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Really breaking down the specifics for programming by age range. There is a distinct difference in delivery from the very little to the oldest children these groups serve. I really appreciated learning the new songs. In addition to using familiar music, these songs are great for structuring sessions. I love that they are tailored for specific goals but also have flexibility of usage to meet multiple goals. I also really appreciate the insight into what its like logistically to offer these types of classes in the community. Having been employed by hospitals my whole career, this is really something I don’t have very much knowledge about.
ParticipantKeeping children engaged in the music throughout. This might mean switching gears frequently in terms of tempo and style. Observing what is/isn’t working in the moment and making adjustments to bring everybody back to the same page. Encouraging parents to offer redirection only when necessary. Allowing for opportunities for children who are not showing their readiness for music to “take a break”. Providing choices for things like movement and instruments. Keeping the focus on the group as a whole and ignoring some of the potentially disruptive things that might come up. Peer modeling, noticing positive participation. For the baby classes, really encouraging parents/caregivers involvement.
ParticipantI think the thing that most excites me about this training is the music! The songs are so fun and functional! There definitely is room for this type of programming in my town and our town library would be an excellent location to run groups like this. Since even before covid, our library had been closed due to construction of a new children’s space. This might be a great window of opportunity to offer this programming with more limited group size.
Participant5 words: Emotive, creative, intentional, accepting, active
Song Plan – Sprouting Melodies 3 session
Gathering – Sit down and join my circle; invites the children in to begin the group and also sets the expectation that the group begins sitting down in the circle making music together. / Bonding – swimming together / Song about me – I’m glad you’re here today; validates group belonging/positive esteem for self and others. / Instrument – I can move around; / Movement – The leaves are falling – cool down / Goodbye – Thank you very much – acknowledge everyone’s contributions to the group experience 🙂ParticipantSharing, helping, supporting, cooperating, connecting
Plan for Songs in Family Sprouts
Gathering – Hey, everybody; inclusive invitation / Bonding –Row it faster Familiar tune for all ages with a fun twist! / Instrument – You and me makes we; group cohesion. Be sure to have a variety of safe instruments for all ages / Movement – Can you follow – create an opportunity for the older children to model for the younger children, give them a sense of mastery and control while the younger children feel like they’re “one of the big kids”. / Goodbye – Its time to say goodbye ClosureParticipantKeeping everyone at all the different developmental levels engaged throughout the session. Utilizing developmental theory as a tool to scaffold the session; encouraging the older children to be leaders/models for the younger children. Also, helping older children to become sensitive to the limits of the younger children’s physical/psychosocial capabilities and take a gentler approach when needed. Helping parents/caregivers to understand the different needs of the various age ranges; letting the older kids have a little more control while also modulating the experience of the smaller children so that they don’t become too overwhelmed. Setting expectations that the class might feel a little more chaotic at times due to the wide age range and that it’s ok to have those jumps in energy knowing the shifts in the music will help to bring everyone back to center.
ParticipantMusic therapists have unique training that attunes the group leader to both group and individual needs. We spend a lot of time in our training just noticing behaviors/responses in the context of music. We don’t limit our scope to simply musical ability/responses in the context of the group but how those factors influence the holistic view of the child/family. We also look at family dynamics. Our observation and assessment skills allow us to have a broader view of how best to support children’s and families’ needs and optimize the experience of everyone in the group regardless of strengths or areas of growth. We also take a non-judgmental approach to how we work with helps provide a safe, non-competitive space for families to feel like they can be fully present during the group.
Participant5 sentence:
Allowing children to explore the space (get up and move around) during music is not only OK, but encouraged!
See how baby moves to their own rhythm in the music!
See how baby loves copying positive social behaviors in the context of the song (like shaking hands)!
Marching, jumping, and bouncing with baby are great ways for you and baby to connect trough music both here and at home.
