[Kathy Odenkirk]

I am also behind…..my granddaughter and I have been busy sharing germs! Sorry.
5 words to describe the music experiences in Sprouting Melodies 1 — clam affect, bonding, cuddling, slower pace, joy.

5 sentences to use with parents…(I hope this is right)… “Look how (baby’s name) is watching you!”, during the Hello song – encourage parents/guardians to tap a steady beat somewhere on their baby to help with bonding, “(Baby’s name) is enjoying your gentle swaying movements!”, “Your baby loves it when you sing to her!”, and “Be aware of your baby’s movements/fidgeting. She is trying to tell you something!”

Class plan ideas:
Gathering/greeting song — Hello (from the video)
Bonding Song — Row it Faster (EKS). This has a familiar tune so I think it would be a good one for parents to feel comfortable enough to participate.
Songs About Me — Where is my Face? (EKS). Use scarves to help with interaction.
Instrument Songs — In my Little Hand (EKS). I really liked this one. Use baby maracas.
Movement/Cool Down Songs — As Big As Can Be (EKS)
Goodbye — Goodbye Song used in the video (MRP). I liked the song, especially the slower pace, added pauses, etc.

[Kathy Odenkirk]

I spent several years working with the Early Head Start program. This program is for newborns through age 3. After doing the preschool Head Start program (music therapy) I was asked to expand into the Early Head Start Program. The sessions were just with the children though as they took place during daycare hours. It was a fun way to end my work week!

[Kathy Odenkirk]

I believe that music therapy has a place in community based settings both in the traditional therapeutic sense and as a part of a wellness model. It can also play an important role in child development for both typically developing children and those who may be at risk. The contract that my business has had for 24 years is with a local Community Action program (Head Start). I created the music therapy program. Interestingly, now that there is new management (the old director who helped me create my program retired) my music therapy program will be coming to an end this summer. Although I’ve submitted ideas to keep music therapy with some variations and to do a program for children and their parents (included in the proposal that I was taking this course) the new management is no interested.

[Kathy Odenkirk]

Sorry…here’s the rest of my answer. I’ve been sick and am trying to catch up – guess I got in a hurry to post!
What are the needs of my community? My community does offer a lot of classes for young children but I don’t believe that most, if any of those classes include parents/guardians on a regular basis. There definitely needs to be more music therapy and other therapies for very young children. And what is offered needs to be made affordable and accessible to anyone who would like to participate.
At this point in time I am not sure if there is anything unique about my community.

[Kathy Odenkirk]

Music therapists bring a whole different level of training to families of young children! We are trained in a variety of areas including child development and behavioral interventions AND we continue to learn and stay updated in the CMTE opportunities. We have the ability to work with and along side of other professionals. As musicians we can be creative in our approach making it easier to meet the child (and family) where they are currently at (developmentally, etc) and journey on together from that point.

[Kathy Odenkirk]

I currently have a contract with a Head Start program. I have tried to design my music therapy forms to be user/parent friendly. I have found that the parents/guardians appreciate knowing the current strengths of their child and how I will use those strengths to improve the need areas. I believe that my education and experience in child development, behavioral techniques, and of course music therapy are important to them. They value honesty. Most important I have found that the families need to know that they are being heard, listened to, and supported.

[Kathy Odenkirk]

It was good to see and review the skills broken down into categories and to also see how those skill flow from 1 developmental area to the next. I currently work with preschool children and use singing, playing instruments, and moving everyday. I try to incorporate listening activities, but this can be difficult given some of the issues that my clients deal with. I plan on exploring more ways to incorporate listening skills into my sessions.

[Kathy Odenkirk]

Singing: Awareness – uses pitch in vocalizations, Trust – makes purposeful, pitched vocalizations, Independence – use simple word sounds in familiar songs, Control – sing 2 words in phrases using pitched intervals, Responsibility – sing phrases using 4 or 5 words.
Playing Instruments: Awareness – grasp briefly a musical object when placed in hand, Trust – explore instruments with hand or mouth, Independence – transfers instrument 1 hand to another, Control – uses familiar instrument functionally, Responsibility – maintains play of instrument with a group
Moving: Awareness – movements and vocalizations are in simple rhythms, Trust – displays movement that is rhythmic but not synchronized to the music, Independence – uses whole body rhythmically, Control – dances spontaneously to music, Responsibility – uses pulse when moving musically,
Listening: Awareness – calm to familiar melodies, Trust – focuses outwardly in response to “play-style” singing, Independence – demonstrate musical preferences and dislikes, Control – watch others as they make music, Responsibility – listen to the music of others.

[Kathy Odenkirk]

The town where I grew up, and still live, seems to have a wide variety of cultural and traditional music. There are strong German and Italian bases which are reflected in yearly local festivals. The summer programs of the Ohio Light Opera is well known in Ohio. Being a college town, there are also other traditional music opportunities such as the college orchestra. The college is known as the Fighting Scots so if you live close to the college and it is a home football game it is “normal” to hear bagpipes during the half time show! The band members even wear kilts!

[Kathy Odenkirk]

I was able to attend a workshop given by Elizabeth Schwartz at a recent conference and got to experience some of these songs done live! I was also able to purchase her book “You and Me Makes…We”. I already had sessions planned for my preschoolers but have picked out several songs to try over the next few weeks. Some of the songs presented automatically brought a client or group to mind and I am looking forward to trying out some new songs!

[Kathy Odenkirk]

I currently work with preschool children so some of the moments I thought of were in the control stage. I also see children functioning in the independence and responsibility stages. One of the musical characteristics for the control stage is “imitates movements to music” Just yesterday I watched 2 little boys (both 4) actively and joyfully participate in the movement activity. This was the first time all year where BOTH of them participated for the entire activity. They creatively moved around the room within the directed movements of the song. For example for “gallop” one of the boys decided to gallop across the room – I galloped along for the ride which ended up involving us “buying” something from the store and galloping back across the room. The 2nd little boy also joined us for the trip. Both boys laughed, moved, and smiled…and asked when it was over to “do it again!”
I have also done a lot of activities this year involving creating songs using colors (matching color crayons to the colors on color glockenspiel, for example). Everyone in the group not only gets the chance to play the creations but to create a song of their own to lead the group in playing.

[Kathy Odenkirk]

What I think that personally I will bring to early childhood music therapy based programs is my 24 years of experience working with young children (both typically developing and early intervention). I believe one of my strongest assets is my ability to work with and relate to children. I am not afraid to meet them at their level but at the same time continue to be the “adult” in the relationship. The information that was discussed in the modules will support my work by helping me set appropriate attainable goals for the children I work with. It will also help remind me to plan developmentally appropriate activities and sessions. With my current contract I do not see the parents on a regular basis (school site) so I think that this information will also be helpful to me when it comes to supporting parents and families.

[Kathy Odenkirk]

Although I have worked in early childhood for quite a few years it has been awhile since my practice included 0 – 2 year olds. It was good to review the developmental stages as well as any potential red flags for all ages.

[Kathy Odenkirk]

Hi! My name is Kathy Odenkirk and I live in Wooster, Ohio. I am the owner of Imagine the Possibilities Music Studio. I have worked in early childhood for 24 years as a music therapist and before that as an assistant teacher in a preschool classroom for several years. I am taking this class to learn more about working with parents and children since my practice has been limited to just infants through age 5 (at the Head Start program where I am contracted). Times are changing and my contract may not be a part of the Head Start program much longer so I am also looking for ways that I can expand my business into other early childhood areas.

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