GardenSongsamusicresourceforenvironmentaleducatorsCreatedforCommunityGroundWorks

AmandaJaneHoffman

Madison,Wisconsin

June2017

1

Iacknowledge,withadmirationandgratitude,thecontributionsofthefollowingeducators,artists,activists,gardeners,andnurturers:RachelBrown,AlishaDavid,KristinEggen.BatyaLevine,KarenReese.EmilySheehan.

AboutthisResource

What:Readonforsongsandmusicalactivities,tobuildanenergizedandnurturinggardenclassroom.Where:Takeitoutsideforquickreference,oruseitinyourlesson/activityplanning.Who:Thefollowingresourceshavebeenusedoradaptedforkidsfromkindergartentomiddleschool.Why:Bringlessonstolife,andencourageparticipationandgroup-building,whenyousharesongsandmusic.

TableofContents

• IntroductiontoGardenSongs--“GardenSongs”projectorigins…………………………………………….2--Othermaterialsbeyondthisresource--Anti-Racisminmusicandeducation

• WhatSingingDoesforGardenEducation………………………………..3• GettingStarted:HowtoSingwithKidsandGroups…………….…..4

--Helpfulideas--Song-leadingtips…………………………………..……………………….…….5--Howtostartsinging………………………………………………………….….6

• GardenMusic:UsingMusicforGardenPlayandLearning…..…..8--Groupbuilding--Memorablelessons--Group/behaviormanagement…………………………………………..….9--Music-basedactivities……………………………………………………….…10-13

• Songs!Lyrics,chordsforinstruments,andstories…………………..14-29• ClosingThoughts……………………………………………………………………..30

2

ProjectOriginsandIntentions

My Degree: In September of 2015, I moved to Madison, Wisconsin to pursue a Masters in Agroecology. I wanted to enrich my work in environmental education and activism. I joined this program because Agroecology:

• researches and advocates food production and food systems that feed the land. • draws on natural sciences, social sciences, and learning beyond academia. • builds food systems that nurture communities, instead of exploiting or harming them.

This Project: I sought out projects to work on for my degree. Community GroundWorks inspired me with their holistic approach to food education in Madison and beyond. After I reached out to them, Community GroundWorks invited me to volunteer in their garden, to get to know them. During my first day at their after-school garden program for elementary school students, the lead garden educator asked me to open the day by singing a song with the kids. She was not confident singing in public.

A few days later, as we discussed what projects I could join, I offered to make a songbook for Community GroundWorks. This project turned into a “singing manual.”

Your Role: I am thrilled to provide songs to sing, AND the inspiration, ideas, and encouragement for anyone to put the songs to use. Singing with kids in gardens illuminates opportunities for teaching courage. The courage to hear yourself, to share your voice, to try to build life based on what makes YOU feel inspired. The songs and ideas within are to be used or re-shaped - in whatever way supports you and your students.

AccompanyingMaterials

Pleasevisithttps://tinyurl.com/gardensongs for mp3s, videos, and shared resources.

Anti-RacistApproachestoMusicandEducation

Cultural Appropriation: People with economic and political power have long taken credit for art made by people of color and from socially marginalized groups of people. “Cultural appropriation” refers to the real violence of denying the heritage of a cultural product, like a song, and copying it or selling it. If you share a song, share its story. This is one way to address this legacy of denying credit and erasing labor.

Teaching Across Cultures: Education in America can give and nurture, but it also rewards modes of communication that favor predominantly white affluent people. Educators who practice patience can fight such racism and oppression. A student seeming disrespectful or disengaged may just be using a different mode of communication, one that is everyday and understood in their family and community.

3

SingingandGardenEducation

EXPLORETHEGARDENCOMMUNITY.

Makingsoundsandplayingwithbreathingandairilluminatesphysicalpropertiesofdifferentpartsofthegarden–likeflutteringleavesorechoesinhollowplaces.

“WHISTLEWHILEYOUWORK.”

Gardeningishardwork.Songsputsillinessandbeautyintothiswork.KidscangardenANDsingatonce-thetimewillflyby.

GROWAWARENESSOFYOURBODIESINYOURSPACE.

Musicinthegardenfocuseskidsonhowtheyfeelandwhattheyperceive,intheirspaceandtheirselves.Movementandbreathingremindskidsofthewisdomoftheirbodies–bodiesthatlovetobreathe,tomove,tobealive.Theyarebothcalmedandenergizedwhensurroundedbylivingsounds,naturalmaterials,andorganicshapes.

SHAREMEMORABLELESSONS.

