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After I posted here I went back and started listening to the week 9 conference call where you spoke a lot about library programs. While I listened I started looking at the programming offered in my local libraries and was shocked to discover how little is offered for the under 2 crowd. Out of 7 libraries in the system, only 2 have any programming for that age at all! Definitely was an encouraging find!
That brought up a question, what do you call your library programs? Do you refer to them as Sprouting Melodies or something else?
March 20, 2014 at 9:05 pmParticipantLike Elyse, I’ve started using some of these ideas in my work with my older adult client. I’ve really started to pay attention to my vocal timbre and facial expressions. I’m trying to leave more space and silence for comprehension and responses and setting the session and interventions up to allow her to make lots of choices.
ParticipantWoohoo Elyse! Great news on both fronts!
Where do I go from here? Well, I want to start researching to see if a library program would work in my community. I’ve also started putting out my feelers for a location that I could host regular Sprouting Melodies groups. The biggest complication of course, is the fact that I work in an office during the day! I shared during the conference call this week about a call about some contract work that I’m hoping will allow me to move back into the MT world and quit my office job. When that happens, I’m really hoping I can put it all together to start a thriving Sprouting Melodies program!
ParticipantI’m most looking forward to actually getting to spend time with young children! I’ve known since my internship that early childhood is really where I wanted to focus my career, but for personal and family reasons took an office job when I moved back to my hometown. Flash forward and almost 6 years have gone by. Sprouting Melodies is hopefully a method that will allow me to get back into the field and working with a population I’m passionate about.
I’m glad I chose Sprouting Melodies for many of the reasons others have listed: I like that it is music therapist developed and music therapy based; I like the non-prescriptive nature; I like that it includes the little little ones; I LOVE the support and networking that is offered for providers.
ParticipantSuch great information here.
Caroline has a good point about communication – “Communication with group members is key–explaining to families what you are doing and what you “expect” but assuring them if their child isn’t doing “just that” that it is ok (usually).” When you have a group that includes caregivers or classroom teachers, it can be very helpful to make sure all the adults are on the same page.
One specific strategy I have used in a specific situation was about controlling what color of instruments were in the instrument box. I had a little one with autism in one of the classes during my internship and if objects of a certain 4 colors were in sight, he would insist on holding one of each color. When I knew I would be using those instruments with that class, I always made sure to take out those colored instruments. That way he could choose an instrument and not be distracted by the compulsion to hold the four specific colors. While it’s a small strategy, it was a way that we could increase his chances of being successful and engaged during the musical activity and not just distracted with the 4 objects in his hand.
March 11, 2014 at 10:26 pm
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
ParticipantJennifer, I like the statement about intent. It’s so true that the things we do can be educational in nature, but it’s the intent that separates us.
I think music for skill building is just that, music with the intent to build skills. I can see it extended beyond even just music skills to things like academic skills. Music for development is more holistic and the intent is to support the child’s overall development – social, emotional, etc.
As a piano teacher, I use music as a skill building tool, specifically to develop the skill to play the piano. I can also support the child’s development through the lessons and activities, but the intent is to develop musical skills. I would call this music for skill building.
As a SM instructor/music therapist I use music to support an individual’s development or goals in a non-musical area. Some of the activities/interventions/songs can be educational in nature (I have a geriatric client that really wants to learn how to play the piano, but physically and cognitively will not be able to play independently. However we still use colored dots to play actual songs, but the intent is to not to “learn how to play the piano” but to support the goal of playing for enjoyment.) but the intent is to support the development of the individual. I would call this music for development.
ParticipantI echo what everyone else has said. It seems like the biggest challenge is choosing appropriate songs and activities that will be engaging for the older children but not overstimulating for the young ones. I don’t have any experience with mixed age music groups, but I did work in a mixed age childcare center during high school. It was very difficult to find activities that everyone could participate in.
The idea of having a space for the older ones to dance/move that may be close to, but not in the same place as the non crawlers and those just beginning to crawl seem like a good move. I also like the idea of encouraging modeling and having all the family participate in the bonding songs.
Cassandra, I’m sure you got quite the sense of accomplishment after pulling that group off! I’m sure it can be hard to tell families ‘no,’ but it is so important to have adequate space.
March 11, 2014 at 10:04 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3
ParticipantSM3 Words: social/connecting, music making, active, deliberate, variety
Family Sprouts Words: bonding, joyful, complex (keeping it all going and including everyone), cooperative, busy
SM3 Plan: Gathering Song: “Sit Down With Me;” Bonding Song “My Brand New Friend” and “Swimming Together;” Songs About Me: “Where is the Music;” Instrument Song: “Music is the Way” and “You Play a Little.” Movement Song: “The Leaves Go Down” or “Jumping Up and Jumping Down;” Cool Down: book “From Head to Toe;” Goodbye Song: simple goodbye song and “Thank You Very Much.”
