Other Uses: Young children can tap a moving tambourine or drum decorated with eye-catching streamers as you greet them, or they greet each other. They can also shake hands, gesture, or sign. Older children can perform two claps after each “Hey hello.” Discuss topics of 1.) What can I do that is special? 2.) How am I special? 3.) Things I didn’t think I could do, but did.2. MOVE IT TO THE MUSIC________________________________ Am Dm Am Dm I’m gonna move. I’m gonna move. I’m gonna move it to the music. Am E Move it ‘til the music says “Stop!” Am Dm Dm Move it to the music. Come on you can do it. Am Dm Am Dm Am E7 Am I’m a-gonna move, gonna move it a lot. Move, move, move it a lot.
I’m gonna shake.. I’m gonna shake. I’m gonna shake it to the music.Shake it ‘til the music says “Stop!” Shake it to the music. Come on you can do it. I’m a-gonna shake, gonna shake it a lot. Shake, shake, shake it a lot.
I’m gonna scratch. I’m gonna scratch. I’m gonna scratch it to the music.Scratch it ‘til the music says “Stop!” Scratch it to the music. Come on you can do it. I’m a-gonna scratch, gonna scratch it a lot. Scratch, scratch, scratch it a lot.
I’m gonna twist. I’m gonna twist. I’m gonna twist it to the music.Twist it ‘til the music says “Stop!”Twist it to the music. Come on you can do it. I’m a-gonna twist, gonna twist it a lot .Gonna twist, twist, twist it a lot
I’m gonna jump. I’m gonna jump. I’m gonna jump it to the music.Jump it ‘til the music says “Stop!” Jump it to the music. Come on you can do it. I’m a-gonna jump, gonna jump it a lot.
I’m gonna dance. I’m gonna dance. I’m gonna dance it to the music.Dance it ‘til the music says “Stop!” Dance it to the music. Come on you can do it. I’m a-gonna dance, gonna dance it a lot. Gonna dance, dance, dance it a lot. Benefits: One step direction/movement concepts of move, shake, scratch, twist, jump, and dance. Impulse and motor control via the stopping and starting. Other Uses: Dance with kids needing physical help. Use the pause button for longer “stops.” To add creativity: think of different ways to perform a single, specific movement ie: using only your elbows, up high, with a partner, mirroring a leader, in slow motion. Try performing the task under specific circumstances, if you are a girl, if you are a good swimmer, if your birthday is in June…. 3. I’VE GOT THE MUSIC IN ME__________________________________
Am F7 Am F7 E7I’ve got the music in me. Deep down inside of me. Am F7 Am E7 Am I’ve got the music in me. Listen to my knees tap.
Tap, tap, tap your knees. Tap, tap, tap your knees.
Tap, tap, tap your knees. Tap your knees with me.Benefits: This is a good song for following simple directions, and making fun sounds that can help with articulation and intelligibility. The last verse is especially for this. Other Uses: Discuss and investigate how our bodies are full of music and rhythm. Ask the children how to make hand music, or tummy drums, or nose music. Younger children can imitate a guitar playing during the chorus while older kids can incorporate as many signs as they are able. 4. BODY RAP____________________________________________________ I was walking down the street the other day to find some tapes that I could play.
I never supposed the store would be closed. No music for me? No way.
I was thinking about the electric guitar when suddenly I heard the honk of a car.
It gave me a thought-one that I bought. There’s music wherever you are.1. So I looked both ways when I crossed the street. When I looked down I heard my feet goin’…
2. That was good, but I wanted to rap. I saw my hands and they started to clap. Theywent….
3. That was better. I was no longer bummin’. I thought of my nose and my face startedhummin…And my hands went… And my feet went….
4.My whole body began to move, and suddenly my shoulders got in the groove….And my nose went… And my hands went… And my feet went….
5. More and more it started to spread. The next to go was my head…And my shoulders… And my nose… And my hands went… And my feet went…
Well, here’s my house and here’s my door. I’ve got to get quieted down one more.
