[Tori Clark]

I was able to use the training yesterday with a 4yo with autism. I picked up Beth’s songbook at Conference last week, and I was looking for a better Hello song to use with my kiddo. (He has perfect pitch, btw!) I used “I Like This Song” but changed the words to “I Sing Hel-lo”. Such a fun chord progression to play on piano! The second time through, he filled in “hello”. I’m hoping I can get him to sing the la’s with me eventually.

We (my center and I) are still trying to figure out how we can best address the needs of our center and community. We have lots of ideas and aren’t sure where to start! There is definitely a need for parents and children to connect through music, but we also have a lot of siblings (neurotypical) who are looking to connect with their sibling with ASD, and we are thinking that music therapy could be a great way to facilitate those connections. We still need to crystallize our vision a bit. For this reason, I have found Meredith’s experience as a business owner to be very helpful in thinking about marketing, advocacy, and vision.

[Tori Clark]

I will be sharing this information in a variety of ways. With parents, I will be sharing information and research related to development (especially as it relates to music), as well as practical ideas of how to incorporate music into daily routines with their children. I also feel more empowered to advocate to my colleagues how vital music therapy is for the development of the early learners we serve. On a more personal note, my 2yo’s daycare sent out an email last week asking if any parents would be willing to lead an inservice for their staff on any issue related to young children. I quickly emailed back and said, “I can!!!” So I will have an opportunity to talk about music therapy and early childhood. A great opportunity to plant seeds!

[Tori Clark]

Sprouting Melodies® 3 : active, creative, intentional, curious, motivated

SM 3:
Gathering/Greeting: Sit Down with Me (EKS), Hello
Bonding Songs: Swimming Together (EKS), My Brand New Friend (EKS) using scarves
Songs about Me: Where is the Music (EKS), From Head to Toe (Eric Carle)
Instrument Songs: You Play a Little (EKS) using shared drums, Music is the Way (EKS) using resonator bells
Movement Songs: Will You Come (EKS), The Leaves are Falling (EKS) using scarves
Goodbye: Thank you Very Much (EKS)

Family Sprouts : cooperative, memorable, flexible, joyful, in-the-moment

Family Sprouts:
Gathering/Greeting: Hey Everybody (EKS), Hello
Bonding Songs: Hold on Tight (EKS), Row it Faster (EKS)
Songs about Me: All of This is Me (EKS), Who’s That? (EKS) using scarves
Instrument Songs: I Like This Song (EKS) using a variety instruments, with suggestions for certain developmental levels, You and Me Makes…We (EKS) using shared drums
Movement Songs: I Can Move Around (EKS), Will You Come (EKS)
Goodbye: It’s Time to Say Goodbye (EKS) using scarves, Thank you Very Much (EKS)

[Tori Clark]

Children are innately musical, so when we provide them with quality music experiences, we are nurturing in them a key part of the human experience and thus support their overall development. In a therapeutic environment, we can address skills specific to each child through a more tailored, clinical approach.

[Tori Clark]

I think being organized and prepared is key. Of course, we always want to be organized and prepared, but multi-age groupings require that you not have any hesitations or rough transitions, or it is easy to lose the flow of the group. Part of that preparation is not only being able to differentiate instructions for a variety of developmental levels, but also to tailor instructions to families who have one child vs families with 2 or more children. In other words, you have not only the variable of different developmental levels, but also the variable of parent-to-child ratio within each family which will determine their response and participation. So I think the way to prepare for that is to anticipate ahead of time how each family in that group might respond, and to make suggestions accordingly.<br />
Behaviors could be another challenge. In my own experience with taking a 1yo and a 4yo to a class, the 1yo was clingy and 4yo wanted to run around most of the time, and it was difficult to support both children. It was helpful when the facilitator directed my older child. I think Meredith has been right to point out that parents expect us to be the leader and to redirect when necessary. I could see that being of high necessity for this group in particular.

[Tori Clark]

Oops! I copied and pasted that response in the wrong place, although it’s a fairly applicable response here as well! Here’s what I meant to post:
This is where our observational skills as music therapists are so helpful. We can carefully observe children and affirm their strengths while supporting what is challenging for them. Being able to create flexibility within structure is helpful, too. Children need structure and need to know what is expected of them, but they also need the freedom to create, explore, and sometimes make mistakes, all while feeling safe and supported by us.

