[Sarah Tree]

I could spend all day echoing the sentiments expressed above. I think another value we as music therapists bring to our families is a holistic view of the child and their family. Instead of looking at the “problem”, we learn to look at the potential – the potential of the child, the parent, and the family as a whole. We search for ways to engage the child and their family to help guide them to reach their full potential. We use our knowledge and experience to provide an environment in which those special moments can and do happen, and help the family to spot and rejoice in even the smallest of successes.

[Sarah Tree]

I also try to integrate all four of these experiences within each session. I do not, however, always follow the same sequence of these events, unless I feel that it is necessary to do so. When possible, I tried to use the same music within different musical experiences (one week we will use the song to target movement, another week we may use that music while playing instruments), though until now I had not been working with children so young. Though I am not currently running sessions, I think that my previous practices may change in order to meet the needs of my clients (consistency in type of musical experience partnered with song, predictable sequence of musical events).

[Sarah Tree]

SINGING: Awareness – cries when unhappy, Trust – uses hard consonants in vocalizations, Independence – vocalizes to familiar songs, Control – vocalizations are recognizable as songs, Responsibility – expresses emotion through singing

PLAYING: Awareness – kicks legs towards preferred instrument, Trust – able to grasp instrument, Independence – sustains beat independently, Control – can play two-handed instrument, Responsibility – plays sequence of notes

MOVE: Awareness – shows pleasure when moved rhythmically, Trust – calms to rocking, Independence – Touches several body parts rhythmically, Control – able to jump, Responsibility – learns sequence of movements for musical games

LISTENING: Awareness – places ear against bell, Trust – visually tracks music-maker, Independence – adjusts emotional response to tone of music, Control – starts/stops with the music, Responsibility – imitate intervals on pitched instruments

[Sarah Tree]

I grew up in Orange County, NY, about an hour or so north of New York City. There are such a variety of people in this area, with popular music, hip-hop, rap, classic rock, country, and alternative rock being some of the most popular genres with the locals. If I were to describe “my traditional music”, it would have a lot to do with my parents, who are both musicians. My father plays the piano, and my mother sings, so some of my earliest memories are of making music with them. Ragtime, children’s songs from a Reader’s Digest collection, musicals, and classical piano repertoire are definitely the types of music I remember the most from my childhood.

[Sarah Tree]

I love the structure and language of these songs. I really like that you told us about the minor tonality, as it’s something I definitely do not use enough. I’ve gotten the opportunity to observe a few Sprouting Melodies classes and see these songs in action. They were very effective. I’m really looking forward to getting to use these with the groups once I get started!

[Sarah Tree]

During my clinical internship, I worked with a 7-year-old boy with severe autism. He was non-verbal, only ever making grunting sounds, which generally occurred when he was excited. Though it would be difficult to characterize his verbal music making skills as being anywhere beyond the trust stage, his instrumental explorations lead me to believe he was functioning somewhere between the independent and control stages. He really enjoyed instruments, particularly the xylophone, piano, and rhythm sticks. He showed the joy in the abilty to control his dynamics and tempo, and often wanted to take the lead, showing me which instrument he would prefer to play, and how he wanted to play it.

[Sarah Tree]

I think the biggest thing I bring to early childhood music therapy based programs is my energy and my ability to thoroughly enjoy “child-like” (not childish) interactions with little ones. I like that Beth gave us permission to be child-like, that it’s okay to be fun and silly. I think that this will help to support the development of relationships between myself, the children, and their parents. I also think that the emphasis on supporting the needs of the parent is extremely important, and I’m looking forward to learning more about how to encourage and educate young parents/guardians as I continue this coursework.

[Sarah Tree]

Though I have taken several classes in development and early childhood, it was really wonderful to have such an in-depth look at each developmental stage. This information was more accessible to me because of my 2-year-old niece and nephew, who were born after the last time that I took a course on development. Though I have worked in early intervention, I have not worked with children under the age of 3, so I feel that this information will be very beneficial as I begin working with younger children.

I really liked the “red-flag” alert ideas, allowing me to be watchful for concerning events which an young parent might overlook.

[Sarah Tree]

Hi everyone! I know I am joining the forum very late, but for good reason. My name is Sarah Tree, and I’m so excited to begin my professional employment as a music therapist at Roman Music Therapy Services with Meredith this month! I recently completed my masters equivalency at SUNY New Paltz, and became board certified in September of 2013. I was formerly a music educator, and found that I have a passion for the focus of music therapy for individuals with special needs, and the facilitation of their development. I completed an internship at a residential facility for individuals with autism aged 7-21, and a practicum experience at a Headstart program in NY. I am so excited to get the opportunity to develop my music therapy skills, and I LOVE that Sprouting Melodies focuses on family growth in addition to the child’s development.

[Author]

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