Preschool Musical: When the World Began (sample)

PLAYSONGS™MUSICALS

When the

World BeganGenesis 1:1-27

A Bible Story Musical

with Activities

for Preschool Children

by Kristi West and Karyn Henley

Karyn Henley’s: When the World Began

© 2007, 2013 Chatterville Music Company. All rights reserved. Exclusively administered byChild Sensitive Communication, LLC, PO Box 150806, Nashville, TN 37215

Written by Kristi West and Karyn HenleyIllustrated by Karyn Henley

Dandelion logo and PLAYSONGS are trademarks of Karyn Henley.

For more information about this curriculum, contact: [email protected]

No part of this publication may be reproduced, stored in a retrieval system, or transmitted inany form or by any means (electronic, mechanical, photocopying, recording or otherwise) with-out prior written permission, except as specified below.

A word about photocopying and file sharing:Permission is granted to the original purchaser to reproduce any of these pages for ministrypurposes at a single location within the original purchasers organization - not for distribution tonon-purchasers.

Because we are a small company every sale is important to us. Please donot deprive us of our livelihood by giving away photocopies or electronicfiles to non-purchasers. If you enjoyed this publication and did not pay forit, please order one now at my website. Thank you!

May God bless your ministry to children.

www.KarynHenley.com

Table of Contents

Introduction . . . . . . . . . . . i

Putting It All Together . . . . . . . . iii

Letter to Parents . . . . . . . . . vii

THE MUSICAL

Script . . . . . . . . . . . . 1

“It Was Very Good” song, verse one . . . . . 2

“It Was Very Good” song, verse two . . . . . 4

“God Made the Lane” action rhyme . . . . 6

“Twinkle, Twinkle” song . . . . . . . . 8

“God Made the Earth” song . . . . . . 11

“The Heavens Declare” song . . . . . . 13

THE ACTIVITIES

Arts and Crafts . . . . . . . . . . 16

Scripture Memory . . . . . . . . . 22

Music and Movement . . . . . . . 25

Science . . . . . . . . . . . 28

Cooking . . . . . . . . . . . 32

Games . . . . . . . . . . . 38

© Chatterville Music Co. All rights reserved. www.karynhenley.com

Introduction

These musicals are designed to provide an age-appropriate medium for pre-school children, ages four and five. Our hope is that the children who participate willenjoy God, gain a greater understanding of His love for them, and share their love forGod with others through telling God’s Word in story and song.

Age-Appropriate Features

This musical contains several features which we believe enhance a preschool-er’s experience in learning and retelling Bible stories. These age-appropriate featuresinclude:

• Multi-sensory experiences because preschoolers learn best by doing and using all their senses,

• Short duration for their short attention spans,• Simple lines, songs and actions to insure that all the children can participate

successfully,• Minimal props, sets and costumes that can be created easily from materials

normally found in school supplies (optional),• Preparation time that can be accomplished during normal class time without

special rehearsals,• Enrichment activities, to reinforce the Bible story.

The Format

The design of this musical gives the greater share of the storytelling responsibili-ty to the teacher or adult volunteer who tells or reads the story as the narrator, givingvocal cues to the children throughout the play. The children learn short responses tothese cues, so that the musical is performed in a responsive reading fashion. Many ofthe cues are repeated throughout the story, which helps the children learn and remem-ber their lines more easily. Actions and movement enhance the children’s spokenparts.

Curriculum Enhancement

This musical can be utilized in a classroom setting in a variety of ways. Youmay desire to use this musical as a four-week curriculum. Learning the musical anddoing the activities can easily fill four class periods.

i© Chatterville Music Co. All rights reserved. www.karynhenley.com

Or you may wish to introduce the musical during a quarter as an extra activity toenhance the curriculum you are presently using.

The activities found in the second half of this book include arts and crafts, scrip-ture memory, music and movement, science, cooking, and games. These activities willgive the children a variety of experiences that reinforce the lessons taught through theBible story.

Keep in mind that this book is to be used as a guide. Feel free to use any ideasyou may have for costumes, props and other activities that you feel are appropriate.

Remember that the main objective is for the children to enjoy learning moreabout God and to share the Bible story with an audience. Props, sets, costumes andother preparations should never overshadow the focus of what God desires to do withthe children as they learn and tell His truth.

