[Lisa Spall]

I too am wondering how this will be feasible given my schedule, funds, etc. Mostly I enjoyed still being connected to Sprouting Melodies in different ways as I haven’t had the time to run classes. I do hope to expand and continue facilitating classes again, but that might not be for a while so I’m happy I was able to use this course to keep my skills up to date.

Cindy, I’m so happy you were able to step in in that moment. Just because he wasn’t in the circle does not mean he wasn’t participating. Correcting the behavior doesn’t always have to be the first reaction when a child needs that sensory stimulation in the moment. It’s great to see that we can recognize that 🙂

[Lisa Spall]

It’s great reading about all your suggestions and I totally agree with you about mp3’s and possible session videos. I felt as though I had an advantage having facilitated and observed Sprouting Melodies groups. I think it would definitely benefit everyone to have a view at the experience I am lucky to be able to relate to. We’re actually working on a “Song Swap” idea in dropbox at Roman Music, so perhaps something like that for people to share songs throughout the course and find the presented material?

I highly value studies in childhood development and think it is fundamental for society to start focusing more on education and development as a whole. Our childhood determines so much of the people we become. You have to water the roots if you expect a flower to grow. Add extra care and nutrients and you may just have the brightest flowers on the block. Our kids deserve just that and we as music therapists need to constantly expand our knowledge on how they develop. That’s why I love courses like this that help expand the services we provide and give the ability to educate those around us. I’m happy I participated in this course and was able to read all of your great contributions, and especially seeing how we were all so dedicated to taking in the information. Great job everyone!

[Lisa Spall]

I will continue to share the information I know with parents and potential clients I meet. I’m in and out of IEP meetings frequently and have the ability to share my knowledge with teams from many different schools and speak with parents (who belong to support groups and keep in contact with other parents). Through this, I have been able to share the benefits of music therapy and will continue to do so. I would like to spend the summer expanding my community involvement and start the foundation for expansion into Southern New England 🙂

[Lisa Spall]

Tamara, I actually face this issue with a few of my kids. Do you know her diagnosis? There could be a number of factors contributing to the crying. Overstimulation, noise sensitivity, pain… For instance, children with Rett Syndrome (affects almost primarily girls), experience a lot of tension and pain from a number of issues like digestive problems, breathing problems, muscle tightness, lack of sleep, etc… One of my girls with Retts cries out quite often throughout the day as a result of her symptoms and especially if another one of the students is being loud too. Loud noises or music are too much for her. I arrange the group she’s in specifically away from some of the “louder” students. If she’s having a particularly hard time I try to move over to her, kneel down to her eye level and sing a short quiet chorus of a song that I’ve noticed really cheers her up. She loves musicals and I’ll quickly sing “just a spoonful of sugar” and touch her knee or hold her hand. This usually helps her calm down and sometimes I even get a really big smile! 🙂

I’d say that, if possible, you should get to know her diagnoses first. Speak to her team and see what symptoms might be contributing to the frequent crying. Her aide (unless she’s actually a nurse/therapist?) may work with her all day, but they’re not always aware of the entire diagnoses either as they’re not technically part of her therapeutic/educational team and don’t attend IEP meetings.. I hope you can figure out something that will work for the group as a whole. It sounds like a difficult situation. Have you tried vocal only songs and songs with scarves?

[Lisa Spall]

I’m excited to expand Sprouting Melodies into the south shore someday. It’s still a little while down the road until I can get settled and get a real plan together, but I think it could be a great thing considering it’s taking off so wonderfully in the north shore 🙂 (above Boston for those of you far away!)

[Lisa Spall]

What’s difficult about a Family Sprouts class is accommodating the age range you may be seeing. You could be looking at a very large gap in some cases and the music needs to meet the developmental needs of all. It can be a very challenging to incorporate many different factors.

5 words: varying, connecting, energetic, challenging, and inspiring. It will always be a challenge to meet the needs of even a short age span when children develop so many skills in their formative years and inspiring when you find that happy middle ground that works for the entire group.

