CD Names with Song Titles and Uses /benefits /goals for each (music therapy CD) track

 
Benefits and uses of MIXING IT UP
 
 1.   Hey Hello
Benefits: Good for encouraging language via catchy, predictable, repeated “hey, hello” phrase.
To elicit more interaction, try singing hello into a mic. (Party stores sell cheap, fun toy mics).
 
2. Move it to the Music.
Benefits: One step direction/movement concepts of move, shake, scratch, twist, jump, and dance. Impulse and motor control via the stopping and starting.
 
3. I’ve Got the Music In Me
Benefits: This is a good song for following simple directions, and making fun sounds that can help with articulation and intelligibility. The last verse is especially for this.
 
 4. Body Rap
Benefits: This song provides for great energy release and incorporates sequencing
 patterning, and memory skills.
 
5. Everybody Touch your Head
Benefits: This song helps children learn various body parts and spatial concepts.
 
6. We All Have Feelings
Benefits: This song assists the verbal and non-verbal expression of feelings.
 
7. Tweet, Tweet Little Birdy
Benefits: Vocalization, listening comprehension, pretending/abstracting.
Older children can immediately echo each phrase during the short pause. This helps to  develop sentence length and related memory.
 
8. Everybody Touch (karaoke/fill-in)
This version is to teach personalized concepts- go as tricky or as simple as you want.
 
9. Very Best Band
Benefits: This song is good for attention span, turn taking, instrument vocabulary and  
identification, impulse control, sequencing, and contributing to the group.
 
 10. Jump High, Turn Around
Benefits: Children follow a sequence of three directions.
 
11. Teddies to Turtles
Benefits: Following multiple directions, creativity, imagination (abstraction).
 
12. Sharing, Caring, Moving and Growing
Benefits: This is a relaxing, beautiful song to sing and /or sign to.
—————————————————————————————————-
 
Benefits of MOVE!
 
1.Everybody Wave Hello
This song opens our time together and sets the stage for upcoming learning.
Children can the the opportunity to follow three one-step directions,
while reaching out to connect with other people.
 
2. Doin’ the Robot Dance
To improve auditory processing skills (listening and following directions.)
The rapid-fire lyrics command attention and help children to learn the words
associated with ways of specific body parts. Older children can move to the beat.
 
3. Move and Stop
Younger children can simply follow the one-step directions.
Children relate body parts with an associated motion.
This song is also good for improving auditory attention skills, and motor/impulse control. Older children can perform the last line (three 1-step directions in rapid   sequence).
 
4. Stand up, Sit Back Down
To provide a positive outlet for a natural action of children, (to leave their seat.)
To foster learning of body parts and ways to move them.
Children move specified body parts as suggested by song.
Children move in creative ways within the confines suggested by lyrics
 
5. Growl, Growl, Stomp
 This song helps with listening and pretending skills, both needed for cognitive development.
 It also stimulates attention (to the movements of the mother and baby bears,)
as well as auditory anticipation and vocalization of “Grrowl!” The repetitive “growl,                                                                growl, stomp!) gives a sense of sequencing and energy/vocal release.
 
6. The Yee-haw Song
This song requires receptive understanding of body parts and associated movements, as well as expressive use of the word “Yeehaw!  Children can simulate the galloping sound of a horse by tapping their knees  during the chorus, or by pretending to ride a horse like a cowboy. Older children can perform the directive twice and sing “yeehaw!”
 
7.  Multi-Step Blues
To improve ability to follow a (long) string  of quick one-step directions and control one’s actions
body vocabulary and associated verbs, attention, backward sequencing of directions, motor control
and outlet for energy.
 
8. OPPOSITE JAM
Helps facilitate the understanding of each concept individually (tall, small,   happy, sad, lift, arms, up, flutter, down, fast, slow, squeeze, and relax) and in contrast to it’s opposite. Other benefits: body vocabulary and associated verbs, attention, backward sequencing of  directions, motor control and outlet for energy.
 
9. THE CATERPILLAR
To stimulate pretending and other higher process thinking skills. To foster focus, bodily relaxation and the concept of slow. To teach about how a caterpillar turns into a butterfly.  Sometimes our lives can do the same. Making dreams come true.
 
10 .  Move it by your Chair
Aids in experiential learning of the concepts: in front of, behind, on the side,
over, and under. The children learn about spacial relationships (prepositions) and counting
while dancing freely to a lively beat. You may want to pause the CD after each direction is  sung, help the children to the correct location, and then resume the music and dancing.
The children can relax and listen to the fading drum beats at the end of the song.
 
11. One Step Blues
This song provides a deal of time to process the meaning of verbs and related body parts.
Children can carry out the one part direction to the timing of the related sound effects. This is good for auditory attending and memory.
 
12. Thinking Song -version one: chords
To help teach body parts and simple problem solving.
Older children can pretend to rock a baby each time they hear the words“baby”, and “honey.” They can also alternate or switch sides of the body each time a direction is given within a verse, as this is good for integrating sides of the brain.
 
13. Stand Up, Sit Down (version 2)
The directions to the song are easier to understand and less the accompaniment is less distracting.
 
14. Thinking Song -level two
This song fosters listening and creative problem-solving. It requires knowledge of body parts and quick deciphering skills. Older children can pretend to rock a baby each time they hear the words“baby”, and “honey.” They can also alternate or switch sides of the body each time a direction is given within a verse, as this is good for integrating sides of the brain.
 
15. Growl, Growl, Stomp (instrumental version.)
Just nice to listen or sing along to.
 
16. Music time is Over
This peacefully ends the listening time.  This song naturally lends itself to swaying, rocking, and holding hands.
Everyone can end on a positive, social, successful, relaxing note.
———————————————————————————————————————
 
Benefits of SING CD
 
1.  Open your Mouth
Purpose: to open the session in a friendly, social, and successful  manner.
To help children create the “ah,” “oo,” and “ee.” vowels  and articulate the “ooh-ee”  sound.
 
2. Monkey Song
The children gain vocal and oral-motor experience as they sing “ah,”  “ee,” and “ooh.”
They remember and sequence sound patterns.
 
3. The Leeway Train
This song helps the kid’s speech skills through making the appropriate sound effects.
 
4. The Puppet Song (version one)
Children connect an animal with the sound it produces.
Children vocalize the animal sounds.  Children hear and produce loud and soft sounds.
 
5. Tap it on your head – – acapella version
Helps to teach body part vocabulary and articulation/vocalization.
The good thing about it being acappella is that the words are easy to hear and the feel of the music is gentler.
 
6. Variations on Miss Mary Mack
This silly song not only entices children to repeat each short phrase, but invites them to discuss the absurdities.
 
7. Sing an Echo song
This song is used to help children improve the ability to produce certain sounds, increase phrase  length, and improve auditory attention and memory.  All four skills are used by children as they put words together
in increasingly complex sentences.
 
8. TDLN 50s Arctic Song
To improve the ability to “Do-wop” and articulate the “T”, “D”, “L,” and “N” sounds.
These sounds all involve placing the tip of the tongue behind the top of the upper teeth.
 
9. Three Little Monkeys
To encourage use of sentences. Also good for sequencing of ideas and understanding of lyrics
as demonstrated by pretend play.
 
10. the Wolf Cub
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.
 
11. The Vehicle song
Vocalization and vocal play, imitation of common sounds, articulation.
 
12. The puppet Song II
To elicit vocalization of animal sounds. This is necessary for speech and involves articulation of specified sounds.
 
13. Tap it on your Head – – Full version
Helps to teach body part vocabulary and articulation/vocalization. This version works with kids who need the extra stimulation to elicit attention.
 
14. Sing an Echo song   blank/fill-in verses
Have the kids sing the first sound of their name, or the letter/sound  of  the week, or about the sound a sheep makes, or blow a kiss.  You can also vary the rhythm of the sounds such as “bah. Bah. Be-be  bah.” Make little memory drills by singing such phrases as “be-bo-bay.”If you don’t sing solo, then just speak these things over the music.
 
15. Goodbye Now
Children catch on to the rhythm and continuity of the lyrics quickly. It’s a natural way to teach the goodbye interaction, and it can include waving, shaking hands, holding hands, and blowing kisses (another good oral-motor skill.)
———————————————————————————————————————————————-
   
Benefits of PLAY CD
 
1. Homemade Band
This tune opens the jam session on a positive note! They are introduced
to several instruments of a jazz or rock band.
 
2. Soft, Loud, Slow, Fast Review
This is a good opportunity to introduce the children to recognizing (perceiving) and creating different volumes                     and speeds (ie: dynamics and tempos).The four sound qualities used in music are also used in speech.
 
3. Children, Come Play
Benefits: Auditory attention, processing, and conceptualization.
The children experience creating “fast,” “slow,” “loud,” and “soft” music.
 
4. Play and Do This
 Benefits: Teaches sequencing/patterning of events, ability to follow directions.
Helps children with the concepts of “under,” “stop,” “get it.”
 
5. Play and Pass
Purpose: To foster attention, turn taking,  and sharing among friends.
 
6. You’ve got to Wait!
 Benefits: Certainly a catchy song for a topic that can be tricky
 
7.Three Little Sound Effects
 Purpose:  To encourage vocal/sound play and auditory memory
 
8.  Play an Echo Song
 
Benefits:   Children play instruments along with various rhythmic sequences.
This is good for auditory attention, auditory memory, coordination, and patterning
 
10-15.   and   16-21
Make you Move!
Hear and D0  (Instrument Sounds)
 
Benefits: Auditory discrimination and connecting a sound with a meaning to be enacted through seated or standing movement.  Impulse control, energy release, memory, imagination. See the whole CD track(s) write up for directions. 
 
22.  Sound-Off
  Purpose:  This song closes the session. Benefits: enforcing the skill of “audiation” or hearing the sounds/music in           your mind( like Bingo or John Brown’s Baby). Its actually a pre-reading skill and prepares the brain for higher learning. 
 
This collection of songs and activities would be a great example of songs for autistic kids, songs for children with autism, parents of special needs kids, parents of children with special needs,  songs for speech therapy songs, music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, music education lesson plans and more! Basically, it is for all children and the young at heart to enjoy. 

“MIXING IT UP!” CD LYRICS, CHORDS AND BENEFITS

1. HEY HELLO
 
C         F        G      C       C         F   G          C
Everybody sing hello. Hey hello. Hey hello.
C              F        G            C               F      G       C
You can do it if you think so. Hey hello.  Hey hello.
C         F        G      C       C          F      G        C
Everybody sing along. Hey hello. Hey hello
C            F                 G         C                  F      G    C
We are here where we belong. Hey hello. Hey hello.
 
