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Simply Music RhapsodyKids Make Music: Lessons 21-30

of 85Simply Music Rhapsody: Kids Make Music: Lessons 21-30 | © Licensed to Simply Music. All rights reserved. (011713)

Contents

Lesson 21: Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3 Lesson at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6 Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7










Lessons 21-30: Song Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 56


Kids Make MusicLesson Plan 21 - Complete lesson available.

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Activity Title Comments What’s Needed

Gathering Drum

Kangaroos from Carnival of the Animals by Camille Saint-Saëns Tideo (Ukulele) Go Round and Round the Village (New) (Parent Tip)

Come Out/ Ten Fish in the Sea (New)

Hello (Echo) Song

Kangaroos: Find different ways to play the drum in response to the music. Suggest that the music indicates kangaroos jumping and pausing to look.

Tideo: Encourage the children to sing “tideo.” Keep the beat on the drum while singing hello to each child.

Go Round And Round the Village:• “Go round and round the village … ”: Make circles on the drum.• “Go in and out the window … ”: Slide arms towards center of drum and

back. Slow down when you sing “in” and wait until all kids have their hands in the center and then quickly sing “out the window” while moving your hands back.

• “Let’s march around the village … ”: Alternate hands to keep the beat on the drum.

• Repeat “go in and out the window … ”: Slide arms towards center of drum and back. It’s their favorite verse.

• Create other verses for the drum or movement verses like “let’s jump around the village,” “let’s spin around the village,” etc.

Parent Tip: Just like “Tideo,” this song can be used to make up verses about things you do at home or outside. Encourage your child to be creative about making up new lyrics, a precursor to writing, improvising and composing.

Come Out/Ten Fish in the Sea—Solo Singing:If you don’t have little fish puppets, count the numbers on fingers, moving hands to demonstrate the lyrics.

• Hide fish or ocean finger puppets/pictures in a net bag or basket.• Ask each child to sing “come out” to receive their little fish puppet (same

response as the “Little Clown” activity). Echo the child’s singing so the children hear “matching” voices. Compare and describe the singing so the children hear what’s higher, lower or the same.

• Sing the chorus with everyone keeping the beat on the drum, encouraging the children to sing on “fishes.”

• Show how to do the movements as you sing with the recording. - Verse 1: Say “high” in a high voice as you hold fish high. - Verse 2: Make circles on the drum. - Verse 3: Say “low” in a low voice while lowering hands, puppets or body

behind or under the drum.

Hello (Echo) Song: Sing this familiar song using “goodbye” instead of “hello” as the children put the fish away.

Gathering Drum Track

Guitar/Ukulele

[Track]

Track Fish/Ocean Finger Puppets

[Track]



Valentine Game

I’ll Be There (SM Piano)

Will You Be My Valentine?

I’ll Be There (SM Piano)

I’ll Be There:• Display the mailbox and ask if anyone remembers what special item was

inside our mailbox last week.• Explain that we will listen to one of our piano pieces as each child takes

two hearts from the mailbox, one for the adult and one for themselves.

My Valentine:• Explain that we will move from high to low during “Will you be my

Valentine?” Review how the dancing hearts follow the melody of the song. When the notes go high, the hearts dance high.

• Without the recording, sing the song and move the heart following the melodic direction. Point out the high parts for “valentine, valentine,” reminding parents to demonstrate for their child.

• On “I love you” the child places their felt heart on the adult and the adult places their heart on the child.

• Repeat activity with the recording.

TIP: Show pictures of string instruments. Say the names of the instruments and point out that bigger instruments make lower sounds.

I’ll Be There: Repeat the song as everyone returns the hearts to the mail box.

Track Mailbox/bag with Felt Hearts

Track (String Instrument Pictures)

Track

Movement Three Times Around Went Our Little Ship (New)

• This activity is preparation for the parachute next week.• Practice first without the recording.• Section A: March in a circle until “sank to the bottom of the sea;” then

wiggle to the ground. • Section B: Encourage children to tap the beat on the carpet and parents

to tap the beat on their children. • Repeat with the recording.

Track

InstrumentKit - Triangles

The Fire Truck

Twinkle, Twinkle/ Stars

Fire Truck: • Before singing the song, practice playing the triangle for the fire bell

(“ding, ding, ding, ding, ding”). Have the adults hold the triangle while the child uses the striker.

• Dramatize the actions! Pretend to turn the steering wheel, find the fire, turn the corner, climb the ladder and squirt the water.

• For the last verse, yawn and lie down on the floor to take a nap. • Suggest we sing lullabies to the tired firefighters.

Twinkle, Twinkle/Stars: Ask everyone to play their triangles any way they think sounds beautiful with the song. Encourage singing.

Triangles Ukulele [Track]

Guitar/Ukulele

Kids Make MusicLesson Plan 21, Cont. - Complete lesson available.

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InstrumentKit - Tambourines

Love Somebody

One in a Boat

IF TIME Row Your Boat

Love Somebody:• Encourage singing as you review the song and play the three beats on the

tambourines for “yes I do” and “won’t say who.” • The last time it’s fun to change the words from, “won’t say who” to “and

it’s you, you, you,” pointing to a different child for each “you.”

One in a Boat:• Introduce the new movement activity with the tambourine, turning it

upside down to make a boat.• Practice without the recording first.• Verse 1: Push the tambourine forward and back to the beat • Verse 2: Parent and child sit across from each other, each holding an edge

of the tambourine. They work together to push and pull the tambourine to the beat.

• Verse 3: Two parent-child groups join together. The children sit across from each other and each parent sits behind their child. They all sway forward and back, moving the tambourine to the beat.

• Pass out beanie babies, plush toys or puppets to everyone. Put the “babies” in the upside down tambourine and perform with the recording.

Row Your Boat: If time, sing as you move to the beat. Encourage the children to sing the last word of each phrase.

Tambourines [Track]

Beanie Babies or Puppets Track

[Track]

Snuggle Time

Rock-a-Bye-Baby

Rock-a-Bye-Baby: Before returning the beanie babies into their bed, ask the children to sit in the lap of their adult and rock their baby to sleep or gently push their baby in the tambourine boat.

Beanie Babies Ukulele or other live instrument [Track]

Goodbye Song

Come, My Friends

Before giving hand stamps, point out the flute, clarinet and French horn in the introduction of the goodbye song.

Guitar/Track

Next Week’s Fun

Announcements & Hand outs


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Kids Make MusicLesson Plan 21 - Lesson at a Glance

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KangaroosTideoGo Round & Round the Village (PT)Come Out / Ten Fish in the SeaHello Echo SongI’ll Be ThereWill You Be My Valentine?I’ll Be ThereThree Times Around Went Our Little ShipThe Fire Truck (Triangles)Twinkle, Twinkle/StarsLove Somebody (Tambourines)One in a BoatRow Your BoatRock-a-Bye-BabyCome, My Friends


Kids Make MusicLesson Plan 21 - Lyrics

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Kangaroos (No Lyrics)

Tideo Time for music Tideo Time for music Tideo Time for music Tideo Jingle at the window Tideo Jingling, jingling, jingling Joe Jingle at the window Tideo

Go Round & Round the Village Go round and round the village Go round and round the village Go round and round the village As we have done before

Go in and out the window (3x) As we have done before

Let’s march around the village (3x) As we have done before

Let’s jump around the village... Let’s spin around the village...

Come Out / Ten Fish in the Sea One little, two little, three little fishes Four little, five little, six little fishes Seven little, eight little, nine little fishes Ten fish in the sea!

They jumped up high to catch some bugs They jumped up high to catch some bugs They jumped up high to catch some bugs Ten fish in the sea!

They swam all around, all around in a circle...(repeat) Ten fish in the sea!

They swam down low to hide in the seaweed (repeat) Ten fish in the sea!

Hello Echo Song Hello! (Hello!) Hello! (Hello!) I’m glad you’re here today!

To sing (to sing) To play (to play) And now we’re on our way

I’ll Be There This is my life My life to live Something to share Something to give Maybe one day You’ll need a friend Call me and I’ll be there

Will You Be My Valentine? Will you be my valentine Valentine, valentine Will you be my valentine I love you

Yes I’ll be your valentine Valentine, valentine Yes I’ll be your valentine I love you

Three Times Around Went Our Little Ship One time around went our little ship Two times around went she Three times around went our little ship Then she sank to the bottom of the sea

Under the water, under the sea? Up floats our little ship and up floats me!


The Fire Truck Hurry, hurry, drive the fire truck Hurry, hurry, drive the fire truck Hurry, hurry, drive the fire truck Ding, ding, ding, ding, ding

Hurry, hurry, turn the corner Hurry, hurry, turn the corner Hurry, hurry, turn the corner Ding, ding, ding, ding, ding

Hurry, hurry, find the fire Hurry, hurry, find the fire Hurry, hurry, find the fire Ding, ding, ding, ding, ding

Hurry, hurry, climb the ladder Hurry, hurry, climb the ladder Hurry, hurry, climb the ladder Ding, ding, ding, ding, ding

Hurry, hurry, squirt the water Hurry, hurry, squirt the water Hurry, hurry, squirt the water Ding, ding, ding, ding, ding

Let’s go rest back at the station Let’s go rest back at the station Let’s go rest back at the station Ding, ding, ding, ding, ding

Twinkle, Twinkle/Stars Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are

Love Somebody Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and I won’t say who!

Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and it’s you, you, you!

One in a Boat One in a boat and the tide rolls high One in a boat and the tide rolls high One in a boat and the tide rolls high Get you a pretty one Bye and bye

Row Your Boat Row, row, row your boat Gently down the stream Merrily, merrily, merrily, merrily Life is but a dream

Rock-a-Bye-Baby Rock-a-bye, baby Thy cradle is green Father’s a nobleman Mother’s a queen And Betty’s a lady And wears a gold ring And Johnny’s a drummer And drums for the king

Come, My Friends Come, my friends And gather ‘round So we can sing goodbye

We’ll sing and dance Another day So long, farewell Goodbye

Kids Make MusicLesson Plan 21 - Lyrics, Cont.

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Kids Make MusicLesson Plan 22

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Gathering Drum

Wipe Out (Exploration) (New)

Go Round and Round the Village

Tideo (Ukulele)

Come Out/ Ten Fish in the Sea

Wipe Out: Find different ways to play the drum in response to the music.

Go Round and Round the Village: Repeat activity from last week but add new verses.• “Go round and round the village …” • “Go in and out the window … ”• “Let’s march around the village …” • Repeat “go in and out the window …” • Add new verses this week such as “we’re clapping, we’re swimming, it’s

raining,” etc.

Tideo: Repeat from previous week.

Come Out/Ten Fish in the Sea—Solo Singing: Repeat activity from last week. • Hide fish or ocean finger puppets/pictures in a net bag or basket.• Ask each child to sing “come out” to receive their little fish puppet (same

response as the “Little Clown” activity). Echo the child’s singing so the children hear “matching” voices. Compare and describe the singing so the children hear what’s higher, lower or the same.

• Sing the chorus with everyone keeping the beat on the drum, encouraging the children to sing on “fishes.”

• Show how to do the movements as you sing with the recording. - Verse 1: Say “high” in a high voice as you hold fish high. - Verse 2: Make circles on the drum. - Verse 3: Say “low” in a low voice while lowering hands, puppets or body

behind or under the drum.

Sing without the recording first so you can go slower and pause to encourage the children to sing.

Keep fish out for next activity!


[Track]

Guitar/Ukulele


Singing Game

The Blue Danube Waltz (SM Piano) (New)

• Instruct the adults to stand in a large circle with their child standing in front of them.

