Elementary Music Methods 3160 NOTES BOOK INTRODUCTION: (Come on Everybody, Lets Sing!

) The Child and Music: -The Childs World= Speech, Movement, Melody, Creativity, Rhythm Expressed Through Songs, Poems, Art, Dance, Sayings, Actions, Body Gestures, Note Reading, Singing, Rap, Chants, Movement, Playing Instruments Lead To -Musical Goals: Understand music concepts like tempo, pitch Musical Literacy Appreciate different types of music -Developmental Goals: Co-ordination Motor Skills Listening Skills Whole Body Learning Gaining Basic Facts Development of Social Skills Understand Cultural Heritage *** Most Important is that they feel delight from making and being in music*** Introduction: The arts is the one subject out of them all that can help students learn to be well-developed, sensitive, and thoughtful people. Music has a great effect on a persons development and is the most effective art. Music is for everyone!! Music is very important part of a curriculum and can be integrated in every subject. Music is also a good way to encourage communication and listening in the classroom. It may even help those with no communication. Both hemispheres of the brain are activated when students engage in music activities. Having experiences in music allows people to have a better understanding of themselves and others. Music should be important part of a curriculum from Nursery school to College. Play is important to music because it encourages creativity and allows everyone to be active in learning. Music can be used to teach not only music concepts but spelling, reading, days of the week, and many others. Organization of the Book: Chapter 14- Instruments and how to adapt them for students with disabilities and also how Chapters 1 to 10- These chapters contain songs, poems, activities, and lesson plans. to use them in other ways. Chapter 11- Basic learning of concepts Chapter 15- List useful records- listening, moving, and disabilities. Chapter 12- Ideas on how to present activities to disadvantaged children. Basic music theory Chapter 16- Books that can be useful in the and terms. classroom. Chapter 13- How to use music activities for certain disabilities and descriptions of common disabilities that can be found in the classroom. How to Use This Book: References for planning a lesson. Get a better understanding on how to incorporate music in the regular classroom.

WEEK 1 NOTES CHAPTER 1: HELLO AND GOODBYE Hello and Goodbye: Pg.7-14 Many young children have problems with feeling safe in the classroom each day especially some in music class. It is important to choose an opening song with care because usually you keep the same opening song for the whole year. Same rules are used for goodbye songs. Starting the day and ending it with the same song is crucial in making students feel secure in the classroom. Songs: Good Morning- Pg.7- in the key of C major-first note G (so); Traditional Lyrics: Good morning, good morning and how do you do? When I say my name then you say yours too. My name is _____ what is yours? My name is ____. Substitutions: If how do you do? is difficult for the students, use good morning to you instead. For the afternoon use good day, good day, or Hello, hello. It is important to let children take turns. For this song you could sit in a circle and have each child ask and answer my name is ___ what is yours? My name is___. Hello My Friends-Pg.8: words and music by Donna Otto Musical Concepts: Beat and rhythm Developmental Concepts: Socialization, listening skills, and names Lyrics: Hello my friends Hello my friends, Come and join the music Hello my friends Hello my friends, Come and join the fun. Suggestions For Teaching: Could have the children make a circle, hold hands, and have one student hold a drum in the center of the circle. This can add movement to the music. Next the children walk 8 steps clockwise around the circle than back 8 steps going counterclockwise. Then all the children face the student with the drum and say: Our good friend is _______ He/shell play the drum today, Listen now to_____ and clap what he/she will play. During the chant the child with the drum plays a rhythm that will be repeated 4 times by them and the class. Each student will get a turn to play the drums and the game continues until they all have had a turn. A Great Day- Pg.8 Lyrics: Come on everybody its a really great day, well clap and dance and skip, well sing and play. Suggestions For Teaching: Could say this with a syncopated (to make all, part of, or piece of music off-beat), bluesy rhythm. Could snap or clap to the accented beat found in the book Pg.9 or with a tambourine. To make the words easier change them to Well clap and clap, well sing and play for the second line. Other Activities: Simple Body Percussion Accompaniment: In partners, students could pat knees, clap own hands, clap partners hands, clap own hands Partners could create own pattern of clapping. Difficult Addition: A body percussion pattern all the students can do should be selected. Next say the words to the pattern one time through. Then have the students walk 8 steps (8 beats on drum are played with the walking) as the students find a different partner. Repeat it whenever. To make even harder make the steps the students walk to change partners one less each time is a switch. *The next two songs below are good for inviting students to join the fun and also help with social skills* Come and Join Our Circle Pg.9- by L.B.F; is in the key of D major- first note D (do)

Lyrics: Come and join our circle, Come and Lyrics: Come and join our circle, Our circle, join the fun. Come and join the circle, And our circle. Come and join our circle, Its well skip and hop and run. round like a ball. 2...Come and sing and play, This song is good to help students learn and . Well be happy all the day, recognize shapes. To extend this song have 3Come and clap and dance, students think of other things that are . Everyone will have a chance. round in shape. Round Like A Pg. 10- in the key of C majorfirst note C (do); it is Anonymous Games for Saying Hello Pg.10 Musical Concepts: Beat, rhythm, so-mi interval, tone matching; Developmental Concepts: Participation, names, language development, listening skills, and spatial awareness. These can be used at the start of a lesson. Great way to introduce the students to one another and encourage participation from the whole class. Songs arranged by difficulty. Who Are We? First have all the students sit or stand in a circle. Each should keep a steady beat by patting their knees or alternating claps and pats. Then the leader says to each student and takes turns. The leader asks the person next to them and that person replies, that person than asks the person next to them and it continues until it goes around the whole circle. It goes like this: o Leader: My name is____. What is yours? o Student: My name is ___. It is important that the next leader says their name. The leader always sings the question and each child sings it back. (Fleming pg. 10) Notes: Do not break the rhythm. Always give enough time for the student to give their answer. Keep the beat going until the student is ready. Using 2-3 note melodic form (so, mi, la, so-mi-) to change the question and response. Examples: How are you today____?, What did you watch on TV last night o To make it easier to respond use a puppet to ask the question. Where is Peter? A change to the song Where is Thumbkin to create a song to learn names. Lyrics: o Question-Where is Peter, where is Peter? Where is he, where is he? o Answer- Here I am, here I am, How, do you do? (The student should bow or wave on the last line) o Make sure to sing about all the students in the class. Names, Names: Have the students get in a circle. For this game all the children clap their hands four times, and then move their hands up and down four times without making a sound. During the quiet beat each student says their name. It repeats until each student has had a turn. The tempo for this is slow and relaxed. Introductions: For this game it important at the beginning to allow students to get to know the two people sitting next to them. Next set a steady beat that is not too fast by patting the knees or patting and clapping. Each person takes a turn saying their own name and their neighbors following these words: My name is ___. This is ___ and this is ____. Could also be sung with so, mi, and la.

Pass the Sound: Start this by getting in a circle. Next the leader claps one time and the claps are passed around the circle with one clap per person. When the claps get around the circle the leader catches and holds the clap. Variations: o After the first clap is given by the leader another clap to chase the first one can be given. o There could always be two claps sent around the circle in different directions. o Instead of claps, the leader could have everyone hold hands and send a squeeze around the circle. Best done with the eyes closed. Also students could cross arms and hold hands of both of the people around them and a squeeze could be sent in two directions. Giving Presents: This game is all about visualizing and miming and may not work with every student. The students all start in a circle. Each student gives an invisible present to someone else in the circle. The present must be described by miming. Questions will get the students to think creatively about the present like is it heavy, light, long, short, or tall. Try to have the other students guess what it is? Advanced: To make it more fun the student accepts the present as it is given to them and they change it before they give it to someone else. This activity involves creativity and imaginations and the students might need a lot of help or ideas. More Songs: Were All Together Again Pg.12- it is in the key of G major- first note D (low so); it is a Traditional Greeting Song Lyrics: Were all together again, were here, were here! Were all together again, were here, were here! Who knows when well be all together again, Singing all together again, Were here, were here! The More We Get Together Pg, 13- in the key of D major- first note D (do); it is a Traditional song Lyrics: Oh, the more we get together together, together. Oh, the more we get together the happier well be. For your friends are my friends and my friends are your friends. Oh, the more we get together the happier well be! Substitutions: Could add the students name to your in the song. This would also be good to use with sign language. Goodbye Songs Pg.13 Songs and poems are a good way for ending a lesson to make students feel secure. It lets students know music time is over and it is time to move on to a new thing. Good to use with students who have disabilities and emotional and behavioral problems. The Music Time is Over Pg. 13- it is in the key of F major-first note C(low so); by Anonymous Lyrics: The music time is over, Its time to say goodbye. Goodbye until the next time, Goodbye goodbye, goodbye goodbye. Substitutions: them Instead of the next time change it to tomorrow or next Thursday for when music is next. If there are not a lot of children in the class you can sing to each of them as they leave. Goodbye _____ If this is used to move to a different activity than the words can be changed to: Its time to have our juice now or to go outside now, Well sing another day, Well be back again tomorrow, Well dance and sing and play. Also students could create other words. Examples from Dianne Field: Hey, hey, what do you say? Well see each other another day. Ho, ho, what do you know? Music is over, its time to go. Or other words like: Hee,hee,hee cant you see, Music is over for you and me, Hum, hum, hum, and a rum, tum, tum, Music is over and we had some fun. Other Hello and Goodbye songs: Good Day Song Pg.75

So Long Its Been Good to Know You- Woody Guthrie WEEK 2 NOTES CHAPTER 2 NOTES: JUST FOR FUN This chapter contains songs popular among many singers. It contains songs that are both old and new with strong approval from children. Lots of these songs are asked to be sung over and over. These songs are presented for fun, but do have some developmental and musical concepts that can be taught with them. SONGS: Do Your Ears Hang Low? Pg.15-In the key of Bb major-first note Bb (do)= Traditional Song o Developmental Concept: Action Song Lyrics with Actions: Do your ears hang low? (Pull on ear lobes three times down)Do they wobble to and fro?(Shake ears back and forth)Can you tie them in a knot?(Pretend to tie knot) Can you tie them in a bow?(Pretend to tie bow)Can you throw them over your shoulder,(Do as action says)Like a Continental solider?(March like a soldier)Do your ears hang low?(Pull on ear lobes three times down again)2. Yes my ears hang low, And they wobble to and fro. I can tie them in a knot, I can tie them in a bow. I can throw them over my shoulder Like a Continental soldier, Yes, my ears hang low. Hear the Bells Ring Pg.16- in the key of C major- first note G (so)- Traditional Song o Musical Concepts- so-mi song o Developmental Concepts- language development, creativity, instrumental playing, listening skills Lyrics: Hear the bells ring, Hear the bells ring, Listen to the church bells , Hear the bells ring. Additions- As an introduction to the song you could begin by having the students sing word patterns. o Spoken Accompaniments: Ding, dong, ding, dong or bells are ringing, bells are ringing o One group could sing ding dong two times. Next group bells are ringing tow times and the last group sings the song. o Instruments: Met allophone or resonator bells for ding dong ding dong part. Xylophone or glockenspiels for bell are ringing part. Records could play the melody or older students could sing the accompaniment with the song. o Change words of the song: To talk about other things that are heard. Speech patterns have to be changed. o Auditory Games: This is where the teacher makes a sound and the students have to recognize the number of times they heard a sound. It is best to hidden from the students. Michael Finnigin Pg.18- in the key of G major- first note D (low so)- Traditional Song o Developmental Concepts: Rhyming words and language development Lyrics: There was an old man named Michael Finnigin, He grew whiskers on his chinigin, The wind came along and Blew them inigin, Poor old Michael Finnigin (Beginigin). 2. There was an old man named Michael Finnigin, He went fishing with a pinigin, Caught a whale and dropped it in again, Poor old Michael Finnigin (Beginigin). o There are five more verses. Suggestions for Teaching: o Students could think of other words that end in in sound to create a new verse. o Instruments: Can be accompanied by guitar, ukulele, or autoharp by playing G and D7. Hand bells, piano, or xylophone could play the bottom notes of the other instruments. The Sleeping Princess Pg.19- in the key of D major- first note A (so)- Swedish Folk-Song o Developmental Concepts- Ordering and sequencing, and dramatization Lyrics: There was a pretty princess, A princess, a princess, There was a pretty princess, Long, long ago.2. A spell was cast upon her3. She pricked her little finger o There are 6 more verses. o This song retells the story of Sleeping Beauty. o Each verse has a lot of repetition, but the language is simple.

o Teach the first verse for the first lesson and add the others in the following days. Suggestions for Teaching: o Make picture cards of the verses and put them in order before singing the song. o Have the children order the cards. o Make the song a dramatization with many characters. Tinga Layo- in the key of D major- first note F# (mi)- Traditional Calypso Song Lyrics: Ting-a Lay-o, Come little donkey come, Ting-a Lay-o, Come little donkey come. My donkey Walk, my donkey talk, my donkey eat with a knife and fork, Ting-a Lay-o Come little donkey, come, Ting-a Lay-o, Come little donkey come.2. My donkey eats, my donkey sleeps, My donkey kicks with his two hind feet (two times) Tinga Layo. o There are two other verses. Other verses can be created to describe the donkey. Actions: o Chorus: Ting- pat knees; a- clap; Lay- flutter hand high over head; o- clap; Come little donkey come- pat alternate knees in the rhythm of each word. o Verse: clap the beat Instruments: o Chorus: Tambourine: Play two times on Ting-a and shake it on Lay-o. Claves: To play rhythm pattern of Come little donkey come. o Verse: Drum: Play on the beat. Mama Paquita Pg.21- in the key of C major- first note G (so)- Brazilian Folk-song: Translation by Margaret Marks o Musical Concepts: Rhythm and Accent o Developmental Concepts: Speech and language development Lyrics: Mama Paquita, Mama Paquita, Mama Paquita 1.buy your Baby a papaya, A ripe papaya and a banana, A ripe papaya that your baby will enjoy, ma-ma-ma-ma, Mama Pa2. Says, I havent any money, to buy papayas and ripe bananas, Lets go to Carnival and dance the night a-way. Cha, Cha, Cha (spoken) Suggestions for Teaching: o Clap rhythm pattern for three-syllable words. Second syllable is accented. o Create other verses by using words of other thing Mama might buy, like potato, tomato, piano o Instruments: Latin and South American instruments, a cabasa, claves, maracas, a guiro, or tambourine= play on the beat and some on rhythm patter of Mama Paquita and Mama, Mama, Mama Happiness Runs Pg.22- in the key of C major- first note A (la)- Traditional Song o Developmental Concepts: emotions Lyrics: Part 1: Happiness runs in a circular motion. Love is a little boat up on the sea. Everyone is a part of everything anyway. You can be happy if you let yourself be. Part 2: Pa-pa-pa-pa-pa-pa-pa-pa-pa-pa-pa; Pa-pa-pa-pa-pa-pa-pa-pa-pa; Pa-pa-pa-pa-pa-papa-pa-pa-pa-pa; Pa-pa-pa-pa-pa-pa-pa-pa-pa. Parts one and two can be sung together in partners. Also could do following: All: Part 1; All: Part 2; 2 groups: Parts 1 and 2 together; 2 groups: Parts 1 and 2 together with parts switched; All: Part 2; Tambourine: Play softly for Part 2. Old Roger Pg.23- in the key of A minor- first note E (mi)- Traditional English o Developmental Concepts: dramatization and ordering Lyrics: Old Roger is dead and gone to his grave Hee, Haw, gone to his grave. 2. There grew an oldapple tree over his head, Hee Haw, over his head. There are 5 more verses. There are many variations- Oliver Cromwell. Dramatization: Have one student become each subject as described in each verse. Instruments: For sound effects- cymbals, triangle, drum, woodblock for ripe, drop, wind, knock, hippity hop. Hee, Haw, gone to his grave.= play with xylophones, hand bells, etc. Neath the Lilacs Pg.24- in the key of Bb-first note F (so)- Traditional Song o Developmental Concepts: ordering, sequencing, dramatization

Lyrics: She sat neath the lilacs and played her guitar, Played her guitar, Played her guitar, She sat neath the lilacs and played her guitar, Played her guitar-ar-ar-ar. Um ching a ching-a, Um a ching-a, ching-a, Um ching, ching,ching. There are 10 more verses. This uses difficult language and might be hard for some students. So, it might be best to make picture cards to help them follow. Dramatization and instruments could be used. Haul Away Joe Pg. 25- in the key of C minor- first note C (la)- Traditional Sea Chanty o Musical Concepts: accent Lyrics: Way haul away, Well haul away the bowline Way haul away Well haul away Joe. Way haul away, The packet is a rolling Way haul away Well haul away Joe. There are three more verses. This could be lead by a leader. It has strong accents which helped sailors pull on the ropes together. Old Texas Pg.26- in the key of F major- first note C (low so)- traditional Cowboy Song o Musical Concepts: harmony Lyrics: Im going to leave old Texas now Im going to leave old TexasTheyve got no use for the long-horn cow now, Theyve ploughed and fenced my cattle range, and people there are all so strange. 2. Ill take my horse, Ill take my rope And hit the trail, upon a lope, Sing adios, to the Alamo, And turn my head, toward Mexico. Could be sung in echo. It is a two part song. Drum could be used. Streets of Laredo Pg.27- in the key of F major- first not C (so)- Traditional Cowboy Song o Developmental Concepts: Dramatization and sequencing Lyrics: As I walked out in the streets of Laredo, As I walked out in Laredo one day, I spied a your cowboy all wrapped in white linen, All wrapped in white linen and cold as the clay. There are three more verses. It is a difficult song that could be used with picture cards. Drum and woodblocks could be used. Catch a Falling Star Pg. 28- in the key of C major- first not E (mi)- Words and Music by Paul J. Vance and Lee Pockriss o Musical Concepts: Harmony and form Lyrics: A..Catch a falling star and put it in your pocket, Never let it fade away. Catch a falling star and put it in your pocket, Save it for a rainy day. B..For love may come and tap you on the shoulder some starless night. And just in case you feel you want to hold her youll have a pocket full of starlight. Instruments: Metallphones, glockenspiels, resonator bells, or hand bells. Has simple harmony. Can be sung it two parts A and B. A=easy B= hard nice for students who are having difficulty. Turn on the Sun Pg.29- in the key of C major- first note C (do)- Words and music by Mitch Murray and Peter Callander o Musical Concepts: Rhythm and syncopation, harmony, form- ABA, instruments. Lyrics: Turn on the sun, turn on the sun light up the world, come everyone; Turn off the wind, thunder and rain, Turn on the sun, lets smile again. Tinker, tailor man, radiate all the love you can. Soldier engineer, Let you heart be a pioneer. There is one other verse. First two lines can be sung and a clap for syncopated rhythm. Instruments: Accompany song with guitar, ukulele, autoharp, or chromoharp= uses only three chords. A section with glockenspiel or xylophone and B section with triangle or finger cymbals. Other Songs: o Drill ye Tarriers Drill o Theres a Hole in My Bucket o Jamaican Farewell o Water Comes to My Eye o Kookaburra o Yellow Bird o The Old Woman and Her Pig o Yellow Submarine WEEK 3 NOTES CHAPTER 3 NOTES: ACTION SONGS, POEMS, AND SINGING GAMES Action songs and poem contain words that give directions for movement, state

 These are perfect for helping students with following directions. Easy material is usually at the beginning and becomes more difficult at the end. SONGS: Musical Concepts: beat, rhythm, and melody Developmental Concepts: action songs, body awareness, laterality, directionality (loco motor movement), spatial awareness, language development, group participation, following directions, initiating actions, and creativity. o Ill Touch: Traditional Song Lyrics: Ill touch my chin, my cheek, my chair. Ill touch my head, my heels, my hair. Ill touch my knees, my neck, my nose. Then Ill dip down, and touch my toes. o I Have Ten Little Fingers: Traditional Song Lyrics: I have ten little fingers and they all belong to me. I can make them do things--- would you like to see? I can shut them up tight. I can open them wide. I can put them together. I can make them all hide. I can make them jump high. I can make them jump low. I can fold them up quietly and hold them just so. o Role Your Hands: Traditional Song Lyrics: Roll your hands so slowly, as slowly as can be. Roll your hands so slowly, and fold your arms like me. Roll your hands so quickly, as quickly as can be. Roll your hands so quickly, and fold your arms like me. o Move With Me: in the key of F major- first note F (do), Traditional (adapted) Song Lyrics: Oh, you clap and you clap and you clap and you STOP. And you clap and you clap and you clap and you STOP! And you clap, and you clap, and you clap and you STOP! And you clap and you clap and you STOP. This song you can include other actions like wave, stomp, jump. For older children there can be small changes in the words to make the song a little more challenging. Example the use of walk: high, low, tiptoe, heels, on sides of feet, backwards. You could also have the students strike a pose when they stop. They can copy the leader or follow picture cards. o Round and Round: in the key of F major- first note A (mi)- L.B.F Lyrics: Round and round and round___ Round and round we go___ Round and round and round___ and them we STOP!___ Round and round and round___ Round and round we go___ Round and round and round___ then down we PLOP! Movement: In a circle the child walk holding hand for 8 measures then stop. Then they walk 8 measures the opposite direction and sit down on the word plop. o I Can Walk With Two Feet: in the key of C major- first note C (do)- Traditional Song Musical Concepts: Beats Developmental Concepts: body awareness, co-ordination, and language development. Lyrics: I can walk with two feet, two feet, two feet. I can walk with two feet, all day long. 2. I can jump with two feet. 3. I can skip with two feet 4. I can run with two feet 5. I can hop with one foot Perform the actions with the song and have the children give ideas of ways to move. Good for encouraging movement in all ambulatory children. Can include other body parts like fingers, eyes, and head. o Jumping: in the key of F major- first note C (low so)- L.B.F Lyrics: Ill jump Ill jump away up high, Ill jump Ill jump up to the sky, Ill jump Ill jump Ill jump Ill jump and then Ill STOP! o Jack-in-the-box: Lyrics: Jack-in-the-box, sits so still, wont you come out? Yes, I will! Everyone squats down in the first two lines and said very quietly, and then jump up on Yes, I will! o Rolling: in the key of Bb- first note F (low so) - L.B.F.

