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Music Reflection

Week 1

Dance:

Italian Café: JukeboxMovement to rhythm. Teacher led actions, Quick discussion about leadership, then student led.

Bridge at Mostar

Music: Jon Madin. Available from VOSA website.I will identify the precise book in a future posting.

Dance: For prep-2.Formation: CircleCircle right for 16 countsCircle left for 16 countsIn for 8 and back for 8 x 2.Walking on the bridge at Mostar,Walking on the bridge. x 2.Walking…..walking….. walking on the bridge, walking on the bridge. x 2.Variations: skipping, clapping, singing, dancing etc

Advanced version:Formation: 2 circles facing inwards, all holding hands.Inner circle left for 16, then right for 16.Outer circle right for 16, then left for 16.All in for 8 and back for 8.Second time back row raises arm above the heads of the inner circle as they go in for 8.All back for 8 and are locked in one big circle.

Repeat dance:All circle right for 16, then left for 16.All in and back for 8, still in locked position.All in for 8, outer circle raise arms and releaseAs they go back for 8.

The Longer The Faster

Holland: Grades 2-4.Formation: Circle: All facing in: No hand hold.Bars 1-4: In 8 counts one child travels across the circle and stands behind another child (whose turn it is to skip next).All clap hands on the 8 count.

Bars 5-8: 2nd child travels to someone else (by skipping or another action) and repeats in this fashion.

The teacher can add to this dance by joining in again to add a second or third traveller.

Mexican Shuffle

Mexico: Grades 5-6Formation: Free formation: All facing forward.

Bars 1,2: Forward starting on right for 3 and clapBars 3,4: Back for 3 on left and clapBars 5-8: Repeat.Bars 9,10: 3 steps to right on right and clapBars 11.12: 3 steps to left on left and clapBars 13-16: RepeatBars 17,18: 3 steps half turn to right and clap.Bars 19,20: return half turn to left on left and clapBars 21-24: Starting r.f. backwards for 8.Bars 25-28: Starting r.f. forwards for 8.Bar 29: Step forwards on r.f.

Step backwards on l.f.Bar 30: Step backwards on r.f.

Step forwards on l.f.Bars 31-2: Repeat bars 29-30 making 1/4 turn to the right at end.

Cameron SamyS00208125

These two dances from “Dances for Children: The Red Book” compiled by Andre Van De Plas.

http://shop.vosa.org/?s=dances+for+children

Singing: Melody and Harmony

‘Banuwa’ (Liberian Lullaby). Harmony singing. (3,4,5 or more parts.)

Banuwa, Banuwa, Banuwa yoNehnia la noBanuwa, Banuwa, Banuwa yo

Don't cry, don't cry, little girl don't cry.Don't cry, don't cry, little girl don't cry.Your father’s off at the villageYour mother's out for a whileYour brother's down by the river.Don't cry little girl, don't cry.

‘The Bat Song.’ Utube: Carly Simonhttps://www.youtube.com/watch?v=1zNnbWZOP7M

V1. I come home from de partyFeeling a little spaced.Walk on in de kitchen.Bat fly in me face.

Chorus: Fly in me face (Fly in me face.)Fly in me face (Fly in me face.)Oh I hope de bat he don’t come outAnd fly in me face tonight. x2

V2: De bat fly up de chimneyHe wait in de fireplace.When he hear me makin’ a little snack,Bat fly in me face. Ch.

V3: De bat, de rat he got wings.All de chil’ren know dat.What I want to know from you, Lord,Is how you get de wings on de cat. Ch.

V4: De bat, he got radar.He can fly through de fan.What I am afraid of,Is he got another plan. Ch.

V5: One thing I forgot to tell youAbout de human race.Everybody gets a little upset When a bat fly in their face. Ch.

Percussion and play

I Am A Fine Musician

Line1: I am a fine musician, I practise every dayLine 2: and people come from miles around just to hear me playLine 3: My triangle (change instrument every time), my triangle,They love to hear my triangle.Line 4: Student plays a solo on the named instrument.

Explore untuned percussion

From “Merrily, Merrily…” Nursing Mothers’ Associationof Australia.

Ukulele: C chord and F chord:C chord: Row, Row, Row Your Boat.


https://www.youtube.com/watch?v=1zNnbWZOP7M


Row, row, row your boatGently down the stream.Merrily, merrily, merrily, merrilyLife is but a dream.

Row, row, row your boatGently down the stream.If you see a crocodileDon’t forget to scream.

