Simply Music Rhapsody

Transcription

Young Musicians Make Music: Lessons 11-20
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Contents
Lesson 11:
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3
Lesson at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6
Lesson 12:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 10
Lesson 13:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 15
Lesson 14:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 19
Lesson 15:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 23
Lesson 16:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 28
Lesson 17:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 32
Lesson 18:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 36
Lesson 19:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 40
Lesson 20:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 44
Lessons 1-20: Song Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 45
(102612)
Simply Music Rhapsody: Young Musicians Make Music: Lessons 11-20 | © Licensed to Simply Music. All rights reserved.
Page 2 of 63
11
Young Musicians Make Music
Lesson Plan 11
Activity
Comments
What’s
Needed
Before your students come in, set up a variety of drums in a big circle.
Explain that they will get to try many different drums and need to
listen for the signal. The signal can be a whistle, a triangle or bell, etc.
Make sure to switch instruments often during each song.
Variety of
Drums
(different
sizes, shapes,
colors)
Title
Drum Circle
with
Hello Song
Powama
(Exploration)
Powama: Free play and exploration time on the drums. Repeat song if
you need more exploration time.
Tideo
(Holiday Show)
Vocabulary:
Beat/Rhythm
Tideo: Children play the beat on some verses and play the rhythm of
ti-de-o on other verses. Sing, “Time for skin sounds, Tideo” verse in
preparation of the Holiday Show Performance.
Shoo Turkey
Shoo Turkey:
• First practice playing two times on each, “Yes, ma’am” and, “So-so.” Ask
them to sing the, “Yes, ma’am” and, “So-so” with you.
Track
Guitar/Ukulele
Track
Turkey Puppet
• Then the teacher sings the verse and all students play and sing on, “Yes,
ma’am” and, “So-so.”
for
Holiday
Show
Performance
TIP: To give your students an activity when they are not playing on, “Yes,
ma’am” and, “So-so,” have them flap their wings on all other phrases. This
will keep them from playing when it’s not time.
• Bring out the turkey puppet and tell them he loves to do a silly turkey
dance for the next part of the song.
• For the B section do a silly turkey dance to go around the drum circle until
the A section returns and everyone has a new instrument.
• All are welcome to free play until it’s time to play, “Yes, ma’am” again.
Repeat at least once!
Angel Band
(Holiday Show)
(New)
Angel Band:
• Count to 10 playing the drums on each number.
• Before singing the song ask them to play only on the numbers and every
time we sing, “Little angels” we pretend to have little angel wings to fly.
• Once they know the verse, sing the chorus while tapping the beat softly
on the drum. Review piano vocabulary!
Solo Singing
Turkey
Feathers
• Put up the felt turkey body and see if they can guess who this is and ask
•
•
•
•
•
them what the problem is with the turkey.
Explain that he is bare and shouldn’t go outside like this.
Sing the chorus of the song with everyone tapping the steady beat on
their legs.
Have them close their eyes for a big surprise and put a feather behind
each child.
Once they have the feathers, start by singing your color first to show them
how to sing and put the feather up on the turkey.
Several children sing their color before going back to the song.
Turkey Felts
Felt Board
Guitar/Ukulele
(Track)
This is a fun minor song that is easy to accompany on the guitar.
(102612)
Page 3 of 63
11
Lesson Plan 11, Cont.
Activity
Title
Instrument
Kit – All
Instruments
Chester Chills
Out
Comments
• Have everyone walk to the beat until the end of the phrase, stopping for
•
•
with
Listening
Game
•
•
Orff Rules
Orff
Instruments
In F
the “High – low” pitches.
Instruct everyone to remove the instruments from their backpack so they
are close by, easy to pick up and play.
Using the recording, the students decide which instrument they want to
play at each, “Stop” or, “High – low.”
Repeat with recording but this time, the teacher’s instruments are
behind the felt board, play one of the instruments when the piano plays
the, “High – low.” Ask the children to play the same instrument for the
remainder of the song.
Using the recording, have one of the students sit behind the felt board and
play an instrument (the same one) at each stop. The children will then guess
which instruments the student used and play along the rest of the song.
What’s
Needed
Instrument
Kits
Felt Board
Track
Free Play To
The Sopranino
Free Play: Exploration time for the children to play when sopranino
plays and stop when sopranino stops.
Orff in F
Sopranino
Shoo Turkey
Shoo Turkey:
• First practice playing two times on each, “Yes, ma’am” and, “So-so” as
Track
practiced with the drums on any bars they like.
TIP: To give your students an activity when they are not playing on, “Yes,
ma’am” and, “So-so,” have them flap their wings (while holding mallets) on
all other phrases. This will keep them from playing when it’s not time.
• Practice putting the mallets to sleep and walking slowly around the
instruments to a new one for the B section.
• They can free play during the short interlude between the B and A
section.
• Start the recording and make sure you repeat the song!
IF TIME
Conductor
Game
Goodbye
Song
Come My
Friends
TIP: Please take your time to explain how to put the mallets down, walk
around and go slowly. There is lots of time to get to the next instrument.
Conductor Game: Bring back from earlier in the school year if time.
Point out the first four instruments: oboe, flute, clarinet, french horn
when listening to the orchestra music.
Hoops
Guitar/Ukulele
Pictures
Track
Next Week’s Fun
Announcements & Hand outs
(102612)
Page 4 of 63
11
Lesson Plan 11 - Lyrics
Powama
Tideo
Shoo Turkey
Angel Band
Turkey Feathers
Chester Chills Out (Kit)
Free Play To The Sopranino
Shoo Turkey (Orff)
(Conductor Game)
Come My Friends
(102612)
Page 5 of 63
11
Powama
Angel Band
(No Lyrics)
There was one, there were two
There were three little angels
There were four, there were five
There were six little angels
There were seven, there were eight
There were nine little angels
Ten little angels in the band
Tideo
Time for music Tideo
Jingle at the window Tideo
Jingling, jingling, jingling Joe
Shoo Turkey
Little girl
Little boy
Yes, ma’am
Well did you go to the barn?
Yes, ma’am
Well did you see my turkey?
Yes, ma’am
Well is my turkey gone?
Yes, ma’am
Which way did he go?
So, so
Well, will you help me catch him?
Yes, ma’am
Then shoo turkey shoo, shoo
Shoo turkey shoo, shoo
Shoo turkey shoo shoo
Shoo!
Oh wasn’t that a band
Early mornin’
Early mornin’
Early mornin’
Early mornin’
Early mornin’ soon
Turkey Feathers
Turkey, turkey where’s your hair?
Feathers missing you’re so bare
Who has the (color) on?
I have the (color) one
(name) has the color one
Oh look!
Turkey, turkey there’s your hair
Feathers back now you’re not bare
Chester Chills Out
(No Lyrics)
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
(102612)
Page 6 of 63
12
Lesson Plan 12
Activity
Gathering
Drum
Instrument
Kit Scarves
Instrument
Kit Hand Drums
Solo Singing
and Hello
Song for
Holiday
Show
Performance
Listening
Game with
Instruments
(102612)
Title
Comments
What’s
Needed
Deck The Hall
(New)
(Exploration)
Deck The Hall:
Find different ways to play the gathering drum. Have students take
turns leading.
Take A Potato
(New)
Vocabulary:
Staccato
Take A Potato:
Play on the drum for the repeated words like, “Spin, spin, spin, win,
win, win” or “ pat, pat, pat.” Review staccato and ask them to play
staccato on the repeating words.
Trepak Dance
from The
Nutcracker
(New)
Trepak:
• Remove scarves from backpacks.
• Instruct students to listen for the accents. When you hear the accents,
The Colors
Are Gliding
The Colors Are Gliding:
Fold the scarves while singing only verse two.
(Track)
Tideo
(Holiday
Show)
Tideo:
• Put tape on the floor and have the children stand on it with both feet.
• Sing the different verses of the hello song used for the Open House
Guitar/Ukulele
Tape
Gathering
Drum
Track
Track
Scarves
Track
throw the scarf in the air and catch it. “Swish” scarves side to side when
it’s not an “accent.” Hold the scarf like a flag from your raised, straight
arm and march.
• Perform the movement using the recording. This story is about painting.
You can also use the story of making and throwing snowballs.
performance, playing only when its time for their specific instrument.
Angel Band
(Holiday
Show)
Angel Band:
• Make halos out of Christmas garland for each child to wear on their head.
• Set up felt board and 10 angels. Point to the angels, one at the time, while
counting them.
Track
Felt Board
10 Angels
• Remind them to play only on the numbers and every time we sing, “Little
angels” we pretend the mallets are angel wands and “draw” with them in
the air.
• Sing the chorus while tapping the beat on the drums.
• Solo Singing: Instruct students to place the hand drums behind them and
sit down on their tape. Teacher can use a fun wand to use as a pointer.
Whichever child you point to gets up and sings their solo, “There was
one,” next child, “There were two,” etc.
Chester Chills
Out
(Piano)
• Have the teacher’s instruments hidden behind the felt board so the
children can’t see them.
• Using the recording, play a different instrument when the piano plays the
“High – low” and see if the children can tell you which instruments you
played.
• If time, using the recording, have one of the students sit behind the
felt board and play at each stop. The children will then guess which
instruments the student used.
Variety of
Percussion
Instruments
Felt Board
Page 7 of 63
12
Activity
Orff Rules
Orff
Instruments
In F
Title
Comments
What’s
Needed
Free Play To
The Sopranino
Free Play To Sopranino: Have them play when the sopranino plays
