[Marcie Hernandez, MT-BC]

Hi everyone! My name is Marcie and I’m a music therapist in Burlington, VT. I work for a private practice here, Music Blooms Music Therapy, and we’re excited to be launching our first Sprouting Melodies classes this fall!

I’m leading a free demo class this Friday and another one next Tuesday to promote our classes. If anyone has any tips on best ways to spread the word, feel free to share! So far, we’ve been posting about it on our Facebook page, passing out flyers, and reaching out to other early childhood professionals in the community. I also have been leading my own “children’s music” time in one of the local libraries, which has allowed me to connect with many families. I think that our biggest hurdle will be sticking to our price point for the class. There are many free and/or cheap music groups for kids in our community. BUT I’m really hoping that the demo classes will show families the real difference of what we’re offering. If anyone has any other strategies on how to best get that message of quality out into the community, please share your thoughts.

It’s great to “meet” all of you! Thank you for your time!

[Marcie Hernandez, MT-BC]

I’ve already begun to spread the word about Sprouting Melodies with colleagues and folks in my community. Our goal in taking this training was to provide a regular stream of revenue for the practice that we could rely on, especially during the times when there are long school breaks or client cancellations. In addition to that, we wanted to provide something unique and valuable to our community. In the past, I have provided fun, laid-back music groups through one of the local Parks & Rec. centers here. I’ve already met with the Recreation Specialist there to pitch the Sprouting Melodies class, and she loved the idea. I also plan on contacting the local media outlets, magazines, etc. to help spread the word about the class. Additionally, I’ve been mentioning the class to colleagues I work with through some of the schools I go to and our local Visiting Nurses Association. I’m excited to continue spreading the word about this great class & simultaneously advocating for music therapy!

[Marcie Hernandez, MT-BC]

I already feel like I’ve been able to incorporate the information from this training with my current clients, and my hope is that I can take the information I’ve learned here and help to create a successful Sprouting Melodies series for the practice I work in. I’ve shared before in other posts, that I can see the need in our community for an early childhood program like this one, and I’m looking forward to bringing something truly beneficial and exciting to the community as a Sprouting Melodies Provider.

[Marcie Hernandez, MT-BC]

The biggest challenge in facilitating a multi-age group is in providing content that is challenging, meaningful and appropriate for children in vastly different developmental stages. I believe that one of the great things about this course is the diverse repertoire of music that is provided that can be easily adapted for different ages. I also agree that using different instruments for the older children will help keep them engaged, as well as, asking them to model and take more ownership in choosing songs. These groups do tend to be more about the social connections being made among different children, and so emphasizing that when it’s happening can also help everyone feel more involved.

[Marcie Hernandez, MT-BC]

I agree that when it comes to stimulation, you need to be in tune with your group and the varying dynamics being played out. Each group will be different, however, having a planned structure will help you in times when you need to bring the energy up or turn it down. I definitely think that there should be an ebb and flow of energy within sessions. This being said, within high energy songs or activities, it should never feel like you’re losing control of the room. The therapist should be able to be heard above instruments. I also agree that each child’s tolerance for stimulation may be different, and so looking for those non-verbal cues within each child is very important also.

[Marcie Hernandez, MT-BC]

I’m excited to have an opportunity to work with this age group, and provide opportunities for parents & caregivers to bond with their children. I’m also excited to strengthen my group facilitation skills. Lastly, I’m excited to provide something that isn’t really happening where I live in Vermont. Music therapy has slowing been growing in our area, and I believe that this program will really help put our practice on the map here, as well as provide a service that is highly needed in our area.

[Marcie Hernandez, MT-BC]

I agree with all of the answers, but most of all, I agree with using the music to redirect and/or engage the child. Children are being talked to and given verbal directions in every other setting – what sets us apart is that we can use the music to do the same thing. I also think that honoring each child’s level of participation and engagement is also very important, and letting parents know that if their child isn’t actively participating, but it actively listening/watching, that is just as good.

