[Marisa “Marcie” Rozek-Arena]

sometimes, just voice is so powerful and I see in when I have videoed sessions, but somehow I always feel I need to use my guitar skills! Thanks for your contribution it makes me think.

[Marisa “Marcie” Rozek-Arena]

awareness: music and movement is reflexive and instinctual, so many senses developing so rapidly therefore simple rhythms and melodies are preferred, prefer high pitches and consonance, recognize triads, respond differently to sedative vs play songs, be sure to monitor dynamics no to overwhelm.

trust: still use simple rhythms and use repetition as they are learning they can count on what is coming…a sense of expectation, familiar melodies are recognizable, can exhibit brief use of pulse and meter, and even create spontaneous melodies.

independence: this is when a child realizes he can make things happen and separation from caregiver begins to happens, a sense of self as separate, can sing descending intervals, use of major 2nd prevalent, vocalizes in response to music, uses glissando, transfer of instrument from hand to hand, grasps shakes, bounces rocks rhythmically, enjoys crescendo and screaming or screeching, bangs objects together, matches musical dynamics. enjoys silence and other surprises in music.

control: child is developing self-regulation, walking running jumping. Lots at stake in this phase as they are toilet training and dressing and feeding themselves. imitates words, produces discrete pitches, sings generally from D-A above middle C, sings the following intervals: 2nds, major and minor 3rds, 4ths, & 5ths, pulse and meter are organized and grouped, they sing descending and ascending intervals equally as much, still like to pound and bang!!! Practice vocalization through repetition, open to spontaneous song fragments now as well as standard familiar or standard songs.

Responsibility: self regulation in: actions, movements, thoughts, speech, emotions, and behavior— all of this helps the child to define his/her role in the family, community and cultural environment. musically, this can start with being able to whisper, shout, talk vs. sing, and move to keeping a steady beat, maintaining intonation, repeat rhythmic patterns, sequencing, and lead to musical understanding and study. interestingly pitches preferred are now low.

[Marisa “Marcie” Rozek-Arena]

Listening & Singing: I have a vocal exploration video of a 5-month-old baby in mother’s arms singing. He was listening closely to a James Taylor Song. Soon into it, the baby had the invitation of her voice and it’s familiar timbre. It was sedative music. He was showing the level of trust (as I am now thinking about it as “knowing what to expect” and also finding security within the symbiotic bond). He was vocalizing long pitches with her and James Taylor. At one point, he yawned as she was rocking with him back and forth. His yawn opened his voice as it slid right to the held pitch of the song. He wasn’t at a babbling stage yet of independence as he was literally and figuratively cradled in her safe arms. They sang as one, yet she harmonized, only occasionally and carefully.

Playing instruments: starting and stopping. The suspense and excitement within. The pride to be able to engage in such a moment of self control never gets old.

Movement: These experiences tell so much about developmental disabilities. For example, I had a client perfectly capable of playing on beat, in brief spells as his attention wandered in and out for ten minutes. Yet, when accessing his body on a different movement experience, I was able to pinpoint areas of need. He could clap and tap the sides of his chair (which was easier) joyfully to the music, but I would match his tempo, not in the stage of responsibility yet. He could reach up and move feet when lyrics commanded, but he had limitations. He enjoyed the sensation of arms up and did not (perhaps could not process) arms down low. He had coordination and core weakness, but when it was an easy movement he was joyfully engaged. Once, I came in close to his face and sang tipping head and mirrored him. After some watching closely, he was able, but it required engaging this mirror neuron concept.

Instruments: I struggle! I could use some refreshers on which instruments, how to offer them, what ages, for which areas of need. Which instruments are most portable and useful when traveling in homes and other settings.
ANYONE?????

[Marisa “Marcie” Rozek-Arena]

I can see this little boy as he held the steady beat for the group. AWESOME

[Marisa “Marcie” Rozek-Arena]

One experience today: I used “Come Gather Together”. The melody must be a hymn, because I am not sure why else it would touch my heart so. It is in my history. Anyway, I wasn’t planning on using it in a session today, but the 12-year-old autistic girl was so very disengaged and I was truly grasping at straws to see how I might “get in”, as I am only just in our 2nd session together. Her iPad is (frustratingly so for me) filled with preschool songs to choose from: no more monkeys, hokey pokey, row, row, row…, nothing more than I/IV/V melodies that probably could be sung all at the same time and no one would notice. And of course she was just hitting the same icon again and again….ah!!!! electronics!!!!!!!! So, I just started it on “la”. She is nonverbal so I figured why ask her to join in my singing. The chords structure suddenly shifting with Em and A7… I liked using D7 instead of Dm occasionally and some other slight chord variations….. It DID get her attention. Turn of her head, smile. Being the person I am, always reflecting on what I ought to have done better, I left heavy-hearted with autism on my mind. So, I am grateful for a chance to remember and reflect on this contact moment.