Kookaburra:

Kookaburra sits in the old gum tree,Merry, merry king (queen) of the bush is he (she).Laugh kookaburra, laugh kookaburraGay your life must be.

Kookaburra sits on the electric wireJumping up and down with his (her) pants on fire.Ouch kookaburra, ouch kookaburra,Hot your pants must be.

F chord: Frère Jacques (French)

Frère Jacques, Frère Jacques,Dormes-vous? Dormes-vous?Sonnez les matines, sonnez les mattines,Ding, dang, dong. Ding, dang, dong.

C and F chords:Rehearse chord change:Bar 1: 4/4 time: Strum C chord onceand change to F chord fingering on counts 2,3 and 4.Bar 2: Strum F chord once then change to Chord fingering on counts 2,3 and 4. Repeat and rehearse.

Bar 1: Strum C chord twiceand change to F chord fingering on counts 3 and 4.Bar 2: Strum F chord twice then change to Chord fingering on counts 3 and 4. Repeat and rehearse.

Strum C chord three timesand change to F chord fingering on count 4.Bar 2: Strum F chord three times then change to Chord fingering on count 4. Repeat and rehearse.

Strum C chord four timesand change to F chord fingering after count 4.Bar 2: Strum F chord four times then change to Chord fingering after count 4. Repeat and rehearse.

Songs:Lover, You Don’t Treat Me No Good No MoreTime Signature: 4/4:: C / / / / / / / F / / / / / / / :Lover, you don’t treat me no good no more.

Take a Walk on the Wild SideTime Signature: 4/4:: C / / / / / / / F / / / / / / / :

Do do do do do do do do do do do do do do

Reflection:Today’s pedagogy experience had many interesting aspects. One of the important points that stood out to me was leadership and being able to think on the spot. An example of this would be when we all stood in a circle each had give an action whilst the rest of the class followed. In an early childhood setting, this has a strong link to Erikson’s cognitive theory as it shows how the child’s peers how they think and their thought process, hence social interactions (Centre for learning innovation, 2006). Not only does this give children the chance to express themselves but allows them to feel as though they are making a contribution to the class activity. According to the Early Year’s Framework for Australia (2009), Play-based learning is “a context for learning through which children organise and make sense of their social worlds, as


they engage actively with people, objects and representations” (Commonwealth Australia p 42). Therefore the workshop today was based around ‘Play-based learning’ due to the way the class engaged with one another.

Lesson Plan:Name: I am a Fine MusicianAge Group: 3 -5 Materials: InstrumentsLesson Content: - Children form a circle (sitting down each with an instrument)- Class sing the song ‘I am a Fine Musician’- In each verse of the song, the teacher will name an instrument, the student with that instrument will play a soloCreative Extension: - Children then give their instrument to the person to the left of them - Instead of just doing a short solo, students will do a lap of the circle whilst playing their instrument

References:Centre for learning innovation. (2006). A basic introduction to child development theories. New South Wales.

Commonwealth Australia. (2009). Early years Framework: Belonging, Being and Becoming


Week 2

Dance:

Mexican ShuffleRevise dance and add some refinements in movements.

This dance from “Dances for Children: The Red Book” compiled by Andre Van De Plas.

La Mariposa BoliviaTranslation: Song about a butterflyFormation: Everybody with a partner in a single circleRhythm: 2.4Bars 1-8: skipping 16 steps Counter clockwise holding handsBars 9-16: skipping 16 steps clockwise17: Bow to your partner18: clap 3 times19: Bow to your partner20: stamp 3 times21-24: skip around your partner (like a butterfly)25-32: repeat bars 17-24.Repeat dance.


Sur Le Pont D’AvignonSong and Dance: French

RefrainSur le pont d’AvignonL’on y danse, l’on y danseSur le pont d’AvignonL’on y danse tout en rond

Formation: Circle, no partners, all holding hands

Bars 1-4: Circle counter clockwise (8 steps)5-8: Circle clockwise (8 steps)9-10: Soloist goes into the middle singing:“Dancers do it this way.” demonstrating a dance move11-12: Soloist returns to circle singing:“Then they do it that way.” changing the action on the return.13-16: Everybody else copies the singing and the actions.17-32: Repeat the dance but with a new person and a new action.

On The Bridge of Avignon English Version

ChorusOn the bridge of AvignonThey are dancing, they are dancing,On the bridge of AvignonThey are dancing all around.

Singing: Melody and Harmony

Revise ‘Banuwa’

Revise ‘The Bat Song.’

