Fairfax Library, "It's What You Do With It"

Hey, Friends! Really enjoyed our workshop today! Excellent discussions, and I collected a lot of new ideas from you. Thanks for sharing! Here is our repertoire, with notes on your creations as well. My notes were cryptic - we'll all have to use them as starters.

Please stay in touch!

Sue

 

Song :                       AGOO AME

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

A few suggested 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.

 

 

Song :                         Slide Whistle Warm-Up

Source:                                                       Sue Trainor

 

 

Objectives:                            Aural discrimination (high and low)

                                                      Following directions

                                                      Awareness of one’s body in space

                                                      Large Motor coordination

 

 

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.

 

 

 

 

 

Song :                       The Cows Are Lost

Source:                                     Traditional

A few suggested objectives:        Singing voice, Matching Pitch, Loud/Quiet, Fast/Slow, identifying animals

 

Sung slowly and quietly:

 

G    G        G     C     G    G    G   C   G   G   G   C      G   G     G        C

The cows are lost, the sun is low, I think I'll rest, 'til they come home

 

Sung fast and more loudly:

 

G        G     G    E   C   E        G    G   F      D     G   G-F-D

Wake up you sleepy head, and go and hunt the cows,

G        G     G    E  C    E          G   G   F     D      D     C 

wake up you sleepy heads, and go and hunt the cows

 

Extension:

- Repeat with other animals, for example, from "I Went Walking"

- Ask children to find the cow among other animals

- Ask children to go on a treasure hunt to find the cows in the room.

 

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?

 

 

Song :                        Awa Atu

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

A few suggested objectives:        Singing voice, Matching pitch,  Expressing feelings, Managing transition (closing)

 

  1. Explain the words and motions:

“Awa” means “I’m happy we are together.”  Hold arms open and wide, and wave them up and down as though you are happy to see your friends.

“Atu” means “hug.”  Fold arms across your chest, hugging yourself.

 

2. Set-up: Sing a cue phrase in order to give children the starting pitch and beat. “Let’s all sing.”

 

3. Everyone sings the song and does the motions together.

 

D –G D-G D-G

Awa Awa Awa

A-B A-B A-B

Atu Atu Atu

B-c-A…….

Awa

A-B-G…..

Atu

 

4. Repeat, perhaps several times.

 

Extensions:

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

 

And we talked about: “Bingo”

-       With the objective of +1 math: Use a visual with a symbol (could be numerals) to represent claps (so it might show “1 ingo,” then “1 2 ngo,” etc. Could also be other animals besides dogs. Could be cats: “meow meow ngo…...

 

-       And your creations included (my notes are a bit cryptic):

-       Book: “Be Quiet, Mike” – Goal: Loud/Quiet, older children, add where we are loud and quiet. – Tune “Are You Sleeping” – Ask: What will we pretend to be? A train? What sound does that make? Is it loud or quiet? Sing: Now we’re loud….

Later, add imaginary travel to places where loud or quiet is appropriate – oh, we’re in the gym / in the library….

-       “Snip Snap” – Goal: affirmation that we are brave. Alligator Box strategy, children pull out pics of things the alligator ate. Tune is playground song “nyah, nyah” – also “Rain Rain Go Away” – “What did alligator eat?” Child shows picture and names it, puts it back in alligator mouth, “now I’m brave.” (Note, maybe alligator is sleeping when we first take things out.)

-       “We Are Monsters” to the tune of “Are You Sleeping” – Goal: Colors, and general theme of not being afraid of monsters. “We are monsters. We are monsters, we are ____ (small group of children hold up their scarves and either name their color or invite others to name the color), “here’s what we look like / here’s what we sound like ____ (open-ended: children can show what their monsters look/sound like).

-       “Very Hungry Caterpillar” – Goal: Counting 1-10, one-to-one correspondence. Visuals that connect seeds (1-10) with flowers/fruits growing (1-10). Also, what plants need to grow. Melody: “Pop Goes the Weasel” –

The seed goes down in the ground

                  Waiting for water

The sun shines brightly on the seed

Pop goes the flower

 

 

 

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