Yo- Ho, Pass the Anchor! A music therapy activity social skills game for elementary aged students

Ages: Elementary School

Variations can be done with children as young as 3 and 4.

Purpose: To improve social skills. To attend, cooperate, take and relinquish turns

and share with a friend.

Yo-ho pull the anchor. Yo-ho pull it now.

Yo-ho pull the anchor. Who is the captain now? (I am the captain now.)

We modify the song and sing “Yo-ho Pass the Ring.”

and “Stop. You’re the captain now.

Link to melody is below.

Equipment: A drum, xylophone or other instrument/toy to share.   Lyrics. A buddy band or elasto band threaded through a ring or other “threadable” object. (Mental picture: a bead on a necklace.)   The ends of our buddy band detach and we put a ring from a toddler ring stacker toy through it and pass that from person to person. You can put rope or paper around the buddy band if you need.

Sit class in a circle and have everyone hold the buddy band with the ring.   Practice passing the ring from child to child. When the children can do that, then sing the song while the children pass. Sing the song through and Stop as the lyrics cue.   Invite that child to play the instrument in the middle of the circle while the children sing and pass again.   Continue until each child has a turn.

Variations:

Ask a question to the child who has the ring on a topic relevant to the needs of the group.

Ask the child to share with a friend. Make sure everyone has a turn to choose and friend and to be chosen.

Have each child answer the question “Who is the captain now?” by answering

“I am the captain now.”

https://www.youtube.com/watch?v=MLB-M4ZKEKk

 

 

 

by Margie La Bella of Music Therapy tunes.

Conscious Discipline song for kids on Identifying Feelings by Margie La Bella

Our school has adopted a wonderful philosophy on teaching kids and adults about their feelings.  It’s called conscious discipline and it’s all about dealing with feelings in the moment and using them to foster positive relationships – even when it gets “messy.”

Here is a song that I adapted to help the teachers and kids in our school learn a specific way to identify feelings.

Title: When I’m feeling happy.

Tune: Apples and Bananas

Words: Margie La Bella

………………………C……………………………………………….Dm7

My mouth goes smile*, smile, smile when I’m feeling happy.

…………………..G7…………………………………………….C

My eyes go shine, shine, shine when I’m feeling happy.

……………..C…………………………………….Dm7

My arms go clap, clap, clap when I’m feeling happy.

…………………G7………………………………….C

My feelings come and go and that’s just fine.

—————————

My mouth goes   (frown, frown, frown) when I’m feeling sad.

My eyes go (sad…. or look down….or whatever)   when I’m feeling

My arms go (flop, flop, flop) when I’m feeling

My feelings come and go and that’s just fine.

—————————–

My mouth goes (grr… or frown.. or mad) when I’m feeling angry.

My eyes go (small…..) when I’m feeling angry.

My hands go fist, fist, fist (or tight)   when I’m feeling angry.

My feelings come and go and that’s just fine.

———————————–

My mouth goes (aah, or brrrrr or other…..)

My eyes go open, open, open, when I’m feeling scared.

My hands go tight, tight, tight, or … when I’m feeling scared.

My feelings come and go and that’s just fine.

*or whatever you’d like to describe

“What do our feelings tell us?” a song for Conscious Discipline about the messages our feelings give us

Here is a song we use for part of the conscious discipline group that I co-facilitate.

The purpose of the song is to help the adults and children about the messages that our feelings

give to us; a good way to respond to situations.

Tune: Comin’ Round the Mountain when she comes

Words: by Margie La Bella of musictherapytunes.com

Lyrics and chords: 

D

Sadness tells us breath and get a hug. (Squeeze, squeeze)

D…………………………………………..A

Sadness tells us breath and get a hug. (Squeeze, squeeze)

D……………….D/C……..G/B…..E

Our Feelings have a message to tell us.

A……………………………………………D

Sadness tells us breath and get a hug. (Squeeze, squeeze)

————————————-

Scared tells us breath and ask for help. (Help me.)

Scared tells us breath and ask for help. (Help me.)

Our Feelings have a message to tell us.

Scared tells us breath and ask for help. (Help me.)

——————————————————–

Anger says calm down and use your words. (Big voice!)

Anger says calm down and use your words. (Big voice!)

Our Feelings have a message to tell us.

Anger says calm down and use your words. (Big voice!)

——————————————————–

Happy says Let’s share a smile (Say cheeze!)

Happy says Let’s share a smile (Say cheeze!)

Our Feelings have a message to tell us.

Happy says Let’s share a smile (Say cheeze!)

 

 

Fun Birthday Song for children’s or elderly Music Therapy Group by Margie La Bella of Music Therapy Tunes

This was a spontaneous, group song that happened during a group instrumental “jam.”

The teacher called out “It’s Luke’s Birthday today” while we were playing “Skinamarink” for Valentine’s day.

