[Kerry Cornelius]

Throughout this process, I’ve been sharing materials, songs, video clips and readings with the two music therapists I work with. We hope to schedule a day where I can provide an in-service training for them based on the knowledge I’ve learned, which I have a feeling will encourage them to take the SM training themselves! I plan to generate some handouts regarding current research, topics of interest and community events to distribute to families, as well as to reach out to more community organizations to provide trainings and volunteer at community events. Because we are a new private practice, it is so important to put ourselves out there and build a strong reputation as a go-to provider in Maryland.

[Kerry Cornelius]

Moving forward, the private practice I work for is gearing up to begin offering Sprouting Melodies classes! Our goal is to begin hosting these classes in 2015, which will give us some time to find out interest in our community, decide which of our 2 clinic spaces should host the class, and advertise! Over the next few months, we plan to offer some free early childhood music classes at our local library branches–we were inspired by Meredith’s discussion about how SM came to be, and want to do the same in our community! We have been corresponding with the librarian in charge of programming in our county and hope to offer our first community library class in the next two months. Even though we won’t officially be offering SM classes for some time, this training has already impacted my knowledge, activity repertoire and confidence for working with this population.

[Kerry Cornelius]

Many of the strategies/opportunities for success discussed this week are behavioral techniques that I already employ in my practice. I provide my clients with ample opportunities for choice-making (instruments, songs, visuals, etc), as well as use the music as an attention-grabber. I will often improvise song lyrics that narrate what the child is doing (even if they appear dis-engaged from the session), and do my best to produce and create music that supports what the client(s) is doing. In addition, as Katie mentioned above, using age and developmentally appropriate instruments and songs can make the difference between a success-oriented session and what could otherwise be a very frustrating or over/under stimulating experience for a child.

[Kerry Cornelius]

I am most looking forward to taking on a larger, more supportive role in my community as a Sprouting Melodies provider. One of the core principles of SM that really resonates with me is the idea of providing a community-based music therapy program. There is such a great need in my community for programs that support and educate parents and caregivers, while also exposing children of all ages and abilities to developmentally-appropriate music and sensory experiences. I’ve already been looking into starting a library program, much like the one Meredith discussed in this week’s videos! In addition, I am excited to continue to expand my song and activity repertoire. Most of my clients are children between the ages of 3-12, so I feel the information from this course is directly applicable to my current practice. My newly improved knowledge about selecting developmentally appropriate music for sessions has already increased my song repertoire and has challenged me to learn new materials and immediately put them into practice (“Where Is the Music” is already a HUGE hit with many of my kids).

[Kerry Cornelius]

I think it is important to explain to parents the difference between music for development and music for skill building, though sometimes I think the two overlap and can be difficult to differentiate. To me, music for development really supports the developmental levels discussed in this course (awareness, trust, independence, control, etc) and allows amply opportunities for each child to explore and respond to music in a variety of ways (and in a way that is appropriate for that child at that time). Music for skill building builds on this concept, but focuses on developing specific skills in these developmental areas, such as language, literacy, communication, movement, and social-emotional interactions. These music experiences might focus on specific academic concepts (counting, colors), motor skills (crossing midline, grasping a mallet and playing a drum) or social interactions (“My Brand New Friend”). Both music for development and skill building are tailored by the therapist to match each child’s needs as they move from one developmental level to another and provides a wide range of sensory and exploratory experiences that promote learning and healthy child development.

[Kerry Cornelius]

The private practice I’m currently working for has rolled out some fall social groups that I’ve been leading. Originally, we hoped to have two groups (ages 3-5 and 6-10), but due to low enrollment, we had to combine all 4 kids into one group. Their ages range from 4-8, which has certainly been a challenge for planning age and developmentally appropriate activities. From this point on, I plan to structure my groups based on the Family Sprouts suggested model this week. It can be really difficult to develop and balance activities in a way that is appealing and engages children of all ages. I have give the older children “leader” roles in the group, and they often help pass out/collect instruments or spend the group as a “buddy” with a younger child. I noticed this was suggested in the module, and I really do find having older children model instrument playing/movements can be a really effective way to work in a multi-age group. I think that it’s important to allow space for children to respond to the music in the way most appropriate for them, and use a lot of improvisation and more unstructured songs like “I Like This Song” in order to provide opportunities for individual responses.

