[Samantha Hallgren]

I love how you describe the various ways your son used that same instrument! It gets me thinking about how I can help the kids I work with play with familiar instruments in different ways and how, as the therapist, I need to provide space to allow for new exploration of the same instruments

[Samantha Hallgren]

Hally, thanks for sharing your experience with people using the self-direction program. Is your ‘music class’ 1:1 or a group?

[Samantha Hallgren]

My experiences of working with children between 0-5 are primarily in the inpatient hospital setting. I distinctly remember working with a two year old who was in and out of the hospital for cancer treatment. She would pull herself up on the bars of her crib (which are quite frightening when you first see them, I thought they looked like a cage) and vocalize excitedly when she would see me at her door. Her family was not able to be present at the hospital during the day time so she craved human connection. When I presented her with instruments she would excitedly reach for what she wanted and explore the sound of instruments when hit on the bed or on another instrument. Almost every session there came a time when she would reach her arms up to me to be held and I would just hold her and sing to her. Sometimes her primary need was just to be comforted and soothed in her environment.
Another distinct memory is of working with an infant who was in the NICU for months. I became quite close with this family, and music therapy was as much for the family to regulate and process their experience as for the development of their child. But, every session the child’s sister and parents would softly sing “Rainbow Connection” and “Living on a Prayer” to him. It was a powerful and beautiful experience.

[Samantha Hallgren]

My appreciation for music therapy in community based settings has grown with my understanding of what that can look like and how it can be beneficial. I was not introduced to the concept of ‘Community Music Therapy’ until halfway through the last year of my music therapy degree and my brain had a hard time changing the paradigm of what I thought music therapy was (from the medical model and behavioral music therapy, creating concrete and measurable goals and objectives). When I heard Meredith present on her Pyramid Model at the National Conference in Ohio my world was shook. Kim can attest to this 🙂 haha. I now see how music therapy can used as a unique medium in community based settings to meet individuals’ needs as well as greater needs of the community. I believe that our communities grow when we share our stories, listen to others, and engage in meaningful interactions that build trust and human connection. All of these things can be fostered through music and it would be a disservice to our communities to neglect this area in our practice.

[Samantha Hallgren]

5 Words: soft, gentle, caring, sensory, awareness

5 Sentences: In this stage of development your child may show may show awareness of musical sounds by turning their facial attention and body posture toward the sound. It is typical for infants to reach toward instruments and explore them with their mouth. In response to the music your child may move their body rhythmically and alter their movements with sudden silence. Familiar melodies and rhythmic rocking are calming for infants. Your child will respond best to your voice! So sing along with us! 🙂

Plan:
Hello/Gathering: “Good morning”, “Today is a beautiful day” walking about the room saying hello to each infant.
Lap Ride/Tickles: “Row it faster”, “Wiggly Giggly Car”
Instrument Play: “Sit with me and shake”, “In my little hand”
Movement: “Where is my face?” with scarves, “As big as can be”, “Just like me”
Goodbye: Meredith’s- goodbye song

[Samantha Hallgren]

Kim, I agree with your insight on how having services close to home can be such a benefit to a community.

[Samantha Hallgren]

Kim, thank you for noting your experience seeing the bonds that form between parents during these groups. In the parent interview it was heartwarming to hear that mom share how some of her closest mom-friends were people she met from the group. As someone who has never experienced these groups before it wasn’t something that I initially thought about as a benefit of these groups but I definitely see it now.For people who have facilitated SM groups- is there any advice you have on fostering the relationship among parents or do they mostly come naturally?

[Samantha Hallgren]

Angela, I agree the information on musical development is very helpful! I’ve found it especially helpful as I’m assessing and starting to plan for goals

[Samantha Hallgren]

Suzanne, I am also leading neurotypical children in a daycare/preschool program and I find that they focus better with multi sensory stimulus… so even if I am just singing a hello song with my voice I have them pat their legs as they listen. Otherwise it seems they can’t focus on the song and will get up and move/fidget.

[Samantha Hallgren]

Hally, I love the idea of using maracas for microphones!

[Samantha Hallgren]

Angela, I find it very interesting how you describe moving into the foothills and how that culture change impacted the music you used as a music therapist.