We suddenly joined in (WITH Luke’s permission!!) a verse of a birthday version of the old standard.  It went like this:

G

Skinamarinky dinky dink. Skinarmarinky duke.

G………….. Am

We love Luke.   (Rhyme likewise for other people’s names.)

Am…………….. D7……………. Am……………….. D7

Skinamarinky dinky dink. Skinarmarinky duke.

AmD7….G…G7

We love Luke.

G……………………………………………….G7

We love you in the morning and in the afternoon.

C………………………………….A7………………….D7

Happy happy birthday underneath the moon!

G…………………………………………………………E7

Skinamarinky dinky dink. Skinarmarinky duke.

A7…D7….G

We love Luke.

 

 

 

“When I’m Gone” Cup Song: 8 music therapy and ed variations for use with preschoolers, kindergarten, and teens and adults.

The Cup Song post
1- intro
2.- cup pattern method
3. words and chords
4. variations with differing populations
-Age: Various ages
-Goal Area: A variety of goals including coordination, sequencing, memory, frustration tolerance,
fine motor skills, creativity, cooperation, leadership, problem solving, lyrics discussion and many more.
-Name of Activity: “When I’m Gone” aka: the Cup Song featured in the move “Pitch Perfect.”  the song was written by A.P. Carter and is most recently sung by Anna kendrick.
-Objective:  Some objectives are written below
-Materials: Cups, music, and participants
– Medody: see this video:   http://www.youtube.com/watch?v=26Uftr-jWz4
—————————————————————————————————-
Lyrics and chords:
How to do the motions: a) http://www.youtube.com/watch?v=5bqjTVGnlBg
The rhythm of the cups sounds like this: ta ta ti ti ti (rest) ta ta ta.
Ta ta ta ta ta ta ta
How to Do the basic pattern:
Start with glass up side down
1. 2 claps (tat a)
2. hit top of cup 3x (ti ti ti)
3. clap once
4. pick up the cup (from the bottom, which is face up)
5. put it back down.
6. clap once
7. pick up the side of the cup – grabbing it (awkwardly) with your hand “upside” down.
8. tap the top of the cup to the inside of the other hand.
9. stand the cup right side up.
10. pick it back up silently with the other hand.
11. put the first hand down on the table.
12. put the cup back into position with your free hand, cross it over your resting hand.

——————————————————————————————–

Here is a trickier way b) http://www.youtube.com/watch?v=m5zuY4Nprk0, I don’t do it this way bc I already spent 500 tries learning the first way. My personal goal now is to sing and use the cups together.
——————————————————————————————————————-
 C
I got my ticket for the long way ’round
Am                            C
Two bottle ‘a whiskey for the way
F                          Am
And I sure would like some sweet company
G                                   C
And I’m leaving tomorrow, wha-do-ya say’
CHORUS —————————————–
         Am
When I’m gone
F
When I’m gone
C                             G
You’re gonna miss me when I’m gone
Am                  G
You’re gonna miss me by my hair
F                  C
You’re gonna miss me everywhere, oh
G                             C
You’re gonna miss me when I’m gone
———————————————–
C
I’ve got my ticket for the long way ’round
Am                            C
The one with the prettiest of views
F                   Am               C
It’s got mountains, it’s got rivers, it’s got sights to give you shivers
G                                  C
But it sure would be prettier with you
CHORUS —————————————–
         Am
When I’m gone
F
When I’m gone
C                             G
You’re gonna miss me when I’m gone
Am                  G
You’re gonna miss me by my walk
F                   C
You’re gonna miss me by my talk, oh
G                             C
You’re gonna miss me when I’m gone

 ————————————————————————————————

Play song with or without the video. Have kids just invent ways to make interesting sounds on their cups. (creativity, problem solving, attention to ask….)

Have sub-groups of children come up and experiment with creating sounds.Have the children come up and take turns leading one method of sound production of their cup. The group imitates. (social skills, cooperation, compliance, leadership, relinquishing roles……)

Invite the group to create their own 2,3,4 etc. step patterns. How many steps can they create, remember and perform? (memory, sequencing, creativity, cooperation…..)

Have the group invent ways to pass the cups among members as part of their routine.  Video of passing cups: http://www.youtube.com/watch?v=lr0FLbg7CRI   You could always just alternate between who plays their cups and who rests for a time. (focus, turn taking, cooperation, dealing with mistakes….)

Have the groups pass their cups to the person on their right or left only when they hear the word “gone.” (attention span, focus…..)

Of course there are some good discussions that can come about as a result of relating the lyrics to the people’s lives. This song could be about the loss of a loved one (or not-so-loved one) , appreciating aspects of  people in your life, and other related topics.  If you think your group could go deep on this song, be sure you feel comfortable processing feelings or have a support person there.  Play out your feelings.  Re-write the lyrics individually or as a group. ( verbal and non-verbal self expression, processing of emotions…….)