[Kerry Cornelius]

5 words to describe SM3:
Deliberate
Active
Creative
Independence
Personality

5 words to describe Family Sprouts:
Consistency
Joyful
Connections/Socialization
Cooperation
Individuality

SM3 Potential Plan:
Hello/Gathering: Sit Down With Me
Gather Round
Bonding Songs: Swimming Together
My Brand New Friend
Songs About Me: Where Is the Music?
Singable Book: Hand Hand Fingers Thumb (with drums to explore around room)
Instrument Songs: You Play a Little
Music is the Way
Movement Songs: Will You Come?
The Leaves Are Falling
Goodbye: Time to Go

Family Sprouts Potential Plan:

Gathering/Hello: Come and Join the Circle
Hey Everybody
Bonding Songs: Hold on Tight
Row It Faster
Songs About Me: All of This is Me
Can You See?
Instrument Songs: I Like this Song
Dancing in the Middle
Movement Songs: I Can Move Around
Goodbye: It’s Time to Say Goodbye

[Kerry Cornelius]

I think this question–how much stimulation is enough or too much– depends fully on each child’s individual sensory profile. As we’ve been discussing in the forum and coursework, music therapists are uniquely able to tailor every experience to each child’s needs at that point in time. This also includes the array of sensory experiences (instruments, scarves, touch, movement, loud/soft dynamics, etc) that can be utilized in every music therapy experience. I think that it is important to make available a number of sensory experiences to babies and their families in group sessions by structuring each class in a way that allows children to explore (or, to choose not to explore) different sensations and experiences. By using some of the song areas suggested, such as bonding songs, songs about me, instrument songs and movement songs, we are exposing our clients to a range of stimulation ranging from touch (both touching a parent and touching instruments) and visual stimulation to movement. As we observe how each child responds to the sensory experiences presented to them, we can work with parents to adapt the experience to best suit their child’s needs.

[Kerry Cornelius]

5 words to describe SM2:
1. Authenticity
2. Surprise
3. Safety
4. Exploration
5. Energy

5 sentences to use when speaking with parents in SM2:
1. Don’t worry–it’s totally normal for your baby to mouth the instruments! Just place your instrument in the “Wash me” bin when class is over.
2. It’s okay if your child is facing you–this is a lovely opportunity for bonding with your baby!
3. It’s okay to let your baby go–our room is a safe place for your baby to crawl and explore.
4. To help your child clap during movement songs, put your arms under baby’s shoulders when they’re sitting in your lap.
5. When helping your child stomp their feet, try grabbing their feet at the top near the ankles; this will help make sure the bottoms of their feet are touching the floor so they can best feel the pulse of the music!

Potential SM2 Plan:
Hello: Hello Everybody
Hey, Hey, Come and Play
Bonding Songs: Wiggly, Jiggly Car
Hold on Tight
Songs About Me: Can You See Me?
Just Like Me
Instrument Songs: Sit With Me and Shake
In My Little Hand
Dancing in the Middle
Movement Songs: March With My Baby
Pick Your Hands Up High (with scarves)
Goodbye: Thank You Very Much
Music Time is Over

[Kerry Cornelius]

For little ones 6-18 months (though I only have one on my caseload currently), I have a few Remo Kids Baby Maracas (http://www.westmusic.com/p/remo-kids-make-music-lk-2426-01-maraca-201008), Latin Percussion chiquita shakers (similar to: http://www.amazon.com/Basic-Beat-Small-Chiquitas-pair/dp/B001B18FYA/ref=sr_1_1?ie=UTF8&qid=1408731208&sr=8-1&keywords=chiquita+shaker), colorful nesting Remo Sound Shapes (http://www.westmusic.com/p/remo-ss-1000-05-sound-shapes-circle-pack-204616), as well as some West Music scarves (both individual scarves and their large blue scarf canopy). I also plan to buy some of the Remo nesting drums that were highlighted in the video, as well as the Remo Kids Baby Jingle Sticks.

