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Sue Trainor: Home

Winner of the 2014 "Artist of the Year" Award from Young Audiences of Maryland.   http://www.youtube.com/watch?v=TpiUPvgG7jE

Sue Trainor inspires creativity in concert and in workshops. Her participant-centered, experiential programs motivate children and adults to explore new skills and ideas. Sue’s energy and enthusiasm capture everyone’s attention and her sense of humor and down-to-earth approach keep it.

Go to the VIDEO/PHOTO section (below) to see video from Benfield Elementary's songwriting residency closing concert. Three fourth grade classes sing the songs they composed about cells, Maryland history, and summer vacation.

School Assembly Video below, from Roland Park School, Baltimore:   http://www.youtube.com/watch?v=gEVewNAy06w

 

Kinhaven School - November 4, 2014

Great to work with you all this morning!! Here are the words to the songs we used. Please be in touch if you have any questions. Best wishes for your wonderful song strategies!

 

Song :                       AGOO AME

Source:                     Traditional, from Ghana.  Collected from Kofi Dennis.

A few suggested objectives:        Steady beat, Call and response  - Taking turns, following routines

Large/small muscle movement and coordination, Auditory/Visual attention

 

1.  Set-up:  Say, in beat:  I sing "Agoo" -- You sing "Amee"

               G   E                                   G   E

2.  Sing "Agoo" -- children respond "a-me"

3. Repeat

4. Say: I go first, then you go

  Clap clap clap clap (children echo)

  Clap clap clap clap (children echo)

  Clap clap clap clap (children echo)

  hoo hoo woo hoo (children echo)

  hooo-ey! (Children echo)

 

Sing "Agoo" -- children respond "ame"

Sing "Agoo" -- children respond "ame"

Say: I go first, then you go:

  Shoulder shoulder shoulder shoulder (children echo)

  Shoulder shoulder shoulder shoulder (children echo)

  Shoulder shoulder shoulder shoulder (children echo)

  hoo hoo woo hoo (children echo)

  hooo-ey! (Children echo)

 

Sing "Agoo" -- children respond "amee"

Sing "Agoo" -- children respond "amee”

Say: I go first, then you go:

  Side side side side (children echo)

  Side side side side (children echo)

  Side side side side (children echo)

    hoo hoo woo hoo (children echo)

  hooo-ey! (Children echo)

 

Sing "Agoo" -- children respond "amee"

Sing "Agoo" -- children respond "amee”

Say: I go first, then you go:

  Clap clap clap clap (children echo)

  Shoulder shoulder shoulder shoulder (children echo)

  Side side side side (children echo)

  hoo hoo woo hoo (children echo)

  hooo-ey! (Children echo)

 

 

Extensions:

·       Try other motions, such as stretch up (climbing motions), stretch down,

fly, hop, jump, twist, etc. Always include the “hoo hoo hoo” and “Hoooey!”

·       Invite children to choose motions, from a list (visual or written) or from their imaginations.

·       Invite children to lead motions, either selected by the teacher or motions they’ve chosen.

 

 

Song :                       GIVE ME THE BEAT

Source:                                     By Yvette Holt

A few suggested objectives:        Steady beat, Body part identification, Action words

 

 

1.     Set up: Leader taps knees in steady beat.  Everyone taps knees in steady beat.

2.     Leader chants:

Give me the beat, beat, beat

Give me the beat, beat, beat

Give me the beat, give me the beat

Give me the beat, beat, beat

 

3.     Repeat; everyone joins the chant

4.     Change motion to clapping hands. Everyone chants.

Clap your hands, hands, hands

Clap your hands, hands, hands

Clap your hands, clap your hands

Clap your hands, hands, hands

 

5.     Change motion to tapping the head. Everyone chants.

Touch your head, head, head

Touch your head, head, head

Touch your head, touch your head

Touch your head, head, head

 

 

Extensions:

Use other parts of the body.
Invite children to choose the next body part (from a set of pictures or from imagination).
Invite children to lead verses, either teacher selected body part or choosing the body part themselves.
Focus on action words: Clap, touch, tap, twist, jump, etc.

 

Song :                         Slide Whistle Warm-Up

Source:                                                       Sue Trainor

 

 

Objectives:                            Aural discrimination (high and low)

                                                      Following directions

                                                      Awareness of one’s body in space

                                                      Large Motor coordination

 

                   

Procedure:

1.  Leader demonstrates the slide whistle.

 

2. Everyone pretends to play a slide whistle. Pretend to hold the whistle and imitate the sound of the slide whistle vocally. (Discuss why the slide whistle is an instrument we can’t share.)

 

3. Everyone imitates the sound of the slide whistle and shows the high and low movement with their hands  Play low to high pitch, until everyone makes the connection between the vocal and physical representations.

 

4.  Play high to low; everyone imitates the sound vocally and shows the movement of the sound with their hands.

 

5. Play a sound; ask children if it is low or high. Ask them to show you with their hands and sing the answer in their voices. Repeat, alternating high and low.

 

6. Follow the sound with other parts of the body (not vocally). Elbows, head, feet, whole body, etc. Stop moving when the sound stops. Move quickly when the pitch changes quickly and slowly when the pitch changes slowly.

