“In the Winter Time, when we’re feelin’ Fine” winter activity music therapy song for children

-Age: 2 to 10+
-Goal Area: language, creativity, attention, memory
-Objective: Kids move and/or sing along to song. They come up with their own winter activities and incorporate their answers into the lyrics and actions.
-Materials: Variation of “Down by the Sea” by1991 Smilin’ Atcha Music, Inc.
Written by Red and Kathy Grammer from the recording Down the Do-Re-Mi
-Method: Sing and Do. This works best when the children are given choices of activities to choose from ie: drawings!
Of course the path and pace of the activity will determined by the group’s age and abilities.
-Submitted by: Margie La Bella of music therapy tunes.
-Melody and Words can be heard at (highlight link and right click) http://www.redgrammer.com/media/mp3/DownbytheSea.mp3
-This is an example of a backwards chaining song like “The 12 days of Christmas.”  

1. In the winter time, When we’re feeling fine.

We drink Hot Cocoa (gulp, gulp or blow air 2 times)

Isn’t it wonderful. Isn’t it fine (just) chillin’ out in the winter time.

—————————————–

2. In the winter time, When we’re feeling fine.

We make angles in the snow (whush, whush)
We drink Hot Cocoa (gulp, gulp)

 Isn’t it wonderful. Isn’t it fine (just) chillin’ out in the winter time.

—————————————–

3. In the winter time,  When we’re feeling fine.
We throw snow balls (crash, crash)
We make angels in the snow (whush, whush)
We drink Hot Cocoa. (gulp, gulp)

 Isn’t it wonderful. Isn’t it fine (just) chillin’ out in the winter time.

——————————————-

4. In the winter time,When we’re feeling fine.

We wear hats and gloves (push, pull)
We throw snow balls (crash, crash)
We make angels in the snow (whush, whush)
We drink Hot Cocoa. (gulp, gulp)

 Isn’t it wonderful. Isn’t it fine (just) chillin’ out in the winter time.

————————————————-

5 In the winter time. When we’re feeling fine.

We watch videos (look, look)……..

“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……

How to Use this Site VIDEOS: Great Winter songs for preschool, kindergarten, early elementary aged kids / children

Hi everyone,

Just wanted to post this to let you know that I have some great videos that serve as great ideas for viewing, but also as activity ideas. The videos either have the chords and lyrics showing during the video or are in the comments section.  They can supplement a lesson or serve as a starting off point

Here is a video of “The Wolf Cub” song. The music is mysterious and beautifully moving and the topic deals with getting lost. But the ending is happy, so don’t worry.  My 4 year olds are able to follow along and even discuss the lyrics.  http://youtu.be/nLg2hipHkCw The next video shows how to move along to the video.  Really, the words suggest how to move, but a video is always helpful.  http://youtu.be/2TYx3vMcqtk

You’ll want to check out my other videos for your own amusement and for use as teaching tools for your kids/class. Below are the words, chords, and uses for the Wolf Cub song- which are found on this site under the Lyrics Pages. This song is from the Sing CD.

 
10.  THE WOLF CUB
 
The only way I could write out both the words and motions was to underline the words. If it is not underlined, then the words describe the related  motion. When you listen to the lyrics, it is easy to imagine the motions. I do have a video on my video page with the motions – if you care to reference it.    Chords are the same from verse to verse. 
 
Intro: Am//   Fmaj7//   G //   Am/ G
       Am                              C                                                   Motions:
The wolf cub wakes up and he opens his eyes.                       Start by pretending to sleep and wake.
Am                 C/G            D/F#   G
He gives a yawn and a shake.                                                             Give a good stretch and shake awake.
                  Dm                                 Dm/C
He looks up at the sun and the snow falling down                           Point up to the sun and motion like a
               BbMaj7                       Gsus-G                                                   fluttery snow flake.
and he follows a little snow flake.
                          Am   Cmaj9    BbMaj7   Fmaj7   Am    Cmaj9       Gsus-G
(Chorus) Singing Oooooo ooooh,   Oooooo   oooooh,         Oooo  ooooo   oooooooh
 He walks over a bridge and under the trees.      (Hold one arm out horizontally in front of   you. Walk the other hand on                                  
                                                                                         …………
                                                                                           the “bridge.”   Then, hold one arm up vertically with   fingers spread.
                                                                                           Walk the other hand under the “tree.”)
 