Half the Greatest Noises

Half the greatest noises in the whole wide worldCome from me, come from me and you, oh



Half the greatest noises in the whole wide world Come from me….. from me and you.

Give me a clap x xGive me a slap x xGive me a shout ….Aaaaaaaahhhhhh……..Ah….Ah….

Half the greatest noises etc.This song is good for the actions (which I’m sure you remember) and for letting the children make up the ‘noises’ part of the song.

Percussion and play

Eensy Weensy Spider.

Actions and singing– a discussion and experimentation.Percussion – experimenting with soundsMaking choices about which sounds suit the words.Playing the percussion with and without the singing.Listening with eyes closed.

Little Peter Rabbit.

Little Peter Rabbit had a fly upon his nose.Little Peter Rabbit had a fly upon his nose.Little Peter Rabbit had a fly upon his nose.And he flipped it and he flopped it and the fly few away.

Sing with actions.Sing with actions while leaving out:Nose,Fly… nosePeter Rabbit…fly…..nose.

From “Merrily, Merrily…” Nursing Mothers’ Associationof Australia. Available online: I just bought a couple of copies.

Tree Song. (and Little Peter Rabbit)Kylie Cooper. CD and teaching book available at:There was a tree (there was a tree)Down in the woods (down in the woods)The prettiest tree (the prettiest tree)That you ever did see (that you ever did see)

And the tree was in the hole and the hole was in the ground……….And the green grass grew all around, all aroundand the green grass grew all around.

2: Now in the tree (now in the tree)There was (sic) some leaves (there was some leaves)The prettiest leaves (the prettiest leaves)That you ever did see (that you ever did see)

And the leaves were on the tree and the tree was in the hole….. etc.

3: Now in the leaves (now in the leaves)There was a nest (there was a nest) etc.

4: Now in the nest (now in the nest)There was an egg (there was an egg) etc.

5: Now in the egg (now in the egg)There was a bird (there was a bird) etc.

Make up actions for all sung parts of the song.

http://www.vocalenchantment.com.au/

Ukulele: C chord and F chord:Revise C chord: Row, Row, Row Your Boat.


http://www.vocalenchantment.com.au/

Row, row, row your boatGently down the stream.Merrily, merrily, merrily, merrilyLife is but a dream.

Row, row, row your boatGently down the stream.If you see a crocodileDon’t forget to scream. Aaaaah!

Row, row, row your boatGently back to shore.If you see a lionDon’t forget to roar. Rooooaaaar!

C chordKookaburra:

F chord: Frère Jacques (French)

C, F and G7 chords:Rehearse chord change:Bar 1: 4/4 time: Strum C chord onceand change to F chord fingering on counts 2,3 and 4.Bar 2: Strum F chord once then change to G7 Chord fingering on counts 2,3 and 4. Bar 3: Strum G7 chord once then change to C chord fingeringon counts 2,3 and 4.

Song from week 1:

I Am a Fine Musician 4/4 time

Lines 1,2 and 4

: F / / / % C / / / F / / / :1. I am a fine mus- i- cian I practise every day and

2. people come from miles around just to hear me play my4. Solo on the instrument mentioned in line 3.

Line 3

C / / / F / / / C / / / F / / /3. shaker my shaker they love to hear my shaker

Reflection:During this week’s workshop, we basically revised the things we had already experienced in the previous week. In the previous week, we learnt the C and F chord on the Ukulele. We were able to refresh our memory with these chords by going over them this week. In an early childhood setting, this aspect can be linked with Erikson’s cognitive development theory as the students are learning whilst remembering, hence changing the way the think (Centre for learning innovation, 2006). I found it both fun and challenging at the same time when we were assigned to make puppets. This is because I have never been good a using a hot glue gun. Fox D, (2000) states that “It is very clear that babies are musical, that they have innate musical behaviours, and that they use music as a meaningful communication in their earliest years of development” pp. 24. Relating this quote back to the workshop, the songs we sang should be brought into a child’s development as early as possible to enhance their communication.

Lesson Plan: Name: Half the greatest noisesAge Group: 4 - 6 Materials: NoneLesson Content: - Stand in a circle- Sing ‘Half the greatest noises’


- 3 ‘noise topics’ per verse Creative Extension:- Children get to choose ‘noise topic’- 3 children per verse (third child makes a longer noise)

References:

Centre for learning innovation. (2006). A basic introduction to child development theories. New South Wales.