• Mention that this beautiful piano piece is by a composer named Strauss, and is included in our Simply Music piano program. Have your fish sing “hello” and “goodbye” to each child’s fish. Repeat if needed for all to have a turn.

• Repeat the activity, asking the children to move around and let their fish sing “hello” and “goodbye” to each other’s fish.

Fish/Ocean Finger Puppets Track



Movement

Three Times Around Went Our Little Ship

Sailing (New)

(Parent Tip)

Ask the parents to hold a handle of the parachute to make a circle. Explain that some of the children might like to go under the parachute and others will enjoy holding a parachute handle or their parent’s hand.

Three Times Around Went Our Little Ship: The song is repeated from last week, but using the parachute is new.• Practice first without the recording.• Section A: March in a circle until “sank to the bottom of the sea.” Lower

the parachute. The children can hide underneath as if under the water. Parents can hold onto the parachute and also hide underneath it.

• Section B: Tap the beat on the children until “up floats me.” Slowly rise again. Repeat.

Sailing:• The children can go under the parachute or walk along side their parent

as the teacher leads different ways we can move with the parachute to imitate the music. Change movement only at the end of the phrases. Prepare them to listen for the jumping fish and raise the parachute quickly when you hear the ascending glissandos.

• Ask everyone to quickly let go of the parachute as you immediately pull it toward yourself to put it away.

Parent Tip: We use pieces in many styles and modes so the children are exposed to a variety of music. Listening, comparing and responding to many types of music develops thinking skills as well as musicianship!

Track Parachute

Track

InstrumentKit - Triangles

The Fire Truck

The Syncopated Clock (New)

IF TIME Twinkle, Twinkle

The Fire Truck: • The adult can hold the triangle and the child can use the striker.• Before singing the song, review singing and playing the triangle for the

fire bell (“ding, ding, ding, ding, ding”).• Accompany with ukulele or guitar as everyone dramatizes the actions.

Pretend to turn the steering wheel, find the fire, turn the corner, climb the ladder and squirt the water.

• At the end, yawn and lie down on the floor to take a nap.

The Syncopated Clock: TIP: Listen carefully for the different sections before teaching the song.

• Present a picture of a cuckoo clock. • Before using the recording, explain how we will use our triangles.• Section A: Hold the triangles flat on the floor and tap the beat with the

striker (no ringing sound). Say “tick-tock, tick-tock,” etc.• Section B: Pick up the triangle and play a triangle roll. Then raise the

striker as if flying while singing “Fly away, fly away. Little bird wants to play” to the melody of the B section.

• Perform the above actions with the recording.

Twinkle, Twinkle: Ask everyone to play their triangles any way they think sounds good, while we sing the song.

Triangles Guitar/Ukulele [Track]

Track Cuckoo Clock Pictures

Guitar/Ukulele

Kids Make MusicLesson Plan 22, Cont.

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InstrumentKit - Tambourines

Love Somebody

One in a Boat

IF TIME Row Your Boat

Love Somebody:• Play “yes I do” and “won’t say who” on the tambourines. • The last time you sing it, change the words from “won’t say who” to “and

it’s you, you, you,” pointing to a different child for each “you.”

One in a Boat:• Pass out beanie babies, little plush toys or puppets to everyone.• Put the “babies” in the upside down tambourine. • Verse 1: Push the tambourine forward and back to the beat • Verse 2: Parent and child sit across from each other, each holding an edge

of the tambourine. They work together to push and pull the tambourine to the beat.

• Verse 3: Two parent-child groups join together. The children sit across from each other and each parent sits behind their child. They all sway forward and back, moving the tambourine to the beat.

Row Your Boat: If time, continue singing and moving to the beat.

Tambourines Track

Beanie Babies or Puppets Track

[Track]

Snuggle Time

Rock-a-Bye-Baby

Rock-a-Bye-Baby: Before returning the beanie babies into their bed, ask the children to sit in the lap of their adult and rock their baby to sleep.

Beanie Babies Ukulele or other live instrument [Track]

Goodbye Song

Come, My Friends

Guitar/Ukulele Track

Next Week’s Fun



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Wipe OutGo Round & Round the VillageTideoCome Out / Ten Fish in the SeaThe Blue Danube WaltzThree Times Around Went Our Little ShipSailing (PT)The Fire Truck (Triangles)The Syncopated ClockTwinkle, TwinkleLove Somebody (Tambourines)One in a BoatRow Your BoatRock-A-Bye-BabyCome, My Friends



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Come Out/ Ten Fish in the Sea One little, two little, three little fishes Four little, five little, six little fishes Seven little, eight little, nine little fishes Ten fish in the sea!




The Blue Danube Waltz (No Lyrics)


Under the water, under the sea Up floats our little ship and up floats me!

The Fire Truck Hurry, hurry, drive the fire truck Hurry, hurry, drive the fire truck Hurry, hurry, drive the fire truck Ding, ding, ding, ding, ding

Hurry, hurry, turn the corner Hurry, hurry, turn the corner Hurry, hurry, turn the corner Ding, ding, ding, ding, ding

Hurry, hurry, find the fire Hurry, hurry, find the fire Hurry, hurry, find the fire Ding, ding, ding, ding, ding

Hurry, hurry, climb the ladder Hurry, hurry, climb the ladder Hurry, hurry, climb the ladder Ding, ding, ding, ding, ding

Hurry, hurry, squirt the water Hurry, hurry, squirt the water Hurry, hurry, squirt the water Ding, ding, ding, ding, ding

Let’s go rest back at the station Let’s go rest back at the station Let’s go rest back at the station Ding, ding, ding, ding, ding

The Syncopated Clock (No Lyrics)


Twinkle, Twinkle Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are

Love Somebody Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and I won’t say who!

Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and it’s you, you, you!

One in a Boat One in a boat and the tide rolls high One in a boat and the tide rolls high One in a boat and the tide rolls high Get you a pretty one Bye and bye

Row Your Boat Row, row, row your boat Gently down the stream Merrily, merrily, merrily, merrily Life is but a dream

Rock-A-Bye-Baby Rock-a-bye, baby Thy cradle is green Father’s a nobleman Mother’s a queen And Betty’s a lady And wears a gold ring And Johnny’s a drummer And drums for the king




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Gathering Drum

Wipe Out (Exploration)

Go Round and Round The Village

Tideo (Ukulele)

Come Out/ Ten Fish in the Sea

Wipe Out: Find different ways to play the drum in response to the music. Notice how the children are playing and point out the different ways to encourage creativity.

Go Round and Round the Village:• “Go round and round the village…” • “Go in and out the window…”• Since this our third time doing this activity, ask the children for verse

ideas. After each new idea, sing “Go in and out the window…”

Tideo: Repeat as in previous lessons

Ten Fish in the Sea/Come Out—Solo Singing: Repeat activity from last week. Keep the fish out for next activity.


[Track]

Guitar/Ukulele Track Fish/Ocean Finger Puppets

Singing Game

The Blue Danube Waltz (SM Piano)

• Instruct the adults to stand in a large circle with their child standing in front of them.

• Ask if anyone remembers the name of the composer of the piano piece we use for our fish to sing “hello” and “goodbye” (Strauss).

• Using the recording, have your fish sing “hello” and “goodbye” to each child’s fish.

• Repeat the activity with the children singing to each other.

Fish/Ocean Finger Puppets Track

MovementThree Times Around Went Our Little Ship

Sailing

Repeat the parachute activities from last week.

Three Times Around• A section: March in a circle holding onto the parachute until the ship

“sank to the bottom of the sea.” Lower the parachute. The children can hide under the parachute as if under water. Parents can hold on to the parachute and also hide underneath.

• B section: Tap the beat on the children under the parachute until “up floats me.” Slowly rise again. Repeat.

Sailing:• Change movement only at the end of the phrases. Prepare them to listen

for the jumping fish, and raise the parachute quickly when you hear the ascending glissandos.

Track Parachute

Track

InstrumentKit –Triangles Rhythm Sticks

Two Little Sausages

Two Little Sausages: • “Break-fast”: Sing this word slowly as if a triangle were ringing to call

everyone to the table. Encourage everyone to sing what they want for breakfast. Then sing “we’re having sausages!”

• Before saying the whole rhyme, practice the sizzle sound by scraping the smooth stick over the ribbed one.

• Practice tapping once for “pop!” and hitting on floor for “bam!” • Perform entire rhyme using the above playing techniques.

Triangles Rhythm Sticks [Track]




The Syncopated Clock

IF TIME Play and Stop

The Syncopated Clock:• Listen carefully for the different sections before teaching the song.• Note: New to the activity this week is the use of two instruments. • Present a picture of a cuckoo clock. Explain that we will use our rhythm

sticks to make the ticking sounds, and when the bird flies away we will play our triangles.

• Instruct the students to use their rhythm sticks to play the beat. Encourage them to think of different ways to play. Point out different children’s ideas and have everyone try them.

• Section A: Use a variety of ways to play or move the rhythm sticks to the beat. • Section A1: Tap or move the sticks to the beat in another way. • Section B: Play the triangle while singing “fly away, fly away; little bird

wants to play” to the melody of the B section.

Play and Stop: If time, sing this favorite giving the children the choice of which instrument to play and how to play it. This can be accompanied by the guitar/ukulele.

Track Cuckoo Clock Pictures

Guitar/Ukulele

InstrumentKit –TambourinesScarves

Colors Around Us (New) Stormy Day (New)

The Colors Are Gliding

Sing a transition song to direct them to get their tambourines out of their backpacks.

Colors Around Us:• Sing and dance to the song while passing out scarves to everyone.• Encourage the children to sing the color of their scarf.

Stormy Day:• Hide the scarves under the tambourines. Tell the class it will be a surprise

for the rainbow verse.• Practice singing and playing each verse except the last two verses about

the rainbow.• Encourage the children to sing the repeated words and “day” at the end

of each verse. - Verse 1: for “tap, tap, tap” play rain sounds gently with fingertips - Verse 2: on “swish, swish, swish” move hands side to side like wipers - Verse 3: on “whoo, whoo, whoo” make circles on the drum to sound like wind - Verse 4: on “thump, thump, thump” play hail with fists - Verse 5: on “boom, boom, boom” play thunder loudly Verse 6: get the

scarf from under the drum and use it to draw a rainbow - Verse 7: stand up to dance with the tambourine and scarf

The Colors Are Gliding: If time, sing and move to the recorded verses. If time is short, fold the scarves singing acapella, verse 2 only.

Tambourines

Scarves [Track]

Track

[Track]

Goodbye Song

Come, My Friends (Parent Tip)

Parent Tip: Young children exposed to music show advanced verbal skills and coordination. Music promotes learning! Thank you for bringing your kids to music class.


Next Week’s Fun



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Wipe OutGo Round & Round the VillageTideoCome Out / Ten Fish in the SeaThe Blue Danube WaltzThree Times Around Went Our Little ShipSailingTwo Little Sausages (Triangles/Sticks)The Syncopated ClockPlay and StopColors Around Us (Tambourines/Scarves)Stormy DayThe Colors are GlidingCome, My Friends (PT)



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Come Out/ Ten Fish in the Sea One little, two little, three little fishes Four little, five little, six little fishes Seven little, eight little, nine little fishes Ten fish in the sea!






Under the water, under the sea Up floats our little ship and up floats me!

Two Little Sausages Breakfast! Two little sausages Frying in a pan One goes, “pop” And the other goes, “bam!”


