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Name Games / Songs 1997/Music For Children
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On July 15, 1997 Bettsy wrote:
Greetings from North Carolina:
I've spent the entire summer taking
intensive lessons on playing the West
African djembe. A whole new world is opening
up for me (and ultimately for
my students). I just attended a week long
course at Winthrop College on
"African Music in the Music Classroom"
taught by Dr. Michael Williams, the
percussion professor there. Winthrop is
located just 20 miles south of
Charlotte North Carolina and I would
recommend this course to anyone
interested in using this music in their
teaching.
He has studied the music (its people,
culture, instruments) from several
different areas of the continent. E-mail me
if you want more information.
My question to the list is: Who has some
fun songs or games that incorporate
"name learning"? School is just around the
corner and I really want to learn
everyone's name during the first few weeks
of school.
Also does anyone have a broad outline of
the units that they cover each
year? I'm also trying to do some 9-
month-type planning during my remaining
summer vacation. I teach pre-K through
6th.
Thanks, Bettsy
---------------------------------------------------
On July 26, 1997 Heather Mclaughlin wrote:
I thought you all might be interested in
the following very simple,
effective activity:
I have a little chant that's a good
activity and helps with learning kids'
names at the start of the year. I don't know
where I got it from originally.
. .
Children sit in a circle and set up a
basic 'patsch, clap' ostinato on the
beat. Each person says their name and
something they like (decide first on a
category, e.g. food or
sport).
/ / / / / / / /
I start: "My name is Heather and I like cheese
Everyone echoes this: "Your name is Heather and you like cheese."
Next person:
"My name is Andrew and I like pizza"
"Your name is Andrew and you like pizza"
It's a good exercise for 8-12 year olds
in keeping a steady beat, fitting
words with the beat, coming in at the right
time, individual speech etc.
It also help you learn their names! You
can have a different category for
three weeks in a row, and have a good chance
of memorizing their names
before too long.
Another one is the 'Telephone Song' ("Hey
Charlie - I think I hear my name
-" which is in Lois Choksy), especially if
they know each other and are
experienced singers. I find the 'name chant'
great for even tertiary people
who have no musical confidence,
though.
Heather McLaughlin, Melbourne, Australia
-----------------------------------------
On July 27, 1997 Tossi Aaron wrote:
Circle, all take a moment to learn the
names of those on either side of you.
With patschen, establish medium pulse (4, 5,
6 gr).
All sing "who is on your left?" ss sl s?
S. answers "Jane is on my left" All sing
" Who is on your right?" S. answers
Kevin's on my right." Move on to person on
the right
(Kevin) singing same question, continue around the circle back to teacher.
And from Isabel Carley, class divides
into groups of 4, learns each others'
names and turns names into rhythm pattern.
Clap, stamp, snap, patschen as B
section of little ABA form. Perform for each
other around the class. Best
for older kids with some
experience.
(example: Kevin, Jenny, Mark, Ben) or any
other way the group decides to
arrange the name sequence.
Tossi
-----------------------------------
On July 27, 1997 Martha Osborne wrote:
Dear Larry & List:
I too love the "My name is Martha and I
like pizza" game...we've played it
at Levels classes and it works well for
everyone: teachers and students who
are new to each other. Another one I learned
at levels classes is you go
around the circle and everyone says their
name and creates a gesture, or
some form of movement, to go wth it, then
all repeat. (This can be a little
harder for some kids than the other one,
tho.)
BUT..... am I the only one who gets
confused with his type of activity when
you do it with 10 clases a day??? By the 3rd
class, I start to lose it!
Anyone else feel this way? How do you get
around it?
Thanks!
Martha
------------------------------------------
On July 27, 1997 Thomas wrote:
As an icebreaker, I use a song in which the children's names are spelled.
If a child's name ends with A, J, or K, I sing:
D-O-N-N-A,
Donna, Donna, yay, yay, yay!
If a child's name ends with B, C, D, E, G, P, T, V, or Z, I sing:
S-T-E-P-H-A-N-I-E,
Stephanie, Stephanie, whoopee!
If a boy's name ends with I or Y, I sing:
J-O-R-D-I,
Jordi, Jordi, he's our guy!
If a child's name ends with L, I sing:
L-I-O-N-E-L,
Lionel, Lionel, he's just swell!
If a child's name ends with O, I sing:
O-R-L-A-N-D-O,
Orlando, Orlando's one to go!
If a child's name ends with R, I sing:
S-A-L-A-Z-A-R,
Salazar, Salazar, he's our star!
If a child's name ends with S, I sing:
J-U-L-E-S,
Jules, Jules, he's the best!
I sing in 4/4 meter with G on the strong beats and E on the weak beats.
If you prefer to compose something which you consider more melodious, I
won't mind a bit.
If a child's name ends with H, M, N, Q, U, W, or X, or if a girl's name
ends with I or Y, I admit that I can't find a rhyme and then make a
special point to give that child individual recognition in another song.
If anyone can help me, please write back.
----------
If your situation involves teaching
notation, or if you want to offer
practical experience in syllables, then go
up to a child whose name is two
syllables long and whisper instructions for
the child to hide.
Then tell the group "I think Suzy must be
mad at us, because she's run off
and hidden from us. But she might come back
if we call her back." Then,
using a quarter-note G and a quarter-note E
as props, you and the children
call, "Suzy?"
Then do the same with other two-syllable
names, then make the necessary
adaptations with longer and shorter names.
After being repeatedly told to
keep their hostile feelings bottled up, the
children might enjoy this
activity for its psycho-dramatic
properties.
Thomas
--------------------------------------
On July 27, 1997 Lorena wrote:
Often times at the beginning of the
year.....I will take a picture of each
of my classes. When I get the pictures
developed, I make flashcards out of
them....I use little dot sticker and assign
each child a number. On the
back, I make a list and write down as many
names as I remember at a
time.....I do this continually until all of
the students' names are written
on the back....then I can keep these
pictures in a file for future
reference.....This little trick works well
for me...
Lorena
If you can walk, you can dance. If you can talk, you can sing.
------saying from Zimbabwe-------
---------------------------------------------
On July 29, 1997 Tossi Aaron wrote:
Come now, Thomas, there must be rhymes
for Q, U and W! How about, "How do
you do?" Quentin, Quentin, Say, what's new?
You have a name that starts with
Q.....
Okay, so it's hard to rhyme H, but you could fake it a little, right?
Henry, Henry, starts with H, a very fine name to start with H.
