In light of our recent World Autism Day, I wanted to share this video clip from CNN about the difference music has made in this boy's life. Without a traditional "voice" to communicate, music gives him words that nothing else can. Enjoy and be inspired. We are all created differently, but in His image - "beautifully and wonderfully..."
http://www.cnn.com/video/#/video/podcasts/nancygrace/site/2008/04/04/ng.cross.exam.4.04.cnn?iref=videosearch
Making music matter,
jg
Saturday, April 12, 2008
Friday, April 4, 2008
Autism Awareness
April is Autism Awareness Month, a time that's been set aside specifically to try to educate our society about Autism and its growing prevalence. In February of 2007 it was reported to effect 1 in 150 children - 1 in 94 boys! The cause of Autism isn't yet known, but great strides are being made in daily research. We do know specific signs and symptoms to look for - lack of social interaction, fixation on certain objects or motor movement, lack of or delay in spoken language, repetitive language, and lack of pretend play. These symptoms can affect the individual in a variety of ways to various degrees. It can be difficult to diagnose at times, but as we all know, knowledge is power! Even if you are blessed with healthy children and haven't experienced Autism in your current circle, it's more than likely with the prevalent numbers, that your child may be sitting next to an Autistic child some day in his or her classroom. As mentioned earlier, intervention in early diagnosis can make a world of difference, allowing affected children to mainstream into regular classroom settings. Learn what you can so that you can make a difference and empower your child with the ability to interact and befriend those different than them. Reserve your judgment of that mom in the grocery store who appears to not be able to control her child. Offer a helping hand instead of a disgusted look. You never know the journey another has walked.
Below is a link regarding current information on Autism - WONDERFUL coverage from CNN on vaccinations; something every parent of a young child should consider.
http://www.cnn.com/video/#/video/health/2008/04/01/intv.austism.halvorsen.cnn
Stay tuned for more to come on Autism and music intervention!
Making music matter,
jg
Below is a link regarding current information on Autism - WONDERFUL coverage from CNN on vaccinations; something every parent of a young child should consider.
http://www.cnn.com/video/#/video/health/2008/04/01/intv.austism.halvorsen.cnn
Stay tuned for more to come on Autism and music intervention!
Making music matter,
jg
Tuesday, March 25, 2008
Don't Forget!
Tots and Tunes is at Chick-Fil-A Kid's Night TONIGHT from 5-8 pm. Kid's Meals are 99 cents and there will be tons of music and fun to boot! Join me at the Mt. Juliet Providence location for this terrific event!
Tomorrow, Wednesday March 26th, I'll be at the Thompson Lane Library for a Kindermusik Story Time. See you at 10:30 AM with bells on!
Making music matter,
jg
Tomorrow, Wednesday March 26th, I'll be at the Thompson Lane Library for a Kindermusik Story Time. See you at 10:30 AM with bells on!
Making music matter,
jg
Monday, March 10, 2008
Who needs the Primer Level anyway!
There are moments in teaching that sometimes can leave one smiling from ear to ear. I had one of those moments recently. A sweet piano student of mine who has been with me for over a year now has made a regular effort to inquire about the next level books he will be using... "What color are they?" "What are the songs?" "How many of your other students are in those books," and on and on. Well, two weeks ago I assigned him the last songs in his Primer Level informing him that if he came in prepared the following week - and ONLY if he came in prepared - he would be able to take home his new red, Level One books with him. So, after a week in between lessons, it hadn't really occurred to me the significance of that night he walked into my home. He was taking deep breaths, ran down to the music room, began tinkering around anxiously on the keyboard, and I suppose I was still oblivious as to why. After he made a comment about being nervous, I finally asked him to explain his slightly odd behavior. He quickly reminded me that was the night I had promised him his year-long wish to move up a level if he had put good effort into his practicing that week. So, he played selection one for me... and passed (HUGE sigh from him). Selection two went beautifully and he gratefully put a sticker at the top of the page. Finally, the last assignment was up - the only thing that kept him from achieving his long-awaited rite of passage. He mumbled a bit to himself, as if talking his fingers into sure success, put his hands up on the keyboard with confidence, straightened his posture... and played with ease. When he finished, he turned to me with raised eyebrows as if to ask, "Well?" As soon as I shook my head in affirmation he threw his arms straight up in the air, eyes to the ceiling, and I believe I may have heard "Eye of the Tiger" or some other Rocky-themed tune playing in the background. A small, Primer-Level-piano-player of a boy turned Level-One- Maestro within seconds. He rushed up to tell my husband he did it - he had advanced on to a higher order, then skipped out my door to bask in his self-induced success. He owned that accomplishment and had worked hard to get it. Whether or not he'll ever be a professional musician matters not to me. What matters most is that he set a goal, he made a path, and he followed it to the end... it doesn't get any better than that!