Play and Stop We’re gonna play and play and play and stop Play and play and play and stop We’re gonna play and play and play and stop Now we’ll play some more

Colors Around Us Colors around us Colors surround us Colors, colors Make our world bright What color does (name) have? (color)


Stormy Day The rain on the window goes tap, tap, tap Tap, tap, tap Tap, tap, tap The rain on the window goes tap,tap, tap On a stormy day

The wipers on the cars go swish, swish, swish...on a stormy day

The wind in the trees goes whoo, whoo, whoo...on a stormy day

The hail on the roof goes thump, thump, thump...on a stormy day

The thunder in the clouds goes boom, boom, boom... on a stormy day

The rainbow in the sky goes all around all around, all around

The rainbow in the sky goes all around on a sunny day

The children in the park all dance and play... on a sunny day

The Colors are Gliding The colors are gliding All around

The colors are gliding All around


And now all our colors Will fall to the ground

Now we’ll take our colors and lay them out flat

We’ll fold them all neatly like this and like that


And go to the backpack and put them all back




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Gathering Drum

Debka Kurdit (Exploration)(New)

Tideo (Ukulele)

Five Handsome Sailors (New)

Debka Kurdit: Listen and respond to the music as you play the gathering drum.

Tideo: Keep the beat on the drum while singing hello. Parents accompany on the ukulele when we sing their child’s name. Encourage the child to strum the ukulele using their “pointer” finger.

Five Handsome Sailors:• Start by saluting like a sailor; then sing with the recording, playing the

beat on the drum until “blew their hats away.” • Make circles on the drum to sound like the wind. • After “so the sailors had to chase them,” play quickly on the drum.• Play two accents after “gone the hats” and “and that was that.”• For “March 2, 3, 4 ...” alternate hands to keep the beat.

TIP: If possible, the teacher should wear a sailor hat to demonstrate the lyrics.


Guitar/Ukulele

Track Sailor Hat

Tickle RhymeatGathering Drum

Round and Round the Haystack (New)

Spoken Rhyme:• “Round and round the haystack runs the little mouse”: Children make

circles on the drum as parents make circles on their child’s back.• “One step, two steps”: Children make their finger walk on the drum as

parent’s fingers walk to the beat up the child’s back. • “In his little house”: Parents tickle children under the arm.

TIP: The teacher makes circles on the drum using the index and middle finger, as if walking. On “one step, two step,” the fingers walk toward a child and tickle their tummy.

Gathering Drum Mouse Finger Puppet [Track]

Singing Game

The Blue Danube Waltz (SM Piano)

Ask if anyone remembers the name of the composer of the piano piece we use for our fish to sing “hello” and “goodbye.” (Strauss)

Encourage everyone to “swim” around the room, visiting other fish and singing “hello” and “goodbye” as they listen to the recording.


Movement Ten Fish in the Sea

• Sing the chorus with everyone marching to the beat in a circle.• Practice the movement and singing of each verse before starting the recording.

- Verse 1: children use a high voice and jump high on “high” - Verse 2: spin or turn in place - Verse 3: crouch down and sing low on “low”


SoloSinging

Colors Around Us

Colors Around Us:• Sing and dance to the song while passing out scarves to everyone.• Encourage the children to sing the color of their scarf.Keep scarves out for next activity.

Scarves [Track]




Stormy Day

The Colors Are Gliding (Parent Tip)

Use a transition song to direct them to take their tambourine out of their backpacks.

Stormy Day:• Ask the children if they remember what we did with our scarves last week

when we sang “Stormy Day.” Hide the scarves under the tambourines.• Review the singing and playing techniques for each verse before

repeating the song with the recording. • Encourage the children to sing the repeated words and “day” at the end

of each verse. - Verse 1: for “tap, tap, tap” play rain sounds gently with fingertips - Verse 2: on “swish, swish, swish” move hands side to side like wipers - Verse 3: on “whoo, whoo, whoo” make circles on the drum to sound like wind - Verse 4: on “thump, thump, thump” play hail with fists - Verse 5: on “boom, boom, boom” play thunder loudly Verse 6: get the

scarf from under the drum and use it to draw a rainbow - Verse 7: stand up to dance with the tambourine and scarf

The Colors Are Gliding: If time, sing and move to the verses on the recording. If time is short, fold the scarves singing acapella on verse 2 only.Parent Tip: Using your instruments at home will often make your little one more eager to join in these familiar activities in class. Use your recording to sing along in the car or at home. The key to success is REPETITION!

Tambourines Scarves

Track

[Track]


The Syncopated Clock

Two Little Sausages IF TIME Play and Stop

The Syncopated Clock:• Show the picture of the cuckoo clock from last week. Encourage the

children to think of different ways to play and move their sticks to the beat. Remind them to play the triangle when the bird flies away. Demonstrate by using a triangle roll and then lifting the striker away from the triangle.

• Section A: Listen for the ticking sound of the clock and tap or move the sticks to the beat. Use a variety of ways to move and play the sticks to the beat, using the children’s ideas and sharing new ones.

• Section A1: Continue as above. • Section B: Play the triangle and sing “fly away, fly away; little bird wants to

play” to the melody of the B section.

Two Little Sausages: Repeat from last week.

Play and Stop: If time, bring back this favorite, letting them choose which instrument to play. Accompany with the guitar/ukulele if desired.

Triangles Rhythm Sticks Track Cuckoo Clock Pictures

[Track]

Guitar/Ukulele

Goodbye Song

Come, My Friends


Next Week’s Fun



24



24

Debka KurditTideoFive Handsome SailorsRound and Round the Haystack The Blue Danube WaltzTen Fish in the SeaColors Around UsStormy Day (Tambourines/Scarves)The Colors are Gliding (PT)The Syncopated Clock (Triangles/Scarves)Two Little SausagesPlay and StopCome, My Friends



24

Debka Kurdit (No Lyrics)


Five Handsome Sailors Five handsome sailors Standing in a line Waiting for their orders Before their shipping time Along came a wind and blew their hats away And they sailors had to chase ‘em Gone the hats And that was that March 2, 3, 4 March 2, 3, 4

Round and Round the Haystack Round and round the haystack Runs the little mouse One step, two steps In his little house


Ten Fish in the Sea One little, two little, three little fishes Four little, five little, six little fishes Seven little, eight little, nine little fishes Ten fish in the sea!







The wipers on the cars go swish, swish, swish… on a stormy day

The wind in the trees goes whoo, whoo, whoo… on a stormy day

The hail on the roof goes thump, thump, thump… on a stormy day

The thunder in the clouds goes boom, boom, boom… on a stormy day

The rainbow in the sky goes all around all around, all around The rainbow in the sky goes all around on a sunny day

The children in the park all dance and play... on a sunny day










Two Little Sausages Breakfast! Two little sausages Frying in a pan One goes, “pop” And the other goes, “bam!”

Play and Stop We’re gonna play and play and play and stop Play and play and play and stop We’re gonna play and play and play and stop Now we’ll play some more




24



25


Gathering Drum

Debka Kurdit (Exploration) Jackson Blues (SM Piano)

Tideo (Ukulele)

Five Handsome Sailors

Debka Kurdit: Listen and respond to the drum.

Jackson Blues:• Instruct the class to follow your movements, which change whenever

the chord changes.• I closed fist• IV hand open flat• V flip hand over

Tideo: Keep the beat on the drum while singing hello. Parents accompany on the ukulele when we sing their child’s name. Children strum using their “pointer” finger and establish the tempo before starting the singing.

Five Handsome Sailors:• Start by saluting like a sailor; then sing with the recording, playing the

beat on the drum until “blew their hats away.” • Make circles on the drum to sound like the wind. • After “so the sailors had to chase them,” play quickly on the drum.• Play two accents after “gone the hats” and “and that was that.”• For “March 2, 3, 4 ...” alternate hands to keep the beat.



Guitar/Ukulele

Track Sailor Hat

Tickle RhymeatGathering Drum

Round and Round the Haystack

Repeat from last week:• “Round and round the haystack runs the little mouse”: Children make

circles on the drum as parents make circles on their child’s back.• “One step, two steps”: Children make their finger walk on the drum as

parent’s fingers walk to the beat up the child’s back. • “In his little house”: Parents tickle children under the arm.

TIP: The teacher makes circles on the drum using the index and middle finger, as if walking. On “one step, two step,” the fingers walk toward a child and tickle their tummy.



• Encourage the children to sing “come out” to receive the fish puppet. • New this week: Demonstrate a vocal glissando as the fish swims from low

to high. Ask the children to do the same with their voices and little fish.• Repeat the movement activity from past weeks, encouraging the children

to sing with the recording.


SoloSinging

Colors Around Us (Parent Tip)

• Sing and dance to the song while presenting the basket of scarves. • Encourage each child to sing the color they would like. Echo their singing

and describe their pitch. If it is a small class, have each child also sing the color they want to give to the adult that brought them.

Parent Tip: If you sing in music class, children will notice your participation and imitate your example. Do not worry how well you sing, what matters is that you sing. Think high for your voice since children, even in speech, respond better to a higher pitched voice!

Keep scarves out for next activity.

Scarves [Track]




Stormy Day


Ask everyone to get their tambourines out of the backpacks.

Stormy Day:• Ask the children if they can remember all the different types of weather in

our “Stormy Day” song. Hide the scarves under the tambourines.• New this week: Without the recording, have the children play and sing the

repeated words for each verse (see below) and “day” at the end of each verse as the teacher sings the other lyrics. - Verse 1 –“tap, tap, tap” - Verse 2 – “swish, swish, swish” - Verse 3 – “whoo, whoo, whoo” for wind - Verse 4 – “thump, thump, thump” for hail - Verse 5 – “boom, boom, boom” for thunder - Verse 6 – “all around, all around” for the rainbow - Verse 7 – “dance and play, dance and play”

The Colors Are Gliding: If time, sing both verses. If time is short, fold the scarves singing verse 2 only.

Tambourines Scarves

[Track]

[Track]

InstrumentKit –Maracas

Now My Shaker’s Up/ Where Are You?

Silly Sam

Now My Shaker’s Up/Where Are You:• Follow the movement as indicated by the lyrics of “Now My Shaker’s Up.” • On “tuck it into bed,” cross arms to hide hands and maracas.• Keep the maracas hidden while singing “shaker, shaker, where are you?”

Sing “here I am, here I am” while shaking and dancing with the maraca. • Repeat both songs.

Silly Sam:• Review Silly Sam from earlier in the school year. Explain he still loves to

hide behind a rock (hide puppet behind back). • Then he comes out and shakes up high and down low. Encourage singing

high and low to match the movement.• Make up your own Silly Sam dance. • Participate with the recording.

Maracas Track

Track Snake Puppet

Sing-a-Long IF TIME Ask the parents and students for a favorite song for snuggle time. Guitar/Ukulele

Goodbye Song

Come, My Friends


Next Week’s Fun



25



25

Debka KurditJackson BluesTideoFive Handsome SailorsRound and Round the HaystackTen Fish in the SeaColors Around Us (PT)Stormy Day (Tambourines/Scarves)The Colors are GlidingNow My Shaker’s Up/Where Are You? (Maracas)Silly SamFavorite Sing-a-LongCome, My Friends



25

Debka Kurdit (No Lyrics)

Jackson Blues (No Lyrics)











The wipers on the cars go swish, swish, swish… on a stormy day

The wind in the trees goes whoo, whoo, whoo… on a stormy day

The hail on the roof goes thump, thump, thump… on a stormy day

The thunder in the clouds goes boom, boom, boom… on a stormy day

The rainbow in the sky goes all around all around, all around

The rainbow in the sky goes all around on a sunny day

The children in the park all dance and play… on a sunny day









Now My Shaker’s Up/Where Are You? Now my shaker’s up And now my shaker’s down Now my shaker’s dancing All around the town

Dance it by your shoulder Dance it by your head Dance it by your knees Now tuck it into bed

Shaker, shaker Where are you?