Tossi
----------------------------
On July 29, 1997 Tossi wrote:
If the idea is to have kids learn each
others' names as well as our learning
theirs, those photos could be copied on
Xerox (lightest setting) with no
names. Spread them out on tables, say 8 to a
table. Few kids at a time go to
tables, pick up a card and then go find the
kid it matches.
They do a little talk-talk interview,
then other kids do the same. When
everybody is holding a card with photo, they
can trade,..... or make a big
poster.... or arrange them
alphabetically.... or play a version of
"Concentration" with the pictures. If you
can name the kid on the photo, you
can get in place for next activity.... or
leave... or you tell the teacher
who it is..... or any other variations you
can think up.
Shall I go on? Tossi
------------------------------------
*-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
---------------------
Remembering Names
-----------------------------
These messages deal with how to remember
students names and the
games/activities involved in getting to know
your students.
-------------------
On August 14, 1996 Carol Greene
wrote:
... I tell the students how many students I
have, and I would really like to
call them by name. If they want me to know
their name, if I call on them for
something and say, "Yes," or don't call them
by their first name, then they
are to tell me their name. Most times after
this has happened a few times, I
remember the name!
-------------------
On Aug. 14, 1996 Bill Morgan
wrote
Something that helps me to remember names is
that every class I sing
"Hello," or "Good morning," or "Guten Tag,"
or...(you get the picture!) to
each child. It's a struggle at first, but
after a couple of weeks I do
pretty well. I still forget a name every
once in a while, but the kids
realize that I've 600 other students; I
think they understand.
With the Kindergarten kids, I play a game
I learned from my supervising
teacher when I did my student teaching. The
game goes like this:
One child tells me his/her name, and I say it back.
The next child says his/her name, and I say both the names.
This continues around the circle until I can say everyone's name.
Then comes the fun part! I close my eyes,
everyone trades places, and I see
how many names I can get. I explain to the
kids that if I hear too much
noise or feet running I will have to open my
eyes to check on them. That, of
course would ruin everything, so the kids
are pretty good at changing places
quietly and carefully.
-------------------
On Aug 14 1996 Martha Osborne wrote:
I like the game where you go around the
circle and everyone says their name
and a kind of food they like. With each
additional person, they have to
repeat all who have gone before. Then the
teacher has to repeat the whole
circle! We did this in levels class this
summer, and it worked great. I knew
everyone's name for the rest of the time!
However, I have tried this w/
classes before, and by the time the 3rd or
so class has come and gone, I am
very confused!
-------------------
On Aug 16, 1996 Jessie wrote:
Since I'm the one who started the
discussion on Name Games, I should share
with you some of the things I do. I start
classes early in the year with
students sitting in a circle (I have no
chairs in my room -- we sit on a
carpeted floor). Depending upon the age of
the children, I use various
rhymes I have collected over the years that
encourage students to say their
names in creative ways using their voices
however they like and the class
echoing. There's usually a refrain that we
do after every 4 or more echoes,
depending upon the size of the class. Or, we
could do something with meter
using a movement pattern that has students
saying their name on the
downbeat, while we echo on another beat -- a
in some sort of rondo form
with a refrain. They can also create a rhyme
for their name, or state their
favorite color, sport, or whatever we're
inspired to categorize that day. I
also use my class list to choose a "special
helper" each class. That student
gets to pass out or collect things -- choose
students to go to an instrument
or line up at the end of class, etc. This
serves my purpose in two ways,
first of all, I'm really focusing in on
getting to know one child for a
whole class since I ask him or her to do
lots of things that day, and also,
as that child calls on other kids in the
class, it's reviewing the other
names, as well. I check off all the helpers,
so I'm sure that everyone has
been a helper once before we go through the
list a second time.
For Bulletin Boards: I have collected some musical riddles over the years,
and post them one or two at a time. (Many
of them have been written by my
5th graders.) I also like to have contests
every few months, where I'll put
up 10 riddles, or have ten symbols or ten
clues --e.g.: for names of
composers), etc. Students then have the
option of entering the contest. Each
class has a winner and they get to sign
their name on the Wall of Fame part
of the bulletin board. Since I give out a
small piece of candy or a pencil
or something to each class winner, if
there's a tie in a class, we draw
names for the prize, but all the high
scorers get to sign their names.
Instead of candy, you could also make out
certificates, or use stickers or
hand stamps -- anything. Candy winners can't
win twice, but, of course, get
lots of praise and can sign their name again
and again.
Hope this helps -- Jessie
-------------------
On Aug 17, 1996 Judy wrote:
Here is a prayer I saw somewhere several
years ago in a teacher's magazine.
I have it taped to my piano. Thought you
might like it, too.
ON TRYING TO PUT A NAME TO A FACE
You call us all by name, Lord, and names
are an essential part of who we
are. Yet I find it so hard to remember the
names of all my students. Help
me, as I study seating charts and faces, to
appreciate the uniqueness of
each student committed to my care. Let me
recognize each one of them in a
special way every day, even if it's just
with a smile or a personal
greeting. Help me especially to single out
the ones who seem to have no
special talent. Everyone is special in your
eyes. Let me see with your
sight, so that I can know them, love them,
and truly teach them. Amen.
Wish I knew who wrote it so I could give
them credit, but there was no name
on the little box it was in.
Have a great year! Judy
-------------------
On Sept. 7, 1996 Alan Purdum wrote:
Thanks to all who wrote with ideas for
learning students' names. After
reading all those letters, I decided I had
to do better at this. I used
variations of going around the circle
repeating each child's name in a
cumulative manner; and now--in the second
week of school-- I am able to
recall my 450+ students with about 80%
accuracy. For the last 25 years my
score was more like 20%.
I am embarrassed that I didn't do this
years ago; but I am truly grateful
for the persons on this list who are so
willing to help each other. Your
encouragement has made a big difference for
me--and my kids really
appreciate my effort.
Again, many thanks! Alan Purdum
-------------------
On Sept. 8, 1996 Jane wrote:
I know we've had a lot of ideas for
learning names, but here's one that
worked VERY well for me. I borrowed the
school's video camera and had each
child stand in front of it and say his/her
name. Then I took it home and
could look at each class at my leisure. I
could review names and faces as
often as I wanted. After about a week of
looking at faces and names on the
video, I learned them all.
Jane Gnojek
-------------------
On Sept. 8, 1996 Wendella wrote:
I like the video idea. I had the problem
that name games didn't do it for
me, and so I took pictures of the kids
holding name signs. I would glance at
my class picture book before each class, and
that is how I handled teaching
many classes at different
sites.
