[Tamara Strom]

I thought it was well put together with lots of relevant information in manageable chunks, and also agree that it was more personal than what I expected from an online course.

I think it would have been helpful if Beth’s songbook was included in the materials for the course, as it will be a great resource, and would have been a most helpful tool for getting the most out of the course and using with clients. I agree that mp3s would be fantastic too!

I feel that videos of actual sprouting melodies classes would have greatly enhanced the course, and made all of the discussions more tangible…especially for those of us who have not had an opportunity to witness sprouting melodies classes.

[Tamara Strom]

I will use the information and songs from this training with some of my younger clients. I may also have an opportunity in the future to run sprouting melodies groups through my company.

[Tamara Strom]

Fortunately, several of my colleagues are already trained in sprouting melodies, and my company is already in the process of organizing classes!

[Tamara Strom]

I am looking forward to sharing the excitement of the many development milestones as the children and parents experience them for the first time. I am looking forward to being a part of the children’s early development. I also look forward to bringing new songs to my current music therapy practice.

[Tamara Strom]

Hi everyone!! Apologies for missing the conference call last night, but I had a rehearsal for a show I am performing in. Looking forward to hearing your discussion!!

[Tamara Strom]

I also adapt the song choices and dynamics and activities within the songs to the children in the group, and also for their needs in the moment, be it more playful and energetic or more soothing.

Here’s a question for the group based on an issue that I’m having in a new group with which I just began working. It is comprised of five special needs kindergarteners with very high needs and varying needs. This could easily apply to a sprouting melodies group too. One child, who is nonverbal, cries throughout the group. She apparently does this throughout the day, and her aid has been working with her all year and doesn’t know what triggers it. One of the other kids in the group who has Autism, cries in response to the first child crying. It is obviously very difficult to contain the group when half of them are crying!! I’ve tried soothing songs and instruments, tried what I have been told are her favorite songs, and I’ve tried trying to just maintain a flow of music, but nothing has been particularly effective. It has been very challenging!! When her aid removes her from the group, everyone else settles down, but removing her for a few minutes doesn’t seem like a permanent solution. Any suggestions for setting up a situation of success for the group as a whole, the crying child, and myself???

[Tamara Strom]

In sprouting melodies…and in music therapy…the goal is to use music as a tool to develop the whole child: cognitive, social, emotional, fine and gross motor, receptive and expressive language, etc. Music is used as a tool and as a motivator, but unlike a class teaching musical skills, we are not judging the kids based on their competence in playing an instrument “correctly”, singing in tune, etc. We are more concerned withe their abilities to move through the stages of gaining trust, awareness, independence, control, and responsibility. At the same time, we accept where they are developmentally in the moment, and try to assist them in reaching a higher level of development.

[Tamara Strom]

5 words: bonding, inclusive, interactive, joyful, sharing

Plan:

1. Come and join me in the circle- keeping it steady and rhythmic, so that it is energetic and engaging, but not over stimulating for the youngest children.
2. Hello song- greet all children by name.
3. Bonding songs- Hold on Tight and Wiggly jiggly Car can be appropriate for all ages, again modifying dynamic range and amount of stimulation based on the reaction of the kids.
4. Songs about me- All of this is me- I like the idea of doing the song faster at the end for the older ones. I just starting working with two preschool groups, and have discovered that they are most engaged by any song that we can do fast, faster, and super fast!! Of course in the case of family sprouts, there are limits based on what the youngest ones can tolerate, therefore one must gauge variations based on the composition of the group.
5. Instrument song- I can move around- I like how this combines movement and instruments, and allows opportunities to incorporate elements such as start and stop. Again variations on the song can be adapted based on the composition of the group and guaging their reaction in the moment.
6. Movement- might use my froggie in the pond song, as it works well with the parents bouncing the little ones, while the older kids like to show off how high they can jump.
7. Goodbye- I like the idea of the gentle, soothing “It’s time to say goodbye” with scarves.

I think the challenges of multi-age groupings is that such an enormous amount of development occurs between the ages of 0-5…probably the most over any other five year span!!! The developmental needs are so diverse and so different, that it is challenging to meet individual needs while still containing the group. It is challenging to give the older kids adequate stimulation, energetic and dynamic range while not startling the little ones. That being said, it is nice for the older children to serve as role models for the younger ones., which is a huge benefit to both. The younger ones are motivated to imitate the older ones, and the older ones gain confidence by being viewed as the model. It is also a nice opportunity for family bonding.

[Tamara Strom]

Five words: interactive, dynamic, empowering, adaptive, energetic

Plan:

1. Begin with “sit down with me” (I have just starting using this song with my special needs kindergarten and preschool groups, and they love it)
2. Hello song- sing name of each child
3. My brand new friend
4. Where is the music- I like the idea of drawing parents in through chant
5. You play a little
6. Read story
7. Will you come
8. Music is the way
9. Goodbye- I have a cute goodbye song that has the kids echo me on voice and movement, and uses animal movements

[Tamara Strom]

This is a very timely post, as I have been in the process of building my instrument collection. Alyssa, I can totally relate to your situation, as I desperately need instruments, but can’t afford anything, as I’m just starting out and can’t even afford to support myself at the moment!!! Just spent a fortune on shakers, an ocean drum, puppets, etc. this weekend!

