[Katy Hutchings]

It was great to meet you as well! It is always nice to meet face-to-face. Hopefully I will see you all at National conference as well.

[Katy Hutchings]

For now, I’m excited to take what I have learned and to use it at the preschool. I definitely want to go through Beth’s songbook and challenge myself to learn two new songs a week and incorporate them into my work. I am always looking for new intervention ideas and her book is a great resource.

I definitely would like to become a provider someday although I’m not sure when that will be! I look forward to continuing to dream of running my own classes in my community and will definitely start to explore that option!

I have thoroughly enjoyed this training and gotten a lot out of it. Thank you to the whole Sprouting Melodies team!

[Katy Hutchings]

I’ve already started sharing what I have learned with colleagues at my job and other music therapy friends. I know at least one other music therapist who is now interested in doing the training as well! Music therapists are always looking for more ways to learn and grow and I felt that this training was a great way to review information and think about development in new ways. For my non-music therapy colleagues at work, I will continue to try to include explanations for what I am doing as I am leading groups to get the adults engaged and understand their important role in groups.

[Katy Hutchings]

I love the idea of being my own boss and creating my own programming someday. I love my current job and the stability of being at an institution where I am not in charge, but eventually I would like the change to create my own job. I see a great need in my community for programming like this and I think it would be very successful in my area.

I also really want to expand my support community as an early childhood music therapist and I can’t wait to be able to communicate about strategies and songs with other like-minded music therapists!

[Katy Hutchings]

I constantly remind myself that every child is different and unique. While some children might love high energy songs, others will engage more in the softer gentler ones. Also children (and adults!) may respond differently week to week depending on a whole variety of factors. It is important to be responsive to these changes in responses and to be flexible to the children’s needs that week. But it is also important to remember when I have a tough group that outside factors might be more at play than the music. Who knows what happened before the group started.

Most importantly, I have found that it is always vital to remember that we, meaning the children and adults in the group, are there to make music together. Everyone needs to participate in their own way and while I may be the leader and main facilitator, it is also not a solo performance. Every group is like a team sport and every player is valuable and essential.

[Katy Hutchings]

I deal with this issue often as I have one group at the preschool that ranges from 8 month olds to 3 year olds. I found that enlisting the older kids to help choose the songs or motions or to fill in the blanks for lyrics helps to keep them motivated to stay engaged. I also rely heavily on the other teachers in the group with me to help with crowd control and validation. I think using the adults to help get the children involved and to give a little extra attention to those who need it can really make a difference. Instruments are also a great way to involve children of all ages especially allowing the older children to choose more “grown up” instruments or something special that their baby sibling might not be able to use yet.

[Katy Hutchings]

Music for development uses the music to enhance the development process for young children. The music helps strengthen a child’s language, communication, gross and fine motor skills, and attachment and emotional well being. Music for skill building helps children to work on specific musical skills related to music such as rhythm or melody. Skills can also refer to social skills or “real life” skills such as listening, following directions, being safe, etc.

[Katy Hutchings]

Sprouting Melodies 3

5 Words: Moving, Character, Flexible, Supporting, Opinionated

Session Plan: Gathering – Sit Down with Me (encourage focus on the circle and to bring the children into a group with the parents), Bonding – Swimming Together (especially as the weather is getting warmer!), Songs About Me – My Eyes are on my face (children love pointing out body parts and interacting with parents), Instrument Song – You play a little (introducing the concept of taking turns), Movement Song – Will You Come (combine with instruments to encourage moving about the room), Goodbye Song

Family Sprouts

5 Words: Together, Modeling, Active, Accommodating, Fun

Session Plan: Gathering – Hey Everybody (inviting and welcoming to all ages), Bonding – Wiggly Jiggly Car (parent can “drive” more than one child at once), Songs About Me – All of This is Me (older child can show off body awareness and engage with younger child), Instrument Song – Dancing in the Middle (get everyone up on their feet moving together with instruments), Movement Song – Can You follow me? (engage and control large movements), Goodbye

[Katy Hutchings]

Exploring, motion, joy, safety, absorbing

It’s fine if your child refuses to sit in your lap! Some children may want to sit, others will stand, and others will wander. Don’t worry if your child is not vocalizing in class. They are too busy absorbing all the music! Help your child feel both in control and supported at the same time. We all need a break from high-energy songs – that is why we incorporate some gentler music throughout the session.