He climbs up a mountain so high.                                                ( Motion hands up and over your head.(
Then back down he slides, and he looks side to side.             (  Sweep them down again and look side to
                                                                                                                side.)
And he said “I am lost!” and he cries.                                             (Cover eyes and pretend to cry.)
                          Dm        Dm/C        Dm/B       Bbmaj7
(Bridge) He cries “where is my mother, my father, my brother                      Put hand up above the eyes
             Dm                   Dm/C      Gsus-G                                                              and pretend to search.                             
          and where could my sisters all be.
   Dm                Dm/C           Dm/B
I know what I’ll do.      I will open my mouth.                                                   Put index finger to head.
       Fmaj7             C     Gsus-g                                                                            Open mouth.
And howl out a wolf melody!”                                                                            Hooooowl!
 The wind it does whistle and the trees whisper “whoosh”                   ( Sway arms over head.)
and the birds sing their song to the sun.                                             Use thumb and index finger to imitate a bird  in song.
                                                                                                                          
And the cub hears his mother and sisters and brother.                     Hold hand to ear.
A wolf howling band has begun!                                                              Get ready to hooowl!
       Abmaj7        G6add2
Last howl: oooooooooooooooooh!
 Benefits: Children vocalize the “ooh” sound of the wolf.
  Children act out the lyrics, and demonstrate an understanding of the concepts involved; open,      shake, over, under, up, down, side, and families. The children attend well to the idea that the fox is lost and scared. They are relieved when her family is reunited. It’s a natural opportunity to talk about families, safety, worries and comforts.

How to use this site: LYRICS pages – Polar Bear Winter song for preschool, kindergarten children / kids.

Hi! This is just a good opportunity to show you that there are some great lesson ideas incorporated in the Lyrics Pages. This particular song is under the lyrics for the Move CD. Just as it. Each song has lyrics, chords, and benefits/learning objectives.  These are usually listed after the song. The VIDEO link ( so you can hear the melody) is http://www.youtube.com/watch?v=biH48n5-qzY
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.
 
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.

“Yo Gabba Gabba Wiggle Song” music therapy / education action song for preschoolers, kindergarten, and elementary kids

-Age: 6-12 and younger
-Goal Area: motor skills, impulse control, motor planning, social, personal space, language, auditory skills
-Name of Activity: Stand Still (wiggle, wiggle, wiggle) from Yo Gabba Gabba
-Objective: Children express understanding of song’s concepts by moving to the directions (lyrics.)
-Materials: song “Stand Still”
-Method: Make sure everyone has room to move.
-Adaptations: Certainly the tempo, style, and lyrics can be changed to reflect needs and goals of your group.  Let the children think of ways to move.
-Submitted by: Margie La Bella of music therapy tunes.
-Melody: See “Stand Still” wiggle song for Music therapy on the video page. By Yo Gabba Gabba  https://www.musictherapytunes.com/wp/?page_id=20
Yo Gabba Gabba  Hold Still
 (Wiggle, wiggle, wiggle stop!)

 5 4 3 2 1

Verse:
D………E
Stand Still!
D
1. Wiggle, wiggle, wiggle- GO!

Wiggle, wiggle, wiggle- GO!

Wiggle, wiggle, wiggle- GO!

D……………………………………………………….E
Wiggle, wiggle, wiggle- STOP!    Stand still……
D
Wiggle, wiggle, wiggle- GO!

 Wiggle, wiggle, wiggle- GO!

Wiggle, wiggle, wiggle- GO!

D………………………………………………………..E
Wiggle, wiggle, wiggle- STOP!    Stand still……

 “Chorus”

C#m…………………………….E
Settle settle down. Settle down now.
………………….D………………………….A
We’re gonna get our wiggles out, get our wiggles out.
E
Time to settle down.
C#m………………………………E                               
Settle settle down. Settle down now.
D…………………………………………….A
We’re gonna get our wiggles out, get our wiggles out.
E
Time to play this game.   Stand still……

 2.   Jump, Jump, Jump – Go! (repeat 2x)

Jump, jump – STOP!    Stand still……
Jump, Jump, Jump – Go! (repeat 2x)
Jump, Jump, Jump – Stop! Stand still……
——————————————-
To chorus
——————————————–
3.  Dance, Dance, Dance- GO! (repeat 2x)
Dance, Dance, Dance- stop!
Dance, Dance, Dance- GO! (repeat 2x)
Dance, Dance, Dance- stop!

