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April 28, 2021 at 10:23 pm
in reply to: How have you used these four music experiences in your practice?
ParticipantI used the gathering songs towards the end of a transition to help the group refocus. The embedded song Just Like Me was perfect for a group of early preschoolers (2-3) to identify different body parts. I also used Sit Down With Me to engage some pre-k (4-5) group members and everyone had the opportunity to choose a different movement. Lastly, I sang A Car On My Knee to connect with an individual child working on turn taking.
The biggest change I have made since the beginning of the course is being intentional about gathering the group by meeting them where they are. It is okay to not be in one spot of the room during music, that we can be in music anywhere in the class!
ParticipantMusic therapists provide support and encouragement to families while their children are growing! We use music to nurture those relationships between child and family, caregivers, or other children. Since music therapists study children’s development, we can share resources to help families outside music like at home, the grocery store, or school. We can also give children a positive and healthy environment to thrive during music making.
ParticipantIn the Columbus, OH area, there is a wide variety of music styles that include drum circles, live music at breweries, large and small concerts, etc. These continue to be limited due to covid restrictions but I know before now they existed! In my current practice we actually have music provided and I have been feeling less creative and not connected to the children during the experiences. However it is exciting to implement a few of these sprouting melodies songs!
ParticipantI have enjoyed implementing these embedded songs during my daily work! I agree with Cecilia that these songs are very adaptable to use in several different experiences due to the spontaneity of children. When I did not have a toy car, we used a lego piece for “A Car On My Knee” to meet the children’s preferred toy/object.
I also found the gathering music as helpful to gain the group’s attention as well as give directions! I sometimes find myself talking a lot and these songs encourage me to use my singing voice to engage the children.
ParticipantThe picture of the boy with bells wrapped around his arms (control development level) reminded me of almost every experience I have with children and these wrist bells! One time when facilitating an instrument play intervention, the children began wrapping the bells around their ankles and upper arms. My first response was to remind them these instruments are played on the wrist but before I said anything, everyone began talking about which body parts their bells were placed. This was a new way to experience these bells with a new idea instead of thinking it was “untraditional” or “incorrect”, they had creative control over the music that I could support. I love how children experience everything with new eyes and can challenge my thinking almost daily!
ParticipantAwareness- child looking or not looking towards music, respond to music during rests, recognize changes to familiar melodies
Trust- explores instruments with mouth and hands, purposeful responses when singing, starting to match pitch
Independence- chooses duration to play instrument, picks preferred music, imitates music
Control- playing instruments with fast tempo, spontaneous movement to music, picks preferred instrument to play
Responsibility- clean up materials as needed, follows a steady beat, can distinguish loud and softParticipantThrough this training, my internship and current work experience I can bring an evidence-based approach! Knowing the literature and having insight to appropriate child development supports my advocacy for this music therapy program in my community. I stay up to date with early childhood research and implementing the best practices to set the littles up for success now and in later life.
Musically… I enjoy using the ukulele with younger children because the size is more accessible and can sustain more tiny hands touching it! I also prefer a lot of acapella music because it requires only me and I can assist children better and interact in closer proximity.
ParticipantThat sure was a lot of information in the videos! I currently work in an early childhood education setting with 4-5 year olds and I could relate to that part of the powerpoint most since I see and document their development each day. And it sure does seem they grow so much every day! It is helpful to see my goals for students be supported by the lists of skills under each are of focus, that are appropriate for this age.
In the facility I work at there are several younger age groups that I also interact with regularly. I was interested to see the milestones/skills of infants and toddlers because if I implement a sprouting melodies program, it would be with multiple age groups. I am looking forward to seeing the musical connection with each area of focus because I know that when we start music the children all stand up and wiggle!
ParticipantHi all, my name is Jordann Schach, I hope my profile picture uploaded correctly! I graduated from Ohio University in Athens, OH in 2019 and completed my internship last year right before the first covid shut down in March. My life definitely took a different turn after this and currently I am working in an early childhood setting with 4-5 year old children. This sprouting melodies training was recommended by my previous internship supervisor and I am fortunate these courses can fit into my schedule!
I am most looking forward to more education on early childhood development as well as musical development in children. Specifically, I am hoping to gain deeper group management skills and how to advocate to expand this program into my community. Thank you!
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