[Rebekah Martin]

For my groups we use a lot of egg shakers, miniature Chiquitas, and mostly assorted Hohner & Remo instruments (mini rain sticks, shakers filled with colorful balls, handheld drums that have an adapted mallet that is easy for an infant to grasp). I’ve attached a few links below if anyone is interested. When you buy in bulk on West Music they’re pretty affordable and Amazon prime is great too.

http://www.westmusic.com/p/hohner-kids-mp-366-baby-mini-shaker-on-handle-201012
http://www.westmusic.com/p/remo-kids-make-music-hd-2005-lk-baby-drum-200923
http://www.westmusic.com/p/hohner-kids-mp368-baby-bell-202431

[Rebekah Martin]

Jeanelle– I love your incorporation of a solo time on the gathering drum for infants and parents. What a fun way to encouraging exploration and improvisation for both the child and the parent!

Hilary– I like how you included a song without words, with neutral syllables. This is something I have been trying to incorporate more lately.

[Rebekah Martin]

5 words to describe the music experience: 1. Exciting 2. Varied 3. Active 4. Experimentation 5. Social

5 sentences for parents: 1. Mom and dad, if your child isn’t following all of my directives perfectly, that’s okay! They’re responding and exploring and we’re not worried about a “correct” or “incorrect” response. 2. If your child decides to crawl or walk away from you during class, don’t worry! They’re just displaying their independence. 3. When you tap their feet on the ground be sure to tap with the soles of their feet rather than their heels. 4. Parents don’t feel bad if your child is still mouthing certain instruments–this is completely appropriate. We wash all instruments between sessions so there is no reason to feel bad! 5. Do you see how sometimes when we pause for 3 seconds your infant will initiate a response? Feel free to use this at home to encourage this initiation.

Sprouting Melodies 2 Session Plan:
Hello: incorporating infant names and also parent names, encouraging waving, looking, and reinforcing when we’re referring to each little one.
Movement: I Can Move- parents walk around the room while child is flying, jumping, swaying, moving up and down, marching etc.
Instrument Play: Using the gathering drum to encourage socialization and joint play- “My drum sounds like this”
Bonding Song: Wiggly Jiggly Car-encouraging parents to commit to showing the differences in tempos, playing, etc.
Songs About Me: Body exploration,
Cool Down: Hand Hand Fingers Thumb, sung, encouraging to turn pages, modeling parents how to engage with the book in more ways than simply reading the words.
Cool Down (2): In the Jungle, encouraging rocking, snuggling, kisses
Goodbye: It’s time to go- using sign for all done, waving.

[Rebekah Martin]

I have been leading two infant/parent classes for about a month now, one 0-6 months and the other 6-12 months. I have noticed some big differences between the two age groups in the purpose of music–more sedative and comforting or more lively and more enabling/exciting for the older ones who are craving something more engaging. Also, I’ve noticed the changes in responses of the infants after a few weeks in a row. An infant who the first week remained wide eyed and staring at me most of the session now will smile and engage with mom and sometimes the instruments, feeling more comfortable in the musical environment–ready to engage. I’ve also seen improvements with parents who at first seemed a little uncomfortable or unsure with how to engage with their baby. Now, they are cuddling, assisting, and interacting in a way that seems much more organic and all it took was a little bit of direction and structure for the parent to feel like they knew what they were doing. All in all this is a very rewarding age group to work with, and it’s really just as much about the parents as it is the infants. Prior to this group I only had experience with NICU infants which is an extremely different musical environment.

Hilary- I agree that it isn’t always obvious on the outside that these infants are engaged but once you learn about typical responses we realize they are definitely picking up so much information and responding by watching, listening, etc. it is really cool to see them grow and begin to display new responses.

[Rebekah Martin]

Music therapy is unique in a community based program because we are qualified to do a great many types of services. Using music therapy as the foundation for these community programs is key though, because we are raising the standard for community services provided and raising awareness for how people can and should use of music easily in their lives. We are teaching a generation of parents and children that music can be an essential part of their daily routine for not only their child’s benefit but also their own. Whether it’s identifying early warning signs, creating a stronger bond for parents and their infants at an early age, or teaching parents how to use transitions, repetition, and structure to make their lives easier and their relationship more positive even as their child develops– we’re providing a service that will benefit families in a variety of ways.

