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Musicplay
for
Kindergarten
by Denise Gagne
A complete music curriculum for kindergarten
Includes everthing that you need to teach
music for the entire school year!
6 CDs
Lesson plans
Year outline - thematic index
Includes
* songs for many themes
* songs to teach language & early literacy skills
* poems and chants
* songs to teach math, science, social studies
* songs to teach social skills
* songs for holidays and special days
* movement songs for integration into PE
* listening selections
* songs from many countries
Musicplay for Kindergarten
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Welcome to School
Put Your Finger on Your Lip
Count and Go
Listen as I Play the Beat
Join Into the Game
You’ve Got to Sing
This is My Speaking Voice
Cookie Jar Chant
Follow, Follow Me
A Smile Goes a Long, Long
Way
Vivace, Handel
Hickety Tickety
Loud Voice - Quiet Voice
Do You Want to be My
Friend?
Walk to School
Andy Pandy
Dr. Knickerbocker
Gingerbread Man
Color Song
I am a Pizza
Autumn Leaves
Shape Song
Hey! Hey! Look at Me
We Cook Turkey
Air, J.S. Bach
Badinerie, J.S. Bach
I’m Glad I Have a Nose
London Bridge
I Get a Happy Feeling
Stop! Look and Listen
October is Here
Pumpkin Stew
Alphabet Action
Brush Your Teeth
Halloween Looby Loo
Costume Fun
Pumpkin Fat
Grumpy Grizzly
Can’t Wait to Hibernate
Tommy Thumb
Sambalele
Kumbayah
Gavotte, J.S. Bach
Take my Little Car
Days of the Week
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
Old Navy
Rainbow World
Old King Glory
Bear
Teddy Bear
Wheat in the Wind
Phony Baloney
Barnacle Bill
ABC Blues
Put the Beat in your Feet
I’d Go Dancing
One Little Candle
Germs
Parade of the Wooden
Soldiers, Jessel
Curly Joe
S-A-N-T-A
Rock Around the Christmas
Tree
Christmas is Here
Play the Bells to Celebrate
Jolly Jolly Santa
He’ll be Comin’ Down
the Chimney
Let’s Get on Board
The Sewing Machine
Ha Ha This-A-Way
Snowman Joe
Bogannin’ Hill
Old Mother Brown
Penguin Polka
Months of the Year
Jubilee
Who has the Pencil?
Sailor Song
Fiddledeedee
Button Factory
Pretty Princess
Cheer for 100!
It Takes One to Know One
Arroz con leche
Page’s Train
Chew Chew
Down by the Station
Groundhog
Willowbee
Musical Priest
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
Little Airplane
Three Wheeled Car
Listen to me Play
I Like Valentines
As Friends We’re Two
Kangaroo
Wallaby Hop
Hey There Friend
Head and Shoulders
If You’re Happy
We Don’t Put Up with
Putdowns
Alice the Camel
A Tisket a Tasket
San Severino
Dinosaurs
Dinosaur Ditty-wa
I Wanna Be a Dog
The Proud Horseman
Connaughtman’s Rambles
Burnie Bee
A me Limbo
Purple Stew
Leprechaun March
Michael Finnigan
Mr. Troll
Nanny Goats
Don’t Throw Your Junk
Move to the Drum 1
Me and my Kite
Knees Up Mother Brown
Tingalayo
Four in a Boat
Pass the Shoe
Hugs and Grugs
Bubble Gum
Kids are Cool
Easter Bunny Hops Along
Easter is Here
German Dance, Beethoven
Color the Eggs
Old Mr. Rabbit
Spaceworms
Five Green Men
Rain Rain
Six Inch Boots
If All the Raindrops
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
Ame Ame
We’ve Got the Whole World
Bluebird
Grandma Moses
Grandma and Grandpa
Wear a Helmet
Debajo del Boton
Moms are Special
Frog in my Pocket
On a Log
Scie le bois
The Great Gate of Kiev,
Mussorgsky
Symphony No. 4,
Mendelssohn
Chickamy
Old MacDonald
Welcome to Bermooda
Peanut Butter
Farmer in the Dell
Move to the Instruments
Los Pollitos
Watch our Garden Grow
Listen to the Water
Go Round and Round the
Village
See Saw
Uptown Zoo
Fireman
Circus Parade
Naughty Kitty Cat
Humpback Whale
A Boy and Girl in a Canoe
Miss Polly
The Mill
Hotaru Koi
Sammy the Salmon
What Shall We Do?
Tambourin, J.C. Bach
Let Your Light Shine
Draw a Bucket of Water
She’ll be Comin’ Round
the Mountain
Move to the Drum 2
Themes & Variations
Box 25109 Deer Park PO, Red Deer, Alberta T4R 2M2
Email: [email protected]
Phone or Fax: 1-888-562-4647
Web Site: www.musicplay.ca Printed in Canada
Copyright ©2003 by Themes & Variations revised and reprinted Sept. 2004
ISBN Number: 1-894096-71-1
No copying of any part of this book is allowed! Thousands of hours have gone into the writing,
layout and editing of this book. Please do not photocopy!
