[Shannon Laine]

I am currently not working as a music therapist (I am still staying home with my school-age kids), but plan to get back into the swing of things this fall! Unfortunately, I do not have an opportunity to actively use these music experiences in my practice. I have, however, become more observant with both my own children as well as children around me that I interact with. For instance, I spent some time with my 8-month old nephew this weekend. We had a fun time singing and moving our bodies together, often with me imitating his movements and vocalizations. I was able to see which stage of development he’s in and try to respond more appropriately to his behaviors.

I can’t wait to be actually running groups/sessions again to really be able to use these musical experience with my clients!

[Shannon Laine]

Singing: Awareness- prefers higher pitches; Trust- processes absolute pitch in short-term memory; Independence- uses glissando/major 2nd interval; Control- uses tessitura from D-A above middle C/ intervals of 2nd minor and major 3rds, 4ths, and 5ths; Responsibility- identifies low pitches easier than higher pitches/ descending step-wise intervals and minor 3rds easiest to sing

Playing Instruments: Awareness- alter movements in response to instrument sound; Trust- allow instruments to be played on different body parts; Independence- explore instrument with hands, feet, or mouth; Control- use familiar instruments functionally; Responsibility- maintain grasp on a mallet to play an instrument

Moving: Awareness- actions and motions are rhythmic in nature; Trust- move body parts with internal rhythmic beat; Independence- move whole body to rock or bounce rhythmically; Control- pat knees using both hands together/sustain hand clapping for familiar song; Responsibility- recall and reproduce simple learned movement patterns

Listening: Awareness- prefers consonance over dissonance; Trust- affect changes in response to emotional content of music; Independence- demonstrate musical preferences and dislikes; Control- demonstrate understanding of word and paired action; Responsibility- understanding of verbs in song lyrics/use labels to identify emotional content of music

[Shannon Laine]

I also have the songbook and have been listening to the CD in order to familiarize myself with the songs. It reminds me of listening to the Suzuki violin CD with my son!

[Shannon Laine]

I agree Maureen. I’m looking forward to being creative with these songs!

[Shannon Laine]

Wow Maureen, what a great description of your little guy in the Control stage. Its great to hear how the music helped draw him out of his shell and just how interactive he was one he grew comfortable in your music group. I hope you get to continue seeing him grow in future groups.

[Shannon Laine]

These songs are so FUN! They are simple, repetitive and great for engaging young children. While I am not running many music therapy groups at the moment (my goal is to expand my offerings this fall when both my kids will be in school all day), I am SO excited to incorporate these songs. Even now, after practicing the songs, I find them stuck in my head. While I was practicing the songs my 5.5 year old daughter wandered in and asked what I was doing. She sat down and started learning “Do You Want to Be My Friend?” with me. What an upbeat song with such good rhythm! She started dancing and twirling, singing as she did so.

[Shannon Laine]

When I begin working with a new family I have the parent/guardian fill out an intake questionnaire. One of the first questions involves the musical preferences of the client, what type of music is played and listened to at home and a listing of the client’s preferred songs/genres, etc. I find this to be a more effective way of understanding my client, their homelife, and often learn their preferred songs in a way to connect with them initially. In my practice I have had to learn many songs to meet the needs of my clients: Disney music, songs from Australia, Spanish children’s songs, even incorporating ASL for clients who are deaf/hard of hearing.

With that being said, in my local community in Southern New Hampshire, music can also be the connection. My town boasts a “town band” and they perform in three free concerts throughout the year. The music performed is often familiar, and often has many patriotic selections.

Since attending nursery school, my kids have been exposed to a countless number of songs. Many include “traditional” nursery rhymes and songs associated with young children in the United States (ABCs, Twinkle, Row Your Boat, etc.), or rewritten versions to help remember different concepts, like the days of the week.

When my son was in Kindergarten, he was fortunate to have an extremely musical teacher. Being musical himself, my son came home frequently singing a new song. Sometimes I knew the songs, and sometimes I did not! He learned songs from Woodie Guthrie, Ben E King, nursery rhymes, and originals his teacher composed. My son frequently plays his beloved CD, which showcases many of his favorite songs from his Kindergarten year.

When it comes to culture and music, I think it’s safe to say that the music responds to culture just as much as culture can responds to music. It’s crucial to learn about individual clients’ culture, background and history in order to understand, connect, and be sensitive to their needs. Even if running Sprouting Melodies groups I plan to request some kind of intake form be filled out by the parent/guardian so that I can make an effort to include any number of songs the clients might be exposed to at home into the group, using the music to facilitate a connection with all my clients.

[Shannon Laine]

A few weeks ago I led an early childhood music group at my local library. One of the little boys in the group was clearly in the independence stage. His grandmother brought him to the group and mostly stayed in one spot throughout. The little boy used walking and crawling to move about the circle. He was quite engaged in the music and often bounced up and down, dancing with a steady rhythm to the music. Frequently the boy would wander into the center of the circle or gravitate towards me, looking at me and the guitar. Even on the occasion his grandmother brought the little boy back to their yoga dots to sit, the boy would repeatedly move back to the center of the circle, continuing to bounce rhythmically to the music. When given an opportunity to play an instrument, the little boy could not choose just one! He immediately chose one instrument in each hand, a maraca and jingle bells. During one of the songs I was able to incorporate the boys’ movement into the music, miming his bouncing in both my movement as well as the rhythm I was playing on guitar. The boy stopped, listened, and continued bouncing, a huge smile developing on his face.

[Shannon Laine]

Thanks Jordyn. This is a priority for me as a parent as well as a therapist.

[Shannon Laine]

Maureen I love this approach too. Children are so magical in the way they perceive their world and it’s always a fun and enlightening experience to see the world through their eyes. I can see this aiding in being as authentic as possible during sessions, as Maura has mentioned. These are wonderful qualities that are so valuable in early childhood music therapy sessions.

[Shannon Laine]

To play!! In raising two music-loving kiddos I have seen the impact of playing and incorporating musical play into our daily routines firsthand. This is what I want to bring to my sessions. I firmly believe that play is an integral part of childhood, and is even the language of children. Incorporating musical play into sessions will really motivate children to develop a strong and fruitful relationship with music, creating a natural way for them to learn essential skills and concepts that they will continue to build on for years to come.

[Shannon Laine]

The most valuable takeaway from this week’s content to me is the overall path of development that babies/children experience. They gain so many skills in such a short period of time!! Being a mother, I’ve certainly experienced this firsthand with both of my children. I find what Elizabeth says about early childhood music therapy to be so true: as early childhood music therapists we guide children to a healthy place, possibly helping them overcome or cope with symptoms of disability in order to continue down a healthy path of development. As early childhood music therapists, we can’t force children to develop or gain new skills, but we can encourage and nurture the skills to come out in children.

Caroline, I agree with you about the guidelines being guidelines. When my son was little I remember having conversations with my “mom friends” about whether all our babies were gaining the same skills in the same time frame. But it just doesn’t work like that! I think it’s so important to know the guidelines, in order to understand development, and be aware of when a red flag is raised. The earlier children who are not meeting milestones receive the support they need, the sooner they can succeed!

[Shannon Laine]

Thank you Marcie! It sounds like we are in similar situations, starting music therapy work after a hiatus. It will be good to go through this training together. ????????

[Shannon Laine]

Hi Maureen and Maura-

It’s great to “meet” you both online. Looking forward to connecting, learning, and growing together throughout this training!

Shannon

[Shannon Laine]

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