[Erin Bullard]

The first thing I need to do is to put together a flyer or leaflet. It would also be a good idea to have a website or at least a facebook page. I have been working solely on word-of-mouth and just start a class when enough people are interested and can agree on a time. I love the idea of workshops, as it really brings what we do to life and allows people to experience the music first-hand.

[Erin Bullard]

The videos for this week have so many great ideas for getting out there and advocating for music therapy and for a program like Sprouting Melodies. I think taking it to library programs is a possibility. There are several that are in my area. They include stories and songs, but to offer something more might be appealing. I’m not sure about funding, there are many charities that fund creative interventions, so I will have to look into that. I also have a local mum’s group that meets in the church that I can offer free sessions once a month to. I have done that in the past and have renewed motivation to return to doing that work.

This training will impact my work as a music therapist, as I mentioned before, by helping me to focus on the parent-child relationship through the music experiences and educating the parents in what is going on with their children developmentally. It has also helped me to organize the information in my head and clarify my philosophy for early childhood music. It is so easy to get sucked in to music education theories, which are great, but when I look at things through my therapist lens, I remember why I chose to become a music therapist over a music educator.

[Erin Bullard]

There are two things that really stand out from this training: the use of functional music (as opposed to music that is even slightly adapted to make it more consumable through simpler lyrics) and the education of the parents/ caregivers. These are areas that I am still working on, but I really look forward to incorporating these aspects of the program into what I currently do. I LOVE the community model (and though I heard Meredith say on the call that Family Sprouts is the most difficult, I have a feeling that is what I will end up doing) and look forward to having more ideas and creating new songs and experiences for the families in my groups.

[Erin Bullard]

The number one strategy I use is prevention. Having the room set up properly, offering appropriate instruments, distributing instruments strategically so that things run smoothly, and distracting children that need to be engaged BEFORE attending to others (sort of like feeding the big dog first so the little dog gets to eat as well). In terms of intervening with children, the parents usually tell their children to stop doing things WAY before I would consider it a problem. It was mentioned in one of the videos about the children taking the bars off the chimes- it happens EVERY time in my group, and the parents are always jumping on the kids to put it back together (must be a British thing…). With the younger kids, I always give the adults a chime to play and tell them to model how to play and let the kids take it apart, that they will eventually see how it works properly. It is still really difficult for the parents to do this. Culturally, I have to be a bit more rigid here because the social expectations are much more along the lines of “follow the instructions and do not deviate.”

[Erin Bullard]

5 WORDS FOR SM3: Motion, testing, hands-on, accepting, engaging

PLAN FOR SM3: 1. Hello Song(Transition Songs): Sing “Hello Everyboy” to each child. Gathering song: “Sit Down with Me,” hold off on the last note of the song (once children are familiar) to allow children to fill in the last note. 2. Lap Ride / Tickles (Bonding Songs) “Swimming Together” sing quietly, practice humming (to allow children to explore different timbres). 3. Instrument Play “You Play a Little,” provide a drum and mallet, encourage child to play steady rhythm and place on floor at end of song 4. Gross Motor Movement “Will You Come?” encourage children to follow direction of different movements, allow them to suggest different movements. 5. Cool Down (Songs About Me) “Where is the Music,” encourage child to say as many words (repeated ones to start). 6. Goodbye “Time to Go.”

5 WORDS FOR FAMILY SPROUTS: Interaction, sharing, individuality, together, variety

PLAN FOR FAMILY SPROUTS: 1. Hello Song(Transition Songs): Sing “I’m Glad You’re Here Tody” to the group. Gathering song: “Hey Everybody,” to include all the children and that we will all be here playing together. 2. Lap Ride / Tickles (Bonding Songs) “Row It Faster” place older child closer to you, with younger one next. 3. Instrument Play “Dancing in the Middle,” 4. Gross Motor Movement “I Can Move Around” allow older one to keep moving after previous song, and perhaps hold the younger while dancing 5. Cool Down (Songs About Me) “All of This is Me,” older kids can help point out parts on younger sibling as well as themselves. 6. Goodbye “It’s Time To Say Goodbye” Use scarves and move gently, acknowledge the little ones.

