- Crescendo Music Education

ucensloa-‘d
Music
Pro8ro,m.
A dries of
Weekly Developmentol
Lesson Pans
Year 2
Deportment of Education., Queensland
Prepared in the Office of:
Senior Adviser (Music Education)
Supervised by: Val Layne
Writers: Carmel Butler
Rhonda Davidson
Lois Pagano
Revised 1986
Reprinted 1990
ISBN 0 7242 2460 2
Year 2 - 0 7242 2470 X
EXTRACTS FROM:
A CURRICULUM GUIDE FOR MUSIC IN THE
PRIMARY SCHOOL
RATIONALE
Music is one part of the total education of the child. The task of the
school is to present opportunity for every child to learn to understand
the contribution music makes to his life.
Music as one of the arts provides opportunity for aesthetic development.
It enables the child to develop a sensitivity to the world around him, and
a capacity to discriminate not only through his intellectual taste but also
through his artistic and cultural tastes.
Through music education, the child is led to an awareness of music and
an appreciation of the part' music plays in his own life and in the lives
of others.
GENERAL AIM
The aim of music education in the primary school is to nourish the artist
that is present to some degree in every child.
This can be achieved through the development of the child's
Awakene44 (36 Maisie,
Rezponze to Muisic,and
Capacity to ExpAus4 Hirmset6 in Mazic.
OBJECTIVES
Achieving this aim involves developing:
an understanding of and sensitivity to
Sell
an understanding of and sensitivity to the Envi4onment
and
Society
together with
relevant Knowledge and
Skitto,
1.
and their
Undutztandingz.
-
•
EXTRACT FROM:
CURRICULUM GUIVE FOR MUSIC IN THE PRIMARY SCHOOL
STAGE TWO
Children should:
Build a repertoire of rote songs,
— for enjoyment,
— for enrichment,
— for development of singing abilities.
Develop aural and visual memory.
Develop an aural
— recognize
— recognize
— recognize
— recognize
— recognize
and visual perception of pitch
difference between high and low,
melodic direction — up or down,
tonal relationships — steps or leaps,
familiar sound patterns,
similarities and differences between melodic phrases.
Develop an aural and physical sensitivity to beat and accent
— recognize music that moves in 2's, Eri 4's,
etc.
Develop a physical, aural, and visual recognition of even and uneven
rhythmic patterns.
— recognize similarities and differences in rhythmic phrases.
Develop rhythmic interpretation through imitation, dramatization,
singing games, creative movement and dances.
Build a repertoire of reading-readiness songs,
— observe the melodic contours of phrases,
— recognize notation of familiar tunes,
— recognize notation of familiar rhythmic patterns.
(The word "recognize" does not imply a formal approach to the
teaching of notation.)
Develop the ability to play simple rhythmic and melodic instruments,
solo and accompaniment.
arinati —as
Drone —es
for Stage
for Stage 1
—an organization of tones
Modt
and semi-tones to form
different scales.
Canon
—An imitation of one part
by another.
Rondo —A musical form resulting
from the alternation of
main theme with
contrastir.i.Lthemes e.g.
etc.
0
Dynan'
- Loudness and sof tness
in music.
Develop ostinati including drones.
Expand listening skills.
—engage in attentive listening for relaxation and enjoyment,
— build a repertoire of selected instrumental and vocal pieces,
1— experience
minor and major modes
aurally,!
—recognize simple forms, e.g. AB; ABA; Canon;
1Rondot etc.
— extend understanding of how phrasing, tempo.and dynamics
affect interpretation, mood,and style.
Develop the ability to recognize further instruments by sight and sound.
Develop the ability to create music.
Become familiar with characteristics of simple music such as patriotic
songs and hymns.
means approached
at later stage.
These work programs provide the opportunity for students to become competent at the
following musical activities:
* singing
* playing
* inventing
* listening to music
The programs suggest that the above activities occur
in a range of contexts
-
for personal, social and ceremonial purposes.
3
The implementation of this music program should result in most students
LEARNING SKILLS need for
•
singing
•
playing music
•
inventing music (composing, arranging, improvising)
•
being an informed listener to music
•
reading and writing music
LEARNING A REPERTOIRE OF MUSIC
•
different styles and
•
settings
involving
UNDERSTANDING MUSICAL CONCEPTS related to
•
musical elements, structure and style
•
participating in musical activities
DEVELOPING CAPACITIES TO ENJOY AND
BE INTERESTED IN A VARIETY OF MUSIC
by improving attitudes toward
•
self (self-esteem, self confidence)
•
others (co-operation, empathy)
•
music (appreciating music, deriving personal satisfaction from
performing).
4
YEAR TWO - SPECIFIC OBJECTIVES
By the end of the second year of Music, in which the skills outlined in
the following program are practised daily, the child, as a member of a
group and individually, should be able to:
. perform approximately ten more speech rhymes varying the pitch of
the voice according to natural speech inflection;
. perform individually, a repertoire of approximately ten more songs
of limited range (35 notes) in tune;
. perform, within a group,
songs of extended range
a)
b)
c)
d)
e)
a repertoire of approximately twenty more
from memory;
at a steady tempo;
with clear pronunciation of text;
in tune (most children);
in the appropriate style;
. provide a higher or lower starting pitch than that previously
provided for a known song;
. perform known songs in 'question' and 'answer' phrases with
another individual or group;
. improvise melodic answers to melodic questions using a maximum
range of five notes;
. improvise a melody to a known speech rhyme using a maximum range
of five notes;
. demonstrate perception of higher and lower sounds through movement,
handsigns and visual representations;
. represent the melodic contour of phrases using 'soh' and 'mi' in
various positions on a five line staff;
. represent the melodic contour of phrases containing 'soh', 'mi'
and 'lah' through movement, handsigns and visual representations;
. internally hear fragments of known melodies (songs) at a given
signal;
. internally hear the entire melody of known songs;
. recognise known songs when the melody is shown using visual
repesentations including handsigns;
. perform partner songs, melodic canons and simple two xpart exercises
within a group;
. perform melodic ostinati up to four beats in length (using words
or known solfa syllables and a maximum range of three notes), while
others perform a known song;
6
. demonstrate a sense of beat in speech rhymes, songs and instrumental
music, in both simple and compound metres using:
a)
b)
c)
d)
gross motor movements;
body percussion;
nontuned percussion instruments;
visual representations;
. sing a known song while performing the beat;
. perform known songs using the comparatives: faster/slower; softer/
louder; higher/lower;
. perform the rhythmic pattern of known rhymes and songs in simple or
compound metre, while saying/singing the words or while hearing the
words in their aural imagination (inner hearing);
. aurally and visually recognise known songs or rhymes from the
rhythmic pattern;
. differentiate between songs in simple and compound metre;
. improvise new words to melodic motifs from known songs;
. perform the rhythmic pattern of a known song or rhyme while the
beat is performed by another;
. simultaneously perform the rhythmic pattern and the beat of a known
song;
. hear how many sounds occur on any one beat in simple time;
(1 );
. represent one sound on the beat in simple time as a crotchet
. represent two even sounds on the beat in simple time as two quavers
(n);
. represent no sound on the beat in simple time as a crotchet rest
(Z);
. derive and visually represent the rhythmic pattern of whole songs
in simple time, up to sixteen beats in length, using 1, (1, Z;
. imitate four beat rhythmic structures containing] ,
. write four beat rhythmic structures containing
dictated;
I, ri
ri
and Z;
and Z as
. maintain a four beat rhythmic ostinato using any combination of
Rand Z while a known song is performed;
. improvise a rhythmic answer to a rhythmic question using
and Z;
1,
,ri
. perform simple rhythmic accompaniments to known songs using
and Z;
1,11
. demonstrate a feeling for metric accent through movement and visual
representation;
7
. demonstrate an understanding of metric accent through the correct
use of accent signs and bar lines in 2 4 time;
. demonstrate the duration of a melodic phrase through movement;
. perform simple rhythmic canons using the pattern of a well known
song;
. show, using capital letters or other visual representations, that
structures are the same or different;
. aurally recognise/identify the timbre of:
a) environmental sounds;
b) speaking and singing voices of other members of the class;
C) non tuned percussion instruments;
. respond, through movement, to a variety of music featuring
contrasting styles.
