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Sue Trainor: Home

Sue's work with children who have special needs is featured in the video "Beautiful Surprises." 

https://www.youtube.com/watch?v=upq6sp-HmDo&list=UUpG6xkCux0enjfy8VI0eD0Q&index=16

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

 

Music and Special Needs @ Montgomery College - May 25, 2019

Hello, Friends! Thanks for spending your Friday afternoon before the long, holiday weekend exploring how we can use music in the classroom, especially with regard to supporting children who have special needs. The lyrics for the songs and chants we used are shown below. 

Some of you were concerned about whether you had my handout. I'm told that if you didn't get a paper copy at the workshop, you can request an electronic version through the college office. 

Also, let me encourage you to visit Wolf Trap's website education.wolftrap.org for videos and lesson plans created by master teaching artists that demonstrate many strategies like the ones Maria and I showed you in our workshops.

Best wishes for the rest of your school year!

Sue

 

Thumb Piano     

(descending scale) 

Time to sing, time sing

All my friends it’s

(rising scale) time to sing

 

 

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 (“Bear Chair”), 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.

 

 

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 (streamers)

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 or blocks 

Movement: Moving with the shakers (blocks, streamers, scarves). 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 or blocks 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 can sit back down.

 

We’re Going Shopping

 

 C          C   D    E       G       D      G        E  C

We’re going shopping, shopping, shopping

C            C   D   E       G

We’re going shopping

D          D      G    C

What will we buy?

 

Use the same melody to give directions. 

“Juan buys two tomatoes” or

“Juan buys two red foods” etc. …

“And puts them in his bag”

 

How could we adapt this to use senses more?

Visual: Show a picture of a market, show pictures of things we see in the market,  

Aural:  song

Movement: walk around the room

Tactile: Use food props, costumes, bags or baskets, plates to “serve” food back in the circle

Imagination:  Imagine that we’re going to the market; imagine that some children are (in the role of) grocers

 

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

-Exploring in the forest / 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. 

 

 

 

I HAVE A BOX

Adapted from Katherine Lyons’ version

 

Dramatically, chant:

 

I have a box

The box has a top

Let’s oooooopen it    (open the box slowly and dramatically, pitch rising on “ooopen”

And STOP! (loudly close the box)

 

I have a box

The box has a top

Let’s oooooopen it 

And see what we’ve got

 

How could we adapt this to use senses more?

Visual:  The box is dramatic visual play, based on what we can see and what we can’t. Notice that the presenter’s visual expression and expressive gesture are also part of this visual.

Aural:  the chant, the rising pitch corresponding with opening, excited tone of voice, the box may be shaken to see what the object sounds like.

Movement: Because children are being asked to focus on an object, children’s movement is not part of this strategy, although they may imitate the box gestures.

Tactile: The box may be passed around the circle so children can have a sense of its weight. A child may be asked to help open the box once the sequence is familiar. There may be objects inside for everyone to touch.

Imagination: Children may be  asked to predict what’s in the box. We may use imagination in connection with what comes out of the box.

 

 

 Hello Toes, How Do You Do?

Collected from Mary Gresock

Objectives:       Singing Voice

                                    Matching Pitch

                                    Creative movement

                                    Identify Body parts, clothing, other things

 

 

Procedure:

 

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 friends, puppets or animal props. How do they move?
  • Substitute people’s names (Hello Lee… and Lee gets to answer and lead a dance motion.)

 

How could we adapt this to use senses more?

Visual:  Visual model, or the puppet or the person to be focused on

Aural:  the song

Movement: Dancing movements

Tactile: tapping body parts

Imagination: Wbat should we do next?

 

 

Who’s a Good Watcher

Source:           by Mary Gresock, extension by Sue Trainor

Objectives:       Steady Beat 

                        Focus

                        Visual discrimination / Imitation

                        Recognizing body parts

                        Prediction

 

Procedure:

1. Leader taps her head in steady beat and chants:

 

Who’s a good watcher, watcher, watcher

Who’s a good watcher, show me now

Ooops!

 

2. On “oops,” change the body part that’s being tapped – to shoulders, for example. (The strategy is more fun if “oops” is fast - NOT said in steady beat.)

3.  After several repetitions, the children should be able to join the chant and predict when the change will take place, but not necessarily predict what the new motion will be. 

