Miss Anna’s Music Class--Infant-Toddler Music
Presentation by Anna Stange
ILASCD March 3-5, 2010
ILASCD March 11, 2011
Introduction: Children Learn Faster to the Sound of Music (2)
American Folksongs for Children (3)
Bibliography: Selected Songs for Children in Storybook Form (4)
Using Music: Musical Notation Pre-primer (5)
Action, Action, Action (6)
Zipper Songs & the Folk Process (7)
Clean-up Time (8)
Reaching & Touching-Gross Motor Skills (9)
Instruments-Simple to Make! (9)
You Can Drum (10)
Sample Class: Miss Anna’s Music Class Outline & tips (11)
Anna Stange
For further information about Anna’s performances or classes,
call 630-660-1156, send an email: annastange@yahoo.com
visit her website: www.AnnaStange.com
Listen to Anna: http://www.cdbaby.com/all/annastange
Children Learn Faster To The Sound of Music
By Rob Edwards: The New Scientist, May 18, 1996
Teaching children more music at school improves their ability to learn language and social skills, say Swiss educational researchers. A study of 1200 children in Switzerland found that those who were given extra music lessons performed better than those who were not.
Music can have a positive influence on the emotions, according to Maria Spychiger, a psychologist from the University of Fribourg in Switzerland. “When children sing or play music together, they have to learn to listen to one another,” she says. “Competing behaviour is not compatible with making music.”
With Jean-Luc Patry from Salzburg University in Austria, Spychiger studied 70 classes of children aged between 7 and 15. The number of 45-minute music lessons in 35 of the classes was increased to five a week by reducing the time spent teaching math or language. Children in the remaining 35 classes continued with just one or two music lessons a week.
After three years, the children in both groups were asked a series of questions designed to compare their intelligence, cognitive ability and social integration. The children’s teachers were also canvassed for their opinions.
No differences were found in the intelligence of the children in the two groups. But Spychiger says that children given the extra music lessons were better at language and no worse at math, despite the fact that they had received fewer lessons in those subjects. They showed improvements in their ability to retell in writing or pictures a story that had been read to them. Teachers reported that younger children given the extra lessons learned to read more easily.
There was also much less social tension in the classes which had been taught more music, Spychiger told New Scientist. The children were more cooperative with the teacher and more friendly towards each other, she says. Fewer children were cast as “outsiders”.
Spychiger made a special study of one class of children who were so difficult to control that no one wanted to teach them. A teacher agreed to take them on, as long as they were included in the group that received extra music lessons. Despite initial problems, the children learned to play music together. After three years, the class gave a “spectacular” concert, says Spychiger. “It was a miracle.”
AMERICAN FOLK SONGS FOR CHILDREN
The songs i use in Miss Anna’s Music Class are primarily old American folk songs. Most are traditional songs handed down and/or adapted for children. Some were always songs for young people. Some of the songs I use are those remembered from my childhood, and some I learned when my daughter and nieces were young. But to keep the classes and songs fresh (for us adults) I always have an ear open for “new” songs. One of my favorite resources is American Folk Songs For Children by Ruth Crawford Seeger. It has been in print since 1948—a testament to its value to classroom teachers.
In her introduction to the songbook, Mrs. Seeger talked about the importance of teaching American folksong to our children:
- It belongs to our children—it is an integral part of their cultural heritage.
- It is a bearer of history and custom.
- It gives early experience of democratic attitudes and values.
- It has grown through being needed and used—it has adapted itself frequently to new surroundings.
- It is not “finished” or crystallized—it invites improvisation & creative aliveness.
- It has rhythmic vitality—it is music of motion.
- It is a kind of music which everyone can help make-it invites participation.
- It is not just children’s music—it is family music.
(adapted from American Folk Songs For Children by Sally Rogers in Pass It On! The Journal of the Children’s Music Network, #51, Fall ’05)
By’m Bye (Stars Shining):
may be used as a counting finger play, or to count buttons, steps or any foolish thing.