Lyrics: Im rolling over and over again, Im rolling over and over and then, When I reach the end of the mat or the floor, Ill roll the other way, right out the door! o Hey, Hey Look at Me: in the key of C major- first note G (so) - L.B.F. Musical Concepts: so mi song and tone matching Developmental Concepts: co-ordination, imitating actions, language development, initiating actions, and name song. Lyrics: Hey, there can you see, I am clapping, try with me. This song involves the children performing the actions the leader does. Sing the song again in a melody of "loo" without using the words. Change the actions by stomping, running, jumping Let the students suggest actions to do. o Clap, Clap, Clap Your Hands: key of Eb major- first note Eb (do)- Traditional Song Musical Concepts: beat Developmental Concepts: body awareness, co-ordination, language development, directionality, instruments. Lyrics: Clap, clap, clap your hands, Clap your hands together, Clap, clap, clap your hands, Clap your hands together. 2. Stamp your feet. 3. Blink your eyes. 4. Snap your fingers. 5. Jump up high. For teaching: Use for non-locomotor and locomotor movements, also directionality. Instruments can be used too like play, play, play your drums, tambourine, bells, or triangle. Musical Concepts: Beat Developmental Concepts: body awareness, co-ordination, and following directions. o Hop a Little: Traditional Song Lyrics: Hop a little, jump a little, one, two, three. Run a little, skip a little, tap on knee. Bend a little, stretch a little, nod your head. Yawn a little, sleep a little, in your bed. Say the poem in a steady beat by clapping, snapping, or tapping with their feet. Play the beat on the drum, woodblocks, or two notes on a xylophone. Perform the actions like they are said. o Hands Are For Clapping: L.B.F Developmental Concepts: body awareness, co-ordination, and language development. Lyrics: Hands are for clapping, Hands are for clapping, Feet are for walking, Feet are for walking, Hips are for shaking, Hips are for shaking, Arms are for stretching, Arms are for stretching. The song and actions are done together. Other verses: Eyes are for blinking, Heads are for nodding, Elbows are for walking, and Mouth are for talking. It is important to remember that the actions must be for all students. o Monkey See and Monkey Do: in the key of C major- first note C (do)- Traditional Song Musical Concepts: steady beat Developmental Concepts: group participation, name song, body awareness, co-ordination, language development, initiating actions, reading, and instruments. Lyrics: The monkey stamps, stamps, stamps his feet, the monkey stamps, stamps, stamps his feet monkey see and monkey do the monkey does the same as you. 2. The monkey claps, claps, claps his hands. 3. The monkey jumps, jumps, jumps up high. For Teaching: Try to keep a steady beat and do actions with the song. Allow students to choose an action to do verbally or non-verbally.

Also could write action words on a card and work with word recognition. Other Ideas: Students names could be substituted in. Instruments could be used too, like Jimmy plays his bells. When instrument is played the others imitate the action. One in the Middle- in the key of F major- first note F (do)- Anonymous Musical Concepts: beat and rhythm pattern Developmental Concepts: group participation and numbers Lyrics: One in the middle and he/she cant get out. One in the middle and he/she cant get out. One in the middle and he/she cant get out. Oh my Lilly Oh. 2. Two in the middle 3. Four in the middle. 4. Eight in the middle This involves the students in a circle holding hands with one student in the center. Everyone walks around in a circle singing the song for three phrases then they stop clap the rhythm of the words for the last phrase. The student in the center closes their eyes and turns around and points at someone to join them. Play till everyone is in the circle. Peter Hammers- in the key of F pentatonic- first note C (low so)- Traditional Song Musical Concepts: beat Developmental Concepts: names and numbers Lyrics: Peter hammers with one hammer, one hammer, one hammer, Peter hammers with one hammer, all day long. (one fist pounding on one knee) 2. Peter hammers with two hammers... (two fists on knees) 3. Peter hammers with three hammers (two fists and on foot pounding) 4. Peter hammers with four hammers (two fists and two feet) 5. Peter hammers with five hammers (two fists, two feet plus one head) Substitute names of children in for Peter. Join In the Game- in the key of C major- first note G (so)- Traditional Song Musical Concepts: meter Developmental Concepts: body awareness, imitating actions, language development, and instruments. Lyrics: Let everyone clap hands like me, Let everyone clap hands like me. Come on and join into the game youll find that its always the same. 2. Let everyone stamp like me. 3. Let everyone snap like me. Ask for suggestions on actions. Instruments can be incorporated like everyone play the drum or sticks. Let Us Run- in the key of C pentatonic- first note G (so)- Anonymous Musical Concepts: melody (so-mi interval) and form (rondo) Developmental Concepts: co-ordination and creativity Lyrics: Let us run around the circle let us run and have some fun. Let us run around the circle now the first one has begun. Formation: 1. All run around in a circle to the left on the eighth note pattern, stopping at the end of the music. 2. One person makes up an action while the rest of the group clap and sing the melody of the song to la, la, la. 3. Repeat the song with words and actions ending with Now another has begun. 4. Someone else creates an action. 5. Repeat the song and actions using a different ending. The Hokey Pokey- in the key of G major- first note D (low so)- Traditional Song Musical Concepts: beat Developmental Concepts: action song, body awareness, directionality, language development, and following directions.

Lyrics: You put your right hand in, you take your right hand out, you put you right hand in and you shake it all about, then you do the Hokey Pokey and you turn yourself around. Thats what its all about. 2. Left hand. 3. Right foot. 4. Left foot. 5. Head. 6. Whole body. Could use picture cards and have the child put those in when song. Dr. Knickerbocker- in the key of F pentatonic- first note A (mi) Musical Concepts: melody (four-note song) Developmental Concepts: body awareness and directionality Lyrics: Doctor Knickerbocker, Kickerboker number nine, you cant buy coffee with just a dime. Now lets put the rhythm in our hands (clap, clap), Now weve got the rhythm in our hands (clap, clap). 2. Feet (stamp, stamp) 3. Heads (nod, nod) 4. Hips (woo, woo) To the front, to the back, to the side, side, side, to the front, to the back, to side, side, side, to the side, side, side, to the side, side, side, shuffle to the left, shuffle to the right, shuffle, shuffle, shuffle, shuffle all night. Pat knees fast on doctor and pat/clap strong finishing on dime. Touch the part of the body being said. Suggestions for actions are welcome. The Smoke Goes up the Chimney- in the key of F major- first note C (low so)- Canadian Camp song Developmental Concepts: action song Lyrics: Oh you push the damper in (make fist and push out in front of you) and you pull the damper out (pull fist back towards your shoulder), and the smoke goes up the chimney just the same (make two circles in the air with two hands going from waist level to above the head). Glory, Glory Halleluia (wave hands above head), and the smoke goes up the chimney just the same (repeat smoke action). Skinnamarink- in the key of G major- first note D (low so)- Traditional Song Developmental Concepts: action song and co-ordination Lyrics: Skinnamarinky dinky dink, skinnamarinky doo, I love you, Skinnamarinky dinky dink, skinnamarinky doo, I love you. I love you in the morning and in the afternoon, I love you in the evening underneath the moon. Skinnamarinky dinky dink, skinnamarinky doo, I love you. Actions: o You ( point to another person or to whole group) A: o Repeat A twice o Skinnamarinky (cup elbow of one arm with the other hand and wiggle B: fingers) o In the morning (Hold hands together o dinky dink (repeat, changing hands and over to look like the sun) elbows), o In the afternoon ( lower arms to chin o Skinnamarinky (repeat action with first level) hand and elbow) o In the evening ( lower arms to waist) o doo ( change hand and elbow) o Underneath the moon (imitate a o I (point to own eye) crescent moon by holding both hands o Love ( place both hand over heart) and arms in a curved position by one ear) All Around the Kitchen- in the key of G minor pentatonic- first note Bb (do)- English American Folk- Song Musical Concepts: beat Developmental Concepts: body awareness, directionality, following directions, imitating actions, and initiating actions. Lyrics: All around the kitchen, Cock-a-doodle, doodle, doo. All around the kitchen, Cock-a-doodle, doo. Now you stop right still, Cock-a-doodle, doodle, doo. Put your hands on your hip, Cock-a-doodle, doodle, doo. Let

your right foot slip, Cock- a- doodle, doodle, doo. And you go like this, Cock-a-doodle, doodle, doo. And you go like this, Cock-a-doodle, doodle, doo. All around the kitchen, Cock-a-doodle, doodle, doo. Actions: Walk around the room and follow the action in the song. o Wake up You Sleepyhead- in the key of F major- first note C (so)- Traditional Song Musical Concepts: beat, tempo, and form (ABA) Developmental Concepts: group participation, following a leader, and body awareness. Lyrics: Wake up you sleepy head go out and get the cattle. Wake up you sleepy head go out and get the cows. (The) cows are lost. The sun is warm. I think Ill wait, till they come home. Formation/actions: Students are in a line holding hands following a leader. The leader leads with a heavy plodding walk. Then on lost all go down on one knee, warm both knees, wait touch one elbow on floor, name touch other elbow to floor. Next leader is chosen by the first by touching them on the shoulder. o The Crocodile- in the key of C major- first note G (so)- Traditional Song Lyrics: She sailed away on a lovely summer day on the back of a crocodile, youll see said she. Hes a tame as tame can be, Ill ride him down the Nile. The croc winked his eye as she bade them all goodbye, wearing a happy smile, at the end of the ride the lady was inside and the smile was on the crocodile. Yum Yum! Actions: she sailed away- put palm of one hand on the back of another with thumbs extended- make rowing motions with thumbs and wavy motion with hands) on the back- stroke the back of one hand Youll see- shake pointer finger Ill ride him down the Nile- same as line 1 winked his eye- wink wearing a happy smile- draw a smile on your face end of the ride- motion of line 1 lady was inside- swallow one hand with the other or pat your stomach smile was on the crocodile- draw a smile on your face Other Songs: o The Bus o The Magic Penny o Deep and Wide o Mulberry Bush o Eensy Weensy Spider o Old Brass Wagon o Ha,Ha This Away o Paw Paw Patch o Head and Shoulders o Put Your Finger In the Air, by Woody Guthrie o Heres My Hand, from The Goat Within the o Rig-a-Jig Jig Bright Red Socks o Shoo Fly o If Youre Happy and You Know It o There Was a Little Turtle o Hot Potato o This Old Man o Im a Little Teapot o Tommy Thumb o Looby Boo o Twinkle Twinkle Little Star

WEEK 4 NOTES CHAPTER 4 NOTES: SEASONS AND WEATHER Seasons and the weather are vital topics that interest everyone. Some material with this topic date back hundreds of years. The material will be arranged from simple to hard for each season. Songs:

Rebecca McBee 10-15-13 The first two are about the seasons and weather in general. The words in these songs can be change for each season and to help further language development. o I Like to Sing- in the key of E major-first note B (low so)- Traditional Song Lyrics: I like to sing when the sun is shining tra la la la la, tra la la la. I like to sing when the sun is shining tra la la la la, tra la la la. 2. When the rain is falling 3. When the wind is blowing 4. When the snow is falling Also could have students sing to make work go faster 1. When we make the beds 2. When we wash the dishes 3. When we rake the yard. Could change the verb as well for I like to clap when the sun is shining or I like to dance. Songs for Autumn: o In Autumn- in the key of C major- first note C (do)- L.B.F Lyrics: What can we do in autumn, autumn, autumn, what do we do in autumn, in the autumn of the year. 2. We rake the leaves in autumn, Halloween comes in autumn 3. Extend it to winter: What can we do in winter we can ski in winter we play in the snow in winter 4. Springtime: What can we do in springtime... we clean up the yard in springtime we plant all our seeds in springtime. 5. Summer: What can we do in summer we like to go swimming in summer we can ride our bikes in summer o The Wind- in the tune of Mulberry Bush or Mary Had a Little Lamb Lyrics: The wind is blowing very hard, very hard, very hard, the wind is blowing very hard, its blowing hard today. It blows our hats and scarves about, scarves about, scarves about. It blows our hats and scarves about, its blowing hard today. It blows the leaves down from the tree (autumn) It blows the snowflakes all around (winter) It blows the raindrops everywhere (spring) It makes the flowers dance and sway (summer). You can create other verses the fit with the seasons, as well. Next three songs concentrate basic vocabulary with easy melodies (going down the scale). Musical Concepts: melody (direction, so- mi interval) Developmental Concepts: Listening skills and language development o Leaves Fall Down- in the key of C major- first note G (so)- L.B.F Lyrics: Leaves fall down, down, down, down. Leaves fall down, to the ground. o Leaves Are Falling- in the key of C major- first note G (so)- L.B.F Lyrics: Leaves are falling, falling, falling, leaves are falling to the ground. o Autumn Leaves- in the key of C major- first note C (do)- L.B.F Lyrics: 1. Autumn leaves are falling, falling, leaves are falling everywhere. Autumn leaves are falling, falling, soon the trees will all be bare. 2. Autumn leaves are falling falling, falling to the cold, cold, ground. Autumn leaves are falling, falling, leaves of red and gold and brown. 3. Autumn leaves are whirling, whirling, whirling, whirling through the air. Autumn leaves are whirling, whirling, children playing without care. For teaching: You could bring in leaves and have the children throw them in the air to see what they do. They also could imitate leaves by slowing down when saying down, down, down. Have the students show with their hands or bodies how the melody moves from high to low. Also could use a piano or xylophone. o October- in the key of C major- first note C (so)- Words by L.B.F- Traditional Song Musical Concepts: meter Developmental Concepts: speech, rhythm, accent, and language development. Lyrics: October, October, leaves yellow and red are tumbling down on the top of my head. 2. October, October its cold and its bright, well have a good time on Halloween night. 3. October, October the nights are so long, we soon will be singing a glad winter song. For teaching: Could have children pat beat on their knees or drums or claves. Add the words sing with me, play with me to keep the beat steady. Help them with understanding the strong beat and show visuals. It also works with September, November, and December. o September- September, September we start back to school, sometimes it is hot but the nights are quite cool. o November: November, November the wind blows so cold, the leaves underfoot are all withered and old. o December; December, December its holiday time, with Christmas and Hanukah to make all things fine.

Rebecca McBee 10-15-13 This tune is traditional one for Good Morning. Songs for Winter: o Winter: L.B.G Lyrics: Brrrrr cold, Brrrrr cold, the weather today is brrrr cold. Say the words with feeling and actions could be created like for brrrrr -they could cross their arms and shake like they are cold or the weather today is clap the beat and rhythm of the words. Instruments could be used like the triangle. You could play fast for brrrr and a beat for cold. Than on weather today is you could play the rhythm of the words. Steady beat could also be played with triangle and finger cymbal. Words can be changed to fit the levels of each child, for example today it is or thats what today is. Also could change them for other weather conditions, for example phew hot (pretend to wipe brows) or ugh wet (huddle under an umbrella) o Cold Winds Are Blowing- first verse- traditional; second verse- L.B.F Use this with older students. It is a poem. Lyrics: Chorus (rest of class) (say slowly with feeling, the chorus starts first) - Cold winds, cold winds, Brrrr, Brrrr. Cold winds, cold winds, Brrrr, Brrrr. Cold winds, cold winds, Brrrr, Brrrr. Cold winds, cold winds, Brrrr, Brrrr. Cold winds, cold winds, Brrrrrrrr! Small Group (starts on the second brrr, brrr of chorus) Cold winds are blowing and we will have snow, sleigh bells are ringing, away we go. Over the snowy fields quickly we ride, back before dark to the warm fire inside. (ends on the last brrr, brrr) Instruments: Shake a tambourine on brrrr, brrrr. Use metal instruments like the glockenspiel, triangle, and jingle bells. o See The Little Snowflakes- in the key of D major- first note D (do)- Anonymous Musical Concepts- melodic contour and pitch high/low Developmental Concepts- language development and listening Lyrics: See the little snowflakes whirling, whirling. See the little snowflakes whirling all around. 2. See the little snowflakes falling, falling. See the little snowflakes falling to the ground. For teaching: Ask the students questions about the snowflakes to help with the understanding of the song. Have the students imitate the snowflakes by moving their fingers, hands, and arms down gently, starting with them up high. Instruments can be incorporated like the xylophone, piano, slide whistle, recorder, or guitar and have the students move to the sound. Also could use drum to imitate the wind or have the triangle and finger cymbals play the beat softly. o On a Snowy Day: in the key of F major- first note A (mi)- Josephine Royle and John P. Sacco Musical Concepts: rhythm pattern and pitch high/low Developmental Concepts: language development and listening. Lyrics: Snow, snow, falling all around, Snow, snow falling to the ground, who knows a game to play, on a very snowy day? One, two, now you turn around, three, four, stamp upon the ground, we know a game to play, on a very snowy day. Five, six, tap you rhythm sticks, seven, eight, click, click, click, click, click, we know a game to play, on a very snowy day. Nine, ten, make you cymbals clang, eleven, twelve, make your drums go bang, we know a game to play, on a very snowy day. Original title: On a Rainy Day from Listen and Sing of The World of Music Series For teaching: Sing the songs and perform the actions as they are presented. Turn around, stomp, tap with two fingers or play sticks, clap or play cymbals and play the drums. Add imitation of snow falling with it starting all around first. On "who knows" have the students hold their hands out with palms up for a questioning gesture. You can change the word and actions to describe other weather that occurs. Instruments can be used to substitute in and used to imitate the words. Sounds that are high and low should be played. The scale that is played happens two times from high F to low F on xylophone to make a good introduction and ending.