 

Extension: 

  • First, begin tapping a body part (often head or shoulders), clearly keeping steady beat with a slow tempo and a big motion. Then, begin the chant. On “oops,” throw the lead to another person. That person ‘catches’ the throw and puts the beat on a new body part. On “oops” that person passes to someone new.  
  • Who’s a Good Listener (created by Mary Armstrong’s K class, VA):  Follow the chant pattern with “Who’s a good listener…. “ but finish with “touch your ___.” Leader says one body part buttouches a different body part.  Listeners have to touch what they hear, not what they see.

THINK LIKE A SCIENTIST

 

Source:  Sue Trainor

Objectives:           Retain the sequence of scientific thinking process

                  Singing voice

 

 

  G        G     F  G      D

Think like a scientist 

      (chant: what’s the question? Ask the question!)

  G        G     F  G      D

Think like a scientist

      (chant:  observe, measure, compare,  repeat – Hunh!)

 

 

 

Movements

 

Think like a scientist:  Move hands around the head

What’s the question?:  Shrug

Ask the question!    Point 

Think like a scientist:  Move hands around the head

Observe:  Hand horizontal above eyes (“look”)

Measure:  Hands apart, palms facing each other (demonstrating a distance)

Compare:   Hands palm up, alternating bounce, like weighing something

Repeat:  Roll hands

Hunh!:  Hands in fists, head high, then pull down (victory gesture)

 

 

 Strategy:

 

1. We are going to be scientists.  In order to be scientists, we have to think like scientists.   

2. Sing song

 

 

 

 

NoVA Family Services - March 22, 2019

Hi, all! I really enjoyed working with you at Wolf Trap. Hope you all got home safely after that hail storm! Whew! Happy Spring.... 

Anyway, here's the repertoire we explored during our time together. Please let me know if you have any concerns or questions. Also remember to check out Wolf Trap's website education.wolftrap.org for videos and lesson plans with many more strategies appropriate for children aged 1-3 and for special needs.

Best regards,

Sue

 

Thumb Piano     

(descending scale) 

Time to sing, time sing

All my friends it’s

(rising scale) time to sing

 

 

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 (“Bear Chair”), 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.

 

 

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 (streamers)

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 or blocks 

Movement: Moving with the shakers (blocks, streamers, scarves). 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 or blocks 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 can sit back down.

 

We’re Going Shopping

 

 C          C   D    E       G       D      G        E  C

We’re going shopping, shopping, shopping

C            C   D   E       G

We’re going shopping

D          D      G    C

What will we buy?

 

Use the same melody to give directions. 

“Juan buys two tomatoes” or

“Juan buys two red foods” etc. …

“And puts them in his bag”

 

How could we adapt this to use senses more?

Visual: Show a picture of a market, show pictures of things we see in the market,  

Aural:  song

Movement: walk around the room

Tactile: Use food props, costumes, bags or baskets, plates to “serve” food back in the circle

Imagination:  Imagine that we’re going to the market; imagine that some children are (in the role of) grocers

 

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

-Exploring in the forest / 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. 

 

 

 

I HAVE A BOX

Adapted from Katherine Lyons’ version

 

Dramatically, chant:

 

I have a box

The box has a top

Let’s oooooopen it    (open the box slowly and dramatically, pitch rising on “ooopen”

And STOP! (loudly close the box)

 

I have a box

The box has a top

Let’s oooooopen it 

And see what we’ve got

 

How could we adapt this to use senses more?

Visual:  The box is dramatic visual play, based on what we can see and what we can’t. Notice that the presenter’s visual expression and expressive gesture are also part of this visual.

Aural:  the chant, the rising pitch corresponding with opening, excited tone of voice, the box may be shaken to see what the object sounds like.

Movement: Because children are being asked to focus on an object, children’s movement is not part of this strategy, although they may imitate the box gestures.

Tactile: The box may be passed around the circle so children can have a sense of its weight. A child may be asked to help open the box once the sequence is familiar. There may be objects inside for everyone to touch.

Imagination: Children may be  asked to predict what’s in the box. We may use imagination in connection with what comes out of the box.

 

 

 Hello Toes, How Do You Do?

Collected from Mary Gresock

Objectives:       Singing Voice

                                    Matching Pitch

                                    Creative movement

                                    Identify Body parts, clothing, other things

 

 

Procedure:

 

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 friends, puppets or animal props. How do they move?
  • Substitute people’s names (Hello Lee… and Lee gets to answer and lead a dance motion.)