Making music matter,
jg
Making music matter,
jg
Tuesday, February 26, 2008
Such a success!
Thank you to everyone who came to Chick-Fil-A last night for the first Tots and Tunes Spirit Night! You've helped to give back to some terrific families as they work to provide wonderful early intervention for their children with developmental differences through music. I'll be back to the Mt. Juliet location next month for Kid's Night equipped with my autoharp, instruments, and lots of music! Over the next few months there will be other Kid's Nights and Spirit Nights to follow. By the way, at the next Spirit Night in April I'll be holding a drawing to give away a Birthday Blast - a musical birthday adventure for your child and up to 10 of his/her friends, crafttime, and a gift for each attendee... so STAY TUNED! It's worth coming out and joining in the fun at Providence Chick-Fil-A... plus, you can't beat a great chicken sandwich!
Making music matter,
jg
Making music matter,
jg
Wednesday, February 20, 2008
Hands-on parents strike better chord with children
By: Fay Burstin
February 05, 2008 12:00am
Plonking kids in front of music videos such as the Wiggles or Hi-5 doesn’t enhance their musical talent and may even hinder it.
New Australian research shows parents rely heavily on commercially produced CDs and DVDs for children’s musical stimulation, claiming they don’t have the time or musical talent for anything more creative.
But mass-market music products, especially those with a visual component such as videos, DVDs and TV, are no substitute for musical interaction between adults and children, and may even be detrimental, according to a Monash University education study.
“Singing with a young child allows for spontaneous vocal play, movement and drama that are not always possible with music CDs and DVDs,” said study author Peter de Vries. “Some products with a visual component are non-interactive . . . and detract from musical events.
“These products can constrain spontaneous musical play . . . and parents need to be aware of their detrimental effects on young children’s musical development.”
Dr de Vries’ survey of 63 parents of preschool pupils under five, published recently in the Australian Journal of Early Childhood, found 65 per cent of parents played music to children at least once a week and 18 per cent did so daily.
But only 29 per cent regularly sang to their kids and a meagre 8 per cent played with them using bought or made instruments.
Children often sang and danced to CDs but DVDs tended to “quieten children down”, with some parents noting their children “just sat there and blanked out”, the study found.
“Someone will be singing and dancing and talking to the camera, asking children to join in, and all I see is my child staring at the screen,” one parent reported.
Research shows music helps develop children’s co-ordination, listening, language, communication and social skills.
Many parents assumed Wiggles and Hi-5 music “must be good” because they were often played in preschools and childcare centres, but the key was to be present rather than use them to babysit.
“Watching together enables adults to respond to opportunities the program offers and listen to their child’s comments and observe responses, which can lay the foundation for further exploration,” Dr de Vries said.
Australian Institute of Music and Childhood Development director Jenny Wilkinson said CDs often helped give self-conscious parents the confidence to sing with kids.
“But just putting music on doesn’t have the same effect. Children learn by doing, especially with adults, and there are so many opportunities for spontaneous singing,” she said.
Carnegie mum Simone Waterman sings daily to her three children, making up silly rhymes and playing with a basket of musical instruments. “I sing really badly and have no rhythm but until the kids beg me to stop I’ll keep going.”
The ex-childcare worker attends a weekly parent-and-child music session and rarely resorts to TV.
“I like Play School but I’m not fond of The Wiggles or Hi-5.”
February 05, 2008 12:00am
Plonking kids in front of music videos such as the Wiggles or Hi-5 doesn’t enhance their musical talent and may even hinder it.
New Australian research shows parents rely heavily on commercially produced CDs and DVDs for children’s musical stimulation, claiming they don’t have the time or musical talent for anything more creative.
But mass-market music products, especially those with a visual component such as videos, DVDs and TV, are no substitute for musical interaction between adults and children, and may even be detrimental, according to a Monash University education study.
“Singing with a young child allows for spontaneous vocal play, movement and drama that are not always possible with music CDs and DVDs,” said study author Peter de Vries. “Some products with a visual component are non-interactive . . . and detract from musical events.
“These products can constrain spontaneous musical play . . . and parents need to be aware of their detrimental effects on young children’s musical development.”