Differentsongsshowkids:

• howgardensareimportanttopeople• howlifeworksinthegardenandsoil• gratitudeandhopesforyourgarden• howtoloveandrelatetothepeopleandlifearoundthem

CULTIVATETHECONFIDENCETOSHAREYOURVOICES.Inagarden,orintheworld,teachchildrentotrusttheirvoices.Musicdaresyoutotakeupspacewiththesongofyourself.

4

GettingStarted:HowtoSingwithKidsandGroups

�HelpfulIdeas �SongLeadingTips �HowtoStartSinging

Ifyouarehesitanttosingwithgroups,considerthefollowingideas.

HelpfulIdeas

1) Practisetrustandpatiencewiththegroup.• Donotbediscouragedifnoteverykidissingingfromthefirstnote.• Somekidsneedtoseethewholegroupsingingbeforetheyjoinin.• Makeyourvoiceheard-sharethesongwiththelovethatbroughtyouto

thismoment.Thegroupwillcatchonandjoinin.

2) Chooseaccessibletypesofsongs.• Ifyoudon’thavelyricsprinted,youcanuseashort,repetitivesong.• Youcanevenjustuseapartofasongthatyouknow.

3) Trydifferentwaysofleading.• Singtheverses,inasongwherethegroupcancatchontothechorus.

(Example:“AcresofClams,p.16)

4) Introductoryquestionsforyouandyourstudents.• “Whydopeoplesing?”• “Whataregoodactivitiestosingduring?Whatkindofsongsforwhich

activities?”• “Whenisthelasttimeyousangsomething?”• “Doplantsmakemusic?Howisaplantlikeaperson?Howiscaringfora

plantlikecaringforaperson?”• “Whatbodypartsdoweusewhenwesing?Isyourvoiceabodypart?”

5

GettingStarted:SongTeachingandLeadingIdeas

Humanslovetosingtogether.Thefollowingtipsgetyoustartedteachingandleadingasong.

1)Marktherhythmofthesong.

• Beforeandduringthesong• Snap,waveyourhand,ornodyourheadtothebeat

2)Tellthegrouphowtofollowyourlead.

• Singonelineatatime,aftereachline,say“Repeatafterme!”• Singthesongallthewaythrough,andkeepsingingaspeoplecatchonand

joinin

3)Dance.

• Askkidstocomeupwithhandmotionsordancemovesfordifferentlines

4)Usesilentcues.

• Countdownwithhandorsnaps:Say,"Afterfoursnaps-howmany?four!-wewillstartsinging."

• Whilesinging,usehandstocuepeopletowait,tospeedup,toquietdown,orrepeatapart

6

GettingStarted:Warm-upActivities

Singing in a group creates a collective voice. If each individual connects to their breath and body, they have a voice they can blend with others.

1)BreathPractice:GroupBreath

• “WhenI*signalwithhands*,everyonewilltakeaslowbreathinwhileIcounttothree.Then,everyonewillslowlybreatheoutforthreeseconds.”

2)Exercise:JumpingJacks

• Oranyexercisethatisinclusiveofthewholegroup.Countyourrepsforfun!

3)MakeNoises:YawnTogether

• Inviteyourgrouptoyawn,reallylettingthe“aahhhh”oftheyawnringout.• Then,yawnonahigherorlowernote–keepchangingthenote.• Youcanmoveyourarmslikearealyawn.Anopportunitytobegoofy!

4)MouthStretches:MouthShapesandVowelSounds

• Makeexaggeratedmouthshapesasyoutransitionthroughdifferentvowelsounds.Youcanjustsaythesoundsoryoucansingthem.

5)TeachaHandclappingGame:ie.“MissMaryMack”

6)WarmUp:ABCs

• SingthealphabettothetuneofDo-Re-Mi-Fa-So-Fa-Mi-Re-Do.• Thenmoveupanoteanddoitagain.

7)BuildaSentenceTogether

• Goaroundinacircle,whereeachpersonsaysonewordtocreateasentence.• Buildandplaywithyourgroup’scollectivevoice

8)GroupHum

9)Reflect:Questions

• “Whatdidyounoticeaboutyourself?Abouthowyoufeel?Aboutthegroup?”

7

Introducingagrouptosingingtogether:anillustration

"We are going to sing a song, but first we’ll practice. Do we need to listen to each other when we are working as a group?"

- Exercise: “I will hum a note. Your job is to listen. We'll all be quiet so everyone else can hear Then, when I point to you, you will join me with a hum making the same sound as me."