By’m Bye, By’m bye,
Stars shining, Number, number one,
Number two, number three, (repeat and continue as necessary)
Oh my, By’m bye, By’m bye,
Oh my, By’m bye, by’m bye.
SELECTED SONGS IN STORYBOOK FORM
Aliki (1974). Go tell Aunt Rhody. New York: Macmillan Publ. Co.
Arnold, T. (1995). Five Ugly Monsters. NewYork: Cartwheel Books/Scholastic.
Bangs, E. (1976) Steven Kellog’s Yankee Doodle. New York: Parents’ Magazine Press.
Berry, H. (1994). Old MacDonald Had a Farm. New York: North-South Books.
Bryan, A. (1995). What a Wonderful World. NewYork: Simon & Schuster.
Canyon, C. (2003). John Denver’s Sunshine On My Shoulders. Nevada City, CA: Dawn Publ.
Christelow, E. (1989). Five Little Monkeys Jumping on the Bed. New York: Clarion Books.
Coplon, E. (1994). She’ll Be Coming Around the Mountain. New York: Bantam Books
Hillenbrand, W. (1999). Down By the Station. San Diego: Voyager Books/Harcours, Inc.
Kovalski, M. (1987). The Wheels on the Bus. Boston: Little, Brown & Company.
Pearson, T.C. (1984). Old MacDonald Had a Farm. New York: E.P. Dutton, Inc
Scholastic, Inc. (2002). The Star Spangled Banner. New York: Scholastic, Inc.
Trapani, I. (1993). The Itsy Bitsy Spider. Boston: Whispering Coyote Press.
Trapani, I. (1995). Oh Where, Oh Where Has My Little Dog Gone? Boston: Whispering Coyote Press.
Musical Notation Pre-primer
It is easy to introduce young children to some of the more “formal” elements of music & music theory. By introducing these concepts and terms in a casual and informal way, before the children begin formal music classes or lessons in elementary school, you will give them an additional measure of confidence & success when they do begin formal music instruction.
“Let’s start at the very beginning; a very good place to start”:
treble clef- This symbol denotes higher pitches. Think of the sound of a soprano, a flute, a mouse squeak or the keys on the right side of the piano keyboard. Also known as the “G” clef.
bass clef-This symbol denotes lower pitches. Think of the sound of a bass voice, thunder, a trombone, or the keys on the left side of the piano keyboard. Also known as the “F” clef.
staff- The staff consists of 5 lines and 4 spaces. Music notes are written on the staff. Notes on the bottom of the staff are lower in pitch than notes on the top of the staff. The notes in this picture are written on the treble clef staff. FYI: The extra “little” lines under the staff are called “ledger lines”.
DO RE MI FA SOL LA TI DO – The notes or pitches in the major or “western” scale. Think “Doe, a deer, a female deer. Ray, a spot of golden sun…” Also known as “solfegietto”.
Action, Action, Action
Toddler and Preschool age children are usually bundles of energy. Songs with motions can captivate their attention, channel their energy, and help teach them motor skills.
Traditional finger plays work especially well for larger groups of children in smaller spaces. The following examples are basically chants that don’t require a particular melody.
Blow The Balloon
Blow the balloon. Blow the balloon.
Blow it, blow it, blow it, blow it, blow it.
(CLAP!)
Where did my balloon go?
Popcorn Song
You put the oil in the pot and you let it get hot
You put the popcorn in and you start to grin
Sizzle, sizzle, sizzle, sizzle, sizzle, sizzle POP!
The Hammer Song
Anna pounds with one hammer
One hammer, one hammer
Anna pounds with one hammer
Then she pounds with two (up to 5!)
5 Little Hot Dogs
5 little hot dogs sitting in a pan
The grease go hot and one went BAM!
4 little…3 little…2 little…1 little…
No little hot dogs sitting in the pan
The grease got hot & the pan went BAM!
