“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.
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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
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  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).
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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.
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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!”
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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.
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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.
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    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
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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.
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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.
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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.
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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.
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      15.  GROWL, GROWL, STOMP   (instrumental version.)
 
Just nice to listen or sing along to.
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 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!
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

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