Please let me know how YOU use this song and activity with the people in your life.

 

Submitted by Margie La Bella of Music therapy tunes; music therapy and music education activities for children, adolescents and adults.

Pete the Cat: Make you own music therapy video! Great for Literacy, language, teamwork activity idea / lesson plan

Hi friends:

I found this video on youtube and think it is amazing idea!  Create your own Pete the Cat Video with your class IF and WHEN proper consent is given by the appropriate personnel. I work with little tykes so I love this version.   http://youtu.be/0qjOVw-v3d4

Here’s another one: http://youtu.be/stJTVOZh8X8

And this is an Orff presentation with older students: http://youtu.be/uRaatxumTFo

Goals of this activity would include:

1. Language Skills.

2.  Attention, focus, and cooperation.

3. Memory.

4. Self-control (impulse control)

5. Pre- literacy / Literacy

6. Multiple Concepts (colors, numbers, vocabulary, etc.)

7. What do you come up with?  Are there other stories you could use in an activity like this one? Let me know.  :)

“Halloween Day, Halloween Night” Action song for older children by Margie La Bella of Music Therapy Tunes

Goal Area: Holiday energy release, and behavioral control.
Objective: Children will move like the character depicted in the lyrics. What’s nice about this activity
is that there is time after each verse to quiet down and pretend to sleep. This provides a structure
and helps kids gain control after vigorous movement.
Method:  Children are encouraged to move like the character and calm down and pretend to sleep.
Adaptations: Certainly change the lyrics if they are too scary! I do NOT sing the verses about scary things in their homes. Let the kids think of characters and how they move.  This song is requested over and over.
Source: “On Halloween day; on Halloween night”, by Steve Blunt.
Melody and Motions: http://www.youtube.com/watch?v=FxXH-M3jIrQ
……..Dm………..C…………Bb**…….A
1.The ghosts are sleeping in the attic,
……..A……………………………Dm
On Halloween day, on Halloween day!  (Repeat these two lines.)
………Dm…….C………Bb…..A
They all come out to float around,
…………………………………………….Dm
On Halloween night, on Halloween night!  (Repeat these two phrases.)
 
** (If you can’t play Bb, try a Dm)The skeletons are hiding in the closet,
On Halloween day, on Halloween day!
They all come out to dance around,
On Halloween night, on Halloween night!The witches are stirring up their brew,
On Halloween day, on Halloween day!
They fly their broomsticks all around,
On Halloween night, on Halloween night!The mummies are wrapped up in their tombs,
On Halloween day, on Halloween day!
They all come out to walk around,
On Halloween night, on Halloween night!

The bats are hanging in their caves,
On Halloween day, on Halloween day!
They all come out to fly around,
On Halloween night, on Halloween night!

The kids are all sitting down so nice,
On Halloween day, on Halloween day!
They all come out to trick or treat
On Halloween, on Halloween night!

 

“The Parade” great music therapy cooperation song for older kids 5-12. By Margie La Bella of music therapy tunes

-Goal Area: cooperation, attention span, turn taking

-Objective: Kids play their instrument at the correct place in the song’s lyrics.

-Materials:  The Parade song by Tom Chapin, instruments to represent or create the sound effects.

-Method:  Sing the song and have the group play their instrument at the correct time.

-Adaptations:  Make up your own adventure and accompanying effects.

-Submitted by: Margie La Bella of music therapy tunes. The song is “The Parade” by Tom Chapin on his “Family Tree” CD.

Melody: see http: //youtu.be/7MBFR2auk-A

Form: This song is similar to “She’ll be comin’ ‘round the mountain” as you notice the song builds upon itself verse by verse.

Lyrics and Chords:

………….C

1. The parade came marching through the town “left-right.” (drum taps.)

C………………

The parade came marching through the town “left-right.” (drum taps.)

………..F………..C…………………Dm……………Am

The parade came marchin’ with my mom and daddy watchin. (rest)

…………F……….G7…………………….C

The parade came marching through the town “left-right.” (drum taps.)

 

2. Then the rain came pouring on our heads. (drip- drop)

Same lyrics (use chords as notated for verse one above)

Then the rain came pouring and the thunder started roaring.

Same as line one.

 

3. And the street got flooded up to here (swish- swish)

Same

And the street got flooded and my socks got mudded.

Same.

 

4. And the band went glubble glubble glub (glub-glub)

Same

And the band went glubble like an underwater bubble

Same

 

5. And my flag got all soaking wet. (yeeeuck)

Same

And my flag to soakin it was silly like a jokin’

Same

 

6. And the whole story was a dream (snore-snore or wake up!)

Same

I was breathin’ through a tube while a dolphin played the tuba.

Same.

 

1.Now, the kids can verbally call out the words (at the end of phrases 1,2 and 4)

with great dramatic vigor.

