[Marchele Gilman]

I am affiliated with a local music school in my area. They hold periodic open houses, which is a great opportunity to share. Our local Chamber of Commerce is another resource. I know of community meetings that I could present at, as well as simply sharing the information with parents through newsletters or in person.

[Marchele Gilman]

This class has been invaluable in my emersion in music with the 0-5 population. Understanding how musical development coincides with other types of development has been empowering as a music therapist. I believe that this information is validating for our field.
I am not sure where I am going from here, but I feel much more confident about approaching, explaining, and setting up groups with this population. I am also much more informed about what type of music to pick and how to write music for this population.

[Marchele Gilman]

Having every child in my groups successful depends on how the term “successful” is defined. A child with special needs might be successful when they can do something that another child can do easily. During my groups, I strive for consistency in music, flow, and expectations. I also work to reinforce positive behavior. Watching body language can be indicative in what a child is needing. When I try to give a child what they are needing (movement, quiet, etc.), I find that my group energy flows better. This may mean that I have to invent ways within the structure of the group to make this happen for the individual, while maintaining the integrity of the group. In other words, I try (if possible) to meet individuals where they are functioning.

[Marchele Gilman]

I am looking forward to support. I am the only music therapist around my area and it would be nice to talk with other music therapists. I am also looking forward to all that I will learn as I provide music services for this population.

[Marchele Gilman]

Music for development is used to encourage development toward a milestone. For example, clapping hands and playing a drum paired with song that encourages these skills toward independence. The music supports and encourages this milestone.

Music for skill building encourages development toward a certain skill. For example, I might use music as a structural prompt by writing in words that encourage gross motor movements or vocalization. I am targeting that specific skill.

[Marchele Gilman]

I think Tracy and Rachel are on point. It is very challenging to provide the stimulation that older children need, yet meet the needs of younger children who may become easily overstimulated. Also, we have to consider that they are at different developmental stages and we need to support them where they are. Another consideration is the distributing instruments that are age appropriate and not a hazard for younger children. Parents can probably help with making sure their child has an appropriate instrument to play.

[Marchele Gilman]

Sp Melodies 3: Active, Strong, Accepting, Creative, Intentional

Sp Melodies 3 Plan: Gathering: Sit Down With me, Bonding: Swimming Together, Songs about me: Watch Me Go, Instrument Songs: I Like This Song, Movement Song: Jumping Up and Jumping Down, Goodbye: Time To Go and Goodbye Song

Family Sprouts: Cooperation, Helping, Connections, Sharing, Busy

Family Sprouts: Gathering: I’m Glad You’re Here Today, Bonding: Wiggly Jiggly Car, Songs about me: Can you See Me, Instrument Songs: Dancing In the Middle, Movement Songs: Can You Follow?, Goodbye: Goodbye Song, and Thank you Very Much

[Marchele Gilman]

lively-wonderment-spirited-exploration-energy

Sprouting Melodies 2 is for children ages 6-18 months old. Our goals are to address language, communication, motor planing, and social development through active music making and listening. Children will vary in their level of participation. At this stage a child is developing from trust to independence. They are beginning to see themselves as an individual and developing their own identity.

Gathering/Greeting: Hey, Hey Come and Play
Bonding: Wiggly Jiggly Car
Songs about Me: Can You See Me
Instrument: Sit with Me and Shake
Movement: March with My Baby
Goodbye:Goodbye followed by Thank You Very Much

[Marchele Gilman]

Since we can expect that some instruments will go in the mouth, I would avoid egg shakers at this stage. I would have small maracas such as chiquita brand, a gathering drum, hand drums with ridges which would be easier for babies to hold. I would not use mallets at this stage as they could get hurt with them. I agree with Cassandra in that instruments that are plastic might be easier to clean and might be more durable. I would love to check out a toddler ocean drum. Various types of hand drums would be good for this stage.

[Marchele Gilman]

My own children with Sensory Processing Disorder have been my greatest teachers. They have taught me that the amount of stimulation and what is too much varies day-to-day and sometimes moment-to-moment. What kind of a day has the child had? Has the child been in a stimulating environment? Is the child getting sick? Are there other stressors that we don’t know about?
I did my internship in a psychiatric facility. There, I learned to read people quickly. If I didn’t, a DVD player could be thrown through the window or at me by a person who’s system was overstimulated and out of control.
How much stimulation is too much will vary child to child. What one child can handle might send another into overload. An effective therapist will continually scan the group, read body language quickly, gauge what needs to be modified in the “now” moment with the music to accommodate those who are overstimulated and dysregulated.

[Marchele Gilman]

Satisfaction-Delight-Pacifying-Soothing-Reassuring

Sprouting Melodies 1 is a class that provides sensory stimulation for babies 0-9 months old. Our goal is to enhance the bond between babies and their caregivers, developing healthy attachment to others. We are supporting children as they pass through the developmental stages of awareness and trust. During the class, babies might calm to familiar melodies and respond to music with repetitive movements. They love to hear music repeated over and over again.

Hello/Gathering: Good Morning
Body Percussion: Come On Let’s Make Some Music
Lap Ride/tickles: Wiggly Jiggly Car
Instrument Play: In My Little Hand
Gross Motor Mvmt: Pick you Hands Up High
Cool Down: Book with song
Goodbye: (from the video)

[Marchele Gilman]

For me, the key words were to “meet the needs of the community”. If I am understanding correctly, this model is a model of wellness. We help them to be well using our skills as a music therapist without the formal assessment, documentation, and objectives. Our main objective is to help people to grow successfully, be well, and in the case of early childhood, to help them bond with their caregivers. We are working with strengths to help them to continue in wellness.

[Marchele Gilman]

Thank you!

[Marchele Gilman]

My computer wasn’t able to download either and it is a new computer. I am not sure why.

[Marchele Gilman]

Like Tracy, my experience with this age level is also with my own children. I honestly don’t remember a lot, as I had 4 children in the space of 6 years and I was a hot mess. However, I remember singing a diaper changing song and other traditional songs during transitions. I played in an orchestra that provided baby-sitting so both my husband and I could play, and at times I held my child in my lap while simultaneously playing my clarinet. Needless to say, they were exposed to a lot of music as babies.

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