[Marisa “Marcie” Rozek-Arena]

Once, I was leading a Mommy and Me for babies with Down syndrome. There was one little girl, 3-years-old, with Trisomy 18 who came for a while to this group before her mother and I decided she would be best in one-on-one sessions. She was older than the others, but she was in the awareness stage, sweetly smiling and responding to the simple repetitive predictable melodies sitting on my lap at the piano. She displayed observable changes in her eye focus, vocalizations, and small motoric actions. Little John who was the smallest little boy in the group and had a very easy temperament, was advancing into trust. He was organizing the information he was gathering, making sense and developing a sense of expectation as he learned the gathering from songs we would do each week.

[Marisa “Marcie” Rozek-Arena]

I was raised with musical theatre and harmonies sung constantly. Being one of 5 children and having a father who could jokingly sing (but we all knew he was good enough not to joke about it) any tenor piece from “The Music Man” to patriotic songs and also a mother who could sing, create, sew, draw, and write beautifully –anything! Sitting on the bank listening to Pops on the River…all of us! Best memory. My big sisters in the community band (which was pretty bad) BUT hey, my sisters on piccolo and trumpet, they were good! Stars and Stripes! Brings tears to my eyes. I kid not, they can whistle the piece in harmony… wacky gals! But to us, life was a song and dance, it was laughter, it was music fun. My own children are finding great joy in some pop songs, some of which are truly computerized melodic garbage… and for a second, I think this is fun, but after a little while… everyone becomes agitated. It is so important to balance this with all genres… AND I AM GRATEFUL FOR THE DORIAN, MIXOLYDIAN, Phrygian music pouring through my cars speakers this week! But back to my kids… they will help me stay current. I will say no one has ever complained when the classical station plays in the car. My 3 year olds says, “I love this one. It is Little Einsteins.” Oh, I think! you know it? works for me!!!

I love asking music preference upon intake, but I get nervous as if I cannot provide a style they love, my voice too high or whatever. We learn so much and we can only provide to the edges of our skills (and then stretch). This is absolutely enough. If only I could always feel this is so, while I know it. Thanks

[Marisa “Marcie” Rozek-Arena]

very nicely put! I agree.

[Marisa “Marcie” Rozek-Arena]

The children want us to experience life from their point of view too! My 7 year old wants me to hear a piano riff in a song she loves and makes me sit still until I hear it and if I miss it… ooo she gets mad. Understanding temperaments is fun too!!! I never have thought about a baby’s perspective all swaddled up laying flat until I did it this time.

[Marisa “Marcie” Rozek-Arena]

My most valuable takeaway from this (last) week’s lesson was reviewing milestones to see if my post grad personal life experience has made me accurate in my immediate assessments of small children. It was so helpful to be reminded of some aspects I haven’t thought about in a while and to also think of my own youngest (23 mos.) on these charts. For example, at times he just wants to crawl back into my arms and doesn’t want me to walk away or put him down and at other times, he plays independently for very long periods of time. I liked to be reminded of the security he gains because he has access to me so much of the time. My instincts are to pick him up juggling clumsily as I stir a pot of whatever. But when broken down, I am fulfilling his need for a secure attachment, the view from a taller perspective of our world, and also the reminder that he has some control over his environment and me! BABY Kids are the best! Can’t wait til he is 9… ha very kidding.

[Marisa “Marcie” Rozek-Arena]

Hello, Shannon. I look forward to seeing how you are able to develop a program with your kids in school now!! very exciting. sounds like they need your MT work there.

[Marisa “Marcie” Rozek-Arena]

Hi Maura! Glad you are here with me.

[Marisa “Marcie” Rozek-Arena]

Hello, everyone. My name is Marcie, chiming in from Providence, RI within my new affiliation with Roman Music Therapy Services. After a 10 year break from formal music therapy work to at-home parent, working very heartily to learn about early childhood development and family management with our own 5 children ages 9 and under, I return to work as music therapist so very gratefully. Boy, if I could have swung working these past 10 years, along side of my vocation to motherhood, I probably would have made fewer mistakes in my own parenting. I expect my clumsiness will always inform my work and availability to connecting with others. The aspects that most excite me in this music therapy course: discussions about typical and atypical development in these very early years, the specific music interventions, and good group management skills.

[Author]

Posts