ZIPPER SONGS AND THE FOLK PROCESS
Part of the great fun of these simple folk and children’s songs is their versatility. She’ll Be Comin’ ‘Round the Mountain easily morphs into, He’ll be picking up his toys when he comes… She’ll be buckled in her car seat when she comes… You can use any familiar tune to “zip” in some new verses to suit any situation. The song, Mary Wore Her Red Dress, is one that I use in every class to sing about something special about each child by name. Here’s what Merle Peek, the illustrator, had to say about the use of this song:
Mary Wore Her Red Dress…
Mary Wore Her Red Dress is a folksong from Texas, and it lends itself well to improvisation. Children can make up verses about themselves and their friends. It doesn’t matter if the new items are too long to fit the music; just add the necessary number of beats to fit the syllables as in Julie wore her green-and-blue-striped overalls, her green-and-blue-striped overalls…
Besides singing about clothing and colors, the possibilities for other verses are endless. Daily incidents can inspire them—outside it’s raining; the tulips are blooming; the dog is sleeping. Along those lines, the children could sing Barry is running in the rain, in the rain…; David picked some red tulips, red tulips…; Daisy took a nap by the fire, a nap by the fire…
A guessing game is always fun. The children might begin with Who’s got a bandaged finger, bandaged finger…? Sydney has a bandaged finger, bandaged finger…Then they could go on with Who has a new kitty, new kitty…? Alice has a new kitty, new kitty, new kitty. Alice has a new kitty, all day long. (from the book, Mary Wore Her Red Dress)
CLEAN-UP TIME!
Words of Wisdom from Bob Blue:
“Music is a powerful way to learn. Some children who have a lot of trouble learning in other ways can do it through music. And children who learn well in other ways nevertheless love learning through music, or just making music.” -Bob Blue was a classroom teacher for 24 years. There was always a piano in his classroom and during the school year he made up songs to help his students explore all sorts of things, from spelling rules to how they dealt with their feelings
Back They Go
Back they go, back they go
Put them in nice and slow
Put them back in the box
Back, back they go
Back they go, back they go
Put them in, do not throw
Put them back in the box
Back, back they go
This Is the Way We Put Away Toys
This is the way we put away toys
Put away toys, put away toys
This is the way we put away toys
In our (nice clean house)
…This is the way we buckle up…
…This is the way we eat our peas…
…wash our face…brush our teeth…
REACHING AND TOUCHING-GROSS MOTOR SKILLS
Go In & Out Together
We go in & out together (3x)
As we have done before.
We go round & round the circle (3x)
As we have done before.
Reach up & touch the sky.
Reach down & touch the floor.
Reach up & touch the sky.
Reach down & touch the floor.
Raspberry Patch (The Paw Paw Patch)
Where oh where is dear little Owen (3x)
Way down yonder in the Raspberry Patch.
Picking up the raspberries, putting them in his basket (3x)
Way down yonder in the Raspberry Patch
Come on Friends, let’s go find him (3x)
Way down yonder in the Raspberry Patch.
INSTRUMENTS-SIMPLE TO MAKE!
Collect a few musical instruments or make some folk instruments. Simple shakers made from empty plastic bottles or aluminum cans are just as much fun as store-bought ones. Tins, sticks, bells, empty paper towel tubes—they will all make fun instruments!
I recommend, Kids Make Music: Clapping & Tapping from Bach to Rock, (1993) by Avery hart & Paul Mantell. Williamson Publishing: Charlotte, Vermont. It is a very good all-purpose handmade music book with clear directions and illustrations.
You can drum!
Young children are natural drummers. We can all “keep a beat”. Think of rhythms in our everyday lives: your heartbeat, the tick tock of a clock, the drip from the water faucet.
Walking is a fun and easy rhythm for young children to understand. You can walk, run, hop, skip or jump. Each motion has a different rhythm:
(steady & even) (short & sharp)
Walking, walking, walking, walking, hop hop hop, hop hop hop
(quickly)
Running running running, Running running running
(big pause)
Now we stop. Now we stop.