Dr de Vries’ survey of 63 parents of preschool pupils under five, published recently in the Australian Journal of Early Childhood, found 65 per cent of parents played music to children at least once a week and 18 per cent did so daily.
But only 29 per cent regularly sang to their kids and a meagre 8 per cent played with them using bought or made instruments.
Children often sang and danced to CDs but DVDs tended to “quieten children down”, with some parents noting their children “just sat there and blanked out”, the study found.
“Someone will be singing and dancing and talking to the camera, asking children to join in, and all I see is my child staring at the screen,” one parent reported.
Research shows music helps develop children’s co-ordination, listening, language, communication and social skills.
Many parents assumed Wiggles and Hi-5 music “must be good” because they were often played in preschools and childcare centres, but the key was to be present rather than use them to babysit.
“Watching together enables adults to respond to opportunities the program offers and listen to their child’s comments and observe responses, which can lay the foundation for further exploration,” Dr de Vries said.
Australian Institute of Music and Childhood Development director Jenny Wilkinson said CDs often helped give self-conscious parents the confidence to sing with kids.
“But just putting music on doesn’t have the same effect. Children learn by doing, especially with adults, and there are so many opportunities for spontaneous singing,” she said.
Carnegie mum Simone Waterman sings daily to her three children, making up silly rhymes and playing with a basket of musical instruments. “I sing really badly and have no rhythm but until the kids beg me to stop I’ll keep going.”
The ex-childcare worker attends a weekly parent-and-child music session and rarely resorts to TV.
“I like Play School but I’m not fond of The Wiggles or Hi-5.”
Tuesday, February 19, 2008
We're off and running!
Now in Week 3 of new classes, the semester is off and running! I left my Village class this morning (babies - 18 months), my heart just leaping with joy for what I get to share with families week in and week out! We have seven in the class - the youngest about 7 months and the oldest 18 months. It is a beautiful blend of parents and children; wonderfully happy and contented children with moms and dads eager to learn about their child's development and the great role music can play in that. To give you an idea of the vast experience one can have in a typical class, within our 45-minute session today we played drums, we practiced massage. We incorporated sign language, we skipped. We had a jam session to a kickin' Putamayo song "Sheep" (our semester is entitled Cock-a-Doodle-MOO, by the way), we learned about the corpus callosum. Where else could you find such diversity and information? Extreme fun and important facts? Kindermusik and their research earns a gold star every time... If you're going to spend money on your child, why not spend it on a program that will truly make a difference??? Today was proof - it is SO worth every penny!
Making music matter,
jg
The Herald Spotlights Tots and Tunes
Read the following article The News Herald ran on January 31st. I was thrilled at the coverage they gave this special class. It has been such a success and will continue to be with all of the effort and support we're receiving from the partipating families and wonderful establishments like the Mt. Juliet Chick-Fil-A! Wow!!! I LOVE my "job"!
Making Music Matter
Jennifer Green is motivated and moved by the power of music to rehabilitate and inspire. She had an innate interest in music that was noticed by her Kindergarten teachers who used music as a teaching tool very often in class. Mrs. Kimberling, Jennifer's music teacher, didn't limit what she taught based on age. She continued to teach and stretch her students regardless of the expected age for that material. Mrs. Kimberling helped develop Jennifer's musical skills and her ear for music.
When Jennifer was growing up, her mother became a substitute teacher in a classroom with children who had profound to severe disabilities. As Jennifer moved through middle and high school she became acquainted with the children and their level of functionality. The administration at the school asked her mother to design a time of music for the children. Observing in the classroom, Jennifer was amazed at how much more they could accomplish when music was involved.
Jennifer graduated from Lipscomb University with a BS in Psychology and a music minor. Throughout her last year of college she was the director of a middle school chorus and acted as Classroom Coordinator for the Regional Intervention Program. Shortly after graduation, Jennifer began working as a publicist and spent the next four years working for top-selling artists in both the country music and Christian music industries. In 2002, Green established her business, Tots and Tunes, and became a Licensed Kindermusik Educator and a Private Voice/Piano Instructor.
In addition to sharing a home in the Donelson area with husband, John, and two boys, Daniel and Luke, Jennifer teaches Kindermusik classes, provides therapeutic music intervention in local nursing homes and the Vanderbilt Children's Hospital, and continues with her private music instruction. Jennifer loves to perform many genres of music and has had the privilege of performing for audiences of elementary school children to cancer survivors. Above all, she is motivated by the power of music and dedicated to the cause of making music matter!
