promochoralclassroommusic2015-2016

1

Musicals • TITLE OF BOOK

2

Table of ContentsMusicals

3 The Grumps of Ring-A-Ding Town 6 A Party in a Pear Tree 8 Let’s Eat!10 Wing It!13 Friends & Family14 Pajama Party!16 Off Their Rockers18 Shake It Up With Shakespeare20 Best Self, Best Work, Best World22 Let’s Jam! It’s Our Band

Collections24 Boomin’ the Basics26 A Brand New Me28 Catch the Holiday Spirit30 Let’s All Sing The Beatles32 Let’s All Sing Holiday Hits34 Read & Sing Folksongs36 Rockin’ Poppin’ Classroom

Classroom Resources38 Freddie the Frog® and The Mysterious Wahooooo (interactive)40 Interact with Music Assessment (Level 2)42 Sight Word Soup44 HAJA: The Bird Who was Afraid to Fly (storybook)45 HAJA Teaching Guide46 8 Steps to Harmonization48 Wander the World with Warm-Ups50 First We Sing! Songbook Two52 First We Sing: Teaching Strategies for Intermediate Grades54 Making Sense of the Common Core56 Beautiful Music, Beautiful Children (poster)

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Prices, contents and availability subject to change without notice and may vary outside the USA. Disney characters and artwork © Disney Enterprises, Inc.

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3

Musicals • THE GRUMPS OF RING-A-DING TOWN

THE GRUMPS OF RING-A-DING TOWNA Musical to Ring in the HolidaysJohn Jacobson/John HigginsThe bells of ol’ Ring-A-Ding Town have stopped ringing because the townspeople have completely lost their holiday spirit. With all the pressures of the season, they have become so grumpy that even the bells refuse to ring. When a severe winter storm pounds the village with ice, wind and snow, the grumpy citizens are reminded how much they need each other and how rewarding it can be to share and care for one another in the true spirit of the season. When peace, love and joy returns, the bells of Ring-A-Ding Town begin to ring again!00144494 Teacher/Singer CD-ROM ................................................................................................................................................... $39.9900144495 Preview CD (withwvocals) ................................................................................................................................................ $14.9900144496 Preview Pak (1 Preview CD and sample pages) ............................................................................................................... $16.9900144497 Performance/Accompaniment CD .................................................................................................................................... $49.9900144498 Classroom Kit (Teacher/Sgr CD-ROM & P/A CD) .............................................................................................................. $79.99

& bbb 44 jœ œ jœ œ œ œWel-come all, come on

(10-measure introduction)

œ œ œ œ œ Œin and sit down.

jœ œ jœ œ œ œJoin us, here in our

œ œ œ œ œ ‰ JœRing-A-Ding Town! The

& bbb œ œ œ œ Jœ œ Jœhap-pi - est place that you

œ œ œ œ œ ‰ jœev -er did see, The

œ œ œ œ Jœ œn jœhap-pi - est folks that there

œ œ œ œ œ Œev - er could be!

& bbb ! jœ œ jœ œ œ œCo - zy here in our

œ œ œ œ œ Œval-ley so low,

jœ œ jœ œ œ œWe've got sun, and there's

& bbb œ œ œ œ œ ‰ Jœplen - ty of snow, The

œ œ œ œ Jœ œ Jœmoun-tains a - round us, ma -

œ œ œ œ œ ‰ jœjes - tic and tall, are

& bbb œ œ œ œ œ œsmil - ing down on one and

.˙ Œall.

! œ œ œ œ œ œ œGath-er - ing here in old

& bbb œ œ œ œ œ ‰ jœRing-A-Ding Square, what -

œ œ œ œ œ œ œ œev-er we have, is what we're

œ œ œn œ œ Œhap-py to share.

œ œ œ œ jœ œjœ

Each of us just like a

& bbb œ œ œ œ jœ œ jœsis - ter or bro - ther, we're

œ œ œ œ Œ ‰ jœnall look-ing out for

œ œ œ œone an - oth - er.

.˙ Œ

1. Hear Them Ring(EXCERPT)

piano/vocal scores, choreography, dialog & production guide in Teacher Book

singer pages, lyric sheets & script on CD-ROM to project or reproduce

25 MINGr. K-3

4


& bbb 44 œ œ œ œ œThis used to be a


œ œ ˙ ‰ jœhap-py place, and

œ œ œ .œ jœfolks used to wear a

œ œ œ œ Œsmile on their face.

& bbb ‰ jœ œ œ œ œ œWe al -ways said things like

Jœ ‰ ‰ jœ œ ‰ jœ"Thanks" and "Please." We

œ œ œ jœ œ jœe - ven gave par- ties with

œ œ œn œR - S - V - P's!

rit.

& bbb !a tempo

œ œ œ œ œ œThen by and by, we just

œ œ œ ‰ jœlost our way, for -

œ œb œ œ œ œ œgot all the things we used to

& bbb œ œb œ ‰ jœdo and say. And

œ .œ œ œ .œ œ œlit - tle by lit-tle, we got

œ œ œ jœ ‰ ‰ jœdown in the dumps, and

œ œ œ œ œ œwe turned in - to a

& bbb bbbjœ œ ‰ œ œvil - lage full of

œ^ Œ Ó

grumps!