Session plan: Gathering – Hello song (for names and setting the music tone) and then Hey! Hey! Come and Play! to add a bit more energy. Bonding – Wiggly Jiggly Car (allow for lap time with the caregiver and include some predictable surprises), Song About Me – Just Like Me (parents can still be physically connected to children and sing to and with them), Instrument Song – Dancing in the Middle (to help encourage exploration and some movement), Movement Song – Can you follow (to encourage gross motor movement with instruments in hand) Goodbye song

[Katy Hutchings]

At our facility, we uses shaker eggs daily (washing them later if a child puts them in their mouth). I do like small maracas or chiquitas for the littler ones as they are easier to grip with a handle. We also have Remo drums, including a gathering drum that is a huge hit with the kids. We use jingle bells and rhythm sticks on occasion but I do find that with these instruments I have to be much more aware of safety issues. In addition to nesting drums, we have a few flat drums that in different shapes and colors which the kids adore. I definitely use scarves on a regular basis. Another favorite are the desk bells (at least that’s what I call them!). There is one for each note in the diatonic scale and the sit on the floor and the children just have to press on the top of them to make them sound. They make a lovely tone and you don’t have to worry about sticks.

[Katy Hutchings]

I definitely agree with Noelle about the “predictable surprises.” Music should be stimulating but it also should be a container where the children feel comfortable to explore and express themselves. The container helps to assure the children that they are safe and are with people who love them. Predictable surprises allow for stimulation but in a gentle way so the child can enjoy the moment, not fear it. I agree that bigger classes often are the cause of overstimulation. It’s also very valuable to include softer, more calming, gentle music interspersed within the session to give break to those who need it.

[Katy Hutchings]

I’ve gotten to work with a few babies in this age group and I love the opportunity for eye contact. The babies stare so intently at me when I start to sing and are fascinated by sounds and facial movements. One of my favorite babies at work right now immediately turns to me and gives me this big smile as soon as I sing his name. It’s such a wonderful moment to connect. I also have seen how much lap songs are so valuable. I do a version of Row Your Boat as well and the first time you can feel the babies are not quite sure what is going on as you rock back and forth. But then after a few repetitions, you can feel their muscles relax and then engage as they learn to trust the movement and trust you.

[Katy Hutchings]

1.Connecting, Soothing, Gentle, Love, Rocking

2.Your baby wants to hear your voice more than anyone else’s. Babies don’t judge. Thank you for taking the time to be here and sharing this music with the group. Don’t be afraid of the silence. A gentle touch and a gentle voice will help your baby to learn to trust. Don’t worry about what other babies may be doing; every baby will react to music differently.

3.WELCOME –Allow time for setting up blankets, becoming comfortable in the space GATHERING – Hello Everybody (my typical Hello song but sung in a more gentler, rocking tempo and making sure to sing to everyone by name) BONDING – Row it Faster which is familiar to the adults and simple vocally, SONG ABOUT ME – Open and Shut which is a hand movement song to explore small movements with the child, INSTRUMENT – In my little hand to encourage gentle instrument play with shakers, MOVEMENT – As Big As Can Be to involve some larger movements. GOODBYE – Goodbye that clearly shows the session is over and brings closure

[Katy Hutchings]

I love the idea of music therapy in the community. Sometimes big institutions and medials or clinical sites can be intimidating or impersonal. Within the community, we as a music therapists have the opportunity to reach a more diverse group of people as well. As a few of you have mentioned as well as in the video, community music therapy really strives toward the idea of wellness for everyone. One of the first things I was taught in my introduction to music therapy is that music therapy is all about bringing out the health in people. We find people’s strengths through music and help them grow and continue to strengthen through music.

I currently work in a community-type setting rather than clinical and I still get asked (and ask myself at times) whether what I am doing is music therapy and not just preschool music. While my work may not be clinical, it is certainly goal-oriented and assessment-based. All my interventions and music-making with preschoolers is driven by the developmental needs of the children and working toward those importnat milestones.

[Katy Hutchings]

At my work, the children have music multiple times a day but the parents aren’t present. Parents are often asking me about what songs we are doing or certain lyrics that their children come home singing. Through their questions, I can tell how much they wish they could be present in these music classes! We’ve started to create videos to show parents our favorite songs we use every month so that they can bring the music home with them. But I would really love to offer family classes outside of the school day as an additional way to create community and to help parents connect with their children. I find that so many parents are constantly anxious about their children, and I would love to be able to make music with them and to be able to show and explain to them how amazing their children are!

In my community outside of work, I want to be able to offer an affordable music experience that is open to everyone. A lot of young parents that I know don’t feel like they have the time or money to sign up for such a class, but I believe that once a program started and using the networks that I already have in my community, I could quickly create a viable program in my area. So many people in my community are so intrigued and interested in my work as a music therapist that with a little self-promotion and education (and affordable prices) I feel that a Sprouting Melodies program would quickly become popular.

[Author]

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