and stop when the sopranino stops.
Orff in F
Sopranino
Angel Band
Angel Band:
• Play on any bars for the numbers as practiced with the drums.
• For the chorus have them put the mallets to sleep and march to the beat
Track
to a new instrument.
• Follow each chorus with some free play to the sopranino to explore their
new instrument.
• Repeat multiple times.
• Reminder: You cannot add a steady beat since there are chord changes in
Goodbye
Song
this song they cannot play yet.
IF TIME
Shoo Turkey
Shoo Turkey: Repeat activity from last week.
Track
Come My
Friends
Point out the first four instruments: oboe, flute, clarinet, French horn
Guitar/Ukulele
Track
Next Week’s Fun
(102612)
Page 8 of 63
12
Lesson Plan 12 - Lesson at a Glance
Deck The Hall
Take A Potato
Trepak
The Colors Are Gliding
Tideo Holiday Show (Hand Drums)
Angel Band
Chester Chills Out
Angel Band (Orff)
(Shoo Turkey)
Come My Friends
(102612)
Page 9 of 63
12
Deck The Hall
Tideo
(No Lyrics)
Take A Potato
(Lyrics On Recording)
Trepak
(No Lyrics)
Angel Band
The colors are gliding
All around
All around
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
We’ll fold them all neatly
like this and like that
And go to the backpack
and put them all back
(102612)
Early mornin’
Early mornin’
Early mornin’
Early mornin’
Chester Chills Out
(No Lyrics)
Simply Music Rhapsody: Young Musicians Make Music: Lessons 11-20 | © Licensed to Simply Music. All rights reserved. Page 10 of 63
12
Lesson Plan 12 - Lyrics, Cont.
Shoo Turkey
Little girl
Little boy
Yes, ma’am
Well did you go to the barn?
Yes, ma’am
Well did you see my turkey?
Yes, ma’am
Well is my turkey gone?
Yes, ma’am
Which way did he go?
So, so
Well, will you help me catch him?
Yes, ma’am
Then shoo turkey shoo, shoo
Shoo turkey shoo shoo
Shoo!
Come My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(102612)
13
Lesson Plan 13 - Complete lesson available.
Activity
Gathering
Drum with
Solo Singing
and
Optional
Holiday Gift
Title
Jingle Bells
(New)
(Exploration)
Take A Potato
Hello (Echo)
Song
(New)
Comments
Jingle Bells: Find different ways to play the gathering drum. Have
students take turns leading.
Take A Potato: Play on the drum for the repeated words like, “Spin,
spin, spin, win, win, win” or “pat, pat, pat.” Review staccato and ask
them to play staccato on the repeating words.
Hello (Echo) Song:
• Pass out the little Holiday Gifts and let them know they can take one
home next week.
• Have all the Holiday Friends echo the teacher’s echo friend.
• After the Gingerbread men are hiding behind the backs of each child,
What’s
Needed
Gathering
Drum
Track
Track
Yearly Holiday
Gifts* or
Gingerbread
Men
sing, “Gingerbread Man, Gingerbread Man, where are you?” The children
sing, “Here I am, here I am, how do you do!”
• Sing the, “Hello Echo Song.” Comment as necessary for pitch matching.
Movement
Trepak
• Explain to the children that we are going to pretend the gathering drum
•
•
•
Vocabulary:
Accelerando
Instrument
Kit Hand Drums
for
Holiday
Show
Performance
Instrument
Kit Finger
Cymbals
with Live
Music
(102612)
Tideo
(Holiday
Show)
•
•
is a trampoline and make our gingerbread men jump when we hear the
accent in the music.
Jump and lift your holiday friends in the air when you hear the accents.
Bounce them side to side when it’s not the “accent” music.
From the recording beginning at 0:24-0:34 march them on the floor, or
march in a circle with them until you hear the accents again.
Jump faster and faster at the end and say, “Accelerando!”
Have the gingerbread men take a bow for the big finish.
Tideo:
• Put tape on the floor and have the children stand on top of it with
Gingerbread
Men
Track
Guitar/Ukulele
Tape
both feet.
• Sing the different verses of the hello song used for the Open House
performance, playing only when its time for their specific instrument.
Angel Band
(Holiday
Show)
Greensleeves
(Piano)
(New)
Vocabulary:
Piano
Angel Band:
• Each child can wear a garland halo on their head.
• Remind them to play only on the numbers and every time we sing, “Little
10 Angels
Felt Board
Track
angels” we pretend the mallets are angel wands and “draw” with them in
the air.
• Sing the chorus while tapping the beat on the drums.
Explain that we will hear the recording of one of the beautiful songs
that our older students learn on piano. Many of them will probably
play this song someday too. The teacher will play the alto recorder
(or other instrument the teacher plays such as flute, violin or piano)
as students play softly (piano) on finger cymbals. The hanging
chimes will be at one end of the classroom. Students take turns
lightly playing the hanging chimes with one finger cymbal. Remind
everyone to be quiet during the piece so we can hear all the different
instruments play.
Finger
Cymbals
Live
Instrument
Track
13
Lesson Plan 13, Cont. - Complete lesson available.
Activity
Orff Rules
Orff
Instruments
In F
Title
Comments
What’s
Needed
Free Play To
The Sopranino
Free Play To The Sopranino:
Have them play when the sopranino plays and stop when the
sopranino stops.
Orff in F
Sopranino
Angel Band
Angel Band:
• Play on any bars for the numbers as practiced with the drums.
• For the chorus have them put the mallets to sleep and march to the beat
Track
to a new instrument.
• Follow each chorus with some free play to the sopranino to explore their
new instrument.
• Repeat multiple times.
• Reminder: You cannot add a steady beat since there are chord changes in
Goodbye
Song
this song they cannot play yet.
IF TIME
Conductor
Game
Conductor Game: Repeat from earlier in the school year.
Hula Hoops
Come My
Friends
Guitar/Ukulele
Track
Next Week’s Fun
(102612)
13
Jingle Bells
Take A Potato
Hello (Echo) Song
Trepak
Tideo (Hand Drums)
Angel Band
Greensleeves (Finger Cymbals)
Angel Band (Orff)
(Conductor Game)
Come My Friends
(102612)
13
Jingle Bells
Tideo
Dashing through the snow
In a one-horse open sleigh
O’er the fields we go
Laughing all the way
Bells on bobtail ring
Making spirits bright
What fun it is to ride and sing
A sleighing song tonight, ohhh
Jingle bells, jingle bells
Jingle all the way
Oh what fun it is to ride
In a one-horse open sleigh, hey
Jingle bells, jingle bells
Jingle all the way
Oh what fun it is to ride
In a one-horse open sleigh
Take A Potato
(Lyrics On Recording)
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
Trepak
(No Lyrics)
(102612)
Angel Band
Early mornin’
Early mornin’
Early mornin’
Early mornin’
Greensleeves
(No Lyrics)
Come My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
14
Lesson Plan 14
Activity
Instrument
Title
Comments
What’s
Needed
Jingle Bells
(New)
(Exploration)
Jingle Bells:
Find different ways to play the gathering drum. Have students take
turns leading as others imitate.
Gathering
Drum
Track
Tideo
Tideo:
Children play on the rhythm of ti-de-o.
Track
The
Gingerbread
Man
(New)
The Gingerbread Man:
• Pass out a little Gingerbread Man to everyone. Encourage them to echo,
“Hello” after the teacher sings.
• Follow the story of the GBM outlined in the lesson. A story book, picture
or felts are fun to add while telling the story.
Gingerbread
Men
Felts or Book
(Track)
• Set him on top of the drumhead, as if it is now the kitchen cutting board,
•
Vocabulary:
Allegro
Tremolo
Movement
and Solo
Singing with
Yearly
Holiday
Gifts
Trepak
•
•
•
and you are ready to decorate. Decorate the Gingerbread man, counting
on the drum how many buttons, eyes etc. The GBM will have.
“Hide” the GBM under the gathering drum pretending the GBM is in the
oven until he is “done baking.” Count to 12 for 12 minutes in the oven.
As soon as the GBM comes out of the oven he starts to run.
Have them keep the beat on the drums when you say, “Run run as fast as
you can…”
After the rhyme make running music playing a really fast tremolo on the
drum. Talk about Allegro and Tremolo.
Trepak:
• Pass out the little Holiday Gifts and let them know, next week they get to
take one of them home.
Listen for the accents
Jump and lift your holiday friends in the air when you hear the accents.
Bounce them side to side when it’s not the “accent” music.
From the recording beginning at 0:24-0:34 march them on the floor, or
march in a circle with them until you hear the accents again.
• Jump faster and faster at the end and take a bow for the big finish.
• Ask if anyone knows where the song is from (The Nutcracker by
Tchaikovsky).
Yearly Holiday
Gifts
Track
•
•
•
•
Hello (Echo)
Song
Hello (Echo) Song:
• Sit in a circle, everyone holding their “Holiday Friend” (gifts).
• Have all the Holiday Friends sing to each other using the “Hello Echo Song.”
• Go around the circle, the teacher’s Holiday Friend singing to each child as
(Track)
they echo.
(102612)
14
Activity
Instrument
Kit Finger
Cymbals
Title
Greensleeves
(Piano)
Comments
Greensleeves:
• Have everyone get their cymbals out of the kit .
• Explain that we will hear the recording of one of the beautiful songs
Snow (Yuki):
• Direct the students to stand in a circle holding one finger cymbal with
their pincher fingers . Their other cymbal should be on the floor near their
feet. The teacher also has one cymbal. For fun you could wear a silver/
white garland halo.
• Explain you are a dancing snowflake and you may land on their cymbal
from time to time. Ask them to hold up their cymbal and to listen what
you sing when the snowflake touches their cymbal.
• Sing the song acapella and move around the circle playing different
cymbals on, “Kon, kon.” Talk about “Kon kon” being the sound the little
snowflake makes when it touches something. This is a song from Japan.
• Have everyone pick up their other cymbal and play on, “Kon kon” with
you to the recording. Explain when they hear the music without the
singing, they can make up their own gentle snow flake sounds.
Orff
Instruments
In F
Finger
Cymbals
Track
that our older students learn on piano. Many of them will probably play
this song someday too. The teacher will play the alto recorder (or other
instrument the teacher plays such as flute, violin or piano) as students play
softly (piano) on finger cymbals.
• The hanging chimes will be at one end of the classroom. Students take