8
OVERVIEW YEAR 2
RHYTHMIC
DEVELOPMENT
TERM 1
BEAT: Feel
1
Vary Tenpo
Representations
SILENT BEAT
I. 11
RI:DrrIllIC PATTERN:
Derive, read & write
Imitate 4-beat structures
OSTINATO
TERM 2
ACCENT:
MELODIC
DEVELOPMENT
Derive, read &
Write
)
Feel
—)
d)
>
>
PART WORK
LISTENING
BARLINES:
2 Time
--)
>
:)
HIGH/LOW - cn staff
LINE/SPACE CCNCEPT
Handsigns & song motifs
:*
) s-m (lines)
7
-->
>
-)
-----).
s-m (spaces)
Extend range
s-1.-s-m
SING & WALK/SKIP BEAT
--
4>
)
-------
IN-TU1E SINGING
TERM 4
Z - Derive, read & write
-->
INNER HEARING
HIGHER/LOWER: Singing
QUESTION & ANSWER
IMPROVISATION
CONTOUR
INNER HEARING
SOLO SINGING
PHRASE
TERM 3
OSTINATO
Several movements
simultaneously
RHYTHMIC OSTINATO (Include
clapping games)
SING & PLAY-BEAT
SING & FLAY-Rhythmic Pattern
VARYING STARTING PITCHES
SOUND/SILENCE
RECOGNIZE SONG FROM RhYthMiC
Pattern
"SILENT BEAT':
IMITATE Rhythmic Patterns
ENTRY OF PARTS (CANON)
ORDER & RELATIONSHIP of SOUIDS —.-HIGH/Lad (s-m)
TEACHER'S SONGS
SOLO PERFORMANCES
MARCH TO RECORDED MUSIC
CANON
>
) 1 Rhythmic Acccmps
MELODIC OSTINATO
)
.>
IRECOGNIZE SONGS FROM HAND SIGNS
) LISTEN & SHOW ON STAFF
->
>
>.
RECORDED CHRISTMAS MJSIC
YEAR TWO
TERM 1
i
WEEK
1
WEEK
Prepare
ri ri I
2
Accent
>
Z
cp
=
(E.t)
uJ
I--
Make
Conscious
Reinforce
vl
Beat
Participation/singing
I
1-7
I
17 PI I-1 I
One, Two, Three
Diddle, Diddle Dumpling
Come On Everyone
Ring-A-Ring-A-Rosy
Draw a Bucket
Hey, Hey
Johnny Works with One Hammer
Kangaroo
Come On Everyone
Hey, Hey
One, Two, Three
Mulberry Bush
Naughty Pussy Cat
Bounce High, Bounce Low
Beat in Circle
* Respond to speed of Beat
* Point to Beat (Hey, Hey)
* Gross Motor Beat
(Johnny Works with One Hammer)
* Point, step, feel beat of
1,2,3 and discover the "Silent
Beat"
* Recall i,
* Skipping to Mulberry Bush
New
=
QC
.ts
3
Known
.c.n
* Walk
RHYTHMIC
DEVELOPMENT
=
#
(Hey, Hey)
n
In-tune
Singing
-.
* Sing song c.,
—I
ui
UJ
CD
* Sing questions and answers
Improvisation
lower
* Gentle singing
Wide Mouth
L)
1--E
8
PART WORK
Walking Beat while singing
Walking Beat while singing
Respond to Silence and Sound
* Aural recognition of the
Rhythmic Pattern of song
* Recognize the "Silent Beat"
LISTENING
Create new words and actions for
"Mulberry Bush" e.g. "Here we go
round the shopping centre" etc.
INTEGRATED
ACTIVITIES
10
YEAR TW
TERM
1
WEEK 4
WEEK 3
Accent ..).
1--.
Z
8 - z - 8 - m,
Prepare
3 - m -
d
s - m, s - m -
1-8^M
/--i
(=)
Q
C-D
,==,
Derive 1
1
1
1
Bounce high bounce low
Ostinato (1 1 n 1)
Make
M7
=i
L.L.1
,-
Conscious
\./
`,./
..
L
1 1 El 1
•
Little Mouse be Careful
New
t
=
.15
Bounce High, Bounce Low
Go Round the Sun
One, Two, Three
Diddle, Diddle Dumpling
Feet, Feet (R)
Rain, Rain
Bingo
Hey, Hey
Diddle, Diddle Dumpling
Feet, Feet (R)
Hey Johnny (R)
* Tap beat in "Sally Go Round the
Sun"
* Skip beat in "Sally Go Round the
Sun"
* I I ri 1 as Ostinato with
Diddle Diddle Dumpling
* Imitate 4 beat structures
1 I I-1 1 Ostinato with
Diddle Diddle Dumpling
One, Two, Three
Bounce High, Bounce Low
* Melodic Contour of Hey, Hey
d•\ „pi 40.1% / It .% • "pi%
* Sing questions and answers
Feet, Feet (R)
* Perform combinations of
high/low
loud/soft
fast/slow
Sally
Ul
L7
c/1
IP-0
I...