Fox, D B (2000). Music and the Baby's brain early experiences. Do young children benefit formerly childhood music instruction? 87(23), 23-50.


Week 3

Scarf Juggling:

https://www.youtube.com/watch?v=1esOebTkDZo

There are lots of utubes about learning to juggle. Here’s onethat’s pretty straightforward.Remember that shopping bags are great for juggling and moveeven slower than scarves.Also keep in mind that if you show the young ones that you can juggle, they will get the idea (subliminally or otherwise) that you are a person who has trained. In this you are modelling behaviour as a professional who practises and can therefore do things that are difficult. Being a teacher also requires us to be lifetime learners.

Dance:

The Jiffy MixerPartner dance: Two circles: inside facing out, outside facing in.Bar I: Inside person right foot, outside person left foot:Heel and toe x 2 Bar 2: Step, together and step:Bar 3: starting with other foot: heel and toe x 2Bar 4: step, together step back to start.Bars 5 & 6: Jump, clap backwards four times.Bar 7: Two long strides in to new partner opposite on right. Bar 8: slap thighs, clap hands and clap new partner’s hands.

Repeat 1-8 with new partner.

This dance from “Dances for Children: The Red Book” compiled by Andre Van De Plas. Track 32


The Boanopstekker

Bars 1-8: All holding hands circle left.Bars 9-16: Circle rightBars 17-20: Soloist goes into the middle and calls out ‘hello’in any language and returns to place.Bars 21-24: All go into the middle (for 4) and repeat,then return to place.Bars 25-26: All clap 4 timesBars 27-28: All Stamp 4 timesBars 29- 32: Repeat bars 25-28.Dance begins again with new person to go into the middle.

From Shenanigans “Folk Dances of Terra Del Zur” Volume 1.

http://shop.vosa.org/shop/dance/childrens-dances-of-terra-del-zur-vol-1-cd/

Singing: Melody and HarmonyRevise ‘Banuwa’Revise ‘The Bat Song.’Revise ‘Half the Greatest Noises’

Inanay Gupa Wana

Inanay gupa wana, inanay gupu wana,Ay ay ay oola,Oola oola,Oola ay yippy ay yippy ay.

This can be sung with slap thighs, click fingers accompaniment

Chorus: Goo wana, goo wana, goo wana, goo wana,Choo.Goo wana, goo wana, goo wana, goo wana,Choo.

This needs spirit fingers in a shooing manner to shoo the goanna away.


http://shop.vosa.org/shop/dance/childrens-dances-of-terra-del-zur-vol-1-cd/


https://www.youtube.com/watch?v=1esOebTkDZo

On ‘choo’ hand to forehead and push out and up.This coincidentally also raises the singing into the head voice.

Check out this version from Tiddas.

https://www.youtube.com/watch?v=1xGWMFBfKi8

Puppet making:

https://www.youtube.com/watch?v=-KA1hfcLfHEThis utube is a good reminder of how to make one.

C, F and G7 chords:Rehearse chord change:Bar 1: 4/4 time: Strum C chord onceand change to F chord fingering on counts 2,3 and 4.Bar 2: Strum F chord once then change to G7 Chord fingering on counts 2,3 and 4. Bar 3: Strum G7 chord once then change to C chord fingeringon counts 2,3 and 4.

I Am a Fine Musician 4/4 time

Lines 1,2 and 4

: F / / / % C / / / F / / / :1. I am a fine mus- i- cian I practise every day and

2. people come from miles around just to hear me play my4. Solo on the instrument mentioned in line 3.

Line 3

C / / / F / / / C / / / F / / /3. shaker my shaker they love to hear my shaker

‘Iko, Iko, Annay.’

: C / / / C / / / C / / / G7 / / /G7 / / / G7 / / / G7 / / / C / / / :

Verse 1:My grandma said to your grandma, sitting by the fire.My grandma said to your grandma, gonna set your flag on fire.Chorus:Talkin’ about hey now, hey now.Iko iko annay.Jackomo feena ah na nay.Jackome feena nay.

Make up verses at will.Rhyme with colours or animals or anything whatsoever; e.g.,

My red dog said to your red dog, sitting by the fire.My red dog said to your red dog gonna set your tail on fire.

See the dolphins in the sea, iko iko annay,They’re as happy as can be, jackomo feena nay.