About Musicplay:
Musicplay is a play-based music program. Each week in kindergarten a new game is learned from
which the musical concepts in the curriculum are taught. Children love music games - this is a text that will have
your students really excited about learning music! Pentatonic, or reading songs comprise part of Musicplay. The
sequencing of reading songs within the program works very well within both Orff and Kodaly based programs.
There are more than 175 songs in kindergarten - action songs, singalong songs, folk songs, multicultural songs,
game songs, theme songs and holiday songs.
This program was written to be used by a kindergarten classroom teacher who sees the class every day for
a half day, or for the music specialist that may see the kindergarten classes only once a week. Each week a
specific musical concept is introduced, taught or reviewed. This is the “core” lesson that should be taught by both
classroom teacher or music specialist. In addition to the “core” lesson, there are 3-5 supplementary songs. The
classroom teacher may want to teach all the supplementary songs that are given. The music specialist that has
much less time with the students will have to make choices as to what is most important to teach.
The CDs were recorded with separate accompaniment tracks for as many performance pieces as possible.
When there are two numbers, the first number refers to the vocal guide and the second, the accompaniments only.
Accompaniments are not included for game songs, because traditionally they are sung unaccompanied. The
recordings that are by children’s artists do not have accompaniments because they aren’t recorded in this way.
The multicultural songs were sung by singers native to the country from which they came. A mix of voices and
accompaniments are used on the CDs - children’s voices, classroom singing, choral singing, adult female and
adult male, accompanied by piano, Orff instruments, and instrumental tracks.
The songs in this program are intended to be taught by rote. Sing the song for your students while they listen,
or play the song on the CD in its entirety. Then sing (or play) one phrase at a time, having the students repeat the
phrase.
Orff accompaniments were used for some songs in the kindergarten program. These use only a simple bordun
played on the beat.
Listening selections are included on the CDs to teach a specific concept - fast/slow, loud/soft or beat. The
listening selections were changed in Sept. 2004 to include orchestral recordings as well as simple piano pieces.
If you have an earlier edition, contact the author if you’d like copies of the new listening selections. If you would
like to have additional listening selections, you could use the “Listening Resource Kit Level 1”. This has the
complete “Carnival of the Animals” and excerpts from “Peter and the Wolf”. See the supplemental resource list
on page 136 (end of the guide) for information on this publication.
This is not a text that will be out of print in 7 years. There will be upgrades to the text - not reprints. There is a
registration form at the end of the teachers guide. Please fill in the registration and fax or email it to us. Original
purchasers of the program will be eligible to receive upgrades for free as pdf files or at a nominal cost for print
copies. Please email if you have any questions about anything in the program. Email support is always available.
([email protected])
Moving
Kindergarten Music Curriculum
Speaking
Singing (1*)
Playing
(2,6,7*)
Listening
(6,7*)
Reading
Notating (5*)
Creating
(2,3,4*)
* develop voice
* melodic
direction
*high-middle-low
* tone match:
songs with limited
range
* repertoire songs
* melodic direction
* play high or low
notes on pitched
instruments
* melodic direction
* high-low
* size of sound
source = pitch
* show high-low
with arm motions
(so-mi)
* respond to so-mi
hand signals
* create answers to
teacher questions
* create new verses
alone or within the
group
* major/minor
experience
* sing a song
with teacher
accompanied
ostinato
* play a rhythm with * listen to
teacher accompanied major/minor
ostinato
and ask how it
makes them feel or
what it makes them
think of.
* experience phrase
through movement,
teacher labels with
shapes
* sing songs with
sections that may
be repeated (same)
or different. (AB)
* move to show
fast-slow, loud-soft,
different moods
eg. create
movement to
“Spaceworms”.
* sing music that
is loud - soft,
fast - slow
* sing songs with
expression to show
the meaning of the
song
* recognize that
a section can be
repeated or different
when playing
instruments
R
H
Y
T
H
M
M
E
L
O
D
Y
* Beat - experience,
label
*short-long
patterns, rest
experience
* accent
H
A
R
M
O
N
Y
F
O
R
M
* move to music
that is major/minor
and ask how it
makes them feel.
* experience and
label melodic
direction
* experience and
begin to label
high-low
* Sing songs with a * Beat - experience
steady beat in 2/4 and label when
4/4 6/8
playing unpitched
instruments
* Patterns
q qr
* Beat - experience
and label when
listening
* Experience and
label beat. Tap a
beat on a beat chart.