! ‰ jœ œ œ

jœ œ# .jœ .œ œ œ œ œ

^‰ .œ

> œ œ œ œ œŒ

Hey, what's it to ya?

~~~~~~~

& bbb œ œ# œ œ œ ‰ jœWho ya look-in' at? We

œ œ œ œ œdon't like this and we

œ œ œ ‰ jœcan't stand that! And

œ œ œ œ œ‰ jœ

don't try to change us, 'cause

& bbb œ œ œ œ ‰ jœwe're not budg- in'. We're

œ œ œ œ ‰ jœall tryin' to be the

œ œ œ œcrank - i - est cur -

œ œ .˙mudg-eon-nnnn!

2. Grumpy!(EXCERPT)

& b 44 Œ œ œ œ œ ‰ jœ>

Storm is com - in'! Feel


œ œ œ œ jœ ‰ Œit in the air!

Œ œ œ œ œ ‰ jœ>

Snow is fall - in' ev -

œ œ œ Ó'ry-where!

& b Œ œ œ œ œ ‰ jœ>

Wind is blow-in'! Ev -

œ œ œ œ jœ ‰ Œ'ry-bod-y run!


Snow-ma-ged -don block -

œ œ œ œ jœ ‰ Œin' out the sun!

& b ˙ ˙Whoa! Oh!

˙ .œ jœ>

Whoa! Oh! Whoa!

Œ œ œ œ œ ŒSnow-ma-ged-don!

Œ œ œ œ œ ŒWhere's it head- in'?

˙ ˙Whoa! Oh!

& b ˙ .œ jœ>

Whoa! Oh! Whoa!

Œ œ œ œ œ ŒSnow-ma-ged-don!

Œ ¿ ¿ J¿.¿

SNOW-MA- GED-DON!

! !


Ice is form-in' on

œ œ œ œ jœ ‰ Œthe wind-ow sill!


Pipes are burst - in' from

œ œ œ Óthe chill!


Hear the howl-in' wind

œ œ œ œ jœ ‰ Œa-gainst the door!


Snow-ma-ged-don makes

œ œ œ œ jœ ‰ Œa might-y roar!

3. Snowmageddon(EXCERPT)

5


& b 44 œ œLike a


œ œ œ# œ œ œlock needs a key, and a

œ œ# œ œ Jœ ‰ ‰ jœrod needs a reel, a

œ œ œ# œ œ ‰ jœbike needs a rid - er, a

& b œ œ# œ œ jœ ‰ ‰ jœspoke needs a wheel. We

œ œ œ œ ‰ jœneed each oth-er, it's

œ œ œ œ jœ ‰ ‰ jœeas - y to see that

jœ œ jœ jœ ‰ ‰ jœI need you and

& b jœ œjœ jœ ‰ Œ

you need me.

Ó Œœ œ

Like a

œ œ œ# œ œ œtrain needs a track, and gui -

œ œ# œ œ Jœ ‰ ‰ jœtars all need strings, a

& b œ œ œ# œ œ ‰ jœcar needs a driv - er, and

œ œ# œ œ jœ ‰ ‰ jœjets all need wings. We

œ œ œ œ ‰ jœneed each oth-er, it's

œ œ œ œ jœ ‰ ‰ jœeas - y to see that

& b jœ œ jœ jœ ‰ ‰ jœI need you and

jœ œjœ jœ ‰ Œ

you need me.

Ó Œ œTo -

..œœ#Jœœ Œ œ

geth - er! To -

..œœn# Jœœn Œ ‰ jœ

geth - er! We

& b œ œ œ œ œb œall do bet-ter when we

œ. œ œn œ

work to-geth-er.

Œ œœb œœ œœ œœ œœNo mat-ter the

..œœn# Jœœ Œ ‰ jœ

weath - er, we're

œœ œ œ. œ

best when we work to -

4. Together(EXCERPT)

& 44 œ œThere’s a


œ œ œ œ œ

sound in your heart this

œ œ Œ œ œsea - son. There's a

œ œ œ œ œsound beat-ing deep in -

˙ Œ œ œside. If the

& œ œ œ œ œsound is a song of

œ œ œ œ œpeace and love, let your

œ Œ œ œheart be your

wguide.

Ó Œ œ œThere's a

& œ œ œ œ œ

joy in the world this

œ œ Œ œ œsea - son. There's a

œ œ œ œ œjoy, and it starts in

˙ Œ œ œyou. If you

& œ œ œ œ œbring to the world more

œ œ œ ‰ jœpeace and love, the

œ œ œ ˙joy in your heart

œ Œ œ œwill shine

wthrough.

& ! œ œ œ ˙On and on!

Œ œ œ œ œbCan you hear that

œb ‰ jœ œ œsound, the sound of

˙ Ójoy?

& œ œ œ ˙Beat - ing on,

Œ œb œ œ œb œev - er strong, in the

.œ jœ œ œbhearts of ev - 'ry

œ œ ˙girl and boy!

5. The Sound in Your Heart(EXCERPT)

6

Musicals • A PARTY IN A PEAR TREEA PARTY IN A PEAR TREEThe Most Hilarious Twelve Days Ever!John Jacobson/Roger EmersonParty the Partridge is stuck up in the pear tree! It will take 12 drummers drumming, 11 pipers piping, 10 lords-a-leaping, 9 ladies dancing and all of the rest of the famous characters from the classic holiday song to get him down. Through their hilarious and sometime ridiculous musical adventures, they all rediscover the magic of the season and one of the most precious gifts of all, being together with family and friends.

00144486 Teacher Edition ............................................................... $19.9900144487 Singer Edition 5-Pak ....................................................... $19.9900144488 Preview CD (with vocals) ................................................ $14.9900144490 Preview Pak (1 singer, 1 preview CD) ............................. $16.9900144491 Performance/Accompaniment CD ................................... $59.9900144492 Performance Kit/CD (Teacher, 20 Singer, P/A CD) ......... $119.99

35 MINGr. 4-8

piano/vocal scores, choreography, dialog & production guide

in Teacher Book

5

&b

b

4

4∑

Up-Tempo Soft Shoe {q = 126)q q q e

3

( )=

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birds of a feath er,

3

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we all stick to geth er,

œ œn œ œ œ

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ev ’ry bird’s a friend of mine.

œ

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&b

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7

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sleet, hail, rain or shine.

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sis ters and broth ers, or

11

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12

œn œ œn

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fa thers and moth ers, we’re

œb œ œ œ

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just like a fam i ly.

œ

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- - - -

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15

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Tall, big or lit tle, or

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some where in the mid dle,- - -

&b

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17

‰

œ

j

œb œœ œ

you can count on

œ

Œ Ó

me!

3

Words and Music by JOHN JACOBSONand ROGER EMERSON

Copyright © 2015 by HAL LEONARD CORPORATIONInternational Copyright Secured All Rights Reserved

3 & 15

With VocalsAccompaniment Only

2. You Can Count on Me!

9

&b

4

4

2

50’s Doo Wop (q = 200)

2

Operator: “Hey, what was that?”

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j

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Five, five, five,

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where,earth;

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hear.joy!

œŒ Ó

- - - - --

&b

17

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ringshearts

outandfor

j

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inev

the’ry

air,good

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spreadgirl

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mas’ry

cheer!boy!

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kindtree,

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soundstand

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œ

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- -- -

&b

25

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bringFive

ingbells

noteswill

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- --



3. Five Golden Rings5 & 17


10

&b

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j

œ

ring, ring, ring,

29

œ

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˙

j

œ œ

j

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five gold en rings.

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-

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33

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five gold en rings.

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&b

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37 (opt. Harmony in upper notes)

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five gold en rings.

œ

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.

#

41

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j

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œ

j

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five gold en rings.

1

œ

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2

œ

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-

&

#

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Bells are ring ing

f

46

J

œ œ

j

œ œŒ

ev ’ry where;

œ œ œ œ œ

ev ’ry one can hear.

œ Œ Ó

- - - - -

&

#

50

œ œ œ œ

In our hearts and

J

œ œ

j

œ œŒ

in the air,

œ œ œ œ œ

spread ing Christ mas cheer!

œ Œ Ó

- -

&

#

œœ œ œ

Ring ing bells of

54

J

œb œ

j

œ œŒ

ev ’ry kind,

œn œ

j

œ œ

j

œ

sound so crisp and clear,

œŒ Ó

- -

7

Musicals • A PARTY IN A PEAR TREE

20

5. Party Down!

&

&

#

#

4

4

4

4

Part I

Part II

4

4

Heavy Rock (q = 88)

œœ œ œ œ

Par ty, par ty down!

∑

5 F

∑

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Let’s get Par ty down!

F

- -

-

&

&

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#

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7

∑

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¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿

Twelve drum mers drum ming, stick ing through the night...

Rapper 19

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10

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Gon na par ty down and we’re gon na do it right!- - -

&

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11

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We’ve got the rhy thm, we’ve got the beat!-

&

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12

¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿

We’ll get Par ty down, get him back on his feet!-

&

&

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13

∑

Part I

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∑

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9 & 19


21

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lev en pip ers pip ing; hear them play their song. E

17

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17

Recorders

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le ven pip ers pip ing and you can’t go wrong.

18

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No one can re sist a pip er’s tune.

19

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We’ll get Par ty down and be home by noon!

20

.˙

Œ

(end Recorders)

-

25

&b

4

4

4Ballad (q = 96)

&b œ

œ

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Christ mas is the

5 P

.˙ œ

time when

œœ

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œ

we all gath er˙

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near; with- -

&b

9

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friends and fam i

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ly to

œœ œ œ

spread the Christ mas

.˙

Œ

cheer.- - -

&b œ

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Christ mas is the

a little more13

.˙ œ

time, the

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world is filled with˙

Œœ

glee; and-

&b

17

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œ œ

ev ’ry one sees

.˙ œ

love be

œœ œ œ

neath the Christ mas

.˙

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tree.- - - -

&b

4

2

4

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21

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Days of Christ mas

F

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but the best are

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&b

4

4

25

w

you!

.˙Œ œ

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27

.˙ œ

time when

œœ

œ

œ

friends all gath er- -

&b

30˙

Ó

near;

œœ

œ œ

with their fam i

.˙

Œ

ly

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bring ing Christ mas

.˙

Œ

cheer.- - - -



6. Christmas Is the TIme11 & 21


27

&b

b

b 4

4

2Brightly (q = 120)

Ó Œ

œ œ

On the

F4

œ

œ œ œ œ œ

first day of Christ mas, my-

&b

b

b

5

œ œ œœ œ

‰

j

œ

true love gave to me: a

œ œœ œ

œ œ

par tridge in a pear

˙

Œ

œ œ

tree. On the

Party:That’s me!

-

&b

b

b

8œ

œ œ œ œ œ œ

sec ond day of Christ mas, my

œ œ œœ œ

Œ

true love gave to me:- -

&b

b

b

10

œ

œ œ œ œ œ

two tur tle doves and a

œ œœ œ

œ œ

par tridge in a pear

˙

Œ

œ œ

tree. On the

Party: Right onthe ground whereI belong!

- -

&b

b

b 4

3

œ

œ œ œ œ œ

third day of Christ mas, my

13

œ œ œœ œ

Œ

true love gave to me:-

&b

b

b 4

3

4

4

15

œ

œ œ œ

three French hens,

œ

œ œ œ œ œ

two tur tle doves and a

œ œœ œ

œ œ

par tridge in a pear- -

&b

b

b 4

3

18

˙

Œ

œ œ

tree. On the

Party: Never felt better in my life!

œ

œ œ œ œ œ

fourth day of Christ mas, my

œ œ œœ œ

Œ

true love gave to me:-

TraditionalArranged by JOHN JACOBSON

and ROGER EMERSON


Partridge: Thank you, everybody! Thank you, so much. From here, I can see that all of my friends are here. Merry Christmas, everyone! I just can’t thank you enough! I think we should close with the 12 Days of Christmas ... it’s long, but christmasy....

12 & 22


Reprise: The Twelve Days of Christmas

singer book with vocals and dialog

8

Musicals • LET’S EATLET’S EAT!A Tasty Musical for Anyone Who Loves Food!John Jacobson/Mac HuffHey, what’s cookin? Join Hungry Hank, Famished Fanny, Ravenous Randi, Picky Pete and more wacky characters in this upbeat and tasty musical all about their insatiable appetites! We are fortunate to live in a land of plenty, and as we celebrate food in wonderfully wacky ways with songs like “The Fast Food Tango,” “Chicken Pot Pie,” “My Banana Split” and “Pizza,” we are also reminded to be “Thankful” for the bounty we regularly enjoy.

00144480 Teacher Edition ............................................................... $19.9900144481 Singer Edition 5-Pak ....................................................... $19.9900144482 Preview CD (with vocals) ................................................ $14.9900144483 Preview Pak (1 singer, 1 preview CD) ............................. $16.9900144484 Performance/Accompaniment CD ................................... $59.9900144485 Performance Kit/CD (Teacher, 20 Singer, P/A CD) ......... $119.99

40 MINGr. 4-8

&#

44 !Ualarm bell

! 10Spirited Rock and Roll (q = 160)

&# .. œ œ œ œ œ œ œ

GotHang

tain’

get’round

mymy

momam

torma’s

humkitch

F13

œ œ Œ Œ œ œmingen,

ifhop

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pace.snack.

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calnice

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rie.let.

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othneed

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- - - - -- - -

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Let’s

f 30Part I

¿ Œ œ œ œ œeat! Eat ing can be

Part II

œb œ œ œ œgood for you. Let’s

Part I

-

Words and Music byJOHN JACOBSON and MAC HUFF

Arranged by Mac Huff

1. Let’s Eat!


&# # # # 43

#44! !

Slow and Dramatic (q = 80)

œ œ œ œ .œ jœCome right in and take a

Louis the Maitre D(Solo)

&#

4

˙ Œ œ œseat at the

œ œ œ œ .œ jœon ly place that’s fit to

.˙ Œeat;-

&# C

7

œ œ œ œ œ œ œ œev ’ry meal a ver y spe cial

.˙ œ

treat. What’s

Jœ .œŒ œ

U

cook ’in? That’s- - - -

&# C

10

jœ .œ ˙cook in’!

Fast 2-beat Swing (h = 100)9 œ œ œ œ

Tast y treats will

All20

œ œ œ œ Œnev er cease;- - -

&#

22

œ œ œ œjust the right a

œ œ œ œ Œmount of grease;

œ œ œ œev ’ry dish a- -

&#

25

œ œ œ œ œ

mas ter piece. What’s

Jœ .œ Œœ

cook in? That’s

jœ .œ œŒ

cook in’!- - - -

&# œ œ œ œ

Have the prunes, you’ll

28

œ œ œ œ œ Œ

thank us lat er.

œ œ œ œBring the tots and

œ œ œ œ œ Œ

have a ta ter.- -

&#

32

¿ ¿ ¿ ¿Don’t for get to

Solo (spoken)

¿ ¿ ¿ ¿ ¿ œ

tip the wait er! What’s

All

Jœ .œ ˙cook in?- - -



2. What’s Cookin’?


&#

44 ‰ ŒDramatic Fifties Doo Wop (q = 80)

‰ Jœ œ. ‰ Jœ œ.

Doo wop doo wop

(q q = q e )3

f‰ Jœ œ. œ œ

doo wop oh,

&#

42 443

‰ jœœ œœ ‰ jœœ œœdoo wop doo wop

sim.

œœ

œœ œœ œœwhoa, whoa, whoa, whoa.

œœ‰ jœ

I’ve

FSolo 1

&#

446

œ œ œ œ jœ œ jœgot a rare af flic tion, I

6

œ œ œ œ œ œ Œ3

don’t know where to start;- -

&#

8

‰ Jœ œ œ jœ œ jœA strong ad dic tion that

œ œ œ œ œ œ ‰ jœ3

start ed in my heart. I- - -

&#

10

œ œ œ œ œ œ œ œtried and tried a tril lion times, but

jœ œjœ œ ‰ jœ#

I can’t quit. I’m-

&#

12

œ œ œ œn œ œ œ œ

to tal ly and hope less ly in

œ œ œ œ œ œ œ œ3

love with a ba nan a split.

!(Group: "Doo wop")

- - - - - -

&#

15

Ó Œ ‰ jœI’ve

Solo 2 16

œ œ œ œ jœ œ jœtried to switch to pas try or

œ œ œ œ œ œ Œ3

crum pets with my tea.- -

&#

18

‰ Jœ œ œ jœ œ jœThey both are tast y; on

œ œ œ œ œ œ ‰ jœ3

that I must a gree. And

Solo 3

- -



3. My Banana Split


piano/vocal scores, choreography, dialog & production guide in

Teacher Book

9

Musicals • LET’S EAT

&#

44 ..9

Spirited Tango (q = 145)

œ œ œ œ œ œ œ œIf you find you’re cruis in’ down a

F

1.

10 (sing 1st time)

-

&#

11

œ œ œ œ Œbus y street,

œ œ œ œ œ œ œ œand your tum my says, “I need a

œ œ œ œ Œbite to eat.”- -

&#

14

jœ œjœ œ ‰ jœ

No time to wait for

œ œ œ œan y thing that’s

œ Œ jœ œ Jœslow, no, no, no!- -

&#

17

.˙ Œ Jœ œ jœ œ œ œn œEv ’ry cor ner has a

18

Jœ œ jœ œ Œchoice for you.- -

&#

20

Jœ œ jœ œ œ œ œYou know ex act ly what’s the

œ œ œ œ œ œdance to do... out of- -

&#

22

œ œ œ ‰ jœtime, line up and

.œ jœ œ œdo the fast food

jœ .œ ˙tan go.-



4. The Fast Food Tango

Copyright © 2015 by HAL LEONARD CORPORATIONInternational Copyright Secured All Rights Reserved& bbbb 44

3With Drama (q = 110)

Ó Œ ‰ jœOh

fPizza Man:rit..œ jœ .œ jœ

ho! Oh ho! I

Freely5

& bbbb6

.œ œ œ œ œ ‰ jœam the piz za man. I

.œ jœ .œ jœbring your pie as

œ œ œ œ œ œ ‰ jœfast as an y man can. If- -

& bbbb9

œ œ œ œ ‰ jœyou need piz za, you

œ œ œ œ œn œ œbon ly look to me. I’ll be- -

& bbbb11

œ œ œ œ œœ œ œ

there in thir ty min utes or your

œ œ œ œpiz za pie is

rit.

œ Œ Ófree.

Steady 2-beat (q = 80)

- - -

& bbbb14

!All

œ œnjœ .œ

We love piz za,

15F

œ œ œn œjœ .œ

an y kind of piz za,- - -

& bbbb17

œ œn œ œ œ œ œœ œœev ’ry morn ing, noon and ev ’ry

˙̇ Ónight.

poco a poco accel.

œ œnjœ .œ

We love piz za,- - - -

& bbbb20

œ œ œn œjœ .œ

an y kind of piz za,

œ œn œ œ œ œ œœ œœev ’ry sin gle slice and ev ’ry- - - - -

& bbbb22

˙̇ Œ ‰jœœ

bite. Oh,

œœ œœjœœ ..œœ

if you please uh

23

œœ œœ œœjœœ ..œœ

give us some piz za,- -



6. We Love Pizza


&

&

b

b

C

C

..

..

7

7

Quick Country 2 beat (h = 110)

Ó Œ œ œ1.�Ev ’ry

!

F

-

œ œ œ œ œbod y gath er ’round

œ œ œ œ œcome from far and wide,

(sing 1st time)

(sing 2nd time)

9

-- -

&

&

b

b

˙ Œ œwhere

10

˙ Œ œ œyou can

œ œ œ œ œ œ œlove and har mo ny a bound.

œ œ œ œrun but you can’t

.˙ Œ

.˙ Œhide.

- - -

&

&

b

b

œ œ œ œCome on in so

13

œ œ œ œRough as rock and

œb œ œ œyou can give a

œb œ œ œreal ly kind of

wtry.

wdry;-

&

&

b

b

Ó Œ œ œNo one

16

Ó œ œpip ing

œ œ œ œ œknows just what’s in side

œ œ œ œ œhot and thick as glue,

17

œ œ Œ œ œit, takes a

˙ Œ ¿ ¿it’ ll

(spoken solo)-

- -

&

&

b

b

œ œ œ œ œhack saw to di vide

19

¿ ¿ ¿ ¿ ¿make a man of you.

œ œ Œ œit. It’s

| Œ œIt’s

All sing

œ œ œ œ œGrand ma’s pret ty good

œ œ œ œ œGrand ma’s pret ty good

- - - -

- -



5. Grandma’s Pretty Good Chicken Pot Pie

&# # C 13

Flowing (h = 65)

œ œ œ jœ œjœ

Food and friends and fam

p14

-

&# #

15

jœ .œ œ Œ’ly,

œ œ œ œ œwarmth and neigh bors

.˙ Œtoo,- -

&# #

18

œ œ œ jœ œjœ

makes it ver y clear

œ œ œ Œ œ œto me, there’s so

œ œ œ œ œ œmuch to be thank ful for!- -

&# #

21

.˙ Œ œ œ œ jœ œjœ

More than an y one

22jœ œ Jœ œ Œ

could use;- -

&# #

24

œ œ œ œ œoh, so much to share.

˙ ˙ œ œ œ jœ œ jœWe all have the right

&# #

27

jœ œ jœ ˙to choose

œ œ œ œ œ œall that we are thank ful

wfor.

!-

&# # ..˙̇ œœ

Thank

F31

˙̇ Œ œ œœful, there’s so

œœ œœ œœ œœjœœ œœ

jœœmuch to be thank ful for.

..˙̇ Œ- -

&# #

35

..œœ jœ œ œ œ œThank ful, we are thank

.œjœ

œ˙˙

ful.

dim.

˙˙ ‰ jœ œ œ

We have so- -



7. Thankful



10

Musicals • WING IT! WING IT!A Musical About Taking Risks and Taking Flight!John Jacobson/John HigginsThe baby birds are getting bigger and it’s time for them to leave the nest and try to fly. But not this little batch of nesters! They have decided they like their snug little nest and all of the amenities it offers. Why leave home when it’s so nice and safe right here? Through the course of this musical, all of the other birds – including rapping raptors, humming hummingbirds, honking geese and more – will work to convince the babies that eventually everyone has to try to fly and make it on their own. And when you do, you might just soar!00144499 Teacher/Singer CD-ROM ................................................................................................................................................... $39.9900144500 Preview CD (with vocals) ................................................................................................................................................. $14.9900144501 Preview Pak (1 Preview CD and sample pages) ............................................................................................................... $16.9900144502 Performance/Accompaniment CD .................................................................................................................................... $49.9900144503 Classroom Kit (Teacher/Sgr CD-ROM & P/A CD) .............................................................................................................. $79.99

25 MINGr. K-3

& bb 44 Ó Œ œWe’re

23

œ œ œ# œ œ ‰ jœbirds of a feath-er, we

œ. œ œn œ ‰ jœstick to - geth-er, in

œ œ œn œ œ œall kinds o’ weath-er, you’ll

& bb ˙ Œ œsee: that

œ œ œn œ œ‰ jœ

you can de-pend on a

œ œb œ œ œfine feath - ered friend like

wme.

& bbœ œ œ œ jœ ‰ œ

Twee-dle-dee dee! In

œ œ œ# œ œ ‰ jœour band o’ broth-ers, and

œ œ œn œ ‰ jœdads and moth-ers, and

œ œ œn œ œ œsis - ters and oth-ers, it’s

& bb ˙̇b Œ œtrue: We’ll

œ œ œ# œ œ ‰ jœsing of our friend- ship, our

œn œn œ œ œ œ ‰ jœ“it - ’ll nev-er end- ship,” and

œ œ œ œ œwe’ll keep sing-in’ our

& bb œ Œ ˙song for

wyou!

Ó Œ œWe’re

œ œ# œ œ œ œfly- in’ a - long, just

œn œn œ œ œ Œsing-in’ our song,

& bbœb œ œ œ œ œ œ œ

wing- in’ our way in - to the

œ œ œ Œsky so blue.

œ œ# œ œ œ œ ŒThen, be - fore you know it,

1. Birds of a Feather(EXCERPT)


singer pages, lyric sheets & script on CD-ROM to project or reproduce

11

Musicals • WING IT!

& 44 œ œ Œ œ œ ‰ jœFly - ing, fly - ing, you’re

œ œ œ œ œ œ Œgon-na be fly - ing!

œ œ Œ œ œ ‰ jœSoar - ing, div-ing, and

œ œ# œ œ œ Œit - ’ll be fun!

& œ œ Œ œ œ ‰ jœFly - ing, flying, with -

œ œ œ œ œ œb ‰ jœout real - ly try - ing, it’s

œ œ Œ Œ œeas-y! Just

œ œ œ œ œ‰ œ œ

ask an - y - one!

&œ œ

‰ Jœ œ œ œ œ .˙ Œ œ œ œ œ jœ œ jœFly - ing’s your first taste o’

œ œ Œ œ œfree - dom. You can

& œ œ œ œ œ œ œ œbfol - low the flock, or you can

œ œ Œ œlead ’em. It’s

œ œ œ œ œ œso sen - sa - tion-al,

œ œ œ œ œ œin - spi - ra - tion-al,

& œ œ œ œ œ œa - vi - a - tion-al

˙ Œ œ œtoo! And it

œ œ œ œ ‰ jœmeans you’re grow-ing, you’re

œ œ œ œ ‰ jœnot pla - teau - ing, you’ll

& œ œ œ œ œ œride the wind in the

œ Œ ˙wild, wild

w

blue!

!

2. Flying/We Like It Here(EXCERPT)

&#

44 œ œ œ œAn - y - one can

œ œ œ œ œ œsing with words, ’cause that’s

œ œ œ œeas - y to do.

˙ Ó œ œ œ œUs - ing words is

&# œ œ œ œ œ

won - der-ful, that’s

œ œ œ œ œ œun - de-ni - a-bly

.˙ ‰ jœtrue. But

œ œ œ œif you want to

œ œ œ œ œwow a crowd, then

&# œ œ Jœ œ jœ

here’s one rule of thumb:

(“thmmm”)

˙ Œ œ œYou can

œ œ œ œmake like you’re a

jœ œ jœ œ œhum-ming - bird, and

˙ ÓHmmm!

&#

˙ ÓHmmm!

wHmmm!

Ó œ œ#Hmmm, hmmm,

˙ ˙̇

hmmm, hmmm.

œœ Œ œ œbHmmm, hmmm,

˙ ˙̇hmmm, hmmm,

&# œœ Œ Œ œ

the

œ œ œ œsweet-est sound we’ve

˙ ˙ev - er

wheard.

Ó œ œ#Hmmm, hmmm,

˙ ˙̇

hmmm, hmmm.

&# œœ Œ œ œb

If you

˙ ˙̇hmmm, hmmm,

œœ Œ Œ œthen

œ œ œ œyou can be just

œ œ œ œlike a hum-ming -

wbird!

3. The Hummming Song(EXCERPT)

12

Musicals • WING IT!

& 44 Ó ‰ ¿ ¿ ¿Here we come!

Raptors: (forceful attitude rap)

Ó ‰ ¿ ¿ ¿ ¿Here we come now!

Ó ‰ ¿ ¿ ¿Here we come!

Œ ¿ ÓHuh!

& ¿ ¿ ¿ ‰ ¿ ¿ ¿ ¿ ‰Rap - tors rap! What’s it to ya?

¿ ¿ ¿ ! ¿ ¿ ¿ ¿ ‰Rap - tors rap! We’re birds of prey!

¿ ¿ ¿ ‰ ¿ ¿ ¿ ¿ ‰Rap - tors rap! What’s it to ya?

& ¿ ¿ ¿ ! ¿ ¿ ¿ ¿ ¿Rap- tors rap! Now get out da way!

¿ ¿ ¿ ‰ ¿ ¿ ¿ ¿ ‰Rap-tors rap! What’s it to ya?

¿ ¿ ¿ ! ¿ ¿ ¿ ¿ ‰Rap- tors rap! We’re birds of prey!

& ¿ ¿ ¿ ‰ ¿ ¿ ¿ ¿ ‰Rap - tors rap! What’s it to ya?

¿ ¿ ¿ ! ¿ ¿ ¿ ¿ ¿Rap - tors rap! Now get out da way!

4

& ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ŒWe’ve got tal - ons in-stead of feet.

Solo 1

¿ ¿ ¿ ! ¿ ¿ ¿ ¿ ¿ ¿We can hunt, and we real - ly like meat!

Solo 2

& ‰ ¿ ¿ ¿ ¿ ‰ ¿ ¿ ¿ ¿ ¿ ‰I’m a Fal - con! I’m a Bald Ea-gle!

Solo 1 Solo 2

¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ‰We’re so cool that it’s prob - ’ly not le - gal!

Soloists 1 & 2 (Duet)

4. Rap of the Raptors(EXCERPT)

&# # 44 œ# œ Œ Œ œ œ. œ

Wing it! You got to

14

œ œn Œ Ówing it!

‰ jœ œ œ œ œ œ œ œn œJust head on up to that big blue

˙ Ósky!

&# # œ# œ Œ Œ œ œ. œ

Sing it! You got to

œ œn Œ Ósing it!

‰ jœ œ œ œ œ œ ‰ jœJust sing your own song. Sing

œ œ œ œ œ Œloud and high!

&# # œ# œ Œ Œ œ œ. œ

Swing it! You got to

œ œn Œ Óswing it!

‰ jœ œ œ œ œ œ œ œn œYour turn at bat, an’ you got - ta

˙ Ótry!

&# # œ# œ Œ Œ œ œ. œ

Bring it! You got to

œ œn Œ Óbring it!

‰ jœ œ œ œ œn œ œ œIt’s time to spread your wings and

˙ Ófly!

!

&# # ‰ jœ œ œ œ œ œ œ œ#

There will be times when skies are

jœ œ jœ œ Œdark and grey,

‰ jœ œ œ œ œ œ œ œ#and noth- in’ seems to go your

˙ Œ œ œway. Just be-

&# # œ œ œ œ jœ ‰ œ œ

lieve in your-self, and get

œ œ œ œ œ ‰ Jœup off the floor, then

œ œ œ œ# œ ‰ jœstand straight and tall and

œ œ œ œ œ ˙let your spirit soar!

5. Wing It!(EXCERPT)

***GOTHAM ULTRA

6 Friends & Family

&

&

?

8

6

8

6

8

6

Piano

∑

∑

.

.œœ

.

.œœ

.˙

C F/C

With a Bounce (q . = 92)

F

∑

∑

.

.œœ

.

.œœ

.œ œ

J

œ

G/C F/C

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∑

.

.œœ

.

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C F/C

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J

œ

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&

?

.

.

.

.

.

.

.œ .œ

Moms, dads,

.œ .œ

5

.

.œœ

.

.œœ

.˙

C F/C

Link arms with your neighborF

œ

j

œ.œ

one or two,

œ

j

œ.œ

.

.œœ

.

.œœ

.œ œ

J

œ

G/C F/C

œ

j

œ œ

j

œ

may - be there are

œ

j

œ œ

j

œ

.

.œœ

.

.œœ

.˙

C F/C

.œŒ .

more;

.œŒ .

.

.œœ

.

.œœ

.œ œ

J

œ

G/C F/C

&

&

?

.œ.œ

They all

.œ.œ

9

.

.œœ

.

.œœ

.˙

C F/C

Unlink hands and put over your heart

.œ .œ

love us.

.œ .œ

.

.œœ

.

.œœ

.˙

G/C F/C

œ

j

œ œ

j

œ

Par - ents, we a -

œ

j

œ œ

j

œ..œ

œ .œ

.˙

F/G G13

Point to parents

.˙

dore!

.˙

.

.œœ

.

.œœ

.˙

C F/C

Hands over heart

.œ

Œ .

.œ

Œ .

.

.œœ

.

.œœ

.œ œ

J

œ

G/C F/C

Words and Music by ROGER EMERSON


Song 1: Moms & Dads(to the tune of “Row, Row Your Boat”)

3 & 14

With Vocals

Accomp. Only

piano/vocal arrangements with simple choreography

13

Musicals • FRIENDS & FAMILYFRIENDS & FAMILY A Short Musical Play for Very Young VoicesRoger EmersonCelebrate friends & family – moms & dads, brothers & sisters, grandparents, aunts & uncles, cousins – with Roger Emerson’s K-1 4 Fun series! These short musical plays are designed with simplicity in mind for busy teachers on-the-go. For quick learning, new lyrics have been set to such familiar tunes as “Row, Row, Row Your Boat,” “If You’re Happy and You Know It,” “Twinkle Twinkle Little Star,” and more! Have your young rappers wear sunglasses as the entire group performs

connecting raps to set up each song.00141496 Teacher Book/Enhanced CD ............................................ $49.99

15 MINGr. K-1

5Friends & Family

Rap 1: Parents

?

4

4

4

4

Rappers

Piano

∑

Heave shoulders and arms up and down on the beat, like a rapper. Don shades if desired.

œ.

œ.

œbœ

œ

œ

.

œ

.

œbœ

F

Rap Beat (q = 80)

∑

œ.

œ.

œbœ

œ

œ

.

œ

.

œb

?

.

.

.

.

∑

3

œ.

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œ

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.

œ

.

œbœ

∑

œ.

œ.

œbœ

œ

œ

.

œb

.

œ

?

¿ ¿ ¿ ¿ ¿ ¿ ¿

Par -Step

ents,moms,

par -step

ents,dads,

oneone

oror

two,two,

5

œ.

œ.

œbœ

œ

œ

.

œ

.

œbœ

F

¿ ¿ ¿ ¿ ¿ ¿ ¿

theythey

areare

therethere

toto

helphelp

youyou

dodo

œ.

œ.

œbœ

œ

œ

.

œ

.

œb

?

¿ ¿ ¿ ¿ ¿ ¿ ¿

an -an -

y -y -

thingthing

thatthat

youyou

cancan

dream.dream.

7

œ.

œ.

œbœ

œ

œ

.

œ

.

œbœ

¿ ¿ ¿ ¿ ¿ ¿ ¿

AllAll

to -to -

geth -geth -

er,er,

we’rewe’re

aa

team.team.

œ.

œ.

œbœ

œ

œ

.

œb

.

œ

}

?

¿ ¿ ¿ ¿ ¿ ¿

We’re a team, we’re a team,

9

œ.

œ.

œbœ

œ

œ

.

œ

.

œbœ

¿ ¿ ¿ ¿ ¿ ¿ ¿

all to - geth - er, we’re a team.

œ.

œ.

œbœ

œ

œ

.

œ

.

œb

?

.

.

.

.

¿ ¿ ¿ ¿ ¿ ¿ ¿

An - y - thing that you can dream,

11

œ.

œ.

œbœ

œ

œ

.

œ

.

œbœ

¿ ¿ ¿ ¿ ¿ ¿ ¿

all to - geth - er, we’re a team!

œ.

œ.

œbœ

œ

œ

.

œb

.

œ

Words and Music by ROGER EMERSON


2 & 13

With Vocals

Accomp. Only

26 Friends & Family

The original purchaser of this book has permission to reproduce this lyric page for educational use only. Any other use is strictly prohibited.


Song 2

Brothers & Sisters(to the tune of “If You’re Happy and You Know It”)

New Lyrics by Roger Emerson

(2 times)If you’ve got a little brother, Clap your hands. (clap, clap)If you’ve got a little sister, Clap your hands. (clap, clap)

They are siblings, one and all,And we love them, short or tall.If you’ve got a sibling, Stand and clap your hands. (clap, clap)

If you’ve got a great big brother, Clap your hands. (clap, clap)If you’ve got a great big sister, Clap your hands. (clap, clap)

They are siblings, one and all,And we love them, short or tall.If you’ve got a sibling, Stand and clap your hands. (clap, clap)

5 & 16

With Vocals

Accomp. Only

reproducible connecting group raps and projectable PDFs

lyric sheets to reproduce or project

14

Musicals • PAJAMA PARTY!

piano/vocal scores, choreography, dialog & production guide in

Teacher Book

PAJAMA PARTY!A Musical Revue About How Bedtime Can Be a Blast!Cristi Cary Miller/Jay Michael FergusonIt’s time for bed ... time to pick up our toys, take a bath time, brush our teeth and put our PJs on to end the day. But wait! What’s that noise I hear under my bed? Where’s my CSF? See how bedtime can really be a blast in this creative and cozy 20-minute musical play for little ones in Grades K-2. The all-in-one performance package includes a Teacher Book with piano accompaniments and simple movement, and an enhanced CD with performance/accompaniment audio recordings

plus song and lyric sheet PDFs.00141499 Teacher Book/Enhanced CD ............................................ $49.99

20 MINGr. K-2

OPENING DIALOGAll the students are miming one of their favorite playtime activities. The sound of video games, television, and other busy noises are interrupted by 3 loud knocks on the door.

Mom: (from offstage) Kids, it’s time to get ready for bed…

All: Okay, Mom!

SCENE 1Speaker 1:Bedtime is my favorite time. I know that’s strange to say. It’s ‘cause I get to put my PJs on to end my day.

Speaker 2:All of my pajamas are colorful and bright. And when it’s time to go to bed, I party through the night.

Speaker 3:But there are things that must be done before you go to bed. You have to take a bath and wash yourself from toe to head.

Speaker 4:And don’t forget, before you sleep, you have to brush your teeth, In and out, side to side, above and underneath.

Speaker 5:Get your wiggles out and pick up all your clothes and toys. It’s okay to have some fun, but don’t make too much noise.

Speaker 6:So when my mother calls, I listen and obey, Because her marching orders must be followed right away!

The original purchaser of this disc has permission to project or reproduce and distribute print copies of the PDFs for educational use only.


The original purchaser of this book has permission to reproduce this songsheet for educational use only. Any other use is strictly prohibited.


&b

4

3

4

4Œ

Sweetly (q = 80)6

∑

poco rit.

∑

U

Œ

œ œ .œ

j

œ

Moth-er calls, I

F

Dramatically (q = 110)9

œ œ

j

œ .œ

hear her say,

&b

11

Œ

œ œ .œ

j

œ

“Time for bed and

œ œ

j

œ .œ

no more play.”

‰

J

œ œ œ œ

œ

But, here’s my se - cret,

&b

14

J

œ œ

J

œ ˙

it’s no crime.

Œ œ œ œ

This is my

œœ œ œ ˙

fa - vo-rite time!

poco rit. 2*Rock and Roll (q = 140)

&b Œ

œ œ œ œ

Time for bed and

19

œ œ

j

œ .œ

I can’t wait.

Œ

œ œ œ œ

With my threads, I

œ œ

j

œ .œ

have a date.

&b

23

‰

J

œ œ œ

œ

A big day has

J

œ œ

J

œ œ ‰

j

œ

come and gone. It’sœ œ œ œ

j

œœ

j

œ

time to put my p. j.s on.

∑

&b Œ

œ œ œ œ

They’re so snug - gly.

27

œ œ

j

œ .œ

They’re so light,

Œ

œ œ œ œ

and they seem to

œ œ

j

œ .œ

fit just right.

&b

31

Œ œ œ œ

œ

Now be-fore I

J

œ œ

J

œ œ ‰

j

œ

start to yawn, it’s

œ œ œ œ

j

œœ

j

œ


∑

&b œ œ œ

œ œ œ

We’re gon-na have a pa -

* Start here (M. 17) when performing the REPRISE: PAJAMA PARTY

f

35

J

œ œ

J

œ

J

œ .œ

ja -ma par - ty.

¿ ¿ ¿ ¿ ¿

Snug-gle up tight. They

J

¿ ¿

J

¿ ¿ Œ

feel just right.

Words and Music byCRISTI CARY MILLER and

JAY MICHAEL FERGUSON



1. Pajama Party! (and Reprise)

Pajama Party! — 2

&b

39

œ œ œ

œ œ œ

We’re gon - na have a pa -

J

œ œ

J

œ œ œ ‰

J

œ

ja - ma par - ty, and

œ œ œ œ

when it’s time, I’ll

&b

42

J

œ œ

J

œ œ Œ

say good - night.

œ œ œ œ

Whoa, whoa, whoa, whoa!

dim. 44

Œ

œ œ œ œ

Join me now, we’ll

F

œ œ

j

œ .œ

have some fun.

&b

46

Œ

œ œ œ œ

Grab your jam - jams,

œ œ

j

œ .œ

ev - ’ry - one.

Œ œ œ

œ

We’ll sleep un -

J

œ œ

J

œ œ ‰

j

œ

til the dawn. It’s

&b

50œ œ œ œ

j

œœ

j

œ


9 60

œ œ œ

œ œ œ

We’re gon-na have a pa -

f

J

œ œ

J

œ

J

œ .œ

ja-ma par - ty.

&b

62

¿ ¿ ¿ ¿ ¿

Snug-gle up tight. They

J

¿ ¿

J

¿ ¿ Œ

feel just right.

œ œ œ

œ œ œ

We’re gon - na have a pa -

&b

65

J

œ œ

J

œ œ œ ‰

J

œ

ja - ma par - ty, and

œ œ œ œ

when it’s time, I’ll

J

œ œ

J

œ œ Œ

say good - night.

&b

68

œ œ œ œ

Whoa, whoa, whoa, whoa!

dim. 69

Œ

œ œ œ œ

Join me now, we’ll

F

œ œ

j

œ .œ

have some fun.

&b

71

Œ

œ œ œ œ

Grab your jam - jams,

œ œ

j

œ .œ

ev - ’ry - one.

Œ œ œ

œ

We’ll sleep un -

J

œ œ

J

œ œ ‰

j

œ

til the dawn. It’s

&b

75œ œ œ œ

j

œœ

j

œ


Œ œœ

œ Œ

3

Whoa, whoa, whoa!œ œ œ œ

j

œœ

j

œ

Time to put my p. j.s on.

&b

78

Œ œœ

œ Œ

3

Yeah, yeah, yeah!

¿ ¿ ¿ ¿

J

¿ ¿

J

¿

Time to put my p. j.s on!

∑

15

Musicals • PAJAMA PARTY!



&b

4

4‰

Brightly (q = 120)4

œ œ œ œœ

œ œ

œ

Af - ter din - ner, when it’s dark,and

F5

œ œ œ œœ œ

I am fin-ished play - ing,

&b

7

œ œ œ œ œ œ œ œ

Mom-my says, “It’s time for bed!” and

œœ œ œ œ œ

then I hear her say - ing,

·¿ Œ

“Pick up!

&b

#

#

#

#

#

#

10

¿ .¿ ¿ ¿ Œ

Pick up your toys!

·¿ Œ

Pick up!

¿ .¿ ¿ ¿ Œ

Pick up your toys!“

&

#

#

#

#

#

#

13

2

œ œ œ œœ

œ œ

œ

Af - ter din - ner, when it’s dark, and

15

œ œ œ œœ œ

I am fin - ished play - ing,

&

#

#

#

#

#

#

17


Mom - my says, “It’s time for bed!” and

œœ œ œ œ œ

then I hear her say - ing,

&

&

#

#

#

#

#

#

#

#

#

#

#

#

.

.

.

.

¿ ¿ ¿ ¿

“Bath time! Bath time!

19

·¿ Œ

“Pick up!

Repeat actions as before

19 (both times)

(join 2nd time)

¿ ¿ ¿ ¿ ¿ ¿

Splish! Splash! Rub - a - dub dub!

¿ .¿ ¿ ¿ Œ

Pick up your toys!

&

&

#

#

#

#

#

#

#

#

#

#

#

#

.

.

.

.

#

#

¿ ¿ ¿ ¿

Bath time! Bath time!

21

·¿ Œ

Pick up!

¿ ¿ ¿ ¿ ¿ ¿

Splish! Splash! Rub - a - dub - dub!“

¿ .¿ ¿ ¿ Œ

Pick up your toys!“

To the tune of “Yankee Doodle”New Words by CRISTI CARY MILLER

and JAY MICHAEL FERGUSON



2. Marching Orders



&

#

4

4

4

Soft-Shoe Swing (q = 120) (q q = q e )3

œ œ œ œ œ

Af - ter tuck-ing in,

F5

œ œ œ œ œ

if you’re lone- ly then

&

#

7

œ œ œ œ œ œ

may I just re - com - mend?

.˙ Œ œœ

œ œb

You should get aœ œn

j

œœ

J

œ

co - zy spe-cial friend.

&

#

11

2œ œ œ œ œ

If you cud - dle tight,

œ œ œ œ œ

you’ll sleep through the night

&

#

15

œ œ œ œ œ œ

from be - gin-ning to end.

.˙ Œ œœ

œ œb

All thanks to yourœ œn

j

œœ

j

œ

co - zy spe-cial friend.

&

#

19

2œ œ œ œ# œ

When it’s night and I’m

21 f

œ# œ œ œ œ#

feel - ing fright-ened, I

&

#

23

.œj

œ ˙

know that

Œ

œ œ œ#

I have my

Psub.

œ œ œ œn œ

friend to snug-gle who’s

œ œ œ œ#

al - ways by my

cresc.

&

#

27

œ

.

Œ˙

side. Be -

˙# ˙n

lieve me.

œ œ œ œ œ

With my pal a-round,

F29

œ œ œ œ œ

I’ll sleep safe and sound.



Words and Music byCRISTI CARY MILLER


3. Cozy Special Friends



&b

4

4

7Sweetly (q = 100)

Ó Œ ‰

j

œ

The

Popt. Solo 1

&b œ

œ œ œœ

sun is gone. The

9

œ

œ œ œ

œ

moon’s a - wake. I’m

œ œ œ œ œ œ

sleep - y as can be.

˙ Œ ‰j

œ

Be -

&b

13

œœ œ œ

œ

fore I lay down,œ

œ œ œœ

would you sing a

œ œ œ œ œ œ

lul - la - by for me?

˙Œ ‰

j

œ

I

opt. Solo 2

&b œ

œ œ œœ

know the stars will

17

œ

œ œ œ

œ

keep me safe as

œ œ œ œ œ œ

I dream peace - ful - ly.

˙ Œ ‰j

œ

Still,

&b

21

œœ œ œ œ

I’ll sleep bet - ter

œ œ œ œœ

if you sing a

œ œ œ œ œ œ

lul - la - by for me.

˙

‰

J

œ œ œ

Lul - la - by,

F

end Solo

&

&

b

b

˙ œ œ œ œ

lul - la - by.

25

J

œ œ

j

œ ˙

Lul - la - by,

F (optional Harmony)

25

˙ ‰

J

œ œ œ

Lul - la - by,

j

œ œ

j

œ œ

Œ

lul - la - by.

˙ œ œ œ œ

lul - la - by.

j

œ œ

j

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Lul - la - by,

˙ ‰

J

œ œ œ

Lul - la - by,

j

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j

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lul - la - by.

&

&

b

b

˙ œ œ œ œ

lul - la - by.

29

J

œ œ

j

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Lul - la - by,

˙ ‰

J

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j

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j

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Œ

lul - la - by.

.œ

J

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lul - la -

j

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j

œ œœ

Lul - la, lul - la -

w

by.

w

by.

∑

∑

Words and Music byCRISTI CARY MILLER




5. A Lullaby For Me



&b

4

4

8Mysteriously (q = 120)

œ œ œ œ œ.

œ.

Some-thing ver - y scar - y,

P

œ#

.

œ

.

œn

.œ

.

scar - y, scar - y,

&b

11

œ œ œ œ œ.

œ

œ

some-thing ver - y scar - y is

œ œœ.

œ.

Œ

un-der my bed.

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œ.

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&b

14

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.

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.

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.

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. œ

.

Œ

un - der my bed.

&b

~~~~~~~~~~~~~~~~~~

17

·

Oo

·

·

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·~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~~~~~~~~~~~

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œ.

Could it be a mon- ster,

21

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.

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.

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.

mon - ster, mon-ster?

œ œ œ œ œ.

œ

.

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œ œœ.

œ.

Œ

un-der my bed?

&b

25

œ œ œ œ œ.

œ.

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œ#

.

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.

œn

.œ

.

mon - ster, mon-ster?

œ œ œ œ œ.

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œ œ œ

. œ

.

Œ

un-der my bed?

&b

29

·

Grrr

· ·

Grrr

·

&b

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œ.

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p33

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.

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.

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.

qui - et, qui - et.œ œ œ œ œ

.

œ

.

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œ œœ.

œ.

Œ

un-der my bed.

To the tune of “In the Hall of the Mountain King” by EDVARD GRIEG

New Words and Music byCRISTI CARY MILLER




4. Under My Bed

singer pages, lyric sheets & script on Enhanced CD to project or reproduce

16

Musicals • OFF THEIR ROCKERSOFF THEIR ROCKERSA Fun-Filled One Act Musical PlayJill and Michael GallinaShawnee PressWith the popularity of reality TV dance competitions, your students and audience will be delighted to jump onto the dance bandwagon! Our story takes place in a senior center where all is quiet and calm; that is until the Center Director decides to use music and dance to bring fun and excitement into the lives of the seniors. Through song and dance, the seniors get “off their rockers” and join in the fun. Songs include: Old Time Rock and Roll,

Banjo’s Back in Town, Rock Around the Clock, At the Hop, Peppermint Twist, Dancin’ in the Street.35030092 Teacher Edition ............................................................... $19.9935030093 Singer Edition 5-Pak ....................................................... $19.9935030094 Performance/Accompaniment CD ................................... $59.9935030095 Performance Kit/CD (Teacher, 20 Singer, P/A CD) ......... $119.99

25 MINGr. 3-6

3

&

&

#

#

4

4

4

4

Part I

Part II

4

4

Ad lib.“air guitar” solo ms. 1-4. Start out facing upstage, then turn around to face the audience. Soloist signals to all the “seniors” to get up out of their rockers and get ready to dance, rock and roll!