[Samantha Hallgren]

As I’ve mentioned before, 3 weeks ago I started a new position in a new city. I feel I am still getting to know the needs of the families I’m working with and the overall needs of the community but I will share what I’ve noticed so far with the understanding that my ability to recognize these needs is shaped by the limited experience I’ve had. I also recognize the need to ask and listen for these needs. How do we recognize the needs of our communities? What can that process look like? I am curious to see how others will respond to this prompt.

I’m working with multiple young children 1:1 who have developmental delays and are receiving a variety of medical and early intervention services. I feel their families need to feel in control of their care, trust that I will keep their child safe, and provide an experience that helps them with their development. I feel these families additionally need me to recognize how amazing their child is and share that with them. In other settings they may hear how ‘behind’ their child is and I feel we as music therapists can uniquely foster belonging and hope.

I see a need in the Rochester community to build bridges connecting people who have various life experiences. So much of the city seems to be centered around the Mayo Clinic that I feel it may overshadow other areas of community life. While recognizing the importance of that establishment I’d love to see what other voices are present in the community, what bridges are currently in place to connect people, and how those can grow.

[Samantha Hallgren]

Similar to what Angela and Samantha already mentioned, I think the flexibility and adaptability of music therapists is a unique skill that we possess because of our education and clinical experience. Our education (not just BM-MT but with internship and additional classes) affords us a background in early childhood development, musical development, and general skills in assessment, treatment planning etc. Then with our clinical experience we learn how to manage groups, explain what we are doing to parents, learn what strategies work best for us, and learn more of the other things that impact the goals of the individual and group than just the music. Overtime we build up this great ‘tool-box’ of music experiences that are build on theory, research, and practice! (As a new professional I know that my toolbox has a lot of room to grow). When we assess that something in the music experience needs to change we are able to draw upon this toolbox while always steering toward the goal. I think that our ability to provide a quality music experience is also a significant part of the value of music therapy. We are trained to be able to use our instruments (voice, guitar, percussion) to set these individuals up for success. If someone can’t sing “Hello Everybody” in a similar tonal&rhythmic structure each time the kids in the group may not recognize it as a familiar melody and it will decrease their ability to take in that song and use it outside of music.
Wow, I’m thinking of more things than I originally thought. This is great! Hahaha. It’s also significant that we have a community of people we can lean into for accountability, advice, and innovation. I think it will be important when introducing Sprouting Melodies to tell families about the success this program has had in other communities and how this new program will be individualized but be based upon that success. We will be a part of a community that we can seek advice from and reciprocally share innovative ideas! All of this builds upon what we as a music therapist can provide to the young children we serve and their families.

[Samantha Hallgren]

As I’ve been transitioning from music therapy in a pediatric hospital setting to 1:1 sessions and day care groups I’ve been trying to figure out a good way to structure my sessions. In my internship I did a lot of improv and the structure of the session was pretty flexible, always adapting to their needs. In this new setting I am more aware to keep a hello song and goodbye song constant, so that it can be part of the routine and the kids can embrace it. I used to improv them and it would always change! Haha. Today as I was planning a session for a two year old I tried to intentionally plan a session flow that would set her up for success including all four elements that we have been talking about.

[Samantha Hallgren]

Singing: Awareness:calm to familiar melodies, Trust:repeat a series of simple intervals Independence:display attention toward familiar songs when contour and range are preserved, Control:Use different vocal timbres such as shouting or whispering, Responsibility: sing songs that use functional language

PLaying: Awareness:close fingers over musical object when placed in palm, Trust:use hand to grasp instrument for short periods, Independence:bang two objects together, Control:use words or gestures to indicate instrument choice, Responsibility:take turns with peers in rhythmic structure

Moving: Awareness: tolerate being rocked or bounced, Trust:move entire body rhythmically in response to music, Independence:use repetitive motor patterns, Control:stop movement when music stops, Responsibility:sing and move at the same time

Listening: Awareness: show pleasure toward music in the environment, Trust:display affect changes in response to emotional content of music, Independence:demonstrate musical preferences and dislikes, Control:anticipate the beginning of music, Responsibility:listen to the music of others

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