* label patterns
q qr
* Play a beat on a
variety of
instruments
* create patterns on
unpitched
instruments
* experience
moving and
creating to minor
“October is Here”
“Halloween Looby
Loo”
* recognize that a
section can be
repeated or different
when listening
* teacher labels and * As a class, decide
shows form with
on the final form of
shapes
performances
* recognize that
music may express
our feelings.
* loud - soft
* fast - slow
* timbre * timbre
- instruments u/p
classify by sound
* timbre - voices
* Teacher can label
songs as fast-slow,
loud-soft
* create movements
that show fast-slow,
loud-soft
eg. Take my Little
Car for fast-slow,
Grumpy Grizzly for
loud-soft
* perform singing
* sing songs from a * play instruments
* listen to music
* Teacher should
games and simple
variety of cultures representative of
from a variety of
show the location
dances from a
* sing simple songs many cultures
historical periods
of the country or
variety of cultures
in languages other
and a variety of
culture on a world
eg. Ame Ame,
than English
cultures
map or on a globe.
Arroz con leche,
eg.
Kumbayah,
Connaughtman’s
Tingalayo,
Ramble - Irish
Sambalele
Tambourin - Bach
Relate music to other arts and other subject areas: (8)
* Learn songs that reinforce or relate to topics, skills and subjects that are learned in kindergarten.
* Have students draw pictures that show the way music makes them feel, or what it makes them think of.
* Have students dramatize songs.
* Create dances and movements to music.
* Learn many poems and chants
* Numbers in brackets refer to MENC content standards for music in K-4.
* create movements
to songs from other
cultures
eg. Firefly, Japan
Little Airplane,
China
E
X
P
R
E
S
S
I
O
N
C
U
L
T
U
R
E
(9*)
* play the beat on
instruments to show
fast - slow, loud-soft
June
May
April
March
Feb
Jan
Dec
Nov
Oct
Sep
Month
* accent
* loud - soft * fast - slow
Page’s Train
Chew Chew
Down by the Station
* loud - soft * fast - slow
Head and Shoulders
* label patterns q qt
* loud - soft * fast - slow
Get on Board
* Beat - label
* loud - soft * fast - slow
Put the Beat in Your Feet
* Beat - label
* loud - soft * fast - slow
* short-long patterns
Grumpy Grizzly (l-s)
Take my Little Car (f-s)
* Beat - experience
* loud - soft * fast - slow
* short-long patterns
I Get a Happy Feeling
* Beat - experience
* loud - soft
Listen as I Play the Beat
Beat/Rhythm
Expression
* Prepare la
Naughty Kitty Cat
* respond to so-mi hand
signals
Fireman
* Prepare la
The Mill
* respond to so-mi hand
signals
Bubble Gum
Rain Rain
* respond to so-mi hand
signals
Burnie Bee
* music can express
feelings
* show high-low
Kangaroo
* show high-low with arm
motions (so-mi)
Old Mother Brown
* high-low, tone match
Curly Joe - guess
* high-low, tone match
Teddy Bear
Old King Glory
* experience high-low
* tone match
Autumn Leaves
Hey! Hey! Look at Me
* vocal exploration
This is my Speaking Voice
Loud Voice - Quiet Voice
Melody Harmony
* classify by sound
* timbre - instruments
- sound effects
Chickamy
Old Macdonald
(with inst)
Mr. Troll
* create sound effects
* timbre - voices
If You’re Happy
(with Inst)
* create sound effects
* timbre - voices
Who has the Pencil?
Pretty Princess
* create sound effects
* timbre - voices
Join into the Game
(with Inst)
* exp phrase
* high/low
* explore instruments
* timbre - voices
* phrase
* high/low
* timbre - voices
* experience phrase
Gingerbread Man
Listening
Creating
* beat, mime, imitate
* A section can be same/different
Japan - Firefly
* Music can be organized into
sections (phrase)
Spanish: Los Pollitos
En el Arco (animals)
* free movement, imitation,
mime
* singing games
Bluebird
* singing games
Willowbee
Purple Stew
Tingalayo - Caribbean
* mime animals etc
China:
* free movement, imitation,
mime
Barnacle Bill
* mime animals
* free movement, imitation
Hanukkah
* exp phrase
* free movement, imitation
Sambalele - Brazil
Barnacle Bill
* exp phrase
* free movement,
imitation
* high/low
* define open space
* imitation - action songs
Andy Pandy
Dr. Knickerbocker
Form/Culture
Movement
* Insects:
What Shall We Do?