The drums we’re making today can be used as hand drums or can be used with drum sticks. We use hands in the workshop because it’s quieter! Usually a drummer will alternate hands when hitting or beating on the drum…left right left right… even with more complicated rhythms.
L R L R L R L R L R L R
Rain, rain, go away. Come again some other day.
Miss Anna’s Music Class Outline & Suggestions
Class Outline:
I. Hello Song
II. Singing Story
III. Finger Plays and Sitting Motion Songs
Humpty Dumpty
Open Shut Them
Row, Row, Row Your Boat
Pop! Goes the Weasel
Popcorn
5 Little Monkeys
Put Your Finger in the Air
IV. Dancing, Gross Motor Songs
Ring Around the Rosie
Tall & Small
Head, Shoulders, Knees & Toes
Hokey Pokey
Toe Knee Chest Nut
Merry Go Round
Raspberry Patch
Looby Loo
V. Sitting & Singing with Rhythm Instruments
Alphabet Song
She’ll Be Comin’ Round the Mountain
Apples & Bananas
Little Brown Bull
This Old Man
BINGO
Mexican Hand Clapping Song
VI. Dancing/Marching/Walking/Skipping with Instruments
Skip To My Lou
Walking, Hopping, Running, Marching
Go, Go, Go
Day-O
Ants Go Marching
VII. Put Away Instruments
To the Tune of: Here We Go Round the Mulberry Bush
VIII. Strum/Play Instructor’s Instrument
To the Tune of: Mary Wore Her Red Dress
IX. Dancing-Lullaby
X. Goodbye Song
To: So Long It’s Been Good To Know You or Goodnight Ladies
Tips:
Class length: 30-50 minutes
Rule: Children may participate at their own pace and within reason, as long as no one will get hurt and nothing will break.
For further information about Anna’s performances or classes, call 630-660-1156, send an email: annastange@yahoo.com
Listen to Anna: http://www.cdbaby.com/all/annastange
Presentation by Anna Stange
ILASCD March 3-5, 2010
ILASCD March 11, 2011
Introduction: Children Learn Faster to the Sound of Music (2)
American Folksongs for Children (3)
Bibliography: Selected Songs for Children in Storybook Form (4)
Using Music: Musical Notation Pre-primer (5)
Action, Action, Action (6)
Zipper Songs & the Folk Process (7)
Clean-up Time (8)
Reaching & Touching-Gross Motor Skills (9)
Instruments-Simple to Make! (9)
You Can Drum (10)
Sample Class: Miss Anna’s Music Class Outline & tips (11)
Anna Stange
For further information about Anna’s performances or classes,
call 630-660-1156, send an email: annastange@yahoo.com
visit her website: www.AnnaStange.com
Listen to Anna: http://www.cdbaby.com/all/annastange
Children Learn Faster To The Sound of Music
By Rob Edwards: The New Scientist, May 18, 1996
Teaching children more music at school improves their ability to learn language and social skills, say Swiss educational researchers. A study of 1200 children in Switzerland found that those who were given extra music lessons performed better than those who were not.
Music can have a positive influence on the emotions, according to Maria Spychiger, a psychologist from the University of Fribourg in Switzerland. “When children sing or play music together, they have to learn to listen to one another,” she says. “Competing behaviour is not compatible with making music.”
With Jean-Luc Patry from Salzburg University in Austria, Spychiger studied 70 classes of children aged between 7 and 15. The number of 45-minute music lessons in 35 of the classes was increased to five a week by reducing the time spent teaching math or language. Children in the remaining 35 classes continued with just one or two music lessons a week.
After three years, the children in both groups were asked a series of questions designed to compare their intelligence, cognitive ability and social integration. The children’s teachers were also canvassed for their opinions.
