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

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

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

Title: When I’m feeling happy.

Tune: Apples and Bananas

Words: Margie La Bella

………………………C……………………………………………….Dm7

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

…………………..G7…………………………………………….C

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

……………..C…………………………………….Dm7

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

…………………G7………………………………….C

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

—————————

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

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

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

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

—————————–

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

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

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

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

———————————–

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

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

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

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

*or whatever you’d like to describe

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

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

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

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

Tune: Comin’ Round the Mountain when she comes

Words: by Margie La Bella of musictherapytunes.com

Lyrics and chords: 

D

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

D…………………………………………..A

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

D……………….D/C……..G/B…..E

Our Feelings have a message to tell us.

A……………………………………………D

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

————————————-

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

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

Our Feelings have a message to tell us.

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

——————————————————–

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

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

Our Feelings have a message to tell us.

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

——————————————————–

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

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

Our Feelings have a message to tell us.

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

 

 

Self-Regulation take-a-breath Song for children by Margie La Bella of Music Therapy Tunes (uses conscious discipline techniques)

Conscious Discipline Hokey Pokey Breather

A good song to encourage and foster self-regulation/calming.

You take a big breath in…..

You take a big breath out….

You take a big breath in….

And again you let it out….

You can do the ___ breath.

You can learn to calm. (Or I’ve got no doubt, or Don’t need to shout or whatever works best for your group.)

That’s what it’s all about.

Think of different ways to breath and sing those types of breaths in the place of the word “big.” Sing about that particular way to breath. Our school sings about……

The big breath, the balloon breath, the snake breath (ssssssss,) the mommy breath (shhhhh) the spiderman breach (whoosshhhhhhhhh) and more.

 

A good song to encourage and foster self-regulation/calming.

check out the Conscious Discipline Website at http://consciousdiscipline.com/about/conscious-discipline-for-teachers.asp

 

 

 

 

Great song for a new School Year. Good for Conscience Discipline. “There’s No One Else Just like ME!” music therapy song activity for children

Goal: to improve self concept, joint participation, eye contact, body part vocabulary etc.

Source: It’s been handed down from person to person all the way down to me. Please let me know the writer so I can give credit where credit is sure due.

There’s no one else like me.

………….D……….G…AsusA…D

There’s no one else just like me.

………….D……….G…AsusA…D

There’s no one else just like me.

………..G……..OOOOO..D

Like me. Like me.

…………..A…………………..D…………G………….D

There’s no one else like me. Like me. Like me.

………….A…………………..D

There’s no one else like me.

–  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  =-

Middle section:

…………………….A……………………………D

From the top of my head to my wiggly toes.

……………………..A…………………………..D

From the back of my ears to the tip of my nose.

–  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –  –   –

 

……..G……….D………………A…………………..D

I’m me. I’m me.   There’s no one else like me.

……..G……….D………………A…………………..D

Like me. Like me. There’s no one else like me.

-Can follow up with Hap Palmer’s

“Oh, What a Miracle am I!”      https://www.youtube.com/watch?v=mFlVciz8aGs

and/or Laurie Berkner’s  “Me and My Energy.” https://www.youtube.com/watch?v=SEwW3lK-Vjo

 

 

 

 

The Bird Song; a quieting calming activity song with motions for music therapy / education for young children by Margie La Bella of music therapy tunes

cute head shot with head feather2

Up in the Sky Song Activity

This is a nice quiet centering song that tends to focus and calm the children.

It’s good after a more active activity or toward the end of a session.

Way up in the sky (jump high)
The little birds fly (flap arms)
While down in the nest (form nest with arms)
The little birds rest (hands next to head like napping)
Shhh! They’re sleeping. (stage whisper shh! say quietly they’re sleeping)

With a wing on the left (fold left arm under)
And a wing on the right (fold right arm under)
The little birds sleep (hands next to head like napping)
All through the night.
Shhh! They’re sleeping. (stage whisper shh! say quietly they’re sleeping)

The BRIGHT SUN COMES UP! (as in itsy bitsy spider)
The dew goes away (hands like tinkering on a keyboard)
Good morning, good morning, the little birds say (point to class members)

 

Optional 3rd stanza: Up comes the sun. Down comes the dew.

