TOP 10 (plus) HALLOWEEN Songs for music therapy and music education activities for children

My top ten Halloween Activity Songs

1. The Monster Hoedown (slowed considerably) I have a video explaining how to do that. https://www.youtube.com/watch?v=SNir80Pj_hU
2. On Halloween Day on Halloween Night (changing some words depending on age group) https://www.youtube.com/watch?v=FxXH-M3jIrQ
3. It’s a Halloween Party by Frank Ledo http://www.amazon.com/gp/product/B003HJAJYS/ref=dm_ws_sp_ps_dp
4. Spooky Loo https://www.youtube.com/watch?v=ifjdkVrBlEI
5. The Dark Dark House (sometimes I change the last word Ghost to Toast to make it less scary for little folk.) https://www.youtube.com/watch?v=4x7ewDWR6NQ&feature=player_embedded
6. Laurie Berkner’s Monster Boogie Song https://www.youtube.com/watch?v=gi33uHCI51E
7. Werewolves of London (It has a Sweet Home Alabama feel and is great for vocalization on “ooOOooo.) https://www.youtube.com/watch?v=nhSc8qVMjKM  Also good for the “ooOOOoos” is “Skin and Bones” at https://www.youtube.com/watch?v=lOhYGxg460k
8. Mr. Billy’s “His Name was Jack.” https://www.youtube.com/watch?v=hpq1544B2UA
9. Moving to Grieg’s “In the Hall of the Mountain King” https://www.youtube.com/watch?v=dRpzxKsSEZg
10. On Halloween Night by Peter Allard and Sesame Street’s Monster in the Mirror https://www.youtube.com/watch?v=wNMwRH5UGYY

****Bonus songs *****are my two Halloween Song videos with 6 songs total. Check out:

https://www.youtube.com/watch?v=unDO0B-5i38

https://www.youtube.com/watch?v=vXkzTy7h72o

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Lastly, here is a list of Timeout NY’s  TOP 20 Halloween Songs http://www.timeout.com/newyork/music/the-20-best-halloween-songs

 

 

 

 

 

 

 

 

 

 

This has been a blog by Margie La Bella of Music Therapy Tunes on Halloween songs for use with  children, adolescents, and adults who contend with autism, add, adhd, down’s syndrome, down syndrome, ptsd, trauma, psychiatric issues,  learning disabilities, ld, cp, and all the rest of us on our journey. That about covers us. Thank you for reading.

How to play a song by Ear aka: How to figure out the Chords by Margie La Bella of Music Therapy Tunes

ON PLAYING BY “EAR”

This is a topic I’ve been very curious about and I’d love feedback from both trained and self-taught musicians, schooled, unschooled, classical, improv, other-taught etc

First of all, some people just have the “knack.” I started out on the clarinet at age 9 and played by ear two weeks later and was hooked.  Playing by sight is less natural and sometimes painful to me. People who can fluently do both may have it made in the shade.

Here are a few analogies that happen in my brain. I’d love to hear about yours. (No pun.)

 

In one way, it’s like walking. If I go into the spare bedroom, it’s a short walk and must be and is that way. The TV set is just further and to go there I have to cross a wide gap, but not as far as the garage.  It’s about mental placement.  Or it’s like sorting mail. The “A” letters go in this top pile because they just do.  The “Ms” go in the middle and they must. The “Qs” go a little further down the line.  Things have their place and they just must go there.  Spoons don’t go in the fork compartment.  Enough with that analogy.

 

Here’s how I approached picking out a chord progression from the radio before I took music theory.  Most songs just have patterns of chords. If a C goes to an F then a Dm, then there will probably be places where the same sequence of chords appears later in the song – –  Often over and over.  I guess my ear tried to pick out the bass notes and then used  the related chords (either major or minor); whichever the song sounded like. The Bass note is key here. The little bass decorative bass note runs are not in this mix. The louder, longer, more on (or nearest) the beat are the ones I’m talking about here. The bass line often plays the name of the chord.  A “G” chord will have a G bass note and so on.