 

How could we adapt this to use senses more?

Visual:  Visual model, or the puppet or the person to be focused on

Aural:  the song

Movement: Dancing movements

Tactile: tapping body parts

Imagination: Wbat should we do next?

 

 

CAN YOU SIT ON 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.

 

 

Passing Game

Tune “Ninety-Nine Bottles of Beer On the Wall” – oh my!

Collected from special needs school

 

Objectives:

Following directions, taking turns, wait time, letting go – plus whatever is involved in manipulating the object

 

All sit in a circle. Sing:

 

Juanhas a (ball, hat… whatever prop you want to pass)

What do you think about that?

Juan takes  the (or does something) (object)

And passes it to ____

 

 

Visual: The object; watching other children with the object.

Aural: Song

Movement: As described in the lyric directions

Tactile: Whatever the object is

Imagination: What can we do with the object?

2019 March 7, PG County - March 8, 2019

Hello, Friends!  Thanks for joining me last night! Here are the lyrics and sequences to the strategies that I showed you yesterday evening. Please do stay in touch, and remember to visit the Wolf Trap website for more AI ideas!! education.wolftrap.org

Thumb Piano     

(descending scale) 

Time to sing, time sing

All my friends it’s

(rising scale) time to sing

 

 

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 (“Bear Chair”), 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.

 

 

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 can 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. 

 

 

 

I HAVE A BOX

Adapted from Katherine Lyons’ version

 

Dramatically, chant:

 

I have a box

The box has a top

Let’s oooooopen it    (open the box slowly and dramatically, pitch rising on “ooopen”

And STOP! (loudly close the box)

 

I have a box

The box has a top

Let’s oooooopen it 

And see what we’ve got

 

 

Song :                         AGOO AME

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

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.

 

 

Who’s a Good Watcher

Source:           by Mary Gresock, extension by Sue Trainor

Objectives:       Steady Beat 

                        Focus

                        Visual discrimination / Imitation

                        Recognizing body parts

                        Prediction

 

Procedure:

1. Leader taps her head in steady beat and chants:

 

Who’s a good watcher, watcher, watcher

Who’s a good watcher, show me now

Ooops!

 

2. On “oops,” change the body part that’s being tapped – to shoulders, for example. (The strategy is more fun if “oops” is fast - NOT said in steady beat.)

3.  After several repetitions, the children should be able to join the chant and predict when the change will take place, but not necessarily predict what the new motion will be. 

 

Extension: 

  • First, begin tapping a body part (often head or shoulders), clearly keeping steady beat with a slow tempo and a big motion. Then, begin the chant. On “oops,” throw the lead to another person. That person ‘catches’ the throw and puts the beat on a new body part. On “oops” that person passes to someone new.  
  • Who’s a Good Listener (created by Mary Armstrong’s K class, VA):  Follow the chant pattern with “Who’s a good listener…. “ but finish with “touch your ___.” Leader says one body part buttouches a different body part.  Listeners have to touch what they hear, not what they see.

 

HELLO BODIES

 

PROCEDURE

 

1.  Teach the lyric structure:

Touch toes and slide hands up along the body. Say, “Hello Body!”  All eeho.

Wiggle fingers over head. Say, “Fingers”

Bend over and touch toes. “Say, “Toes”

Repeat movements:  “Fingers  (echo) and toes (echo), fingers (echo) and toes (echo)

Touch toes and slide hands up along the body. Say, “Hello Body!”  All eeho.

Wiggle fingers over head. Say, “Fingers”

Bend over and touch toes. “Say, “Toes”

Touch toes and slide hands up along the body. Say, “I feel good today!”  All eeho.

 

2. Leader Sings  (The melody is written below in C for simplicity, but it’s a not a good key for children. Try starting on a G note.) 

 

C   B   A  G    C      B -A  G  

Hello Body, head and hips

 

B        A -G F     C      B-A  G

Head and hips, head and hips

 

 C   B  A G     C     B -A  G

Hello Body, head and hips

A  G     D       B  C

I feel good today!

 

4. Say, “We are going to have a marching bad. Ask, “What instrument would you like to play? Children march around, pretending to play their instruments; older children may try to sound like the instrument. All sing “la la la” to the melody as we march. All stop at the end of the “la la” verse. Successful leadership of this strategy is based on high energy and strong, steady beat in the voice.

