Infant social-emotional health…is that a new thing? Though some medical providers, first-year educators, and early childhood researchers have always valued things like eye contact, skin-to-skin, etc., that holistic terminology that includes ALL of the things supporting a baby’s social-emotional needs is relatively new for families.
It may sound like it’s a no-brainer—snuggle your baby, sing to your baby, and so on. But what’s not common knowledge are the many key behavioral competencies social-emotional development feeds.
The ability for babies to (eventually) self-soothe, for toddlers to not bite their friends, for older children to play well with others, or listen when the teacher’s talking, or not run into traffic…it’s all connected to positive social-emotional growth.
And the first stop is baby’s connection with parents or primary caregivers.
That’s a lot of pressure for grownups, but infusing music into daily interactions can lighten the load. There’s a deep-seated and innate response to music, even in very young children, and when you share that joy with another human, it’s incredibly powerful.
[vc_row][vc_column][vc_column_text][/vc_column_text][vc_column_text]Amy (Ludwig) Pennington is the owner of InJoy Music, which offers Kindermusik® and piano classes in Kansas City, Kansas. InJoy Music has been an award-winning Kindermusik Maestro studio since 2004. Amy has taught Kindermusik for 15 years now, and has quite an impressive resume with Kindermusik International and a wonderful history of service in the Kindermusik community as well, serving as a PKE (Partnership for Kindermusik Educators representative and PKE Board member, training new educators as a Business Mentor & Coach for KI, and piloting the Sing & Play curriculum. To her Kindermusik families, she’s lovingly known as “Miss Amy.” When she’s not teaching Kindermusik or Simply Music® piano classes, you might find Amy knitting, cheering on the Kansas City Royals, or working on reaching her and her husband’s goal of visiting all thirty Major League Baseball parks![/vc_column_text][vc_separator][vc_column_text]TC: What’s your favorite part of teaching Kindermusik? AP: Creating a community within each of my classes.
TC: If you had to name just one secret to success in the Kindermusik classroom, what would it be? AP: Know everyone’s names – not only the children’s and their parents’, but also their siblings’, grandparents’, and even pets’ names! Everyone is important. When I welcome family members into my classroom by name, they instantly feel special.
TC: How about favorite Kindermusik dances? AP: I love “Mama Paquita” and “Tants, Tants, Yidelekh!”.
TC: Anyone who knows you knows that you have a great sense of humor. So I can’t resist asking… What’s one of the funniest things that’s ever happened to you as a Kindermusik teacher? AP: My Wiggle & Grow kids LOVE to “swing hello.” One time, when a little boy’s mom was swinging him very high, his pants flew off across the room!
TC: Tell us about a teaching experience or favorite Kindermusik family that has significantly impacted you as a Kindermusik educator. AP: One of my favorite experiences was piloting the Sing & Play curriculum. I felt a great sense of responsibility to educators everywhere and I felt so blessed to be chosen to help shape the curriculum into what goes into classrooms all over the world every week.
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Miss Amy doing what she loves – changing lives!
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The Business of Kindermusik
TC: You’re a studio business owner. What do you feel has made your studio business a success? AP: I have a very strong team of educators that works with me. We are close-knit and have built a wonderful community, both inside and outside the classroom. Choosing carefully when hiring educators has made an immensely positive impact on the success of InJoy Music.
TC: What are some of the goals you have for your business? AP: We want to constantly evolve to meet the needs of Today’s Mom, while always staying true to our studio’s core values: Connect, Explore, Love, Create, and Play.
TC: What’s something new and exciting that’s happening with your business? AP: We are excited to host a spirit week this summer in conjunction with our summer service project – wear a pair of pajamas to class when you bring a pair of new pajamas for a family in need!
TC: If you could share one tip with a new Kindermusik educator, what would it be? AP: Know your lesson plans inside and out, so when you start teaching class, you can work on connecting with families instead of being boxed into what you “should” be teaching. No one will know if you leave out the third verse of a song – but they will forever remember that you made their child feel special.[/vc_column_text][vc_video link=”https://animoto.com/play/Sl1BVP5M1FeB9QLm2ihbHg”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Okay folks…this is going to be a weird post, but stay with me. I’m a collegiate choral director, so singing is big part of my life. The human voice constantly amazes me. As of late, I have been doing a lot of guest conducting with middle school age kids. This age group is a hoot. They are hungry to express who they are becoming and are excited to make music together. Voices are changing at this age and, particularly young men, are figuring out how their new voices work and what they can do. Speaking of what voices can do…[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
Overtone Singing
We are capable of singing two pitches at once.