1. Gathering Song – Let’s make some music. Start out quieter, grab the attention and cohesion of the group first. Observe the little ones reactions and play with the dynamics as the older ones need the stimulation. Play with pauses while looking for startling or over-stimulation in the younger children. Every song in these sessions means a constant balance in maintaining engagement without overstimulating. Facial expressions and reactions to changes in the music are things to pay attention to.
2. Hello song – great opportunity for older kids to interact with their peers and also help introduce and interact with their siblings. They love being helpers and showing off their baby sister or brother.
3. Lap song. These are always fun when the siblings are close enough in age for both to be on mom/dad’s lap at the same time or practice taking turns. When the other sibling is still very small, it’s a nice bonding time for the parent while I or another parent offers their lap for the song, and maybe switching off so the older one can have a little parent attention too.
4. Instrument Song – the parent can model playing the instrument with the little one, or they can sit up and hold a maraca while the older kids can be active and interact with each other. When the movement might be a little overstimulating for the younger kids, I like to give musical directions and cues that help redirect older kids. Changes in dynamics and musical pauses help control the energy in the room.
5. Marching – mom/dad can hold the younger one while the older sibling walks independently. Sometimes you might see a little bit of rivalry/attachment/etc with the older child wanting to be held too or instead and in these instances, I try to encourage marching on their own with an instrument. If both children can walk, it can be motivating for both to participate independently.
6. Calm down song – scarf canopy. big kids can help while little ones take in the experience.
7. Goodbye song – Practice the same skills as the hello song. Big kids will probably want to strum the guitar and little ones are still taking it all in. Make sure to give them a couple extra repetitions with the sign for “me” on their turn.

[Lisa Spall]

I had the cutest sprouting melodies 3 class every last summer. Three little girls that were so diverse by nationality. They had such individual personalities, it was a small, but wonderfully fun class.

5 words? Energetic, exciting, engaging, social, and personality. When I say personality, I mean you start to see these kids really blossom in the social department. These big personalities begin to pop out and you start to see more and more of these tiny people.. they’re not little babies anymore, they’re movin’ groovin’ little people!

1. A gathering song to begin; I like “Let’s make some music” or a fun one I’ve been using lately of my own adaptation to a song from putumayo’s “Bowl of Cherries” (Hey Now, Let’s make some music, Hey NoOW – Let’s make some more!) Spread the instruments out and let them explore and come into the group.
2. Hello Song
3. Instrument song with maracas or the rhythm sticks! (I’ve been playing with fun songs like Twist and Shout and Tutti Frutti but instead, they’re Twist and Shake and other simple adapted lyrics. Really fun!) Otherwise you could go with “Sit with me and Shake,” “We’re Playin in a Band,” or any more upbeat, energetic instrument song they haven’t been exposed to from the earlier SM classes they may have taken. They need repetition, but also newer material as they’re getting older now to maintain attention and engagement.
4. Marching! (This train, Can you Follow, etc) Since they’re bigger now, many of them will enjoy marching on their own with some maracas. Some will still want to be held, but many of them will really enjoy their new found independence to march, run, and jump on their own!
5. Time to coooool down. I like to use the stuffed animals with this group, as long as I have enough of them. It’s so sweet for them to sit down with mom/dad and “take care of” one of the animals while we sing “Let’s Sing a Song about a Cow” When I use the canopy, I’ve noticed it can go either way with the energy level at this age – some may stand under it and look up as the canopy falls on their head and some may go running underneath in full sprint mode. I love to ask the runners if they’d like to help hold the canopy and they usually love it, plus it’s more grounding for them to put that energy into.
6. Goodbye song. At this age, 90% of the time I found myself covered in toddlers helping me strum the guitar and say goodbye to everyone. Love it!

