Las legítimas a partir del Derecho castellano medieval

Zaizai

1:25-1:45 (20mins)

Aims / Goals : Encouraging vocalisation Non-verbal musical interaction Enjoyment and engagement

Activities : Planned / Unplanned 1. Hello Song

2. Sing-a-long

i. Children love to sing (with chime) ii. Lu La La (with wood block) 3. Sound exploratory

4. Turn-taking vocalisation 5. Goodbye Song

General Comments:

Zaizai smiled at me when I said I am going to take him to music. Zaizai was placed in his standing frame. He didn’t react to the English hello song at the beginning, maybe he couldn’t understand it. He had his head looking down. I kept repeating my hello song, where until the third times, I finally get him to lift his head up and smiled. He kept looking at the chimes that placed on his left and looking eager to play on the chime. Then I took it over and placed it in front of him. He laughed when I strummed on the chimes. I directed him where the chime was and he managed to reach to the chime himself. He continued to lift his head up and laughed during the intervention. Then I started to sing a Chinese children song “Happy children like to sing”. He started to make noises “erh…” and kept lifting up his head, and turning here and there. When I tried to slow down the rhythm, Zaizai would make a noise to respond to my singing and I started to speed up again. Occasionally I paused and checked on his responses, he would make a noise “ng…” and then I’d start singing again. But when I stopped singing or talking to him, he dropped his head. There were a few times that Zaizai was singing together with me. He appeared to be happy because he kept smiling and laughing. I tried to imitate the way he made the sound “Ng…”, he responded me and we had the play for a few times then he played on the chime again. I started to sing “reach out your hands and play the chime” in English, but I am not too sure about his understanding of the language. He did play on the chimes a few times with my guide but I don’t think he really knows what I am looking for. Therefore I changed another approach by exploring different sound of instruments with him. P.S. MTS

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Instead of a bright and sharp timbre of instrument like wind chimes, I offer him a wood black which showed a contrast. When I was singing and playing with the woodblock, Zaizai didn’t seem to respond much. After a while, he started to smile and laugh and gradually singing with me too (sliding his voice between C to E). I offered him a shaker to play with and we ended up singing and playing together. I stopped singing the song after twice because Zaizai tended to sing and I would like to let him lead as well as listen to him. He sang for awhile and realised I wasn’t singing anymore then that lead us to a non-verbal vocalising communication. I had a vocal play with him by copying the way he produced the sound. He was happy. He laughed and continued to make noises. He responded to me every time after I sang, just like a call and respond interaction. The intervention lasted for at least 2 minutes. When he was getting quieter, I claimed that we should stop. I started to sing my goodbye song, however he didn’t tend to have as much respond as before when we have the call and respond intervention. He might be tired by then or he wanted to have a longer music session.

Interaction notation: Zaizai : ngu….

MTS : ngu ngu~~~~ ngu MTS : ngu ngu~~~~ ngu Zaizai : ngu…

MTS : ngu ngu~~~~ ngu Zaizai : nug~~ e~~~ MTS : e e~~~ e Zaizai : ngu… MTS : ngu ah… ah Zaizai : ah… MTS : ah…. Zaizai : ah~~ ah MTS : ah…. MTS : ah…. Zaizai : er… MTS : er……… ah~~~~~~~ ah Zaizai : ngu……

MTS : ngu ngu~~~~ ngu Zaizai : ngu…. MTS : ngu…. Zaizai : ngu…. MTS : ngu gnu… Zaizai :nug….oh MTS : oh………. Zaizai : ngu… MTS : oh (higher pitch)…… Zaizai : ngu..oh (matching pitch) MTS : oh (lower pitch)……. MTS : oh (lower pitch)……. Zaizai : oh (followed the pitch)….. MTS : ah….

Zaizai : ah…

MTS : ah…. ah (G-E) MTS : ah…. ah (G-E) Zaizai : ah….. ah (G-G) MTS : ah…. ah (G-E)

Zaizai : ah….. ah (G-E) very close to MTS : ah…. ah (F-D) Zaizai : huh…. MTS : huh….. e e MTS : ah…. ah (G-E) Zaizai : ah….. ah (G-G) MTS : ah…. ah (G-E) Zaizai : er~~~ laughed Reflections:

I could develop a vocal pattern to allow Zaizai to express during certain intervention. What is his understanding? Can he understanding English? Did he manage to differential the differences of his voice? I need anticipate more to allow him to respond to the hello song. Although I know Zaizai will response to certain sounds and interactions, what other skills and techniques I could apply to his sessions so that I could encourage him to vocalise without me prompting.

I am not too sure whether his responses were stimulated by the sound of the instruments or my singing. I think if I want to focus on exploring the sound, then I should focus on the instrument to avoid confusion and multitasking. However, if I am looking for communication and socialisation, I think the intervention is still considered appropriate. I should develop a more structure communication pattern for Zaizai so that he might be able to express himself better or could understand the music intervention better. I may need to give him more space to let him response vocally or to letting him know this is the time he can free himself by making all sort of noises he wants to make.