[Linda Madler]

Mikhala, I live in a military community and loved your thought about being on base and connecting with music when a service member returns. I had a child in one of my classes who really enjoyed having her father present after a long deployment, especially when we sang songs and participated in activities they had shared 18 mos. ago. 18 mos. was half of that child’s life. In our community, I would like to reach out to single mothers and children at risk. Parents need an opportunity to learn the songs/rhymes/games that once was a given. My preschool music class at school (no parents) has greatly improved since we have been able to get the music home to parents–connecting and continuing the education at home is so important. I have tried to schedule family music times once or twice a year, but unfortunately it is very difficult for parents’ schedules. I think that the families that I work with need a chance to share and connect, and music is the perfect way to do that.

[Linda Madler]

Singing: Awareness–vocalizes pitches Trust–matches pitches some of the time; enjoys pitch matching games Independence–vocalizes parts of songs with melodic intonation; Control–follows melodic contours of a familiar song (direction, number of steps) Responsibility–can recall and reproduce song from beginning to end

Playing Instruments: Awareness–attends to instrument Trust–explores instrument by playing a few times; Independence–enjoys variety of instruments and ways to play—let child play his/her way and explore Control–starts and stops with music; likes to imitate Responsibility–plays with steady beat; enjoys playing with others

Moving: Awareness–movements are reflexive and rhythmic; Trust–responds to music with repetitive movements, not synchronized ; Independence–moves body parts rhythmically (tapping, stamping before clapping); Control–imitates musical movements, Responsibility–can follow movements in a sequence

Listening: Awareness–recognizes timbre of parents’ voices, preference for higher pitches; Trust–music can center/calm Independence–matches intensity of music with movements Control–listens to music while still (stops movement) Responsibility–listens and to and connects with others making music

[Linda Madler]

I teach early childhood music (PK-grade 2) at an elementary school and in my studio. I incorporate each area into my program, especially movement. We start with a greeting song, a song or rhyme with stationary movement, a gross motor activity, instrument play, focused listening to short sounds that we imitate vocally, etc. I always do a movement activity prior to listening. I find that I enjoy my smaller studio classes because I have more freedom to go with the flow. This week I was more intentional in my use of silence. I tried to match the children’s intensity in movement, particularly jumping and stomping. In terms of singing, I would like to incorporate more opportunities for individual response so that I have a better indication of where the child is developmentally. Listening is so very important. I don’t think we as a society spend much time just listening without other stimulation. For example, I when I placed my iTouch in the sound dock, a child commented that I was using my phone. I said that the iTouch was just for music. Comments from the class: “It doesn’t have any games?” “What else can it do?” I had my challenging class (17 PK4 students) just listen to music lying on the floor or in a comfortable position with the lights dimmed. It gave them a chance to focus better, and their participation for the remaining time was more on target. I think that this week I will try the rule of 3000.

[Linda Madler]

Two thoughts came to mind. One is a little girl who seems to be hovering between the trust/independence stage. She has been attending for 12 weeks. Initially she did not respond to the greeting song when she was named, then she would pout. She seemed to engage more before Christmas but when we returned from break–the lower lip was out as soon as we sang her name. Finally last week, she smiled a bit. I am very curious to see what she will do tomorrow, especially since we will be in a different environment. Secondly, today I had two children who were clearly in the responsibility stage. They not only modified the lyrics of the song but also demonstrated how it should be accompanied!

[Linda Madler]

I enjoyed all the examples and particularly enjoyed listening to the songs that incorporated musical elements like crescendo, glissando, etc. I look forward to trying “Car on My Knee.” I think “Sit Down with Me” might be a good one to try with my unruly PK4 class, especially incorporating the pause before the final note. I enjoyed the songs that combine “sedative” and “playful” elements with a clear ending phrase. I would like to try that with a toddler who can be a little reticent to participate.

[Linda Madler]

My experiences have been varied…When I worked in a physical rehab setting in VA, I sang a lot of spirituals and hymns–especially Amazing Grace. When I was a beginning music therapist, I will always remember the elderly African-American man with dementia and limited speech who told me that “I had no soul.” At first I was taken aback by the criticism, but it allowed me to loosen up and not be tied to my personal experiences. Before he was discharged, he told me my blues guitar strumming “had improved.” Now that I am older, I enjoy learning from others. My community is a melting pot, and I frequently have families share their traditions.

[Linda Madler]

My apologies for posting late–this has been more hectic than most. I also noted the “red flags” and like Leigh Ann, I found it interesting that children may not know the meaning of “sorry.” Many of the parents (and teachers) of toddlers and preschoolers are quick to have their child(ren) apologize to other members of the group. Usually I sit back and wait for them to complete the interaction without interceding…is there a better way to handle this? I particularly enjoyed hearing about the development of 48-60 mos. Sometimes we as a society are so focused on “academic skills.” I appreciated hearing about the social/emotional development, particularly that children want to please and imitate peers. I have one class in particular where providing opportunities for positive peer interaction might be very useful.

[Linda Madler]

My name is Linda Madler, and I live in Newport News, VA. I attended Southern Methodist University in Dallas and completed my internship at Central Wisconsin Center for the Developmentally Disabled. I started a music therapy program at the Rehabilitation Institute of VA and worked with adolescents-older adults with brain injuries, strokes, and physical disabilities. I attended William & Mary for a master’s in special education and taught high school students with learning and emotional disabilities for a few years before staying at home with daughters, now 20 and 13. I am certified to teach all levels of Musikgarten. I have taught music in area preschools and in my own studio for the past 10+ years. Currently I teach PK-Grade 2 music at an area elementary school and in my own early childhood music/piano studio. I am excited to connect with other music therapists again and return to my “roots.” My studio has always been inclusive, but I hope that Sprouting Melodies will provide me with knowledge and ideas so I may reach out specifically to families with special needs. I have been out of the music therapy loop and will really appreciate hearing from those of you in private practice as I am used to a center-based model of MT.

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