[Mary Withington]

I really liked the part about becoming visible in the community, and the list of ways to do that. I have a good relationship with several children’s librarians and have done early childhood music hours to sub for them when they went on vacation. There is a Partnership for Children organization, and I’ve done a few play dates for them with EC music programming. I’d like to investigate partnering with them and offering a music class for lower income families or in the large Hispanic community in my town. ( and put the 2 past years of weekly Spanish lessons to use)! I have already started since beginning this training to use self composed embedded and transition songs, with very good success and I used several of the songs we learned in my general music preschool groups at the church. I will have to give serious thought about giving up the Kindermusik classes I do and switching over to the Sprouting melodies model. I have some questions about this that I need to talk to someone about. Certainly this training has validated what I have been doing and has given me many more tools and knowledge which will only make me a better MT-BC. thank you, PS, If the MT in Serbia starts her Sprouting Melodies group we can all visit and observe her and deduct the trip from taxes!

[Mary Withington]

I plan on sharing the information about developmental stages in music and what to expect or not expect, with the preschool teachers at the church preschool where I lead bi weekly music groups. I will also communicate this information with the OT with whom I have co led music therapy groups with her early childhood clients and families. I have already begun pointing out children’s reactions to a music activity and how this relates,to the stage,they are in, and also wait a little longer with the babies for a response in the early childhood music program I lead with babies, toddlers and their caregivers or moms. I always,talk to parents or colleagues about other music therapy experiences with different populations with whom Ive worked- psych, hospice, substance abuse, nursing homes. Alzheimer’s units, Wounded Warriers, when leading groups. So many interventions and songs can intermingle with different groups. I have a MT intern starting in the fall with me, and I will definitely go over all my notes with her and require her to read Beth’s book.

[Mary Withington]

I was drawn to Sprouting Melodies when I first heard about it, mainly because it is designed by MT-BC’s for use by MT-BC’s. I have learned a lot in the training, have had several things clarified, and many of the ways I conduct my groups validated. I feel this info and strategies can be applied to the old autistic kids with whom I work, as well. I currently have been teaching Kindermusik classes ( for 15 years.) I think I have heard that I can’t do both at the same time. I had originally thought I would offer the SM classes to the special needs children in my community. There have been many requests for such a program for them. And I wanted to do a group that was more goal based and not curriculum based for them. Maybe one of the teachers can clarify this for me. Is it an either /or and not both situation? Kindermusik can be quite expensive with the home materials required. I also was wanting to keep costs for the families of special needs children lower than it would be in Kindermusik. I am open to your guidance.

[Mary Withington]

Learning everyone’s name immediately and using their names frequently. Keeping a quick flow of activities and observing energy levels low or high and making quick adjustments based on these observations. Moving with the children and family pairs constantly. Reminding the parents to participate with their child instead of gabbing to other parents and ignoring their child gently, by starting to sing, picking up their child and handing them back to the parent, verbally pointing out the behaviors the child is doing in a positive way,; I.e., “did you see how your baby was crawling to reach the instrument.?” Using simple transition songs and clean up songs. Changing out instruments immediately with another item such as a scarf or ball. Getting to know each child’s play style, energy level, behavior style, sensory limits. and social style and using their strengths. If you know a potential trigger to bad behavior you can adjust accordingly and be ready to redirect or change the activity. Ending on time instead of going over time. Also starting on time. Being well prepared and organized myself ahead of time so that I can be totally focused on the participants instead of being rushed, disorganized and unprepared. Know the developmental stages so that activities can be planned to ensure success at each level. Communication times a thousand with parents about their child’s behaviors and successes.

[Mary Withington]

In a community based music group, the music experiences are designed to support the developmental stages of the child, and move them naturally from awareness to trust, from trust to independence, from independence to control, and from control to responsibility. These music activities are geared towards each developmental stage and provide for successful experiences shared with the caregiver within each stage of development. The domains of emotional, cognitive, social, physical, and musical functioning are addressed in each musical experience, in a general way, in each different Sprouting Melodies level. Individual goals and skill building, such as listening, following directions, Increasing attention span, language acquisition, turn taking, eye contact, identifying body parts, specific fine or gross motor movements, etc, are addressed through music therapy individual or group sessions, after an assessment is conducted and treatment plan developed to target specific goals in certain domains.