 

After taking music theory and learning about I, IV,Vs and other chord progressions numerically, I saw the greater system.  This explained why Cs,F, and Gs were often together in songs just like As,Es, and Ds.  Most songs on the radio follow a 1,4,5,1 progression.  vi, VI, IV is also popular. Now, there are lots of  IV,V, vi,V in popular songs.

 

I’ll try to write about all those numbers later on.  But I don’t think in terms of numbers when listening to a song I want to figure out. I listen to the bass line. The introduction itself is like a little microcosm of the whole song. It usually contains both the majority of chords in the song and how they are strung together.

Once you have the intro figured out, most of the song will  be those very chords played over and over – or at least the chorus. Then you will have the sequence of verse-chords which stay pretty much the same from verse to verse.  Songs often have a “bridge” portion; that interest piquing different part after two verses that brings you back home to your beloved chorus.  Those chords may be different from the chorus or verses.

 

I sing along with the bass line then take it to the guitar or piano.   Those notes are usually played over and over and they often carry the (name of the ) chord. And that is your song.

Internet site song chords are often correct for the most part, but some leave a bit to be desired.  Try singing the bass notes to see if the chords are on the correct words and are based(!) on the correct note.  Fiddle around with some different related chords and that may bring the song to life for you.  Try using a chord from further on down the song.

 

[Shoot; that’s a whole other topic. How do you know when to even switch the chords if they are poorly placed on the screen? The new chord is often on the first beat of the measure or on the emphasized or longest word. Sometimes at the beginning of the sentence. On the word that the sound becomes different or moves. My ears just hear it. The color of the picture changes. Suddenly, there is a new shape, or texture.  One is a glass, one is a plate. Things just shift. How would YOU describe this?? Margie is curious! ]

If I’m really stumped by a chord I just find the bass note and play around with any chord containing that note.

I’d really like to hear how you all figure out melodies and chords. How do you get the job done??  What mental pictures can you sort of use to help explain your method?  Do you prefer reading or playing by ear?  And what do you use your music for/ to accomplish?

What’s your end result??  What technique do you use to improve your skills? And all that Jazz??  🙂

 

 

 

Submitted by Margie La Bella of music therapy tunes. com.

How to play songs by ear, playing by ear for musicians and “non-musicians” and is there such a thing, really…..

Dinosaur Dance “Walk the Dinosaur” music therapy & ed movement routine performance song for children and older children by Margie La Bella of music therapy tunes

Everybody walk the Dinosaur

-Age: preschool and up

-Goal Area:  attention, sequencing, memory, impulse control, fun, left right concepts, and left – right brain hemisphere stimulation.

-Objective: Folks will follow  the movement sequence of the dance/movment routine.

-Materials: Accompanying instrument, group, possible recording of song

-Method: Sing – demonstrate – do.  Our kids gravitated to the drumsticks playing the Boom chacka lacka. They got a kick out the words, as well. The topic is HOT with kids.  The verse’s movements are repetitive.  The chorus took time. For quite a while we just opened the door. They we spoke about all the silliness of walking a dinosaur. After that class we opened our “doors” and walked our pet dinos. Some time later, we were able to stamp on the floor as well. Some of the kids could do it, some couldn’t but it didn’t matter.  I actually had a class of  older 3’s perform this for their parents at graduation.  Old kids can jazz it up and make it more “current.”

-Adaptations: Slow the song down, adapt the motions to be more or less physical depending on your kids, your goals, and the purpose of the song.  Ours was to perform at graduation. Lots of programs have a dinosaur unit at one time or another.

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

-Melody and one version of routine with young children:  http://www.youtube.com/watch?v=9Or0-bwKowA

-Composer:Apparently, the original lyrics are not very child friendly. Luckily, Queen Latifa did her magic in “Ice Age 3” the movie. The original song was written by the band “Was, not Was” in 198

The recorded song moves quickly and has a bit of a repetitive verse.  I used some free programs (Audacity) to slow the entire song down and cut out one chorus at the end.