              D              G        A           D      D          G     A         D
We can dance. We can play. Hey hello. Hey hello.
           D              G        A           D      D          G     A         D
Music is what we’ll make today. Hey hello. Hey hello.
              D             G    A                D         D          G    A       D
Come on in. Let’s be friends. Hey hello  Hey hello.
               D    G     A       D         D       G     A         D
It is time to pretend. Hey hello. Hey hello.
 
               D                         Bm                        Em7       AsusA
(Bridge) Just remember, there is no one quite like you.
D                A      Bm        B7             E           C#7      B7
You might be surprised at what you find that you can do.
 
             E                    A              B7           E      E     A         B7    E
It’s in your hands. It’s in your feet. Hey hello. Hey hello
             E                    A              B7                E      E       A      B7    E
It’s in your knees, in your heart beat. Hey hello. Hey hello.
                    E            A              B7     E      E       A       B7    E
So, look up here. Watch, 123. Hey hello. Hey hello
              E            A                B7           E      E     A         B7    E
Do the same thing just like me. Hey hello. Hey hello.
Benefits: Good for encouraging language via catchy, predictable, repeated “hey, hello” phrase. To elicit more interaction, try singing hello into a mic. (Party stores sell cheap, fun  toy mics).

Other Uses: Young children can tap a moving tambourine or drum decorated with eye-catching streamers as you greet them, or they greet each other. They can also shake hands,  gesture, or sign. Older children can perform two claps after each “Hey hello.”                  Discuss topics of 1.) What can I do that is special? 2.) How am I special?   3.) Things I didn’t think I could do, but did.

   
 
2.  MOVE IT TO THE MUSIC________________________________
 
                 Am                           Dm                      Am                  Dm
I’m gonna move. I’m gonna move. I’m gonna move it to the music.
  Am                                        E
Move it ‘til the music says “Stop!”
Am                                Dm                       Dm
Move it to the music. Come on you can do it.
 Am                 Dm                  Am          Dm   Am                  E7           Am
I’m a-gonna move, gonna move it a lot.  Move, move, move it a lot.

      I’m gonna shake.. I’m gonna shake. I’m gonna shake it to the music.

     Shake it ‘til the music says “Stop!” Shake it to the music. Come on you can do it.
     I’m a-gonna shake, gonna shake it a lot. Shake, shake, shake  it a lot.

 I’m gonna scratch. I’m gonna scratch. I’m gonna scratch it to the music.

Scratch it ‘til the music says “Stop!” Scratch it to the music. Come on you can do it.
I’m a-gonna scratch, gonna scratch it a lot.  Scratch, scratch, scratch it a lot.

      I’m gonna twist. I’m gonna twist. I’m gonna twist it to the music.

     Twist it ‘til the music says “Stop!”Twist it to the music. Come on you can do it.
     I’m a-gonna twist, gonna twist it a lot .Gonna twist, twist, twist it a lot

 I’m gonna jump. I’m gonna jump. I’m gonna jump it to the music.

Jump it ‘til the music says “Stop!” Jump it to the music.
Come on you can do it. I’m a-gonna jump, gonna jump it a lot.

      I’m gonna dance. I’m gonna dance. I’m gonna dance it to the music.

      Dance it ‘til the music says “Stop!” Dance it to the music.
      Come on you can do it. I’m a-gonna dance, gonna dance it a lot.
     Gonna dance, dance, dance it a lot.
 
Benefits: One step direction/movement concepts of move, shake, scratch, twist, jump,
               and dance. Impulse and motor control via the stopping and starting.
 
Other Uses: Dance with kids needing physical help. Use the pause button for longer “stops.”
       To add creativity: think of different ways to perform a single, specific movement ie: using only your elbows, up high, with a partner, mirroring a leader, in slow   motion. Try performing the task under specific circumstances, if you are a girl, if  you are a good swimmer, if your birthday is in June….
    
 
 
3. I’VE GOT THE MUSIC IN ME__________________________________

Am                       F7 Am    F7                E7

I’ve got the music in me.   Deep down inside of me.
Am                        F7  Am   E7                Am
I’ve got the music in   me.  Listen to my knees tap.

 Tap, tap, tap your knees. Tap, tap, tap your knees.

Tap, tap, tap your knees. Tap your knees with me.

Benefits: This is a good song for following simple directions, and making fun sounds that can  help with articulation and intelligibility. The last verse is especially for this.
 
Other Uses: Discuss and investigate how our bodies are full of music and rhythm. Ask the   children how to make hand music, or tummy drums, or nose music. Younger   children can imitate a guitar playing during the chorus while older kids can   incorporate as many signs as they are able.
 
 
 
4. BODY RAP____________________________________________________
I was walking down the street the other day to find some tapes that I could play.

 I never supposed the store would be closed. No music for me? No way.

I was thinking about the electric guitar when suddenly I heard the honk of a car.

It gave me a thought-one that I bought. There’s music wherever you are.

            1. So I looked both ways when I crossed the street. When I looked down I heard
                my feet goin’…

 2. That was good, but I wanted to rap. I saw my hands and they started to clap. They

      went….

  3. That was better. I was no longer bummin’. I thought of my nose and my face started

     hummin…And my hands went… And my feet went….

 4.My whole body began to move, and suddenly my shoulders got in the groove….

    And my nose went… And my hands went… And my feet went….

 5. More and more it started to spread. The next to go was my head…

    And my shoulders… And my nose… And my hands went… And my feet went…

 Well, here’s my house and here’s my door. I’ve got to get quieted down one more.

Time to eat, put away that beat. But I’ll bring it back for sure. I’ll bring it back.

Benefits: This song provides for great energy release and incorporates sequencing
              patterning, and memory skills.
 
Other Uses: In addition to the suggestions under “I’ve got the Music in Me,” this song is quick and requires close visual and auditory attention. It can be done while sitting. Try  dividing the kids up into specific movement teams, performing each task on cue and  “freezing” as a group at the end of the song.
   
 
 
 5.  EVERYBODY TOUCH________________________________________
 
Dm(7)                                    Am7
Everybody touch your head. Now touch your toes.
Dm(7)                                   Am7
Everybody touch your legs. Now touch your tummy.

              Gm7                               Dm

           Roll your arms  up. And roll your arms down.
             Gm7                               A7
Roll your arms up. And shake them all around.
2) eyes-lips-shoulders-knees

 3) hips-back-neck-ears

4) teeth-hands-tongue- elbows

5) cheeks-chest-chin-ankles.

Benefits: This song helps children learn various body parts and spatial concepts.
 
Other Uses: The Karaoke version of this song is handy for teaching. The adult can fill in the musical blanks with whatever concept the children need to learn, for example: other body parts, simple directions, pointing to objects in the environment, balancing skills etc.
 
 
 
6.  WE ALL HAVE FEELINGS_______________________________
C                       G                                 C
Everybody smiles when they feel happy.

 Everybody smiles when they feel happy.

C                     F                  C                 G
  Everybody.  Everybody.  Everybody.  Everybody.
C                    G                                      C
Everybody smiles when they feel happy.
Everybody cries when they feel sad.
Everybody cries when they feel sad.
Everybody. Everybody. Everybody. Everybody.
Everybody cries when they feel sad.

 (Break)

Everybody cries when they feel sad.

Everybody cries when they feel
Everybody. Everybody. Everybody. Everybody.
Everybody cries when they feel sad.

 Everybody stamps when they feel angry.

Everybody stamps when they feel angry.
Everybody. Everybody. Everybody. Everybody.
Everybody stamps when they feel angry.

 (Break.)

Benefits: This song assists the verbal and non-verbal expression of feelings.

 Other Uses: Children can sing, sign, draw, make corresponding faces, move, dance and/or    choose and play instruments, along to the music.  They can create stories, or just talk  about feelings. The children can also create a feeling conga line or feeling mobile. On a  more simple note, children can draw pictures on paper plates and hold them up at the  appropriate time.
 
 
 
7. TWEET TWEET LITTLE BIRDY__________________________________
It is really tricky for me to format and differenciate the lyrics from the motions. The best solution is to underline the lyrics and NOT underline the motions.  Motions are merely suggestions. Move according to the abilities of your kids.

        A                                                                            Motions

The birdy sings (repeat) She shakes her wings (likewise)      Open and close hand in front of  mouth.

 She wiggles her tail. She can swing.                         Bend arms at elbow and shake them.

Wiggle.   Do a swing dance motion.                                                                                      

Tweet tweet tweet little birdy.                             Sing it out strong and/or clap on the

A                                                                                                       Word “tweet” then  flap your arms on
Tweet tweet tweet little birdy.                                                      The word “birdy.”              
E                                                 
Tweet tweet tweet little birdy.
           D                  A
           Little birdy. Tweet tweet.
A
She flies up high. She flies down low.                                          Motion likewise.

 She turns around. Where did she go? (I don’t know.)      Hold up hands to gesture “where?”

           A
She makes a nest… She lays an egg.                                                           Pretend to build a nest and sit down.

 She keeps it warm…with her feathers and her legs.         Point to arms and legs.

A
The eggs all hatch… out the birdies come.                        Curl up on the floor as tightly as you can.
A birdy batch…dancin’ in the sun.                                       Break out of your shell. Dance!
  A  
She found some worms…She had good luck.                 Reach down to floor and find a pretend worm.    
The birdies say “yummmm” but you kids say “yuck!”    Rub tummy, lick lips, and then make a “yuck face.”  
                                                                                                                                         
(Last verse: Bb chord.  Last chorus: Eb  Bb  F  Bb.)

 Benefits: Vocalization, listening comprehension, pretending/abstracting.

  Older children can immediately echo each phrase during the short pause. This helps to develop sentence length and related memory.
 
Other Uses: Try having the children take turns singing into a (toy) microphone. Everybody joins   in for  the chorus. Here is an example: CD: “The birdy sings.” Child(ren:) “The  birdy sings.” She shakes her wings- “she shakes her wings.”This song can also be  used to help children visually track and/or reach out to birdy toys and puppets.
 
 
 
8.  EVERYBODY TOUCH YOUR HEAD KARAOKE/FILL-IN________
This version is a good opportunity to sing about whatever you need to. You could sing “Everybody touch your clavicle,” but don’t forget about “Everybody clap your hands,” or “Everybody shake your right knee.”  “Everybody be an elephant, or “Come on kids sing kuh, kuh, kuh…(for articulation drills)” will work too. If the directions need repeating then just go ahead and sing the sentence twice.
 