Family Sprouts Plan: Gathering Song: “Come and Join the Circle;” Bonding Song: “Hold on Tight” and “Wiggly Jiggle Car;” Songs About Me: “Can You See Me;” Instrument Song: “I Like This Song” and “Music is the Way;” Movement Song: “I Can Move Around;” Cool Down: scarf or book; Goodbye: simple goodbye song and “Thank You Very Much.”
ParticipantI’m glad to see I’m not alone in how I am/was feeling. All the responses definitely made me feel better about where this is all going.
ParticipantWe can do it Kate! We just have to keep in mind that we can do it together! We don’t have to try to figure it all out on our own.
ParticipantHow exciting! Getting those bits of engagement makes it all worth it!
I remember working with a little boy during my internship that had Down Syndrome. He had very poor muscle tone and very rarely sat up straight. We were doing a gathering drum song about popcorn and he ended up sitting up straight on his knees at the gathering drum for almost 10 minutes! It was such an exciting moment.
ParticipantThanks for all the kind words. They’re helping put my mind at ease. It’s good to know that I’m not alone and that even when the course is over, I won’t be alone then either.
I think that a big part of the nervousness is related to the fact that Sprouting Melodies classes are part of a plan that will allow me to quit my daytime office job and move into the music/music therapy world full-time. I’m looking forward to it, but it’s scary all the same.
February 27, 2014 at 12:15 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 1
ParticipantPlan -Have soothing recorded music playing as babies arrive and get settled. -Hello/Gathering Song: Simple song sung to each baby using his/her name. I love the idea of using name tags, not only for my benefit, but for the benefit of other parents as well. In this group, I would imagine it would be best for the parent to wear a name tag with his/her name and baby’s name. I really liked Meredith’s two-word hello song that could be adapted to include baby’s name.
-Lap/Bonding Song: Song used to encourage parent/baby interaction and bonding. Include possible whole body movement and lots of touch. Use active silence, but also watching for startling. “Row It Faster”
-Instrument Play: Song that is a little more complex used to engage baby with instruments. Listening, exploring, playing instruments are all desired responses. Use simple instruments such as maracas with rattle-like handles and simple frame drums. “In My Little Hand”
-Song About Me: Simple song that includes body part touch or maybe repeated syllables to encourage vocalization (in older babies). Encourages parent/baby interaction/bonding. “Just Like Me”
-Movement Song: Song that may be a little louder/faster that provides opportunities for parents to move baby and when capable, for babies to move themselves. Movements such as up/down, side/side, forward/backward, that can all be done while seated and also standing for older babies that are looking for more movement. Use active silence, but also watching for startling.
-Cool Down: A softer song with scarf movement or a singable book. “Where is My Face”
GoodBye Song: A simple goodbye song. I would use the same song each week to create consistency and help with the transition of leaving the group.
I can’t wait to get my copy of “You and Me Makes We” to really start learning some of these songs and getting inspiration to write my own.
ParticipantNot enough/too much stimulation can certainly be a fine line and where that line is varies for each child. Recognizing where that line is takes experience and is also an area where parents’ input can be very important.
One thing I’ve noted through all the songs in the videos is that even though you incorporate music surprises, a variety of timbres and dynamics, etc. nothing is ever harsh. I know I find harsh sounds very overstimulating and would imagine there are children that feel the same thing.
I’m with Caroline, I’ve already starting being more mindful of my dynamics, affect, and timbre with my current client. I really hadn’t given it too much thought before this course.
ParticipantJennifer – the slide whistle can be so much fun! What a great musical surprise.
Since I’m not working in early childhood right now, I don’t have any direct answer to this question exactly.
I have some Basic Beat chiquitas that have a sound I really like and seem like they would be the perfect size for little hands. I’d like to get an idea of the size of the jumbo chiquitas talked about in the video.
I would definitely want some of those frame drums you demonstrated. They look like Remo to me. I also like the idea of small wooden sticks that Jennifer mentioned. Regular sticks seem like they would be too long for this group.
In my internship we used chiquitas, egg shakers, wooden sticks, lollipop drums, some Orff instruments, etc. I don’t remember any of the brands.
Thanks for the reminder about the “Wash Me” box. It was there in the back of my mind, but it’s always nice to have the reminder. I like the simple name.
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