Wendella
-------------------
On Sept 7, 1996 Carol wrote:
I got inspired to concentrate more on
names too. I composed a very easy
conga that I called by the school name:
Country Lane Conga, Latimer Conga,
Payne Panthers Conga. For example, we sang
Country Lane Conga, Country Lane
Conga! We're the best! We're the best! Then
I started the verse since I was
at the front of the line:
My name is Carol Greene. They echoed: Her name is Carol Greene.
Then I sang something I liked: I like
strawberries. They echoed: She likes
strawberries.
Then the person behind me sang. After two
people went, we went back to the
conga, stopped and two more people went.
With a group of 20, I did it two at
a time. With a group of forty, I did it four
at a time. This was really
interesting to see who could sing the solo
part, who was shy, who would just
say it. I did this with just first and
second graders and they had a great
time. Just about everyone was anxious to
participate. I learned a few names
too.
Carol C:o)
-------------------
On Aug. 13, 1996 Kay wrote:
To prepare to learn names, I look at the
list and try to notice any sibling
names (same last name as someone I've
already taught). There is usually a
family resemblance, which will help alot.
Also, if your school has an annual
or yearbook, study it over summer, or at the
beginning of the school year. I
make notes on my roster, like "red hair",
"very curly", "blond, with round
face". Of course, that can't be done until
you've identified the child. The
age-old, mundane task of calling names is
hard to by-pass.
But after that initial roll-call, there
are some things that can make
learning names not quite so embarrassing.
Using your list, play the name
game. You get a point if you can call a name
and point to that child on the
first try. If you miss, the class gets a
point. (You decide the reward, in
case the class wins.) On another day, try
again. It may be harder this time:
they will have changed clothes and seats.
After maybe four class periods,
try it without looking at the list. (Remind
them of how many names you have
to learn; they'll understand how hard it
is.)
Other times, when it's time to leave,
line them up by pointing at
individuals. They must say their name, first
(whatever they go by) and last
before lining up. If they try to trick you,
usually a classmate will give it
away; even better, maybe you'll catch the
trick.
Lining up alpha by last name, or fist
name will help, too, at least to put
them in the right area of the
alpha.
Too bad you don't have young kids. I'd
definitely suggest "Willowby Wallaby
Woo"; KG and 1 love it.
Good luck.
Kay
-------------------
On August 13, 1996 Rod wrote:
If you have the children sitting in
chairs, number each chair and assign
each child a chair number (even
Kindergarten) or let them pick the chair
they would like to sit in (if you are using
carpet or floor space number the
space). This way to take roll...just see
which chair numbers are
empty...that child is absent. If you want to
call on a child by name, a
quick glance at the list and their chair
number and you have it. You'll find
yourself using their names before you know
it!
Rod
-------------------
On August 22, 1996 someone wrote:
Hi,
Something that I like to use the first
day of school is a song recorded by
Sweet Honey in the Rock, "So Glad I'm Here".
It works well to go around the
circle , allowing students make up different
ways to keep the beat as we
listen. The words are so repetitive that
they are learned very quickly. One
stanza says, "Shout out your name". The
children love to shout out their
name one at a time, to see if we can get
everyone's name in before the
stanza is over.
Hope everyone has a good first week of school!
-------------------
On August 26, 1996 Cheryl wrote:
I wanted to put in my ideas because I
have used the ideas you have all
contributed. I did these lessons the first
week of school (which is still in
progress, by the way):
Pre-K and K:
I begin talking about my classroom rules.
1) We did a chant that goes like this:
Rickety Tickety Bumblebee Will you say your name for me?
Each child says his or her name in turn
and then it's repeated 2x by
everybody.
(Repeat chant until all children say
their names or there becomes a need to
change activities(attention
spans!!))
2) I say, "Choo choo choo choo choo choo train
My name's Mrs. _______ What's your name?"
Then we make a train as every child says
his/her name. To save time and
energy, sometimes I ask 2-3 children at a
time to say their name and join
the train.
The last child is the caboose and that's
when I start singing "Little Red
Caboose" as we chug chug around the
room.
3) What's Your Name? is a song I sing to
them. I will send the tune and
words to this later (or I'll be up all
night).
4) If time allows, we sing "Willoughby
Wallaby Woo"---this gives me a chance
to practice to see if I remember their
names.
I haven't seen my 1st or 2nd graders yet
this week, but this is what I did
with 3rd grade. I have 50 minutes with 3rd
grade this year --this is what we
did at the end of class to get to know each
other better:
(I saw this on some t.v. program--the kids loved it!)
Jump in, Jump out
Turn Yourself About
Jump in, Jump out
Introduce yourself...
One child All say:
========= =====
My name is __________
yeah!
I like to _________ uh-huh
I'm gonna _________ wooh!
Everyday of my life. Everyday of his/her
life.
(repeat for all to take a
turn)
By the way, I tried the same activity with 4th and it got
even better.
More ideas to come...
(I'm really enjoying this Orff list--even
though all my ideas aren't
STRICTLY Orff, I incorporate when I
can...)
Cheryl A. Bradham
-------------------
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-------------------
This page last
updated August 20, 1997
*-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-=-=-=-=-=-
From Sandy Toms' site:
http://www.InsideTheWeb.com/mbs.cgi/mb393614
Music Education - Resources
Hello Games
Monday, 03-May-1999
22:32:48
216.40.149.48 writes:
NAME/HELLO GAMES & SONGS
Yoo Hoo Game
I
play a game with all of my K through 3 students called the "Yoo Hoo"
game.
At the beginning of the year, I call each student on a minor third,
"Yoo
Hoo, David" and all of the kids echo, matching pitch as closely as
possible.
After I call and the class echoes, that student sits down. After a
few
weeks, I just call the first person, then I sit down and that student
calls
the next person and sits down and so on. After each person calls, the
whole
class echoes. Our main goal here is matching pitches. The kids love
the
game and don't realize they are also learning not to be afraid of
singing
alone.
For the beginning of school, I use a song called "Welcome Back to
school"
I
think I found it in the Macmillan kinder or 1st grade book. Kids get
to
clap and stamp and stuff.
"Welcome back to school, can you clap" (clap. clap,
clap)
"Welcome back to school can you stamp" (stamp , stamp.
stamp)
"Can you say hello to everyone you know"
"Can you clap" (clap, clap, clap) "and can you stamp" (stamp,
stamp,
stamp)
Then there is a little clapping and stamping interlude and you sing
it
again.
Another is "Hello There" it's an echo song. It's in the Kinder
Macmillan
book.
Hello there (Hello there)
How are you? (How are you?)
It's so good (It's so good)
To see you (To see you)
We'll sing and (We'll sing and)
Be Happy (Be Happy)
That we're all here together again!
