-Goal Area: socialization, creativity, interaction, cooperation and impulse control.
-Objective: Drum holders will remain in their proper place and make their drums accessible to the player. The drummer will go around to their choice of drums and create a drum solo or drum accompaniment.
-Materials: Shape drums (or other drums) and sticks as needed. Optional place markers for people to stand on. Chairs may also be used if needed.
-Method: Drum holders are to stand in a circle, holding their drums out in front of them. Therapist begins to play a supporting song to facilitate the group’s goals- be it on another drum, piano, or guitar. The drummer then plays a solo or accompanying drum line on any and all of the drums in front of him or her.
-Adaptations: !) Place markers or chairs may be used, if needed, to define the appropriate area to situate drum holders. 2) Drum holders may move their drums slowly to the song and the drummer has to really watch and move to play along. 3) Also holders may walk in a slow sideways step in a circle around the drummer, who has to keep up with them in order to make his/her music. 4) I do this with groups of up to 12 children with only 6 drums. We make this work for us by having half the group do the activity as above and half the group dance to the music and “freeze” when we stop to change drummers. Let me know what you can think of!
-Submitted by: Margie La Bella of music therapy tunes, thanks to Jamie.
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 firstname.lastname@example.org 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
C ………………….. G ………………….. C G7 CA polar bear, a polar bear is sleeping in his/her cave. g c c c e d d d f e c d b c
C F G C Please be very quiet. Please be very quiet. e e e g f f d d d f e e
C Dm If you wake him if you shake him (her) c c c e d d d f
C G C He gets very MAD! GroooooOOOwwwl! e c d b c Oh, Christmas tree chords. Play one beat per letter or “/” symbol.
C/G C// Dm/G C//
Repeat the aboveC// F// Dm// C/G C// A7// Dm/G C// * C/G means to play two beats of C and one of G: not a C chord with a G bass note.
______________, __________is my name.Me and ___________ are one and the same. I like ___________it’s my favorite game. I don’t like ___________it’s not the same.
__________________give me a head-ache. Don’t want to ___________for goodnes sake. I’d rather_________with my free time. __________________feels just fine.
I like to _______when I’m mad. But ________makes me sad. _____spooks me. _______oooks me. And when I ________I feel glad.
I have ____people in my family. There’s ___and then there’s me. Everybody give me a cheer. I did _______and I’m outta here. 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 email@example.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
Goal: to stimulate attention span and language development
Objective: Students will select a card, describe the card, and imitate the action depicted in the card. Students will perform the action suggested by several pictures in a row creating a dance movement pattern to a meaningful song.
Materials: a song (I find instrumental is better bc the children don’t get distracted by the words,) mp3 or cd player, pictures depicting actions.
Method: Therapist calls a child and asks him/her to select a picture. The child identifies the action depicted and comes up with a related movement. The therapists asks questions regarding the picture and helps the student answer (who is that, what are they doing, he is moving his____? Show me how you do that.) The therapist asks several students to select a picture and then encourages the children to do each movement in sequence – creating a sort of dance. Put on the music (I like instrumental) and move along. Remember that less verbal students can show comprehension by pointing, gesturing, or moving. There are many ways to answer a question. If you need help, ask a Speech therapist or teacher to guide you.
