“Halloween Echo Song” for older kids. Short sentences. Good for Music therapy activities. By Margie La Bella of music therapy tunes

Goal Area: Turn taking, or group singing via expressive language Objective: Kids share the microphone and moment in the spotlight.
Materials: Mic and song
Method:  Sing a phrase in the mic, hold mic to child and have child repeat.
Adaptations:
1. I use this song as an echo song. Rather than repeat the last word of each phrase 3x, we repeat the whole phrase.   Shy children might just say “pass” or sing in a spooky voice. I don’t have trouble getting my kids to sing, but I never make a child sing solo. The alternative voice may be a little less stressful to some children. I also put little effects on the mic, such as echo, reverb, or chorus, to make a shy child’s effort more rewarding and less “intimate.”
2. You can have the children repeat the last word after you. But beware in both instances that you do not want to reinforce echolalia!!  You can talk about the song and Halloween costumes and safety afterwards and ask the children questions to stimulate real language.
3. This makes a cute performance piece.
4. Make up your own verses about the children’s fave Halloween characters.

 Source: “His Name was Jack” by Billy Grisack

Melody: Miss Mary Mack

 ……………E

His name is Jack, Jack, Jack.

 

………………….B7
His eyes were black, black, black.

 

………………B7
His face was orange, orange, orange.

 

……………….E
And that’s a fact, fact, fact.

 

Inside his head, head, head.
a flame was red, red, red.
and in the dark, dark, dark.
the children said, said, said:

 

“Trick or treat, treat, treat.,”
along the street, street, street.
They knocked on doors ……(continue to repeat twice as above.)
for something sweet…

 

to charm the hosts….
they dressed a ghosts,
monsters and ghouls….
to get the most….

 

All through the night….
under this sight….
he sat and watched….
still glowing bright\….

 

And that’s a fact, fact, fact.
His eyes were black….
His face was orange…
His name was Jack….

“Halloween Day, Halloween Night” Action song for older children by Margie La Bella of Music Therapy Tunes

Goal Area: Holiday energy release, and behavioral control.
Objective: Children will move like the character depicted in the lyrics. What’s nice about this activity
is that there is time after each verse to quiet down and pretend to sleep. This provides a structure
and helps kids gain control after vigorous movement.
Method:  Children are encouraged to move like the character and calm down and pretend to sleep.
Adaptations: Certainly change the lyrics if they are too scary! I do NOT sing the verses about scary things in their homes. Let the kids think of characters and how they move.  This song is requested over and over.
Source: “On Halloween day; on Halloween night”, by Steve Blunt.
Melody and Motions: http://www.youtube.com/watch?v=FxXH-M3jIrQ
……..Dm………..C…………Bb**…….A
1.The ghosts are sleeping in the attic,
……..A……………………………Dm
On Halloween day, on Halloween day!  (Repeat these two lines.)
………Dm…….C………Bb…..A
They all come out to float around,
…………………………………………….Dm
On Halloween night, on Halloween night!  (Repeat these two phrases.)
 
** (If you can’t play Bb, try a Dm)The skeletons are hiding in the closet,
On Halloween day, on Halloween day!
They all come out to dance around,
On Halloween night, on Halloween night!The witches are stirring up their brew,
On Halloween day, on Halloween day!
They fly their broomsticks all around,
On Halloween night, on Halloween night!The mummies are wrapped up in their tombs,
On Halloween day, on Halloween day!
They all come out to walk around,
On Halloween night, on Halloween night!

The bats are hanging in their caves,
On Halloween day, on Halloween day!
They all come out to fly around,
On Halloween night, on Halloween night!

The kids are all sitting down so nice,
On Halloween day, on Halloween day!
They all come out to trick or treat
On Halloween, on Halloween night!

 

“It’s a Halloween Party” song for music therapy / education students by Margie La Bella of Music therapy Tunes.

