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March 22, 2016 at 12:49 pm
in reply to: How are you planning on sharing this information with colleagues, administrators and families?
ParticipantWorking for Roman Music Therapy Services definitely gives me the great advantage of having a pretty well-established Sprouting Melodies program in and around my community. I hope to figure out a way to get funding and reach out beyond the families who are able to pay for a class and maybe set something up in family homeless shelters/programs in the area. I feel this program would be incredibly beneficial to those families, not only for the developmental benefits, but for the bonding, leisure and love that can come from this time together.
Additionally, many urban communities have family days, especially in the Spring and Summer. Perhaps setting up tables at those events and having demos would be a great way to spread the word.
ParticipantI have already begun implementing skills and techniques that I’ve acquired here into my practice. I love having more parent education moments in my current classes, and clinically, I have already begun to further understand some of my clients because I have the knowledge of where they lay developmentally and musically. Between the review of early childhood development, musical development and the implications for applying this knowledge to many different areas and populations, I am excited to have some exploring to do!
I will probably start teaching sprouting melodies classes within the year and I am very excited to further explore and utilize this well-rounded and fantastic program!
ParticipantOver the last couple years I’ve settled on two mantras that help me shift my perspective in both planning and executing a lesson or session. 1.”Act without expectation” and 2.”Control is an illusion, embrace flexibility.” Often a class becomes the most successful when you can let yourself go and take input from the class. Always have a framework in mind, but enhance that framework by drawing from the kiddos with whom you’re working. Modeling this for parents is also great by educating them on how unique and/or appropriate a child’s response to the music might be, even if it is unexpected. I find myself talking a lot about how we as adults respond to music as opposed to how kids respond to music, the many many varieties within those two worlds, and the validity of all those responses as long as we’re being safe. If Billy just wants to dance today, let him dance!!
ParticipantCreativity, Originality and Knowledge! I have been teaching early childhood music classes using a program with predetermined music for quite some time and it is, for lack of a better term, BORING. I am so excited to use my own music as well as some great tunes I’ve learned here. I feel re-inspired by this program and I look forward to utilizing my skills as a clinician and musician in future settings.
March 8, 2016 at 1:44 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3.
ParticipantSM3: Energetic, playful, explorative, independent, choice-filled
Session Plan: “Let’s make some music”: gathering song/instrument exploration. “Hello, Hello!”:greeting song to welcome each person. “Row it faster” bonding/lap song. “Who’s that?” song about me/bonding. Use scarves for a peek-a-boo game.”All Night! All Day!” Instrument play using drums, maracas, and bells “Show me how you can move!” gross motor movement. Take cues from class for dance moves. “Goodbye for Now” farewell, identify each group member
Family Sprouts: siblings, inclusive, adaptable, playful, love.
Session plan: “Hello, Hello.” greeting song, welcome each group member. “Roll Over” lap/bonding song. “The leaves are falling” song about my world. Use scarves so older kids can dance with scarves and caregivers can move the scarf over baby’s head/face. “I like this song.” instrument play with various instruments for different skill levels. ” will you come?” movement song/ little ones can be held by caregivers while we move about the room. “Here is a beehive” bonding/cool down. “Goodbye Goodbye” Farewell, dress each individual.
March 8, 2016 at 1:18 pm
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
ParticipantWhat is fantastic about music is that we can use it both for development and building skills. Development correlates with reaching those natural and more instinctive milestones, such as walking and holding an instrument. Skill building comes from learning those social skills, societal norms, etc. such as saying “hello” to a friend in our greeting song. In music class, we can set up a safe, structured and experimental environment for these these already well-rounded individuals to explore all aspects of their personalities and bodies. Just think of the music as a kind of glue to pull it all together.
ParticipantI feel like I’m echoing a lot of you when I say that making every activity inclusive for all ages is one of the biggest challenges in a mixed-age group. I find myself giving small aside educational moments with each activity to help out a caregiver engage their little one in an appropriate way. Just as you would in other classes, reassuring caregivers that every kid is different and will demonstrate different choices in class is also important. Honestly, just having more eggs in your basket(more activities to jump into) makes a big difference in these groups. If there are siblings, I like to try to provide bonding moments between the siblings, like the lap ride suggestion with both kids on the caregivers lap or the older child helping the younger one get an instrument.
A challenge that I’ve come across is when there is only one older child in a class among a bunch of toddlers. Even when given opportunities to help/be a leader, etc. participation starts to dwindle….a feeling of “this is a babies class” and “I need to be independent” overshadows being in the music.
March 1, 2016 at 1:02 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 2.
ParticipantEnergizing, playful, predictably spontaneous, silly & fun!
Exploring this entire room is completely normal and fantastic! The children are showing us that they feel safe enough in this space to make their own choices.
Your little ones really want to feel grounded, so make sure when you bounce their feet on the floor, you’re giving them a lot of input through their feet! This includes taking off those shoes!!
I love hearing that your child is acting out music class at home!! It is very normal for these kids to take in and process what we do at music and let it out in their home, a.k.a. “the comfort zone.”
Don’t worry about your child coming up to me and exploring the instruments I’m using, even if it’s my guitar. It gives me a chance to know them a little more, and I don’t mind sharing!
