[Kristen Carter]

@Elizabeth – Exciting Opportunity! I know many of the childrens museums in Southern Minnesota either have a Music Therapy program or are always interested in providing some kind of music group. I’m sure you will be great. Congratulations!

@Jessica – I feel very similar as far as not feeling as confident with early childhood training in Undergrad. I think a huge component was that there really wasn’t an opportunity to work with Early Childhood for a Practicum site. Looking back, I wonder if it would have been more beneifical to crossover into some of the Music Ed classes that focused on infants/toddlers moreso than within the Music Therapy cirriculum.

[Kristen Carter]

Right after I moved to my new community in Minnesota – my supervisior pushed me (in a good way!) to start attending business networking events of all kinds in the community. Not only has this helped me meet new people, but obviously represent Music Therapy and what it is that we do. I’d also highly encourage you all to find similar events in your areas simply because, you never know who you will meet! I started a conversation with a gentleman who works at a local insurance company, and found out he also works part-time at a local music store and since has graciously offered their space, materials and place of advertisement if I were ever to hold groups in the future. Also, I will be starting the first Music Therapy contract with the Special Education department of our local Public Schools here in a few weeks, with the hopes of expanding to their higher level SpEd classrooms and early childhood prorgams in the future. I was never really “networking” person, but since moving to a new community, I realized how important it is to share what Music Therapy is and not underestimate what all we are able to do. Happy Networking! ????

[Kristen Carter]

This training has already begun informing my practice and the way I have approached my individual sessions with children in the community. I’ve always been curious and felt my knowledge base about early childhood music therapy was significantly lacking during undergrad, but I’m so glad I decided to take this course. I feel as though I have a more informed perspectice, not only working with young children, but also in manuvering the caregiver/child relationship and being a helpful resource all the while. I’m very interested in exploring more of what the needs are the in community and how I may be able to contribute to preexisitng early childhood centers.

[Kristen Carter]

I agree with everything that has been said – having a structured (and planned!) session, using age/developmently appropriate instruments and repertoire, bringing in parents/caregiviers when able to, etc. – all to contribute to setting up your groups for success. One thing that was not mentioned is setting up your space appropriately also. Whether thats specific positioning to have a “balanced” group of energetic and perhaps more shy participants, structuring your space by tape or chairs, or having your materials readily and easily available. I’ve wittnessed many groups of all kinds where if one or two things were tweaked as far as how they set the group up, many problems could have been avoided!

@Emma – I’m a big “Let’s try this” user, or “Let’s think of some other ways to play the drum, etc.” But I also think it depends on the need or goal you’re working on, like Melissa hinted at by saying “We do not throw the maracas” type of thing. I think in a SM group, the positive language would be most appropriate coming from the Music Therapist at all costs.

I also find what @Erika said about encouraging caregivier/child interaction and allowing them the opportunity to take the lead on how to engage/redirect based on their needs very interesting. I haven’t been in too many groups with caregivier/children, but definitely something to consider.

[Kristen Carter]

I’m looking forward to exploring what programs may best suit the community I’m currently living in, or be able to contribute to pre-existing programs. To piggyback off Emma, I’m also looking forward to being able to use SW as a marketing tool to support what’s already being offered in the area. This course and book is such a great resource that has already begun, and will continue informing and refining my work in this field!

[Kristen Carter]

SM3: Blossoming, Building Independence, Creative, Connecting, Confidence
Plan: Greeting-“Sit Down With Me” incorporating different movements, and perhaps letting participants pick the next move. Bonding- “Come and Play With Me” – first introduced in SM2, but I love the idea of providing the opportunities for children to break away from the bigger circle to join others in the inner circle. Songs about Me- “Where Is The Music”, I can’t wait to implement this one and see the gradual reinforcement of confidence building, also good for transition as Meredith pointed out. Movement – “Ah La La…” I shared this song before for a more emphasis on bonding with parent/caregiver and baby, but this time around more an emphasis on social skills and bonding with others in the group, choice making, eye contact, etc. Transition/Goodbye – “Time To Go” into “So Long, Farewell.” That transition piece is so important, especially for the session contour!

Family SM: Together, Sharing, Adapting, Helper, Joyful
Plan: Gathering- “Are You Ready For Music?” Bonding- “Wiggy Jiggly Car” I have this feeling this song is requested often, and possibly a song that an older sibling would remember if they went to SM classes! Songs About Me- “Hand, Hand, Finger, Thumb” with book if possible. Great opportuninity for older siblings to take on a teacher role with the younger participants. Instrument Play – “You Play A Little”, the structure for this song (6/8 meter) is perfectly set-up for great reciprocal play between siblings, parents, and Music Therapist. I can see this one being a huge hit in a group! Movement- “Will You Come.” Transition/Goodbye- “Time to Go” into “So Long, Farewell.”

[Kristen Carter]

Interesting question, and even more interesting persectives from everyone already!

Basically, I agree with Emma that parents/caregivers are going to be more focused on the skill building aspect. As Music Therapists, and especially after going through this course, I think we are able to convert what we may observing as growth in development into skill building language. I also agree that skill-building isn’t always the short-term goal for many of the clients we work with in any setting, but certainly is part of the long-term goal. At this point, this would be a great time to take the parent aside and discuss what is realistic in relation to their current development stage and what types of things to be on the lookout next.