 

Sing words with “head” and “hips” to the same melody. (Note that children may not sing while they are moving.) As you sing the verses, leave long pauses [ count 2 or more beats ] after naming each body part so children have time to find their body part and move it. As follows:

 

Hello, Body(hands may be swept upwards along the torso to above head)

Head[ 1   2 ]  and hips[ 1    2   3 ]  (stretch arms out over the head, wiggle fingers, then bend over and touch toes)

 

Head[ 1   2 ]  and hips  [ 1    2   3 ]   (stretch arms out over the head, wiggle fingers, then bend over and touch toes)

Head [ 1  2  ]  and hips [ 1    2   3 ]   (stretch arms out over the head, wiggle fingers, then bend over and touch toes)

Hello, body (hands may be swept upwards along the torso to above head), 

Head [ 1  2  ]  and hips [ 1    2   3]   (stretch arms out over the head, wiggle fingers, then bend over and touch toes)

I feel good today!    (hands may be swept upwards along the torso to above head)

 

5. March around again to the “La da” verse. Play another instrument!

 

6. Continue with the other verses, alternating with the “la da” verse.

 

Hello Body, arms and legs

Arms and knees, arms and legs

Hello body, arms and legs

I feel good today!

 

7. Did you pretend to play an instrument? What did you play?  

 

MATH CONNECTION: Divide into groups based on which kind of instrument was last “played.” Wind, percussion, stringed. Which group has the most? How could we figure that out? Adaptations: use visuals of the instruments posted on the wall to mark which line is which. Have markers on the floor, so everyone is standing on a “spot.” Have children pick a card which shows which kind of instrument to pretend to play.

 

 

PROJECT BASED LEARNING

-      Sue Trainor

 

The objective is to build capacity to make choices about how to learn.

 

Song (to “Mary Had a Little Lamb”)

 

I can use my ears to learn, 

ears to learn, ears to learn

I can use my ears to learn, 

I use my ears to listen

 

Show a drum and a picture of a drum; everyone plays. Show bells and a picture of the bells; everyone plays. Repeat the song.

 

Hide either the drum or the bells in a bag, tucking the other aside so what’s in the bag is a mystery – the problem to be solved.

 

Inside the bag, make the sound. Visit each child with the pictures; what did you hear? Child chooses one. Repeat the song periodically throughout.  Reveal which instrument is in the bag AT THE END.  

 

Repeat this sequence over several weeks, if needed, until children understand the question and are able to make the correct choice. 

 

Switch to touch:

I can use my hands to learn

Hands to learn, hands to learn

I can use my hands to learn

I use my hands to touch

 

Repeat the sequence with two familiar objects. Pass them around; everyone gets to touch them and see the picture that goes with each one.  Then hide one in the bag. No peeking! Just reach in and feel the object. Which one did you touch?

 

HOW DO YOU WANT TO LEARN?

When children are routinely successful with identifying the familiar objects by touch, then switch to offering a choice about how to learn.

 

Offer two objects, familiar, with different tactile characteristics and different sounds. Do you want to learn what’s in the bag with your ears or with your hands?

 

Add EYES: Repeat the sequence. Notice the characteristics of two objects or pictures. Hide one. When going around the circle, show children only part of the object or picture. Which one are we looking at?

 

HOW DO YOU WANT TO LEARN?

When children are routinely successful with identifying the familiar objects by sight, then switch to offering a choice between ears, hands and eyes to learn about what’s hidden in the bag.

 

Extension: What’s your favorite way to learn? Invite children to select between ears, hands and eyes. 

 

 

GOING TO THE MARKET

 

-      Song Adapted from Greg and Steve

-      https://www.youtube.com/watch?v=jzLWSkhcGKM

 

We’re going to go, we’re going to go

We’re going to go to the market

We’re going to find, we’re going to find

We’re going to find some ____

 

We’re going to find some ___

We’re going to find some ___

We’re going to find some ___

And put it in our bag.

 

Depending on objectives you define, food props might be laid on a table. Children might be asked to find a particular food, pick up some number of items, pick up an item of a certain color, etc. If money is a focus, foods displays might be organized with a price posted (ie, $1 or $2). Children have play money and are tasked to purchase food. 

 

Bring the food back to the circle and put it on “platters.” We have a feast, perhaps with stuffed animals or puppets to share. 

 

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