Rebecca McBee 10-15-13 Jump on My Sleigh: in the key of C major-first note C (do)- Anonymous Musical Concepts- meter 3/4, melody (descending scale), and pitch (high and low) Developmental Concepts- listening skills Lyrics: Jump on my sleight away we will go, down the long hill, covered with snow, climb, climb, climb up to the top, Down we come, Oh what fun, we never stop. For teaching: This can be used to introduce two separate concepts. 1. Triple 3/4 meter 2. High and low sounds. It is best not to do both together in the same lesson. For meter, students could clap or play the drum the series of beats in triple meter. Strong, weak, weak, have the students clap when there is a strong beat. They could snap or wave for the weak beats. Instruments could be used like drums and sticks. If played in duple 3/4 meter the melody is "Twinkle, Twinkle, Little Star." For pitch, play high and low sounds and have the students show with their hands what the sound is. Show pictures to also help like those of people sledding. o Heave, Ho! Buckets of Snow: Dennis Lee Musical Concepts: Rhythm pattern Developmental Concepts: dramatization and speech Lyrics: Heave, ho! Buckets of snow, the giant is combing his beard, the snow is as high as the top of the sky and the world has disappeared. For teaching: Students could suggest actions to perform. Comb the giants beard. Use two hands to show just how high the snow is. Crouch down slowly and cover head to show world disappearing. Best way to do this song is in a two-or-four part round. Clapping can be used to help with rhythm patterns of the words. o Weather Sayings: Many deal with rain and are very ancient. 1. Rain, rain go away, come again another day. 2. A sunshiny shower wont last an hour. 3. Pitter patter, pitter patter listen to the rain. Pitter patter, pitter patter on my window pane.4. Evening red and morning gray, are the signs of a bonny day, evening gray and morning red, bring down rain on the famers head. 5. Its raining, its pouring, the old man is snoring, he went to bed with a bump on his head and he couldnt get up in the morning. 6. When the wind is in the East, Tis neither good for man nor beast; When the wind is in the North, the skillful fisher goes not forth; When the wind is in the South, It blows the bait in the fishes mouth; when the wind is in the West, then tis at the very best. For teaching: Have students experiment with rain sounds by rubbing knees or hands together. They could also accompany the piece by clapping or patting the beat. Instruments can be used for "pitter patter" with a drum by using just the fingers. Can also play steady beat on ringing instruments like triangle, finger cymbals, pot lid, or met allophone. Do accompaniment before the word and in between the poems. Songs for Spring: o March: Fran Newman and Claudette Boulanger Lyrics: Brr! said the robin, I thought it was spring! Its March, this I know, and Im ready to sing. But my beaks nearly frozen, my feet hardly move; if this month is spring then I do not approve. o March Winds: L.B.F Create sound effects that are in this song with voices or instruments. Lyrics: The March wind is howling in the tops of the tree, it stirs up the dust and it piles up the leaves. It blows around the corner, it knocks off your hat, tips over the garbage pail, bothers the cat. It seems quite alive, hear it sing, hear it moan; today I will stay, snug in my home. o Goodbye Winter: in the key of F major- first note A (mi)- Anonymous Developmental Concepts: language development Music of this song is to the first part of Good Night Ladies o

Rebecca McBee 10-15-13 Lyrics: Goodbye winter, goodbye winter, goodbye winter, Please go away. 2. Goodbye snowsuits, goodbye snowsuits, goodbye swimsuits, Please go away. For teaching: Students can suggest other winter items to say goodbye to like scarves, mittens, sleds, etc. To extend sing hello to spring, summer, or autumn. Example: Hello spring, Hello spring, Hello spring, We hope you're here to stay, Hello green grass, Hello green grass, Hello green grass, we hope you're here to stay. o It Rained a Mist: in the key of C major- first note E (mi)- American Folk-Song Musical Concepts- meter (triple ) and rhythm Developmental Concepts- movement to triple meter Lyrics: It rained a mist, it rained a mist, it rained all over the town, town, town, it rained all over the town. 2. The sun came out, the sun came out, it shone all over the town, town, town, it shone all over the town. 3. And then the grass began to grow, it grew all over the town, town, town; it grew all over the town. 4. And then the flowers began to bloom, they bloomed all over the town, town, town, the bloomed all over the town. For teaching: When singing the song have the students clap the strong beat or use light scarves and swish them back and forth. These can be used not only in place but moving around. They also could clap the rhythm when the sing using the word pattern. Instruments can be used like glockenspiels, xylophones, or finger cymbals. o Aint Gonna Rain: in the key of G major- first D (low so)- American Folk-Song Musical Concepts- instrumental (two-chord accompaniment) Developmental Concepts- rhyming words The words for the song are not grammatically correct and if they were it would take away from the song. Lyrics: It aint gonna rain, it aint gonna rain, it aint gonna rain no more. Come on everybody now, it aint gonna rain no more. 2. Oh what did the blackbird say to the crow? , it aint gonna rain no more. Aint gonna hail and aint gonna snow, it aint gonna rain no more. 3. Now bake them biscuits good and brown. It aint gonna rain no more. Swing your ladies round and round, it aint gonna rain no more. 4. It aint gonna rain, it aint gonna rain, it aint gonna rain no more. How in the heck can I was my neck, if it aint gonna rain no more. For teaching: Can accompany this song with only two chords and it is easy since there are only two chord changes. Hand bells and met allophones could be used and it is best to have some students play two notes and the others play one. Make sure to tell the students the word of the song they will change at. Shapes or color codes could be used to help. Other instruments can be used like xylophones, guitars, resonator bells, autoharps, or chromaharps. o The Little Seed: in the key of D major- first note D (do)- Words by L.B.F- Traditional Song Musical Concepts- beat Developmental Concepts- language development, ordering, and dramatization. Lyrics: Im a little seed, Im brown and fat, I havent got a front I havent got a back. Plant me in the earth and give me water each day, Ill grow to be a maple tree while you play. Familiar tune to Im a Little Teapot. Integrate it with science and planting seeds. For Teaching: Students could clap the beat or play it on a drum. This is a good song to use for dramatization and can make up actions for what is being said. The name of the plant can be changed for example lettuce, corn stalk, tomato plane. Picture cards will be helpful in aiding students with planting seeds. Have them put the cards in order only once the song has been learned. Songs for Summer: o Its Summer: in the key of C major- first note G (so)- L.B.F Musical Concepts- rhythm and syncopation Developmental Concepts- language development and basic knowledge. Lyrics: The sun is shining, its summer today. The sun is shining hip, hip hurray. The sun is shining. Lets go out to play. Oh Im glad its summer. 2. The wind is blowing, its summer today, the wind is blowing, hip, hip, hurray, the wind is blowing, lets go out and play, oh, Im glad its summer. 3. The flowers are growing, its summer today 4. The rain falls gently.

Rebecca McBee 10-15-13 For teaching: Discuss what happens in summer with the students and use their ideas in the song. Sing and clap the first and third beat every measure. Clap the rhythm of the word patterns and it helps with syncopation. Use non-pitched instruments for accompaniment and combine them with beat and rhythm pattern for interest. Finger cymbals and claves could be used to for the first measure, and for the rhythm pattern of the last measure. o June: Say this song with feeling. Fran Newman and Charlotte Boulanger. Lyrics: I just cant believe it. Its happened at last! Schools finally ended, the time really passed! The last day is over, the minutes ticked by. The classroom is empty. Hurray for July! Were free for the summer, the beach and the pool! Its hello to baseball and goodbye to school! Other songs, recordings, and books: many more can be found on page 64; o Songs: The Robin Song; Frosty the Snowman; Im Singing in the Rain Sing a Rainbow o Recordings: The Sleigh Ride- Leroy Anderson; Voices of Spring- Johann Strauss; Song of the Seashore- Galway o Books: Seasons by John Birnbaun; The Big Snow by Elmer and Berta Hader; Spring is Here by Lois Lenski WEEK 5 NOTES CHAPTER 5 NOTES: ANIMALS, INSECTS, AND BIRDS Children relate to songs with animals, insects, and birds and have no problem talking to and imitating them. There are tons of songs in this category. Students with special needs will participate in these songs because they feel less threatened by animals. Songs: o Lets Sing a Song: in the key of D major- first note A (so)- L.B.F Musical Concepts- beat Developmental Concepts- language development and numbers Lyrics: Lets sing a song about bunnies, bunnies, lets sing a song about bunnies, bunnies, lets sing a song about bunnies, bunnies, five little bunnies in a row. For teaching: While singing the children could clap the beat. Have a picture card with 5 little bunnies on it and let the children count them, have 5 bunny puppets, or 5 children imitate the bunnies in a row. ( Warren Easterbrook) Other verses could be created: cats, horses, zoo animals, or jungle animals. Make the song a take away song by replacing last line with: Four Three TwoOne No little bunnies in a row. Cover up the bunnies in the picture or have the children hop away. Instruments could accompany the song- resonator bells, hand bells, and melody bells. o Funny Pets: in the key of Eb major- first note G (mi)- Czech Folk-Song Musical Concepts: rhythm patterns Developmental Concepts: language development, colors, and rhyming words Lyrics: 1.Oh my cat is red, she likes honey on her bread. Oh my dog is blue, He like playing in the glue. 2. Oh my cat is green, she likes to eat a lima bean. Oh my dog is brown, he like driving to the town. 3. Oh my cat is yellow, she likes eating yellow Jello. Oh my dog is grey, he like sleeping in the hay. For teaching: The students could come up with other colors and make rhyming words at the end. Students could clap the rhythm pattern as they sing or with a drum or other percussion instruments. Use could change the words and use other animals and adjectives like: Oh my rabbit is fat, he like lying on the mat. Oh my horse can sing, she can make the rafters ring.

Rebecca McBee 10-15-13 o Animal Story Sentences and Word Phrases: Musical Concepts: beat, accent, rhythm pattern, and melody Developmental Concepts: speech, rhythm, inflection, and dramatization. Great to use with young children or student with learning problems that involve speech and language. The children who will also benefit are those with hearing loss or delayed speech. Animals are high interest for them. Lyrics: examples: Dog, dog, Bow, wow, wow. Little kittens, little kittens, soft, soft, soft. Dinosaurs, dinosaurs, big and strong. Black cat, black cat, meow, meow, meow. Bunnies in the grass, hop, hop, hop. Monkeys in a tree, swing, swing, swing. For teaching: You could clap or play the rhythm on your knees, head, nose, stomach. You could even walk the rhythm. Instruments could be used like drums, woodblock, or claves. The sounds could be translated into visual rhythms like a picture of dog for dog. Also could be used for longer songs also with dramatization like: I have a cat, my cat is soft, I love my cat. o Little Peter Rabbit: in the key of A major- first note E (so)- Old Childrens Song Musical Concepts: beat and rhythm Developmental Concepts: body awareness and language development Lyrics: Little Peter Rabbit had a fly upon his ear, Little Peter Rabbit had a fly upon his ear, Little Peter Rabbit had a fly upon his ear, and he flicked it till it flew away. For teaching: Children could clap the beat softly while a leader sings the song. Could change where fly lands like on nose, mouth, hand, etc. and could leave out body part and have children replace it as you sing. Could also change the animal like Little Meowing Kitten. Leave out the noun replacing it with a clap like: Little Peter Rabbit had a upon his ear, Little Peter Rabbit had a upon his, and so on. o My Pets: First verse anon. Additional verses L.B.F Lyrics: I have a cat, my cat wears a hat, my cat caught a rat, my cat is big and fat, my cat says, Meow. I have a dog, my dog likes the bog, he sits on a log, my dog says, Bow, wow, wow. I have a goat, my goat wears a coat, my goat clears his throat, my goat eats an oat, my goat says, eh, eh, eh. I have a hen, she stays in a pen, she can count to ten, my hen says, cluck, cluck. For teaching: Could make up other animals and birds for verses. Good practice in rhyming. o Chickadees: in the key of G major- first note D (low)- Old Childrens Song Musical Concepts- melody ( intervals- low so, do mi, and low so, ti re) Developmental Concepts- action songs, numbers, and dramatization. Lyrics: 1. Five little chickadees, theres no room for more, one flew away and then there were four. Chickadee, chickadee, do not stay, chickadee, chickadee, fly away. 2. Four little chickadees sitting in a tree, one flew and then there were three. Chickadee, chickadee. 3. Three little chickadees dont know what to do, one flew away and then there were two. 4. Two little chickadees sitting in the sun, one flew away and then there was one. 5. One little chickadee cant have any fun, he/she flew away and then there were none. For teaching; Pay close attention to the measures with intervals of so, do, mi and so, ti, re because they can be difficult for students. Have the students hold up five fingers and have them fly away behind back. Then hold up new hand with one less chicken.

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Rebecca McBee 10-15-13 Could also draw chickadees on fingers or paint them on to gloves. Finger puppets could be make or pompom puppets. Also could have the children be chickadees. Ten Fluffy Chickens: in the key of F pentatonic- first note F (do)- Anonymous Developmental Concepts: dramatization and number concepts Lyrics: Five eggs and five eggs and that makes ten, sitting on top is the mother hen. Cackle, cackle, cackle, cackle, what do I see? Ten fluffy chickens, as yellow as can be. For teaching: Children could be the chickens starting like they are in a shell than breaking open from it by pecking. To imitate pecking could use voices, sounds, or instruments like woodblocks or claves. Could also use different combos of numbers that add up to ten. Also could divide students in those numbers to help them with comprehension. The Elephants: in key C major- first note G (so)- Folk-Song Musical Concepts: beat (slow) Developmental Concepts: balancing, numbers, and social development ( choosing others) Lyrics: One elephant went out to play, upon a spiders web one day. He/she had such enormous fun, that he called for another elephant to come. For teaching: Could make a spider web on the floor using rope or string. Also could use garbage bags. Have one child walk along the web imitating the elephant. The first child chooses someone else and that child chooses another until everyone gets a turn. At the end sing: All the elephants went out to play. Enormous (a lot of) fun But there were no more elephants left to come. If children are able to add groups of them like pairs, or five elephants at a time. Gives practice in addition. A Green Frog: Maude Burnham- in the key of G minor- first note D (mi)- By Lucille Wood and Louise B. Scott Musical Concepts- tonality and minor key Developmental Concepts- numbers and dramatization Lyrics- At the edge of a pond on a great big log, sat patiently waiting a speckled green frog. He winked and he blinked and he rolled each eye; Then SNAP went the frog at a little green fly. For teaching: Sing this song slowly and softly until the word SNAP when it gets loud or play the drum or woodblock on SNAP. Have each child take turns being the frog on the log trying to catch the fly. Ten Little Frogs: Louise B. Scott- in the key of C major- first note G (so)- Virginia Pavelko Musical Concepts: rhythm/ syncopation Developmental Concepts: numbers and dramatization Lyrics: Ten little speckled frogs, sat on a speckled log, catching come most delicious bugs, yum yum. One jumped into the pool, where it was nice and cool, and there were nine green speckled frogs, glub glub. Keep going till there are no frogs left. For teaching: You could have the children hold up their ten fingers and rub their bellies on yum, yum. One hand can show the frog jumping into the pond and after that the students hold up 9 fingers for the frogs remaining. You repeat this till there are no frogs left. Also could use pictures for the frogs and take away one each time while singing. Groups of students could also imitate the frogs by having them pretend to be a frog jumping into the pond. Little Bird: in the key of D major- first note D (do)- American Folk-Song- Words Adapted

Rebecca McBee 10-15-13 Musical Concepts: form- AB and ABA Developmental Concepts: Language development Lyrics: 1. Little bird up in a tree, in a tree, in a tree little bird up in a tree, sing a song to me. Sing about the roses, on the garden wall; Sing about the birdies, in the tree-top tall. 2. Sing about the farmer, planting beans and corn, planting peas and carrots, on this summer morn. 3. Sing about the mountains, sing about the sea, sing about the rainbow, is there one for me? For teaching: Instruments could be used to represent the parts on the first beat of every measure using finger cymbals or triangles for the first and third part and for the rhythm pattern of the words in the second part, claves could be used. Some movement that could be added is by having the students get in a circle. A. Have them hold hands and walk eight steps to the right and then eight to the left to get back to where they started. B. Next they grab a partner and turn around once in one direction and then back around to the other direction. Then part A gets repeated. I Like Bugs: positive, non-threatening way to introduce bugs- in the tune of Frere Jacques- L.B.F Lyrics: Bugs are crawling, bugs are crawling, on the wall, on the wall, look at all their legs go, look at all their legs go, I like bugs, I like bugs. Some are fat, some are fat, some are thin, some are thin, some are fuzzy wuzzy, some are fuzzy wuzzy, I like bugs, I like bugs. Some are black, some are black, some are brown, some are brown, some are green and speckled, some are green and speckled, I like bugs, I like bugs. Fuzzy Wuzzy Caterpillar: Anonymous- great way to show how caterpillar changes into a butterfly. Lyrics: Fuzzy wuzzy caterpillar, into a corner will creep; hell spin himself a blanket and then go fast asleep. Fuzzy wuzzy caterpillar wakes up by and by, to find he has wings of beauty; hes changed to a butterfly! Use shell in place of hell every other time. Good Day Song: in the key of C major- first note E (mi)- French Folk Song Musical Concepts: beat Developmental Concepts: name song, language development, and animal sounds Lyrics: When cats get up in the morning, they always say good day. When cats get up in the morning, they always say good day. Meow, meow, meow, meow, that is what they say, they say Meow, meow, meow, meow, that is what they say. For teaching: Have the students only sing the animal sound the first several times and then they can sing the words. You could sing about other animals like pigs, horses, chickens or about individual students. If using students names sing, When ____ gets up in the morning, he always says, good day,. Hello, hello, hello, hello. Have they student being sung about walk around the class circle and then shake hands with someone saying hello, hello. The next person does what the first did until everyone has a chance. Could change word to When we get up. For visuals, use puppets, felt cutouts, and pictures of the animals. Good Morning: for language development- Muriel Sipe Lyrics: One day I saw a downy duck with feathers on his back; I said, Good morning, downy duck, and he said, Quack, quack, quack. One day I saw a timid mouse, he was so shy and meck; I said, Good morning, timid mouse, and he said, Squeak, squeak, squeak. One day I saw a curly dog, I met him with a bow; I said, Good morning, curly dog, and he said, Bow, wow, wow. One day I saw a scarlet bird, he woke me from my sleep, I said, Good morning, scarlet bird, and he said, Cheep, cheep, cheep. The Song of the Brontosaurus: in the key of A major- first note E (low so)- Traditional Song- words Anon. Adapted by L.B.F

o o

Rebecca McBee 10-15-13 Musical Concepts: meter 6/8 Developmental Concepts: dramatization Lyrics: 1. I travelled back in time Sir, a million years or more and saw the biggest monster, and listened to him roar and indeed Sir tis true Sir, I never was given to lie and if you come in time Sir youll see him as well as I. 2. This monsters tail was long Sir, this monsters head was small, he measured ten miles long Sir, I think it was no more. 3. He had four feet to walk Sir, he had three toes to stand, and every foot he had Sir, did cover an acre of land. * There are two more verses that go with this song. This is an Old English tune with my verses known as The Derby Ram. It tells a tale. For teaching: Teach the chorus to the children so they can join and then the different verses. Show, draw, or model pictures of the beasts so students can see what they looked like. Add dramatization to the song. Five Enormous Dinosaurs: Dr. Fitzhugh Dodson Good for rhyming words, number concepts, and subtraction. Lyrics: Five enormous dinosaurs letting out a roar; one went away, and then there were four. Four enormous dinosaurs munching on a tree; one went away, and then there were three. Three enormous dinosaurs didnt know what to do; one went away and then there were two. Two enormous dinosaurs having lots of fun; one went away, and then there was one. One enormous dinosaur afraid to be a hero; he went away, and then there was-zero! For teaching: Use puppets or have the students pretend to be the dinosaurs. Were Off to Catch a Dragon: in the key of F major- first note C (low so)- words and music by Ester Hauser Laurence Developmental Concepts: dramatization Lyrics: Were off to catch a dragon, and how will we catch one? Well make a fancy dragon trap with lots of rope and string. Well bait it with a carrot or maybe a parrot, then stand behind a great big rock and wait for it to spring. Were off to catch a dragon, a dragon, a dragon. Well put him in our wagon and drag our dragon home. * There are 6 more verses that go with this song. For teaching: Use dramatics for this song because there are many parts so everyone can participate. Alice the Camel: in the key of D major- first note D (do)- Traditional Camp Song Developmental Concepts: numbers and socialization Lyrics: Alice the camel has, five humps, Alice the camel has, five humps, Alice the camel has, five humps, Go, Alice go, boom, boom, boom. (Repeat subtracting one hump each time). No humps, cause Alice is a horse. For Teaching: Have the students stand in a circle and when the numbers are sung each child will put on hand in the circle representing the right number of fingers. They will make an O for no hump. Then on boom, boom, boom the children will bump hips. Oh where, oh where has my little dog gone?: in the key of F major- first note A (mi)- Traditional German Tune Musical Concepts: triple meter, instrumental, and harmonic change Developmental Concepts: creativity Lyrics: Oh where, oh where has my little dog gone, oh where, oh where can he be? With this tail so short and his ears so long, oh where, oh where is he? For teaching: Students could clap the strong pulses and beats. Also on the weak beats could patsch or snap. Instruments could be used as well like drums and sticks. Other instruments: autoharp, ukulele, guitar, met allophone, resonator bells, hand bells, or xylophones. Going to the Zoo: in the key of D major- first note D (do)- Words and music by Tom Paxton Musical Concepts: rhythm and form- verse and chorus

