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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

 

San Antonio Pre-K 4 SA - June 11, 2015

Hi, San Antonio Friends!!

Here is repertoire and some planning ideas from our workshops June 10 & 11. I truly enjoyed working with you all! Please stay in touch, and remember to sign up for the Wolf Trap website: www.education.wolftrap.org             

Welcome to the Wolf Trap family!

Sue

 

Who's a Good Watcher

 Collected from Mary Gresock

Use steady beat. Presenter models a motion, changes to a new motion on “oops!”

 

Who’s a good watcher,  watcher, watcher?

Who’s a good watcher?

 Show me now!

Ooops!

Extension: On oops, “pass” the lead to a new person.

 

AGOO AME

Collected from Kofi Dennis

This song comes from Ghana, and roughly translates to "Are You Listening? Yes, I am listening."  This version is my adaptation of the traditional form.

There are two notes in the word "Agoo": F and D on your classroom xylophone. The word Ame is the same two note melody. The rest is chanted. It’s important to keep steady beat in your voice all the time.

 
Set Up: I sing "Agoo" -- You sing "Amee"
1. Sing "Agoo" -- children respond "amee"  2. Repeat

2. Chant: I go first, then you go
  Chant: Clap clap clap clap (children echo)
  Shoulder shoulder shoulder shoulder (children echo)
  Side side side side (children echo)
  who who who who (children echo)
  whooo-ey! (Children echo)

4. Repeat entire sequence, beginning with Agoo/Amee call and response, twice
 
5. Offer a sequence of 3 new motions, such as climb, down (same motion but toward the floor), fly.
Keep the deep "who" sound and the high "whooey" sound
 
6. Invite the children to add three new motions.

SLIDE WHISTLE

1. Invite children to follow the sound with voices and with parts of their bodies. Identify high and low sounds.

2. Toot the whistle and invite children to take the same number of steps as toots – in lines, into a circle, around a circle. Change motions: jump, hop, march, etc.

 

LITTLE FROGS

 by Sue Trainor

 

Objectives:          Moving to music

                                     Identifying on, under

                                     Awareness of one’s body in space

                                    Extended vigorous exericse

 

                   

Procedure:

1. Spread a green cloth on the floor to represent the lily pad. One by one, take little frogs out of a bag and hop them on to the lily pad, one for each child and adult.

2. Set-up the song with a phrase to cue the starting note and the beat, such as “Let’s all sing!”

3.

 C  C    E        C       D        G     F   E D  C

Little green frogs jump ON the lily pad,

G     F   E D  C       D     D      G

ON the lily pad, see them jump!

C   C    E         C       D        G     F  E D  C

Little green frogs jump ON the lily pad

G      G       G G    G       G F    D        C

See those little frogs, little frogs jump!

 

4.   Spoken: UH OH! Here comes a big bird looking for a green frog for his supper! (Someone can pretend to be the big bird, flying with arms outstretched.)  Hide, Little Frogs, Hide!

 

5.  Everyone takes their little green frogs and hides them under the cloth.

Sing quietly:

Little green frogs hide UNDER the lily pad,

UNDER the lily pad, see them hide!

Little green frogs hide UNDER the lily pad

See those little frogs, little frogs hide!

 

6. Spoken: That big old bird doesn't see any frogs, so he flies away. Come out little frogs, come out!

Repeat singing the first verse.

7. Now WE become the frogs. Repeat the entire sequence.

 

 GIVE ME THE BEAT

Source:                                     By Yvette Holt

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.
 

 Have You Got Your Spot?

 By Sue Trainor

1.  Everyone is sitting on a designated spot. Leader calls; children respond.

Call: Have you got your spot ?   Response: Yes I do!

Call: Have you got your spot ?   Response: Yes I do!

Call: What are you doing?          Response: Sitting on the spot

Call: What are you doing?          Response: Sitting on the spot

 

Call: Can you stretch on your spot ?   Response: Yes I can!  (stretch arms high)

Call: Can you stretch on your spot ?   Response: Yes I can!  (stretch arms high)

Call: What are you doing?          Response: Stretching on the spot

Call: What are you doing?          Response: Stretching on the spot



2. Try another sitting motion or two. If everyone is holding their spot, try standing.

Call: Can you stand on your spot ?   Response: Yes I can!  (etc.)