Driving rock (q = 132)8

8(Piano begins)

&

&

#

#

.

.

.

.

‰

J

œb œ œ œ œ œ

Just take those old rec-ords

13

∑

f

œ œœb œ Œ

off the shelf.

œ œÓ

dis - co.

∑

14

∑

‰

J

œb œ œ œ œ œœ

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ander,

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f

&

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∑

16

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byout

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on

‰

j

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be

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j

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utesain’tI’ll

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&

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#

#

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gotlate

thefor the

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18

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Œ

gotlate

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samethe

soul.door.

}

}

‰

J

œb œ œ œ œ œ

I like that old time

‰ j

œ œ œ œ œ

I like that old time

j

œ œ

j

œ œŒ

rock and roll!

j

œ œ

j

œ œ

Œ

rock and roll!

Words and Music by GEORGE JACKSON and

THOMAS E. JONES IIIArranged by JILL and MICHAEL GALLINA

Copyright © 1977 by Peermusic III, Ltd. and Muscle Shoals Sound PublishingCopyright Renewed

This arrangement Copyright © 2015 by Peermusic III, Ltd. and Muscle Shoals Sound PublishingAll Rights Administered by Peermusic III, Ltd.

International Copyright Secured All Rights Reserved

1. OLD TIME ROCK AND ROLL1 & 7


7

(When the narration begins, some of the senior citizens are seated in chairs and rockers located on either side of the folding chairs. The seniors are not talking and are resting, some with their eyes closed.)

Center Director: (holding a microphone and speaking to the audience) The Senior Center will be rockin today, ‘Cause friends and family are putting on a cabaret. They’ve planned a really special kind of musical celebration, But if it’s really gonna rock, they’ll need your participation!

Center Worker 1: Our presenters have chosen songs from many years ago. They’re rockin’ golden oldies that we’re sure you’re gonna know. With a really catchy melody and a drivin’ beat, That got everybody dancing and right up off their feet.

Center Worker 2: So as you hear each record spin, Get off those rockers, and jump right in! ‘Cause once you hear those rockin’ songs, You won’t be sitting still for long!

(As the director is speaking, family members and friends start entering from different sides of the performance area and sit on the folding chairs. More seniors enter and take their seats.)

Center Director: Well, I see our guests are starting to arrive. Are you ready, seniors? It’s time to jump and jive!

(The seniors grunt, mumble and fold their arms showing a lack of enthusiasm.)

Grand Child: (walking in with his grandfather and grandmother) How you doin,’ grandpa? Are you ready for some fun?

Grandpa Hector: Well, the ride here in my old Winnebago, Didn’t do much for my lumbago. And your grandma’s snoring kept me up all night!

Grandma: (indignantly) Huh! Well, his snoring sounds just like an airplane in flight!

Grand Child: Oh, come on you two, please don’t fight. Just put some moves on, and everything will be alright!

(5-10 more visitors enter)

piano/vocal scores, dialog & production guide in Teacher Book

9

&

&

b

b

C

C

Part I

Part II

4

4

Bright and bouncy (h = 90)

5

œ

‰j

œ œ œ

Clap your hands

∑

F

‰

œ

j

œ œ œ œ œ#

all to - geth-er now, the

∑

&

&

b

b

œ œ#

j

œ œ

j

œ

ban - jo’s back in town.

7

∑

˙

Ó

∑

∑

œ

‰ j

œ œ œ

Slap your sides,

F

&

&

b

b

∑

10

‰

œ

j

œ# œ œn œœ

love - ly weath - er now, the

∑

œ œ#

j

œ œ

j

œ

ban - jo’s back in town.

∑

˙

Ó

&

&

b

b

œ

‰j

œ œ œ

Kick your heels

13

œ

‰j

œ œ œ

Kick your heels

13

‰

œ

j

œ œ œ œ œ#

to the rhy-thm of the

‰

œ

j

œ œ œ œ œ

to the rhy-thm of the

œ œ#

j

œ œ

j

œ

mu - sic swing - in’ through!

œ œ

j

œ œ

j

œ

mu - sic swing - in’ through!

Words and Music by MARSHALL BROWN,ALDEN SHUMAN and EARL SHUMAN

Arranged by JILL and MICHAEL GALLINA

Copyright © 1955 (Renewed) by Music Sales CorporationThis arrangement Copyright © 2015 by Music Sales Corporation

International Copyright Secured All Rights ReservedReprinted by Permission

2. BANJO’S BACK IN TOWN2 & 8


17

Musicals • OFF THEIR ROCKERS

15

&

&

#

#

#

#

4

4

4

4

Part I

Part II

‰ Œ

‰ Œ

50’s shuffle (q = 156)

6

6

7

œ œ œ œ œ

One, two, three o’ clock,

œ œ œ œ œ

One, two, three o’ clock,

f

f

œ œ œ œ

Œ

four o’ clock rock,

œ œ œ œ

Œ

four o’ clock rock,

&

&

#

#

#

#

œ œ œ œ œ œ

3

five, six, sev - en o’ clock,

9

œ œ œ œ œ œ

3

five, six, sev - en o’ clock,

œ œ œ œ

Œ

eight o’ clock rock,

œ œ œ œ

Œ

eight o’ clock rock,

&

&

#

#

#

#

œ œ œ œ œ œ œ

3

nine, ten, e - lev - en o’ clock,

11


3

nine, ten, e - lev - en o’ clock,

œ œ œ œœ œ œ

twelve o’ clock rock, we’re gon - na

œ œ œ œœ œ œ

twelve o’ clock rock, we’re gon - na

&

&

#

#

#

#

.œ

j

œ .œ

j

œ

rock a - round the

13

.œ

j

œ .œ

j

œ

rock a - round the

œ œ œ Œ œ œ

clock to - night! Put your

œ œ œ

Œ œ œ

clock to - night! Put your

F

F

Words and Music by MAX C. FREEDMAN

and JIMMY DeKNIGHTArranged by

JILL and MICHAEL GALLINA

Copyright © 1953 Myers Music Inc., Kassner Associated Publishers Ltd. and Capano MusicCopyright Renewed

This arrangement Copyright © 2015 Myers Music Inc., Kassner Associated Publishers Ltd. and Capano MusicAll Rights on behalf of Myers Music Inc. and Kassner Associated Publishers Ltd.

Administered by Sony/ATV Music Publishing LLC, 424 Church Street, Suite 1200, Nashville, TN 37219International Copyright Secured All Rights Reserved

3. ROCK AROUND THE CLOCK3 & 9


21

&

&

b

b

4

4

4

4

Part I

Part II

4

4

Bright rock (q = 168)

F

∑

Ó

˙

bah

w

bah

F

F

Ó œ Œ

bah

.˙

bah

.˙

Œ

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∑

Words and Music by ARTHUR SINGER,JOHN MADARA and DAVID WHITE


Copyright © 1957 (Renewed) by Arc Music Corporation (BMI) and Unichappell Music (BMI)This arrangement Copyright © 2015 (Renewed) by Arc Music Corporation (BMI) and Unichappell Music (BMI)

Worldwide Rights owned by Arc/Conrad Music LLC (Administered by BMG Rights Management (US) LLC)International Copyright Secured All Rights Reserved

4. AT THE HOP 4 & 10


27

&

&

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b

4

4

4

4

Part I

Part II

3

3

Bright rock (q = 168)

Ó Œ

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got - ta new dance and it

∑

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this, the Pep-per-mint

∑

Words and Music by JOSEPH DiNICOLA

and HENRY GLOVERArranged by JILL and MICHAEL GALLINA

Copyright © 1961 EMI Longitude MusicCopyright Renewed

This arrangement Copyright © 2015 EMI Longitude MusicAll Rights Administered by Sony/ATV Music Publishing LLC, 424 Church Street, Suite 1200, Nashville, TN 37219


5. PEPPERMINT TWIST 5 & 11


32

&

&

b

b

4

4

4

4

Part I

Part II

4

4

Driving rock (q = 132)

œ

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5

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the world, are you

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time is right for

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danc ing in the street.

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danc ing in the street.

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- -

- -

Words and Music by MARVIN GAYE,IVY HUNTER and WILLIAM STEVENSON


© 1964 (Renewed 1992) FCG MUSIC, NMG MUSIC, MGIII MUSIC, JOBETE MUSIC CO., INC. and STONE AGATE MUSICThis arrangement © 2015 FCG MUSIC, NMG MUSIC, MGIII MUSIC, JOBETE MUSIC CO., INC. and STONE AGATE MUSIC

All Rights Controlled and Administered by EMI APRIL MUSIC INC. and EMI BLACKWOOD MUSIC INC. on behalf of JOBETE MUSIC CO., INC. and STONE AGATE MUSIC (A Division of JOBETE MUSIC CO., INC.)

All Rights Reserved International Copyright Secured Used by Permission

6. DANCING IN THE STREET 6 & 12



18

Musicals • SHAKE IT UP WITH SHAKESPEARESHAKE IT UP WITH SHAKESPEAREA Rise and Shine MusicalJill and Michael GallinaShawnee PressProvide your students with a fun and unforgettable introduction to English literature’s most famous writer, William Shakespeare. Shakespeare not only wrote a wide range of plays and sonnets that touch upon all aspects of the “human condition,” he also created words and phrases that are still very much a part of our everyday language. Through the use of an easily memorized rhyming script and a healthy sprinkling of his most famous

quotes, this musical serves as the basis for an overview of five well-known Shakespearean plays.35030077 Book/CD-ROM ................................................................. $29.9935030078 Performance/Accompaniment CD ................................... $49.9935030079 Classroom Kit (Teacher/Student CD-ROM and P/A CD) ... $69.99

25 MINGr. 3-6

&

&

#

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4

4

4

4

.

.

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.

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Part II

4

4

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in’ peo ple ev ’ry where.one would have heard of him since.

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˙Ó

- - - - - -- -

Words and Music byJILL and MICHAEL GALLINA



1. Shake It Up With Shakespeare1 & 15


SHAKE IT UP WITH SHAKESPEARE – 2

&

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13

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Part II

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3

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- -- -

- -- -




2. Witches’ Brew4 & 16



singer pages & script on CD-ROM to reproduce or project

Musicals • SHAKE IT UP WITH SHAKESPEARE

4. Star-Crossed Love

&

&

#

#

8

6

8

6

Part I

Part II

4

4

Doo Wop Style (q . = 76)

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- - - -- - - - --




8 & 18


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Part II

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- -

- -




5. Henry the Eighth10 & 19


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4

4

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.

.

.

.

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Part II

4

4

Mysteriously (q = 126)

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}

-

--

- -




6. Ma gical, Mystical12 & 20


19

20

Express Musical •BEST SELF, BEST WORK, BEST WORLD

BEST SELF, BEST WORK, BEST WORLDAn Express Musical that Celebrates the Best in Each of UsJohn Jacobson/Mac HuffBe your best! Join us as we dedicate ourselves to always take the high road, and treat our friends, family and even strangers with courtesy and respect. Be a champion and share with others. This all-in-one collection comes complete with full accompanied songs, choreography, reproducible singer sheets, and short connecting narration. The enclosed CD features performance/

accompaniment audio recordings.00144479 Teacher/PerfAccompCD ................................................... $34.99

25 MINGr. 3-6

• shorter programs• easy to produce

3

The original purchaser of this book has permission to reproduce this dialog page for educational use only. Any other use is strictly prohibited.


PROGRAM NARRATIONBy John Jacobson

SCENE 1

Speaker 1: Welcome, everybody, to our program that celebrates the best in each of us … our best selves, our best work, our best world!

Speaker 2: Today we dedicate ourselves to bringing our finest game to the table, every single day.

Speaker 3: We celebrate our goal of being good citizens,

Speaker 4: Trustworthy,

Speaker 5: Respectful,

Speaker 6: Responsible,

Speaker 7: Fair,

Speaker 8: Caring,

Speaker 9: And doing our best to make this the finest world it can possibly be!

SONG 1: BEST SELF, BEST WORK, BEST WORLD!

30

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4

4 ..

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-- -

Words and Music by JOHN JACOBSONand MAC HUFF



1 & 6


for our friends at the Taipei American School

1. BEST SELF, BEST WORK, BEST WORLD

32

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2. BEIN’ ME2 & 7


short lead-in narrations for performance options

reproducible singer pages

BEST SELF, BEST WORK, BEST WORLD

21

Express Musical •BEST SELF, BEST WORK, BEST WORLD

34

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3. WE ARE A FAMILY3 & 8


35

3. WE ARE A FAMILY

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27

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31

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39

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we are fam - i - ly.

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47

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37

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Friends! Friends for-ev -

f

Groovin’ Rap (h = 90)

(8 measure introduction)

1st time: Melody only (top notes)2nd time: Add harmony (bottom notes)

CHORUS 1

9j

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1st time: to Rap 1 & 22nd time: to Rap 3 & 4

7

Words and Music by JOHN JACOBSON and MAC HUFF


RAP SOLO 1:Ev’rybody needs a friend, (All: FRIENDS!)Someone who is real and not pretend. (All: FRIENDS!)A friend is there for me, that is something I can be,From the start until the very end.

RAP SOLO 2:A friend is here to stay. (All: FRIENDS!)I'll be your friend ev’ry single day. (All: FRIENDS!)If ever you're in trouble, I'll be right there on the double,Right beside you all the way.


4. FRIENDS FOREVER 4 & 9


39

&

#

4

3

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Reach for the


9F f

%

-

Joyful Gospel Waltz (q = 85)

œ ˙

rain-bow,

(q q = q e )3

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j

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chase ev - ’ry

.˙

star.

œ

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Seize ev - ’ry

&

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14

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mo - ment and

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be who you

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are.

17

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Like the sun

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shin - ing,

&

#

19

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let your light

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beam.

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rain - bow and

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fol - low,

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&

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24

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fol - low your

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dream.

.˙

2

&

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29

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If you dare to

29Part I

.˙

dream,

œ œ œ œ

if you dare to

Part II

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try,

&

#

33

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you can do most

Part I

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an - y-thing. Like an

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ea-gle, you can

.

.

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fly!

∑




5. REACH FOR THE RAINBOW5 & 10


22

LET’S JAM! IT’S OUR BANDExpress Musical •

4

2/8

& b 44 œ œ œ œ œb œ1.!Call - in’ out a - round

FModerate Rock

(4 measure introduction)

5

œ œb œ Œ œ œthe world, are you

& b œ œb œ œjœ œ

jœread - y for a brand new beat?

! œ œ œ œ œ œbSum - mer’s here and the

& b jœ œjœ œ ‰ jœb

time is right for

œ œ œbjœ œ

jœdanc - in’ in the street.

Œ ‰ jœ œ œ œ œThey’re danc - in’ in Chi -

& b .œ jœ ˙ca - go,

Ó Œ œ œdown in

œ œ œ œ ˙New Or - leans,

& b Œ œ œ jœ œjœ

up in New York Cit -

jœ .œ Œ ‰ Jœy. All

œ œ œ œ œ œ œwe need is mu -

Words and Music by MARVIN GAYE,IVY HUNTER and WILLIAM STEVENSON

Arranged by ROGER EMERSON

© 1964 (Renewed 1992) FCG MUSIC, NMG MUSIC, MGIII MUSIC, JOBETE MUSIC CO., INC. and STONE AGATE MUSICThis Arrangement © 2013 FCG MUSIC, NMG MUSIC, MGIII MUSIC, JOBETE MUSIC CO., INC. and STONE AGATE MUSIC

All Rights Controlled and Administered by EMI APRIL MUSIC INC. and EMI BLACKWOOD MUSIC INC. on behalf of JOBETE MUSIC CO., INC. and STONE AGATE MUSIC (A Division of JOBETE MUSIC CO., INC.)


5

& b œ œ Œ ‰ Jœ œ œsic, sweet mu -

19 %

-

œ œ Œ ‰ œjœ

sic. There’ll be

& b œ œ œb œ œ œmu - sic ev - ’ry - where.

œ Œ ‰ œn jœThey’ll be

& b œ œ œ œ œ œ ‰ jœswing - in’ and sway - in’ and

jœb œ jœ œ œ ‰ jœrec - ords play - in’, and

œ œ œbjœ œ

jœdanc - in’ in the street.

& b œ Œ Ó ‰ jœ œ œ jœ .œIt does - n’t mat - ter

f27 jœ œ jœ œ œ œwhat you wear, just as

& b œ œ jœ œjœ

long as you are there.

jœ œ jœjœ .œ

So come on,

œ œ œ œ Œev - ’ry guy,

& b œ œ œ œ Œgrab a girl,

œ œ œ œ œ œev - ’ry - where a - round

œ œ œ jœ œ jœthe world they’ll be

LET’S JAM! IT’S OUR BANDReggae, Rock and More Express Musical for Young Voicesarr. Roger EmersonScript by John JacobsonOur brilliant and talented music teacher gave us a FUN assignment - form a band and play for you! BUT what kind of band do we want to be? Have fun exploring country, reggae, Motown, surf and blues with entertaining hits from the past. Songs include: What Kind of Band Are You? Dancing in the Street, Don’t Worry Be Happy, In My Room,

Down at the Twist & Shout, Sweet Home Chicago.00140874 Teacher Book ................................................................... $19.9900140875 Singer’s Edition (20-Pak) ................................................ $39.9900140877 Performance/Accompaniment CD (no dialog recorded) ... $39.9900140878 Classroom Kit (Teacher, Sgr 20-Pak, P/A CD) ................. $79.99

25 MINGr. 3-6

Speaker 1: Hi, everybody, and welcome to our program!

Speaker 2: Well, we were going to have a program for you, but … well … we ran into a little problem.

Speaker 3: Yeah. Our teacher — that brilliantly talented one standing over there who dedicates (his/her) life to teaching us all things musical — gave us the assignment of forming a band and presenting some music for you today.

Speaker 4: I know you’re thinking, “That shouldn’t be so hard. You guys LOVE music!” And you would be right. But the problem is, the more we learned about music, from that brilliant teacher standing over there, the more we realized there were SO MANY styles of bands, that we couldn’t decide which kind we wanted to be.

Speaker 5: I wanted to be in a blues band! You know, and play the music of folks like Etta James, Lead Belly, Big Joe Turner, or even Ray Charles!

Speaker 6: I wanted to start a country band and be like Alabama or Rascal Flatts!

Speaker 7: Well, what about a Reggae band that plays the music of Bob Marley?

Speaker 8: Or Motown?

Speaker 9: Or the Beach Boys?

Speaker 10: You see? We really have a problem here! So I guess what we’re saying is, if you get to choose to be in a band, what kind of band would it be?

Song 1: WHAT KIND OF BAND ARE YOU?

Speaker 11: Look, everybody, I don’t really care what kind of band we all decide to put together. Whatever it is, I hope we play some music that we can really dance to.

Speaker 12: And I think it should have some great brass parts so it really cooks!

Speaker 13: And screaming saxophones …

Speaker 14: ... great rhythm …

Speaker 15: ... and a lot of soul!

Speaker 16: Well, if that’s ALL you want, then the answer is clear! Your band ought to play the music of Motown!

All: Motown, yeah!

Song 2: DANCING IN THE STREET

Speaker 17: Hey, that was great, but I was thinking that I would like to play in a band that is a little more laid-back in style. Something that makes me feel like I’m on a tropical island!

Speaker 18: I’d like to play in a band that takes jazz, rhythm and blues, African and Caribbean music and puts it all together to take me away!

Rasta: (guy in Rastafarian wig) Hey, mon! Have I got the band for you!

Speaker 19: Who are you?

Ratsa: Rasta is the name and Reggae is my game.

Speaker 20: Reggae?

Rasta: Yeah, mon. Reggae is the music developed in Jamaica and made famous by guys like my old pal Bob Marley!

Speaker 21: YOU knew Bob Marley?

2 LET’S JAM! IT’S OUR BAND

Program NarrationBy John Jacobson

23

LET’S JAM! IT’S OUR BANDExpress Musical •

8

3/9

& 44 Ó œ œ œ œ1.!Here’s a lit - tle

F%

(2nd verse below)

Brightly, with a swing(8 measure introduction)

9

jœ œjœ Œ ‰ jœ

song I wrote. Youœ œ œ

jœ œjœ

might want to sing it note

& ‰œ

jœ Œ œfor note. Don’t

œ œŒ Ó

wor - ry,

Ó Œ œbe

œ œŒ Ó

hap - py.

& ! ‰ jœ œ œ œ œ œIn ev - ’ry life we have

jœ œ jœ œ œ Œsome trou - ble,

& ‰ jœ œ œ œ œ œ œbut when you wor - ry you make

‰œ

jœ œ œ œit dou - ble. Don’t

œ œŒ Ó

wor - ry,

& Ó Œ œbe

œ œŒ Œ ¿

hap - py. Don’t

spoken¿ ¿ ¿ ¿ ¿ ¿

wor - ry, be hap - py now.

fiTo Coda

& .. ˙̇ œœ œœDoo doo doo

Sing top notes2nd time only

25

œœ œœ# œœ œœ œœb œœn œœndoo doo doo doo doo

œœ œœ ..˙̇doo doo doo

Ó œœ œœb œœ œœndoo doo doo

Words and Music by BOBBY McFERRIN


Copyright © 1988 by Probnoblem MusicThis arrangement Copyright © 2013 by Probnoblem Music

All Rights in the United States and Canada Administered by Universal Music - CareersInternational Copyright Secured All Rights Reserved

2. Ain’t got no cash, ain’t got no style. Ain’t got no gal* to make you smile. Don’t worry, be happy. When you worry, your face will frown, and that will bring ev’rybody down. Don’t worry, be happy. Don’t worry, be happy now.

* May substitute “pal” for “gal.”

9

& ..œœ œœ ..˙̇doo doo doo

Ó œœb œœ œœn œœdoo doo doo

wwdoo.

(2nd time)

!D.S. al Coda

& .. ˙̇ œœ œœ

Doo doo doo

fi CODASing top notes2nd time only


Spoken 1st time onlyÓ Œ ¿

Don’t


¿ ¿ Œ Ówor - ry,


& ..Ó Œ ¿be

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doo doo doo

¿ ¿ Œ Óhap - py.


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!

& .. ˙̇ œœ œœDoo doo doo

1st time2nd time fp57




& ..œœ œœ ..˙̇doo doo doo


1

wwdoo.

!2

˙̇ Œ ¿

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¿ ¿ ¿ ¿ ¿ Œ

wor-ry, be hap-py!

14

6/12

&# # #

44 ..jœ œ œWell, come on

FModerate Shuffle(4 measure introduction)

17

œ Œ Ó

5

œn œ œ œ œ œ œba - by, don’t you want to go,

&# # #

œ Œ Ó Ó ‰ jœ œ œwell, come on

œ Œ Ó

&# # # œn œ œ œ œ œ œ

ba - by, don’t you want to go,

œ Œ Ó Ó ‰ jœn œ œ œback to that

&# # # jœn œ jœ œ Œ

same old place,

Œ œ œ œ ‰ jœ

sweet home Chi -

œn œ ˙Œ

ca - go?

&# # # ..

1

Ó ‰ jœ œ œWell, come on

2

!29

œn œ œ œ œ œ œ Œ3 3

One and one is two.

%

&# # #

œn œ œ œ œ œ œ Œ3 3

Six and two is eight.

‰ jœn œ œ œ œ œCome on ba - by, don’t you

&# # # ‰ jœ œ œn Œ œ œ

make me late. Hi - di -

œn Œ Óho,


Words and Music by ROBERT JOHNSONArranged by ROGER EMERSON

Copyright © (1978), 1990, 1991 Standing Ovation and Encore Music (SESAC)This arrangement Copyright © 2013 Standing Ovation and Encore Music (SESAC)

Under license from The Bicycle Music CompanyAll Rights Reserved

15

&# # #


jœn œ jœ œ Œsame old place,

&# # # Œ œ œ œ ‰ j

œsweet home Chi -

œn œ ˙Œ

ca - go?

Ó ‰ jœ œ œWell, come on

&# # #

œ Œ Ó41


œ Œ Ó

&# # # Ó ‰ jœ œ œ

well, come on

œ Œ Ó œn œ œ œ œ œ œba - by don’t you want to go,

&# # #



&# # # Œ œ œ œ ‰ j

œsweet home Chi -

œn œ ˙Œ

ca - go?

fiTo Coda

!53 12

D.S. al Coda

&# # # Ó ‰ jœn œ œ œ

Back to that

fi CODA


Œ œ œ œ ‰ jœ

sweet home Chi -

&# # #

œn œ ˙Œ

ca - go?

rit.

!U !

LEARN MORE ABOUT THE HARMONICA AND PLAYING IN A BLUES BAND WITH THIS ONLINE VIDEO.

24

Collections • BOOMIN’ THE BASICSBOOMIN’ THE BASICSReinforce Fundamentals with Boomwhackers® and Other Classroom InstrumentsTom AndersonGrab your Boomwhackers for loads of whacky fun while reinforcing steady beat, high/low, fast/slow and loud/soft! Easy-to-follow read and play instrument parts will keep students actively involved. Beginning readers follow full color song charts of instrument pictures, while more advanced readers play from musical notation.

Featurest a variety of musical styles from folk and spirituals to blues, reggae, rock and more!00140885 Teacher Book/Enhanced CD ............................................ $29.99

25 MINGr. 3-6

9Boomin’ the Basics

Boomin’ the Blues(Fast and Slow)

BOOMWHACKERS®


By TOM ANDERSON4 times total1st time is slow2nd – 4th times are fastPlay only notes in parentheses 3rd time

(1) (1) (1)

(1)

(1) (1)

(1)

(1) (1)

1

1

1

3

3

3

3

3

3

3

3

3

3

3

3

2

2

2

2

2

2

2

2

2

2

2

2

4

4

4

4

4

4

4

4

4

4

4

4

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

F

LIM

E

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

1st time play G once

4th time play C only on beat 4


The original purchaser has permission to reproduce this page for educational use only. Any other use is strictly prohibited.

5 & 15

With Classroom PartsAccompaniment Only

Reinforce Fundamentals with Boomwhackers® and Other Classroom Instruments

By Tom AndersonTABLE OF CONTENTS

STEADY BEATStreet Beat� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3When the Saints Go Marching In � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4

HIGH AND LOWHomeward Bound� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6Swing Low, Sweet Chariot � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 8

FAST AND SLOWBoomin’ the Blues � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 10Boomin’ Bingo � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 12

LOUD AND SOFTWalkin’ in the Sun � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 14Rock Those Jingle Bells � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 16

REVIEWBoomin’ the Basics � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 18Boom! Boom! � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 20

The original purchaser of this book has permission to reproduce and distribute the songsheets and instrument parts, as indicated, and project the data files for educational use only. No other part of this publication may be reproduced or distributed in any form or by any means without the prior written permission of the Publisher.