Firefly
Watch Our Garden Grow
Color the Eggs (colors)
Wear a Helmet
A me Limbo
Months
Dinosaurs
T-Rex is Coming
Months of the Year
100 Day Song
Germs
ABC Blues
Days of the Week
Shape Song
Stop! Look and Listen
Alphabet Action
Brush Your Teeth
Color Song
Put Your Finger on Your Lip
Count and Go
Teaching
Songs
Kindergarten Year Plan
Miss Polly
Pass the Shoe
Draw a Bucket of Water
On a Log
Old Navy
Old Mr. Rabbit
Easter Bunny Hops Along
Easter is Here
Grandma Moses
Leprechaun March
Mr. Troll (colors)
Four in a Boat
We Don’t Put Up with Putdowns
A Tisket a Tasket
Ha Ha This-A-Way
Christmas is Here
Button Factory
Tommy Thumb
Phony Baloney
October is Here
Costume Fun
Pumpkin Fat
Halloween Looby Loo
Hickety Tickety
Follow, Follow Me
Cookie Jar
Action/Game
Songs
Let Your Light Shine
A Boy and a Girl in a Little Canoe
Circus Parade
Chew Chew
Moms are Special
Old MacDonald
Uptown Zoo
Frog in my Pocket
If All the Raindrops
I’d Go Dancing
Grandma and Grandpa
Don’t Throw Your Junk
Me and my Kite
Billy Goats Gruff
Hugs and Grugs
Michael Finnigan
Groundhog
As Friends We’re Two
I Like Valentines
I Wanna Be a Dog
‘Bogannin’ Hill
Michael Row
Penguin Polka
Sailor Song
Rock Around the Christmas Tree
S-A-N-T-A
He’ll be Comin’ Down the Chimney
Jolly Jolly Santa
Hanukkah
Bear
Kumbayah - Peace
Rainbow World
Wheat in the Wind
I’m Glad I Have a Nose
We Cooked Turkey
Pumpkin Stew
It Takes One to Know One
Welcome to School
You’ve Got to Sing
Do You Want to be My Friend?
A Smile Goes a Long, Long Way
Theme/Repetoire
Songs
Kindergarten Thematic Song List
Action/Game Songs:
Song #
Colors/Shapes:
Song #
High-Low Songs:
Song #
Song #
Knees Up Mother Brown
119 Color Song
19 Old King Glory
124
48 Bubblegum
Purple Stew
111 Mr. Troll
114 Autumn Leaves
60
21 Curly Joe
Dr. Knickerbocker
17 Shape Song
22 Snowman Joe
159
70 See Saw
Go Round and Round
58
Counting Songs:
Hundred Day:
A Tisket a Tasket
102
Ha Ha This-A-Way
69 Barnacle Bill
53 Cheer for 100!
Safety / Health Songs:
81
Willowbee
88 Alice the Camel
101
Insects - Bugs:
Stop! Look and Listen
30
Four in a Boat
121 Count and Go
3 What Shall We Do?
58
170 Germs
Naughty Kitty Cat
163
Days/Months:
Burnie Bee
141
109 Wear a Helmet
Bluebird
138 Days of the Week
45
Instrument Exploration:
Brush Your Teeth
34
Who has the Pencil?
76 Months of the Year
74 Chickamy
Space:
149
Phony Baloney
52
Dinosaurs:
Listen to me Play
131
92 Spaceworms
Button Factory
79 Dinosaur Ditty-wa
105
Japan:
Five Green Men
132
Pass the Shoe
122 Dinosaurs
104 Hotaru Koi
Spanish:
168
London Bridge
28
Easter:
Ame Ame
155
136 Los Pollitos
Draw a Bucket of Water
173 Color the Eggs
129
Lineups:
Arroz con leche
83
Old Navy
46 Easter Bunny Hops Along
126 Follow, Follow Me
103
9 San Severino
Miss Polly
166 Easter is Here
127 Walk to School
142
15 Debajo del boton
Join Into the Game
5 Old Mr. Rabbit
130 Put Your Finger on Your Lip
Speaking/Singing Voice:
2
If You’re Happy
99
Earth Day:
Loud/Soft:
This is my Speaking Voice
7
Tommy Thumb
40 We’ve Got the Whole World 137 Grizzly Bear game
13
38 Loud Voice - Quiet Voice
The Mill
167
Families:
Loud Voice - Quiet Voice
Spring/Rain:
13
Peanut Butter
152 Rainbow World
47
Mothers Day:
Ame Ame
136
African Songs:
Don’t Throw Your Junk
116 Moms are Special
118
143 Me and my Kite
Kumbayah
42
Farms:
Frog in My Pocket
134
144 Six Inch Boots
Alphabet:
Old MacDonald
150
Multicultural:
If All the Raindrops
135
ABC Blues
54 Farmer in the Dell
153 Ame Ame (Japan)
133
136 Rain Rain
Alphabet Action
33 Watch our Garden Grow
156 Arroz con leche (Spanish)
St. Patricks Day:
83
A me Limbo
110
Fast/Slow:
Debajo del Boton (Sp)
112
142 Leprechaun March
Animals:
Take my Little Car
44 Hotaru Koi (Japan)
113
168 Michael Finnigan
I Wanna Be a Dog
106 Down by the Station
86 Kumbayah (African)
Stories with Songs:
42
Naughty Kitty Cat
163 Chew Chew
85 Los Pollitos (Spanish)
80
155 Pretty Princess
Australia:
Let’s Get on Board
67 Sambalele (Brazil)
18
41 Gingerbread Man
Wallaby Hop
96 Page’s Train
84 San Severino (Spanish)
114
103 Mr. Troll
Bears:
French Songs:
Scie le Bois (French)
115
146 Nanny Goats
Can’t Wait to Hibernate
39 Scie le bois
146 Tingalayo (West Indian)
Thanksgiving:
120
Teddy Bear
50
Friends:
Names/Beat/Welcome:
I’m Glad I Have a Nose
27
Bear
49 Fiddledeedee
78 Listen as I Play the Beat
24
4 We Cook Turkey
Beaches:
Do YouWant to be my
Hickety Tickety
Train Songs:
12
A Boy and a Girl in a Canoe
165 Friend?
14 Welcome
75
1 Jubilee
Welcome to Bermooda
151 As Friends We’re Two
94 Cookie Jar Chant
67
8 Let’s Get on Board
Beat/Instruments:
Frogs:
Oceans/Beaches:
Down by the Station
86
I Get a Happy Feeling
29 On a Log
145 Sammy the Salmon
Valentines:
169
Put the Beat in Your Feet
55 Frog in My Pocket
144 Humpback Whale
93
164 I Like Valentines
Body Awareness:
Graduation:
Listen to the Water
97
157 Hey There Friend
Head and Shoulders
98 I’d Go Dancing
56
Peace - Getting Along:
Singalong/Repetoire Songs:
Brazil:
Let Your Light Shine
172 We Don’t Put Up
77
100 Sailor Song
Sambalele
41 Kids are Cool
125 Hugs ‘n Grugs
123 A Boy and a Girl in a Canoe 165
Celtic Music:
Grandparents Day:
Wheat in the Wind (peace)
20
51 I am a Pizza
Connaughtman’s Ramble
108 Grandma and Grandpa
140 It Takes One to Know One
156
82 Watch our Garden Grow
Musical Priest
89 Grandma Moses
139
Penguins:
She’ll Be Comin’ Round the
China:
Groundhog Day:
Penguin Polka
174
73 Mountain
Three Wheeled Car
91 Groundhog
87
Reading songs
A Smile Goes a Long,
Little Airplane
90
Halloween:
(sm, lsm):
Long Way
10
Christmas:
Pumpkin Fat
37 Kangaroo
71
95 Bogannin’ Hill
Jolly Jolly Santa
65 Costume Fun
36 Fireman
6
161 You’ve Got to Sing
Rock Around the Christmas Tree 62 Halloween Looby Loo
35 Hey! Hey! Look At Me
Zoo:
23
Christmas is Here
63 Pumpkin Stew
32 Old Mother Brown
160
72 Uptown Zoo
S-A-N-T-A
61 October is Here
31 Pumpkin Fat
37
He’ll be Comin’ Down
66
Hanukkah:
Rain Rain
133
Circus:
One Little Candle
57 Andy Pandy
16
Circus Parade
162
Burnie Bee
109
Curriculum Specific Songs and Topics:
#
Language Arts Songs:
33
Alphabet Action
54
ABC Blues
12 songs are given as stories in the “Big Story
Book” and “Reproducible
Take-home Stories”.
#
3
81
101
124
Math Songs:
Count and Go
Cheer for 100!
Alice the Camel
Bubble Gum
Science topics: (see thematic index)
Bears
Dinosaurs
Autumn
Gardens (seeds, plants)
Whales
Salmon
Rain
Insects
#
30
34
58
98
141
Health Songs:
Stop! Look and Listen
Brush Your Teeth
Germs
Head and Shoulders
Wear a Helmet
#
45
74
Basic Skills:
Days of the Week
Months of the Year
#
14
51
82
94
100
137
Social Skills Songs:
Do You Want to be my Friend?
Wheat in the Wind
It Takes One to Know One
As Friends We’re Two
We Don’t Put Up with Putdowns
We’ve Got the Whole World
Social Studies topics:
Families
Jobs
Japan
Brazil
Africa
China
Spanish songs
Australia
Caribbean
#
Poems and Chants:
6a
7
8
10a
11a
11b
14a
28a
28b
29a
31a
31b
32a
40a
41a
45a
47a
55a
59a
59b
64a
66a
78a
79a
79b
83a
86a
104a
109a
132a
133a
133b
133c
134a
140a
148a
156a
170a
170b
Open Shut Them
Speaking/Singing
Cookie Jar
The Sitter Poem
Pussycat Pussycat
One Two Three
Order in the Court
Criss Cross Applesauce
Autumn
Jelly in the Bowl
Hey Ho for Halloween
Witch Witch Where do you fly?
