IMEC 2013
It Works for Me
(Hopefully it will work for you too.)
Presented by:
Bill Howes
Riverside School District 96
[email protected]
In this packet you will find some of the many songs I have collected over 15 years of teaching.
These are songs that I have used, for the most part, for a number of years. In my work I have
found that these songs are ones the kids enjoy and ask to sing sometimes long after the song
has been taught. I hope you find songs in this packet that you are able to use in your
classroom and that they bring as much joy to you and your students as they have brought to
me and mine.
Musical Concepts
Every song in this packet has written under the title of the song the musical concepts I teach
using the song. The method I use in my classroom is a rudimentary and adapted version of
the Kodaly Method. The concepts of the songs in the packet center mostly around pitch and
rhythm learning. There are also songs for beginning to sing in harmony with ostinati and
rounds. The musical concepts presented are not the only concepts that are viable for these
songs. For example I use the song “Oliver Cromwell” to teach the note fa, but if you think it
would fit with your curriculum and students better by using it to teach 6/8 meter then you
should do so.
Cross Curricular Connections
2214of the songs presented in this session have possible connections to subjects other than
music. Some of the most obvious connections are with social studies and geography. Songs
from other countries almost beg for a map or a globe to be used and one of the most potent
tools in my classroom is my map, or more recently Google Earth. Beyond these connections
there are connections to history and math, language arts and social/emotional learning among
others.
I am not the math or history or language arts teacher (some would say for good reason), but I
can support what these teachers do in my class and open new worlds to my students by
looking for these connections and taking the time to intentionally draw attention to them.
When thinking of these connections there are two different kinds of relationships the materials
can have to my students.
1. A review of materials learned in other classes
When I talk about syllables in discussing rhythm with first and second grade students their
homeroom teachers love the reinforcement. It also shows the students that what they are
learning in one class is not just compartmentalized to that 30 minute block of time.
2.
An introduction to new materials
It is not surprising that when I talk about exchange rates or the interregnum in England many
of my third grade students have no prior knowledge of these things. This is when I can
introduce these ideas to them. Many of the kids will forget the details, but there are some for
whom that short glimpse may open up a new world.
To the best of my knowledge all the songs printed in this packet are in the public domain.
1
Opening Song
I begin every class in grades 1-3 with the same song for every class. I use the song Singing School
by Elizabeth Gilpatrick. You can find the song in the book “‘Round We Go”. I use this song for a
number of reasons.
1. Once the kids learn the song it gets them singing as they walk in the room.
2. Kids know what to expect and the song gives them a routine to follow.
3. I teach expressive elements (tempo, dynamics, articulation) using a song that is familiar.
4. It is a round, so when I begin teaching rounds they already know the song very well.
Queen Caroline
Musical Concepts: quarter and eighth notes, high and low voices, vocal qualities
24
Queen Queen
Car - o-line.
Washed her hair in
make it shine.
Queen, Queen
turp-en-tine.
5
Turp-en - tine to
Car - o-line.
Activity: Say the rhyme and pat the beat. Tell students that turpentine is stinky and dangerous and
no one would ever really wash their hair in turpentine.
Tell the story of Queen Caroline. (Add details freely.)
After washing her hair in turpentine the Queen got ready to go out for the day. She went to see
the King. They had a nice conversation but in the middle of it the King started to smell
something very stinky. He asked the Queen what it was. She told him that she washed her hair
in turpentine. (Say the rhyme in a low "King" voice.)
Then the Queen visited her daughter, the princess. They had a nice conversation but in the middle
of their talk the Princess noticed a horrible smell. She asked her mother what the smell was and
the Queen divulged that she washed her hair in turpentine. (Say the rhyme in a high "princess"
voice.
The queen can visit many people in the castle: the prince, knights, cooks, maids, commoners, jester,
etc. all of whom have different kinds of voices: slow, fast, sleepy, silly, etc.
2
Bickle Bockle
Folk Song
Musical Concepts: la, quarter rest
2
4
5
s
s
l
l
s
Bick -le Bock-le
s
s
l
l
m m
Blue Bot-tle
s
If you want a
m
part - ner
s s l
l
Œ
s
fish -es in the
sea.
s
d
m
just choose
me!
Formation: Random (odd number of people)
Action: Students keep the beat in their feet while singing the song. Students pretend to be "fishes in
the sea" by swimming around the room. On the word "me" all students find a partner. One student
should be left without a partner. This student is "caught by the fisherman" and chooses one other student
to sit in the fisherman's boat with him. Game is played until there is only one student left.