In Australia Contact:Hal Leonard Australia Pty. Ltd.

4 Lentara CourtCheltenham, Victoria, 3192 Australia

Email: [email protected]


Visit Hal Leonard Online atwww.halleonard.com




5 & 15


Boomin’ the Blues(Fast and Slow)

BOOMWHACKERS®

Notes used: C, G, G(4 measures introduction)

& 44 œ œ œ œF

Slow Blues (q = 52)

œ œ œ œ œ œ œ œ œ œ œ œ

& œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

& œ œ œ œ œ œ œ œ œ œ œ œrit.

wU

& .. œ œ œ œf

Fast Rock ’n’ Roll (q = 152)

Play 3 timesPlay only notes in parentheses 2nd time

( )( )œ œ œ œ

( )œ œ œ œ œ œ œ œ

& œ œ œ œ( ) œ œ œ œ œ œ œ œ( ) œ œ œ œ

& ..œ œ œ œ( ) œ œ œ œ( ) œ œ œ œ( )œ œ œ œÓ Œ œ

u( )

3rd time:

By TOM ANDERSON


The original subscriber of Music Express magazine has permission to reproduce this song for instructional use only. Any other use is strictly prohibited.

full color and black/white PDFs of instrument & vocal parts on enclosed Enhanced CD to reproduce or project.

25

Collections • BOOMIN’ THE BASICS


When the Saints Go Marching In

& 4

4

œ œ œ œ

With Joy! (q = 108)

( )

(2 measures introduction)Play 4 times3rd time: Play only the notes in parentheses

œ œ œ œ( ) œ œ œ œ( )œ œ œ œ( )

&..

œ œ œ œ( )œ œ œ œ( )

œ œ

œ œ

( )( )

œ œ œ œ( )

Words by KATHERINE E. PURVISMusic by JAMES M. BLACK

Arranged by TOM ANDERSON

BOOMWHACKERSNotes Used: C, F, G

& 4

4œ œ œ œ

With Joy! (q = 108)

( )

(2 measures introduction)1st & 2nd times: Rest3rd time: Play only notes in parentheses4th time: Play all the notes

œ œ œ œ( ) œ œ œ œ( ) œ œ œ œ( )

&..œ œ œ œ( ) œ œ œ œ( ) œ œ œ œ( ) ( ) œ œ œ œ( )





TAMBOURINE

& 4

4 ..j

œœ œ

Oh, when the

With Joy! (q = 108)

(2 measures introduction)1st time: Sing2nd time: Clap on each beat3rd time: Rest4th time: Sing and Clap on each beat

˙‰ j

œœ œ

saints go march-ing

˙‰ j

œœ œ

in, Oh, when the

& œœ

œœ

saints go march - ing˙

‰ j

œ œ œ

in, Oh, how I.œ

j

œœ

œ œ

want to be in that

&..

j

œ .œŒ

œ œ

num-ber, when the

œœ

œ œ

saints go march-ing

1, 2, 3

˙

‰ j

œœ œ

in. Oh, when the

4

˙

Ó

in.



VOICES



2 & 12





When the Saints Go Marching In(Play the Beat)

BOOMWHACKERS®

(2 measures introduction) 1st, 2nd & 4th times: Play Boomwhackers on each beat, colors indicated below. 3rd time: Play only the Boomwhackers labeled with its note name indicated below.

TAMBOURINES(2 measures introduction) 1st & 2nd times: Rest 3rd time: Play only the large Tambourine in each box 4th time: Play all Tambourines indicated below

VOICES(2 measures introduction) 1st time: Sing 2nd time: Clap on each beat 3rd time: Rest 4th time: Sing and Clap on each beat

C

C

C

F

C

C

G

CG

Oh, when the saints go marching in,Oh, when the saints go marching in,Oh, how I want to be in that number,When the saints go marching in.

& 4

4

œ œ œ œ

With Joy! (q = 108)

( )

(2 measures introduction)Play 4 times3rd time: Play only the notes in parentheses

œ œ œ œ( ) œ œ œ œ( )œ œ œ œ( )

&..

œ œ œ œ( )œ œ œ œ( )

œ œ

œ œ

( )( )

œ œ œ œ( )



BOOMWHACKERSNotes Used: C, F, G

RE

DR

ED

RE

DR

ED

LIM

E

LIM

E

RE

DR

ED

LIM

E

RE

DR

ED

LIM

E

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

RE

D

GR

EE

N

GR

EE

N

GR

EE

N

GR

EE

N

GR

EE

N

GR

EE

N

2 & 12



8 & 18




Rock Those Jingle Bells

(Loud and Soft)

BOOMWHACKERS®

Play during Chorus

Verse 1 mp (medium soft)Dashing through the snow in a one-horse open sleigh, O’er the fields we go laughing all the way. Bells on bobtail ring, making spirits bright, What fun it is to ride and sing a sleighing song tonight!

Chorus f (loud)Jingle bells! Rock those jingle bells! Jingle all the way!Oh, what fun it is to ride in a one-horse open sleigh!Jingle bells! Rock those jingle bells! Jingle all the way!Oh, what fun it is to ride in a one-horse open sleigh!

Verse 2 mp (medium soft)Now the ground is white, go it while you’re young, Take the girls tonight, and sing this sleighing song. Just get a bobtail nag, two forty for his speed, Then hitch him to an open sleigh, and crack!

You’ll take the lead.

Chorus f (loud)Jingle bells! Rock those jingle bells! Jingle all the way!Oh, what fun it is to ride in a one-horse open sleigh!Jingle bells! Rock those jingle bells! Jingle all the way!Oh, what fun it is to ride in a one-horse open sleigh!

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

G

GR

EE

N

C

RE

D

C

RE

D

D

OR

AN

GE

D

OR

AN

GE

D

OR

AN

GE

D

OR

AN

GE

D

OR

AN

GE

D

OR

AN

GE

D

OR

AN

GE

D

OR

AN

GE

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

C

RE

D

A

PU

RP

LE

A

PU

RP

LE

A

PU

RP

LE

A

PU

RP

LE

VOICES(4 measures introduction)


&b

4

4 ..

.

.

œ œ œ œ

F

Boomin' Rock! (q = 144)(8 measures introduction)

œ œ œ œ œ œ œ œ œ œ œ œ

&b .

...

œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

&b .

...

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

&b .

.∑

Half time (q = 72)

∑

1st time - F

2nd time - f

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

&b .

.

œ

œ

œ

œ

œ

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œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

&b .

...

œ

œ

œ

œ

œ

œ

œ

œ

Tempo I (q = 144)

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

œ

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œ

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&b .

...

œ

œœ

œ

œ

œœ

œ

œ

œœ

œ

œ

œœ

œ

œ

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œ

œ

œœ

œ

œ

œœ

œ

œ

œœ

œ

œ

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œ

œ

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œ

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œ

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œ

œ

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&b .

...

œ

œœœœ

œœœœ

œ

œ

œœœœ

œœœœ

œ

œ

œœœœ

œœœœ

œ

œ

œœœœ

œœœœ

œ

œ

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œœœœ

œ

œ

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œœœœ

œ

œ

œœœœ

œœœœ

œ

œ

œœœœ

œœœœ

œ

œ

œœœœ

Œ Ó

By TOM ANDERSON



Boomin’ the Basics



9 & 19


26

Collections • A BRAND NEW MEA BRAND NEW MESeasonal Movement and Activity Songs for Grades K-3John Jacobson/Roger EmersonThis is the day! Jump in. Pump up the pumpkin. Do a little holiday hop. Put a little spring in your life! Bring John Jacobson into your music class every day with step-by-step online video demonstrations of twelve active seasonal songs for movin’ fun all year! There are helpful teacher tips, reproducible lyric sheets and piano/vocal accompaniments with printed choreography notes; now all available in one cost-saving Book/CD pak! Sing along with

John and a group of children as you learn each song; then perform for others with the accompaniment-only song tracks! Songs include: This Is the Day!, Jump In, Fallin’ Into Fall, Pump Up the Pumpkin, The Holiday Hop, Circle of Light, A Brand New Me, February, Put a Little Spring in Your Life, Spring Up, All I Wanna Do Is Dance, Feelin’ Good. Suggested for Grades K-3. Come along and you will see – it’s a brand new me!00140879 Teacher Edition with CD .................................................. $34.99

Gr. K-31 & 13

With Vocals

Accomp. Only

Get up! Get ready to go!Look, the sun is starting to show.So much to see and to do,The whole world is waiting for you.This is the day!

Get up and sing a new song.Bring your friends and neighbors along.Got the whole world on a string,And a song I’m ready to sing.This is the day!

Can you hear the song in the trees?Can you feel the dance in the breeze?If you have a song in your heart, Come along with me.

Get up! Get ready to go!Look, the sun is starting to show.So much to see and to do,The whole world is waiting for you.This is the day!

There’s a new day ready to start.I can feel it here in my heart.Everyday a new melody,Sing along with me.

Get up and sing a new song.Bring your friends and neighbors along.Got the whole world on a string,And a song I’m ready to sing.This is the day!This is the day!This is the day!

3A BRAND NEW ME


The original purchaser of this book has permission to reproduce this lyric page for educational use only. Any other use is strictly prohibited.

This Is the Day!Words and Music by John Jacobson and Roger Emerson

3A BRAND NEW ME

1 & 13

With Vocals

Accomp. Only

4 A BRAND NEW ME

This Is the Day!

&

&

?

bbb

bbb

bbb

44

44

44

..

..

..!

‰ jœ œ œ œ œ œ

.˙ œœ

Ab/Bb Bb

F

Moderate Rock (q = 144)

!

‰ jœ œ œœ œ œ

w

Ab/Bb Bb

.œ Jœ Œ œ œGetGet

up!up

Getand

read -sing

R snaps upL snaps down with bent elbows,then switch

...œœœjœœœ

...œœœ

jœœœ

œ œ œ œ

Eb Eb/G Ab(add9)

F%

1., D.S.2.

No repeat on D.S.

œ œ œ œ œ Œ

ay to

newgo!song.

Switch 3 timesR, L, R

...œœœjœœœ ...œœœ

jœœœ

œ œ œ œ

Bb7 Cm

&

&

?

bbb

bbb

bbb

Œ œ œ œ œ œ

BringLook,

yourthe sun

friendsis

andstart -

neigh -

Switch twiceL up, then R

...œœœjœœœ

...œœœjœœœ

5

œ œ œ œ

Bb6/D Eb

œ œ œ œ œŒ

ingbors

toa -

show.long.

Switch 3 times

...œœœjœœœ ˙˙˙

œ œ œ œ

Point R hand high

Ab(add9)

.œ Jœ Œ œ œSoGot

muchthe

towhole

seeworld

Switch twiceR up, then L

...œœœjœœœ

...œœœ

jœœœ

œ œ œ œ

Twirl "whoopee" fingerstwice

Eb Eb/G Ab(add9)

&

&

?

bbb

bbb

bbb

42

42

42

44

44

44

œ œ œ œ œ Œandon

toa

do,string,

Switch 3 times

...œœœjœœœ ...œœœ

jœœœ

8œ œ œ œ

Bb7 Cm

‰ jœ œ œ œ œ

andthe whole

aworldsong

isI’m

wait -read -

ClapX

...œœœjœœœ

...œœœjœœœ

œ œ œ œ

Bb6/D Eb

œ œ œ œingy

forto

you.sing.

...œœœjœœœ

œ œ

Ab(add9)



1 & 13

With Vocals

Accomp. Only

5A BRAND NEW ME

&

&

?

bbb

bbb

bbb

44

44

44

..

..

..w

Point high to low

www

11œ œ œ œ

Ó œ œ œ œThisThis

isis

thethe

day!day!

Patboth

Clap

˙˙˙ ˙̇̇

œ œ œ œ

Ab/Bb

w

Hop both feet L, then R, then L heel out,then R heel out

www

œ œ œ œLocomotion 4 times R with L arm churning only

Eb

!

2 point pivot Rstarting with L foot

www


&

&

?

bbb

bbb

bbb

Œ œ œ œ œ œCan

There’syoua

hearnew

theday

songread -

Locomotion 4 times L with R arm churning only

˙̇̇ ˙̇̇b

15

.œ Jœ ˙

Eb Eb7

piu

œ œ œ œ ˙iny

theto

trees?start.

˙̇˙ ˙̇̇b

.œ Jœ ˙

Ab(add9)/Eb Abm/Eb

Œ œ œ œ œ œCan

Iyoucan

feelfeel

theit

dancehere

˙̇̇ ˙̇˙n

.œ Jœ ˙

1 Locomotion L, R, L, R

Eb F9/Eb

œ œ œ œ ˙inin

themy

breeze?heart.

˙̇˙ ˙̇̇

.œ Jœ œœ

Abmaj7/Eb Bb

&

&

?

bbb

bbb

bbb

Œ œ œ œ œ œIfEv -

you’ry -

haveday

aa

songnew

2 Locomotions L

˙̇̇ ˙̇̇b

19

.œ Jœ ˙

Eb Eb7

œ œ œ œ œ Œin

mel -your

o - dy,heart,

2 Locomotions R

˙̇˙ ˙̇̇b

.œ Jœ ˙

As before R snaps up, L snaps down with bent elbows, then switch

Ab(add9)/Eb Abm/Eb

œ œ œ œ œcomesing

a -a -

longlong

withwith

˙̇̇ œœœ œœœ.œ Jœ œ

œ

Eb Bbsus Bb

fiTo Coda

˙ Óme.

˙̇̇ œœœ œœœ

.œ jœ œœ

Eb Ab/Bb Bb

D.S. al Coda

&

&

?

bbb

bbb

bbb

b

b

b

˙ Óme.

˙̇̇ œœœ œœœn

23.œ jœ œ

œ

Eb Bb/C C

fi CODA

.œ Jœ Œ œ œGet up and sing

...œœœjœœœ

...œœœ

jœœœ

œ œ œ œ

F F/A Bb(add9)

f

fœ œ œ œ œ Œ

a new song.

Switch 3 times

...œœœ

jœœœ ...œœœjœœœ

œ œ œ œ

C7 Dm

27

Collections • A BRAND NEW ME

&

?

44

44

‰ œœœ œœœ ‰jœœœb ‰ œœœ œœœ ‰

jœœœ

Hold hands in circle facing in

œ œ œb œ œ œ

C Bb C Bb

F

Hora-like (q = 84)

‰ œœœ œœœ ‰jœœœb

Jœœœ ‰ Œ

œ œ œb Jœ ‰ œ

C Bb C

‰ œœœ œœœ‰ jœœœb

‰ œœœ œœœ‰ jœœœ

œ œ œb œ œ œ

C Bb C Bb


jœœœ‰ Œ

œ œ œbjœ ‰ œ

C Bb C N.C.

&

&

?

..

..

.. œ œ œ œ œ œ œ œ œWeJoin

allus

standin

inthis

a cir -cir -

clecle

ofof

light,light.

œ œ œ œ

1X: Bend your knees to the beat of the music2X: In small side steps, continue the circle moving clockwise, 2 steps together each measure



5

œ œ œb œ œ œ

C Bb C Bb

Fœ œ œ œ œ œ œ œ œ

handCel -

ine -

handbrate

onthis

a mag -won-

i -der -

calful

night!night.

œ œ œ œ



œ œ œb œ œ œ

C Bb C Bb

&

&

?

œ œ œ œ œ œ œ œHereWish

be -you

neathmay,

thewe

starswish

soyou

bright,might



7

œ œ œb œ œ œ

C Bb C Bb

œ œ œ œ œ œ œ œ œwejoin

allus

standin

inthis

a cir-cir-

clecle

ofof

light.light.

œ œ œ œ



œ œ œb œ œ œ

C Bb C Bb

&

&

?

˙Ó


‰ œœœ œœœ‰

jœœœb

9

œ œ œb œ œ œb

C Bb C Bb

œ œ œ œ œ œ œ œ œFriends

Letwiththe

friendslight

inin -

a cir -side

cleof

weyou

go,shine.

œ œ œ œ

1X: Begin moving in a clockwise circle either walking or doing a Grapevine step2X: Switch directions


jœœœœ œ œb œ œ œ

C Bb C Bb

Words and Music by JOHN JACOBSON and ROGER EMERSON


32 A BRAND NEW ME

Circle of Light6 & 18

With Vocals

Accomp. Only

&

&

?

œ œ œ œ œ œ œ œ œroundI'll

andhold

roundyour

inhand;

the beau -you

ti -can

fulhold

glow.mine.

œ œ œ œ


jœœœ

11

œ œ œb œ œ œ

C Bb C Bb

œ œ œ œ œ œ œ œSome -All

timesthe

quick -world

ly,is

some -pure

timesand

slow,fine.


jœœœœ œ œb œ œ œ

C Bb C Bb

&

&

?

œ œ œ œ œ œ œ œ œfriendsLet

withthe

friendslight

inin -

a cir -side

cleof

weyou

go.shine.

œ œ œ œ


jœœœ

13

œ œ œb œ œ œ

Both times: Move into the circle

C Bb C Bb

˙Ó

2X: Turn back to face inside the circle, still holding hands

‰ œœœ œœœ ‰jœœœb ‰

Jœœœ ‰

jœœœœ œ œb Jœ ‰ œ œ

C Bb C C7

&

&

?

œ œ œ œ œ œ œ œCir - cle of light, cir - cle of light,

œœ œœœ œ

œœ œœœ œ

15

œ œ œ œ

F C/E Dm7 C/E

2nd timeaccel. e cresc. to end

2nd timeaccel. e cresc. to end

œ œ œ œ œ œ œ œ œwe all dance in a cir - cle of light!

Move back out

œœ œœœ œ

œœœœœœœœ

œœœœœ œ œ œ œ

F C/E D m11 G 7sus C

&

&

?

œ œ œ œ œ œ œ œCir - cle of light, cir - cle of light,

Move in

œœ œœœ œ

œœ œœœ œ

17

œ œ œ œ

F C/E Dm7 C/E

1

œ œ œ œ œ œ œ œ œwe all dance in a cir - cle of light!

Move out

œœ œœœ œ

œœœœœœœœ

œœœœœ œ œ œ œ

F C/E D m11 G 7sus C

33A BRAND NEW ME&

&

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bbbb

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œ œ œ œ œ Œwant -wor -

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Lower "wings" slowly

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14

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Ab(add9) Ab

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17.œ jœ .œ jœ

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Ab(add9) Eb/G

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Pat legs twice, R hand toL shoulder, then L hand toR shoulder

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25

ww

f

f

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38 A BRAND NEW ME

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44

44Piano

Ó

‰ jœ œ œFists on hips and rockL

Light Shuffle (q = 126)

Fœœœ.

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œœœ-

Brush off your L armwith your R hand 4 times

w

Ab(add9) Ab

œœœ.œœœ-

œœœ.œœœ-

Brush off your R armwith your L hand 4 times

˙ ‰ jœ œ œ

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w

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1x: Hands to face a la "Home Alone"2x: Wipe hands in front of face

Ab(add9) Ab

Fœ œ œ œ œ Œ

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Ab(add9) Eb/G

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aseize

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Ab(add9) Ab



37A BRAND NEW ME

A Brand New Me7 & 19

With Vocals

Accomp. Only

It’s a brand new me! (It’s a brand new me!)

Just a brand new me! (Just a brand new me!)

Got a brand new songAnd it won’t be longI think you all will agree.Had a change of heart,

(Had a change of heart,)Got a whole new start.

(Got a whole new start.)Gonna do my best And forget the restYou won’t believe what you see.It’s a brand new me!

It’s a brand new me!It’s a brand new me!It’s a brand new me!

28

Collections • CATCH THE HOLIDAY SPIRITCATCH THE HOLIDAY SPIRIT8 Sparkling 2-Part Chorals for the Holiday SeasonJill and Michael GallinaShawnee PressThis versatile collection of eight holiday choral pieces lends itself perfectly for your holiday or winter concert programming. Each selection is a stand-alone choral, however, the collection contains a short rhyming linking script so that the songs can be performed together as a cohesive, holiday production. You can successfully use all

or any combination of the eight songs. The Enhanced Teacher Edition includes piano/vocal arrangements, optional program script as well as choreography and staging suggestions. The enclosed CD-ROM offers reproducible singer and speaking parts. Whichever performance option you choose, Catch the Holiday Spirit will prove to be a positive and entertaining collection of holiday cheer for your singers and audience alike! Songs include: Catch the Holiday Spirit, When Joyful Carols Fill the Air, Sparkling Christmas Tree, Just Be Claus, Toys, Hanukkah Is Here, Gift Wrap Rap, Do a Kind Deed. 35030074 Book/CD-ROM ................................................................. $29.9935030075 Performance/Accompaniment CD ................................... $49.9935030076 Classroom Kit (Teacher/Student CD-ROM and P/A CD) ... $69.99

Gr. 4-8 Optional Program ScriptBy Jill and Michael Gallina

Narrator 1: With the holiday season just around the bend, It’s hard to believe it’s that time of year again.

Narrator 2: We’ve come today because we’d like to share Some of the things we love about this time of year.

Narrator 3: So sit back, get comfy, and give those weary bones a rest, As we sing about the season that we really love the best!

SONG: CATCH THE HOLIDAY SPIRIT

Narrator 4: Get the hot chocolate ready and bake some cookies too, ‘Cause pretty soon the carolers will be singing for me and you.

Narrator 5: The doorbell’s just about to ring, And the carolers are standing there, ready to sing!

SONG: WHEN JOYFUL CAROLS FILL THE AIR

Narrator 6: Just think of how beautiful the holidays would be If each of us was a sparkling Christmas tree.

Narrator 7: Every hanging garland and brightly colored ball Would spread peace around the world and good will to one and all!

SONG: SPARKLING CHRISTMAS TREE

Narrator 8: We couldn’t have the holidays without this man because, Children ‘round the world would wonder, “Where is Santa Claus?”

Narrator 9: And if you think that being Santa Claus is just a breeze, Here’s a song about a bunch of Santa “wannabees”!

The original purchaser of this book has permission to reproduce this script for educational use only. Any other use is strictly prohibited.

Catch the Holiday Spirit 5


optional program script

piano/vocal scores, optional choreography & dialog

&

&

b

b

4

4

4

4

Part I

Part II

3

3

Lively Swing (q = 144) q q q e

3

( )=

Ó Œ

œ œ

Catch the

∑

F

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œ

j

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hol i day spir it,

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5

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b

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j

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’cause

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j

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hol i day spir it, ’cause

œ œ œ œ œ œ

once you catch it, you’ll

œœ œ œ œ œ


œœ

œ œ

‰ j

œ

want to share it. So

œ

œ œ œ

‰ j

œ

want to share it. So- - -

&

&

b

b

œ œ œ œ œ

pack up some cheer and

9

œ œ œ œ œ

pack up some cheer and

œ œ œn œ œ Œ

take it a long.

œ œ œ œ# œ

Œ

take it a long.

œn œ œ œ œ œ œ œ

Wrap it in the rhy thm of a

œ œ œ œ œn œ œ œ

Wrap it in the rhy thm of a

-

-

-

-

&

&

b

b

J

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j

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hap py song. Catch the

12

j

œ œ

j

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Œ

hap py song.

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j

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hol i day spir it,

Ó Œ

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Catch the

F

F

13

Ó Œ ‰

j

œ

’cause

œ œ

œœ

œ ‰

j

œ

hol i day spir it, ’cause

-

-

- - -

- - -

Words and Music byMICHAEL and JILL GALLINA



Catch the Holiday Spirit – Singer Songsheet1

Catch the Holiday Spirit1 & 9

With Vocals

Accomp. Only

&

&

b

b

œ œ œ œ œ œ


15

œœ œ œ œ œ


œœ

œ œ

‰ j

œ

want to share it. Just

œ

œ œ œ

‰ j

œ

want to share it. Just


wrap it in some love and tie it


wrap it in some love and tie it

&

&

b

b

œ œ œn œ œ ‰

J

œ

up with a bow and

18

œ œ œ œ# œ

‰j

œ

up with a bow and

œ œœb

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spread it where ev er you go.

œn œ œ œ œ œ œ œ

spead it where ev er you go.

.˙

Œ

.˙

Œ

- -

--

&

&

b

b

œœ

œ œ œ

Œ

Shake some one’s hand,

21

œœ

œ œ œ

Œ

Shake some one’s hand,

P

P

21

œœ

œ œ œ

Œ

show them a smile,

œœ

œ œ œ

Œ

show them a smile,

-

-

&

&

b

b

œœ œ œ œ œ œ œ

give them a pat on the back.

23


give them a pat on the back.

˙ Ó

˙

Ó

œœ

œ œ œ

Œ

Make some one laugh,

œœ

œ œ œ

Œ

Make some one laugh,

-

-

&

&

b

b

œœ

œ œ œ

Œ

and in a while,

26

œœ

œ œ œ

Œ

and in a while,

œ œ œ œn œ œ œ

I’d say my friend, you’ll be


I’d say my friend you’ll be

Catch the Holiday Spirit – Singer Songsheet2

29

Collections • CATCH THE HOLIDAY SPIRIT

&

&

4

4

4

4

.

.

.

.

Part I

Part II

3

3

Bright Boogie Woogie (q = 132)q q q e

3

( )=

Ó ‰

j

œ œ œ

Well,You want

nowto

you

∑

F

&

&

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5

∑

5

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œ

SanSan

tata Claus

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day.me.

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w

Œ

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‰ j

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--

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∑

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&

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w

11

Œ

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‰ j

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SanSan

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Œ

onwan

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justa

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-

-- -

--

-




Just Be Claus – Singer Songsheet1

Just Be Claus4 & 12

With Vocals

Accomp. Only

&

&

b

b

44

44

Ó Œ ‰ jœI

Ó Œ ‰ jœI

œ œjœ œ

jœwish that I could be

œ œjœ œ

jœwish that I could be

5

˙ Œ ‰ jœa

˙ Œ ‰ jœa

œ œjœ œ Jœ

spark ling Christ mas tree,

œ œjœ œ

jœspark ling Christ mas tree,

- -

- -

&

&

b

b

˙ Œ ‰ jœand

˙ Œ ‰ jœand

œ œjœ œ Jœ

I could shine my light

œ œjœ œ jœ

I could shine my light

.œ Jœ œ œ œ œall o ver the world.

.œ jœ œ œ œ œall o ver the world.

w

w

Ó Œ ‰ jœI’d

Ó Œ ‰ jœI’d

-

-

&

&

b

b

œ œjœ œ

jœspar kle ev ’ry day

œ œjœ œ

jœspar kle ev ’ry day

˙ Œ ‰ jœin

˙ Œ ‰ jœin

œ œjœ œ Jœ

such a spe cial way,

œ œjœ œ

jœsuch a spe cial way,

˙ Œ ‰ jœthat

˙ Œ ‰ jœthat

- - -

- - -

&

&

b

b

œ œjœ œ Jœ

I’d bring peace and joy

œ œjœ œ jœ

I’d bring peace and joy

œ œ œ œ jœ œ jœto ev ’ry boy and girl.

œ œ œ œjœ œ

jœto ev ’ry boy and girl.

w

w

!