BING O
Hey Johnny (R)
o
0
..
Reinforce
oo
Melody Contour
Known
RHYTHMIC
DEVELOPMENT
,-
In-tune ,
#
Singing
o
UJ
›UJ
_
Improvisation
ca
GJ
.-1
ca
ca
UJ
PART WORK
*1111 (Body percussion)
* I 1 T1 I (Ostinato)
I I
ri
I
(Ostinato)
with Diddle Diddle Dumpling
LISTENING
*Aural recognition of the
Rhythmic Pattern of song
* Recognize the "Silent beat"
-
INTEGRATED
ACTIVITIES
11
Teacher's Song Eee-Ara-Eee
Ballet of the Unhatched Chicks
(wmpsorgsky)
(Listen and discuss the story
that may be suggested)
•
r
TERM 1
F-z
WEEK 5
WEEK 6
d - m - s
* s- m a t, s - 1 - s - m, 6
8
* reading from Staff
Whole song pattern of "Twinkle"
s - m - 1, d-r-m-s, d-s -l-s
Prepare
a_
_,...
HIM 21
CD
.=.9
Make
(.7€
Lu
I—
Conscious
__
Use of Counters to show Melodic
Contour (Snail, Snail)
_
Derive
Reinforce
(/)
n
1
(Rain Rain)
Rover
Looby Lea
Rain, Rain
Little Sally Water
Twinkle, Twinkle
Hey Johnny (R)
Little Mouse Be Careful
Rover
Snail, Snail
Bee Bee Bumble Bee (R)
Ickle Ockle
I Wrote a Letter
DEVELOPMENT
* Play the Rhythmic Pattern of
Twinkle
(repeated) on
triangle
* Hey Johnny, imitate rhythmic
patterns
* Ickle Ockle
step beat
* Accurate Beat with Bee Bee
Bumble Be e
* Skipping the Beat of Looby Loo
In-tune
Rain, Rain
I Wrote a Letter
Known
n n ii i
RHYTHMIC
z
#
Melodic Contour
New
-15
(Jo
CD
Cr)
1
Fl 7 7 I
m:
rx
Lo
I
Singing
.. '
-
_i
Lr-t
* Melodic Contour of "Snail, Snail
* Show Contour with Counters
1-1-1
cn
C-)
1-1
0
LU
=
PART WORK
Twinkle, Twinkle
* Beat on tambour
* Rhythmic Pattern on triangle
Imitate rhythmic patterns on
instruments or body i.e.
LISTENING
I I 7 I
I
INTEGRATED
ACTIVITIES
I
El I
El I
17 H 7 I
Create new words for "Eee-Aw-Eee"
e.g. There was a little donkey
called Ba-boo-bee
12
* Walking/skipping the beat while
singing
* Listen to sounds in order to show
Melodic Contour
* Show relationships of sounds
(close, distant)
Improvisation
Substitute animals for "Rover" e.g.
I have a cat and her name is Liza
YEAR
TERM
I--
mn
1
Prepare
WEEK
7
WEEK
Make
,C-2Ld
I--
Conscious
cil
r1.•
handsigns, 6
fIl
d -r- m,s-l-sm
d- r-m, d-l-s
s -Z-s- mid-sls
i--1
CD
._,
8
If'
Derive Pattern of Whole Song
n n ri I
"Twinkle" fl rill 1
nnnt
nrin I
ri r, rit
Fl nil t
Phrase
Reinforce
Recall Melodic Contour
Sing melodies on du"
New
Charlie Over the Ocean
Cinderella Dressed in Yale
Write the pattern of whole sang
Connie (R)
(R)
LQ
ME
7-
=
cc
Rover
.ts
.Looby Lao
un
co
Known
Lucy Locket
Punchinello
RHYTHMIC
* Perform Beat of Looby Loo
* Imitative beat movements with
"Punchinello"
=
CD
Charlie Over the Ocean
Twinkle
Cinderella Dressed in Yella
Looby Loo
Cobbler (R)
(in
DEVELOPMENT
=
1--
In-tune
Lucy Locket
Tap Rhythmic Pattern of booby Loo
Ti Ti Ti
7 17 7
7 Ti 7
7 17 7
7 7 7
7 7 7
Twinkle, Twinkle
and Write
Solo singing of
"Charlie Over the Ocean"
Singing
CD
_j
UJ
›-
(R)
* Improvise Words with Melody (Rov-L)
* Lucy Locket - inner hearing
Lu
Sing alternate phrases
a
* Rover - legato singing
C.)
,--p
B
x
Lu
PART WORK
* Walking/skipping the beat
while singing
LISTENING
Teacher's Song "Yo-ho Little Fishy"
INTEGRATED
ACTIVITIES
Improvisation and composition
I have a bike its painted red
I got it for my birthday
It is my very favourite toy
And I rid e it every day
13
)
Teacher's Song "Arabella Miller"
* Aural recognition of Rhythmic
Patt- mg •
•n•
ze s
e in a a e•
Ba et o
(Moussorgsky)
Move as chickens hatching in
preparation for Easter Theme
YEAR TWO
TERM 1
WEEK 9
WEEK 10
Accent, s-l-s-m
z
s -l-sm
m - r - d,
Prepare
Z
1--1
czi
Lo
=
)
Make
=t • Conscious
Lu
Derive
yi
Lu
Little Peter Rabbit
New
Pat-a-Cake (R)
March March Soldiers
Charlie Over the Ocean
Five Currant Buns (R)
Hot Cross Buns
Little Mouse Be Careful
Pat-a-Cake (R)
Icka Backa
Hot Cross Buns
Connie (R)
Known
* Connie: Beat/Rhythmic Pattern
* Point to beat of Connie
* Inner hearing of Connie
RHYTHMIC
0004
DEVEL0PMENT
with different beats
t
CD
ri
'
_
CO
,_
1
ri
r]
n
ri n n irwcraintn:
Marching to beat
m
›.n:
cf
-n
o
Ui
17
n
TI 7 7 I
Reinforce
El El 1-1 I
777I
rl ri ElI
777I
Write whole
Pattern of
Connie
1n-tune
Singing
--I
LU
Hot Cross Buns
Sing Alternate phrases of
"Little Mouse"
U_1
C2s
C-1
=
I=
-J
UJ
M
PART WORK
LISTENING
INTEGRATED
ACTIVITIES
* Walking/skipping the beat
while singing
* Hot Cross Buns - step beat
accurately
* Clapping game with Pat-a-Cake
Teacher's Song "Arabella Miller"
Teacher's Song "0 We Can Play on our Big Bass Drury!