Children’s Lines and Cues

When the narrator reads a line or phrase of words that is underlined, this is thecue for the children’s response. In the sample below, the words “three grown up boys”is the cue for the children to raise their arms, show their muscles and say “One, two,three!” This may occur several times throughout the story, but the cue will be the sameeach time, underlined so the teacher/narrator will know how to emphasize the cues.The children’s response will be the same every time they hear this cue.

TeacherNoah had a wife.

Noah also had three grown up boys.

ChildrenOne, two three!

(Make strong arms, showing muscles)

Hand Motions and Actions

Diagrams throughout the script and songs illustrate our recommendations forvarious movements and hand motions for the children. If you have children who areunable to participate in a particular movement due to a physical hindrance, feel free toadapt or create a more appropriate motion. We want all of the children to feel that theyhave contributed to the telling of the story.

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Script & Songs

Because of young children’s short attention spans, we have kept the script to ashort duration and songs to a minimum in quantity. All the songs and lines are simpleand repetitive and lend themselves easily to the suggested actions. The script maybe photocopied for rehearsal and performance use.

The CD

The CD contains everything you will need for the performance and rehearsals ofthe musical. You may find it helpful to copy practice tapes or CD’s to send home withthe children. We have placed the demonstration of the performance at the end of theCD. You have permission to copy the demonstration performance onto practicecassettes or CD’s.

Please remember that copying the entire CD and/or resale of copies violatescopyright laws. We do grant permission for making copies of the demonstration per-formance from the CD for rehearsal use only.

The Mission

We encourage you to pray with the children as they learn their parts and songs.Pray for each other and for the people who will see and hear the program. Pray thatthe simplicity of God’s truths will speak loudly and clearly through the simplicity of theproduction and the children’s hearts.

We believe God uses children to bring His message of truth and love to peopleof all ages. This format provides an opportunity for children to enjoy God, learn moreabout Him, then share Him with others, passing the news of God’s marvelous works toother generations.

Putting It All Together

Learning the Musical

To teach the script, we recommend that you treat it as the storytelling portion ofyour Bible lesson. Children enjoy and learn from repetition. Go through the story atleast once per class, or if time doesn’t allow, half the script per class. After the childrenhave heard and said their parts for two or three classes, they may learn your lines aswell!

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We recommend that the songs be learned separately as the music portion ofyour lessons. As the children grow more familiar with the script and songs, beginweaving the songs into the script.

It is very helpful to make a cassette or CD practice copy of the songs and scriptfor each child to have at home so that children can work on their parts during the week.Even if they only listen to the tape or CD in the car, it will reinforce the lines, songs andmessage. The demonstration performance on the teacher’s CD may be copiedonto cassettes or CD’s for rehearsal use.

Words to Talk About

Before learning the script to “The Best Gift of All” we recommend that you talkabout some of the words that are used in the script. As often as possible, we haveused vocabulary that is appropriate for preschoolers. However, there is sometimes aterm that doesn’t have an appropriate preschool synonym. You may need to explainthis word to the children.

heavens: The sky and everything in it

declare: To tell

As you go through the script with the children, encourage them to ask you about anyother words they may not understand.

An Adult Helper

We recommend that you have a teacher/helper to serve as a prompter. He orshe can say the children’s lines with them during practice times, and can also do theactions. If you have a large number of children, you may need two adult prompters.As the children become more familiar with the script and actions, the helper can simplymouth the words instead of actually saying them. This same approach can then beused during the performance, with the adult helper seated near the children where theycan clearly see their cues and receive help.

You may prefer to be the prompter and let someone else be the storyteller. Youmay even wish to involve older students in the storytelling. But remember, once yourroles are decided, rehearse the script the same way every time, and don’t makechanges on the day of the performance. This will help the children feel comfortableand confident.

You know your children’s needs. If they are struggling to remember a certainpart or action, have the prompters use cue card pictures or even sign language to helpthem remember.iv © Chatterville Music Co. All rights reserved. www.karynhenley.com

Blocking or Staging

There is no need for complicated blocking or staging for the children. Simplymake sure everyone can see and be seen. Using risers, steps or simple platforms canhelp keep all the children visible to the audience. When the actions include hopping upand down or any other movement, make sure the riser or area on which the childrenstand is secure.

Costumes

We recommend taking a very relaxed approach to costuming. Let the childrenwear their Sunday clothes or nice play clothes. You may add simple costumes piecesif you wish. Use only one item per child, such as a headband, apron or hat.