Rebecca McBee 10-15-13 Developmental Concepts: language development and speech Lyrics: Daddys taking us to the zoo tomorrow, zoo tomorrow, zoo tomorrow, Daddys taking us to the zoo tomorrow, we can stay all day. Were going to the zoo, zoo, zoo, how about you, you, you, you can come too, too, too, too, were going to the zoo, zoo, zoo, were going to the zoo, zoo, zoo, how about you, you, you, you can come too, too, too, were going to the zoo, zoo, zoo. * There are three other verses. For teaching: There are many suggestions but a few I would use are. Accompany song with instruments like ukulele, guitar, autoharp, or tambourine. Have the students draw or paint animals. Dobbin Dobbin: in the key of F major- first note F (do)- Max and Beatrice Krone Musical Concepts: beat, harmony, rhythm, form ABA, and instruments Developmental Concepts: co-ordination and speech Lyrics: Dobbin, Dobbin, on your way (2. Dont you stop). Weve been together for many a day (2. Just let your feet go clippety clop), so (2. And) let your tail go swish as the wheels go round, Giddy ap! Were homeward bound. Chorus: I like to take a horse and buggy when I go traveling to the town. I like to hear old Dobbins clip-clap, I like to feel the wheels go round. For teaching: there are lots of suggestions but I only selected a few I would use. Students can clap, pat, walk, or tap the beat. Percussion instruments could be used to make the sound of horse hooves. Early in the Morning: in the key of C major- first note C (do)- Folk- Song from Israel Musical Concepts: melody- interval do mi so and form- round Developmental Concepts: group participation Lyrics: Early in the morning a rising with the sun. Early in the morning, a rising with the sun. Crow rooster the day has no begun. Crow rooster the day has no begun. Kukuriku Kukuriku work everyone; Kukuriku Kukuriku work for everyone. There is also a verse in Israeli an. For teaching: Sing this in a round and in parts. The Fox: in the key of D major- first note A (do)- English Folk- Song Developmental Concepts: ordering and sequencing Lyrics: Oh the fox went out on a dark chilly night, he prayed to the moon to give him light, hed many a mile to go that night before hed reach the town-o, town-o town-o, hed many a mile to go that night before hed reach the town-o. * There are 6 more verses for this song. For teaching: there are lots of suggestions but the ones I would use areMake story cards and have the students put them in order. They could draw their own pictures or could look at the book The Fox and sing along. Who Built the Ark?: in the key of G major- first note G (do)- Spiritual Musical Concepts: response song and instrumental Developmental Concepts: focusing- singing and playing at the correct time, language development, numbers, and rhyming words Lyrics: Who built the ark? Noah, Noah, Who built the ark? Brother Noah built the ark. 1. Didnt old Noah build the ark? Built it out of a hickory bark. 2. Built it long, both wide and tall. Plenty of room for one and all. * There are 10 more verses that go with this song. For teaching: instruments can be used for the rhythm. Have the students sing just the responses. There are many other songs and poems about animals, insects, and birds. WEEK 6 NOTES CHAPTER 6 NOTES- ALL ABOUT ME

Rebecca McBee 10-15-13 Music is a great way for students to learn about themselves. Can be away for students to express themselves and show their emotions. Other sections to find songs that would work are under- name songs, action songs, co-ordination, body awareness and body image, laterality and direction, songs with movement pattern and dance, and social development and group participation. Songs: o All About Me- in the key of D pentatonic- first note A (so)- Margaret du Gard Musical Concepts: form/rondo Developmental Concepts: body awareness, emotions, dramatization, and language development Lyrics: Look at me, theres no one else like me, I am learning all about me. 1. I have hands that clap (clap, clap) I have eyes that blink (blink, blink) I have feet that tap (tap, tap) and I have a brain that thinks (point to head two times) 2. Sometimes I feel happy, sometimes I feel sad, sometimes I feel silly, and sometimes I feel mad! 3. I have eyes that see (point to the eyes twice) I have ears that hear (point to ears twice) I have a tongue that tastes (smack lips twice) and I have a nose that smells (sniff twice). For teaching: Students can act out the actions found in verses 2 and 3. Other verses can be created, like I have a nose that blows, I have fingers that snap. o I Can Clap My Hands- in the key of D major- first note A (so)- L.B.F Developmental Concepts: co-ordination, body awareness, and language development Lyrics: I can clap my hands as easy as can be, I can clap my hands, 1-2-3, I can clap my hands, come and clap with me, clap, clap my hands. For teaching: You can change the words to practice other body parts and actions, like blink my eyes, whistle a tune. Be sure to include actions students with physical disabilities can do. o Me- L.B.F Developmental Concepts: body awareness Lyrics: 1.Ive got two fingers, Ive got two toes, but Ive only got one mouth- so it goes! 2. two eyes,two ears,.. one neck! 3. Ive got two legs, Ive got two arms, I've got one chest, and two elbows. 4. Ive got two knees, Ive got two cheeks, but Ive only got on waist so it goes 5. Ive got two shoulders and two eyebrows, how many hairs?- Who knows! For teaching: Have the students point to the body part as it is said. Could use pictures with this also. o Shake My Sillies Out- in the key of D major- first note A (so)- Words and Music by Raffi and B.B. Simpson Developmental Concepts: action song, co-ordination, and relaxation Lyrics: Gotta shake, shake, shake my sillies out, shake, shake, shake my sillies out, shake, shake, shake my sillies out, and wiggle my waggles away. 2. Gotta, clap, clap, clap my crazies out, clap, clap, clap my crazies out, clap, clap, clap my crazies out, and wiggle my waggles out. There are two more verses For teaching: Do the actions like they are said in the song. The children could think of other actions to do. pound, snap EMOTIONS AND FRIENDSHIP o If Youre Happy And You Know It Clap Your Hands

Rebecca McBee 10-15-13 Lyrics: f you're happy and you know it, clap your hands (clap clap) If you're happy and you know it, clap your hands (clap clap) If you're happy and you know it, then your face will surely show it. If you're happy and you know it, clap your hands. (clap clap) 2. Stamp your feet 3. Blink your eyes For teaching: Could be used to show other emotions like sad and angry. Could add movement by having students tell you how they feel. o Problems!- L.B.F Lyrics: No, when Im very angry, I like to stamp and yell. Sometimes I feel much better, sometimes, its hard to tell. But I know that when Im angry, or happy, glad, or sad, its best to talk to someone, a friend or mom or dad. When I tell someone my problems, and get them off my chest, I find that I can solve them the way that is the best. o Will You Be My Friend? in the key of C major- first note E (mi)- Words and Music by Lucille Hammond Musical Concepts: melody Developmental Concepts: socialization and language development Lyrics: Will you be, (clap, clap) will you be, (clap, clap) will you be be be my friend? (Clap, clap) will you be (clap, clap) will you be (clap, clap) will you be be be my friend? (Clap, clap) will you be (clap, clap) will you be (clap, clap) will you be be be my friend? (Clap, clap) will you play with me, will you stay with me, will you be be be my friend? * There are 3 more verses. For teaching: There were many suggestions but these are the ones I would use. Create other verses for this song. Use this as an icebreaker for a lesson. Add instruments like drums or percussion instruments for the clapping pattern o When I Get Mad I Beat My Drum- Sandy Offenheim Lyrics: When I get mad I bead my drum. Dum da dum, dum da dum, dum da dum da da dum. I beat my drum till my arm gets numb. Dum dad um, dum da dum, dum dad um dad a dum. I beat my drum right through the day. Dum dad um, dum da dum, dum dad um dad a dum. Until that BAD MAD goes away. Dum dad um, dum da dum, dum dad um dad a dum. When I get mad I beat my drum. Dum dad um, dum da dum, dum dad um dad a dum. When I get mad I beat my drum Dum dad um, dum da dum, dum dad um dad a dum. For teaching: Beat the drum part on your knees or on a drum. Add other actions like jump high, pound the floor. o Make New Friends: in the key of F major- first note F (do)- Traditional Song Musical Concepts: form/round Lyrics: Make new friends, keep the old. One is silver and the other gold. For teaching: Nice for older students. This could be sung in rounds like two or four parts. Play an accompaniment with a xylophone, piano, hand bells, melody bells, or other instruments. Recording for functional use o Some songs like the ones below can create emotions. All students vary in responses so it is best to experiment. o Below are a few there are more on pg 97 o Relaxing: o Moderately Relaxing: o Stimulating Air for the G string- Johann The Four Seasons- Antonio Bolero- Maurice Ravel Sabastian Bach Vivaldi Rhapsody in Blue- George Lullaby- Johannes Brahms Serenade- Franz Schubert Gershwin

Songs And Recordings About Day by Day- John Barry and Emotions And Recordings: Don Black ROUTINES o I Hate To Get Up- in the key of C major- first note G (so)- L.B.F Lyrics: Chorus: I hate to get up; I hate to get up every morning its a bother to get out of bed. I hate to get up, I hate to get up Id much rather pull the blankets right up over my head. I would like to snuggle down in my cozy little nest I think sleeping late in bed is the thing I like the best. 2. It just has to be a school day, cause my mom came in and said, up you get you lazy bones and remember, make your bed, * There are two more verses o Brush Your Teeth- adapted by Louise Dain and Raffi Developmental Concepts: basic skills/ grooming Lyrics: When you wake up in the morning and its quarter to one, and you want to have a little fun. Chorus- brush your teeth, ch ch ch chuh, ch ch ch chuh, brush your teeth, ch ch ch chuh, ch ch ch chuh, when you wake up in the morning and its a quarter to two, and you want to find something to do. Chorus. *there are three more verses along with the chorus in between. For teaching: Have the students fake brush their teeth. Use a jazzy beat. o Mulberry Bush- old favorite Developmental Concepts: language development Lyrics: 1.This is the way we get out of bed 2. .wash ourselves. 3. .put on our clothes. 4. brush our teeth 5. .make our bed.. 6. ..eat our breakfast. 7. . Put on our coat, hats, or mittens. 8. .go to school. For teaching: other suggestions and actions can be used. WHAT I WEAR: o Put On The Mitts- in the key of F major- first note C (low so)- L.B.F Developmental Concepts: action song, name song, basic skills/ dressing, and language development Lyrics: Mary go to the middle and put on the mitts, put on the mitts, put on the mitts, Mary go to the middle and put on the mitts then turn yourself around. 2. Now, dance in the middle cause you put on the mitts, put on the mitts, put on the mitts, now, dance in the middle cause you put on the mitts and turn yourself around. For teaching: Have the students get in a circle with several clothes on the floor in the middle. Have one student go in the middle and find the piece of clothing being sung about. o Oh Mother I Cant Find My Socks- L.B.F Developmental Concepts: language development Lyrics: Oh Mother, I cant find my socks, Oh Mother, I cant find my socks, where did I put them? How did I lose them? Oh Mother, I cant find my socks. 2. Oh Mother, I cant find my socks, Oh Mother, I cant find my socks, I must find them soon, theyre not in my room, Oh Mother, I cant find my socks. * There are three more verses*with Hurray! Ive found them! My socks! For teaching: Could have small groups or one child sing the middle part of the song. Add different article of clothing to the song to increase vocabulary. Make this song fit the seasons. WHAT TO EAT o Making Dinner- L.B.F o

Rebecca McBee 10-15-13 Youve a Friend- Carole King

Rebecca McBee 10-15-13 Lyrics: Bubble says the kettle, bubble says the pot, bubble, bubble, bubble, we are very hot. Were cooking stew for Tony, were making tea for Joe, bubble, bubble, bubble, Dinners ready, Dont be slow. For teaching: Change the items and names in the song to fit your class. Peanut Butter- in the key of E major- first note F# (re)- Traditional Developmental Concepts: action song and speech/chant Lyrics: Chorus- Peanut, peanut butter jelly! 1. First you dig the peanuts, and you dig em, you dig em, you dig em, dig em, dig em, then you crush em you crush em you crush em crush em crush em and you spread em and you spread em you spread em spread em spread em. Chorus *Then there are two more verses with chorus in between and at end of the song. For teaching: Actions: peanut- jab hands up in the air on one side of the heat one time. Peanut butter- jab hands in same spot two times more. Jelly-jab hands down near the floor on the opposite side of the body. Repeat. Verse 1: dig- in rhythm pretend to dig crush- pretend there are peanuts in-between palms and crush them than pretend to spread them using other hand as sandwich. ** There are three more descriptions of actions to do. I Like Peanut Butter- L.B.F Lyrics: Peanut butter, peanut butter, peanut butter, PEANUT BUTTER! Crunchy or smooth, in a can or in a jar. Peanut butter has the best taste by far. In a sandwich or in cookies, with bananas for a snack, peanut butter makes your lips go smack, smack, smack. Peanut butter, peanut butter, peanut butter, PEANUT BUTTER! It sticks to the table, to the wall, to the floor, peanut butter, peanut butter, Mother says, No More! It sticks to you gums. It sticks like glue. Peanut butter, peanut butter, peanut butter, PEANUT BUTTER! VERSE #3 Peanut butter, peanut butter, peanut butter, PEANUT BUTTER! YUMMMMMMMMMM! For teaching: Could have some of the students sing the chorus while the others sing the verse. Found A Peanut- in the tune of Clementine- Traditional Song Lyrics: Found a peanut, found a peanut, found a peanut last night! Last night I found a peanut, found a peanut last night. Broke it open, broke it open, broke it open last night! Last night I broke it open, broke it open last night. * This is an endless song there are many other verses that go with it, 15 others are listed in the book on pg. 104. For teaching: Could use dramatization with this song. Also could make a story-book and have the students draw pictures for each event and put them all together. The Donut Song- in the key of F major- first note A (mi)- Traditional Song Musical Concepts: beat Developmental Concepts: dramatization Lyrics: Oh I walked around the corner, and I walked around the block, and I walked right into a bakery shop, and I picked up a donut, and I wiped off the grease, and I handed the lady a five cent piece. 2. Well, she looked at the nickel, and she looked at me, and she said, Hey mister cant you plainly see? Theres a hole in the nickel, theres a hole right through, said I, Theres a hole in the donut too! For teaching: The children could act out the parts of the store owner and the customer. Have the students walk to the beat. Make the beat by clapping, patting, using a drum, woodblock, or rhythm sticks. I Like To Cook- in the tune of Frre Jacques- language development- L.B.F

Rebecca McBee 10-15-13 Lyrics: Whole-wheat muffins, whole-wheat muffins, nice and brown, nice and brown, serve them hot with butter; serve them hot with butter, best in town, best in town. Orange jelly, orange jelly, stir it round, stir it round, cool it for two hours, cool it for two hours, eat it down, eat it down. *There are two more verses that go with this song. For teaching: You could create many more verses to go with this about eating and cooking. o Going On A Picnic- in the key of F pentatonic- first note F (do)- Words and Music by Lynn Freeman-Olson Musical Concepts: beat, rhythm, and rondo form Developmental Concepts: creativity, speech, language development, and dramatization Lyrics: Going on a picnic, leaving right away. If it doesnt rain well stay all day. Did you bring the 1.ice cream? (2. Hot dogs?) Yes I brought the 1.ice cream? (2. Hot dogs?). Ready for a picnic? Here we go! For teaching: there are many suggestions in the book but here a few I would use. While singing clap, patsch, or walk the beat. Have the students think of many other things to take on a picnic. Play a rhythm clapping game were the students have to guess what item from a card the teacher clapped. o On Top Of Spaghetti- in the key of C major- first note C (do)- Tom Glazer Developmental Concepts: ordering and sequencing Lyrics: On top of spaghetti, All covered with cheese, I lost my poor meatball, When somebody sneezed. 2. It rolled off the table, And on to the floor, And then my poor meatball, Rolled out of the door. 3. It rolled in the garden, And under a bush, And then my poor meatball, Was nothing but mush. *There are 3 more verses that go with this. For teaching: At the end have the students give a big, loud sneeze. o One Bottle Of Pop- in the key of F- first note F(do)- Traditional Song Musical Concepts: form/round, harmony/singing/accompaniment, and instruments Developmental Concepts: numbers and visual awareness/ following an instrument chart Lyrics: 1.One bottle of pop, two bottles of pop, Three bottles of pop, four bottles of pop, Five bottles of pop, six bottles of pop, Seven bottles of pop, POP! 2. Fish and chips and vinegar, Vinegar, vinegar, Fish and chips and vinegar, Pepper, pepper, pepper salt! 1. Don't throw your junk in my backyard, My backyard, my backyard, Don't throw your junk in my backyard, My backyard's full! For teaching: I remember this song in high school. Could be sung in a three part round some sing part 1, 2, and 3. At the same time or one after another. Use instruments like the autoharp, chormaharp, guitar, and ukulele to accompany. - Also met allophone, resonator bells, tone bars, hand bells, tuned glasses, and piano. USING ALL THE SENSES TO STUDY FOOD- There are a lot of suggestions for this, but here are a few. Developmental Concepts: language development, body image, creativity/ movement, and classification o Taste- for this you list foods under taste headings: sweet, sour, salty, neutral, lumpy, crunchy, smooth, hot, cold, soft, hard, and yucky. Have them taste the foods without seeing them, how do they feel? o Sight- Identify foods on their color, size, and shape, texture by looking at the food or a picture of it. o Smell- Have the students smell different foods and try to place them in categories. o Hearing- Have foods make different sounds like carrots crunching, popcorn popping. o Touch- Have students feel both cooked and uncooked food and describe what they feel. o Kinesthetic- Have students look at the shapes and textures of the food and make those shapes with their bodies or body parts.

Rebecca McBee 10-15-13 Other Songs And Poems About Food: many more songs on pg 110 o Jelly in the Bowl o The Muffin Man WEEK 7 NOTES CHAPTER 7 NOTES- WHERE WE LIVE Songs: o Where Do You Live?- in the key of C major- first note G (so)- L.B.F Developmental Concepts: language development and basic skills Lyrics: 1.Some people live in apartments, some in a house that is blue, some people live in the city, some on a farm it is true. Chorus: But these places have one thing in common, no matter how different they be. They are home to the people who live there and they love them its easy to see. 2. Some people live beside oceans, some on the plains where its flat, some choose the mountains to live in, some like a lake and thats that! Chorus 3. Some people live where its sunny, some where the wind always blows, some where its constantly raining, some where it sleets and it snows. Chorus FARMS AND PLANTING THINGS o Oats, Peas, Beans, and Barley Grow- in the key of F major- first note A (mi)- Traditional English Folk- Song Musical Concepts: rhythm and word patterns Developmental Concepts: language development and dramatization Lyrics: Oats, peas, beans, and barley grow, oats, peas, beans, and barley grow, nor you, nor I, nor anyone knows, how oats, peas, beans, and barley grow. 2. Now the farmer sows the seeds, now the farmer sows the seed, he stamps his foot and claps his hands and turns around to view his land. ** there are three more verses For teaching: Could change words to talk about different fruits and vegetables. Have the students skip around in a circle for first verse and perform actions for the other verses. o Plant a Little Seed- Anonymous Lyrics: Dig a little hole, plant a little seed, pour on a little water, pull a little weed. Give a little sunshine, and before you know, your little seed will be a plant and grow, grow, grow. Flowers, flowers, flowers, hurry up, hurry up, flowers, flowers, flowers, grow, grow, grow. o Other Songs: here are a few Baa Baa Black Sheep Down in the Barnyard Early in the Morning The Farmer in the Dell NEIGHBOURHOOD o Tall Buildings- L.B.F There are many tall buildings, in our town, elevators running up and then running down, people walking in, and people walking out, doors revolving round and round and round, about. Some of these are office buildings, some are stores, some are so big, its hard to count the floors, some are hotels where many people stay, some are apartments where families live each day. o We Are Going to the Zoo- tune of London Bridge Lyrics: 1. We are going to the zoo, to the zoo, to the zoo, we are going to the zoo, you can come too. 2. We will go there in a bus 3. Well see lions/ tigers/ elephants/ zebras at the zoo.. For teaching: Could sing about other animals found at zoo.