Here’s a version.

https://www.youtube.com/watch?v=0wNSHPQj0W8

Reflection:In this week’s workshop, we tried a range of different activities. The one that stood out to me was ‘The Boanopstekker’. This allowed us to see the different languages culture throughout the class through activity. It has a very strong connection to Piaget’s Psychosocial theory and Bronfenbrenner’s Ecological theory (Centre for learning innovation, 2006). This is because a


https://www.youtube.com/watch?v=0wNSHPQj0W8

https://www.youtube.com/watch?v=-KA1hfcLfHE

https://www.youtube.com/watch?v=1xGWMFBfKi8

child’s culture, family and upbringing will have a big influence on how they will participate in the activity. I found it enjoyable when we were asked to read a book with the puppets we had made from the previous workshop. I had named my puppet ‘Walter’ and put on a British accent for his voice. We sang the song ‘Incy Wincy Spider’ with instruments which I remember from my childhood. We were then asked to play our instruments without using the words to the song. Moog (1976) and Sloboda (1985) state that studies suggest that almost half of children in an early childhood setting can recognise well-known songs when they are played without the words.

Lesson Plan:Name: The BoanopstekkerAges: 4 – 6 Materials: CD Player Lesson Content:Bars 1-8: All holding hands circle left.Bars 9-16: Circle rightBars 17-20: Soloist goes into the middle and calls out ‘hello’in any language and returns to place.Bars 21-24: All go into the middle (for 4) and repeat,then return to place.Bars 25-26: All clap 4 timesBars 27-28: All Stamp 4 timesBars 29- 32: Repeat bars 25-28.Dance begins again with new person to go into the middle.

Creative Extension:Last activity for the class:Bars 1-8: All holding hands circle left.Bars 9-16: Circle rightBars 17-20: Soloist goes into the middle and calls out ‘Good bye’in any language and returns to place.Bars 21-24: All go into the middle (for 4) and repeat,then return to place.Bars 25-26: All clap 4 timesBars 27-28: All click 4 timesBars 29- 32: Repeat bars 25-28.

Dance begins again with new person to go into the middle.

References: Centre for learning innovation. (2006). A basic introduction to child development theories. New

South Wales.

Pound, L., & Harrison, C. (2003). Supporting musical development in the early years (pp. 20-40, 145-150). Philadelphia, PA: Open University Press.


Week 4

Dance/Song:

Come Follow MeSong/Dance suitable for 4yo and up.

All in a circle. One child in the middle walks around performing an action while all sing. On the last line of the song, child stops at another child who joins on in front of the first.The song repeats with two in a line and the new person makes up a new action, which is copied by the first child.The new leader stops at the end and a third child joins in at the front leading another new action, and so on.

mp3, Come Follow Me

Come follow me in a line, in a line.Come follow me and you’ll see what I can do.

: F / / /

F / / /

F / / /

C / F / :

Good Morning (Denise Gagne –adapted)Circle game – facing partners.Actions: Good morning, good morning – shake handsHow are you today?Knees x2, clap own hands x2, clap opposite onceTime to sing – high five right,Time to dance – high five leftAlways time to – knees x2, clap own hands x2play – on the word ‘play’ outside circle moves to new partner in time to clap new partner once.Variation: Always time to play – both partners circle to their right and meet their new partner in time to start again.

Good morning, good morning, how are you today?Time to sing, time to dance, always time to play.

mp3, Good Morning

: F / / / C / F / F / / / C / F / :

ChilliCircle game, or spread out around the room.

Chorus:

Hands Up! Chilli, chilli, chilli, chilli, chilli.Hands down! Chilli, chilli, chilli, chilli, chilli.Turn around! Chilli, chilli, chilli, chilli, chilli.Touch the ground! Chilli, chilli, chilli, chilli, chilli.

Verse:Come on everybody….Don’t be slow – show us how you do - the tango.The tango - chilli, chilli, chilli, chilli, chilli.The tango - chilli, chilli, chilli, chilli, chilli.

Other verses from Susan Curbishley and Terry ColeCome on everybody…

Don’t be shy – show us how you do - the butterfly!Don’t delay – show us how you do – the ballet!Let’s take a chance – show us how you do – the bellydance!With a smile – show us how you do – the crocodile!Without further ado – show us how you do – the emu!Make up your own, or, better still, ask the children to come up with some verses of their own.

Sarasponda (Dutch)


mp3, Sarasponda

Facing partners in a circle.Clapping pattern beginning on the beat on ‘sponda’ is:clap own hands, clap partner right,clap own hands, clap partner left,clap own hands, clap partner both x3 on ‘ret – set –set.’Repeat.Outside person right palm, inside person left palm,push up on ‘A – doh – ray – oh.’clap x2 in rest.Other palm push up on ‘A – doh – ray – boom – day – oh.’clap x2 in rest.Slap knees, clap own hands, then partner x3 on ‘ret- set – set.’Then knees, clap own, and spin or jump to right to change partners.