Here’s my video one  on how to do that.

http://www.youtube.com/watch?v=mBsi6CJDI1g&list=UUgrobQWPddNj_kjegxjgV8w

Lyrics to Walk The Dinosaur 

Boom boom acka-lacka lacka boom

Boom boom acka-lacka boom boom
Boom boom acka-lacka lacka boom
Boom boom acka-lacka boom boom

 

(We do this song seated. You can certainly stand if you want. Our group imitated the kids in the video and played air-drums twice then gave a hip shake for the acka-lacka booms.)

———————————————————————–
It was a night like this forty million years ago
I said I’ll be your friend, I go wherever you go
I heard the sound of drums
Didn’t know they where from
Wherever i was it started to buzz
And know I’m having fun

.  .  .  .

.  .. .. ..
(For this verse, we did “rainbow claps;” by clapping with both hands on the left side of the body, arching the right hand back to the right side then bringing the left hand to meet it and so ending with clapping both hands on the right side of the body.  Then visa versa.I’ll word it nice and sanely- – clap on one side, make the rainbow and then clap on the other side. )
Everybody walk the dinosaur (Both hands on the right side like dinosaur claws.)
You can do it, do the dinosaur (Both hands on the left side like dinosaur claws.)
Put your back into it, do the dinosaur (Claws on the right.)
they’ll be shocked, do the dinosaur (Claws on the left.)

———————————————————————————————————————–

Open the door, get on the floor ( Pretend to open a door, stamp your feet 3x)
Everybody walk the dinosaur (Pretend to walk your dino like a huge dog.)
Open the door, get on the floor (Repeat…..)
Everybody walk the dinosaur

———————————————————–

Boom boom acka-lacka boom boom….

————————————————————

I met you in a cave, you were painting buffalo
I said I’d be your friend, I go wherever you go
That night we split a rattlesnake and danced beneath the stars
You fell asleep, I stayed awake and watched the passing cars.

(During the second verse, we clap our hands under one leg and then the other throughout.)

—————————————————————————————————-

Each part is done the same for each repetition. If you use the music track, there is an instrumental portion during which we made faces and postures like 4 different dinosaurs)

Open the door, get on the floor…….

Everybody walk the dinosaur
Open the door, get on the floor
Everybody walk the dinosaur
Open the door get on the floor
Everybody walk the dinosaur
Open the door, get on the floor
Everybody walk the dinosaur

Boom boom acka-lacka lacka boom
Boom boom acka-lacka boom boom
Boom boom acka-lacka lacka boom
Boom boom acka-lacka boom boom
I

“When I’m Gone” Cup Song: 8 music therapy and ed variations for use with preschoolers, kindergarten, and teens and adults.

The Cup Song post
1- intro
2.- cup pattern method
3. words and chords
4. variations with differing populations
-Age: Various ages
-Goal Area: A variety of goals including coordination, sequencing, memory, frustration tolerance,
fine motor skills, creativity, cooperation, leadership, problem solving, lyrics discussion and many more.
-Name of Activity: “When I’m Gone” aka: the Cup Song featured in the move “Pitch Perfect.”  the song was written by A.P. Carter and is most recently sung by Anna kendrick.
-Objective:  Some objectives are written below
-Materials: Cups, music, and participants
– Medody: see this video:   http://www.youtube.com/watch?v=26Uftr-jWz4
—————————————————————————————————-
Lyrics and chords:
How to do the motions: a) http://www.youtube.com/watch?v=5bqjTVGnlBg
The rhythm of the cups sounds like this: ta ta ti ti ti (rest) ta ta ta.
Ta ta ta ta ta ta ta
How to Do the basic pattern:
Start with glass up side down
1. 2 claps (tat a)
2. hit top of cup 3x (ti ti ti)
3. clap once
4. pick up the cup (from the bottom, which is face up)
5. put it back down.
6. clap once
7. pick up the side of the cup – grabbing it (awkwardly) with your hand “upside” down.
8. tap the top of the cup to the inside of the other hand.
9. stand the cup right side up.
10. pick it back up silently with the other hand.
11. put the first hand down on the table.
12. put the cup back into position with your free hand, cross it over your resting hand.