Jennifer's curiosity has continued to grow about the effect of music on children with developmental delays. Green remarks, “Music helps, but why? I want to know why music soothes. Why is this working the way it works?” Her love for music combined with her passion for children with disabilities paved the way to the study she's currently conducting.
In the Fall of 2007, Mrs. Green launched a year long study of ten families of children with developmental delays and how music can be used to improve verbal, cognitive, social, or physical progress. Mrs. Green proposes committed families participating in a music program, such as Kindermusik, can make a tremendous difference on children experiencing developmental challenges.
Reflecting on her past experiences with the effect of music Jennifer comments, “I have a deep interest and passion for using the power of music to make a difference in lives. I couldn't think of any better way to do this than by offering such a strong, proven method as the Kindermusik program specifically to families of children with developmental differences.”
Kindermusik is designed to develop specific areas of the child - verbal, physical, emotional, social, cognitive, and musical. The activities such as creative movement, discretionary listening, vocal play, group dances, instrument exploration, and more can help to promote many of these at one time. These are vital elements of every child, no matter their level of function.
In order to facilitate the study, Jennifer gathered the necessary resources including willing families, the curricula for the consecutive semesters, and the At-Home Materials for each participating family. The At-Home materials consist of CDs, literature books, instruments, puppets, a family activity guide and games. These materials are essential to expand on the activities and goals presented in class, furthering the development in the children. “I'd like to recognize the Mt. Juliet Chick-Fil-A as the sole sponsor for the materials for the entire year. I couldn't have done this without their help!” expresses Jennifer with gratitude.
The developmental delays that are represented in the study group include Down Syndrome, Cerebral Palsy, speech delays, sensory integration issues, motor delays, to name a few. There were approximately 12 children participating in the Fall semester and should have about the same for the Spring semester.
The duration of the study is three consecutive semesters: Fall (10 weeks), Spring (10 weeks), and Summer Camp (five weeks). The first semester provides a time for the group to cohere, the second includes discussing and observing developmental growth, with Summer Camp being a celebration of sorts. “Of course, in no time this class has become such a part of me... I may go on and on until the families decide to throw me out!”
The participants in the study were chosen based on the following factors. “I wanted to give this to families who were weighed down with multiple weekly therapies including speech, occupational, physical, etc.” Although needed and effective, the financial, physical, and mental drain on families in therapy is overwhelming. Participating families are willing to give music a chance and understand the developmental growth that can result from consistent intervention.
In addition, children without developmental delays are in the class serving as peer models and promoting integration of differences. Jennifer comments, “Children need to know they can learn and interact with everyone; not just those that look and function the same as them.” Jennifer has observed the parents thriving in this environment, “What a treasure to see the moms and dads leaning on one another, venting, sharing, and growing.”
Austin is a three year old boy who is participating in the study group. His dad, Billy, shares his comments about Jennifer Green and the study group, “Overall, this program has given Austin a better understanding of how to relate to music as it fuels his senses. Austin is a sensory seeker and this program gives him enough freedom to feed his senses and structure to be involved with the group. The exposure to other kids in a group setting has provided him with more (much needed) comfort in being in situations where kids are drawn together. As a parent, it’s exciting for us to participate in the program because not only are we having fun and learning with our son, but we’re also doing it in a setting with people who genuinely care about us.”
Billy continues, “The first semester of Mrs. Green's Kindermusik class has taught Austin the difference between fast and slow tempos. This is seen in his slow flowing body movements while standing still or rapid jumping movements while listening to the songs he likes. We have seen him begin to produce a steady beat by banging two blocks together and by beating on a toy drum. We have also seen him begin to follow group activates involving steady beats. This was seen when he started patting his lap with both hands while everyone else was.”
“We have also seen him associate songs with activities done in the class. For example, at home we heard one of the slow songs and he looked up at the ceiling. I knew he was looking for a flashlight. So, I got him one and he started waving the light around the ceiling. We feel that our success says a lot not just about the program but also for the Educator…and this is only our first semester!”
Lukas Rodia is a 2 ½ year old boy participating in Jennifer's study group. What an amazing story the Rodia family has to share! Lukas had a stroke at birth and at 9 months old started having seizures up to 100 times per day. The seizures were drop seizures where he would literally fall over and when he came to would continue playing. At the age of two, Lukas had brain surgery to remove or disconnect the left hemisphere of his brain, the language center, in an effort to stop the seizures. Fortunately, there have been no seizures since the surgery. The doctors told Lukas' parents that he may or may not ever speak and he now speaks 12 words and knows 30 signs.