Silly Sam Silly Sam, the sneaky snake Hides behind a rock and he starts to wait Then he shakes up high And he shakes down low Wigglin’ and a grinnin’ and away he goes




25



26


Gathering Drum

Jackson Blues (SM Piano)

Tideo (Ukulele) Five Handsome Sailors

Jackson Blues:• Instruct the class to follow your movements, which change whenever the

chord changes.• I closed fist• IV hand open flat• V flip hand overMention to the parents that this is the first blues piece students learn in our piano program and one of the first 10 songs. It’s also one of the pieces they can learn in our piano workshops.

Tideo: Repeat as in previous weeks. New this week: Count the strings on the ukulele and pluck the highest string.

Five Handsome Sailors: Quickly review the lyrics before drumming with the recording. • Keep the beat on the drum until “blew their hats away.” • Make circles on the drum to sound like the wind. • After “so the sailors had to chase them,” play quickly on the drum.• Play two accents after “gone the hats” and “and that was that.”• For “March 2, 3, 4 ...” alternate hands to keep the beat.



Guitar/Ukulele

Track Sailor Hat

Tickle Rhyme atGathering Drum

IF TIME Round and Round the Haystack

If time, repeat this rhyming activity from the past two weeks.



Repeat this movement activity from the past weeks, encouraging the children to sing with the recording.


SoloSinging

Colors Around Us (Parent Tip) Los Colores (New) The Colors Are Gliding

Colors Around Us: • Sing and dance to the song while taking out the scarves.• Ask the children to sing the color they would like and another color for

the adult that brought them. Parent Tip: Because of our weekly singing activities, the children’s pitch matching and vocal range have noticeably improved. Think high when singing to your child since their natural voice is higher than an adult’s voice.

Los Colores: Ask everyone to dance any way they like with their scarves.

The Colors Are Gliding: If time, sing and move to the verses with the recording. If time is short, fold the scarves while singing verse 2 only.

Scarves [Track]

Track

[Track]

InstrumentKit –Rhythm Sticks

Popcorn (New)

Popcorn:• Introduce the rhyme with a short explanation of popping corn in a pan.

Show them some unpopped corn and also popcorn. • Ask the children to hit their sticks to make the sound of the “pop.”

Practice saying “pop” while tapping the sticks to the beat. • Repeat the “pop, pop” introduction; Then start the rhyme.• “Popcorn, popcorn put it in a pan”: Tap sticks to the beat• “Shake it up, shake it up”: Scrape sticks quickly• “Bam, bam, bam”: Tap sticks on the floor

Rhythm Sticks Popping Corn [Track]




Play like Cocoa Plays

Jig Jog

Play like Cocoa Plays:• Sing hello to Cocoa the Horse.• Ask the children to watch how Cocoa plays and copy him.• Have Cocoa hold a stick in his mouth and tap the teacher‘s stick, tap the

stick on the floor, scrape the teacher’s stick, etc. • Encourage the children to play when Cocoa plays and stop when Cocoa stops.

Jig Jog:• Sing “jig jog” while Cocoa is tapping the sticks. Have fun singing faster,

singing the “jig jogs” many times or just once.• Add the rest of the lyrics; only have Cocoa tap when singing “jig jog.” • If time, repeat the tapping and singing with the recording. • Sing goodbye to Cocoa the Horse.

Horse Puppet

Track

InstrumentKit –Maracas

Now My Shaker’s Up/ Where Are You?

Silly Sam

IF TIME Shake and Stop

Now My Shaker’s Up/Where Are You:• Follow the movement as indicated by the lyrics of “Now My Shaker’s Up.” • On “tuck it into bed,” cross arms to hide hands and maracas.• Keep the maracas hidden while singing “shaker, shaker, where are you?”

Sing “here I am, here I am” while shaking and dancing with the maraca. • Repeat both songs.

Silly Sam: • Practice singing and shaking high and low. Encourage singing high and

low to match the movement.• Make up your own Silly Sam dance. • Participate with the recording.

Shake and Stop: If time, sing the familiar song “Shake and Stop” before putting the maracas away, finding an interesting way to stop.

Maracas Track

Track Snake Puppet

[Track]

Snuggle Time

IF TIME All the Pretty Little Horses

End class singing this beautiful lullaby with them. They can sit and cuddle with their parents or gently sway to the beat.

Guitar/Ukulele

Goodbye Song

Come, My Friends

Encourage everyone to sing with the ukulele; then repeat with the recording. Mention that Beethoven wrote this and it’s called Symphony No. 6. Show the pictures of the instruments heard in the introduction.

Guitar/Ukulele Instrument Pictures Track

Next Week’s Fun



26

Preparation for next weekFlowers:• Cut out and laminate flowers (Daisy, Tulip, Orchid, Rose, Carnation, Daffodil) and put felt tape or Velcro on the back before class.

Shaker Eggs:• Make your own shaker eggs out of plastic Easter eggs that open. Put items such as pennies, rice, beans, beads, cotton balls,

toothpicks, etc. inside the eggs. Do not mix items, so that matching the sounds will be obvious to the children. • Seal each egg shut with colored masking or electrical tape. (Make sure all eggs are taped closed or the children will open them up.) • Set aside a few eggs that are not taped. Then in class you can open those ones to show what item makes each sound.



26

Jackson BluesTideoFive Handsome SailorsRound and Round the HaystackTen Fish in the SeaColors Around Us (PT)Los ColoresThe Colors are GlidingPopcorn (Sticks)Play Like Cocoa PlaysJig JogNow My Shaker’s Up/Where Are You? (Maracas)Silly SamShake and StopAll the Pretty Little HorsesCome, My Friends



26



















Popcorn Popcorn, popcorn Put it in a pan Shake it up Shake it up Bam, bam, bam!

Play Like Cocoa Plays (No Lyrics)

Jig Jog I want someone to buy me a pony Jig Jog Jig Jog Jig Jog Jee

Not too fat and not too bony Jig Jog Jig Jog Jig Jog Jee

For I want to go for a ride All around the country side With a Jig Jog Jig Jog Jig Jog Jee

Now My Shaker’s Up/Where Are You? Now my shaker’s up And now my shaker’s down Now my shaker’s dancing All around the town

Dance it by your shoulder Dance it by your head Dance it by your knees Now tuck it into bed

Shaker, shaker Where are you?

Here I am Here I am How do you do?!


Shake and Stop We’re gonna Shake and shake and shake and stop Shake and shake and shake and stop Shake and shake and shake and stop Now we’ll shake some more

All the Pretty Little Horses Hush a bye Don’t you cry Go to sleepy little baby When you wake You shall have All the pretty little horses Blacks and bays Dapples and grays All the pretty little horses Blacks and bays Dapples and grays All the pretty little horses




26



27


Gathering Drum

Cheki Morena (Exploration) (New)

Jackson Blues (SM Piano)

Tideo (Ukulele)

All Around the Gard’ner’s Bench (New)

Cheki Morena: Find different ways to play the drum in response to the music.

Jackson Blues:• Repeat the activity from previous lessons. Follow the chord changes: • I closed fist• IV hand open flat• V flip hand over

Tideo: Keep the beat on the drum while singing hello. Have each parent play a C chord on the ukulele while their child strums and everyone sings that child’s name.

All Around the Gard’ner’s Bench:• Sit at the drum with the flowers hidden close by. • Sing the first verse and practice the different motions for the drum.• “All around… “: Circles on the drum• ”It rained and rained… ”: Lightly tap fingers quickly on the drum• “Then one day the sun came out”: Raise arms to make a big sun• “POP”: Play loudly on the drum and show one of the flowers• Sing the name of the flower and encourage the children to sing it. Repeat

the song many times, showing a different flower each time and singing the new flower, along with the ones already shown.


Track

Guitar/Ukulele

[Track] Assorted Flowers

Finger Rhyme

Here Is a Bunny (New)

• Perform the rhyme and actions for the children.• “Here is a bunny with ears so funny”: Hold up your index and middle

fingers, slightly bent, to play the part of the floppy-eared rabbit.• “And here is a hole in the ground”: With the other hand, curl your fingers

to meet thumb, forming the bunny’s hole.• “A noise he hears, he sticks up his ears”: Dramatically raise your hand as

you straighten the fingers.• “And jumps into the hole in the ground”: “Jump” the fingers inside the hole.• Teacher sings “bunny, bunny where are you?”• “Here I am, here I am”: The fingers jump out of the hole with floppy ears

again, and jump on the drum!• “How do you do!”• Ask the children to use their index and middle fingers to be the bunny and

the adult to make the “hole” with their hand or hands. Then have them perform the rhyme together.

Gathering Drum [Track]

Solo Singing Colored Eggs (New)

Colored Eggs:• Have all children and adults stand in a circle and tap the beat while you

sing the song and walk around the circle carrying a basket of eggs.• Show the children the eggs and encourage them to sing the color they

would like. Give them an egg after they sing. If they are hesitant, ask them to tell the adult so they can sing the color together.

• You can repeat the song after a few solos, then have a few more solos, and then repeat until everyone has an egg.

Basket with Colored Eggs [Track]

Solo Singing Los Colores IF TIME Silly Sam

Los Colores: Ask everyone to dance any way they like with their scarves.

Silly Sam: If time, repeat from last week using the colored eggs instead of Maracas.

Track Track Snake Puppet




Play like Cocoa Plays

Jig Jog

Repeat these two activities from last week’s lesson, adding tempo and dynamic changes.

Play like Cocoa Plays:• Sing hello to Cocoa the Horse.• Ask the children to watch how Cocoa plays and copy him like they did last week.• Practice playing when Cocoa plays and stopping when Cocoa stops.

Jig Jog:• Sing “jig jog” while tapping with Cocoa. Have fun changing tempos,

singing faster, singing softer, and singing the “jig jogs” quickly many times or just once.

• Add the rest of the lyrics; have Cocoa play only when singing the “jig jogs.” • If time, repeat with the recording.

Rhythm Sticks

Horse Puppet

[Track]

InstrumentKit –All Instruments

Sauté Crapaud (New) Percussion Family (Parent Tip)

Popcorn

Sauté Crapaud: This is a child directed activity. Play with the instruments from the kit. Children can get ideas from the way the teacher is playing but are free to play how they would like, including dancing.

Percussion Family:• Ask everyone to listen to the singing on the recording to know which

instrument to play.

Parent Tip: Encourage your child to find the correct type of instrument. We are introducing specific classifications or timbres of sounds: woods, skins, metals, shakers. We are training them to become discriminate listeners!

Popcorn:Note: This week we’ll use three different instruments.• Introduce the rhyme with a short reminder about popping corn in a pan.

Show some unpopped corn and popcorn. • Ask the children to hit their sticks to make the sound of the “pop.”

Practice saying “pop” while tapping the sticks to the beat. • Repeat the “pop, pop” introduction; then start the rhyme.• “Popcorn, popcorn put it in a pan”: tap sticks to the beat• “Shake it up, shake it up”: shake the maracas• “Bam, bam, bam”: hit the tambourines

Kits–All Instruments Track

Track

[Track] Popping Corn

Snuggle Time


If time, repeat this lullaby from earlier in the school year. Guitar/Ukulele

Goodbye Song

Come, My Friends


Next Week’s Fun



27

Preparation for next weekSmall Felt Board: If you do not have a felt board, you can make one by covering both sides of a large piece of cardboard with felt.