I won't bother describing it any further as without knowing if
you're
interested. Ditto for the kindergarten graduation song, whose meldoy
is
on page 367 of The Real Little Ultimate Fake Book (Hal
Leonard,
publisher) under the title, The Maori Farewell Song, and might
be
available for viewing at your local Barnes and Noble which is where
I
bought mine:
KINDERGARTEN FAREWELL SONG
So long, farewell
Good by to all our friends
We must move on when
Kindergarten ends
We must move on
To First Grade and beyond
This is our Kindergarten
Farewell song
We1ve learned to share
We1ve learned to work and play
We1ve learned to care and
Know just what to say
We1ve learned to sing
Good by to all our friends
So long, farewell
When Kindergarten ends
F Bb Bbm F C7 F
A
- - F - G | A - - - - A | A - G Bb - E | F - - - - - |
Bb Bbm F G C7
F
- - G - G#| A - - F - - | G - F E - F | G - - - - - |
F Bb Bbm F C7 F
A
- - F - G | A - - - - A | A - G Bb - E | F - - - - - |
Bb Bbm F D7 G C7 F
F
- - G - G#| A - F Bb - A | D - - E - - | F - - - - -
||
1)Who's that knocking at my door?
Who's that knocking at my door?
Who's that knocking at my door?
Why it must be... ( name)
(kids knock on their chairs or tables/desks)
EN ESPANOL
Quien estan tocando a mi puerta?
Debes ser...( name)
2)Let's all say hello to ( name)
Let's all say hello to ( name)
Let's all say hello to ( name)
Sitting over there ( point)
Hi, ( name) how are you?
Hi, ( name) how are you?
Hi, ( name) how are you?
How are you today ( kid responds)
Here is the New Zealand Maori goodbye song, Now is the
Hour
The first half is the traditional tune, the second, my own
ararngement with
hidden New Zealand jokes embedded The words are:
Now is the hour, it's time to say goodbye
Soon you'll be sailing far across the sea
while you're away, oh please remember me
when you return you'll find me waiting here
Regards, Maxine
Name Game
D-O-N-N-A,
Donna, Donna, yay, yay, yay!
If a child's name ends with B, C, D, E, G, P, T, V, or Z, I
sing:
S-T-E-P-H-A-N-I-E, Stephanie, Stephanie, whoopee!
If a boy's name ends with I or Y, I sing:
J-O-R-D-I, Jordi, Jordi, he's our guy!
If a child's name ends with L, I sing:
L-I-O-N-E-L, Lionel, Lionel, he's just swell!
If a child's name ends with O, I sing:
O-R-L-A-N-D-O, Orlando, Orlando's one to go!
If a child's name ends with R, I sing:
S-A-L-A-Z-A-R, Salazar, Salazar, he's our star!
If a child's name ends with S, I sing:
J-U-L-E-S, Jules, Jules, he's the best!
I
sing in 4/4 meter with G on the strong beats and E on the weak beats.
If you prefer to compose something
which you consider more melodious, I won't mind a bit.
If a child's name ends with H, M, N, Q, U, W, or X, or if a girl's
name ends with I or Y, I admit that I can't
find a rhyme and then make a special point to give that child
individual recognition in another song.
"My name is Heather and I like cheese." Everyone echos this: "Your
name is Heather and you like cheese."
The next person follows with "My name is Andrew and I like pizza,"
whereupon the class echos this with,
"Your name is Andrew and you like pizza."
For upper elementary
children: Get in a circle and let each child learn the names of those
on
either side. Everyone patschen-slaps at a medium tempo. All sing,
"Who is
on your left?" Sally answers, "Jane is on my left." All sing, "Who is
on
your right?" Sally answers, Kevin's on my right." Then move on to
the
person on the right, who happens to be Kevin. Continue around the
circle
back to the teacher.
Tossi also sends a suggestion for the older grades, from Isabel
Carley:
the class divides into groups of four. Everyone learns the names of
the
other three group members. Each group turns all four names into a
rhythm
pattern, such as "Kevin, Jenny, Mark, Ben!" Each group performs while
the
entire class follows a pattern such as clap, stamp, snap,
patschen.
Tossi also shares a few original rhymes:"Quentin, Quentin, Say,
what's new?
(Or: "How do you do?") You have a name that starts with Q!" and
"Henry,
Henry, starts with H, a very fine name to start with
H!"
------------
First song fits the
melody of "Barnacle the Sailor":
Who's that knocking at my door? [chosen child knocks on a table
or chair]
Who's that knocking at my door? [chosen child knocks
again]
Who's that knocking at my door? [chosen child knocks
again]
Why it must be [name of child]
In Spanish, that's "Quien esta' tocando a mi puerta? Debes ser
[name of
child]."
The second song could be sung to "The Farmer in the Dell," or, with
a
little rearranging of the words, to "Mary Had a Little
Lamb":
Let's all say hello to [name of child],
Let's all say hello to [name of child],
Let's all say hello to [name of child],
Sitting over there. (point)
Hi, [name of child], how are you?
Hi, [name of child], how are you?
Hi, [name of child], how are you?
How are you today? (chosen child responds)
"Twinkle, Twinkle, Little Star"
Welcome, welcome, everyone,
Now you're here, we'll have some fun.
First we'll clap our hands just so,
Then we'll bend and touch our toe.
Welcome, welcome, everyone,
Now you're here, we'll have some fun.
"She'll Be Comin' Round the Mountain"
Oh, it's time to say goodbye to our friends,
Oh, it's time to say goodbye to our friends,
Oh, it's time to say goodbye,
Make a smile and wink an eye.
Oh, it's time to say goodbye to our friends.
-----------
HASTA LA VISTA - Name that tune!
*-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-
-------------------
Name Games / Songs 1997/Music For Children
(Larry Hill's List)
Send MFC List Mail to:
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-------------------
On July 15, 1997 Bettsy wrote:
Greetings from North Carolina:
I've spent the entire summer taking
intensive lessons on playing the West
African djembe. A whole new world is opening
up for me (and ultimately for
my students). I just attended a week long
course at Winthrop College on
"African Music in the Music Classroom"
taught by Dr. Michael Williams, the
percussion professor there. Winthrop is
located just 20 miles south of
Charlotte North Carolina and I would
recommend this course to anyone
interested in using this music in their
teaching.
He has studied the music (its people,
culture, instruments) from several
different areas of the continent. E-mail me
if you want more information.
My question to the list is: Who has some
fun songs or games that incorporate
"name learning"? School is just around the
corner and I really want to learn
everyone's name during the first few weeks
of school.
