Musicplay for

Kindergartenby Denise Gagne

A complete music curriculum for kindergarten

Includes everthing that you need to teach music for the entire school year!

6 CDs Lesson plans

Year outline - thematic index

Includes * songs for many themes * songs to teach language & early literacy skills * poems and chants * songs to teach math, science, social studies * songs to teach social skills * songs for holidays and special days * movement songs for integration into PE * listening selections * songs from many countries

Musicplay for Kindergarten1 Welcome to School2 Put Your Finger on Your Lip3 Count and Go4 Listen as I Play the Beat5 Join Into the Game 6 You’ve Got to Sing 7 This is My Speaking Voice 8 Cookie Jar Chant9 Follow, Follow Me10 A Smile Goes a Long, Long Way11 Vivace, Handel12 Hickety Tickety13 Loud Voice - Quiet Voice14 Do You Want to be My Friend?15 Walk to School16 Andy Pandy17 Dr. Knickerbocker18 Gingerbread Man19 Color Song20 I am a Pizza21 Autumn Leaves22 Shape Song23 Hey! Hey! Look at Me24 We Cook Turkey25 Air, J.S. Bach26 Badinerie, J.S. Bach 27 I’m Glad I Have a Nose 28 London Bridge 29 I Get a Happy Feeling30 Stop! Look and Listen31 October is Here32 Pumpkin Stew33 Alphabet Action34 Brush Your Teeth35 Halloween Looby Loo36 Costume Fun37 Pumpkin Fat38 Grumpy Grizzly39 Can’t Wait to Hibernate 40 Tommy Thumb 41 Sambalele42 Kumbayah43 Gavotte, J.S. Bach 44 Take my Little Car 45 Days of the Week

46 Old Navy 47 Rainbow World48 Old King Glory 49 Bear 50 Teddy Bear 51 Wheat in the Wind 52 Phony Baloney53 Barnacle Bill54 ABC Blues55 Put the Beat in your Feet 56 I’d Go Dancing 57 One Little Candle 58 Germs59 Parade of the Wooden Soldiers, Jessel60 Curly Joe61 S-A-N-T-A62 Rock Around the Christmas Tree63 Christmas is Here64 Play the Bells to Celebrate65 Jolly Jolly Santa 66 He’ll be Comin’ Down the Chimney67 Let’s Get on Board68 The Sewing Machine69 Ha Ha This-A-Way70 Snowman Joe71 Bogannin’ Hill72 Old Mother Brown73 Penguin Polka74 Months of the Year 75 Jubilee76 Who has the Pencil?77 Sailor Song 78 Fiddledeedee79 Button Factory80 Pretty Princess81 Cheer for 100!82 It Takes One to Know One83 Arroz con leche 84 Page’s Train85 Chew Chew86 Down by the Station87 Groundhog88 Willowbee89 Musical Priest

90 Little Airplane91 Three Wheeled Car92 Listen to me Play93 I Like Valentines94 As Friends We’re Two95 Kangaroo96 Wallaby Hop97 Hey There Friend98 Head and Shoulders99 If You’re Happy100 We Don’t Put Up with Putdowns101 Alice the Camel102 A Tisket a Tasket103 San Severino 104 Dinosaurs105 Dinosaur Ditty-wa106 I Wanna Be a Dog107 The Proud Horseman108 Connaughtman’s Rambles 109 Burnie Bee110 A me Limbo 111 Purple Stew112 Leprechaun March113 Michael Finnigan114 Mr. Troll115 Nanny Goats116 Don’t Throw Your Junk117 Move to the Drum 1118 Me and my Kite119 Knees Up Mother Brown120 Tingalayo121 Four in a Boat122 Pass the Shoe123 Hugs and Grugs124 Bubble Gum125 Kids are Cool126 Easter Bunny Hops Along127 Easter is Here128 German Dance, Beethoven 129 Color the Eggs130 Old Mr. Rabbit131 Spaceworms132 Five Green Men133 Rain Rain 134 Six Inch Boots135 If All the Raindrops

