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I am looking forward to having a ‘built in’ community of early childhood music therapists that I can access. It is also great to have the details of developmental levels of music and what to look for, on hand to refer to and share with parents. Very helpful.
ParticipantI’m very curious to hear about your work with “at-risk” families, and specifically how you got that started, where you began looking for funding, what has worked? This is a program I really feel drawn to bring to the Latino families. (Ideally, I think it would be great to have it be a bilingual group and bridge the gap between cultures). Are you providing any groups in Spanish? (Would you like to?)
ParticipantI tend to vary the dynamics in my voice often and use a lot of playfulness, especially when there is a little one who might need a bit of redirection.
ParticipantHere at Sprouting Melodies, although musical skills may develop, our focus is on supporting music for their development, their development as a whole person. There are musical developmental levels that your child will go through, beginning with awareness- this is an early level where children are awakening their senses, recognizing the timbre of your voice, as well as changes in your voice, each level has different skills that we observe. The next levels include: trust, independence, control and responsibility, and we can talk about what is observed at each level as we go through them. You will see as you watch your child throughout the sessions each week, that they are doing new things that reflect what developmental level they are in, but again, as much as some musical skills will naturally unfold, we are not teaching how to play, or what is “the right way” to play or engage. We are supporting the children in discovering these skills and variety of experiences available to them in a supportive, fun, loving, musical and playful atmosphere.
ParticipantFamily Sprouts is very BUSY and joyful, it involves individuality, sharing and cooperation.
Plan for Family Sprouts: I would begin with the chant “Come Join the Circle”, and for a bonding song I would provide “Hole on Tight” and encourage swaying and gentle movements and some surprise, but not too much dynamic range as to avoid startling the very little ones. For a song about me, I would lead, “All of this is Me Me Me” – I like the idea of providing that opportunities for the older children to “show off” by ending with a very fast version of this song. For instrument play, I would provide a variety of instruments that would be appropriate for any child in the group and play, “I like this Song”. For movement I would do, ” I can Move Around” to provide opportunity for instrument play along with movement. When it’s time to sing good-bye I would sing, “It’s time to say Good-bye” and provide scarves – to be sure to incorporate everyone in the group.
I imagine that this group would be challenging. Even just thinking about the physical space, some children may be running around while others are not even sitting up yet, they may be laying on the floor in front of their parent. I can imagine that safety, and ‘being careful of the babies’ is often addressed- and could be done so within the music. However,since it most often is a group with siblings it could be a really nice connection for families to share. Providing music that is interesting to older children yet, not too much to startle babies seems like skill to practice, and a balance to be aware of.
ParticipantSprouting Melodies 3 is very ACTIVE, intentional, creative, emotional, and accepting.
My plan would follow the demonstration provided here, beginning with “Sit Down with Me” to start the session, then going into a bonding song such as, “Swimming Together” and “My Brand New Friend” – I like the idea of providing scarves or a hoop so support children in making connections with other children. For songs about me, I would use the change “Where is the Music”, and then incorporate a book, such as, “From Head to Toe”. For instrument songs I would explore “Music is the Way” while providing the pentatonic scale with the resonator bells- I love the atmosphere that that creates. For some movement I would use, “Will you Come” as I played the drum for a steady beat. Then I would sing goodbye and use a transition song to support children and families to go to their next activity- “Time to Go”.
ParticipantHow much stimulation is enough and how much is too much, I think assessing this takes gentle skill, and when exploring next steps, such as new timbres it can be a bit of a balancing act at this age. You want to create a rich and engaging musical experience, but not too much that is going to startle or overwhelm them. I think the point made about reflecting their energy with a calmness was nicely put, being authentic and present with the children will support matching what they need. Noise and excitement just for the sake of being that way will be too over stimulating, having a joyful yet gentle calmness that’s engaging will provide a better atmosphere for appropriate engagement.
5 words: playful, energy, spontaneous, surprise (that can be anticipated), and observation.