turns lightly playing the hanging chimes with one finger cymbal. Remind
everyone to be quiet during the piece so we can hear all the different
instruments play.
Snow (Yuki)
(New)
Orff Rules
What’s
Needed
Track
Live
Instrument
Feathers
(New)
(Exploration)
Feathers: Ask them to play when there is snow falling (drop white
feathers) and stop when there is no snow. Play from high to low, trying
to time the playing with the fall of the “Snow.”
Orff in F
White
Feathers
Snow (Yuki)
Vocabulary:
Pianissimo
Snow (Yuki):
• Try playing on, “Kon kon” on any bar they like.
• Turn on the music to play the “Kon kons” and make up a snowflake song
Track
when there is no one singing
• Discuss if snowflakes are loud or soft and review piano and forte
vocabulary. Let them know that the word for very soft in music is
pianissimo. Ask them to play piano and pianissimo like the little
snowflakes.
• To add a challenge ask them to play only on “Kon kon” when there is no
singing and see if they can hear the instruments play that part.
• Add a steady beat on your lowest instruments.
• Add the snowfall with feathers when desired.
Goodbye
Song
Come My
Friends
Guitar
Track
Next Week’s Fun
(102612)
14
Jingle Bells
Tideo
The Gingerbread Man
Trepak Dance
Hello (Echo) Song
Greensleeves (Finger Cymbals)
Snow (Yuki)
Feathers
Snow (Orff)
Come My Friends
(102612)
14
Tideo
Snow (Yuki)
Snow is falling
Kon kon
Snow is falling
Kon kon
Falling, falling
Kon, kon, kon
The Gingerbread Man*
Run, run as fast as you can
you can’t catch me
I’m the gingerbread man!
Yu ki ya
Kon kon
Yu ki ya
Kon Kon
Fut te wa, fut te wa
Kon, kon, kon
Trepak
(No Lyrics)
Come My Friends
Hello (Echo) Song
Come, my friends
And gather ‘round
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
Another day
So long, farewell
Goodbye
Greensleeves
(No Lyrics)
* Full story with notation, following the Lesson plans
(102612)
15
Activity
Gathering
Drum
Hello Song
with
Orff
Instruments
Title
Comments
Viennese
Musical Clock
(Exploration)
(New)
Viennese Musical Clock:
Find different ways to play the beat on the drum. Encourage new
ideas for keeping the beat such as playing while sitting backwards,
with their heads, elbows, arms over cross.
Jackson Blues
(New)
Jackson Blues with Three Tempos:
• Before using the recording, practice how we will play on the drum for the I
White
Feathers
(Exploration)
White Feathers:
Using the recording of the song, allow exploration time, Encourage
the students to listen to the recording and to each other to play in a
way that sounds appropriate for the song.
Tideo
Tideo:
• Have everyone play on the big C and G as we sing.
• Have everyone play only on the rhythm of Tideo on any bats they like.
Echoes
Echoes: Play four beat echoes on the cowbell, using the words,
“Snow” (representing a quarter note) and, “Snowflake” (representing
eighth notes) to create the rhythms. Ask the children to say the
words back while playing the rhythm back. For example: snow, snow,
snowflake, snow.
Five Little
Snowmen
(New)
• Arrange the children into a line of snowmen. If there are more than five,
Vocabulary:
Adagio
•
•
•
•
•
(102612)
Gathering
Drum
Track
Track
chord (closed), IV (open) and V (flip) on the drums.
• Have students listen for the teacher’s call to finish the chord progression.
End with a tremolo and accent.
• Afterwards, ask the children about the tempo changes (the song is played
three times, each time is faster.
Practice playing three times on Tideo.
• Have one of the students give the group the tempo to play Tideo.
• Play both parts at the same time with the lowest instruments playing the
beat. Lead the steady beat in first by saying “One, two the beat goes
first” or have one of the children start the beat to set the tempo.
• Add some free play B sections with the sopranino. This can also be for
specific instruments, just xylophones, just metallophones, etc.
Movement
What’s
Needed
make more than one line of five children.
Before using the recording, have the children keep the beat by tapping
their legs while the teacher sings a few verses. If successful, have them
add, clapping on the quiet beats at the end of the phrases.
Encourage the children to guess the rhyming words on each verse.
Practice melting before using the recording of the song, explaining to go
down very slowly (Adagio).
Using the recording, ask them to listen for the special melting music after
the verse is sung. It is not time to melt until the end of the singing of each
verse.
The teacher or a student has a yellow scarf to represent the sun and
“Melts” one snowman at a time by waving the scarf over them. You have
to remind them repeatedly to wait until the “Melting music” after the verse.
Orff
Instruments
In C
Sopranino
Track
Cowbell
Yellow Scarf
Track
15
Activity
Title
Solo Singing
Warm Wendall
(New)
Comments
Make a Wendall using felts out of the pattern included with lesson
plan or use a large puppet/stuffed animal with baby clothing.
• Show everyone Wendall (felts or stuffed animal/doll) and discuss the cold
•
•
•
•
•
Instrument
Kit – Shaker
Eggs
Warm Wendall
Goodbye
Song
Come My
Friends
weather. Ask the children what kind of clothes he needs to wear to go out
in the cold.
If the child names an item, sing the item in a phrase, “I like to wear my
___” and have the child echo. The child who sings the solo for the clothing
puts it on Wendall. Boots and gloves can be for two children.
The kids can tap on themselves where the correct clothes are worn while
singing the song and play a tremolo on the word “Cold” and tapping the
drum on “Side, side, side.”
Tap the floor on, “Outside.”
Use the shaker egg for the, “Ooooh” at the beginning and when singing,
“Cold” to play a shivering cold effect.
If time, sing the song with the recording.
• Use the shaker egg for the, “Ooooh” at the beginning and when singing
“cold” to play a shivering cold effect.
• Sing the song with the recording.
What’s
Needed
Wendall Felts
Felt Board
Or Doll with
Clothes
Shaker Eggs
(Track)
Shaker Eggs
Track
Guitar
Track
Next Week’s Fun
(102612)
15
Viennese Musical Clock
Jackson Blues
White Feathers
Tideo (Orff)
Echoes
Five Little Snowmen
Warm Wendall (Solo Sing)
Warm Wendall (Shaker Eggs)
Come My Friends
(102612)
15
Five Little Snowmen
(No Lyrics)
Five little snowmen
Standing by the door
Out came the sun
And melted all but four
Jackson Blues
(No Lyrics)
White Feathers
Fat little snowflakes
In a cloud so high
Some fell out
And twinkled by
I once thought that snowflakes were feathers
And that they came falling down
When the Moon Lady feathered her chickens
And shook out her silver gown
Feather on feather, on feather it falls
White on the chimney pots, rooftops and walls
Soft on the mountainside, bright on the tree
Goose-feather snowflakes, all lovely and free
No little snowflakes in a cloud so high
Shovel snow and we’ll pass by
Four little snowmen
Underneath the tree
Out came the sun
And melted all but three
Three little snowmen
Without a thing to do
Out came the sun
And melted all but two
Two little snowmen
Having lots of fun
Out came the sun
And then there was one
One little snowman
Standing very tall
Out came the sun
And then there were none at all
Tideo
(102612)
15
Lesson Plan 15 - Lyrics, Cont.
Warm Wendall
Oh, I like to wear my hat, hat, hat
To keep me nice and warm
In the winter
When it’s cold outside, side, side
Oh, I like to wear my scarf, scarf, scarf
And I wear my hat, hat, hat
In the winter
When its cold outside, side, side
Oh, I like to wear my coat, coat, coat
And I wear my scarf, scarf, scarf
In the winter
Other one-syllable articles of clothing can be added for
additional verses such as gloves, pants, boots, etc.
Come My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(102612)
16
Lesson Plan 16
Activity
Gathering
Drum
Title
Viennese
Musical Clock
(Exploration)
Tideo
Jackson Blues
Comments
Viennese Musical Clock: Find different ways to play the beat on the
drum to this piece written by a composer named Kodaly. Encourage
new ideas for keeping the beat such as tapping the side, playing with
flat hands, tap and clap, etc.
Tideo: Encourage the children to create their own way of playing
the rhythm of ti-de-o. When it is time to sing hello using their name,
everyone copies the way they play.
What’s
Needed
Gathering
Drum
Track
Track
Jackson Blues with Three Tempos: Play the I (closed), IV (open) and V
(flip) on the drums. Have students listen for the teacher’s call to finish
the chord progression. The song is played in three tempos, starting
with the slowest.
End with a tremolo and accent.
Movement
Five Little
Snowmen
Before using the recording, have the children keep the beat by
tapping their legs, clapping at the end of each phrase, while the
teacher sings a verse.
Vocabulary:
Adagio
• Arrange the children so everyone is standing across from a partner.
•
•
•
•
Solo Singing
Warm Wendall
Yellow Scarf
Track
Explain that instead of clapping at the end of the musical phrase, put
hands up to clap with partner’s two hands. Practice with singing another
verse.
Instruct the students to slowly melt together at the end of the verse,
listening for the descending notes. Encourage the children to guess the
rhyming words on each verse. Mention that adagio means slow.
verse. Listen for the glockenspiel to signal to stand up for the next verse.
The teacher or a student without a partner can use a yellow scarf to
represent the sun and “Melts” one snowman at a time by waving the scarf
over them. Teachers will need to remind them repeatedly to wait to melt
after the singing, during the “Melting music” after the verse.
Make a Wendall using felts out of the pattern included with lesson
plan or use a large puppet/stuffed animal with baby clothing.
• Show everyone Wendall (felts or stuffed animal/doll) and discuss the cold
Wendell Felts
Felt Board
(Track)
weather. Ask the children what kind of clothes he needs to wear to go out
in the cold.
• If the child names an item, sing the item in a phrase, “I like to wear my
___” and have the child echo. The child who sings the solo for the clothing
puts it on Wendall. Boots and gloves can be for two children.
