[Maura Nicholson]

Overall, I gained a huge sense of motivation and inspiration over the duration of this course. After being out of the field for a few years, I desperately needed some additional guidance to get myself back in the swing of things and especially to get comfortable with the vocabulary around child development and music. The new repertoire and how to structure sessions is especially helpful.

This course has changed my perspective on development, especially since becoming a mom and being able to consider my daughter’s growth and development. It has been useful to experience her responses to the songs presented in the course as well! I have also realized the importance of setting clear expectations in a group setting both for children and caregivers…this will still take some practice for me, but it is such a crucial part of the success of the group.

I am very appreciative of the number of tools added to my music therapy toolbox after this course and I know it will take work to advocate in my community, but I am feeling very prepared to do so!

[Maura Nicholson]

Pairing visuals with verbal cues has always helped me with gaining and sustaining attention within a group setting. Continuously scanning the room also helps. I echo what Camryn said about redirecting children to what they should be doing rather than what they shouldn’t unless of course safety becomes an issue.

[Maura Nicholson]

I can also remember feeling apprehensive to share my knowledge with parents because yes, no one does know their child better than them- but a fresh, neutral set of trained eyes can be so very powerful in picking up on things that a parent can easily miss.

[Maura Nicholson]

After being away from the music therapy profession for a few years, this course has truly reignited my motivation and eagerness to get back out there. It was comforting to hear Meredith and Elizabeth talk about making it all work with your own vision. Right now, as I am busy with our family life and another full-time job a few community groups here and there are what is in the cards for me for the more immediate future. I look forward to building on that and seeing what becomes of music groups in my community in the next couple of years. The incredible resources from this course and the input from all participants have helped me feel so much more prepared with the foundation of skills that I already possess, but that just needed a bit of refresher!

[Maura Nicholson]

I will be offering my first community music group next week and because we are advertising it as a free class, we are inviting ages 5 and under. I am not sure what the attendance will be like, but I have my notes ready to go with lots of different song/experience ideas for each category even though I know I will need to shift and go off script! As Lydia mentioned above, I am anticipating it being difficult to find the balance of attending to individual needs while keeping the flow of the group steady and secure. this group has been delayed before so mostly I am just eager to get the first one under my belt and then make adjustments as needed.

[Maura Nicholson]

I would explain that though their child may likely develop some music skills during group, we are primarily focused on improving non-musical skills in our groups- and throughout the group, I would verbally recognize instances where children are using a non-musical skill that aides in their overall development. We are focused on helping the children develop and utilize functional skills that they can take with them outside of the group. We use music as the primary method to engage the children and help them to understand their place in the world.

[Maura Nicholson]

5 words to describe the music experiences in Family Sprouts:

1. Sharing 2. Together 3. Playful 4. Connection 5. dynamic

Plan for songs and music experiences to use in Family Sprouts:

Greeting-Come on Let’s Make some Music
Song about me-Who’s that?
Instrument- Dancing in the Middle
Movement- I really gotta Jump/ Clickety Clack
Goodbye- Music time is Done

[Maura Nicholson]

5 words to describe the music experiences in Sprouting Melodies 3:

1. Explorers 2. Energy 3. Creativity 4. Spectrum 5. Engaging

Plan for songs and music experiences to use in Sprouting Melodies 3:

Greeting- Sit down and join my circle
Bonding-Firetruck
Song about me-I’m glad you’re here today
Instrument-All night! All day!
Movement-the leaves are falling
Goodbye- Thank you very much

[Maura Nicholson]

I do believe it takes practice to find the balance between enough vs too much stimulation within a group. Sometimes the cues of too much stimulation are clearer, more direct, and louder than under stimulation would be- though both over and under stimulation could also result in a child shutting down more subtly. I could see how it would be easy to overstimulate a group if the facilitator thought perhaps, they weren’t doing “enough” by truly trying to do too much within a single group’s allotted timeframe and feeling the need to fill every moment.
I am thinking about the play space where I will be facilitating, and the children have a lot of access to toys on the ground and the room is bright. I may have to check in with the owner to see if there is some rearranging we could do to set ourselves up for success beforehand!