[Erin Bullard]

I’m not sure what skill building refers to (academic? Musical? Non-developmental milestone skills?). I might tell parents that music for development is to support their overall natural progression of growing up. For example, if we use a song about identifying different parts of the baby’s body (eyes, nose, mouth, hands), it helps to form the baby’s identity and learn that he is a special part of this world, just like the other people around him (mom, dad, sibs, etc). It might go on to learning what these parts DO (eyes can see, ears can hear…). I think in terms of development, it is also important to stress the way that music supports the relationship between child and caregiver; the bond that forms that is SO important for healthy development.

Music for skill building supports the acquisition of different behaviors. Perhaps learning to play softly vs loudly, passing an instrument to a friend, stopping and starting, hitting a drum with a mallet, learning to play a steady beat, following movement patterns in a song.

To sum it up, I’d say that music for development is more internally oriented (i.e., sense of self and other) and music for skill building is more externally oriented (i.e., actions a child can do).

[Erin Bullard]

I’ve come across quite a few challenges as I provide multi-age groups. The tipping point seems to be around age 4. They seem to become quite confident and really want to do everything they see me do. Or, they want to do what they want to do and because of their size and mobility, it becomes more obvious in the group that they are NOT doing what the rest of the group is doing.

So the challenge is keeping everyone engaged at an appropriate level, being able to provide enough of a challenge for the older children while not leaving the younger ones sitting on the sidelines, and keeping the energy within a consumable level for the younger children. Also, I find younger ones want to repeat songs a lot longer than older ones will tolerate!

The saving grace is certainly the music! Even the older kids enjoy songs that seem like they are geared toward very young ones. I haven’t really come across music that isn’t appropriate (maybe what you ask them to DO with the music is not suitable, but the song itself still provides a benefit on a different level). I think the songs used in Sprouting Melodies are genius- so adaptable! Folk music and world music also helps bridge the gap.

[Erin Bullard]

Thanks for sharing those “take-aways”, Shannon. Its really helpful to have something specific to take into consideration!

[Erin Bullard]

Shannon, I have one small (Lynn Kleiner) ocean drum but rarely use it. How do you use it in your groups? I love the remo ones, but have never used them with children.

[Erin Bullard]

FIVE WORDS: Energetic, Curious, Moving, Spontaneous, Budding independence

FIVE SENTENCES: 1. Wow! Your baby just sang the same pitch that we ended that song on! 2. Do you see how your baby tilts the maraca slowly with her wrist? She’s learning how to play it. 3. Even though we were singing “clap your hands,” your child was patting his legs, which is and equally valid thing to do at this stage. 4. Your baby must really love this song because he stopped crying once we started singing it. 5. It’s okay for your baby to crawl around outside the circle and touch the tubanos, she’s exploring.

PLAN FOR SONGS AND MUSIC EXPERIENCES: 1. Hello Song(Transition Songs): Sing “Good Morning / Day” to each baby. Gathering song: “Hey, Hey, Come and Play,” bouncing with baby in lap, hold off on the last “Hey” for an added surprise when they know the song 2. Lap Ride / Tickles (Bonding Songs) “Hold On Tight” baby on lap, moving according to the tempo of the different parts of the song. 3. Instrument Play “Sit With Me and Shake,” provide shakers, give enough time for child to stop, or imitate the different movements in the song with their maraca 4. Gross Motor Movement “March with My Baby” can hold the baby, or if the baby is happy on the floor, help baby walk, jump, run, etc according to the song 5. Cool Down (Songs About Me) “Can You See Me?,” use the different open and close concepts for imitation with the child . 6. Goodbye “Music Time Is Over”

[Erin Bullard]

Shakers: Remo Kids Make Music Maraca, Basic Beat Chiquitas,
Drums: Remo Kids Pretuned Frame Drums set of 5, Remo Kids Gathering Drum,
Other: Honer Kid Mini-rainmaker (This wasn’t mentioned in the video, but I use it with this age!), I’ve also used the jingle bells that are inside the cage.
Scarves: I use both the colorful, light ones used in the video as well as silk scarves that I have dyed myself.