Peter, Peter Pumpkin Eater
Two Little Dicky Birds
Lady Bugs
Slowly Slowly
Galloping Chant
Once I Caught a Fish Alive
Here is the Chimney
Five Little Bells
Chubby Little Snowman
Bundles
The Train
Snow
Winter
Bate Bate Chocolate
The Taxi
Dinosaurs
Here is a Beehive
Zoom, Zoom, Zoom
Clouds
Rain
Clouds
Dr. Foster
These are Grandma’s Glasses
Monkeys On the Bed
Fishy Fishy
Lady Bugs
Flutterby
#
Listening Examples:
11
25
26
43
59
68
89
107
108
128
147
148
171
Vivace, Handel
Air, JS Bach
Badinerie, JS Bach
Gavotte, JS Bach
Parade of the Soldiers, Kessel
The Sewing Machine, Melanie Bonis
Musical Priest
The Proud Horseman, Robert Fuchs
Connaughtman’s Rambles
German Dance, Beethoven
Great Gate of Kiev, Mussorgsky
Symphony No 4, Mendelssohn
Tambourin, JC Bach
September Week 1
Concept to teach:
1.
2.
3.
4.
5.
6.
*Following Directions
Theme: Following Directions
Welcome to School CD1:1
Put Your Finger on Your Lip CD1:2-29
Count and Go CD1:3
Listen as I Play the Beat CD1:4
Join Into the Game CD1:5
You’ve Got to Sing CD1:6-30
1. Welcome to School
CD1:1 Big Book pg. 2
j
j
c
œ
& œ œ
œ
Leader
Wel- come
Leader
& œ
Hope
j
& œ œ
œ
you
Leader
Now is
to school
ev - 'ry - one.
mu - sic
œ
œ
have
the time
to
& œ œ œ œ
have
a
Œ
œ œ œ Œ
class echoes
lot
j
œ œ œ
of
sing
‹
(Wel- come
class echoes
œ œ œ
a
Leader
Hope you
œ œ œ Œ
œ
j
j
œ
œ œ
œ
class echoes
and
œ
(clap) great
fun.
play.
œ
day!
Œ
œ
(Hope
j
œ œ
œ
you
(Now is
to school
œ
ev - 'ry - one.)
mu - sic
œ
œ
have
j
œ œ
a
of
fun.)
œ œ œ Œ
to
œ œ œ œ
have
lot
œ
the time
Œ
œ œ œ
a
class echoes
(Hope you
œ œ œ Œ
D. Gagne
sing
‹
and play.)
œ
œ
(clap) great day.)
Œ
Teaching Process/Suggested Activities:
The classroom Kindergarten teacher can use this song to welcome the children to school. For the music specialist that sees the
Kindergarten students only 1-2 times a week, this is a song to welcome the children to the music classroom. In either case, echo songs
are a good way to have students hear and model a singing voice. You could say to the students that “I will sing, and then you echo
me.” An alternate way might be to have a pop-up puppet in your classroom. Tell the children that “I will sing, and then you sing with
Pop-up.” When it’s the children’s turn, bring the pop-up puppet out of his cone. If you give the pop-up Puppet a name such as “Melody”
or “Sammy the Singing Puppet”, the puppet becomes a friend to the children. Children who are shy will often sing to a puppet even if
they won’t sing to their teacher!
Following Directions:
The concept to teach for the first week of school is that of following directions. If your students have had experience with play school or
a structured day care, they may already be used to following directions and listening to a classroom teacher or a music teacher. However,
it isn’t unusual to have Kindergarten students without any prior classroom experience. These students really need to learn to listen to and
follow directions. All of the songs in this first week include lyrics that give the child directions. The first song is an echo, so the child
learns to listen and repeat. The other songs give the child an action to perform. This concept is crucial to success in school, and will be
reviewed in many songs throughout the school year.
The music specialist may want to consider purchasing or making colored dots for children to sit on. A formal seating plan is hard to
implement for kindergarten, but it’s easy for them to understand when you say “Sit on a dot”.
2. Put Your Finger on Your Lip
CD1:2-29 Big Book pg. 3
# c
&
&
&
#
#
œ
Put
œ
hand
œ
œ.
hand
your
œ.
fin
œ. œ œ
on
your hip,
œ. œ œ
on
your hip
œ œ.
-
œ œ
ger on
œ. œ
on
your
your lip,
œ
hip.
Œ
œ
œ.
on
Œ
your
your
fin - ger on
lip!
Œ
œ. œ œ. œ œ. œ
Put
your
œ. œ œ. œ œ. œ œ
put
Œ
œ
As sung by Barb Leslie/arr. C.C.
your lip,
fin - ger on
on
your
lip.