- Next level: “We'll all start at the same note - then you can move to a different note, slowly at first. If you don't like how it sounds, you can move to a different note. Be patient with yourself and others - sometimes you can start out in a funny sounding place, but if you are patient and not afraid of sounding strange or wrong, and don't give up, you may end up getting to a sound you love.”

- Reflection: “What did you notice your body feeling? What did you notice about us as a group?”

8

HowtoUseMusicinGardenEducation

�GroupCohesionandTeamBuilding�MemorableLessons�GroupManagement�Activities

GroupCohesion

Whatmakespeopleintoagroup?Howdoyoubuildasenseof“us?”

Gofrombeinginthesameplace,tobeing“together.”

Whenyouaskagrouptosingtogether,youareaskingpeopletotrusttheirvoices,andtheirchoices.Youareaskingthemtotrusttheothermembersofthegroup,tohearthem,tosupportthem.“Singingtogether”isnotjustsingingthesamenotesatthesametime.Groupmemberslisten,andlettheirvoicesflowoutbasedonwhattheyhear.

MemorableLessonsandLargerContextofWork

Kidslearnbyplayinginthegarden.Theyalsolearnbylisteningtolessons.Theoutdoorclassroomhasnowallsandnoceiling.Sightsandsoundsabound.Withallthereistoperceiveandenjoy,howdoyoufocusattentiononlearningmaterials?Musicsignalskidstopayattention,andkeepsthemengagedthroughmovingtheirbodiesandvoices.

Thismanualofferssomesongs(outofmanymoreoutthere!)aboutfood,gardens,communities,andthelivingworld.

Somesongsteachlessonsongardenecology,andhowgardencommunitiesfunction(Example:“FBI,”p.20).Somesongsteachkidstothinkaboutwherefoodcomesfrom(Example:“DirtMadeMyLunch,”p.18).Somesongscanremindyouoftheworldoutsidethegardenandthereasonswhyyouaregardening–thosereasonsmayincludecareforyourself,theland,andthepeopleinyourlife(Example:“WeAretheChange,”p.28).

Ifyouwanttofurtherexploreorsolidifyalessonoridea,youcan:

• Makedrawingsinspiredbythesonganditslessons.• Makeupadance.• Changethewordstomakeitaboutyourexperiencesandwisdom,tosharewith

eachotherandtheworld.

9

HowtoUseMusic:GroupManagementthroughMusicalandVocalEngagement

Musicmovespeople–theirfeelings,voices,andbodies.

Ineducationandchild-care,youcanguideyourstudents’behaviorandactivitythroughmusicandeverydaywaysthatwechangevolume,pitch,andrhythmtocommunicate.

1) Changeyourvolumeandtone.• Beingloudisnottheonlywaytogetattention.Beingquieterthanusualcanalso

getkids’attention.2) Startasongforeveryonetosing.

• Startsingingasongthatyouallknow,orthatisrepetitiveenoughforthegrouptojoinin(Example:“MotherIFeelYou,”p.24)

• Or,makearhythmwithyourhands,feet,orvoice.• Motionforthemtojoinin.• Whenyouarereadytostop,makeadramaticclosinggesturewithyourarms,

and,motioningforsilence,actexcitedtohearthesilenceringout!• Youcanpracticethiswiththegroup–havethemtalkandberowdy,andsee

howmanysecondsittakesforeveryonetonoticethatyouaresingingandjoinin.

3) Engagevoicescreativelyandquietly.• Askthegroupaquestion,firsttellingthemthattheywillwhispertheanswerto

theirneighbor.• Or,try:“Ifyoucanhearme,whisperlikethewind.”• Notonlycanyouseewhoispayingattention,butyougettoengagetheirvoices

inacalmingway.• Eachkidwillsoundalittledifferent.They’llenjoyhearingthecumulativeeffect.• It’seasiertoengageavoicequietlythentosilenceit.• Then,theyareabletopayattention,notbecausetheyarefollowingorders,

becausetheyareparticipatingandcollaboratingwithyou.4) Askforbehaviormodels.

• Beforestartinganactivity,askthegrouptogiveexamplesofwhatitmightlookorsoundliketospeakpolitely,quietly,sweetly,etc.duringthatactivity.

10

HowtoUseMusic:MusicalActivitiesfortheGarden

1.InstrumentHunt2.SeedInstruments3.AdoptaPlan,withSinging!4.GardenSongParodies

1.MusicalInstrumentHunt

Directions:

1) Inpairsoronyourown,findthreegardenobjectsthatyoucanuseasamusicalinstrument.Thesecanbeitemsthatyoubringbacktothegrouporleavewheretheyare.

