[Steven Clarke]

In future work and practice, I will definitely share the information I have learned during this 10-week training with colleagues and administrators. This is a great resource on early childhood development and music therapy, I will suggest it as complementary training for those seeking to expand their knowledge and resources with this population. I will also suggest it to other music therapists as a valuable resource. I am more confident in my ability to advocate for the benefits that music therapy has to offer in the early childhood settings with completing this course. Throughout the training, I have gained a greater understanding of the importance of connecting and strengthening ties in the communities that we work in. I also feel that I have gained knowledge that I can genuinely share with parents during sessions. I will be able to relate it to their particular child, stages of development and responses to the music in the moment. I have gained insight into how to facilitate/create music for these populations that will also impact and reflect other populations I work with.

[Steven Clarke]

I will begin to implement what I have learned during this training into the work I am currently doing with young children. I feel more confident to take on work with early childhood populations and will seek out opportunities to do so. With what I have learned about connecting in the community, I will draw on support from my colleagues and fellow professionals to continue to advocate for music therapy. Becoming a sprouting melodies provider is something that I would like to pursue in the future after I have become a more seasoned music therapist and/or if I ever start my own private practice.

[Steven Clarke]

I am looking forward to new opportunities to become involved in early childhood services within the communities I live in with completion of the sprouting melodies training. Being able to provide these services for families within the community will not only allow me to grow as a music therapist, but they will also provide a pathway to furthering the implications for and impact of music therapy in my community. I am excited to continue learning about early childhood and also share what I have learned with parents through the Sprouting Melodies training. I also look forward to using and adapting the songs/music experiences that were shared throughout this course.

[Steven Clarke]

I agree that being prepared is huge, especially when you are prepared to expect the unexpected. I have spent a lot of time preparing sessions, and when the group members arrive, everything needs to be adjusted to meet them where they are at in the moment. This could mean improvising activities based on their responses or making sure you have several things to pull out of your back pocket. I also find it helpful in mixed age groups to let older children take on more responsibility through modeling responses and behaviors. It is important to make sure that they do allow the younger children chances to respond and participate as well. I find it sometimes helpful to direct the group’s attention to a participant who may be loosing focus or is not engaged and shift the groups movement/activity to reflect what that child is doing in the moment. This way they are included and supported by the group as a whole and their current level of participation is reintegrated as a group experience.

[Steven Clarke]

Use 5 words to describe the music experiences in Sprouting Melodies® 3

Concrete. Purposeful. Decisions. Identifying. Expressive.

Use 5 words to describe the music experiences in Family Sprouts

Diverse. Kindred. Shared. Unique. Cooperation.

Create a plan for songs and music experiences to use in a Sprouting Melodies® 3 session and Family Sprouts sessions

Gathering/Hello Song: “Everybody’s Here” – Group members sing hello as a group and to peers one at a time.

Bonding Song: “Together with my Friends” – Participants hold hands and move in a circle while singing.

Movement Song: “The Wind is Blowing” – Group follows facilitated movements by MT while chanting.

Instrument Song: “We Can Play the Drum Together” – Children take turns playing on a gathering drum and inviting a peer to play with them.

Songs About Me: “Me, Everything I am is Me” Group sings a song together about the importance and uniqueness of being “Me.”

Good Bye Song: “Thank you for the Music” – Participants thank one another for sharing music experiences together.

[Steven Clarke]

When explaining the difference between music for development and music for skill building I would first differentiate the two. I would explain that both music for development and music for skill building happens in a progression and sequence but music for development addresses the developmental levels of awareness, trust, independence, control and responsibility. I would then elaborate that music for skill building addresses specific skills such as turn taking, sharing, self-expression and creativity. I would also explain why the two work together and simultaneously in music environments.

[Steven Clarke]

As the instruction suggests, Sprouting Melodies 3 and Family Sprouts can provide challenges due to multi-age participation within the group setting. I agree that it is important for the provider to consider the diversity of ages within the group setting, and select activities and music that is fun and engaging for all. Another challenge that might arise could present in older children not allowing the younger ones the opportunity to respond, or perhaps they are just quicker. This can be good for peer-to-peer modeling, but the facilitator needs to make sure that the whole group is equally engaged in the best possible way so that equality in services provided exits. In a way, all sprouting melodies groups are multi-age, as parents and caregivers are present and need to be engaged with their children through the experiences. Finding a balance between consistency and creativity is key.

[Steven Clarke]

Use 5 words to describe the music experiences in Sprouting Melodies® 2.

Curiosity. Motivation. Variation. Balanced. Enjoyable.

Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.

“Did you notice her respond when we paused for about three seconds the first couple times and then she began to self initiate her responses towards the end of the song?”

“Did you notice your child having some difficulty clapping during that last song? Try putting your son on your lap, and let your arms support underneath his shoulders. This way he can hold on to you for support if needed, but you both also have the freedom to move along to the music without obstructing each other.”

“That is great that she is moving her legs so energetically to the music! We want to organize body movements through the rhythm of the music. Try grabbing her feet from the top and helping as she stamps so that the bottoms of the feet are flat on the ground.”

“Have you noticed how he had moved from mouthing the maraca to moving it very slowly from side to side, but now he is shaking it two or three times in a row? These are indicators of your son’s developmental progress. He’ll be stopping and starting on cue in no time at all!”

“It’s great that she came up and hit the drum after the song was over, this is part of her exploration of the music. Did you notice how the other children were exploring the drum through playing with their feet and sitting on it?”