This student is the winner.
Billy Bad
42
Musical Game
Musical Concepts: sol mi, eighth/quarter notes
s s
m
s s
Bil - ly Bad,
m
Bil - ly Bad
s
s
l
l
s
s
m
tell me, why are
you so sad?
s
d d
5
s
s
m
I'm so sad.
s
s
m
I'm so sad.
f
m
r
'Cause my name is
d
Bil - ly Bad.
Formation: Students in their seats with one student in front facing away from the class.
Action: One child sits in a chair (or stands) facing away from the other students; the "teacher".
Another child is chosen to be Billy Bad. The class sings the first phrase and "Billy Bad" sings the
last phrase solo. The child in the chair has to guess which child is Billy Bad. The teacher chooses
another child to be the next teacher. The new teacher comes to the front of the class. Then Billy
Bad chooses a different child, without saying the name, and the game continues.
3
Button, You Must Wander
Musical Concepts: re, half note
& b 42 œ
But
&b œ
5
But
&b
9
-
-
œ
œ
ton
œ
ton
you
must
œ
you
must
œ
œ
œ
œ
Bright
eyes
will
find
œ
œ
&b œ
13
But
-
œ
ton
you
œ
œ
œ
must
wan
œ
- der,
œ
œ
wan
-
œ
you.
wan
-
œ
œ
wan
œ
œ
- der,
wan
œ
ev'
œ
œ
œ
œ
Sharp
eyes
will
find
der
œ
ev'
-
ry
-
œ
-
ry
-
-
œ
der,
˙
der
œ
œ
Traditional Game Song
where.
œ
you.
˙
where.
Formation: Students sitting in a circle. One student in the center with a button.
Directions: One student is chosen as "The Button Passer". All other students sit in the circle
with their hands in a cup in front of them. The button passer walks around the circle pretending
to place the button in every child's hand. One student actually gets the button. When the button
passer is finished going around the entire circle (usually 2-3x through the song) he/she chooses a
child to guess who really has the button. As each child is chosen he/she opens his/her hands to show
whether or not the button is there. If it is not the child who was chosen gets to guess who has the
button. The child who guesses correctly is the next "Button Passer".
4
Alcitron
S.S.P = D
R.S.P. = C#-D
Mexican Children's Singing Game
(ahl-see-trone)
s,
drm s
Quarter = 116
Musical Concepts: dotted eighth sixteenth notes
42
5
d
re
s,
s,
Al - ci
.
d
-
.
tron
r
m
de
la
.
r
m
de
un
r
.
r
fan
d
ran
-
de
-
d
-
s,
d
dan - go,
s,
d
san - go,
d
s, s,
san - go,
d
s,
s,
d
la,
con
su
tri - ki,
s,
d
m
tri
-
d
sa - ba
-
s,
re,
Œ
d
ki
-
s,
Sa - ba -
tron
Formation: Players sitting in a circle.
Directions: Each player has a rhythm stick which he passes on the first beat of each measure to the person
on his right and picks up the stick passed to him on the second beat. One or more of the sticks have
an "x" marked on the end of the stick. Students who end the song with an "x" stick are out. Eliminated
students trade their stick with someone who remains in the game. Those students who are out take their
unmarked sticks and make a new circle and play, but because there are no sticks with an "x" no one gets
out. This way all students get to keep playing while the game continues.
Son Macaron
S.S.P. = G
A.S.P. = G-A
Competitive Passing Song
d mfs l
Musical Concepts: fa, dotted quarter note
44
s
m
Son
f
s
ma - ca - ron,
.
l
s
son
fair
j
f
-
m
m
ee - on.
f
s
Mar - i - on
m
f
s
Mar - i - on.
4
s
Le
-
l
s
a,
le
-
f
m
a,
tip
f
-
s
tip - tip.
s
Le
-
l
s
a,
le
-
f
m
f
s
a,
tap,
tap,
tap.
6
d
d
d
d
d
d
d
One
beat,
two
beat,
Three
beat
catch!
Œ
Formation: Seated circle. Each player's left hand is cupped. The right hand is placed on the
cupped hand of the player on the right.
Action: The song is sung and the beat is passed around the circle from right to left (clockwise).
There are two ways to be eliminated. On the word "catch" the player whose hand is touched is out.
The player who tried to pass the beat is out if unsuccessful at clapping the next player's hand.
When two students are left they clap both hands up and down. The student who claps hands
moving down on catch is the winner.
To make the game more challenging on "tip tip tip" and "tap tap tap" the player passing the beat
touches the person's hand on each syllable.