3.  Call: Can you jump on your spot?   Response: Yes I can!  (etc.)

4. Ask for children’s suggestions for movement and substitute those actions into the chant.

5. End with:  Call: “Can You Sit on Your Spot”   Response: Yes I can!  (etc.)

 

Walking Through the Forest
Source:                                     Traditional
                   
Procedure:
1.  Introduction:  Invite children to imagine that we are going on a walk in the forest.  What kinds of animals will we see? Show pictures,  and review sounds and motions that the animals make.
 
2. Begin in a line, with each person facing the back of the person in front.
 
3. Set-up: Cue singing with a phrase that sets the starting pitch and beat, such as “Here we go!”
 
4. Sing the song as we walk through the room.
 
C      C      C               D    E    G    D   G    E    C
Walking through the forest, forest, forest
C      C     C          D    E   G
Walking through the forest
D          D  G   C
What do I see?
 
(chant) Sh sh sh, I think I see a ____  (Make sound effect and/or motion)
 
D         G  G   C

Come, follow me!
 
5. Repeat.
 
Extensions:
Use pictures or stuffed animals for children to discover and identify as we walk through the room.
Change “forest” to other locations: walking through the city, on the beach, down the hall, etc.
 
 
  Song :    Here’s What I Like       

 by Sue Trainor

 Objectives:   Steady Beat, Recall, Describing events    
Procedure:

1.  Leader chants, with motions:
 
Here’s what I like (roll hands)
Oh yeah (point with right hand)
Here’s what I like (roll hands)
Oh yeah (point with left hand)
Here’s what I like (roll hands)
 In our lesson today (tap knees with both hands)
 2. Repeat. Invite children to join motions and the chant.
3. Invite children to recall what was done in the lesson. A quick review by the leader may be helpful in some cases.
 
 Awa Atu
Source: Traditional, from Ghana. Collected from Kofi Dennis.

Objectives:  Singing voice, Matching pitch, Expressing feelings, Managing transition (closing)
Procedure:

1. Explain the words and motions:

“Awa” means “I’m happy we are together”
  Hold arms open and wide, and wave them up and down as though you are happy to see your friends.
“Atu” means “hug.”
Fold arms across your chest, hugging yourself.
2. Set-up: Sing a cue phrase in order to give children the starting pitch and beat. “Let’s all sing.”
3. Everyone sings the song and does the motions together.
 
D –G D-G D-G
Awa Awa Awa
A-B A-B A-B
Atu Atu Atu
B-c-A…….
Awa
A-B-G…..
Atu
4. Repeat, perhaps several times.

Extensions:
Begin in a circle so that everyone is facing. Make eye contact.
Begin in two circles, one circle faces in. The second circle of people is inside facing people in the outer circle. Rotate the inner circle with each repetition. If appropriate, people may hug each other.


Mrs. Tin

Collected from Mary Gresock, Wolf Trap Master Teaching Artist

Objectives:  Singing Voice, Matching pitch, Tone, Prediction, Participation in a group, Self-regulation

Procedure:

1. Leader holds up a container that contains an object related to the objective of the lesson.

2. Introduce the container as “Mrs. Tin” and tell the children that Mrs. Tin is sleeping.

3. Tap on Mrs. Tin and sing “Hello Mrs. Tin” (notes are G E GG E). Sing the song and go around the classroom, allowing the children to tap on Mrs. Tin and sing hello.

4. When anticipation is built and enough turns are taken, dramatically open the top and let children peek.

 HOLD IT!

Adaptation of an experience developed by Wolf Trap Master Teaching Artist Roberta Lucas

This is a Cumulative Song: each verse repeats exactly, but adds new words onto what came before. This also is an Echo Song: Leader sings or calls out each, and participants echo back.

1.