 

 

 

 


Song :                        Hello Toes  

Source:                                     Collected from Mary Gresock

 

 

A few suggested objectives:

                                    Singing Voice

                                    Matching Pitch

                                    Creative movement

                                    Identify Body parts, clothing, other things

 

                   

 

1. Set up the starting pitch and beat with a cue phrase like “Let’s all sing”

 

2. Sing the song. Children will join as they learn it.

 

G  G   E       G   G    G    E

Hello toes, how do you do?  (tap toes)

 

G   G     E     A    A   G     E    C

I’m just fine and I’m dancing, too  (wiggle toes and sing in a character voice)

 

G    G     G    E

Ah doo doo doo  (make the toes dance and keep singing in character voice through the rest of the song)

 

G     G     E

Doo doo doo

 

G      G    E    A   A   G   E    C

Doo doo doo do-do doo doo doo

 

Model the first few times, then invite children to choose.

Hello knees…

Hello tummy….

Hello hands….

Hello tummy…..

Hello head….

 

Extension:

·       Substitute clothing (Hello shoes, socks, pants, etc.)

·       Greet puppets or animal props. How do they move?

·       Substitute people’s names (Hello Lee… and Lee gets to answer and lead a dance motion.)

 

 

 

Song :                       The Cows Are Lost

Source:                                     Traditional

A few suggested objectives:        Singing voice, Matching Pitch, Loud/Quiet, Fast/Slow, identifying animals

 

Sung slowly and quietly:

 

G    G        G     C     G    G    G   C   G   G   G   C      G   G     G        C

The cows are lost, the sun is low, I think I'll rest, 'til they come home

 

Sung fast and more loudly:

 

G        G     G    E   C   E        G    G   F      D     G   G-F-D

Wake up you sleepy head, and go and hunt the cows,

G        G     G    E  C    E          G   G   F     D      D     C

wake up you sleepy heads, and go and hunt the cows

 

Extension:

- Repeat with other animals, for example, from "I Went Walking"

- Ask children to find the cow among other animals

- Ask children to go on a treasure hunt to find the cows in the room.


 

 

Song :                       Charlie Over the Ocean

Source:                                     Traditional

A few suggested objectives:        Singing voice, Matching Pitch, Taking turns , Identifying color,    Matching color, Awareness of one’s body in space

                   

1.  Begin with everyone sitting in a circle, facing the center.

2.  Each player has a colored fish – red, blue, yellow, green, orange, etc. Colors may repeat. The fish are on the floor where everyone can see them.

3. Decide which color fish will be sung about first.  (Depending on the age/stage of the children, this information can be a secret from Charlie until the song is sung. Silently show a color to the children in the circle while Charlie hides her eyes.)

4. One person is “Charlie” (Charlie might wear a hat or be designated in some other way) and walks around the outside of the circle while everyone sings:

F       F    F   F   F    G   A

Charlie over the ocean

F       F    F   F   F    C

Charlie over the sea

F        F    F           F   G     A

Charlie caught a red fish

F            F          F

Can’t catch me

 

5. When Charlie hears the color of the fish, she taps a person in the circle who has that color fish, and begins to walk quickly around the circle. The person tapped gets up and follows Charlie quickly.  The objective is to tap Charlie before she gets back to and sits in the empty seat.

 

6.  The chaser either taps Charlie or not. In either case, the chaser becomes Charlie in the next repetition.

 


Song :                       Bears Eat Fish

Source:                                     Sue Trainor, original

A few suggested objectives:        Singing voice, Matching Pitch, healthy eating, cognitive development, self-regulation, dramatic play, locomotor movement

 Role Play: The leader says: "Let's pretend to be bears!Will our bears be big or small? Big? Ok, let me see your big bear arms. (Comment on what individual children are doing.) Show me your big bear legs. (Comment on what children are doing.). My bear is hungry! How about yours?"

Melody: Within a few repetitions, children will join the singing of this song, so it’s important to sing in “head voice.”

Steady Beat: Because we’re pretending to be big bears, the speed of the song is moderate to slow, with heavy emphasis on each word: “Bears    eat     fish.”  (Note that there is a rest in the lyrics – there are 4 beats in each line, but only three words – tap the 4th beat in order to keep steady beat.)

 

Sing:

E         D     C
Bears eat fish
E         D     C
Bears eat fish
      F       F   G   A  G
    When I am hungry
     E          E       F  G
     That's what I wish
E          D   C
Bears eat fish

Still pretending to be bears, children go out around the room to find fish-shaped props and bring them back.to the meeting area, while we sing:  “Bears catch fish….”

Children place their fish on a cookie sheet, which we pretend to put in the oven. Sing:  “Bears cook fish….”
 
 Make a "ding" sound like a kitchen timer and take the fish out of the "oven."  Each child takes a fish and pretends to eat. Sing:   “Bears eat fish….”
 Take off our pretend bear costumes and collect the fish props.

Recall details about our experience, such as Where did you catch the fish? What color fish did you catch? Did your bear like to eat the fish?

 

 

 

That’s a Mighty Pretty Motion

 Adapted from the traditional

 

E          D  C C         C    C      C    C

That’s a mighty pretty (motion)

C     C      E

Dee di dee

E          D  C C         C    C      C    C

That’s a mighty pretty (motion)

C     C      E

Dee di dee

E          D  C C         C    C      C    C

That’s a mighty pretty (motion)

C     C      E

Dee di dee

G      F     D   C

Sing children sing

 

(or “next motion please”

Or “whose turn is next?”)


 

Here’s What I Learned, Oh Yeah

/Sue Trainor

 

 

Here’s what I learned, oh yeah

Here’s what I learned, oh yeah

Here’s what I learned in our lesson today

 

Here’s what I learned, oh yeah

Here’s what I learned, oh yeah

Here’s what I learned in our lesson today

 

STEAM MAKES YOUR LESSONS GO FURTHER - September 13, 2014

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