SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere Nutzervereinbarung und die Datenschutzrichtlinie.
SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere unsere Datenschutzrichtlinie und die Nutzervereinbarung.
CRISS CROSS APPLESAUCE / Traditional. Partner game, vocal exploration, + just plain fun. This can be played sitting or standing, as a partner activity or in a circle with all of the children drawing on the back of the person in front of them. Remember to reverse directions. It can be adapted for all seasons and types of weather. Examples. Winter: Snowflakes falling, snowballs rolling, etc. Spring: Raindrops falling, lightening flashing / Robins hopping, butterflies flitting, etc. Fall: Leaves falling, wind whooshing, etc. Criss, cross (Draw a large “X” on partner’s back) Applesauce (Tap shoulders to rhythm of words) Spiders crawling up your back (Fingers -both hands- crawl up back) Spiders crawling down your back (FIngers crawl down) Snakes climbing/slithering up your back (Fingers draw “S’s” up back) Snakes climbing down your back (“ “ down back) Cool breeze (Blow softly on partner’s neck) Tight squeeze (Gently hug both shoulders) And now you’ve got the SHIVERS! (Fingers tickle all the way up back) HA HA THIS A-WAY / Traditional American Singing Game. Circle or partner game. Extensions: Beat/Rhythm: Walk beat for half the song, and then pat rhythm with a partner. Invite children to give their ideas for other movements - pat, turn, jump, etc. One-way to end the song: “ Now we are sitting…Just like this.” *Winter extensions: Now we are shoveling, shivering, sliding, skating, stomping, etc. CHOCOLATE / Traditional Mexican Chant. Partner activity, steady beat, tempo. There are many variants of this chant, some which allude to mole negro, the rich, spicy sauce whose main ingredient is chocolate (con arroz y con tomate…). I use the simpler chant, which refers to the molinillo, a wooden utensil that is twirled between one’s palms making the chocolate frothy. Each repetition is faster than the last. Children hold hands and ‘see-saw’ arms back and forth while saying the chant. Uno, dos, tres, CHO! Uno, dos, tres, CO! Uno, dos, tres, LA! Uno, dos, tres, TE! Chocolate, chocolate, Bate, bate, chocolate! 2
SALLY SUNSHINE / African American Singing Game. Circle song – body orientation, directional change. I prefer to sing “Boom!” rather than “Unh!” Listen to Miss Carole’s (Macaroni Soup) version. Carole is a Chicago treasure, whose website includes a generous Song of the Month, complete with lyrics and recordings: http://www.macaronisoup.com/songs/sally-go-round-the-sunshine.htm. Extensions: I use this song to teach days of the week. After “Boom!” I stop the circle and rhythmically chant, “Sunday & Monday,” which the dancers echo. After the next repetition, I chant “Sunday, Monday, Tuesday,” until all days are successively named. HOW DEEP IS THE SEA / India. Children stand in a circle. One child is chosen to be the “fish.” The children sing the first part of the song, then the “fish” answers, “Not so very deep, only this deep!” placing his/her hands on ankles. The song is repeated, several times. Each time the fish answers, putting his/her hands on a higher part of the body (ex: knees, hips, shoulders). Finally, the “fish” puts his/her arms overhead and exclaims, “I’m drowning!” –while simultaneously rushing to break out of the circle. Whomever catches him/her becomes the next fish. Kiester, Gloria, G. Games Children Sing-India 3
A RAM SAM SAM / Morocco This seemingly simple round from Morocco, in Africa, is over 500 years old. A great song for movement and rhythm stick use. Seated singing: A ram sam sam / (pat knees or pound hands.) Gooli gooli… / (roll arms) Arafi, arafi / (glide one hand down other arm from high to low – legato movement) Gross motor: A ram sam sam / (stamp feet). Gooli gooli … / (swish hips) Arafi, arafi / (raise both hands over head, slightly to one side then the other, legato) Rhythm sticks: A ram sam sam / (drum sticks on floor). Gooli gooli … / (roll sticks) Arafi, arafi / (rub smooth stick down whole length of bumpy stick - legato) Extensions 1.Piano/ Forte – from Susan Salidor, http://www.susansalidor.com, another Chicago treasure. -Piano: Hold fists very close together, and sing song using a soft (& funny) voice. Make all the movements as small as possible with first finger. -Forte: While seated, sing song with gigantic movements and forte/ loud voice. Ram sam sam: Pound hands / Gooli gool: Roll hands / Arafi: Throw hands over head to the side, then other side, while fluttering fingers (arafi) 2. Sticks/ audiation – leave out a ram sam sam, while continuing to play sticks. Depending on group, leave out gooli gooli…. and arafi during other sessions. “Hide a ram sam sam in your head! We’ll still play our sticks.” 4
3.Change It Up – Gross Motor. Invite children to give their movement ideas for each part. Ex. Beat chest (a ram sam sam), shake hands or jump (gooli gooli), rock side to side, touch toes, fly (arafi). See what ideas they come up with! 4.Tempo changes. Speed the song up or slow it down. Remember to sing it at a moderate tempo so that it can be sped up or slowed down successfully. Mas rapido?! Of course! 