Marching to Beat of recorded
music - "Marching Music"
*Marching to beat of recorded music
*Children may pretend to be in,a.
Marching Band
14
YEAR
TERM 2
WEEK 1
s
I--
=
,--■
cp
a_
Lo
. 7,
=
.7i
(
LI.,
i--
Prepare
T1
El
I
m
I
s-f-m-r-d-d-d
El
s 6
I
-
I 1
ms s
Melodic contour of Kangaroo
El
1 1
-
I
T
1-1 I
f—
Sandy - 0
Sandy - 0
Kangaroo
Hey Johnny (R)
Little Mouse be Careful
March, March Soldiers
1,2,3,4,5
Kangaroo
Little Mouse be Careful
March, March Soldiers
N ew
cc
..''
as
CD
LP)
s-
Conscious
>7=
V1
CD
Z -
Derive whole pattern of Kangaroo
Make
Reinforce
Lc)
-
WEEK 2
Known
*Kangaroo
*Tap pattern (inner hearing)
Derive, read and write
1-1IFII
ri Ft n
I
ri
i
Hn
RHYTHMIC
DEVELOPMENT
- —
1 1 I I El
I__
In—tune
1#
Singing
Sing alternate phrases of
*Tap beat/rhythmic "Little Mouse be Careful"
pattern on
percussion
I
s - m interval
-
°:
* Little Mouse be. Careful
Li.1
C1
* Alternate phrase singing
* Inner hearing
Li..1
(._)
Melodic contour of Kangaroo
Ji
J Ji J
etc
1-4
O
O
--J
Lt1
n1
PART WORK
LISTENING
INTEGRATED
ACTIVITIES
* Kangaroo
Beat on tambour
Rhythmic Pattern on sticks
Sandy - 0
(Clapping game)
Children listen to solo
performances of phrases
and songs.
Mood
Respond to Brahm's Lullabye
15
*Discussion about the
Creatures in the Sea.
*Create stories related to
sea/fishing.
rnI
TWO
TERM 2
I--
z
Prepare
WEEK 3
ri
1-1
s - m- d
II,
El
WEEK
a_
Make
L.L!
Staff reading
.
CD
Fzt)
s - m,
4
s - m,
the handsigns only
Conscious
I-
Reinforce
to
New
.45
U9
CD
CD
Known
1-1
1
F-1
Melodic Contour
1
Hey Jim Along
1, 2, 3 O'Leary
1, 2, 3, 4, 5
Come on Everyone
Blue Bells
Charlie Over the Ocean
Starlight
*nue Bells plus
*Hey Jim Along
Ln
T1
Naughty Pussycat
Hey, Hey
Bee Bee Bumble Bee
Hey Jim Along
The Bear went over the mountain
11 I Os tinato
1
Gross motor movement
RHYTHMIC
DEVELOPMENT
In7tune
mm
Singing
*Beat movements with
Hey Jim Along
Pitch matching with
Charlie Over the Ocean
Change the Starting Note
CD
-J
Starlight
Hey, hey
Medolic Contour of Starlight
& Hey, hey
* Sing of die
1*.
11".
.
,
LL.1
=,UJ
cza
U
'•
•
8
ilk,
,..• IP, ..
'
*Blue Bells +
PART WORK
n
I
n
*
I
Ostinato
El
11
I
I-1
I
(Ostinato)
with Naughty Pussycat
*Improvise words for
"The bear went over the mountain"
LISTENING
Change the pitch of
the starting notes
Recognise high, low at a
minor 3rd by showing
the appropriate handsigns
(s - m)
INTEGRATED.
ACTIVITIES
Clapping game
A Sailor Went To Sea
16
YEAR TWO
TERM 2
WEEK
5
WEEK b
* s- m - d
Staff reading
=
1 71 1 Z
Prepare
Accent
8
c_n
F4
=
=t)
Lu
show
signs
of s -1- s -
m
I
I
TT
Make
1
1
Lit-tle Mouse Be Care-fuZ
Conscious
1—
Reinforce
Find the "Silent Beat"
Money and the Key
(J)
uJ
›r
o
c.25
in
CD
=
tr)
Peas Porridge Hot (R)
New
Known
Bounce High, Bounce low
The bear went over the mountain
Naughty Pussycat
1, 2, 3 O'Leary
Find the Silent Beats in
Naughty Pussycat
RHYTHMIC
DEVELOPMENT
1—
2M
*1 , 2 , 3 O'Leary
skip to the beat
*Feel the Accents by conducting
Singing
O
Melodic contour
Lu
=
ci
1-4
n
7
ni
I
I
ni (play Ostinato)
percussion)
With Diddle, Diddle Dumpling
s - m - 8
d -m-d- s
s - m - d
In-tune
w
Little Mouse be Careful
Money and Key
Down Came a Lady
Diddle Diddle Dumpling
6
0.
:
of
Bounce High
Greetings using handsigns
and motifs from songs.
and show signs
O
J
ri
I
7 I (Os tinato)
with Naughty Pussycat
17
7
PART WORK
I
(Ostinato with
Diddle, Diddle
Dumpling)
* Improvise words for
The bear went over the mountain
This Old Man
LISTENING
INTEGRATED
The story of Hansel and Gretel.
ACTIVITIES
17
or
YEAR
r.
TERM 2
WEEK 7
*
I-=
Prepare
1 I IZ
WEEK
Intz
* d - m - s, s-t-s-m, s-m-l.
Canon
8
* Whole Pattern of Mr Sun
s - m - d
* s - 1-s
fm
a_
co
no
(J,72
Li.'
,---
New
.45
v-.
)
co
CD
f)
Known
RHYTHMIC
DEVELOPMENT
In—tune
t
Singing
Ca
_J
LLI
›.