[Lisa Spall]

Music for development and music for musical skill building are two different types of music for learning, however, they do overlap in some areas. For instance, learning to follow a rhythm IS a musical skill, but the ability to do so is also a developmental milestone. We’re not using music in order to teach children ‘how’ to maintain a rhythm or to learn a series of rhythms. We do use the music to give them the opportunity in the experience to develop this skill, which involves awareness, independence, choice-making, and motor planning. In our classes, we’re not targeting learning specifically how to play an instrument or training your children to sing, but developing sets of skills such as social interaction, communication, and motor movement in the presence of the group with embedded music. A simple song with directions to clap your hands involves receptive language, self-awareness, sequencing, motor planning, and expressive language if they can and do sing along. We practice these skills with the younger children until they are able to independently manifest them on their own. That is how and especially why we utilize music for development in Sprouting Melodies.

[Lisa Spall]

I love westmusic.com

You can get different types of maracas that are sturdy, plastic for easy cleaning, and big enough to eliminate the choking hazard. I love to search amazon and such for good prices on drums. It’s a great place to order your scarves for about $20 too (if you want a scarf canopy/parachute, I recommend a local fabric store visit!). I use REMO drums, as I’ve seen many of the other ladies here do as well – they’re the most durable. Remember to wax the drumhead every now and then or you’ll end up with a very cracked and sad shiny drum from all the disinfecting.

I’ve been really into finding natural ways to disinfect lately. Our kids are putting this stuff in their mouths, it has to be safe! Anyone have any experience with using hydrogen peroxide wipes/spray or vinegar to disinfect? If I use store bought, I always check the label to make sure food surfaces don’t need to be rinsed – assures me a little more that residue will be non-toxic. I’ve been reading though, and hydrogen peroxide is a totally safe disinfectant that kills all the viruses and bacteria any of the other wipes do. I haven’t tried it on drums yet. A vinegar mix won’t harm your drumheads or dry them out, but HP can dry out skin, so I assume it may take a toll on a drumhead. Any takes on what you’re using?

[Lisa Spall]

I think you ladies got it right. Presence, energy level, awareness. All of these are qualities to keep an eye out for to keep the stimulation just right. Watch out for startling and stay aware of your dynamics.

5 Words: energy, exploration, awareness, anticipation, and independence

I’m thinking of some of my experiences for some good sayings.. ah, how many times there have been a bunch of little ones surrounding me balancing with their hands on the guitar or my shoulders, or when a few of them are surrounding the instrument bucket until it just gets turned over – then it’s a party!

1. They’re just beginning to explore independence and trust, it’s okay to crawl around the room and explore the people and instruments. Don’t worry, it’s a great sign that they feel safe and comfortable enough to explore!
2. (During a lap song) It’s okay to really let them swing a little when you rock them back and forth. Grab them low on the hips and let them instinctively reach out as they move from side to side. We’re looking for that “catch yourself” reflex as they develop.
3. (During a movement song) Really let those feet plant on the floor. Don’t be afraid, you won’t hurt them. A solid stomp is grounding, and helps in organizing motor planning.
4. (During an instrument song) Look at how he’s transferring the maraca from one hand to the other – and how he watches his hands as he does it. “Look at what my hands can do mom!” That’s a big accomplishment!
5. Even though these kiddos are a little older now, they’re still working on understanding object permanence. If something was hidden before, “oh no, it’s gone!” but now they’re beginning to understand that it doesn’t need to be seen to be there! This great game with the translucent scarves helps them continue to build that skill and trust.

Plan:
1. Gathering song (leave a variety of instruments out to be explored, give them all drums)
2. Hello song
3. Clapping, patting, stomping
4. Lap ride (looove the little red wagon or yellow school bus songs)
5. Instrument song with maracas
6. Marching (let them keep the maracas to hold while the parents march with them)
7. Scarf song or an animal song with props, cool down
8. Goodbye song

[Lisa Spall]

1. Five words: connecting, learning, warmth, gentle, and intrinsic

2.

