Programs‎ > ‎

Music Together®

http://www.musictogether.com/  

MusicTogether® at Cleary School 

Children enrolled in Cleary School’s Parent Infant Program or Listening and Spoken Language Program are offered the opportunity to participate in Music Together® classes. Music Together® is an internationally accredited program. 

(Video Clip)

This video clip shows a preschool aged class with students who have varying degrees of hearing loss. They participate in a Music Together program one time a week for 45 minutes. It is led by a Teacher of the Deaf and Speech-Language Pathologist who are certified instructors.  Classroom assistants participate to support  their students.  The leaders work to incorporate speech, language and auditory skill development into every session.  Each student is provided with Music Together® CD’s and written materials so the parents can carryover activities at home.  

(Video Clip)

This is a traditional call and response song. Call and response songs reinforce the beginning of conversational skill development. They help practice turn taking, being the listener and the speaker in a repetitive and predictable context so the children feel successful.

The children are waiting and retaining auditory information and then responding with appropriate pitch and tonality. The songs are chosen at just the right range for children’s voices. The children are developing an auditory feedback loop which allows them to monitor their voices and make changes. Notice that the children are moving rhythmically to the song and imitating motor movements associated with the song. You will notice that each child is participating at his/her own level.

The children are moving to the rhythm of the music. Some of them are moving independently and some are being facilitated by their caregiver to notice the rhythm of the music. The change in body movements helps the children identify slight sound variations. The speech syllables are simple in nature so that they have an opportunity to focus on the pitch and melody of the music. This simplification also reduces the intimidation of more complex language structures making the child more likely to try to sing.