[Michelle Russell]

I am lucky enough to be offering early childhood music at a local creative arts studio. I am looking forward to offing sprouting melodies classes starting in the fall. I will take great advantage of the work you have already done to create logos, websites and information on your programs already. By referencing your materials I hope that I will be able to grow support for sprouting melodies. I will be able to advertise the classes on the creative arts studios webpage and facebook page as well as my own.

I know that it will take time to become known in my community, but my connection with this already established studio should help quite a bit. I am also making it a priority to get into and get to know the local libraries in my area.

[Michelle Russell]

I hope to become a sprouting melodies provider and make it part of my practice. I’m looking forward to provide this service in my community.

[Michelle Russell]

I am looking forward to working with families. My currents early childhood groups are in childcare/educational settings. I think that I will really enjoy working with parents and caregivers. I worked full time for 13 years in long term care settings. I think some of the most important work that I did was with the families of the residents there. That is something that i miss in my current work. I am also looking forward to the support of the other sprouting melodies providers. It appears as if we will be able to use each other as resources.

[Michelle Russell]

I loved reading everyone’s answers. Something that I have been thinking about a bit is class size. What is best class size to insure that I am able to provide what each participat (family) needs? I wonder if you all have any suggestions for that?

As far as successful strategies that I am using now, communication is key! When expectations are clear and consistent it makes success for participants much easier. I am looking forward to working more with families as most of my early childhood groups at this time are in educational settings. Communicating with parents is going to be a new experience for me.

Kayla, your explanation of the importance of Proximity was spot on! I feel that it is such a vital part of a successful experience.

[Michelle Russell]

Erika,
That was very helpful! I had similar thoughts to the others. I think it is extremely important for us to be able to clearly articulate this to parents. (not that I’m saying I can just yet) I think that for parents it is easier to grasp concepts like skill building. Overall development is a much less tangible concept. I look forward to learning how to share this with parents in a more effective way.

[Michelle Russell]

Sprouting Melodies 3: Active, Deliberate, Playful, Joy, Exploration

Session Plan: 1. Hello/Greeting Song 2. Gathering Song. Something with a strong rhythm like “Sit Down With Me”. 3. Bonding Song. Moving between bonding songs with the caregiver to bonding songs with other children in the group. “My Brand New Friend” Shared props and instruments to facilitate this. 4. Songs about me. Lots of body part recognition songs. Play with the tempo. 5. Instrument Songs. Introduction of two handed instruments. Lots of opportunity for improvisation to support their exploration of a variety of instruments. 6. Movement Songs like “Will you Come” 7. Goodbye Song.

Making sure that I leave lots of opportunities for the children to make musical choices. Give them more “control” and ownership of the music.

Family Sprouts: Sharing, Connection, Teamwork, Joy, Family

Session Plan: 1. Hello Song 2. Bonding Song like “Row it Faster”. 3. Songs about Me. “All of this is Me” 4. Instrument Songs. Provide a wide variety of instruments to suit the many developmental levels in the room. Leave improvisation opportunities for older children. Instruments create an opportunity for joint play between siblings. 5. Movement Songs. Being aware that there are different levels of movement ability in the room. Choose songs with some sitting, standing and walking sections. Create opportunities for the younger child to watch the older ones demonstrate jumping, marching etc. Encourage parents to pick up littlest ones and move them around as well. 6. Goodbye song

[Michelle Russell]

I facilitated a multi-age group yesterday. It was a local group of homeschool parents. They meet at the library in a meeting room once a week. This was the first time I had worked with them. (a challenge on its own). One 7 year old, two 6 year olds, one 4 year old, three 3 year olds and two babies attached to mommies in baby slings. I addressed the parents with infants and let them know that some of what we are doing could startle the babies. They both assured me that it would be fine because they are both the third child in their families. It was funny they seemed surprised and had not really even considered that there littlest ones could be part of the group. During the group I provided a wide variety of instruments for the children to use and explore. I took opportunities to focus on the oldest children children in simple ways (showing them how to hold a clave to get the most resonance). We took an opportunity to sing gently to the babies (twinkle, twinkle). We took the opportunity to get up and move around the space by marching, starting and stopping with our drums. I also took the opportunity to sing some familiar songs that all ages seemed to know. (Old McDonald)

I think multi -aged groups require the most energy from us as facilitators. We are constantly “reading the room” and reevaluating where the group should go next. I think Music Therapists are best suited for facilitating this kind of group because we have great group awareness. Is everyone participating to the best of their ability? Is everyone being included at some point? Is everyone given an opportunity to shine?

Im not sure if This homeschool group will be interested in working with me again…..but I had a great time!

[Michelle Russell]

Observation, Exploration, Curiosity, Smiles, Moving

1. Your children will love surprises that they know are coming. 2. It is ok for children to still be mouthing instruments. This is something that will start to decrease. 3. you children will learn to shake a maraca. It is a slow and exciting process to watch develop. 4. It is ok if your child is standing still and observing the class. They are taking it all in. 5. It is ok for you children to move in and out of the activity. They will come back to the music soon enough.