That being said, do any of you know where I can buy small plastic maracas inexpensively perhaps in bulk? I just started a few new groups this week, and one of them is a group of 20 preschoolers! (Too large in my opinion!!!)

As far as other instruments/props that I used with this age group, I use maracas, drums: gathering drum, ocean drum, lollipop drum, scarves, rain sticks, wiggles, (not sure what their official name is)

[Tamara Strom]

I think one can assess stimulation by whether or not the child is actively engaged and enjoying themselves, as opposed to being startled or tearful and agitated from overstimulation. That can be assessed by observing the children’s facial expressions and body language. I agree that if we can be playful in a warm and authentic way that is not over the top, and set up expectations for the kids, (such as the anticipated surprise), they will likely engage with our playful energy.

5 words: playful, exploratory, energetic, dynamic, independent

5 sentences:

1. It is ok if your child is wondering around the space. They are developing independence, and it is great that they feel comfortable enough to explore the space on their own.
2. Even though it may look like your child is not engaged and participating, they are absorbing and processing the experience, and will likely sing the songs or imitate the movements at home.
3. It is ok if your child isn’t following exact directions in the song. The purpose of the activity is to offer an opportunity to explore musical choices.
4. Did you notice that your child took the instument out of his/mouth in resonse to the music? This demonstrates a developmental step in their response to the music.
5. When you help your child to jump, try to make sure their feet land firmly planted and flat on the floor to ground them in the experience and help them organize their body awareness.

Plan:

Hey hey come and play
Hello song to acknowledge each child by name
Wiggly jiggly car
Can you see me?
Come with me and play
Instument song- when I worked in EI, I did a “shake your maracas” song to the tune of La Cucaracha (sp??), that incorporated different movements, shake and stop, and different sounds (la, la, la…or substitute any sound)
Scarf song- pick your hands up to the sky
Goodbye
Thank you song with handshaking

[Tamara Strom]

Five words: gentle, warm, soothing, bonding, cuddling

Five sentences:

It is ok if your child puts the instrument in his/her mouth. This is part of their way of exploring the instrument.

Your voice is the most important voice to your child, so please sing along here and at home.

Holding your child about 18 inches away is the ideal distance at this stage for bonding and interaction.

I’m so glad you were able to make it here today, as I understand the demands of caring for an infant.

It is important for all caregivers here, even if you are not the child’s parent, to work on developing the bond and attachment.

Plan:

1. Hello Song- sing to each member of the group
2. I like the idea of something like row your boat that allows parents to gently rock their baby, or can pick up the tempo and be more playful depending on the group and how much the babies will startle. Another song I might use here is “This train is a rockin train”, in which babies can be on laps, and different actions such as rocking, bouncing, swaying, etc. can be used.
3. Just like me
4. Instrument song, such as “in my little hand
5. Movement song: when I worked in EI, the kids loved the frog song: “there was a froggie in the pond and (insert name) was his name oh. Jump (name), jump, jump, jump (3 x), he’s jumping up so high oh. (To the tune of bingo). The parents would lift the kids up and down in the air, and the kids loved it
6. Cool down- “little wheel turning in my heart” or “twinkle”
7. Goodbye song

I’ve had experience working in early intervention, though most of the kids were older than 0-9 months. It was a mixed age birth to three group, so I’ve never run groups specifically catering to this youngest age group. My godson is eleven months old, and when I have spent time with him in the first nine months, he has loved any song that involves bouncing and movement. My most recent visit with him, when he was about nine months, he was very interested in imitating vocalizations and movements such as clapping hands.

[Tamara Strom]

First of all, I apologize for my extremely delayed posts!!! This was a really hectic week, as I picked up several new music therapy groups this week, which I’m slightly nervous about…not so much because of the kids, (though they are very high need), but because of the school administrators who don’t understand the process of music therapy, and have unrealistic/not clinically appropriate expectations. It will be an adventure!!

I guess that sort of ties into the topic of community music therapy, in that I think there is a high need for the community/group participants to understand the process of music therapy and how it differs from education, etc.

I like Alyssa’s idea about programs for teen moms. I’m guessing that all new moms would likely benefit from these groups, both for bonding with their babies, and also finding community with other new mothers and fathers. It would be therapeutic for both the parents and the children!

[Tamara Strom]

Angie- I hope you didn’t get sick!!!! I am just recovering from that awful stomach bug!!! I picked it up from one of my clients, and was miserably sick Thursday night into Friday! Not fun!!! Just as a heads up, it is contagious for at least three days after symptoms have subsided, so if your clients are sick, cancel for sure!!!!!!!

[Tamara Strom]

We have Kindermusic locally as well as an arts studio that offers mommy and me classes in my town. However, none of them, (to my knowledge) offers classes that are music therapy based or run, nor do they offer classes for kids with special needs. I also used to volunteer with a music program called “Brudges”, which was run at one of the local elementary schools, and paired special needs preschoolers with typical third graders in an attempt to build a bridge through music. It unfortunately was eliminated several years ago. That program was great in its ability to create community and develop sensitivity and understanding among the preschoolers and the older mentors. It was also a joy to witness the children develop through music.

I think music therapy based programs would be a huge asset to the community, as it would benefit both typical children and those with special needs. It would also provide a fantastic network and outlet for the families.

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