[Linda Madler]

I do not have a baby class currently so most of my experience with the SM age group is with my own children and a host of nieces and nephews. As a young parent, I sang to my children constantly but remember running out of repertoire while trying to put them down for the night. I made up songs for the changing table, for bath time, riding in the car, and it really seemed to help with transitions. As a professional, I marvel at how responsive babies are to music. It is very useful to know that an infant may startle to sudden changes in music. I will definitely keep this in mind.

[Linda Madler]

I somehow missed this question. My professional work as a music therapist was primarily in physical rehab, particularly teens and young adults with traumatic brain injury as well as strokes, brain tumors, MS, etc. I obtained a master’s in special education because I wanted to work with a younger population and because I felt very isolated with very few music therapists in my region. Now, returning to the profession, I bring 10+ years of experience teaching early childhood music, 20 years of motherhood, and a lot of energy and flexibility. I enjoy being with children at their level, reflecting their amazement of their world and what they can do.

[Linda Madler]

I hope to get back to my work as a music therapist. I left the field to get my master’s in special ed and was able to stay with my daughters during their formative years. I agree that the SM training filled gaps in my education as a MT–it seems we studied mostly mental health and geriatrics. One of my practicum experiences was in a Montessori preschool, and I, my fellow student (and dare I say my MT supervisor) were unsure what components should be in a session other than the greeting/goodbye song. My internship was filled with great practical knowledge–we composed music with functional language and used music as a tool–we were sensitive to pitch, timbre, tempo, proximity, etc. I hope to combine SM with my work experiences and come up with something unique to offer families in our area.

Most importantly, I have thoroughly enjoyed connecting with other music therapists again. Thank you to Beth and Meredith for providing this training and forum and to all of you who participated–I have been inspired by your posts.

[Linda Madler]

I am still working on a plan. Right now I juggle part-time positions (which seem to take more time than any one full-time position I ever had), volunteer activities and motherhood. I appreciate that Sprouting Melodies is a “branded” program that is marketable to other professionals as well as families and that it is an open-source model. I have connected with a support group for families affected by autism, and I look forward to trying of the Sprouting Melodies principles when they visit my studio next month.

[Linda Madler]

I already have an early childhood music studio so I look forward to getting back to my roots as a music therapist. I hope that the Sprouting Melodies training will open more doors and attract families who may be looking for a different music experience. I look forward to sharing ideas with other music therapists in this community and beyond.

[Linda Madler]

My favorite strategies are over-planning (being in the moment), having a consistent routine (handling and putting away instruments) and singing a phrase like, “Let us make a circle….all sit down” to aid in transitions. If I am trying a new song or activity, I may put a few key words on the board to help me get through it. Also, I try to look at the room like a toddler and remove any obstacles/distractions to be sure we have a safe but engaging environment. I like to have a few moments to prepare to lead class.

[Linda Madler]

One of the challenges would be to vary the music enough to engage the older students but not startle or overwhelm the younger ones. Giving the older ones the opportunity to choose songs while controlling the music elements is a good strategy. Planning for a variety of ages even when you might have a narrow range is helpful advice, too. I like positioning the family in the circle to encourage bonding. I think it’s important for the older child to have special moments with the parent since the littlest one is the focus of attention, and the songs allowed them to share what s/he could do. All of the music presented supported each stage of development.

[Linda Madler]

Five words for SM3: personality, creative, accepting, emotions, push and pull
Five words for Family Sprouts: joyful, sharing, cooperative, busy, support

SM3 Plan:
Gathering: Sit Down With Me
Bonding: My Brand New Friend (I like the structure of the song–changing partners, parents modeling. For shy children, this would feel safe because parents are there and the song is brief.)
Me: Where is the Music?
Instrument Play: Music is the Way (seems like a nice way to take it down a little after “Where is the Music?”)
Movement: Will You Come?
Good-bye: Thank You Very Much

Family Sprouts Plan:
Gathering-Come and Join the Circle
Bonding–Hold On Tight (I liked the note about positioning the family–parent, older child, younger sibling. What a special way to bond as a family. I remember holding younger siblings when I was little–how special and grown up I felt.)
Song About Me: I missed the title, but it was the one that was demonstrated in a minor key–“From my head to my toes…” (I liked the older child pointing the body parts on the little child but then having a chance to do it quickly and show off.
Instrument: I Like This Song. (I was thinking about how the older child may have participated in this song as a baby and how much he/she might like to sing and share it with sibling.)
Movement: I Can Move Around. (I like that older sibling has a chance to show off. In my mixed-age groups, I sometimes take the younger child if they are comfortable coming to me so that the older child gets needed time with parent.)
Goodbye: It’s Time to Say Good-Bye

[Linda Madler]

Music for development is supportive, broader, allows for a range of responses. Music for skill building is more structured and targets a particular area. In the song “Where is the Music?” parents pull back and the children share the music in them. In “My Brand New Friend” therapist and parents help model the steps in introducing and interacting with others.