Let me say that again: the human voice is capable of producing two distinct pitches at once. This is called overtone singing. Now – before I blow your mind with some pretty mazing video, let me give you a basic explanation of what overtones are. Within any pitch produced, there is a series of overtones. When I sing a note, there are actually a host of notes that make up the composite sound you are hearing. By manipulating the space inside your mouth, you can cause specific overtones to be heightened and easily perceived.
I know…it sounds crazy. Check out this guy singing Amazing Grace with overtones:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=kFWYSW4vfcA”][vc_column_text]I promise, that is actually him. He is clearly producing two pitches at once – a drone pitch that stays the same and the changing whistle pitches above.
Maybe only crazy choral conductors do this, but have you ever hit a note in a room or a stairwell and it “rings” more than any other note? You have hit the resonant pitch for that space. This singer, by changing the shape of the space inside his mouth, changes the resonant frequency causing different overtones to be highlighted. And that’s how he gets different pitches above his drone.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
One Voice: Two Pitches
So this guy produces a static bottom pitch and is able to heighten any of the pitches in that static pitches’s overtone series. I won’t bore you with what those pitches are, but it is always a specific set relating to that bottom pitch produced.
What would happen if you changed the bottom pitch? Well, you’d have access to another set of overtones. Well guess what? There is a guy in Texas named Stuart Hinds who has training himself to change the bottom pitch while also being able to hit any note in the overtone set at will. This takes INCREDIBLE control. The result of this training? Mr. Hinds is able to sing in a round WITH HIMSELF! I promise, what you are about to see and hear is only one person singing. You will see a spectrogram, a visual representation of sound over time. The very bottom stream is the main, bottom pitch that Mr. Hinds sings. You’ll then see the overtones he wants to highlight as the very top stream of notes. Take a listen:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=aU5rtkO6CX8″][vc_column_text]Once again, I know it seems impossible, but those whistle tones are actually being produced by Mr. Hinds’s voice and only Mr. Hinds’s voice. There is no manipulation here. Once voice, two pitches. Pretty amazing.
For me, the most amazing thing about this is the capacity of the human voice. The variety is staggering. We can listen to a rock singer, a folk singer, or an opera singer. We can enjoy R&B and Country. Rap, Pop, Ska, and Jazz – the list never ends – all from the human voice. And think about this as you listen to all of this singing: a child that experiences music on a regular basis will have a deeper appreciation for music throughout her or his life.
Listen to Mr. Hinds with your child. Ask questions. Can they hear the overtones – the whistle tones? Ask if they can believe that it’s only one person singing! See if you can produce overtones. Check out Anna-Maria Hefele’s (another great overtone singer) How-to video. Explore the possibilities![/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1458189350961{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Last month, The New York Times reported on new research conducted at the Massachusetts Institute of Technology involving the most musical of organs: the brain. Professors Nancy Kanwisher and Josh H. McDermott, and postdoc fellow Sam Norman-Haignere have proven that there are neural pathways dedicated to experiencing music – think a special HOV lane specifically reserved for musical transportation. And it doesn’t seem to matter what type of music it is. Regardless of the style – hip hop, show tunes, rock and roll – these pathways only light up in scans for music. Other sounds seem to have no effect.[/vc_column_text][vc_column_text]
The Auditory Cortex
The part of the brain in question is rather small, but important. The Auditory Cortex, as you might have guessed, is responsible for processing aural info – any sounds that come at you get dealt with here.
image source: Wikipedia
The area in question is that tiny pink part of the temporal lobe. Now, why does that matter? Well, I thought it might be worth mentioning that the temporal lobe, among other things, is responsible for long term memory, and we know that music and memory are closely related. I’ll admit it: sometimes I have to sing the alphabet song in my head when putting things in alphabetical order. And those of you of a certain age might remember this gem from Cheers:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=-F_tT-q8EF0″][vc_column_text]Come on now, friends…the brain is a complex subject. I’m never above bringing in a 1980s sitcom to underscore a point. The fact that the Auditory Cortex is located in the lobe of the brain that deals with long term memory AND there are pathways nearby that only light up when we experience music is telling and perhaps more than coincidental.