UJ
I
i
Z
One Too Three
Conscious
Reinforce
cn
I
Make
Derive
1
1
1 i
Ti Ti 1 1
( Bounce High,
Bounce Low)
Bow-Wow-Wow
Father William
Bounce High, Bounce Low
One, Two, Three
Mr Sun
Ring-a-Ring-a-Rosy
Money and Key
Peas Porridge Hot CR)
One, Two, Three
Mr Sun
Bow-Wow-Wow
Hey Jim Along
One, Two, Three O'Leary
* Derive, read, write
1
1
1 1 (Bounce High,
Bounce Low)
1-1 Ti 1 1
One, Two, Three
Step Beat
Beat/
Rhythmic
Pattern
Beat/Rhythmic Pattern of Mr Sun
1
1
1
Z
One Two Three
*Mr Sun
point to beat,
find the Silent
Beat
s - m
s
d- m- d
- m - d
3
Greetings using handsigns and
motifs from songs
4=
* Inner hearing
* Sing Alternate Phrases
Ci
1-1
cm
CD
_J
UJ
M
* One
Perform several beat movements
simultaneously while singing
(Father William)
* Perform Ring-a-Ring-a-Rosy in
small circles, listen to each
He's Got the Whole World
Two, Three
Beat/Rhythmic Pattern
PART WORK
LISTENING
group
INTEGRATED
ACTIVITIES
18
YEAR TW
TERM 2
WEEK 9
WEEK 10
*slsm,d-m- s
F.-=
o.
0
drmfs
a
Prepare
C-M
=
(.TZ
LLI
CANON with Ring-a-Ring-a-Rosy
Make
Conscious
Reinforce
cn
New
Z
(Ostinato)
Read/write and derive rhythmic
pattern of Mr Sun
11
Busy Buzzy Busy Bee
The Grand Old Duke of York
Mr Sun
Ring-a-Ring-a-Rosy
Johnny Works with One Hammer
Father William
Bow-Wow-Wow
Tommy Was a Soldier
The Farmer in the Dell
Busy Buzzy Busy Bee
1
t
..z
yi
Lo
CD
Known
4.n
Read/Write/Derive
I I IZ
I I IZ
n[11-11
I 1 11
RHYTHMIC
DEVELOPMENT
I-z
#
1
Mr Sun
IIZ(os tinato)
* Tap the Rhythmic Pattern of
Farmer in the Dell
In-tune
Singing
cn
-J
LU
_
Greetings using handsigns and
motifs from songs
UJ
ci
Extend Melodic range
Li
cm
CD
PART WORK
Perform several beat movements
simultaneously while singing
(Father William)
LISTENING
Listen to the Entry of parts in
the Canon
INTEGRATED
ACTIVITIES
Create other words for Bow-Wow-Wow
e.g. Quack, Quack, Quack
Whose duck art thou
19
IlIZ(08 tinato)
with Tommy Was A Soldier
March to recorded music
YEAR
TERM
3
WEEK
I
I--
=
1--i
n
1
WEEK 2
I Z.
Prepare
s- m, s-l-s- m
CD
0-
-1-
CD
I
Make
(zi
LU
TT
I Z
2eas For-ridge Hot
Conscious
I-
Reinforce
01
Game playing, participation
One for the Money
Alley-Alley-0
New
(0
t
London Bridge
The Grand Old Duke
Peas Porridge Hot
-Its
up
CD
=
CD
ul
Alley-Alley-0
Busy Buzzy Busy Bee
Lucy Locket
Known
Beat Versus Rhythmic Pattern
Peas Porridge Hot
1
1 Z Z
(Ostinato)
with Lucy Locket
RHYTHMIC
DEVELOPMENT
hZ
t
In-tune
Singing
s-m
sounds
Lucy Locket or Cinderella Dressed
i n Yella
_
C
LU
LU
en
ci
:1
cm
D
--I
LU
ME
Beat/Rhythmic Pattern
PART WORK
LISTENING
I 1Z Z
Ostinato
with Lucy Locket
Peas Porridge Hot
Teacher's Song 0 Soldier, Soldier Won't You
Marry Me?
INTEGRATED
)
Children may dramatize "0 Soldier,
Soldier Won't You Marry Me?"
ACTIVITIES
20
YEAR TWO
TERM
3
WEEK
3
WEEK 4
s - m, handsigns
I--
=
s - m - d, s-t-s
Prepare
.
(=,
a_
c_o
•
4
,'Fi
L.,..i
I--
Lel
Lu
m
n:
oc
as
c)
C-D
=
o
v-)
Make
line
space
Conscious
#
High and
low on
Staff
concept,
s-
in
1171
_
BMSSM
7771
SSMMS8 M
Reinforce
Peas Porridge Hot
Canon, the Staff, high,
lines/spaces on Staff
New
Here Comes a Bluebird
Go Home All My Ducks and Geese
One for the Money
Big Black Train
See Saw
Lucy Locket
Peas Porridge Hot
One for the Money
One, Two, Three
Here Comes a Bluebird
See Saw
Teddy Bear
Starlight
I 7IZ
I
1
71
1-1771
Known
I Z
n
in Peas Porridge Hot
RHYTHMIC.
low,
DEVELnPMENT
---z
In-tune
1±';
Singing
Make Conscious
See Saw
`J-'
1.1-1
cn
11717771
smssmssmmssm
\J'
\J •17
`01
Melodic Contour of See Saw
High, low on the staff
L.)
1--o-F
CD
--4.--.
--I
W
ME
w
PART WORK
LISTENING
INTEGRATED
ACTIVITIES
Line, space Concept
High, low on Staff
-0--Ar
Beat/Rhythmic Pattern
(Peas Porridge Hot)
One for the Money (Canon)
One, Two, Three (Canon)
and show sounds on the
aff
Listen
The Swan (The Carnival of the Animals by Saint-Saens)
* Discuss Mood
* Teacher may hum melody while children show Contour
* The Cello may be introduced
21
YEAR
.
TERM
3
WEEK
6
2:
Prepare
8
Make
s-
1E5
,,,_
Lo
w
I--
1 . 1. I r i r
I I'M I r I.
5
WEEK 6
s-m-d
. 1. 1. 1 r 1 ril r 7 1
*d-ms, s-m-sm- d
m on Staff in spaces
=MET=M=,
Conscious
Recalls
Reinforce
crl
New
=
0.15
(..1
cn
=
cD
Known
r 1.
s - m handsigns
mssm
-
Five Little Monkeys(R)
Willow Bee
Go Home All My Ducks and Geese
On a Little Piece of String
The Elephant (R)
Heigh-Di, Heigh-Di Ho
Five Little Monkeys
Go Home All My Ducks (Question/
Answer)
On a Little Piece of String
Heigh-Di - Heigh-Di Ho
Tap Rhythmic Pattern of Heigh-DiHeigh-Di Ho
On a lit-tie piece-of string
Inner hearing/tap pattern of
Go Home All My Ducks
* Tap pattern of Heigh-Di, Heigh-Di
vl
RHYTHMIC
DEVELOPMENT
I-I
I1
I
HG
,_
In—tune
St'
Singing
=
*s-m
* Go Home All My Ducks
s - m
On a Little Piece of String
•
-J
UJ
›UJ
ci
Inner hearing with Go Home All
My Ducks
* Solo/chorus
CJ
1---t
GM
CD
UJ
ME
PART WORK
Beat/Rhythmic Pattern of Heigh-Di,
Heigh-Di Ho
LISTENING
Listen and show sounds on the
Staff
Teacher's Song or Recording Daddy's Takin Us to the Zoo
To-morrow
INTEGRATED
ACTIVITIES
Discussion about the zoo
- The sounds and movements that
the animals make
Movement
Alice the Camel
22
YEAR
TERM
3
rit
WEEK 7
-
m -
s-l-s
Make
(.7t.)