!-

-

&

&

b

b

..

..

œ œ Jœœ Jœ

Highev ’ry

on topbranch

ofthere’d

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on’ry

topbranch

ofthere’d

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˙ ‰ Jœ œ œwould

abe

lighta

that

˙ ‰ Jœ œ œwould

abe

lighta

that

.œ jœjœ œ Jœ

shinesstar for

soyoubril

toliant

see.ly.

.œ jœjœ œ Jœ

shinesstar for

soyoubril

toliant

see.ly.

- - -

- - -

Sparkling Christmas TreeWords and Music by

MICHAEL and JILL GALLINA

&C

3Bright Rap (h = 84) q q q e

3

( )=

Ó Œ ¿ ¿

Got the

All F

&¿ ¿ ‰

J

¿ ¿ ¿ ‰

J

¿

pa per, the scis sors, the

¿ ¿ ¿ ¿ ‰

J

¿ ¿ ¿

tape and the bow. Let’s do the

¿ ¿ ¿ ¿

gift wrap rap now,- -

&

8

¿ ¿ ¿ Œ

here we go!

¿ ¿ ¿ ¿ Œ

Put the pre sent

P9

J

¿ ¿

J

¿ Œ ¿

in a box, and

¿ ¿ ¿ ¿ ¿

fit it nice and tight.-

&

12

Ó Œ ¿

Now

¿ ¿ ¿ ¿ Œ

get your scis sors,

¿ ¿ ¿ ¿ Œ

and your pa per,

¿ ¿ ¿ ¿ ¿

cut the size just right.- -

&

16

Ó Œ ¿

Then

¿ ¿ ¿ ¿ Œ

smooth those cor ners,

17

¿ ¿ ¿ Ó

tape them down,

¿ ¿ ¿ ¿ ¿

get them nice and flat.-

&

20

Ó Œ ¿

Now

¿ ¿ ¿ ‰

J

¿

add a bow, it’s

¿ ¿ ¿ ¿ ‰ Œ

J

¿

read y to go! You’re-

&

23

¿ ¿ ¿ ¿ Œ ¿

do in’ the gift wrap

¿ Œ ‰

J

¿ ¿ ¿

rap. You got ta

F

¿ ¿ Œ ‰

J

¿ ¿ ¿

wrap it, you got ta

25

- --

&

26

¿ ¿ ¿ ¿ ‰

J

¿ ¿ ¿

wrap it up good, you got ta

¿ ¿ ¿ ¿ ¿ ¿

make it look great to day.

Ó Œ ¿

Use- -

&

29

¿ ¿ ¿ ¿ ‰ Œ

J

¿

rib bons and bows, ’cause

¿ ¿ ¿ ¿ ‰ Œ

J

¿

an y thing goes be

¿ ¿ ¿ ¿ ¿ ¿

fore you give it a way.- - - --




Gift Wrap Rap – Singer Songsheet1

Gift Wrap Rap7 & 15

With Vocals

Accomp. Only

&

&

4

4

4

4

.

.

.

.

Part I

Part II

‰ Œ

‰ Œ

Joyfully (q = 120)4

4

‰œ

j

œ

œ œ œ œ

FrySpin the

thedreilat

delkes

roundone

andby

‰œ

j

œ

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thethe

dreilat

delkes

roundone

andby

P

P

5

w

round.one.

w

round.one.

--

--

&

&

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j

œ

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itthem

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ningver

onwhen

thethey’re

7

‰œ

j

œ

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itthem

spino

ningver

onwhen

thethey’re

w

ground.done.

w

ground.done.

}

}

‰ œ

j

œ

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It’s that hap py time of

‰

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j

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--

-

--

-

&

&

.

.

.

.

˙

‰

J

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year whenthe

friendstime

andthat

10

˙

‰j

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year whenthe

friendstime

andthat

{

{

1.

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fam ’ly gath er

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fam ’ly gath er

w

near.

w

near.

- -

- -

&

&

2.

œ œ œ œ

Ha nuk kah is

13

œ œœ œ

Ha nuk kah is

˙

‰ j

œœ

œ

here! Let’s sing for

˙

‰ j

œœ

œ

here! Let’s sing for

‰ œ

j

œ

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œ ¿ ¿ ¿

‰

œ

j

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(clap)

(clap)

15 f

f

- - - -

- - - -




Hanukkah Is Here – Singer Songsheet1

Hanukkah Is Here6 & 14

With Vocals

Accomp. Only

singer pages & script on CD-ROM to project or reproduceSparkling Christmas Tree

30

Collections • Let’s All Sing THE BEATLESLET’S ALL SING THE BEATLESCollection of Favorites for Young Voicesarr. Roger Emerson/Mac Huff Celebrate THE BEATLES with this one-of-a-kind collection! Five classic hits have been adapted specifically for young unison voices, with optional harmony for some added fun. Perfect for group singing in the classroom, choir or community, these arrangements will be a blast to rehearse and perform! Songs include: Can’t Buy Me Love, Drive My Car, A Hard Day’s Night, Here Comes the Sun, Octopus’ Garden.

00141800 Piano/Vocal Collection .................................................... $16.9900141801 Singer Edition 10-Pak ..................................................... $29.9900141802 Performance/Accompaniment CD ................................... $49.99

Gr. 4-8

6

&

#

#

4

4‰ Œ

Moderate rock (q = 112)

‰

J

œn œœ

œ œ Œ

Beep,beep, mm beep, beep.

f

‰

J

œn œœ

œ œ ‰

J

œ

œ

Beep, beep, mm beep, beep.Yeah!

&

#

#

3

Œœ œ œ œ œ

Asked a girl what she

F

3

œ œn œ œ œŒ

want - ed to be.

&

#

#

5

Œœ œ œ œ

Œ

She said, “Ba - by,

j

œ œ

j

œ œŒ

can’t you see?

&

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7

‰

j

œ œ œ œ œ œ‰

j

œ

I wan - na be fa - mous, a

œ œn œ œ œ‰ j

œ

star of the screen, but

&

#

#

9

œn œ œ œ œ

you can do some - thing

cresc.j

œn œ

j

œ œ

Œ

in be - tween:

&

#

#

11

œ#œ

œœ

j

œœ

j

œn

Ba - by, you can drive my car.

f

11

œ

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Copyright © 1965 Sony/ATV Music Publishing LLCCopyright Renewed

This arrangement Copyright © 2015 Sony/ATV Music Publishing LLC All Rights Administered by Sony/ATV Music Publishing LLC, 424 Church Street, Suite 1200, Nashville, TN 37219


Words and Music byJOHN LENNON and PAUL McCARTNEY


Drive My Car

2

&b

4

4∑

(drum fill)

Bright shuffle (q = 164)6

Œ

œ

j

œœ

œ

œ

j

œ

œ

Can’t buy me love,

f

(opt. harmonyin lower notes)

&b

9

˙

˙

.

.

œ

œ

j

œœ

love,

9

œœ

Œ Ó ˙

˙

.

.

œ

œ

j

œœ

love, love.

œœ œ

j

œœ

œ

œ

j

œ

œ

Can’t buy me love,

&b

13

˙

˙

.

.

œ

œ

j

œ

œ

love,

.

.˙

˙

Œ ww

love.

Ó Œ ‰

J

œ

I’ll

F

&b .

.

17

œ œ œ

j

œ œb

j

œ

givebuy you

youa dia

allmondI’ve

ringgot

œ

17

j

œ œ

j

œ œ œ œb

myto

friend,give,

ifif

ityou

-

&b

19

œ

œ

j

œb œ

j

œ

makessay

youyou

feellove

alme

right.too.

˙

Œ ‰j

œ

II’ll

œ œ

J

œ œb

j

œ

getmay

younot

anhave

ya

thing,lot

- - -

&b

22

j

œ œ

j

œ œ œ œb

myto

friend,give, but

ifwhat

itI’ve

œ œ œ

œ

j

œb œ

j

œ

makesgot,

youI’ll

feelgive

alto

right;you;

-

Copyright © 1964 Sony/ATV Music Publishing LLCCopyright Renewed

This arrangement Copyright © 2015 Sony/ATV Music Publishing LLCAll Rights Administered by Sony/ATV Music Publishing LLC, 424 Church Street, Suite 1200, Nashville, TN 37219


Words and Music by JOHN LENNON and PAUL McCARTNEY

Arranged by MAC HUFF

Can’t Buy Me Love

3

&b

24

.˙

‰j

œ

’Cause}

œ œ œ œ

I don’t care too

‰ œ

j

œb

J

œ œ

j

œ

much for mon ey, for-

&b .

.

27

œ œ œ

J

œ œb

j

œ

mon ey can’t buy me love.

J

œ

1

.˙

‰

J

œ

I’ll

2

Œ

œ

j

œœ

nœ

œ

j

œ

œ

>

Can’t buy me love

f

-

&b

30

˙

˙

.

.

œ

œ

j

œœ

love,

30

œœ

Œ Ó œb œ œ œ

j

œ œ

j

œ

ev ’ry bod y tells me so.- - -

&b

33

œ œ

j

œœ

nœ

œ

j

œ

œ

>

Can’t buy me love

˙

˙

.

.

œ

œ

j

œœ

love,

œœ

Œ Ó

&b

36

j

œ œ

j

œ

œ

œ

œ

Œ

no, no, no,

w

w

no!

∑

&b

39

œ œ œ

J

œ œb

j

œ

Say you don’t need no dia

F

39

j

œ œ

j

œ .œ

j

œb

mond rings and-

&b

41

œ

œ

j

œb œ

j

œ

I’ll be sat is fied.

˙

Ó

- -

&b

43

œ œ œ œ

J

œ œb

j

œ

Tell me that you want the kind

j

œ œ

j

œ .œ

j

œb

of things that

31

Collections • Let’s All Sing THE BEATLES

11

A Hard Day’s Night

&b

b

4

4∑

Rock (q = 132)

Ó ‰ j

œ œ œ

It’s been a

F

˙ .œ

j

œ

hard day’s night,

3

&b

b

4

œ

Œ ‰j

œ œ œ

and I’ve been

j

œ.œb œ

œ œ œ œ

work - in’ like a dog.

&b

b

6

œ

Œ ‰ j

œ œ œ

It’s been a

˙ .œ

j

œ

hard day’s night,

&b

b

8

œ

Œ ‰ j

œ œ œ

I should be

j

œ.œb œ

œ œ œ œ

sleep - in’ like a log.

&b

b

10

œ

Œ ‰

j

œœ

œœ

b œœ

n#

But when I

(opt. harmonyin lower notes)

œœ œ

œ#œœ

bn œ

œ

‰

j

œœ

œœ

œœ

bb

get home to you, I find the

&b

b

12

œœ

nn

œœ

bb œ

œ œœ

n ‰ j

œ œ œ

things that you do will make me

j

œ

.œ

j

œb œ

j

œ

feel al - right.

Copyright © 1964 Sony/ATV Music Publishing LLC Copyright Renewed



Words And Music by JOHN LENNON and PAUL McCARTNEY


16

Here Comes the Sun

&

#

4

4

8Moderate rock (q = 125)

Œ œ œ

j

œ œ

j

œ

Here

Here comes

comes

the

the

sun.

sun.F9

&

#

10

œœ

œ

j

œ.œ

doot ’n doo doo

wŒ œ œ

j

œ œ

j

œ

Here

Here comes

comes

the

the

sun,

sun,

&

#

12

.œ

j

œ œ œ

and I say,

w‰ œ

j

œ

j

œ .œ

it’s

it’s

all

all

right.

right.2

&

#

.

.

16

218

Œ œœ

j

œ.œ

LitLit

tletle

dardar

ling,ling,

Œ œ œ œœ

it’sthe

beensmiles

are

long,turn

--

-- - -

&

#

20

œœ œ œ

œ

cold,ing

loneto

lytheir

winfac

j

œ .œ

Ó

ter.es.

Œ œœ

j

œ.œ

LitLit

tletle

dardar

ling,ling,-

- --

--

--

&

#

23

Œ œ œ œœ

itit

seemsseems

likelike

yearsyears

œ

œ œ œ œ

sincesince

it’sit’s

beenbeen

here.here.

Copyright © 1969 Harrisongs Ltd.Copyright Renewed 1998

This arrangement Copyright © 2015 Harrisongs Ltd.All Rights Reserved

Words and Music byGEORGE HARRISON

Arranged by MAC HUFF

19

&

&

#

#

#

#

C

C

8

8

Moderately bright (h = 96)

&

&

#

#

#

#

.

.

.

.

Œ œ œ œ œ

I’d like to be

9

Œ œ œ œ œ

We would be warm,

9

Sing 2nd time

1.

2.

F

Sing 1st time

œ Œ Ó

œ Œ Ó

&

&

#

#

#

#

Œ

œ œ œ œ

un der the sea

11

Œ

œ œ œ œ

be low the storm

œ

Œ Œ

œ œ

in an

œ

Œ Œ

œ œ

in our

-

-

Copyright © 2006 Sony/ATV Music Publishing LLC and Startling Music This arrangement Copyright © 2015 Sony/ATV Music Publishing LLC and Startling Music

All Rights on behalf of Sony/ATV Music Publishing LLC Administered by Sony/ATV Music Publishing LLC, 424 Church Street, Suite 1200, Nashville, TN 37219


Words and Music by JOHN LENNON, PAUL McCARTNEY and RICHARD STARKEY


Octopus’ Garden

20

&

&

#

#

#

#

œ œ

j

œ

œ

j

œ

Oct o pus ’s Gar

13

j

œ .œ œ œ œ

lit tle hide a way

œœ

Œ

œœ

den in the

.œ

j

œ œ œœ

be neath the waves.

- - - -

- - - -

&

&

#

#

#

#

˙

Ó

shade.

15

˙

Ó

∑

∑

Œ œ œ œ œ

He’d let us in;

Œ œ œ œ œ

Rest ing our head

17

-

&

&

#

#

#

#

œ Œ Ó

18

œ Œ Ó

Œ

œ œ œ œ

knows where we’ve been

Œ

œ œ œ œ

on the sea bed,

œ

Œ Œ

œ œ

in his

œ

Œ Œ

œ œ

in an-

&

&

#

#

#

#

œ œ

j

œ

œ

j

œ

Oct o pus ’s Gar

21

œ œ

j

œ

œ

j

œ

Oct o pus ’s Gar

œœ

Œ

œœ

den in the

œœ

Œ

œœ

den near a

˙

Ó

shade.

˙

Ó

cave.

- - - -

- - - -

& C 7Brightly (h = 92)

Ó Œ œ œHave a

F

&9

œ œ œ œ

hol - ly jol - ly

9

œ ˙ œ œChrist - mas, it’s the

œ œ œ œbest time of the

&12

.˙Œ

year.

œ œ .œ jœI don’t know if

œ œ .œ jœthere’ll be snow but

&15

œ œ œ œhave a cup of

˙ Œ œ œcheer. Have a

œ œ œ œhol - ly jol - ly

&18

œ ˙ œ œChrist - mas and when

œ œ œ œyou walk down the

.˙Œ

street,

&21

œ œ .œ jœ

say hel - lo to

œ œ .œ jœfriends you know and

œ œ œ œev - ’ry - one you

& ..24

.˙Œ

meet.

˙̇ ..œœ Jœœ

Oh, ho, the

P25(opt. harmony in lower notes)

œœ œœ ˙̇mis - tle - toe,

&27

œœ œœ œœ œœhung where you can

..˙̇ Œsee.

˙ .œjœ

Some - bod - y

cresc.

Words and Music by JOHNNY MARKSArranged by ROGER EMERSON

A Holly Jolly Christmas

32

Collections • Let’s All Sing HOLIDAY HITSLET’S ALL SING HOLIDAY HITSCollection of Favorites for Young Voicesarr. Roger EmersonBring on the snow with fresh, new arrangements of holiday favorites that shuffle and swing! And for the grand finale, Irving Berlin’s classic “White Christmas” is sure to be an unforgettable musical experience for singers and audiences alike! Songs include: A Holly Jolly Christmas, Let It Snow! Let It Snow! Let It Snow!, Little Saint Nick, Rockin’ Around the Christmas Tree, White Christmas.

00141797 Piano/Vocal Collection .................................................... $16.9900141798 Singer Edition 10-Pak ..................................................... $29.9900141799 Performance/Accompaniment CD ................................... $49.99

Gr. 4-8

& 44 Ó ‰ œ jœWell,

9

œ œ œ œ œway up north where the

jœ œ jœ ‰ œ jœair gets cold, there’s a

& œ œ œ œ œ œ œ

tale a - bout Christ - mas that you’ve

jœ œ jœ ‰ œ jœall been told. And a

& œ œ œ œ œ œreal fa - mous cat all dressed

jœ œ jœ ‰ œ jœup in red, and he


spends the whole year work - in’

œ œ œ œ ‰ œ jœout on his sled. It’s the

& œ œ œ œ ŒLit - tle Saint Nick.

Ó ‰ œ jœIt’s the

œ œ œ œ ŒLit - tle Saint Nick.

Ó ‰ œ jœJust a

& œ œ œ œ œ œ œlit - tle bob - sled, we call it

jœ œ jœ ‰ œ jœOld Saint Nick, but she’ll


walk a to - bog - gan with a

jœ œ jœ œ ‰ jœfour - speed stick. She’s

Words and Music by BRIAN WILSONand MIKE LOVE


Little Saint Nick& œ œ œ œ œ œ œ

can - dy ap - ple red with a

œ œ œ œ ‰ œ jœski for a wheel, and when


San - ta hits the gas, man, just

jœ œ jœ ‰ œ jœwatch her peel. It’s the

& œ œ œ œ ŒLit - tle Saint Nick.

Ó ‰ œ jœIt’s the

œ œ œ œ ŒLit - tle Saint Nick.

& ! jœ œ jœ jœ .œRun, run, rein - deer.

.˙Œ

& jœ œb jœ jœ .œRun, run, rein - deer.

! jœ œ jœ jœ .œRun, run, rein - deer.

& .˙Œ jœ œ jœ# jœ œ ‰

Run, run, rein - deer.

Ó Œ ‰ jœAnd

& œ œ œ œ œ œ œhaul - in’ through the snow at a

jœ œ jœ ‰ œ jœfright - ’nin’ speed, with a


half a doz - en deer, with

œ œ œ œ œ ‰ jœRu - dy to lead. He’s

33

Collections • Let’s All Sing HOLIDAY HITS

& bbb 443

Easy swing (q = 112) (q q = q e )3

Ó Œœ œ

Oh the

F

& bbb5

œ œ œ œ œweath - er out - side is

5

œ ˙ œ œfright - ful, but the

& bbb7

.œ jœ .œ jœfire is so de -

œ œŒ

œlight - ful, and

& bbb9

œ œ œ œ œsince we’ve no place to

˙ Œ œ œ

go, let it

& bbb11

w œ œ ˙ œ œsnow.

Let it snow.Let it

(opt. harmony echo)

˙̇̇ Œ œIt

snow.

& bbb13

œ œ œ œ œdoes - n’t show signs of

13

œ ˙ œ œstop - ping and I

& bbb15

.œ jœ .œ jœbrought some corn for

œ ˙ œpop - ping. The

& bbb17

œ œ œ œ œlights are turned way down

˙ Œ œ œlow, let it

Words by SAMMY CAHN Music by JULE STYNE


Let It Snow! Let It Snow! Let It Snow!

& 44 œ œ œ œ .œ jœRock - in’ a - round the

F5

œ œ œ œ œ œChrist - mas tree at the

& œ œ œ œ œChrist - mas par - ty hop.

˙Ó œ œ œ œ œ

Mis- tle - toe hung where

&jœ œ Jœ œ œ œ

you can see ev - ’ry

œ œ# œ œ œcou - ple tries to stop.

˙ Ó

& œ œ œ œ .œ jœRock - in’ a - round the

œ œ œ œ œ œChrist - mas tree, let the

& œ œ œ œ œChrist - mas spir - it ring.

˙Ó œ œ œ œ œ

Lat - er we’ll have some

&jœ œ Jœ œ œ œ

pump - kin pie and we’ll

œ œ# œœ œ

do some car - ol - ing.

˙Ó

& œœ œœ# œœ œœYou will get a

(opt. harmony in lower notes)

œœ œ œ œœsen - ti - men - tal

œœ œœ œ œœfeel - ing when you

& ..˙̇ Œhear

œœ œœ œœb œœvoic - es sing - ing,

œœ œœn œœ œœ“Let’s be jol - ly,

Words and Music by JOHNNY MARKSArranged by ROGER EMERSON

Rockin’ Around the Christmas Tree

& 442

Ballad (q = 104)

wI’m

F

&4

œ œ œ# œdream - ing of a

wwhite

œ# ˙ ŒChrist - mas,

&7

Œ œ œ œjust like the

œ œ .œ jœones I used to

wknow,

&10

Óœ œ

where the

˙ ˙tree - tops

œ ˙ œglis - ten and

˙ ˙chil - dren

&14

œ ˙ œlis- ten to

whear

œ œ œ œsleigh bells in the

wsnow.

!

&19

wI’m

19

œ œ œ# œdream-ing of a

wwhite

œ# ˙ ŒChrist-mas,

&23

Œ œ œ œ

with ev - ’ry

œ œ .œ jœChrist - mas card I

wwrite;

Words and Music by IRVING BERLINArranged by ROGER EMERSON

White Christmas&26

Óœ œ

“May your

˙ ˙days be

œ ˙ œmer - ry and

w

bright,

&30

Óœ œ

and may

˙ ˙all your

.œ jœ œ œChrist - mas-es be

wwhite.”

&

&

!

34

!

35

(opt. harmony)

(melody)

wI’m

Ó ˙I’m

F



&

&

wwhite

37

wwhite

œ# ˙ Œ

Christ - mas,

œ# ˙ Œ

Christ - mas,

Œ œ œ œ

just like the

Œ œ œ œjust like the

&

&


40


wknow

wknow,

Óœ œ

where the

!

34

Collections • READ & SING FOLKSONGSREAD & SING FOLKSONGSSing Melody and Harmony for Classroom and ConcertEmily CrockerLearn to read & sing a wealth of folksong history from the creative writing of Emily Crocker. Kick up your heels with singing and dancing games, a play party, hoedown, counting out rhyme, spirituals, sea shanty, riverboat work song and much more! Well-written lesson plans take you step-by-step from melody to harmony. Learn a song as you play a game activity. Practice selected rhythm & melodic

patterns to help sight read the song. Add a simple ostinato or partner melody for instant harmony. Decide on the form, and then switch it up each time you perform! Add classroom percussion parts provided, or create yowur own. Sing a cappella, or with the recording on the enclosed CD, or perform live with the piano/vocal arrangements printed in the Teacher Book. Simple choreography suggestions are listed above the piano scores. And there’s more! You can bring John Jacobson into your classroom with choreography videos available free online. The Teacher Book also comes with an Enhanced CD of audio recordings and PDFs of the singer songsheets in full color or black/white, so you have the freedom to print or project what you want! Perfect for classroom or concert programming. Have fun sight reading melody and harmony with “Read & Sing.”00140860 Teacher Book/Enhanced CD ............................................ $39.99

Gr. 4-8

28

&

&

&

?

#

#

#

#

œ œ œ œ œ ŒAl - a - bam - a gal.

Pat Clap Shrug


Clap Pat ShrugClap

œœœœ œœœœ œœœ œb œn œ œ3

10

œœ

œœ

˙̇

D 9 G

!

All do quick Mini Whack Attack patternClap, Pat L, R, Clap twice, Pat L, R Clap

!

jœœœb œœœjœœœœ ˙˙˙̇

Jœœ œœ J

œœ œœ œœ

C 7 D 9

!Repeat

!

jœœœœb œœœœ

jœœœœ ˙˙˙̇

Jœœ œœ J

œœ œœ œœ

C 7 D 9

&

&

&

?

#

#

#

#

jœ œ jœ œ œAin’t I rock can - dy,

Part 1 resume pat/clap pattern

œ œ œ œ ŒRock can - dy, rock,

Part 2 resume clap/pat pattern

˙̇̇ ˙̇̇

13

œœ œœ œœ œœ

G C/G

A3

C1

jœ œ jœ œ œain’t I rock can - dy,

œ œ œ œ Œrock can - dy, rock,

˙̇̇ œœœ œœœœœ œœ œ

œœœ

Descant do Mini Whack Attack pattern

G D

jœ œ jœ œ œain’t I rock can - dy,

œ œ œ œ œ œrock can - dy, rock can - dy,

˙̇̇ ˙̇̇

œœ œœ œœ œœ

G C/G

&

&

&

&

?

#

#

#

#

#

!

Pat Shrug


Clap


Clap Pat Clap Shrug


16

œœ

œœ

˙̇

D 9 G

Descant B

A4

C2

œ œ œ œAl - a - bam - a,

œ œ œ œ œ œCome through in a hur - ry,

Repeat pat/clap pattern again

œ œ œ œ œ œCome through in a hur - ry,

Repeat pat/clap pattern

˙̇̇ ˙̇̇

œœ œœ œœ œœ

G C/G

&

&

?

#

#

#

44

44

44Piano

!

‰ jœb œn œ œ ˙̇̇b3

œœ œœ œœ œœ

G C7/G

Easy Swing (q = 96) (q q = q e )3

!

‰ jœb œn œ œ ˙̇̇b3

œœ œœ œœ œœ

G C7/G

A1jœ œ jœ œ œ

You don’t know how, how,

Clap Pat Pat Clap

˙̇̇n ˙̇̇

œœ œœ œœ œœ

G C/G

&

&

?

#

#

#

jœ œ jœ œ œyou don’t know how, how,

Continue clap/pat pattern

˙̇̇ œœœ œœœ

4

œœ œœ œœ

œœ

G D

jœ œ jœ œ œyou don’t know how, how,

˙̇̇ ˙̇̇

œœ œœ œœ œœ

G C/G


Pat ClapClap Shrug


œœ

œœ

˙̇

D 9 G

&

&

&

?

#

#

#

#


Clap Pat ClapPart B does opposite of Part APat

jœ œ jœ œ œI’ll show you how, how,

Repeat clap/pat pattern as in mm. 3-5

˙̇̇ ˙̇̇

7

œœ œœ œœ œœ

C/GG

B

A2

œ œ œ œ ˙Al - a - bam - a gal,

Continue


˙̇̇ œœœ œœœœœ œœ œ

œœœ

G D



˙̇̇ ˙̇̇

œœ œœ œœ œœ

G C/G

Traditional Southern Folk SongArranged by EMILY CROCKER


1 & 13

With Vocals

Accomp. Only

Alabama Girl

piano/vocal scores with simple choreography

Do you know any counting out rhymes? These are verses that let you pick players for a team or to see who gets to go first

in a game. “Icka Backa Soda Cracker” is a counting out rhyme that you can speak and sing!

(Did you know a half rest equals 2 beats, the same as 2 quarter rests?)

Clap or speak these rhythms:

B

1. 2. 3.

4. 5.