So…beyond the fact that music is an incredibly enjoyable pastime, why does this matter to us? Well, there is a theory out there that music is actually older than speech. If music is “more fundamental” to the human brain than everyday verbal communication, than it can have tremendous impact on the human experience. Dr. Josef Rauschecker, the director of the Laboratory of Integrative Neuroscience and Cognition at Georgetown University puts it this way:[/vc_column_text][blockquote cite=”- NYT, 2/8/2016″]…music works as a group cohesive. Music-making with other people in your tribe is a very ancient, human thing to do.[/blockquote][vc_column_text]More proof that music is integral to our lives. So get out there! Light up those pathways that seem to have been put in place just to respond to music. Make some musical memories. And as we have learned over the past few posts, make those memories meaningful by creating them with someone special – your spouse, your kids. Hey, if you build a bookshelf, you put books on it. Your brain is built to respond to music: give it what it wants.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1457675287583{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Last month, I wrote an article on what kids want that featured a commercial from an Australian food company. It beautifully demonstrated the importance of quality time vs. quantity of time between parents and kids. As it turns out, kids crave time that involves meaningful interaction, such as mealtime. During a meal you make eye contact, talk about your day…what you saw, what you learned. It’s time to learn a bit more about each other. Your kids are constantly changing.
Christakis’s basic premise is straightforward and direct. We live in an educational era dominated by test preparation. I have mentioned before that my wife is a public school music teacher and she sees this on a regular basis. The amount of activities in which children take part that are experiential in nature seem to take a back seat to process or didactic learning (think lecture). We need more opportunities for experiential learning.
Play is a wonderful form of experiential learning. Dancing, movement, singing – these are all opportunities to do and learn through doing. And this is what Christakis suggests – kids need opportunities to learn and grow through play. Specifically, our kids need play activities involving adults with whom they have important, positive relationships – like parents and grandparents.
Here’s a brief video explaining experiential learning, and how it benefits growth. One of the most important parts of this is reflecting on the activity at hand. And this can be simply talking with your child – perhaps during a meal (See what I did there? Full circle!). They are initiating the process of learning when they play, developing an understanding of the world around them, how their minds and bodies work in that world, and how they interact with others.[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=aF63HHVbpQ8″][vc_column_text]Now, don’t get me wrong, there are multiple modes of learning that are effective, however, when you reduce the amount of active participation on the part of the learner, it can have a negative overall outcome.
So…what does Erika Christakis have to say about learning through play? From her February interview with NPR…
Playful learning is embedded in relationships and in things that are meaningful to children. I use the example of the iconic Thanksgiving turkey [handprint] . When you really get into what’s behind those cutesy crafts, a lot of curriculum is organized around these traditions, things around the calendar, things that are done because they’ve always been done.
When you look at how kids learn, they learn when something is meaningful to them, when they have a chance to learn through relationships — and that, of course, happens through play.
And there it is again – the idea that learning is heightened when there is active participation coupled with meaningful relationships. As easy as it is for us to say “go play in your room”; it’s much more meaningful if we play with them, if we move with them, if we sing with them. And the research I mentioned last month indicates that the quality of these moments is far more important than the quantity. Make them count.[/vc_column_text][vc_column_text]
Here’s kid that is having a meaningful experience – it radiates from his eyes!
How often does what we need as humans progress so neatly from what we want? They are often two very different things. But with kids and their “blank slate” nature, these two things do tend to align, or at the very least, one feeds the other. If you take the time to have quality moments with your child, this can often result in Christakis’s “playful learning”. What they want becomes what they need when you find ways to make that time experiential and playful. Then, it cycles back on itself when you find opportunities to talk about what went down. And trust me…if it was fun, they will want to talk about it! They’ll want to call up their aunt or grandpa to tell them all about. So take advantage – ask questions. Get them to ask you questions. Connect, learn, grow…together.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1457327574869{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]When our sons were young (age 4), they memorized a very simple, two-part definition of self-awareness. Here is it:
