[Kristina Rio]

It sounds like many of you have some great ideas already about how Sprouting Melodies can meet the needs of your community!

[Kristina Rio]

Hi Everyone. I am going to post my answer to this question when I took the training to provide an example. There was some confusion on how to answer this question. Please contact me or post to the board if you have any further questions.

Singing: Awareness: facial presence towards source of sound/physical response to singing such as opening mouth or vocal sounds/audible breath Trust: Imitation of vocalizations/interactive/game-like Independence: unique vocalization as response to music/melodic babbling Control: sings familiar song lyrics and start to organize structure of the song melodically Responsibility: child sings melodic lines and lyrics with a pulse/song is identifiable/can sing entire songs

Playing: Awareness: looks towards source of sound/reaches for instrument/plays instrument Trust: brief play within structure/responsive Independence: explores new instruments and sounds/explores new ways to play familiar instruments Control: responds to sudden silence by initiating play Responsibility: consistent play with steady beat/playful with how they create the sound

Moving: Awareness: instinctual movements/ kicking, waving arms Trust: swaying or bouncing with pulse Independence: able to identify and move parts of the body with modeled movements Control: imitates and anticipates learned movements in structure activities Responsibility: begins to suggest movements by doing the action wanted (identify parts of body to move to contribute)

Listening: Awareness: responds appropriately to different timbres (loud/cry…soothing/sleep) Trust: sensitive to changes in familiar (likes consistent timbre, and use of songs) Independence: responds to changes in music by matching, looking confused, or looking surprised Control: request songs they want to hear/changes the track on a CD to listen to something particular Responsibility: able to stop, wait, and listen to others/developing turn-taking skills

I hope this helped!

[Kristina Rio]

Thank you for sharing. It’s so interesting to read about all the different ways everyone can apply this information to their work and personal lives.

[Kristina Rio]

Feel free to come back on this thread after using some of these songs after vacation and post your experience with them!

[Kristina Rio]

It was great reading all about the different music you are all using in your home communities!

[Kristina Rio]

Great answers so far everyone. It is difficult to answer a question like this if you are not currently working with young children. Just keep in mind your skills as a clinician. Also, keep in mind that Sprouting Melodies is an early childhood music therapy based program. It is not a clinical music therapy session, and we are not tracking specific goals and objectives. We use our skills as music therapist’s to support children as they grow and develop through developmentally appropriate music. I hope that helps!

[Kristina Rio]

Some of you mentioned the importance of getting the parents to engage in child-like play and to have as much fun as the kids, which is something I say to every class before starting. One of the parents in my Family Sprouts group that I currently run tells everyone for me now, “play an instrument and have fun!” She has so much energy and is very invested in the classes, which helps the other parents relax and have fun too! When you educate parents, they see the value of Sprouting Melodies, and they share their experience with other parents who then come in and try the classes!

[Kristina Rio]

Yes, thank you Erika. I have been running several SM groups at our center in Melrose, and parents and caregivers look to me as an educated resource for questions they have on development, red flags, or even parenting advice! Because we have the tools and tricks to help alleviate some of the stress of daily life with music, we have valuable information to share. And they want to hear it! Don’t be afraid to give advice even if you are not a parent yourself.

[Kristina Rio]

It is so great to read about all of the great work everyone is doing. Thank you for sharing, and I’m happy to hear all of the excitement going forward!

[Kristina Rio]

My name is Kristina Barbo and I am one of the online moderators for this course. I live in Reading MA. I graduated from Anna Maria College, and I currently work at Roman Music Therapy Services(RMTS) with Meredith Pizzi as a music therapist, Sprouting Melodies Provider, and practicum student supervisor. I work with a diverse clientele from birth to end of life in various populations. I have been a Sprouting Melodies Provider for three years in July. I participated in the live training in NY with Beth and Meredith in June of 2012, and completed the online training in November of 2012 after I became a board certified music therapist. My online training experience was unique as I had already started to lead SM groups of my own, which was very helpful as a refresher, and gave me the opportunity to absorb the information in a more applicable way. I will be present during this entire online training course to be a resource for you throughout your experience. I am here to respond to any questions you may have and offer my support as best I can, so please feel free to contact me here on the forum! You can also contact me by email with any specific questions you may have at kristina@romanmusictherapy.com. I look forward to getting to know all of you over the next several weeks!​

[Kristina Rio]

Thanks for the warning Christine!

[Kristina Rio]

Milijana, I have passed your questions on to Erika, Meredith, and Beth. They will be better able to answer your questions and provide you with resources. Keep checking back, and I’m sure they will get back to you as soon as they can whether that be here on the forum, or individually with you.

[Kristina Rio]

Darcy, I like your example! It reminded me of an instance where I tell parents that it is OK if their child starts drumming when we stop playing. It’s developmentally appropriate that they feel the urge to start the music when it stops. I also point this out when babies are mouthing maracas or mallets during play, and then they take it out of their mouth to watch or shake/tap when the music stops. Some parents may feel their child is doing it wrong, but it’s not the skill of stopping we are working on, it’s the interaction, and engagement in the music that we are looking for! They are initiating the music and communicating that they want more, and that is developmentally appropriate!

[Kristina Rio]

Katie, That is 12 just counting the kids!

[Kristina Rio]

Milijana, There should always be more music making than talking. I try to keep the informational talking points short and sweet. The sentences you practiced during this training on what to share with parents during class are short and sweet and get your point across quickly. You can mention something and then during moments of transition when you are getting your guitar or putting the instruments back on the shelf, take those moments to share something you noticed. At the end of class you can always elaborate and say, remember when I mentioned that, this is why it works.

We do inclusive classes where there are children who have special needs and some are in early intervention. As far as group flow, it is important to read the room and go with the energy presented, or what is needed, but a structure that brings the energy down towards the transition out of music is also important. We can explain to parents how much fun it is for the children to run around and play, but that it’s just as important to provide calming strategies to prepare them for goodbye and to cool off from the high energy exerted in class.

There is also a class we call Special Sprouts, which is intended for children with special needs who are seeking a class with other children with special needs, but we have not run that particular class yet.
Let me know if you have any other questions, or if this does not answer your questions!

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