[Nicole Sanabria]

I accidently wrote my response in the wrong post. Anyway, I plan on sharing this information with colleagues by word of mouth. I feel as though every music therapist should have this training if they are providing services for young children. I feel as though it is one way to be on the same page regarding how we as music therapists may reveal possibilities in our clients if we are able to approach the work in similar ways with a similar foundation. Secondly, I plan on sharing this information with my community during various events where I may advocate for the field and for my place of employment by talking with others that share an interest in partaking in classes or receiving music therapy services.

[Nicole Sanabria]

The Sprouting Melodies training has been invaluable to me as a music therapist. It has encouraged me to review my work and understand how I can provide musical interventions with a measureable outcome that are developmentally appropriate for a young child individually and in a group setting. With the training experience from Sprouting Melodies, I feel more confident in my clinical rationale in my personal work. I’m hopeful that CTMTS will be able to begin Spouting Melodies classes soon, where I can share this experience and information with caregivers and children alike.

[Nicole Sanabria]

The Sprouting Melodies training has been invaluable to me as a music therapist. It has encouraged me to review my work and understand how I can provide musical interventions with a measureable outcome that are developmentally appropriate for a young child individually and in a group setting. With the training experience from Sprouting Melodies, I feel more confident in my clinical rationale in my personal work. I’m hopeful that CTMTS will be able to begin Spouting Melodies classes soon, where I can share this experience and information with caregivers and children alike.

[Nicole Sanabria]

By providing a safe, structured, and predictable environment which supports creative expression and exploration is the foundation that children need to maximize their success. Developmental appropriate music, keeping in mind the simplicity or complexity when working in multi-age groupings. Engagement, engagement, and engagement. We have so many experiences that we can provide, and remember to use those experiences at such times when the atmosphere calls for it (dynamics, tempo, timbre – movement, musical instrument, singing, etc). Provide the children with various responsibilities while in the group (passing/collecting instruments, leading the next movement, or animal noise to sing, taking turns, sharing, etc) which encourages group cohesion.

[Nicole Sanabria]

When becoming a Sprouting Melodies provider I’m looking forward to providing a community based music therapy model that encourages early childhood development and growth by providing endless opportunities for exploration and discovery. Rather than following a curriculum, I believe strongly in what SM believes that by providing structured and predictable experiences while leaving space to modify or adapt the music intervention to better suite where the children are is the best way in order to observe realistic progress. Furthermore, providing a space for parents and caregivers to come and have that special time with their children, while making connections to those around them is what I’m most excited about.

[Nicole Sanabria]

5 words to describe SM3: Accepting, Intentional, Active, Emotions, and Creative
5 words to describe Family Sprouts: Cooperation, Connections, Helping, Sharing, and Support

Session plan for SM3: Gathering: Sit Down with Me (EKS), Greeting: Hello, Hello (NR), Bonding: My Brand New Friend (EKS), Songs About Me: That All Makes Up Me (EKS), Instrument Song: All Night! All Day!(EKS), I Can Move Around (EKS), Movement Songs: Clickety Clack (EKS), Goodbye: Thank You Very Much (EKS)

Session plan for Family Sprouts: Gathering: Hey Everybody Come and Join Me… (EKS), Greeting: Hello, Hello (NR) Movement Songs: Can You Follow? (EKS), Clickety Clack (EKS), Instrument Songs: I Like This Song (EKS), You and Me Makes We, Songs About Me: Can You See Me? (EKS), Goodbye: Music Time Is Over (EKS).

[Nicole Sanabria]

Keeping the children engaged when working with multi-age groupings. Developmentally some may be on the same page, while others may not be. What I keep in mind are the experiences that I can provide as a music therapist. Three children may be engaged by playing musical instruments, while some others need to move around. By using a variety of tempos, dynamics, and rhythmic structures, it may help focus attention and level of engagement. At any rate, supporting the fact that everyone in the group, works as a group, and no one is left out. So by providing roles as a helper to pass instruments out, or collect instruments, I have found engages the children since they all want to do an important job. Perhaps giving the children a choice of what the group should do next (clap hands, make an animal noise, play soft/loud) in a structured and predictable manner also assists with engagement.

[Nicole Sanabria]

I would explain to parents that music for development is looking at the child from the inside out. Depending on where the child is developmentally (awareness, trust, independence, control etc) we are using music to provide opportunities to enhance communication skills, cognitive skills, socio-emotional health, sensory and physical needs. Music for skill building focuses on the child’s instrinsic musicality that develops similary to that of their developmental stage. Both coexist I feel. One can’t be without the other. However, the child is understanding what they are capable of achieving musically be it through rhythm, melody, phrasing, dynamics, and tempo (movement experiences, instrumental play, singing, etc) where turn taking may be a task at hand, sharing, stop & go, academically focused etc. Such achievements support sense of self and a level of independence.