——————————————————————————————–

Here is a trickier way b) http://www.youtube.com/watch?v=m5zuY4Nprk0, I don’t do it this way bc I already spent 500 tries learning the first way. My personal goal now is to sing and use the cups together.
——————————————————————————————————————-
 C
I got my ticket for the long way ’round
Am                            C
Two bottle ‘a whiskey for the way
F                          Am
And I sure would like some sweet company
G                                   C
And I’m leaving tomorrow, wha-do-ya say’
CHORUS —————————————–
         Am
When I’m gone
F
When I’m gone
C                             G
You’re gonna miss me when I’m gone
Am                  G
You’re gonna miss me by my hair
F                  C
You’re gonna miss me everywhere, oh
G                             C
You’re gonna miss me when I’m gone
———————————————–
C
I’ve got my ticket for the long way ’round
Am                            C
The one with the prettiest of views
F                   Am               C
It’s got mountains, it’s got rivers, it’s got sights to give you shivers
G                                  C
But it sure would be prettier with you
CHORUS —————————————–
         Am
When I’m gone
F
When I’m gone
C                             G
You’re gonna miss me when I’m gone
Am                  G
You’re gonna miss me by my walk
F                   C
You’re gonna miss me by my talk, oh
G                             C
You’re gonna miss me when I’m gone

 ————————————————————————————————

Play song with or without the video. Have kids just invent ways to make interesting sounds on their cups. (creativity, problem solving, attention to ask….)

Have sub-groups of children come up and experiment with creating sounds.Have the children come up and take turns leading one method of sound production of their cup. The group imitates. (social skills, cooperation, compliance, leadership, relinquishing roles……)

Invite the group to create their own 2,3,4 etc. step patterns. How many steps can they create, remember and perform? (memory, sequencing, creativity, cooperation…..)

Have the group invent ways to pass the cups among members as part of their routine.  Video of passing cups: http://www.youtube.com/watch?v=lr0FLbg7CRI   You could always just alternate between who plays their cups and who rests for a time. (focus, turn taking, cooperation, dealing with mistakes….)

Have the groups pass their cups to the person on their right or left only when they hear the word “gone.” (attention span, focus…..)

Of course there are some good discussions that can come about as a result of relating the lyrics to the people’s lives. This song could be about the loss of a loved one (or not-so-loved one) , appreciating aspects of  people in your life, and other related topics.  If you think your group could go deep on this song, be sure you feel comfortable processing feelings or have a support person there.  Play out your feelings.  Re-write the lyrics individually or as a group. ( verbal and non-verbal self expression, processing of emotions…….)

Please let me know how YOU use this song and activity with the people in your life.

 

Submitted by Margie La Bella of Music therapy tunes; music therapy and music education activities for children, adolescents and adults.

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.  🙂

5 More Graduation Songs for preschool through elementary aged children. For music therapy, music education, and beyond.

Hi everyone. Here are 5 more songs that are good for graduation and moving up ceremonies.

The original list of 20 great graduation songs for kids is right here at http://www.musictherapytunes.com/wp/?p=1343

1. Roar by Katy Perry: If you feel the lyrics are a bit too mature, feel free to adapt.  Haven’t used this song yet, but the chorus is appealing to kids.  I  imagine that motions can be ascribed to at least the chorus.   http://tabs.ultimate-guitar.com/k/katy_perry/roar_crd.htm

2. Happy: http://tabs.ultimate-guitar.com/p/pharrell_williams/happy_crd.htm

3. Walk the dinosaur: Cute routine and good teachable song chorus:

http://youtu.be/9Or0-bwKowA

4. Pete the Cat songs:Free mp3s of each song and story at http://www.harpercollinschildrens.com/feature/petethecat  You can even try making your own Pete the Cat’s Rockin’ in my School Shoes video featuring pictures and/or video of your students. IF you do that: get appropriate parental and school permission and related signed forms!