136 Ame Ame137 We’ve Got the Whole World138 Bluebird139 Grandma Moses140 Grandma and Grandpa141 Wear a Helmet142 Debajo del Boton143 Moms are Special144 Frog in my Pocket145 On a Log146 Scie le bois147 The Great Gate of Kiev, Mussorgsky148 Symphony No. 4, Mendelssohn149 Chickamy150 Old MacDonald151 Welcome to Bermooda152 Peanut Butter153 Farmer in the Dell154 Move to the Instruments155 Los Pollitos156 Watch our Garden Grow157 Listen to the Water158 Go Round and Round the Village159 See Saw160 Uptown Zoo161 Fireman162 Circus Parade 163 Naughty Kitty Cat164 Humpback Whale165 A Boy and Girl in a Canoe166 Miss Polly167 The Mill168 Hotaru Koi169 Sammy the Salmon170 What Shall We Do?171 Tambourin, J.C. Bach172 Let Your Light Shine173 Draw a Bucket of Water174 She’ll be Comin’ Round the Mountain175 Move to the Drum 2

Themes & VariationsBox 25109 Deer Park PO, Red Deer, Alberta T4R 2M2

Email: tvinfo@telus.net Phone or Fax: 1-888-562-4647Web Site: www.musicplay.ca Printed in Canada

Copyright ©2003 by Themes & Variations revised and reprinted Sept. 2004ISBN Number: 1-894096-71-1

No copying of any part of this book is allowed! Thousands of hours have gone into the writing, layout and editing of this book. Please do not photocopy!

About Musicplay: Musicplay is a play-based music program. Each week in kindergarten a new game is learned from which the musical concepts in the curriculum are taught. Children love music games - this is a text that will have your students really excited about learning music! Pentatonic, or reading songs comprise part of Musicplay. The sequencing of reading songs within the program works very well within both Orff and Kodaly based programs. There are more than 175 songs in kindergarten - action songs, singalong songs, folk songs, multicultural songs, game songs, theme songs and holiday songs.

This program was written to be used by a kindergarten classroom teacher who sees the class every day for a half day, or for the music specialist that may see the kindergarten classes only once a week. Each week a specific musical concept is introduced, taught or reviewed. This is the “core” lesson that should be taught by both classroom teacher or music specialist. In addition to the “core” lesson, there are 3-5 supplementary songs. The classroom teacher may want to teach all the supplementary songs that are given. The music specialist that has much less time with the students will have to make choices as to what is most important to teach.

The CDs were recorded with separate accompaniment tracks for as many performance pieces as possible. When there are two numbers, the first number refers to the vocal guide and the second, the accompaniments only. Accompaniments are not included for game songs, because traditionally they are sung unaccompanied. The recordings that are by children’s artists do not have accompaniments because they aren’t recorded in this way. The multicultural songs were sung by singers native to the country from which they came. A mix of voices and accompaniments are used on the CDs - children’s voices, classroom singing, choral singing, adult female and adult male, accompanied by piano, Orff instruments, and instrumental tracks.

The songs in this program are intended to be taught by rote. Sing the song for your students while they listen, or play the song on the CD in its entirety. Then sing (or play) one phrase at a time, having the students repeat the phrase.

Orff accompaniments were used for some songs in the kindergarten program. These use only a simple bordun played on the beat.

Listening selections are included on the CDs to teach a specific concept - fast/slow, loud/soft or beat. The listening selections were changed in Sept. 2004 to include orchestral recordings as well as simple piano pieces. If you have an earlier edition, contact the author if you’d like copies of the new listening selections. If you would like to have additional listening selections, you could use the “Listening Resource Kit Level 1”. This has the complete “Carnival of the Animals” and excerpts from “Peter and the Wolf”. See the supplemental resource list on page 136 (end of the guide) for information on this publication.