 

 9.  Very Best Band_________________________

            D
I was walking down the street and I heard a band;
        D              G                   D            G               D                 A         D
the very best band that I ever did hear- the best band in the land.

 1. And in that band I heard a drum….

2.  And in that band I heard a drum…. and in that band I heard a maraca

3.   And in that band I heard a bell… and in that band I heard a maraca

And in that band I heard a drum….

 4.  And in that band I heard a bell And in that band I heard a tambourine…

           and in that band I heard a maraca… and in that band I heard a drum….

 5. And in that band I heard some sticks… and in that band I heard a bell…

and in that band I heard a bell…and in that band I heard a bell…
           and in that band I heard a maraca…and in that band I heard a drum….
                       E
  1. And everybody played at once
                  E               A                  E              A            E                B7         E
   in the very best band that I ever did hear; the best band in the world.
Benefits: This song is good for attention span, turn taking, instrument vocabulary and  identification, impulse control, sequencing, and contributing to the group.

 Other Uses: The instruments can e bought or made as a creative project. Activity: the children  are given instruments and play them when their instruments is mentioned in the                 song’s lyric For children too young to wait, use the enthusiasm in ways that can                 enhance listening skills. Start and stop the music and use the volume control to                 create loud and soft music. (Pause in between volume changes.)

 

  10.  JUMP HIGH, TURN AROUND___________________________________

                  D                    G                  D               A
Chorus: Jump high, turn around, clap your hands.
             D                    G                           A              D
            Jump high, turn around, and clap your hands.

       D                           GD   D                          G           A          DGA

1. Reach high to the sky.            Reach down low to the ground below.
    D                 GD          A
   Reach high     and reach down low.
      D                                  G            D       GD          D                                         G      A          DGA
2. March like a soldier in your   place.              Jog very fast like you’re very late.
    D                                  GD               A
   March like a soldier              and jog very fast.
      D                                      G        D     GD               D                                    G           A          DGA
3. Swing your hips from side to side.                Wiggle all around like a bowl of jello.
    D                       GD          A
   Swing your hips         and wiggle like jello.
 
Benefits: Children follow a sequence of three directions.
 
Other Uses: Listening skills, following directions, energy release,
           Concepts: jump, high, low down , turn around, clap, hands, reach, up, down,                    
march, jog, fast, swing, hips, side, wiggle. This song can also be down while   seated. Children pretend to “jump” their feet, spring their arms around, and clap.
 
 
 
11.  TEDDIES TO TURTLES/REGGAE TURTLES_____________________________
 
Teddy bear, teddy bear  turn around. Teddy bear, teddy bear touch the ground.

 Teddy bear, teddy bear shine your shoe.   Teddy bear, teddy bear   I love you.

   F                      Gm                      F     Bb C   F                                   Gm       F     Bb C
Turtles, turtles dunk a basket ball.              Turtles, whoops you took a fall.
            F                        Gm                 F     Bb C      F                           Gm     F               Bb C
           Turtles, turtles dance to the rap.                 Turtles, turtles take a nap.

 F                        Gm                  F   Bb C     F                      Gm              F       Bb C

Turtles, turtles knock on the door.         Turtles, turtles stamp on the floor.
F                        Gm               F         Bb C     F                      Gm             F        Bb C
Turtles, turtles Play your guitars             Turtles, turtles drive your cars.
           Turtles, turtles swim like a shark. Turtles, turtles hear your puppy bark.

            Turtles, turtles you are dripping wet.   Turtles, turtles ride your jet.

Turtles, turtles climb into bed and pull those covers up over your head.

Turtles, turtles turn out the light. Turtles, turtles ….turtles???  (Oh, goodnight.)

Benefits: Following multiple directions, creativity, imagination (abstraction).
 
Other Uses: Kids act out the words of song, and can add their own sound effects along.
See if the children can remember the events mention in the lyrics. Discuss what they like to do and play, and who they like to see. Sing or read their list back to them and act IT out. Talk about real and pretend.
 
 
 
12. SHARING, CARING, MOVING AND GROWING________________________________
 
C             F (add9)  C                           Fm (add6)
Sharing myself.    Sharing with my friends.
C                     F(add9)   Dm           (Dm/E  Dm/F)     Gsus-G
Sharing with everyone around the world   and       then…

 C               F(add9)    C                     Fm (add6)

Caring for myself.    Caring for my friends.
C               F(add9)   Dm           (Dm/E  Dm/F)  Gsus-G
Caring for everyone around the world   and      then….
Moving with myself. Moving with my friends.

 Moving with everyone around the world and then…

Growing with myself. Growing with my friends.

 Growing with everyone around the world and then..

Benefits: This is a relaxing, beautiful song to sing and /or sign for children and adults.
  
Other Uses: This song provides a good chance to think about ways we can be good to
ourselves, our friends, our family and others. How have others been good to us?                                                                                      Just breath and enjoy the music.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
This collection of songs and activities would be a great example of songs for autistic kids, songs for children with autism, parents of special needs kids, parents of children with special needs,  songs for speech therapy songs, music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, music education lesson plans and more! Basically, it is for all children and the young at heart to enjoy. 

“PLAY!” CD LYRICS, CHORDS AND BENEFITS

1. HOMEMADE BAND
 
    Am7            Em7                        Dsus              D
Grab a pot./ /Grab a pan./ / The music is everywhere.    (clap twice, then twice again. Point all around.)
 Gmaj7                         Em7      Am                                D             Gmaj7
Put some beans/ in a can./    We’re gonna make a homemade band (hold hands up and wiggle fingers.                                                                                         
.                                                                                                                         Make a pouring and the conducting motion.)
Dsus D Gmaj7                         Dsus D    Gmaj7       
             Listen with your body.                Listen with your head.        (touch your torso, then head)
Em7         A             Em7              A                                  
                             Listen with your ears.        
Am7  D            Gmaj7     G
          Let your brain be fed.          (Touch your ears and point to your brain.)
-Spoken: Now that you have your band, listen to my band.
 Bass////// Drums///////guitar///////piano///////
 keyboard/////lead////// altogether! Way to go! 
Grab a pot./ Grab a pan./ The music is everywhere.
Put some beans/ in a can./ We’re gonna make a homemade band.
Purpose:  This tune opens the jam session on a positive note!
 
Benefits:  The children can make and/or play their own instruments. They are introduced
            to several instruments of a jazz or rock band.
 
Other uses:   You can sing, dance and play along to this tune.  Use simple rhythm instruments or make you own. Play music  on anything interesting from around the house or room; for example spoons, cans, boxes, plastic cups, blocks, pencils and whatever you find (breaking disallowed!)
————————————————————————— 
        
 
2.  THE LOUD, SOFT. FAST, SLOW REVIEW
 
Am                                       Dm       Am      Dm                      E7       Am      Dm   E7
How you gonna play it? Loudly now!   How you gonna play it? Loudly children.
Am                                     Dm       Am       E7            Am
How you gonna play it? Loudly now.    Everyone together.
 
How you gonna play it? Softly now!
How you gonna play it? Softly children.
How you gonna play it? Softly now.
Everyone together.
 
How you gonna play it? Faster now!
How you gonna play it? Faster children.
How you gonna play it? Faster now.
Everyone together.
 
How you gonna play it? Slowly now!
How you gonna play it? Slowly children.
How you gonna play it? Slowly now.
Everyone together.
 
Purpose: This is a good opportunity to introduce the children to recognizing (perceiving)   and creating different volumes and speeds (ie: dynamics and tempos).
 
 Benefits: The four sound qualities used in music are also used in speech. This song can help make children aware of speech volume and rate.
  
Other uses: Incorporate pausing and restarting the CD player. Experiment with household or    classroom objects and investigate their sound qualities.  Sing familiar songs at different volumes and tempos.  Notice how we change these qualities when we feeling various emotions. Try mixing up the concepts for older children by   playing with the volume level of the player; encourage the children  to  play simultaneously  loudly and slowly, softly and quickly, quickly and loudly,and  slowly and softly.
———————————————————————-
 
 
3.  CHILDREN, COME PLAY
 
                   G                                C         G                             C
Children come and play that music. How’ you gonna do it?
G                                               GGGFG
I’m gonna play it softly now.
G                   C                  G       D      G
Everybody Everybody Everybody play.
 Children come and play that music. How’ you gonna do it?
G                                                   GGGFG
I’m gonna play it loudly now.
G                                                   GGGFG
I’m gonna play it softly now.
 Everybody Everybody Everybody play.
 Children come and play that music. How’ you gonna do it?
G                                                  GGGFG
I’m gonna play it slowly now.
G                                                  GGGFG
I’m gonna play it loudly now.
G                                                  GGGFG
I’m gonna play it slowly now.
 Everybody Everybody Everybody play.
 Children come and play that music. How’ you gonna do it?
G                                                  GGGFG
I’m gonna play it faster now.
G                                                  GGGFG
I’m gonna play it slowly now.
G                                                  GGGFG
I’m gonna play it loudly now.
G                                                  GGGFG
I’m gonna play it slowly now.
Everybody Everybody Everybody play.
 
 Benefits: Auditory attention, processing, and conceptualization.
 The children experience creating “fast,” “slow,” “loud,” and “soft” music. The leader can divide the children into four groups, and give each group an instrument associated with fast, slow, loud, or soft sounds. The children can also  name things (animals, vehicles…) that fall into the four qualities.
 
* Pause the CD between verses if the children need to refocus.     
  ——————————————————————————————- 
 
 
4.  PLAY AND DO
 
 C                                 Dm                          G                           C   
We like the music. We like the sound. We like to listen all around.
C                                Dm                 G7                                       C                              TICK TOCK
We like to play without a care. Stop! Put your instrument under your chair. (Pause)
C                                            F                         Em            Dm                                   C       G7        C 
Touch your shoulders. Cross arms and give a hug. Touch your shoulders, now, give a hug.
C                                                 F                          Em   Dm    C       F                  C         G       C
Touch your shoulders. Now, stop right there! Get your instrument from under your chair.
 C                              Dm7
Touch your elbow, now the other one.
G                             C
Switch your elbow to the first one.
                                    F                        Em          Dm                      G              C
Switch it back. Now, stop right there! Get your instrument from under your chair.
 
