San Antonio Pre-K 4 SA

Hi, San Antonio Friends!!

Here is repertoire and some planning ideas from our workshops June 10 & 11. I truly enjoyed working with you all! Please stay in touch, and remember to sign up for the Wolf Trap website: www.education.wolftrap.org             

Welcome to the Wolf Trap family!

Sue

 

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.

2.     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

 

3.     Repeat; everyone joins the chant

4.     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

 

5.     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.)

 

Walking Through the Forest
Source:                                     Traditional
                   
Procedure:
1.  Introduction:  Invite children to imagine that we are going on a walk in the forest.  What kinds of animals will we see? Show pictures,  and review sounds and motions that the animals make.
 
2. Begin in a line, with each person facing the back of the person in front.
 
3. Set-up: Cue singing with a phrase that sets the starting pitch and beat, such as “Here we go!”
 
4. Sing the song as we walk through the room.
 
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!
 
5. Repeat.
 
Extensions:
Use pictures or stuffed animals for children to discover and identify as we walk through the room.
Change “forest” to other locations: walking through the city, on the beach, down the hall, etc.
 
 
  Song :    Here’s What I Like       

 by Sue Trainor

 Objectives:   Steady Beat, Recall, Describing events    
Procedure:

1.  Leader chants, with motions:
 
Here’s what I like (roll hands)
Oh yeah (point with right hand)
Here’s what I like (roll hands)
Oh yeah (point with left hand)
Here’s what I like (roll hands)
 In our lesson today (tap knees with both hands)
 2. Repeat. Invite children to join motions and the chant.
3. Invite children to recall what was done in the lesson. A quick review by the leader may be helpful in some cases.
 
 Awa Atu
Source: Traditional, from Ghana. Collected from Kofi Dennis.

Objectives:  Singing voice, Matching pitch, Expressing feelings, Managing transition (closing)
Procedure:

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.


Mrs. Tin

Collected from Mary Gresock, Wolf Trap Master Teaching Artist

Objectives:  Singing Voice, Matching pitch, Tone, Prediction, Participation in a group, Self-regulation

Procedure:

1. Leader holds up a container that contains an object related to the objective of the lesson.

2. Introduce the container as “Mrs. Tin” and tell the children that Mrs. Tin is sleeping.

3. Tap on Mrs. Tin and sing “Hello Mrs. Tin” (notes are G E GG E). Sing the song and go around the classroom, allowing the children to tap on Mrs. Tin and sing hello.

4. When anticipation is built and enough turns are taken, dramatically open the top and let children peek.

 HOLD IT!

Adaptation of an experience developed by Wolf Trap Master Teaching Artist Roberta Lucas

This is a Cumulative Song: each verse repeats exactly, but adds new words onto what came before. This also is an Echo Song: Leader sings or calls out each, and participants echo back.

1.

Leader: Wake up toes it's time to dance (make a toe motion)

Leader: Time to jump and time to prance (add jump, and "prance" motion)

Leader: Hold it!   (hold hands out in “stop” pose)

Leader: Hands UP  (raise arms)

Leader: Chi-chi cha-cha chi-chi cha-cha Go-Go-Go!  (make a wiggley motion with hands still raised in the air)

2. Repeat the song, and after Hands UP (echo) add  feet apart! (echo) then do chi-chi… refrain.

3. Repeat -- do Hands UP (echo), feet apart (echo), add knees bent (echo) , chi-chi…. Refrain.

 Others to add:

-- knees together

-- bottoms out

-- heads up

-- tongues out

 

Leave a comment

Add comment