[Milijana Majstorovic Kozul]

As all of these activities (moving, singing, listening and playing) are important I would like also to incorporate parents as “assistance” or better to say member of the group.
These activities should have taken some kind of order …. Working with the babies I will begin with little dancing in circle after that, singing as the most powerful should be second one activity. Babies have very short concentration, focus and attention so I will try with opening song, and then maybe learn (parents) some simple nursery rhymes (4 lines), after that I would bring instruments (depends on age/months), then maybe I will use scarf’s to show /see the sound (song). After that we can make our group song where everybody will be included on their own way.
As I don t have experience working with kids up to 1, I have to think about (or to experience) the dynamic of that kind of group.

[Milijana Majstorovic Kozul]

SINGING
Awareness: Vocalize with a non-specific pitch (and can change it). Turn eye gaze toward sound of singing.
Trust: Change vocal pitch in response to others pitch changes or singing. Make vocalizations in reaction to or along with musical/sound changes (beginning of communication). Initiate vocalization in response to silence in music
Independence: Sing two pitches together to form an interval. Imitate short vocalizations and animal sounds. Enjoys exploring voice. Uses varied vowels and consonants when vocalizing;
Control: Use three or more pitches to sing a phrase. Adjust quality of vocalizations or dynamics to match the mood/dynamics of music. Ability to wait and react at appropriate times to “call and response” songs and imitate words
Responsibility: Sing in varied pitch ranges (high, medium, and low). Sing familiar songs while playing simple instrument, melodic rhythm, or basic beat. Explores pulse and meter, sings entire songs from beginning to end. Recognizes and reproduces “loud” and “soft”

PLAYING
Awareness – Responds differently to sedative vs. play music, grasps instrument, may put instrument in mouth; turning towards sounds, move arms to touch the sound source. Prefers consonance over dissonance.
Trust – touching and beginning to grasp instruments. Pulse is closer to meter of songs, grabs and tosses instruments;
Independence – Independently explores different sounds of instruments, takes them out of containers and puts them away when finished; Will use hands to play a drum. Grasp an instrument and shake. Purposeful exploration of instruments- they enjoy using a variety of instruments
Control – Loves musical suprises and starts and stops in music; Will play a single beat. Chose to participate in instrument play briefly to the same beat as another person.Grasp mallet or stick to play instrument. Play fast to slow and slow to fast
Responsibility – engages in social music making. Maintain a steady beat independently and engage in playing/stopping along with favorite songs.

MOVING
Awareness: Movements are in simple rhythms; Rhythmic movements are instinctual; Move entire body/tolerate being rocked or bounced. Moving arms quicker when exposed to stimulating music and slowing their body movements when listening to sedative music.
Trust: Displays movement that is rhythmic but not synchronized to the music; Begins to move body to the beat of music, bouncing body to the beat for longer periods of time.
Independence: Isolates body parts to move rhythmically; Imitate clapping hands in response to music. Stop playing intentionally when music structure changes.
Control: Dances spontaneously to music; Generally has fast internal rhythm, Stop movement when music stops. Imitates and mirrors musical movements.
Responsibility: Uses pulse when moving musically. Uses musical movements in sequence.Creates their own movements to music.

LISTENING
Awareness: Can discriminate pitches; Tolerates different types of music distinguishes changes in melodies.Turn attention toward the source of the sound but turning away or crying when exposed to non-preferred or unfavorable sounds. Recognizes parents voices, turns toward sound; Trust
Trust: Recognizes familiar melodies. Looks towards the face of the singer. Comforted by familiar melodies looks to the source of the sound
Independence: Demonstrate musical preferences and dislikes, Enjoys musical surprises of fermata, glissando, and silence, Facial expression matches the intensity of the music. Sick out the source of the music.
Control: Anticipate the end of a familiar phrase or song; Watch others as they make music. Engaged listening, stops actions to listen to the music. Anticipate beginning and end of a familiar song.
Responsibility: Increases recognition of melodic rhythm without lyrics. Listens to the music made by others. Actively engages in listening to peers, can take turns to listen.

[Milijana Majstorovic Kozul]

Thank you Erika!

[Milijana Majstorovic Kozul]

Thank you Kristina :)!

[Milijana Majstorovic Kozul]

Thank you Kristina!

[Milijana Majstorovic Kozul]

As we are talking about sharing the information’s about Sprouting melodies program to my community, families, clients…..I think that it can be manageable as I am already working with parents with very small babies, also I am marketing manager in publishing house and have 10 years experience with sharing and selling ….also I already have some contacts with some companies, institutions but I have to find the way how to adapt the program to my market (translations, materials, regulations). So that is why I need your assistance. Do you have any International provider in Europe?