Rebecca McBee 10-15-13 Could change setting to other places like beach or park. o Ding, Ding, Ding, Ding- in the key of C pentatonic- first note G (so)- Lucile Panabaker (adapted) Musical Concepts: melody/ so mi and instruments Developmental Concepts: name song, language development, social skills, basic skills, and using money Lyrics: Ding, ding, ding, ding someone is ringing the doorbell. Ding, ding, ding, ding someone is ringing the doorbell. Ding, ding, ding, ding, see who is ringing the doorbell. Ding, ding, ding, ding, see who is ringing the doorbell. 2. . Mailman is ringing the doorbell. 3. our friends are ringing the doorbell 4 Johnny is ringing the doorbell 5. .My (insert family member) is ringing door bell For teaching: Have a student play the triangle on ding. Have a student play the person ringing the bell and someone play the person at the door. They could have a conversation saying hello or asking a question. Other instruments could be used like tone bells and xylophone. o Look Whos Here- in tune of The Muffin Man Developmental Concepts: dramatization and language development. Lyrics: 1. Look whos here, its the letter carrier, the letter carrier, the letter carrier, look whos here, its the letter carrier and I wonder what they brought for me. For teaching: Could change the person to a teacher, doctor, actor, etc. Have a student be the letter carrier and hand out letters to the students. MACHINES IN OUR LIVES o Song of the Washing Machine- Donald Mattam Lyrics: Rolling them round, rolling them round, nothing else does it but rolling them round. Swishing them clean, swishing them clean, some of those stockings werent fit to be seen! Spinning them dry, spinning them dry, when you know how its as easy as pie. When the jobs over, with nobody by it, the Washing Machine is suddenly quiet. For teaching: Discuss with the students about what happens when clothes are being washed. You could have your students imitate a person washing their clothes and add sound effects on swish and roll. o Tick Tock- in the key of F major- first note F (do)- Traditional Song Musical Concepts: beat, form ABA, and instruments Developmental Concepts: co-ordination, basic skills- telling time Lyrics: Tick, tock, tick, tock, happily sings the clock. Its time for work, its time for play, so it sings throughout the day, tick, tock, tick, tock, happily sings the clock. For teaching: Keep time by having the students clap or pat. Have one group chant tick tock or play the woodblock, claves or xylophone. Have a student play a cymbal or triangle at end to imitate the clock striking the hour. TRANSPORTATION o The Truck- in tune of Mulberry Bush Musical Concepts: beat Developmental Concepts: language development Lyrics: 1. Look at the truck, its going to town, going to town, going to town, look at the truck, its going to town so early in the morning. 2. The truck is filled with carrots and corn.. 3. The truck is filled with bottles of pop ** there are three more verses

Rebecca McBee 10-15-13 For teaching: Have students think of other things found in a truck. Have students clap the beat or with claves and drums. Other variations can be used. Were Riding Our Bicycles- in the key of Bb- first note F (so)- Anonymous Musical Concepts: rhythm pattern, melody s-m interval, and instruments Developmental Concepts: co-ordination and language development Lyrics: Were riding our bicycles, riding our bicycles, round and around, round and around. Were riding our bicycles, riding our bicycles, riding our bicycles, round and around, round and around. 2.. All over town 3. . Uphill and down For teaching: Have students to pretend to ride a bike. Clap the rhythm pattern of the words. Change bicycle to tricycle or other things they could ride. The Bus- in the key of F major- first note C (low so)- Traditional Song Musical Concepts: rhythm Developmental Concepts: action song, language development, and creativity Lyrics: The wheels on the bus go round, round, round, round, round, round, round, round, round. The wheels on the bus go round, round, round. All through the town. 2. The horn on the bus goes beep, beep, beep. 3. The wipers on the bus go swish, swish, swish. *** There are five more verses. For teaching: Have the students perform the actions as they sing. Sing about other parts of the bus. Clap the rhythm or with drums. Play instruments to make the different sounds in the song. Down by the Station- in the key of F major- first note F (do)- Traditional Song Musical Concepts: beat, rhythm pattern, pitch, and tempo Developmental Concepts: action song and language development Lyrics: Down by the station early in the morning, see the little puffer bellies all in a row, see in the engine driver pull the light leaver toot! Toot! Chug! Chug! Off we go. For teaching: there are many suggestions but here are a few I would use. Have the students get in a circle or line with a leader. Have the leader be the conductor and wear a hat. Everyone faces one direction and Windshield Wipers- poem Lyrics: Windshield wipers, windshield wipers, what are you doing today? Swish, swish, swish, swish, Im wiping the rain away. For teaching: You could have a group ask the question and another answer it. Have the student imitate windshield wipers by moving their arms back and forth from the elbows. Use blocks or a drum for swish. Could also have students say swish, swish, swish while others say the whole poem. Stop, Look, and Listen: Lyrics: Stop, look, and listen, before you cross the street, use your eyes, use your ears and then use your feet. Ride the Train- in the key of D major- first note A (so)- Folk- Song from Brazil

o o

Rebecca McBee 10-15-13 Lyrics: Choo, choo, choo, choo, Choo, choo, choo, choo, come and ride our train. Choo, choo, choo, choo, Choo, choo, choo, choo, come and take a ride. Choo, choo, choo, choo, Choo, choo, choo, choo, come ride our train, Choo, choo, choo, choo, Choo, choo, choo, choo, across the country side. For teaching- use suggestions from Down by the Station The Rocket- in the key of C major- first note G (so)- Anonymous Musical Concepts: pitch Developmental Concepts: numbers Lyrics: Up, up, up in a rocket, up well go, up well go, up, up, up in a rocket, away up high well go. For teaching: Have the student pretend to be rockets taking off then flying. Introduction could be 10 9 8 7 6 5 4 3 2 1 Blast off! Show students pictures of rocket taking off. Use a xylophone or piano in a scale to imitate the rocket going up as it takes off and as it descends. There are many other poems, songs, recordings, and books about transportation on pg. 122. I listed a few below. Songs and Poems- The Crocodile; Riding in my Car, Car Recordings- The Cable Car, from Time Changes, Dave Brubeck; Star Wars, John Williams Books- Alexander, Anne. ABC of Cars and Trucks; Graham, Ian. Transport. How it Works? WEEK 8 NOTES

CHAPTER 8 NOTES- HOLIDAYS AND SPECIAL DAYS There is a lot of material for holidays and the hardest thing is picking what to be used to appeal to children. Many songs can be adapted for all holidays. GENERAL IDEAS 1. Ten Little. Developmental Concepts: number Lyrics: One little, two little, three little pumpkins, four little, five little, six little pumpkins, seven little, eight little, nine little pumpkins. Ten little pumpkins in a row. For teaching: Try other holidays by substituting pumpkin with witch, Christmas trees, Santas, dreydels, candles, valentines, etc. Cut out ten objects on colored paper with the number 1-10 on them. Hand them to ten children and have them stand in a row. When each childs number is sung that child sits down, blinks eyes, or holds up the object. Sing this song backwards also will work. Only use the melody of the song never original words. 2. Colors: You could have a day or week about a color pertaining to a holiday. They wear something or bring something in that is that color. You could have a color table with that the children place all their same color items on. 3. Cooking: You could make jello that is red , orange, green , or other colors. Make a turkey dinner for Thanksgiving or even Christmas. Make food that has to do with a holiday like heart-shape cake with red icing for Valentines Day. 4. Word Phrases: Developmental Concepts: speech

Rebecca McBee 10-15-13 Make word phrases that have to do with the holiday. Example word phrases like Christmas= presents, Santa Claus, lights, Christmas Tree; Easter= Easter eggs, jelly beans, chocolate bunny. Add body percussion and instruments like pat, clap, pat, clap or drums, claves, tambourine play beat or rhythm pattern.

5. It is important to talk about the holidays or special days that come with students from different backgrounds. Many holidays outside the U.S.A come with songs but it is important to pick ones that are easy for students. SUKKAH This is a Jewish festival that comes when it is autumn harvest to give thanks for the bountiful harvest. Houses called Sukkah are built of twigs and grasses with open roofs and are decorated with fruit and vegetables. o Hasukkah Ma Yafah- in the key of F pentatonic- first note C (low so)- Hebrew Folk-Song- English Words by Rosemary Jacques Musical Concepts: instruments Lyrics: Take my hand, come and see, we have built a pretty Sukkah, take my hand, come and see, sit inside awhile with me. 2. Apples sweet and pumpkins bright, hang about the pretty Sukkah, apples sweet and pumpkins bright, shining in the autumn night. 3. Take my hand come with me, step inside the pretty Sukkah, take my hand come with me, Sukkahs beautiful to see. - Traditional songs mean The Sukkah, how beautiful. How good it is to sit in the Sukkah. For teaching: Create a dance to go with the song like have all the students get in a circle and hold hands. On the first verse everyone runs around the circle to the left for seven counts and back the other way seven counts then jump on eight. For verse two, have the student walk four counts to the center of circle, clap the rhythm pattern of we have built. Then back to their places and clap the last phrase. Verse three is same as verse one. THANKSGIVING DAY o Thanksgiving Dinner- in the tune of Frere Jacques- Words by L.B.F Lyrics: I like turkey, I like turkey, yum, yum, yum, yum, yum, yum, eaten with some veggies, eaten with some veggies, oh what fun, oh what fun. o Thanksgiving Canon- in the key of F major- first note F (do)- Traditional Song Musical Concepts: form/round Lyrics: For thy gracious blessing, for thy wondrous word; for thy loving kindness, we give thanks oh Lord. For teaching: Could be sung in two or four part rounds. Play melody on recorders. o Thank You God- in the key of D major- first note A (so)- Traditional Song Lyrics: For your care the whole day through, Thank you God for all you do. o The Turkey Game- in the key of D major- first note D (do)- Folk Song from Chile- English words by Nancy Byrd Turner Developmental Skills: remembering and following directions Lyrics: Turkey, turkey, you will see, you cant catch me, you cant catch me, gobble, gobble, gobble, go, Ill catch you quick before you know. Turkey, turkey, try it do! We dare you to, we dare you to, turkey, turkey, turn about, or we will snatch your feathers out. For teaching: Have the students get in a circle with one in the middle. For the first four measures have the students walk one way as they sing. The child in center moves opposite way being a turkey. In next four measure, have the group

Rebecca McBee 10-15-13 and individual reverse directions with turkey singing only. Then next four measures all stand still and the children shake their finger at the turkey. Finally the child in the middle closes eyes spins around and points at someone to be new turkey. HALLOWEEN Great to help students with sound effects using instruments like drums, xylophone, wooden mallets, or even using their fingernails. o Halloween Time- in the key of D major- first note D (do)- Lucile Panabaker (adapted) Musical Concepts: steady beat and rhythm Developmental Concepts: language development Lyrics: Halloween is pumpkin time heh heh heh Halloween is pumpkin time heh heh heh Halloween is pumpkin time, jolly jolly pumpkin time heh heh heh heh heh. BOO! For teaching: Students could clap on heh heh. Substitute other words for pumpkins. Change heh heh- to ho ho or brr brr. o Five Little Pumpkins- in the key of C major- first note C (do)- Music by Charles Winter- Words are Traditional Musical Concepts: beat and rhythm Developmental Concepts: numbers, listening, and speech Lyrics: Five little pumpkins sitting on a gate, the first one said, oh, my, its getting late. The second one said, There are witches in the air. The third one said, But we dont care. The fourth one said, Lets run and run and run. The fifth one said, Im ready for some fun. oooo-oo! went the wind and out went the light, and five little pumpkins rolled out of sight. For teaching: Hold up a hand and wiggle the fingers on its turn. One ooo make an upward motion and then clap on out. Then roll hands over each other to show the pumpkins rolling away. You could use puppets or have the children be the pumpkins by using different voices. o Three Green Goblins- in the key of C major- first note C (do)- words by Louise B. Scott- Music by Lucille F. Wood Developmental Concepts: creative movement Lyrics: Three green goblins danced on Halloween, one was fat, one was thin and one was in between. 2. One green goblin danced through the town, right side up, upside down, round and round and round. *There are two more verses and then the first repeats. For teaching: o The Witches Pot: Musical Concepts: form/ questions and answers and rhythm of the chant Developmental Concepts: language development and speech Lyrics: All- Boiling hot, boiling hot, what will you put in the witches pot? Child 1: boiling hot, boiling hot, Ill put some spider webs in the pot. All: same as before Child 2: Ill put some mud in the witches pot. Continue to have students make suggestions. End with: Boiling hot, boiling hot, thats what wed put in the witches pot.** creates a small rondo like form For teaching: Students decide what to add to the mix. Discuss with the students what witches put in their pots. o Halloween Night- L.B.F Lyrics: Witches say, Hee, Hee, Hee, Cats say, Meow, Meow, Ghosts say, Oooo, Oooo, Monsters roar and howl. Skeletons rattle their bones as they walk on their bony feet, princesses wave magic wands, and I say, Trick or treat.

Rebecca McBee 10-15-13 For teaching: Have students sing with expression using pitch, dynamics, and timbres. Create sound effects for wind, skeletons clattering, church bell sounds, etc. o Skin and Bones- in the key of C minor- first note C (la)- Traditional Song Lyrics: There was an old woman all skin and bones, ooo-oo-oo-ooo. She lived down by the old graveyard. 2. One night she thought shed take a walk she walked down by the old graveyard. 3. She saw the bones a lying around she thought shed sweep up the old church house. 4. She went to the closet to get a broom, she opened the door and BOO! ***sing quietly till boo. o Pumpkin Head- in the key of D minor- first note D (la)- Jan Holdstock (adapted) Musical Concepts: rhythm and syncopation Lyrics: Pumpkin head, pumpkin eyes, pumpkin nose and chin, stand me in the window light my light and Ill give you all a pumpkin grin. When the big black witch on her broom went by, I gave one wink with my pumpkin eye. She screamed in fright when she looked at me, then she flew that broom right into a tree. 2. When the ghost came out for his evening spin, I gave just on little pumpkin gin, he screamed in fright when I said hello, then he dropped his head right on to his toe. For teaching: Instruments could be used for rhythm pattern of chorus- tambourine, cabasa, and claves. CHANUKAH Jewish festival of lights celebrated in December. On the eight night of Chanukah candles are lighted with one and more are added each night. Children are usually given little presents each night. o Chanukah is Here at Last- in the key of F pentatonic- first not C (low so)- Traditional Song Musical Concepts: rhythm pattern Lyrics: Dreydel spin, spin so fast, Chanukah is here at last, Dreydel spin, spin so fast, Chanukah is here at last. For teaching: Clap the rhythm pattern of the words or play it on a drum or tambourine. o Light the Menorah- in the key of C minor- first note G (mi)- Traditional Excerpt Lyrics: Chanukah, oh Chanukah come light the menorah, lets have a party, well all dance the hora, gather round the table, well give you a treat, Dreydels to play with and latkes to eat. For teaching: Holding hands have the students walk six beats left, stamp on the last two beats and turn facing right. Then walk right six beats, stomping on the last two, and turn towards center. Walk to center, drop hands and clap after treat. Walk back to the circle, hold hands, drop them again, and then stamp/clap two times after eat. o Dreydel- Efraim Rosenzweig Lyrics: Twirl about, dance about, spin, spin, spin! Turn, Dreydel, turn time to begin. Soon it is Chanukah fast Dreydel, fast! For you will lie still when Chanukahs past. o My Candles- in the key of G minor- first note G (la)- Traditional Song Developmental Concepts: numbers Lyrics: In the window where you can see the glow, from my menorah on newly fallen snow, I will set you one little candle, on this the first night of Chanukah. For teaching: use a drum or clap on the beat. Light candles each time the song is sung. CHRISTMASo Christmas Poems- Sing we all merrily, Christmas is here, the day we love best of all days in the year. Traditional Count on your fingers, count on your thumbs, count all the days until glad Christmas comes. Traditional o December- Fran Newman and Claudette Boulanger Lyrics: Its poring over catalogues and looking into stores; its dropping hints to Mom and Dad and doing extra chores. Its getting word to old St. Nick in person or by mail; its peering under chests and beds and mentioning a

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Rebecca McBee 10-15-13 sale. Its flutter-in-the- tummy time and keeping on my toes; its trimming trees and counting days the Christmas feeling grows. Santa Is His Name- in tune of BINGO Lyrics: 1. There is a jolly, bearded man, and Santa in his name, Oh! SANTA, SANTA, SANTA, and Santa is his name, Oh! 2. Hes coming here on Christmas Eve, and Santa is his name, Oh! Clap ANTA, Clap ANTA, Clap ANTA, and Santa is his name, Oh! * There are four more verses. For teaching: Use different instruments for the letters like A is drum and T is a maraca. Christmas Time is Santa Time- tune of Halloween Town Lyrics: Christmas time is turkey time, Ho, ho, ho Christmas time is reindeer time, ho, ho, ho Merry Christmas to You- in tune of Happy Birthday to You Lyrics: Merry Christmas to you, Merry Christmas to you, Merry Christmas to everybody, Merry Christmas to you. Down the Chimney- in tune of London Bridge Lyrics: Down the chimney Santa comes Santa comes Santa comes down the chimney Santa comes Good old Santa. His sleigh is pulled by eight reindeer Hell have a bag with lots of toys his coat is read and his boots are black... The Christmas Tree- in the key of Mulberry Bush Developmental Concepts: language development and dramatization Lyrics: Well go and find a Christmas tree, a Christmas tree, a Christmas tree, well go and find a Christmas When Santa Got Stuck in the Chimney Santas Coming- in tune of Frere Jacques Lyrics: Santas coming, Santas coming, in his sleigh, in his sleigh, he will bring some presents, he will bring some presents, for Christmas Day, For Christmas Day. Play a Listening Game- good for sound localization Description: The students sit scattered on the floor with their eyes closed or hidden. One of them stands holding jingle bells. The teacher says Santa is trying to find his reindeer so they can pull his sleigh. Can you help him? When you hear the sound of the bells, keep your eyes closed and point to where the sound is coming from. The child with the bell moves quietly around the room to shake them, but must pause. Everyone points to where the sound is. Guess the Toy- helps with speech and language Description: Put two or three toys or pictures of toys in a row. Say the names of each toy and clap their rhythms. The teacher than says, Im thinking of a present to put under the tree. Can you guess which one of these three it is? They then clap the rhythm of the toy while the children listen and guess what the toy is. The Friendly Beasts- in the key of Eb major- first note Eb (do)- Traditional Song Lyrics: Jesus our brother kind and good. Was humbly born in a stable, rude, while friendly beast around him stood, Jesus our brother kind and good. *** There are five verses that go with this song. For teaching: You could have groups of students sing a verse. A recorder could be used to play the melody. Christmas Bells- in the key of F major- first note A (mi)- Traditional Round Lyrics: Christmas bells are ringing, Christmas choirs are singing, peace and joy to one and all this merry Christmas day. For teaching: Use the introduction for this song by using resonator bells, tone bars, hand bells, or met allophone. Hear The Bells- in the key of pentatonic- first note F (do)- L.B.F Lyrics: Ding dong ding dong, Hear the Christmas bells a ringing, ding dong ding dong, hear the Christmas bells. For teaching: Use the introduction for this song by using resonator bells, tone bars, hand bells, or met allophone. Ringing Bells- Anonymous Musical Concepts: form/rondo Developmental Concepts: visual discrimination

Rebecca McBee 10-15-13 Lyrics: Ring the bells, ring the bells, this is Christmas Day. Ring the bells, ring the bells, this is Christmas Day. One is for the shining star that pointed out the way, two is for the hay. Ring the bells, ring the bells, this is Christmas Day. Ring the bells, ring the bells, this is Christmas Day. Four is for the shepherds, who saw the angel light; five is for the little Boy, born this happy night. Ring the bells, ring the bells, this is Christmas Day. Ring the bells, ring the bells, this is Christmas Day. For teaching: Divide the class and have one group sing verse 2 and the other verse 3. Sing verse 1 together. Use instruments to make the bell sound- jingle bells, triangle, small hand bells, ringing pot lid. o Oh, There Was a Little Baby- in the key of F major- first note A (mi)- Words and Music by C. Rinehart and Alan Mills Musical Concepts: rhythm/syncopation Developmental Concepts: language development Lyrics: Oh, there was a little baby, oh, my Lord, Oh, there was a little baby, oh, my Lord, oh, there was a little baby, oh, my Lord, way down in Bethlehem, Way down in Bethlehem. ** There are three verses that go with this song. For teaching: Create other verses that have to do with the nativity. o Christmas Chopsticks- in the key of C major- first note G (so)- Words: 1st verse and chorus by Fred Heider and Clement Moore; 2nd verse L.B.F- Music by Arthur de LullI Lyrics: Twas the night before Christmas, And all through the house, not a creature was stirring, not even a mouse. And the stockings were hung by the chimney with care in the hopes that St. Nicholas soon would be there. Hes bringing lots of toys for the girls and boys. And wait until you see what a merry Christmas tree! So on Dasher, on Dancer, On Prancer, on Vixen, On Comet, on Cupid, On Donner and Blitzen. To the top of the roof to the top of the wall. Here they come and theyre saying, Merry Christmas to all!" * There is one other verse for the song. For teaching: Accompany with jingle bells. o African Noel- in the key of C major- first note E (mi)- Liberian Folk-Song Musical Concepts: melody/ major chord d-m-s, rhythm pattern, and dynamics Lyrics: Sing noel, sing noel, noel noel. Sing noel, sing noel, noel noel. Sing we all noel, sing we all noel, sing we all noel, sing we all noel, sing noel, sing noel, noel noel. Sing noel, sing noel, noel noel. For teaching: Sing the song softly then louder in middle then fade out at end. Use instruments to accompany the song like drums, conga drum, bongos, and hand drums. TWO PLAYLETS- Listed below are two simple plays that could be used for speech and language development. o A Baby was Born- pg 147- 148: about the Sheppards and Jesus being born o Santa! Wake Up!- pg 148-149: about Santa getting ready for Christmas o There are lots of songs, books, and recording for Christmas in the book on pg 150 like: Away in a Manger, the Little Drummer Boy, and Christmas Carols by Kings Singers GROUNDHOG DAY- easy to dramatize, Groundhog Day is February 2nd. o The Little Groundhog- Anonymous Adapted Lyrics: A little groundhog lived cozy and snug, in an underground house like a bug in a rug. One day, bright and early, he poked out his head, I wonder if spring has come yet, he said. He hopped from his burrow and started to run, he saw his shadow cast by the sun. Oh dear, oh dear, he cried out in fright, I came out too soon, and he ducked out of sight. Back into his underground burrow he crept and for six more weeks he slept and he slept. Then out he came running one sunny spring day, this time, hurray, this time to stay. o Groundhog- in the key of C major- first note G (so)- Miss Jackie Weissman

Rebecca McBee 10-15-13 Lyrics: Groundhog, groundhog come on out and play, its a beautiful, beautiful February day, the sun is shining and the sky is blue, wont you come on out? I want to play with you. 2. Groundhog, groundhog come on out and play, its a gloomy, gloomy February day. The air feels chilly and the sky is grey. Wont you come on out? I want to play today. VALENTINES DAY o I Have A Valentine- in the key of D major- first note A (so)- L.B.F Lyrics: I have a Valentine, Valentine, Valentine, I have a Valentine, I made it just for you. 2. Will you be my Valentine, Valentine, Valentine, will you be my Valentine, on this special day? 3. Yes, Ill be your Valentine, Valentine, Valentine, yes, Ill be your Valentine, on this special day. For teaching: Split the class in two groups and have one sing first 2 verses and the other verse 3. o Be My Valentine- in the key of G major- first note D (low so)- Traditional Muffin Man- words by L.B.F Lyrics: Will you be a friend of mine, a friend of mine, a friend of mine, will you be a friend of mine, and be my Valentine? 2. Yes, Ill be a friend of yours, a friend of yours. Yes, Ill be a friend of yours and be your valentine. o Ive Only Got A Dime- in the key of Eb major- first note Bb (so)- Vera Russell Lyrics: I want to buy a Valentine, Ive only got a dime. I want to say will you be mine, Ive only got a dime. 2. Ive looked and looked, theyre all so fine, Ive only got a dime. With flowers and bows on every line. Ive only got a dime. 3. I guess Ill make a Valentine, Ive only got a dime, Ill print it big, will you be mine? Please be my valentine. o The Magic Penny- in the key of D major- first note D (do)- Malvina Reynolds Musical Concepts: rhythm/ syncopation Developmental Concepts: action song/singing Lyrics: Love is something if you give it away o A Valentine Song- tune of London Bridge Lyrics: 1. Lets all make some Valentines, Valentines, Valentines, lets all make some Valentines, Valentines today. 2. Crayons, paper, scissors, glue, scissors, glue, scissors, glue, Crayons, paper, scissors, glue, Valentines today. 3. Well make cards with lace and bows, lace and bows, lace and bows, well make cards with lace and bows, Valentines today. o There are many more songs for Valentines day on pg 154 ST. PATRICKS DAY o McNamaras Band- in the key of F major- first note C (so) - words and music by Shamus O Connor, Terence O Shaughnessy, and John J. Stamford. Lyrics: Oh My name is McNamara I'm the leader of the band although we're few in numbers we're the finest in the land we play at wakes and weddings and at every fancy ball and when we play at funerals we play the "March From Saul"Da da da da da.* there is another verse that cores with this. For teaching: Clap or play the drum for the beat and march around the room. o An Irish Rondo- four line poem or saying can be found on pg 156 EASTER o On the Road Today- in the key of f pentatonic- first note C (so)- Konnie Saliba Musical Concepts: beat and rhythm Developmental Concepts: creativity Lyrics: I met a rabbit on the road today. I met a rabbit on the road today. And I said Mister Rabbit, How do you do? (Improvise during the rests) and he said very well and I thank you. (improvise during the rests) I met a rabbit on the road today. I a rabbit on the road today. For teaching: there are many suggestions here are a few I would use. Students could clap, snap, or pat a rhythm.

