I did not shed a tear or hide beneath my bed , E7 Am Though the monster looked at me and this is what he said: C Dm
He said “Wubba wubba wubba wubba woo woo woo.” G7 Am Wubba wubba wubba and a doodly do C F C G F C
He sang “Wubba wubba wubba” so I sang it too. Do not wubba me or I will wubba you . C G F C Do not wubba me or I will wubba you. 2. Told the monster in the mirror, “No, I am not scared.” Then I smiled at him and thanked him for the song that we had shared.
Well, the monster thanked me too, he smiled right back and then the monster in the sang his song again. 3. If your mirror has a monster in it, do not shout. This kind of situation does not call for freaking out And do nothing that you would not like to see him do ‘ Cause that monster in the mirror he just might be
-Goal Area: language (this is also a good “speech therapy” song.) -Objective: Kids think of and create the sounds of Halloween characters. -Materials: lyrics -Method: Do it. -Adaptations: (optional) Remember, you don’t want to scare any of the children! S-ubmitted by: (optional name and email) Margie La Bella of musictherapytunes.com -Tune: “Joshua fit the battle of Jerico” -Lyrics: Am E7 Am E7 Am Sing a song for Halloween, Halloween, Halloween. Sing a song for Halloween. Sing it like a ________. (Then continue making that sound for the verse. Same melody)
-Realm: Music therapy activities for young early intervention and/or preschool children
-Goal Area: language and social
_Name of Activity: Janice’s Hello Song
-Objective: Children will establish and maintain eye-contact, wave, and sing hello to the therapist.
-Materials: Hello, Hola! by Janice Buckner (On her “Learning Skills for Little One’s” CD see Janicebuckner.com)
-Method: Sing along and modify as per needs of child/group.
Use this tune to teach other skills by simply substituting lyrics.
-Submitted by: (optional name and email) Margie La Bella of music therapy tunes
Lyrics,chords, solfege, melody used
C F C G C F G C
Hello, Hello (rest rest) Hello, Hello (rest rest) Hello, Hello (rest rest) It’s music time.
Mi do mi fa mi do mi re mi do mi fa fa mi re do
Move to the music and sit when it stops.
Dance and freeze in place when the music stops.
Dance minimally when the music is soft and grandly when loud. And stop.
Dance and put a specific body part on a chair when the music stops.
Freeze like an animal or character you are studying or reading about.
Freeze and connect to a partner. Same part to same part. (Elbow to elbow…..)
Freeze like an object in the room like a chair, or pencil, or flag for instance.
Freeze like the something that rhymes with a word, like something that starts with a specific letter, or near to a particular color….
Freeze by the function of an object. What? Yes, this is great to increase conceptual and language learning in all kids, certainly including those with special needs. It looks like this: “freeze by the thing you sharpen pencils with.” “Freeze by the thing come in and go out from”….. or “the thing we can look out through!” Freeze like a preposition. Under something, over something, on the side of your chair, putting your right hand on your right foot. Bonus: Freeze like the leader.
Freeze games have stood the test of time and there is a reason. They are nutritious and great for our brains. Brains always seek more sophisticated stimulation. Here are some of the frozen benefits. Freeze are great games because they require the recognition of sound verses silence, give and take, interest in the “other,” listening, auditory processing, concentration and attention, bodily control and coordination, imagination, and expectancy. The game is also good for waiting and impulse control, building all types of language, conceptual and pre-academic skills, social skills and more. These skills are all used for higher emotional and academic intelligence. All of that — and they’re fun to play.
Making Transitions easier for kids
Transitioning a bunch of kids from one activity to another can be stressful for the students and hence the teacher as well. Some kids really need advance notification that the thing they are doing will change. They may become anxious, fearful, or angry when they have to stop doing one thing and go with the flow to the next activity. We sometimes tell our students that they’ll clean up in three minutes, then in two, then in one and then we go for it. Other children do well with pictures of the parts of their day displayed on a large board. As the class moves from event to event we remove the pictures thereof. This is a significant help to children who feel anxious, need a lot of structure, and/or are on the spectrum.
Singing is a great way to initiate a transition. Singing gets a child’s attention, and the familiar words help them focus and become the first part of the transition. Either way, just a spoonful of singing makes the transitions go down much better. Here are three of my favorites:
Put your finger on the wall, on the wall. Put your finger on the wall, on the wall.
Put your finger on the wall when we’re walking down the hall.
Put your finger on the wall, on the wall. (Tune: If you’re happy and you know it.)
It’s clean up time everybody. It’s clean up time right now. If I help you and you help me,
Then we’ll get ready for _______.
(Tune: Miss Lucy had a baby, she named him tiny Tim….)
Circle time is almost done, almost done, almost done.
Circle time is almost done, then we’re gonna go to ______.
(Tune: Buffalo girl won’t you come out tonight, come out tonight, come out tonight….)
Of course, you can make up your own songs, but that’s another blog!
– Margie La Bella
General types of activities and variations I do with my kids,who contend with language, communication, learning difficulties… ages: 2-12.
- Circle dances.
- Instruments -general rhythm instruments, homemade instruments.
- Songs with motions/movements/signs.
- Role playing/pretending/pretending.
- Lyric discussion.
- Lyric/Song writing… adapting songs, fill-in-the-blank songs, mad lib songs
- Story writing to music. Accompaniment to a story.
- Singing activities.
- Specific concepts taught through music.
- Auditory identification of sounds.
- Auditory attention span, discrimination and memory.
- Relaxation or coping strategy experiences.
- Guided imagery (very light unless done with a pro.)
- Finger plays.
- Adaptive instrument lessons.
- Call-response activities.
- Drawing to music.
- Improvising of every kind; instruments, dance, vocals.
- Dancing to live or recorded music.
- Play instruments in turn and cooperatively (ie: divide up a drum set and share the beat.)
- Mirroring/imitating activities.