[Michelle Muth]

Hey everyone,
I’m in a rut with the Greeting song, particularly for the Sprouting Melodies 2. I was using Beth’s “Good Morning” which works, but I’d like another song. For Sprouting Melodies 3 and Family Sprouts I use Meredith’s “Hello Everybody” and again, would like to find something new. Any suggestions?

Thanks – Michelle

[Michelle Muth]

Hi Erika,
What works best for me is I send a weekly email to Sprouting Melodies families with some tidbit of information and any reminders about classes. Often I try to have a “song of the week” in which I write out lyrics and describe different ways the songs can be used. I keep a spreadsheet of Elizabeth’s blogs and depending on the season/topic I will include a link to those. I’ve also written articles for the “Stork” edition of MacaroniKid.com (you can access the list only website: http://m3musictherapy.com/in-the-news/) and, if appropriate, will include these. Typically, I have a short greeting, main content (which would be one of the above items: song, blog, article) and then a closing. I only send this to the folks that are currently enrolled in class as I see it as a perk of enrollment. I like the FB idea, but can’t limit it to only the families currently enrolled.

The next Sprouting Melodies family survey I’ll send out I will ask if people are finding this helpful or not. I use Constant Contact to distribute the emails and am able to track if they are opened etc.

[Michelle Muth]

Hello all,
I’m finishing up my first SM session and one of the big challenges has been encouraging the parents/adults to sing. They may be doing this on their own but I often the only one really singing in the sessions. I have one dad that comes and he sings the most! The women seem much more hesitant to do so.

Any tips on this one other than the existing SM sayings?

Thanks – Michelle

[Michelle Muth]

I have signed on to become a licensed provider and plan on starting Sprouting Melodies programs in the Pittsburgh area and north in the next couple of months.  I am already seeing the training content influence my work with clients.  In an intergenerational drum circle at the local library a mom got all concerned that her daughter was starting to put her mallet in her mouth.  I asked the age and then explained that this was part of how she explores the world at this point and gave a tip on redirection.  During the same circle another young boy suddenly became very sullen, clearly something had upset him but he was not able or willing to articulate what.  I modeled for the parent continuing the group and letting him have his space.  As the music became more interesting he started showing interest again and I was able to draw him back into the group.  This was a clear example of how a music therapist understands how to work with a group.  Previously, I would not have thought I was modeling anything for the parent, but afterwards the parent talked with me that she is never sure how to work with her son when he gets like that and I simply explained what I was doing and that because he really seemed to need space I gave it to him.  Prior to SM, I’m not sure I would have been able to articulate that or felt it was my place but she was asking for help.  Thanks SM Training!

[Michelle Muth]

I have already been talking with a number of people about SM and typically start with my favorite tagline “Sprouting Melodies, early childhood music and movement for children and the adults who love them”  Most everyone resonates with the phrase “and the adults who love them.”  I’ve had people say, “well, that’s me!”  I begin with that and depending on the audience go into further detail.

The parent collaboration/education component is an area I focus on quite a bit and, I too, am finding that people are very hungry for this type of information and program.

[Michelle Muth]

Currently, I do not work with groups of young children so I will translate this to other groups I work with.  A school I work at I meet with a number of classrooms for a very short amount of time.  During that time I try to incorporate some 1:1 connection with each child (all with various levels of developmental delays and physical disabilities) while also trying to be aware of what is going on in the group at large.  There are typically many classroom supports in the room and I will coach them on how to hold an instrument that best helps the student; or some other element that will help the student to participate to their fullest.  It’s all about being aware of the room; connecting with the students AND adults and being flexible in the moment.  All these elements prepare me well for working with young children and their adults.  With parents/adult caregivers assistance or any “correction” I need to be conscious of helping and not criticizing as they could take it quite personally.  It’s all about collaborative education and providing the adult caregivers with tools to help support and enhance their parenting.

