[Zoe]

I am currently practicing in Northern Virginia close to DC. Being so close to DC allows me to work within an extremely diverse cultural community. Unfortunately I feel like this is not something that families prioritize within the music therapy session. I have also not pushed myself to make it core part of my practice and engagement with clients, or have thought extensively about how to make that exchange of information a comfortable and expected part of the assessment information. I always enjoy engaging with clients when they sing popular songs from their backgrounds, bring in rhythmic patterns that are common within their cultural musical identity, and express unfamiliar songs spontaneously within the session. The traditional music for the children I work with does seem to be shifting more towards youtube children’s shows and a few nursery rhythms. Recently it has been difficult to rely on some of the previous thought of “core children’s music”. Prioritizing and expanding on musical discussion will be prioritized in future discussions.

[Zoe]

I restarted in person session with a kiddo who struggles with attention and aggression. He struggles to initiate engagement with the session or engage in play with me. I used “Come Sit Down With me” at the beginning of the session. He was avoiding the therapist and the beat at first. He than turned it into a bridge game and walked in between the two seats, this was encouraged by engaging in glissandos and changes in pitch. He eventually was able to sit down independently without needing outside prompting, which was a first! I am excited to try additional experiences that we learn within the program.

[Zoe]

In the past I have relied a lot on playing and singing. Especially in my group settings which were typically older adult or adults in a day program for developmental disabilities. I thought the most important thing was the active engagement in playing or singing along with me since that might have been the only activity they would engage with. Moving was used more as a “brain break” or way to expel extra energy or tension that had occurred before or during a session. I have always struggled with listening outside of a crisis experience due to fear of being call a “music performer” rather than a music therapist. However I think a combination of all listed experiences allow for a better balanced session that allows the individual to go through different energy levels and types of participation which can other further their development and help them engage with the world around them in a positive light.

[Zoe]

During my internship I had to opportunity to work within a few different PAC classrooms. There was one day where I had learned new words for the Itsy Bitsy Spider and was excited to share the fun new words with the kids. There was one child who had a very difficult time processing the change in words, but not in musical content. He was able to engage with the rest of the group, but was giving me a very interesting look throughout class. He did also attempt to put the original words with the song when I first began. At the time I did not recognize the deep meaning of this behavior. This course has now given me an easier context to discuss this with others. I know now that he was struggling in that moment with his trust for me, the original song, and his greater understanding of his world. If only I had taken this course earlier.

[Zoe]

Awareness: 1. facing towards pleasing music 2. May demonstrate facial reactions or body reactions to displeasing sounds 3. vocalizes in different pitches and react to matched pitch

Trust: 1. explore instruments and environments orally 2. attempt to vocally match pitches heard 3. begin to use gestures, movements, and babbles to communicate

Independence: 1. begin to sing Major 2nd intervals, but not with exact tonal center. 2. response to crescendo and musical surprises with joy rather than fear. 3. Begins to move away from guardian to explore environment and exert self

Control:1. imitates words of songs with accuracy, but rhythm and pitch might be different 2. Begins to isolate body movements to dance along to stimulus 3. wants to engage in music and environment with a fast rhythm

Responsibility: 1. will play a steady beat along to a significant duration of the song 2. can sing and understand larger portions of melodic phrases and songs. 3. will active listen to others within the group rather than just stopping their play.

[Zoe]

Before the pandemic a lot of my work consisted or large group music therapy sessions. There is currently a need for group music therapy and early intervention for younger children in my area. I think I would be able to bring a visual element and energy to a group setting with children. It would also be interesting to explore what a children’s group would look like virtually with active parent participation. Though I do not have much experience with early intervention/early childhood group outside of the school setting I am very excited to see all the possibilities for such a group!

[Zoe]

I really appreciated the refresher for the developmental stages and what to expect at each age. A majority of my clinical work is done with children who are experiencing delays in their development. It is easy to forget what a neurotypical 2 year old is capable of or might be experiencing. This concise break down also helps to better identify goals for current clients and what steps to take next to help them in their development. I Foresee referring back to this information often. Thank you for this amazing resource!

[Zoe]

Hello everyone! My name is Zoë Gleason Volz and I am a private practice music therapist working in the Northern Virginia area. I work with all ages, but my early childhood population is growing with all of the recent cuts in group programing. I am most interested in understanding more about how music can benefit children at their different development stages, and have a model for including parents into the sessions when they are less willing to join in. I look forward to learning and growing with you all!

[Author]

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