Leader: Wake up toes it's time to dance (make a toe motion)

Leader: Time to jump and time to prance (add jump, and "prance" motion)

Leader: Hold it!   (hold hands out in “stop” pose)

Leader: Hands UP  (raise arms)

Leader: Chi-chi cha-cha chi-chi cha-cha Go-Go-Go!  (make a wiggley motion with hands still raised in the air)

2. Repeat the song, and after Hands UP (echo) add  feet apart! (echo) then do chi-chi… refrain.

3. Repeat -- do Hands UP (echo), feet apart (echo), add knees bent (echo) , chi-chi…. Refrain.

 Others to add:

-- knees together

-- bottoms out

-- heads up

-- tongues out

 

ECP Great Adaptations Workshop - April 19, 2015

Hi, all! Thanks for joining me yesterday. As promised, here are the music experiences we explored during our time together. Hope the experiences you planned are successful for you - let me know how it goes!

Also, because I ran out of the "Great Musical Adaptations" handout, here is the link to that:

https://dl.dropboxusercontent.com/u/104144294/GreatAdaptationsMasterRevised2%20copy.doc

 

Here are the music experiences:

WHO’S A GOOD WATCHER?

  Collected from Mary Gresock

Use steady beat. Presenter models a motion, changes to a new motion on “oops!”

 

Who’s a good watcher,  watcher, watcher?

Who’s a good watcher?

 Show me now!

Ooops!

Extension: On oops, “pass” the lead to a new person.

 

AGOO AME

Collected from Kofi Dennis 

This song comes from Ghana, and roughly translates to "Are You Listening? Yes, I am listening."  This version is my adaptation of the traditional form.

There are two notes in the word "Agoo": F and D on your classroom xylophone. The word Ame is the same two note melody. The rest is chanted. It’s important to keep steady beat in your voice all the time. 

 
Set Up: I sing "Agoo" -- You sing "Amee"
1. Sing "Agoo" -- children respond "amee"  2. Repeat

2. Chant: I go first, then you go
  Chant: Clap clap clap clap (children echo)
  Shoulder shoulder shoulder shoulder (children echo)
  Side side side side (children echo)
  who who who who (children echo)
  whooo-ey! (Children echo)

4. Repeat entire sequence, beginning with Agoo/Amee call and response, twice
 
5. Offer a sequence of 3 new motions, such as climb, down (same motion but toward the floor), fly.
Keep the deep "who" sound and the high "whooey" sound
 
6. Invite the children to add three new motions.

 

SLIDE WHISTLE

1. Invite children to follow the sound with voices and with parts of their bodies. Identify high and low sounds.

2. Toot the whistle and invite children to take the same number of steps as toots – in lines, into a circle, around a circle. Change motions: jump, hop, march, etc.

 

LITTLE FROGS

 by Sue Trainor

 

Objectives:          Moving to music

                                     Identifying on, under

                                     Awareness of one’s body in space

                                    Extended vigorous exericse

 

Procedure:

1. Spread a green cloth on the floor to represent the lily pad. One by one, take little frogs out of a bag and hop them on to the lily pad, one for each child and adult. 

2. Set-up the song with a phrase to cue the starting note and the beat, such as “Let’s all sing!”

3.

 C  C    E        C       D        G     F   E D  C

Little green frogs jump ON the lily pad,

G     F   E D  C       D     D      G

ON the lily pad, see them jump!

C   C    E         C       D        G     F  E D  C

Little green frogs jump ON the lily pad

G      G       G G    G       G F    D        C

See those little frogs, little frogs jump!

 

4.   Spoken: UH OH! Here comes a big bird looking for a green frog for his supper! (Someone can pretend to be the big bird, flying with arms outstretched.)  Hide, Little Frogs, Hide!

 

5.  Everyone takes their little green frogs and hides them under the cloth.

Sing quietly:

Little green frogs hide UNDER the lily pad,

UNDER the lily pad, see them hide!

Little green frogs hide UNDER the lily pad

See those little frogs, little frogs hide!

 

6. Spoken: That big old bird doesn't see any frogs, so he flies away. Come out little frogs, come out!

Repeat singing the first verse.

 

7. Now WE become the frogs. Repeat the entire sequence.

 

 

 GIVE ME THE BEAT

Source:                                     By Yvette Holt

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

  1. 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

 

  1. Repeat; everyone joins the chant
  2. 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

 

  1. 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.

