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I believe that my biggest takeaway from this course is that function and validity of a music therapy program is not necessarily reflected by tangible data. There does not have to be various data collection sheets to see if a child is progressing from session to session. It was reaffirming to know that while there are different benchmarks that are associated with development, you have to be willing to to be flexible and understanding that it may take some time. It is also satisfying to know that while having a structure is necessary, things may take a turn, and you have to be willing to go with the flow and know that your process of planning specific activities will help with the development of the child and the group.
I think that the biggest change is going to come from the presentation and the use of music within a music therapy session. While it is good to have various songs, it is also important to repeat songs and make sure that the desired skill(s) is being treated. I have also learned that it can be beneficial to write songs that are easily remembered so that parents can use these skills at home when the music therapist is not around.
I have been fortunate enough to attend various Autism fares, community and school meetings that allow us to present and inform parents and families the benefits of music therapy. Following this course, I will be able to provide a better insight as a professional and be able to advocate for students and families that will benefit and appreciate the role that music can provide in a child’s development.
ParticipantI think what excites me the most is bringing the tools, experience, and knowledge of music and child development to a community-based setting. Working in special education, I believe that the music is developed through a goal-based curriculum, with various benchmarks that have to be met within a time frame. Sprouting Melodies provides an experience in which an individual can reach developmental benchmarks through interactive and group music play. It will be interesting and encouraging to see parents experience how music can support an individual’s development through the carefully crafted interventions and music making experiences.
ParticipantIn my sessions, I have come across instances where students who do not always want to participate, but will actively want a role within a session. For example, there have been groups in which there are mixed ages from 5-11 (I know, not the best), but the older students were having trouble participating appropriately. In order to have feel as though they were a part of the group, they became a second teacher, or a teacher helper, in which they would be able to model for the younger students what to do, pass/out collect instruments, and even act as a peer partner to the younger students. The older students had an perception change, being able to take on a more leadership role within the session.
On another note, there have been instances where students just do not want to play or participate during music: valid feeling. In order to make sure they were heard, I always wanted to make sure they were acknowledged; asking if they wanted ‘hello’, asking if they wanted to play an instrument, saying “I will leave this _______, here just in case you want to play along; but never forcing or demanding that they play along. More often, I would see the student(s) look at their peers, and wanting to participate, they would ultimately sit with the group and play the instruments, sing songs, and participate as much as they were willing. This was the time to shower them in positive reinforcement, recognizing their decision making to join the group and giving gratitude for their choice.
ParticipantThis is has always been a very interesting topic and question that I love to discuss and interpret with other professionals. I believe that the connection between the music therapist and the client is a huge difference between various musical skills classes. While we are using musical skills to facilitate a session, we are using those musical skills to further development of a client. I don’t think we are necessarily teaching music skills, but rather using them as a tool to strive for a specific developmental outcome. These ‘carefully crafted therapeutic intervention’ (thanks for that, Elizabeth), allow for exploration through music. I think that in a music education model, we learn about the ‘nuts and bolts’ of music production and the introduction of various musical skills on different instruments or objects. A music therapy model allows individuals to develop themselves using music as a primary source of expression.
ParticipantFive Words: Togetherness, Model, Relationship, Active, Patience
Family Sprouts Plan: Hey Everybody, Row It Faster, Dancing in the Middle, I Can Move Around, All Of This Is Me, Music Time Is Over
ParticipantFive Words: Moving, Purposeful, Imaginative, Individuality, Happy
SM3 Plan: Sit Down With Me, My Brand New Friend, You Play a Little, I Can Move Around, Will You Come, Time To Go
ParticipantFor the younger children, I have found that egg shakers to be the most popular and the most stimulating. For gathering and smaller group, I tend to use a Remo gathering drum as it allows for multiple children to play at one time, but it also is not too loud. Remo hand drums have also been useful and a favorite instrument for the children to play as they can put it on the floor, their lap, but also grip the mallet easily. I think these instruments have been the most successful as they allow for good responses and creativity, with low impact of timbre and volume.
ParticipantFive Words: Exciting, Lively, Movement, Dynamics, Discovery
Five Sentences: 1. Try putting your arms underneath their arms, it might be easier for your baby to move with you. 2. It’s ok, let them explore the new instruments. 3. Look how good your baby is getting at copying and imitating the movements! 4. It’s ok if they leave your lap, they will come back. 5. It looks like they are improving their trust when they visit and say hello to another adult.