2) Listentoeachother’sinstruments.Goonatouriftheinstrumentcan’tbemoved.

Tips:

• Kidscanmakegrasswhistles,shakeseedpods,bangsticks,rubdriedleavestogether,splashortapwater,runastickonagardenfence…

• Singasongbeforethisactivity,thenmakeabandandsingagainwithyourgardeninstruments!

LearningGoals/Benefits:

• Explorerangeof“living”and“non-living”partsofthegarden.Isadriedseedpodalive?

• Explorewhatwantstomovearoundthegarden,andwhatwantstostayinplace.

• Exploretherangeofhollowtosolidobjects.

11

HowtoUseMusic:MusicalActivitiesfortheGarden

2.SeedInstrumentsDirections:

1)Planoutseedsforagardenplot–itcouldbeonecrop,ormixedflowers.

2)Puttheseedsyouwantincontainersmadefromrecycledmaterialstomakepercussiveshakinginstruments,likeamaraca.

3)Makeasongtogether,andthenshaketheseedsontothegardenpatchyouwanttosowduringthesong,orwhenyouaredone.

Tips:

• Discusswherethecontainerscomefromandhowelsetheycanbeused.• Discusswhatseedsyoumixedorkeptseparateandwhy.

LearningGoals/Benefits:

• Practicedifferentseed-sowingmethods.Whichmethodsworkforwhichseedsandplants?

• Learnaboutthepropertiesofdifferentseeds,suchasfeel,look,andsound.• Kidspracticegardendesignintheirownlittlepatchbychoosingtheirseed

mix.

12

HowtoUseMusic:MusicalActivitiesfortheGarden

3.Activity:AdoptaPlant,withSinging!Directions:

Havekidswanderaroundthegarden,exploringforthemselvesaplanttheywouldliketotakespecialcareofthatseason.Theycanvisittheplant,drawit,andwatchitchangeandinteractwithitsenvironment.Whentheyvisittheirplant,invitethemtosingtoitinordertohelpitgrowandthrive.

Tips:

• Shareideasorexampleofhowcaringforplantsissimilarordifferenttocaringforpeople.

• Kidscanmakeupasongthatremindsthemofwhattheplantislike,andhowtheythinktheyshouldcareforit.

• Or,askthemtothinkaboutwhatkindofsongtheirplantwouldwanttoheartofeelsafeandstrong.

LearningGoals/Benefits:

• Kidswillspendmeasuredtimeengagingwithgardenlifeingreatdetail.• Calmandgroundkidsintheirsenses,throughquietersolotimeand

breathing.• Kidswillshapegenerousandintentionalrelationshipswithgardenlife.

13

HowtoUseMusic:MusicalActivitiesfortheGarden

4.Activity:GardenSongParodies

Directions:

1) Sharewhatasongparodyis–explain,orprovideanexample–andexplorewhywewritethem.(Example:“CompostPile,”p.17)

2) Havegroupsofkidstaketimewithpostersandmarkerstocomposeasongparodyaboutthegardenorgardening.

3) Sharetogetherinatalentshow.

Tips:

• Shareguidelinesaboutwhat’sfunnyandwhatpeoplesometimesdon’tfindfunnytoencouragerespectfulwritingandsharing.

• Before,askkidstoshowexamplesofwhatgoodlisteningandcollaborationlookslike.

LearningGoals/Benefits:

• Groupworkaskskidstosharetheirideas,eveniftheyaresilly,andlistenwelltoeachother.

• Usingsongsthatalreadyexiststeacheskidsthattheydonothavetoreinventthewheel–justasweshareandre-usegardeningpracticesandtraditions.

14

GardenSongsasongbookforgardeneducation

IncludesLyrics,Stories,Chords

15

SomeSongs

Thefollowingisacollectionofusefulandbeautifulsongs.SomearesongsIlove.SomeareaboutbeingapartoftheEarth,andeachother.Someareaboutfood.Someareabouthopeandlove.Someofthemareaboutgardening,anddirt.

Takethesesongswhereveryouwantto.

Breakthemdownandputthembacktogether.

Singtwoatthesametime.Re-writethelyrics.

Askyourgroupwhatthesongisabout,oraskwhythewriterorsingerusesacertainwordinacertainway.

EachsongincludesasmuchofitsstoryasIcouldfindout.Sharethestorywiththesong–writersandsingersputthemselvesinthesesongs.Donotletthesecreatorsbecomeinvisible.(Somethingbecomesinvisiblewhenwedonotlookatit.)