This is not a text that will be out of print in 7 years. There will be upgrades to the text - not reprints. There is a registration form at the end of the teachers guide. Please fill in the registration and fax or email it to us. Original purchasers of the program will be eligible to receive upgrades for free as pdf files or at a nominal cost for print copies. Please email if you have any questions about anything in the program. Email support is always available. (tvinfo@telus.net)

Moving SpeakingSinging (1*)

Playing(2,6,7*)

Listening(6,7*)

ReadingNotating (5*)

Creating(2,3,4*)

RHYTHM

* Beat - experience, label*short-long patterns, restexperience* accent

* Sing songs with a steady beat in 2/4 4/4 6/8

* Patternsq qr

* Beat - experience and label when playing unpitched instruments

* Beat - experience and label when listening

* Experience and label beat. Tap a beat on a beat chart. * label patternsq qr

* Play a beat on a variety of instruments* create patterns on unpitched instruments

MELODY

* experience and label melodic direction* experience and begin to label high-low

* develop voice * melodic direction*high-middle-low* tone match: songs with limited range* repertoire songs

* melodic direction* play high or low notes on pitched instruments

* melodic direction* high-low* size of sound source = pitch

* show high-low with arm motions (so-mi)* respond to so-mi hand signals

* create answers to teacher questions* create new verses alone or within the group

HARMONY

* move to music that is major/minorand ask how it makes them feel.

* major/minorexperience* sing a song with teacher accompanied ostinato

* play a rhythm with teacher accompanied ostinato

* listen tomajor/minor and ask how it makes them feel or what it makes them think of.

* experience moving and creating to minor“October is Here”“Halloween Looby Loo”

FORM

* experience phrase through movement, teacher labels with shapes

* sing songs with sections that may be repeated (same) or different. (AB)

* recognize that a section can be repeated or different when playing instruments

* recognize that a section can be repeated or different when listening

* teacher labels and shows form with shapes

* As a class, decide on the final form of performances

EXPRESSION

* move to show fast-slow, loud-soft, different moodseg. create movement to “Spaceworms”.

* sing music that is loud - soft, fast - slow* sing songs with expression to show the meaning of the song

* play the beat on instruments to show fast - slow, loud-soft

* recognize that music may express our feelings. * loud - soft* fast - slow* timbre * timbre - instruments u/pclassify by sound* timbre - voices

* Teacher can label songs as fast-slow, loud-soft

* create movements that show fast-slow, loud-softeg. Take my Little Car for fast-slow,Grumpy Grizzly for loud-soft

CULTURE(9*)

* perform singing games and simple dances from a variety of cultureseg. Ame Ame, Arroz con leche, Kumbayah, Tingalayo, Sambalele

* sing songs from a variety of cultures* sing simple songs in languages other than English

* play instruments representative of many cultures

* listen to music from a variety of historical periods and a variety of cultureseg. Connaughtman’s Ramble - IrishTambourin - Bach

* Teacher should show the location of the country or culture on a world map or on a globe.

* create movements to songs from other cultureseg. Firefly, JapanLittle Airplane, China

Kindergarten Music Curriculum

Relate music to other arts and other subject areas: (8) * Learn songs that reinforce or relate to topics, skills and subjects that are learned in kindergarten.* Have students draw pictures that show the way music makes them feel, or what it makes them think of.* Have students dramatize songs. * Create dances and movements to music. * Learn many poems and chants

* Numbers in brackets refer to MENC content standards for music in K-4.