5. Instrument play. Place three hoops on floor, and designate them as A, B, or C. In each hoop, put enough of one instrument for each student in small group to use (bells, shakers, rhythm sticks, etc.). Divide class into three groups, and assign each group to a hula hoop. Play and sing song, with each group taking one part, and playing only on that part. EX: A. A ram sam sam - rhythm sticks, B. Gooli gooli – bells, C. Arafi – shakers. Repeat 3 times. ISRAELI DANCE! - from Joanie Calem http://www.joaniecalem.com (CMN List-Serve, 1/1/11) Individual Body Percussion SECTION A (performed twice) A Ram Pat knees twice with both hands Sam Hands up with palms pointing away from you Sam Hand up with palms pointing towards you (2x) Gooli (x5), etc. Roll hands around each other Ram Hands up with palms pointing away from you Sam Hands up with palms pointing towards you Sam Hands up with palms pointing away from you SECTION B (performed twice) A Hands on head Ra (two beats) Hands pat shoulders, then pat knees Fi Hands up with palms pointing away from you (2x) Gooli (x5), etc. Roll hands around each Ram Hands up with palms pointing away from you Sam Hands up with palms pointing towards you Sam Hands up with palms pointing away from you Partner Dance SECTION A (performed twice) A Ram Pat your own knees twice with both hands Sam Clap hands with your partner, palms to palm Sam Clap backs of hands with your partner (2x) Gooli …etc. Hook elbows and swing your partner around one time Ram Clap hands with your partner Sam Clap back of hands with your partner Sam Clap hands with your partner SECTION B (performed twice) A Hands on head Ra (two beats) Hands pat shoulders, then pat knees Fi Clap hands with your partner 5
Gooli …etc. Hook elbows and swing your partner around one time Ram Clap hands with your partner Sam Clap back of hands with your partner Sam Clap hands with your partner This song garnered a great deal of interest and discussion on the Children’s Music (CMN) list-serve. Leslie Zak wrote that the song was over 500 years old. It may or may not mean something, but has often been associated with weaving, and Joanie learned that Moroccan rug weavers had brought it from Morocco when they immigrated to Israel in the 1950’s. Final thoughts: The melody is extremely versatile. Words can easily be piggybacked for other occasions: Valentine’s Day (Oh Valentine, Oh Valentine / Happy (x4) Valentine/ We love you, etc.), Mother’s Day, or just about anything you or your class can think of! LUCY LOCKET / England. Tune: Yankee Doodle. Chase game, Crescendo hot and cold game. This game may be done two different ways. (1) Chasing game. A child with a small purse, handkerchief, etc., circles the ring of seated players as all sing. At some point in the song – it can be anytime – the child drops the object behind the back of a seated child. The seated child chases the first child around the circle. The empty space left by the second child (chaser) is “safe.” (2) A “finder’ is chosen to hide their eyes while a “hider” hides a small object (‘pocket’) somewhere in the room. The object MUST be partially visible. The finder may turn his / her back or leave the room – whatever is best for your classroom. The hider then joins the group, and the whole class softly sings the song while the finder looks for the object. As the finder gets closer to the object, children gradually sing louder (crescendo) until the finder is guided to the object by the singers’ voices. Transition: Tall as a Tree Wide as a house Thin as a pin Small as a mouse (x2) UNO, DOS Y TRES – Mexico / Traditional Counting Song. Partner circle-dance created by Brigid Finucane. Students stand in a circle facing a partner, with back to back with couples on each side. Uno dos y tres, (Clap, pat and tap hands together with partner) Cuatro, cinco, seis. (Repeat) Siete, ocho, nueve, (Take partners hands, and go halfway round in a two- hand turn, changing places with partner) I can count to diez. OR (Jump around halfway to face a new partner. Repeat) (Yo) Puedo contar a diez. 6
OKINA KURINO KINOSHITADE (Under the Spreading/Big Chestnut Tree) / Japan Movement can be sung with or without a partner. Increase the tempo with each repetition. NOTE: This song has fascinating roots, which reveal, surprisingly, that the song is not originally from Japan. I stumbled upon a web posting that examines the history of the song, has YouTube links, and translations in both Japanese and English. It’s well worth your while to take a look: http://www.language-exchanges.org/node/105629. Elizabeth Mitchell also has a video: http://www.youtube.com/watch?v=p_NWaCBrgsc. Wikipedia states that the song is derived from an English song written in the1930’s, and later popularized in Japan during the post-WWII American occupation. Under the spreading (big) chestnut tree, Okina kurino kinoshitade, (Hands sweep from low to high, make a big tree-shaped circle around face. On “chestnut” / “kinoshitade,” touch head, shoulders, then side of body) You and me Anata to Watashi (Point to another person, then point to yourself) Let us play so happily, Nakayoku Asobimashou (Cross both arms over chest, one at a time, making an “X.” Rock side to side) Under the spreading (big) chestnut tree. Okina kurino kinoshitade. -JUMP JIM JOE / Traditional American Playparty Game Partner circle dance – inhibitory control, sequencing, following complex directions. -Transition rhymes: - 1, 2, 3and 4…Find a new partner and we’ll do it some more! 2, 4, 6-8-10…Find a new partner and do it again! -Find a new partner as quick as can be. Find a new partner before I count to three! **Visit http://www.cmnonline.org for more information on the Children’s Music Network (CMN). Peace and Environmental Resources are available to one and all.** Fran McKinney, Carole Stephens (Macaroni Soup), Susan Salidor and I are all CMN Members. Other fine resources: New England Dancing Masters (http://www.dancingmasters.com), and the “Games Children Sing” (series includes China, India, Malaysia, Japan- book with CD). Brigid Finucane: 847 213 0713 email@example.com Merit School of Music, 38 S. Peoria St., Chicago, IL, 60607. 312-786-9428. meritmusic.org 7