University in 2007 with my Bachelors of Music Therapy, minor in psychology and my concentration in voice. I did my music therapy internship at a public middle school and worked with students with autism and emotional irregularities. After my internship, I got s job at an early childhood center “teaching” music, but felt like I wanted to use my MT-BC credential so I left after a year and got a job at a private elementary school for individuals with autism for 5 years. During my time, I became pregnant with twins and needed to go on hospitalized bed rest early on in my pregnancy. When my daughters were finally born, I decided I needed to find a place to work where I could send my babies as well. I went back to the school I worked at right out of college “teaching” music and I have been for 2 1/2 years. I also work with a private music therapy company out of DC, Capital Music Therapy Services. I love early childhood and I truly feel it’s my wheelhouse!

Can’t wait to begin this new program.

[Author]

Posts