Also does anyone have a broad outline of
the units that they cover each
year? I'm also trying to do some 9-
month-type planning during my remaining
summer vacation. I teach pre-K through
6th.
Thanks, Bettsy
-------------------
On July 26, 1997 Heather Mclaughlin wrote:
I thought you all might be interested in
the following very simple,
effective activity:
I have a little chant that's a good
activity and helps with learning kids'
names at the start of the year. I don't know
where I got it from originally.
. .
Children sit in a circle and set up a
basic 'patsch, clap' ostinato on the
beat. Each person says their name and
something they like (decide first on a
category, e.g. food or
sport).
/ / / / / / / /
I start: "My name is Heather and I like cheese
Everyone echoes this: "Your name is Heather and you like cheese."
Next person:
"My name is Andrew and I like pizza"
"Your name is Andrew and you like pizza"
It's a good exercise for 8-12 year olds
in keeping a steady beat, fitting
words with the beat, coming in at the right
time, individual speech etc.
It also help you learn their names! You
can have a different category for
three weeks in a row, and have a good chance
of memorizing their names
before too long.
Another one is the 'Telephone Song' ("Hey
Charlie - I think I hear my name
-" which is in Lois Choksy), especially if
they know each other and are
experienced singers. I find the 'name chant'
great for even tertiary people
who have no musical confidence,
though.
Heather McLaughlin, Melbourne, Australia
-------------------
On July 27, 1997 Tossi Aaron wrote:
Circle, all take a moment to learn the
names of those on either side of you.
With patschen, establish medium pulse (4, 5,
6 gr).
All sing "who is on your left?" ss sl s?
S. answers "Jane is on my left" All sing
" Who is on your right?" S. answers
Kevin's on my right." Move on to person on
the right
(Kevin) singing same question, continue around the circle back to teacher.
And from Isabel Carley, class divides
into groups of 4, learns each others'
names and turns names into rhythm pattern.
Clap, stamp, snap, patschen as B
section of little ABA form. Perform for each
other around the class. Best
for older kids with some
experience.
(example: Kevin, Jenny, Mark, Ben) or any
other way the group decides to
arrange the name sequence.
Tossi
-------------------
On July 27, 1997 Martha Osborne wrote:
Dear Larry & List:
I too love the "My name is Martha and I
like pizza" game...we've played it
at Levels classes and it works well for
everyone: teachers and students who
are new to each other. Another one I learned
at levels classes is you go
around the circle and everyone says their
name and creates a gesture, or
some form of movement, to go wth it, then
all repeat. (This can be a little
harder for some kids than the other one,
tho.)
BUT..... am I the only one who gets
confused with his type of activity when
you do it with 10 clases a day??? By the 3rd
class, I start to lose it!
Anyone else feel this way? How do you get
around it?
Thanks!
Martha
-------------------
On July 27, 1997 Thomas wrote:
As an icebreaker, I use a song in which the children's names are spelled.
If a child's name ends with A, J, or K, I sing:
D-O-N-N-A,
Donna, Donna, yay, yay, yay!
If a child's name ends with B, C, D, E, G, P, T, V, or Z, I sing:
S-T-E-P-H-A-N-I-E,
Stephanie, Stephanie, whoopee!
If a boy's name ends with I or Y, I sing:
J-O-R-D-I,
Jordi, Jordi, he's our guy!
If a child's name ends with L, I sing:
L-I-O-N-E-L,
Lionel, Lionel, he's just swell!
If a child's name ends with O, I sing:
O-R-L-A-N-D-O,
Orlando, Orlando's one to go!
If a child's name ends with R, I sing:
S-A-L-A-Z-A-R,
Salazar, Salazar, he's our star!
If a child's name ends with S, I sing:
J-U-L-E-S,
Jules, Jules, he's the best!
I sing in 4/4 meter with G on the strong beats and E on the weak beats.
If you prefer to compose something which you consider more melodious, I
won't mind a bit.
If a child's name ends with H, M, N, Q, U, W, or X, or if a girl's name
ends with I or Y, I admit that I can't find a rhyme and then make a
special point to give that child individual recognition in another song.
If anyone can help me, please write back.
----------
If your situation involves teaching
notation, or if you want to offer
practical experience in syllables, then go
up to a child whose name is two
syllables long and whisper instructions for
the child to hide.
Then tell the group "I think Suzy must be
mad at us, because she's run off
and hidden from us. But she might come back
if we call her back." Then,
using a quarter-note G and a quarter-note E
as props, you and the children
call, "Suzy?"
Then do the same with other two-syllable
names, then make the necessary
adaptations with longer and shorter names.
After being repeatedly told to
keep their hostile feelings bottled up, the
children might enjoy this
activity for its psycho-dramatic
properties.
Thomas
-------------------
On July 27, 1997 Lorena wrote:
Often times at the beginning of the
year.....I will take a picture of each
of my classes. When I get the pictures
developed, I make flashcards out of
them....I use little dot sticker and assign
each child a number. On the
back, I make a list and write down as many
names as I remember at a
time.....I do this continually until all of
the students' names are written
on the back....then I can keep these
pictures in a file for future
reference.....This little trick works well
for me...
Lorena
If you can walk, you can dance. If you can talk, you can sing.
------saying from Zimbabwe-------
-------------------
On July 29, 1997 Tossi Aaron wrote:
Come now, Thomas, there must be rhymes
for Q, U and W! How about, "How do
you do?" Quentin, Quentin, Say, what's new?
You have a name that starts with
Q.....
Okay, so it's hard to rhyme H, but you could fake it a little, right?
Henry, Henry, starts with H, a very fine name to start with H.
Tossi
-------------------
On July 29, 1997 Tossi wrote:
If the idea is to have kids learn each
others' names as well as our learning
theirs, those photos could be copied on
Xerox (lightest setting) with no
names. Spread them out on tables, say 8 to a
table. Few kids at a time go to
tables, pick up a card and then go find the
kid it matches.
They do a little talk-talk interview,
then other kids do the same. When
everybody is holding a card with photo, they
can trade,..... or make a big
poster.... or arrange them
alphabetically.... or play a version of
"Concentration" with the pictures. If you
can name the kid on the photo, you
can get in place for next activity.... or
leave... or you tell the teacher
who it is..... or any other variations you
can think up.
Shall I go on? Tossi
-------------------
*-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-
-------------------
Remembering Names
-------------------
These messages deal with how to remember
students names and the
games/activities involved in getting to know
your students.
-------------------
On August 14, 1996 Carol Greene
wrote:
... I tell the students how many students I
have, and I would really like to
call them by name. If they want me to know
their name, if I call on them for
something and say, "Yes," or don't call them
by their first name, then they
are to tell me their name. Most times after
this has happened a few times, I
remember the name!