Lu
Conscious
=
"8
113
cn
New
t
of
gKnown
CD
cr)
se
mms
a
m
In-tune
'±'
Singing
Rhythmic Memory
On a
Lit-tie Piece of String
Go Home All My Ducks & Geese
Pee Pee Pollyanna
Wiggley Worm Shop (R)
Hey Johnny (R)
Father William
Mulberry Bush
On a Little Piece of String
tGo Home All My Ducks and Geese
Willow Bee
Ickle Ockle
One, Two Buckle My Shoe
Diddle Diddle Dumpling
Pee Pee Pollyanna
Willow Bee
i'On a Little Piece of String
.
(Co
Home All My Ducks and Geese
EI TI I-1 I
Memory
* Show Accent
I
I
17 I
El TI Fl I
I
I
I- I I
Beat
Rhythmic Pattern
* Mulberry Bush:
I--
0
s m lines
RHYTHMIC
DEVELOPMENT
Skip to
6
n m
1
song
8
-
o
F11-11-1I
Show Melodic Contour
Lu
Li,
CI
S8MMS 8 772
C-1
017
J
N ‘,01
,J=J-
-i
ca
UJ
ME
PART WORK
Mulberry Bush
Beat
Rhythmic Pattern
Recall "Ballet
LISTENING
of the Unhatched
Chicks"
Perform appropriate movements
INTEGRATED
ACTIVITIES
.
Accent
II
1-7 T-1- -77 T
Reinforce
8
kmmmssddm
ines d-m-s-Z-s
Bar lines,
Prepare
F-i
r_VIIEI EK
Discussion about the zoo
- The sounds and movements that
the animals make
23
AA 41.4•41
with Diddle,
Diddle Dumplinc
YEAR TWO
TERM 3
WEEK 9
d-m-s-m-d
s - Z - s
Prepare
0
6
8
WEEK 10
1111
7711.
sellsm
77I.Z.F1111"1Z,
slsm
mssls
Make
LL1
6
8
sss s l s
s -1-8- m
Conscious
Reinforce
Canon
New
Paddy From Home Has Never Been
Known
Bounce High, Bounce Low
Mr Sun
Pee Pee Pollyanna
Wiggley Worm (R)
Bounce High, Bounce Low
Paddy From Home Has Never Been
Mr Sun
Naughty Pussycat
Sally Go Round the Sun
Tap Beat
Sally Go
RHYTHMIC
and skip to Beat
Round the Sun
in
DEVELOPMENT
1n—tune
Singing
Mr Sun
Bounce High, Bounce Low
Make Conscious
Contour of Mr Sun
is
Contour of Bounce High, Bounce Low
PART WORK
dr
Mr Sun as Canon
- 4 beats apart
- 2 beats apart
Teacher's Song -
LISTENING
INTEGRATED
ACTIVITIES
Five Little Speckled Frogs
Discussion about "Paddy"
What things/places have we
never seen?
El 7 I I
sslism
0\
1r
SM
•
l Z.
1Z
1
s
7771
9833882
* l
s
s
Z
1
S
1
11
S
Move to beat while singing
YEAR
TERM
4
WEEK
_s - m - d
1--
Prepare
1
WEEK 2
7171 1Z
1 1 1 1 rI.Z.
1--t
Make
Ei
ul
us
x
s-Z-s-m
_
t1
cn
o
Known
Ul
RHYTHMIC
DEVELOPMENT
t
Roll Over
New
=
CC
-
IIIirl.z.
n n iz
Naughty Pussycat
Accompaniment Pattern with Blue
ilalls.
Rhythmic Structures
Steady Beat, Canon
Conscious
Reinforce
s-m-d
in-tune
Singing
CD
-J
U-1
Ickle Ockle
Bounce High, Bounce Low
SaZZy Go Round the Sun
Naughty Pussycat
One, Two, Three
Ickle Ockle
Naughty Pussycat'
Blue Bells
Paddy From Home Has Never Been
Bounce High, Bounce Low
* Find the Silent Beat in Sally
Tap Rhythmic Pattern of Salty
* Blue Betts accompaniment
1-11711\
I Z I. Z
* Beat/Rhythmic Pattern of
Naughty Pussycat
read/tap
1-11711/
1
11-71
1111717111
Ickle Ockle s- m, s l, a- m d
stsmsslism
Lia Ti
__
Recall:
U-1
Greetings showing contour or
handsigns (s - l-s - m - d)
using song motifs
ca
1111T1T111
C.)
.-1
cm
slsmssllsm
CD
92'
Sally Go Round the Sun (Canon)
PART WORK
Ickle Ockle (Canon)
Accompaniment pattern with
Blue Bells
1
n I n
I
1F-11
1
1E11
Solo singing on
1 I
s m
ni
LISTENING
Roll Over
1Z
d
Roll Qv -er
INTEGRATED
Old Mother Hubbard
ACTIVITIES
6 (Story Songbook)
8
25
YEAR
4
TERM
WEEK
d - m - s,
I--
=
.
=
0_
3
WEEK
s - m - d
w
h-
vi
d -m- s, s-f-m-rd
Prepare
71
C_D
=
c.-:.t)
4
Make
Interval
8SM
1
s
n n
SSMMSS1
m
Conscious
71
88M
Derive in
Kangaroo
7
Reinforce
Handsigns and Sol-fa
s - 1-s- m
* R.P. of Kangaroo * Reading &
Writing on
Staff (spaces,
•
-
New
Wind the Bobbin
This Old Man
Rain, Rain
Lucy Locket
Little Sally Water
I Wrote a Letter
Money and Key
Rain, Rain
Alley-Alley-0
Wind the Bobbin
LI
ME
>7=
0.'6
c.e,
La
_
=
=
cD
ul
Known
Kangaroo
Father William
* Point to the Beat of Lucy Locket
* Derive the R.P. of Lucy Locket
7777
771 1
17 7 7 7
771 I
RHYTHMIC
DEVEL1PMENT
I--
z
I
ca
--I
le
In-tune
Singing
ssmlssm
Melody Contour of
Derive the Sol-fa
LL.1
>..