No differences were found in the intelligence of the children in the two groups. But Spychiger says that children given the extra music lessons were better at language and no worse at math, despite the fact that they had received fewer lessons in those subjects. They showed improvements in their ability to retell in writing or pictures a story that had been read to them. Teachers reported that younger children given the extra lessons learned to read more easily.
There was also much less social tension in the classes which had been taught more music, Spychiger told New Scientist. The children were more cooperative with the teacher and more friendly towards each other, she says. Fewer children were cast as “outsiders”.
Spychiger made a special study of one class of children who were so difficult to control that no one wanted to teach them. A teacher agreed to take them on, as long as they were included in the group that received extra music lessons. Despite initial problems, the children learned to play music together. After three years, the class gave a “spectacular” concert, says Spychiger. “It was a miracle.”
AMERICAN FOLK SONGS FOR CHILDREN
The songs i use in Miss Anna’s Music Class are primarily old American folk songs. Most are traditional songs handed down and/or adapted for children. Some were always songs for young people. Some of the songs I use are those remembered from my childhood, and some I learned when my daughter and nieces were young. But to keep the classes and songs fresh (for us adults) I always have an ear open for “new” songs. One of my favorite resources is American Folk Songs For Children by Ruth Crawford Seeger. It has been in print since 1948—a testament to its value to classroom teachers.
In her introduction to the songbook, Mrs. Seeger talked about the importance of teaching American folksong to our children:
- It belongs to our children—it is an integral part of their cultural heritage.
- It is a bearer of history and custom.
- It gives early experience of democratic attitudes and values.
- It has grown through being needed and used—it has adapted itself frequently to new surroundings.
- It is not “finished” or crystallized—it invites improvisation & creative aliveness.
- It has rhythmic vitality—it is music of motion.
- It is a kind of music which everyone can help make-it invites participation.
- It is not just children’s music—it is family music.
(adapted from American Folk Songs For Children by Sally Rogers in Pass It On! The Journal of the Children’s Music Network, #51, Fall ’05)
By’m Bye (Stars Shining):
may be used as a counting finger play, or to count buttons, steps or any foolish thing.
By’m Bye, By’m bye,
Stars shining, Number, number one,
Number two, number three, (repeat and continue as necessary)
Oh my, By’m bye, By’m bye,
Oh my, By’m bye, by’m bye.
SELECTED SONGS IN STORYBOOK FORM
Aliki (1974). Go tell Aunt Rhody. New York: Macmillan Publ. Co.
Arnold, T. (1995). Five Ugly Monsters. NewYork: Cartwheel Books/Scholastic.
Bangs, E. (1976) Steven Kellog’s Yankee Doodle. New York: Parents’ Magazine Press.
Berry, H. (1994). Old MacDonald Had a Farm. New York: North-South Books.
Bryan, A. (1995). What a Wonderful World. NewYork: Simon & Schuster.
Canyon, C. (2003). John Denver’s Sunshine On My Shoulders. Nevada City, CA: Dawn Publ.
Christelow, E. (1989). Five Little Monkeys Jumping on the Bed. New York: Clarion Books.
Coplon, E. (1994). She’ll Be Coming Around the Mountain. New York: Bantam Books
Hillenbrand, W. (1999). Down By the Station. San Diego: Voyager Books/Harcours, Inc.
Kovalski, M. (1987). The Wheels on the Bus. Boston: Little, Brown & Company.
Pearson, T.C. (1984). Old MacDonald Had a Farm. New York: E.P. Dutton, Inc
Scholastic, Inc. (2002). The Star Spangled Banner. New York: Scholastic, Inc.
Trapani, I. (1993). The Itsy Bitsy Spider. Boston: Whispering Coyote Press.
Trapani, I. (1995). Oh Where, Oh Where Has My Little Dog Gone? Boston: Whispering Coyote Press.
Musical Notation Pre-primer
It is easy to introduce young children to some of the more “formal” elements of music & music theory. By introducing these concepts and terms in a casual and informal way, before the children begin formal music classes or lessons in elementary school, you will give them an additional measure of confidence & success when they do begin formal music instruction.