Goal Area: Expressive language, attention span,
Objective: Kids will sing the various sounds associated with the  Halloween characters.
Materials: song, kids, pictures of the characters.
Method: Sing and encourage the children to do likewise.
Adaptations: 1. Sing each verse as its own entity. 2. For a trickier version, after the last phrase of each verse, string the preceding verses. Other examples of this backwards chaining activity are “The twelve days of Christmas” and “Father Abraham.”  3. Also, assign (or let the children pick) instruments to represent the characters. Use a microphone to inspire participation. 4. Older kids can make the sounds in a microphone as the lyrics indicate. This requires quick responding and attention span. Try it! 5. Make your own Halloween verses with related sound effects.
Source: “Come on Everybody, it’s a Halloween Party” by Frank Leto.
Lyrics,chords,

 

You can hear a verse of this song at …http://www.amazon.com/Come-Everybody-Its-Halloween-Party/dp/B003HJFI2Q
………..D…………..G……………..D
1.Come on let me hear the witches laugh (hee, hee.)
………………………G………………A
Come on let me hear the witches laugh (hee, hee.)
……….D………..D/C……..G…………….Gm
Come on everybody it’s a Halloween party
……..D…………..G………A…………D
Come on let me hear the witches laugh (hee, hee.)

 

2.Come on let me hear the cat’s meow. (Meow, meow.)
Come on let me hear the cat’s meow.
Come on everybody it’s a Halloween party.
Come on let me hear the cat’s meow. And the witches laugh.

 

3.Come on let me hear the Bat’s flying(flap, flap)  Note: we say squeak, squeak.
and the cat’s meow…
and the witches laugh…
(A MT would really want to fix the misplaced syllable!!)

 

4. Come on let me hear the spooky ghost  (whoooo)

 

5. Come on let me hear the little elf  (boo-hoo.)

 

6.Come on let me hear the trick or treaters. (Trick of Treat!)

“Spiders cookin’ in the Pan” a Halloween Poem and activity for music therapy and music education by Margie La Bella of Music Therapy Tunes

 
I love it when the kids themselves help create a new activity.
Benefits: stimulates attention, participation, movement, expressive language, number concepts and more
This rhyme was originally written up as the following: https://www.musictherapytunes.com/wp/?p=1456

 1 little spider cookin’ in the pan.

He went Pop and he went Bam!

 2 little spiders cookin’ in the pan.

One went Pop and the other went Bam!

 3 little spiders cookin in the pan.

One went Pop and the others went Bam! etcetera
 
Method: Ask the children to imagine that the tambourine/framedrum/lollipop drum is a frying pan.  Then drop one spider into the pan and chant the rhyme.  Encourage children to say the rhyme, especially the words “pop” and “bam.” On the word “bam” tap the bottom of the drum hard enough to send the spider flying. This should really elicit some good attention. Ask a child to go find the spider and describe where it is. This is good for language concepts such as “over,” “under,” “next to” and more.  Add a spider to the pan and have the class count the spiders.  Repeat witrh 2,3,4 spiders and more. 

 Variations: Have the kids think of other creatures. Then hold a large frame drum over their heads. Kids jump up and create a thump on the drum using their heads. It may or may not be in your job’s best interest to do this activity, but again, the kids all love it.  Use with discretion as to who you play this variation with. Don’t forget – the thump is 100% created by the child.

 

Follow up with “There’s a spider on my head, on my head”…..  (Happy and you know it.)

 

 

2 New Fall Goodbye songs for music therapy and music education by Margie La Bella of Music Therapy Tunes

-Goal Area:  Reciprocal greetings, opening session

-Name of Activity: So Long, goodbye, farewell.

-Objective: Clients will interact, at their highest level, with therapist.

-Adaptations: Pass around a mirror, or favorite instrument and adapt lyrics to suit kid’s needs.  Use PECs cards.  Get eye contact via a drum and reward the child with a chance to tap.  Use a scarf between you to simulate peek-a-boo and elicit eye contact and smiles.  Request eye-contact, a smile and a high five etc….

-Submitted by: Margie La Bella of music therapy tunes. An intern introduced me to this Music Together ending song.

– Words and chords: Words adapted by Margie

Tune: Good bye, so long, farewell. http://youtu.be/sZN9p7qFVOk

C……G…….Am………..C/G… …..     C………F………….C…..G

Music time is done, you know. Good bye, so long, good bye.

