[Leeann Mcmorrow]

Singing
Working in pediatric palliative care, sometimes I would sing and play a guitar while the child was lying in bed resting and match the music to the child’s breathing, allowing space for music and relaxation.

Instruments
I used hand over hand or hand under hand assistance with pedi pal clients to provide space for them to make music with their family/siblings together.

Moving
When leading an opening group experience, I asked each child to come up with a movement that accompanied their name. We sang a song where we practiced everybody’s name and movement.

Listening
I did some basic songwriting with some of my pedi pal patients. I always made sure they had time to listen back to the music they helped create to validate their own words.

[Leeann Mcmorrow]

Singing
Awareness: turning head toward the music.
Trust: attempting to make a vocalization along with the song.
Independence: Increased vocalization, using silence/space during music.
Control: incorporates dynamics
Responsibility: singing in full phrases

Playing
Awareness: looking towards an instrument being played
Trust: putting instrument in mouth
Independence: Purposeful playing in short, non-rhythmic spurts.
Control: shaking a shaker when the music provides cue to do so.
Responsibility: consistent steady beat

Moving
Awareness: the rise and fall of steady breathing from the chest in sync with music
Trust: Some movement, not coordinated with music.
Independence: Increased movement coordination with music.
Control: Repeats specific movements.
Responsibility: Able to move with a consistent steady beat.

Listening
Awareness: Prefers familiar timbre of music/voice.
Trust: May make vocalizations along with the music
Independence: can follow directions (ex. clap hands) as instructed by the music.
Control: listens through silence/spaces in the music
Responsibility: listens to same songs repeatedly

[Leeann Mcmorrow]

I sang the songs to my 21 month old today. When I sang “You Have Two Eyes,” I was really impressed by the increased eye contact that I got from her. During the car song, she smiled and giggled more, really demonstrating that sense of connectedness through the music that the teachers described in the video.

[Leeann Mcmorrow]

Awareness: recognizes changes in melody, preference for familiar vocal timbre, likes high pitches
Trust: makes pitched vocalization, understands rhythm changes, locates distant sounds
Independence, Uses whole body rhythmically, uses pulse and meter briefly, enjoys glissando
Control: imitates words of songs, fast rhythm, dances to music
Responsibility: maintains steady beat, uses dynamics, can play an instrument with a group.

[Leeann Mcmorrow]

During my time in pediatric palliative care, I had a number of Spanish-speaking families. One of the moms shared a CD of songs in Spanish with me that the family enjoyed. I often played De Colores for my families and also learned some Christmas songs in Spanish.

[Leeann Mcmorrow]

I had a client a few years ago who I visited regularly while she was on pediatric palliative care. She had a very rare genetic condition and was nonverbal and primarily stayed in bed. She also had a visual impairment. She displayed awareness as evidenced by smiling when I sang to her in alternating high/low pitches and would often smile the widest at the end of a song. Using hand over hand assistance, I assisted her with playing small instruments like shakers and bells and she would often sigh and smile while playing.

[Leeann Mcmorrow]

I liked this too! It’s amazing how many components of a person’s self are naturally associated to rhythm and music!

[Leeann Mcmorrow]

My most valuable takeaway from the content presented this week was to remember that just because children are capable of doing something, doesn’t always mean they will automatically display a specific behavior. Particularly at 18+ months, children are able to follow directions, but that doesn’t always mean that they will. It’s important to keep in mind what we can anticipate as age-appropriate behavior and respond, encourage, and reinforce accordingly.
On a personal note, the content said that toddlers are able to wash themselves with a washcloth in the bathtub by 18 months. This is something I want to work on with my 20 month old this week!

[Leeann Mcmorrow]

I love the emphasis on client-centeredness and parent relationships! We are so fortunate as MTs that we have music as our tool to make this happen!

[Leeann Mcmorrow]

I hope to bring my experience as an empathetic hospice worker into the environment of early childhood music, especially for parents and caregivers who may be experiencing a lot of stress caring for young children. We don’t necessarily know what kind of day a parent is having when they come to music. The important thing is to make sure parents feel encouraged and are able to take something away from music class the same way that their kids will!

[Leeann Mcmorrow]

Hello everyone!

I joined this course a bit late and I am working on catching up this week!
My name is Leeann McMorrow and I live in Watertown, Massachusetts. I graduated from Elizabethtown College in 2011 and I worked in hospice for almost 10 years, primarily with Seasons (now called AccentCare). While at Seasons, I worked as a Music Therapy Intern, Music Therapist, Associate Team Director, and Director of Patient Experience. I carried a pediatric palliative case load for a while as a music therapist, but primarily my work was with older adults in hospice care and I thought I would do that forever because I was (and still am) very passionate about it. But then my life changed.
In January 2021, I gave birth to my daughter Bridget during the height of the pandemic. When I returned to work after maternity leave, something felt off. Last fall, I decided to leave full time hospice work and take a flexible part time job as a children’s director at a local church. Between my new job and becoming a mom, working with kids has brought a new energy to my life. I also have started to become more involved in my community, mainly through music. Last year, I was hired to perform monthly children’s concerts at my local public library. I have started doing music time at my daughter’s cooperative daycare. Over the last few months, I’ve realized a need in my area for early childhood music experiences and I’ve realized how much I enjoy doing it.
Since most of my work as a music therapist has been with older adults on hospice, I know that I need more training and experience to move into the early childhood music field, so that’s why I really want to take this course. My goal is to eventually find a job as an early childhood music teacher at a preschool where my daughter can also attend when she’s old enough to go.
Looking forward to meeting you all as I catch up to you in the course. I think I saw some more Etown grads on this forum! Go Blue Jays!

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