5
Bonjour, Mes Amis
Musical Concepts: fa, eighth note two sixteenth note
& b 42 œj
Bon
&b œ
3
jour
&b œ
6
jour
&b œ
9
jour
-
œ
jour
œ œ œ
mes
a - mis,
œ œ œ
mes
a - mis,
œ
mes
œ
œ
mes
a
œ
bon
-
œ
bon
œ
a
-
-
œ
œ
mis,
bon
œ
‰ œj
œ
œ œ œ
jour.
jour.
œ
mes
a
œ
mis.
mes
œ
mis,
Bon
bon
œ
a - mis,
œ
-
jour.
-
œ
œ œ œ
Bon - jour
jour
j
œ
‰
œ
-
Louisiana
bon
-
‰ œ
J
Bon -
‰
Formation: Students sitting in a circle. Two students in the center.
Directions: m.1-2 partners in the center shake right hands.
m. 3-4 partners shake left hands
m. 5-8 partners elbow swing
m. 9-10 partners split and each chooses a new partner to come to the center
Dance ends when all students are doing the dance.
Variations: When students have mastered the moves they can create variations. Some
different ways my students have thought to do the dance are hopping on one foot,
squatting, and changing tempos.
Mrs. Fish and Melody Monkey
Mrs. Fish is a puppet. I use Mrs. Fish with my kindergarten students. One of the first activities
the kids do with Mrs. Fish is to say hello in different voices. They echo the teacher in high, low,
yelling, speaking, whispering, and singing voices. Mrs. Fish makes sound effects like sirens and
wolves to help students use their head voice.
Melody Monkey will do anything students ask. There is one catch, he will only do it if a student
asks using a singing voice. This is a great way to get kids to sing alone without much
intimidation. It is also a great assessment tool for whether kids can use their singing voice.
6
Oliver Cromwell
Musical concept: fa
& 68 œ œ œ œ
Ol grew
ap came
Ol made
sad want
i - ver
an old
ples were
an old
i - ver
the old
dle and
an - y
English
œ œ œ œ œ œ. œ. œ. œ œ œ œ
Crom - well
ap - ple
ripe
wo - man
rose
wo - man
bri - dle
more you
lie
tree
and
to
and
go
they
can
bur - ied and dead;
o - ver his head;
rea - dy to fall;
gath - er them all;
gave her a drop;
hip - pe - ty hop;
lie on the shelf;
sing it your - self;
Hee - haw
Hee - haw
Hee - haw
Hee - haw
Hee - haw
Hee - haw
Hee - haw
Hee - haw
bur - ied and dead.
o - ver his head
rea - dy to fall.
gath - er them all.
gave her a drop.
hip - pe - ty hop.
lie on the shelf.
sing it your - self!
j ..
œ
There
The
There
Which
The
If you
A shortened and MUCH simplified biography of Oliver Cromwell
Oliver Cromwell was a military leader in England. The Rump Parliament of England decided
that King Charles I was no longer needed in England. The King's family fled England. Oliver
Cromwell was made the Lord Protector of the Commonwealth of England. He was a stable
ruler of some skill. 1n 1658 Oliver Cromwell died of natural causes. His son Richard
succeeded him as Lord Protector, but he was not as successful as his father. Because
of this the parliament reconviened and asked Charles II to come back to England to be the
King. When Charles II returned he was uspet that his father had been taken off the throne and
wanted to make a point that the same fate would not await him. He had Oliver Cromwell's body
exhumed and "put on trial". Unsurprisingly Oliver Cromwell was found guilty of treason and
beheaded. His head was then displayed for all to see. The head of Oliver Cromwell was passed
around (after being displayed at Westminster Hall for years) until if was finally buried at Sidney
Sussex College in 1960.
Key dates for some math review:
1599 - Oliver Cromwell born
1653 - Oliver Cromwell becomes Lord Protector
1658 - Oliver Cromwell dies
1661 - Oliver Cromwell exhumed and tried
1960 - Oliver Cromwell's head buried
Sources:
http://en.wikipedia.org/wiki/Oliver_Cromwell
http://en.wikipedia.org/wiki/Oliver_Cromwell%27s_head
7
Donkeys Like to Munch on Carrots
Musical Concept: Harmony (rounds)
#### 4
&
4 œ
3
&
#### œ
œ
œ
Donk - eys
like
œ
œ
Hee
Haw
œ
œ
to
œ
munch on
Hee
œ
œ œ œ œ œ œ œ
œ
car - rots.
œ
œ.