5 sentences: “Yes he has the maraca in his mouth, but did you see, when the music stopped he took it out of his mouth, and when the music started again he put it back in his mouth, he’s responding to the music, recognizing a change within the music.” “It’s ok that she’s not putting her hands up in the air when we put our hands up in the air, we are providing music choices for her, she is exploring.” ” Did you notice this week she really started to move the maraca, it was very slow, but she is starting to play.” “Honestly I’m not that surprised that you hear him singing songs at home, even though he’s often quieter here during our group, that’s actually quite typical. When he is here, he is watching and observing, taking it all in, he is processing it all, he’s actually working pretty hard.” “It’s ok if he’s not completely engaged right now. We don’t expect children to do everything we are doing for 45 mins. straight, it’s an unreasonable expectation. It’s fine.”
Plan: I would follow the one outlined here to start with, beginning with, “Hey Hey Come and Play” as the gathering song, then the ever popular “Wiggly Jiggly” for a bonding song, followed by “Can you See See See” for a song about me, then for an instrument song ” Sit with me and shake”, for some movement I’d get everyone up with “March with my Baby”, or even use the scarves with “Pick your hands up High” leading into ” Where oh where is my Face” and then ending with the goodbye song and the thank you song, shaking hands goodbye to support that transition out of the room.
ParticipantRight now the percussion I use are mostly REMO kids percussion, hand drums and gathering drums. I don’t have any of the jumbo chicita maracas right now, but I’m thinking I need to get few of those. I do have quite a few shaker eggs, but yes, they do tend to go for the mouth.
Participant5 words to describe SM 1: calm, gentle, joy, cuddling, and slow-paced.
5 sentences: In this SM 1 group we are really focusing on developing awareness and trust, so you may notice a change in your baby when he experiences playful songs versus calming/soothing songs. You may see your baby turn toward the music. He may move his body in response to the music. He may even start vocalizing in response to the music. Your baby might reach for an instrument, even if he is mouthing the instrument, this is his way of exploring the instrument, and as you watch him you might see him stop mouthing the instrument when the music stops.
A plan for SM 1 session, I would probably start with the examples given in the video here, as it’s very concrete and clear in how introduce the music and what to do with the baby, I’m sure as I get more comfortable I would switch out some of the songs and try a few others from the “You and me make we” book. So I’d begin with the “hello hello” song (which I’m very familiar with), then move to the “Row your boat” song, as I liked the idea of doing some familiar songs in a new and playful way, especially adding the “Go go go” part. I would then likely do the ” Just like me ” song, and perhaps a scarf song. Then the instrument song using maracas, shaking round and round, and then end with the Good-Bye song.
As far as working with kids at this young age, it’s been a while, I’ve been around them as some of the children I work with have younger siblings, but I haven’t worked directly with them, only as a bit of play as I’m working with baby’s sibling.
ParticipantI REALLY feel the my community here is ready for a program like sprouting melodies. I was just working with a speech client, 3 year-old diagnosed with autism (I naturally use music in my work with her), and her mom proceeded to tell me how she goes to a Music Together class, which is great, but….yeah, I just feel that she would get SO much more support in working with a music therapist in group music. There also seems to be many ‘segregated’ music classes (obviously not in this case with the child going to Music Together), but I think it would be SO great to have a program open to the entire community, not just children with special needs, or ‘typically developing’ children. Last night I gave a talk on music therapy, as a launch to some music therapy programs I’m going to be offering here at this clinic, but it’s a little tricky getting the ‘right’ kids in the group, we are advertising it as group music therapy- it is more clinical work, but I would love to have a group that is open to everyone…..I do see that happening down the road…I look forward to learning more.
Also, I am discovering local associations that support the Latino population, I would love to do a bilingual group- I would love to bring all of the families together in an accepting supportive music setting. The English-speaking families are always looking to teach their children Spanish- and vice versus. What better way than to do this naturally through music, all the while supporting development 🙂
ParticipantMeredith,
Thank you for your encouraging reply! And yes, there most certainly ARE affluent families in Boulder that could be accessed. I’ve also been looking into other programs within the community, and will check out the library as well. I’m excited to have the support of this Sprouting Melodies community, as I feel this is the next step in my career. I am so grateful for this class which has truly been such a great motivator and support as I take these beginning steps in creating something new…and beautiful 🙂ParticipantThe truth is I would REALLY like to start some kind of community music group- ideally Sprouting Melodies group for the Mexican population of Boulder County, there is SUCH a great need, but it’s tricky because these are the families that most often do not have the funds or resources to attend a group like this- I could consider some grant writing- but this is something that I am so passionate about and I’m dying to figure out a way to make this work (if I could do it for free I would- but unfortunately I don’t have that luxury) so I would say that’s how the community here is unique, there is a high population of Spanish-speaking families, who have children that may fall into the “at-risk” category.