4 MEASURE INTRO A

A

B

ACoda

BCoda

Now, read and sing the songs on the next page. When you know them, sing them following this form:

Sing these melody patterns:

4

4


Rhythm Practice 1

œ œ œ œ œ

Œ

œ œ œ œ œ œ œ œ œ œ œ

Œ

4

4Ó

œ œ œ œ

Rhythm Practice 2

Óœ œ œ œ

Óœ œ œ œ w

&b œ œ œ

œ&b œ œ œ Œ

&b œ

œœ

Œ

&b

œ œœ

Œ&

b

œ œ œ

Œ

6/18

A

B

ACoda

BCoda

4

4


Rhythm Practice 1

œ œ œ œ œ

Œ

œ œ œ œ œ œ œ œ œ œ œ

Œ

4

4Ó

œ œ œ œ

Rhythm Practice 2

Óœ œ œ œ

Óœ œ œ œ w

& b 44 œ œ œ œ œ œ œ œIck-a back-a so-da crack-er,

œ œ œ œ œ Œick - a back-a boo!

œ œ œ œ œ œ œ œIck-a back-a so-da crack-er,

& b œ œ œ Œout goes you!


œ œ œ œ œ Œick - a back-a boo!


& b œ œ œ Œout goes you!

œ œ œ œ ÓIck -a back-a,

œ œ œ œÓ

ick -a back-a,

œ œ œ Œout goes you!

œ œ œ œ œŒ

Ick-a back-a boo!

& b 44 Ó œ œ œ œIck - a back-a

Ó œ œ œ œso-da crack-er,

Ó œ œ œ œick - a back-a

wboo!

& b Ó œ œ œ œIck - a back-a

Ó œ œ œ œso - da crack-er,

Ó œ œ œ œick - a back-a

wboo!

& b Ó œ œ œ œIck - a back-a,

Óœ œ œ œick - a back-a,

Ó œ œout goes

œ œ œ œŒ

you, back-a boo!

& b 44 œ œ œ œ ÓIck - a back-a,

œ œ œ œÓ

ick - a back-a,

œ œ œ Œout goes you!

œ œ œ œ œ ŒIck - a back-a boo!

& b 44 Ó œ œ œ œIck - a back-a,

Óœ œ œ œick - a back-a,

Ó œ œout goes

œ œ œ œ Œyou, back-a boo!

full color singer parts on Enhanced CD to project or reproduce

Alabama Gal

35

Collections • READ & SING FOLKSONGS

THIS FOLK SONG IS ALSO A GAME. PRACTICE SPEAKINGTHE RHYME, AND THEN SPEAK AS YOU WALK IN A CIRCLE TO THE BEAT.

CHANGE DIRECTIONS ON EACH VERSE.

Sailing on the ocean, the tide rolls high,



You will find a new friend by and by.

Found a new friend, stay all day,



We don’t care what the other folks say.

Eight in the boat and it won’t go ‘round,



You will lose the new friend you just found.

Verse 1 Verse 2 Verse 3

44 ..œ œ œ œ œ œ œSail - ing on the o - cean, the

3 times

œ œ œ Œtide rolls high,

œ œ œ œ œ œYou will find a new friend

œ œ œ Œby and by.

& b œ œ œ œdo mi do mi

& b œ œ œ Œmi re do

& bœ œ œ Œsol sol do

& b œ œ œ œmi sol la sol

9/21& b 44 œ œ œ œ œ œ œ

Sail-ing on the o-cean the

œ œ œŒ

tide rolls high.

œ œ œ œ œ œ œSail-ing on the o-cean the

œ œ œ Œtide rolls high.

& b œ œ œ œ œ œ œ

Sail - ing on the o - cean the


œ œ œ œ œ œYou will find a new friend


& b 44 œ œ œ œ œ œ

You will find a new friend

w ˙ ˙by and

wby.

! ! œ> œ> œ>

ŒBy and by!

& b 44 ˙ ˙Sail - ing

œ œ œ œon the o - cean,

˙ ˙sail - ing

œ œ œŒ

on the sea,

& b ˙ ˙sail - ing

œ œ œ œon the o - cean,

Ó œ œwho will

œœ œ Œ

fol - low me?

& b 44 !œ œ œ œ œ œ

You will find a new friend

˙ ˙by and

wby.

! !œ> œ>

œ>Œ

By and by!

Many songs and stories have been based on the heroics of “Bonnie Prince Charlie,” or Prince Charles Edward Stuart (1720-1788), who led a rebellion in Great Britain in 1745 ending in the Battle of Culloden. After that battle, he was forced to flee Scotland and live in exile.

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RHYTHM PRACTICEYou can learn to read the songs by first counting in the compound meter of 6/8. There are two beats in each measure and each beat can be divided into 3 eighth note divisions. Practice the following exercise by clapping or chanting the rhythm:

PITCH PRACTICESing the following pitch exercises by reading in solfége as a group or by echoing your teacher:

8

6

.œ .œ œ œ œ œ œ œ .œ .œ œ œ œ .œ

œ

j

œ œ

j

œ .œ œ

j

œ .œ .œ œ œ œ .œ


4/16

SINGSing each song separately and then combine in the form given at the bottom of the page.

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6 ..

.

...œ

j

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Char - lie o - ver the

1st time: Solo or Pt. 12nd time: Group or Pt. 2

Dance-like(10 measure introduction)

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Part 2

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>

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me!

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me!

CHARLIE OVER THE OCEAN

CHARLIE IS MY DARLING

36

Collections • ROCKIN’ POPPIN’ CLASSROOMROCKIN’ POPPIN’ CLASSROOMA Collection of Popular Hits for Classroom Instruments, Guitar, Ukulele, Orff and Keyboardarr. Tom AndersonGrab ukuleles, unpitched percussion and Orff instruments to play easy arrangements written for young musicians. The Teacher Edition features full scores, and the Student 20-pak includes all instrument and vocal parts. Perform these songs with instruments or sing and play with the professional tracks on the Sing-Along CD. Songs include: Happy,

Home, The Lion Sleeps Tonight, Stand By Me, We Will Rock You.00140881 Teacher Edition ............................................................... $19.9900140882 Student 20-Pak ............................................................... $29.9900140883 Sing & Play-Along CD ..................................................... $29.9900140884 Classroom Kit

(Teacher, Student 20-Pak, Sing-along CD) ..................... $69.99

Gr. 4-8

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“G” pitch and 4 clicks

Fopt. Solo

INTRO

Moderate Pop Shuffle (q = 124)

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(q q = q e )3

Jœ œ jœ œ œ œwee o wim o weh.

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wim o weh, o wim o weh.

D

- - - - - - - - - - -

The Lion Sleeps TonightEXCERPT

New Lyrics and Revised Music by GEORGE DAVID WEISS,

HUGO PERETTI and LUIGI CREATOREArranged by TOM ANDERSON

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œ œ œ œ œ œ3

1.�In

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junvildar

gle,lage,ling,

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VERSES

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might

fear,peace

yfulmy

junvildar

gle,lage,ling,

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C

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sleepssleepssleeps

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For Ukulele, Recorder, Unpitched & Pitched Classroom Instruments

Just Play! Just Sing! or Both!!Happy • Home • The Lion Sleeps Tonight • Stand By Me • We Will Rock You

separate singer & instrument parts available in Student 20-Pak

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Bongo Drums

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Tom Tom

Low Drum

Œ œ œ Œ œ>

Œ œ œ Œ œ

œ- œ. œ- œ. œ- œ. œ- œ.

Ó Œ œ œ œ œ

œ œ œ œ

(start at M. 1)

(start at M. 5)

(start at M. 5)

(start at M. 5)

(start at M. 5)

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œ- œ. œ- œ. œ- œ. œ- œ.

œ Œ Œ œ œ œ œ

œ œ œ œ

The Lion Sleeps TonightPercussion

The Lion Sleeps TonightPercussion

The Lion Sleeps TonightEXCERPT

separate singer & instrument parts available in Student 20-Pak

37

Collections • ROCKIN’ POPPIN’ CLASSROOM

5

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&

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Vocals

Guiro

Tri.

Cab.

B. D.

SM

AM

BM

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stand by me,

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>

Œ

.˙

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w

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f

f

f

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f

Low

High

CHORUS

f

f

(Bass Metallophone)

(Soprano Metallophone)

(Alto Metallophone)

(Bongo Drums)

(Cabasa)

f

œ Œ œ œœ œ

woh,

Œ œ Ó

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œ œ œ œ œ œ

Œ œ œ Œ œ

>

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Œ

.˙

w

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stand by me.

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Ó Œ œ

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>

Œ.˙

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Am

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stand,

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stand by me,

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Œ

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Œ

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Œ œ œ Œ œ

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Œ.˙

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Fopt. Solo 2

(OUT)

(OUT)

(OUT)

(OUT)

(OUT)

& 4

4œ

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J

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œ

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N.C.

Moderate Soul Rock (q = 120)

F

Begins with 4 clicks

INTRO

œ

.

‰

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.

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j

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.

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j

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œ

œœ

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œ

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‰

J

œ ‰ j

œœ œ

When the night

opt. Solo 1F

& œ Œ Œ

œœ

has come

C

VERSE 1

œŒ Ó Œ ‰

œ œ œ œ œ

and the land is dark

Am

&

12œ

Œ ‰ j

œ œ œ

and the moon

œ

Œ ‰ j

œœ œ

is the on

F

j

œ œ

‰ ‰ j

œ œ

ly light we’ll

G

œ

Œ Ó

see.

C

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&

16

Ó ‰ j

œœ œ

No, I won’t

œ Œ ‰ j

œœ œ

be a fraid,

C17

œ ‰j

œ œ œ œ œ

no I-

&

19

œ

Œ ‰ j

œ œ

won’t be a

Am

œ

Œ ‰ j

œ œ œ

fraid, just as long

œ

Œ ‰ j

œ œ œ

as you stand,

F

-

&

22œ

Œ ‰ j

œ œ œ

stand by

G

j

œ œ

‰ Œ ‰

j

œ

me. So

C

œ œ

œ œ

dar lin’, dar lin’,

end Solo

- -

Words and Music by JERRY LIEBER,MIKE STOLLER and BEN E. KING


Copyright © 1961 Sony/ATV Music Publishing LLC Copyright Renewed



Recorded by BEN E. KING

Stand By MeSINGER

1113904_RockinPoppin_SGR_Guts.indd 1 4/16/15 9:44 AM

33

ã

&

C

C

Shakers

Ukulele

˙ ˙

Û Û Û Û Û

C

Lively Folk Pop (h = 120)

P

P

Begins with 4 clicks, Half Notes

INTRO˙ ˙

Û Û Û Û Û

˙ ˙

Û Û Û Û Û

Csus

˙ ˙

Û Û Û Û Û

ã

&

Sh.

Uk.

5

˙ ˙

Û Û Û Û Û

C(opt. enter here)

˙ ˙

Û Û Û Û Û

˙ ˙

Û Û Û Û Û

Csus

˙ ˙

Û Û Û Û Û

&

ã

&

Vocals

Sh.

Uk.

9

˙ ˙

Hold on

˙ ˙

Û Û Û Û Û

C

C

P

VERSE 1

w

˙ ˙

Û Û Û Û Û

.˙ œ

to

˙ ˙

Û Û Û Û Û

Csus

Csus

.œ

j

œ œ œ œ

me as we go,

˙ ˙

Û Û Û Û Û

œŒ Ó

˙ ˙

Û Û Û Û Û

C

C

Words and Music by GREG HOLDEN and DREW PEARSON


Shakers, Ukulele, Vocals, Low Drum,Tambourine, Triangle, Glockenspiel,Soprano, Alto & Bass Metallophones,Soprano, Alto & Bass Xylophones,Hand Claps

Copyright © 2011, 2012 Falling Art Music, Drewyeah Music and CYP Two Publishing This arrangement Copyright © 2015 Falling Art Music, Drewyeah Music and CYP Two Publishing

All Rights for Drewyeah Music and CYP Two Publishing Administered by Downtown DMP Songs/Downtown Music Publishing LLC All Rights Reserved Used by Permission

Recorded by Phillip Phillips

Home8

ã

&

C

C

Shakers

Ukulele

˙ ˙

Û Û Û Û ÛC

Lively Folk Pop (h = 120)

P

P

Begins with 4 clicks, Half Notes

INTRO

˙ ˙

Û Û Û Û Û

˙ ˙

Û Û Û Û ÛCsus

˙ ˙

Û Û Û Û Û

ã

&

Sh.

Uk.

5

˙ ˙

Û Û Û Û ÛC

(opt. enter here)

˙ ˙

Û Û Û Û Û

˙ ˙

Û Û Û Û ÛCsus

˙ ˙

Û Û Û Û Û

&

ã

&

Vocals

Sh.

Uk.

9

˙ ˙

Hold on

˙ ˙

Û Û Û Û Û

C

C

PVERSE 1

w

˙ ˙

Û Û Û Û Û

.˙ œ

to

˙ ˙

Û Û Û Û Û

Csus

Csus

.œ jœ œ œ œme as we go,

˙ ˙

Û Û Û Û Û

œ Œ Ó

˙ ˙

Û Û Û Û Û

C

C

&

ã

&

Vocals

Sh.

Uk.

14

!

˙ ˙

Û Û Û Û Û

!

˙ ˙

Û Û Û Û Û

Csus

Csus

Ó œ œas we

˙ ˙

Û Û Û Û Û

17

˙ ˙

roll down

˙ ˙

Û Û Û Û Û

C

C

w

˙ ˙

Û Û Û Û Û

˙ Jœ .œ

this

˙ ˙

Û Û Û Û Û

Csus

Csus

HomeScore

Words and Music by GREG HOLDEN and DREW PEARSON


Recorded by PHILLIP PHILLIPS

Shakers, Ukulele, Vocals, Low Drum,Tambourine, Triangle, Glockenspiel,Soprano, Alto & Bass Metallophones,Soprano, Alto & Bass Xylophones,Hand Claps

27

ã

ã

&b

4

4

4

4

4

4

Hand Claps

Foot Stomps

Ukulele

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

∑

Stadium Rock (q = 82)

f

f

INTRO

Begins with 4 clicks

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

∑

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

Û Û Œ Û Û Œ

Dm

f dampen strings on rests

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

Û Û Œ Û Û Œ

&

ã

ã

&

b

b

Vocals

H. C.

F. S.

Uk.

5

œ œ œ œ œ œ œ œ œ œ œ œ œ

Bud dy, you’re a boy, make a big noise play in’ in the

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

Û Û Œ Û Û Œ

Dm

Dm

f opt. Solo

VERSE 1

œ œ œ œ œ œ

œ œ œ

œ œ

street, gon na be a big man some day. You got

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

Û Û Œ Û Û Œ

- - - -

&

ã

ã

&

b

b

Vocals

H. C.

F. S.

Uk.

7

œ œ œ .œ

.œ œ œ

j

œ

‰

mud on your face, you big dis grace,

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

Û Û Œ Û Û Œ

œ œ œ œ

œ œ œœ œ

œœ

kick in’ your can all o ver the place. Sing in’

Œ œ>

Œ œ>

œ œ Œ œ œ Œ

Û Û Œ Û Û Œ

- - - -

Words and Music by BRIAN MAYArranged by TOM ANDERSON

Vocals, Hand Claps, Foot Stomps,Ukulele, Recorder, Tambourine,Low Drums, Soprano & Alto Xylophones,Soprano, Alto & Bass Metallophones

© 1977 (Renewed 2005), 1978 QUEEN MUSIC LTD.This arrangement © 2015 QUEEN MUSIC LTD.

All Rights for the U.S. and Canada Controlled and Administered by BEECHWOOD MUSIC CORP. All Rights for the world excluding the U.S. and Canada Controlled and Administered by EMI MUSIC PUBLISHING LTD.


Recorded by QUEEN

We Will Rock You6

full scores with all instrument & vocal parts

38

Resources • FREDDIE THE FROG AND THE MYSTERIOUS WAHOOOOO

FREDDIE THE FROG® AND THE MYSTERIOUS WAHOOOOO (DIGITAL EDITION)Digital Storybook with Step-by-Step Lessons for Interactive WhiteboardSharon Burch • Shawnee PressThe Mysterious Wahooooo is projectable as a digital storybook on your computer’s video player. Audio plays while pages turn automatically. Open the file, push play, watch and play rhythm instruments with the rhythm patterns and beat of Freddie and Eli. Plus! Includes PPT/PDF, Smart Notebook and Promethean/Active Inspire Flipchart files with step-by-step interactive lessons from the Beyond the Books and Sticks! teacher’s guides. Freddie and Eli cheer students along as they create four-beat rhythm patterns, change tempos, play games, and solve mystery songs! (Compatible with SmartNotebook 11 and Promethean ActivInspire.) No CD-Rom drive? No problem. Optional DIGITAL DOWNLOAD CODE included. Identical files available for direct download to your computer.35030162 DVD-ROM (in coverwrap) ....................................................................................................................................$29.99

Gr. K-3

Now available as a digital storybook on your computer’s video player!

Plus! Smart Notebook and Promethean/Active Inspire Flipchart files filled with interactive rhythm

and melody-making fun!

39

Resources • FREDDIE THE FROG AND THE MYSTERIOUS WAHOOOOO

for Computers, Projectors and Interactive Whiteboards

guided step-by-step student instructions

No IWB? Download free interactive viewer software and instruct from your computer.

No disc drive? Digital Download Code included.

PITCH: Solfege & Basic Intervals

40

Resources • INTERACT WITH MUSIC ASSESSMENT (LEVEL 2)

INTERACT WITH MUSIC ASSESSMENT (LEVEL 2)Interactive Resources for the Music ClassroomManju DurairajLevel 2 presents over 40 interactive assessments with customizable rubrics. In addition, there are quizzes, worksheets and manipulatives. These assessments follow a sequential progression for teaching the musical concepts of Rhythm (meter and duration), Pitch (solfege and intervals), Expressive Elements (dynamics and tempo), Harmony and Form. (Compatible with SmartNotebook 11 and Promethean ActivInspire.)00126725 CD-ROM (in coverwrap) ......................................................................................................................................................$29.99

Gr. 1-3

EXPRESSIVEELEMENTSMETER DURATION FORM

HARMONY

HOME PAGEINTERACT WITH MUSIC assessment • level 2

RHYTHM

Solfege IntervalsBASIC

Pitch

Beat/No Beat

Steady Beat

Beat Group

Duple

Triple

Time Signature

sol – mi

sol – mi – la

mi – re – do

sol – mi – do

sol–la–mi–re–do'

do and la based pentatonic

pp-mm-p-mf-f-ff In the Hall of the Mountain King

crescendo – decrescendo

Closet Key

fermata – Engine, Engine

Tempo – andante – moderato – allegro

Tempo – ritardando – accelerando

legato – staccato Fossils

Quarter Note

Quarter Rest

Combo: Quarter Note and Rest

Eighth Notes

Combo: Quater Note, Rest, and Eighth

Notes

2 Beat Blocks

Line and Space

Repeat

Steps

Repeat and Steps

Skips

Skips, Steps and Repeats

Do Your Part Introduction –

Interlude – Coda

Tonic – Melodic Ostinato – Apple Tree

Round – Rhythm

Round – Melody – Scotland’s Burning

Binary – Ternary Form

Rondo Form

Beat/No Beat

What has a beat? What makes sounds butdoes not have a beat?

BEATBOX Random

Duple

Twos and Fours

Eighth Notes

Veggie Rondo

Beet Band Page

RHYTHM: Meter & Duration

• sequential assessments in INTERACTIVE game format • Smart Notebook and Promethean/Active Inspire Flipchart files • for computers, projectors and IWBs

Resources • INTERACT WITH MUSIC ASSESSMENT (LEVEL 2)

PITCH: Solfege & Basic Intervals

41

No IWB? Download free interactive viewer software and instruct from your computer.

No disc drive? Digital Download Code included.

Cuckoo

sol-mi-la

Fishy Tales

pp-p-mp-mf-f-ff

In the Hall of the Mountain King Peer Gynt Suite – Edward Grieg

Body PercussionDynamic Levels

44

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18

pianissimo piano mezzo piano mezzo forte forte fortissimo

fermata

Fermata

Patsch

Clap

Snap

PatschStamp

RHYTHM STATION

Engine Engine Number Nine

Going Down Chicago Line

If the Train Should Jump It’s Tracks

Will I Get My Money Back

WorksheetBarlines

Name _________________________________________ Grade __________ Homeroom ________________________

RHYTHM STATION

Draw in the barlines.

EXPRESSIVE ELEMENTS: Dynamics & Tempo

MANIPULATIVES: Worksheets, Flashcards, Assessment Rubrics and more!

42

Resources • SIGHT WORD SOUPSIGHT WORD SOUPEssential Learning through Music, Movement and Interactive TechnologyJohn JacobsonReinforce essential sight words for beginning readers with music, movement and interactive technology! Learn songs using projectable lyric files with highlighted sight words and embedded audio recordings. Then reinforce learning by filling in the missing sight words with additional interactive activities for IWB’s and computers. (Compatible with SmartNotebook 11 and Promethean ActivInspire.)

00144999 Teacher Book/Enhanced CD ............................................ $39.99

Gr. K-1

& b 44 ∑Pop Rock (q = 140)

∑ ¿ Œ ¿ ŒJ U

Shout!¿ Œ ¿ œ

M P! Jump

C/Ef

& b5

œ Œ Óup!

Jump!F /E

CHORUS

œ œ œ œ œ ŒTime to be gin.

C/D D m7 /C

œ œ œ œOne! Two! Three! Let's

Hold up one, two, then three fingers

B b F/B b

œ œ œ œ œ œ

do it a gain. Jump

B bmaj7/C C 9 C/E

- -

& b9

œ Œ Óup!

Jump!F /E

œ œ œ œ œ ŒTake me a way!

C/D D m7 /C

œ œ œ œFind your friends come

Clap 4 times (twice per measure)B b F/B b jœ œ jœ œ œ

on let's play. Jump

B bmaj7/C C 9 C/E

-

& b13

œ Œ Óup!

Jump!F

∑F/A

F

œ œ œ œHere and there and

B bVERSE 1

jœ œjœ œ Œ

up and down,

Point up then downF

& b17

œ œ œ œpeo ple old and

G m7 G m7/C

˙ Ónew;

F G m7G

#dim7F/A

œ œ œ œmake a smile out

Point to mouth and smileB b

jœ œjœ œ œ

of a frown and

F

-

& b21

œ œ œ œjump a long with

Hands on knees and bounceG 7sus G 7cresc.

˙ Œ œ

you! Jump

G m7/C C 9 C/Efœ Œ Ó

up!

Jump!F /E

CHORUS

œ œ œ œ œ ŒTime to be gin.

C/D D m7 /C

- -

& b25

œ œ œ œOne! Two! Three! Let's

Hold up 1, 2, then 3 fingersB b F/B b

œ œ œ œ œ œ

do it a gain. Jump

B bmaj7/C C 9 C/E

œ Œ Óup!

JumpF /E

œ œ œ œ œ ŒTake me a way!

C/D D m7 /C

- -

3. Jump Up(Sight Words: up, one, do, it me, away, come, play,

there, make, a with, you, this, is the, or, we can, too)

Words and Music by JOHN JACOBSONArranged by TOM ANDERSON



? 44 .œ Jœ œ œC

Moderate Calypso (q = 144)

.œ Jœ œ œ .œ Jœ œ œ œ œ œŒ &

&5

w

CC

jœ œjœ œ œ

D m7

w

E m7

œ œ œ ŒF/G G C

&9

œ œ ¿ ¿I can! (slurp slurp)

C FPretend to slurp soup from a spoon and each slurp.

œ œ ¿ ¿You can! (slurp slurp)

D m7

œ œ ¿ ¿We can! (slurp slurp)

E m7

œ œ œ ŒSight Word Soup!

F/G G C

&13

œ œ ¿ ¿I can! (slurp slurp)

C

œ œ ¿ ¿You can! (slurp slurp)

D m7


E m7


F/G G C C/E

ClapPatlegs

Reach up

&17

œ œ œ œCome and play just

F

œ œ œ Œyou and me.

C2

œ œ œ œWe'll have lots of

D m7 G9

˙ Ófun.

C( add9) C9

&21

œ œ œ œWith our spe cial

F

œ œ œ œre ci pe the

C2/E

œ œ œ# œfun has just be

D sus D7

˙ Ógun!

G sus G7

- - - -

&25

œ œ ¿ ¿He can! (slurp slurp)

C

Spoon and slurp

œ œ ¿ ¿She can! (slurp slurp)

D m7


E m7


F/G G C

ClapPatlegs

Reachoverhead

1. Sight Word Soup(Sight Words: I, can, you, we, come,

and, play, with, the, me, he, she)




&29


C

Spoon and slurp


D m7


E m7


F/G G C

Clap Patlegs

Reach up

&33

wLa!

C2 fChurn Traveling hands from side to side, back and forth.

jœ œjœ œ œ

la la la la la

D m7

wla

E m7


F/G G C

Travel hands low to high

Reach up

&37

wLa

C2Repeat churning Traveling hands side to side

jœ œjœ œ œ

la la la la la

D m7

wla

E m7C


F/G G C C/E

Travel hands low to high

Reach up

&41

œ œ œ œCome and play just

F

F

œ œ œ Œyou and me.

C2

œ œ œ œWe'll have lots of

D m7 G9

˙ Ófun.

C( add9) C9

&45

œ œ œ œWith our spe cial

F

Rub tummy with one or both hands

œ œ œ œre ci pe the

C2/E

œ œ œ# œfun has just be

D sus D7

˙ Ógun!

G sus G7

- - - -

&49


C

Spoon and slurp


D m7


E m7


F/G G C

ClapPatlegs

Reach up

&53


C

Spoon and slurp


D m7

&55


E m7

˙ ˙̇Sight Word

F/G G/Bcresc.Clap Pat

legs

wwSoup!

C (add9)Reach up

f¿

Œ ÓYUM!

N.C.

Rub tummy with both hands

Enhanced CD includes: • audio recordings • projectable song lyrics with embedded recordings • interactive lyric activities

43

Resources • SIGHT WORD SOUP

& b 447

Get Funky! (q = 104)

Ó Œ œb œnMake a

F.œ œ Œ .œ œ Œ

num ber, num ber;

Wave both hands overheadL R L R

--

& b10

œb œ œ œ œ œ Œ œ œnthat's what it's all a bout. Make a

Hands on knees

.œ œ Œ .œ œ Œnum ber, num ber;

Wave both hands overheadL R L R

- - -

& b12

œb œ œ œ œ ‰ J¿ œ œnmakes me want to shout. (Hey!) Make a

Hands to knees Shout!


Wave both hands overhead L R L R

- -

& b14

œb œ œ œ œ œ Œ œ œneas y as 1 2 3. Make a

Hold up 1, 2, then 3 fingers


Wave both hands overheadL R L R œ œ œ œ œ Ó

Just for you and me!

Point out then thumbs to self

- - - - -

& b17

œ œb œ œ .œ œ ‰ jœbWe can make a num ber that's

Fold arms over chest and nod head on each beat with attitudef

œ œb œ œ œb Óhigh er than a one.

Hold up one index finger on "one"

œ œb œ œ .œ œ ‰ jœbWe can make a num ber; it's

Fold arms again and nod

- - -

& b20

œ œ œb œ œ Ógo ing to be fun!