C……….G………Am…….C/G             .C………F…………..C…..

I’ll see you all real soon and so good bye, so long, good bye.

We had fun with instruments. Good bye, so long, good bye.

We sang our songs, and danced our dance. Good bye. So long, good bye.

 

Good bye to ______. Good bye to ______. Good bye, so long, good bye.

Good bye to ______. Good bye to ______. Good bye, so long, good bye.

——————————————————————————————————————-

-Goal Area: Reciprocal greetings, opening session

-Name of Activity:  I’ll see you next time.

-Objective: Clients will interact with therapist with their highest skill level.

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

– Words and chords:

Tune: Train is a-comin’   http://youtu.be/nI3YgO-IEL8

C……………………….F…….C

I’ll see you next time. Goodbye.

C…………………………F…….C

I’ll see you next time. Goodbye.

Am

Look in my eyes.

Em

Wave your goodbyes.

D………………………………F…..C

I’ll see you next next time. Goodbye

 

“The Parade” great music therapy cooperation song for older kids 5-12. By Margie La Bella of music therapy tunes

-Goal Area: cooperation, attention span, turn taking

-Objective: Kids play their instrument at the correct place in the song’s lyrics.

-Materials:  The Parade song by Tom Chapin, instruments to represent or create the sound effects.

-Method:  Sing the song and have the group play their instrument at the correct time.

-Adaptations:  Make up your own adventure and accompanying effects.

-Submitted by: Margie La Bella of music therapy tunes. The song is “The Parade” by Tom Chapin on his “Family Tree” CD.

Melody: see http: //youtu.be/7MBFR2auk-A

Form: This song is similar to “She’ll be comin’ ‘round the mountain” as you notice the song builds upon itself verse by verse.

Lyrics and Chords:

………….C

1. The parade came marching through the town “left-right.” (drum taps.)

C………………

The parade came marching through the town “left-right.” (drum taps.)

………..F………..C…………………Dm……………Am

The parade came marchin’ with my mom and daddy watchin. (rest)

…………F……….G7…………………….C

The parade came marching through the town “left-right.” (drum taps.)

 

2. Then the rain came pouring on our heads. (drip- drop)

Same lyrics (use chords as notated for verse one above)

Then the rain came pouring and the thunder started roaring.

Same as line one.

 

3. And the street got flooded up to here (swish- swish)

Same

And the street got flooded and my socks got mudded.

Same.

 

4. And the band went glubble glubble glub (glub-glub)

Same

And the band went glubble like an underwater bubble

Same

 

5. And my flag got all soaking wet. (yeeeuck)

Same

And my flag to soakin it was silly like a jokin’

Same

 

6. And the whole story was a dream (snore-snore or wake up!)

Same

I was breathin’ through a tube while a dolphin played the tuba.

Same.

 

1.Now, the kids can verbally call out the words (at the end of phrases 1,2 and 4)

with great dramatic vigor.

2. Or, they can select an instrument to represent the sound effect.

In the past, we have used drums – castanets or tick tocks-  rainsticks /sandblocks

Woodblocks- slide whistles- and vibraslaps.  If you have limited instruments, don’t worry- the kids will concoct a way to use them well.

 

NOW, the fun begins. Depending upon your group, you can use this song in a couple ways. The following is also a way to teach the song before you take it to the next level.

 

1. Just do the song as is with each group member saying and /or playing their part.

When they are comfortable with this, go to level 2.

2.  Do the song as a sequence or chaining song- like the 12 Days of Christmas.

Each verse builds upon the preceding verse.

To help make this clear: verse one remains as it.

The effects for verse two can become “drip-drop, left –right.”

The effects for verse three can become “swish-shish, drip-drop, left-right” and so on.

 

 

 

 

 

 

 

 

 

 

 

 

Possible populations: music therapy activities for kids with adhd, add, autism, pdd, learning disabled, gifted children, emotional disturbed, traumatised,  psychiatric. But it could be a great team building song also for music education use and beyond. The song works because it’s well written, creative, participatory, and FUN!

“Two Excellent Finger Poems” for fine motor skill development. Gr8 for music therapy and music education. By Margie La Bella of Music Therapy Tunes.