Time to eat, put away that beat. But I’ll bring it back for sure. I’ll bring it back.Benefits: This song provides for great energy release and incorporates sequencing patterning, and memory skills. Other Uses: In addition to the suggestions under “I’ve got the Music in Me,” this song is quick and requires close visual and auditory attention. It can be done while sitting. Try dividing the kids up into specific movement teams, performing each task on cue and “freezing” as a group at the end of the song. 5. EVERYBODY TOUCH________________________________________ Dm(7) Am7 Everybody touch your head. Now touch your toes. Dm(7) Am7 Everybody touch your legs. Now touch your tummy.
Gm7 DmRoll your arms up. And roll your arms down. Gm7 A7 Roll your arms up. And shake them all around. 2) eyes-lips-shoulders-knees
4) teeth-hands-tongue- elbows
5) cheeks-chest-chin-ankles.Benefits: This song helps children learn various body parts and spatial concepts. Other Uses: The Karaoke version of this song is handy for teaching. The adult can fill in the musical blanks with whatever concept the children need to learn, for example: other body parts, simple directions, pointing to objects in the environment, balancing skills etc. 6. WE ALL HAVE FEELINGS_______________________________ C G C Everybody smiles when they feel happy.
Everybody smiles when they feel happy.C F C G Everybody. Everybody. Everybody. Everybody. C G C Everybody smiles when they feel happy. Everybody cries when they feel sad. Everybody cries when they feel sad. Everybody. Everybody. Everybody. Everybody. Everybody cries when they feel sad.
Everybody cries when they feel sad.Everybody cries when they feel Everybody. Everybody. Everybody. Everybody. Everybody cries when they feel sad.
Everybody stamps when they feel angry.Everybody stamps when they feel angry. Everybody. Everybody. Everybody. Everybody. Everybody stamps when they feel angry.
Benefits: This song assists the verbal and non-verbal expression of feelings.Other Uses: Children can sing, sign, draw, make corresponding faces, move, dance and/or choose and play instruments, along to the music. They can create stories, or just talk about feelings. The children can also create a feeling conga line or feeling mobile. On a more simple note, children can draw pictures on paper plates and hold them up at the appropriate time. 7. TWEET TWEET LITTLE BIRDY__________________________________ It is really tricky for me to format and differenciate the lyrics from the motions. The best solution is to underline the lyrics and NOT underline the motions. Motions are merely suggestions. Move according to the abilities of your kids.
A MotionsThe birdy sings (repeat) She shakes her wings (likewise) Open and close hand in front of mouth.
She wiggles her tail. She can swing. Bend arms at elbow and shake them.
Wiggle. Do a swing dance motion.
Tweet tweet tweet little birdy. Sing it out strong and/or clap on theA Word “tweet” then flap your arms on Tweet tweet tweet little birdy. The word “birdy.” E Tweet tweet tweet little birdy. D A Little birdy. Tweet tweet. A She flies up high. She flies down low. Motion likewise.
She turns around. Where did she go? (I don’t know.) Hold up hands to gesture “where?”A She makes a nest… She lays an egg. Pretend to build a nest and sit down.
She keeps it warm…with her feathers and her legs. Point to arms and legs.A The eggs all hatch… out the birdies come. Curl up on the floor as tightly as you can. A birdy batch…dancin’ in the sun. Break out of your shell. Dance! A She found some worms…She had good luck. Reach down to floor and find a pretend worm. The birdies say “yummmm” but you kids say “yuck!” Rub tummy, lick lips, and then make a “yuck face.” (Last verse: Bb chord. Last chorus: Eb Bb F Bb.)
Benefits: Vocalization, listening comprehension, pretending/abstracting.Older children can immediately echo each phrase during the short pause. This helps to develop sentence length and related memory. Other Uses: Try having the children take turns singing into a (toy) microphone. Everybody joins in for the chorus. Here is an example: CD: “The birdy sings.” Child(ren:) “The birdy sings.” She shakes her wings- “she shakes her wings.”This song can also be used to help children visually track and/or reach out to birdy toys and puppets. 8. EVERYBODY TOUCH YOUR HEAD KARAOKE/FILL-IN________ This version is a good opportunity to sing about whatever you need to. You could sing “Everybody touch your clavicle,” but don’t forget about “Everybody clap your hands,” or “Everybody shake your right knee.” “Everybody be an elephant, or “Come on kids sing kuh, kuh, kuh…(for articulation drills)” will work too. If the directions need repeating then just go ahead and sing the sentence twice.
