Forum Replies Created
-
AuthorPosts
-
July 2, 2013 at 9:27 pm
in reply to: How are you planning on sharing this information with colleagues, administrators and families?
ParticipantI have a few meetings and presentations slated for the fall and could see including this information as apart of my presentations to colleagues from other disciplines, include administrators. Ideally, I’d like to devote most of my educational strategies to educating and supporting families and parents. There are a lot of parent networks in my area. I really believe that if you provide the right experience/product and genuine support, parent networks and families can be one of your greatest marketing sources.
July 2, 2013 at 9:11 pm
in reply to: Where will you go from here? How will this training impact your work as a music therapist?
ParticipantI am late to the game this week!
I have really enjoyed this course. It has helped my understanding of early childhood development and music. My view of creating songs and experiences for young children has changed drastically. Its not *just* a song… it is a carefully crafted intervention and I think now I am putting that level of care and therapeutic intent back into the music for these young ones.
The nuts and bolts of the business and the structure of sessions frees me to be a facilitator and fulfill needs presented in my community. I thank everyone for their perspectives and contributions throughout the last 10 weeks. It really flew by quickly!
Thanks again,Lauren
June 19, 2013 at 2:02 am
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
ParticipantI would tell parents that music for development is for the whole child- it’s for happy and healthy development across all levels- not just music. I liked the examples given by Emily. The body parts song is a great example. But I also appreciate Kristin’s description of giving the child the opportunity to express their own discoveries. We meet the child where they are in their own process and highlight and celebrate what they can do while also empowering the child to discover his/her own potentials. I love that. Music for development is more far reaching than targeting a specific skill through music.
I also think that music for skill building can fit nicely within music for development. They can go hand in hand. Music for development, to me, is the bigger picture and music for skill building can help support that.June 19, 2013 at 1:50 am
in reply to: Share some thoughts about the challenges of providing multi-age groupings
ParticipantProviding for everyone across all levels and stages of development. You have to be aware of the energy level, of surprises, of startle responses from the little ones while still providing appropriate experiences for the older children. We need to be inclusive of varying skill levels and finding a space for everyone to enjoy and be satisfied in the music.
June 19, 2013 at 1:49 am
in reply to: Use 5 words to describe the music experiences in Family Sprouts
June 19, 2013 at 1:47 am
in reply to: Create a plan for songs and music experiences to use in a Sprouting Melodies 3 session and Family Sprouts sessions
ParticipantSprouting Melodies 3:
Instrument Exploration
Gathering: Hey Come and Play
Body Percussion: Gather Round
Lap Ride/Tickles: Horsey Carry Me
Songs About Me: Where is the Music
Instrument Play: I Like that SOng
Gross Motor: Will You Come?
Cool Down: Time to Go
Goodbye: GoodbyeFamily Sprouts:
Instrument Exploration/Gathering: I”m glad you’re Here TodayBody Percussion: Come on Lets Make Some Music
Lap Ride/Tickles: Row it Faster
Songs About Me: All of this is Me
INstrument PLaying: I Like this Song
Movement: I Gotta Jump
Cool Down: Music Time is Over
Goodbye: Goodbye! (N-R)June 19, 2013 at 1:42 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3
June 12, 2013 at 1:38 am
in reply to: What kind and brand of instruments are you using in your groups with children of this developmental level?
ParticipantI have some remo sound shapes that I like to use and basic beat jumbo chiquitas. Everything is easily cleaned. But I’m always looking for new and additional instruments to bring to my preschoolers.
June 12, 2013 at 1:26 am
in reply to: Create a plan for songs and music experiences to use in a Sprouting Melodies 2 session.
ParticipantInst./Room Exploration while families settle in.
Gathering – Hey Come and Play (EKS)
Body Percussion- All of this is Me (EKS)
Lap Ride/Tickles – Wiggly Jiggly Car (EKS)
Songs About Me -That All Makes Up Me (EKS)
Instrumental Play – Shake your Shaker! ( Parody of Belafonte’s “Jump in the Line”)
Gross Motor – I Can Move around (EKS)
Cool Down- Thank You For the Music
Goodbye – Goodbye (MRP)June 12, 2013 at 1:21 am
in reply to: Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.
Participant1. It’s okay if your child isn’t singing right away. We know they are observing and absorbing the information.
2. Face your baby both towards you and out towards the group to face his/her peers.
3. Your child is free to move around the room. Its normal to want to explore the environment and here it is safe to do so.
4. By exploring the environment, your child isn’t rejecting you, the music, or the group. They are exercising independence within the group. This is great!
5. Its not about playing a specific way, its about having musical choices and connection with the music.
June 12, 2013 at 1:18 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 2.
June 12, 2013 at 1:17 am
in reply to: Share your thoughts with the board on how much stimulation is enough? How much stimulation is too much?
ParticipantI like what Emily pointed out in her contribution. We have to constantly assess our clients. Are the kids 10 feet from the circle and getting antsy? or are you in the middle of a meltdown? The more I work with groups of children, the more I feel like I can tell when an experience crosses the edge of fun into stressful/too much. When I started the challenge, at least for me, became trying to find a way to bring the energy down to a satisfactory level without completely derailing everyone. As everyone has mentioned, its the ongoing assessment and flexibility of our structure that can help balance the group energy dynamics. I appreciated this question because energy level is so important and different for every group/individual.
June 5, 2013 at 1:19 am
in reply to: Create a plan for songs and music experiences to use in a Sprouting Melodies 1 session.
ParticipantPreClass – Allow parents to get to class and get settled in. (Recorded music)
Gathering: Hello (NR)
Body Percussion: Sit Down with Me
Lap Ride: Swimming together
Instrument Play: In My Little Hand
Gross Motor Movement: Pick Your Hands Up High
Cool Down: No One Like You (Sesame Street)
Goodbye: Goodbye (NR)
June 5, 2013 at 12:47 am
in reply to: Write 5 sentences you can use when speaking with parents about musical responses of children in SM1.
Participant1. Look how your child turns his/her head towards you when you start to sing. They recognize the sound of your voice.
2. Your baby’s singing and cooing is close to what we are singing.
3. Wiggly children are not uninterested in the music, they might be ready for more movement within the music experiences.
4. Its okay if your baby turns away from the music during the experience- it could be that they have reached their sensory threshold and need a little break.
5. Instrument playing doesn’t have to be exactly in tempo.June 5, 2013 at 12:06 am
in reply to: Share your thoughts with the board members on the role of music therapy in community based settings.
ParticipantI am thankful for the discussion that Meredith and Elizabeth had in this module about the difference in focus between clinical music therapy and some more community based services. Instead of looking at creating compensatory strategies to cope with symptoms or diagnoses, community based services focus on healthy development and meeting the needs of families.
-
AuthorPosts