 

 

 Have You Got Your Spot?

 By Sue Trainor

 

1.  Everyone is sitting on a designated spot. Leader calls; children respond.

Call: Have you got your spot ?   Response: Yes I do!

Call: Have you got your spot ?   Response: Yes I do!

Call: What are you doing?          Response: Sitting on the spot

Call: What are you doing?          Response: Sitting on the spot

 

Call: Can you stretch on your spot ?   Response: Yes I can!  (stretch arms high)

Call: Can you stretch on your spot ?   Response: Yes I can!  (stretch arms high)

Call: What are you doing?          Response: Stretching on the spot

Call: What are you doing?          Response: Stretching on the spot

 

2. Try another sitting motion or two. If everyone is holding their spot, try standing.

Call: Can you stand on your spot ?   Response: Yes I can!  (etc.)

 

3.  Call: Can you jump on your spot?   Response: Yes I can!  (etc.)

4. Ask for children’s suggestions for movement and substitute those actions into the chant.

5. End with:  Call: “Can You Sit on Your Spot”   Response: Yes I can!  (etc.)

 

Mrs. Tin

 Transition that changes from one topic to another. Builds excitement.

G   E GG    E
Hello Mrs. Tin

Place an object related to the upcoming lesson in a cookie tin. Tell children that Mrs. Tin is still sleeping; we have to wake her up. Invite selected children to "knock on her door." In between knocks, invite all children to sing "Hello Mrs. Tin" in order to encourage vocalization and participation from everyone. Depending on your objectives and the con tents of the tin, children may be invited to hold the tin, shake it, and predict the contents. Depending on the children, the eventual opening of the tin may be dramatic. Depending on the children, you might want to offer peeks at this point, inviting children to keep the secret.

 

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?

 

I HAVE A BOX (Chant)

Collected and adapted from Katherine Lyons, Wolf Trap Master Teaching Artist

Objective: Transition to new subject, content

Put something in the box that is featured in the day's lesson.

 

I have a box

The box has a top

Let's oooooopen it up  (open slowly)

And .... Stop! (Shut the box dramatically)

 

3-Drawer Extension

I use the first drawer as clue to our discussion; it draws prior knowledge and asks children to predict.

The second drawer is always "Word of the Day."

The third drawer relates to the first two and transitions into the activity.

The example I offered was 1) a picture of a turtle, 2) the word "slow" and 3) a ball.

 

I have a box

The box has a drawer

Let's puuuuulll....

And push!

ECP Special Needs Workshop - April 19, 2015

Hi, all! Here are the music experiences from our workshop. I realized after you left and I was setting up for the afternoon that the handouts you all took were for the afternoon session (Great Musical Adaptations). That material also is relevant to our discussions, but I'm including the handout for special needs here as well:

https://dl.dropboxusercontent.com/u/104144294/Making_Music_Special_Needs_Trainor%20copy.pdf

Here are the music experiences:

 

Hello My Friends

By Sue Trainor

Procedure:

1. Sing the song:

C    G    F    E

Hello, my friends     (Echo)

C        G     F    E

How do you do?      (Echo)

C        E         F           G

I’m happy, happy, happy  (Echo)

 E    D    E      C

To be with you!   (Echo)

 

How could we adapt this to use senses more?

Visual: Use a greeting icon, take turns singing and have icons for girls/boys/teachers/children/wearing red….

Aural: Song

Movement: create movements for each line

Tactile: (I haven’t added anything to this)

Imagination: Could be sung to greet props (if you’re using a puppet for example), or it could be part of a storytelling role play as characters are introduced.

 

Give Me the Beat

Chant by Yvette Holt

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

  1. 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

 

  1. Repeat; everyone joins the chant
  2. 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

 

  1. 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

 

6. Use other parts of the body.

 

How could we adapt this to use senses more?