Rebecca McBee 10-15-13 Use drums, sticks, woodblocks. Students could imitate the animals movement in the song. o The Easter Bunny- L.B.F Lyrics: Easter bunny on a hill, Easter bunny sits so still, Hop Easter bunny, hop, hop, hop, Hop, hop, hop, hop, hop. o Easter Rabbits- first verse anonymous- additional words by L.B.F Developmental Concepts: co-ordination, rhyming words, dramatization, and numbers. Lyrics: Five little Easter rabbits, sitting at the door, one hopped away and then there were four. Four little Easter rabbits, sitting by a tree, one hopped away and then there were three. Three little Easter rabbits, feeling very blue. Two little Easter rabbits, sitting in the sun. One little Easter rabbit, eating up a bun, he/she hopped away and then there were none. For teaching: Have five students pretend to be the rabbits hopping away. o Theres A Little Bunny- in the key of D major- first not F# (mi)- Words and music by Ellen Underhill Bishop Lyrics: Theres a little bunny, sitting on a hill, with his ears standing up he sits very still. Will he come to your house, will he come to mine? Hop over bunny at Easter time. For teaching: Have the students imitate bunnies sitting on a hill. You could have them make bunny ears. Clap the rhythm pattern of the last line or hop away like bunny rabbits. BIRTHDAYS o Tell Me When Your Birthday Comes: Lyrics: Apples, peaches, pears, and plums, tell me when your birthday comes. January, February, March, April, May, June, July, August, September, October, November, December. For teaching: Good skipping rhyme. Use a jump rope and have students jump in and out when they hear their month. They could also just put their hands up, bow, stand up, play a drum, toot a whistle, or throw something in the center of circle. There are many other suggestions on books, poems, songs, and recordings for each holiday in the chapter. They can be found throughout the chapter. WEEK 9 NOTES CHAPTER 9 NOTES- MOVEMENT IDEAS AND SONGS FOR DANCING Why Movement? Movement is life and life is movement. Children learn about themselves and environment by moving. Children learn co-coordinative skills, body awareness, body image, directionality, and laterality. Children love to move. What is Movement? It is performed by the body- feet, torso, hands, etc. It can be non-locomotors and locomotors. It takes place in time and can be fast, slow, or medium tempo. It uses space and at a high, medium, or low level. Also in front, behind, or to either side of the body. The body can move in all directions like in front, to the back, or diagonally, as well as straight, curved, or in spirals. Movement also uses weight- it can be light, heavy, forceful, indirect, airy, smooth, jagged, tight, bound, loose, and free. Those above are the elements of movement and should be used explored by the children. The best movement is when we remember to stick to movement and not always have it connect to dramatization or mime.

Rebecca McBee 10-15-13 Non-locomotors movement- this is best with students who are afraid of space, handicapped, hearing impaired, etc. Great for body awareness. Stretch your arms way up high. Bend yourself in many different places- head, neck, shoulders Twist into a knot- legs, arms Shake yourself out and relax- shake head, legs, and knees. Song that could be used, Shake My Sillies Out, a Raffi Song Locomotors activities- there were many suggestions here are a few I would use One idea is using a drum Listening to a drum and move the way you hear it. Start with a walking speed that is the beat. Have the students walk in different directions or have them walk in different ways. Change the drum rhythm to have the students move to a different pattern. Like running, skipping, sliding, and galloping. Also could use different motions. Pictures can be used to show the children the motions or write an action verb on a card. Make a stop sign to hold up when the sound stops and a go sign to begin again. Springboards into movement Mirrors- Game Requires the students to interact with another person and paying very close attention. The children face you and be your mirror. Move only one body at a time than combing more as you go. Explore- space, different levels and tempos, light and heavy movements. Easy and great introduction to movement vocabulary. Leader should introduce the language. The students can perform with partners later. Animals- this is where students can pretend to be animals and try to make their shapes. One thing that can be done is relating sounds and movement of contrasting animals like a cow and squirrel. Show pictures of the animals for them to imitate. Poems can be used to help with movement, speech, and language development. Like, an elephant is heavy, an elephant is slow, lets be elephants, come on! Lets go! The Elephant and the Mouse- dramatizes a story to explore movement concepts and sound effects. Musical Concepts: tempo, dynamics, and pitch Developmental Concepts: listening, dramatization, and creativity Words: A mouse had a nest in the tall grass. One day an elephant came slowly along and was heading straight for the mouses nest. The mouse jumped out and ran back and forth in front of the elephant very quickly saying, Stop, stop, oh please stop! You will step on my nest and my babies will be killed... o The children decide the movements to illustrate the sounds and movement words. Voices in different pitch and voice placements for the voices of mouse and elephant. Use instruments for some of the sounds like a cymbal crash for the elephant caught in the net. Machines that move- imitating working machines with movement Make suggestions like how big is it? And does it move quickly or slowly? Group machine can be used with older students who work with others. One person makes the machines shape performing a motion or making a sound. Another person hooks on making another shape, motion, and sound. It continues until all participating are a part of machine. To start and stop the grand machine with a triangle, cymbal, or crank. Clocks- many clocks are non- loco motor

Rebecca McBee 10-15-13 It would be fun to explore what would happen if they came to life. Talk about different clocks and how some wind up and some are slow tickers and others are fast (tempo). Imitate the pendulum, gears, and hands of the clocks. Transportation You could have students imitate riding bicycles, driving a car, a boat, or paddling a canoe. With several friends you could imitate a plane taking off, flying, and landing. Vocal sound effects can be added. Space- great topic and fascination for children. Imitate how space people move or act walking on the moon. Ask students can you run, jump, or skip in space? How do you sleep? Use the Mulberry Bush to encourage movement. This is the way we walk in space. Skip, hop in space. Sing The Rocket or play a small part of The Planet. Everyday movements- use Mulberry Bush to introduce everyday actions. This is the way we sweep the floor, wash the dishes Have the students suggest other actions. Make sure it doesnt fall into miming but rather have them perform in different ways like slow motion, high and low levels, etc. Games- many games lend themselves to movement For this you could divide the class into groups and have them dramatize a game with movement and miming, like a baseball game and hop scotch. ABACADA- is used and it goes like this: A= everyone says the poem, pats knees and claps alternately to the beat. B= one group performs their movement or mime A= like before C= the second group performs A= everyone performs like before D= third group performs A= perform like in other As Texture- show the students different materials that vary in weights and textures. The students can hold and feel them. They describe the in their own words about the material. Ask them if they can imitate the textures with movement or sound. Shape Put different shapes on the wall made of material. Should be made from one material. Shapes can be short, long, skinny, jagged, and wide. Have them try to imitate the shape, move in the shape, and move on different levels. Use hands, feet, shoulder, or elbow to trace the shape. Use shapes like square, circle, triangle, and rectangles. Sing the song Triangle, Circle, and Square Names You could have students write their names in the air with their fingers, hand, elbow, nose, or other parts of body. Play can you guess who it is? Write someone elses name and have another person guess. Great for spelling. Poems- great starting point for movement and dramatization One in the book is- See the leaves all falling down, to make a carpet on the ground, swish, swish, the wind blows by, swish, swish, away they fly by L.B.F. Many traditional poems will work because they can be used with children in wheelchairs and are good for relaxation.

Rebecca McBee 10-15-13 Try to get the students to think of levels, space, time, and weight when working with poems and deciding movements. Movement and instrumental sound- great for listening skills The students listen carefully and move to the sounds of different instruments as they hear them. Chose two or three contrasting sound instruments and discuss how they can use that sound to make movements. Some instruments might be maracas, met allophone, gong, drums, recorders, finger cymbals, and woodblocks. Moving to recorded sounds and music- there are many records that can be used for movement Always find selections that are short and not too long. Have students explore a concept first before trying it with music, like jumping in different ways, at different levels and tempos. Then tell them you have music that you want them to create a jumping dance to. Listen to selection first. Using props to stimulate movement- hard for some students to get involved in movement without a prop. The following are great for those in wheelchairs or beds. Balloons Have the students move the balloon over their heads, down to the floor, way over to one side, then the other, and around. Move it in a smooth way, jagged, or spiky movement. Tempo- moves it quickly or slowly. Try to keep it in the air by tap the balloon gently with music playing. In one of my classes we put a nut in a balloon and twirled it around and it made a sound. Scarves And Crepe Paper Streamers You could use different scarves that are light and nylon and use them to move to music. They encourage movement at different levels by throwing them up in the air and catching them on various parts of body like foot, elbow, head, and back. They can draw shapes with the scarves like triangles, circles, and squares. Crepe paper is a perfect alternative. Hoops- tempo and directionality Use small hoops the same way as you would with balloons. Twirl them on your legs, arms, ankles, and wrists. You can have older students hula hoop in the traditional way. Put the hoops on the floor and have the students jump into them, jump out backwards, hoop sideways, or find a different way to move into your hoop. Ribbon Sticks- pieces of ribbon attached to sticks. Have the students move the ribbons to music moving them up and down, in circles, figure 8s, triangles, and many other shapes and ways. You could also create small routines when the students understand. Lummi Sticks- There are many suggestions but here are a few I would use. Great for general co-ordination, concentration, eye-hand coordination, group co-operation, partner cooperation, sequencing movement patterns, crossing the mid-line, and directionality. Use two think wooden sticks which are held between the thumb and fingers. Start in a circle formation- practice moves without sticks first than with things like: Right hand: tap in front, to the right, front, right, and keep repeating. Left hand: tap in front, to left, front, left. Repeat. Right hand: tap left, right, left, right Left hand: tap right, left, right, left.

Rebecca McBee 10-15-13 Students can also do patterns with a partner or individually. Some music recordings: Simplified Lummi Stick Activities, Disco Lummi Stick Activities, and Lively Music for Lummi Stick Fun Parachutes- very popular in schools. There are many suggestions but here are some I would do. Can help students with special needs learn many musical and developmental concepts. It is best to use a small parachute. Group participation: is by having all the students hold the edge of the chute. Body Awareness: have them lift it to their eye level, chest, waist, knees, and ankles. Directionality: Make waves by holding it at waist level and move it up and down. You could play games where you have the students run, jump, skip, or gallop under and across the parachute. The leader calls out an action. One game I played when I was in school was cat and mouse/shark and minnows where you had one cat in the center and they tried to get a mouse in the middle. Balls Useful props in movement activities. Always chose balls the children can handle. Have the students pass the ball in a circle as a beat is done on a drum. Change in direction or speed can happen, as well. The students can bounce the beat of a song or a recording. Formations For Movement And Dancing/ Create Your Own Dance Patterns Scatter Formation: This is when the students stand in their own space because they perform movement activities better this way. Circle Formation: They can give students a sense of security because everyone is a part of the activity, they can see everyone, there is eye contact, and there is a sense of belonging. You could also create your own dance patterns like walking sixteen counts in one direction, stand and clap the beat or the word rhythm for sixteen counts or walk eight counts in one direction, turn, walk eight counts back to place, and then walk eight counts into center of circle, eight out. Lines: They are the next development in socialized movement. Students are more on their own and do not really see what others are doing and if they are the leader they are responsible to lead the action. You could also create your own dance patterns like having two lines where partners face each other and dance down the middle. Partners: This is working with and participating with one person at a time. Can be a difficult task for some students so it is best to perform actions in a whole group first. Wheelchair Dances Non-Locomotors: Have the students lean left, left, left, pause, right, right, right, right, and pause. Hands up four counts, hands down four counts. Then shake a partners hand seven counts, pause, then shake hands with the person on the other side seven counts, and pause. Locomotors Dances: Starts like non-locomotor, but after that part you have them come in towards each other eight counts, then back to places eight counts, and repeat what you started. Folk Dances Include party games, dances, square dances, Scottish dances, and many other folk dances from different countries. They are easy and simple for students, but some may need to be simplified. Help! Ideas That Make Movement Activities Go More Smoothly: there are many suggestions here are a few I would use.

Rebecca McBee 10-15-13 Space: Use a room that is not too large or too small. Circle Formations: Mark a circle or line on the floor if possible with tape. Picking Partners: Those that are wearing the same color, have same beginning letter of name, etc. Partners: Give students in partners a spot so you know they are together. Have them stand next to each other, give them the same color sash or scarf. Songs with Specific Movement Patterns- definite, traditional dance patterns. Musical Concepts: beat and form Developmental Concepts: co-ordination, laterality, directionality, spatial relationship, group participation, choosing others, taking turns, remembering directions, ordering and sequencing. Round and Round the Village (In and Out the Windows)- in the key of F major- first note A (mi)- English Singing Game Lyrics: Go round and round the village, go round and round the village, go round and round the village, as we have done before. (one child walks around in the center of circle) 2. Go in and out the windows (everyone raises hands like windows, and the child in middle goes in and out of the circle under the raised arms) 3. Now stand before your good friend (child stands before on person) 4. Now take their hands and turn them (take hands and turn in place) 5. Change place in the circle (change places and start game again). Circle Round the Zero- in the key of D pentatonic- first note F# (mi)- American Street Game Lyrics: Circle round the zero, find your loving zero, back back zero side side zero, front, front, zero round your loving zero. For teaching: Have students get in a circle with one on the outside. That student walks around the circle and stops behind someone on loving zero. They bump backs two times, hips two times, and then clap each others hands two times. Those two than continue the game as more people are added. Instruments can be used like xylophone to accompany the song. Bow, Bow, Bow Belinda- in the key of F major- first note F (do)- Traditional Song Lyrics: Bow, bow oh Belinda bow, bow oh Belinda bow, bow oh Belinda youre the one my darling. 2. Both Hands round Belinda 3. Right hand round Belinda 4. Left hand round Belinda 5. Bow, bow, bow Belinda. For teaching: This song is sung in two lines, partners facing each other. Verse 1: Partners bow to each other 3 times and repeat 3 times. Then stand and clap the rhythm of Youre the one my darling. Verse 2: The partners go around each other holding hands and then return to spot in circle. Teach without actions first and have them clap the rhythm of words first. Have students invent verses that will go with this song. Sarasponda- in the key of C major- first note C (do)- Netherlands Folk Song Lyrics: Sarasponda Sarasponda Sarasponda Ret set set Ah do ray oh Ah do ray boom day oh Ah do ray boom day ret set set Ah say pah say oh! For teaching: there are many suggestions, but here is one I would use. Imitate the sound of a spinning wheel by moving hand on a drum round and round with the hand. Four in a Boat- Four in a boat and the tide runs high, four in a boat and the tide runs high, four in a boat and the tide runs high, get me a pretty one by and by, get me a pretty one by and by. 2. Choose your partner and stay all day (3 times) we dont care what the old folks say. 3. Eight in a boat and it wont go round (3 times) swing your partner youve just found. For teaching: This song is song in a circle with four people in the middle in their own circle.

Rebecca McBee 10-15-13 Verse 1: the students hold hands and walk around in different directions for the first three phrases, then stand still and clap hands on Get me a pretty.. Verse 2: the four choose another person to come join the center. They move again like above. Verse 3: outside circle moves again like before but this time the circle in middle joins and tries to move. Each of the original four swings their partner for last phrase and then goes back to outside circle, leaving four new people in center. Pick a Bale of Cotton- in the key of G major- first note D (so)- American Folk Song Lyrics: Im going to, jump down turn around, pick a bale of cotton, jump down turn around, pick a bale a day. Oh Lordy, pick a bale of cotton, Oh Lordy, pick a bale a day. ( everyone jumps one, turns around, and pretends to pick cotton) 2. Oh, me and my brothers going to pick. (point at self and then to a boy in the circle) 3. Oh, me and my sisters going to pick. (point to self and then to a girl) 4. Im going to Georgia for to pick a bale. (Everyone in the circle turns to the left and quickly shuffles Down to Georgia 5. Oh, pick a bale of; pick a bale of pick a bale of cotton. (pretend to pick cotton) For teaching: This song is done in a circle. With actions that are above. On Oh Lordy= point over head with one hand for first one than with other hand for the other one; Pick a bale of cotton= clap the rhythm of the words Could play instruments like the drum and tambourine. Skating Away- in the key of E major- first note B (low so)- American Play Party Lyrics: There were three couples skating away, skating away, skating away. There were three couples skating away so early in the morning. 2. The ice was thin and they all fell in, they all fell in, they all fell in, the ice was thin and they all fell in, so early in the morning. 3. The old swing out and the new swing in, the new swing in, the new swing in, the old swing out and the new swing in, so early in the morning. For teaching: Fairly close to Mulberry Bush. This is a circle formation with six people in the middle. In first verse they join right hands and skip around clockwise. Outside circle skips counter clockwise. Verse two the six dancers make motions that imitate ice falling, while the others do same as first verse. In verse three, each person in middle chooses a partner and swings them around. The six new dancers stay in center, while the others join the big circle. Somebody Waiting- in the key of G major- first note D (so)- American Play Party Lyrics: As I looked into your eyes I beheld a great surprise, there is somebody waiting for me. There is somebody waiting, there is somebody waiting, there is somebody waiting for me. 2. Now choose two and leave the others, now choose two and leave the others, now choose two and leave the others for me. 3. Now swing one and leave the other, now swing one and leave the other, now swing one and leave the other for me. For teaching: The students get in a circle and hold hands with one person in the middle. For the verse and chorus everyone walk or skips clockwise while the one in the center goes counterclockwise. In verse 2, the person in the center chooses two people to come in the middle of the circle to hold hands while the large group stops and stands still. Each person sings the chorus and claps the beat. In the last verse do the actions it says in the song as you sing. The person in the center swings one of the people and then leave to join the big circle starting the game all over. Books on Movement and Dance and Record to Teach Movement.