-Age: 1-5
-Objective: Children move fingers and hands in the way prescribed by words/lyrics.
-Materials: fingers. Possibly pictures depicting each direction.
-Method: Develop hand motions for each line, don’t worry: each sentence suggests a motion.Show the children the hand motions and then add in each line one at a time. Eventually, put the motions and words together so as to do the entire poem.
-Submitted by: Margie La Bella of music therapy tunes
-Author: Unknown
-Melody-Words and chords:  This is a chant. Use an animated tone of voice and go for it!

 

My 5 fingers

1 finger points. 2 fingers walk.

3 fingers stand up and talk, talk, talk.

4 fingers count 1-2-3-4.

Oh, look: I’ve got one more!

1-2-3-4-5

5 fingers up. 5 fingers down.

5 fingers go ’round and ’round.

5 fingers here. 5 fingers there

10 fingers to wash my hair.

 

I have 10 little fingers

 

I have 10 little fingers and they all belong to me.

I can make them do things. What would you like to see?

I can close them up tight. Or make them all hide.

I can make them jump high, or make them go low.

I can folk them up quietly and sit like so.

“Going on a bug hunt” summer song for kids via music therapy / education for preschoolers, kindergarten, and elementary aged students by Margie La Bella of music therapy tunes

Age: 3-8 
Goal area: Expressive and receptive langauge, abstraction (pretending) 
Method: Sing and do.
Adaptations: Make up your own parts of the stories. Have each bug be represented by it’s own instrument and played while moving/when the other kids move. 
 
Original Author Unknown on the site http://www.preschooleducation.com
Chanted like “We’re going on a bear hunt”

We’re going on a bug hunt!
We’re going to catch some big ones.
What a sunny day! Are you ready? OK!

Oh my! A bee!
A black & yellow bee,
Flying over the flowers.
BUZZ…..

We’re going on a bug hunt!
We’re going to catch some big ones.
What a sunny day!
Are you ready? OK!

Oh, my! An ant!
A tiny, black ant,
Crawling through the grass.
Shh…

We’re going on a bug hunt!
We’re going to catch some big ones.
What a sunny day!
Are you ready? OK!

Oh, my! A grasshopper!
A big, green grasshopper,
Hopping around the tree.
Boing, boing…

We’re going on a bug hunt!
We’re going to catch some big ones.
What a sunny day!
Are you ready? OK!

Oh, my! A butterfly!
A pretty, orange butterfly,
Floating in the sky.
Whoosh, whoosh…

We’re going on bug hunt!
We’re going to catch some big ones.
What a sunny day!
Are you ready? OK!

Oh my! A spider!
A big black spider,
Creeping on the tree. Creep, creep…

 

 

 

 

Please send in any activities or musical processes  that you use with children, adolescents or adults of all ages and abilities. These could be activities for use for kids, adolescents or adults that have autism, adhd, add, down’s / down syndrome, speech language delays, oral-motor issues, physical disabilities, mental health issues, conduct disorder, cerebral palsy and other issues that we human have to contend with.  I’m also interested in any activities for people dealing with health issues, dementia, Alzheimer’s, chemical dependency, other addictions, grief, cancer, pain management and any other life issue.  I have just installed a “spam” locator which means that I’ll actually get the mail as mail. Please email me at margie@musictherapytunes.com and put activity in the subject line. Give yourself (or the author/composer)  all the credit you want or remain anonymous. Thank you!!