1. Always know what’s going on around you.
and…
2. Always know how my choices affect other people.
Our boys, considering their surroundings, about to make good choices…hopefully
The idea was that they would hear my voice, their mother’s voice, or more importantly their own voice recite these words when faced with decisions without one of us present. These two little sentences cover just about any situation that might come up. I thought it might be fun to place “The Definition” (as we refer to it in our family) into a little parenting fairytale.[/vc_column_text][vc_separator][vc_column_text]
Once upon a time, in the faraway realm of Kindermusika, there lived a Brother and a Sister, two young singers of great renown. Now, this pair had loving parents that taught them some very important lessons. They knew the Golden Rule, and to not eat in bed because of the crumbs. But because their parents were sometimes gone running the business of the realm, the King and Queen also taught them The Definition of Self Awareness. These were magic words that helped the young singers learn to think before acting. Once, the Brother came upon a group of children throwing rocks over a wall. He thought, “Do I know what’s on the other side of that wall? What if there are animals or people over there!?”
[/vc_column_text][vc_column_text]While walking down the main village street, the sister saw a woman carrying food back from the market. She always made time to take in her surroundings. This time, she saw the woman trip and drop the basket of food. “I should help her,” the Sister thought. “I know the woman would be glad to have an extra set of hands.”[/vc_column_text][vc_column_text]And so it went. The Siblings did their best to know what was going on around them and to always think about how their choices would affect others.
And then…it happened. As often is the case with these stories, a Dragon appeared. But this wasn’t your ordinary, fire-breathing monster. No…this Dragon made all kinds of bad choices that wreaked havoc on the realm. He’d knock over barrels of rainwater and play in the mud. He’d let the sheep out of their pasture and chase them into the woods. On a particularly bad day, the Dragon ate all of the village baker’s laundry, including his best puffy white hat. He even left claw marks in the dough.[/vc_column_text][vc_column_text]Now, The Brother and Sister saw all this and once again remembered their parents’ words. The Sister said to the Brother, “I bet we could teach this Dragon some manners. Maybe sharing the Definition will help!”
And that’s just what they did. The Brother and Sister knew that with this type of Dragon – no fire and smoke to worry about, just some poor choices – they show him the way.
While the Dragon was busy using the candlestick maker’s curtains to blow his nose, the Brother walked up politely and sat on a tree stump.
“What do you want?” asked the Dragon, as he sneezed into the brand new curtains.
The Brother, knowing Dragons liked music, sang him a little song (that sounded strangely like Twinkle Twinkle).
Dragon with a stuffy snout Those curtains need to be thrown out. Use a tissue when you sneeze Leave the curtains in the breeze. Dragon, make a better choice And your friends will all rejoice![/vc_column_text][vc_column_text]As the Brother sang, the Dragon smiled and slowly put down the Candlestick Maker’s curtains (a bit worse for wear). “I never thought of it that way!” said the Dragon, as he absentmindedly almost sat on the Blacksmith’s roof.
“No! No!” shouted the Sister. The Dragon froze and the Sister began to sing to the Dragon (a tune that oddly resembled Pop Goes the Weasel).
Before you go to sit yourself down Please check if it is clear, sir! You may destroy a house or a shop Think of your career, sir!
“Well, I’m in between jobs at the moment, but I get your point,” chuckled the Dragon – and he stood up just before crushing the Blacksmith’s roof.
“Where did you learn to think about others and make good choices?” asked the Dragon. He was amazed at the music and message of these two young siblings.
“Our parents!” they answered. “They taught us to always know what’s going on around us and to know how our choices might affect others.”
“Incredible!” said the Dragon.[/vc_column_text][vc_column_text]With that, the Brother, the Sister, and the Dragon, went out to the jousting field for a picnic, to sing songs, and use tissues whenever they sneezed.
And they all lived musically ever after![/vc_column_text][vc_separator][vc_column_text]Our sons are now 9 and 13 and they still have “The Definition” memorized. I’d like to think it helps them make better choices during their day, and perhaps be a bit more compassionate toward others. And who knows…if they ever come across a poor decision-making dragon, maybe they can pass along some good advice.[/vc_column_text][/vc_column][/vc_row]
Considering the special nature of this day, we thought it might be fun to present a collection of activities involving leaping and a little Leap Day/Leap Year.