Since beginning Jennifer's class in the Fall of 2007, Lukas has made great strides adding new signs and enjoying his newfound connection to music. Lukas is grasping the concepts of tempo and rhythm tapping along to music as the tempo changes. Lukas' mom, Jennifer Rodia, facilitates 2-3 hours of therapy each day at home where they've really enjoyed integrating the fun music and fresh concepts from Jennifer's classes.
A recent success during class for Lukas was during a song called, “Rolling Over Rover” which encourages children to roll over during a certain part of the song. At 2 ½ unable to crawl or walk watching his peers roll over motivated him to try it a shot and he did it! What a powerful testimony to the impact of music! Mrs. Rodia observes Jennifer's approach with the children, “Jennifer is enthusiastic and compassionate. She is able to bring the best out in each child automatically without even thinking about it.”
Jennifer Green reflects, “As a parent of two typically developing children, I've realized how much I take their 'typical' development for granted. As I've been involved with my participating families, I've learned to celebrate what some may deem as a slight accomplishment for the miracle it truly is.”
Because of her intense passion for individuals with developmental differences, Jennifer Green has recently taken additional college classes pertaining to human communication disorders and is working towards a degree in Music Therapy. Indeed, Jennifer is dedicated to the cause of “Making Music Matter”!
Making Music Matter
Jennifer Green is motivated and moved by the power of music to rehabilitate and inspire. She had an innate interest in music that was noticed by her Kindergarten teachers who used music as a teaching tool very often in class. Mrs. Kimberling, Jennifer's music teacher, didn't limit what she taught based on age. She continued to teach and stretch her students regardless of the expected age for that material. Mrs. Kimberling helped develop Jennifer's musical skills and her ear for music.
When Jennifer was growing up, her mother became a substitute teacher in a classroom with children who had profound to severe disabilities. As Jennifer moved through middle and high school she became acquainted with the children and their level of functionality. The administration at the school asked her mother to design a time of music for the children. Observing in the classroom, Jennifer was amazed at how much more they could accomplish when music was involved.
Jennifer graduated from Lipscomb University with a BS in Psychology and a music minor. Throughout her last year of college she was the director of a middle school chorus and acted as Classroom Coordinator for the Regional Intervention Program. Shortly after graduation, Jennifer began working as a publicist and spent the next four years working for top-selling artists in both the country music and Christian music industries. In 2002, Green established her business, Tots and Tunes, and became a Licensed Kindermusik Educator and a Private Voice/Piano Instructor.
In addition to sharing a home in the Donelson area with husband, John, and two boys, Daniel and Luke, Jennifer teaches Kindermusik classes, provides therapeutic music intervention in local nursing homes and the Vanderbilt Children's Hospital, and continues with her private music instruction. Jennifer loves to perform many genres of music and has had the privilege of performing for audiences of elementary school children to cancer survivors. Above all, she is motivated by the power of music and dedicated to the cause of making music matter!
Jennifer's curiosity has continued to grow about the effect of music on children with developmental delays. Green remarks, “Music helps, but why? I want to know why music soothes. Why is this working the way it works?” Her love for music combined with her passion for children with disabilities paved the way to the study she's currently conducting.
In the Fall of 2007, Mrs. Green launched a year long study of ten families of children with developmental delays and how music can be used to improve verbal, cognitive, social, or physical progress. Mrs. Green proposes committed families participating in a music program, such as Kindermusik, can make a tremendous difference on children experiencing developmental challenges.
Reflecting on her past experiences with the effect of music Jennifer comments, “I have a deep interest and passion for using the power of music to make a difference in lives. I couldn't think of any better way to do this than by offering such a strong, proven method as the Kindermusik program specifically to families of children with developmental differences.”
Kindermusik is designed to develop specific areas of the child - verbal, physical, emotional, social, cognitive, and musical. The activities such as creative movement, discretionary listening, vocal play, group dances, instrument exploration, and more can help to promote many of these at one time. These are vital elements of every child, no matter their level of function.
In order to facilitate the study, Jennifer gathered the necessary resources including willing families, the curricula for the consecutive semesters, and the At-Home Materials for each participating family. The At-Home materials consist of CDs, literature books, instruments, puppets, a family activity guide and games. These materials are essential to expand on the activities and goals presented in class, furthering the development in the children. “I'd like to recognize the Mt. Juliet Chick-Fil-A as the sole sponsor for the materials for the entire year. I couldn't have done this without their help!” expresses Jennifer with gratitude.