Session Plan: 1. Gathering/Hello Song 2. Bonding/Lap song. 3. Instrument Songs Introduction of instruments to the youngest members of the group. Encourage parents to play along too. Lots of opportunities for starting and stopping songs. Opportunities for driving rhythms and increasing tempos. 4. Movement Songs. March With My Baby can utilize multiple movements (march, hop, walk). Some children at the far end of the age range are moving and grooving on their own! 5. Songs about Me. An opportunity to start with a lower energy but engaging song. Just like Me. Bring the stimulation of the group down a little bit. 6. Goodbye Song

[Michelle Russell]

I think that stimulation needs can shift from session to session. It is our responsibility as facilitators to “read the crowd” so to speak. At this developmental level most children enjoy animated faces and voices. Most children at this point can handle longer periods of stimulation. When structuring a session we try to “cool down” the group as we reach the ending. But sometimes we will have to do this sooner. If a child becomes overstimulated it would be best for the facilitator to pull the energy back a bit. I would also try to talk to the parent and acknowledge that the child may be getting overstimulated and share with the group the signals the child was giving us. I would encourage them to physically reconnect with mom/dad as we move on to a less stimulating activity. It can be hard to work with children that are new to us, and most importantly when we are new to them. we need to air on the side of caution as we get to know then and their little personalities.

[Michelle Russell]

Currently I utilize a Remo gathering drum as well as Remo Rhythm Club frame drums. I use some basic beat toddler maracas and some Hohner toddler tambourines. I also have some large size egg shakers that I made myself with extra large easter eggs. I fill them with rice or small pastas and seal the seam with colored electrical tape. I also have some fruit shaped shakers.

[Michelle Russell]

Five words: soft, connected, touch, gentle, rocking

Five sentences: 1) Please allow yourself to enjoy your baby. 2)Please sing along because your baby knows you voice the best. 3) Being a new mom/dad is tiring and you are doing a great job. Look at the way he/she is responding to your voice. 4) We don’t have to sing loud, by articulating our words we bring energy into the music. 5) We will generally sing at a quieter volume so not to startle the babies at this age.

Plan: 1) A greeting song. I have a hello song that gives us a chance to say each babies name. 2) Lap ride. I would sing a familiar song such as row, row your boat. Something that parents would know and sing along to right away. I would remind them of the importance of singing and that their baby knows their vocal sounds the most. I would demonstrate that lyrics are not always important by singing another familiar song and replacing the words with la la or do do. 3) Movement song. “Pick you hands up high” I would encourage them to demonstrate movement with quiet excitement and energy. 4) Instrument song. “In My Little Hand” 5) Closing song.

I would keep all activities on the floor for the session. I would encourage families to bring in anything they need for care of the baby bottles, diapers, stroller etc.

[Michelle Russell]

Support. Groups provide support. Providing a service like Sprouting Melodies in the community brings people together. The facilitators can provide support for both children and parents. The parents can provide support to one another. As music therapists we need to define for our families how a program such as Sprouting Melodies is a wellness model. It is our responsibility to share with them the types of work that we and other music therapists do in a more formalized clinical setting. By stressing the value of both we continue to educate about our profession.

[Michelle Russell]

I have the opportunity to work with children in a childcare center twice a month. Working with children in the infant room is always fun. It never ceases to amaze the staff in there when the children lock into my sound right away. “Wow, look at how they are staring at you”. I enjoy modeling for the teachers. My favorite thing to model for them is the use of silence. Making sure that I take breaks in the sound to make eye contact and leave space for a response. There is no better feeling than getting an infant to smile in response to you!

[Michelle Russell]

Music therapists bring a skill set that helps to create a program in which both children and parents have a positive experience. The creation of a supportive program for the overall development of the child is enhanced by the failure free environment we can create. Working with a variety of “types” of children, we are able to structure a group in ways to meet the needs of each child. We can provide individualized attention within a group setting. Our understanding of child development can be shared with families and support them as their children develop. On a personal note, I believe that I am an approachable person with whom people feel comfortable rather quickly. I am also a mother who has “been there: before. I can understand the trepidation a family would have about “seeing a therapist” in music class. I currently provide a community music class through a creative arts studio in my town. The name of my business is Musical Moments Music Therapy Services. When I started to advertise that I was going to offer class there I had second thoughts about putting the name of my business out there. It is possible that people have not signed up because “therapy” is prominent in my business name. I actually thought about leaving off the tail end of it. I’m glad that I didn’t. I need to continue to work on sharing the value that I provide as a music therapist to the community at large. It should be seen as a bonus to get to work with a music therapist!

[Michelle Russell]

In my practice I currently provide one community early childhood music class. The needs of the parents in this class are support and reaffirmation. Getting out of the house for some new moms is the biggest need of all. Having an opportunity to meet with other “grown ups” is a must. Theses families have the opportunity to not only receive support from myself, but from each other. It is also important that they feel a reaffirmation that they are “doing the right thing”. There is so much knowledge that we can share with parents, but it is also important that we tell them that they already know much more than they give themselves credit for at times.
Within my community there are well established programs offed by other companies. (Music Together). I am currently exploring the desire for parents who have children with special needs to participate in my programs. I know that other companies are “inclusive” but I’m not sure if families would be nervous about participating. Perhaps having a music therapist as the facilitator would encourage them to join.

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