 

 

 

 

“Cinquain Poem” music therapy song writing activity for kids and adolescents

Age: 6 to 12 and older
Goal Area: emotional expression (verbal and non-verbal)
Name of Activity: Cinquain
Objective: Clients write and play a short sound poem
Materials: interesting instruments
Method:  Name your topic. Examples are: things we wish for, things we like, things we dislike, things we want…..  Teach the students what a cinquain is and help them to write one.  Students choose an instrument to represent their cinquain. They read/sing and accompany their poem. Discuss. 
Adaptations: The students play while the therapist reads.  
Submitted by: (optional name and email) Margie@musictherapytunes.com
A cinquain is a five line poem. The first line is one word. The next line consists of two words elaborating on line one.
The third line is three words long.  Fourth line is four words, and the fifth line is one word.

“Musical Zapper” social skills music therapy activity for kids

Age: 6-12 (all ages)
Goal Area: social skills (non verbal communication)
Name of Activity: Wink-out  or Zapper  (in the old days it was called musical murder.)
Objective: Kids conform with rules of game and try to figure out who is “the Zapper”
Materials: tone bells
Method: Therapist passes out bells to each student.  She puts one piece of paper for each student into a hat, writing the word “Zapper” on one piece of paper.  Everyone begins to play their bells. The zapper systematically begins to wink at group members to Zap them out.  When a player is zapped, he pretends to faint and falls over. The object of the game is for the students to guess the identity of the zapper.  The game repeats.
 Submitted by: (optional name and email)  Margie@musictherapytunes.com

“Sing with FEELING” emotional expression music therapy activity for preschoolers, school age children, and older

Age: 6-12 (I use it with my  preschoolers)
Goal Area: Emotional expression and language
Name of Activity: Singing with feeling
Objective: Kids name feelings and then act out bodily , facially, and vocally.
Materials: Any familiar kids song  (ABCs, We all live in a yellow submarine, Bingo- it’s up to you and/or the kids.) 
Method: Kids can pick a face or feeling and then sing the song while acting out the emotion
Adaptations: be sure to use songs appropriate to your purpose and age group. Who knows- this could start a good discussion with more verbal kids.
Submitted by: Margie Labella of music therapy tunes. 
This activity works well with younger kids too.  We don’t get to express certain emotions much in our culture-in a positive way. This activity  also tends to activate and focus a figity bunch of kids. 

“Conducting Exercise” for att’n span and social skills music therapy / special education lesson plan for children

Age: 6-12 (all ages, really)
Goal Area: Social skills: leading, following, attending, contributing
Name of Activity: Conductor
Objective: Kids will play their instrument when the conductor points to them.
Materials: Instruments interesting to the students.  I like to use tone bells or resonator bells with the fourth removed.
Method: Each student selects an instrument and one student is chosen to be the conductor.  The conductor points to the different instrumentalists and they play until he puts his arm down or behind his back to signal stop. 
Adaptations: Exaggerated movements can mean  to play loudly,  small movements can mean soft.  Related movements can signify  fast,slow, long and short (poking the air) music.  The game can also be done vocally, which is a blast and can help with expressiveness.  Try with pitched instruments to create a song and record. 
Submitted by:  Margie LaBella of music therapy tunes .com

“My Music tells you How I feel” music therapy song writing activity for kids and adolescents

Age: 6-12 and beyond
Goal Area: emotional expression and social skills
Name of Activity: My music tells you how I feel
Objective:  Students tell you how they are feeling, and portray that feeling on an instrument.
Materials: My music tells you how I feel by Margie La Bella
Method: Hand out paper and pencil. Students fill out the form and perform it for the class.
Adaptations: Class jams along with the student leader.  Change up the words to reflect feeling toward a situation.  Example:  I feel real mad when they fight.  Or I feel better when I play out my guitar.  Do an introductory verse on “My music tells you how I feel” then get person-specific. Make a class verse. Discussion can follow. 
Submitted by:  Margie La Bella of music therapy tunes
Chords: Blues progression
Words:
My music tells you I feel ________. My music tells you I feel____________.
Feeling come and feeling go. But I’ll tell you this I know.
My music tells you I feel______________.