Jeannelle is right, that the more common we can make the term music therapist the easier it will become to find ourselves working in other avenues as well. Rylie that’s also a great point–if we look at what a community really is, we’re impacting the entire framework in such a significantly positive way.

[Rebekah Martin]

Five words to describe SM1:
1. Structured 2. Smooth 3. Connection 4. Engaging 5. Happy

Five sentences for parents:
1. Parents, your child loves the sound of your voice far more than they will ever like mine. They are listening and learning from you–so sing out and enjoy yourself.
2. You might be finding a lot of these songs familiar, and that’s because we want you and your child to be able to learn these songs. Repetition is important for your child.
3. Although some weeks may seem more active and others more relaxed, we’re using flexibility within a consistent structure to best meet the needs of all of the infants in our group.
4. If your child seems agitated due to hunger or needing a diaper change I welcome you to take a break and address those needs. You can jump back into music whenever you’re ready, but it’s important for your child to know you’re taking care of their needs. They’ll most likely be much more engaged in music after those needs are met!
5. Parents, feel free to adapt even as I am directing. If you know your baby will be more comfortable sitting vs. standing feel free to choose that as your positioning. Likewise if your baby needs a little bit more, you can do some of these directives while you stand in a more active position rather than sitting on the mat.

Sprouting Melodies 1 Session Plan:
1. Hello/Gathering: Hello To You
(Original composition includes saying hello/greeting all children and also moms/dads if group is small enough. Encouraging waving/looking at other infants in the group as well as making a noticeable emphasis on each child when we’re addressing them).
2. Body Percussion: I Feel the Beat
I feel the beat in my… toes, hands/fingers, legs, arms etc. tapping on knees, encouraging the sensation of different body parts.
3. Lap Ride/Tickle: Row it Faster– I have yet to use this song in a session but I like the fact that parents will know it at the beginning and when it changes to be more engaging it is still simple and fun.
4. Instrument Play: Sit With Me & Shake
Encouraging parents to help their babies grasp, letting them know it’s completely okay if they let go frequently. Maybe incorporate side to side playing from the parents to promote visual tracking and sound localization.
5. Gross Motor Movement: Moving Together
Using the same concepts as As Big As I Can Be but instead of having parents seated, have them slowly walk around the room swaying their baby side to side, up & down, even “finding a friend” in the circle especially for the older babies.
6. Cool Down: Reading/Singing Hand, Hand, Fingers, Thumb
Encouraging parents to have their baby help the, turn pages, point out animals/colors, things going on. Using flexibility within the song to also model what that would look like for parents who are unsure.
7. Goodbye: Bye Bye Bye to Music
(An original composition that includes bye bye bye, bye to musicX2, we [insert two activities I.e. Sang our songs, and played our drums] but now it’s bye bye bye, bye to music. Allllllllll done. Throughout the song- waving and highlighting the b sound in bye. Informing parents of the importance of goodbye songs and all done when transitioning throughout the day.

Depending on the length of certain experiences I may also include an extended If You’re Happy and I Know it… exploring different emotions with a mirror or with the parents facing the baby while the baby is sitting in their lap. Sad, scared, happy, mad, sleepy, etc.

[Rebekah Martin]

Hilary & Penny– I agree that the red flags are valuable knowledge to be able to immediately incorporate into our observations within our current practice. I believe it also gives us more credibility and our parents more assurance– to know that we are experts (or learning to be) in child development.

[Rebekah Martin]

A lot of the families I work with have children with disabilities. Some parents are extremely involved and seek out resources while others are unsure of how to interact/engage with their child and what is appropriate/inappropriate behavior for their child. I also provide services for families who have children frequently transitioning from inpatient to Outpatient care due to medical needs and hospitalizations. These families need someone to provide continuous care and support during uncertain times. There is also the need for a music therapy based early childhood program in my community because there are currently programs that present more as sing-a-long groups or are based on learning musical skills. While I believe these are important and serve a purpose I feel as though music therapy encompasses both of these group types while rooted in developmentally appropriate milestones and goals. Also, there are not as many community-based music groups available for typically developing children (over age 1 or 2) in my community.