9. Very Best Band_________________________D I was walking down the street and I heard a band; D G D G D A D the very best band that I ever did hear- the best band in the land.
1. And in that band I heard a drum….
2. And in that band I heard a drum…. and in that band I heard a maraca
3. And in that band I heard a bell… and in that band I heard a maracaAnd in that band I heard a drum….
4. And in that band I heard a bell And in that band I heard a tambourine…and in that band I heard a maraca… and in that band I heard a drum….
5. And in that band I heard some sticks… and in that band I heard a bell…and in that band I heard a bell…and in that band I heard a bell… and in that band I heard a maraca…and in that band I heard a drum…. E
- And everybody played at once
Other Uses: The instruments can e bought or made as a creative project. Activity: the children are given instruments and play them when their instruments is mentioned in the song’s lyric For children too young to wait, use the enthusiasm in ways that can enhance listening skills. Start and stop the music and use the volume control to create loud and soft music. (Pause in between volume changes.)
10. JUMP HIGH, TURN AROUND___________________________________D G D A Chorus: Jump high, turn around, clap your hands. D G A D Jump high, turn around, and clap your hands.
D GD D G A DGA1. Reach high to the sky. Reach down low to the ground below. D GD A Reach high and reach down low. D G D GD D G A DGA 2. March like a soldier in your place. Jog very fast like you’re very late. D GD A March like a soldier and jog very fast. D G D GD D G A DGA 3. Swing your hips from side to side. Wiggle all around like a bowl of jello. D GD A Swing your hips and wiggle like jello. Benefits: Children follow a sequence of three directions. Other Uses: Listening skills, following directions, energy release, Concepts: jump, high, low down , turn around, clap, hands, reach, up, down, march, jog, fast, swing, hips, side, wiggle. This song can also be down while seated. Children pretend to “jump” their feet, spring their arms around, and clap. 11. TEDDIES TO TURTLES/REGGAE TURTLES_____________________________ Teddy bear, teddy bear turn around. Teddy bear, teddy bear touch the ground.
Teddy bear, teddy bear shine your shoe. Teddy bear, teddy bear I love you.F Gm F Bb C F Gm F Bb C Turtles, turtles dunk a basket ball. Turtles, whoops you took a fall. F Gm F Bb C F Gm F Bb C Turtles, turtles dance to the rap. Turtles, turtles take a nap.
F Gm F Bb C F Gm F Bb CTurtles, turtles knock on the door. Turtles, turtles stamp on the floor. F Gm F Bb C F Gm F Bb C Turtles, turtles Play your guitars Turtles, turtles drive your cars. Turtles, turtles swim like a shark. Turtles, turtles hear your puppy bark.
Turtles, turtles you are dripping wet. Turtles, turtles ride your jet.
Turtles, turtles climb into bed and pull those covers up over your head.
Turtles, turtles turn out the light. Turtles, turtles ….turtles??? (Oh, goodnight.)Benefits: Following multiple directions, creativity, imagination (abstraction). Other Uses: Kids act out the words of song, and can add their own sound effects along. See if the children can remember the events mention in the lyrics. Discuss what they like to do and play, and who they like to see. Sing or read their list back to them and act IT out. Talk about real and pretend. 12. SHARING, CARING, MOVING AND GROWING________________________________ C F (add9) C Fm (add6) Sharing myself. Sharing with my friends. C F(add9) Dm (Dm/E Dm/F) Gsus-G Sharing with everyone around the world and then…
C F(add9) C Fm (add6)Caring for myself. Caring for my friends. C F(add9) Dm (Dm/E Dm/F) Gsus-G Caring for everyone around the world and then…. Moving with myself. Moving with my friends.
Moving with everyone around the world and then…Growing with myself. Growing with my friends.
Growing with everyone around the world and then..Benefits: This is a relaxing, beautiful song to sing and /or sign for children and adults. Other Uses: This song provides a good chance to think about ways we can be good to ourselves, our friends, our family and others. How have others been good to us? Just breath and enjoy the music. 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, songs for speech therapy songs, music for special education, songs for teaching kids, songs for day care centers, lessons plans for teachers, music education lesson plans and more! Basically, it is for all children and the young at heart to enjoy.