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Kindergarten Thematic Song ListAction/Game Songs:

Knees Up Mother Brown Purple Stew Dr. Knickerbocker Go Round and Round Ha Ha This-A-Way Willowbee Four in a Boat Naughty Kitty Cat Bluebird Who has the Pencil? Phony Baloney Button Factory Pass the Shoe London Bridge Draw a Bucket of Water Old Navy Miss Polly Join Into the Game If You’re Happy Tommy Thumb The Mill Peanut Butter

African Songs:Kumbayah

Alphabet:ABC Blues Alphabet Action A me Limbo

Animals:I Wanna Be a Dog Naughty Kitty Cat

Australia:Wallaby Hop

Bears:Can’t Wait to Hibernate Teddy Bear Bear

Beaches:A Boy and a Girl in a Canoe Welcome to Bermooda

Beat/Instruments:I Get a Happy Feeling Put the Beat in Your Feet

Body Awareness:Head and Shoulders

Brazil:Sambalele

Celtic Music:Connaughtman’s Ramble Musical Priest

China:Three Wheeled Car Little Airplane

Christmas:Jolly Jolly Santa Rock Around the Christmas Tree Christmas is Here S-A-N-T-A He’ll be Comin’ Down

Circus:Circus Parade

Song #11911117586988121163138765279122281734616659940167152

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106 163

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395049

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10889

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Colors/Shapes:Color Song Mr. Troll Shape Song

Counting Songs:Barnacle Bill Alice the Camel Count and Go

Days/Months:Days of the Week Months of the Year

Dinosaurs:Dinosaur Ditty-wa Dinosaurs

Easter:Color the Eggs Easter Bunny Hops Along Easter is Here Old Mr. Rabbit

Earth Day:We’ve Got the Whole World

Families:Rainbow World Don’t Throw Your Junk

Farms:Old MacDonald Farmer in the Dell Watch our Garden Grow

Fast/Slow:Take my Little Car Down by the Station Chew Chew Let’s Get on Board Page’s Train

French Songs:Scie le bois

Friends:Fiddledeedee Do YouWant to be my Friend? As Friends We’re Two

Frogs:On a Log Frog in My Pocket

Graduation:I’d Go Dancing Let Your Light Shine Kids are Cool

Grandparents Day:Grandma and Grandpa Grandma Moses

Groundhog Day:Groundhog

Halloween:Pumpkin Fat Costume Fun Halloween Looby Loo Pumpkin Stew October is Here

Hanukkah:One Little Candle

Song #1911422

531013

4574

105104

129126127130

137

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146

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High-Low Songs:Old King Glory Autumn Leaves Snowman Joe

Hundred Day:Cheer for 100!

Insects - Bugs:What Shall We Do? Burnie Bee

Instrument Exploration: Chickamy Listen to me Play

Japan:Hotaru Koi Ame Ame

Lineups:Follow, Follow Me Walk to School Put Your Finger on Your Lip

Loud/Soft:Grizzly Bear game Loud Voice - Quiet Voice

Mothers Day:Moms are Special Frog in My Pocket

Multicultural:Ame Ame (Japan) Arroz con leche (Spanish) Debajo del Boton (Sp) Hotaru Koi (Japan) Kumbayah (African) Los Pollitos (Spanish) Sambalele (Brazil) San Severino (Spanish) Scie le Bois (French) Tingalayo (West Indian)

Names/Beat/Welcome:Listen as I Play the Beat Hickety Tickety Welcome Cookie Jar Chant

Oceans/Beaches:Sammy the Salmon Humpback Whale Listen to the Water

Peace - Getting Along:We Don’t Put Up Hugs ‘n Grugs Wheat in the Wind (peace) It Takes One to Know One

Penguins:Penguin Polka

Reading songs (sm, lsm):

Kangaroo Fireman Hey! Hey! Look At Me Old Mother Brown Pumpkin Fat Rain Rain Andy PandyBurnie Bee

Song #482170

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170109

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Bubblegum Curly Joe See Saw A Tisket a Tasket