-------------------
On Aug. 14, 1996 Bill Morgan
wrote
Something that helps me to remember names is
that every class I sing
"Hello," or "Good morning," or "Guten Tag,"
or...(you get the picture!) to
each child. It's a struggle at first, but
after a couple of weeks I do
pretty well. I still forget a name every
once in a while, but the kids
realize that I've 600 other students; I
think they understand.
With the Kindergarten kids, I play a game
I learned from my supervising
teacher when I did my student teaching. The
game goes like this:
One child tells me his/her name, and I say it back.
The next child says his/her name, and I say both the names.
This continues around the circle until I can say everyone's name.
Then comes the fun part! I close my eyes,
everyone trades places, and I see
how many names I can get. I explain to the
kids that if I hear too much
noise or feet running I will have to open my
eyes to check on them. That, of
course would ruin everything, so the kids
are pretty good at changing places
quietly and carefully.
-------------------
On Aug 14 1996 Martha Osborne wrote:
I like the game where you go around the
circle and everyone says their name
and a kind of food they like. With each
additional person, they have to
repeat all who have gone before. Then the
teacher has to repeat the whole
circle! We did this in levels class this
summer, and it worked great. I knew
everyone's name for the rest of the time!
However, I have tried this w/
classes before, and by the time the 3rd or
so class has come and gone, I am
very confused!
-------------------
On Aug 16, 1996 Jessie wrote:
Since I'm the one who started the
discussion on Name Games, I should share
with you some of the things I do. I start
classes early in the year with
students sitting in a circle (I have no
chairs in my room -- we sit on a
carpeted floor). Depending upon the age of
the children, I use various
rhymes I have collected over the years that
encourage students to say their
names in creative ways using their voices
however they like and the class
echoing. There's usually a refrain that we
do after every 4 or more echoes,
depending upon the size of the class. Or, we
could do something with meter
using a movement pattern that has students
saying their name on the
downbeat, while we echo on another beat --
again in some sort of rondo form
with a refrain. They can also create a rhyme
for their name, or state their
favorite color, sport, or whatever we're
inspired to categorize that day. I
also use my class list to choose a "special
helper" each class. That student
gets to pass out or collect things -- choose
students to go to an instrument
or line up at the end of class, etc. This
serves my purpose in two ways,
first of all, I'm really focusing in on
getting to know one child for a
whole class since I ask him or her to do
lots of things that day, and also,
as that child calls on other kids in the
class, it's reviewing the other
names, as well. I check off all the helpers,
so I'm sure that everyone has
been a helper once before we go through the
list a second time.
For Bulletin Boards: I have collected some musical riddles over the years,
and post them one or two at a time. (Many
of them have been written by my
5th graders.) I also like to have contests
every few months, where I'll put
up 10 riddles, or have ten symbols or ten
clues --e.g.: for names of
composers), etc. Students then have the
option of entering the contest. Each
class has a winner and they get to sign
their name on the Wall of Fame part
of the bulletin board. Since I give out a
small piece of candy or a pencil
or something to each class winner, if
there's a tie in a class, we draw
names for the prize, but all the high
scorers get to sign their names.
Instead of candy, you could also make out
certificates, or use stickers or
hand stamps -- anything. Candy winners can't
win twice, but, of course, get
lots of praise and can sign their name again
and again.
Hope this helps -- Jessie
-------------------
On Aug 17, 1996 Judy wrote:
Here is a prayer I saw somewhere several
years ago in a teacher's magazine.
I have it taped to my piano. Thought you
might like it, too.
ON TRYING TO PUT A NAME TO A FACE
You call us all by name, Lord, and names
are an essential part of who we
are. Yet I find it so hard to remember the
names of all my students. Help
me, as I study seating charts and faces, to
appreciate the uniqueness of
each student committed to my care. Let me
recognize each one of them in a
special way every day, even if it's just
with a smile or a personal
greeting. Help me especially to single out
the ones who seem to have no
special talent. Everyone is special in your
eyes. Let me see with your
sight, so that I can know them, love them,
and truly teach them. Amen.
Wish I knew who wrote it so I could give
them credit, but there was no name
on the little box it was in.
Have a great year! Judy
-------------------
On Sept. 7, 1996 Alan Purdum wrote:
Thanks to all who wrote with ideas for
learning students' names. After
reading all those letters, I decided I had
to do better at this. I used
variations of going around the circle
repeating each child's name in a
cumulative manner; and now--in the second
week of school-- I am able to
recall my 450+ students with about 80%
accuracy. For the last 25 years my
score was more like 20%.
I am embarrassed that I didn't do this
years ago; but I am truly grateful
for the persons on this list who are so
willing to help each other. Your
encouragement has made a big difference for
me--and my kids really
appreciate my effort.
Again, many thanks! Alan Purdum
-------------------
On Sept. 8, 1996 Jane wrote:
I know we've had a lot of ideas for
learning names, but here's one that
worked VERY well for me. I borrowed the
school's video camera and had each
child stand in front of it and say his/her
name. Then I took it home and
could look at each class at my leisure. I
could review names and faces as
often as I wanted. After about a week of
looking at faces and names on the
video, I learned them all.
Jane Gnojek
-------------------
On Sept. 8, 1996 Wendella wrote:
I like the video idea. I had the problem
that name games didn't do it for
me, and so I took pictures of the kids
holding name signs. I would glance at
my class picture book before each class, and
that is how I handled teaching
many classes at different
sites.
Wendella
-------------------
On Sept 7, 1996 Carol wrote:
I got inspired to concentrate more on
names too. I composed a very easy
conga that I called by the school name:
Country Lane Conga, Latimer Conga,
Payne Panthers Conga. For example, we sang
Country Lane Conga, Country Lane
Conga! We're the best! We're the best! Then
I started the verse since I was
at the front of the line:
My name is Carol Greene. They echoed: Her name is Carol Greene.
Then I sang something I liked: I like
strawberries. They echoed: She likes
strawberries.
Then the person behind me sang. After two
people went, we went back to the
conga, stopped and two more people went.
With a group of 20, I did it two at
a time. With a group of forty, I did it four
at a time. This was really
interesting to see who could sing the solo
part, who was shy, who would just
say it. I did this with just first and
second graders and they had a great
time. Just about everyone was anxious to
participate. I learned a few names
too.
Carol C:o)
-------------------
On Aug. 13, 1996 Kay wrote:
To prepare to learn names, I look at the
list and try to notice any sibling
names (same last name as someone I've
already taught). There is usually a
family resemblance, which will help alot.