Visual: Leader’s model, icons of possible choices, leader chair icon, photos of students to choose from in picking next leader

Aural: Chant, leader’s cues and spoken choices (use children’s devices as appropriate)

Movement: Beat movement, change from sitting to standing position, change to bigger movements (jump, twist, punch, stomp), move through space (walk, tiptoe, gallop)

Tactile: Feeling of the beat, teddy bear (to designate the leader), everyone has a doll or a stuffed animal to keep the beat on

Imagination: Pat the baby, rock the baby, bounce the baby, jump the baby

 

Slide Whistle

Sequence by Sue Trainor

 

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.

 

How can we adapt this to use senses more?

Visual: We see the manipulation of the whistle, we see how others move.  Other visuals. Leader should model the movements at first, but then stop so children have to move from listening and not from watching. Take a video of children so they can see themselves moving. Move in front of a mirror. Play with mirror movement: children face each other and move together to the whistle sound.

Aural: The sound of the slide whistle (or our voices) is the focus. NOTE: if children have sound sensitivity, this strategy should be used with a mellower, metal whistle rather than a plastic one.

Movement: Move to the sound of the whistle. Use a variety of body parts: hand, elbow, head, shoulder, knee, foot, whole body. Use the whistle to walk through general space: toot the whistle in steady beat as children take one step for each toot. If the pitch changes, children crouch as they walk or walk taller.

Tactile: Move an object to the sound of the whistle.

Imagination: Use slide whistle as accompaniment to movement in a role play.

 

Hand-Hand Chant

By Sue Trainor

As the leader chants, voice pitch should climb higher and higher, then slide slowly from high to low on “down.”

Hand, hand

Reach, reach

Up, up, up, up

Down!

 

How could we adapt this to use senses more?

Because this is a simple strategy, designed for developmentally young children, I recommend keeping it just this simple. Use hand over hand support as needed.

 

Have You Got Your Spot

By Sue Trainor

1.  Everyone is sitting on a designated spot. Leader calls; children respond.

Call: Can you sit on your spot ?   Response: Yes I can!

Call: Can you sit on your spot ?   Response: Yes I can!

Call: What are you doing?          Response: Sitting on the spot

Call: What are you doing?          Response: Sitting on the spot

 

Call: Can you clap on your spot ?   Response: Yes I can!  (clap in steady beat)

Call: Can you clap on your spot ?   Response: Yes I can!  (clap in steady beat)

Call: What are you doing?          Response: Clapping on the spot

Call: What are you doing?          Response: Clapping on the spot

 

2. Try another sitting motion or two. If everyone is holding their spot, try standing.

Call: Can you stand on your spot ?   Response: Yes I can!  (etc.)

 

3.  Call: Can you jump on your spot?   Response: Yes I can!  (etc.)

4. Ask for children’s suggestions for movement and substitute those actions into the chant.

5. End with:  Call: “Can You Sit on Your Spot”   Response: Yes I can!  (etc.)

 

How could we adapt this to use senses more?

Visual: Leader’s model, could use picture icons as appropriate for leader to choose the next movement. Another visual component of this is judging one’s own self-space. Can I see that I am in my place?

Aural: Chant.

Movement: Movement in self-space as described. Movement also can be extended to other positional concepts – stand in front, beside, behind, next to, under… Spots could be self-space in the context of a larger game  – like musical chairs

Tactile: Can use spots with a prop or stuffed animal. Is the monkey on the spot? Clean-up – I often ask children to put the spot on some part of their body (head, shoulder, elbow…) and pick up the spots from there.

Imagination: Spots could be self-space in a storytelling sequence; for example, as the character’s “house” or safe space.

 

Here’s What I Learned Chant

By 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

 

How could we adapt this to use senses more?

Aural: Chant

Visual: Leader motions, icons for lesson concepts or segments

Movement: Create movements to go with it. I roll my arms and tap my knees

Tactile: Feel of the beat

Imagination: Recall of what we’ve done

 

Shake Those Eggs

By Val Carroll

  1. Transition: Hand one egg to each child, singing a transition song  such as (to “Skip to My Lou”) – “Here’s an egg for you and you, here’s an egg for you and you….”
  1. Slowly sing the song and model the motions described. Give children time to imitate.  Note the “C*” means C above middle C.

