[Lincoln Bowen]

Singing: (A) Vocalizes with pitch. (T) Matches pitches around 50% of the time. (I) Babbles with melodic inflection. (C) Follows the melodic contour of familiar songs. (R) Utilizes pulse and meter within a melody.

Playing: (A) Reacts towards a source of sound. (T) Explores instruments through touch. (I) Reaches out to instruments. (C) Start and stops with musical cues. (R) Maintains a steady beat.

Moving: (A) Instinctually moves to musical stimuli. (T) Intentionally moves to musical stimuli. (I) Isolates specific body parts. (C) Imitates familiar musical movements. (R) Utilizes musical movements within a sequence.

Listening: (A) Recognizes vocal timbre shifts. (T) Recognizes familiar melodies. (I) Matches movements to musical intensity. (C) Stops an action to listen to music. (R) Listens to other’s music.

[Lincoln Bowen]

Music therapists, as many have said, create and hold a unique space. Within this space, every response is the correct one. Families only need to be. We provide a non-threatening environment where families can play and explore at their own pace- and create connections through that process. While facilitating that space, we possess particular insights as to possible meanings behind behavioral responses- and are able to validate caregiver’s experiences alongside their children’s developmental experiences.

[Lincoln Bowen]

In pre-school groups especially, I try to implement a natural curve to each session- involving multiple opportunities for participation in each experience. Occasionally, the energy level of the group calls for a modification of the session curve. There have been sessions where 80% of is movement or 100% is singing familiar music, but within each of those are offerings of other experiences. Having these four frameworks is helpful in breaking down what is most appropriate or accessible in any given moment. One change I’ve been able to incorporate is the continuation of music. The usage of transition songs and even sung/chanted directions have resulted in smoother changes and simpler expectations within these sessions.

[Lincoln Bowen]

Many of the preschoolers I work with constantly display traits of the control phase. They move and work very quickly, always requesting to do songs faster. Kiddos who sing/vocalize are typically are close to the pitch and they will vocally match a musical cue of loud/soft. Something I find amusing and interesting is that many try to find new ways to play a drum, usually one that is louder (banging) or with a different body part. I think part of that control is the reaction they can elicit from me when they surprise me.

[Lincoln Bowen]

Although I have not utilized these songs in my own sessions, I have a distinct memory of observing Sprouting Melodies in which the Tickle Song was used. The energy in the room was incredible. The kids laughed and occasionally shrieked with joy. The structure of the song built up anticipation, which made the reaction even larger. Caregivers were laughing along with the kids- it was a wonderful moment of connection.

[Lincoln Bowen]

There’s a large range of folks and populations I work with. My clients range from preschool age to older adults, and the music within that span is endless. Everything from lullabies, nursery rhymes, and Disney, to 50s, 60, 70s, and more modern music as well. I currently work in school systems which have a large population of Spanish-speaking students and/or Hispanic students. Incorporating Spanish phrases into both my vocabulary and the music has helped established a stronger connection between staff, students, and myself. My older students enjoy sharing music from artists such as Bad Bunny and Daddy Yankee. It is so rewarding to be present for clients as they share their culture- I am grateful they allow me to be a part of that process.

[Lincoln Bowen]

Awareness: Looking towards music, reaching towards music, turn toward/away from music.

Trust: Purposeful&Pitched vocalizations, Recognition of familiar melodies, responds to music&movements

Independence: Enjoys musical surprises (fermata, crescendo, silence), Isolates body parts to move rhythmically, uses varying vowels&consonants when vocalizing

Control: Spontaneous dancing and singing, Initiates learned movements to music, likes to pound and bang

Responsibility: Maintains play of instrument within a group, can shout and whisper, Increases ability to match pitch center

[Lincoln Bowen]

The thing that absolutely blows my mind is that even with these general milestones, even with them broken down into smaller categories and ages, each and every child is on a completely different developmental journey. In each domain. No two children are developing exactly the same. And what’s important is not whether someone is meeting a certain goal, but whether they are given the space to explore doing so. I love that music is an equalizer- that everyone can experience it in some aspect. No matter where a child is in their development, there is a part of music that can reach them. It’s super helpful to know these milestones, not from an age sense, but possibly from a timeline sense, where we can see a child’s current developmental progress and know the next skill that typically builds on that.

[Lincoln Bowen]

I hope that in my work, I can provide space and encouragement. It’s so wonderful reading everyone’s reflections- especially those mentioning apologetic caregivers. Nothing breaks my heart more! It’s almost like the caregivers are apologizing for themselves- that they don’t believe they’re doing a good job. In music, everyone is always, ALWAYS, doing a good job. If for just one session, caregivers and children can let go and explore without worrying about the “correct” way to do it, that is something special to be a part of. While learning of these typical milestones- it just makes me wonder what I can do as a therapist to welcome growth without expecting it. I hope to be silly and flexible, to see the world from a child’s lens as best I can. To enjoy the simple things. Even taking a moment to lie on the floor before sitting up was such an eye opener for how entirely full of ~Things~ the world is.

[Lincoln Bowen]

Hi all! I’m Link Bowen, and I’ve been working as a music therapist for Roman Music Therapy Services for a few months. I currently live in Marlborough, MA but am looking to move further east (yay apartment hunting)! I graduated with my bachelor’s in music therapy from Anna Maria College in 2023 after completing my internship at Perkins School for the Blind. Currently at RMTS, I work with group homes, high school programs, recreational facilities, and pre-k kids, who are entirely new for me. I had never been able to work with anyone younger than 14, so I’m looking forward to further developing this toolkit!

[Author]

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