[Kehlen Bushatz]

I agree with a lot of what Shannon said… I won’t be doing things dramatically different but I feel like my background and understanding of early childhood music therapy was been strengthened. I have a better understanding of the developmental levels and how to better differentiate between different abilities.

[Kehlen Bushatz]

I have several friends who are music therapists in Michigan and NY. They work with EI and PK and one is a music together teacher. Right now I’m not pursuing becoming a provider, but if I do in the future I’d explain the philosophy and guidelines and what makes this program special.

[Kehlen Bushatz]

I also use all 4 elements in my sessions too. I don’t necessarily have an order except for the greeting and the closing. I often let my kids pick what we do next when given a choice of 2-3. I find that engages them more. If I don’t give them choices or they are too low to choice I alternate between the 4 to give variety and to encourage better attending/participating. I think since doing the course I’m more aware of how to break down these elements into easier and harder tasks.

[Kehlen Bushatz]

I did some early intervention work during my internship, but that was 9 years ago. I had about 3-4 kids who were seen individually in their home I’ve taught preschool special ed. for 4 1/2 years and have had several preschool music therapy clients for 8 years. Most of my MT preschool clients have been individuals sessions. I used some group MT techniques with the classrooms I worked with in my teaching job.

[Kehlen Bushatz]

As an itinerant preschool special ed. teacher I see often how important communication is between parents and other teachers is. I like how much SM utilizes and encourages parents to help their children learn and develop. I also like the flexibility it allows and doesn’t demand that every child be doing the same thing. Lastly, I really like the clear structure that every session has!

[Kehlen Bushatz]

My teaching job keeps me pretty busy so I am not pursuing becoming a sprouting melodies provider at this time. I took this course because I wanted to further my knowledge of music therapy in early childhood because I teach preschool special ed. and use a lot of music therapy techniques/ experiences with my students. I have learned a lot and will share my thoughts in the next post!

[Kehlen Bushatz]

Singing: Awareness- imitates pitches heard, Trust- make deliberate, pitched vocalizations, Independence- use simple words in familiar songs, Control- sing songs independently and spontaneously, Responsibility- create new words to familiar songs.
Playing: Awareness- turn and look toward the source of the sound, Trust- Reach out to get instruments, Independence- hold on to instrument, Control- stop/start instruments in response to music, Responsibility- respond when cued to play.

Moving: Awareness- make rhythmic movements with the body, Trust- allow rhythmic movement of the body, Independence- clap hands or stamp feet, Control- start/stop movements in response to music, Responsibility- respond when cued to move,

Listening: Awareness- change body position in response to music, Trust- look toward the singer/ music producer, Independence- demonstrate musical preferences, Control- anticipates beginning and ending of familiar songs, Responsibility- accepts musical suggestions from others.

[Kehlen Bushatz]

5 Words for Sprouting Melodies 3- Give and Take, Cooperative, Active, Interactive, Deliberate.
5 Words for Family Sprouts- Connections, Cooperative, Supportive, Positive, Active.
Sprouting Melodies 3 Session Plan- 1. Hello Everybody 2. My Brand New Friend 3. I Can Clap My Hands…4. Ocean Drum Song 5. Shake My Sillies Out 6. Let’s Sing Goodbye, Goodbye
Family Sprouts Session Plan- 1. Hello Everybody 2. Wiggly Jiggly Car 3. This All Makes Up Me. 4. You and Me Makes Me. 5.I Can Jump With 2 Feet…6. Goodbye, Goodbye.

[Kehlen Bushatz]

I agree with Petra about it going hand-in-hand. With development I feel likes it’s more broad and the skill is more specific. An example could be that we are using music to develop language skills and the skill that is being targeted is making certain sounds during a song or filling in words to a song. The skill is one part of what we are trying to develop.

[Kehlen Bushatz]

I definitely think it’s just challenging to meet every child’s needs when you have multi-age and level groups. I think it’s really important to know a hierarchy of the skills that are being targeted and have ideas of ways to challenge those that need more and less than most of the group.