Ready for a Whole New World  Good lyric content for Kindergarten graduation.  Words may be tricky but can be modified.    http://youtu.be/Q5735xfDc30

 

This has been a blog by Margie La Bella of Music Therapy Tunes on 5 more songs appropriate for graduation ceremonies for  children, adolescents, and adults who contend with autism, add, adhd, down’s syndrome, down syndrome, ptsd, trauma, psychiatric issues,  learning disabilities, ld, cp, and all the rest of us on our journey. Thank you for reading.

Top 10 adaptive musical notation systems for use in music therapy / education activities for children, adolescents, and adults.

1. Enlarge regular music notation.

2. Color on actual music notation and have actual colors taped to the instrument.

3. Write in finger numbers on the actual music notation.

4. Rather than reading music, transcribe the notes into colors and then tape the related colors onto the respective keys/holes/bells ect.

* Many xylophones and other beginner instruments use the following color scheme:

c is red, d is orange, then yellow, green, light blue, dark blue, purple, white and the high c is red again. Boomwackers follow a similar color pattern, too.

5. Do the same with numbers. Code them: c=1, d=2 etc.

6. If separating out the melody between several players, (such as tone bells, hand bells, Orff-like instruments, boomwackers, etc – – color code each player’s sheet and have the students play when their colors and/or numbers is emplasized/ colored in/numbered/pictured.

7.  Simplify the arrangement by crossing/whiting out/deleting unnecessary material.

8. Have the students stand in musical scale order. They are to play when pointed to.

(Can anyone help me with the grammar!)

9. Same as number eight, but you position them where they can best see, follow, and perceive your cues.

10. Here’s a triple play:  Post the group’s music on the board and have prepared music reading sheets  whereby the students play only when their notes/chord/instruments are circled/colored/drawn.

*Also, if a person has the knack of “playing by ear” or listening and learning music

-that may be your best way to teach.  Don’t limit because of age or skill sets. I recently

worked with  two three-year-olds who just had the gift of playing by ear!

I’D LOVE TO HEAR HOW YOU ADAPT MUSIC!

 

 

 

 

This has been a blog by Margie La Bella of Music Therapy Tunes on the use of alternate

adaptive notation systems for children, adolescents, and adults who contend with

autism, add, adhd, down’s syndrome, down syndrome, ptsd, trauma, psychiatric issues,  learning disabilities, ld, cp, and all the rest of us. Thank you for reading.

My TOP 10 St. Patrick’s Day Music Therapy / Music Education activities for kids by Margie La Bella of MusicTherapyTunes.com

Top 15 Saint Patrick’s Day Activities

1. Seated folk dance using the song “Samsia” from “Lord of the dance.”

Here’s my write up of the moves:  http://www.musictherapytunes.com/wp/?p=1300

Seriously, this dance is good for preschoolers to geriatrics.

Here’s the video: http://youtu.be/ijNW-gd0SU4

2. Dancing like a Leprechaun. Post:  http://www.musictherapytunes.com/wp/?p=1292

3. John the Leprechaun. This song will be on my upcoming CD entitled “Songs at my Speed” under the name Dan, Dan invisible man. Here’s the post: http://www.musictherapytunes.com/wp/?p=1277

4. I love to use this holiday, as well as April fool’s Day to use songs that are about absurdities and use them as a language and concept building activity. Examples are

“The Elephant Song” by Eric Herman – truly magic for the kids. They love it. They “get” it. They discuss it.  http://www.youtube.com/watch?v=yihq8BIhL9c

5. My own “Miss Mary Makeover” is great for silly absurdities. It’s on my Sing CD track#6.  http://www.musictherapytunes.com/musicPlayer.html Short phrases can be either echoed and/or discussed.