Lu
ca
L..)
1
I 7 1, 17
smssm
1--1
m
7 7 7 1,.
I 1 El li 7 IT 7 1
smssm
7 1 7 1-,,
the
7 7 17 I Recall
Pattern of
17 7 rl 1 Kangaroo
"Rain, Rain"
7
1 1 17 1, 7 ri 17
smssm
7 1 TI I 11 7 7
SSMS8MSSMM8SM
7 I
ssmlssm
ca
-I
LJJ
M
PART WORK
Ickle Ockle
(Canon)
Recognise songs from reading
LISTENING
INTEGRATED
ACTIVITIES
handsigns e.g. Mr Sun, Rain, Rain,
Bounce High, Bounce Low
Doctor Knicker Bakker
Fun Dance and Game
ABC recording - 1984
26
1
ssmlssm
Teacher's Song Eee-Aw-Eee
1
YEAR
TERM 4
WEEK 5
WEEK 6
Fl El PI I
d- m - s, s - m - d
H-
=
.-i
cp
Prepare
in Buzzy Bee
0
Lo
7,.
n:
', Et
)
Lu
Derive Sol-fa of "Lucy Locket"
BAR LINES
2 Time
Make
•
Conscious
I--
.
Reading 3 P7 7. I tmg
on staff (lines)
fl r-T r-T
ssmmsem1
Reinforce
00
UJ
sismsls
s
61-1
srssmm
T 1
1
Sol-fa
s -1-s- m
New.
When I Was One
Rocky Mountain
Bow-Wow-Wow
Hey Jim Along
Kangaroo
Busy Buzzy Busy Bee
This Old Man
Lucy Locket
Busy Buzzy Busy Bee
When I Was One
March, March Soldiers
ME
'>-
=
0
1
.5
cfl
CD
CD
Known
in
Derive
ri
pi
F7
1
Busy Buzzy Busy Bee
Find the accented Beat in Kangaroo
•ZI•A•A • L
RHYTHMIC
z
DEVELOPMENT
h-
r
171171
FIR
HI
38rno
In-tune
Singing
i=
_1
Lu
TlI
88M
- ›..
u.J
TlI
88M
TI
1--1 88M
FII
8 8MM
c:,
* Derive SoZ-fa of Lucy Locket
* Melodic Contour
C
LJ
1-1 . 1 ' 1
cni
Bug
CD
-J
W
=
.Y\
Bug
Buz.\
Zy'
PART WORK
.....Y%
•
Bee
1-7 I 7 I Ostinati with
I Z I Z Hey Jim Along
1* This
1 n
1
Old Man. Perform with
evItionli ond hotly pprouRAinn
LISTENING
Solo performances of Verses of
This Old Man
INTEGRATED
Close eyes and show signs for
s -l-s-mwhen sung (with and
without Sol-fa syllables)
A Sailor Went to Sea
ACTIVITIES
27
YEAR
TERM
I
WEEK 7
4
WEEK 8
IIIZ
d m s,
2n
Prepare
1- 1
I
I
I
Here Comes a Blue-bird
'(E5
co r d
Rhythmic Pattern of One, Two,
Three
eL
Lo
,_.
=
.Lu-:-2
Make
Derive
Conscious
n El
Ell
I
Fl
I
I
Here Comes a Blue-bird
slsmals
I--
Reinforce
Staff reading lines or spaces
(s m), Canon
The Silent Beat "Z "
New
ew
LU
ME
7=
in
LD
CD
Known
co
RHYTHMIC
DEVELflPMENT
f.--
=
LJJ
In—tune
Singing
UJ
Starlight
Rocky Mountain
When I Was One
Charlie Over the Ocean
Here Comes a Bluebird
Lucy Locket
Rocky Mountain
Here Comes a Bluebird
One, Two, Three
Bow-Wow-Wow
Read/Write/Memory
Beat vs Rhythmic Pattern
(One, Two, Three)
Ell
FII
IZIZ
I— I 1- 1 I
I
I
I
1-1
i
Starlight
Read Starlight from the Staff spaces or lines
›-
UJ
=
(__)
■---1
Melodic Ostinato
I
I
IZ
(n) (r) (d)
Bow Wow Wow
c21
o
—I
Lu
Thyttnicralcrpaniment with Rocky
Mountain
PART WORK
FII
I Z
1-11
I Z
ri m
LISTENING
I
Lucy Locket in
Canon using solfa
Close eyes and show signs for
s - l - s - m when sung (with and
without Solfa syllables)
_
Beat/Rhythmic Pattern
Melodic Ostinato
I
m
I
IZ
r
d
Bow Wow Wow
Teacher's Song
Chatter With the Angels
.
INTEGRATED
ACTIVITIES
Improvisation:
the Ocean
with Charlie Over
28
Rocky Mountain
- improvisation
_
YEAR
TERM
.WEEK
4
WEEK 10
m- s - d m, s - m - d
d-m-ds
.
1—.
9
Prepare
2M
1E5
co
4
n:
Make
'Et'
Conscious
sslsm
Reinforce
Caine playing, social skills
Singing with feeling
LIJ
1--
GI
LIJ
M
7.=
=
Derive:
1E111
Chatter with the Angels
New
-
Down Comes Johnny
Diddle Diddle Dumpling
Tugboat
One, Two ., Three
Here Comes a Bluebird
Pee Pee Pollyanna
Paddy From Home Has Never Been
-0
vl
co
=
CD
yl
)
Known
I
I
1 Z
Ti n 1 Z
I
Ell
I
RHYTHMIC
Christmas Songs
Jingle Bells
Christmas is Coming
Chatter with the Angels
,
Derive whole
pattern of One,
Three
Two,
DEVELOPMENT
111Z----
In—tune
Whole song, One, Two, Three
Percussion instruments may
accompany singing
mm
t
Singing
-
0
--I
Expand vocal range.