Sprouting Melodies 2 Session Plan: Gathering: Hey, Hey Come and Play; Greeting: Hello; Bonding: Wiggly, Jiggly Car, Horsey, Carry Me; Instrument: Dancing in the Middle, I Like This Song; Movement: I Can Move Around; Songs About Me: Can You See, All Of This Is Me; Goodbye: Goodbye
ParticipantJeanne- I totally agree. Definitely being able to ‘read the group’ is important. Sometimes they may need an extra push or energy that is associated with the song, while also being able to relax and reel in the intensity or energy of the song.
ParticipantI believe that enough stimulation can be determined by the interaction and the participation provided by the client. If the client is able to actively participate without constant re-direction, and seem to be enjoying the activity, they have enough stimulation. Too much stimulation derives from being overwhelmed and the inability to concentrate or to appropriately participate. There have been some instances in which i recognize that my students have become over-stimulated as they can no longer follow directions, or have an ‘out of body’ experience where they are no longer in control of the movements or instruments we are using. It is then we can return to our initial movement or tempo play, to reach a level of appropriate play and stimulation.
ParticipantFive Words to describe: Introduction, Tranquil, Collected, Intimate, Tender
Five Statements: 1. Look at your baby’s reaction to your voice! Keep singing. 2. Your baby seems to enjoy the tapping, look at them moving to the beat. 3. Wow, your baby is really watching the maraca shake, keep it up! 4. Try holding your baby closer to the floor or on your lap, so they can see and hear you. 5. Your baby must know this song, look at how they adjusted when the melody changed.
Session Plan: Gathering: Good Morning, Bonding Song: Row It Faster, Instrument Song:In My Little Hand, Movement Song: As Big As Can Be, Songs About Me: All Of This Is Me, Closure: Music Time is Finished.
ParticipantI believe the role of music therapy in a community setting is to provide students with an outlet to develop themselves through self-expression and self-exploration. With the exposure to various musical experiences, a child can develop a sense of self through playing a drum, or explore social interactions while playing with peers within their age group. A community-based music therapy program allows for opportunities for individual success while learning and enhancing skills for everyday exposure.
July 26, 2020 at 5:38 pm
in reply to: Share some of your experiences with children of this age and level.
ParticipantUnfortunately, I have not had many opportunities or much experience working with children of 0-9 months age range. However, I have been able to observe “Mommy and Me” classes provided at our clinic regularly. Initially, I have observed that these children begin the session almost timid or nervous, watching the music therapist play the guitar. They tend to stay within the lap of their mother, but still remain completely aware of the music, especially when the music therapist walks around the room to greet and sing hello to each individual. With these children I have noticed while they attempt to play different instruments, they tend to favor maracas or anything that will shake, frequently smiling, laughing and giggling while shaking the maracas or eggs. In addition to instruments, when animal puppets are used, they seem to have good attention and will watch the music therapist perform the various songs. Lastly, with the help of their adult companion, the children shake a parachute up and down, often closing their eyes each time the parachute creates a wind in their face.
July 19, 2020 at 5:33 pm
in reply to: What are the needs of the families and communities that you work with?
ParticipantWorking in special education, I have found that many of the needs for the students include language development as well as social interactions. Many of our referrals come from teachers, other therapists, or directors that have observed music sessions and see the responses of the children in the classroom. Many teachers are always asking for support through music, sharing songs or materials that can assist in daily academic structure for their students. I always feel a sense of pride when teachers want to talk about a child’s development, or how when therapist is able to modify an activity, or structure their sessions to attain similar responses from their student. I think that music is always a support module that can be used in many difference capacities. Everyone listens to music, everyone enjoys music. The music has helped these students as they sing familiar songs, stringing together multiple phrases or utterances to ask for specific instruments or their preferred song. Through various instrument play, the students develop their social and turn taking skills, while also listening for the various musical moments to stop playing and pass their instrument to another peer. I have found that there is never one specific music answer to help support development, but it always allow for a positive interaction in which a child can develop themselves.
ParticipantMusic therapists provide families with a unique yet familiar experience that allow their children to develop. Because of the wide scope of practice, music therapists assist with achieving developmental milestones while also addressing specific goals that can be achieved in the music setting. I think as music therapist, some of our goals include giving parents and families the tools needed in order for their children to grow and develop outside the music setting. I think it’s always interesting when interacting with or meeting new people and they ask, “what is a music therapist” or “what do you do?” I always tend to reply with ‘I use music as a therapeutic tool to help individuals develop or improve specific needs.’ After watching these videos, I was able to reflect that music is not just being used as a therapeutic tool, but also as a platform for the therapist, parents, and the child to help nurture and support a child’s development.
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