: C / / / G7 / C / C / / / G7 / C /F / C / F / C / G7 / C / G7 / C / :

I Wonder Where I’m Going.

mp3, I Wonder Where I’m Going

Circle game. One child leads another by the hand who has eyes shut.At the end of the song, the leader chooses another to joinand takes their place in the circle.The ‘blind’ child becomes the new leader and the new child becomes the blind child.Repeat.

: F / / / C / / / C / / / F / / /F / / / Bb / / / F / C / F / / / :

Beat Games and Echo SongsThe Rainbow RibbonAll hold in a circle and explore different actions to the beat ofecho songs, e.g., left over right, over and under, up and down,forward and back.

Revise: The Tree Song.

New Song: Bill Grogan’s Goat.https://www.youtube.com/watch?v=HMr_-J30lFk

There are many other utubes of this song and recorded versions.

This version is a little more PC than the one I demonstrated.

Drama

Divide into groups of three or four and take one or two nursery rhymes to create a play.One stipulation is that there needs to be a musical element to the production.

Rehearse and perform.

Reflection:In the Week 4 music workshop, we stared off by playing the game ‘Good Morning’. I found this to be a very good game because it gave a lot of positive energy to class. Towards the end of the class, we were asked to perform some drama using nursery rhymes. Accoridng to Dr Rosemary Richards (2016) Drama will improve children’s such as their voice (pitch, pace, pause, projection, volume, tone, emphasis), body (posture, gesture, body awareness), and movement (timing, direction


https://www.youtube.com/watch?v=HMr_-J30lFk

and energy). We were required to collaborate with other people in the class when rehearsing and performing our play. In an early childhood setting, this has a connection to Piaget and Vygotsky’s Psychosocial theory as the child’s development is being influenced by the people around them (Centre for learning innovation, 2006).

Lesson Plan:Name: Good Morning Ages: 4 - 5 Materials: None Lesson Content:Circle game – facing partners.Actions: Good morning, good morning – shake handsHow are you today?Knees x2, clap own hands x2, clap opposite onceTime to sing – high five right,Time to dance – high five leftAlways time to – knees x2, clap own hands x2play – on the word ‘play’ outside circle moves to new partner in time to clap new partner once.

Creative Extension Just the words good morning can be changed to a different language eg German “Guten Morgen”. Circle game – facing partners.Actions: Guten Morgen, Guten Morgen – shake hands(The rest in English) How are you today?Knees x2, clap own hands x2, clap opposite onceTime to sing – high five right,Time to dance – high five leftAlways time to – knees x2, clap own hands x2play – on the word ‘play’ outside circle moves to new partner in time to clap new partner once.


Richards, R (2016). Understanding the language of Drama


Week 5

How do you doo- tee doo.

Partner dance: Two circles: inside facing out, outside facing in.Shake hands with partner.How do you doo-tee, doo-tee, doo?How do you do today?Swing partner by the right arm.Are you living where you used to liveor have you shifted away?Hands on hips, scowling.I’m sorry you’re so disagreeable,but I only wanted to say.Swing partner by the right arm to change to next on right.How do you doo-tee, doo-tee, doo?How do you do today?

From: ‘Merrily Merrily’ Pg18, Ref: A18.https://www.breastfeeding.asn.au/node/30669

Did you ever see a lassie.

Circle dance:Bars 1-8: One child goes into the centre and performs an action.Bars 9-16:The rest remain in place and repeat the action.Another is chosen to be the middle person as the first one leaves. This gives them some time to think of an action.

We choose to replace ‘lassie’ and ‘laddie’ with occupations, hobbies or any other activity.

From ‘Merrily Merrily’ Pg52, Ref: A67.Tune: ‘Ach Du Lieber Augustin.’

Repertoire

Today’s focus is repertoire of songs, games, dances and rhymesfor children from 2 onwards.

All selections are to be taken from ‘Merrily Merrily’

Students are broken into groups of 3 and are given several pages from the book.

Task:To choose 5 songs/rhymes from the pages and work into apresentation that would be useful in an early childhood centre.

The students can adapt any game as prescribed as they wish,changing words or actions, or making up dances which involve the whole group.

Each group must include the use of percussion instruments at some point.