Cris-cross your hands and tap your knees. It’s as easy as a breeze
Cris-cross some more and stop right there! Get your instrument from under your chair.
 
Cris-cross your feet and stamp them up and down. Cris-cross again move them around.
 Cross again and stamp and stop right there! Get your instrument from under your chair.
 
Cris-cross your whole legs like the grown-up do. Switch legs now. I can do it too.
 Cris-cross your legs and stop right there. Get your instrument from under your chair.
 
 Benefits: Teaches sequencing/patterning of events, ability to follow directions.
   Helps children with the concepts of “under,” “stop,” “get it.”
 
 Other uses:  Helps children follow simple directives, and/or acquire developmental coordination. Younger children will utilize a good deal of concentration and impulse control. Feel free to use the pause button on your CD player in between verses if some children need more time to process and follow the directions.
———————————————————————————————————–
   
 
5. PLAY AND PASS
 
C             Am7 Dm7Gsus-G              C         Am7 Dm7Gsus-G                            
Come on in.   We’re all friends.   (instrumental phrase repeats)
C maj7 Am7          Dm7            Gsus-G     C        Am7 Dm7Gsus-G
Let’s   begin- the whole class.                  (instrumental phrase repeats)
 Cmaj7     Am7                              Dm7         Gsus-G     C
Boys and girls  it’s time to stop. Pass!  it’s  time to     pass.
                           C      Am7                    Dm7       Gsus-G      C      Am7 Dm7Gsus-G   
                          All together now let’s join and  play.          (instrumental phrase repeats)
                          C maj7        Am7             Dm7   Gsus-G        C       Am7 Dm7Gsus-G
                       Lend your voices in the band today.             (instrumental phrase repeats)
  Cmaj7        Am7                         Dm7                                           Gsus-GC
Everybody ready set and stop. Now let’s take the music from the top.
 
Fmaj7                     C maj7           Fmaj7                        C maj7
It feels so right to play together Got no worries only pleasure.
 Dm7                               Am7      D    Fmaj7                             Gsus-G
Boys and girls …….it’s time to stop. Pass it down within this measure.
 
Purpose: To foster attention, turn taking,  and sharing among friends.
 
Other Benefits: Children have to sequence and process the concept of sharing. Playing, and then passing  an instrument. Children can learn the various instrument names. Use the pause  button as you must, and most of all have fun. Let the children succeed at their own level.
 
Variations: (1) Give every other child an instrument to help with the concept of “pass” or volume issues. Ask the other children to make music on their bodies. (2) Have children simply keep trading back and forth with a partner, or (3) Ask the adults to trade with a particular child or small group of children.  (4) Another good way to foster passing is to take the instrument of the last (end) child, and ask the nearest child to“fill the void” and  pass along his instrument. Proceed with each child as needed until everyone has passed down their instrument.(Be sure to give that first instrument you took to the child at the beginning of the circle/line.)
——————————————————————-
  
 
6. YOU’VE GOT TO WAIT
 
                          A
  You’ve got to wait. (You’ve gotta wait and take your turn.)
                           F#m
  You’ve got to wait. (You’ve gotta wait and take your turn.)
                        D                                                                   E
You’ve got to wait. (You’ve got to wait.)    You’ve got to wait. (You’ve got to wait.)
                          A
You’ve got to wait.

      A                                                                     F#m

1.  I WANT IT NOW! I said “give it to ME!”   That’s not the way to make friends, you see.
       D                                                          E
    “Can I have that when you’re done”    That’s a winner for everyone.

 2.  Breath in some air and now relax.

     Easy does it means no panic attacks.
    You know the way that things go best.
    Just wait awhile and don’t get stressed.

                C#7                                                       F#m7

Bridge: You know the very best way to ask it.   Say “Can I use it?” and don’t blow a gasket.
              G                                                      E
             Take a stretch and count to ten.     Now it’s your turn to play again.
 
Benefits: Certainly a catchy song for a topic that can be tricky. A chance to take turns playing  instruments, moving in place, or dancing. Props are fun (scarves, instruments,    streamers, balls…) They can be handed out to every other child in the group, while the       other waits and then gets to take his/her turn.
 
Other Uses: Talk about situations that involve sharing. What are positive and negative ways to   act. What really works the best. Try having the children lead and follow each other.   How does that feel?

 Chords in G major are Below

Chorus: G Em C D G
Verse:  G  Em  C D
Bridge: B7 Em7 F D
———————————————————————————————————–
 
 
7. THREE LITTLE SOUND EFFECTS
 
Intro: Am G F E7 ( two measures rest ////////)
          Am G F E7
          Am G F E7

       Am                G                                        F                 E7     Am     G      F           E7

1. Four Little (crazy monkey sounds)  jumpin’ on the bed; one fell off and bumped his head.

    C                                  G              F        E7    ( no chord )                             Am   G   F    E

Mommy called the doctor- the doctor said “ No more monkeys jumpin’ on the bed!”
                                                                                                                       Am  G  F   E7
 
2. Three little (monkey sounds) jumpin’ on the bed;
    one fell off and bumped his head. (Make a long downward vocal scoop and pop your lips.)
    Mommy called the doctor
    – the doctor said “ No more monkeys jumpin’ on the bed!”
 3. Two little (monkey sounds) jumpin’ on the bed;
    Make a long downward vocal scoop and pop your lips.
    Mommy called the doctor (imitate the sound of a phone.)
    -the doctor said “ No more monkeys jumpin’ on the bed!”
 4. One little ( monkey sounds) jumpin’ on the bed;
    Make a long downward vocal scoop and pop your lips.
    imitate the sound of a phone.
    the doctor said “ No more monkeys jumpin’ on the bed!” (speak in a “canned” voice, and/or                                                                                                  hold your nose and speak.)
Purpose:  To encourage vocal/sound play and auditory memory
 
Benefits:  This is an opportunity for children to make sounds (there’s no wrong way to do it) and anticipate the sequence of the story – to which all children can relate!
 
Adaptations:  Kids can pick up pictures of this story and put them in the correct order. This story can be acted out with children taking on different roles. Certainly kids can share doctor stories! Use pictures and give children a lesson on counting and one-to-one correspondence counting.
——————————————————————————————
 
 
8. Play an Echo Song
 
 Em                  G           C           D            G
Play an echo song. Play out loud and strong.
Em                        D                             Em                                 B7
OOO* OOO*     OOooO OOooO        OooO* OooO*      ooooO* ooooO*       o***
Benefits:        Children play instruments along with various rhythmic sequences.
This is good for auditory attention, auditory memory, coordination, and patterning
Other Uses:    Children move rhythmically, or create body rhythms along with the music.
————————————————————————
 
 
9.PLAY AN ECHO SONG (BLANK VERSES)
 
 Use the second version to create easier, or more challenging rhythms. Pairing words or sounds with the rhythms can help some children who may have difficulty with this task. For example:
“Ta ti-ti Ta” or “Let’s play a song.” (Same rhythm for both.)
—————————————————————————————————————-
 
    TRACKTS 10-15.   Hear and D0  (Instrument Sounds)
  The next several tracks contain a developing series of sound samples. Trust me, you’ll be excited about these because the kids will love doing the movements/motions. They are a great way to release pent-up energy after a long and/or rainy day. My class thinks of TV and movie characters that the sound bites in “10. Make you Move” relate to and moves accordingly.
  11. Hear and Do 4:  (four Instrument sounds)
 13 . Hear and Do 7  (seven sounds– introduces three new)
 15 . Hear and Do 12.   (twelve instrument sounds– five new)
Key:  
1.The slide-whistle means move hands up and down
2. The tick-tock means knock on your head
3. The tambourine means shake your arms along side your head
4. 2. The drum means stamp your feet.
5. . The clatterpillar means scratch under arms like a monkey
6. The guitar means to play the air-guitar.
7. The sand blocks mean rub your hands together
8. The buggy means laugh with arms on belly                          
 9.  The triangle means shake your head.
10. The train whistle means pull the whistle chord        
11. The hand clapper means to clap your hands with vigor.
12. The xylophone glissando means to stand up and down.
Benefits: Auditory discrimination and connecting a sound with a meaning to be enacted.
Impulse control, energy release, memory, imagination.
 
Other Uses: Children who have difficulty making sense of or following spoken directions just might surprise you and be more able to “understand” how to connect these sounds with a particular movement. They are an imaginative, create, non-verbal, whole brain sort of request that grabs the attention of kids…and function to elicit non-verbal direction following! Use the pause button if you need to separate or“elongate” the sounds. If you feel adventuresome, you can also use the “back” button to make each sound effect play for a longer time.
 
Adaptations: Discuss what the music sounds like, and other ways to move. You can also divide the children up into little groups, and have the groups take turns moving to the sounds.
 
16-21   MAKE YOU MOVE
17. Group One
 These movements are just suggestions.
You can do as you see fit for the children in your care.
Children can also do movements standing, moving around a table, or seated.
 
 Pizacco strings mean to tip toe.
Snare and bass drums means to march as in a parade.
The tinny “Boing” sound means to jump. (Seated bouncing in chairs.)
The harp, flute, and chirping means to fly with arms extended out to the sides.
The conga drums to march and move those hips.
           (Throw arms up for the last beat and say “Hey!”)
 
19. Group Two
             The accordi0n and funny bass means to do the silly walk.
The orchestra hit means to stamp like a dinosaur, giant, or other movie/action figure who  may get green when angered.
The flute and bubble sound means to move slowly like swimming under water.
The deep synthesizer sound means to get down on all fours and jump like a frog.
The helicopter sound means to circle one hand over your head like a helicopter blade.
 Group A: Tiptoe, march, jump, fly, conga, tiptoe, jump, march, conga, fly, jump,  march, fly.                                             
Group B: Silly walk, giant, slow, frog, helicopter, giant, slow, frog, helicopter, silly walk, hulk,                          frog, silly walk, slow.
 
 21 . The Combo Group
 Combo:  Tiptoe, march, silly walk, hulk, jump, slow, helicopter, frog, fly, conga, tiptoe,   silly walk, jump, march, hulk,  helicopter, frog, fly, conga, slow.
Note: The first 5 sounds in tracks 17 and 19 are played for the longest duration. The second and 3rd time they are played are shorter sound bites. IF you want to, feel free to teach the activity idea by only using the first 5 sounds over and over. This is done by pressing the track number, moving to the first 5 sounds and then returning to the beginning of the track. Easy! Sometimes I pause the CD to help the kids focus. Sometimes I press “rewind” the sound in an effort to actually prolong it. But my kids rarely need this. You can also do this one seated, or moving in front of your chair.
It’s a goodie.
 