œ œb œ œ .œ œ ‰ jœbWe can make a num ber 'cause

Thumbs to self

œ œb œ œ œb Óthat is what we do.- -

& b23

œ œ œ œ .œb œ ‰ JœDo you know that num ber? Of

Hands down

œ œ œ œ œ Œ œb œncourse, it is a two! Make a

Hold up two fingers F

-

4. Make a Number(Sight Words: just, make, number, than, of,we, can, a, one, yes, you, and, me, more, is)




& b 42 œ œ

B bINTRO

Country Two-Beat (q = 108)

Fœ œ œ œ œ œ

F

œ œ œ œ œ œ œ œ jœ œ jœ

C 7

& b7

˙

F

Œ ‰ jœI

FCHORUS

œ œ œ œ œthink I would like to

Clap on the beat (twice per measure)

B b

œ œthank you

œ Œonce.

Hold up one index finger

Œ ‰ jœI

& b13


Clap on the beat

œ œthank you

œŒ

twice.

Hold up 2 fingersF

∑ œ œOnce or

Clap on the beatB b

œ œtwice is

& b19

œ œ œ œoh so ver y

F

œ œ œnice so I


jœ œ jœthank you a

C 7

œ Œgain!

Reach both hands to the audience

F

Œ ‰ jœA- -

& b25

œ œlit tle

Flap elbows like wingsB b

VERSE

œ œbird flew

˙by.

(bird tweet)

Œ œSo

|

œ œhigh up

Point from low to highB b

œ œin the-

& b31

˙sky.

Wave to the bird in the sky!F

Œ œHe

œ œcould not

Flap arms like wingsB b

œ œstop or

œ œhe might

F

œ œdrop and

& b37

jœ œ jœyet I could

œ œhear him

Cup hand to ear as if listeningC 7

˙cry...

F

Œ ‰ jœI


Clap on the beatsB bCHORUS

œ œthank you

6. Thank You(Sight Words: think, would, thank, once, again, bird,by, could, stop, him, sheep, farmer, day, were, corn)




Sight Word Soup

sight word soup

sight word soup

I can

we can

I can

we can

you can

you can

Sight Word Soup

sight word soup

sight word soup

Learn songs with projectable lyrics, highlighted sight words and

embedded recordings

Reinforce learning by filling in the missing sight words with interactive activities for

IWB’s, projectors and computers.

44

Resources • HAJA STORYBOOK/CDHAJA: THE BIRD WHO WAS AFRAID TO FLYStorybook from Musical Tales for Modern MindsJulia Jordan KamandaWest Africa’s vibrant colors and sounds come alive in this interactive musical storybook depicting the touching tale of a small bird who must face her biggest fear. 4 to 7 year olds will love adding the sounds of Haja’s heartbeat, wind and the rain on the mango leaves. A companion CD includes a djembe drum jam track, an audiobook of the story, and the instant classic song “Fly Haja Fly,” performed by author Julia Jordan Kamanda and students from J3Music Studios. A singer/songwriter, teaching artist, and “mom on a music mission,” Julia helps your students explore Haja’s world and learn more about the musical element of rhythm.00146080 Storybook/Listening CD ................................................................................................................................... $24.99

HARDCOVER STORYBOOK/CD

igh up in a mango tree, near the tallest mountain in Kabala, lived a little bird named Haja. She lived in a nest with her mother, her father and her older brother, Abu.

4 5

Haja loved to feel the wind tickling her feathers. It made her giggle! She loved to listen to the beating of her heart, steady and strong.

Da dun, da dun, da dun, da dun

She knew that one day she would learn to fly high up in the sky, just like her parents and grandparents before her.

One morning, Haja and Abu woke up excited. Their flying feathers had finally grown in! They both knew what this meant. It was time to fly! Haja’s heart beat fast with excitement.

Da dun! Da dun! Da dun! Da dun!

Haja loved to feel the wind tickling her feathers. It made her giggle! She loved to listen to the beating of her heart, steady and strong.

Da dun, da dun, da dun, da dun

She knew that one day she would learn to fly high up in the sky, just like her parents and grandparents before her.

One morning, Haja and Abu woke up excited. Their flying feathers had finally grown in! They both knew what this meant. It was time to fly! Haja’s heart beat fast with excitement.

Da dun! Da dun! Da dun! Da dun!

Explore RHYTHM & TEMPO

Companion Audio CD includes:“Djembe Jam” Audiobook Narrated by Julia Original song “Fly Haja Fly”

1st in a 4-part series

Ages 4-7New Series!

45

Resources • HAJA TEACHING GUIDEHAJA: TEACHING GUIDEJulia Jordan Kamanda“I want to see you flap flap flap your wings, and drum drum drum your heartbeat...” even your littlest rhythm-makers will song, clap, dance and cheer as Haja (AH-ja) learns to fly! Kid-tested and teacher-approved ... Musical Tales for Modern Minds’ HAJA TEACHING GUIDE offers step-by-step multicultural lesson plans and student hands-on learning activities. Aligned to our national core curriculum standards for young learners to develop their multiple intelligences and creative expression, this Guide provides ways to engage with music-making, language arts and multi-sensory

experiences. Through the story of Haja, The Bird Who was Afraid to Fly and the companion song “Fly Haja Fly”, students can identify with Haja’s transformation as she overcomes her fear. They’ll take her example of success to heart as she builds her confidence, gaining self-awareness and determination. Young students will explore and practice learning sounds and rhythms, and identifying colors and patterns. The guide also offers an interdisciplinary introduction to West African instruments, designs, food and more. Suggested for ages 4-7. “Today’s lesson was a huge success! The kids loved it! They loved the story, song, drumming.... everything. They wanted to listen to the song several times and on the way out I could hear them singing the chorus ...” (music educator, Wharton Elementary, Lancaster PA) The Classroom Kit includes Haja hardcover storybook/listening CD and teaching guide.00145993 Teaching Guide ............................................................... $12.99 00145994 Classroom Kit (storybook/CD & teaching guide) ............. $34.99

Ages 4-7

Multimedia Activities from Digital Download files

8

TEACHING PLANDAY 1: Warm-Up Activities

Activity Objectives• Learn the Musician’s Chant.• Locate one’s own heartbeat; talk about and demonstrate the rhythm it

makes.• Discover the djembe drum, where it comes from and what it is used for.• See where Sierra Leone is on a map of the world; hear about the climate

and the environment. • Hear about Haja, a bird who is afraid to fly, but who learns to listen to

her heartbeat.• Experience moving in a rhythmic way.

Materials• Haja, the Bird Who Was Afraid to Fly storybook with audio CD• Digital Downloads: Haja Story Map, “Musician’s Chant,” “Djembe Jam”• classroom music system and speakers• teacher’s drum (optional)• drums or rhythm instruments for students (optional)

WARM-UP1. Gather students in a circle.

2. Talk about how everyone is a musician, and that everyone has musician’s tools of rhythm, melody, harmony and silence. Name them slowly, and see if they can repeat them after you.

3. We want the students to understand these musical concepts in relation to the world around them, and the Musician’s Chant will help them begin to do that. Start with defining each of the four musician’s tools and showing them an associated body movement as described here. For example, you can say:• “Rhythm is the heartbeat of the music. Follow my movement!” Then

place your hand over heart and say “da dun, da dun, da dun...” • “Melody is the part of a song that you can hum or sing without

words. Follow my melody!” Then throw your arms open, and sing “La La La LA!” Try to sing the simple 4-note melody used in the Musician’s Chant.

&

#

#

#

4

4

œ œ œœ

œ

Flap, flap, flap your wings,

A D

Happily (q = 140)

Chorus

.˙ œ

and

&

#

#

#

œ œ œ œ

œ

drum, drum, drum your heart

E A

.œ

j

œ ˙

beat.-

&

#

#

#

œ œœ .œ

j

œ

Here we go, the

D

.œ

j

œ œœ

time is now.

E A

˙

Ó

&

#

#

#

∑

œ œ œœ

œ

Flap, flap, flap your wings,

A D

.˙ œ

and

&

#

#

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œ

drum, drum, drum your heart

AE

.œ

j

œ ˙

beat.-

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#

#

#

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Feel the wind

D

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3

lift you to the clouds!

E A

w

Fly, Haja Fly

Written and Recorded by JULIA JORDAN KAMANDA

Copyright © 2015, J3 Music Studios

As students sing along at the Chorus, encourage them to move their bodies to the music, drumming on available drums and percussion instruments, inventing movements that match the words of the music.

Fly Haja FlyBy Julia Jordan Kamanda

Enhance the Story with Step-by-Step Multicultural Lesson Plans and Hands-On Learning

46

Resources • 8 STEPS TO HARMONIZATION8 STEPS TO HARMONIZATIONLaying the Foundation for Successful Part-Singingarr. Cathy Delanoy/with Joyce RobatcekShawnee PressLay the foundation for successful part-singing with this unique and valuable resource designed to aid music teachers by providing a step-by-step path for teaching young choirs how to sing harmony, building a bridge that transitions between elementary and high school music reading. Perfect for middle school, this resource can be easily

adapted for younger and older singers. Each step in this book offers several songs that will give choirs the practice they need to master each type of harmonization. The enclosed CD-ROM includes mp3 recordings of piano accompaniments and PDFs of the piano/vocal scores for projection or printing.35030101 Reproducible Collection w/CD-ROM ................................ $49.99

Gr. 5-9

8 Steps to Harmonization24

&

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4

4

4

4

4

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Part I

Part II

Piano

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Are you sleep - ing,

œ œ œœ


œœ

œ

œœœ

œœ

œ œ

œœ

œ

œ

œ

Œ

(q = 100)

œ œ œœ

are you sleep - ing,

œ œ œœ


œœœ

œ

œœ

œœœ œ

œœ

œ

œ

œ

Œ

œ œ ˙

Broth-er John,œ œ ˙

Broth-er John,

œ

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Morn-ing bells are ring - ing,

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Ding dong ding.

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Ding, dong, ding.

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OSTINATO CHOICES (use one or more)

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Ding, dong, ding.

( )

TraditionalArranged by CATHERINE DELANOY


The original purchaser of this collection has permission to reproduce this songsheet for educational use only. Any other use is strictly prohibited.

2-Part Any CombinationAre You Sleeping?


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2-Part Any Combination

The Water Is WideU.S. $49.99

HL35030101

8 STEPS TO H

ARM

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INE

DE

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NO

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ITH

JOY

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KLay the foundation for successful part-singing with this unique and valuable resource. It provides a step-by-step path for teaching young choirs how to sing harmony, building a bridge that transitions between elementary and high school music reading. Perfect for middle school, this can be easily adapted for younger and older singers.

Each step in this book offers several songs that will give choirs the practice they need to master each type of harmonization. Any of the songs found in Steps 1-6 can be easily added to your daily warm-ups, laying the groundwork for successful harmonization. Steps 7-8 offer mini-arrangements of familiar melodies that are designed for successful part-singing. These arrangements will be an important bridge leading to more accuracy in your regular performance octavos. And there’s more! The enclosed CD-ROM includes mp3 recordings of piano accompaniments and a folder of PDFs of the piano/vocal scores for projection or printing options.

THE PROGRE S SIVE STEPS USED TO TEACH HARMONIZATION INVOLVE THE SE FAMILIAR SONG ST YLE S:Step-by-Step Approach to Part-Singing

from Unison to 4-Part Mixed

add one or more ostinatos to “Are You Sleeping?”

add an echo to “The Water Is Wide”

47

Resources • 8 STEPS TO HARMONIZATION

8 Steps to Harmonization 37

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b

b

b

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4

.

.

.

.

.

.

.

.

.

.

.

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DescantSoprano/Tenor 8vb

MelodyAlto/Bass 8vb

Piano

∑

∑

œ

œœ

œœ

œ œœ

œ œ

3 3

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œ

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(q = 88)

˙˙

Glo ry,

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j

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.œ œ

Glo ry, glo ry hal le

˙˙

˙

˙

˙˙

œ

œ

œ

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.œ œ .œ œ ˙

glo ry hal le lu!

˙˙

lu jah!

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˙

˙

˙˙

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œ

œ

œ

œ

œ

œ

œ

- - - -

- - - - -

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b

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.œ

j

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4

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.œ œ .œ œ ˙

glo ry hal le lu!

˙˙

lu jah!

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.

.œ œ .œ œ œ œ

glo ry hal le lu! His

˙œ œ

lu jah! His

œ

œœœ

nœœ

œœ

œœ

7

œ

œ

œœ

n œ

œ

œ

œ

œœ œ œ

truth is march ing

œ œ œ œ

truth is march ing

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œœ

œœ

œ

œb

œœœ

œ

œ

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œ

œb

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.˙ Œ

on.

.˙ Œ

on.

œœ

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3

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- - - -

- -

By WILLIAM STEFFE & JULIA WARD HOWEArranged by CATHERINE DELANOY




Battle Hymn of the Republic


&

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.

.

.

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.

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Part I

Part II

Piano

Ó ‰

j

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Oh when the

∑

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œ

J

œ ‰ Œ

(q = 96)

˙‰

j

œœ œ

saints,sun

gobe -

march -gins

ingto

j

œ œ

J

œ œ œœ œ

This train is bound for glo - ry,

˙‰

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shine,in, oh

ohwhenwhen

thethe

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this train.

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saintssun

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shine,in.

Oh Lord, I

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this train.

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want to be in that

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When the Saints/This Train


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4

4

4

4

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4

4

4

4

Part I

Part II

Part III

Piano

Œ

Œ

Œ

œ œ

Œ

(q = 66)

(q = 66)

∑

∑

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Oh

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˙


Shen an do’ I long to

Œ

œ œ œ œ

Shen an do’ I

Ó

œ œ œ œ

Shen an do’ I

œ

œ

œ œ œ œ œœ œ

œ

œ

œ

œ

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- -

- -

- -

&

&

?

&

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b

b

b

b

b

J

œ.œ

J

œ ‰

œ œ

see you, and

.œ

j

œ œœ

long to see and

.œ

J

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long to see and

.

.

œ

œ

j

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4œ

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˙ œ œ œ œ

hear your roll ing

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hear your

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hear your roll ing

˙˙

œœ

œ

œ

œ

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j

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riv er. Oh

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roll ing riv er.

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Œ

riv er.

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˙

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- -

- -

- -

American FolksongArranged by CATHERINE DELANOY

3-Part Mixed



Shenandoah

8 Steps to Harmonization 73

&

&

?

&

?

b

b

b

b

b

œ œ œ œ

œœ

œ

Shen an do’, I long to

œ œ œ ˙

Shen an do’

œ

œ ˙

Shen an do’,

œœœ

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œ

œ

7

œ

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‰

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œ

see you. ’Way,

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see you.

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see you. A

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œ

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œœ œ

œ

.˙œ œ

˙ œœ

œ

œ

we’re bound a

Œ

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’Way a way, we’re

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way, a way, a way,

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œ

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˙

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- - -

- - -

- - - - -

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way, ’cross the

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bound a way,

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a way,

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œ

10œ

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˙ œœ œ

wide Mis sou

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wide Mis sou

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wide Mis sou

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ri.

w

ri.

w

ri.

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rit.

rit.

rit.

rit.

- -

- - -

- - -

add a descant to “Battle Hymn of the Republic”

partner “When the Saints Go Marching In” with “This Train”

Have fun with polyphony!

48

Resources • WANDER THE WORLD WITH WARM-UPS15ISRAEL

Hineh Ma Tov

&b

8

6 ..

œ œ œ œ œ œ

Hi neh ma tov u ma

.œ.œ

na’ im

œ œ œ œ

j

œ

She vet a chim gam

.œ .œ

ya chad.

(4th time) Fine

- - - - - -

&b .

. .œ

.œ

Hi neh

œ

J

œ.œ

ma tov She

œœ

œ œ

J

œ

vet a chim gam ya

.˙

chad.- - - -

&b .

..œ

.œ

Hi neh

œ

J

œ.œ

ma tov She

œ œ œ œj

œ

vet a chim gam ya.˙

chad.

D. C. al Fine

- - - -

Israeli Folk Song

English Translation How good and pleasant it is For brothers and sisters to sit together.

Teaching Ideas • Count out loud to 6 and clap on beats 4 and 6.

� Repeat this over and over to get comfortable with the 6/8 meter. � Count silently and clap on beats 4 and 6. � Change up the beats to 2 and 5; 1, 3 and 4, etc.

• Sizzle the rhythm of the words on one breath for each phrase to help build endurance, phrasing and dynamics.

• Sing the pitches on a neutral syllable. • Chant the text. • Sing the song with the text.

Advanced Extensions • Stand in a circle and have the students face the outside of the circle.

� Sing the song and strive to listen for every other singer in order to share the pulse and unify the vowels.

• Continue facing outside the circle. � Have three students stand in the center of the circle. � Silently direct one of them to sing the song as a solo. � Ask the other choir members to identify the soloist. � Discuss vocal timbres and individual characteristics of different voices.

17

JapanChina

N. Korea

S. Korea

JAPAN

Kaeru No Uta

& 4

4

œ œ œ œ

Ka e ru no

œ œ ˙

u ta ga

œ œ œ œ

Ki ko e te

œ œ ˙

Ku ru yo- - - - - - - -

&

œ

Œ

œ

Œ

Gwa, gwa,

œ

Œ

œ

Œ

gwa, gwa,


Ge ro, ge ro, ge ro, ge ro,

œ œ ˙

Gwa, gwa, gwa.- - - -

Japanese Folk Song

English TranslationThe frog’s song, we can hear it (frog noises).

Teaching Ideas • Two finger clap the rhythm while chanting rhythm syllables. • Sing the song on solfége, using hand signs. • Speak the text and snap on all of the rests. • Sing the song with the Japanese text.

Advanced Extensions • Sing the song in a canon, entering 2 measures apart.

� Try singing the song in a canon, entering 2 beats apart. � Sing the song again as a canon again, entering 1 beat apart.

• Add body percussion. � Clap on all quarter notes. � Stomp on every half note. � Snap on every rest. � Pat thighs, alternating hands for the eighth notes.

• Sing the song with body percussion. • Perform the song with body percussion, while audiating the song. • Perform the song with body percussion, while audiating in a canon.

19

South Africa

Swaziland

Mozambique

MadagascarZimbabwe

BotswanaNamibia

Lesotho

LESOTHO

Thula, Thula, Ngoana

&b

4

4

œ œœ œ

Thu - la, thu - la,

.œ

J

œ ˙

ngoa - na,

œ œœ œ

Thu - la, thu - la,

.œ

j

œ ˙

ngoa - na,

&b

œ œœ œ

Thu - la, thu - la,

.œ

j

œ ˙

ngoa - na,

œ œœ œ

Thu - la, thu - la,

.œ

j

œ ˙

ngoa - na.

African Folk Song

English TranslationHush, hush child.

Teaching Ideas • Have students close their eyes and listen as the teacher sings the song several times. • Sing the song with the teacher. • Invite several volunteers to sing the song for the class.

Advanced Extensions • Sing the song with an average tone quality and musicality, then sing it with a beautiful tone and advanced musicality.

• Assess by talking to a neighbor and telling them 2 things that were different between the two performances.

• Sing the song with a hooty tone, a bright tone and a nasal tone. • Sing the song with a warm, resonant tone. • Try singing the song as a canon, entering 4 measures apart.

� Sing the song as a canon again, entering 2 measures apart, then entering 1 measure apart, then entering 2 beats apart.

40 simple folk songs from 20 countries

WANDER THE WORLD WITH WARM-UPS40 Fun Warm-ups Using Songs from 20 CountriesLynn BrinckmeyerShawnee PressThe next time you use warm-ups, wander the world with your choir! This collection of forty simple folk songs from twenty different countries is the perfect resource for you. They can be easily memorized for immediate focus and the recommended strategies allow the warm-ups to work for both beginning and advanced singers. Help refine students’ ability to listen to each other, unify

vowels and tune chords all while experiencing beautiful and dynamic songs of other cultures. Songs include: Land of the Silver Birch, Ifca’s Castle, Clapping Land, Hineh Ma Tov, Kaeru No Uta, Kokoleoko, Caballito Blanco, Epo I Tai Tai E, Funwa Alafia, In That Great Gittin’ Up Mornin’, S’vivon, Thula Thula Ngoana, Vesper Hymn, Oh Freedom, and more!35030109 Teacher Book ................................................................... $14.99

Gr. 4-8

49

Resources • WANDER THE WORLD WITH WARM-UPS21

Mexico

Guatemala

BelizeHonduras

U.S.A.

Nicaragua

Costa RicaPanama

MEXICO

Caballito Blanco

& 4

3

œ œ œ œ

Ca - bal - li - to

œ ˙

blanco

œ œ œ œ œ

sa - ca - me de a -

œ

˙

qui,

&œ œ œ œ œ

Lle - va - me a mi

œ

˙

pueb - lo

œ œ œ œ

don - de - yo na -

.˙

ci.

Traditional Children’s Folk Song

English TranslationWhite horse take me away from here Take me to the town where I was born.

Teaching Ideas • Teacher sings the song several times. • Students hum along when they are familiar with the melody. • Chant the Spanish text. • Have students sing the song with a neighbor to check their understanding. • Ask for volunteers to sing the Spanish text for the class. • Have the class sing the song with the Spanish text. • Create different body percussion for eighth notes, quarter notes and half notes. • Sing the song with body percussion.

Advanced Extensions • Sing the song as a canon, entering after 3 beats. • Sing the song as a canon, using body percussion. • Perform the body percussion as a canon, without singing. • Sing the song as a canon.

� Use two groups. � One voice part sings in the Key of C Major. � The second group sings in the Key of E Major. � Add a third group singing in the Key of G Major.

28

Finland

KazakhstanMongolia

Russia

RUSSIA

Vesper Hymn

&

#

#

4

2 ..

œœ œ œ

Near -Hark, the

erves -yet

perand

œœ

œ

œ

hymnnear -

iser

steal -peal -

ing,ing,

&

#

# ..

œœ œ

œ

o’ersoft

theit

wa -breaks

tersup -

œ œ œ

softon

andthe

clear;ear.

&

#

# ..

.

.

œ œ œ

œ

Ju - bi - la - te!

œœ œ

œ

Ju - bi - la - te!

œ œ œ

œ

Ju - bi - la - te!

œœ œ

A - men.

Russian MelodyText by Thomas Moore

Teaching Ideas • Use hand signs and lip-sync the silent solfége for the song. • Sing the song on solfége syllables, using hand signs. • Divide the class into two groups.

� Group A sings the solfége at the same time Group B sings the words. � Have the groups trade parts and sing the song again.

• Sing the song with the text.

Advanced Extensions • Sing the song as a partner song.

� Group A sings lines 1 and 2; Group B sings lines 3 and 4. � Have the groups trade parts and sing the song again.

• Sing the song as a canon, entering 2 beats apart. • Sing the song in unison and use the wave to practice dynamics.

� Start the wave on one side of the choir. � When students stand and wave their arms up, they increase their volume. � When students sit down, they decrease their volume. � Students sing piano when sitting and forte when standing. � Challenge the singers to sing the song in a canon, while using the wave to indicate dynamics.

44 General Warm-Ups

Count in 10 Languages

& 4

3

œœ

œ

1 2 3

œ

œœ

4 5 6

œœ

œ

7 8 9

˙

Œ

10

Teaching Ideas • Sing the pitches on solfége with hand signs. • Sing the pitches on numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. • Sing the exercise ascending or descending by half steps. • Sing the exercise in different languages:

� Spanish: uno, dos, tres, quartro, sinco, seis, seite, ocho, nueve, diez. � French: un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix. � Afrikans: een, twee, drie, vier, vyf, ses, sewe, agt, nege, tien. � German: eins, zwei, drei, vier, fünf, sechs, sieben, acht, neun, zehn. � Italian: uno, due, tre, quattro, cinque, sei, sette, otto, nove, dieci. � Swahili: moja, mbili, tatu, nne, tano, sita, saba, nane, tisa, kumi. � Latin: unus, duo, tres, quattuor, quinque, sex, septem, octo, novem, decem. � Philipino: isa, dalawang, tatlong, apat, na lilmang, anim, na pitong, walong,

siyam, na sampung. � Swedish: ett, två, tre, fyra, fem, sex, sju, åtta, nio, tio. � Japanese: ichi, ni, sahn, she, go, roku, shichi, hachi, kyuu, juu.

Advanced Extensions • Sing the exercise in a canon with each language. • Sing two or more languages at the same time. • Sing the exercise in a canon in two or more languages:

� Have each voice part sing the pitches in a different language.

53

Inside the Forbidden City, Beijing, China

Performance on ancient Chinese instruments, Aiju Elementary School, Shanghai, China

Great Wall of China

warm-ups for beginner to advanced singers

includes

photos from Lynn’s

world travels

50

Resources • FIRST WE SING! SONGBOOK TWOFIRST WE SING! SONGBOOK TWOSongs and Games for the Music ClassSusan Brumfield Here are 18 more children’s songs, rhymes and games from around the world! This second volume features extension activities, historical references, pedagogical indices and suggestions for including these songs in the First We Sing! literacy-based music series available from Hal Leonard. There are also suggestions for Orff instruments and recorder, along with seasonal songs, singing games and songs just for fun!00145629 Book/Enhanced CD...............................................................................................................................................................$29.99

Gr. 1-5

& b 44 œ œ œ œ œ œ œSail-ing on the o - cean, the

œ œ œŒ

tide rolls high.

œ œ œ œ œ œ œSail- ing on the o-cean, the


& b œ œ œ œ œ œ œ

Sail-ing on the o - cean the


œ œ œ œ œ œ œYou can get a pret-ty girl


United States Play Party Song

2. Got me a pretty girl, stay all day. Got me a pretty girl, stay all day. Got me a pretty girl, stay all day. We don’t care what the others say.

3. Eight in the boat and it won’t go ’round. Eight in the boat and it won’t go ’round. Eight in the boat and it won’t go ’round. You can lose the pretty girl you just found.

October/November 2012 37

&b4

2 j

œ œ

j

œ

Dry bones come

œ œ œ œœ œ

skip-pin’ up the val - ley,

œ œ œ œ œ

some of them bones are

œœ

mine,

&b

j

œ œ

j

œ

Dry bones come

œ œ œ œœ œ

skip-pin’ up the val - ley,

œ œ œ œ œ


œ

Œ

mine.

&b

œ œ œ œœ

Some of them bones are

œ œ œœ œ

’Zek-i - el’s bones,

œ œ œ œ œ


œœ

mine,

&bœ œ œ œ

œ

Some of them bones are

œ œ œœ œ

’Zek-i - el’s bones,

œ œ œ œ œ


œ

Œ

mine.