WEEK 10 NOTES CHAPTER 10-SOUND EXPLORATION AND LISTENING

Rebecca McBee 10-15-13 Ideas for Exploring All the Senses: While cooking you could explore all the senses; sight, smell, taste, temperature, sound, and feeling of the foods. Have a box that contains a variety of different textures in it. Materials work best like cotton, corduroy, nylon, velvet, etc. Have the students use movement to imitate the texture they are feeling. Instruments could also be used to imitate the texture like finger cymbals for the light nylon or large drum for carpet. Express contrasting qualities of other items in sound and movement. Like rough and smooth stones, a stone and a feather, and sand paper and velvet. The students could draw pictures of how the things would feel. Take your students on a sense walk. Walk around the neighborhood and have the students bring back objects they find that differ in weight, textures, and forms/shapes. To encourage language development, describe the objects in movement, pictures, sounds, and words. On field trips making list of things that were smelt, tasted, heard, and touched instead of visuals since many things in school already tend to tell us what was seen. Ears Hear- uses voice contrasts and dramatic zeal- Poem- Lucia and James L. Hymes Jr. Lyrics: Flies buzz, motors roar, kettles hiss, people snore. Dogs bark, birds cheep, autos honk: beep! Beep! Winds sigh, shoes squeak, trucks honk, floors creak, whistles toot, bells clang, doors slam: bang! Bang! Kids shout, clocks ding, babies cry, phones ring. Balls bounce, spoons drop, people scream: stop! Stop! For teaching: Use instruments or other sound makers to create sound effects. SOUND It is a sense that is developed early- about fourth month in womb. Sound exploration and learning to listen must play big roles in education for all children. Focusing and Sound Location: these activities are good for focusing and locating skills Play instruments like whistles, horns, bells, drums, kazoos or sticks behind, above, and to the side of the students and have them locate the sound by turning their heads or eyes toward the sound. Same as above but instead use vocal sounds like clucking, whistling, imitating sirens, boat horns, engines etc. Use singing for this game also and have them locate the sound. Hang mobiles or put musical toy within reach of the students so they can hit and make sounds. If the students do not react right away give them help by moving their heads to the source. Making your own instruments could also be part of this. Explore and Describe Sounds: good for developing listening skills You could have students explore the sounds found in the classroom or home. Have them close their eyes and discuss what they hear. Have them identify the sound, describe it (loud, soft, high, low), draw a picture of the sound, and describe them in movement. Make sounds the students are familiar with behind a screen. Have them identify the sound. Some things that could be used are crushing paper, ringing a bell, or letting air out of a balloon. Take your students on a sound walk and make a list of what was heard. Have your students explore sounds found in different areas, like kitchen, supermarket, nature, home, etc. using recordings, but it is best to use the actual sound. Have students bring in sounds to explore, similar to what we did with instruments. Have students contrast different sounds by discussing them, drawing a picture, or how they would move to the sound. Start at different points with a sound like play the sound, then make a picture of that sound, then describe it using language, and finally show it with movement or show a picture, describe the movement, describe in language, ding the sound that best describes the picture.

Rebecca McBee 10-15-13 You could use water sounds with the students. Fill large bowls with different amounts of water and hit them will mallets or stir the bowl with your finger to get a bell like sound. You could hit a triangle, nail, or other metal piece and dip it into a pail of water. Have the students make a picture that has different designs and play the picture with the instruments, describe its movement, perform it with vocals, or perform it as a round by dividing the class in groups. Use of body percussion is also helpful like clapping, snapping, patting, whistling, etc. You could have the students copy that sound you make. To make it more challenging create a magic word that tells them when to change. Other suggestions include: discuss sounds made by trains, airplanes, and motorcycles. Use vocal sounds to describe the environment. Can you make different sounds with your voice? Make non-verbal conversations with someone or create musical pieces with non-verbal sounds. You could also imitate animals or other sounds found in song and poems like Old MacDonald. Some games you could play are: Sound Tracking Game: Have everybody close their eyes expect for one person who moves silently, playing a small instrument in various parts of the room. The students must point to where the sound is. Dog and Bone: Have the students sit in a circle with one person in the middle being the dog. The dog has their eyes closed and a rubber bone in front of them. One of the students in the circle tries to take the bone without making a sound. If the dog hears anything they say bow wow and another child is chosen to try. If the bone gets taken the children chant: Doggie, doggie someone has your bone, who do you think robbed your home? The student gets three guesses. Music Commands: Have the students come to the piano/ singing space the way the triangle is played- fast, slow, quiet, tiptoe, etc. Recording Sounds: Reel-to Reel machines is best. Play the sounds at various speeds and you could possibly splice many sounds together. You could also alter familiar sounds and have students identify them. Sound Matching Game: Have many of the same instruments or sound makers. Play one set of the sounds out of sight and have a child pick a duplicate of the sound as the hear it. Echoes or Copycat: foster focusing, listening, and concentration. Give practice with singing, moving, clapping, and playing. This is basically like its name. One person performs an action or sound and the rest copy it. They work for all and can be performed with movement, voice, body percussion, instruments, and speech. Keep this within the students abilities. Some suggestions: Begin with movement. Start with one kind than move to combining two or more movements into a sequence. Play a loud sound then change to a soft sound, a fast sound, and back to a slow sound. Clap a rhythm that is small. Use body percussions like stomping, patting, snapping, etc. Sing a short melody. Starting with a few notes then moving to more. Play the short melody on a xylophone or other melody instruments. Start with one note and then add more. Sing echo songs like Down by the Bay. The Goat: in the key of C major- first note G (so)- Traditional Developmental Concepts: listening Lyrics: There was a man (there was a man), now please take note (now please take note), there was a man (there was a man), who had a goat (who had a goat), he loved that goat (he loved that goat) indeed he did (indeed he did), he loved that goat (he loved that goat), just like a kid (just like a kid). *There are two more verses to this song. This is an echo song.

Rebecca McBee 10-15-13 Poems can be used like Bear Hunt and Lion Hunt or finger plays like Two little dickie birds sitting on a wall (make two fists with thumbs extended), one named Peter and one named Paul (wiggle one thumb, then the other). Fly away Peter; fly away Paul (one fist goes behind the back, then the other). Come back Peter, come back Paul (first fist returns then the other.) Fly away, fly away, fly away all (both fists go behind back at once)! An echo game for more advanced students: Have one person twirl a drum on its side on the floor in the middle of a circle of players. They call out the name of another student at the same time. That student must run to the center of the circle and catch the drum before it falls, and play a rhythm on the drum for the others to copy. Keep rhythms simple and perform echoes at moderate tempos. Do Your Own Thing- Question and Answer: deals with sound and used for creativity Students make up their own individual responses or answer instead or patterns or phrases. The answers can vary in length but after awhile they seem to become the length of the question. LISTENING TO RECORDED MUSIC Music is the most abstract of all the arts. Some people have a hard time listening to a recorded selection attentively. All children need help to focus their listening and make suggestions on how. General Tips for Success in Listening to Music: It is important to prepare students before they listen. Tell them about the musics story or talk about the animal, person, or place the music is describing. To simulate interest many selections have been the subject of illustrated books, like Tubby the Tuba. You could have your students draw and paint as they listen to a piece of music and show what is happening. Some selections that could be used are Carnival of the Animals or The Snow is Dancing. You could have the students listen to the music first then have them move the way the music says. Like Waltz of the Doll. You could use scarves, streamers, flashlight beam dance on a wall, puppets, etc. Make sure the selection is short. Select short selections from a long piece instead of playing the whole thing. You should play the selection one at a time then ask a question. Next play the selection again and see if they were correct. Then repeat with another question. You could do activities that have to do with beat while listening. You could keep the beat with your hands, feet, walking with feet, or fingers on a board. When the music changes, have the students change the place they have their beat. Use instruments like drums or sticks. Some difficult activities that could be done are things like writing the rhythm pattern on the board. Have everyone clap or tap the rhythm and have them show you when you hear it in the music. You could have several students clap different beats or patterns or could add instruments like cowbells, Cabasa, or guiro. Activities that work on melody you could have students put hands up when they hear the music go up, or down. Have the students draw pictures of the way the music goes with paper and crayons, magic markers, or paint. Have them draw several contours or have them talk about the music. Another thing would be having the students count the number of time the melody is played. Activities with form: show the students the form iconically with younger students and with letters for older. Ask them to show you when they hear the form or what it looks like. Instruments could be used or have students describe an instrument as it is heard. Show them pictures and play a short selection of the sound an instrument makes. Have them name a certain number of instruments as they are heard. Give the students a list of instruments and have them circle any they hear. Other suggestions: Ask the students about the meter. Do not tell them the title of the selection and have them come up or create a name themselves. Could be used with social studies to spark a discussion about a country their customs and histories. They could also listen to music of a certain place or country.

Rebecca McBee 10-15-13 Other Songs, Poems, Books, and Records for Sound and Listening: there were many in the book here are a few Songs: Angel Band, Barnyard Song Books: Sense and Nonsense Listening, Crash! Bang! Boom! Recordings: Noisy and Quiet, Peter and the Wolf WEEK 11 NOTES CHAPTER 11-BASIC LEARNING Music activities can help all children learn the basics. Ball Bouncing, Catching, and Throwing Skills: Helps with eye/hand coordination, listening, language, speech rhythm, and music skills. Students should be given time to play with the ball freely to see what it does. They could work with a partner by passing back and forth. To help with beat and language have the students say pass when they throw the ball and ball when they receive it. They could roll, throw, or bounce the ball. Pass the Ball- in the key of D major- first note A (so)- L.B.F Lyrics: Pass the ball, pass the ball, pass the ball to me, pass the ball, pass the ball, its so easy youll agree. 2. Roll the ball3. Throw the ball. 4. Bounce the ball.. For teaching: great for language development This could be done by substituting other word in like pass the apple, orange, shoe, truck, etc. Have the students stand or sit in a circle. Do as the song says and change the speed by starting with medium speed to slow speed to fast. Always stop in between to make it easier for them. Use a drum to keep a steady beat and then vary it. The Ball- in the key of C major- first note G (so)- L.B.F Lyrics: I throw a ball to Johnny. Johnny throw it back to me, I throw the ball to Nina. Nina throws it back to me. For teaching: Have a leader stand in the middle to throw, toss, bounce, or roll the ball. Use each of the childrens names in the song to make sure all are included. Bounce and Catch- in the key of F major- first note C (low so)- L.B.F Lyrics: Bounce and catch and pass it, pass it, bounce and catch and pass it, pass it, bounce and catch and pass it pass it, everybody turn around. For teaching: Have the students stand in a circle and do the actions in the song. Do the actions on the beat and on the last two measures everyone turns around. Sing the song but after awhile sing it by dropping a verb or action. Bounce the ball to beat of songs and poems Children can bounce and catch a ball to well known songs and poems. Some songs and poems: London Bridge, Humpty Dumpty, and Are You Sleeping. Recorded music can also be used like marches or disco. Pirates: Were five jolly pirates on a sailing ship, a pirate ship, yo ho yo ho. Were five jolly pirates on a sailing ship, a pirate ship tan toh! Anonymous. You could have the students bounce, catch; throw up in the air, and catch. Make sure to begin with large easy to grasp balls like beach balls. Then to smaller balls like volleyballs, soccer balls, and then tennis balls. Visually impaired: tie a bell to a beach ball or use a beep ball.

Rebecca McBee 10-15-13 Action and Reaction Games Bounce the ball- this is where you bounce a ball in front of a group of children and each time the ball hits the floor they clap. Catch the ball- this is where you have the children stand in a circle. You bounce the ball in the middle and call the name of one the students. That student must catch the ball before it bounces the number of times you select. Sit or stand in a circle- for this a leader starts by clapping once and it gets sent around the circle by the others following. The leader sends two claps around the circle. The second clap is sent when the second or third person has done their clap. Send two claps in opposite directions- this is done by having the leader start the clap in one direction and then another. Send a squeeze- This is when you have students hold hands and one person starts by squeezing the hand of someone next to them. Working in pairs- this has to do with mirroring in which one person does actions (first with arms, head, and legs) and the other copies them exactly. Directionality The Bench: L.B.F Lyrics: To the front, to the back, then stand to one side. Run around it once or twice, let your body glide. On top and then beneath, over, under too, now you know directions, well stop because were through. For teaching: could have students stand by bench that are tall enough to crawl under. Andy Spandy: Anonymous Lyrics: Andy Spandy, sugar candy, I pop down, Andy Spandy, sugar candy, I pop up, Andy Spandy, sugar candy, I pop in, Andy Spandy, sugar candy, I pop out. Do this in an open space. The Car (Doll) in the Box: L.B.F Lyrics: I put the car (doll) in the box, and then I take it out, I put it beneath and then on top and move it all about. I move the car (doll) to one side, to the other side, right now, far away, very near; its good that I know how. For teaching: You could have the car or doll along with a large box. One child could perform the actions as the others sing. Sequencing Important skill to master because all learning seems to be based on it. Sequenced objects: For this you will have two sets of different objects. One set will be put already in sequence and the other set the students will have to arrange. Like doll truck or drum triangle woodblock Sequenced movements: This is where you perform a variety of movements in order and have the students copy. For example, turn around once- squat down or jump up and down- turn once- kneel down. Sequenced sounds: Voice and mouth= use your voice and mouth to make a sequence of sounds like babbling, sucking, clicking the tongue. They must remember the sequence and copy it. Body percussion=Clap your hands, pat your knees and stomp your feet four times and have the children copy it. Clapping rhythm= Clap or pat short rhythms and have the students copy. Instrumental sounds=Have two sets of instruments on opposite sides of table. Have one student stand with their back turned while the other plays several instruments in a certain order. The other student then turns around and copies that sequence. Keep in mind the level of your students and amount of instruments they can handle.

Rebecca McBee 10-15-13 Sequenced words: If I Had a Band= similar to I Went on a Trip and in my bag is. but you use instruments instead. You have the students sit in a circle holding an instrument. One of the students starts by saying I had a band and in my band there was a drum and they play the drum. Each time an instrument is added and it continues and each student gets a turn. Sequencing songs: Many songs use sequences since you have to remember the order of words to tell the story. For example, The Green Grass Grows All Around or The Twelve Days of Christmas. Oh, My Aunt Came Back- in the key of F major- first note C (low so)- Traditional Song Musical Concepts: beat and echoing Developmental Concepts: action songs, body awareness, co-ordination, language development, rhyming words, sequencing, and listening skills. Lyrics: Oh, my aunt came back from Honolulu and she brought with her a wooden shoe. *There are other verses that have to do with other countries and cities like Japan, Montreal, Buffalo, and Washington. For teaching: this song there are people echoing the main singer. You could divide the class into two groups and sing it several times allowing each group to sing the leader part. Think of other cities that could be sung about like New York or even Platteville. This could be a sequencing song if all the items brought back are sung in succession. You could have pictures of the items for the students to see. Telling Time Musical Clocks: For this you have twelve children stand in a circle behind numbers you have placed on the floor to be like the number on the clock. One child is in the middle to be the hands and as the music plays the clocks hands turn. When the music stops the child pointed at decides what they will do for their number. Like, turn around two times, jump four times, or clap eleven and then everyone imitates until all have had a turn. Songs: Syncopated Clock, Dance of The Hours, And Tick Tock. Days of the Week: Its Monday- in the key of C major- first note E (mi)- L.B.F Lyrics: Its Monday, its Monday the first day of the week. Its Monday, its Monday the first day of the week. Its Monday, its Monday the first day of the week, and we can go to school. * There is a verse for each day they just end differently like Tuesday= we can watch TV or Wednesday= go to the store. For teaching: Change the actions of the song to whatever the students want. Months of the Year: There are many rhymes to help students with the concept of months of the year. Like- Apples, Peaches, Pears, and Plums, Seasons, Weather, October, March Winds, and June. Social Studies: Songs can be sung about neighborhoods and its helpers, cities and the country, city life and farm life, and folk music of other lands. Numbers and Counting When students come to understand facts and learn to count they have made a step towards understanding their environment. There are many songs and poems that have to do with counting. We Caught a Fish Alive: Traditional song Lyrics: 1 2 3 4 5, we caught a fish alive, 6 7 8 9 10, we let it go again.

Rebecca McBee 10-15-13 For teaching: The children will form several circles of four with one fish in the middle. The four in the circle skip around the fish while saying the first three lines of the song and on the fourth line they drop hands and let the fish go. The fish goes quickly to find another group before the song gets repeated. Use a drum to play the eight counts. Five Red Apples: Traditional Song Lyrics: Away up high in the apple tree, five red apples smiled at me. I shook that tee as hard as I could, and down one came, and mmmmm it was good. Four red apples Three. Two. One. No red apples. For teaching: Use your five fingers for the apple. Use your other hand to shake the tree letting one apple fall at a time. Puppets could be used. Other words: up, up, up in the apple tree, five red apples smiled at me, one fell down, down, down, and mmmmm it was good. Four red apples.. and so on. Five Little Monkeys Jumping on the Bed- Traditional Song Lyrics: Five little monkeys jumping on the bed, one fell off and bumped his head. Mother called the doctor and the doctor said, No more monkeys jumping on the bed. ** It continues until there is no more monkeys on the bed For teaching: could be sung with many different voice colors Three Little Monkeys- Traditional Song Lyrics: Three little monkeys, swinging in a tree, along came a crocodile, as quiet as can be. The first monkey said, You cant catch me! SNAP! It continues with 2 then 3 monkeys and at the end it says Ha-ha, missed me! For teaching: use fingers to show the monkeys and swing your hand back and forth for the tree. Take away a monkey each time they get ate. Five in the Bed- in the key of E major- first note B (low so)- 3 note song (do mi so)- Traditional Song Lyrics: There were five in the bed and the little on said, Roll over, roll over so they all rolled over and one fell out. It continues until there is one and at the end they say There is one in the bed and the little one said, Im Lonely For teaching: Have the students lie on the floor in groups of five. When they hear roll over they roll one time over and the person on the end keeps rolling like they are rolling away. You could also use your fingers and roll hands over each other on roll over. This song could be sung starting at 10. Patterning: Many songs can be used to help with recognition and understanding of patterns. It is important to learn at an early stage of number concept learning since it is the basis of mathematics. For this you can use shapes or colors to show the students form. Some forms that can be used are binary, ternary, common folk song, and rondo. You could also make up rhythms that are long and short. You could show the students by using paper, plastic, stir sticks, or wood. Also use traditional rhythmic notation or long and short line representing the length of the note. You could also clap or use drums and percussion instruments. Other songs: There were many songs suggested but here are a few. The Ants Go Marching Going Over the Sea Six Little Ducks Music and Language Development: There is rhythm, accent, melody, tempo, dynamics, form, and texture in language and development. Music and language are close allies.

Rebecca McBee 10-15-13 It begins when children start to talk or babble sounds. They convey inflection, dynamics, and range. Use small speech patterns with interesting rhythms like Ma, ma, ma, ma, ma, ma, moo, Ill tickle your tummy cause I love you or Da, da, dee, da, da, dee, lets play peek-a-boo, you and me. Use Songs and Poems as Patterns: Developmental Concepts: language, rhyming words, and creativity Use familiar songs or forms like: Jack and Jill and Humpty Dumpty in order to substitute words. Humpty Dumpty fell in the sea, Humpty said, Oh goodness me, I know I can swim, but Id like a boat, to row beside me as I float or Jack and Jill went out in the snow, to try their sleigh on the hills high and low, up they went slowly, swooshed down very fast, til worn out with play, they went home at last. I Love the Mountains- in the key of F major- first note F (do)- Traditional Song Lyrics: I love the mountains, I love the rolling hills, I love the flowers, I love the daffodils, I love the fire side, when all the lights are low, boom deeahda boom deeahda, boom deeahda, boom deahda, boom. For teaching: You could have the students make a list of things they love and create their own verse. You could also make it a hate list. Instruments like xylophone or met allophone could be use to accompany the song. You could have the student make a poem that uses words that have rhythmic unity, like I love sunny days, kittens purr, going swimming, dogs fur, Birds song, sleeping late, etc. Have the students say the poem using voice color, dynamics, a great range of high and low voices, and use drama. BINGO: You could substitute a clap after the first time through for each letter. Use other versions like ones about tigers, zebras, camels, and snake. There was an animal in the Zoo. And --- was his name- O. then you spell the animals name. Jelly in the Bowl- Traditional Song Musical Concepts: AABA and from Developmental Concepts: creativity and language Lyrics: Jelly in the bowl, Jelly in the bowl, wibble wobble, wibble wobble, jelly in the bowl. For teaching: You could have the students act out jelly wobbling in a bowl. You could also use other versions like shapes, animals, flowers, household, transportation, and seasons. One example: Bacon in the pan. Bacon in the pan. Sizzle, sizzle, sizzle, sizzle. Bacon in the pan. Three Crows- in the key of C major- first note C (do)-Scottish Folk-Song Musical Concepts: beat Developmental Concepts: action song, numbers, and language. Lyrics: Three crows sat upon a wall, sat upon a wall, sat upon a wall all all all, three crows sat upon a wall on a fine and sunny morning. 2. Two crow 3. One crow 4. No crows. For teaching: For this have the student bend on elbow across their body to make forearm into wall. Then hold up three fingers and bounce them up and down on your arm. When there are no crows left cross arms and bounce them up and down together. Come up with other things besides crows like dogs, elephants, cats, and dinosaurs along with different actions like swimming, riding, and sleeping. Try other numbers to start with like six, twenty, etc. When I first Came to This Land- key of D major- first note D (do) - Words and Music by Oscar Brand.