[Marcie Hernandez, MT-BC]

Use 5 words to describe the music experiences in Sprouting Melodies 3. Control, Independence, Interactive, Push & Pull, Energetic

Use 5 words to describe the music experiences in Family Sprouts. Community, Diversity, Individuality, Supportive, Adaptable

Create a plan for songs and music experiences to use in a Sprouting Melodies 3 session and Family Sprouts sessions.

Sprouting Melodies 3 Plan Begin session with “Sit Down With Me”, then “Hey Everybody”, greeting each child individually; then move into bonding songs, “Hold On Tight” & “Row It Faster”, move into a song about me with, “My Eyes are on my face”; move into an instrument songs, “All Night!All Day!” & “You Play a Little”; Movement song, “The Leaves Are Falling” (I use this song a lot and have adapted it to the different seasons, ie., “The snow is falling, the rain is falling, etc.”; Goodbye Song, “Thank You Very Much”

Family Sprouts Plan 1.Come and Join the Circle, then into “Hey Everybody” greeting each child individually; Bonding song: “Row It Faster” & “Hold On Tight”; Song about me: “All Of This is Me”, older children can model for younger children; Instrument songs, “I Like This Song”, & “Dancing in the Middle”, you can reassure parents of younger children that even if they are not playing an instrument, they are benefiting from watching the other children play; Movement song, “Will You Come?” or you can give older children a choice of movement songs for increased sense of ownership; Goodbye song: “It’s Time to say Goodbye”

[Marcie Hernandez, MT-BC]

It’s been helpful and interesting to look at everyone’s responses to this question. Also, Erika, thank you for clarifying what exactly this question is referring to in relation to specific skill building.

What I would say to a parent: Sprouting Melodies classes use music to promote and support your child’s overall development. Within our classes, the goals are never for children to learn how to play an instrument or how to become musicians. Rather, children are provided with a variety of opportunities that help build their overall physical, cognitive, emotional and social development. Some examples include: opportunities for positive social interactions with their peers and other adults, opportunities to practice fine and gross motor skills through movement and instrumental play, and opportunities to increase their sense of self through singing and listening to music that is age and developmentally appropriate.

[Marcie Hernandez, MT-BC]

Use 5 words to describe the music experiences in Sprouting Melodies 2.
1. Spontaneous
2. Trust
3. Independence
4. Playful
5. Surprise

Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.
This is an exciting stage of development for your child because this is the beginning of them gaining an increased sense of self. Children within this stage begin to gain more independence, and may walk away from you (the parent) to share in the music with another child or another adult in the group. Children within this stage still, however, continue to love bonding with you in the music, and continue to need a strong sense of security and trust from their caregiver. Children love to explore different instruments, occasionally playing them appropriately, however, they may still simply mouth and grasp instruments for short periods of time, which is developmentally appropriate. Through the musical experiences they participate in within this class, children can continue creating a strong sense of self, while also becoming more aware of others and wanting to share with others.

Create a plan for songs and music experiences to use in a Sprouting Melodies 2 session.

1.Greeting Song: “Come with me, sit down in the circle”(EKS) – This song prompts for children and adults to begin gathering together in the circle. “Everybody’s Here & It’s time to say hello” – Hello song which welcomes group to begin greeting each other, and each child’s name is incorporated into song for their individual greeting.
2. Bonding Song – “Wiggly Jiggly Car” – Caregivers can have children on their laps for this bonding song which allows for a sense of security, and anticipated surprise. Move into “Hold On Tight” to continue building the sense of trust, and excitement for children.
3. Song About Me: “Can You See Me” – song to increase sense of self for children. Be aware of giving a good amount of response time, allowing children to observe and imitate what the adults are doing.
4. Instrument Song: “Sit with Me & Shake” – pass out chiquita shakers for the group, and remind adults that even if the children aren’t shaking exactly the way they are, they are still taking in the information through observation
5. Gross Motor Movement: “March With My Baby” Invite parents to stand up and march around the room with their child, as you provide a steady rhythm on a drum to allow for entrainment. “Pick Your Hands Up High” with scarves – pass out scarves and sing this song while modelling the movement for children.
6. Goodbye – “Thank You Very Much” – Offer your hand to a child and wait for them to reach out to you during this thank you song. Slowly give an opportunity for children to thank each other with a hand shake, and to thank their caregivers. “Music Time is Over” – this song lets them know that our time together is over and prepares them for the transition out of music.

