[Samantha M Lawrence]

This course really provided the details of what makes music developmentally appropriate and when and why. This was such a huge gap in my training and having these very specific observations and categories of development make me feel so much more confident as a expert for music and early childhood. Having all of this support and content is really motivating me look into how I can reach into my own community. It’s also been empowering me to have more dialogue with the teachers that I’m working with in preschool now about what is developmentally appropriate in music and what expectations we have.

[Samantha M Lawrence]

I tend to think about a lot of concrete physical strategies first, when I think about the groups I’ve had with individuals with differing needs. Strategic seating is always #1 for me. Then some little things like using instruments that don’t get too loud, or can be made quieter quickly (like switching out mallets). Also, always having a back-up plan! I like to always have something in my back pocket. When things go awry and someone gets VERY upset or aggressive, I usually completely switch gears and change what’s happening. I will then usually revisit what was going on later in the session when things have calmed down.

[Samantha M Lawrence]

I agree with the running theme! I’m excited to be another resource to parents. Sometimes you just have to get permission to do something, and I feel like we were all given permission to use our expertise and knowledge and communicate what we see.

Also, this course is helping me slowly break out of my rut and try new things with my little ones. It’s so easy to stick with “what works.” But I’m feeling empowered to bring in some new types of songs and really try to connect with my kiddos in a different way.

[Samantha M Lawrence]

I think Grace and Celia make great points. I think an important word to use when talking to parents is goals. We have individualized non-musical goals for our clients. The music is a tool we can use to help our clients develop and strengthen skills they need in all of the domains.

[Samantha M Lawrence]

Thinking back onto the challenge of multi-age groupings reminds me of my time spent in dayhabs. These were so challenging because there was no way to know who was going to be there that day, they were ages 22+ with varying levels of ability and developmental levels, and so many individual interests. For these groups, the biggest challenge is that it’s very hard to plan and prepare.

I think in a multi-age group, it’s the group cohesion that really makes such a huge difference. You can do your best to meet the needs of each group member, but you can never meet everyone’s needs in every moment. So I feel like in these groups if you can create a space where group members can work together and support each other, that makes so much difference! Like in the video, older kids modeling for the younger ones, that is so great!

I’m looking back at an adult group home session I had earlier today. I had a group member request a pumpkin song for another member because she knew how happy it would make them. This group has a span of ability levels, but they love seeing each other succeed, experience joy, and make sure everyone’s preferences are communicated.

Group cohesion is not something that can be created all at once, it’s developed over time. However, I think other tips and tricks for these types of sessions are flexibility in the session plan and having a variety of instrument choices.

[Samantha M Lawrence]

5 Words: Support, Sharing, Joyful, Connections, Cooperation

Plan:
Gathering/Greeting: Hey Everybody
Bonding Songs: Wiggly, Jiggly Car
Songs About Me: Who’s That?
Instrument Song: Dancing in the Middle
Movement Song: Will You Come
Goodbye: Thank You Very Much

[Samantha M Lawrence]

5 Words: Accepting, Intentional, Emotions, Strong, Creative

Plan:
Greeting/Gathering: Sit Down With Me
Bonding Songs: Swimming Together
Songs About Me: All of This is Me
Instrument Songs: You Play a Little
Movement Songs: Jumping Up and Jumping Down
Goodbye: Time to Go

[Samantha M Lawrence]

I agree with Grace in that it absolutely depends on each child. It also depends on the day and even the moment. That is why it is so important that we use our skills to continually assess the needs of each child and observe for signs of overstimulation. As we get to know our clients better, it’s easier. Some signs are obvious – looking upset, turning away, and crying But some are a little more individualized. Some kiddos bite their hands, vocal stim, or get tight muscles.

I think that we should feel free to use plenty of surprises in the music in this phase. Stops/starts you can anticipate, glissandos, changing tempos and changing dynamics. But, I think that you also need to give plenty of space both physical and musical. Kiddos need that time to take it all in and let you know if they want to keep going.

[Samantha M Lawrence]

I agree with Grace in that it absolutely depends on each child. It also depends on the day and even the moment. That is why it is so important that we use our skills to continually assess the needs of each child and observe for signs of overstimulation. As we get to know our clients better, it’s easier. Some signs are obvious – looking upset, turning away, and crying But some are a little more individualized. Some kiddos bite their hands, vocal stim, or get tight muscles.

I think that we should feel free to use plenty of surprises in the music in this phase. Stops/starts you can anticipate, glissandos, changing tempos and changing dynamics. But, I think that you also need to give plenty of space both physical and musical. Kiddos need that time to take it all in and let you know if they want to keep going.

[Samantha M Lawrence]

I’ve worked with older children with disabilities in these developmental levels. I had a lot of small hand percussion instruments with plenty of color choices. These included tambourines, shakers, bells, castanets, cabasas, clatterpillers, guiros, and rhythm sticks. I also had a variety of shapes of drums as well as scarves. I’m not sure about the brands of most instruments. What was important to me was that the instruments were able to be cleaned between uses, they didn’t have any small pieces that could be lost or swallowed, and that if they were broken it wouldn’t be a dangerous situation.

[Samantha M Lawrence]

5 Words: Playful, exploration, spontaneous, observation, energy

5 Sentences: Your child is vocalizing with me using pitches that go along with this song! It’s okay for them to explore the instruments however they like, it’s all part of the process of learning and developing. They may need to move around in the space, that doesn’t mean they aren’t listening and engaging with the music! Your kiddo is so excited by the surprise in the music, you can do these “gotcha” songs at home too! They’re able to tell you when they do and don’t like the music, when they like it, that’s a great motivator for them to move towards it.

Plan:
Greeting/Gathering Song: Sit Down With Me
Bonding Song: Wiggly, Jiggly Car
Song About Me: Just Like Me
Instrument Song: In My Little Hand
Movement Song: March With My Baby
Goodbye: Thank You Very Much

[Samantha M Lawrence]

When we’re talking about the role of community music therapy, I think it all comes back to a non-judgement place where families are supported and support each other. Music inherently fosters support and bonding and as music therapists we can strive to be inclusive and welcoming to all. I loved the note in the videos this week that they have people wear name tags not just for the therapist to learn names, but so families can get to know each other as well.

[Samantha M Lawrence]

I unfortunately haven’t had the opportunity to work with any infants in music therapy. I look forward to the opportunity. I love the new beginnings and curious exploration phase for kiddos! Although, I agree with Meredith saying in the video that it goes so fast!

[Samantha M Lawrence]

5 Words: Joy, gentle, touch, cuddling, bonding

5 Sentences: Infants ages 0-9 months are able to make choices in music by turning away or turning towards music. Infants are also able to make choices through independent instrument exploration. Music experiences in the group are dynamic, working to stimulate a child’s focus outwards to excite or to focus inward to calm. Infants may vocalize in response to singing. Classes with infants of this age are focused on building the bond between caregiver and child.

Plan:
Instrument Exploration – Embedded Songs: A Car on My Knee
Hello/Gathering Song – Transition Songs: Good Morning
Body Percussion – Gathering Songs: Sit Down With Me
Lap Ride/Tickles – Bonding Songs: Wiggly Jiggly Car
Instrument Play – Instrument Songs: I Like This Song
Gross Motor Movement – Movement Songs: Will You Come
Cool Down – Songs About Me: Just Like Me
Goodbye – Transition Songs: Goodbye

[Samantha M Lawrence]

I can absolutely see how a group music therapy session would be a great learning tool for kiddos who have been isolated for so long!

[Author]

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