Rebecca McBee 10-15-13 Lyrics: When I first came to this land, I was not a wealthy man. So I bought myself 1. Farm 2. Shack 3. Cow 4. Duck I did what I could. 1. And I called my farm. Muscle in my arm. 2. And I called my shack. Break my back. 3. And I called my cow. No milk now. 4. And I called my duck, Out of tuck. * There are three other verses. But the land was sweet and good, and I did what I could. I Wish I Was- in the key of F pentatonic- first note C (low so)- Traditional Song Lyrics: I wish I was a bird up in a tree. I wish I was a bird up in a tree. If I was a bird up in a tree Id sing a song for you and me. I wish I was a bird up in a tree. 2. I wish I was a busy honey bee. Id make lots of honey for you and me. 3. Monkey in a tree. 4. Shiny silver bell... Billy Boy: in the key of C major- first note E (mi)- English Folk-Song Musical Development: question and answer form Developmental Concepts: language, rhyming words, and creativity. Lyrics: Oh where have you been Billy Billy Boy oh where have you been charming Billy. I have been to seek a wife shes the joy of my life shes a young thing and cannot leave her mother. * There are three more verses for this song. For teaching: More verses could be added to this song. You could create your own verses, as well. Other language learning: Aiken Drum, Down by the Bay, and This Old Man were some suggestions. Colors: I Spy: develops language I spy with my little eye something that is red. Is it the door? No it is not the door. Is it the ball? No it is not the ball. Is it my shirt? Yes it is your shirt. Mary Wore a Red Dress- in the key of C major- first note C (do)- Traditional Song Lyrics: Mary wore a red dress, a red dress, a red dress. Mary wore a red dress, all day long. For teaching: you could sing about all the children in the class changing clothing and colors. Color Dance- in the key of D major- first note A (so)- L.B.F Developmental Concepts: body awareness, language development, colors, and group participation. Lyrics: We can dance a color dance, look at what youre wearing dance a color dance, look at what youre wearing. Dance a color dance look at what youre wearing. Lets begin right now. If youre wearing red, touch your head. If youre wearing brown, touch the ground. If youre wearing yellow, shake like some jello lets begin right now. * There are three other verses that use other colors. For teaching: Chorus: This can be a dance where the student join hands in a circle and take eight steps to the left and eight back right. On the verse, everyone drops hands and performs the actions suggested when the song sings about his or her color. Pass It On- in the key of C major- first note G (so)- L.B.F Lyrics: Red balloon, pass it on, red balloon, pass it on, red balloon, pass it on, stand up when the music stops. 2. Jump 3. Turn around For teaching: Have the students sit in a circle and pass around an object. When singing the person holding the object does the action. Change the object, color, and actions being performed. Other songs: The Rainbow Song Spelling Rhythms of Words- you could have the students clap the rhythm of words. For longer words have them clap the syllables. Example- B a l l spells ball or p u r p l e I like purple.

Rebecca McBee 10-15-13 Do other things besides clapping like stomp or pat. Use percussion instruments or walk the rhythm patterns. I Cant Spell Hippopotamus- in the key of F major- first note F (do)- Words and Music by J. Fred Coots Lyrics: I can spell Hat, HAT I can spell Cat, CAT, I can spell Fat, FAT, But I cant spell Hippopotamus. HIPPO I know and then come POT, but thats as far as I can go, and thats what bothers me, gee! I can spell Dog, DOG, I can spell Log, LOG, I can spell Hog, HOG, but I cant spell Hippopotamus. * This song keeps going with 5 more verses. For teaching: Have the students think of other words with common endings and make a chart. Some endings may include, ig, og, in, ow, and many more. Reading: Singing and chanting nursery rhymes are important for building vocabulary. It helps with developing the knowledge and foundation of the rhythms of speech. What do letters say- Chant the sound of letters by holding up a letter like A, ahh or b buh. Repeat the sound or you could have the children clap. Alphabet Song- tune of Twinkle Twinkle Little Star. Lyrics: The letter A says ah, ah, ah, ah, ah, ah, ah, ah, ah. Sing with me, sing with me, Soon youll know you ABCs. The letter A say ah, ah, ah, ah, ah, ah, ah, ah, ah, ah.* continue the song all the way through the alphabet. For teaching: use other sounds like two Es say ee or CH together says ch. Musical Letters: Have the children stand in a circle holding cards with letters written on them. One of the students walks around the circle to music or a drum beat. The student in the middle stops when music does and takes the card of the person standing beside them and they chant: The letter O, the letter O, O, O, O. the letter O. Everyone repeats while the two children change place. Other suggestions: it discussed theses a lot but I chose a few things I thought I would use. Illustrated Song Books- good for focusing attention and encouraging reading. It is best to teach the song then use the book. Word Recognition- Use flash cards, jigsaw puzzles, and picture books. You could have the students make cards of new words and hold them up as they are sung in the song. Write the title or lyrics of a song on a card and cut it up to make a puzzle. You could have students draw pictures of what they see in a book or poem and make books. Lyrics- for this you could have the students follow along while they are singing. Put key words on cards and have the students hold them up. Retell the story of the song in your own words. Look up unfamiliar words or write lyrics for your own song. Dramatization- Use sound effects to dramatize a story. Puppets could also be used to get students interests. One suggestion is The Three Little Pigs- use finger puppets to tell the story. Use woodblocks for the sound of the wolf knocking. A slide whistle for a wolf coming down the chimney. A drum or cymbal when the wolf falls into the pot. Finger cymbals or tambourines for the dance of the pigs. WEEK 13 NOTES CHAPTER 13- DESCRIPTION OF DISABILITIES AND MAINSTREAMING This chapter talks a lot about disabilities and gives a lot of information so I am just going to briefly talk about each. MENTAL DISABILITIES There are four categories that are based on severity. IQ should not be the only measurement for assessment. Language ability, physical ability, and adjustment to community should also be considered.

Rebecca McBee 10-15-13 Description of Mental Disabilities I skipped this section since you told us we could, especially since it use retarded. I also skipped anything that used that word since I dont like it. Tips For Success In Music: Focus on the activity instead of comments and descriptions. Keep the activities simple. Make sure materials are age appropriate, but not babyish. Popular songs may be used if appropriate. Present materials in different modalities: visual, aural, kinesthetic because people learn in different ways. Also use movement, singing, speech patterns, poems, and playing instruments. Be concrete use pictures, models, notes, model cars, trucks, houses, puppets, etc. Use the repeat, repeat, repeat method but in different ways to keep interest. Pick activities that involve responses, independence of thought, and decision making. Plan for less material than you would for a regular classroom. Use mini steps and teach those steps in sequence. Note reading should only be taught if the students are capable of learning them. It may be more worthwhile to reach the songs and instrumental parts. Using rhythmic notation or system helps with understanding actual notes length. It is also useful to color code instrumental parts for ease of playing. Successful Programs- help people with disabilities perform on stage The Famous People Players Special Jam PHYSICAL DISABILITIES Description of disabilities, causes, and the role of music Some Health Problems Children May Have: cystic fibrosis, asthma, kidney disease, heart problems, severe allergies, arthritis, diabetes, and many more. How Music Can Help: It can be the source of learning and comfort for all students. Playing an instrument and listening to music is a great way to help improve the quality of life of those students. It is a source of contact with the outside world and is also a great way for social contact. A Regular Music Program: this a program meant for all students. It may be appropriate to adapt some instruments for the students. It is also important to push theses students and not baby them. Listening Appreciation Program: this is a program facilitates listening with intelligence. This program uses all kinds of music from Palestrina to Madonna but should also use music from other lands and cultures. Movement: These gets students muscles active. The health of the children depends on this. Action and game songs work well for this. You can carry the children through the actions or push them in their wheelchairs if they cannot move any other way. To help the students, sing songs and sway to the beat or walk with the fingers on your lap. Two examples are Move With Me and I Can Walk With Two Feet. To help with sense of body in space use action songs, playing position games, and by singing action songs. Like, I move my hands up, up, up, I move my hands down, down, down, I move my hands to the side and back, then I move them round and round. Action in words can help with Rhythmic Intention, which is an important aspect of Conductive Method of teaching. Finger plays are important because they encourage the children to become familiar with their hands. Some good songs that express the actions to be done in the words of the song are Move With Me and Bow, Bow, Bow Belinda.

Rebecca McBee 10-15-13 Playing Instruments: The best choices are drums, small xylophones, shakers, claves, tympani, electronic keyboards, and autoharps. Playing them can help with co-ordination and is useful for non-ambulatory and non-singing child something to do. Instruments can give another means of communication and conversations. It also can help with aggression. Breathing: Singing can help students in wheelchairs who breathe shallowly and have diminished lung capacity. Top help open up the lungs have them reach upward to the melody or try to keep a balloon in the air, hitting it with the hands. Speech and Communication: Have the children sing the words to the song and having them keep up can help with speech. They could clap speech patterns or play them on a drum. To help with rhythm, have the students create speech patterns from babbling sounds. You could read the students poetry and have them keep the beat by clapping or playing an instrument. You could have the student imitate sounds in a song or make up their own phrase endings, words, or other phases for songs. Basic Learning: Learn is easier for students when rhythm and melody is combined. Some things that can be taught through music include colors, numbers, days of the week, months of the year, etc. Development of Self-Image: Music activities can give students something to accomplish on their own that is meaningful. It is a great source of comfort and good for emotional outlet. General Tips For Success In Music Activities: Use tape or Velcro to help secure drums to trays and tables, mallets and small instruments to hands and feet. Use scarves tied to hands or feet, ribbons attached to small sticks, or pieces of crepe paper knotted together to help keep beat and provide interest. Nerf balls or yarn balls can be used for throwing and catching. You could make drums from long piece of plastic sewer pipe. Use items like balloons, scarves, and small instruments to attach them to wheelchairs for easy retrieval. Put paper under each hand and use liquid soap in a flat pan to allow the hands to be swished back and forth in time to the music. You could also remove the bars from the xylophone that are not being used and have the students hit them. HEARING IMPAIRMENT It can be more debilitating than other impairments. Description of Hearing Impairments: there are two categories Hard of Hearing: These students have mild to moderate loss. Their speech can be understood with hearing aids. They are usually mainstreamed into the regular classroom and receive help from specialist. They also need extra help to develop language. The So-Called Deaf: They have extreme, severe, or marked loss. Usually they attend special programs or schools for the Deaf. To help these students they need to be taught from infancy. Many of these students were born with their hearing loss. Types of Hearing Loss: Conductive loss, problems in the middle ear; sensorineural or nerve loss, damage to inner ear Cochlear Implants: Device that has wires that attach to the cochlea and transmits electrodes to stimulate the auditory nerve and signal the brain to receive meaningful sounds. Audiologists Measure Sound: Frequency (hertz) and intensity (decibels) Causes Of Hearing Impairment: The first reason may be they were born with the hearing loss. It can be hereditary and 50% of the time it is the reason. Also could be caused when the mother gets rubella during the third month of pregnancy. Meningitis and high fever cause by measles can also contribute.

Rebecca McBee 10-15-13 Hearing Aids: These help a lot and should be fitted as soon as possible. The only down side to them is they pick up everything so it is important to help these students out by keeping the classroom quieter than usual. Hearing Impaired Children: They are strong visually, kinesthetically, and tacitly. They are weak with their verbal communications, listening skills, social development, and general knowledge. Use these students strengths when teaching them music and then work your way to other areas. Also it is important to present information to the students in many different ways of learning. How Music Can Help the Hard-Of-Hearing: Student with hearing impairments are usually found in regular music classrooms. The child and teacher will be wearing hearing aids. It is important to face the child when giving verbal instructions and use visual clues like pictures, flashcards, and models. Sing some of the songs in low keys because some of the children will be able to understand them better. Clap and walk the beat and rhythms or play them on percussion instruments. Teach the students songs with actions or dances to encourage creative movement. Chose songs that can be encountered in the students everyday life to help them participate with other students. These students could also be encouraged to play the piano, electronic organ or synthesizer because sounds can be heard through headphones. How Music Can Help Deaf Children: This section had a lot of suggestions but here are a few I would use. Music can be used to encourage relaxation. They could imitate rag dolls, shake out individual body parts to the beat of a drum, and imitate being blown up like a balloon. Music can help auditory skills and language. You could have students focus on a sound by playing sound makers like drums, bells, kazoos, maracas, woodblocks, horns, and whistles and have the children turn their heads to focus on the sound. You could have the students clap or pat their knees to the beat of a drum. You could play an echo activity using clapping, patting, or instruments. Make large motions for loud sounds and small motions for soft sounds. Make visuals like cards or pictures that show shapes, loud and soft sounds, and fast and slow. Music can help with speech. Use patterns that have to do with big and small and use speech patterns with it. Use other speech sounds like boo, bee, bu and daa, doo, dee, and du. Play a rhythm on drums and then introduce word rhythms. You could use signing for this as well by having the children say and clap the word, then play the rhythm on an instrument, and then sign. The biggest thing for this part is singing songs. Music also helps with co-ordination and motor sensory development. Finger plays, singing songs, and movement activities are important for this development. Tips For Success In Music Activities: Use songs sung by men or women with very low voices. Some great choices come from Raffi and Hap Palmer. Songs on low registers are best for the children. It is best if you sit level with the child so they can see your lips. Use aids to help like pictures, models, and puppets. When using them hold them near your lips. You can also use signed songs. Are You Sleeping?: Are you sleeping? Are you sleeping? Brother John? Brother John? Morning bells are ringing. Morning bells are ringing ding ding dong. Ding ding dong. Hello My Friends: Hello my friends, hello my friends. Come and join the music. Hello my friends, hello my friends, come and join the fun. A chart of words from songs and poems is useful with older students. They could clap or play the rhythm patterns. Dances like social, square, and other popular dances are helpful. Overall, the three main concerns are speech development, listening, and movement skills. VISUAL IMPAIRMENT

Rebecca McBee 10-15-13 Music is important for these students and is found to be an important subject. Description: Normal vision- has 20/20 vision Partial sight- they tend to wear glass to correct their eyes to be better Legally blind- those who have 20/200 vision or less Total blindness- no light perception at all Light perception- can tell when it is night and day. There are also many other vision problems and degrees of blindness. Characteristics: They tend to have fear of space. Their development cognitively may be behind and have less to experience to draw from. Intellectual capacity- they have a harder time keeping up with their peers. They have slow Braille reading. Their emotional development is often delayed. Many concepts are meaningless to the students and they tend to have language difficulties. They may have poor social skills. They usually have mannerisms they like to do like rocking or eye poking. How Music Can Help: this section had many suggestions here are a few I would use. Use songs and activities for body awareness. Let the children to work with sighted children in movement activities. Use guide ropes around the room and position furniture in the room in a constant manner and tell the child when something is moved. Promote good posture for these children, especially when playing instruments. Use musical toys and also use circle formations for movement patterns and dances. Circles make the child feel secure and safe. Music can develop cognitive, intellectual, social, and emotional developments. For auditory skills use musical sound games, listening games, and musical appreciation experiences. Use songs like Old Macdonald Had a Band, Dinah, Angel Band, Oh My Cat is Green, Mary Wore a Red Dress, etc. Many songs can be used to teach concepts like numbers, counting, colors, and names, as well as self-help skills. Let the children play on drums when they are angry or sing as an outlet for their emotions. Listening to music can calm the students and relax them. Music can help with socialization and help all the students work equally. Being able to play instruments can help students fill empty hours as adults. Tips For Success In Music Activities: Use raised line figures and boards to give tactile clues. Label everything for older students using Braille. Record materials for individual study. Always read out loud what is put on the chalkboard or what you are showing in a book. Try not to have a lot of background sounds because it is harder for them to focus. Call the children by their names as you approach them and let them know what you are going to be doing. LEARNING DISABILITIES Description: The children do not fit neatly into categories. They struggle in school and with learning reading and math along with other subjects. The causes are not always clear. There are many factors like brain damage, tumors, and chemical imbalances and many more.

Rebecca McBee 10-15-13 How Music Can Help And Tips For Success In Music Activities: There were lots of suggestions but here are a few I would use. Use props to get the students attention like pictures, puppets, large dolls, and instruments. Sing commands like Come and make a circle or put your boots on. Great way to present materials is using an active music program that uses melody, rhythm, speech, visual, aids, playing instruments, and many others. Music is a great diagnostic tool. Some songs suggested are Clap, Clap, Clap Your Hands, Looby Loo, and Come Walking With Me. To help with communication sing childrens songs and nursery rhymes. Sing songs at the childs level. Many songs teach concepts like animals, cars, clock sounds and others the students can imitate. Sing songs with actions, about the world, and those that build vocabulary. Keep music simple and try to work in areas that wont cause distractions. Always be calm and patient and never raise your voice. Always plan ahead and have backup plans. Begin and end a lesson with the same song and structures. Have lessons in the same place and keep dcor simple. Speak clearly to the children and do not use a lot of commands together. AUTISM Description: autism is something that occurs in most cases by three years of age. These children tend to have troubles with language and communication. They do not develop socialization because they seem to have no interest in others. Many have a compulsion they do that is self stimulating. It is unsure what causes autism and the subject cause chaos because many have their ideas about it. Teaching Children With Autism And How Music Can Help: To help these children it is important to work with them in their own world to get their trust. Learn sign language or use word cards to help them communicate with them. Parents are important to the children learning. Provide the children with non-pitched instruments and sound makers so they can freely explore them. Imitate the child using a different instrument when they are playing an instrument they have a connection with. Try to use echo play by getting the child to follow you. Sing songs that require responses like Old Mac Donald and The Bus. Sing songs that allow the child to sing one song or songs that change whole phrases like Im Gonna Sing and Going on a Picnic. Say it, clap the rhythm, and play on an instrument. Use chant songs like Rain, Rain Go Away. Use songs that have social interactions and group work like Monkey See and Monkey Do. Use action songs because they are good for involvement, development of co-ordination, and motor sensory skills. Songs can help students learn basic concepts like numbers, color, days of the week, etc. BEHAVIORAL DIABILITIES Types of behavior: Hyper Aggressive- a child who acts out and may be like a bully. They dont like authority and tend to have trouble focusing on a task. Withdrawn These children are very fearful and anxious. They like to be perfect and sometimes they will give up trying. How Music Can Help: there were many suggestions here are a few I would use.

Rebecca McBee 10-15-13 These children tend to like songs because the demands are not coming from an actual person. It can get them out of themselves. The best way to use music is to work with beats like walking, clapping, and playing instruments. You could have the students play instruments to recorded music. Play accompaniment songs using xylophones and other instruments. Try to draw the children into the activity by using puppets, large dolls, and stuffed animals. Songs that use responses are helpful also. Like Down by the Bay, Aiken Drum, When I First Came to this Land, and Peanut Butter Jelly. Music can help with social skills because everyone is coming together. It is important to not force eye contact since some cultures find it rude. Use gross motor activities that help release energy and develop co-coordinative skills, like Monkey See Monkey Do or Hokey Pokey. MULTIPLE DISABILITIES There are many causes of multiple handicaps like chromosomes abnormality, rubella, and drug or alcohol abuse during pregnancy, meningitis, and many others. Sometimes it is hard to cater to these children because some schools may not be equipped. How Music Can Help: Play instruments like drums, cellos, and xylophones and have the students feel the vibrations. They could play rhythms that have been tapped in their hands on percussion instruments. Play action songs, movement and dance songs to discover space. Music is helpful for students to learn self help skills. They can learn concepts like number facts, rhyming words, reading skills, and spelling through music. Gross and fine motor skills can be helps along with listening and focusing skills. Music can supply non-verbal communication like having conversations on drums, playing instruments together, and moving together to music. They can learn general things like places, things, and people. It is also a great way to help them with socialization. MAINSTREAMING You must consider the following thing. Proper Placement- Students should be placed when problems have been solved and only when they are ready. Class Size- a size that is small enough for the teacher to give the student help without being burned out is important. Appropriate Functioning Level- younger children are easier to mainstream and that is why it is important to help students at a young age. Teaching Training- being prepared to help students Availability Of Special Equipment- all types of equipment should be available to teachers like holder and stands for instruments, large print books, hearing aids, etc. Preparation Of The Students- talk with the students before a child with special needs comes to join the class. Tips For Mainstreamed Musical Activities: Present things in a variety of learning styles and repeat concepts but change the way it is taught. Always plan a variety of lessons. Use instruments and plan sound exploration activities. Present information clearly to the children but with less talking. Always go over instructions and words of songs verbally then by reading it. Set up a buddy system so mainstreamed students can work with their peers.