 22. SOUND OFF GOODBYE
 
There are no chords in this song. Just keep a ///-   rhythm.
 
Everybody count to four.
 Pretty soon I’m out the door.
 / / / /        / / / /       / / / /        / / / /
Sing goodbye along with me.
All you’ve got to do is count to three.
/ / / ~    / / / ~   / / / ~   / / / ~
 Here’s goodbye from me to you.
But before I go let’s count to two.
/ / ~~   / / ~~    / / ~~   / / ~~
 I don’t want to go.
I’ve had such fun.
One more time lets count to one.
/ ~~~      / ~~~      / ~~~     / ~~~  
 I will miss you. Write me mail.
Play the *coda. Play the tail.
/ / / “`    / / / “`     / / / “`    / / / “`
 Key:  “ / ” means to clap/stamp/tap or move one time with the beat of the music.
         “ ~ ” means to rest; or refrain from moving for one beat.
           *Coda literally means “tail,” as in tail ending.
Purpose:  This song closes the session.
 Benefits: enforcing the skill of “audiation” or hearing the sounds/music in your mind( like Bingo or John Brown’s Baby). Its actually a pre-reading skill. 
It can be done with or without instruments. This skill takes attention, concentration, impulse control, and motor control because of its its sequence/pattern format.
 
Adaptations:   If the children are young or have difficulty doing this- show you their own ways of moving.  My littlest ones merely follow a one step direction and clap or tap on various body parts for all four beats of the verses.   I hide my hands behind my back or place them by my side with my preschoolers and chant along to help them; for example, “stamp stamp stop/now go”  with verse two.  I also pair movement that are easy with the timing. The order I use is clap, then tap knees, then stamp,  knock on my head and add a tongue click and lastly three quick claps.
 
 
 
 
 
 
 This collection of songs and activities would be a great example of songs for autistic kids, songs for children with autism, parents of special needs kids, parents of children with special needs,  music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, songs for auditory processing, songs for speech therapy and  music education lesson plans and more! Basically, it is for all children and the young at heart to enjoy. 
 
 
 
 
 
 
 
 

“SING!” CD LYRICS, CHORDS AND BENEFITS

1. OPEN YOUR MOUTH
 
C                                         Gsus  G
Open your mouth and sing “Ahhhhh.”

 C                                      Gsus  G

Circle your lips and sing “Ooooh.”

 C                                            Gsus  G

Show me your teeth and sing “Eeeee.”

                       Dm    C  Dm   C  Dm   C                Dm C    Dm  C  Dm  C

Now sing me “Ooo eee ooo eee ooo eee yeah.”   Ooo eee ooo eee ooo eee yeah.

                                   D

1.        Do you like music? 
                                                      F
           Do you wanna hear some music? 
                                                       Gsus  G
           Do you want to hear some music? (I do!)

                               D

2.        Say hello to one friend.  (Hello.)
                                           F
           And another one: do it again.  (Hello.)
                               D
           Reach out around the world  (Hello.)
                               F            Gsus   G
           Reach out boys and girls
Purpose: to open the session in a friendly, social, and successful  manner.
Benefits: to help children create the “ah,” “oo,” and “ee.” vowels  and articulate the “ooh-ee”  sound.
 ——————————————————————————————  
 
 
2. HEY MR. MONKEY 
 
     *F                    *C               *G        F                    C                 G           (Chorus)     
  Oo, oo oo.  Ah, ah ah.  Ee ee ee.    Oo, oo oo.  Ah, ah ah.  Ee ee ee.

 *F                C              *Bb     G    F                C                 D

Oo oo oo. Ah, ah, ah. Ee, ee, ee.  Oo, oo oo.  Ah, ah ah.  Ee ee ee,

G
swinging in a tree.

 C             G           Am               G         C     G       Am      D

Hey, Mr. Monkey livin’ up in a tree. A coconut is what I see.
Eb                                   Bb
Climb to the top and what do you think?
C                            D
Crack it open and take a drink.
C             G                    Am                 G        C           G                    C       D
Scratch your head and scratch your chin.    Stick out your tongue and pull it in.                            

 Eb                                   Bb                               C                                D

Scratch your side. Oh, what could it be? You’re turning into a chimpanzee!

 Bridge:

C                        G/B    D/F#          G     C                     G/B      D/F#         G
Livin’ in the circus. Livin’ in the zoo. Livin’ in the jungle. Livin’  true blue.
C                        G/B            D/F#  G    C                              A7       D
Livin’ in the trees is the best thing yet. I wish that you could be my pet!

 Benefits:    The children gain vocal and oral-motor experience as they sing “ah,”               “ee,” and “ooh.” They remember and sequence sound patterns.

 Other uses: The children can jump (or move/motion) during the verses, if they have an excess of energy.  Then, they sit and sing the chorus. You may even wish to pause and resume the CD and have the children dance and    “freeze” during the verses. Again, toys and puppets provide opportunities for all levels of interaction. Use the chorus to help                         articulation by adding different consonants in front of the vowels. 
———————————————————————————————————–
 
         
3. THE LEEWAY TRAIN
 
           E6
1. The Leeway train’s a-comin.’ -Chug chug chug.

     The Leeway train’s a-comin.’ -Chug chug chug.

    A7(add6)
    Nobody’s a-bummin’             -Chug chug chug.
                       E6
    When The Leeway train’s a-comin.’ Chug chug chug.
     D9         C#9             C9          B9             F#m7                                  B7           E
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.  (chorus)

 2. The whistle is a-blowing; Wheeeoooheeee.

     The whistle is a-blowing; Wheeeoooheeee.
    Wouldn’t you be knowing’ when the whistle is a-blowing; Wheeeoooheeee.
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.
                  E             C#m7      F#m7          B7
Chorus: Round and round the wheels are turning
                 E             C#m7      F#m7          B7
             Round and round the metal’s burning
                 E             C#m7      F#m7          B7
             Round and round the wheels are turning
              D9 C#9      C9 B9        E
             Get aboard the Leeway track.

 3. The engine is a puffin’ -puff puff puff. The engine is a puffin’ -puff puff puff.

    Trouble’s are a-nothin’ -with the engine all a-puffin -puff puff puff.
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.  (chorus)

 spoken: “Uh-oh. Someone put sneezing powder in my lunch! And what’s going on with this train?”

4.  Every one’s a-sneezin.’ (Ah-choo!)    Every one’s a-sneezin.’(Ah-choo!)

    Puffin- and a-weezin.” (Ah-choo!)   It must be the season. (Oh!)
    Now that you have got the knack, the Leeway train’s a-comin’ down the track.

 Benefits: This song helps the kid’s speech skills through making the appropriate sound effects.

 Other uses: It’s easy to motion to. For the first verse, rub your hands back and forth. Pull an imaginary whistle for verse two. For the third  verse, put your fingers together and touch your lips, then move them away from your mouth on the word puff. You may also do the same but position your hand perpendicular to your lips. And lastly, try not to sneeze too hard for the last verse! During the chorus roll your arms.
 
Variations: Have the kids sit behind each other train style. Discus what the children will carry in each “car.”  Have the kids decide on a kind of place to ship for  (like a music or pet store, or fast food place)
and choose what they’ll carry. This is good for categorization. Lastly, have the kids figure out where the train will stop and what they will see there (It will stop at the zoo and I’ll see elephants etc.)
—————————————————————————————————————————
 
  
 4. THE PUPPET SONG ( VERSION 1)

  D                                                    G

A little duck (quack, quack, quack) sat on a hill (quack, quack, quack).
             A7                                                                    D         
A little song (quack, quack, quack) came from his bill (Quack, quack, quack).
D
He quacked it soft (quack, quack quack).
G
He quacked it loud (quack, quack, quack).
                          A                 D
He quacked it for a ducky crowd.

 A little snake…  sat in the grass. He slithered through…the Sassifras.

He hissed it soft. He hissed it loud. He hissed it for a slithery crowd.

A little elephant … sat in the water… And there she did… just what he oughtter.

 She trumpeted soft. She trumpeted loud. She trumpeted for an elephant crowd.

A little cow …sat on some silk… and there she gave… some chocolate milk.

 She mooed real soft… She mooed real loud. She mooed it for a bovine crowd.

Benefits: Children connect an animal with the sound it produces.
   (I suggest using pictures, toys, or puppets to help make the activity more concrete.)
  Children vocalize the animal sounds.
  Children hear and produce loud and soft sounds.
 
For version two: Children repeat the short sentences featured in each verse.
   This helps increase memory and length of utterance.
   The children may want to draw or cut out their own pictures of the animals.
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5. TAP IT ON HOUR HEAD- – acapella version
 

           1. Tap it on your head.  Tap it on your head. Tap it on your head. It’s easy as can be.

Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.

2. Tap it on your foot. Tap it on your foot. Tap it on your foot.  It’s easy as can be.

Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.

3. Play it on your chin. Play it on your chin. Play it on your chin.  It’s easy as can be.

Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.

4. Play it on your leg. Play it on your leg. Play it on your leg. It’s easy as can be.

La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.

5. Tap it on your neck. Tap it on your neck. Tap it on your neck.  It’s easy as can be.

La-la-la-la-la.    La-la-la-la-la.   La-la-la-la-la.  La-la-la-la-la.

6. Tap it on your elbow. Tap it on your elbow. Tap it on your elbow.  It’s easy as can be.

Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.

7. Play it on your back. Play it on your back. Play it on your back.  It’s easy as can be.

Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.

8. Now do your own thing. Do your own thing. Do your own thing.  It’s easy as can be.

La-la-la-la.    La-la-la-la.    La-la-la-la.    La-la-la-la.

Benefits:  Helps to teach body part vocabulary and articulation/vocalization. The good thing about it being acappella is that the words are easy to hear and the feel of the music is gentler.

 Other uses: Tap twice after each short phrase.  Go ahead and sing other similar sounds during the artic portion.  This  portion is also a good time for older children to come up with their ideas about where to tap. 
——————————————————————————————————————   
 
 
6. VARIATIONS ON MISS MARY MACK
 

                E                                           B7

Miss Mary Mack, Mack, Mack. all dressed in black, black, black.
                     B7                                                                  E
With sliver buttons, buttons, buttons all down her back, back, back.
                              E                                                        B7
She jumped so high, high, high. She reached the sky, sky, sky.
                                           B                                                           E
And she didn’t come back, back, back ‘till the fourth of July, ly, ly.
Miss Betty Brown, Brown, Brown from Rockettown, town, town (likewise)

 Wore her jammies… upside down ….