Also, if your school has an annual
or yearbook, study it over summer, or at the
beginning of the school year. I
make notes on my roster, like "red hair",
"very curly", "blond, with round
face". Of course, that can't be done until
you've identified the child. The
age-old, mundane task of calling names is
hard to by-pass.
But after that initial roll-call, there
are some things that can make
learning names not quite so embarrassing.
Using your list, play the name
game. You get a point if you can call a name
and point to that child on the
first try. If you miss, the class gets a
point. (You decide the reward, in
case the class wins.) On another day, try
again. It may be harder this time:
they will have changed clothes and seats.
After maybe four class periods,
try it without looking at the list. (Remind
them of how many names you have
to learn; they'll understand how hard it
is.)
Other times, when it's time to leave,
line them up by pointing at
individuals. They must say their name, first
(whatever they go by) and last
before lining up. If they try to trick you,
usually a classmate will give it
away; even better, maybe you'll catch the
trick.
Lining up alpha by last name, or fist
name will help, too, at least to put
them in the right area of the
alpha.
Too bad you don't have young kids. I'd
definitely suggest "Willowby Wallaby
Woo"; KG and 1 love it.
Good luck.
Kay
-------------------
On August 13, 1996 Rod wrote:
If you have the children sitting in
chairs, number each chair and assign
each child a chair number (even
Kindergarten) or let them pick the chair
they would like to sit in (if you are using
carpet or floor space number the
space). This way to take roll...just see
which chair numbers are
empty...that child is absent. If you want to
call on a child by name, a
quick glance at the list and their chair
number and you have it. You'll find
yourself using their names before you know
it!
Rod
-------------------
On August 22, 1996 someone wrote:
Hi,
Something that I like to use the first
day of school is a song recorded by
Sweet Honey in the Rock, "So Glad I'm Here".
It works well to go around the
circle , allowing students make up different
ways to keep the beat as we
listen. The words are so repetitive that
they are learned very quickly. One
stanza says, "Shout out your name". The
children love to shout out their
name one at a time, to see if we can get
everyone's name in before the
stanza is over.
Hope everyone has a good first week of school!
-------------------
On August 26, 1996 Cheryl wrote:
I wanted to put in my ideas because I
have used the ideas you have all
contributed. I did these lessons the first
week of school (which is still in
progress, by the way):
Pre-K and K:
I begin talking about my classroom rules.
1) We did a chant that goes like this:
Rickety Tickety Bumblebee Will you say your name for me?
Each child says his or her name in turn
and then it's repeated 2x by
everybody.
(Repeat chant until all children say
their names or there becomes a need to
change activities(attention
spans!!))
2) I say, "Choo choo choo choo choo choo train
My name's Mrs. _______ What's your name?"
Then we make a train as every child says
his/her name. To save time and
energy, sometimes I ask 2-3 children at a
time to say their name and join
the train.
The last child is the caboose and that's
when I start singing "Little Red
Caboose" as we chug chug around the
room.
3) What's Your Name? is a song I sing to
them. I will send the tune and
words to this later (or I'll be up all
night).
4) If time allows, we sing "Willoughby
Wallaby Woo"---this gives me a chance
to practice to see if I remember their
names.
I haven't seen my 1st or 2nd graders yet
this week, but this is what I did
with 3rd grade. I have 50 minutes with 3rd
grade this year --this is what we
did at the end of class to get to know each
other better:
(I saw this on some t.v. program--the kids loved it!)
Jump in, Jump out
Turn Yourself About
Jump in, Jump out
Introduce yourself...
One child All say:
========= =====
My name is __________
yeah!
I like to _________ uh-huh
I'm gonna _________ wooh!
Everyday of my life. Everyday of his/her
life.
(repeat for all to take a
turn)
By the way, I tried the same activity with 4th and it got
even better.
More ideas to come...
(I'm really enjoying this Orff list--even
though all my ideas aren't
STRICTLY Orff, I incorporate when I
can...)
Cheryl A. Bradham
-------------------
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-------------------
This page last updated
August 20, 1997
*-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-=-=-=-
From Sandy Toms' site:
http://www.InsideTheWeb.com/mbs.cgi/mb393614
Music Education - Resources
Hello Games
Monday, 03-May-1999
22:32:48
216.40.149.48 writes:
NAME/HELLO GAMES & SONGS
Yoo Hoo Game
I
play a game with all of my K through 3 students called the "Yoo Hoo"
game.
At the beginning of the year, I call each student on a minor third,
"Yoo
Hoo, David" and all of the kids echo, matching pitch as closely as
possible.
After I call and the class echoes, that student sits down. After a
few
weeks, I just call the first person, then I sit down and that student
calls
the next person and sits down and so on. After each person calls, the
whole
class echoes. Our main goal here is matching pitches. The kids love
the
game and don't realize they are also learning not to be afraid of
singing
alone.
For the beginning of school, I use a song called "Welcome Back to
school"
I
think I found it in the Macmillan kinder or 1st grade book. Kids get
to
clap and stamp and stuff.
"Welcome back to school, can you clap" (clap. clap,
clap)
"Welcome back to school can you stamp" (stamp , stamp.
stamp)
"Can you say hello to everyone you know"
"Can you clap" (clap, clap, clap) "and can you stamp" (stamp,
stamp,
stamp)
Then there is a little clapping and stamping interlude and you sing
it
again.
Another is "Hello There" it's an echo song. It's in the Kinder
Macmillan
book.
Hello there (Hello there)
How are you? (How are you?)
It's so good (It's so good)
To see you (To see you)
We'll sing and (We'll sing and)
Be Happy (Be Happy)
That we're all here together again!
I won't bother describing it any further as without knowing if
you're
interested. Ditto for the kindergarten graduation song, whose meldoy
is
on page 367 of The Real Little Ultimate Fake Book (Hal
Leonard,
publisher) under the title, The Maori Farewell Song, and might
be
available for viewing at your local Barnes and Noble which is where
I
bought mine:
KINDERGARTEN FAREWELL SONG
So long, farewell
Good by to all our friends
We must move on when
Kindergarten ends
We must move on
To First Grade and beyond
This is our Kindergarten
Farewell song
We1ve learned to share
We1ve learned to work and play
We1ve learned to care and
Know just what to say
We1ve learned to sing
Good by to all our friends
So long, farewell
When Kindergarten ends
F Bb Bbm F C7 F
A
- - F - G | A - - - - A | A - G Bb - E | F - - - - - |
Bb Bbm F G C7
F
- - G - G#| A - - F - - | G - F E - F | G - - - - - |
F Bb Bbm F C7 F
A
- - F - G | A - - - - A | A - G Bb - E | F - - - - - |
Bb Bbm F D7 G C7 F
F
- - G - G#| A - F Bb - A | D - - E - - | F - - - - -
||
1)Who's that knocking at my door?