Good morning,   good morning, good morning to you!

or Good afternoon to you, you and you.

 

Melody is here: https://www.youtube.com/watch?v=D2IfK86PZvI

I learned the melody with a variation in the second line that goes like this:

g c e a,   d dc d c   or sol do mi la,   re re do re do where the 5th and 6th go lower than 1/do/c

 

 

 

 

 

 

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

Hi friends:

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

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

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

Goals of this activity would include:

1. Language Skills.

2.  Attention, focus, and cooperation.

3. Memory.

4. Self-control (impulse control)

5. Pre- literacy / Literacy

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

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

2 New Fall Goodbye songs for music therapy and music education by Margie La Bella of Music Therapy Tunes

-Goal Area:  Reciprocal greetings, opening session

-Name of Activity: So Long, goodbye, farewell.

-Objective: Clients will interact, at their highest level, with therapist.

-Adaptations: Pass around a mirror, or favorite instrument and adapt lyrics to suit kid’s needs.  Use PECs cards.  Get eye contact via a drum and reward the child with a chance to tap.  Use a scarf between you to simulate peek-a-boo and elicit eye contact and smiles.  Request eye-contact, a smile and a high five etc….

-Submitted by: Margie La Bella of music therapy tunes. An intern introduced me to this Music Together ending song.

– Words and chords: Words adapted by Margie

Tune: Good bye, so long, farewell. http://youtu.be/sZN9p7qFVOk

C……G…….Am………..C/G… …..     C………F………….C…..G

Music time is done, you know. Good bye, so long, good bye.

C……….G………Am…….C/G             .C………F…………..C…..

I’ll see you all real soon and so good bye, so long, good bye.

We had fun with instruments. Good bye, so long, good bye.

We sang our songs, and danced our dance. Good bye. So long, good bye.

 

Good bye to ______. Good bye to ______. Good bye, so long, good bye.

Good bye to ______. Good bye to ______. Good bye, so long, good bye.

——————————————————————————————————————-

-Goal Area: Reciprocal greetings, opening session

-Name of Activity:  I’ll see you next time.

-Objective: Clients will interact with therapist with their highest skill level.

-Submitted by: Margie La Bella of music therapy tunes.

– Words and chords:

Tune: Train is a-comin’   http://youtu.be/nI3YgO-IEL8

C……………………….F…….C

I’ll see you next time. Goodbye.

C…………………………F…….C

I’ll see you next time. Goodbye.

Am

Look in my eyes.

Em

Wave your goodbyes.

D………………………………F…..C

I’ll see you next next time. Goodbye

 

Summer Topic Song: “A hunting / camping/ fishing /sailing / swimming we will go” by margie labella of music therapy tunes

A hunting we will go.
Goal area: academic (bugs, bug habitats and their role in nature) language and turn taking
Materials: plastic toy bugs, (real bugs in a jar and a magfifying glass) or large pictures
Method: Each child either thinks of a bug, or chooses a bug from among the manipulatives.  Discuss that particular bug and sing.
Adaptations of the song include: see below the activity
   D
A-hunting we will go. A-hunting we will go.
                                       G
We’ll catch a __ and put it in a box.
        D                A            D
And then we’ll let him go.
Another song with the exact same write up would be to the tune of “Skip to my lou.”
Sample lyrics could include
An ant crawed up the tree. (Repeat 2x) That’s what you see outside/in nature.
A grass hopper jumped up high.    (As above)
A snake slithered in the woods.,,
 A worm wiggled in the dirt.,,,,
You can certainly prompt language discussion and objects within categories with this song.
 Ask “what did you see at the ____? ”  “What did you bring with you?” “What did you wear?”  “Who did you go with?”
“Who did/brought what?” and countless other questions.
Answers that you can sing back through the lyrics include:
Daddy brought a tent.  Daddy brought a tent.  We went camping and Daddy brought a tent.
We ran after fireflies.
We got lost in the woods.
We heard a giant bear.
The crickets by the tent went chirp, chirp, chirp.
Tom will bring the juice.
Please send in any activities or musical processes  that you use with children, adolescents or adults of all ages and abilities. These could be activities for use for kids, adolescents or adults that have autism, adhd, add, down’s / down syndrome, speech language delays, oral-motor issues, physical disabilities, mental health issues, conduct disorder, cerebral palsy and other issues that we human have to contend with.  I’m also interested in any activities for people dealing with health issues, dementia, Alzheimer’s, chemical dependency, other addictions, grief, cancer, pain management and any other life issue.  I have just installed a “spam” locator which means that I’ll actually get the mail as mail. Please email me at margie@musictherapytunes.com and put activity in the subject line. Give yourself (or the author/composer)  all the credit you want or remain anonymous. Thank you!! – Margie La Bella at music therapy tunes