She asked her father… for a dime and a dollar…

So she could hear… the birds all hollar.

Miss Sally Sue… all dressed in blue.. Took her pet eel…to the zoo

 When she got there…she shaved the bear..now all his fur…is wash and wear.

Mrs. Rita Red… jumped on her bed.. And she found sheets…in her bread.

 She found oatmeal…in her dresser drawers…now she don’t jump…there anymore.

Miss Yani Dello…all dressed in yellow… took a bath….in lemon jello.

She found a shark…in her bath tub…the sang this song…and fell in lub.

Benefits: This silly song not only entices children to repeat each short phrase, but invites them to discuss the absurdities.
 
Other uses: Have the children write their own verses, or provide an opportunity to fill in  (prepared) blanks and supply their own silly verbs, nouns, and adjectives.
————————————————————————————————————————–
   
 
7.  SING AN ECHO SONG

 Em               D     G      C            D        Em

Sing an echo song. Sing out loud and strong.
                       Em                       

                Ba-ba-ba    (Ba-ba-ba)

D

                     Ba-ba-ba    (Ba-ba-ba )
                     Em
 
                     Mah-mah    (Mah-mah)
                    B7
 
                     Mah-mah    (Mah-mah)
2. Go Go Go.   (Go Go Go.)
    Go Go Go.   (Go Go Go.)
    Co-Co-  Co- co- nut.   (Co-Co-  Co- co- nut.)
    Co-Co-  Co- co- nut.   (Co-Co-  Co- co- nut.)
  1. Choo-choo-choo.  ( (Choo-choo-choo.)
         Choo-choo-choo.    (Choo-choo-choo.)
         Shh-shh-shh.         (Shh-shh-shh.)
         Shh-shh-shh.         (Shh-shh-shh.)

 Da- da-da.     (Da- da-da.)

          Da- da-da.     (Da- da-da.)
          La-la-la.        (La-la-la.) 
          La-la-la.        (La-la-la.)
 
Benefits: This song is used to help children improve the ability to produce certain sounds, increase phrase          length, and improve auditory attention and memory.  All four skills are used by children as they put   words together in increasingly complex sentences.
           
Other uses: Sing along with the recording, and use other vowel-consonant combination,
        aka: syllables. Older children can tap the basic beat (1,2,3,4) during the                                                 
                chorus and the exact rhythms of the verses (la, la, la.)
————————————————————————————————————————-
 

   8. TDLN 50s Arctic Song

 The chords to the song are a repeated progression of    D-Bm-G-A 
 
Drum line: T-t-t-t-t-t   T-t-t-t-t-t   T-t-t-t-t-t  T-t-t-t-t-t
Bass line: Doe,  Doe doe doe…. Doe doe doe…. Doe doe doe
Back up: La la la la…. La la la la…. La la la la…. La la la la
Lead Melody: See below
 
D            Bm                                    G                      A

No, no, no, no, no.  Do you like broccoli on ice cream?

No, no, no, no, no.  Do you mix mustard in whip cream?
No, no, no, no, no.  Would you like syrup on your shoe?
No, no, no, no, no.  I would never stop loving you.

No, no, no, no, no.  Would you like spaghetti on a bun?

No, no, no, no, no.  Do you like green bean flavored gum?
No, no, no, no, no.  How about licorice in your egg foo young? Spell
Yes, yes, yes, yes.        You are my special one.
Benefits: To improve the ability to “Do-wop” and articulate the “T”, “D”, “L,” and “N” sounds.
  These sounds all involve placing the tip of the tongue behind the top of the upper teeth.
 
Other uses: The melody and bass track are positioned in the right speaker while the back up and drum             lines are in the left. If a child needs practice creating one of these sounds, the balance can be adjusted to the  right or left accordingly. Don’t be afraid to sing other syllables along with the recording. You can even simplify the lines (leave out the faster “does” or “las.”)
—————————————————————————————————————————
  
 
9. THREE LITTLE MONKEYS
 
Intro: Am G F E7 ( two measures rest ////////)
          Am G F E7
          Am G F E7

   Am                G                F             E7  AmG   F E7

1. Four Little monkeys  jumpin’ on the bed; one fell off and bumped his head.

     C                   G           F        E7    ( no chord )                                          Am   G   F    E

Mommy called the doctor- the doctor said “ No more monkeys jumpin’ on the bed!”
                                                                                                                       Am  G  F   E7
 
2. Three little monkeys jumpin’ on the bed;
    one fell off and bumped his head.
    Mommy called the doctor
    – the doctor said “ No more monkeys jumpin’ on the bed!”

 3. Two little monkeys jumpin’ on the bed;

    one fell off and bumped his head.
    Mommy called the doctor
    – the doctor said “ No more monkeys jumpin’ on the bed!”

 4. One little ( monkey sounds) jumpin’ on the bed;

    one fell off and bumped his head.
    Mommy called the doctor
    – the doctor said “ No more monkeys jumpin’ on the bed!”
Purpose:  To encourage use of sentences.
 
Benefits:  Also good for sequencing of ideas and understanding of lyrics as demonstrated by pretend play.
 
Adaptations:  Kids can pick up pictures of this story and put them in the correct order. This story can be acted out with children taking on different roles. Certainly kids can share doctor stories! Use pictures and give children a lesson on counting and one-to-one correspondence counting.
—————————————————————————————————————-
 
  
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.
——————————————————————————————————————————————–
  
 
11. THE VEHICAL SONG
       Dm                                                                      F

 A truck was driving down the road.  (Rummm.) 

Dm                                      F

A  truck was driving down the road. (Rummm.)
   Dm                           C                       Bb(maj7)            Asus A
A truck was driving down the road carrying a heavy load.
Dm                   Am  A7        Dm
(Rummm.) A truck on the road…

 A boat was floating in the sea.  (Toot!)

A boat was floating in the sea.  (Toot!)  
A boat was floating in/in the sea. A dophin jumped and winked at me.
(Toot!)   A boat on the sea…

 An airplane flew up in the sky.  (Whoosh.)

An airplane flew up in the sky. (Whoosh.)
An airplane flew up in the sky. we watched a flock of geese go by
(Whoosh.) An airplane in the sky.
.
A train was chuggin’ down the track.  (Choo-choo.)
A train was chuggin’ down the track. (Choo-choo.)
A train was chuggin’ down the track. I wonder when he’s comin’ back.
(Choo-choo.) A train on the track.

 A fire engine came along. (Whoo.)

A fire engine came along. (Whoo.)
A fire engine came along. He squirt me so I stopped my song.
(Whoo.) A fire engine song.
 
Benefits: vocalization and vocal play, imitation of common sounds, articulation.
 
Other uses: Have children choose instruments to represent each sound, and play during that  verse.
————————————————————————————————-
 
 
12. THE PUPPET SONG (VERSION 2)
 
The chords are identical to the Puppet Song version 1
 
1. A little sheep( baa baa baa.)  – Sang  “baa baa baa.”( baa baa baa.)
Sang for her Maw ( baa baa baa.) -And her Paw ( baa baa baa.)
She baa’d real soft ( baa baa baa.)  She baa’d real loud ( baa baa baa.)
 She sang it for ( baa baa baa.)  a sheepish crowd. ( baa baa baa.)

 2. A little goat   (na, na, nah. etc. ) – a Billy goat.  Sang his song     -from his throat.

He naa’ed real soft.  He  naa’ed real loud.  He wore his little gotee proud.

 3. A little pig (oink, oink, oink ect.) .  Just a baby one.  Oinked in the mud. All day for fun.

     She oinked it   a piggy crowd.

 4. A little lion (rrroar etc.)- had a little roar. And he kept tryin’– to grow some more.

He roared real soft. He roared real loud. He roared it for a fi-ne (fine/fyin’) crowd. 
  
Purpose: To elicit vocalization of animal sounds.
 
Benefits: This is necessary for speech and involves articulation of specified sounds.
 
Other uses: Use pictures of these animals.  Get the actual toy as this excitement and actual manipulable may motivate sounds and concepts.
———————————————————————————————
 
 
13. TAP IT ON YOUR HEAD FULL VERSION
 
             C                       F        C                        G      C                         F             C     G        C
          1.Tap it on your head.  Tap it on your head. Tap it on your head. It’s easy as can be.
                C                       F        C                     G      C                         F       C      G               C
          Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.  Hey, heh, heh, hey.
2. Tap it on your foot. Tap it on your foot. Tap it on your foot.  It’s easy as can be.
 Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot.   Fooh, fooh, fooh, foot. 
          3. Play it on your chin. Play it on your chin. Play it on your chin.  It’s easy as can be.
          Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.  Cha-cha-cha-cha.
4. Play it on your leg. Play it on your leg. Play it on your leg. It’s easy as can be.
  La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.    La-la-la-la-la.
          5. Tap it on your neck. Tap it on your neck. Tap it on your neck.  It’s easy as can be.
           La-la-la-la-la.    La-la-la-la-la.   La-la-la-la-la.  La-la-la-la-la.
6. Tap it on your elbow. Tap it on your elbow. Tap it on your elbow.  It’s easy as can be.
 Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.    Ehl, ehl, ehl, ehl.
          7. Play it on your back. Play it on your back. Play it on your back.  It’s easy as can be.
          Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.   Ba-ba-ba bah.
8. Now do your own thing. Do your own thing. Do your own thing.  It’s easy as can be.
  La-la-la-la.    La-la-la-la.    La-la-la-la.    La-la-la-la.

 Benefits:  Helps to teach body part vocabulary and articulation/vocalization. This version works with kids who need the extra stimulation to elicit attention. Also for older kids or for a party.

 Other uses: Tap twice after each short phrase.  Go ahead and sing other similar sounds during the artic portion.  This  portion is also a good time for older children to come up with their ideas about where to tap.
————————————————————————————————————
 
 
14. SING AN ECHO SONG   blank/fill-in verses
Em         D         G         C            D            Em
Sing an echo song. Sing out loud and strong….. (see song #7)

 Benefits: This version of the song is helpful because any sound can be filled in. This is good for oral-motor skills and articulation.

