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November 22, 2017 at 6:12 am
in reply to: How are you planning on sharing this information with colleagues, administrators and families?
ParticipantI agree with what Katherine said about “The hard part for me is finding time, knowing who to talk to, and actively seeking out opportunities to share information. MT advocacy is so important, and it’s something that I’m working to improve.” It can feel very overwhelming, but also knowing that every person I talk to about MT is another building block.
November 22, 2017 at 6:12 am
in reply to: How are you planning on sharing this information with colleagues, administrators and families?
ParticipantI think a good place for me to start is doing small community music groups with people I am already connected with (at local library, with my mom’s group, etc) my schedule is pretty maxed out, so setting small goals and taking a step at a time. I feel like the best way to explain the benefit of MT is to experience it. I might also explore the possibility of doing a experiential workshop, so parents can learn about MT and bring their kids to experience a mini group session.
ParticipantI really resonate with what Katherine and Meloday said. All the information and resources has been very empowering. Thank you!
ParticipantI signed up for this course because I started working with children again a few months ago after working with older adults for 7 years. I haven’t worked with a group of children since my internship, so I feel like I needed some refresher and tools to feel comfortable working with a group of children again. My favorite part about the training is all the parent education moments. I often find myself feeling insecure about how my session looks to the parents (do they understand why I am doing this? How do I explain it to them? Etc). Also, how to support parents and give them the information they need so they can be a better support to their children within music and outside of music. This training has provided me lots of great tools to start practicing parent education moments.
This training has also given me a little more confidence to start creating opportunities to lead children groups.ParticipantI am nervously looking forward to doing groups with young children. As I mentioned previously, the majority of my experience with children are 1:1. I’ve really enjoyed the training and very inspired and appreciate everything I’ve learned from the lectures and answers from other participants. It’s a lot of information to process, but I am looking forward to trying out everything I’ve learned, knowing I will continue to have the support from SM and access to online community and continuing education opportunities.
ParticipantI really like Karli and Katherine’s transition ideas. short activities to keep kids engage during transition, and re-focus.
ParticipantThe majority of my experience with children are 1:1. I’ve had a few dyad and trios. And one of the way I assure every child is successful during music is build in a lot of turn taking activities. So that each child can have similar amount of opportunities for participation and that I am constantly circling around and engaging each participant. They might not actively participate when it’s their turn, but they are being engaged by me or their peers.
I am not sure how and if this strategy would be useful is a larger group, because turn taking in a larger group would take a lot more time.ParticipantLots of similar concerns that others have mentioned. It’s a big balancing act. Constantly evaluating the group dynamic and participants’ needs. One challenge I thought of is that parent’s might not be able to attend to the needs to both children. So figuring out ways to support and engage the other sibling if the parent is occupied.
ParticipantI agree and appreciate everybody’s perspective on all the challenges. Definitely a few I haven’t thought about. Like Katherine’s point about sibling rivalries.
November 22, 2017 at 3:48 am
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
ParticipantI love Karen’s answer that “children learn through play and exploration so these play-based music activities promote the development of the whole child”!
November 22, 2017 at 3:45 am
in reply to: Share how you can explain to parents the difference between music for development and music for skill building.
ParticipantThe goal of the group is not to learn to play instruments or sing songs, is using music and musical activities to support the child’s social, emotional, psychological and physical developmental needs. Also to support creativity, self-expression and self empowerment.
November 22, 2017 at 3:37 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3.
ParticipantI really like how Emily planned out various dynamics and movements. Also being sensitive to different needs of older/younger siblings.
November 22, 2017 at 3:31 am
in reply to: Use 5 words to describe the music experiences in Sprouting Melodies 3.
ParticipantSprouting Melodies 3
5 Words:
active, emotions, personality, strong, creative,Plan:
Hello – “sit down with me” encourage children to sit down with their peers and sing together.
Bonding – “my brand new friend” great song for children to interact with their peers and other children.
Songs about me – “where’s the music” encourage parents to model and keep the beat. They can have their kids on their lap or next to them.
Instrument songs – “you play a little” MT can be in the center of the circle and move the drum around for participants to take turns to play.
Movement songs – “jumping up and jumping down” an opportunity for everyone to move around the room and explore different body movements.
Goodbye – same goodbye song each weekFamily Sprouts
5 Sentences:
busy, support, sharing, cooperation, joyfulPlan:
Hello – “come and join the circle” start singing this chant as people are getting settled to invite everybody to join the circle.
Bonding – “Hold on tight” great opportunity for the older sibling to do the movements with the younger sibling while both sitting on parent’s lap.
Songs about me – “Just like me” parent can point to the body parts on them or on their children. Older sibling can help the younger sibling point to the different body parts.
Instrument songs – “you and me makes…we” another song to help siblings connect and explore different instruments.
Movement songs – “will you come” an opportunity for the older sibling to move around the room and connect with their peers and for the parent to hold their younger child and move around the room.
Goodbye – same goodbye song each week and “thank you very much” as participants leave the room.ParticipantI completely agree with Karen and whisper is such an effective tool to captivate attention!
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