[Brooke Witherite]

I believe that music therapy plays a very important role in community based settings. Community music therapy creates a safe space for like minded people to come together in the community and make music! The loose structure of community music therapy help make the “therapy” aspect fo music therapy less intimidating. It can be tailored to the specific needs of the community and the group setting promotes socialization and learning between peers.

[Brooke Witherite]

This is such an awesome age group to work with! There are so many developmental milestones during the time frame of 0-9 months. I have had many learning experiences working with this age group! I have witness them soaking up the music in so many different ways, whether through instrument exploration, moving to the music, or simply gazing at me while I sing. I love leaving time for the for the babies AND the parents to interact and get situated before music starts. I leave 15 minutes between classes for sign-in, payments, and just incase anyone is running late. I never want babies or parents to feel rushed during our classes. The culture here in El Paso tended to be very laid back. So if we start classes a few minutes late it’s not too big of a deal. I love working in a relaxed environment, and I think my babies and parents appreciate it too.

[Brooke Witherite]

Music, connection, exploration, discovery, & FUN!

[Brooke Witherite]

Music therapists offer a safe space for families and young children to explore and discover music, each other, and themselves. We offer comfort and knowledge to anxious new parents and a variety of interventions and activities for curious young children and babies. I feel that the adults in my classes benefit just as much as the children do. As one mom who told me, “This class is for me, Not for my baby!”, she and her husband own a business together and are working under extreme stress. She told me my classes are the only times she actually sits and makes music with her child. Facilitating connection is a big part of the value I have, as a music therapist in my community. It enables babies, toddlers, and young children to got to socialize make connections through music, especially if they are new to the city, or don’t have anyone else their age to play with.

In many cases the needs of the families I work with consist of me simply hearing them. Some mothers are new and need to know that they aren’t the only ones having issues in a certain area. Some families are new to the city and have no-one to reach out to, especially if they are in the military. The community is craving activities for their young ones to do, especially ones who aren’t in preschool or grade school yet. Music therapy classes for little ones is the perfect solution for these problems!

[Brooke Witherite]

I have used the singing experiences with children and their parents to create a sense of unity not only between parent and child but also within the music group. Playing instruments sees to helps keep children of all ages engaged and involved in music experiences. I use instrumental play as an extension of my music. It assist in volume, rhythmic clarity and adds a visual representation of the music. Movement is an experience I use frequently in my practice. Movement is so natural to children it is easy to incorporate in ANY song. Movement adds and element of joy and fun to music experiences. AND in my experience movement help children learn more quickly when there are corresponding motions with the lyrics of the songs. Listening is something I’ve utilized in music to help children discernment between soft and loud. Singing quietly almost forces a child to pay attention and listen to be able to know what is happening next in music experiences.

[Brooke Witherite]

Singing:
Awareness-Utilized multiple sounds and pitches in vocalizations
Trust- Consciously matches pitch with trusted adult.
Independence- Produces multiple pitches, song-like melodic vocalizations.
Control- Moves voice up and down while adult is singing familiar song. May want to preform song. Experimenting with pulse and meter.
Responsibility- Uses rhythmic qualities while using melody.
Playing:
Awareness- Shows unique response to high energy music and low energy music.
Trust- Uses pulse and meter for small units of time.
Independence- Using instrument in their own time when they chose.
Control- Imitation of trusted adults instrument play.
Responsibility- Keeps steady rhythm for extended period of time.
Moving:
Awareness- Movements happen without conscious decision, instinctually.
Trust- Purposeful repeated movement usually not aligned to the music.
Independence- Uses specific body parts to display musical movement.
Control- Children are intentionally moving to the music and mimicking trusted adult.
Responsibility- Connects multiple musical movements together.
Listening:
Awareness- Children will recognize difference in adults voices.
Trust- Will realize when familiar song is being played or sung.
Independence- Child will realize the difference between soft and loud sounds and fast and slow rhythms.
Control- Child express pride in successfully executing listening to musical directions from trusted adult.
Responsibility- Child listens and appreciate music being made by classmates or trusted adult.

[Brooke Witherite]

Central Pennsylvania is not considered a culturally rich environment, at least from my perspective. However, growing up, my family was intimately involved in our church. I was always surrounded by religious music and to this day I get nostalgic when hearing certain religious songs. My dad is a self-taught guitarist, and he is always signing “campfire” songs with our family. These “Jesus songs” and “campfire” songs were a huge part of my family and many other families around us. We would get together with friends and sing and play gospel songs around the fire. This sounds a little House-on-the-Prairie-ish, but they are such good sweet memories.

[Brooke Witherite]

A particular moment I witness the awareness stage in my practice was when I notice one of my little guys choosing NOT to engage in instrument play when given the opportunity. He displayed the “awareness” stage by choosing not to play instruments w/ the rest of the class. He has needed a bit more time adjusting to the group setting and just today he began taking part in instrument play and vocalizing with the group. I have made a point to encourage him to join, but at the same time give him his space when I sense he needs it. I observe that he is enticed by the music, but perhaps a little intimidate by the group. It’s so exciting and interesting to watch how each child has their own individual personality at such a young age!

[Brooke Witherite]

These dynamic children’s songs were so much fun to learn! Something i notices with most of the songs, was that there is usually a physical motions paired with the music. In the short time I’ve been practicing music therapy with children I’ve learned that they tend to learn songs more quickly when there are movement involved. Some of my older kiddos even make up there own motions when I don’t have any for songs. I am very excited to utilize these songs with my preschoolers!

[Brooke Witherite]

My most valuable takeaway from this weeks’ content was learning that red flags that i was previous unaware of. Learning that a baby should be keeping their head in aliment with their spine at ~3 – 6 months and the expected age that a child should be uttering 2 – 4 word phrases are important milestones was something I didn’t realize before this course.

[Brooke Witherite]

I will personally bring detailed knowledge and awareness of the appropriate milestones achieved in early childhood, and be a source of comfort and reassurance to questioning parents. I will be able to be on the look out for developmental delays in children and help educate parents on what to expect with each age group. This information will support my work by informing me of the levels of functioning in each domain. I will have the ability to enrich each age group appropriately and effectively through music.

[Brooke Witherite]

Hi Alicia! My name is Brooke! I did an semester of practicum at Pittsburgh Children’s Hospital. It was such a unique music therapy experience, and I always have a lot of respect for music therapists who work in that setting! I’m excited to get to know you better!

[Brooke Witherite]

Hello! My name is a Brooke Witherite, I’m a music therapist practicing in El Paso TX where I teach “Mommy & Me” classes for 6 months-4 years. I am also a music teacher at a non-profit preschool. I have been interested in early childhood since undergrad and have always valued the importance of music in child development. I’m excited to learn what this course has to offer! I have been looking for interventoins to use with my kiddos and have been feeling the need for a sense of community, I’m hoping this will fulfill that need. Looking forward to meeting everyone in this cohort!

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