[Kehlen Bushatz]

I also get most of my instruments from West. I will look into Mino though too! I use Remo drums, the mini rain sticks, mini animal-shaped bells, and mini maracas with my youngest kids. I haven’t used the jumbo chiquitas either. I do sometimes find it hard to find high quality instruments for the babies.

[Kehlen Bushatz]

I think it’s REALLY important to watch for over-stimulation and agree that we, as music therapists, should be very aware of this and how the music is affecting the kids. I think it’s important to start slow with less stimulation and then gradually build up and gradually break down. Offering too much stimulation too quickly will disorganize the group and it will be difficult to reorganize the group once this happens. To me it’s just really a need to continuously observe the kids’ reactions and adjusting accordingly. If the kids are all wanting to crawl away and show no interest in what you are doing you are probably not stimulating them enough and need to change what you are doing or how your are presenting it. If you see the kids having a lot of trouble transitioning between high stimulation songs and low, maybe you need another song in between the two that has less stimulation than the first but more than the second. Enough stimulation occurs when most of students are participating and showing reactions that would be expected for a child their age.

[Kehlen Bushatz]

5 words: Liberating, reactive, explorative, engaging, active.

5 Sentences-
1. Let your kids go… they need to move!
2. Change up which way your child faces, especially if they get fussy!
3. Make sure your child’s feet are planted firmly on the ground while moving them up and down… it will help them feel more secure!
Make sure parents know instruments get washed between classes…
4. It’s okay if your child puts an instrument in their mouth. They are exploring and often mouth things at this age.
5. Your child may not participate in every song… they will go back and forth between observer and participant during a session.

Plan
1. Hello (name), Hi How ya doing?- Greeting
2. Wiggly, Jiggly Car- Bonding
3. Just Like Me- Songs About Me
4. Play Your Instruments With My Music… Can incorporate fast/slow and start/stop easily.
5. March With My Baby- Movement
6. Strum my Guitar (name) to say goodbye.
7. Goodbye, Goodbye… similar tune to “Goodnight Sweetheart” song.

[Kehlen Bushatz]

Words- Engaging, appropriate, calming, organized, appropriate.

1. Your (the parents) voice is most important… it’s the most familiar voice to them!
2. Be aware of your child’s body language… if they are fidgety they may want to stand up!
3. Babies at this age respond better to higher pitches.
4. Touching your babies chest when we sing their name helps them develop awareness of their name.
5. Because babies are still developing awareness at this age so we tend to use calmer music.

Session Plan
1. Hello Song
2. Bonding- Rig a Jig Jig… it’s easy to build fast/slow in this one!
3. Just Like Me… I think we all love this one!
4. Instrument- I’m Gonna Shake, Shake… not sure where I learned this one from.
5. Movement- The Colors Are Gliding… with scarves. I think it’s a Lynn Kleiner song.
6. Goodbye

[Kehlen Bushatz]

Like Stacey, I’ve never really had a conversation comparing the two either! I agree with Erin too about accurately representing yourself and the services you are providing. I think the community-based services should be represented as more recreational or educational but not therapeutic. I think the key difference between clinical and community MT is the focus and reason for the experience/lesson. I think clinical is used more with people who are having difficulties or delays and community is used more with typical people who do not necessarily have delays but may enjoy or learn well through music. I realize that these distinctions get grayed sometimes, but I think it’s a good generalization.

I also don’t think it’s a bad thing to incorporate music therapy into non-therapy activities. Like Erin uses MT techniques to help her teach swimming lessons, I use music therapy techniques all the time when I am teaching. In my area music therapy is not very well known or accepted, and one of the things interviewers have been most interested in when I have been interviewed for a teaching job is my MT background and how I use it with children with special needs. I think many people really see the benefits of music and are intrigued by what music therapists can do and offer. I think community-based services help bring attention to music therapy and to people who otherwise would not have a connection or understanding of it.

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