[Tori Clark]

There are many early childhood music classes in our community, but none which offer qualified support to families with children with special needs. These families want “normal” experiences for their children. I have a piano student with ASD, and her mother told me that when they received her diagnosis, her dreams of piano lessons for her daughter (along with other dreams, I can unfortunately imagine), disintegrated. So she was so excited to hear that with adapted lessons, her daughter could still take lessons but have the pacing and support she needed to be successful. We have an opportunity to provide “normalizing” experiences for families which also enhance the child’s development. I also love that these classes enhance and facilitate community interaction in a society which is increasingly digital and lacking in face-to-face quality time.

Victoria, the work you are doing is so important! Good luck to you as you seek out grants to increase what you can offer to the Tulalip tribe. It would be so great to see their culture preserved and their children flourishing!

[Tori Clark]

I think being organized and prepared is key. Of course, we always want to be organized and prepared, but multi-age groupings require that you not have any hesitations or rough transitions, or it is easy to loose the flow of the group. Part of that preparation is not only being able to differentiate instructions for a variety of developmental levels, but also to tailor instructions to families who have one child vs families with 2 or more children. In other words, you have not only the variable of different developmental levels, but also the variable of parent-to-child ratio within each family which will determine their response and participation. So I think the way to prepare for that is to anticipate ahead of time how each family in that group might respond, and to make suggestions accordingly.
Behaviors could be another challenge. In my own experience with taking a 1yo and a 4yo to a class, the 1yo was clingy and 4yo wanted to run around most of the time, and it was difficult to support both children. It was helpful when the facilitator directed my older child. I think Meredith has been right to point out that parents expect us to be the leader and to redirect when necessary. I could see that being of high necessity for this group in particular. Also, affirming the strengths of each child, by name, is such a powerful motivator for children. It is powerful for parents to hear other adults affirming their children as well.

[Tori Clark]

I think this is where being a music therapist is so helpful–we can manipulate the musical elements in songs, based on quick observation, to adjust the level of stimulation, child-to-child and group-to-group. When I think about the “right” amount of stimulation, I think about it in terms of sensory experiences. Aurally, using timbres which are pleasant (like the drums and even just the naked voice) are appropriate for this age group. Visually, using our affect to rev up or conversely, to reassure a child is helpful. And keeping flow and energy in mind in the overall structure of the session, is paramount.

[Tori Clark]

In the past, I have used shakers and jingle sticks. I like the timbre and feel of the natural wood mini-maracas by Basic Beat, but I will check out the jumbo chiquitas that Meredith recommended, due the balance of weight she mentioned. I have also used jingle sticks, but I’ve had lots of problems with them. Some of the metal parts can get sharp, and that worries me knowing they will go into little mouths. I like the rattle-style jingles better, where the bells are enclosed and don’t pose a threat. I have never invested in the hand drum/nesting drums shown in the videos, but I definitely want to now after seeing them used in the videos. Also, it’s not an instrument per se, but I’m jealous that I can’t whistle like Elizabeth! I use a slide whistle often for this reason.

[Tori Clark]

Use 5 words to describe the music experiences in Sprouting Melodies 2.
Responsive, exploratory, social, curious, on-the-move!

Write 5 sentences you can use when speaking with parents about musical responses of children in SM 2.
1. Don’t worry if your child shrieks or makes silly sounds–he is exploring his vocal range.
2. As you child develops and becomes more familiar with this class, don’t be surprised if you hear your child babbling musically, in a sing-songy way.
3. This is the age when babies start learning to walk and coordinate movement, which requires rhythm!
4. It’s okay if your child is not doing exactly what we are doing with our instruments. We are giving her opportunities to make her own choices and explore in her own way, provided it is safe.
5. Sometimes in class your child may want to cling to you, and at other times he may want to explore away from you–maybe even sit on another parent’s lap! He is developing independence, which is bittersweet for us parents, but good for him.