• The kids can tap on themselves where the correct clothes are worn while
singing the song and play a tremolo on the word, “Cold” and tapping the
drum on, “Side, side, side.”
• Tap the floor on, “Outside.”
(102612)
16
Activity
Title
Comments
Instrument
Kit – All
Instruments
Warm Wendell
(New)
Using their kits, decide on an instrument and player for specific articles
of clothing. Everyone can use the shaker egg for the, “Ooooh” at the
beginning and when singing, “Cold” to play a shivering cold effect.
Some instruments can be played different ways for additional clothing
items. For example, the block can be tapped or scraped.
What’s
Needed
Variety of
Percussion
Instruments
Track
Sing the song with the recording.
TIP: You can bring special percussion instruments in to have different
sounds for each clothing article Wendell puts on if you have some.
Orff
Instruments
In G
Echoes
Five Little
Snowmen
Echoes: Play four beat echoes on the cowbell, using the words,
“Snow” (representing a quarter note) and, “Snowflake” (representing
snowflake, snow.
Orff
Instruments
Five Little Snowmen:
• Put the five snowman felts up on the felt board and count them while
Five Snowman
Felts
Felt Board
(Track)
playing any bars for each number.
• Practice keeping the beat on G and D on your lowest instruments.
• Practice singing the verses for the children, encouraging them to sing
Cow Bell
along and play any two notes together on the quiet beat or rests.
• Play the two parts together.
• After singing the verse, play very slowly while the teacher slowly moves
the felt snowman down the felt board. Encourage them to play at a slow
tempo from high to low as the snowman melts.
• Have new beat keepers for each verse.
Goodbye
Song
Come My
Friends
Guitar
Track
Next Week’s Fun
(102612)
16
Tideo
Jackson Blues
Five Little Snowmen
Warm Wendall (Solo sing)
Warm Wendall (Kit)
Echoes
Five Little Snowmen (Orff)
Come My Friends
(102612)
16
Warm Wendall
(No Lyrics)
Oh, I like to wear my hat, hat, hat
In the winter
Tideo
Jackson Blues
(No Lyrics)
Five Little Snowmen
Five little snowmen
Out came the sun
Four little snowmen
Underneath the tree
Out came the sun
Out came the sun
Two little snowmen
Having lots of fun
Out came the sun
Oh, I like to wear my scarf, scarf, scarf
In the winter
When its cold outside, side, side
Oh, I like to wear my coat, coat, coat
And I wear my scarf, scarf, scarf
In the winter
Other one-syllable articles of clothing can be added for
additional verses such as gloves, pants, boots, etc.
Come My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
One little snowman
Standing very tall
Out came the sun
(102612)
17
Lesson Plan 17
Activity
Gathering
Drum
Instrument
Kit –
Finger
Cymbals &
Hand Drums
Solo Singing
Title
Comments
What’s
Needed
Kalinka
(Exploration)
(New)
Kalinka: Find different ways to play the beat on the drum to this
Russian song. Encourage new ideas for keeping the beat such moving
the hands side to side as you swish the fingers on the drum head.
Tremolo as indicated in the music.
Gathering
Drum
Track
Tideo
Tideo: Reviewing from last week, encourage the children to create
their own way of playing the rhythm of ti-de-o. When it is time to sing
hello using their name, everyone copies the way they play or move.
Guitar/Ukulele
Jackson Blues
Jackson Blues with Three Tempos: Play the I (closed), IV (open) and V
(flip) on the drums. Have students listen for the teacher’s call to finish
the chord progression. End with a tremolo and accent.
Track
White
Feathers
(New)
• Sing the song and have the children listen to you play the finger cymbals at
Finger
Cymbals
•
•
•
•
•
•
the end of each phrase. Ask, “Which words did I play after?” (high and by)
Ask students to take out their finger cymbals and play after each phrase
(after high and by)
Hold the “Drum cloud” high and drop feathers, asking the children to
play their finger cymbals until the feathers land on the floor. Include some
quiet times when no feathers fall, other times when several fall to create
interest in the playing.
Ask what part of the song is the highest for our singing voice. Practice
singing, “Cloud so high.”
Have each child sing, “Cloud so high.” Assist with pitch matching if needed.
Remove the hand drum from the backpack. Tap the beat lightly on the
drum as you sing the song.
Tell the students to choose which part to play during the singing (beat on
the drum or phrase endings with the cymbals). All play the cymbals when
the “Snow” falls.
Hand Drums
Drum “cloud”
with feathers
TIP: Let them know that only the teacher will touch the snowflakes until it is
time to” Shovel“ the snow. Show how to carefully pick up one feather at a
time and place it back in the “Cloud” so we take care of our “Snow.”
Movement
Five Little
Snowmen
• Before using the recording, have the children keep the beat by tapping their
•
•
Vocabulary:
Adagio
•
•
•
(102612)
legs, clapping at the end of each phrase, while the teacher sings a verse.
Arrange the children so everyone is standing across from a partner. Explain
that instead of clapping at the end of the musical phrase, put hands up to
clap with partner’s two hands. Practice with singing another verse.
Instruct the students to slowly melt together at the end of the verse,
listening for the descending notes. Encourage the children to guess the
rhyming words on each verse. Mention that adagio means slow.
verse. Listen for the glockenspiel to signal to stand up for the next verse.
The teacher or a student without a partner can use a yellow scarf to
represent the sun and “Melts” one snowman at a time by waving the scarf
over them. Teachers will need to remind them repeatedly to wait to melt
after the singing, during the “Melting music” after the verse.
Yellow Scarf
Track
17
Activity
Orff
Instruments
In G
Title
Comments
Echoes
Echoes: Play four beat echoes on the cowbell, using the words
“Snow” (representing a quarter note) and “Snowflake” (representing
snowflake, snow.
Five Little
Snowmen
Five Little Snowmen:
• Put the five snowman felts up on the felt board and count them while
•
•
•
•
•
Sing-A-Long
IF TIME
Owl Song
Goodbye
Song
Come My
Friends
playing any bars for each number.
Practice keeping the beat on G and D on your lowest instruments.
Practice singing the verses for the children, encouraging them to sing
along and play any two notes together on the quiet beat or rests.
Play the two parts together.
After singing the verse, play very slowly while the teacher slowly moves
the felt snowman down the felt board. Encourage them to play at a slow
tempo from high to low as the snowman melts.
Have new beat keepers for each verse.
Ask students to stand in an open space and hold out a “Branch”
for snowy owl to land. Fly to one of the children and land on their
arm. Sing one pitch on, “Who” and ask them to match Snowy Owl. If
successful, try minor intervals. If a student cannot match, have them
initiate the pitch and Snowy Owl echoes their voice. Explain that the
voices were on the same notes. Fly to another child and repeat until
everyone has had a turn. Remind everyone to stay very quiet so Snowy
Owl can hear if the voices are the same.
What’s
Needed
Orff
Instruments
Five Snowman
Felts
Felt Board
(Track)
Snowy Owl
puppet or
picture
Guitar
Track
Next Week’s Fun
(102612)
17
Kalinka
Tideo
Jackson Blues
White Feathers (Finger Cymbals, Drums)
Five Little Snowmen
Echoes (Orff)
(Owl Song)
Come My Friends
(102612)
17
Kalinka
Four little snowmen
Underneath the tree
Out came the sun
(No Lyrics)
Tideo
Jackson Blues
(No Lyrics)
White Feathers
In a cloud so high
Some fell out
And twinkled by
Shovel snow and we’ll pass by
Five Little Snowmen
Five little snowmen
Out came the sun
(102612)
Out came the sun
Two little snowmen
Having lots of fun
Out came the sun
One little snowman
Standing very tall
Out came the sun
Owl Song
There’s a wise old owl
With a pointed nose
Two pointed ears
And claws for its toes
It sits in a tree
And it looks at you
Flaps it’s wings
And it says, “Who, who.”
Who, who, who are you?... (child’s name)
Come My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
18
Activity
Gathering
Drum
Title
Kalinka
(Exploration)
Tideo
Comments
What’s
Needed
Kalinka:
• Find different ways to play the beat on the drum to this Russian song.
Gathering
Drum
Encourage new ideas for keeping the beat such as moving the hands side
to side as you swish the fingers on the drum head.
• Tremolo as indicated in the music.
Track
Tideo:
• Reviewing from last week, encourage the children to create their own way
of playing the rhythm of ti-de-o. When it is time to sing hello using their
name, everyone copies the way they play or move.
Tip: Remind the children to sing the leaders name and copy their movement.
They will do it for you and you will do it for them, like good music friends.
Guitar/Ukulele
Track
Partner
Game
57 12/8 Blues
(New)
(Piano)
• Explain that we will be going for a walk with a friend. One will be the
Solo Singing
Who Are You
• Holding Snowy Owl, explain that snowy owls have amazingly good sight
leader and the other will copy their movement. When the song ends, we
will repeat it with the other person becoming the leader.
• Choose one child and have everyone watch as the child follows the
teacher’s movement.
and hearing. Explain that Snowy Owl is looking for a branch to land on
and listening for children to sing their name and echo her singing. (Snowy
Owls males are pure white and the females have darks spots)
• Ask them to pretend they are a tree. Ask them to hold out their arm so
Snowy can land on their branch and visit them. “Fly” to each child as you
sing, “Who, who, who are you.” The child sings their name to the owl. If
they sing in a different key, sing the question where they pitched their
voice and encourage them to sing again to create a match in pitches.
Snowy Owl
Puppet
TIP: The owl can also sing, “Who” and encourage the child to sing the same
note. If the child sings on different pitches, describe if it was higher or lower,
then ask the child to sing first with the owl matching them.
Instrument
Kit –
Favorites
Owl Song
(New)
• Explain that the male or boy owl would be pure white and that the girl or
•
•
•
•