Put
and
‹
‹
Zip
your
œ. œ
œ
your lip
œ. œ œ
œ. œ
your
zip!
Teaching Process/Suggested Activities:
This song is a song to teach children how to walk through the hallways of the school. With one finger on their lip indicating “sh” or
quiet, they should remember not to talk in the hallway. The other hand on their hip is so they remember not to touch the walls or poke
another student as they walk through the hallways.
If this is your expectation, practice the behavior until the students have the behavior mastered. Re-teach and practice if the students
get forgetful as the year goes on. If you are walking down the hall and students don’t meet your expectations, take them back to the
classroom and explain that since they forgot the correct way to walk down the hall, they need to practice it. The music specialist might
see 25 different classes in a week. Each of these classes has a classroom teacher with a little different expectation. It is the specialists
job to teach his or her expectations to all 25 classes.
Rote Teaching Process:
In the rote teaching process, the teacher breaks the song into phrases (short musical sections) and sings them one at a time, with the class
echoing each one. If a phrase is not echoed correctly, repeat it. After the class can echo each phrase, sing two phrases and have the
class echo. Then sing four phrases and have the class echo. Finally, sing the entire song and have the class echo. Don’t sing with your
students - listen to them so you can hear if they need to practice one phrase again.
For the classroom teacher that isn’t confident singing alone, use the pause button on the CD player to do the same thing. Play a phrase
and pause the CD so children can echo. Using the CD might also be an option for a classroom teacher who sings lower than the
students. Children shouldn’t sing below middle C. The healthiest range for children to sing is above middle C. Some teachers sing
very well in a lower range - but this isn’t where the children should be singing. (Children can develop vocal nodes if they misuse their
v
Accompaniment Tracks:
There are two CD tracks listed for this song. It is found on CD 1:2-29 The first track has singers on the CD. The second track has just
the accompaniments, like a Karaoke CD. The accompaniment track is given for songs that you might want to perform in a program
or assembly, or for songs that are frequently used as piggy-back songs. In this case, the accompaniment is given, because this melody
is often used as a piggy-back song - a song where the melody is well known and new words are written to teach students a particular
concept. In this case, the concept is lining up. You may want to use this melody for other teaching purposes, and you can use the
accompaniment for your new songs. For example: Use the same melody to teach all the long vowels.
When letter A is long it says its name - A A
When letter A is long it says its name - A A
When letter A is long it says its name out loud and strong
When letter A is long it says its name - A A
This is the melody that was used for all the long vowels in “Alphabet Action Songs”. Email [email protected] if you want more
information on the collection of alphabet songs.
3. Count and Go
CD1:3 Big Book pg. 4
Count and Go
Here’s a game that’s fun to play
We’re going to count in a special way
I will tell you what to do
Do what I say and freeze when you’re through!
March in place and count to 6
123456
Clap your hands count to 13
1 2 3 4 5 6 7 8 9 10 11 12 13....
Jump in place count to 15
Pat your knees and count to 11
Pull your ears and count to 12
Stick your tongue out and count to 5
Pat your behind and count to 16
Shoulder shoulder - head head and count to 19
Hip hip - elbow elbow - count to 14
Stamp stamp - clap clap - count to 17
Jumping Jacks and count to 20
Teaching Process/Suggested Activities:
This song is included to have the children learn to count to twenty. It is also a very good way to have them learn to listen and follow
directions.
When having students do any kind of movement activities, give them your expectations for behavior before you begin. I show them
the boundaries of where they are allowed to move with my “laser” finger. (My finger isn’t really a laser - I just tell them that it is to get
their attention.) I tell the students that they are to keep their eyes wide open so they don’t bump into anyone. I tell them that anyone
who bumps into someone - even if it’s accidental - will sit down. Then I do exactly what I’ve said. We begin the movement activity. If
anyone is behaving inappropriately or bumping into other children, I go right up to them and tell them that they’ll have to watch for a
while until they can remember to use their own space.
Curriculum Connections: Math: Counting to 20
Concept to Teach:
October Week 2
*Fast-Slow
Theme: Thanksgiving
24. We Cook Turkey CD1:24-37
25. Air, J.S. Bach CD1:25
26. Badinerie, J.S. Bach CD1:26
Other Songs:
27. I’m Glad I Have a Nose CD1:27
28. London Bridge CD1:28-38
24. We Cook Turkey
CD1:24-37
## c D
&
œ
&
##
œ
We
D
œ
We
œ
cook
œ
cook
œ
œ
tur - key
œ
œ
tur - key
œ
nice
œ
œ
nice
and
œ
and
A
œ
hot.
œ
hot
œ
We
A
œ
on
œ
cook
œ
œ
tur - key
œ
œ
Thanks - giv - ing
œ
nice
œ
and
D
œ
Day.
A7
œ
D. Gagne
hot.