Safety / Health Songs:Stop! Look and ListenGerms Wear a Helmet Brush Your Teeth

Space:Spaceworms Five Green Men

Spanish:Los Pollitos Arroz con leche San Severino Debajo del boton

Speaking/Singing Voice:This is my Speaking Voice Loud Voice - Quiet Voice

Spring/Rain:Ame Ame Me and my Kite Six Inch Boots If All the Raindrops Rain Rain

St. Patricks Day:Leprechaun March Michael Finnigan

Stories with Songs:Pretty Princess Gingerbread Man Mr. Troll Nanny Goats

Thanksgiving:I’m Glad I Have a NoseWe Cook Turkey

Train Songs:Jubilee Let’s Get on Board Down by the Station

Valentines:I Like Valentines Hey There Friend Singalong/Repetoire Songs:

Sailor Song A Boy and a Girl in a Canoe I am a Pizza Watch our Garden Grow She’ll Be Comin’ Round the Mountain A Smile Goes a Long, Long Way Bogannin’ Hill You’ve Got to Sing

Zoo:Uptown Zoo

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Curriculum Specific Songs and Topics:

# Language Arts Songs:33 Alphabet Action54 ABC Blues12 songs are given as stories in the “Big Story Book” and “Reproducible Take-home Stories”.

# Math Songs:3 Count and Go81 Cheer for 100! 101 Alice the Camel124 Bubble Gum

Science topics: (see thematic index)BearsDinosaursAutumnGardens (seeds, plants)WhalesSalmonRainInsects

# Health Songs:30 Stop! Look and Listen34 Brush Your Teeth 58 Germs 98 Head and Shoulders141 Wear a Helmet

# Basic Skills:45 Days of the Week 74 Months of the Year

# Social Skills Songs:14 Do You Want to be my Friend? 51 Wheat in the Wind82 It Takes One to Know One94 As Friends We’re Two 100 We Don’t Put Up with Putdowns137 We’ve Got the Whole World

Social Studies topics:FamiliesJobsJapanBrazilAfricaChinaSpanish songsAustraliaCaribbean

# Poems and Chants:6a Open Shut Them7 Speaking/Singing8 Cookie Jar10a The Sitter Poem11a Pussycat Pussycat11b One Two Three14a Order in the Court28a Criss Cross Applesauce28b Autumn 29a Jelly in the Bowl31a Hey Ho for Halloween31b Witch Witch Where do you fly?32a Peter, Peter Pumpkin Eater40a Two Little Dicky Birds41a Lady Bugs45a Slowly Slowly47a Galloping Chant55a Once I Caught a Fish Alive59a Here is the Chimney59b Five Little Bells64a Chubby Little Snowman66a Bundles78a The Train79a Snow79b Winter83a Bate Bate Chocolate 86a The Taxi104a Dinosaurs 109a Here is a Beehive132a Zoom, Zoom, Zoom133a Clouds 133b Rain133c Clouds134a Dr. Foster 140a These are Grandma’s Glasses148a Monkeys On the Bed 156a Fishy Fishy 170a Lady Bugs170b Flutterby

# Listening Examples:

11 Vivace, Handel 25 Air, JS Bach 26 Badinerie, JS Bach 43 Gavotte, JS Bach 59 Parade of the Soldiers, Kessel68 The Sewing Machine, Melanie Bonis 89 Musical Priest107 The Proud Horseman, Robert Fuchs108 Connaughtman’s Rambles128 German Dance, Beethoven 147 Great Gate of Kiev, Mussorgsky148 Symphony No 4, Mendelssohn 171 Tambourin, JC Bach

September Week 1Concept to teach: *Following Directions Theme: Following Directions1. Welcome to School CD1:12. Put Your Finger on Your Lip CD1:2-29 3. Count and Go CD1:34. Listen as I Play the Beat CD1:45. Join Into the Game CD1:56. You’ve Got to Sing CD1:6-30

1. Welcome to SchoolCD1:1 Big Book pg. 2

& c jœ œjœ œ œ

Wel-come to schoolmu - sic

œ œ œ Œev - 'ry - one.

jœ œjœ œ œ

(Wel-come to schoolmu - sic

œ œ œ Œev - 'ry - one.)

& œ œ œ œHope you have a

œ œ œŒ

lot of fun.