•
(102612)
female has some dark spots.
Use the large owl puppet or picture to teach the owl song while pointing
to the nose, ears, toes, wings as the children sing. When using the owl
puppet, don’t forget to have the owl flap his wings and turn his head all
the way around!
You can mention that the ending can be sung in harmony by having more
than one part. Ask the children to sing, “Who-who” on so-mi while the
teacher sings, “Who-who” on the pitches, “me-do.”
Ask the students to choose one instrument from their backpack.
Instruct everyone to play on the word at the end of each phrase. (owl,
nose, ears, toes, tree, you, wings)
For an added challenge see if they can think the words without singing
aloud and play on the beats of the special words.
Snowy Owl
Puppet or
picture
18
Activity
Orff
Instruments
In C
Title
White
Feathers
Vocabulary:
Phrases
Comments
White Feathers:
• Choose a child to demonstrate patting the beat and clapping with a
partner at the end of the phrases.
• Choose two children to demonstrate patting the beat and clapping with
What’s
Needed
Orff in C
Drum “cloud”
with feathers
their partner at the end of the phrases. Ask them to decide who will play
the beat on the lowest instrument, playing big C and G and who will play
a small instrument, playing two notes of their choice at the end of the
phase. Reassure them that they will switch places with their partner after
we do the song.
• Encourage other children to practice with their partner until they are
asked to join the other players.
• Recite the rhymes while dropping feathers from the drum “Cloud.”
Remind them to stop playing when the feathers land on the ground
• End with the last verse, “Shovel snow” and ask the children to gently put
the feathers in the drum cloud.
IF TIME
Echoes
Goodbye
Song
Come My
Friends
Echoes: Play four beat echoes on the cowbell, using the words
“Snow” (representing a quarter note) and “Snowflake” (representing
snowflake, snow.
Guitar
Track
Next Week’s Fun
(102612)
18
Kalinka
Tideo
57 12/8 Blues
Who Are You
Owl Song (Kit)
White Feathers (Orff)
(Echoes)
Come My Friends
(102612)
18
Kalinka
White Feathers
(No Lyrics)
In a cloud so high
Some fell out
And twinkled by
Tideo
57 12/8 Blues
(No Lyrics)
Who Are You
Shovel snow and we’ll pass by.
(No Lyrics)
Owl Song
With a pointed nose
Two pointed ears
It sits in a tree
And it looks at you
Flaps it’s wings
Come My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(102612)
19
Lesson Plan 19
Activity
Gathering
Drum
Title
Ligero
(Exploration)
Tideo
Vocabulary:
Dynamics
Piano/Forte
Comments
Ligero: Find different ways to play the beat on the drum.
Tideo:
• Reviewing from last week, encourage the children to create their own
way of playing the rhythm of ti-de-o. When it is time to sing hello using
their name, everyone copies the way they play or move. They can also use
different dynamics, such as soft (piano) or loud (forte).
Gathering
Drum
Track
Guitar/Ukulele
Partner
Game
57 12/8 Blues
(Piano)
• Review from last week as you explain that one person will be the leader
Solo Singing
Baby Owl, Can
You Fly (New)
• Place the mini spotted owl on your finger and hold it to look like it is
Instrument
Kit –
Favorites
Owl Song
• Review the owl song pointing to the nose, ears, toes, wings as the children
(102612)
What’s
Needed
Track
and the other will copy their movement. When the song ends, we will
repeat it with the other person becoming the leader.
• Choose one child and have everyone watch as the child follows the
teacher’s movement.
sitting on the “Branch” (made by holding up your other arm, bent it at
chest level).
• Explain to the children that the baby is just learning to fly and he seems to
only try if he hears a child’s voice slide up. The higher the voice he hears,
the higher he seems to be able to fly.
• The baby owl visits each child to see how high the child can make him fly.
If the child’s voice doesn’t go higher or there is not a response, the owl
remains on the “Branch.”
• Encouraging words can follow such as, “Would you like me to see if I
can make him fly by sliding my voice up?” or, “Would you like to try it
together?”
sing. When using the owl puppet, don’t forget to have the owl flap his
wings and turn his head all the way around!
• Have everyone get out their favorite instrument from their backpack.
• Instruct everyone to play on the word at the end of each phrase (owl,
nose, ears, toes, tree, you, wings).
• For an added challenge see if they can think the words without singing
aloud and play on the beats of the special words.
Mini Owl
Puppet
Snowy Owl
Puppet or
picture
19
Lesson Plan 19
Activity
Title
Comments
Orff
Instruments
in C
Free Play to
the Sopranino
Free Play To Sopranino:
Play and stop when the sopranino plays.
My Love For
You (New)
My Love For You: Use 10 different animal felts, pictures or names of
animals for this activity. (If you use the ones from Music Rhapsody’s
counting felt set, you can also use the numbers 1-10 that are included
with the set.) You can also sequence the animals from smallest to
largest: ladybug, frog, duckling, squirrel, rabbit, pumpkin, cat, dog,
panda bear, snowman.
What’s
Needed
Felt Board
10 Felt
Animals from
Beginner’s
Counting Set
• Explain that we will be counting as we play our instruments and need
•
•
•
•
Goodbye
Song
to practice so we can play on each number at the same time. Practice
counting and playing on many different numbers.
Use the phrase, “My Love for you is bigger than…” throughout the
activity.
Put up the ladybug felt and say, “My love for you is bigger than one
ladybug” and count “one” as you play any bars you like.
Add the frog next to the ladybug and say, “My love for you is bigger than
two frogs” as you tap and count , “One, two.”
Put up the duckling and say, “My love for you is bigger than three
ducklings” count one, two, three etc.
Echoes
Echoes: Using a cowbell or other loud percussion instrument, play a
two beat rhythm based on the visuals. For example, Ten Snowmen.
Ask the children to echo the language and the playing of that rhythm.
Tideo
Tideo: Have the lowest instruments play the beat on big C and G.
The highest instruments play the ti-de-o rhythm. If time, sing a, “Time
for Woods” verse, having just the woods improvise at the end of the
verse. Repeat with, “Time for Metals.”
Come My
Friends
Cowbell
Guitar
Track
Next Week’s Fun
(102612)
19
Ligero
Tideo
57 12/8 Blues
Baby Owl, Can You Fly
Owl Song (Kit)
My Love For You (Orff)
Echoes
Tideo
Come My Friends
(102612)
19
Ligero
My Love For You
(No Lyrics)
My love for you is bigger than one ladybug
My love for you is bigger than two frogs
...Three squirrels
...Four rabbits
...Five ducks
...Six cats
...Seven dogs
...Eight pumpkins
...Nine snowmen
...Ten panda bears
My love for you is huge!
Tideo
57 12/8 Blues
(No Lyrics)
Come My Friends
Baby Owl, Can You Fly
(No Lyrics)
Owl Song/Who Are You?
With a pointed nose
Two pointed ears
It sits in a tree
And it looks at you
Flaps it’s wings
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(102612)
20
Lesson Plan 20
Activity
Gathering
Drum
Movement
Title
Comments
Kangaroos
from Carnival
of the Animals
by Camille
Saint-Saëns
Kangaroos:
Find different ways to play the drum in response to the music.
Tideo
Love
Somebody
(New)
• Ask them to watch when you patsch your leg and when you clap your
Tideo:
• Repeating from the last several weeks, when it is time to sing hello using
the child’s name, everyone copies the way he plays or moves.
What’s
Needed
Gathering
Drum
Track
Guitar/Ukulele
hands. Patsch on, “Love” and clap on, “Yes I do.”
• Have everyone do it with you.
• Have the children come up with different ways of moving to, “Love” and,
“Yes I do.”
Instrument
Kit –
Finger
Cymbals &
Tone Blocks
Love
Somebody
• Ask them to get out their finger cymbals and tone blocks.
• Instruct them to play the finger cymbals on, “Love” when we patsch that
beat while singing.
• Repeat singing the song and ask them to play their tone block on the
Finger
Cymbals
Tone Blocks
three beats, “Yes I do,” when we clapped.
• Split into two “teams,” woods and metals. Metals play on, “Love” and
woods play on, “Yes, I do.” Switch parts.
Partner
Game
57 12/8 Blues
(Piano)
• Explain that we will be going for a walk with a friend. One will be the
Passing
Game with
Solo Singing
Pass The
Heart
(New)
• Play a drum beat as the children pass the heart. Explain they cannot hold
•
Vocabulary:
Metallophone
Xylophone
Glockenspiel
Track
leader and the other will copy their movement. When the song ends, we
will hear it again with the other person becoming the leader.
•
•
•
the heart, but need to keep passing it to the beat without dropping or
throwing it, as if it’s very expensive glass.
Review the names of the Orff and percussion instruments you will use.
Demonstrate ways to play if they are new to the students. Review rules if
necessary.
Use a transition song to make a circle. Children should be seated closely
with knees almost touching.
Whoever holds the heart at the end of the song chooses one of the
instruments and sings which one they will play by singing their solo using
the descending pitches, “so, fa, mi, re, do.”
The singer now plays the beat (See Orff instruments comments) as the
passing game continues. The game ends once all children are all playing
an instrument.
Heart
Drum
Orff in F
Assorted
Percussion
or Kits
Tip: If it is a large class, you can use two hearts.
(102612)
20
Activity
Orff
Instruments
in F
Title
Pass The
Heart
Comments
Pass The Heart: Have the child that just ended up with the heart and
sung a solo keep the beat on any of the instruments. For a challenge
you can ask them to play low F and a higher C.
What’s
Needed
Orff in F
Sopranino
TIP: Allow each new player a bit of playing time before you start the
passing. Play the sopranino to indicate when to play and stop. The
children in the circle can do some body percussion.
My Love For
You
My Love For You: You can use 10 different animal felts, pictures or
names of animals for this activity. (If you use the ones from Music
Rhapsody’s counting felt set, you can also use the numbers 1-10 that
