“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!)
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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.
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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.     
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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.
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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.)
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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
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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.
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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.
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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.)
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    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. 
 
 
 
 
 
 
 
 
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