2. Or, they can select an instrument to represent the sound effect.

In the past, we have used drums – castanets or tick tocks-  rainsticks /sandblocks

Woodblocks- slide whistles- and vibraslaps.  If you have limited instruments, don’t worry- the kids will concoct a way to use them well.

 

NOW, the fun begins. Depending upon your group, you can use this song in a couple ways. The following is also a way to teach the song before you take it to the next level.

 

1. Just do the song as is with each group member saying and /or playing their part.

When they are comfortable with this, go to level 2.

2.  Do the song as a sequence or chaining song- like the 12 Days of Christmas.

Each verse builds upon the preceding verse.

To help make this clear: verse one remains as it.

The effects for verse two can become “drip-drop, left –right.”

The effects for verse three can become “swish-shish, drip-drop, left-right” and so on.

 

 

 

 

 

 

 

 

 

 

 

 

Possible populations: music therapy activities for kids with adhd, add, autism, pdd, learning disabled, gifted children, emotional disturbed, traumatised,  psychiatric. But it could be a great team building song also for music education use and beyond. The song works because it’s well written, creative, participatory, and FUN!

Summer Bug Bite Song: “Remove it!” music therapy camp song for young children by Margie La Bella of music therapy tunes

Name: Remove it
Composer: Pam shiller on her “Bugs, bugs, bugs” CD
Tune: Dixie
Age: 4-8
Goal area: Social skills (following rules, natural consequences)  language
Method: Tell the story of the lyrics by pretending and acting out the words. Perhaps even go as far as to take your shoe off for verse two. Raise you hand, look up and sing the bee’s part in a high cartoon-like voice. (Use a low voice for the ant.) Point your finger and look like you mean business as you sing “take it out! Remove it.”  The kids will love the repetive lyrics and giving stern directions to the creatures. Mine do! Discuss bug respect and consquences for not listening. Make up your own verses.
Melody: Dixie (A way down south in Dixie.)

 Oh I stepped my foot on a little ant’s hill and the little ant said

“you better be still…take it off. Take it off. Take it off. Remove it.”
 Oh I didn’t take it off and the little ant said
if you don’t take it off you’ll with you had
take it off. Take it off.  Ouch! I removed it.
 
 Oh I stuck my hand in the little bees hive and the
little bee said “Goodness live”
take it out.  Take it out. Take it out. Remove it. 
 Oh I din’t take it out and the little bee said
if you don’t take it out you’ll with you had. Take it out. Take it out.  Bzzzzzz. I removed it.
Please send in any activities or musical processes  that you use with children, adolescents or adults of all ages and abilities. These could be activities for use for kids, adolescents or adults that have autism, adhd, add, down’s / down syndrome, speech language delays, oral-motor issues, physical disabilities, mental health issues, conduct disorder, cerebral palsy and other issues that we human have to contend with.  I’m also interested in any activities for people dealing with health issues, dementia, Alzheimer’s, chemical dependency, other addictions, grief, cancer, pain management and any other life issue.  I have just installed a “spam” locator which means that I’ll actually get the mail as mail. Please email me at margie@musictherapytunes.com and put activity in the subject line. Give yourself (or the author/composer)  all the credit you want or remain anonymous. Thank you!! – Margie La Bella at music therapy tunes

Music Therapy Goodbye Song appropriate for older children by Margie La Bella

-Age: 5-10
-Goal Area: Session closure
-Objective: Students will sing along (either echoing phrases, finishing phrases, or singing complete phrases- two phrases each stanza rather than one and it’s echo.)Let it be said  that the first half of each phrases is the most appropriate, social statement to teach.   The second half is more fun and elicits kid’s  attention. 
-Method:  Sing and do (I used google image and got pictures of all the characters, as a visual aid.)
-Adaptations: See objective.
-Submitted by: Margie La Bella of music therapy tunes.
-Melody: adaptation of “I won’t grow up” from the musical “Peter Pan.”   http://youtu.be/HJ8nPYSNobg
The song can also be rapped, put into a blues form or whatever other melody you need for your age group and clientele.  
-Words:
…………c
See you later, alligator.
………dm          
In a while, crocodile.
……..g7
Stay sweet, parakeet.
 ……….c
Better swish, jellyfish.
 
Bye-bye, butterfly.
Out the door, dinosaur.
Take care, polar bear.
Give a hug, lady bug.
 
Certainly add in your own desired phrases and let us know about them, too. What can your class come up with? Here’s one more phrase: Ok, more: 
Gotta go, buffalo. And another: See ya soon, sweet baboon! Also Toodaloo Kangaroo!
 
PS: I tried this on my preschoolers today and discovered that it also promoted the labeling of the animals, as well as the sounds that the various animals make. Got lots of growls and sound effect from some usually quiet tykes!