27

Cheki MorenaJackson BluesTideoAll Around the Gard’ner’s BenchHere is a Bunny Colored EggsLos ColoresSilly SamPlay like Cocoa Plays (Rhythm Sticks)Jig JogSauté Crapaud (Kit)Percussion Family (PT)PopcornAll the Pretty Little HorsesCome, My Friends



27



All Around the Gard’ner’s Bench All around the gard’ner’s bench It rained and rained for hours Then one day the sun came out Pop! go the flowers

Flowers red and flowers blue Sing the flower given to you When the gard’ner wasn’t at home The critters ate for hours When the gard’ner came back home What! where’s the flowers?

Here is a Bunny Here is a bunny with ears so funny And here is a hole in the ground A noise he hear, he sticks up his ears And jumps into the hole in the ground

Bunny, Bunny where are you? Here I am! Here I am! How do you do

Colored Eggs Colored eggs, colored eggs Pink and green and blue Sing me a color Then you’ll have one too!

Shake and shake and shake and shake Shake and listen, too Shake and shake and shake and shake Find a sound like you!

Los Colores (No Lyrics)


Play like Cocoa Plays (No Lyrics)

Jig JogI want someone to buy me a pony Jig Jog Jig Jog Jig Jog Jee

Not too fat and not too bony Jig Jog Jig Jog Jig Jog Jee

For I want to go for a ride All around the country side With a Jig Jog Jig Jog Jig Jog Jee

Sauté Crapaud (No Lyrics)


Percussion Family Here are some wood sounds Wood sounds Wood sounds Here are some wood sounds Let me hear them play

Here are some metal sounds Metal sounds Metal sounds Here are some metal sounds Let me hear them play

Here are some shaker sounds Shaker sounds Shaker sounds Here are some shaker sounds Let me hear them play

Here are some skin sounds Skin sounds Skin sounds Here are some skin sounds Let me hear them play

Here are the instruments Instruments, instruments Here are instruments Percussion family



27






28


Gathering Drum

High Five (Exploration) (SM Piano)

Tideo (Ukulele)

All Around the Gard’ner’s Bench

High Five: Find different ways to play the drum in response to the music.

Tideo: Keep the beat on the drum while singing hello. Have each parent play the C chord on the ukulele while everyone sings the name of that parent’s child.

All Around the Gard’ner’s Bench:• Sit at the drum with the flowers hidden close by.

- Review the motions for each phrase. - “All around…” : Hands make circles on the drum - ”It rained and rained…”: Lightly tap fingers quickly on the drum - “Then one day the sun came out”: Raise arms to make a big sun - “POP”: Play loudly on the drum and show one of the flowers

• Sing the name of the flower and encourage the children to sing it. Repeat the song many times, showing a new flower each time. Place the flower on a small felt board, singing the new flower and the ones already shown.

• NEW: Sing the minor verse “When the Gardener wasn’t at home” and turn the felt board around on “WHAT!? Where’s the flower?”

• Repeat the first verse and turn the felt board back around to show all the flowers again.


Guitar/Ukulele

[Track] Assorted Flowers Small Felt Board with felt on both sides

Finger Rhyme

Here Is a Bunny

• Ask the children to use their index and middle fingers to be the bunny and have the adult make the “hole” with their hand or hands. Perform the rhyme together.

• “Here is a bunny with ears so funny”: Hold up your index and middle fingers, slightly bent, to play the part of the floppy-eared rabbit.

• “And here is a hole in the ground”: With the other hand, curl your fingers to meet thumb, forming the bunny’s hole.

• “A noise he hears, he sticks up his ears”: Dramatically raise your hand as you straighten the fingers.

• “And jumps into the hole in the ground”: “Jump” the fingers inside the hole.• Teacher sings “bunny, bunny where are you?”• “Here I am, here I am”: The fingers jump out of the hole with floppy ears

again, and jump on the drum!• “How do you do!”

[Track]

Solo Singing Colored Eggs Colored Eggs:• Like last week, have all children and adults stand in a circle and tap the

beat while you sing the song and walk around the circle carrying a basket of eggs.

• Show the children the eggs and encourage them to sing the color they would like. Give them an egg after they sing. If they are hesitant, ask them to tell the adult so they can sing the color together.

• You can repeat the song after a few solos, then have a few more solos, and then repeat until everyone has an egg.

Basket with Colored Eggs [Track]

Solo Singing Los Colores Los Colores: Ask everyone to dance any way they like with their shaker eggs.

Track



Movement Hokey Pokey (New)

Hokey Pokey:• Have everyone stand up in a large circle• Practice the movement before using the recording.• A Section: Sing “put your shaker in, put your shaker out …” following the

directions of the lyrics. For “do the hokey pokey and you turn yourself around,” turn in place.

• B section: March in a circle shaking the eggs.• Repeat the A but change the B section to going in for 8 beats, out for 8

beats, in for 8 beats, out for 8 beats. • Repeat and alternate between the B sections. Fade out if too long.

Track


Sauté Crapaud

Percussion Family

Popcorn

Sauté Crapaud: This is a child directed activity. Play with the instruments from the kit. Children can get ideas from the way the teacher is playing but are free to play how they would like, including dancing.

Percussion Family:• Ask them to listen to the singing on the recording to know which

instrument to play.

TIP: Encourage parents to help their child find the correct instrument if needed. If the children chose to play a different instrument, ask parents to play the correct one.

Popcorn:• Review by asking the children to hit their sticks to make the sound of the

“pop.” Practice saying “pop” while tapping the sticks to the beat. • Repeat the “pop, pop” introduction; then start the rhyme.• “Popcorn, popcorn put it in a pan”: tap sticks to the beat• “Shake it up, shake it up”: shake the maracas• “Bam, bam, bam”: hit the tambourines


Track

[Track]

Movement Big Bear (Parent Tip) (New)

• “Big Bear… ”: Take large, slow steps and use a low voice to say the first phrase of the rhyme.

• “Rabbit, rabbit… ”: Jump to the beat using a regular speaking voice for the second phrase of the rhyme.

• “Little mouse, little mouse… ”: Run quickly and quietly like a little mouse using a very high voice for the third phrase of the rhyme.

• End with your body in a very small ball on the floor. • Teacher sings “Little mouse, little mouse, where are you?”• Everyone jumps up and says “Here I am, here I am, how do you do!”• Repeat.

Parent Tip: Another benefit of action rhymes, in addition to language development, is the development of pitch through speech (highs, lows, and different voice qualities).

[Track]

Snuggle Time


If time, bring back the lullaby from earlier in the school year. Guitar/Ukulele

Goodbye Song

Come, My Friends


Next Week’s Fun



28



28

High FiveTideoAll Around the Gard’ner’s BenchHere is a BunnyColored EggsLos ColoresHokey PokeySauté Crapaud (Kit)Percussion FamilyPopcornBig Bear (PT)All the Pretty Little HorsesCome, My Friends



28








Los Colores (No Lyrics)

Hokey Pokey (No Lyrics)

Sauté Crapaud (No Lyrics)








Big Bear Big bear, big bear What do you see? I see a rabbit Hopping by me

Rabbit, rabbit What do you see? I see a little mouse Running by me

Little mouse Little mouse What do you see? I see a hole in the ground Can’t catch me!



28





29


Gathering Drum

High Five (Exploration) (SM Piano)

Tideo (Ukulele)


High Five:Find different ways to play the drum in response to the music.

Tideo:Keep the beat on the drum while singing hello. Have each parent play the C chord on the ukulele while everyone sings the name of that parent’s child.

All Around the Gard’ner’s Bench:• Repeat activity from previous weeks.• Like last week, sing the minor verse “When the Gardener wasn’t at home”

and turn the felt board around on “WHAT!? Where’s the flower?”• Repeat the first verse and turn the felt board back around to show all the

flowers again.


Guitar/Ukulele

[Track] Assorted Flowers Small Felt Board

Finger Rhyme

Here Is a Bunny Repeat activity from last week.

Track

Solo Singing

Movement

Colored Eggs

Hokey Pokey (Parent Tip)

IF TIME Who’s That Hatching? (New)

Colored Eggs:• Have all children and adults sit in a circle and tap the beat while you sing

the song.• Ask the children to sing what color they would like as their solo and give

them an egg. • After four or five children, sing the song again and pass out more eggs

until everyone has one.

Hokey Pokey:• Have everyone stand up in a big circle• A Section: Sing “put your shaker in, put your shaker out …” following the

directions of the lyrics. For “do the hokey pokey and you turn yourself around,” turn in place.

• B section: March in a circle shaking the eggs.• Another option for the B section is to go in and out of the circle, follow the

leader—teacher keeps the beat with the egg• Repeat and fade out when you think they repeated it enough.

Parent Tip: We are learning musical form and phrasing as we move and play in response to the music.

Who’s That Hatching?:If you have a small class, you will have time to introduce this song as you sing and have everyone shake their egg, explaining that next week we will see what baby animals are inside the eggs.

Basket with Colored Eggs

Track

[Track]




Sauté Crapaud

Percussion Family

IF TIME Popcorn

Sauté Crapaud: Play with the instruments from the kit. This is a child directed activity. Children can get ideas from the way the teacher is playing but are free to play how they would like, including dancing.

Percussion Family:• Ask them to listen to the singing of the RECORDING to know which

instrument to play.

TIP: Encourage parents to help them find the correct instrument if their children can’t find it themselves. If their kids chose to play a different instrument, ask parents to play the correct one.

Popcorn:• Review the rhyme by asking them to hit their sticks to make the sound of

the “pop.” Practice saying “pop” while tapping the sticks to the beat. • Repeat the “pop, pop” introduction; then start the rhyme.• “Popcorn, popcorn put it in a pan”: tap sticks to the beat• “Shake it up, shake it up”: shake the maracas• “Bam, bam, bam” : hit the tambourines


Track

[Track]

Movement Big Bear • “Big Bear… ”: Take large, slow steps and use a low voice to say the first phrase of the rhyme.

• “Rabbit, rabbit… ”: Jump to the beat using a regular speaking voice for the second phrase of the rhyme.

• “Little mouse, little mouse… ”: Run quickly and quietly like a little mouse using a very high voice for the third phrase of the rhyme.

• End with your body in a very small ball on the floor. • Teacher sings “Little mouse, little mouse, where are you?”• Everyone jumps up and says “Here I am, here I am, how do you do!”• Repeat.

Track Puppets optional

Snuggle Time


Bring back the lullaby from earlier in the school year if time.Ukulele

Goodbye Song

Come, My Friends


Next Week’s Fun



29



29

High FiveTideoAll Around the Gard’ner’s BenchHere is a BunnyColored EggsHokey Pokey (PT)Who’s That Hatching?Saute Crapaud (Kit)Percussion FamilyPopcornBig BearAll the Pretty Little HorsesCome, My Friends



29









Who’s That Hatching? Who’s that hatching? Who’s that hatching? Who’s that hatching in the egg? I’m a baby birdie Hello baby birdie And that’s who’s hatching That’s who’s hatching That’s who’s hatching in the egg









29









30


Gathering Drum

Drum Groove (Exploration) Night Storm (SM Piano) (New)

Tideo (Ukulele) (Parent Tip)

Beehive/One Little Bumblebee (New)

Drum Groove with Recorder: Find different ways to play the drum in response to the piano music.

Night Storm: • Before using the recording, make sounds on the drum that match the text.