Adaptations: Have the pictures correlate with a unit or topic the classroom teacher or other therapist are presenting. I often do seasonally related movements. Being that it’s nearly January 2013, pictures can include zipping a coat, pulling on boots, making snow angels, throwing snowballs, drinking hot cocoa……
Just wanted to post this to let you know that I have some great videos that serve as great ideas for viewing, but also as activity ideas. The videos either have the chords and lyrics showing during the video or are in the comments section. They can supplement a lesson or serve as a starting off point
Here is a video of “The Wolf Cub” song. The music is mysterious and beautifully moving and the topic deals with getting lost. But the ending is happy, so don’t worry. My 4 year olds are able to follow along and even discuss the lyrics. http://youtu.be/nLg2hipHkCw The next video shows how to move along to the video. Really, the words suggest how to move, but a video is always helpful. http://youtu.be/2TYx3vMcqtk
You’ll want to check out my other videos for your own amusement and for use as teaching tools for your kids/class. Below are the words, chords, and uses for the Wolf Cub song- which are found on this site under the Lyrics Pages. This song is from the Sing CD.10. THE WOLF CUB The only way I could write out both the words and motions was to underline the words. If it is not underlined, then the words describe the related motion. When you listen to the lyrics, it is easy to imagine the motions. I do have a video on my video page with the motions – if you care to reference it. Chords are the same from verse to verse. Intro: Am// Fmaj7// G // Am/ G Am C Motions: The wolf cub wakes up and he opens his eyes. Start by pretending to sleep and wake. Am C/G D/F# G He gives a yawn and a shake. Give a good stretch and shake awake. Dm Dm/C He looks up at the sun and the snow falling down Point up to the sun and motion like a BbMaj7 Gsus-G fluttery snow flake. and he follows a little snow flake. Am Cmaj9 BbMaj7 Fmaj7 Am Cmaj9 Gsus-G (Chorus) Singing Oooooo ooooh, Oooooo oooooh, Oooo ooooo oooooooh He walks over a bridge and under the trees. (Hold one arm out horizontally in front of you. Walk the other hand on ………… the “bridge.” Then, hold one arm up vertically with fingers spread. Walk the other hand under the “tree.”) He climbs up a mountain so high. ( Motion hands up and over your head.( Then back down he slides, and he looks side to side. ( Sweep them down again and look side to side.) And he said “I am lost!” and he cries. (Cover eyes and pretend to cry.) Dm Dm/C Dm/B Bbmaj7 (Bridge) He cries “where is my mother, my father, my brother Put hand up above the eyes Dm Dm/C Gsus-G and pretend to search. and where could my sisters all be. Dm Dm/C Dm/B I know what I’ll do. I will open my mouth. Put index finger to head. Fmaj7 C Gsus-g Open mouth. And howl out a wolf melody!” Hooooowl! The wind it does whistle and the trees whisper “whoosh” ( Sway arms over head.) and the birds sing their song to the sun. Use thumb and index finger to imitate a bird in song. And the cub hears his mother and sisters and brother. Hold hand to ear. A wolf howling band has begun! Get ready to hooowl! Abmaj7 G6add2 Last howl: oooooooooooooooooh! Benefits: Children vocalize the “ooh” sound of the wolf. Children act out the lyrics, and demonstrate an understanding of the concepts involved; open, shake, over, under, up, down, side, and families. The children attend well to the idea that the fox is lost and scared. They are relieved when her family is reunited. It’s a natural opportunity to talk about families, safety, worries and comforts.
5 4 3 2 1Verse: D………E Stand Still! D 1. Wiggle, wiggle, wiggle- GO!
Wiggle, wiggle, wiggle- GO!
Wiggle, wiggle, wiggle- GO!D……………………………………………………….E Wiggle, wiggle, wiggle- STOP! Stand still…… D Wiggle, wiggle, wiggle- GO!
Wiggle, wiggle, wiggle- GO!
Wiggle, wiggle, wiggle- GO!D………………………………………………………..E Wiggle, wiggle, wiggle- STOP! Stand still……
“Chorus”C#m…………………………….E Settle settle down. Settle down now. ………………….D………………………….A We’re gonna get our wiggles out, get our wiggles out. E Time to settle down. C#m………………………………E Settle settle down. Settle down now. D…………………………………………….A We’re gonna get our wiggles out, get our wiggles out. E Time to play this game. Stand still……
2. Jump, Jump, Jump – Go! (repeat 2x)Jump, jump – STOP! Stand still…… Jump, Jump, Jump – Go! (repeat 2x) Jump, Jump, Jump – Stop! Stand still…… ——————————————- To chorus ——————————————– 3. Dance, Dance, Dance- GO! (repeat 2x) Dance, Dance, Dance- stop! Dance, Dance, Dance- GO! (repeat 2x) Dance, Dance, Dance- stop!