œ œ œ œ(Hope you have a

œ œ œŒ

lot of fun.)

& jœ œjœ œ œ

Now is the time to

œ œ œ Œsing and play.

jœ œjœ œ œ

(Now is the time to

œ œ œ Œsing and play.)

& œ œ œ œHope you have a

‹ œ œŒ

(clap) great day!

œ œ œ œ(Hope you have a

‹ œ œŒ

(clap) great day.)

Leader class echoes

Leader class echoes

Leader class echoes

Leader class echoes

D. Gagne

Teaching Process/Suggested Activities:The classroom Kindergarten teacher can use this song to welcome the children to school. For the music specialist that sees the Kindergarten students only 1-2 times a week, this is a song to welcome the children to the music classroom. In either case, echo songs are a good way to have students hear and model a singing voice. You could say to the students that “I will sing, and then you echo me.” An alternate way might be to have a pop-up puppet in your classroom. Tell the children that “I will sing, and then you sing with Pop-up.” When it’s the children’s turn, bring the pop-up puppet out of his cone. If you give the pop-up Puppet a name such as “Melody” or “Sammy the Singing Puppet”, the puppet becomes a friend to the children. Children who are shy will often sing to a puppet even if they won’t sing to their teacher!

Following Directions:The concept to teach for the first week of school is that of following directions. If your students have had experience with play school or a structured day care, they may already be used to following directions and listening to a classroom teacher or a music teacher. However, it isn’t unusual to have Kindergarten students without any prior classroom experience. These students really need to learn to listen to and follow directions. All of the songs in this first week include lyrics that give the child directions. The first song is an echo, so the child learns to listen and repeat. The other songs give the child an action to perform. This concept is crucial to success in school, and will be reviewed in many songs throughout the school year.

The music specialist may want to consider purchasing or making colored dots for children to sit on. A formal seating plan is hard to implement for kindergarten, but it’s easy for them to understand when you say “Sit on a dot”.

2. Put Your Finger on Your LipCD1:2-29 Big Book pg. 3

&# c .œ œ

Put your

.œ œ .œ œ œ .œ œfin - ger on your lip, on your

œ Œ Œ .œ œlip! Put your

&# œ .œ œ œ .œ œ

hand on your hip, on your

œ Œ Œ .œ œhip. Put your

.œ œ .œ œ œ .œ œfin - ger on your lip and your

&# œ .œ œ œ .œ œ

hand on your hip put your

.œ œ .œ œ œ .œ œfin - ger on your lip, on your

œ ‹ ‹lip. Zip zip!

As sung by Barb Leslie/arr. C.C.

Teaching Process/Suggested Activities:This song is a song to teach children how to walk through the hallways of the school. With one finger on their lip indicating “sh” or quiet, they should remember not to talk in the hallway. The other hand on their hip is so they remember not to touch the walls or poke another student as they walk through the hallways.

If this is your expectation, practice the behavior until the students have the behavior mastered. Re-teach and practice if the students get forgetful as the year goes on. If you are walking down the hall and students don’t meet your expectations, take them back to the classroom and explain that since they forgot the correct way to walk down the hall, they need to practice it. The music specialist might see 25 different classes in a week. Each of these classes has a classroom teacher with a little different expectation. It is the specialists job to teach his or her expectations to all 25 classes.

Rote Teaching Process:In the rote teaching process, the teacher breaks the song into phrases (short musical sections) and sings them one at a time, with the class echoing each one. If a phrase is not echoed correctly, repeat it. After the class can echo each phrase, sing two phrases and have the class echo. Then sing four phrases and have the class echo. Finally, sing the entire song and have the class echo. Don’t sing with your students - listen to them so you can hear if they need to practice one phrase again.

