[Maura Pastran]

Establishing the fact that a SM class is a safe space for exploration is extremely important. Whenever there is a new semester of classes or a new parent/guardian brings in a child, I make sure to point out that is it okay for the child to actively and/or passively participate, whether that means they’re exploring the room, staying in the parents lap the whole time, crying, engaging with others, etc. I feel it is important for the parents to understand there is no one way to react in this class, and that we create a safe and accepting space where everyone is welcomed. I believe once this is established, it provides the opportunity for every child to have a successful experience within the class, even if that success is just being able to stay in the room the whole time.

[Maura Pastran]

I am most looking forward to the new opportunities every class to explore music with children and seeing how they grow through the music. I’m also looking forward to providing the parents/guardians and child with a space to create a meaningful bond between them.

[Maura Pastran]

Sprouting Melodies 3: Welcoming, engaging, exploration, energetic, fun

Family Sprouts: Energetic, important, captivating, leadership, bonding

Gathering song (It’s time to make some music), hello song (Hello Everybody), gathering song (Come and Sit with Me), grounding song (lap ride- firetruck), instrument play (shake with me), movement song (Dancing kids) or (Parachute: row your boat), Scarf song (where is my face), cool down (thank you), goodbye (bye bye music time is done.

[Maura Pastran]

I haven’t experienced a true sprouting melodies sibling class but I have had a few sibling groups where it’s mostly SM 3 age kids with a few older siblings- especially during the transition time when school was out! These group were fun and challenging, and I found that giving the older kids little tasks to do throughout the class can really help keep them engaged and feel important. I have also found the design of playing instruments opposites, such as fast then slow, high then low, is still very captivating to the older kids and gives them the opportunity to express and show off their skills as an older child in the class.

[Maura Pastran]

Maureen and Shannon,
I like how you both really captured the essence of music development support the natural growth of the child!

[Maura Pastran]

Skye,

I was reading your message to Jordyn and I see what you both were explaining! You focused on the technicality of instrument play/music making but I also see how you both understand those skills transfer to every day life! Great points!

[Maura Pastran]

When I think of music for skill building, I think of music interventions that specifically target different areas of a child’s abilities, such as gross and fine motor skills, academic skills, social skills, etc., and help the child build these skills through the music. Once built through the music, these skills can then translate to every day life for the child. For example, if a child learn to grip a maraca through instrument play, he/she can then utilize that skill to pick up and grip other items that aren’t necessarily instruments.

When I think of music for development, I think of music that is supporting the natural growth of a child. Though not limited to only infants, I often think of children in the SM 1 classes and how music supports their development of sensory input, oral formations, auditory understanding, and more. Music supports children in every developmental stage.

[Maura Pastran]

KJ,

I like how you pointed out audible breaths as a way for the children in the awareness stage of singing to show they are aware. I hadn’t thought about that before, very cool perspective!

[Maura Pastran]

Jennifer,

I like how you emphasize the importance of parent education!

[Maura Pastran]

Jordyn,

I like how you address one of the biggest issues is parents/caregivers being stressed. It is true! I used to take my son to a Music Together class and the whole time I was SO stressed that he wasn’t paying attention or acting appropriately- fast forward almost two years later when I’m in this training and getting to see SM classes first hand I can see just how important it is to address with the parents/caregivers that it’s OKAY for their little ones to run around the room and explore. That makes a world of difference for the experience of the child, the parent, and the others present!

[Maura Pastran]

Hi Marcie,

I would love for you to come to a sprouting melodies class!! Anytime!

[Maura Pastran]

Madeleine,

Yes! I completely agree that music therapy in community based facilities is a great way to advocate for our profession and the power of music! Thanks for pointing that out.

[Maura Pastran]

Hi Joe,

I like your session plan! I’ve typically used where is my face as a cool down song, so it’s great to see it being used differently and getting that new perspective!

[Maura Pastran]

Stephanie,

I am confident you are going to be wonderful! You having the experience of being a mother should definitely come in handy too. It’s definitely nerve racking when it’s a new beginning but finding that balance will come!

[Maura Pastran]

Maureen,

I love how you specifically said is it developmentally appropriate for the children to be exploring. I think using that terminology with parents helps ease the stress of expecting their baby to be “paying attention” all the time.

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