Okay, so these are “jumping” activities – but after all, isn’t a jump just a fancy leap? Or perhaps it’s the other way around. Regardless, these are some truly fun games you can try at home.
We can’t ignore quality Kindermusik songs and games – lots of frog-based leaping activities. You can find out more about this froggy fun at a studio near you.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][class_finder_form css=”.vc_custom_1456721908716{padding-top: 20px !important;padding-right: 20px !important;padding-bottom: 20px !important;padding-left: 20px !important;}”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Maestro Educator Christa Beck loves what she does. That love is evident in the smiles of the children and parents she serves in her studio. Theresa Case interviewed this successful teacher so that we might get to know Christa a bit more.[/vc_column_text][vc_separator][vc_column_text]Christa Beck has been changing lives as a Kindermusik Educator for 15 years. Her studio, Kindermusik with Christa Beck, is a multi maestro educator award winner, recognizing those that are among the top programs internationally.
TC: What are some of your hobbies?
CB: Baking, running, reading and eating delicious meals that my husband has cooked. We also love to go out to eat; to experience new restaurants and breweries (and Pittsburgh has lots to choose from!).
TC: What do your Kindermusik kids call you?
CB: Miss Christa
TC: How do your Kindermusik families describe you?
TC: What’s your favorite part of teaching Kindermusik?
CB: Enabling parents to use music to connect with their children in ways they have not known before, in a positive, joyful, supportive environment.
TC: Do you have a favorite Kindermusik song?
CB: I have about 100 “favorite” Kindermusik songs. I loved learning all the words to traditional bedtime songs like “Hush Little Baby,” and “You are My Sunshine” early on in our Kindermusik experience. My children joke that I have a song for just about everything (from toast, to trains, to animals, to cleaning the house). I do randomly burst out in “Kindermusik” songs on a daily basis.
One of Miss Christa’s favorites!
TC: What’s your favorite Kindermusik dance?
CB: ‘Liza Jane…I love the energy, the fiddles, the fantastic rhythm for dancing.
TC: If you had to name just one secret to success in the Kindermusik classroom, what would it be?
CB: Genuinely know and care for your families, and always give them 110%.
TC: What are some of the most touching moments you’ve experienced as a Kindermusik educator?
CB: I love the moment when a baby has learned to walk, and the parents in the class all cheer for that first walk across the Kindermusik classroom. When a toddler begins to sing in class, so pure and clear with no inhibitions, my heart smiles and knows this is the most right place to be in the world. Preschoolers are fun, silly, smart and energetic people. I love watching the self-confidence emerge, friendships blossom, and kindness happen naturally in our classes.[/vc_column_text][blockquote cite=”Christa Beck”]Every single child matters.[/blockquote][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]TC: Describe a teaching experience or favorite Kindermusik family that has especially impacted you as a teacher:
CB: I have always been particularly touched by special needs children. I am acutely aware of the extra effort it takes some children to reach certain milestones. I still remember my first Kindermusik child with Down’s Syndrome, Megan. She had been working so hard on walking and around age 2, finally walked across the room during class. The pride and joy of that mom, and the support of the families in that class had tears of joy flowing. I realized at that moment, how much our Kindermusik communities matter. Every single child matters. And what we are doing in the Kindermusik classroom matters. I’ve never lost sight of that.
TC: What do you feel has made your studio business a success?
CB: First and foremost, being the most well-prepared that I can for each and every class. Knowing the songs, knowing the activities, understanding why they are important, and learning more every day about early childhood development. Second, knowing, caring about, and loving my Kindermusik families. I believe in the value of each and every child and parent that comes through my doors each week. My hope is that shines through, and in turn has helped our studio become successful.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_video link=”https://animoto.com/play/Nfw6eJE8vvsSSdsYd00ikQ”][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]TC: What’s something new and exciting that’s happening with your business?
CB: We’ve been celebrating our 15th year all year long with fabulous events. A giant “on the farm” playdate at our local organic CSA, Jingle Jam holiday playdates, a recent Sweetheart Ball with 120 people in attendance, and more class offerings that ever before. We focus on adding new and exciting things to our business every year.
TC: What’s next for your Kindermusik program?