[Marcie Hernandez, MT-BC]

I use frame drums, chiquita maracas, a variety of bells and a gathering drum with this age group. Most of the instruments I use are from the practice I work for, and we purchase most of our things from West music. I also am always looking for good deals online or when I’m out shopping. I like to have a variety of timbres within my instrument selection to diversify the sounds we can make.

[Marcie Hernandez, MT-BC]

5 words to describe Sprouting Melodies 1:
1-Calming
2-Joyful
3-Bonding
4-Awareness
5-Trust

5 sentences to describe the class to parents: Sprouting Melodies 1 is an early childhood music class specially tailored to meet each individual child’s needs and to promote overall healthy development for each child. Music is used as a tool to develop your baby’s awareness and trust, while also promoting healthy bonding between yourself and your baby. In the class, you will learn a variety of age-appropriate songs that will enhance the bond between you and your baby in a special way. The music therapist will guide you within each song on how to use your voice, gentle movement and instrumental play with your baby in an effective and developmentally appropriate way. Most importantly, the class provides an opportunity for you to spend valuable, stress-free time with your baby, without the day-to-day distractions, while also providing an opportunity for you to be a part of a community of other parents and caregivers of same age children.

SM 1 Plan: Begin by welcoming parents, allowing them to bring everything they have into the room, and giving some time for them to get comfortable in their own space. Begin singing “Hello” song, naming each child within the class, and having the adults touch their baby when their name is sung. Encourage adults to place the beat of the music somewhere on their child, by patting their chest or back. Move on to a bonding song, “Row Row Row Your Boat” – have parents sit babies on their laps, gently swaying them to a slower tempo, then gently move into the play song “Row your boat a little bit faster” for some added stimulation through increased tempo. Continue with “Wiggly Jiggly Car”, leading parents from slow lullabye tempo to the faster play song, while they hold babies on their laps. Move on to instrumental play with “In My Little Hand”, and encourage parents to tickle the middle of their baby’s hand with a shaker so that they grasp it. Gross movement song is introduced wit “As Big As Can Be”. Have parents sway children from side to side, and then pick them up high when cued by the music. Cool down with “All of This is Me”, finger picking on the guitar. Goodbye song at the end of class with parents holding child on their legs or chest.

[Marcie Hernandez, MT-BC]

My most significant experience working with children this young has been a recent one. I work with a little girl, 3 yrs. old, who is in a pediatric palliative care program. My client’s mother recently had a second child, and baby sister has become a part of our sessions too. It was definitely intimidating at first to work with a child so young, and I am grateful for this course, as it’s helped me know which responses to look for in her. Although my client’s baby sister is not the main focus of our sessions, a big part of our sessions is helping my client bond with her mother and baby sister. Having more knowledge and awareness about how to do that effectively through this course has enhanced our sessions greatly. For example, my client loves to play the shakers, and so now when her little sister begins to mouth the shakers as we’re playing, I can reassure mom that she is doing what is developmentally appropriate for her age.

[Marcie Hernandez, MT-BC]

I agree with the responses shared already, and echo the thoughts that music therapy within the community setting is about supporting the non-musical goals of building connection, providing positive shared experiences and improving the overall quality of life of those participating. Specifically within the Sprouting Melodies program, the non-musical goal that is being achieved is to promote the proper development of each child and create opportunities for parent/child bonding.

[Marcie Hernandez, MT-BC]

I was also finally able to use some of these songs within my practice! I used the song, “Wiggly Jiggly Car” within a children’s library performance, and the children and parents loved it. It was great to see the instinctual response to the anticipatory, “Oh oh” before the play song from the children – their eyes widening, focused attention – and then the joy when we went into the play song. I repeated the song twice for parents to get it under their belts and be able to use at home as well. It was a great experience!

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