Who's that knocking at my door?
Who's that knocking at my door?
Why it must be... ( name)
(kids knock on their chairs or tables/desks)
EN ESPANOL
Quien estan tocando a mi puerta?
Debes ser...( name)
2)Let's all say hello to ( name)
Let's all say hello to ( name)
Let's all say hello to ( name)
Sitting over there ( point)
Hi, ( name) how are you?
Hi, ( name) how are you?
Hi, ( name) how are you?
How are you today ( kid responds)
Here is the New Zealand Maori goodbye song, Now is the
Hour
The first half is the traditional tune, the second, my own
ararngement with
hidden New Zealand jokes embedded The words are:
Now is the hour, it's time to say goodbye
Soon you'll be sailing far across the sea
while you're away, oh please remember me
when you return you'll find me waiting here
Regards, Maxine
Name Game
D-O-N-N-A,
Donna, Donna, yay, yay, yay!
If a child's name ends with B, C, D, E, G, P, T, V, or Z, I
sing:
S-T-E-P-H-A-N-I-E, Stephanie, Stephanie, whoopee!
If a boy's name ends with I or Y, I sing:
J-O-R-D-I, Jordi, Jordi, he's our guy!
If a child's name ends with L, I sing:
L-I-O-N-E-L, Lionel, Lionel, he's just swell!
If a child's name ends with O, I sing:
O-R-L-A-N-D-O, Orlando, Orlando's one to go!
If a child's name ends with R, I sing:
S-A-L-A-Z-A-R, Salazar, Salazar, he's our star!
If a child's name ends with S, I sing:
J-U-L-E-S, Jules, Jules, he's the best!
I
sing in 4/4 meter with G on the strong beats and E on the weak beats.
If you prefer to compose something
which you consider more melodious, I won't mind a bit.
If a child's name ends with H, M, N, Q, U, W, or X, or if a girl's
name ends with I or Y, I admit that I can't
find a rhyme and then make a special point to give that child
individual recognition in another song.
"My name is Heather and I like cheese." Everyone echos this: "Your
name is Heather and you like cheese."
The next person follows with "My name is Andrew and I like pizza,"
whereupon the class echos this with,
"Your name is Andrew and you like pizza."
For upper elementary
children: Get in a circle and let each child learn the names of those
on
either side. Everyone patschen-slaps at a medium tempo. All sing,
"Who is
on your left?" Sally answers, "Jane is on my left." All sing, "Who is
on
your right?" Sally answers, Kevin's on my right." Then move on to
the
person on the right, who happens to be Kevin. Continue around the
circle
back to the teacher.
Tossi also sends a suggestion for the older grades, from Isabel
Carley:
the class divides into groups of four. Everyone learns the names of
the
other three group members. Each group turns all four names into a
rhythm
pattern, such as "Kevin, Jenny, Mark, Ben!" Each group performs while
the
entire class follows a pattern such as clap, stamp, snap,
patschen.
Tossi also shares a few original rhymes:"Quentin, Quentin, Say,
what's new?
(Or: "How do you do?") You have a name that starts with Q!" and
"Henry,
Henry, starts with H, a very fine name to start with
H!"
------------
First song fits the
melody of "Barnacle the Sailor":
Who's that knocking at my door? [chosen child knocks on a table
or chair]
Who's that knocking at my door? [chosen child knocks
again]
Who's that knocking at my door? [chosen child knocks
again]
Why it must be [name of child]
In Spanish, that's "Quien esta' tocando a mi puerta? Debes ser
[name of
child]."
The second song could be sung to "The Farmer in the Dell," or, with
a
little rearranging of the words, to "Mary Had a Little
Lamb":
Let's all say hello to [name of child],
Let's all say hello to [name of child],
Let's all say hello to [name of child],
Sitting over there. (point)
Hi, [name of child], how are you?
Hi, [name of child], how are you?
Hi, [name of child], how are you?
How are you today? (chosen child responds)
"Twinkle, Twinkle, Little Star"
Welcome, welcome, everyone,
Now you're here, we'll have some fun.
First we'll clap our hands just so,
Then we'll bend and touch our toe.
Welcome, welcome, everyone,
Now you're here, we'll have some fun.
"She'll Be Comin' Round the Mountain"
Oh, it's time to say goodbye to our friends,
Oh, it's time to say goodbye to our friends,
Oh, it's time to say goodbye,
Make a smile and wink an eye.
Oh, it's time to say goodbye to our friends.
-----------
SO LONG I'LL SEE YOU
ta ti ti ta
ta
m r
d m s
So long I'll see you
ta ti ti ta ta
m r d m
r
Has-ta la vis-ta
ta ti ti
ta ta
f m
r f l
So long I'll see you
ta ti ti
ta Z
s r f
m
All soon a - gain
ta ti ti ta
Z
m m m
l
So un-til then
ta ti ti ta ta
l s m s
f
Has-ta la vis-ta
ta ti ti ti ti
ti
f m r
m l s
A - dios a - mi-i-gos
ti ti ti ti ti ta
Z
f m d r
t, d
Good by to you my friends
*-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Use Courier font!
/
D
/
4/4
| /
| | Z
| / | |
Z
A
/ F#
A A
/ F# A
Hel / -
lo there? (Hel / - lo there!)
/
/
/
/
/
/
/
A7 /
| / | |
Z | / | |
Z
A /
G
A A /
G A
How
/ are you? (How / are
you!)
/ /
/
/
| /
| |
Z | /
| | Z
A / G
A A /
G A
It's / so good? ( It's
/ so good!)
/
/
/
/
/ D /
| / | | Z | / | |
Z
A / F# A
A / F# A
To / see you? (To / see you!)
/
/
/
/
/
/
| /
| | Z |
/ | | Z
A /
F# A A
/ F# A
We'll / sing
and...? (We'll / sing and...!)
/
/
/
/
/
A7 /
| /
| | Z /
| |
A /
G A A /
G A
Be / hap - py? (Be / hap - py!)
/
/
/
/ / /
| | /
d | | / |
d | / O_ /_d
A A
/ C# B A
/ G
F# E / D /
THAT WE'RE / ALL HERE TO -
/ GE - THER A - / GAIN?! /
/
/
/ /
(repeat last line)
----------
E-mail to Dave at gamba@concentric.net
Hompage: http://www.concentric.net/~Gamba