ECP Great Adaptations Workshop

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

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

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

 

Here are the music experiences:

WHO’S A GOOD WATCHER?

  Collected from Mary Gresock

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

 

Who’s a good watcher,  watcher, watcher?

Who’s a good watcher?

 Show me now!

Ooops!

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

 

AGOO AME

Collected from Kofi Dennis 

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

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

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

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

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

 

SLIDE WHISTLE

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

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

 

LITTLE FROGS

 by Sue Trainor

 

Objectives:          Moving to music

                                     Identifying on, under

                                     Awareness of one’s body in space

                                    Extended vigorous exericse

 

Procedure:

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

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

3.

 C  C    E        C       D        G     F   E D  C

Little green frogs jump ON the lily pad,

G     F   E D  C       D     D      G

ON the lily pad, see them jump!

C   C    E         C       D        G     F  E D  C

Little green frogs jump ON the lily pad

G      G       G G    G       G F    D        C

See those little frogs, little frogs jump!

 

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

 

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

Sing quietly:

Little green frogs hide UNDER the lily pad,

UNDER the lily pad, see them hide!

Little green frogs hide UNDER the lily pad

See those little frogs, little frogs hide!

 

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

Repeat singing the first verse.

 

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

 

 

 GIVE ME THE BEAT

Source:                                     By Yvette Holt

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

  1. Leader chants: 

Give me the beat, beat, beat

Give me the beat, beat, beat

Give me the beat, give me the beat

Give me the beat, beat, beat

 

  1. Repeat; everyone joins the chant
  2. Change motion to clapping hands. Everyone chants.

Clap your hands, hands, hands

Clap your hands, hands, hands

Clap your hands, clap your hands

Clap your hands, hands, hands

 

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

Touch your head, head, head

Touch your head, head, head

Touch your head, touch your head

Touch your head, head, head

 

Extensions: 

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

 

 

 Have You Got Your Spot?

 By Sue Trainor

 

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

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

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

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

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

 

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

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

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

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

 

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

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

 

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

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

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

 

Mrs. Tin

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

G   E GG    E
Hello Mrs. Tin

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

 

Song :                       Bears Eat Fish

Source:                                     Sue Trainor, original

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

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

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

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

 

Sing:

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

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

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

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

 

I HAVE A BOX (Chant)

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

Objective: Transition to new subject, content

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

 

I have a box

The box has a top

Let's oooooopen it up  (open slowly)

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

 

3-Drawer Extension

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

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

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

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

 

I have a box

The box has a drawer

Let's puuuuulll....

And push!

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