 

G          G          E     E      G       G         C*

Shake those eggs and shake them high

 F          F         F         F     A       G        D

Shake those eggs and shake them low

G          G          E     E      G       G        C*

Shake those eggs and shake them high

D            F     E            D    C        E   C   

Round and round and round we go

 

(same melody)

Shake and shake and shake and stop (3x)

Then we’ll shake and shake some more

 

How could we adapt this to use senses more?

Visual: We see the leader’s model, we could use a song icon

Aural: The song, the sound of the shakers

Movement: Moving with the shakers. We could add other movements and spatial directions. (also, see tactile)

Tactile: The feeling of the shaker and the sensation of the movement inside the shaker. Could substitute other instruments (tap that drum and tap it fast, tap that drum and tap it slow….) or things like scarves.

Imagination: Could be adapted into storytelling. We could be retelling “Giraffes Can’t Dance,” for example:

Giraffes in the circle now, dance up high

Giraffes in the circle now, dance down low

Giraffes in the circle now, dance up high

Now round and round and round you go

Dance and dance and dance and stop (3x)

Then the giraffes go sit back down.

 

Walking Through the Forest 

 C     C     C    D    E  G   D   G   E   C

Walking through the forest, forest, forest

C    C     C      D   E  G

Walking through the forest

D      D  G  C

What do I see?

(chant) Sh sh sh, I think I see a ____  (Make sound effect and/or motion)

D     G  G   C

Come follow me!

 

How could we adapt this to use senses more?

Visual: Show a picture of a forest, show pictures of things we see in the forest, animal props

Aural:  song, animal sounds, recorded forest sounds

Movement: walk around the room

Tactile: Use animal props, costumes, toy cameras or binoculars

Imagination:  Imagine that we have on hiking outfits; imagine we have cameras or binoculars; imagine that some children are (in the role of) animals

 

Adaptation: This song can be adapted for any purpose involving moving through general space.

-Walking through the park, the hallway, to the bathroom, etc.

-Swimming through the ocean

-Walking to the market / walking to our seats

 

Funky Duck Chant

By Sue Trainor

 

I’m Funky Duck, hey hey

I’m Funky Duck, hey hey

I want to know

Can you find my ___ today

 

How could we adapt this to use senses more?

Visual:  Puppet duck (or other animal) to which Velcro will stick. The puppet is the visual to draw children’s attention to learning content, such as colors, shapes, letters. numbers, etc.

Aural:  the chant

Movement: Because children are being asked to focus on an object, movement is not part of this strategy, aside from the puppet moving from child to child.

Tactile: the child is asked to take a picture or shape from the duck and replace it.

Imagination: when children have learned the strategy, they can take the role of Funky Duck and take leadership with the puppet.

 

AWA ATU

Traditional, from Ghana. Awa means ‘I’m glad we have this time together’ and Atu means ‘hug’.

 

Awa, awa, awa  (D G, D G, D G) 

Atu atu atu   (A B, A B, A B)

Awa-aa-aa-aa   (BCA A-A-A)

Atu-uu-uu-uu   (ABG G-G-G)

 

HOLD IT!

Adaptation of an experience developed by Wolf Trap Master Teaching Artist Roberta Lucas

 

This is a Cumulative Song: each verse repeats exactly, but adds new words onto what came before. This also is an Echo Song: Leader sings or calls out each, and participants echo back.

 

1.

Leader: Wake up toes it's time to dance (make a toe motion)

Leader: Time to jump and time to prance (add jump, and "prance" motion) 

Leader: Hold it!   (hold hands out in “stop” pose)

Leader: Hands UP  (raise arms)

Leader: Chi-chi cha-cha chi-chi cha-cha Go-Go-Go!  (make a wiggley motion with hands still raised in the air) 

 

2. Repeat the song, and after Hands UP (echo) add  feet apart! (echo) then do chi-chi… refrain.

 

3. Repeat -- do Hands UP (echo), feet apart (echo), add knees bent (echo) , chi-chi…. Refrain.

 

Others to add:

-- knees together

-- bottoms out

-- heads up

-- tongues out

 

Here's the song our participants taught us! Remember, the melody begins like the playground chant "nyah nyah". :-)

Old shoes, new shoes

____ has on _____ shoes

1   2   3   4

Tippy-toe across the floor

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