[Mary Withington]

Well I’ve done a bunch of multi aged groups at various libraries to sub for the children’s librarian, and a bunch of groups for Partnership for Children (ages newborn to 8 or 9) and Kindermusik Family Time sessions. Not to mention the acute care unit in adult Psych which had 18 yr old suicidal patients all the way up to 80 yr old Alzheimer’s patients in one group. ( talk about challenging,) But music is the great unifier! I find that songs can be adapted to any age. I’ve used children’s songs in Alzheimer’s groups, and little kids songs with teens with autism per their request. It’s easier to aim up and adapt the babies. The older kids love to help model, hand out instruments, give ideas on songs and movements, they like to help the younger ones. As someone mentioned before, oftentimes the moms with babies have to be encouraged to participate with the baby, because they assumed they weren’t included. I have to give directions to them on how to adapt the activity so the baby can participate. I’ve had to remind older boys to be careful and not get too wild and run over the little ones. The younger kids love to watch the older ones and try to emulate them. Babies are fascinated by toddlers and older kids. In a large multi age group sometimes the biggest challenge is to get the parents to participate with their child and stop chit chatting on the side, or yelling and correcting their child to sit still.

[Mary Withington]

Sprouting Melodies 3-Emotions, creative, push and pull, personality, active
Plan- Gathering songs- Hello song “Hello Everybody.” Sing “Gather Round” and do the motions. Bonding songs- sing and hum “Swimming Together.” Then sing and move to ” My Brand new Friend.” Songs about me- chant “Where is the Music? ( I love that one!) sing and do movements to “If You’re happy and You Know It.” Book time-In the Tall, Tall Grass. Act it out.
Instrument songs- play “I like this Song” on piano while children play an assortment of instruments that they first have explored. Movement song- use scarves to move to song, ” the leaves are Falling Down.” Use their ideas to move in song, “Will You Come.” Goodbye songs. Sing “Goodbye, music Time is Over, and then “Thank You Very Much.”

Family Sprouts-Busy, joyful, connections, cooperative, helping
Gathering- Chant “Hey Everybody Come and join me In the Circle.” Sing “I’m Glad You’re here Today.” Bonding songs- with parent holding older child, and older child holding younger child, sing and move to “Wiggly Jiggly Car.” Sing “Come sit With me and Hold On tight.”Songs About me- older kids help younger ones find body parts and sing, “All of this is Me.” Instrument songs- play “I Like this Song” on piano while group plays developmentally appropriate instruments. Use gathering and other drums and play to “Dancing in the Middle.” Movement songs- ask the older kids what hey would like to do movement wise, and play instruments while moving to “I Can Move Around.” Parents adapt movements for babies. Good bye songs. Bring it down for the babies and sing “It’s Time to Sing Goodbye” using scarves, and slower tempo. Then sing “Thank You Very Much.”

[Mary Withington]

I always have run my music therapy groups in a similar fashion no matter what the age or population, in that I start slowly, easing into the situation, getting a feel for the clients and their energy level, emotional state. Then move slowly and build to more energetic or intense activity, backing off some, moving forward in energy, and then cooling down and closing. There is definitely an ebb and flow of energy, a crescendo and diminuendo, and coda or closure. This age group usually needs more energy and movement at first, and then a calmer middle, then more stimulation via instruments, then a calming towards closure. But that is in general. Certain days the group might need more movement, and certain days they might need more bonding and calming time. The weather, disruption of routine , teething, a different person bringing them to the group, and a full moon and change to daylight saving times really affect the mood and energy levels of the children, so you have to be observant, aware and adaptable and flexible. I know with autistic kids the noise level can be over stimulating and/ or unbearable, so there needs to be an awareness of that. However, I’ve seen autistic kids pick the loudest instrument and play it loudly with no trouble, so I think if they are In control of the sound source, that is a factor, too. I always let parents know they can adapt the activity to their child’s needs. Turn a calm rock and sway into an active dance, or stop, move away from an active activity to rock and sway or take a time out from the class and step outside for a minute. You just have to observe and adapt, and let the parents know that is OK to do. It’s following the child’s needs.