Use a picture of a storm if possible. • Sing the song as you play sounds on the drum to match the lyrics.• “Rolling Thunder”: Make loud, low sounds on the gathering drum• “Clouds are coming”: Move hands in circles on the drum• “Looks like rain tonight”: Make raindrops by gently and quickly tapping

fingertips on the drum• “Wind is blowing”: Circles• “Rain is pouring”: Raindrops• “Thunder in the night”: Loud thunder

Tideo:• The first time, sing and keep the beat on the drum while the teacher

plays the ukulele. • Have each parent finger the C chord on the ukulele while their child

strums and everyone sings that child’s name. Comment on the tempo established by the child’s strumming.

• Encourage everyone to sing and to play of the rhythm of “ti-de-o” on the drum.

Parent Tip: Your child is learning that he is an individual who is important to other people. Hearing his name in the hello song helps develop his sense of self and affirms his importance.

Beehive/One Little Bumblebee—Finger Rhyme:• Ask the children to make a fist with one hand and wrap the other hand

around the fist. The adult wraps their hands around their child’s hands.• Bounce the hive-shaped hands to the beat until it’s time to count the

bees while saying:• “Here is a beehive, where are the bees? Hidden away where no one can

see. Watch those bees come out of their hive.”• Start with the thumb, index finger, and so on, as you count one

through five.• “One, two, three, four, five! Bzzzzzzzzzz”• On “bzzzzzzz” adults fly their pretend bee all around until it lands on a

body part.• Sing the “One Little Bumblebee” song while the bee bounces on the part

of the body shown by the teacher.• Start the recording.

TIP: For younger children, the parents can put their hands around the child’s, bounce to the beat, and massage and count the fingers. It is fun for the teacher to use a bee puppet if available.


Storm Picture Track

Guitar/Ukulele

[Track]



Gathering Drum

Farmer Brown’s Cow (New)

Farmer Brown’s Cow—Singing: • Explain that the cow has not been feeling well. Practice the glissando on

“moo-oo” from low to high.• Introduce the cow puppet and encourage the children to sing the “moo”

octave after introducing a few of the verses. • Using the recording for a few verses, sing the A section while the cow is

dancing on the drum.• Play the drum for the B section.

Cow Puppet Track

Movement Hokey Pokey • Have everyone stand up in a large circle• Remind everyone of the last few lessons when we put the egg in the circle

and out of the circle for Hokey Pokey. This time, for the A Section replace the egg with different body parts, for example: “ˆ” or “ˆ.” For “do the hockey pokey and you turn yourself around,” turn in place.

• For the B section, encourage the children to find their own movement idea. On some verses, you can have everyone march in a circle.

• Continue with the recording as you sing the instructions to take out the rhythm sticks.

• Fade out if desired.

Track

InstrumentKit –Rhythm SticksandSolo Singing

Who’s That Hatching?

Los Machetes (New)

Who’s that Hatching?:• Introduce the eggs, practicing singing “I’m a baby _______” and “Hello

baby _______.” • Sing the song while tapping the beat using rhythm sticks. • Sing the song again while tapping the sticks 4 beats and scraping the

sticks 4 beats.• Explain that at the end of the song, they can play the sticks any way they

like for silly hatching animals sounds.• If time, repeat with the recording.

Los Machetes:• To show that this song has three sections, first introduce each part by

inviting them to walk as they tap their sticks, stop to scrape their sticks, and hit the sticks on the floor.

• Perform with the recording after telling the parents that our playing will only change at the end of each section.

• Before the recording finishes, instruct the children to put their rhythm sticks away and take out the tambourines. Fade out the recording if necessary.

Rhythm Sticks Track Hatching Visuals Felt Board

Track

InstrumentKit –Tambourines

Movement

Come And Play the Tambourine

Drivin’ to the Mountains (New)

Come And Play the Tambourine: Follow the directions of the lyrics to play along with the recording.

Drivin’ to the Mountains:• Stand, holding the tambourine as a steering wheel. Beep the horn. • Ask what might be in the road causing us to stop the car. (Perhaps a rabbit

or mouse or even a bear, which leads into the next activity) Explain there may be some bumps and curves along the drive.

• Participate in the pretend drive using the recording.

Tambourines Track

Track


30



InstrumentKit –Tambourines

Movement

Big Bear Big Bear:• New this week: Sit with the tambourine on the floor.• Alternate hands to play the slow beat on the tambourine, making large,

slow steps for the big bear and using a very low voice. • For the second phrase of the rhyme, keep hands together and tap

to the beat, making your hands hop like a bunny and using a regular speaking voice.

• For the running mouse, move fingers very quickly on the tambourine head. Use a very high voice, hiding hands behind the back after “can’t catch me!”

• Teacher sings “Little mouse, little mouse, where are you?”• Quickly bring hands out and resume with fingers “running” on the

tambourine head and singing “Here I am, here I am, how do you do!”• Repeat.

[Track]

Snuggle Time

IF TIME Twinkle, Twinkle Little Star

Ask everyone to sit in the adult’s lap for snuggle time. Softly sing the Star Songs from past lessons.


Goodbye Song

Come, My Friends

Sing with the ukulele, then the recording. Point out the oboe, flute and clarinet during the introduction.


Next Week’s Fun



30



30

Drum GrooveNight StormTideo (PT)BeehiveOne Little BumblebeeFarmer Brown’s CowHokey PokeyWho’s That Hatching? (Sticks)Los MachetesCome and Play the TambourineDrivin’ to the MountainsBig BearTwinkle, TwinkleCome, My Friends



30

Night Storm (No Lyrics)


Beehive Here is a beehive Where are the bees? Hidden away where no one can see

Watch those bees come out of the hive One, two, three, four five! Bzzzzzzzzzz

One Little Bumblebee One little bumblebee One little bumblebee One little bumblebee Bouncing on your head Bzzzzzzz

… bouncing on your arm, knee, nose, foot, etc.

Farmer Brown’s Cow Old Farmer Brown he had a cow Had a cow, had a cow But she got sick I don’t know how All she said was Moo!

Hey, hey, hey Wouldn’t you say That would make it go away? Hey, hey, hey Wouldn’t you say That’s all for today!

Her friend the pig brought chocolate cake Chocolate cake, chocolate cake To see if that would help her ache But all she said was Moo!

Her friend the hen brought an egg Brought an egg, brought an egg To see if that would help her leg But all she said was Moo!

Her friend the duck brought some bread Brought some bread, brought some bread To see if that would help her head But all she said was Moo!

Her friend the sheep, she brought some grain Brought some grain, brought some grain To see if that would help her pain But all she said was Moo

Now you may want to sing some more Sing some more, sing some more But now her throat is feeling sore Cause all she said was Moo!


Who’s That Hatching? Who’s that hatching? Who’s that hatching? Who’s that hatching in the egg? I’m a baby birdie Hello baby birdie And that’s who’s hatching That’s who’s hatching That’s who’s hatching in the egg

Los Machetes (No Lyrics)


Come and Play the Tambourine Come and play the tambourine Tambourine, tambourine Come and play the tambourine You can play it too! Two thumbs are playing the tambourine Tambourine, tambourine Two thumbs are playing the tambourine You can play it too! Jingle and shake the tambourine Tambourine, tambourine Jingle and shake the tambourine You can play it too! Play your own way on the tambourine Tambourine, tambourine Play your own way on the tambourine You can play it too!

Drivin’ to the Mountains Drivin’ in my car to the mountains To the mountains, to the mountains Drivin’ in my car to the mountains Gotta long way to go

Watch out for the bumps! Watch out for the bumps! Gotta long way to go

Watch out for the curves! Watch out for the curves! Gotta long way to go

What’s that on the road? What’s that on the road? Gotta long way to go


30




Twinkle, Twinkle Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are



Simply Music RhapsodyKids Make Music: Lessons 21-30 Notation, A-Z

www.simplymusicrhapsody.com


Kids Make MusicNotation

21-30

All a round- the gard’ ner’s- bench, It rained and rained for ho urs,-

Then one day the sun came- out Pop! go the flow ers.-

Flow ers- red and flow ers- blue Sing the flow er- giv en- toto you.

When the gard’ ner- was n’t- at home The crit ters- ate for ho urs,-

When the gard’ ner- came back home What! where’s the flow ers?-

6

8&


&

&

(Free play and dance)

bb

b

&bb

b

(minor key!) (Solos to sing names of flowers)

&bb

b

(Repeat first 2 lines)

œ œ

j

œ œ

j

œœ

œœ

œ

j

œ œ

j

œœ

j

œ ™

œ ™

œ œ

j

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j

œœ

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j

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j

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jœ œ œ

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j

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j

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j

œœ

j

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j

œ œ

j

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¿ ™

œœ

j

œ ™

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Kids Make MusicNotation, Cont.

21-30

All the Pretty Little Horses

4

4&b

Hush

D‹

a- bye,- don't

G‹

you cry, go

A‹

to sleep y- lit tle- ba

D‹

by.-

&b

When

D‹

you wake, you

G‹

will have all

A‹

the pret ty- lit tle- hor

D‹

ses.-

&b

Blacks

F

and bays, dap

D‹

ples- and grays, all

A‹


D‹

ses.-

&b

Blacks

F

and bays, dap

D‹

ples- and grays, all

A‹


D‹

ses.-

œ

œ ˙ œ œ ˙œ ™ œ

J

œ œ œ œ ˙ ˙

œ

œ ˙ œ œ ˙œ ™ œ

J

œ œ œ œ ˙ ˙

œœ ˙ œ œ

œ ˙

œ ™ œ

J

œ œ œ œ ˙ ˙

œœ ˙ œ œ

œ ˙

œ ™ œ

J

œ œ œ œ ˙ ˙



21-30

1. Co lored- eggs, Co lored- eggs, Pink and green and blue,

A

Sing me a co lor,- Then you'll have one too.

2. Shake and shake and shake and shake, Shake and lis ten- too.

B

Shake and shake and shake and shake, Find a sound like you.

4

4&bb

b

Lynn Kleiner

Colored Eggs

&bb

b

&bb

b

&bb

b

œ œœ

œ œœ

œ œ œ œ˙

œœ œ

œœ

œ œ œ œ ˙

œ œœ œ

œ œœ

œ œ œ œ˙

œ œœ œ

œ œœ

œ œ œ œ ˙



21-30

Colors Around Us

Lyrics by Susan Cambique Tracey

Melody by Maria Koubeserian

™

™

4

4&b

Co

F

lors- a round- us. Co lors- sur round- us. Co lors,- co lors,-

&b

make

C

our world bright.

F

What

TEACHER:

co lor- does Bil ly- have? Blue.

SOLO:

œ

jœ œ

j

œœ

œ

jœ œ

j

œœ

œœ

œœ

œ

j

œ œ

j

œŒ œ

œ œ œœ œ

œ Œ œœ

COLORS AROUND US © Susan Cambique Tracey and Maria Koubeserian

All Rights Reserved. Used with Kind Permission

Colors Around Us

Lyrics by Susan Cambique Tracey

Melody by Maria Koubeserian

™

™

4

4&b

Co

F

lors- a round- us. Co lors- sur round- us. Co lors,- co lors,-

&b

make

C

our world bright.

F

What

TEACHER:

co lor- does Bil ly- have? Blue.

SOLO:

œ

jœ œ

j

œœ

œ

jœ œ

j

œœ

œœ

œœ

œ

j

œ œ

j

œŒ œ

œ œ œœ œ

œ Œ œœ

COLORS AROUND US © Susan Cambique Tracey and Maria Koubeserian

All Rights Reserved. Used with Kind Permission



21-30

Come and Play the Tambourine

Lynn Kleiner

2. Two thumbs are playing the tambourine, tambourine, tambourine,

Two thumbs are playing the tambourine. You can play it too!

3. Jingle and shake the tambourine . . . too!

4. Play your own way on the tambourine . . . too!

™

™

6

8&

Come1.