Haw
Lis
-
Car - rots don't like
œ œ
œ
ten
the
to
œ
that
at
œ
all.
œ
don - keys
call.
Round begins at each measure.
To Stop the Train
Musical Concepts: Harmony (rounds), fa
#### c
&
j .. œ .
œ
4
&
####
To
œ œ
J
Pull down
stop
j
œ œ.
the train
œ
J œ
the
j
œ œ œ œ œ œ œ œ
chain
œ
in
*
cas - es of
*
e - mer-gen - cy
œ œ œ œ œ œ œ œ
Pen - al - ty for im
-
pro - per
English Round
œ œ
J
pull down
œ
use
œ
œ
J œ
the
œ
œ
chain
five pounds.
‰ j ..
œ
To
Begin the round at the *.
This song is great for exploring money of different cultures.
1. Compare and contrast British pound coin to the American dollar bill.
2. Talk about exchange rates. Go online and get the exchange rate for pounds to dollars.
To do this Google "British Pound" and the exchange rate should be the first search
that appears. Do the math for the penalty mentioned in the song in dollars instead of pounds.
So, if 1 British Pound = $1.62, how many dollars would a 5 pound fine be?
(1.62 x 5 = $8.10)
3. Discuss symbols: pound symbol, dollar sign, musical symbols
4. Discuss transportation systems. Maps of the London underground, Chicago El,
Reading a train timetable.
8
Kaeru No Uta
Japanese Children's Game Song
Musical Concepts: sixteenth notes, fa, rounds
b
& b b 44 œ
Ka - e
b
&bb œ
3
œ
ru - no
œ
gwa
œ
œ
œ
ga.
œ
Ki - ko
œ
œ
e - te
gwa
ge - ro
ge - ro
ge - ro
œ
œ
ku - ru
œ œ œ œ œ œ œ œ œ
œ
gwa
œ
œ
œ
U - ta
œ
gwa
œ
ge - ro gwa
œ
yo
œ
gwa
gwa
FORMATION: Circle facing clockwise
ACTIONS: Keep the beat in your feet and begin singing moving forward. On the word "gwa" hop
forward. On the words "gero" stop moving and patch the rhythm. On the last "gwa" hop and turn 180
degrees so the circle is facing the opposite direction.
For older students, you can add a concentric circle inside and have the inner circle start facing
counterclockwise. Sing in a round starting at each measure.
TRANSLATION: The frog song. I can hear it. Gwa, gero, gwa (the sounds of frogs)
PRONUNCIATION: kI ay roo no oo ta ga kee ko eh teh koo roo yo; gwah; geh ro
Naughty Kitty Cat
Musical Concept: quarter rest
42
s
s
s
Naugh - ty
l
Œ
s
kit - ty
cat.
s
s
s
l
s
You
are
much
too
fat.
5
s
s
You
have
s
l
but - ter
s
f
on
your
m
r
whisk - ers
m
m
naugh - ty
r
r
d
kit -
ty
cat!
Œ
Œ
Formation: All in a circle with hands joined. One person on the inside and one on the outside on
opposite sides of the circle.
Game: All students sing the song. When the song is finished all students in the circle raise joined
hands.The students not in the circle then weave between all of the students moving in the same
direction. The student who catches the other one is the winner.
9
Tideo
Musical Concept: high do
#
& # 42 œ
œ
Pass
5
&
##
œ
Pass
one
œ
three
## .
œ
& .œ œ
9
Ti - de - o
œ
œ
œ œ œ
win - dow
œ
œ
win - dows
œ œ œ
Ti - de - o.
œ
œ œ
Ti - de - o
œ
œ
œ œ œ œ œ
œ
œ
œ
Ti - de - o.
Pass
Jin - gle
two
at
win - dows
the win - dow
œ œ œ œ œ
Jin - gle
Play Party from Texas
at
the
win
œ
-
dow
œ œ œ
Ti - de - o.
œ œ œ
Ti - de - o.
œ œ œ
Ti - de - o
Formation: Partners forming concentric circles.
Directions:
Pass: Outside circle moves one person to the right.
Tideo: Patch, clap, clap partner (each syllable)
Jingle: Ring the dishrag (join both hands, raise hands, turn in a stationary circle)
My order for teaching the moves:
1. teach the Tideo movement first (first without, then with a partner)
2. Add the circles and the move for "pass"
3. Teach ring the dishrag. This could take some time.
If you have kids that have mastered the moves and would like a challenge have them
move one person for "one window", two people for "two windows", and three people
for "three windows".
10
..