CB: I am taking Kindermusik to the Middle East this summer through a mission trip organized by another Kindermusik educator (Jessica Hanson.) My goal has been to have the studio families not only support this trip financially, but also share some of the different music from the two cultures with each other. I look forward to taking materials from our studio to leave in Amman, Jordan, and bringing activities and music back from the other side of the globe. My strong belief is that every child has value, and that music can be a universal means of communication; sharing healing and love from one country to the next.
I also hope to continue to grow our Kindermusik baby classes; to share with parents how much music can make an impact on children’s lives, particularly during the earliest years.
[/vc_column_text][blockquote cite=”Christa Beck”]Truly a labor of love…[/blockquote][vc_column_text]TC: If you could share one tip with a new Kindermusik educator, what would it be?
CB: Being a successful Kindermusik educator takes time, talent and hard work. If you believe in it, live it, breathe it, and give as much as you can of yourself, the rewards that come back are priceless. It’s the hardest I’ve ever worked, and the best time I’ve ever had in any career. Truly a labor of love.
Theresa Case’s award-winning Kindermusik program is part of Piano Central Studios, located in the beautiful upstate of South Carolina.[/vc_column_text][vc_column_text]
Are you interested in becoming a Kindermusik Educator?[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_button2 title=”START HERE” link=”url:https%3A%2F%2Fwww.kindermusik.com%2Fteach-children-music%2F||target:%20_blank”][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]Prof. Laurie Fox, Board Certified Music Therapist, takes us on a brief journey, and explains her field along the way. [/vc_column_text][vc_column_text]It’s been said that, “music is a universal language.” And while I would amend that to, “music is universal”, nonetheless, I must concede that music is a communicator, a connector of persons with diverse backgrounds. Nowhere is that more apparent than in the use of music by children.
Having just returned from trips to Kenya, Tanzania, and the Dominican Republic, I was blessed to share music with children with whom I could not otherwise engage. We made music together using “found sounds”, body percussion, singing and rhythmic chanting. In addition, we helped the children in creating and utilizing shaker instruments in call/response activities and as accompaniment to pre-composed songs.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
Immediate Music/Immediate Connection
The immediacy of the joint music-making did not come as a surprise, because that is typically what we can expect from children in the States. What WAS different was how the children naturally embodied the music, using their entire bodies in their music-making, whether it was dancing as they played or fully engaging with the instruments, staying mindful and present with their music-making endeavors, as opposed to perseverative behavior. For me, as a musician, a music therapist and music educator, it’s the embodiment of music that is of vital importance in exploring and experiencing one’s self as a musical being. This belief has been the foundation of my use of music with clients in music therapy.[/vc_column_text][vc_column_text]And so, first, what is music therapy? Here’s how the American Association of Music Therapy defines it:[/vc_column_text][blockquote cite=” AAMT”]Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program.[/blockquote][vc_column_text]This definition leaves many questions unanswered because of the variety of possible musical interventions, along with the vast array of clientele groups, as well as the training, skill and personal style of each individual music therapist. So, what follows are a couple of examples of my own work in re-purposing music education approaches as therapeutic interventions in order to assess, support and aid childhood development.