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[Milijana Majstorovic Kozul]

Well as I am not from USA this could be challenging experience to offer Sprouting Melodies program in my town Belgrade/Serbia/Europe for the first time . So that is why I need more information’s how to do that? All that I know as a Music therapist BC (there are just 6 in my country and region) is that I would love to bring that Sprout here.
But firstly I need to find Serbian songs and nursery rhymes and to adapt them and I need some time for that. Also I have to know what else I should have to adapt for my community. Do you have experience with that? Any extra suggestion and help would be great. THANK YOU

[Milijana Majstorovic Kozul]

Well I would love to become Sprouting Melodies provider BUT as I am not from States I have more job to do. First of all to find and adapt songs on my language. Do you have any provider in Europe? Or do you have any International providers with experience?

[Milijana Majstorovic Kozul]

I agree with all of you. And that is right what Jaycie said about set up clear rules and boundaries through song. that is great way to respond on different group characteristics. Amanda also shares with us great strategies about “eye contact” which I also concerned as a powerful one.
I have one questions…. where is the line between “music making” and speaking/talking on the class? Do we have to explain parents what are we doing or?
Another one question about dynamic. Should the class have to be in form of “flow” or we are following the dynamic of the group (sometimes in my mt groups with the children with cer.palsy we had sometimes goals, but sometimes the dynamic can be shifted and then we are following that. for example some girl broke the maraca and then the dynamic of the group changed and other participants try to “save” maraca situation. That maraca can represent her or somebody. My question is “how deep” should we have to involve therapeutically on the class?
Meredith and Beth said that Sprouting Melodies are for every children. So if we have children with special needs and other one do we have to put them in the group together or? Can you tell me more about that from practice?

[Milijana Majstorovic Kozul]

I agree with Kayla…..
Unfortunately I have no experience with multi/age grouping. It is a big challenge because of developmental differences between kids.
I think that someone already mention that too much of noises can be stressful for some babies or toddlers and it is true. Also it is depending on a group members. Right now I am working with babies form 0 to 1 and I have very sensitive baby in my group who is crying when I make just an eye contact with her, but some of them are fine. So I am very sensitive with her. Maybe to start with the young ones and their parents and selectively we can include older one. So as a music therapist I think that we should have to meat our group little bit and according to that we can make some structure or improvise etc…..
Maybe I am wrong but I think that we must have some kind of “control” under the group and I hope that is a part of training and practice. As we have more and more families it will be easier.

[Milijana Majstorovic Kozul]

Sprouting Melodies 3: Independency, active, exploring, creative, accepting

Family Sprouts: sharing connections, joyful, individuality – community

As songs from here are on English and not on my language (ok, maybe for someone), firstly I should have to collect or make songs including gathering, greeting, bonding, instruments songs, songs about me, movement songs and goodbye.

[Milijana Majstorovic Kozul]

Energy, free move (engaging the body), playful, independence and observation.

1. Surprise effect is great tool especially during music making for this age. Mimic is very important as well. 2. Synchronization of sound and movement (even with scarves) is very important. According to that we are helping them to feel the rhythm. 3. Changing rhythm, timbre of the voice, using silence is one of great tools for improvisation and to give them opportunity for choice. 4. Feet should have to be on the floor because it will bring organization to their bodies. 5 our selection of the instruments are safe and adequate for that age. Also we are keeping them clean.

[Milijana Majstorovic Kozul]

That is very important question!
I agree with everybody…..
Also, I think that it will be good for children to “ meet” the instruments and that we have to show and to offer them instruments step by step from session to session. Sound stimulation can be sometimes too much for their brain so therefore we have to be careful about that.
During the sessions we will meet the needs and possibilities of the group and personally so we should have to manage our activities according to that. The most important thing that we don` t want to happend is that we don t want to any child to make-create wrong association with music especially on that age. We can prevent that (on the session) and if it is necessary tell the parents about possible sensitivity when they are making music with them home.

[Milijana Majstorovic Kozul]

I am using Remo frame drums, acustic guitar, sometimes, and beautiful precusion instrumnets (egg rattles, wind chimes, little drums…) from soundchildren collection, one company from UK. Their instruments are made with natural materials. Highly recomm. http://www.soundchildren.co.uk/ :)- Also transparent scarves, toys.

[Milijana Majstorovic Kozul]

My 5 words would be: Bond, contact (s), slow, respect, gentle.
My 5 sentences will sound more like instructions : Follow the baby signs and be responsive. Use main contacts like: voice, touch, movement, eye. Sing a LOT but slowly with clear pronunciation of all words and use repetition, after repetition use repetition again. Use small and short songs and simple instruments. Help children to see, hear and FEEL music. They can`t do that alone just only when they are in interaction with us.
My plan:
As I have to find and adapt songs for my language I have much work to do :). Anyway Hello songs for whole group and separately using baby name (those songs have magic). Then we can use bonding songs one or two, very short formats.Repetition is crucial. Then I will use clapping songs or songs when we can mention body parts. As the singing request more concentration firstly I will sing with the group and after that I will use combination of instruments and singing. Firstlz I would have to introduce the instrument to them (simple one) rattles, wind chimes….Then I can use transparent scarfs to SHOW them the sound. I am finishingd with gentle rocking and swinging movements or dancing using some buy buy song, which can be alweys the same one.

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