Sei, Sei, Sei
Musical Concept: dotted notes
& 44 œ
œ
Sei,
& œ.
3
o
-
œ œ
cha - la
sei,
-
œ
ka
j
œ
œ.
sei,
œ.
O
-
œ œ
cha - la
-
yoi,
œ.
œ
ka
o
yoi,
œ œ
-
Œ
œ
œ
œ
no
Japanese Song
yoi
Û
œ
cah - la - ka
Œ
OY!
FORMATION: Students in pairs facing each other. Each student has a piece of paper.
GAME: This is a Japanese version of rock, paper, scissors. The beat is kept with the fist pounding
in the open palm. On the spoken word "Oy", each person ends with their hand forming "paper" (hand flat),
"rock" (fist), or scissors (two fingers extended). Paper beats rock, scissors beat paper, and rock beats scissors.
The person who loses folds his piece of paper in half. If there is a tie no folds are made. When one
person has folded his paper three times he is out and the person who "won" finds another person who
has defeated their previous partner.
When time is short I have eliminated the paper and it becomes a single elimination.
Jelly In the Bowl
Musical Concept: quarter rest
42
Œ
Jel - ly
in
the
Œ
bowl.
Jel - ly
in
the
bowl.
Œ
5
Wig - gle
Wag - gle
Wig - gle
Wag - gle
Jel
-
ly
in
the
bowl.
Formation: All students in a circle holding hands. One student in the middle.
Action: Students say rhyme and walk clockwise on the beat. At each rest students change direction.
The student in the middle stands still for the first four measures. On "Wiggle waggle" the student shakes
his body. On the last two measures the student closes his eyes points and spins. On the final quarter rest
he stops. Whomever is being pointed at is the next "Jelly".
11
Gospel Train
African-American Spiritual
Musical Concepts: ABA form, Ostinato
A
# 4 œ
& 4 œ.
3
Get on
#
board
œ œ œ œ œ œ œ.
board
lit - tle chil - dren
board
hear it close at hand
9
&
11
&
#
œ
œ
œ
œ
board
#
board
#
& Û
13
ch
I
there's room for man - y a more.
hear the whist - le blow - in'
œ œ œ
œ œ.
œ
lit - tle chil - dren.
œ œ œ
lit - tle chil - dren. Get on
B
œ œ œ œœ œ ‰ j œ œ œ œ œ œ ‰
œ
œ
The
& œ œ œ. œ œ œ œ œ œ œ œ œ œ œ ‰ œ
6
œ œ.
œ œ œ œ œ
œ
lit - tle chil - dren. Get on
œ œœœ œ ‰ œ
& œ
#
œ
Get on
œ
lit - tle chil - dren
‰
œ
there's
œ œ
and
œ
gos - pel train is com - in'
œ
œ œ
A
œ œ.
œ
œ œ.
rumb - lin' through the land
œ œ œ
board
œ
lit - tle child - ren.
œ
œ
œ œ œ
room for
man - y
a
œ
more.
This is the ostinato that goes with the song "Gospel Train". There are no pitches, just the sound
like a train.
Û
|
ch
whoo!
12
I
Get on
Get on
I Love the Flowers
Musical Concept: Harmony (rounds and/or ostinato)
& b 68 œ .
I
love
& b œ.
œ
5
I
& b œ.
9
œ
œ
J
œ
j
œ œ
the
fi
j
œ œ
j
œ œ
j
œ œ
-
-
œ.
œ.
ers.
I
œ.
-
dee - ah - dah, boom
ostinato
&b œ
j
œ œ.
moun
&b œ
17
flow
the
love
Boom
the
love
I
13
j
œ œ.
œ
tains.
j
œ œ.
re - side
j
œ œ
the
daf
j
œ œ
œ
I
love
the
rol
œ.
œ
œ
when
all
œ
J
j
œ œ
j
œ œ
love
œ.
dee - ah - dah, boom
j
œ œ
j
œ œ
œ
j
œ œ
the
-
-
lights
j
œ œ.
fo - dils.
j
œ œ.
ling hills.
j
œ œ.
are
low.
j
œ œ
j
œ
j
œ œ
j
‰ Œ.
j
œ
œ
œ
œ
œ
dee - ah - dah, boom
j
œ œ
dee - ah - dah.
Boom dee - ah - dah, boom dee - ah - dah, boom dee - ah - dah, boom - dee - ah - dah. Boom!
Measures 17-20 repeated can be used as an ostinato for this song.
This can be sung as a round. Begin the new part every 4 measures.
13
j
œ