‘Remember to pat your baby’s chest when we sing their name during the hello song. This is the sign for “me” and the beginning of awareness of self and of course, their own name!’

‘Young babies love to look at faces and even anything resembling a face! It’s an important part of their development as they begin to bond and become more aware, so go ahead and turn your baby toward you. They’re learning and bonding with you by looking at your familiar face.’

‘Speaking of faces, watch your baby’s. We love see them turn toward the sounds or track instruments in their field of vision. These are milestones to look for.’

‘Good to know that startle reflex is in working order! Don’t worry if your baby gets a little jump or cries when the music starts back up. It will pass with time as they develop awareness and trust. This milestone is why so much of our music at this stage is very gentle, simple, and repetitive for developing clear expectations.’

‘Reflexes are important milestones in development. For the first 4 or 5 months, you should see your baby automatically grasp when you put your finger or an instrument in their palm. Try it out! It’s the beginning of learning muscle control and one of the precursors to reaching, which is why we love to use instrument songs for practicing those skills!’

3. Is it cheating since I’ve led SM1 sessions before? Heehee. I try to use more voice led songs than guitar songs with the very little ones. They’re great for parents to sing along with while not being overstimulating for the babies.

A nice gentle, extended hello song. Give each baby time to figure out what’s going on and transition into the session.
Keep the self-awareness wheel turning with a song like just like me while the parents face their babies and sing along too.
Time for bonding with Little Red Wagon, one of my favorites. Also a good rev up in energy for the coming instrument song.
Break out the maracas for ‘In my little hand’ or ‘Sit with me and Shake’ with just your voice the shakers. Have the parents model shaking and watch for tracking and body/facial movement.
Cool down with the scarves. Practice tracking some more and the beginnings of object permanence. Mommy is still there, even with the scarf on her face! The slightly see through scarves are great for this developmental game of peekaboo.
Goodbye song. Practice some more of those “me” skills in this gentle goodbye song.

4. I love these itty bitties. Their faces are so priceless as they try to figure out what’s going on during the class. Like when you see one of them catch on and you gotta say “Look! Suzie got it. That’s great! Let’s keep going!” and you repeat a bunch of times just to see that facial expression and comfort in the music. It’s great. If you haven’t seen a baby’s face as they do a lap song facing their mom/dad, you’re in for a treat there too – the biggest smiles! I’ve sat in on Meredith’s SM1 classes and led a few as well. It’d amazing to see how much they change in those first 9 months. Just great.

[Lisa Spall]

I think it was great that the video talked about music therapy and how that term can carry almost a “stigma” in the typically developing crowd so they may not initially see the real value. There are so many times I share with people that anyone can learn a song list or play a CD, but they don’t know the foundations behind each song, each lyric, and each musical nuance that truly enhance the experience and provide more developmental benefits. Sure, you could get a massage from a mall kiosk… buuut wouldn’t you trust a massage therapist more? I mean, someone undereducated could really do more harm than good and that low price tag doesn’t look so good then. So, who are you trusting with your child’s development, typical or not? A music therapist is much more versed in child development than the weekend warrior following a script at the kiddie gym (think screaming children of all ages in a room with the glass walls so they can see the jungle gym on the other side… yikes). Our groups are more inclusive and tailored. You ladies made some great points about the personal experience and embracing how much you really do know as an MT! We know exactly what we’re looking for at each age and developmental level, and how to use the music (how to really USE the music). Parents want to provide the very best for their children. They need to know that a group facilitated by an educated, aware, and involved music therapist is the best choice for their baby. Period! Talk about value right? 🙂

[Lisa Spall]

Admittedly, I had a little trouble with this. I was somewhat confused between flipping pages and reading responses and musical characteristics, etc. Lots of information! I seemed to have trouble really defining what responses were awareness versus trust (or both?) and whether I was putting responses together that would fit an age or developmental level appropriately. I think this week will definitely be dedicated to some more organization for me to really define what these terms mean to me and what the best way is to organize them for my learning process. I have a feeling there will be lots of post-its on my wall! For now, here is my attempt at the list…