are included with the set.) You can also sequence the animals from
smallest to largest: ladybug, frog, duckling, squirrel, rabbit, pumpkin,
cat, dog, panda bear, snowman.
Felt Board
10 Felt
Animals from
Beginner’s
Counting Set
• Explain that we will be counting as we play our instruments and need
•
•
•
•
Echoes
Goodbye
Song
Come My
Friends
to practice so we can play on each number at the same time. Practice
counting and playing on many different numbers.
Use the phrase, “My Love for you is bigger than…” throughout the
activity.
Put up the ladybug felt and say, “My love for you is bigger than one
ladybug” and count “one” as you play any bars you like.
Add the frog next to the ladybug and say, “My love for you is bigger than
two frogs” as you tap and count “one, two.”
Put up the duckling and say, “My love for you is bigger than three
ducklings” count one, two, three etc.
Echoes: Play a two beat rhythm based on the visuals. For example,
Ten Snowmen. Ask the children to echo the language and the playing
of that rhythm.
Cowbell
Guitar
Track
Next Week’s Fun
(102612)
20
Kangaroos
Tideo
Love Somebody
Love Somebody
(Finger Cymbals, Tone Blocks)
Pass The Heart
Pass The Heart (Orff)
My Love For You
Echoes
Come My Friends
(102612)
20
Kangaroos
My Love For You
(No Lyrics)
My love for you is bigger than one ladybug
My love for you is bigger than two frogs
...Three squirrels
...Four rabbits
...Five ducks
...Six cats
...Seven dogs
...Eight pumpkins
...Nine snowmen
...Ten panda bears
My love for you is huge!
Tideo
Love Somebody
Love somebody
Yes I do
Love somebody
Yes I do
Love somebody
Yes I do
Love somebody and it’s you, you, you!
Pass The Heart
Pass the heart around the circle
Steady as you can
Come My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
When the song stops you will find the
Heart in someones hand
(102612)
Young Musicians Make Music: Lessons 11-20
Notation, A-Z
w w w.simplymusicrhapsody.com
11-20
Notation
Angel Band
Angel Band
Traditional
Traditional
4
& b 4 œ œ œF
4
& b 4There
œ
œ ONE,
œ was
F
There
was ONE,
&b œ
& bFOUR,
œ
FOUR,
œ
there
œ
œ
œ
were
œ
œ
œ
TWO, there
œ
œ™ #œ œ nœ
œ œ
nœ
œ litœ™ - #tleœ anœ - gels.
œ THREE
were
œ
There
œ
œ
œ
were
there
were
TWO, there
were THREE
There
were
œ
there
œ
œ
œ
were
œ
œ
FIVE,
there
were
FIVE,
&b œ œ
& b SEœ - VEN,
œ
SE - VEN,
œ
there
œ
œ
œ
were
œ
œ
EIGHT,
there
were
EIGHT,
lit - tle
TEN
lit - tle
œ
œ
were
œ
œ
SIX
œ™
œ™
lit
-
there
were
SIX
lit
-
œ
there
œ
œ
œ
were
œ
œ
NINE
there
were
NINE
Ear - ly
an - gels
that
in
the band.
C
‰
C
‰
mor - nin',
& b œ #œ œ nœ
œ #œ œ nœ
& b was
- n't that a
was - n't
Œ
Œ
œ œ œ ˙
œ inœ the
˙
an - gels
œ band.
j
& b ‰ œj œ #œ œ œ œ
œ œ #œ œ œ œ
& b ‰ Ear
- ly mor - nin',
(102612)
œ
there
œ
œ™ œ œ
œ™ œ œ
&b œ
œ
& b TEN
a
œ Œ
œ Œ
band!
band!
lit - tle
lit
- ly
#œ œ nœ
#tleœ anœ - gels.
nœ
tle
-
an - gels.
œ
There
œ
œ
œ
were
There
were
#œ œ nœ Œ
#tleœ anœ - gels.
nœ Œ
- tle an - gels.
B lit
Section:
F
Oh!
œF #œ œ nœ
œ #œ œ nœ
Was - n't that a
œ Œ
œ Œ
band!
Oh!
Was - n't
band!
œ
œ
B Section:
j
œ œ #œ œ œ œ
j
œear œ- #lyœ mor
œ œ- nin,
œ
ear
‰
‰
œ™
œ™
an - gels.
F
‰F
‰
mor - nin,
that
a
- ly
mor - nin'.
j
œ œ #œ œ nœ œ œ
j
œ œ #œ œ nœ œ œ
ear - ly mor - nin'. Oh,
ear
j
j
œ œ#œ œ œ œ C‰ œ œ œ œ œ
j
œ œ#œ œ œ œ ‰ œj œ œ œ œ
Ear - ly mor - nin',
ear - ly mor - nin'
F
˙™
˙™
soon.
Ear - ly
soon.
C
mor - nin',
ear - ly
mor - nin'
Oh,
F
™™
™™
11-20
Notation, Cont.
Lynn Kleiner
3
& b4
œ
F
œ
The
&b œ
co
œ
co - lors
&b œ
all
œ
-
œ
œ
˙
lors
are
glid
œ
˙
are
glid
œ
˙
a - round,
-
œ
œ
ing
all
-
œ
œ
œ
ing
all
œ
a
B¨
œ
œ
˙
-
round.
F
˙
œ
a - round.
œ
œ
The
co - lors
œ
œ
œ
and
now
all
our
œ
œ
co - lors
The
œ
˙
are
glid
B¨
œ
œ
œ
-
F
œ
œ
œ
œ
œ
will
fall
to
the
ground.
ing
Œ
™™
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.
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.
(102612)
11-20
Notation, Cont.
Come, My Friends
Melody by Ludwig Van Beethoven
Lyrics by Lynn Kleiner
#6
& #8
D
œ
Come,
#
&# œ
sing
(102612)
j
œ
œ
my friends,
j
œ
A
œ
and dance
j
œ
œ
and
gath
j
œ
j
œ œ
-
D
œ
a - noth
-
j
œ
er 'round
so
œ
j
œ œ
we
can sing
j
œ œ
j
œ
G
A
œ
j
œ œ
er day.
So
long,
fare - well,
j
œ
G
œ™
œ
good - bye.
j
œ
We'll
D
j
œ
j
œ œ
œ™
good - bye.
11-20
Notation, Cont.
Five Little Snowmen
Arranged by Lynn Kleiner*
#4
& 4œ
œ
1.
2.
3.
4.
5.
lit
lit
lit
lit
lit
G
#
& œ
Out
Out
Out
Out
Out
Five
Four
Three
Two
One
œ
-
œ
œ
came
came
came
came
came
the
the
the
the
the
œ
tle
tle
tle
tle
tle
snow
snow
snow
snow
snow
œ
sun
sun
sun
sun
sun
œ
men
men
men
men
man
-
œ
and
and
and
and
and
œ
stand un without
hav stand -
œ
œ
œ
ing
by
der - neath
a
thing
ing
lots
ing
ver -
œ
melt - ed
melt - ed
melt - ed
then
there
were
œ
my
the
to
of
y
D7
Œ
œ
door.
tree.
do.
fun.
tall.
G
œ
œ
œ
all
all
all
there
none
but
but
but
was
at
four.
three.
two.
one.
all.
Œ
* (From "Music for Children" Orff-Schulwerk American Edition Volume 1)
Based on Carl Orff-Gunild Keetman "Musik fuf Kinder"
© 1982 by Schott Music Corp.
All Rights Reserved
Used by Permission of EUROPEAN AMERICAN MUSIC DISTRIBUTERS, LLC
Sole U.S. and Canadian Agent for Schott Music Corp.
(102612)
11-20
Notation, Cont.
The Gingerbread Man
Once upon a time there was an old man (one drum beat), an
old woman (one drum beat), and their little boy (one drum
beat). It was a cold, wet winter day and they decided that
the most fun thing to do in their little old house was to make
some gingerbread. So they mixed the dough. (First make
mixing sounds on the hand drums and other instruments
that seem appropriate for mixing) Then they flattened it out
on the table, (make pounding sounds with flat hands on the
drums) and cut the dough in the shape of a gingerbread man
(make cutting sounds with side of hand on drums). Then they
popped it into the oven (make pop sounds by flicking a finger
on the drum) and counted the minutes on the time for him
to bake (Play 12 steady beats on all instruments). When he
was done, they decorated him with two red hot candy eyes
(Play two beats on the instruments), one spice drop nose (Play
one beat), six drops of frosting for his smile (Play six beats),
and three cherry drops for his buttons. (Play three beats) As
soon as he was decorated, the gingerbread man jumped
up and started to run away (Running notes played by the
hand drums). The old man, old woman and little boy said,
“Stop! We want to talk to you!” But the gingerbread man
said, “Run, run as fast as you can, you can’t catch me, I’m the
gingerbread man! (Repeat rhyme and play the rhythm of the
rhyme as the words are said). And down the road he ran! (Play
quick running sounds and continue until...)
“Stop!” (Play quick running sounds and continue until...)
said the cow. “Mooooo, I want to talk to you!” And the
gingerbread man said, “I ran from the old man, I ran from the
old woman, I ran from the little boy, and I can run from you,
too, cow!” Soooo....he said, “Run, run as fast as you can, you
can’t catch me, I’m the gingerbread man!” (Repeat and play
rhythm of the rhyme as words are said). And down the road
he ran! (Play quick running sounds and continue until...)
said the horse. “Neighhh. I want to talk to you!” And the
old woman,
I ran from the little boy, I ran from the cow, and I can run
from you, too, horse!” Soooo....he said, “Run, run as fast
as you can, you can’t catch me, I’m the gingerbread man!”
(Repeat and play rhythm of the rhyme as words are said.)
And down the road he ran! (Play quick running sounds and
continue until...)
said the bear. “Grrrrrrr. I want to talk to you!” And the
old woman,
I ran from the little boy, I ran from the cow, I ran from the
(102612)
horse and I can run from you, too, bear!” Soooo....he said,
“Run, run as fast as you can, you can’t catch me, I’m the
gingerbread man!” (Repeat and play rhythm of the rhyme
as words are said.) And down the road he ran! (Play quick
running sounds and continue until...)
said the fox. “See that river ahead? I will take you to the
other side where you’ll be safe. Jump on my tail.” So the
gingerbread man jumped on his tail (Hit drum once) and the
fox swam (Hands make swishing and swimming sounds) and
swam and swam and then he stopped and said (All drumming
stops), “This water is getting really deep, gingerbread man.
You better jump on my back.” So the gingerbread man
jumped on his back (Hit drum once) and the fox swam (Hands
make swishing and swimming sounds) and swam and swam
and then he stopped and said (All drumming stops), “This
water is much deeper gingerbread man. Climb on my head.”
So the gingerbread man climbed on his head (Hit drum once)
and he swam (Hands make swishing and swimming sounds)
and swam and swam and then he stopped and said (All
drumming stops), “Now it’s really deep, gingerbread man.
Climb on my nose so you won’t get wet.” And as soon as the
gingerbread man did that, the fox threw his head back and
snap! (Hit drum once)
But don’t worry! Back at the house, the old man, the old
woman and the little boy have just finished decorating
another gingerbread man! And, I bet I know what he’s gonna
say! “Run, run as fast as you can, you can’t catch me I’m the
gingerbread man!” (Repeat rhyme)
Gingerbread Rhyme:
Run, run as fast as you can, you can’t catch me I’m the
gingerbread man!
For the youngest music makers, the only instrument to use
is the hand drum. When each character is named by the
gingerbread man, the children play quickly on their drums.
For example, after the words, “I ran from the old man,” the
children play very quickly on their drums. For the gingerbread
rhyme, the young child keeps the steady beat on the hand
drum with both hands as they chant the rhyme.
For older children, the rhythm of the gingerbread rhyme is
played by all drummers. Older students can be assigned
other instruments (selected by the students) for all characters
except the gingerbread man. They can make up ostinatos
(repeated patterns) to continue playing as each new character
is added on. The ostinatos will be played each time the
character is mentioned in the story. The swish sound on the
hand drums is great for when the fox is swimming---with
several stop! Felt board characters or pictures add to the fun
of the storytelling.
11-20
Notation, Cont.
Greensleeves