“Five Little Fish” rhythmic sequencing music therapy song for kids

Goal: to improve auditory memory, language skills, oral-motor skills, sequencing skills, number concepts, fine motor skills
Materials: Pictures of 5 different fish.
Method: Show the children the 5 fish pictures, count them slowly and tell the group to raise 5 fingers, Count them. Then sing the rhyme with the children adding in the motor component (blub and pop rhythms.) After the children are familiar with the chant, leave out the words “blub” and “pop” and have the children fill in the blank.
You can even have the children be the fish by lining them up and asking them to jump with the words “blub” and “pop,” Another variation is to have them play one instrument for those words, for example blub would be the cymbol and pop would be the drum.
5 little fish blowing bubbles to the top.
One went blup and the other went pop
blup blup pop pop pop (repeat 3 more times)
4 little fish blowing bubbles to the top.
One went blup and the other went pop
blup blup blub pop (rest)  – repeat 3x.
3  little fish blowing bubbles to the top.
He went blup and then went pop
blub popop blub blub – repeat 3x
2  little fish blowing bubbles to the top.
He went blup and then went pop
blupblupblub   popopop
1 little fish blowing bubbles to the top.
He went blup and then went pop
blub blub popop blub
Please send in any activities or musical processes  that you use with children, adolescents or adults of all ages and abilities. These could be activities for use for kids, adolescents or adults that have autism, adhd, add, down’s / down syndrome, speech language delays, oral-motor issues, physical disabilities, mental health issues, conduct disorder, cerebral palsy and other issues that we human have to contend with.  I’m also interested in any activities for people dealing with health issues, dementia, Alzheimer’s, chemical dependency, other addictions, grief, cancer, pain management and any other life issue.  I have just installed a “spam” locator which means that I’ll actually get the mail as mail. Please email me at margie@musictherapytunes.com and put activity in the subject line. Give yourself (or the author/composer)  all the credit you want or remain anonymous. Thank you!! – Margie La Bella at music therapy tunes

Pop Pop fourth (4th) of July song for kids with a bonus chant

Goal: to improve auditory memory, language skills, oral-motor skills, sequencing skills, number concepts, fine motor skills
Materials: could include glow in the dark strips, and 5 pictures of different fireworks
Method: Show the children the 5 picutres of fireworks, count them slowly and tell the group to raise 5 fingers, Count them. Then sing the rhyme with the children adding in the motor component (tap and clap rhythms.) After the children are familiar with the chant, leave out the words “bang” and “pop” and have the children fill in the blank.
You can even have the children be the fireworks by lining them up and asking them to jump with the words “bang” and “pop,” Another variation is to have them play one instrument for those words, for example bang would be the cymbol and pop would be the drum.
This chant is a variation of the little chant:
5 little sausages cookin’ in the pan. One went pop and the other went bam. And so forth with 4,3,2, and 1.
4th of july rhyme. Dress this up for “older” kids by making all kinds of rhythmic variations on the bang/pop verse. If your kids giggle at the word bang, change it to pow or boom.
Examples of the variations include: bang bang bang pop rest (ta ta ta rest), or bang bang bang pop pop (ti ti ta ta ta) This turns it into an auditory memory drill.
5 little firecrackers shooting/flying to the top.
One went bang and the other went pop.
bang bang (tap knees) Pop pop pop (clap hands 3x)
repeat the above line three more times. (ta ta titi ta)   or last time: Noisy, noisy make it stop!!
4 little firecrackers shooting/flying to the top.

One went bang and the other went pop.
bang bang bang pop pop pop (titi ta, titi ta)
3 little firecrackers shooting/flying to the top.
One went bang and the other went pop.
bang bang bang pop pop  (titi tah, ta ta)
Here’s a bonus song:

Fireworks go snap,snap,snap!                               
c-r-r-r-rcrack!  Zap,zap,zap!
Fireworks make me clap,clap,clap
On Independence Day!
—  —  —  —  —  —
I was Born in the USA! Born in the USA!
I Was Born in the USA! And it is Independence Day!
 
Please send in any activities or musical processes  that you use with children, adolescents or adults of all ages and abilities. These could be activities for use for kids, adolescents or adults that have autism, adhd, add, down’s / down syndrome, speech language delays, oral-motor issues, physical disabilities, mental health issues, conduct disorder, cerebral palsy and other issues that we human have to contend with.  I’m also interested in any activities for people dealing with health issues, dementia, Alzheimer’s, chemical dependency, other addictions, grief, cancer, pain management and any other life issue.  I have just installed a “spam” locator which means that I’ll actually get the mail as mail. Please email me at margie@musictherapytunes.com and put activity in the subject line. Give yourself (or the author/composer)  all the credit you want or remain anonymous. Thank you!! – Margie La Bella at music therapy tunes