SongListandSubjects:

AcresofClams–farmingandnature………………………………………..….16

CompostPile–soilandcompost………………………………………………….17

DirtMadeMyLunch–soilandfood………………………………………..….18

DirtyOldTown–home…………………………………………………………..…..19

FBI–decomposition………………………………………………………………..……20

Fiddlehead–plantsgrowing……..………………………………………………….21

IfYou’reintheGardenandYouKnowIt–beinginthegarden…….22

LikeaLittleBird–theEarthandcare……………………………………………23

MotherIFeelYou–thelivingworld……………………………………………..24

Oh,WhataBeautifulMorning!–joyandtheoutdoors.……………….25

OnceinaLifetime–water…………………………………………………………….26

SoonIt’sGonnaRain–rainandtheoutdoors……………….………………27

WearetheChange–courageandconnection……………….……………..28

WeBelongtotheLand–careandthelivingworld………….…………….29

16

3.IrolledupmygrubinmyblanketIleftallmytoolsonthegroundIstartedonemorningtoshankitFortheparadisecalledPugetSoundTheparadisecalled…4.ItriedtogetoutofthecountryButpovertyforcedmetostayUntilIbecameanOldSettlerNownothingcoulddrivemeawayNownothingcandrive…5.NolongertheslaveofambitionIlaughattheworldanditsshamAndthinkofmyhappyconditionSurroundedbyacresofclamsSurroundedbyacresofclams…

ACRESOFCLAMS(TheOldSettlerSong)

Source:RiseUpSinging:TheGroupSingingSongbookMusic:TraditionalIrish

Lyrics:JudgeFrancisB.HenryG1.I’vewanderedalloverthiscountry,EmProspectinganddiggingforgold.GI’vetunneled,hydraulicked,andcradled,DGAndIhavebeenfrequentlysold.(chorusrepeatslasttwolinesofeachverse)GAndIhavebeenfrequentlysold,EmAndIhavebeenfrequentlysold.GI’vetunneled,hydraulicked,andcradled,DGAndIhavebeenfrequentlysold.G2.ForonewhogotrichbyminingEmIsawtherewerehundredsgrewpoorGImadeupmymindtotryfarmingGDGTheonlypursuitthatissure(chorus)GTheonlypursuitthatissure,EmTheonlypursuitthatissure.GDGImadeupmymindtotryfarming,Theonlypursuitthatissure.

17

COMPOSTPILEMusic:“RingofFire”byJohnnyCash

Lyrics:TheStackingFunctionsCFC1.I’manapplefromatreeCFCAfarmercameandpickedmeCFCYoubroughtmetothemarketplaceCGCThenyouatemewiththatholeinyourface.(chorus)GFCIfellintoaburningcompostpileGIturnedbrown,brown,brown,FCandIsatthereforawhileAnditburns,burns,burns,FCGCThatcompostpile,thatcompostpile.CFC2.Youcouldn’teatanymoreCFCSoyouthrewawaymycoreCFCButIdidn’tgotowasteCFCCuzbacteria,theylikemytasteInthefallof2014,TalBoewen,MiloGiovaniello,BatyaLevine,andElanWishkin,huddledinaConnecticutkitchen.Ihadtojoinin.Theywerewritingthelyricstoaparodyof“RingofFire”–aboutcompost!Iwasfallinginlovewithsoilatthispoint.I’mproudlyawareofhowallrolesinthisstorycouldapplytosomeoneofanygender.WeshareditwiththestudentsvisitingTeva,thenatureeducationprogramwhereweworkedandlivedtogether,tryingtobringourfull,funselvestoaverydemandingjob.

IfellintoaburningcompostpileIturnedbrown,brown,brown,andIsatthereforawhileAnditburns,burns,burbs,Thatcompostpile,thatcompostpile.3.YouturnedmeonceaweekTilthecyclewascomplete.Youspreadmeonyourgardenbed,AndnowI’malettucehead!IfellintoaburningcompostpileIturnedbrown,brown,brown,AndIsatthereforawhileAnditburns,burns,burbs,Thatcompostpile,thatcompostpile.

18

DIRTMADEMYLUNCHMusicandLyrics:TheBananaSlugStringBand

FC1.Dirtisawordthatweoftenuse,FCWhenwe'retalkin'abouttheearthbeneathourshoes.FCIt'saplacewhereplantscansinktheirtoes;FGInalittlewhileagardengrows.CGCDirtmademylunch,CFCDirtmademylunch.FGSothanks,Dirt,thanksabunch,FFormysalad,mysandwichCMymilkandmymunch'causeGCDirt,youmademylunch.C2.Afarmer'splowwilltickletheground,Youknowtheearthhaslaughedwhenwheatisfound.Thegrainistakenandflourisground,Formakingasandwichtomunchondown.Dirtmademylunch,Dirtmademylunch.Sothanks,Dirt,thanksabunch,Formysalad,mysandwichMymilkandmymunch'causeDirt,youmademylunch.