[Mary Withington]

I use chikitas,large egg shakers, wooden clackers, baby bells, a remo large gathering drum, a set of nesting drums they can pull up on, small frame drums, see through filmy scarves even though they are expensive and tear up easily in the washing machine, chime balls, Gertie balls, resonator bells and a wood stick that I help them manipulate, guitar occasionally, blankets for hammocking and lying in while being pulled. Most of the age appropriate instruments I’ve gotten from Kindermusik or west music if they can be found cheaper. I don’t use homemade egg shakers after an incident where they were taken apart and the beans spilled out all over, freaking out the moms. I don’t use the 1 bell jingles anymore either after a 15 month old cut her tongue while mouthing it and bled profusely. I and her mom should have been watching her more closely, but you learn the hard way, sometimes. You really have to be vigilant and use sturdy instruments that don’t have small parts, can be mouthed and cleaned easily. Oh, and I have some plastic see through mini rain sticks that they like.

[Mary Withington]

1.energetic, spontaneous, free moving, surprises, timbre variety
2. Parents you need to synchronize your rhythms and beats to the tempo your child is setting. Follow your child’s lead. It’s OK that your child is watching right now instead of doing the action. He is observing and internalizing the actions and you will see him do them at home or in the car after he leaves. Play is the work of children and please get down on the floor and play with your child. They learn through movement and play. Position your child so that she can organize her body for rhythm. Put her arms over your arms, and hold her so that the bottoms of her feet, and not her heels, touch the floor firmly when she bounces. These instruments we are using– chikitas and small drums that they can hold themselves safely–are chosen to help your child successfully move towards independence.

3. Gathering- sing the Hello song and include each child by their name. Then do a lap bounce, using “Hey! Hey! come and Play”song. Bonding-sing and move to “Wiggly, Jiggly Car.” Include surprise pauses to build anticipation. Do movements with parent to piggy back song, “This is the Way we Clap Our Hands, etc” Songs about Me-sing and move to song, “Can You see See See Me”, and “Just Like me.” Instrument songs- sing and play chikitas to song ” Sit With Me and Shake.” Use gathering drum and all play it, singing, “Dancing in the Middle.” Movement song- stand sing and do named movements to song, ” I can Move around.” Do movement with a scarf to song pick Your hands Up High.” Good bye song- sing same good bye song as in SM1, and then sing”Thank You Very much” to each child before leaving. Offer to shake their hand, and then help children shake each other’s hands.

[Mary Withington]

SMI experiences are slower paced, calming, bonding, joyful, and sensory.

For parents1. If your baby is fussy or moving a lot, try standing them up to move. They might be wanting more stimulation. 2. It’s OK to take care of your baby’s needs during class, for example to feed them, nurse them, change a diaper.3. If your baby falls asleep, continue to cuddle with them and sing, so you can learn the songs and activities to do at home when your baby is awake. 4. Let’s keep the instrument and singing at a softer volume and timbre so as not to startle your baby. 5. We use the same goodbye song in all the classes at every level to provide consistency and the security of the familiar.

Plan for SM 1. Gathering time– play quiet instrumental music as families gather and put stuff on the floor and make a personal space. 2. Sing a hello song with a limited pitch range and 2 word lyric, such as ” Hello Hello.” Incorporate each child and sing to them by name, touching gently. 3. Sing a more robust song such as “Hello, hello, Today is a Beautiful Day.” 4. Bonding songs activities- “Row It Faster” on parent’s lap, and “Where O Where is My Face” using a clear scarf. 5. Instrument play, using chikitas. Explore by touching instrument on body parts and naming them using a chant. Then sing and play small drums together singing “Rum Tum Tumm I play the Drum.” 6. Movement song and activity- This is the Way we Move Up and Down ( up and over, side to side, around and around, etc) 7. Cool down with a gentle rocking and swaying song such as “You are My Sunshine.” 8. Goodbye song. Thank you for coming. Play gentle recorded leaving music.

