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Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.
“This is a time for exploring – follow your child’s lead and allow them to experience the music in their own way.”
“Your child can absolutely come and strum the guitar! That’s what we do here in Sprouting Melodies!”
“Your child may want to sit in your lap or may want to explore independently. Either way is fine – just follow your child’s lead.”
“Repetition is so important! When you (as the parent/caregiver) are tired of a song, do it three more times! Your child is taking it all in.”
“It’s okay if your kiddo looks like a deer in the headlights right now. There is so much going on in his/her head right now – processing, attending, and taking it all in!”
ParticipantCreate a plan for songs and music experiences to use in a Sprouting Melodies 2 session.
Gathering / Hello
Lap ride / Tickle / bonding song
Instrument exploration / instrument start and stop
Singable book with language development
Structured movement in a circle (everyone moving in the circle)
Individual movement with scarves
Closing / Goodbye
ParticipantUse 5 words to describe the music experiences in Sprouting Melodies 2.
Exploration
Playful
Follow (your child’s lead)
Observe
Energy
ParticipantShare your thoughts on the role of music therapy in community-based settings on the forum.
Providing resources in the community that go beyond music therapy
Providing resources on how to access services and what programs may be able to support them
Providing support directly and indirectly
A place for community and connections – learning from those who are going through the same journey
A place where everyone can be themselves – meeting everyone where they are
ParticipantCreate a plan for songs and music experiences to use in a Sprouting Melodies® 1 session<br />
Gathering / Hello<br />
Lap ride<br />
Instrument exploration and song<br />
Singable book<br />
Movement song <br />
Closing / GoodbyeParticipantWrite 5 sentences you can use when speaking with parents about musical responses of children in SM1.
“You do not need to be a professional singer to be in Sprouting Melodies. The voice that your little one wants to hear is YOURS.”
“Let’s celebrate! Everyone is here, out of the house, dressed, and you are here in Sprouting Melodies! Let’s celebrate that accomplishment!”
“Take a moment to be present with your little one . Life can be rushed, stressful, and frenzied, but when you’re here in Sprouting Melodies, all that is required is slowing doing and being together.”
“Don’t worry about your little one “doing things” or “performing.” Just be in the music – that is what makes all the difference.”
“This group is as much for your baby as it is for you – the caregiver.”
ParticipantUse 5 words to describe the music experiences in Sprouting Melodies® 1.
Bonding
Awareness
Tactile
Connections (between baby/caregiver AND caregiver/caregiver)
Be presentSeptember 4, 2023 at 2:31 pm
in reply to: Share some of your experiences with children of this age and level
ParticipantWhen my children were growing up, we would sing, play instruments, and read books constantly. We attended library playgroups and Kindermusik classes. Some of my favorite memories of my children growing up were surrounded by music and early literacy. I knew and respected the importance of music on a young child’s development.
Now as my children are older, they each hold music as important parts of their lives. They share music with their peers through marching/concert bands, they listen to music constantly, they learn the complexities of learning how to play an instrument, and they recognize the role of music and how important it is in their lives.
September 4, 2023 at 1:52 pm
in reply to: What are the needs of the families and communities that you work with?
ParticipantEven though I am not working directly in an early childhood space, there is a need for connection and community in this post-COVID world – for everyone! In my family, we have definitely been seeking out opportunities to come together with other people, whether it is through a team sport, band, music concerts, and so much more.
August 8, 2023 at 6:17 pm
in reply to: What are the needs of the families and communities that you work with?
ParticipantTalia, I could read your thoughts ALL day long!
I especially love this: “…grateful when families and communities have opportunities to engage musically ranging in a variety of settings from home, to school, to park, to hospital, to farmer’s market, to clinic and enriches us ALL in planting the seeds of voice, safety, place and empathy.”
I love how you worded this so beautifully.
ParticipantMusic therapists look at the whole child. They are not looking at a specific area of growth and development, and they can use music in such a way to help with that area of development.
The music therapist also knows how to change the intricacies of music to illicit a response (dynamics, tempo, timbre, style, etc.).
Music therapists are also incredibly responsive and observant and can communicate what they observe to caregivers.
July 26, 2023 at 9:18 pm
in reply to: How have you used these four music experiences in your practice?
ParticipantI am not currently practicing or leading early childhood music groups, but I am thinking back to each developmental sequence that I saw in my past (either as a therapist/teacher or a parent).
When I would plan any early childhood experience, I had a similar “flow” that i followed for each session. A greeting song, a movement song, an instrument song, singing (singable books were a FAVE!), another movement song, and then finish with a closing song.
With my own kids in music classes, there would be a very similar routine with lots of experiences with instruments, singing, bonding, movement, and books.
This course makes me want to start up early childhood music groups again!!!
ParticipantSINGING: Awareness – The child will calm to familiar sung melodies Trust – will show pleasure through smiles to hearing familiar songs Independence – will sing simple words within familiar songs Control – use gestures or signs or words to request a favorite song Responsibility – will sing familiar songs independently
PLAYING INSTRUMENTS: Awareness – will turn eye gaze and facial attention toward the sound of instrument Trust – will explore instruments with hands or mouth Independence – will reach for and use hands to move instruments rhythmically Control – will explore instruments in a variety of tempos (fast, slow) and start/stop motions Responsibility – will take turns with peers in rhythmic structure
MOVING: Awareness – will move entire body Trust – will move entire body rhythmically in response to music Independence – will alter movement in response to change in music Control – will isolate body parts to move rhythmically Responsibility – will create sequence of novel movements in response to music
LISTENING: Awareness – will tolerate live and/or recorded music in the environment Trust – will look toward sound source in response to silence in music Independence – will demonstrate musical preferences and dislikes (Baby Shark, anyone?) Control – will watch others as they make music Responsibility – will tolerate/accept music suggestions of others
ParticipantI love the concept of embedded songs – music that literally accompanies your everyday activities. I remember the many diaper changing songs – usually improvised. The tooth brushing song that was sung every night for YEARS.
I remember just laughing and laughing while singing a peanut butter and jelly song at lunch for a good two weeks in a row when my oldest was really into peanut butter and jelly sandwiches.
ParticipantMy youngest daughter, Alice, was in a music class with me when she was at the Awareness level. Her teacher started playing two tone bars together at the same time, and I observed Alice just stop what she was doing, staring closely at the teacher – then she quickly looked over her shoulder at me, as if to ask, “Mom, did you hear THAT?!”
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