For the classroom teacher that isn’t confident singing alone, use the pause button on the CD player to do the same thing. Play a phrase and pause the CD so children can echo. Using the CD might also be an option for a classroom teacher who sings lower than the students. Children shouldn’t sing below middle C. The healthiest range for children to sing is above middle C. Some teachers sing very well in a lower range - but this isn’t where the children should be singing. (Children can develop vocal nodes if they misuse their v

Accompaniment Tracks:There are two CD tracks listed for this song. It is found on CD 1:2-29 The first track has singers on the CD. The second track has just the accompaniments, like a Karaoke CD. The accompaniment track is given for songs that you might want to perform in a program or assembly, or for songs that are frequently used as piggy-back songs. In this case, the accompaniment is given, because this melody is often used as a piggy-back song - a song where the melody is well known and new words are written to teach students a particular concept. In this case, the concept is lining up. You may want to use this melody for other teaching purposes, and you can use the accompaniment for your new songs. For example: Use the same melody to teach all the long vowels.

When letter A is long it says its name - A AWhen letter A is long it says its name - A AWhen letter A is long it says its name out loud and strongWhen letter A is long it says its name - A A

This is the melody that was used for all the long vowels in “Alphabet Action Songs”. Email tvinfo@telus.net if you want more information on the collection of alphabet songs.

3. Count and GoCD1:3 Big Book pg. 4

Count and GoHere’s a game that’s fun to playWe’re going to count in a special wayI will tell you what to doDo what I say and freeze when you’re through!

March in place and count to 6 1 2 3 4 5 6

Clap your hands count to 13 1 2 3 4 5 6 7 8 9 10 11 12 13....

Jump in place count to 15

Pat your knees and count to 11

Pull your ears and count to 12

Stick your tongue out and count to 5

Pat your behind and count to 16

Shoulder shoulder - head head and count to 19

Hip hip - elbow elbow - count to 14

Stamp stamp - clap clap - count to 17

Jumping Jacks and count to 20

Teaching Process/Suggested Activities:This song is included to have the children learn to count to twenty. It is also a very good way to have them learn to listen and follow directions.

When having students do any kind of movement activities, give them your expectations for behavior before you begin. I show them the boundaries of where they are allowed to move with my “laser” finger. (My finger isn’t really a laser - I just tell them that it is to get their attention.) I tell the students that they are to keep their eyes wide open so they don’t bump into anyone. I tell them that anyone who bumps into someone - even if it’s accidental - will sit down. Then I do exactly what I’ve said. We begin the movement activity. If anyone is behaving inappropriately or bumping into other children, I go right up to them and tell them that they’ll have to watch for a while until they can remember to use their own space.

Curriculum Connections: Math: Counting to 20

October Week 2Concept to Teach: *Fast-Slow Theme: Thanksgiving24. We Cook Turkey CD1:24-37 25. Air, J.S. Bach CD1:2526. Badinerie, J.S. Bach CD1:26

Other Songs:27. I’m Glad I Have a Nose CD1:2728. London Bridge CD1:28-38

24. We Cook TurkeyCD1:24-37

2. We eat turkey for a week, we eat turkey for a week. We eat turkey for a week - we eat it every day.

3. Turkey sandwich, turkey soup; turkey sandwich, turkey soup; turkey sandwich, turkey soup; then some turkey pie.

4. Sandwiches and soup are fine. Sandwiches and soup are fine. By the way - would you like mine? I think I’ve had enough.

5. We cook turkey nice and hot. We cook turkey nice and hot. We cook turkey nice and hot on Thanksgiving Day.

&## c œ œ œ œ œ œ œ

D

We cook tur - key nice and hot.

œ œ œ œ œ œ œA A7

We cook tur - key nice and hot.

&## œ œ œ œ œ œ œ

D

We cook tur - key nice and hot

œ œ œ œ œ ŒA D

on Thanks - giv - ing Day.

D. Gagne

Teaching Process/Suggested Activities:This song was included as a Thanksgiving activity, and to demonstrate how music can be fast or slow. As the person in the song gets tired of eating turkey, the song slows down. Teach the song as a listening activity. Listen to a verse and ask questions about it. Verse 1 ask: “Why did the person in the song cook turkey?” Verse 2 ask: “What did they eat every day?” “Have you ever eaten the same food every day?” “How do you feel about that?”Verse 3 ask: “What kind of food does your Mom make out of turkey?”Verse 4 ask: “Why do you think the music has slowed down?”