19

DIRTYOLDTOWNMusicandLyrics:EwanMacColl

G1.ImetmylovebythegasworkswallCGDreamedadreambytheoldcanalIkissedmygirlbythefactorywallDDirtyoldtownEmDirtyoldtown2.ThecloudsadriftingacrossthemoonCatsaprowlingontheirbeatSpring'sagirlinthestreetatnightDirtyoldtownDirtyoldtown3.HeardasirenfromthedocksSawatrainsetthenightonfireSmelledthespringonthesmokywindDirtyoldtownDirtyoldtown4.I'mgoingtomakemeagoodsharpaxeShiningsteeltemperedinthefireWillchopyoudownlikeanolddeadtreeDirtyoldtownDirtyoldtownIfellinlovewiththissongafteraprofessorfrommyAgroecologyprogramhadusreadasociologyarticleabouthowsoundmovesaroundourlives.Thearticlesaidexcitingmusicremindedpeopleoftheirlives,evenbytalkingaboutsomethingthathappensinsomeoneelse’sstory.Whenyousharesomethingthatcomesfromyou,otherswillwanttohearandunderstandyou.

5.ImetmylovebythegasworkswallDreamedadreambytheoldcanalKissedagirlbythefactorywallDirtyoldtownDirtyoldtownDirtyoldtownDirtyoldtown

20

2.TherearebillionsofbacteriainthatsoiloverthereMicroscopiclifeisinallwater,landandairYoushouldknowthattheyaretherethoughtheyaretoosmallforyoureyeThesearesecretagentsoftheFBITheFBI…wheneversomethingdiesTheFBI…isthereonthesceneTheFBI…isworkingovertimeTheFBI,topickthosebonescleanFungus…fungusbacteria…bacteriaInvertebrates…invertebrates,theFBI

THEFBIMusicandLyrics:TheBananaSlugStringBand

Am1.There’sfungusallamongusandit’sbreakingthingsdown,EAmReturningnutrientsintothefertilegroundAmMillionsofmyceliumundergroundthat’swhyWhenyouholdahandfuloftheearthEAmyouholdtheFBI.AmETheFBI…wheneversomethingdiesAmETheFBI…isthereonthesceneAmETheFBI…isworkingovertimeAmETheFBI,topickthosebonescleanAmFungus…fungusbacteria…bacteriaInvertebrates,invertebrates,EAmtheFBI

ThiswasthefirstsongIeverheardusedingardeneducation!Thatwasmyfirstgardeneducationinternship,inBerkeley,California.ThegardenteacheratJohnMuirElementarySchoolspunouteachversequicklyanddeftly,andthefirst,second,andthird-gradersbubbledinforthechorus.

21

FIDDLEHEADSource:KristinEggen

GOohOohFiddleheadDGCurledupinyourlittlebedOohOohFiddleheadDGCurledupinyourlittlebedDIwillopenGWhenIamreadyDIwillunfoldmyselfGWhenIamsteady(Repeat!)

KristinapproachedmewhenIsentoutanemailontheWisconsinFarmtoSchoolandEarlyChildcareEducationnewsletter.Shesingswithcommunityeveryweek,andhasherownrichstockofsongs,aswellasinspirationandexperiencearoundsong-leading.Shetaughtmethis,andafewother,beautiful,simplesongsaboutlifegrowingwithinusandaroundus.

22

IFYOU’REINTHEGARDENANDYOUKNOWITSource:CommunityGroundworks

MusicandLyrics:“IfYou’reHappyandYouKnowit,”Dr.AlfredSmith

DGDIfyou’reinthegardenandyouknowitclapyourhandsCGIfyou’reinthegardenandyouknowitclapyourhandsDIfyou’reinthegardenandyouknowitCGAndyoureallywannashowitDGIfyou’reinthegardenandyouknowitclapyourhandsIfyou’reinthegardenandyouknowit…Flaplikeachicken…Wigglelikeabug…Dancelikethewind…ETC.!!

ThisisthefirstsongIsangatCommunityGroundWorks,whentoddlersvisitedthegardenwiththeirparents.AllofthekidsseemedmesmerizedbutdumbstruckasIsangandjumpedaround.Theteachersassuredme,“Theywerelistening.They’llbesingingitalldaywhentheygethome.”Toughcrowd!