Musicking comes in many forms. We can play instruments, sing, listen, dance, sit quietly, etc. All are valid forms of musical expression in this class, and your child will most likely demonstrate all of them at one point or another!
Session Plan:
Let’s make some Music!: gathering/instrument exploration
Hello Hello: Welcome song, validating each individual in the group
William Tell’s Ride: Lap/bonding song
Can you see me?!: Songs about me, small movement
Shake, uh-huh: instrument song (maracas/jingle bells)
Rig-a-jig-jig: Gross motor movement
Sunshine on my shoulders: Book/cool down
Goodbye Song: FarewellParticipantI should note that at the moment all the early childhood classes I teach are mixed-age and finding a way to balance everything for everyone can be a big challenge!! My sessions usually have Maracas, chiquitas, jingle bells, small tambourines, castanets, clappers, egg shakers, rhythm sticks and/or various drums(hand & gathering) available. For other “instruments” I love the use of scarves, parachute and stretchy band. I would not use these all in the same session, but would introduce different instruments over the course of the semester. You can have the familiarity of a song help bridge the gap to exploring a new instrument.
ParticipantThe size of a group can absolutely effect the stimulation level!! Thanks for bringing that up Ann Marie! I’ve had experiences when I’ve felt overstimulated by the amount of people in the room,let alone any additional activities. If I am overstimulated, I know these little ones are feeling it too. I will say that every kid is different, and matching one personality may not be matching another, so, I think keeping the overall shape of the session in mind is key to help with limiting stimulation to an appropriate level. Starting off with some “low-key enthusiasm” and allowing for instrument exploration gives the kids a few minutes to both acclimate to the space and let you know where they are that day. As always, flexibility is of the utmost importance! We music therapists can have a plan in mind, but are prepared to throw it out the window if proven necessary.
February 23, 2016 at 9:43 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 1.
ParticipantSM1 Session Plan
Gathering: Have soft music playing, encourage parents to set up their space in the room so they feel comfortable. Have everyone make a name tag with caregiver’s name as well as Baby.
Welcome: Hello Hello- could be a cappella or with accompaniment. Keep a steady beat by tapping lap lightly. greet each child and parent individually. encourage them to tap their child on chest when their name is said to reinforce the sign language of “me.”
Bonding/Lap: “Row it Faster” familiar song with a twist! Depending on age of group, direct how to hold child in lap.
Song about me: “Just Like Me” can be intimate between child and caregiver or more outward involving class.
Instrument song: “In my little hand” use maracas, lots of silences throughout song to give babies a chance to initiate play
Movement Song: “As Big As Can BE”baby can be on lap, but also might prefer to stand and feel the movements in that position.Cool down/bonding: “Here is a Beehive” focuses in on caregiver and baby bond; make sure not to be too loud/dramatic to prevent startling
Farewell/closing: “Goodbye for Now” address each person again. After GBS go around and give opportunity for babies to experience the guitar.
February 23, 2016 at 1:22 pm
in reply to: Share your thoughts with the board members on the role of music therapy in community based settings.
ParticipantWhen I think of community based music therapy, I think of bringing people together and fulfilling a need that might not be so apparent in day-to-day life. Beyond early childhood music classes, we have the ability to create strong communities in very unique ways. Whether it be a drum circle, community center music choir, an after school program, or adaptive music lessons, we are able to modify our skill set to meet the needs of the places we live. While clinical music therapy is amazing and very necessary in our world, community based music therapy brings us out of the closet, out of the institutions and into the public eye. In a way it is advocating for additional clinical music therapy. We can build relationships in non-threatening settings, which can lead to folks pursuing private sessions or groups. You never know who’s going to show up at that drum circle in the park!
February 23, 2016 at 9:11 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 1.
ParticipantYour child may look at me during class, but they will learn from you first!!<br />
Theses babies love feeling the beat of the song through your movements, make sure you exaggerate your movements to the beat, or if you bounce them on the floor, make sure they’re really getting that kinesthetic input from feeling their feet on the ground.<br />
Silence is golden, because it will be more likely that we will hear the babies initiating the musical play through singing or moving their instrument when we are quiet!.<br />
Your child wants to hear your voice, even if you don’t think you’re a singer, in this class and in your child’s world, you are amazing!!<br />
Be sure to face your child toward you and use very exaggerated facial expressions when interacting! They are learning expression from you!!February 22, 2016 at 3:29 pm
in reply to: Share some of your experiences with children of this age and level.
ParticipantI have had the experience of being able to teach some “babies” classes (0-8 months) and I LOVE them. We are able to create such a different atmosphere in this type of setting; one that is calm and supportive as well as fun. The low-key and almost spacious class gives way to a very different type of early childhood music class. For example, while I still make a personal connection with each child in the room, I find that these classes end up being more focused on the adults and assisting them in developing their relationship with their baby or babies through the music. I also tend to let the silence linger longer in these classes, really giving these babies the opportunity to answer back and initiate play.
On another note, these little ones change SO FAST during this time! I swear they look and act different every week!! I know with my son, it felt like a blink of an eye and he was 1! I love being involved in this time period and helping parents through these quick changes of development. From rolling over to crawling, from cooing to babbling and singing, these little ones have a lot to share, you might just have to listen and observe a little closer.
February 22, 2016 at 12:48 pm
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 1.
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