“Polar Bear Circle Song” a music therapy social interaction song for children

-Age: 3-6+
-Goal Area:  social and language (receptive and expressive)
-Objective:  Children will sing the words and act out the song lyrics
-Materials: kids, song, and a place to designate as the bear’s bed.
-Method: One child is chosen to be the bear and lies in the center of the circle. The children hold hands and walk calmly around the sleeping bear. Children touch the bear with one finger and tap/shake until the bear wakes up and growls fiercely. (When the possible commotion abates, a new bear is chosen and the song begins again.)
-Adaptations: We sometimes choose two bears with larger groups.  Sing about a different type of bear ie: big brown bear, panda bear, grizzley… Use as an instrumental song to help develop the concept of loud and soft.
-Submitted by: Margie La Bella of music therapy tunes.
-Source: Unknown. Please let me know!
-Melody: See the solfege below OR sing with the melody to “Oh, Christmas Tree.” (see below as well.)
Words and chords:

 C     ………………….. G  …………………..  C                  G7             C

A  polar  bear, a  polar  bear is sleeping in  his/her cave.
g   c   c    c       e  d  d    d          f     e   c       d   b          c

 

C                                F        G                           C 
Please be   very   quiet. Please be   very quiet.
e          e     e   g     f   f      d          d       d  f   e   e 

 

C                          Dm
If you wake him if you shake him (her)
c   c     c       e      d   d    d        f   

 

C             G     C
He gets very MAD!   GroooooOOOwwwl!
e    c       d   b   c    
 
Oh, Christmas tree chords. Play one beat per letter or “/” symbol.

 C/G  C//   Dm/G  C//

Repeat the above

C// F//  Dm// C/G
C//  A7//  Dm/G C//
*
C/G means to play two beats of C and one of G: not  a C chord with a G bass note.

“Sequencing Movement Picture Dance” activity lesson plan for music therapy for Winter, Spring, Summer or Fall season.

Goal: to stimulate attention span and language development

Objective: Students will select a card, describe the card, and imitate the action depicted in the card. Students will perform the action suggested by several pictures in a row creating a dance movement pattern to a meaningful song.

Materials:  a song (I find instrumental is better bc the children don’t get distracted by the words,) mp3 or cd player, pictures depicting actions.

Method: Therapist calls a child and asks him/her to select a picture. The child identifies the action depicted and comes up with a related movement. The therapists asks questions regarding the picture and helps the student answer (who is that, what are they doing, he is moving his____? Show me how you do that.)  The therapist asks several students to select a picture and then encourages the children to do each movement in sequence – creating a sort of dance.  Put on the music (I like instrumental) and move along.  Remember that less verbal students can show comprehension by pointing, gesturing, or moving.  There are many ways to answer a question.  If you need help, ask a Speech therapist or teacher to guide you.

Adaptations: Have the pictures correlate with a unit or topic the classroom teacher or other therapist are presenting.  I often do seasonally related movements.  Being that it’s nearly January 2013, pictures can include zipping a coat, pulling on boots, making snow angels, throwing snowballs, drinking hot cocoa……