Create a plan for songs and music experiences to use in a Sprouting Melodies® 2 session

Gathering/Hello song: It’s Time to Sing Hello
– Children and parents sing and wave to one another

Bonding Song: Wiggly Jiggly Car
– Therapist models movements with or without guitar while singing. Parents give child lap ride while following moves and singing.

Songs About Me: This is Me
– Children follow movements modeled/sung by therapist/parents identifying hands, knees, feet, toes, eyes, head and smile

Instrument Song: Drums are Fun
– Children play along with drums while therapist sings and plays guitar. Children invited to Stop/Go and/or play Fast/Slow

Movement Songs: Marching to the music
– Therapist leads group while marching and singing. Different ways to move are modeled and incorporated if suggested.

Goodbye Song: Lets all sing goodbye
– Group sings and waves good by with modeling and prompting from therapist/caregivers.

[Steven Clarke]

I use a variety of colorful shakers, colorful jungle/animal print smaller drums including frame drums, paddle drums, bongos, djembes, tubanos, bells, small tambourines and cabasas. Appropriate and/or adaptive mallets. Takamine acoustic guitar.

[Steven Clarke]

I feel that the amount of stimulation that is appropriate is dependent on the individual. Some may require higher therapist/group energy, increased expression/communication of affect and/or more exaggeration of musical elements. Others may respond and remain engaged throughout the session with contrary forms of stimulation. As mentioned in the video, surprises and high energy can also be scary to young children, and so stimulation in such a case would need to be balanced according to individual comfort levels.

[Steven Clarke]

I agree with that it is important to differentiate between music therapy services and music therapy based community services. I also feel that as music therapists we can equally provide quality services in both areas. Music therapy provided through community based programming is hugely important for educating and advocating about the field and the value it has for whole communities. Although it is not clinical music therapy, the programs capitalize on its principles and practices. I had the opportunity to work for a semester at a Senior Day Center based in the Fenway Community here in Boston. At the time, as a music therapist in training, I was using music therapy approaches and practices, in a non-clinical setting, to address quality of life, depression, loneliness and to facilitate development of meaningful connections between those at the center. I am looking forward to continuing to learn from the Sprouting Melodies training so that I can provide services in early childhood.

[Steven Clarke]

While in practicum I had the opportunity to observe a music therapist working at Boston Children’s Hospital in the Neonatal intensive care unit. The hospital setting was much different then what we are learning to facilitate through this Sprouting Melodies training program which is community based. There were also some similarities. Music was used as a means to help orient the babies to the environment and the presence of their caregivers, as the machinery and medical equipment was very overwhelming. The music was provided very gently and complemented opportunities for caregivers to give soothing tactile stimulation while bonding with there child. It also facilitated opportunities for transitions between PT, OT and other treatments. The nurses and other caregivers new the music therapist well, and would use some of her songs they learned outside of sessions.

[Steven Clarke]

Five Words to describe the music experiences in Sprouting Melodies 1:

Gentle, supportive, consistent, developing, connections

Five sentences to use when speaking with parents about musical responses of children in Sprouting Melodies 1:

“Do you see how she is looking at you when you sing, she knows your vocal timbre best.”

“Startle responses could indicate a phase of develop that they are passing through, lets keep an eye on it and see how they are
responding during the next couple of sessions.”

“Goodbye songs can provide closure, and help your baby transition from one thing to another, he seems much more calm this week at the end of the session.”

“Some babies like to stand up, some like to sit, if your baby is fidgety or looks uncomfortable, try standing them up.”

“Can you see how supporting your baby by placing them on your knees in a sitting position allows them to really focus on you and you to focus on them?”

“Look at her feet moving while your singing and providing a steady rhythm on her body matching the music.”

Sprouting Melodies 1 music experiences and activities plan:

1) Hello, Hello (Hello/Gathering song) 2)Wiggly Jiggly Car (Bonding song) 3)Where is my face (Songs about me) 4)I see colors 5)Row it faster(Bonding Song) 6)Bye, Bye (Goodbye/Transition Song)

[Steven Clarke]

I lead a group with young children and their caregivers during which opportunities for communication, motor skill development, interpersonal skills, peer-to-peer interactions, sibling interactions, caregiver-child interactions and having fun are definite needs. The need for funding for this particular group, and other families/groups I have worked with has always been of great importance, especially in community-based programs. The communities also need opportunities to get together with other families with similar needs for support, shared growth and collective learning. I believe that all the families and/or communities that I/the rest of the therapists in this group work with are unique in their diverse backgrounds, life stories/experiences and collective/individual needs.

[Steven Clarke]

As Music Therapists, we have a unique ability to provide music experiences that meet the needs of children in fun/engaging/purposeful ways. We are different from other professionals who work with young children and their families, because we use the music to facilitate growth/learning/reinforcement that carries over into other meaningful life experiences. Music Therapists foster awareness, trust, control, responsibility, creativity and other opportunities through music between young children and caregivers. We can also draw upon or skill sets developed through working with multiple populations to best meet the needs of those we serve through the music.

I agree with Leigh that we have the ability to provide parents fun ways to learn about/spend time with their children, and as Jessica and Natalie mention, these experiences will carry over into their daily lives and the relationships they develop with others. Mikhala’s point that Music Therapists are flexible and able to adapt to the child in the moment is important , and I agree with Amanda’s thought about Music Therapy providing a medium through which the child and family can express themselves creatively.

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