23

LIKEALITTLEBIRD

Source:KristinEggen

Part1.

DLikealittlebirdshetakescareofme.

Likealittlebirdshetakescareofme.

Likealittlebirdshetakescareofme,

ADOhhowamIfree.

Part2.

AHallelu

GDHallelujah

GDThosewhotheEarthsetsfree,shallbefreeindeed.

(Repeat!)

Youcansingpartone,thenparttwo.

Or,onepersonorgroupcansingpartone,whileanothersingsparttwo.

Then,youcanswitchbackandforth!

Partonecomesinafterparttwo–partonesings“Likealittlebird…”whenparttwosays“lu”in“Hallelu.”

24

MOTHERIFEELYOUSource:OriginUnknown

AmGAmMotherIfeelyouundermyfeet

FAmMotherIfeelyourheartbeat

IlearnedthissongwhenIfirstgrewfoodasanapprenticeofUrbanAdamahinBerkeley,California.This2-acrefarmtrainedapprenticesandvisitorsinorganic,sustainablefarmingmethods,andgivesawayitsproduceeveryweek.

ThisprogramrooteditselfinJewishtraditionsofethicsandagriculture.

Afriendsharedthissongwithme.Shepointedoutsomeversionsthatincludea“Hey-ya-ho”chant,whichsheexplainedtomeoriginatefromNativeAmericansingingtraditions.

ItisimportantformetosharetheNativeAmericanrootsofthissong.ThoughIdon’tknowwhowroteit,itisbetterforawhitepersonlikemetopointoutitsroots,ratherthanerasingNativeAmericancultureandlabor.

25

OH,WHATABEAUTIFULMORNING!Source:Oklahoma!

Music:RichardRodgersLyrics:OscarHammerstein

G1.There'sabrightgoldenhazeonthemeadowCGThere'sabrightgoldenhazeonthemeadowThecornisashighasanelephant'seye,DAn'itlookslikeit'sclimbin'clearuptothesky.(chorus)GOh,whatabeautifulmornin',DOh,whatabeautifulday.GCIgotabeautifulfeelin'GDGEv'rything'sgoin'myway.2.AllthesoundsoftheeartharelikemusicAllthesoundsoftheeartharelikemusicThebreezeissobusyitdon'tmissatree,Andaol'weepin'willerislaughin'atme!(chorus)3.Oh,whatabeautifulmornin',Oh,whatabeautifulday.Igotabeautifulfeelin'Ev'rything'sgoin'myway.(chorus)

26

ONCEINALIFETIME

MusicandLyrics:TheTalkingHeads

CFLettingthedaysgobyCLetthewaterholdmedownCFLettingthedaysgobyCWaterflowingundergroundCFIntotheblueagainAfterthemoney’sgoneCFOnceinalifetimeCWaterflowingundergroundWhenIfirstheardthissong,intheconcertfilmStopMakingSense,Ithought,“Huh–that’saweirdsong.”Thatnight,itkeptcomingbackintomyhead.Iwasbaffled.Muchofthesongisactuallyspoken,inrhythmtothemusic.Andthechorusisabout…somethinghardtodefine.Afterafewdays,andformanyyearsafter,thiswasoneofmyfavoritepopsongs.WhenIwasworkinginConnecticutasanatureeducatorwithTeva,Ihadahardweekleadingkidsthroughwoodlandtrailsandeducationalactivities.Itwas5pmandIcouldnotkeepthekidsattention.Icouldbarelygetthemtowalkthepathbacktowherethewholegroupwasmeeting.SoImadethematrade:ItoldthemiftheysungasongItaughtthem,Iwouldjumpintothelake,inmyfullhikinggear.Theytookmeuponthechallenge,andIgottohearagroupofeightmiddleschoolersbeltingthissongacrossthewaterasItotallyplungedintoalmost-icywater.

27

SOONIT’SGONNARAIN

Source:TheFantasticksMusic:HarveySchmidtLyrics:TomeJones

Cmaj7Am7CmajAm71.Soonit'sgonnarain,IcanseeitCmaj7Am7EmASoonit'sgonnarain,IcantellFmajD7Dm7GCmaj7Soonit'sgonnarain,whatarewegonnado?Cmaj7Am7CmajAm72.Soonit'sgonnarain,IcanfeelitCmaj7Am7EmASoonit'sgonnarain,IcantellFmajD7Dm7GCmaj7Soonit'sgonnarain,whatwillwedowithyou?