6. TDNL Do-wop on Sing’s track #8.  Good for artic and any discussion on yummy/healthy/gross/inedible food.  http://www.musictherapytunes.com/musicPlayer.html

7. Music Together has a great song called “Allee Galloo.  http://www.youtube.com/watch?v=1hEKKI2B1Tw  You can dress it up for different ages. Good for vocal play and copying motor / vocal activity.

8. The Unicorn Song: Act out the animals in the chorus. And the phrases in each verse can be echoed.  http://youtu.be/h4bc9UwZsYs

9. The Rainbow song. Good for colors and signing.   See http://youtu.be/WD3-8ANlP58

10. And of course, all the old standards like “When Irish eyes are smiling,” “I’m looking over a 4 leaf Clover,” “Too-ra-loo-ra-loo-rai,” ” Macnamara’s band etc.

“It’s Thanksgiving” viral song for older kids gr8 for music therapy / education by Margie La Bella of music therapy tunes

-Age: 6-12 (+ or – depending on population,)
-Goal Area: Expressive language skills, discussion of Thanksgiving, Families, What really happens during the holidays, feelings, socialization, etc….
-Name of Activity: It’s Thanksgiving by Nicole Westbrook,
-Objective: Kids will sing the words, and/or discuss the holidays.
-Materials: Song
-Method: Sing and/or discuss
-Adaptations: Rewrite the lyrics, draw a Thanksgiving scene from their lives, talk about gratitude and/or wishes, make your own video of the song components, play the chords of the song, record it with the kids, give each child/group an instrument sounding one of the four chords in this song and play it as a group.   What can you think of? 
-Submitted by: Margie La Bella of music therapy tunes.
Here’s is my home made video of the song lyrics and chords. 
 
This song is very repetitive and predictable and a bit monotonous – BUT it’s cheery and the words are positive. This all makes for a great song choice for my particular kids who have difficulties with language.  The teachers get into the pop feel of this, too.  
 
http://youtu.be/NGPxnYVjnD0
 
Chords by MusicTherapyTunes.com
A……………D ……….F#m……………E
Oh oh oh. Oh oh oh. Oh oh oh. Oh yeah.
A……………D ………F#m…………….E
Oh oh oh. Oh oh oh. Alright. Come on
 
.A……….. ………..D ……………………..F#m……………. E
I’m wide awake. And I should take. A step and say thank you, thank you.

 

A………………….D …………………..F#m……………. E
The things you’ve done. And what you did. Oh yeah. Uuu, yeah.

 

——————————————————————————————A………………….. D…………….F#m…………..A/E……….A…………. D
December was Christmas. January was New Year. April was Easter.
 ………….F#m………….. E
 And the 4th of July, but now it’s Thanksgiving.

 

————————————————————————————————
A…………………….. D ……..F#m………………….. E
Oh oh oh it’s Thanksgiving. We we we we are gonna have a good time.
A……………………..D ……….F#m………………… E
Oh oh oh it’s Thanksgiving. We we we are gonna have a good time.

 

A………………………….D …………………F#m…………………… E
With a turkey, eh mash potatoes eh, and we..we we are gonna have a good time.
A……………………..D …………………….F#m………………… E
With a turkey, eh mash potatoes eh,  It’s Thanksgiving.  It’s Thanksgiving. (alright)

 

————————————————————————————————-
A………….. D …………F#m……………….E
School is out, I can shout, thank you, thank you, thank you.
A…………………………D ………………………..F#m… E
No matter how you do, no matter what you say, this is my favorite.
 
A…………… D…………….F#m…………..A/E……….A…………. D
December was Christmas. January was New Year. April was Easter.
 ………….F#m…………….. E
 And the 4th of July, but now it’s Thanksgiving.
A…………………..D …….F#m…………………………. E
Oh oh oh it’s Thanksgiving. We we we we are gonna have a good time.