Œ
2. We eat turkey for a week, we eat turkey for a week. We eat turkey for a week - we eat it every day.
3. Turkey sandwich, turkey soup; turkey sandwich, turkey soup; turkey sandwich, turkey soup; then some turkey pie.
4. Sandwiches and soup are fine. Sandwiches and soup are fine. By the way - would you like mine? I think I’ve had enough.
5. We cook turkey nice and hot. We cook turkey nice and hot. We cook turkey nice and hot on Thanksgiving Day.
Teaching Process/Suggested Activities:
This song was included as a Thanksgiving activity, and to demonstrate how music can be fast or slow. As the person in the song gets
tired of eating turkey, the song slows down. Teach the song as a listening activity. Listen to a verse and ask questions about it. Verse 1
ask: “Why did the person in the song cook turkey?”
Verse 2 ask: “What did they eat every day?” “Have you ever eaten the same food every day?” “How do you feel about that?”
Verse 3 ask: “What kind of food does your Mom make out of turkey?”
Verse 4 ask: “Why do you think the music has slowed down?”
Since the song uses a familiar melody, the melody will be easy for the children to remember. The words are repetitive, so they should
be easy to teach as well.
25. Air, J.S. Bach CD1:25
26. Badinerie, J.S. Bach CD1:26
Fast-Slow: These two listening selections are included to have children experience listening and moving to music that is fast and
music that is slow. Play the first selection and have the children move to the music. After they have listened and moved to the music
ask them what the music makes them think of. Ask them how the music makes them feel. Then, listen and move to the second selection
and do the same. Ask the children how the second selection was different than the first. (faster)
This is an easier concept for Kindergarten children to grasp than high-low. Some may grasp the concept the very first time you talk
about it. However, there may be some children in the class that need to experience this more than once to understand fast and slow.
When you’re learning or listening to other songs, ask the students if they are fast or slow. Not only will you ensure that all students have
understood the concept, you will help all the students to develop better listening skills.
Discuss concert behavior with your students. If they were listening to these two pieces in a concert, how would they behave?
Discuss what instruments they hear in the two recordings. In #26 they hear a flute. Ask the students if they know someone who plays a
flute. Can they identify a musician that they know?
31. October is Here
CD2:3-29
j
œ œ œ œ Œ
J
b
&b c œ œ œ œ
Hey there kids
b
&b œ œ œ œ
Skel - e - tons will
b
b
& œ œ œ œ
Black cats show
b
&b ‹
1
Oc - to - ber
us
‹
2
is here.
œ œ œj ˙
J
come to
say,
œ œ œj ˙
J
what you
‹
3
Teaching Process/Suggested Activities:
j
œ
œ
# œ œ œj ˙
œ œ
do.
‹
4
Spook - y
things are
œ œ œ œ
"Hope you
have
œ œ œ œ
Count to
‹
5
8
and
‹
6
a
far and
j #œ
œ
scar - y
j
œ #œ
you'll
‹
7
be
D. Gagne
near.
j
œ ˙
day."
j
œ ˙
through.
‹
8
2. Pumpkins
3. Spiders
4. Blank - teacher can fill
This song is included to provide an opportunity for the children to create movement. In verse 1, they are to move for eight beats like
“black cats”. In verse 2 they are to move for eight beats like “pumpkins” and in verse 3 like “spiders”. Verse 4 is left blank so the
children can think of something else that they can move like. You may want to insert a Halloween type character in verse 4 - witches,
goblins or ghosts. If Halloween is not celebrated at your school, insert a character or animal that is not related to Halloween - bunnies,
elephants or monkeys. The song is in a minor key and sounds kind of like a “Halloween” song, but does not include any actual pagan
characters, so all children, regardless of beliefs, can participate. The eight beats are included to keep the activity fun and creative, but to
prevent chaos from breaking out. They move only for eight beats and then sit down and sing again.
Curriculum Connections: PE - creative movement
Poems/Chants
31a. Hey Ho for Halloween
Hey ho for Halloween
All the witches to be seen,
Some black, some green,
Hey ho for Halloween
31b. Witch,Witch Where do you fly?
Witch, witch where do you fly?
Under the clouds and over the sky.
Witch, witch what do you eat?
Little black apples from Hurricane Street.
Witch, witch what do you drink?
Vinegar, blacking and good red ink.
And witch, witch where do you sleep?
Up in the clouds where the pillows are cheap.
* Hey Ho is a good poem for practicing keeping a steady beat.
Move to the beat while the students recite it - walk, stomp, jump, hop. Transfer
the beat to body percussion - pat legs.
* Say the poem using different dynamics and voice levels.
Line 1-loud; line 2-soft; line 3-medium; line 4 - loud.
* Witch Witch is an excellent poem for using a variety of vocal expression.
* Divide the children into two groups - one to ask the question and the other to
give the witches answer. Have each group use a different kind of voice.