   





  

4
 
  

$
Traditional
Arr. - N. Moore

   

 

 


    
 
11


 

 

   
14
 
   
(102612)
Fine

  
 

  



   
   
 
 


   
 


   
 
 

   


   

 
7
   

   



    
 

  
 
D.S. al Fine




 


© Licensed to Simply Music
All rights reserved
10
11-20
Notation, Cont.
Greensleeves
Alto Recorder Harmony
Arranged by Lynn Kleiner
œ œ œ
6
œ
œ
b
œ
& 8
œ œ œ œ œ
&b œ
&b
œ™
œ™
b
&
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
œ
J
œ™
œ
œ
J
œ™
œ
œ
œ
J
œ
œ
œ
J
œ
œ
œ
J
œ œ œ
&b œ œ œ
œ œ œ
œ œ œ
œ œ œ œ œ œ
œ œ œ
&b œ œ œ
œ œ œ
œ œ œ
œ œ œ œ œ œ
(102612)
œ™
œ
œ
œ™
Œ™
œ™
œ
œ™
œ
œ™
œ
œ™
œ™
Œ™
œ™
11-20
Notation, Cont.
Hello (Echo) Song
Lynn Kleiner
#4
& #4 œ
Hel
#
&#
(102612)
D
œ
œ
œ
œ
lo! (Hel - lo!) Hel
-
œ
œ
-
œ
lo! (Hel - lo!)
œ
I'm
œ
œ
œ
œ
œ
œ
œ
œ
sing
(to
sing),
to
play
(to
play),
and
A
D
œ
œ
œ
œ
glad
you're
here
to
G
œ
œ
now
we're
Œ
˙
-
A
day.
œ
To
D
œ
œ
˙™
on
our
way.
11-20
Notation, Cont.
Jingle Bells
Bells
Jingle
J. Pierpont
2
& b4
F
B¨
œ
œ
œ
œ
œ™
Dash - ing through the
G‹
&b œ
o'er
&b œ
Bells
G‹
&b œ
fun
œ
snow,
œ
in
a
C7
œ
œ
œ
the
fields
we
go,
œ
on
œ
œ
˙
bob - tail
œ
œ
it
is
to
Jin
- gle
laugh - ing
all
the
way;
œ
œ
œ
œ
œ
ride
and
sing
a
œ
œ
œ
œ
œ
Bells,
Jin
- gle
œ
œ
Bells,
jin
F
œ
-
(102612)
j
œ
- its
bright,
what
F
œ
œ
song
to
œ
œ
œ
œ
what
fun
it
is
to
ride
on
a
œ
œ
œ
- night!
œ™
œ
˙
all
the
way.
Bells,
Jin
- gle
Bells,
jin
F
œ
-
C7
œ
œ™
œ
œ
œ
œ
what
fun
it
is
to
ride
œ œ
on
a
œ
œ
one - horse
œ
œ
œ
Oh!
C7
œ
œ
C7
œ
G7
œ
- gle
gle
œ™
œ
spir
sleigh - ing
œ
Jin
œ
mak - ing
œ
œ
Oh,
F
˙
œ™
&b œ
&b œ
sleigh,
œ
F
C7
- pen
œ
œ
ring,
C7
œ
œ
Oh,
˙
œ
F
&b œ
o
œ
B¨
&b œ
C7
œ
one - horse
œ
˙
œ
œ
gle
œ
one - horse
œ
o - pen
sleigh!
œ™
œ
˙
all
the
way.
œ
F
œ
o - pen
œ
œ
œ
Hey!
Œ
sleigh!
11-20
Notation, Cont.
Love Somebody
Traditional
4
&4 œ
C
Love
G
œ
œ
some - bo - dy,
C
&
œ
Love
(102612)
œ
œ
œ
œ
Yes,
I
do!
G
œ
œ œ
some - bo - dy,
Œ
œ œ œ
Yes,
I
do!
Œ
C
œ
Love
C
œ
Love
Love
G
œ
œ
œ
œ
œ
œ
Yes,
I
do!
C
G
C
œ
œ œ
œ
œ
but
and
I won't
it's you,
say
you,
who.
you.
some - bo - dy,
G
œ
œ œ
some - bo - dy,
some - bo - dy,
Œ
Œ
11-20
Notation, Cont.
Song / Who Are You?
OwlOwl
Song
/ Who Are You?
Traditional
Lyrics by Jane
Browne
Traditional
Lyrics by Jane Browne
4
& b4
4
& b 4 œF
œ
œ
There's
C
&b œ
F
œ
There's
a
old
œ
œ
for
its
claws
&b œ
claws
&b œ
looks
œ
for
œ
œ
˙
at
YOU,
looks
œ œ
œ
œ
œ œ with œ a
œ wise œold OWL
a
Cwise
&b œ
œ
œ
at
OWL
with
C7
œ
œ
œ
its
TOES.
It
C7
œ
a
˙
TOES.
œ
It
YOU,
B¨
œ
œ
œ
œ
B¨
˙
œ
flaps
its
œ
SO
4
& b4 w
in
C WINGS
œ
WINGS
SO
4
& b4 ˙
œ
C
4
& b4 ˙
TEACHER SAYS: "Sometimes the owl sings
œ
sits
œ
its
œ
NOSE,
œ
F
œ
œ
B¨
NOSE,
F
sits
flaps
TEACHER SAYS: "Sometimes the owlMI
sings
˙
poin - ted
poin - ted
B¨
two
in
œ
œ œ
a
and
it
œ œ
and
it
œ
œ
œ
œ
EARS
and
œ poin œ- ted EARS
œ
and
œ
two
poin - ted
œ
œ
œ
œand œit
œTREE
a
F
TREE
œ
and
œ
F says,
"Who,
œ
œ
says,
"Who,
˙
who."
4
& b4 ˙
MI
MI
˙
sometimes
4
& b4 w
when it's your turn, you choose."
DO
˙
DO
˙
Owl Song / Who Are You?
and sometimes
it
œ
MI
sometimes
œ
who."
4
& b4 ˙
MI
œ
œ
MI
and sometimes
4
& b4 ˙
Teacher:
Who,
(102612)
when it's your turn, you choose."
˙
œ
œ
˙
who,
who
are
you?
Solo:
˙
Tom
˙
-
∑
my.
11-20
Notation, Cont.
Pass the Heart
Arranged by Lynn Kleiner
#4
& #4 œ
Pass
#
&#œ
When
(102612)
œ
œ
the
heart
œ
œ
œ
œ
a - round
the
œ
œ
œ
˙
Stead - y
as
you
can
œ
cir - cle
œ
œ
œ
œ
œ
œ
œ
the
song
stops
you
will
find
the
œ
œ
œ
heart
in
œ
œ
some - one’s
˙
hand.
11-20
Shoo Turkey
Notation, Cont.
Shoo Turkey
A
Freely, with a blues feel
4
& b4 œ œ œ œ œ œ
A Freely, with a blues feel
F
4
& b4 œ œ
Lit - tle F girl,
&b œ
œ
œ œ
œ
lit - tle
Lit - tle
girl,
Yes,
ma'am.
&b œ
‰
b œ ma'am.œ
Yes,
&
-
&b œ
&turb œ-
key
So
œ
œ
shoo
Well,
did
you
‰
Well,
key,
key,
œ
tur
-
ma'am?
œ
œ
œ
œ Yes, œ
will
you
will
œ
Œtur -
œ
ma'am.
me
œj
œ j œ
œ
shoo
tur -
me
bœ
Yes,
ma'am.
key,
shoo
Shoo
tur
j
œœ œ
F
œ
shoo,
shoo. tur
Shoo
tur -
key,
key,
¿ j
œ
-Shoo!
key,
œ
did
shoo,
shoo,
shoo.
shoo
Œ
Well,
œ
Œ
he
my
œ
go?
Then
Œ
ma'am.
œ
œ
key,
shoo,
tur -
is
go?
œj
Yes,
my
j
œ œ œ
ma'am.
j œ
œ œ
œ
‰
is
j
œ œ U Œ
F
him?
shoo,
shoo,
he
j
œ œ
œ Œ
shoo,
j
œ œ
did
way
Well,
ma'am.
Yes,
F
shoo,
way
Œ
œ
‰the j barn?
œ œ œ
to
œ
j
œ Yes,œ
him?
œ
œ
œ
œ
j
j
j œ œ œj bœ œ
œ
œ œ
œ
œ
œ
œ
barn?
œ œ
go
œ Œ
Which
catch
œ
Œ
œ
the
you
œ
catch
to
did
key?
œ
go
œ
Which
Œ
œ œ
œ
œ Œ
œ
help
œ
you
tur - key?
ma'am.
help
you
œWell,Œ
œ
ma'am?
œmy
B¨
shoo,
œ
my
see
‰ j
œ
œ
œ
Well, did
œ
Yes,
œ
B¨
shoo,
key,
Yes,
œ
œ
shoo,
Ó œj
B¨ F
Shoo
shoo.
j
œ
Œ
œ
see
Yes,
j
œ Óœ
tur -
& b &˙b œj
Œ
j œ
œ
œ
œ œ
œ
tur -
shoo.
œ
U
œ
Then
shoo,
j
j
j œ œ bœj œ œ
œ
œ œ
œ
œ
F
B¨
shoo
Shoo
tur
tur -
œŒ
œÓ
B¨
j
œ
œ
shoo,
shoo.
Shoo
tur
key,
key,
shoo,
shoo,
j
bœ ∑ œ
-
key,
shoo,
shoo.
œ
shoo,
shoo.
(102612)
j
&b œ
œ
‰j
œ
j B¨
& b &œb œ
˙
you
Well,
so.
shoo
did
œ
gone?
B Faster
B Faster
œ
j
œ
so.
œ
œ
‰ j
œ
œ
œ
œ
boy?
gone?
&b œ j œ
&b
So
Œ
œ
j
œ
œ
key
œ
boy?
Well,
‰
œ
tur
lit - tle
Œ
F
œ
j
œ
œ
œ
¿
Œ
Ó
∑
Snow
(Yuki)
F
j
2
œ
œ
œ ‰
11-20
& b 4 œ™ Youngœ™Musiciansœ Make Music
Snow
Yu
Notation, Cont.
-
&b œ
is fal
ki
2
& b 4 œ™
-
ling, kon*,
ya, kon,
œ
œ
ling,
te - wa
fal
fut
œ
Fal
FutF
-
œ œ™
œ
kon.
kon.
œ
œ
-
*sound
ofis snow
ling, kon*,
Snow
fal - falling
Yu
&b œ
Fal
Fut
ki
-
kon,
œ
œ
ling,
te - wa
fal
fut
œ
-
ya,
Snow
Yu
Snow
is
-
kon.
kon.
Snow
Yu
‰