Each group practises each of the five pieces and works out how to present them to the class.

All students return and present, teaching their songs/games/dances to the whole class.

Outcomes:build repertoire, practise teaching and giving clear instruction,work co-operatively to create new and adapted pieces for children.

Reflection In this week’s workshop, we participated in fewer but longer activities compared to the previous weeks. I felt as thought the game ‘how to you doo tee doo’ gave us the chance to express two different emotions; happiness and anger. In an early childhood setting this could be linked with Erikson’s cognitive development theory as it allows children to express their thoughts and how they’re feeling. Towards the end of the workshop, I taught the class how to sing the song: “If you were a farmer”. I feel as though in an early


https://www.breastfeeding.asn.au/node/30669

childhood setting there are more that likely going to be children that live or have grown up on a farm. This all depends on their family and culture, thus linking to Bronfenbrenner’s ecological theory (Centre for learning innovation, 2006). What children say in the song may be influenced be influenced by the environment that they spend most of their time in. This is an activity that can be played among 4 to 6 year olds. According to Sloboda (1985), this is the age where children are continuing to develop their pitch and rhythm.

Lesson Plan Name: “Oh if you were a Farmer”Ages: 4 - 6Materials: NoneLesson Content:Whole Class - “Oh if I were a farmer X3, Oh if I were a farmer what would I do?”Solo – “I would gather eggs for breakfast X3” (whilst doing action)Whole Class – “ I would gather eggs for breakfast oh that’s what I’d do”Whole Class - “Oh if I were a farmer X3, Oh if I were a farmer what would I do?”Next person in the circle – “I would …………”) Creative Extension: A different Occupation (children have the option of choosing any) eg. builderWhole Class - “Oh if I were a builder X3, Oh if I were a farmer what would I do?”Solo – “I would gather the nails X3” (whilst doing action)Whole Class – “ I would gather the nails oh that’s what I’d do”Whole Class - “Oh if I were a builder X3, Oh if I were a farmer what would I do?”Next person in the circle – “I would …………”)

References

Centre for learning innovation. (2006). A basic introduction to child development theories. New South Wales.

Pound, L., & Harrison, C. (2003). Supporting musical development in the early years (pp. 20-40, 145-150). Philadelphia, PA: Open University Press.


Week 6

Snake Dance: ArabicTune: Misirlou. (Somewhere in the Middle East)

Part 1: TravelLines of 5-6, hands joined.Snake around in any direction.

Part 2: CoilHead of snake spirals inwards until it becomes a coil.Uncoil and snake around again. The head of the snake usually has to duck underneath the arms of other dancers. Part 1

Part 3: WeaveWeave through the reeds. Head of snake goes under the arms of the rest of their line, weaving in and out. All others keep holding hands and follow through. When out the other end the leader takes off again. Part 1

Part 4: Shedding the skin – an annual event in the life of a snake.The snake stops and all dancers sit on the floor. The head of the snake leapfrogs down the line and joins on the end.The dance resumes and repeats with a new leader. Part 1

One element of this dance is that there are few boundaries set.The head can lead the snake anywhere that reason and safety dictate.

Singing:

Revise: Half the Greatest Noises

New Song: I Will Be Your Friend

V1: If you’ve got troubles and you need a helping hand. x3Come to me I will be your friend.

Chorus: I will be your friend x2.V1: If you’ve got troubles and you need a helping handV2: If you are hungry and you’ve got no place to stay.V3: If you are lonely and you’ve got nobody to love.Come to me I will be your friend.

V2: If you are hungry and you’ve got no place to stay. x3Come to me I will be your friend.

V3: If you are lonely and you’ve got nobody to love. x3 Come to me I will be your friend.

Slap and click for the verses and point to others during the choruses.

The Pig Rap

Body percussion is slap and clap.

Now here’s a little story that everybody digsIt’s the one about the wolf and the 3 little pigs.The first little piggy built a house of straw When the big wolf knocked on his door. Yeah.

Hey little pigs, I’m Mr Big


And I want some bacon and ham. Roar!

Well, not by the hair of our chinny chin chinYou can’t get in so scram. (Raspberry)

Well I’ll blow and I’ll blow till I blow your house in.(A huff …… and a puff…….I said a huff and a puff and a huff and puff.) (x2)

V2: Now the second little pig built a house of sticksBut the wolf was up to his tricks. Yeah!

“Pwease widdle pigs I’m a poor wittle wambAnd I want some bacon and ham. Roar!