[Kerry Cornelius]

I am a HUGE supporter of community-based music therapy and love knowing that Sprouting Melodies follows this model! Supporting the daily struggles that all families endure while also providing a safe place for parents and their children to interact and build positive relationships only makes for a stronger, more tightly knit community. I volunteer my time to work with The Musical Autist here in MD, which is another community music therapy opportunity created by CJ Shiloh that provides sensory-friendly concerts to the wider community. I’ve seen first-hand the power that a community event can have by bringing together people of all ages and abilities from all walks of life to share in the same experience. I think that because of our diverse knowledge and extensive training, music therapists are well-equipped to serve the needs of the whole community. By advocating about the many ways music can enhance development, academic learning, rehabilitation, wellness and beyond, we can best serve the families living in our hometowns while simultaneously spreading awareness and knowledge about music therapy.

[Kerry Cornelius]

Though I’ve not worked clinically with children ages 0-9 months, my experience with children of this age comes from my work as a nanny. I spent a summer caring full-time for a 9 month old, which I found to be both rewarding and challenging. I don’t have children of my own yet, but got a real “taste” of the daily stresses and needs that a parent might have when caring for an infant. I spent many a day feeling frantic as I tried to pack a diaper bag with every item we might possibly need, then realizing that I forgot to bring something essential once we got to our destination! I often used music throughout the day to soothe the baby when he was upset, especially during difficult transitions (leaving the house + putting him in the car seat; waking up from a nap, etc) or during play time. He really enjoyed gently bouncing on my knees along with the beat of the music and loved games like peekaboo.

[Kerry Cornelius]

5 words to describe music experiences in SM1:
1. Warm
2. Gentle
3. Predictable
4. Calm
5. Bonding

5 sentences to use when speaking with parents about musical responses in SM1:
1. If your baby looks bored, he or she is just totally confused; singing songs again and again will help them adapt to this new musical environment.
2. It is important for you to sing along with us because your baby learns from and looks for the familiar timbre of your voice!
3. If you tickle your baby’s hand with a maraca, their reflexes will allow them to grasp it and shake.
4. Did you notice that your baby was just vocalizing on a pitched note?
5. It can be comforting for your little one if you gently rock or pat the steady beat of the music on their body as we sing.

A potential SM1 session plan:
Gathering/Greeting Songs: Good Morning (EKS)
It’s a Beautiful Day for Music (my original song with gentle patting/rocking motions)
Bonding Songs: Row it Faster (EKS)
Wiggly, Jiggly Car (EKS)
Songs About Me: Where Is My Face?(EKS): peekaboo song with scarves
Just Like Me (EKS): continue using scarves if desired; parents can dangle scarves near each body part in the song
Instrument Songs: In My Little Hand (EKS): shaker song
Listen to the Sound of My Drum (EKS): drum exploration song
Movement Songs: As Big as Can Be (EKS)
Goodbye: Music Time is Over, Music Time is Done (my original goodbye song w/ gentle fingerpicking on guitar and basic sign for “All done”)

[Kerry Cornelius]

Most of the families I currently work with are very young and have one or more children with a developmental disability. They are often “frazzled” and anxious about their child’s needs (Why isn’t he communicating with me? Why does she hit me? We can’t afford our therapies–where do I start when it comes to applying for funding?!), and usually are in need of a hug and a warm conversation when they arrive for our sessions. Though there is a large number of families with children on the autism spectrum in my community, there are not nearly enough support systems in place to educate families about funding, advocating for services on IEPs and providing emotional support for parents, caregivers and siblings. I feel that my community desperately needs a place where these families can come together to meet, share their experiences and learn from each other.

[Kerry Cornelius]

Just finished watching the video and have to say that I was really excited to learn about success strategies for facilitating a community and to think about my value as a music therapy provider! Working in private practice can be challenging (especially when the business is still in its early growth stages), and it can be crucial for your own self-esteem, business marketing and energy as a therapist to think about your value and what you are bringing to your home community. I think that the value I bring (and the value that every music therapist brings!) is diverse knowledge and creativity as both a musician and a clinician. Not only are we skilled at playing many instruments in a variety of styles, but we also have a wide array of knowledge in areas ranging from developmental psychology and child development all the way to neurology and counseling. Because of these skill sets, we as music therapists can tailor every music experience we provide to each child’s own unique needs at that point in time. We don’t provide a set curriculum, but rather an opportunity to follow the child’s lead and reflect their exploration of the world musically during our sessions. As families begin to experience this flexibility and supportive environment for themselves after attending a few sessions, I find their excitement renewed as they begin asking questions and engaging with their child musically both at sessions and in home.

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