w
ca
cJ
1.....1
CD
CD
tJi
PART WORK
LISTENING
INTEGRATED
Beat/Rhythmic Pattern
(One, Two, Three)
Percussion instruments may
accompany singing and dancing
with Christmas songs
Mitty Matty
Listen to the Christmas Story
Recordings of Christmas Song
Mitty Matty - clapping game
Dramatise the Christmas Story
ACTIVITIES
29
YEAR 'DOD SONG LIST
TITLE
Alison's Camel
REFERENCE
PURPOSE
Counting and Movement Song
Alley-Alley-0 (The Big Ship Line Game
Sails On The)
). Arabella Miller
Bow4BowstWow
Elephant Jam p66
Funny Family p52
Finger Play; Same tune as
Twinkle, Twinkle
Elephant Jam p45
1 1 I Z, &Taus,
Catch A Song p33
Circular Partner Came
Busy Buzzy Busy Bee
nnqi
sl sm s
(See Appendix)
s
Charlie Over the Ocean
Solo/Chorus chase game
6-r i•im a-d a-1,.s Compound Time
The Kodaly
Context p223
Chatter with the Angels
Pentatonic, murad
Catch A Song p39
Cinderella Dressed in Yellow
Connie, Connie
EfIZZ
nnni
(See Appendix)
(See Appendix)
Diddle Diddle Dumpling
Accent
46, Two Part
American Folksongs
Ee4lAwAEe
Teacher's Song
ABC Lets have
Music (1479/80)
Father William
Cumulative Beat Song
Funny Family p36
pi
Apusskidu NO 44
c.)
Five Little Frogs
rn
s s 1
, Five Little Monkeys
Gain'
To The Zoo
Gtand.Old Duke of York,The
Here Comes A Bluebird
Counting Rhyme
Elephant Jam p48
Fun Song
Apusskidu No.39
Marching Song
Traditional
1 11I I Circle Game
Catch A Song p74
s sl s m
-Hey Jim Along
'Counting Song
d
szn
Beat,
I
n
s ss
Hey Johnny
Little Mouse Be Careful
I [
Action Rhyme
nn
Catch A Song p75
m d
1 1, Chase Game
(See Appendix)
Catch A Song p106
ss Si s m
Little Peter Rabbit
Easter Theme
30
Merrily Merrily
p 189
Looby Loo
Compound Time
•••
Catch A Song p111
dr1s
Arch game, 1 1 1 1
Catch A Song p117
Action Rhyme
(See Appendix)
IHZIH Z
Catch A Song p143
One Two Three O'Leary
Compound Time
Collected by
Mendez & Reimer
(See Appendix)
Paddy From Home
d-m-s ,. rn-d,m ir 1 r ir
Funny Family54
Pat.ha-Cake
Beat
This Little
Puffin p6
Peas Porridge Hot
In iz
Trad Rhyme
Pee Pee Pollyanna
d4-m-s-d;2/4 & 6/8
Funny Family p47
Rocky mountain
driddW,
Catch A Song p164
March March Soldiers
sism
A,'One for the Money
One Two Three
sls
smd
Dance (Create Actions)
`Roll Over (Ten in the Bed)
Y/
Traditional Counting Song
sr4rod
Apusskidu No 18
Rover
nn.r-di-r-c1.-s, Phrase
Catch A Song p66
Sailor Went to Sea, A
Clapping Game
Funny Family33
Sand MO Sand r0
Clapping Game
j,,,
Funny Family430
Soldier Soldier
Teacher's Song;Drama
Merrily Merrily
p65
This Old Man
Counting Song
Catch A Song p188
\,'A)
F11111
sins sins
When I Was One
Counting/Rhyming Song and
Actions
Funny Family i34
Wiggly Worm Shop
Action Rhyme
(See Appendix)
Willow Bee
cpm,s41, fTT1 n n n
MOO ms
Wind the Bobbin
Pentatonic Song; Line Game
31
Catch A Song p209
MS MS
Catch A Song p210
REFERENCES
1975.
Apusskidu,
Harrop, Blakeley & Gadsby, A&C Black Ltd.,
Catch A Song,
Hoermann & Bridges, Holmes McDougall Aust. &
Dominie, 1985.
Elephant Jam,
Sharon, Lois & Bram, MGtawil Hill Ryerson Ltd.,
1980.
The Funny Family,
Alison MCMOrland, Ward Lock Educational, 1978.
46 Two Part American
,
Denise Bacon, Kodaly Musical Training Institute,
Inc. Mass. 02181, 1973.
The Kodaly Context,
Lois Choksy, Prentice Hall Inc., 1981.
Merrily Merrily,
Nursing Motehrs' Association
Dominion Press, 1983.
This Little Puffin,
Elizabeth Matterson, Puffin Books, 1969.
32
of Australia,
APPENDIX - YEAR 2
ONE FOR THE MONEY
One for the money
Two for the show
Three to get ready and
Go cat go.
CONNIE
Connie, Connie in the tub
She forgot to use the plug
Oh my goodness! Oh my soul!
There goes Connie down the hole.
HEY JOHNNY
Hey Johnny do you want to pick a fight
I'll meet you on the corner on a Saturday
night
You can wiggle, you can wobble
You can do the twist
But I bet you, I bet you
You can't do this
WIGGLY WORM SHOP
I went to the wiggly worm shop
To buy a Wiggly Worm
They wrapped it up in a five dollar note
And this is what it said
"Wiggle wiggle chat chat
Wiggle wiggle chat chat
Wiggle, wiggle wiggle wiggle
Chat chat chat."
BUSY BUZZY BEE
(CHASE GAME)
n n /5
t
h M
BU-SY BUZ-ZY BU-SY BEE
I
1-1
BUZ-ZING ROUND FROM TREE TO TREE
1-7.
I
7 .6
F171
BU-SY BUZ-ZY BU-SY BEE
f-1 rI Ti I
d
,P41m4
d'
DON'T YOU DARE TO BUZZ NEAR ME
CIN-DER-EL-LA DRESSED IN YEL-LA
s
s
r —n
r---1
II
s
•
mm
s
WENT UP-STAIRS TO KISS HER-FEL-LA
r——,
8
1-1 r1 it
•
8
mm
s
s
1
1
-
HOW MA-NY KIS-SES DID SHE GET
I—F=1
r--7 r--1
s
1
s s
s
1
I
m
s
J
SINBAD HE WAS DRESSED IN RED
r-1
I-1 I
s s
a
ra
1
s
I
s
m
WENT UP-STAIRS TO HIDE IN BED
T-1
/-1 I - 1 1
s
I
s
1
s m
s
HOW MA-NY SPANK -INGS DID HE GET
r--1=9
s
s s
F---1
I
1
r--1
s
s
I
M
SOURCE: L COLTON.
.1--)
34
i