œ
ling,
te - wa,
fal
ki
œ
-
œ œ™
is
fal
ki
kon.
kon.
Œ
œJapanese School
Song
kon,
kon,
-
‰
F
œ
œ™
j
œ
œ
ling, kon,
ya, kon,
B¨
œ(Yuki) œ
kon,
kon,
j
œ
œ œ™
œ™
ling,
te - wa,
œ
-
Japanese School Song
Arr. Lynn Kleiner
œ
-
kon.
kon.
Arr. Lynn Kleiner
j
œ
œ
ling, kon,
ya, kon,
B¨
F
œ
œ
œ
kon,
kon,
kon,
kon,
kon.
kon.
‰
kon.
kon.
Œ
*sound of snow falling
© Copyright Controlled
Author Unknown
All Rights Reserved
(102612)
11-20
Notation, Cont.
Tideo
Traditional
Arr. Lynn Kleiner
C
(G7)*
2
&4 œ
œ
œ
œ
œ
œ
Time for
mu - sic
Hel - lo (child's name)
œ
œ
œ
Ti - de - o,
Ti - de - o,
œ
œ
Time for
mu - sic
œ
& œ
œ
œ
œ
œ
œ
œ
œ
C
œ œ œ
œ
Jing - a - lin'
Joe.
U
œ
Ti - de - o.
U
œ
œ
œ
œ œ œ
œ
Ti - de - o,
Ti - de - o,
Optional Ending:
œ
œ
F
œ
Jing - lin', Jing - lin',
& œ
œ
(G7)
Time for
mu - sic
C
œ
Ti - de - o.
Ti - de - o.
C
& œ
C
Jin - gle
the
œ
win - dow,
œ
œ œ œ œ
Jin - gle
at
the
œ œ œ
Jin - gle
at
œ
win - dow,
C
œ
win - dow,
œ
the
œ
œ
œ
Ti - de - o.
(G7))
œ
Ti - de - o.
at
œ
œ
C
œ
œ
Ti - de - o.
œ
œ
œ
™™
Ti - de - o.
Suggestions for Instrument Verses:
& œ
Time
Time
Time
Time
Time
(102612)
œ
œ
œ
for
for
for
for
for
sha woods
drums
me instru -
kers
now
now
tals
ments
œ
œ
Ti
Ti
Ti
Ti
Ti
-
de
de
de
de
de
-
œ
œ
œ
o,
o,
o,
o,
o,
Time
Time
Time
Time
Time
for
for
for
for
for
œ
œ
sha - kers
woods
now
drums now
me - tals
instru - ments
œ
ti
ti
ti
ti
ti
œ
-
de
de
de
de
de
œ
-
o.
o.
o.
o.
o.
11-20
Notation, Cont.
Turkey Feathers
Lynn Kleiner
b4
&b 4 œ
G‹
œ
œ
œ
1.,2. Tur - key,
3. Tur - key,
D
œ
tur - key,
tur - key,
œ
where's your
there's your
D7/F©
˙
#œ
hair?
hair!
œ
œ
œ
Fea - thers mis - sing,
Fea - thers back now,
Fine
G‹
œ
œ
˙
you're so
you're not
™™
bare.
bare.
D.C. al Fine
b
& b ™™ œ œ ™ œ
G‹
œ
œ
Who has the (color) one?
(Leader)
œ œ™ œ
I
œ œ
have the (color)one
œ œ™ œ
œ
œ
Œ
(name)has the (color) one.
D
G‹
Œ
œ œ
™™
Oh, look!
For Younger Singers:
b
&b œ œ™ œ
G‹
œ
œ
Who has the (color) one?
(102612)
Œ
œ œ Œ
I
™™
do!
Warm Wendall
B7 Young Musicians Make
E‹ Music
11-20U
#2
œ œ ™ Cont.
œ œ™ œ
& 4 œ ™ Notation,
œ
1. Oh,
#
I
like
to wear
Œ
my
hat,
B7
the
œ
E‹
Œ
‰™
œ
hat,
œ™ œ œ™ œ œ™ œ ˙
warm
in
#2 U
& 4 œ™ œ
D
Warm Wendall
B7
& œ
Words, Music,
and Felt Board Activity by
Jean Young
win - ter when it'sE‹ COLD
œ™ œ œ™ œ
œ
Œ
2. Oh, I like to wear my scarf, scarf, scarf,
Oh, myI hat, hat,
like hat,
to wear my hat,
And I1.wear
To keep me nice and warm in the winter
B7
When it's COLD outside, side, side.
#
& œ œ™ œ œ™ œ œ™ œ ˙
3. Oh, I like to wear my coat, coat, coat,
And warm
I wear my
in scarf,
the scarf,
win -scarf,
ter when it's
And I wear my hat, hat, hat,
2. When
Oh, I like
wearoutside,
my scarf,
scarf,
scarf,
it's to
COLD
side,
side.
hat,
œ
œ
D
out
œ
Œ
E‹
œ
-
œ
COLD
to
E‹
side,
‰™
hat,
E‹
œ
out
œ
-
side,
keep
me nice
D
E‹
side,
side.
r
œ
to
Œ
œ™ œ œ™ œ
and
Words, Music,
and Felt Board
Œ Activity by
œ
JeanœYoung
Œ
œ
hat,
r
œ
D
œ
side,
œ™ œ œ™ œ
keep
Œ
me nice
and
E‹
œ
side.
Add other one-syllable articles of clothing to help
keep the beat, such as gloves, pants, boots, etc.
3. Oh, I like to wear my coat, coat, coat,
And I wear my scarf, scarf, scarf,
Add other one-syllable articles of clothing to help
keep the beat, such as gloves, pants, boots, etc.
© 1995 JEAN YOUNG
Adapted from "Warm in the Winter" by Jean Young
from "Just Imagine a Song About Me" by Jean Young
32 Harrison Dr., Larchmont, NY 10538
All RIghts Reserved Used by Permission
(102612)
White Feathers
C
11-20
4 œ
Young Musicians Make &
Music
4
Notation, Cont.
Fat
F
œ œ œ
œ
œ
so
high,
œ œ œ œ
lit - tle snow - flakes in a cloud
C
Œ
œ
œ
Some fell
out
œ
White Feathers
C
4
&4 œ
Fat
œ œ œ
SNOWFLAKES (excerpt)
Lynn Kleiner
F
C
I once thought
that snowflakes
were feathers G7
C
Œ falling
œ came
œ œ œ
œ œ œ œ Andœthat they
œ down
When the Moon Lady feathered her chickens œ
Andsoshook
out her silver
lit - tle snow - flakes in a cloud
high,
Somegown.
fell out
and
œ
twink - led
œ
Œ
™™
by.
From Around and About by Marchette Chute
SNOWFLAKES (excerpt)
© 1957 E. P. DUTTON CO.
© Renewed 1985 by Marchette Chute
Reprinted by permission of Elizabeth Hauser
I once thought that snowflakes were feathers(Sing Song Again)
When the Moon Lady feathered her chickensSNOW IN SPRING (excerpt)
And shook out her silver gown.
Feather on feather, on feather it falls,
From Around and About by Marchette Chute
© 1957 E. P. DUTTON CO.
© Renewed 1985 by Marchette Chute
Reprinted by permission of Elizabeth Hauser
(Sing Song Again)
SNOW IN SPRING (excerpt)
Feather on feather, on feather it falls,
White on the chimney pots, rooftops and walls,
Soft on the mountainside, bright on the tree -Goose-feather snowflakes, all lovely and free.
From "I Rode the Dark Horse Far Away"
By Ivy Eastwick
© 1960 ABINGDON PRESS
Used by Permission
Song is sung again using this verse:
White on the chimney pots, rooftops and walls,
Soft on the mountainside, bright on the treeShovel
-snow and we'll pass by.
Goose-feather snowflakes, all lovely and free.
From "I Rode the Dark Horse Far Away"
By Ivy Eastwick
© 1960 ABINGDON PRESS
Used by Permission
Song is sung again using this verse:
Shovel snow and we'll pass by.
(102612)
© Copyright Controlled
Author Unknown
All Rights Reserved

Simply Music Rhapsody

Transcription

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