To represent a character or group of characters like soldiers, try to use a singleitem like a badge, sash or special headband.

No matter how you decide to dress the children, ALL children say all the chil-dren’s lines. This is a team effort in storytelling. We recommend that you not assignlines to “solo” children. The focus is the telling of the story. We want all the children tolearn that they have the ability to share stories from God’s Word.

Here are some ideas you may wish to use.

• Birthday party clothes (See Theme 2 suggestion in the Sets and Props section.)

Sets and Props

If you are going to decorate your stage area for the performance of “When theWorld Began” take a very simple, general approach. Here are some ideas you maywish to use.

• Have someone shine a flashlight or spotlight on the ceiling for the “bright light” portion of the script.

• If you have the space on stage, have the children help paint a large rainbow to hang in the “sky.” Or, you could make a larger version of the Watercolor Sky activity from the Arts & Crafts portion of this book.

• Make stars to hang by cutting the shapes out of stiff cardboard and covering with aluminum foil.

• Bring stuffed animals to put on stage to represent the animals God created.

These are simple ideas that help children use their imagination, and help to reinforce the story. The focus is the story, not the set, costumes, and props.

v© Chatterville Music Co. All rights reserved. www.karynhenley.com

Dear Parents,

Your children are learning a short musicalabout When The World Began. To help rein-force the songs and actions, we have pre-pared each family a rehearsal tape.

Please encourage your child to listen to histape during the week. We want to give thechildren every opportunity to learn the Biblestory. We hope you enjoy letting your childteach you the actions to the script and songs.

Thank you for your help.

It Was Very Goodby Karyn Henley

God made the light, so bright!God made the light so-oo bright!God made the light so brightand it was ve-ry good!

God made the sky, wide sky!God made the sky, wi-de sky!God made the sky, wide sky!And it was ve-ry good!

God Made the Land (action rhyme)by Karyn Henley

Rugged rocks (rub fists together)Scratchy sand (rub palms together)Clay and dirt (pound fist on open palm)God made land. (stamp feet)Swishy waves (bob hands up and down)Blue and green (continue bobbing hands)Splashing wet (clap hands once on “splash”)God made sea. (clap hands and move them

up and out like a fountainspray)

Twinkle, Twinkletraditional song adapted by Karyn Henley

Twinkle, twinkle little star,God has made you what you are.Up above the world so high,Like a diamond in the sky.Twinkle, twinkle little star,God has made you what you are.

Shine, oh shine, oh big, bright sun.Go to bed when day is done.Let the moon come out at night,Glowing with its silver light.Shine, oh shine, oh big, bright sun.Go to bed when day is done.

God Made The Earthby Karyn Henley

God made the earth. God made the sky.God made the clouds go floating by.God made the fish, deep in the sea.God made you and God made me.

God made the sun. God made the moon.God made the birds and the fat raccoon.God made the flowers, God made the trees.God made you and God made me.

The Heavens Declare (Psalm 19)by Karyn Henley

The heavens declare the glory of God;The skies announce the works of His hands.Day after day they tell the story.Night after night they tell it again.

vii© Chatterville Music Co. All rights reserved. www.karynhenley.com

Letter to Parents

When the World Began Script

TeacherThis is a true story.

ChildrenIt really happened.

(Nod on “really” and “happened.”)

TeacherA long time ago, God looked at the darkness.

It was deep, and it was empty.

ChildrenEmpty, empty.

(Hands outspread, palms up)

TeacherBut God had an idea.

“Light!” said God.And there was light. Bright light.

ChildrenBright light! Ooh! That’s good!

(Arms up and out overhead)

TeacherMorning came, and then evening:

one whole day.

ChildrenOne whole day.

(Hold up one finger)

Song: It Was Very Good, verse 1

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TeacherBut God did not rest.

ChildrenNot at all.

(Shake head.)

TeacherGod spread out the wide, wide sky.

ChildrenWide, wide sky! Ooh! That’s good!

(Point upward)

TeacherSo there was a day and a night and wide, wide sky.

Two days had passed.

ChildrenTwo days.

(Hold up two fingers)

Song: It Was Very Good, verse 2



TeacherStill, God did not rest.

ChildrenNot at all.

(Shake head.)