(bridge)Dm7FGWe'llfindfourlimbsofatreeCmaj7Am7EmAWe'llbuildfourwallsandafloorDm7FGWe'llbinditoverwithleavesAmDDmGThenruninsidetostayCmaj7Am7CmajAm73.Thenwe'llletitrain,we'llnotfeelitCmaj7Am7EmAThenwe'llletitrain,rainpellmellFmaj7D7Dm7A7Andwe'llnotcomplainifitneverstopsatallDmEmFGCWe'llliveandlovewithinourownfourwalls

28

WEARETHECHANGESource:“Teva”atIsabellaFriedmanJewishRetreatCenter

MusicandLyrics:RavynStanfield

CG1.Wearethechange

CGWearetherisingsun

GCGWearetheoneswe’vebeenwaitingfor

CDGAndwearedawning

CG2.Wearethechange

CGWearethesettingsunGCGWearetheancestorsoftomorrow

CDGAndweremember

Everyweek,atTevainConnecticut,studentswouldvisit,hikeinthehillsandlearnabouttheplantandanimalcommunitiesinthearea.Weillustratedhowtocareforthislifethroughsongsandlessons.Attheendofeachweek,allthekidswouldgathertoleave.Weheldupposterswiththeselyricstowardsthethrongofstudents,andeveryonesang,repeatingtheversesoverandoveruntiltheyboardedthebusses.

29

WEBELONGTOTHELANDMusicandLyrics:RachelBrown

EmTheEarthholdsus

CTheEarthfeedsus

GTheEarthneedsus.EmDWebelongtotheland!

(Repeat!)

30

ClosingThoughts

AsIwrotethismanualandputthesesongstogether,Ikeptgoingbackandforthinmymind.

“Thisstuffisobvious.”“No,noteveryonewouldthinkofthesethings.”“Anyonecouldhavewrittenthis.”“Peoplemightuseandappreciatethesethoughtsandresources!”**Growingup,Ispentalotoftimethinkingaboutthinking.Allaroundme,Isawchildren,adults,strangers,lovedones,indysfunctionalrelationships.IknewIwasinsecure.ButIalsosawmyselfbeingbright,bouncy,andjoyfulwithfamily,friends,andpeoplearoundme.Ididnotunderstandhowallthatcouldfitinoneperson.

WhenIwasateenager,mypeerswouldsometimesask:“Howareyousoconfident?”

Iwouldrespond:“Well,Iactuallyhavealotofinsecurities.”Ididn’tunderstand.ButIthoughtaboutitalot.

Isawotherswithlittletrustorpatienceforthemselves,orthepeopleintheirlives.Inmyownmind,IbegantorealizeIwasbisexual/queer,butIwasnotreadytoadmitwhatIunderstoodaboutmyself.Itriedtosilence–todestroy–myownvoice.

Irealizedthataswegrow,wemustlearnstrategiesandpracticesfordevelopingpatienceandacommitmenttoourselves,nomatterhowimperfectweare.Icalledthisunderstandingmy“emotionalconsciousness.”Someyearslater,Igrewa“politicalconsciousness,”theunderstandingthattheglobaleconomyrequiresandrewardsviolencetowardpeopleandplanet.

Ihadaninklingthatthesestruggleswereconnected.**In2009,Ihadathought.Irealized:SometimesIwanttosaysomething.ThenItellmyself,nope,don’tsaythat.Then,Idon’tsayit.WhatifeverytimeItoldmyselfno,ItookthatasasignaltosaywhatIwasthinking?IwouldsharemyVoice.

IhadalreadyembarrassedmyselfinfrontofpeopleplentyoftimestoknowthatevenifIsaidthewrongthing,Iwouldbeabletomovepastit.Sowhynotbankonthatinthefirstplace,andopenup?

AfterImadethisdecision,Ihadmoreconnections,moreconversations,morefun–moresharingandgrowing.**Ifsomeonewantsto,theycancultivatecourageandconfidence.Ittakessweat,tears,andsometimesactingbeforeyoufeelready.Butyoucangetthere.

Watchoutthough–“there”isnotafinishline.It’sthestartingline,tobuildingyourlife.

Ifwetry,andfollowwhatinspiresandnurturesus,wecanbuildalifetogether,onthisplanet,wherewecanlivewitheachother,andlivewithourselves.Wecanandmustbuildasenseof“us,”aswideaspossible.Wecanaffordnoless.

Ihopeyoucultivatejoyoutofthemilesandmountainsofgood,hardworkthatlifehasforus.