Create a plan for songs and music experiences to use in a Sprouting Melodies 2 Session
1. Gathering/Greeting:
Hello (NR), Hello, Everybody (greet each child by name)
2. Bonding/Lap Rides:
Wiggly, Jiggly Care (EKS), Riding on a Pony, Round & Round the Garden
3. Songs About Me: Can You See Me (EKS), Just Like Me (EKS)
4. Instrument Songs (using shakers and bells): Sit with Me & Shake (MRP), Bell Horses
5. Movement Songs: March with My Baby (MRP), Pick Your Hands Up High (EKS) –using scarves, Peekaboo, I See You –using scarves
6. Goodbye: Music Time is Over (EKS), Thank You Very Much (EKS)

[Tori Clark]

Five words to describe music experiences with this age group: Joyful, Symbiotic, Sensitive, Warm, Lovely

Five sentences to use when speaking to parents about musical responses of children with this age group:
1. Your baby is able to fix his attention on you when you sing or speak to him.
2. Have you ever noticed that sucking and crying has a rhythm to it? Your baby has an innate sense of rhythm!
3. Usually around 6 months or so, babies begin reaching for the source of sound, which could be you or small shaker or drum.
4. As your baby grows, listen for the variety of sounds and a larger range of pitches from her. She is exploring her voice!
5. Look! Your baby is starting to move his body to the music!

SM1 Session Plan:
1. Explore instruments on floor during arrival: shakers, jingles, and hand drums; pass out name tags
2. Hello
a. Good Morning (EKS)
b. Today’s a Beautiful Day (say hello to each baby)
3. Body Percussion
a. Pitter Patter
b. Patty Cake
4. Lap Ride/Tickles
a. Row it Faster (EKS)
b. Wiggly, Jiggly Car (EKS)
c. So Fast, So Fast my horse can go
5. Instrument Play (shakers)
a. Sit with me and Shake (MRP)
b. I Like this Song (EKS)
c. In My Little Hand (EKS)
6. Gross Motor Development
a. As Big As Can Be (EKS)
b. One Leg, Two legs (rhyme)
7. Cool Down (scarves)
a. Where is My Face
b. Just Like Me
c. You Are My Sunshine
8. Goodbye (Sing verse for each child, by name) & thank parents for coming

[Tori Clark]

I haven’t worked with many children in the 0-9 month range, but I can share experiences from my own children. My children seemed very observant. Lots of watching and listening and brow-furrowing, which seems to us adults as being rather passive, but I can only imagine all the neural pathways that are developing in those brains! They very, very much wanted to be held ALL the time! Which is exhausting. But I think one major advantage we as music therapists can offer is giving parents the tools (i.e., music) to make that time spent holding their babies more meaningful for both parent and child. Because this stage actually passes very, very quickly. I echo what Meredith emphasized–that parents are very tired and often feel like they can’t “get it together”. (Come to think of it, I still feel this way!) So affirming parents during classes and treating them with warmth goes a very long way in what can be a challenging–albeit joyful–season of parenthood.

[Tori Clark]

I have had very positive experiences with music therapy in community-based settings. My last job was school-based, and we (MTs), along with classroom teachers, made an effort to collaborate with community centers and regular education classrooms to provide opportunities for our special-needs students to develop relationships and practice social skills outside their primary setting. One of my groups was a middle school SPED class which we paired with seniors at a local community center. It was heartening to see young students and seniors receive each other warmly, and of course, music was such a great bridge for the age gap! By presenting music therapy in a community-based setting, as in that case, I was able to demonstrate my skills as a music therapist (advocacy for our profession) as well as demonstrate my clients’ abilities to function in the community (advocacy for my clients). Also, sharing music together has an inherent way of building community. It naturally draws people together, regardless of age, culture, etc. We really need more of that these days, especially our children.

[Tori Clark]

I just began working part-time again this summer, so I’m still getting to know the “culture” of the center where I work. But what I am finding is that families who have children with special needs want their children to have as many of the opportunities their same-age typically-developing peers have. Our center began a club format in the evening (lego club, music club, etc.) where kids can gather around a common interest and develop those interests while also cultivating social skills and friendships. We hope that these kids and families will make connections which are deep enough to outlast the hour they spend together each week. I think the same could be said of a Sprouting Melodies group. The mother featured in the parent interview indicated that she and her daughter made lasting friendships as a result of their music classes. Likewise, we hope that families will feel a sense of community within the group and outside the group as well.

I also appreciate what Meredith mentioned in the “Successful Strategies” segment–that MTs should address parents’ anxiety by saying when a behavior is okay. I know from personal experience that all of us parents have anxiety about whether or not our kids are “doing it right” or whether or not WE are “doing it right”. This is also a major need of families today. It is anxiety-provoking to be a parent in a group and see that your child is not responding ideally. It is so helpful when the facilitator affirms something about what your child is doing, even if the behavior is not within your set of expectations. I do think music therapists have a unique ability to speak ease into a parent’s anxiety, and I think children pick up on that dynamic as well.

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