 Other uses:  Have the kids sing the first sound of their name, or the letter/sound  of  the week, or about the sound a sheep makes, or blow a kiss.  You can also vary the rhythm of the sounds such as
“bah. Bah. Be-be  bah.” Make little memory drills by singing such phrases as “be-bo-bay.”
If you don’t sing solo, then just speak these things over the music. Or hey, just listen!
——————————————————————————————————————————–

 

15.  GOODBYE NOW

D                G                D             A
Goodbye Goodbye Goodbye now.
D                 G              D             A
Goodbye Goodbye Goodbye now.
D                G               D               A
Goodbye Goodbye Goodbye friends.
D                 E7
Goodbye Goodbye
G             A D
See you again.  

 Goodbye Goodbye Goodbye now.

Goodbye Goodbye Goodbye now.

Goodbye Goodbye Goodbye friends.

Goodbye Goodbye

See you again.

Benefits:   This song is simple to sing for kids and makes it point. Encourage eye contact, waving, smiling, and singing when appropriate.  Change the words up for older kids and kids who can sing longer sentences.  For example:
“Music is over, good bye now” or “Thanks for the music, goodbye now.”
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
“This collection of songs and activities would be a great example of songs for children with autism, parents of special needs kids, parents of children with special needs songs for autistic kids, music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, songs for speech therapy songs, music education lesson plans and more! Basically, it is for all children and the young at heart to enjoy.”  
 

“MOVE!” CD LYRICS, CHORDS AND BENEFITS

 

 
 C                Dm      C     Dm     C        Dm  G
Everybody wave hello. Wave hello. wave hello. .
C                 F       C              G              C
Everybody wave hello. It’s listening time.
C                 Dm      C       Dm       C        Dm       G
Everybody Shake a hand. Shake a hand. Shake a hand.
C                F           C              G          C              ( G#)
Everybody Shake a hand. It’s listening time.
 
C#               D#m  C#    D#m  C#    D#m   G#
Everybody Sing hello, sing hello, sing hello
C#              F#      C #        G#          C#
Everybody sing hello. It’s listening time.
 
 Benefits: This song opens our time together and sets the stage for upcoming learning. Other uses:    Children can the the opportunity to follow three one-step directions, while reaching out to connect with other people.
—————————————————————————————————
 
   
2.  DOIN’ THE ROBOT DANCE
 
Cm
Touch your eyes. Touch your mouth.  Touch your teeth – both the north and south.
Ab7                      Cm
Rub your legs. Rub your arms.
Ab7                              G
Rub your chin, and do it with charm.
Cm                          Ab7                            Cm                                                Ab7
Wiggle your fingers. Wiggle your hips.  Wiggle your nose. Would you wiggle your lips.
F                         Ab7
Bend your wrist. Bend your arms.
F                                         D                                              (G)
Bend from your waist. Bend your legs with charm.
Cm
(Doing the Robot Dance.)  Pat your forehead. (Doing the Robot Dance.) Pat your back.
Ab7
(Doing the Robot Dance.) Pat your back tummy.
Cm
(Doing the Robot Dance.) M-m-m give your lips a smack.
Ab7                                                           F
(Doing the Robot Dance.) Shake your hands. (Doing the Robot Dance.) Shake your feet.
Ab7
(Doing the Robot Dance.) Shake everything.
               D                                                      G
/         /         /         /         You sure did neat.
Cm
(Doing the Robot Dance.) Stretch your arms. (Doing the Robot Dance.) Stretch your fingers.
Ab7
(Doing the Robot Dance.) Stretch your whole body.
Cm
(Doing the Robot Dance.) Let the feeling linger.
  Ab7                                                       F
(Doing the Robot Dance.) Spin your arms. (Doing the Robot Dance.) Stamp your feet.
Ab7
(Doing the Robot Dance.) Our song’s nearly finished.
     D                      G                                Cm
So sit in your seat. Sit in your seat.
 
Benefits: To improve auditory processing skills (listening and following directions.)
             The rapid-fire lyrics command attention and help children to learn the words
             associated with ways of specific body parts. Older children can move to the beat
—————————————————————————————————————————-
 

  3.  MOVE AND STOP

 E
Rub your tummy until the music stops. Stop!
A
Rub your tummy until the music stops.
E                                 G#7                     A
Rub your tummy until the music stops.
                   E                             B7                        A7                                        E
With your hands **and your feet**and your head goin’ knock, knock, knock.*
 
Scratch an itch until the music stops.
Scratch an itch until the music stops.
Scratch an itch until the music stops.
 With your hands **and your feet**and your head goin’ knock, knock, knock.
 
 Tug your ears until the music stops.
Tug your ears until the music stops.
Tug your ears until the music stops.
With your hands **and your feet**and your head goin’ knock, knock, knock.
 
Roll your arms until the music stops.
Roll your arms until the music stops.
Roll your arms until the music stops.
With your hands **and your feet**and your head goin’ knock, knock, knock.
 
Wave your hands up high until the music stops.
Wave your hands up high until the music stops.
Wave your hands up high until the music stops.
.With your hands **and your feet**and your head goin’ knock, knock, knock.
 
* means to clap, stamp, (and then knock on your head three times.)
 
Benefits:        Younger children can simply follow the one-step directions.
Children relate body parts with an associated motion.
Other Uses:    This song is also good for improving auditory attention skills, and motor/impulse control. Older children can perform the last line (three 1-step directions in rapid  sequence).
————————————————————————————————————————-
 
4.  STAND UP SIT BACK DOWN
 
   A                 D             A        A    E A       A               D              A
Everybody move your hands.                  Everybody move your hands.
A                                                                            E            A
Stand up. Sit back down.   Stand up. Everybody sit back down.
 A                   D              A        A    E A   A                D              A
Everybody move your legs.                   Everybody move your legs.
A                                                                             E            A
Stand up. Sit back down.   Stand up. Everybody sit back down
 .A                 D             A        A    E A   A                  D              A
Everybody move it smooth.                  Everybody move it smooth.
A                                                                             E            A
Stand up. Sit back down.   Stand up. Everybody sit back down.
 A                 D             A        A    E A    A                 D              A
Everybody move it bumpy.                  Everybody move it bumpy.
A                                                                            E            A
Stand up. Sit back down.   Stand up. Everybody sit back down.
 A                 D             A        A    E A   A                D              A
Everybody move it your way.            Everybody move it your way.
A                                                                             E            A                              
Stand up. Sit back down.   Stand up. Everybody sit back down.
 Benefits: To provide a positive outlet for a natural action of children, (to leave their seat.)
To foster learning of body parts and ways to move them.
Adaptations: Children move specified body parts as suggested by song.
Children move in creative ways within the confines suggested by lyrics
ie: how can you move smoothly? Any other ways? Can you move your partner in a smooth manner? Move smoothly with only one foot touching the ground….                                                                              
 
5. GROWL, GROWL, STOMP
 
        Dm                                               Gm     Dm        A7
The polar bear looks for her cubs with a growl, growl, stomp.
     Gm       A7        Dm
The polar bear looks for her cubs with a growl, growl, and a stomp.
     Gm                              Dm                                                     A7
She (they) breaks the ice, and catches a fish, and holds it in her paws.
Dm
She (they) eat it up, and goes to sleep in the land on Santa Claus.
 
 The baby bears roll in the snow with a growl, growl, stomp.
 The baby bears roll in the snow with a growl, growl, and a stomp. 
The polar bears throw the snow with a growl, growl, stomp. 
The polar bears slide down the ice with a growl, growl, stomp.
 
Benefits:This song helps with listening and pretending skills, both needed for cognitive development.Other uses:    It also stimulates attention (to the movements of the mother and baby bears,)
 as well as auditory anticipation and vocalization of “Grrowl!” The repetitive “growl,                                                                growl, stomp!) gives a sense of sequencing and energy/vocal release.
——————————————————————————————————
     
    
6.  THE YEE-HAW SONG!
  
D                                       G      D                       G       D       G     D
Clap your hands now. Yeehaw! Clap your hands now. Yeehaw! 
D                                       G   D     A7                                   D                           
Clap your hands now. Yeehaw! Everybody clap your hands.
 
 Stamp your feet now. Yeehaw! Stamp your feet now. Yeehaw! 
Stamp your feet now. Yeehaw! Everybody stamp your feet.

 Chorus:

G                                      D                     A                     D
Sing a song like the cowboys do. Sing along like you know who.
G                        D                                E                              A7
Sing a song. You know it’s true. It all comes down to yahoo!
Tap your chest now. Yeehaw! Tap your chest now. Yeehaw!

 Tap your chest now. Yeehaw! Everybody tap your chest.

Roll your arms now. Yeehaw! Roll your arms now. Yeehaw!
 
 Benefits: This song requires receptive understanding of body parts and associated movements, as  well as expressive use of the word “Yeehaw!”
 Other Uses:   Children can simulate the galloping sound of a horse by tapping their knees   during the chorus, or by pretending to ride a horse like a cowboy. Older children can perform the directive twice and sing “yeehaw!”
——————————————————————————————————————————-
 
 
7. MULTI-STEP BLUES
 
Come on and clap your hands.
Come on and clap your hands.
Clap your hands in the band.
Clap your hands.
.
Stand up and sit right down. Up and down. And clap your hands.
Stand up and sit right down. Up and down. And clap your hands.
Everywhere. All around.
Stand up and sit right down. Up and down. And clap your hands.
 
Shall we all share a shake. Share a shake.  Stand up sit down. And clap your hands.
Shall we all share a shake. Share a shake. Stand up sit down. And clap your hands.
No mistake to share a shake.
Give a shake. Stand up sit down. And clap your hands.
 
Hey, let’s all say “hooray!” “Hooray.” Give a shake. Stand up sit down. And clap your hands.
Hey, let’s all say “hooray!” “Hooray.” Give a shake. Stand up sit down. And clap your hands.
You can do it any ol’way.
Say “hooray!” “Hooray.” Give a shake. Stand up sit down. And clap your hands.
 
Its time to turn around. Turn around. Say “hooray!” Give a shake.
Stand up sit down. And clap your hands.
Its time to turn around. Turn around. Say “hooray!” Give a shake.
Stand up sit down. And clap your hands.
Turn around without a sound.
Turn around. Say “hooray!” Give a shake. Stand up sit down. And clap your hands.
 