Since the song uses a familiar melody, the melody will be easy for the children to remember. The words are repetitive, so they should be easy to teach as well.

25. Air, J.S. Bach CD1:2526. Badinerie, J.S. Bach CD1:26Fast-Slow: These two listening selections are included to have children experience listening and moving to music that is fast and music that is slow. Play the first selection and have the children move to the music. After they have listened and moved to the music ask them what the music makes them think of. Ask them how the music makes them feel. Then, listen and move to the second selection and do the same. Ask the children how the second selection was different than the first. (faster)

This is an easier concept for Kindergarten children to grasp than high-low. Some may grasp the concept the very first time you talk about it. However, there may be some children in the class that need to experience this more than once to understand fast and slow. When you’re learning or listening to other songs, ask the students if they are fast or slow. Not only will you ensure that all students have understood the concept, you will help all the students to develop better listening skills.

Discuss concert behavior with your students. If they were listening to these two pieces in a concert, how would they behave?Discuss what instruments they hear in the two recordings. In #26 they hear a flute. Ask the students if they know someone who plays a flute. Can they identify a musician that they know?

31. October is HereCD2:3-29

& bb c œ œ œ œHey there kids Oc -

Jœ œ jœ œ Œto - ber is here.

œ œ œ œSpook - y things are

jœ# œ jœ ˙far and near.

& bb œ œ œ œSkel - e - tons will

Jœ œ jœ ˙come to say,

œ œ œ œ"Hope you have a

jœ œ#jœ ˙

scar - y day."

& bb œ œ œ œBlack cats show us

Jœ œ jœ ˙what you do.

œ œ œ œCount to 8 and

jœ œ#jœ ˙

you'll be through.

& bb ‹ ‹ ‹ ‹1 2 3 4

‹ ‹ ‹ ‹5 6 7 8

D. Gagne

2. Pumpkins 3. Spiders 4. Blank - teacher can fill Teaching Process/Suggested Activities:This song is included to provide an opportunity for the children to create movement. In verse 1, they are to move for eight beats like “black cats”. In verse 2 they are to move for eight beats like “pumpkins” and in verse 3 like “spiders”. Verse 4 is left blank so the children can think of something else that they can move like. You may want to insert a Halloween type character in verse 4 - witches, goblins or ghosts. If Halloween is not celebrated at your school, insert a character or animal that is not related to Halloween - bunnies, elephants or monkeys. The song is in a minor key and sounds kind of like a “Halloween” song, but does not include any actual pagan characters, so all children, regardless of beliefs, can participate. The eight beats are included to keep the activity fun and creative, but to prevent chaos from breaking out. They move only for eight beats and then sit down and sing again.Curriculum Connections: PE - creative movement

Poems/Chants

31a. Hey Ho for HalloweenHey ho for HalloweenAll the witches to be seen,Some black, some green,Hey ho for Halloween

31b. Witch,Witch Where do you fly?Witch, witch where do you fly?Under the clouds and over the sky.

Witch, witch what do you eat?Little black apples from Hurricane Street.

Witch, witch what do you drink?Vinegar, blacking and good red ink.

And witch, witch where do you sleep?Up in the clouds where the pillows are cheap.

* Hey Ho is a good poem for practicing keeping a steady beat.Move to the beat while the students recite it - walk, stomp, jump, hop. Transfer the beat to body percussion - pat legs.* Say the poem using different dynamics and voice levels. Line 1-loud; line 2-soft; line 3-medium; line 4 - loud.

* Witch Witch is an excellent poem for using a variety of vocal expression.* Divide the children into two groups - one to ask the question and the other to give the witches answer. Have each group use a different kind of voice.