I have a question about sitting the whole time. Is there a reason for not doing standing and moving songs, or songs where the babies socialize with each other? Things like a simple standing group dance that involves coming together and pairs of babies to interact? Babies could feel different movements such as running, skipping twirling, etc. Could this be incorporated or is sitting in SM 1 the rule?

[Mary Withington]

I’m not sure I agree that a music therapist led music group that focuses on individual developmental goals and meets the children where they are developmentally, is adaptive and responsive to their and their families needs is not music therapy. Kindermusik classes that I do right now aren’t MT, but are better because I use my skills. But it is a predetermined curriculum. If a music therapist designs a class around the specific developmental needs of the specific children in the class, how is is that not music therapy? Just because you don’t have a treatment plan? Why couldn’t goals be set for children in the group if it’s a special needs group? I’m getting a MT intern in the fall and as a private practionaer am looking for ways she can have a more varied experience. I think community based MT groups would be good for me to start, not only in early childhood, but with developmentally delayed adults at The Station Club, older adults at a senior housing apartment complex or the senior center. Also through the Autism Society. I’m leading a music therapy 2 hour session in a 3 day workshop next month for wounded warriors, focusing on stress management, resiliency, and family life, and this is a big area for community based MT in the military.
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[Mary Withington]

This week in my baby class, a 7 month old smiled when I sang, and watched me intently. He visually tracked the scarf I waved gently around his head and above. For the first time, his grandma said, he rolled over on each side to reach out for the scarf as I moved it to that side on the floor. He was fascinated by scarf play and didn’t want to stop. He also showed the same interest in the egg shakers. He reached for them, mouthed them, shook them after awhile, while we sang and played with him. He laughed as I sang while holding him and skipping. He babbled and smiled as I moved him up in the air and down to the floor. I copied and echoed his vocalizations, trying to match him. And he stopped and listened to me, and did them some more. We were having a real give and take sounds conversation. When I did tongue clicking sounds he watched my mouth and moved his tongue in imitation. He was 2 months premature, but seems to be cognitively OK. I shared some of her things learned in earlier lessons. He still has trouble holding his neck up and needs someone to support his head while sitting, so his physical development is a little delayed. His grandma does everything we do in class with him at home, and is willing to sing and play with him.

[Mary Withington]

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I see in the community a need for music therapy groups with young children with autism and developmental delays. I have had numerous requests from parents of special needs children to start an early childhood MT group. There is not one in my area. There is a demand for general early childhood music groups, and I currently teach 2 of those. Within these groups, parents are hungry for information about development and ways to interact musically with their child. They want direction in how to make music, and need encouragement to sing with their child, and get down on the floor and be silly, roll around, act like an animal, etc, with their child. They want information about family resources, play groups, events for children, music selection, and when to start music lessons. They also want cost effectiveness, and sometimes don’t want to pay the total cost, or are unable to pay the cost of an early childhood music group. They are looking for free classes and Saturday classes, which I will not be offering.

[Mary Withington]

MT-BC’s bring a knowledge of and experience in group process, developmental levels of children, how to be flexible and spontaneous to meet the need and goals of the group or individual, how to incorporate special needs children with neurotypical children so that all experience success. MT-BC ‘ scan observe and evaluate while leading and make changes on the spot to insure success or to change behaviors, energy levels. They are very adaptive and creative, and have a broad knowledge of music and music interventions. I have had several parents tell me that they enjoy my class so much more than a prior one they took with a non music therapist, and that their child did more, was happier, and that the class was more relaxed and fun. We are trained to focus on individual goals within a group, instead of just following a lesson plan. And I have to think that my experience in psych and nursing homes helps me with the little ones!

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