Do you ever use puppets?

[Erin Bullard]

Stimulation is something I really struggle with- it is so difficult to tell whether a child needs more or less! Also, it seems we live in a society where more stimulation is better (despite research). I feel that many children are over-stimulated (or stimulated by the wrong things). However, if we are talking about how much stimulation from the music / music therapist, then I would say using a medium to soft voice with plenty of inflection is enough.

It was mentioned in the video that one needs to be energetic but maintain an outer sense of calm. In an early childhood class I took with my first child, we as parents were asked to carefully monitor our movement: to keep it smooth, relaxed, intentional and to never use sudden, quick, hurried, or aggressive movements. Wow, I had never noticed how quickly I try to do things! I’ve applied this to my music classes, and the slower I move (such as when taking an instrument out or presenting a box of scarves), the more captivated the audience is. It does need to be established at the start of the class (the slow, calm pace) so that the children can begin to imitate or absorb that type of energy. I still use energetic or fast music and surprises are brilliant- but like Beth or Meredith also mentioned, they should be anticipated surprises. And how much is too much? Loud, quick speech or overly-excited expression is probably too much.

[Erin Bullard]

It’s really nice to read everyone’s comments out what they can say to parents in the class. It’s helpful to map it out in a script and then be able to pull it out when you need to! It’s one area I need to work on more- just educating the parents / caregivers more regularly.

[Erin Bullard]

Thanks for that comment, Erika. There are so many times we don’t really get a cool down because everyone is having so much fun! And what seems to happen, it that the first part of the class is going along and there seems to be so much time, then suddenly there is 7 minutes left and the kids just want to dump out the instrument box and have at it! Maybe some tips for pacing… or maybe it’s okay because really, the children are getting what they need just by being in the moment with them.

[Erin Bullard]

Five words: Gentle, Light, Again!, Rocking, Sotto voce

Five Sentences: 1. If your baby is able, let’s place the shaker on the floor in front of your baby to allow your baby to crawl / reach / roll to pick it up on his/her own.
2. When you hear your baby vocalizing during the song, go ahead and sing back to your baby what he just sang; this encourages reciprocal communication.
3. Even though we sing about moving a certain way, it’s okay for your baby to move however she likes; she’s just at the beginning of developing her sense of pulse.
4. It’s okay if you sing off-key! Your baby loves the sound of your voice and is comforted by it.
5. Did you hear how quiet the babies were during the pauses in that song? They were busy LEARNING!

Plan for Songs and Music Experiences SM1
1. Hello Song/Gathering (Transition Songs): Sing “Good Morning / Day” to each baby. “Sit Down With Me,” tapping the pulse on baby’s legs or feet (Body Percussion) 2. Lap Ride / Tickles (Bonding Songs) “Wiggly Jiggly Car,” baby on lap, moving according to the tempo of the different parts of the song. “Round and Round the Garden,” draw circles in baby’s palm, walk fingers up arm, tickle under arm or chin gently. 3. Instrument Play “In My Little Hand,” provide shakers, allow child to reach for shaker or place in hand to encourage grasping, shake with baby or just allow baby to hold and drop shaker 4. Gross Motor Movement “Pick Your Hands Up High,” show baby how you life your hands, encourage baby to lift hands 5. Cool Down (Songs About Me) “Just Like Me,” point to baby’s eyes, acknowledge self, point to or touch other parts of baby that you sing about. 6. Goodbye Simple song “Goodbye”

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