[Rebekah Martin]

In this setting, music therapy provides a positive and engaging environment through which parents and children can learn together. There may not be a need for “therapy” but the experiences we provide expand the world the child is able to engage in and learn from: that is truly priceless. There is the opportunity for bonding, for pre-academic skills, for social skills and interacting with peers, as well as providing the opportunity for the child to express themselves through music in a way that the parent is able to observe. The value of music therapy also lies in our ability to take our skills and our knowledge and teach them to families so they can continue to engage in positive interactions with their loved ones even when not at music therapy group. We are able to guide parents throughout all stages of development, demonstrating the appropriate ways to manage different challenges that they may encounter at home.

[Rebekah Martin]

Penny- what a great experience with the different characters having different timbres. This is sure to encourage listening to the differentiating qualities of the sounds they’re hearing in an engaging way.

Hilary- I liked reading your variations on the different observations during different developmental levels, very insightful!

[Rebekah Martin]

Singing
-Awareness: Vocalizations are in simple rhythms
-Trust: Generally uses ascending intervals in melodic contour
-Independence: Use glissandos
-Control: Matches select pitches
-Responsibility: Matches pitch center

Playing Instruments
-Awareness: Looking at parent playing instrument, responding, maybe allowing parent providing HOH assistance to feel the instrument while parent plays
-Trust: Bringing instruments to mouth; briefly holding & releasing
-Independence: Strike instruments with hands or mallets
-Control: Pound/bang on instruments with hands
-Responsibility: Group playing into duple or triple meters

Moving
-Awareness: Reach towards the music
-Trust: Display rhythmic movement
-Independence: Can use whole body or single body parts rhythmically
-Control: Dances spontaneously
-Responsibility: Sequences movement, starting to create own movement sequences?

Listening:
-Awareness: Turn towards or away from new musical stimuli
-Trust: Detects changes in familiar melodies
-Independence: Enjoys hearing musical surprises
-Control: Uses loud/soft in response to matching others dynamics
-Responsibility:

[Rebekah Martin]

I’ve used singing, playing instruments, moving, and listening experiences throughout my practice but I am realizing now that I don’t always use all of these for all age groups. I tend to favor, for example, listening experiences for my infant groups and instrument play for my 2 year old and 3&4 year old group. This past week was a great reminder that not all movement songs need to incorporate specific directives that must be followed in order to be successful, and on the other hand, listening is a much more useful tool even for the later developmental stages than I had previously been using it. All of these types of experiences are beneficial at all stages and this week made it clear that I should start filling in those gaps in order to provide the best therapy.

I agree with Hilary & Jeannelle in that it will take more practice to implement listening experiences in sessions but I see how it will be extremely beneficial. I also thought the three second rule was helpful to adapt when working with children with disabilities as well.

[Rebekah Martin]

Hilary–thanks for sharing examples of traditional British & Canadian songs as I am mostly unfamiliar. That is so inspiring that you so frequently are using a variety of languages and cultures within each session you present.

Jeannelle–It is great to assess both cultural background and musical preferences initially as it can provide a firm foundation for rapport and even knowing culturally appropriate ways to interact with the patient.

[Rebekah Martin]

Hilary– How great that you were able to see an opportunity where prolonging the song to include another verse or two was able to provide this child with the support to continue to explore in the musical environment. That’s wonderful that you’re so easily able to incorporate these fundamentals into your practice.

Jeannelle–That is such a wide age range within a group! It makes me think about how my groups are currently set up (0-6 mos., 6-12 mos., 2yos, 3&4yos., and 5-8 yos.) and how the variety of ages and developmental stages can effect different outcomes. I’m sure it takes more planning on your part to facilitate but judging by the response of this young infant to feel such trust in your setting it sounds like you are doing great work.

[Rebekah Martin]

Hilary–(A side note; I love the idea of being able to provide services to siblings together.) As for your other group with adults with disabilities, how neat to be able to see how incorporating traditional music can provide something familiar and motivating in a way that encourages continued participation and engagement!

Michelle–You’re so right in beginning to think of ways to expand these songs. Just like you did with the monkey instead of the car, how these general concepts can relate more specifically to our clients and their preferences/even the resources we have.

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