“Let’s start at the very beginning; a very good place to start”:
treble clef- This symbol denotes higher pitches. Think of the sound of a soprano, a flute, a mouse squeak or the keys on the right side of the piano keyboard. Also known as the “G” clef.
bass clef-This symbol denotes lower pitches. Think of the sound of a bass voice, thunder, a trombone, or the keys on the left side of the piano keyboard. Also known as the “F” clef.
staff- The staff consists of 5 lines and 4 spaces. Music notes are written on the staff. Notes on the bottom of the staff are lower in pitch than notes on the top of the staff. The notes in this picture are written on the treble clef staff. FYI: The extra “little” lines under the staff are called “ledger lines”.
DO RE MI FA SOL LA TI DO – The notes or pitches in the major or “western” scale. Think “Doe, a deer, a female deer. Ray, a spot of golden sun…” Also known as “solfegietto”.
Action, Action, Action
Toddler and Preschool age children are usually bundles of energy. Songs with motions can captivate their attention, channel their energy, and help teach them motor skills.
Traditional finger plays work especially well for larger groups of children in smaller spaces. The following examples are basically chants that don’t require a particular melody.
Blow The Balloon
Blow the balloon. Blow the balloon.
Blow it, blow it, blow it, blow it, blow it.
(CLAP!)
Where did my balloon go?
Popcorn Song
You put the oil in the pot and you let it get hot
You put the popcorn in and you start to grin
Sizzle, sizzle, sizzle, sizzle, sizzle, sizzle POP!
The Hammer Song
Anna pounds with one hammer
One hammer, one hammer
Anna pounds with one hammer
Then she pounds with two (up to 5!)
5 Little Hot Dogs
5 little hot dogs sitting in a pan
The grease go hot and one went BAM!
4 little…3 little…2 little…1 little…
No little hot dogs sitting in the pan
The grease got hot & the pan went BAM!
ZIPPER SONGS AND THE FOLK PROCESS
Part of the great fun of these simple folk and children’s songs is their versatility. She’ll Be Comin’ ‘Round the Mountain easily morphs into, He’ll be picking up his toys when he comes… She’ll be buckled in her car seat when she comes… You can use any familiar tune to “zip” in some new verses to suit any situation. The song, Mary Wore Her Red Dress, is one that I use in every class to sing about something special about each child by name. Here’s what Merle Peek, the illustrator, had to say about the use of this song:
Mary Wore Her Red Dress…
Mary Wore Her Red Dress is a folksong from Texas, and it lends itself well to improvisation. Children can make up verses about themselves and their friends. It doesn’t matter if the new items are too long to fit the music; just add the necessary number of beats to fit the syllables as in Julie wore her green-and-blue-striped overalls, her green-and-blue-striped overalls…
Besides singing about clothing and colors, the possibilities for other verses are endless. Daily incidents can inspire them—outside it’s raining; the tulips are blooming; the dog is sleeping. Along those lines, the children could sing Barry is running in the rain, in the rain…; David picked some red tulips, red tulips…; Daisy took a nap by the fire, a nap by the fire…
A guessing game is always fun. The children might begin with Who’s got a bandaged finger, bandaged finger…? Sydney has a bandaged finger, bandaged finger…Then they could go on with Who has a new kitty, new kitty…? Alice has a new kitty, new kitty, new kitty. Alice has a new kitty, all day long. (from the book, Mary Wore Her Red Dress)
CLEAN-UP TIME!
Words of Wisdom from Bob Blue:
“Music is a powerful way to learn. Some children who have a lot of trouble learning in other ways can do it through music. And children who learn well in other ways nevertheless love learning through music, or just making music.” -Bob Blue was a classroom teacher for 24 years. There was always a piano in his classroom and during the school year he made up songs to help his students explore all sorts of things, from spelling rules to how they dealt with their feelings
Back They Go
Back they go, back they go
Put them in nice and slow
Put them back in the box
Back, back they go
Back they go, back they go
Put them in, do not throw
Put them back in the box
Back, back they go
This Is the Way We Put Away Toys
This is the way we put away toys
Put away toys, put away toys
This is the way we put away toys
In our (nice clean house)
…This is the way we buckle up…
…This is the way we eat our peas…
…wash our face…brush our teeth…
REACHING AND TOUCHING-GROSS MOTOR SKILLS
Go In & Out Together
We go in & out together (3x)
As we have done before.