It’s time to go to sleep. Go to sleep. Close your eyes. Breath calmly. Stay there for a while!
 Purpose: To improve ability to follow a (long) string  of quick one-step directions and control one’s actions (regulate behavior.)   Other benefits: body vocabulary and associated verbs, attention, backward sequencing of                                      directions, motor control and outlet for energy.
————————————————————————————————————————————
 

8.  OPPOSITE JAM

 N.C                  Dm           Am7                 Dm
Stand big as  a tree, and now show me little.
                           Dm          Am7                 Dm
Stand big as a tree, and now show me little.   (little instrumental on Dm-A)
 Dm         A7     Dm        A7
Big and little. Big and little.
                           Dm            Am7          Dm…..etc as above
Make a happy face, and a sad one, too.Make a happy face, and a sad one, too
.Show me happy and sad. Happy and sad
.Lift your arms up high, and flutter them down.Lift your arms up high, and flutter them down.
Lift up and down. Up and down.
 
 Move fast as a rabbit, and slow as a snail. Move fast as a rabbit, and slow as a snail.
Dancin’ fast and slow. Fast and slow.
 
Squeeze your body real tight, and now relax.Squeeze your body real tight, and now relax.  Squeeze tight. Relax. Tight and relax.    
 
Benefits: Helps facilitate the understanding of each concept individually (tall, small, happy, sad, lift, arms, up, flutter, down, fast, slow, squeeze, and relax) and in contrast to it’s opposite.
 Other benefits: body vocabulary and associated verbs, attention, backward sequencing of                                      directions, motor control and outlet for energy.
—————————————————————————————————————————————–
 
      
    9.  THE CATERPILLAR
 
     A(add 9*)     G(add 9)     A                      G
1. Tiny little caterpillar crawling on the ground.
     A                        G                       A                    ;
  Crawling up on grass and trees without a single sound.
      (same chords)
 2. Hungry little caterpillar chewing on the leaves.
 Up on top of bark and branches swaying in the breeze.
                                                      Bb Maj7                            Am7   
  1. 3.    (bridge)   Spinning little caterpillar make a chrysalis.
                                            Bbmaj7                                                   Esus7                E7
                                       A sleeping bag tucked all around you. Did you Picture this?
 
4. Sleepy sleepy caterpillar dreaming of the air.
    Sleepy caterpillar – imagine what’s up there?
 5. Wake up little caterpillar. Open up your eyes.
     Break out of your chrysalis. You are a Butterfly!
 
            6. (bridge) Flying freely butterfly, what can you see from the air?
                               Do you see clouds and the sun and the children below down there?
7. Last verse is on the word “Ooh.”
 
 Purpose: To stimulate pretending and other higher process thinking skills. To foster focus, bodily relaxation and the concept of slow.  Other uses: To teach about how a caterpillar turns into a butterfly.  Sometimes our lives can do the same. Making dreams come true.
 
  *The Chord G2 is the same as Gadd9.   A2 is Aadd9.
  You can interchange G with Gadd9     and A with Aadd9
——————————————————————————————————————————————–
 
 
10 . MOVE IT BY YOUR CHAIR

 

 Gmsus4                   Csus C               Gm7        Cadd2                 Dm7   Gsus/d G7
Move it in front of your chair.           In the front, in the front, right there.
 Cm              Cm/Bb    Ab    Gm7           C
1, 2, 3, 4,     5, 6, 7,    8, 9, 10.  Do it   again.
(Spoken: Alright, kids, let’s move it behind our chair.)
 
Gmsus4                   Csus C      Gm7                 Cadd2              Dm7   Gsus/d G7
Move behind your chair.        In the back, in the back right there.
Cm              Cm/Bb    Ab    Gm7            C
1, 2, 3, 4,    5, 6, 7,     8, 9, 10.  Do it     again.
 (Spoken: Ok guys, let’s move it over our chair.)
 Db                          C       Db                                C
Move it over your chair. Way up; up high over there.
Bb      F               Ab            Eb         Gb Db G7sus
        Over there. Over your chair. ….
 
 (Spoken: Now think of a way to move on the side of your chair.)
 Gmsus4                                 Csus C       Gm7             Cadd2       Dm7   Gsus/d G7
Move it on the side of your chair.         On the side. On the side right there.
Cm              Cm/Bb    Ab    Gm7           C
1, 2, 3, 4,    5, 6, 7,     8, 9, 10.  Do it     again.(Spoken: The last way to move is under your chair.)
Db                              C       Db                                           C
Move it  under your chair. Underneath, underneath right there.
Bb      F               Ab            Eb         Gb Db G7sus
        Over there. Over your chair. ….
(spoken: Alright, Let’s see how you can move!)
 
Benefits:        Aids in experiential learning of the concepts: in front of, behind, on the side,
over, and under.
Other Uses:    The children learn about spacial relationships (prepositions) and counting
 while dancing freely to a lively beat. You may want to pause the CD after each direction is  sung, help the children to the correct location, and then resume the music and dancing.  The children can relax and listen to the fading drum beats at the end of the song.
———————————————————————————————————————————————
          
 
11.   ONE-STEP BLUES
 
Come on and clap your hands.
Come on and clap your hands.
Clap your hands in the band.
Clap your hands.
.
Stand up and sit right down. Up and down.
Stand up and sit right down. Up and down.
Everywhere. All around.
Stand up and sit right down. Up and down.Shall we all share a shake. Share a shake.
Shall we all share a shake. Share a shake.
No mistake to share a shake.
Give a shake.Hey, let’s all say “hooray!” “Hooray.”
Hey, let’s all say “hooray!” “Hooray.” .
You can do it any ol’way.
Say “hooray!” “Hooray.” Give a shake.
Its time to turn around. Turn around.
Its time to turn around. Turn around.
Turn around without a sound.
Turn around.
 
It’s time to go to sleep. Go to sleep. Close your eyes. Breath calmly. Stay there for a while!
 
 Purpose: This song provides a deal of time to process the meaning of verbs and related body parts.
Other Uses: Children can carry out the one part direction to the timing of the related sound effects. This is good for auditory attending and memory.
——————————————————————————————————————————-

 

12.  THINKING SONG  -version one: chords
  
A                                                                                                           E7
Put your foot on your foot. Hmm.  Put your foot on your foot. Hmm.
A                                              D7                                                A                  E7      A
Put your foot on your foot. Dirty socks are black as soot. Honey, oh baby, mine.
  A                                                                                                                            E7
Put your elbow on your elbow. Hmm. Put your elbow on your elbow. Hmm.
  A                                                       D7                                   A                      E7     A
Put your elbow on your elbow. You try to rhyme elbow! Honey, oh baby, mine
 
D                                                         A          A                                              E            
Put your elbow on your knee, honey. Put your elbow on your knee, baby mine.
A                                                     D7                                         A                    E      A
Put your elbow on your knee. Keep it there ecstatically. Honey, oh baby mine!
 
Bb                                                                                                                      F7
 
Put your wrist on your chin, now honey. Put your wrist on your chin, baby mine.
  Bb                                         Eb                                                    Bb          F7     Bb
Put your wrist on your chin, under where the food goes in. Honey, oh baby, mine.
 
Eb                                               Bb                                                     F7
Put your fingers on your side. Hmm. Put your fingers on your side. Hmm.
Bb                                             Eb                                                  Bb              F7     Bb                           
Put your fingers on your side. I am just so glad you tried. Honey, oh baby, mine.
 
 Benefits: To help teach body parts and simple problem solving.
Other uses: Older children can pretend to rock a baby each time they hear the words“baby”, and “honey.”They can also alternate or switch sides of the body each time a direction is given within a verse, as this is good for integrating sides of the brain.
 
The song is actually recorded starting in the key of Bb. If you choose to play chords along to the CD you can read in the key of A major with a guitar capo on the first fret. If you want to play along with no capo you can transpose in the following manner:
 
 All As are really Bbs.
All E7s are really F7s.
All Ds are really Ebs.
All Bbs are really B.
All F7s are really F#7s.
All Ebs are really Es.
———————————————————————————————————————————————-
 
 
13. STAND UP, SIT BACK DOWN  (version 2)
 
The directions to the song are easier to understand and less the accompaniment is less distracting.
————————————————————————————————————————————————-
 
 
14.  THINKING SONG  -level two
 
(Same chords as “Thinking Song -Level One.)Put your foot on your foot. Hmm. Put your foot on your foot. Hmm.
Now put your foot on your ankle-in the shape of a quadrangle. Honey, oh baby, mine
 
Put your elbow on your elbow. Hmm. Put your elbow on your elbow. Hmm.
Now put your elbow on your  knee. Keep it there ecstatically. Honey, oh baby, mine.
 
Put your chin on your knee. Hmm. Put your chin on your knee. Hmm
. Now put your chin on your shoulder. It’s as big as a boulder. Honey, oh baby, mine.
 
 Put your shoulder to your ear. Hmm. Put your shoulder to your ear. Hmm.
Now put your fingers on your back. Eat a hamburger snack. Honey, oh baby, mine
Put your wrist on your neck. Hmm. Put your wrist on your neck. Hmm.
 
Now put your nose on your toes. Perhaps to all ten of those. Honey, oh baby, mine.
Benefits:  This song fosters listening and creative problem-solving. It requires knowledge of body parts and quick deciphering skills.
 Other uses: Older children can pretend to rock a baby each time they hear the words“baby”, and “honey.”They can also alternate or switch sides of the body each time a direction is given within a verse, as this is good for integrating sides of the brain.
————————————————————————————————————————————————
 
 
      15.  GROWL, GROWL, STOMP   (instrumental version.)
 
Just nice to listen or sing along to.
——————————————————————————————————————————————————
 
 
 16. MUSIC TIME IS OVER
 
*If you can’t yet play the trickier chords in the progression, just play the letter name of each chord- don’t worry about the bass notes or add9s.  
 
C                      F(maj7)            Am    G/b   C                  F(ADD9 TO F)
 Moving time is over.              We     had   fun. Good bye.
G        Am       G/b    C                F(ADD9)   C Fmaj7       C Fmaj7
Hold hands and     sing “Goodbye, my    friend. Goodbye.”
 
Music time is over. We had fun. Goodbye.Hold hands and sing “Goodbye, my friend. Goodbye.”
Last time on: Ooooh.
Benefits: This peacefully ends the listening time.
 
Other uses: This song naturally lends itself to swaying, rocking, and holding hands.
         Everyone can end on a positive, social, successful, relaxing note.
 
 
 
 
 
 
 
 
 
 This collection of songs and activities is a great example of songs for autistic kids, songs for children with autism, parents of special needs kids, parents of children with special needs,  music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, music education lesson plans, songs for speech therapy songs,  and more! Basically, it is for all children and the young at heart to enjoy!