[Nicole Sanabria]

I’m late answering this post. However, throughout this course I feel as though the most valuable takeaway has been understanding the developmental stages a child goes through, while working musically within them. I feel as though, if we understand typical development of a child, we can scale more carefully where our clients are that have various developmental delays. If we don’t understand where the child is developmentally, how will we be able to provide appropriate music interventions in order to encourage development? We are lucky to have a creative modality to support child development, and when needed modify various experiences to meet our younger clients in order to maximize their success and to observe realistic growth.

[Nicole Sanabria]

Community based music therapy allows for members to come together in order to empathize with other families experiencing similiar circumstances. Essentially, community based music therapy allows for a safe and supportive environment. I need to agree with many members here that have already mentioned it. Even though there is no formal assessment or written goal plan, we as music therapist’s take mental notes of the child’s needs and develop music interventions to address/adapt to those needs. We do this naturally. We are constantly thinking of what we can do to maximize the child’s success in music.

[Nicole Sanabria]

My experience thus far working with young children clinically does not include children 0-9 months. I honestly haven’t had much experience at all with this age group, even on a personal level (family and friends). Its challenging for me because I’m not too sure of how I should interact with a baby so small, where they have yet to experience much. If and when I do get the opportunity to work with very young children, I will be honored to do so. Bringing something entirely new and undiscovered to their world seems so beautiful.

[Nicole Sanabria]

It all depends on the child’s individual differences and needs for sensory input. Working with a child 1:1 can be a different experience for the child and for the MT as oppose to being in a group. It will take much longer to understand the groups needs as a whole. That being said, a good balance of calming songs and more rhythmic driven songs might work best. Perhaps by spacing the session in such a way where a burst of energy can be let out in order to then self-regulate and find ones center. Perhaps this will help target all needs of the children more evenly.

[Nicole Sanabria]

I have one client that is developmentally within SM2 category at 16 months old. We primarily use remo hand drums small and large (use it almost like a gathering drum with mom), toy shakers, and scarfs.

[Nicole Sanabria]

5 Words describing Sprouting Melodies 2: Engage, Exploration, Authencity, Observers, Surprise

5 phrases for parents: 1) I know it must be difficult to let them move around on their own, but we are here to support their discoveries. We are providing a safe environment which will allow them to maximize their overall experience in music, as they move around here and there. 2) During lap rides, its important to sync to your child’s rhythm 3) What you are seeing is not your child being unmotivated or not engaged. They are processing the music and what is happening in their environment. 4) It’s not so much about imitating movements and listening to directions. We want the babies to understand that they have a choice in musical-play, and that they are not limited to shaking just up/down. 5) To help your baby jump, it will be best to support them to land firmly on the ground. The outcome should be the same each time he/she jumps in order to provide a predictable experience.

Plan: Gathering song/Greeting: “Hey! Hey! Come and Play” EKS, “Hello to You” Originally composed, Bonding Song: “Wiggly Jiggly Car” EKS, “Jingle Up Jingle Down” EKS, Songs About Me: “All Of This Is Me” EKS, “Can You See ME?” EKS, Instrument Song: “In My Little Hand” EKS, “I Like This Song” Movement Songs: “I Can Move Around” EKS, “Can You Follow?” EKS, Goodbye

[Nicole Sanabria]

5 Words: Predictable, Gentle, Playful, Structured, Bonding.

5 Sentences: 1) Your baby feels safe and connected to the sound of your voice, so yes! Sing out! 2) It’s so nice to have you here today! Take this time to enjoy it as much as your baby, you deserve it! 3) Actually, if you tickle the palm of your child’s hand, they will be more inclined to grasp the maraca. Their reflexives will allow them to also drop the maraca if you do the same once the maraca is within their grasp. 4) By learning the songs here, you will be able to bring the music home. Your child will learn through the repetition of various songs, which will support their development and growth. 5) As we sing please gently pat your baby’s chest/back, as this will enable them to feel secure and grounded by feeling the rhythmic pulse and touch of your hand.

Session Plan: Gathering song/Greeting song: “Come to The Cirle” by EKS,”We Wanna Say Hello” by Carol Robbins. Bonding/Sensory Song “Row It Faster” by EKS, “You Gotta Truck” by EKS, Songs About Me: “Where is My Face?” by EKS, Instrument Song/Exploration: “Can We Shake?” Self-composed, “I Like This Song”by EKS, Movement Song: “As Big As Can Be” by EKS, Calm, soothing/bonding music to transition to goodbye, “Music Time Is over” – “Thank You For Your Music” self-composed.

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