[Penny Roberts]

Hi everyone! I’m also not sure if I’m doing this right, so here’s my shot in the dark!

Singing: I begin with the “Good morning” from Singin in the Rain, and point out to parents any vocalizations at the right time during this song- purposeful spaces included for infant response to show awareness when we are acknowledging each child. In trust, the child would begin to sing along (meaning match one or more pitches/intervals from the song), and I hope I would be aware enough of this to point it out to the parents/caregivers! Babbling in rhythm would indicate an independence, and as the child moves to control, s/he may want to take more time during his/her greeting, showing a desire for attention. Finally, responsibility may show itself with extended babble during his/her time to greet, say hello, express presence during their portion.

Instrument playing: There’s a wonderful song called “morningtown ride” for which I plan a series of instruments. Awareness would be demonstrated by the child responding physically to different instruments during the upbeat vs. the slower portions of the song. This may look like reaching out to play with the therapist or maybe moving their body differently to each instrument as they change. Trust may be shown as the child plays on the downbeat one or more times, and as the child moves into independence, s/e may play several types of instruments that are laid out for exploration, and possibly play them differently than the MT has modeled. Control may be shown as s/he stops and starts with the MT, then wants to guide HER to stop and start, and independence is demonstrated when the child maintains that steady beat in a variety of different instruments.

Movement: I like myself song! Awareness may be shown with general movement in response to this strong rhythm of this song, and any parts of the body may demonstrate this. Trust can be shown when the child does one movement more than once- for example, the MT would model (and perhaps assist the child with) patting on the lap in time, stamping feet, etc. This is shown more in independence, when the child chooses which body parts to isolate (feet, hands, etc.) and builds into control, when the child imitates the MT and takes turns with her to choose the body part. The responsibility stage is demonstrated when the child adds looking into the mirror at the end of the last phrase, then at the end of each phrase, finally adding to the end of each measure.

Listening: “The Magic Hat” This is a sung story, with the chorus and each character having a unique tune. In awareness, the child shows recognition of different vocal timbres by a movement when the character (and therefore timbre) changes. In trust, the child begins to show recognition of the chorus by turning the head/moving arms/etc. Independence is shown when the movement of the child’s body reflects the intensity and rhythm of each character’s associated song. In control, the child shows listening by making eye contact with the MT, probably wide-eyed 🙂 and last, in responsibility, the child begins to anticipate each character’s response as s/he is familiar with the song. This may be shown by vocal pitch or pointing, or even an excited movement each time a specific character or the chorus appears again.

[Penny Roberts]

Hi everyone! I am not currently working with children, but I learned “Good morning” and it was stuck in my head IMMEDIATELY. It’s been a great “get out of bed” song in the morning, and has made this week’s adulting a little easier. 😉

[Penny Roberts]

Hi everyone! I had connection issues when the course began, so am just now able to post on the discussion pages. I’ve been watching and learning, and am excited to join your group. I am from New Orleans, and didn’t realize what a strong influence its music had on me until I moved away. I make an effort to expose my clients to syncopation and Jazz music! It is wonderful to see how syncpation, in particular, provides a sense of movement and energy.
Once I moved away, my clinical work involved people from a variety of backgrounds, including those who identify very strongly as Jewish. I had NO experience with this music growing up, and it was a delight to learn it! I now incorporate modes and minor keys more often. I also worked with older adults for many years, and incorporate many older songs into sessions. It was especially moving to learn music in foreign languages and share them with clients with dementia who had lost more recently acquired language as their disease progressed. Rebekah, I was reminded of this as you wrote about your experiences with mothers and babies from other countries.

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