[Singing]
Awareness: vocalizations are in simple rhythms
Trust: makes purposeful, pitched vocalizations
Independence: uses repeated sounds
Control: generally matches selected pitches
Responsibility: imitates simple rhythm patterns

[Playing]
Awareness: turns toward instrument play
Trust: briefly uses pulse and meter
Independence: grasps and shakes maraca or jingle bell
Control: matches tempo
Responsibility: maintains play of instrument within a group

[Moving]
Awareness: rhythmic movements are instinctual
Trust: responds to music with repetitive movement
Independence: uses whole body rhythmically
Control: dances spontaneously to music
Responsibility: creates spontaneous movement to music

[Listening]
Awareness: prefers consonance over dissonance
Trust: can locate sounds and recognize familiar melodies
Independence: enjoys crescendo, melodic surprises, etc.
Control: follows melodic contour of a familiar song
Responsibility: recognizes loud and soft (and reproduces)

[Lisa Spall]

I definitely use all of these within my practice. I try to keep a good flow in the session, like I was taught in Sprouting Melodies. Small body movement, energetic instrument play followed by big movement like marching or dancing, followed by a good cool down with scarves or the scarf canopy. Like many of the others here, I love to utilize silence. Building up on the guitar to a big stop – the looks and responses are great.

I’ve been particularly working on being better at giving enough space and cues for my kids to sing along. I’ve noticed that the kids I’m working with really need that extra time to process. If it’s been long enough where you don’t really hear that last chord in your head anymore, I’ll repeat the phrase and leave the opening again with a good pause. I try to really utilize the listening. I love to sing a lyric like “and nooow….” with a lot of inflection and a pause to give a moment of anticipation of what the next direction will be. Periodically changing your tone and volume to indicate a direction to follow will immediately catch more attention. Sometimes rather than give concrete directions, I’ll begin to play and sing in different dynamics and tempos. I wait a moment to see the attention given and then sing the direction. I guess I never realized how much I use all of these experiences. Sometimes I’m even surprised by myself as to how much better I’ve become at utilizing the instruments, vocal technique, and anticipation to invoke the responses I’m searching for (because I definitely wasn’t as suave circa sophomore year in college, haha). I know I have a lot more to learn, but it’s nice to watch the videos, study these techniques from this week, and realize these are things I’m doing pretty well already! I guess the point is for these things to begin to come naturally though, right? 🙂

[Lisa Spall]

I learned many of these songs from Meredith and Beth over the course of Sprouting Melodies training and let me tell you, they stick! You can use them in so many different ways and small changes can really make them appropriate for a range of ages and developmental needs. I absolutely love the bonding/lap songs. The kids and parents alike get so much enjoyment out of it and you really get to see a lot of developmental aspects when utilizing them. Those songs are when the parents really let loose a little more in group and have FUN with their toddler. They bump them on their knees and you hear these roaring giggles that fill the room. Depending on how far into independence they are, they’ll even come over and sit on your lap too. You might find yourself with kids all the way down to your toes! Great social behavior and as they start to become familiar with the songs, you’ll start to see anticipation of their favorite parts. I love to hold out the silence for those parts, ups the “awesome reaction” ante. It’s like a smorgasbord of developmental experiences. I also use the wiggly jiggly car song with some of my elementary age, developmentally disabled kids (while they’re in their chairs, mimicking the movements, if they can) for teaching safety skills. Add in some more simple lyrics and visual aids and you’ve got yourself a fun safety song!

Anyways, in conclusion, I use the songs I’ve learned through Sprouting Melodies daily and love the many ways they can be adapted for the population you’re using them with. Cindy, I too have found that a soothing musical intervention (especially with a familiar, trusted face) can avert many a meltdown. It’s so nice to have a touching experience like that. Makes your day doesn’t it?

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