[Maura Nicholson]

5 words to describe the music experiences in Sprouting Melodies 2.
• 1. Bounce 2. Fun 3. Surprise 4. Exploration 5. play

5 sentences you can use when speaking with parents about musical responses of children in SM 2.
1. If your little one looks like he is comfortable to leave your side and explore-by all means let him!
2. Feel free to have your child facing out so they can look at the other children in the room as well.
3. It is okay if your child steps away from the activity during our time together.
4. Watch for the differences you see in your child over the course of the next several weeks as they get familiar with the songs and our routine.
5. Feel free to sing along when you are comfortable doing so!

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

Greeting-Sit Down with me
Bonding-Horsey, Carry Me
Songs about Me- That all makes up me
Instrument song- In my little hand, Shaker song
Movement song- I can move around
Closing -Goodbye song

[Maura Nicholson]

For this age group I always have egg shakers, scarves, and a variety of drums along with my guitar. My drums are all Remo. I also have a cabasa, and a few other percussion instruments but I would like to add finger symbols and I’d like to look into using the handbells as Camryn mentioned as those can be used by many at once. Interested to see what else has worked well for others!

[Maura Nicholson]

In my work in EI, the youngest client I was assigned to was 6 months. She had already had multiple heart surgeries, hydrocephaly, and a trach. We did a lot of soft playing with the guitar while her parents held her. Some of her first larger responses to music occurred when we put bells on her ankles. I did a lot of stop and start with repetitive songs and eventually she would lift her foot to make a sound when the music stopped. I will never forget the joy of the parent in those moments!

[Maura Nicholson]

I enjoyed reading about your experience in the Pediatric ICU. My brother and sister in law just had triplets and were in the special care unit for a couple weeks. I had the opportunity to visit the unit and I really felt like a music therapist would have been so beneficial. With the space being open, I was able to observe a few different sets of parents come in- some able to hold their newborns and others not. The intimidation of the fragility of some of these tiny humans was very apparent. The music can act as catalyst when holding and cuddling one’s baby isn’t an option.

[Maura Nicholson]

The role of music therapy in community-based settings has the potential to create a unique opportunity for children and caregivers to connect with one another. Sadly, so many social connections happen through screens today and especially in communities where programs for children are sparse, it is so very important to advocate and encourage participation from caregivers who may feel apprehensive or isolated.

The word “community” is hitting home particularly hard as I live in Maine about 40 miles from where the shootings occurred. I was supposed to host my first music therapy group on 10/26 but all of the area schools and businesses were closed. We are working to reschedule as soon as possible because I know now more than ever, coming together as part of a community is incredibly crucial not only for children who have been home from school but for the parents who have struggled to tell their little ones why they are home from school. My community is at a standstill with this horrific attack. Businesses don’t know if it is right open or not, several Halloween community events for children are being canceled this weekend out of respect for the victims. It is helpless feeling that is very surreal and devastating. I sincerely hope I can bring some light and joy to a small group of children and caregivers in the coming weeks.

[Maura Nicholson]

5 words for SM1: Supportive, nurturing, intimate, home, present

5 Sentences for parents: 1. This is about the two of you. 2 Give yourself the space to slow down- nothing outside of this room matters for the next 30 minutes. 3. This is also about you so let this experience be whatever you need it to be. 4. Feel free to sing along if and when you feel comfortable. 5. Feel free to position yourself and your baby so you are the most comfortable.

Sprouting Melodies 1 session Plan:

Hello Song-Today’s a beautiful Day

Bonding- Wiggly Jiggly car

Songs about me- That All Makes Up Me, All of the Raindrops

Instrument song- I like this Song

Movement Song- Open shut them

Goodbye- Music Time is Done

[Author]

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