[Michelle Muth]

I just read through people’s responses and I have a hearty “AMEN” to Lauren’s entry that the business side of SM is basically already taken care of.  I don’t have to recreate marking materials, research online registration systems, research appropriate and sturdy instruments – Sprouting Melodies/Raising Harmony has already done that.  As a business owner this is making the launch of the SM program so much easier.  I still have a lot of work todo but it is probably 20% of what I would have had to do otherwise if building the program from scratch.  Thanks Meredith and Beth!

[Michelle Muth]

Personally, I enjoy working with young children and learn a great deal from them.  A new mantra of mine is to try and live in the moment and what better way to have that reinforced than to work with young children who do exactly that – live in the moment.  
From a business viewpoint I believe there is a really need for SM in my immediate area (30 minutes north of Pittsburgh).  There are few (If any) programs for early childhood music and I have been asked by parents at different events if I offer programs for young children.  This confirms my belief and research that there is a real need in my immediate community.  I believe that offering SM programs in this community will fill a great need.

In the Pittsburgh area there are some of the standard music programs –  Kindermusik, Music Together – as the main two programs.  After going through the SM Training I feel that this is an excellent program and fills a gap, not met in the others, of building a cooperative and educational relationship with the parents. I’ve been enjoying the music and really learning the value of the functional language along with quality music that is not overdone with instruments or other accompaniment. 

I am excited to start offering SM programs in the Pittsburgh area!

[Michelle Muth]

Sprouting Melodies 3: 

Embedded Music/Instrument Exploration:  Let’s make some music

Gathering: Hey! Hey! Come and Play

Songs about Me:  Can You See Me?

Bonding Song/Lap Ride: Horsey, Carry Me

Instrument Song: You Play A Little

Motor Movement:  My Brand new Friend

Cool Down:  Music is the Way

Closing:   Music Time is Done

 

Family Sprouts:

Embedded Music/Instrument Exploration:  Let’s make some music
Gathering:  Come and Play with me today

Bonding: Hold on Tight

Songs about Me:  Who’s That?

Instrument Songs:  I like this Song

Movement Songs:  I can move around

Goodbye: Music Time is Done (MMM)

[Michelle Muth]

As Meredith and Beth mentioned, this can be the most challenging group due to the potential developmental diversity levels.  How do I help that infant not to be startled while engaging his 4-year old brother in playful music?  How do I help the family bond and create joy together during the session?  These are thoughts I would keep present in leading such a session.  Music that is suited to the older child can be modified to meet the developmental needs of the infant through soft singing, few dynamic changes.  If there are anticipatory moments sometimes doing things in a whisper fashion with toddlers can be just as exciting as loud.  Lap songs could be done with the older infant in Mom/Dad’s lap with the baby in front of both.  This if my favorite image to see everyone partaking in the lap song with the parents arms embracing all the children.  I think my job is to be as well-versed in the development levels and appropriate songs, comfortable in my ability to work with a diverse developmental group and hep guide parents in what is taking place in the room.  This is the same philosophy for any of the Sprouting Melodies programs.

[Michelle Muth]

Joyful, playful, active, grounded, safe

[Michelle Muth]

Playful, bonding, family-building, joyful, enlightening
I chose enlightening from the parent’s perspective of seeing their children interact in this environment.  The older child taking on an older sibling role, interacting with music together – this could all be quite new for the parent – hence “enlightening”

[Michelle Muth]

Music for skill building is about teaching someone a specific skill using music as the tool.  This could be learning to sing, play an instrument or something more academic such as learning a language, how to count or the alphabet.  It is about something very specific, a part of the child.

Music for development is more about the whole child and not a specific as a skill.  For instance, a child in the awareness and trust development stage is beginning to learn about the world, learning about the sounds their mouths make.  They babble, they make cooing sounds going up and down, they practice on their own, they listen.  Music can support and help these development stages through singing and music making.  Babies cannot speak immediately they need all of this sound development before any actual language skill can be learned.

 

[Michelle Muth]

Love everyone’s session plans and ideas!  A question I have had and I’m not sure to post is how do you accommodate parents/caregivers with mobility issues that cannot be on the floor with their child (wheelchair bound, back issues, etc.)?

 

[Michelle Muth]

Great responses!

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