We go round & round the circle (3x)
As we have done before.
Reach up & touch the sky.
Reach down & touch the floor.
Reach up & touch the sky.
Reach down & touch the floor.
Raspberry Patch (The Paw Paw Patch)
Where oh where is dear little Owen (3x)
Way down yonder in the Raspberry Patch.
Picking up the raspberries, putting them in his basket (3x)
Way down yonder in the Raspberry Patch
Come on Friends, let’s go find him (3x)
Way down yonder in the Raspberry Patch.
INSTRUMENTS-SIMPLE TO MAKE!
Collect a few musical instruments or make some folk instruments. Simple shakers made from empty plastic bottles or aluminum cans are just as much fun as store-bought ones. Tins, sticks, bells, empty paper towel tubes—they will all make fun instruments!
I recommend, Kids Make Music: Clapping & Tapping from Bach to Rock, (1993) by Avery hart & Paul Mantell. Williamson Publishing: Charlotte, Vermont. It is a very good all-purpose handmade music book with clear directions and illustrations.
You can drum!
Young children are natural drummers. We can all “keep a beat”. Think of rhythms in our everyday lives: your heartbeat, the tick tock of a clock, the drip from the water faucet.
Walking is a fun and easy rhythm for young children to understand. You can walk, run, hop, skip or jump. Each motion has a different rhythm:
(steady & even) (short & sharp)
Walking, walking, walking, walking, hop hop hop, hop hop hop
(quickly)
Running running running, Running running running
(big pause)
Now we stop. Now we stop.
The drums we’re making today can be used as hand drums or can be used with drum sticks. We use hands in the workshop because it’s quieter! Usually a drummer will alternate hands when hitting or beating on the drum…left right left right… even with more complicated rhythms.
L R L R L R L R L R L R
Rain, rain, go away. Come again some other day.
Miss Anna’s Music Class Outline & Suggestions
Class Outline:
I. Hello Song
II. Singing Story
III. Finger Plays and Sitting Motion Songs
Humpty Dumpty
Open Shut Them
Row, Row, Row Your Boat
Pop! Goes the Weasel
Popcorn
5 Little Monkeys
Put Your Finger in the Air
IV. Dancing, Gross Motor Songs
Ring Around the Rosie
Tall & Small
Head, Shoulders, Knees & Toes
Hokey Pokey
Toe Knee Chest Nut
Merry Go Round
Raspberry Patch
Looby Loo
V. Sitting & Singing with Rhythm Instruments
Alphabet Song
She’ll Be Comin’ Round the Mountain
Apples & Bananas
Little Brown Bull
This Old Man
BINGO
Mexican Hand Clapping Song
VI. Dancing/Marching/Walking/Skipping with Instruments
Skip To My Lou
Walking, Hopping, Running, Marching
Go, Go, Go
Day-O
Ants Go Marching
VII. Put Away Instruments
To the Tune of: Here We Go Round the Mulberry Bush
VIII. Strum/Play Instructor’s Instrument
To the Tune of: Mary Wore Her Red Dress
IX. Dancing-Lullaby
X. Goodbye Song
To: So Long It’s Been Good To Know You or Goodnight Ladies
Tips:
Class length: 30-50 minutes
Rule: Children may participate at their own pace and within reason, as long as no one will get hurt and nothing will break.
For further information about Anna’s performances or classes, call 630-660-1156, send an email: annastange@yahoo.com
Listen to Anna: http://www.cdbaby.com/all/annastange