Music education approaches from pedagogues such as Jaques Dalcroze, Zoltán Kodály, Carl Orff, and Schinici Suzuki emphasize the value of experiencing music (through singing, moving, rhythmic activities) as a means of learning musical concepts. While not yet thoroughly explored for use in music therapy, these developmental music approaches and philosophies align with the humanistic framework in which many music therapists work.[/vc_column_text][vc_column_text]
Experiencing embodied music making in Africa – look at those smiles! photo credit – Jen Seniuk
[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]Therapeutically, embodied music-making experiences allow children to explore their own resources, all the while remaining in their world of play. The value of their music-making comes not only from the aesthetic virtues of music as art, not only from cognitive benefits, but also, and maybe most importantly, from the music as being a vehicle through which children can build their sense of self and strengthen self-mastery. To those ends, common goals in music therapy could include the following:[/vc_column_text][vc_column_text]
To improve awareness of self, others and environment
Utilizing the Dalcroze concepts of “time-space-energy”, children are encouraged to walk the quarter note beat at the tempo of what the therapist improvises on the piano; they are to attend to the music and respond by walking faster or slower when they sense the shift in the tempo. In addition, they are encouraged not to walk in a circle (which often happens naturally!) but rather to make use of the entire space. For older children, you can encourage them to use their upper bodies by “conducting” the music and also to explore the space above and below them (arms waving overhead; knees bending to explore closer to the ground)[/vc_column_text][vc_column_text]
To increase and/or improve social skills (sharing, turn taking)
Using Orff instruments, children are partnered together on various instruments, all arranged with the pentatonic scale (or five notes, each instrument utilizing the same five notes). The larger (or lower pitched) instruments keep a simple ostinato (repeated musical pattern), in which client A plays one note and client B plays another, and together, their notes form the ostinato. Other clients on medium pitched instruments can be given a simple melody that repeats (again, shared by two clients). And then maybe one xylophone gets passed around to those who do not yet have an instrument, and these clients can (one at a time) create something on the spot to go with the “accompaniment” of the medium and lower pitched instruments. The clients would then all switch roles so that everyone has a chance to “solo”.[/vc_column_text][vc_column_text]
Other goals might include:
To increase and/or improve communication skills (receptive skills, expressive skills)
To improve autonomy (decision-making, problem-solving)
Perhaps I can share more ideas about music experiences to target these goals in a future post, but the main thing I hope to convey is that children need to explore music in its (and their!) fullness. Happy music-making![/vc_column_text][vc_separator][vc_column_text]
Laurie Fox, MMT, MT-BC, LPC, is the Coordinator of the Music Therapy Program for Seton Hill University. She has practiced music therapy since 1994, focusing primarily on working with older adults with dementia and children, adolescents, and adults with mental health issues. Additional clinical work has included corrections, oncology, and neurology, and she maintains a private music psychotherapy practice. Laurie has recently joined the team at Heritage Hospice, Indiana, PA, marking a return to her love of hospice music therapy.
Laurie continues to be an active performer in her community and is passionate about bringing people together through music making endeavors. She enjoys spending time with friends and family, which includes a few cats![/vc_column_text][/vc_column][/vc_row]
[vc_row][vc_column][vc_column_text]I’m a sucker for a well-made advertisement, specifically an ad that does the following: makes me think, and as my students say, “gives me ALL the feels.” As an educator, I am constantly evaluating those students’ needs. As a parent, I do the same thing with my kids. I’ll admit, occasionally my job as professor causes me to over-analyze my job as dad in the quest to earn my parenting cape. As silly as it sounds, something as trivial as an ad from an Australian food company can put things into perspective and show us what might be going on in our kids’ minds:[/vc_column_text][vc_video link=”https://www.youtube.com/watch?v=2wfbY3i4FY0″][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
What Kids Want: Quality Time with Us
Yep…it’s an ad, but research bears the premise out. And it’s not just time; it’s quality time. Through her research, Dr. Amy Hsin, a sociologist at Queens College in NYC, highlights what most of us already knew deep down: spending time with kids in front of the TV not only lacks real quality of interaction, but may be “detrimental” to child development. Mealtime – when the family sits and shares a basic human need – this is quality time. This is a chance to ask each other what we learned during the course of the day. We show interest in our kids, in each other. We make eye contact. We laugh. We share exciting stories. We learn about who our kids are becoming…and we do this with no distractions from glowing screens (shut those phones off at mealtime!).[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
Quality Moments of Connection, not Quantity
In a recent article in the Washington Post, University of Maryland Professor Melissa Milkie encourages parents to find moments of quality connection rather than simple quantity to build strong parent/child relationships.
So, think about the special moments that occur between child and parent in Kindermusik classes: physical connection, singing and moving together, and all of this happening through a time-tested curriculum designed to do exactly what research suggests – provide quality moments between parent and child.
It is these moments that our kids remember – laughing at a silly song, seeing Mom smile, hearing Dad roar like a lion. They are precious images that get filed and called up on the big screen in our kids’ minds. And when we sneak in to check on them as they fall asleep, those smiles we see as the little ones drift off, very well could be due to giggling at dinner time or a replay of “You are my sunshine.”[/vc_column_text][/vc_column][/vc_row]
[/vc_column_text][vc_column_text]Amy (Ludwig) Pennington is the owner of 
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