The developmental delays that are represented in the study group include Down Syndrome, Cerebral Palsy, speech delays, sensory integration issues, motor delays, to name a few. There were approximately 12 children participating in the Fall semester and should have about the same for the Spring semester.
The duration of the study is three consecutive semesters: Fall (10 weeks), Spring (10 weeks), and Summer Camp (five weeks). The first semester provides a time for the group to cohere, the second includes discussing and observing developmental growth, with Summer Camp being a celebration of sorts. “Of course, in no time this class has become such a part of me... I may go on and on until the families decide to throw me out!”
The participants in the study were chosen based on the following factors. “I wanted to give this to families who were weighed down with multiple weekly therapies including speech, occupational, physical, etc.” Although needed and effective, the financial, physical, and mental drain on families in therapy is overwhelming. Participating families are willing to give music a chance and understand the developmental growth that can result from consistent intervention.
In addition, children without developmental delays are in the class serving as peer models and promoting integration of differences. Jennifer comments, “Children need to know they can learn and interact with everyone; not just those that look and function the same as them.” Jennifer has observed the parents thriving in this environment, “What a treasure to see the moms and dads leaning on one another, venting, sharing, and growing.”
Austin is a three year old boy who is participating in the study group. His dad, Billy, shares his comments about Jennifer Green and the study group, “Overall, this program has given Austin a better understanding of how to relate to music as it fuels his senses. Austin is a sensory seeker and this program gives him enough freedom to feed his senses and structure to be involved with the group. The exposure to other kids in a group setting has provided him with more (much needed) comfort in being in situations where kids are drawn together. As a parent, it’s exciting for us to participate in the program because not only are we having fun and learning with our son, but we’re also doing it in a setting with people who genuinely care about us.”
Billy continues, “The first semester of Mrs. Green's Kindermusik class has taught Austin the difference between fast and slow tempos. This is seen in his slow flowing body movements while standing still or rapid jumping movements while listening to the songs he likes. We have seen him begin to produce a steady beat by banging two blocks together and by beating on a toy drum. We have also seen him begin to follow group activates involving steady beats. This was seen when he started patting his lap with both hands while everyone else was.”
“We have also seen him associate songs with activities done in the class. For example, at home we heard one of the slow songs and he looked up at the ceiling. I knew he was looking for a flashlight. So, I got him one and he started waving the light around the ceiling. We feel that our success says a lot not just about the program but also for the Educator…and this is only our first semester!”
Lukas Rodia is a 2 ½ year old boy participating in Jennifer's study group. What an amazing story the Rodia family has to share! Lukas had a stroke at birth and at 9 months old started having seizures up to 100 times per day. The seizures were drop seizures where he would literally fall over and when he came to would continue playing. At the age of two, Lukas had brain surgery to remove or disconnect the left hemisphere of his brain, the language center, in an effort to stop the seizures. Fortunately, there have been no seizures since the surgery. The doctors told Lukas' parents that he may or may not ever speak and he now speaks 12 words and knows 30 signs.
Since beginning Jennifer's class in the Fall of 2007, Lukas has made great strides adding new signs and enjoying his newfound connection to music. Lukas is grasping the concepts of tempo and rhythm tapping along to music as the tempo changes. Lukas' mom, Jennifer Rodia, facilitates 2-3 hours of therapy each day at home where they've really enjoyed integrating the fun music and fresh concepts from Jennifer's classes.
A recent success during class for Lukas was during a song called, “Rolling Over Rover” which encourages children to roll over during a certain part of the song. At 2 ½ unable to crawl or walk watching his peers roll over motivated him to try it a shot and he did it! What a powerful testimony to the impact of music! Mrs. Rodia observes Jennifer's approach with the children, “Jennifer is enthusiastic and compassionate. She is able to bring the best out in each child automatically without even thinking about it.”
Jennifer Green reflects, “As a parent of two typically developing children, I've realized how much I take their 'typical' development for granted. As I've been involved with my participating families, I've learned to celebrate what some may deem as a slight accomplishment for the miracle it truly is.”
Because of her intense passion for individuals with developmental differences, Jennifer Green has recently taken additional college classes pertaining to human communication disorders and is working towards a degree in Music Therapy. Indeed, Jennifer is dedicated to the cause of “Making Music Matter”!
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