 

A……………………….D ………………..F#m…………………….. E
Oh oh oh it’s Thanksgiving. (alright) We we we are gonna have a good time.
———————————————————————————————————

 

A………………………………………………………..D
Yo. It’s Thanksgiving giving giving and I’m trying to be forgiving. (come on girl)
…F#m…………………………… E
Nothing is forbidden. You know we I gotta have.
A……………………………
I gotta give thanks to you, and you, and you.
D……
Can’t be hateful, gotta be grateful.
.F#m
Gotta be grateful, can’t be hateful.
E
Mash potatoes on my – on my table.

 

A………………………D
I got ribs smelling up my neighbor’s cribs. (alright)
…….F#m…………………………………………..E
Can’t deny  Havin’ good times  We’d be laughing till we cry
A…………………………………………….D
It’s Thanks Thanks Thanks Thanksgiving
………………….A………………………………………..D
Come on It’s Thanks Thanks Thanks Thanksgiving. Give em Thanksgiving Yo! 

 

——————————————————————————————————

A…………………………D …….F#m………………….. E
Oh oh oh it’s Thanksgiving. We we we we are gonna have a good time.
A………………………..D ………………..F#m…………….. E
Oh oh oh it’s Thanksgiving. (alright) We we we are gonna have a good time.
A………………………………D ……………………F#m………………… E
With a turkey, eh mash potatoes eh, and we we we are gonna have a good time.
A……………………………….D …………………..F#m……………….. E
With a turkey, eh mash potatoes eh! It’s Thanksgiving.  It’s Thanksgiving

20 lessons to teach while Handing Out Instruments by Margie La Bella of MusicTherapyTunes.com

Feel free to email in or respond with your own uses!

1.  General cattle call. (Come on up and take one, everybody.)

2.  Call up children by names – teaches name awareness, id, attention, turns, waiting…..

3.  Call up children via their addresses – safety skills, general-self knowledge, awareness of self in the neighborhood and community.

4.  Call up children by phone-numbers; same goal as above. This is considered general pre-k knowledge.

5. Hold up pictures of the children or cards with their names written on them. Good for representation of self, self-image, word recognition.  Again, this is expected of all children entering kindergarten.

6.  Hand out a number card to each child and call them up by the numbers.

7.  Do the same for shapes. Again, this is considered part of the general knowledge fund expected for all pre-k children. Especially, now that we are all part of the Core Curriculum – – which is another subject altogether.

8.  Do the same for colors or positions/prepositions: come up if you are on the end, in the middle, wearing blue…..

9.  Have a student hold the instrument basket, go over to each child and let them take an instrument. Great for leadership, strength, language and other social skills.

10.  Have a student call up their classmates by name. My kids love to call the names into a little microphone. The auditory feedback provided via the amplification motivates even shy children to speak up at our school.

11. Call children up by describing their clothing. This fosters self and peer awareness.

12. Call the kids up by saying the first letter of their name, or first syllable/consonant.

13. Call them up by rhyming their names. This is a good pre-literacy, auditory skill.

(Fiddle dee diddle. Fiddle dee Dandrew. Come on up if your name is …..Andrew!)

14.  How about calling the kids up by conceptual catagories such as boys, girls, long sleeves, short sleeves, eye color, long and short hair etc. Good for self and other awareness, language concepts and generalization of such knowledge.

15.  By age/ birthday month

16.  By town.

17.  Ask the children “who wants this name of instrument?”

18.  Ask the children “whose turn is it (to take one?)”

19.  Make cards with pictures of instruments on the back. Have the children come up, choose a card and take the related instrument.  The symbolic visual representation communicates a meaning and is a precursor to reading. Make other devices with pictures of instruments on them and use for the same purpose. For example, tape pictures to a large cube box and roll as a dice. Do the same with a dreydel at Chanukkah time.

20.  Make a picture board with black and white line drawings, colored line drawings, actual pictures of instruments, or PECs pictures to use with children who can not communicate as effectively with spoken language.