There certainly is another population here in Boulder (without a doubt) but I work with those families less often. The English-speaking families are very in need of music therapy, in my opinion ;). There are a lot of music together classes and I do have some speech clients that I work with that take their children with autism to the music together groups- which is great they are getting that exposure to music but, I just feel like they could be getting SO much more with a music therapist……so, yes, ….I’m working on starting some groups here.
ParticipantHi,
I feel that we as music therapists, even when we work with groups, we are providing an individualized program, we have an understanding of child development and obviously music , so we can provide the musical interventions to meet the child’s needs. We tune in to each each – we meet that “music child” as Nordoff-Robbins would say. I think parents feel that special attention toward their child and child (and adult) within the group. I think parents really feel supported, like they are understood without judgment- that they are accepted- as a family- no matter where they or coming from or what their situation may be.I believe that families are aware of the excitement and passion we have about our work- about the music and who we get to share it with. They are sensitive to our skill in how to use music effectively.
ParticipantSINGING: AWARENESS: the child is beginning to hear pitches and shows us by changing pitches within vocalizations. TRUST: the child begins to match some pitches- beginning form of communication and singing. INDEPENDENCE: child babbles with melodic inflection and enjoys exploring with voice and pitch. CONTROL: The child now follows the melodic contour of a familiar song- not necessarily ‘on pitch’- but we can being to identify when he sings, “Old MacDonald”. RESPONSIBILITY: the child now uses pulse, meter within the melodic contour- the meter actually matches the actual song- so not only can the child’s mother recognize them singing Old MacDonald but most people can because the child remembers and reproduces the song.
INSTRUMENTS: AWARENESS: Child my reach out toward instrument, they may also respond differently to sedative music versus playful music. TRUST: child may pickup and play an instrument briefly- the length of time they play with vary- it’s intentional play but often brief. INDEPENDENCE: the child explores a variety of instruments and purposefully plays them. CONTROL: the child starts and stops instrument play- they are internalizing control. RESPONSIBILITY: the child successfully maintains a steady beat.
MOVING: AWARENESS: here we observe natural movements in response to music; TRUST- here the children do their “baby bop” they respond with repetitive movements. INDEPENDENT: child moves rhythmically with isolated body parts- it’s very intentional. CONTROL: the child now imitates learned musical movements- they do things with you. RESPONSIBILITY: now they use musical movements in sequence, they enjoy cognitive challenges.
LISTENING: AWARENESS- the child recognizes vocal timbre (mother’s voice); TRUST: the child now recognizes familiar melodies- which can be used to help soothe during stressful situations or during transitions; INDEPENDENCE: the child begins to match intensity of their movements to the intensity of the music- watch facial expressions. CONTROL- here the child stops action to listen to music RESPONSIBILITY: the child now listens to music of others it’s not only about the self- they can appreciate what others create.
Writing this out has helped me to remember the details of each stage.
ParticipantMy goal is always to address all four music experiences in practice. I definitely use singing the most – as most of the children I work with are around the control stage – they are beginning to fill in words or sounds of songs when I pause within the music.
I also use a lot of movement- I tend to do a body parts song with this one little guy who seems to be just about at the independence stage- as he is beginning to move hands and feet at the ‘appropriate’ times within the song.
I was thinking about how I use listening…clearly there is overlap between the the different experiences. They way I utilize listening the most is, when I sing questions- I use a lot of pauses and play in my movements to exaggerate the question, such as when I sing, “Donde esta el carro?” (Where is the car) If a child is looking for a toy car, I provide ‘quizzical’- music and use my voice to reflect the question by ending in an ascending pitch. The responses I am looking for at this level of listening- are for him to understand that we are looking for something, and what is that something- and then listen as we sing about where it could be- is he responding to the different verbal/musical cues within the song.
Oh, and I definitely use a clean-up song- ALWAYS! It’s quite magical how that works 🙂I use a lot of shaker eggs in my instrument play. Most of the kids I’m working with are moving toward control at this point- they are just getting the hang of stopping when the music stops.
(I will be starting some new music therapy groups in a couple of weeks and look forward to really utilizing all of the different music experiences.)
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