You can tell by how baby anticipates the music that she is so attentive to musical surprises (change in rhythm or other subtle modification to familiar songs).Lesson plan:
Gathering – Hello ; inviting everyone into the space, setting up a welcoming environment for babies and families /Bonding – Hold on Tight / Song about me – That all makes up me ; encourages body awareness and continue the theme of baby/caregiver bonding / Instrument – I like this song / Movement – March with my baby / Goodbye – goodbye ; closing the session consistently with the same song can help babies/families know when it is time to transition out of the group.ParticipantChildren should be engaged, not overloaded. If they appear distressed, crying, fearful, or more avoidant than engaged, that’s probably too much! If they appear comfortable, are curious, and exploring freely, that’s probably a great place to hang out. I think its important to note that this threshold may look different depending on the day, circumstances, even TIME of day.
Every child is different and I think as music therapists, we can do a lot to help support parents in getting to know how to help modulate/regulate their child’s level of stimulation. In my career, I have seen parents/caregivers contribute to children’s anxiety by amping up the overstimulation thinking that their “having fun” and “it’s helping” to distract them while the child dissolves into a dysregulated puddle of tears. We have real opportunities leading groups like this to help, especially new parents, find the “sweet spot” of optimal stimulation for their child.ParticipantInstruments that are safe/ok to be mouthed by little ones. At this age, everything goes in the mouth so items should be %100 cleanable, no small parts that could potentially break off and be a choking hazard, durable drums, mallets with super chunky handles, easy to grasp. Someone else mentioned the Hohner baby shakers and cage bells. They make a little set of chunky baby instruments that I buy as a shower gift for everyone I know having a baby! Also, Remo. I love the quality, value and wide variety of sizes of their drums. So versatile.
May 23, 2020 at 3:33 pm
in reply to: Share some of your experiences with children of this age and level.
ParticipantEven though I’ve provided music therapist to many infants in the hospital setting, I can’t help but reflect most on time with my own daughter in those early months. She always seemed happier when there was music in the environment; whether having music on in the background, having music to support sleep, me singing to her, her father playing guitar for her or even our own little conversational musical exchanges where I would follow her lead.
Participant5 words: Bonding, Calming, Regulating, Engaging, supportive
5 Sentences: Participating in music making can really help strengthen the bond between baby and caregiver.
Music experiences resonate with babies natural rhythms (in line with development)
Repeating songs helps promote baby’s comfort/sense of security.
Group music making helps you and baby develop ways of communicating not just in the classroom but when you’re home as well.
Following the shaker with her eyes helps her grow and learn to attend to what’s happening around her.Lesson Plan: Greeting – Hello song / Song about me – Where is my face / Bonding song – Row it Faster / Instrument play songs – All night, all day / Shaker Song – in my little hand / Cool down – Where is my face / Goodbye song
ParticipantMusic making is a community oriented experience. As music therapists we’re able to tailor the community music making experience to the needs families we’re working with. This helps make the community music making experience accessible to all participants regardless of their developmental level. It also facilities connection between caregivers/parents who are participating in the group.
May 5, 2020 at 8:45 am
in reply to: What are the needs of the families and communities that you work with?
ParticipantMany of the families in the community in which I work live at or below the poverty line. They come into the hospital environment with histories of trauma, abuse, and neglect. Introducing music experiences into their care can help increase comfort/familiarity in an otherwise uncomfortable environment. If I can create a safe space while also supporting family dynamics by providing positive modeling/practical music based interventions, then that’s a win. If that’s something they choose to take home and use, that’s even better. This course has definitely got me thinking about how I might be able to partner with some of the other affiliated organizations in the area to increase access to music therapy based services; especially for very young parents.
ParticipantMusic therapists have the unique capacity to encourage making music for music’s sake. (Not all) but many adults come into a musical space with some expectation that there is a “performance” aspect to it which can cause anxiety for the grown-up set. Music therapists can be sensitive to these things and encourage mindful music making with the higher purposes of encouraging caregiver/child bonding and supporting meeting early childhood development milestones. This unlocks for parents a way of interacting with their children that they may not have considered on their own. It can provide families with an opportunity to strengthen bonds and communication right from the start and be a building block for their future.
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