C

and play the tam bou- rine,- tam

G7

bou- rine,- tam bou- rine.-

&

Come

C

and play the tam bou- rine.- You

G7

can play it too!

C

œ œ

j

œ œ

j

œœ

jœ

‰

œ

œ

j

œ ™

œ

œ

j

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j

œ œ

j

œœ

jœ

‰

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j

œ œ

j

œ ™

Œ ™

¿ ™ ¿ ™ ¿ ¿ ¿ ¿ ™



21-30

I have

D

a lit

(G)

tle- cuck-

D

oo clock. It likes io peek

G

at

you.

D

It

D

will wait

G

for you

D

to sing. Now

A7

It’s time: Cuck oo.

D

-

Slower

2

4&

##

Cuckoo Clock

Lynn Kleiner

&

##

œœ œ œ œ œ œ

œ œœ œ œ œ

œ ™

‰ œ œ œ œ œ œœ

œ œ œ œœ



21-30

Driv in’- in my car to the moun tains,- to the

Swing

moun tains,- to the moun tains.- Driv in’- in my car to the

moun tains,- got ta- long way to go.

1. Watch

2. Watch

3. What’s

out

out

that

for

for

on

the

the

the

bumps!

curves!

road?

Watch

Watch

What’s

out

out

that

for

for

on

the

the

the

bumps!

curves!

road?

™

™

We

Got

got

Got

ta

ta

ta

-

-

-

long

long

long

way

way

way

to

to

to

go.

go.

go.

4

4&b

Chorus

Drivin’ to the Mountains

Lynn Kleiner

&b

&b

last time Fine

&b

Verses 3 Verses

&b

œ œ œ œ œ œ œœ ™

œ

j

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j

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Œ

œ œ œ œ œ Œ

œ œ œ œ œ Œ

Ó

Œ

œ œ ˙ œ œœ ˙ ™

Œœ

J



21-30

1.Old Far

F

mer- Brown, he had a cow, had

C

a cow, had

F

a cow, But

Verse

she got sick, I don't know how. All

B¨

she said

G7/B

was "Moo."

C7

™

™

Hey,

B¨

hey, hey! Would

F

n't- you say that

C7

would make it go

F

a way?-

Chorus

Additional Verses

2. Her friend the pig brought chocolate cake, chocolate cake, chocolate cake,

To see if that would help her ache.* But all she said was "Moo."

3. Her friend the hen brought an egg, brought an egg, brought an egg,

To see if that would help her leg.* But all she said was "Moo."

4. Her friend the duck brought some bread, brought some bread, brought some bread,

To see if that would help her head.* But all she said was "Moo."

5. Her friend the sheep, she brought some grain, brought some grain, brought some gran,

To see if that would help her pain.* But all she said was "Moo."

6. Now you may want to sing some more, sing some more, sing some more,

But now her throat is feeling sore, 'cause all she said was "Moo!"

™

™

Hey,

B¨

hey, hey! Would

F

n't- you say that's

C7

all for to day.

F

-

2.3.4.5.

IIII

hopehopehopehope

thethethethe

cakeegg

breadgrain

willwillwillwill

helphelphelphelp

youryouryouryour

ache.leg.

head.pain.

*Optional solos:

2

4

2

4

&b

Farmer Brown's Cow

Belgian Folk Song

&b

~~~~~~~~~~~ ∑

&b

&b

&b

œ œ œ œ œ œœ œ

œ œ œ

œ œ œœ

œ œ œ œ œœ œ œ œ œ œ œ

U

œ

U

œ œ œ œ œ œ œ œ œ œ œ œœ

œ

œ œ œ œ œ œ œ œ œ œ œ œŒ

œ

j

œ œ œ œ œœ œ

Farmer Brown’s Cow



21-30

Five Handsome Sailors

Lynn Kleiner

™

™

4

4&b

Five

F

hand some- sail ors,- stand ing- in a line, Wait ing- for their or ders- be -

&b

fore it's ship ping- time. A long

C

- came a wind and blew

C7

their hats a way,

F

-

&b

(wind music)

∑

So the sail

C

ors- had to chase 'em

&b

(running music)

∑

Gone the hats!

temple block,

tone or wood block

And that was that!

low-pitched drum

&b

March,

F

2, 3, 4. March, 2, 3, 4. March, 2, 3, 4. March, 2, 3, 4.

œ œ ™ œ œœ

œ ™ œ œ ™ œ œŒ œ ™ œ œ ™ œ œ

œ ™ œ

œ ™ œ œ ™ œ œ‰

œ

j

œ œ œ œ œ œ œ œ œ œŒ

Ó Œ

œ œ

œ œ œ œ œ œ Œ

Ó Œ

¿ ¿ ¿ ¿

Œ

¿

‰

œ

j

œ ™

œ œ¿

Œ

¿

Ó

œœ œ œ œ

œ œ œ œœ œ œ œ

œ œ œ



21-30

Go ’round and ’round the vil lage.- Go ’round and ’round the vil lage,- Go

’round and ’round the vil lage,- as we have done be fore.-

4

4&b

Go ’Round and ’Round the Village

Traditional

&b

Slower: Go in.....and out....the windows (3 times)

As we have done before.

Make up additional verses such as: Let’s march around the village,

Let’s jump around the village, We’ll spin around the village, etc.

œ

œœ

œ ™

œ

J

œ ˙ œ

œœ

œ ™ œ

j

œ ˙œ

œœ

œ ™

œ

J

œ ˙ œœ œ œ

œ ˙ ™

Œ



21-30

I

C

want some one- to buy me a po ny,- JIG JOG JIG JOG JIG

G7

JOG GEE.

C

Not too fat and not too bo ny,- JIG JOG JIG JOG JIG

G7

JOG GEE.

C

For

F

I want to go

C

for a ride, all a cross- the coun

G7

try- side- with a

JIG

C

JOG JIG JOG JIG JOG JIG JOG JIG JOG JIG

G7

JOG GEE.

C

4

4&

Jig Jog

Traditional

Arr. by Lynn Kleiner

&

&

&

œœ

œœ œ

œœ œ

œ œ œœ

œœ

œœ œ œ

Œ

œœ

œœ

œœ

œ œ œœ

œœ

œœ œ œ

Œ

œ œœ

œ œœ œ œ

Œ œœ œ

œ œ œ œ œ œ

œœ

œœ

œœ

œœ

œœ

œ œ ˙

Ó



21-30

Love

C

some body,- Yes,

G

I do! Love

C

some body,- Yes,

G

I do!

Love

C

some body,- Yes,

G

I do! LoveLove

C

somesome

bobo

G

--

dy,dy,

--

butand

Iit's

won'tyou,

C

sayyou,

G

who.you.

C

4

4&

Love Somebody

Traditional

&

œœ

œ œœ œ œ

Œ

œœ

œ œ œ œ œ

Œ

œœ

œ œœ œ œ

Œ œœ œ œ œ œ œ œ œ

Œ



21-30

My Valentine

Words by Frank Hagerman

Music by Ruth Stephens Porter

2

4&

#

WillYes,

G

youI'll

bebe

myyour

valval

enen

--

tine,tine,

--

valval

D7

enen

--

tine,tine,

--

valval

G

enen

--

tine?tine.

--

&

#

WillYes,

G

youI'll

bebe

myyour

valval

enen

--

tine?tine.

--

II

C

lovelove

D7

you.you.

G

œ œ œ œ œ œœ œ œ

œœ œ

œ

œ œ œ œ œ œœ œ œ ˙


Now My Shaker's Up / Where Are You?

Arr. Lynn Kleiner

2

4

2

4

&

##

Now

D

my sha ker's- up and now

G

my sha ker's- down.

D

&

##

Now

A7

my sha ker's- dan

D

cing- all

A7

a round- the town.

D

&

##

Dance it by your shoul der,- dance

G

it by your head.

D

&

##

Dance

A7

it by your knees,

D

now tuck

A7

it in to- bed.

D

&

##

Sha

D

ker,- sha ker,- where are you?

&

##

Here I am, here I am, how do

A7

you do?!

D

œ œ œ œ œœ

œ œ œœ ˙

œ œ œœ œ

œ œ œ œœ ˙

œ œ œ œ œœ

œ œ œœ ˙

œ œ œœ œ

œ œ œ œœ ˙

œ œ œœ œ œ œ

œœ Œ

U

œœ œ

œœ œ

œ œ œ ˙


21-30



21-30

One

F

in a boat and the tide

B¨

rolls high.

F

One in a boat and the tide

C

rolls high.

One

F

in a boat and the tide

B¨

rolls high. Get

F

you a pret

C7

ty- one bye

F

and bye.

4

4&b

Traditional Ohio Folk Song

One in a Boat

&b

œœ œ

œœ œ

œœ ˙

œœ œ

œœ œ

œ œ˙

œ œ œœ œ œ

œ œ

˙ œ œ œ œ œ œ œœ

˙



21-30

1. One

2. One

lit

lit

tle

tle

-

-

bum

bum

ble

ble

-

-

bee

bee

One

One

lit

lit

tle

tle

-

-

bum

bum

ble

ble

-

-

bee

bee

One

One

lit

lit

tle

tle

-

-

bum

bum

ble

ble

-

-

bee

bee

bounc

bounc

ing

ing

-

-

on

on

your

your

head.

arm.

4

4&

#

One Little Bumblebee

Finnish Folk Song

&

#

continue with knee, nose, foot, etc.

bzzzzzzz

bzzzzzzz

œœ œ œ œ œ

œœ œ œ œ œ

œœ œ œ œ œ œ œ œ œ œ

Œ



21-30

2. Here are some metal sounds, metal sounds, metal sounds.

Here are some metal sounds, let me hear them play.

Lai, lai, lai, lai, lai . . .

3. Here are some shaker sounds . . .

Here are some shaker sounds . . .


4. Here are some skin sounds . . .

Here are some skin sounds . . .


5. Here are the instruments, instruments, instruments.

Here are the instruments, percussion family.


Here1.

C

are some wood sounds, wood

G

sounds, wood

C

sounds. Here are some wood sounds,

let

G

me hear them play.

C

Lai, lai, lai, lai, lai,

™

™

lai,

G

lai, lai,

C

lai, lai, lai, lai, lai, lai, lai,

G

lai, lai, lai, lai.

C

4

4&

Percussion Family

Lynn Kleiner

&

&

œ

j

œ œ

j

œœ

œœ

œœ

œ

j

œ œ

j

œœ

œœ

œœ œ

Œ

œ

j

œ œ

j

œœ

œœ

œœ

œ

j

œ œ

j

œœ

œœ

œœ œ

Œ



21-30

Rock

C

a- bye,- ba

A‹

by,- thy cra

F

dle- is green,

G7

Fath

C

er’s- a no

A‹

ble- man,- moth

F

er’s- a Queen,

G7

and

Bet

F

ty’s- a la

C

dy- and wears

F

a gold ring,

C

and John

F

ny’s- a

G7

drum

A‹

mer- and drums

F

for the

G7

King.

C

6

8&

#

Rock-a-bye, Baby

Traditional

Arranged by Lynn Kleiner

&

#

œ ™ œ œœ œ œ

œ œ œ œ ™

œ ™ œ œœ œ œ

œ œ œ œ œ

j

œœ

œœ

œœ

œœ

œœ œ

j

œ ™

œ œ œ œ œœ

œ œ œ ™



21-30

Row,

C

row, row your boat gent ly- down the stream.

Mer ri- ly,- mer ri- ly,- mer ri- ly,- mer ri- ly,- life

G

is but a dream.

C

6

8&

Row Your Boat

Traditional

&

œ ™ œ ™ œ œ

j

œ ™ œ œ

j

œ œ

j

˙ ™

œ œ œœ œ œ

œ œ œœ œ œ

œ œ

j

œ œ

j

˙ ™


We're gon na- shake

D

and shake and shake and stop! Shake

A

and shake and

shake and stop! Shake

D

and shake and shake and stop! Now

G

we'll shake

A

some more.

D

4

4&

##

Shake and Stop

Lynn Kleiner

&

##

œ

j

œ œœ œ

œ œœ œ

œ

Œ

U

œ œœ œ

œ œœ

Œ

U

œ œœ œ

œ œœ

Œ

U

œ œ œ œ ˙

‰


21-30



21-30

Silly Sam

Lynn Kleiner

™

™

4

4&

##

Sil1.2. Lai

D

lylai

- Sam,lai

thelai

snealai

kylai

- snake,lai,

hideslai

A7

belai

hindlai

- alai

rocklai

andlai

helai

startslai

D

tolai

wait.lai.

ThenLai

helai

&

##

shakeslai

uplai

highlai

andlai

helai

shakeslai

downlai

low,lai,

wiglai

A7

glin'lai

- andlai

alai

grinlai

nin'lai

- andlai

alai

waylai

D

- helai

goes.lai.

œ œ œ œ ‰ œœ

J œŒ

œ œ œ œœ œ œ œ œ œ Œ

U

œ œ

œ

J

œ œ

J

œœ œ

œ

j

œ œ

j

œ

Œ

œ œ œ œœ œ œ œ

œ

j

œ œ

j

œ

Œ



21-30

Stars

Alice Olsen

2

4&

#

Stars

G

are twink

C

ling- in

G

the sky,

C

way

G

up high,

C

way

A‹

up high.

D

&

#

Stars

G

are twink

C

ling- in

G

the sky,

C

shin

A‹

ing- down

D

on me.

G

œ œ œ œ œ œ œ œ œ œœ œ œ

œ œ œ œ œ œ œœ œ œ œ ˙

STARS By Alice Olsen © 1989 Alice Olsen Publishing Co.

3515 NE 130th Ave., Vancouver, WA 98682

All Rights Reserved Used with Kind Permission

Stars

Alice Olsen

2

4&

#

Stars

G

are twink

C

ling- in

G

the sky,

C

way

G

up high,

C

way

A‹

up high.

D

&

#

Stars

G

are twink

C

ling- in

G

the sky,

C

shin

A‹

ing- down

D

on me.

G

œ œ œ œ œ œ œ œ œ œœ œ œ

œ œ œ œ œ œ œœ œ œ œ ˙

STARS By Alice Olsen © 1989 Alice Olsen Publishing Co.

3515 NE 130th Ave., Vancouver, WA 98682

All Rights Reserved Used with Kind Permission


Ten Fish in the Sea

Arr. Dan Plaster & Lynn Kleiner

1.,4.

™

™

2.

™

™

3.

™

™

4

4&b

One

(Capo 3) F(D)

lit tle,- two lit tle,- three lit tle- fish es,- four

C(A)

lit tle,- five lit tle,- six lit tle- fish es,-

&b

sev

F(D)

en- lit tle,- eight lit tle,- nine lit tle- fish es,- ten

C(A)

fish in the sea!

F(D)

They

&b

jumped

F(D)

up high to catch some bugs. They jumped

C(A)

up high to catch some bugs. They

&b

jumped

F(D)

up high to catch some bugs. Ten

C(A)

fish in the sea!

&b

Ten

C(A)

fish in the sea!

F(D)

They swam

F(D)

all a round- all a round- in a cir cle.-

&b

Swam

C(A)

all a round- all a round- in a cir cle.- Swam

F(D)

all a round- all a round- in a cir cle.-

&b

Ten

C(A)

fish in the sea!

F(D)

Ten

C(A)

fish in the sea!

F(D)

They

&b

swam

F(D)

down low to hide in the sea weed.- Swam

C(A)

down low to hide in the sea weed.-

&b

Swam

F(D)

down low to hide in the sea weed.- Ten

C(A)

fish in the sea!

F(D)

œ œ œ œ œ œœ

œ œœ

œ œ œ œ œ œ œœ

œ œœ

œ

œ œ œ œ œ œ œœ

œ œœ

œ

œ œ œ œ œ‰

œ

j

œ œ

¿ ™

œœ

œœ

œ œ œ

¿ ™

œœ

œœ

œ

œ œ

¿ ™

œœ

œœ

œ

œ œ œ œ œ

j‰ Œ

œ œ œ œ œ‰™

œ

rœ œ œ œ œ œ

œœ œ

œœ

œ œ œ œ œ œœ

œ œœ

œœ œ œ œ œ œ

œœ œ

œœ

œ œ œ œ œŒ œ œ œ œ œ

‰™

œ

r

œ œ¿ ™

œœ

œ œœ

œ œ œ

¿ ™

œœ

œ œœ

œ

œ œ¿ ™

œœ

œ œœ

œ

œ œ œ œ œŒ

Ten Fish in the Sea


21-30


Now we'll take our colors and lay them out flat.

Then fold them all neatly like this and like that.

Then fold them all neatly like this and like that,

And go to the basket and put them all back.

The co

F

lors- are glid ing- all a round.- The

co lors- are glid ing- all a round.

B¨

- The co

F

lors- are glid ing-

™

™

all

Movement with different colored scarves is meant ot accompany this song.

Have the children follow the lyrics as a guide to playing with the scarves.

For a simple and beautiful accompaniment, metallophones set up in F pentatonic can be played once on each measure.

Children with two or four mallets can strike pentatonic bars, changing at random on the first beat of every measure.

a round,- and now all our co lors- will fall

B¨

to the ground.

F

3

4&b


Lynn Kleiner

&b

&b

œ œœ œ ˙ œ œ œ œ

˙œ

œœ œ ˙ œ œ œ œ

˙ œ œœ œ ˙ œ

œ œ œ˙ œ œ œ œ

œ œ œ œœ œ œ

Œ


21-30



21-30

2. Hurry, hurry, turn the corner.

Hurry, hurry, turn the corner.

Hurry, hurry, turn the corner.

Ding, ding, ding, ding, ding!

3. Hurry, hurry, find the fire...

4. Hurry, hurry, climb the ladder...

5. Hurry, hurry, squirt the water...

6. Let's go rest back at the station...

Hur1.

F

ry,- hur ry,- drive the fire truck, hur

C7

ry,- hur ry,- drive the fire truck,

™

™

hur

F

ry,- hur ry,- drive the fire truck, ding,

C7

ding, ding, ding, ding!

F

4

4&b

The Fire Truck

Lyrics by Lucille Wood

&b

œ œ œ œœ

œœ

œ œ œ œ œœ

œœ

œ

œ œ œ œœ

œœ

œ

œ œ œ œ œŒ



21-30

Three Times Around

Went Our Little Ship

Arr. Lynn Kleiner

(under the parachute)

Under the water, under the sea.

Up floats our little ship, and up floats me!

2

4&

#

One

A

G

time a round- went our lit tle- ship. Two times a round

D7

- went she.

G

&

#

Three

B

times a round- went our lit tle- ship. Then she sank to the bot

D7

tom- of the sea.

G

œ œ œ œ œ œ œ œ œ

j ‰œ œ œ œ œ œ Œ

œ œ œ œ œ œ œ œ œ

œ œ œ œ œ œ œ œ œ œŒ



21-30

Tideo

Traditional

Arr. Lynn Kleiner

Optional Ending:

™

™

Suggestions for Instrument Verses:

2

4&

TimeHel

C

forlo-

mu(child's

sicname)

- TiTi

dede

--

o,o,

--

TimeHel

forlo-

mu(child's

sicname)

-TiTi

(G7)*

dede

--

o.o.

C

--

&

TimeHel

C

forlo-

mu(child's

sicname)

- TiTi

dede

--

o,o,

--

Jin gle- at the win dow,- Ti

(G7)

de- o.

C

-

&

Jing

C

lin',- Jing lin',- Jing

F

a- lin'- Joe.

C

Jin gle- at the win dow,- Ti

(G7))

de- o.

C

-

&

Ti de- o.- Ti de- o.- Jin gle- at the win dow,- Ti de- o.-

&

TimeTimeTimeTimeTimeTime

forforforforfor

drums

shawoods

meinstru

now

kersnow

talsments

-

--

TiTiTiTiTi

dedededede

-----

o,o,o,o,o,

-----

TimeTimeTimeTimeTime

forforforforfor

drums

shawoods

meinstru

now

kersnow

talsments

-

--

tititititi

dedededede

-----

o.o.o.

o.

o.

-----

œœ œ œ

œœ œ

œœ œ œ

œ œ œ

œœ œ œ

œœ œ

œœ œ

œœ œ

œ œ œ

œ œœ œ œ œ œ œ

œœ œ

œœ œ

œ œ œ

œœ

œ

U

œœ

œ

U

œ œ œ œ œ œœ œ œ

œœ œ œ

œœ œ

œœ œ œ

œ œ œ



21-30

Twinkle TwinkleTwinkle Twinkle for Colors

Teacher: Solo:

4

4&

##

Twin

D

kle,- twin kle,- lit

G

tle- star.

D

How

A

I won

D

der- what

A

you are.

D

&

##

Up

D

a bove

G

- the world

D

so high,

A

Like

D

a dia

G

mond- in

D

the sky.

A

&

##

Twin

D

kle,- twink le,- lit

G

tle- star.

D

How

A

I won

D

der- what

A

you are.

D

&

##

Twin

D

kle,- twin kle,- lit

G

tle- star.

D

Sing

A7

the co

D

lor- that

A7

you are.

D

I am a blue star.

œ œ

œ œ œ œ ˙ œ œ œ œ œ œ ˙

œ œ œ œ œ œ ˙œ œ œ œ œ œ ˙

œ œ


œ œ


˙œ œ

˙˙



21-30

Who’s

C

that hatch ing?- Who’s that hatch ing?-

Who’s that hatch ing- in the egg?

™

™

™

™

1. I’m

2. I’m

3. I’m

a

a

a

ba

ba

ba

by

by

by

-

-

-

bird

tur

cock a-

ie.

tle

too.

-

-

-

Hel

Hel

Hel

lo

lo

lo

-

-

-

ba

ba

ba

by

by

by

-

-

-

bird

tur

cock a-

ie.

tle

too.

-

-

-

And that’s who’s hatch ing.- That’s who’s hatch ing.-

That’s who’s hatch ing- in the egg.

4

4&

(play steady beat) (play steady beat)

Who’s That Hatching?

Lynn Kleiner

&

(improvise on instruments, varying rhythms and tempos)

&

(add other verses using babies that hatch!)

Solo: All:

&

U

(play steady beat) (play steady beat)

&

(improvise on instruments, varying rhythms and tempos)

œœ

œœ ¿ ¿ ¿ ¿

œœ

œœ ¿ ¿ ¿ ¿

œœ

œœ

œœ

˙ ¿ ¿ ¿ ¿ ¿ ¿ ¿

Œ

œ œœ œ

œœ œœ

œ œœ œ

œœ œœ

j

œ

jœ

œœ

œ ¿ ¿ ¿ ¿œ

œœ

œ ¿ ¿ ¿ ¿

œœ

œœ

œœ

˙ ¿ ¿ ¿ ¿ ¿ ¿ ¿

Œ

Simply usic hapsody - Music Rhapsody

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Transcript of Simply usic hapsody - Music Rhapsody