TeacherGod heaped water together to make

ponds and lakes, rivers and seas.

ChildrenRivers and seas! Ooh! That’s good!

(Bob hands up and down like waves.)

TeacherThen God said, “Let’s have some dry land

with seeds and plants and trees.”

ChildrenSeeds and plants and trees!

Ooh! That’s good!(Stand tall, arms straight overhead,

and sway like a tree in the wind.)

TeacherDay and night, wide, wide sky,

rivers and seas, plants and trees.Three days had passed.

ChildrenThree days.

(Hold up three fingers)

Action Rhyme: God Made the Land


ActivitiesArts & Crafts

Scripture Memory

Music & Movement

Science

Snacks

Games


Arts and Crafts

Soap Flake Sea

Materials

• Ivory flakes• Water• Blue food coloring• Heavy paper or Styrofoam plates• Electric mixer

Guide Each Child to

1. Help make the soap mixture. Pour some Ivory flakes into a bowl. Add water a little at a time, whipping the mixture with an electric mixer until it’sthick and creamy.

2. Give the children heavy paper or Styrofoam plates. Place soap mixture on the paper or plates and let the children paint it, making peaks like waves.

3. Let it dry. (Warning: Keep this away from the eyes.)

Things to Talk About

1. Who made the sea? Have you ever seen the sea?2. Who made the lakes and rivers and ponds?3. What kinds of animals live there?

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Scripture Memory

Genesis 1:25 (ICB)

“God made the...animals.”

Guide The Children to

Remember this verse by asking them to act like lions when they say it. Thensay it again, acting like monkeys. Ask them to say it again, acting like frogs.Continue as long as they are interested.


Teach the children that God made the animals. Some of them help us. Some become our friends. We can enjoy them and thank God for them.


Music and Movement

In the Beginning(Tune: “Here We Go ‘Round the Mulberry Bush”)

Guide Each Child to

Sing the following words to the tune of “Here We Go ‘Round theMulberry Bush.”

1. In the beginning, God made the earth,

God made the earth, God made the earth.

In the beginning, God made the earth with dirt and rocks and sand.

2. In the beginning, God made the sky,

God made the sky, God made the sky,

In the beginning, God made the sky with sun and moon and stars.

3. In the beginning, God made the sea,

God made the sea, God made the sea,

In the beginning, God made the sea with wet, splashy waves.


Science

Flashlight Lantern

Materials

• One clean half-gallon plastic milk jug for each child• Scissors for teacher use• One flashlight with batteries for each child• A variety of stickers

Guide Each Child to

1. Help the teacher cut off the top portion of the milk jug above the handle as shown.

2. Decorate the sides of the jug with stickers3. Set a flashlight in the jug with the light on, pointing down.4. Hold the lantern by the jug handle to carry it, or hang it by the handle.


1. Where does light come from?2. Who made light? When?3. When do you night light most? What kinds of light do you have where

you live?


Snacks

Plant and Bird Snack

Ingredients

• Carrot sticks• Apple slices• Boiled eggs

Kitchen Tools

• Knife for teacher• Paper plates• Paper towels

Prepare Ahead of Time

Boil and peel the eggs. Wash and slice apples. Wash and slice the carrots intosticks. Leave one or two of each food whole so the children can see what itlooks like before it’s sliced.

Guide Each Child to

1. Put some carrot sticks and apple slices on her plate.2. Guess what plant the carrot and apple comes from.3. Look at the boiled eggs and guess what bird it comes from.4. Watch as the teacher slices the boiled eggs.5. Eat boiled egg slices, carrot sticks and apple slices.


1. Who made flowers and plants? Who made birds?2. What kind of plants do you like?3. What kind of birds do you like?


Games

Run to the Flower

Materials

• Construction paper (various colors)• Tape

What to Do

1. Cut one flower shape out of each of the following colors of construction paper: red, blue, yellow, white, brown, and orange.

2. Tape the flowers in different places around the room. 3. Ask the children to do what the rhyme says.

Run to the red flower,

Hop to the blue.

Crawl to the yellow flower.

Jump one, two.

Fly to the white flower,

March to the brown.

Tiptoe to the orange flower.

Now sit down.


1. Who made flowers? What other kinds of plants did God make?2. What do you like about flowers?


Preschool Musical: When the World Began (sample)

Documents

Transcript of Preschool Musical: When the World Began (sample)