[Kristen Carter]

Multi-age/abilities/likes/dislikes group management is difficult, but can be so rewarding! I spent a few summers working at a summer camp for adults and children with Developmental Disabilities. The best part of camp was that during any session, there could be 6 year olds, all the way through 60. Additionally – our camp had a philosophy about letting the campers decide what they wanted to do and not having a definite schedule (there were always different activities they COULD go to) – including my music groups! So… I could “plan” around the theme of the day and have some activities ready to go… but sometimes three campers would show up, or 40! Again, all different abilities/levels of functioning/needs, etc. I give credit to my skills of adaptability, flexibility and building my MT “toolkit” to this wonderful job I had during college, before becoming certified. I think a huge point of success was leaning into the counselors/other staff members to help with hand-over-hand assistance, engagement, bonding – much like Sprouting Melodies classes. So it can be done – and it’s never going to be “perfect”, but relying on our wonderful skillset as a Music Therapist and allowing the Music to take the reigns will certainly create this rewarding experience!

@Destiny – Yes to Disney!! I think in those situations the parents/families probably realize that it is a bit of a mismatched group, but I’m sure knowing their child is engaging in music to some extent is plenty meaningful. I think I’m also realizing how easy it would be to start incorporating more chanting and rhythmic experiences to create more continuity in a “mismatched”
group like the one you described.

@Emma – I love your point about encouraging the older kids to engage in the structure of the younger kids. In my head, I see perfect opportunities for bonding and socialization – especially if there are other siblings with other families. I see the “monkey see, monkey do” effect happening – that will ultimately better the group because of it!

[Kristen Carter]

@destiny – agreed! I’m sure once implemented, many of these SM songs will be memorized! I also do find myself when working with young kiddos either going off songs I already know or simply making one up in the moment to maintain engagement.

@Melissa – Thanks for brining up that point about not only planning, but making a list of things to convey to the parents. Throughout this course there have been many “tell parents this, or that” for positioning, active movement, singing, etc. This would be very important when starting out with early childhood/SM groups, but I’m sure it all would become second nature and less formal planning would be necesary.

[Kristen Carter]

Definitely a variety of Remo drums! I have a small Remo fingerdrum that I love using because of its responsiveness, even though it’s small. I also try to use a variety of egg shakers, chiquitas, jingle bells, etc. I do find that most jingle bell timbres are sometimes too much for me, let alone for the children I’m working with. I’m curious to know what kind that are in the video! It wasn’t featured in the video, but I also use more paddle drums than stand alone drums, just because they’re great for working on grasping, reaching, crossing midline, etc. (probably more applicable for SM 3!)

[Kristen Carter]

I also call it the session contour, @emma! Similiar to what Destiny said, using a varied contour of musical experiences is so important for self-regulation – not just for children, but for everyone! I recently was reading a research article by Dr. Sena Moore about the importance of structuring sessions to aid with emotional regulation for individuals dealing with Mental Health issues. She did stress that this idea is so transferrable to children, hospice patients, and everything in between. As a facilitator, having a contoured session is also important to maintain control, ensure safety, and even happiness/contentness for all invovled in the group setting. I think parents/caregivers also find what’s happening in the group will be more transferrable to homelife if there is a variety of “controled” excitement experiences.

[Kristen Carter]

Yes, yes, yes! There is a huge need for community-based Music Therapy.

Piggybacking off of @Emma and @Erika ‘s comment regarding scheduling and time commitments, I find this particularly true in the community I currently live in, especially for families with more than one child. Often, I think parents default to the “let’s take little Johnny to Sally’s soccer practice to observe, learn and play” option simply due to convenience and scheduling purposes. I know it’s great to have families together, but often these experiences are not individualized for everyone, including the kiddos. The beautiful thing about Music Therapy and the SM classes is that they can easily be tailored to the whole family!

In other domains besides early childhood classes, I’m finding how integral the role of Music Therapy is also needed in other community grouping that aren’t exactly the “traditional” Music Therapy populations. My boss is currently serving on a Housing Project team to contribute not only more creative solutions to their current situation, but to also foster team building, music-based wellness and to address grief and coping (due to their recent loss of their CEO). It’s really exciting about how many new/non-traditional ways Music Therapists are being utilized in the community – and I do think SM is really taking a great approach to this to establish more community-based opportunities for all!

[Kristen Carter]

@Destiny – Reading all of your comments and replies on these forums definitely shows how much you’ve grown and learned so far from these modules! I also agree with the “selling” comment – especially in more intense situations, such as a sick child in the hospital. It’s very easy to become tongue-tied and not give us all the credit to what we are observing through the music. I also think that a lot of the “feedback” for parents, especially during music making, will become more natural when you are in those situations! For example, when talking about proximity/positioning for bonding songs, tracking, etc.!

[Kristen Carter]

During my undergrad, I was so fortunate to be asked to provide a “music activities group” for two sisters with significant developmental delays and medically complex situations, as well as one – which then turned to two – typically developing sisters. At this point, I had very little experience with babies, but I do remember the point in time where the mother felt comfortable to take her daughter out of her car seat and begin engaging with her during my music session – totally unprompted by me! I remember observing her response to music that the older girls preferred, what instruments she would typically want to grab onto, and how she played with her older sister! I *wish* I had the experience that I do now and would have felt more comfortable including her more in the session!

[Kristen Carter]

@Emma – we’re going to become Grant Writing Masters soon enough! We’re obviously in very similar situations about trying to develop not only a Music Therapy presence, but also start to get creative about funding. Anyone else have any thoughts about the financial burden?

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