Well, not by the hair of our chinny chin chinYou can’t get in so scram. (Raspberry)

Well I’ll blow and I’ll blow till I blow your house in.(A huff …… and a puff…….I said a huff and a puff and a huff and puff.) (x2)

Now the third little pig built a house of bricksWhich is stronger than straw or sticks, Yeah!Now the big, bad wolf couldn’t blow the house inSo he climbed up the chimney to gently drop in.There was oil on the boil in a great big potAnd wolfy found the welcome hot. Yeah.So he couldn’t get the pigs no matter how he triedAnd Mr Big was Kentucky fried.Yeah, yeah, yeah, yeah, yeah!

Rhythm and Percussion (Introduction)

Marimbas:These have large bars with easy to read notes and large beaters so children of almost any age can learn to play.

Ninety Nine O’Clock

Ninety nine o’clock, wave beaters in the airtick tock, tick tock, click sticks x4repeat.And the clock struck C: hit C three times, alternating beatersAnd the clock struck D: hit D x3 etc.And th clock struck E: hit E x3 etc.And the clock struck me. “Ow, Ow, Ow” hitting self x3. Extend using the other bars: and the clock struck F, G, A and B.

I want a C C C .

I want a C C C. hit C x3 alternating beatersAnother C C C. repeatNow an F times three. Hit F x3And back to C C C . Hit C x3And now a G: hit G onceAn F for me: hit F onceAnd back to CCC: hit C x3.Now rolling on the A: Alternate beaters rapidly on A.Rolling on the C: same on CThree Big D’s: Hit D three timesAnd lots of tiny E’s: roll softly on E.and tiny F’s: same on F.and tiny G’s: same on G and hold for a while.Back to start.


Can You Click Your Tongue.

Can you click your tongue? Click tongue x3.Can you click your sticks? click sticks x3.Say Yabba dabba doo? repeatand Coo coo Ka choo? repeat.Can you count to 3? sing 1,2,3.Sing do, ray, me? repeatSay Yabba dabba doo? repeatand Coo coo Ka choo? repeat.

Now seven on the F is what we need hit F x7Now seven on the C ‘cause that’s our key hit C x7Seven on the D in time with me hit D x7And softly, softly rolling on the G. two beaters rapidly and softly on G.

Other verses to this song and other great songs can be found in ‘Marimba Music for Little Kids’by Jon Madin.http://shop.vosa.org/product-category/marimba-music/page/2/

Reflection This week was the last workshop of the semester. I found the Snake Dance very fun and enjoyable as it got everyone up and about. De Vries. P (2004) explains that musical activities often allow children to release built up energy. I feel as though this is exactly what the Snake Dance incorporated. Later on in the workshop we played the Marimbas. We all played the notes simultaneously, which made it very easy to memories the notes. In an early childhood setting this will have a positive effect on a child’s cognitive development as theorized by Erik Erikson. It will develop children’s motor development skills. This workshop was a great way to finish off the semester as it concluded the unit in a very practical manner.

Lesson PlanName: Snake DanceAge group: 4 – 6 Materials: CD player and Misirlou CDLesson Content:Tune: Misirlou. (Somewhere in the Middle East)

Part 1: TravelLines of 5-6, hands joined.Snake around in any direction.

Part 2: CoilHead of snake spirals inwards until it becomes a coil.Uncoil and snake around again. The head of the snake usually has to duck underneath the arms of other dancers. Part 1

Part 3: WeaveWeave through the reeds. Head of snake goes under the arms of the rest of their line, weaving in and out. All others keep holding hands and follow through. When out the other end the leader takes off again. Part 1

Part 4: Shedding the skin – an annual event in the life of a snake.The snake stops and all dancers sit on the floor. The head of the snake leapfrogs down the line and joins on the end.The dance resumes and repeats with a new leader. Part 1

One element of this dance is that there are few boundaries set.The head can lead the snake anywhere that reason and safety dictate.


http://shop.vosa.org/product-category/marimba-music/page/2/

Creative Extension

Tune: Misirlou. (Somewhere in the Middle East)Train Dance:Part 1 Travel:Lines of 5 – 6 with hands on the shoulders of the person in front of you

Part 2 Derail:Everyone disconnects , spreads around the room and forms another line

Part 3 Switch ends:The last carriage become the front and the front carriage becomes the last


Devries , P. (2004). THE EXTRAMUSICAL EFFECTS OF MUSIC LESSONS ON PRESCHOOLERS. (2nd ed.). Sydney


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