[Linda Madler]

It’s hard to give a general answer because every group is different, and every group is different on different days. I agree with the earlier responses. Use enough stimulation to engage the children but not so much that they withdraw or become fearful. Don’t vary too much with the younger ones—have a clear structure then add surprise when they are ready. Start small, observe, and add more variety as needed. Return to the familiar.

[Linda Madler]

Five words to describe Sprouting Melodies 2:
Exploration Surprise Safe Variety Energy

Five sentences to use with parents:
“Don’t worry that he’s not doing everything here. Isn’t it great when he sings it at home?”
“Look how your child is responding—she’s anticipating the surprise!”
“Remember when your child only shook the maraca a few times? Now’s he’s playing the whole song!”
“When you make sure your child’s whole foot is on the floor, s/he feels grounded and safe and stands stronger.”
“It’s o.k. that she’s not lifting the jingles up high like us. She’s exploring making choices about how to play.”

Sprouting Melodies 2 Lesson Plan:
Gathering/Greeting-Hey! Hey! Come and Play!(I like the surprise final “hey!”)
Bonding: Wiggly, Jiggly Car (This song encourages independence but feels very safe)
Songs About Me: Can You See? (fermatas add surprise, pitch matching gives opportunities for individual response, change in dynamics adds energy)
Instrument Song: Sit with Me and Shake (ROM, tempo; stops for surprise, controlling movement, etc.)
Movement Song: Pick Your Hands Up High (fluid movement with scarves, explore/safety)
Good-Bye: Good-bye, Thank You Very Much (sign of respect, good transition. I always say good-bye at the door for school classes but I’d like to give this a try, too. Also might be good when you classes back to back and need to clear room but still appear calm?)

[Linda Madler]

I generally use plain instruments–rhythm sticks, grooved rhythm sticks, jingles, shakers, drums–unpainted and natural wood finish and always have enough for all to play, though sometimes I will put out a basket of many kinds and we explore. With my older students, I don’t have to worry about who gets which color, etc., and all of the children seem to be more creative in their playing. I appreciated the discussion on the chiquitas, too. I will keep that in mind when I add to my collection.

[Linda Madler]

Music therapy in a community-based setting has the advantage of being more accessible and perhaps less stigmatizing to families. It may help identify children who might otherwise fall through cracks. Also, parents of non-typical children may feel more comfortable taking their children to a class staffed by a board-certified music therapist, not only because of the training but because the therapist may be perceived as more flexible, understanding and able to adapt to individual needs. I wrote down one phrase that Elizabeth said about community-based MT: promotes healthy development, not about getting rid of specific symptoms. Community-based music therapy provides a safe, accepting environment in which parents can learn about and nurture their child’s development through interactive, age-appropriate music activities that are easily transferred into the home.

[Linda Madler]

Five words to describe music experiences in SM1: joyful, gentle, connecting, calm, touch

Parents:
“Let’s put a steady beat on your baby during the hello song, and press on your child’s chest when it’s your turn, so s/he knows we are singing to him or her.”
“If you tickle your baby’s palm with the instrument, his or her will close around it.”
“The sound and timbre of your voice is the most important.”
“if you fold your scarf, it will be easier to keep it within 12-18′ of your child’s face. That is the best range for this age.”
“We use the same goodbye song for consistency but vary the tempo and accompaniment based upon the ages. Calming breaths are good for everyone, adults included.”

SM1 Session:
Gathering Song: Hello. (I like the idea of a firm touch/pressure when the baby’s name is used–not only so s/he knows we are singing to them, but I think it would be comforting for a child who may be uncomfortable or unsure.)
Bonding: Row Row Your Boat and Row Faster. (I like the familiar tune for parents and the sense of play.}
Me: Just Like Me. (Sometimes I turn my circles inside out so the parents are back to back and the children are on knees. That the way the child can look at the parent’s face as well as have contact with other children. This seems like a good one to try in that position.)
Instrument: In My Little Hand
Movement: Pick Your Hands Up High
Good-bye with soft guitar, slower tempo

[Linda Madler]

Twenty-five years ago I became a music therapist; ten years ago I became an early childhood music educator. I can’t separate the two sides of myself, and I feel the families I work with benefit from both aspects. I always prepare a lesson plan in advance, but I have never followed it exactly because I teach in the moment, following the needs of the individuals present–it’s essential at these ages. I absolutely agree that we as music therapists have the ability to use music functionally to facilitate/elicit a desired response and that our training that makes us unique, however; we can also learn from other professionals.

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