Traditional American Camp Song



Dry Bones Come Skipping

writing and playing, but the extended pentatone makes the range too low for comfortable singing�

PLAY• CREATEKids of all ages love creating and playing their own music, and “Dry Bones Comes Skipping” is a perfect vehicle for composing, notating and playing counter-rhythms� If you are remediating reading skills with older students, ask them to compose and notate using the elements you’re working with� Or, invite them to improvise “free-style,” using classroom instruments, body percussion or electronic sounds in GarageBand or other composition software�

CULTURAL CONTEXTSpeaking of playing, did you know that one of early man’s first instruments was made from . . . Yes, you guessed it! Rhythm bones of one kind or another date back to 3000 B�C� and have been found in the tombs on ancient Egyptians� Animal bones were dried, and then played by clicking and rattling them between the fingers� Today, “bones” are also made of ebony, plastic and many kinds of wood� There is even a Rhythm Bones Society. You can find videos of great bones players, historical information and even tutorials on their website: www.rhythmbones.com�

Music Detective Answers(worksheet on page 64)1� rake/air guitar and basket/drum 2� driving rock and roll 3� Halloween 4� four 5� 1961 6� any four of the following: borsch, beets, potatoes, onions, garlic, tomatoes, cabbage, parsley, blueberries, sausage, sour cream 7� Sony Walkman 8� Trans-Siberian Railroad 9� American Society of Composers and Publishers 10� three 11� 1924 12� three 13� eight 14� in good times and in bad 15� Milwaukee

1032295 ON12 Teach Guts.indd 37 8/1/12 4:47 PM

December 2012 31

&b4

4

.œ œ

There’s a

œ œ .œ œ .œ œ

big ship sail - ing on the

.œ œ .œ œœ

Œ

il - ley al - ley o,

&b .œ œ .œ œ

œ

Œ


.œ œ .œ œ

œ .œ œ

il - ley al - ley o. There’s a

œ œ .œ œ .œ œ

big ship sail - ing on the

&b .œ œ .œ œ

œŒ


˙ ˙

Heigh, ho,

.œ œ .œ œ œ

Œ

il - ley al - ley o!

Irish Singing Game



2. There’s a big ship sailing, rocking on the sea, Rocking on the sea, rocking on the sea. There’s a big ship sailing, rocking on the sea, Heigh, ho, rocking on the sea.

3. There’s a big ship sailing back again, Back again, back again. There’s a big ship sailing back again, Heigh, ho, back again.

A Big Ship Sailing

.˙ œ

d m

˙ ˙

s r

˙ ˙

m d

˙ ˙

r s,

.˙ œ

d m˙ ˙

s r˙ ˙

l sœ œ ˙

d d d

Once fa has been learned, students can derive the roots of the I, IV and V chords and sing them in solfa, absolute pitches and eventually, on numbers:

.˙ œ

ddI

m

˙ ˙

ssV

r

˙ ˙

mdI

d

˙ ˙

rsV

s,

.˙ œ

ddI

m˙ ˙

ssV

r˙ ˙

lfIV

ssV

œ œ ˙

ddI

d d

CULTURAL CONTEXTYou can hear “A Big Ship Sailing” performed by the Clancy Children, on So Early in the Morning: Irish Children’s Songs, Rhymes & Games, Tradition CD #1053, 1997 (originally issued in 1962)�

Music Detective Answers(worksheet on page 64)

1� Canada 2� one of the composers of the song “Light Up the World” 3� Pony, Watusi 4� Blue Water Bridge 5� Three (3) 6� glitter on the snow, twinkle in the eye, stars up in the sky 7� Purple 8� Thirty-two (32) 9� The Chipmunks 10� David Seville 11� Shout 12� Plane that loops the loop, Hula Hoop 13� Persimmon fruit 14� Hoedown 15� with kindness and love

1032302 Dec12 Teach Guts.indd 31 9/18/12 2:45 PM

Reinforce learning by filling in the missing sight words with interactive activities for

IWB’s, projectors and computers.

Enhanced CD includes: • song demonstrations • songsheet PDFs to project or reproduce

Sailing on the Ocean

51

Resources • FIRST WE SING! SONGBOOK TWO

46 First, We Sing! Songbook One

A Suggested Sequence of Concepts and Elements

KindergartenIn-tune Singing

Free Movement in Space

Motions with Songs

Stepping / Skipping

Comparative Concepts:

same / different loud / soft fast / slow short / long high / low

Steady Beat

Rhythm (how the words go)

Beat vs. Rhythm

Grade OneReview Kindergarten Concepts

so - mi solfa notation handsigns

Staff (lines and spaces) one line three line five line

la (so - la motives)

2 Meter barlines measures conducting in 2

Repeat Signs

Grade TwoReview Grade One Concepts and Elements*

* including new melodic motives containing known notes: (la in mi - la motives)

do (so - mi - do) (so - do) do - clef

(F, G, and C - do staff notation) ledger lines

re (mi-re-do motives) (F, G and C - do staff notation)

(tie)

4 Meter barlines measures conducting in 4

First and Second Endings

First, We Sing! Songbook Two 21

Let Me Out!

The “call and response” form of the song lends itself to assessment of individual and group singing. For example, the phrase “in that lady’s garden” can be sung by different students each time it occurs for assessment of m s and m r d patterns. To reinforce reading and writing, have

students read first from the letter ladder, then “flying note” (using a pointer with a note-head attached, moving it around to show one pitch at a time on the staff) Finally, have them read note-heads on the staff as they sing in solfa, then absolute pitch names (F, C and G-do).

& 42 œ œDo, do,

C5

œ œ œlet me out,

œ œ œ œin that la - dy’s

œ œgar - den.

& œ œDo, do,

œ œ œlet me out,


œ .œ œgar - den. I

& œ œ œ œ œ œ œbet - cha five dol - lars I can

C

œ œ œ œget out of here,


œ œgar - den.

& œ œ œ œ œ œ œBet - cha five dol - lars I can



œ œgar - den.

& œ œDo, do

C5

œ œ œlet me out,


œ œgar - den.

& œ œDo, do,

œ œ œlet me out,


œ .œ œgar - den. I

& 43 42œ œ œ œ œ œ œbet - cha five dol - lars I can

C

œ œ œ œget out of here.

œ œ œ œ œLet me, let me, out!

& 42 œ œ œ œ œ œ œBet - cha five dol - lars I can



œ œgar - den.

African-American Ring Game

Let Me Out


The original purchaser of this book has permission to reproduce this song for educational use only. Any other use is strictly prohibited.

cd 8

30 First, We Sing! Songbook Two

Oro, My Little BoatLead them to discover that there are four beats in each measure, and introduce 4 meter, using a modified time signature. Students can then conduct the song, using a 4-beat pattern. (Later, the traditional notation for the time signature 44 will replace the simplified version.)

By the time 4 meter is taught (in grade 2 or 3), students are probably familiar with the rhythmic elements of ,

, Œ and ready to learn the half note ˙ . Once all these elements have been taught, students can notate the rhythm of the song in its entirety, adding barlines. (Once fa and ti have been taught, students can read and write the song in staff notation as well.)

READ • WRITE(Melodic and Harmonic Development)This beautiful melody is great for working with the steps, skips and leaps that occur within the diatonic major scale (often taught in grade 5). The tone-set extends from do to high re, and the melody also includes a larger leap, re – ti

➔ and a stepwise melodic sequence. Students can aurally derive the tone set, discover that it contains all the pitches between do and high do (along with the octave extension of high re) and that its home tone, or tonic, is do.

Reading and singing pitches from a tone ladder is a great way to reinforce the intervals within a scale:

d'

t

l

s

f m

r

d

Using hand signs, students sing “do-re, major second,” “re-mi, major second,” “mi-fa, minor second,” “so-do’, perfect fourth” etc. Begin by having them sing the intervals up, then down the scale in scale degree order. Then, point to both ascending and descending intervals, mixing up the order. Try having students sing the exercise with others, then individually.

“Oro My Little Boat” is a beautiful Irish tune about a little boat, rocking on the gentle waves in the bay. It was composed by Tomás Ó Colmáin of Conamara (though it has been mistakenly attributed to Pádraig Pearse, and is now considered a traditional song). This version of the tune comes from the singing of Peg Clancy Power, younger sister of the famed Clancy Brothers from Carrick-on-Suir, in Tipperary, Ireland.

LISTEN • SINGThe long phrases in this song are perfect for cultivating beautiful lines and musical singing. When students know the melody, encourage them to listen to the countermelody sung on the chorus, then read and sing it:

& 44 !˙ œ œ œdO

dro,

mmy

f

ws

low

˙ ˙f

bos

deen.- -

& ˙ ˙mO

sro,

œ œ œ œ œ œf

carsra

fkeen

m dlow,

f

œ œ œ œmO

d l,ro,

s,my

˙ ˙d

bod

deen.- - - - -

READ • WRITE(Rhythmic & Meter Development)“Oro My Little Boat” is a gentle lullaby in 44. Have students perform an ostinato while singing to reinforce the feeling of strong and weak beats in a four-beat pattern:

1 2 3 4(knees) (shoulders) (shoulders) (shoulders)

Students can identify the pattern of strong and weak beats, and recall that barlines come before each strong (or heavy) beat, dividing the beats into measures.

4♥

First, We Sing! Songbook Two 31

& 44 œ œ œ œ œ œ œO - ro, my lit - tle boat that

œ œ œ ˙rests in thebay,

˙ œ œO - ro, my

˙ ˙bo - deen.

& œ œ œ œ œ œ

Take up the oars and

œ œ œ œ œ œlet us a - way,

œ œ œ œO - ro, my

˙ ˙bo - deen.

& ˙ œ œ œO - ro, my

œ œ œ ˙ca - ra-keen low,

˙ œ œO - ro, my

˙ ˙bo - deen.

& œ œ œ œ œ œ

O - ro, my

œ œ œ œ œ œca - ra - keen low,

œ œ œ œO - ro, my

˙ ˙bo - deen.

Irish Lullaby

Oro, My Little Boat


The original purchaser of this book has permission to reproduce this song for educational use only. Any other use is strictly prohibited.

2. Sailing the waves over foam’s white crest, Oro, my bodeen. Happy and free, away to the west, Oro, my bodeen.

3. Riding the waves on the ocean’s rim, Oro, my bodeen. Sailing home as the light grows dim, Oro, my bodeen.

Oro, My Little Boat

CULTURAL CONTEXTThe word “Irish” can describe people from Ireland and even the way they speak, but did you know that it’s more than an accent? Gaeilge (or Irish Gaelic) is actually the national and first official language of Ireland. Today, everyone in Ireland speaks English, but there are programs and schools dedicated to studying and preserving the ancient Irish dialect, and many parents are interested in teaching their children to speak Gaelic (pronounced Gay-lic in Ireland; in Scotland, it’s Gallic).

In Gaelic, a currach is a little boat. “Óró mo churraichín ó, óró mo bháidín” means “O my little currach; O my little boat.” In this version of the song, the verses are sung in English, and the chorus is sung in Gaelic.

You can listen to “Oro My Little Boat” performed by Peg Clancy Power, on So Early in the Morning: Irish Children’s

Songs, Rhymes & Games, Tradition CD #1053, 1997 (originally issued in 1962, reissued 2009).

CHORAL CONNECTIONYour students might enjoy singing a two-part a cappella setting of “Oro My Bodeen,” arranged by Kathe Lyth, from The Owl Sings: 22 Folksongs Arranged for Two or Three Voices, published by the Organization of American Kodály Educators, Volume 2 in the OAKE collection.

cd 13

step-by-step teaching suggestions

52

Resources • FIRST WE SING: TEACHING STRATEGIES (INTERMEDIATE)

FIRST WE SING: TEACHING STRATEGIES (INTERMEDIATE)Rhythmic & Melodic Elements for Intermediate GradesSusan BrumfieldTeaching strategies for rhythmic and melodic elements taught in Grades 3-5 are printed on 3-hole punched loose-leaf paper so teachers can easily customize the teaching sequence. Each strategy contains readiness elements and skills before learning the new element. This resource also includes a list of activities to prepare for the new element, a scripted, step-by-step procedure for presenting it, and ways to practice using the new element in each skill area. Other companion materials in the First We Sing literacy-based music series are available from Hal Leonard.00140886 Resource Pak .......................................................................................................................................................................$49.99

Gr. 3-5

strategies for teaching RHYTHMIC elements and meter in Grades 3-5

Table of ContentsIntroduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2About the Author � � � � � � � � � � � � � � � � � � � � � � � � � � 2

Rhythmic Elements and Meter � � � � � � � � � � � � � � � � 3-88

(ta-a-a) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5

(single eighth note; internal anacrusis) � � � � � � � � � � � 11

(syncopa) � � � � � � � � � � � � � � � � � � � � � � � 19

(ti-tika) � � � � � � � � � � � � � � � � � � � � � � � � � � � 25

(tika-ti) � � � � � � � � � � � � � � � � � � � � � � � � � � � 31

(tam-ti) � � � � � � � � � � � � � � � � � � � � � � � � 37

(ti-tam) � � � � � � � � � � � � � � � � � � � � � � � � � � � 43

(tim-ka) � � � � � � � � � � � � � � � � � � � � � � � � � � 49

(ti-kam) � � � � � � � � � � � � � � � � � � � � � � � � � � � 55

(triplet) � � � � � � � � � � � � � � � � � � � � � � � � � � 61

3 meter � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 67

simple vs� compound meter � � � � � � � � � � � � � � � � � � 73

meter � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 81

Melodic Elements and Scales � � � � � � � � � � � � � � � � � 89-176do pentatone � � � � � � � � � � � � � � � � � � � � � � � � � � 91low la � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 99la pentatone � � � � � � � � � � � � � � � � � � � � � � � � � � �109low so � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 117high do � � � � � � � � � � � � � � � � � � � � � � � � � � � � �127Absolute Pitch Names (G clef) � � � � � � � � � � � � � � � �135fa � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �145key signature (B flat)� � � � � � � � � � � � � � � � � � � � � �153ti � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �161key signature (F sharp) � � � � � � � � � � � � � � � � � � � �169

Index � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �177Grades 3-5 Songlist � � � � � � � � � � � � � � � � � � � � � � � �178Folk Song Anthologies and Other Resources � � � � � � � � � �189Art Music for Active Listening � � � � � � � � � � � � � � � � � �191Reading Exercises � � � � � � � � � � � � � � � � � � � � � � � � �193

No part of this publication may be reproduced or distributed in any form or by any means without the prior written permission of the Publisher.


Visit Hal Leonard Online atwww.halleonard.com

In Australia Contact:Hal Leonard Australia Pty. Ltd.

4 Lentara CourtCheltenham, Victoria, 3192 Australia

Email: [email protected]

53

PRESENTATION (Part 2: xxxc = gb)

Students

• compare rhythm of “On the Mountain” and other known gb songs and rhymes (such as “Shady Grove” and “Donkey Riding”) to notation of a motive containing xccc .

• describe the new figure as two uneven sounds on one beat, arranged in a “long, short” pattern.

• discover that the short sound is notated with a single sixteenth note.

• use the tie as needed to notate the “long” sound and transform the pattern into the rhythm of the words.

Teacher

• explains that while the tie can be used to show the long sound, there is another symbol that “looks more like what it is” than three sixteenth notes tied together.

Students

• discover that three tied sixteenth notes can also be written as a dotted eighth note.

Teacher

• replaces tied notes with a dotted eighth note, and shows the symbol for the dotted eighth and sixteenth note pattern as gb , then gives the rhythm name “tim-ka.”

SAY: “In music, the notes in this figure are called dotted eighth and sixteenth notes, but we say its rhythm name, “tim-ka,” when we hear or read it.”

* (ti ti) (ti-ka ti-ka) (tim - ka) (ta)

sd xxxc gb q _______ ________ _______ _______

Element: gb

22

Element: aqa

• discover there are three sounds, unevenly occurring over two beats in a “short long short pattern” and that none of the known rhythms fit.

ASK: “How many sounds did we sing on those two beats?” (There are three sounds.)

ASK: “Are they even, or uneven?” (Uneven)

ASK: “How do they sound in ‘longs and shorts’?” (Short long short)Teacher

• gives the rhythm name for the new sound as “syn-co-pa” and taps and says the motive; students echo and imitate.

SAY: “In music, we call the “short long short” pattern of sounds over two beats “syn-co-pa.”

• uses the tie to notate the “short long short” pattern over two beats.

SAY: “We can use the tie to transform the rhythm on the board into the rhythm of the song.”

Ain’t I rock can- dy

a a a a q q______________ _______________ _______________ _______________

• points and reads the target motive using rhythm names, students echo.

a a a a q q______________ _______________ _______________ _______________

*(syn- co - pa) (ta) (ta)

Students speak and sing, reading rhythmic notation.

(* Rhythm syllables are voiced only; not written as words. Alternative syllables such as “ti ta ti” or “ta di di” may be used at the teacher’s discretion.)

71

Element: 3 meter

Students

• discover that there are three beats in each measure, and that beat 1 is strong, and beats 2 and 3 are weak. (Later, students will compare the weak beats to each other, and discover that in any meter, the last beat of the measure is the weakest.)

ASK: “How many beats are in each measure?” (Three)

ASK: “What is the pattern of strong and weak beats?” (Strong, weak, weak)

• recall that the meter signature (also called a time signature) shows the number of beats in each measure.

ASK: “What number should be in the time signature?” (3)

Teacher adds a modified time signature for 3 meter.

q q q q q sd q q q q q q________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

q q q q q sd q q q q w________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

Students

• sing the song again, showing the strong and weak beats on knees and shoulders.

ASK: “What is another way that musicians can show the strong and week beats?” (By conducting)

• recall the conducting patterns for 2 meter and 4 meter. [Teacher demonstrates the conducting pattern in 3.]

3

1

2

sing the song while conducting in 3.

• take turns conducting, experimenting with changes in tempo as the class sings, reads and claps the rhythm from the board.

3

activities and a scripted, step-by-step procedure

95

Students

• sing the do pentatonic scale (ascending and descending) using hand signs.

• notate the pentatonic scale on the staff, in F, G and C-do.

œ œ œœ œ

œ œ œœ œ

�œ œ œœ œ

• form a “human piano” to demonstrate the steps and skips in the do pentatonic scale.

• read and sing pentatonic patterns as T. or S. points to pitches on the “human piano.” on the tone ladder. on the staff, in F, G and C-do.

• sing “steps and skips” in the scale ascending, descending, then in random order as teacher points. unison, then in two parts (part 1 sings the pitches; part 2 sings “step” or “skip”.

Example:

qqsdq\qqsdq\qqsdq\qqsdq|d r d d r r m r r m m s m m s s l s s l

do re that’s a step, re mi, that’s a step, mi so that’s a skip, so la that’s a step.

Element: do pentatone

Resources • FIRST WE SING: TEACHING STRATEGIES (INTERMEDIATE)

132

Element: high do

Teacher

• shows its hand sign y (the same as do but shown above the head).

• adds the solfa to the stick notation.

Students

• sing known pitches from the tone ladder (from the bottom up) using hand signs.

• notate pitches on the staff in C-do.

Teacher

• gives staff placement rules and notates high do on the staff.

SAY: “When la is in a space, high do is in the space above it. That shows that they are a skip apart.

�

œ œ œœ

œ œ œ œ

I had a wife as well as thee.

[ [ [ y [ [ p p

Teacher

• sings the second phrase of “Porquoi,” using solfa and hand signs; students imitate and echo.

• points to the board; students read and sing the last phrase of “Porqoi,” from the staff, using solfa and hand signs.

Students

• read and sing the entire song from stick notation, using hand signs.

53

142

Element: Absolute Pitch Names ( &, or G clef)

Teacher moves the do-clef to the ledger line below the staff; students determine that C is the new do.

ASK: “What is the letter name of our new do?” (It is C) “Will it sound higher or lower?” (It will sound lower.) “If C is our do, what are the letter names of mi and re?” (E and D)

&

œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

A B C D E F G A B C D E F G A

Teacher moves the do-clef to space; students determine that high C is the new do.

ASK: “What is the letter name of our new do?” (It is C) “Will it sound higher or lower?” (It will sound higher.) “If C is our do, what are the letter names of mi and re?” (high E and high D)

&

œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

A B C D E F G A B C D E F G A

SAY: “The letter names stayed the same, because the G–clef stayed in the same place, but the solfa names changed because the do-clef moved.

158

Element: key signature B flat (b)

SAY: “In F-do, Bb is always fa. Since there is no B in F-do, we can use its name and its place on the staff for Bb by placing the flat sign on the B line.

&

œ œb œ œ œ

p o i u y

C s p

Bb f oA m i

G r u

F d y

Students sing the motive in absolute pitch, using the new note, B flat.

Teacher explains that there is another way to sing B flat, using the name “bess” as the absolute name for B b. (“ess” is sung as a suffix for flat notes, to avoid altering the rhythm of individual notes.)

Students sing the motive in absolute pitch again, singing “bess” as the teacher points to B flat.

&

œ œb œ œ œ

p o i u y

178

Gr. 3-5 Songlist

tBell Doth Toll, TheDon’t Let the WindOver My HeadSi Si Si

aqaqqAlabama GalCanoe Song Dog and CatEpo I Tai TaiMy Mama’s Callin’ MeOld Ark, TheUna MuchachaWeevily Wheat

aqasdqCanoe SongLeila (Shoo My Love)My Girl’s a CorkerMy Mama’s Callin’ Me

aqasdsdEpo I Tai Tai

aqaqQAll Around the BrickyardCanoe SongFunga AlafiaHill and Gully RiderLil’ Liza JanePeg Leg the PirateRabbit Run

Ridin’ in a BuggyWho Built the Ark?

qqsvb qSkip to My Lou

svbsdqqSan Serafin Del Monte (St. Serafin of the Mount)Skip to My LouWallflowers

sdsvcsdqChickalileeoIda RedMama, Buy Me a Chiney DollRabbit, Run

svbsdsvbsdKing William Was King David’s SonRueda De San Miguel (Wheel of San Miguel)

svcsdqQLand of the Silver BirchRabbit, Run

svcsdsvcsdCrawdad HoleLand of the Silver Birch

svcsdsvcqHush Little Baby

svcsdsdqFire on the MountainLiza Jane

svcsvcsdqDeedle Deedle Dumpling

svcsvcsdsdWhat Shall We Do With the Drunken Sailor?

svcsdsdsdDic-DictationHey Betty MartinHere Comes a Bluebird (Scotland)

sdsvbsdqEngland, Ireland, Scotland, Wales

svc vcccChatter With the AngelsDeedle Deedle DumplingFire on the MountainHere Comes a Bluebird (Scotland)Hush Little BabyJ’Entends le Moulin (I Hear the Mill Wheel)KookaburraLong-Legged SailorMadalina CatalinaOld Molly HareRed Are StrawberriesUna Lorité (A Little Parrot)

qqvcdqDo, Do Pity My Case

&

RHYTHMIC ELEMENTS

189

Folk Song Anthologies and Other Resources

Adzinyah, Abraham K., Dumisani Maraire, and Judith Cook Tucker. Let Your Voice Be Heard! Songs from Ghana and Zimbabwe. Danbury, CT: World Music Press, 1997.

Brumfield, Susan. First, We Sing! (Songbook One) Songs and Games for the Music Class. Milwaukee, WI: Hal Leonard Corporation, 2012.

________. First, We Sing! (Songbook Two) More Songs and Games for the Music Class. Milwaukee, WI: Hal Leonard Corporation, 2014.

________. Hot Peas and Barley-O: Children’s Songs and Games from Scotland. Milwaukee, WI: Hal Leonard Corporation, 2013.

________. Over the Garden Wall: Children’s Songs and Games from England. Milwaukee, WI: Hal Leonard Corporation, 2012.

Boyer-Alexander, René. Walking in the Light of Freedom (Vol.3): Celebrating African American History Through Children’s Songs, Games, Rope Chants and Dances. Milwaukee, WI: Hal Leonard Corporation, 2013.

Cabrera, Mirna Y. and Martha Esquenazi. A La Rueda, Rueda: Traditional Latin American Folk Songs for Children. Milwaukee, WI: Hal Leonard Corporation, 2010.

Campbell, Patricia Shehan. Tunes and Grooves for Music Education. Upper Saddle River, NJ: Pearson Prentice Hall, 2008.

Campbell, Patricia Shehan, and Ana Lucía Frega. Songs of Latin America: From the Field to the Classroom. Miami, FL: Warner Brothers, 2001.

Campbell, Patricia Shehan, Ellen McCullough-Brabson and Judith Cook Tucker. Roots and Branches: A Legacy of Multicultural Music for Children. Danbury, CT: World Music Press, 1994.

Choksy, Lois, and David Brummitt. 120 Singing Games and Dances for Elementary Schools. Englewood Cliffs, NJ: Prentice Hall, 2000.

De Cesare, Ruth. Songs of Hispanic Americans. Van Nuys, CA: Alfred Publishing, 1991.

Eisen, Ann and Lamar Robertson. Folksong to Masterwork: Art Music Listening Lessons for Grades K-6. Lake Charles, LA: Sneaky Snake Publications, 2010.

Erdei, Peter, and Katalin Kolmos. 150 American Folk Songs to Sing, Read and Play. USA: Boosey and Hawkes, 1974.

Jones, Bessie, and Bess Lomax Hawes. Step it Down: Games, Plays, Songs and Stories from the Afro American Heritage. New York: Harper and Row, 1972.

Knowles, Faith, ed. Vamos a Cantar: 230 Latino and Hispanic Folk Songs to Read, Sing and Play. Columbus, OH: The Kodály Institute at Capital University.

printed on 3-hole punched loose-leaf paper to easily customize the teaching sequence

strategies for teaching MELODIC elements and scales in Grades 3-5

54

Resources • MAKING SENSE OF THE COMMON COREMAKING SENSE OF THE COMMON COREHow to Include Math and ELA in Your K-5 Music ClassroomSharon BurchShawnee PressDo you need to include Common Core State Standards into K-5 music, but don’t know where to begin? This practical handbook is for you. Learn how to incorporate CCSS Math and ELA/Literacy into your existing music lesson plans with a few simple tweaks. Common Core charts make it easy to plan and document the codes at a glance. This book is for you if: you are asked to include

Common Core in K-5 Music and you don’t know where to begin, you need to understand Common Core but you don’t have time to figure it out, you want a common core plan that works with your EXISTING music lessons, you want easy-to-use charts for lesson planning, AND you need an easy way to document and report your CCSS implementation!35030100 Teacher Resource Book ................................................... $12.99

Gr. K-5

35

Chapter 4

Understanding the CCSS Mathematical Practice Code

Example code: CCSS.MATH.PRACTICE.MP1

Code represents: Common Core State Standards.Mathematics.Practice standards.Mathematical Practice standard #1

Example abbreviation of the same code: MP1

Apply the CCSS for Mathematical Practice at every grade level.Details and explanations located at: http://www.corestandards.org/Math/Practice/

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.

39

Chapter 4

Understanding the CCSS ELA/Literacy Codes

College and Career Readiness Anchor StandardsThere are four strands of College and Career Readiness Anchor Standards for English Language Arts/Literacy:

• CCSS.ELA-LITERACY.CCRA.R = Reading • CCSS.ELA-LITERACY.CCRA.W = Writing • CCSS.ELA-LITERACY.CCRA.SL = Speaking & Listening• CCSS.ELA-LITERACY.CCRA.L = Language

Example: CCSS.ELA-LITERACY.CCRA.R.1

Code represents: Common Core State Standards.English Lan-guage Arts-Literacy.College and Career Ready Anchor.Read-ing.1

CCSS = Common Core State Standards ELA = English Language Arts CCRA = College and Career Ready Anchor (Standards) R = Reading Strand 1 = Specific standard #1

Understanding the Grade-Specific CCSS ELA/Literacy CodesThese are the codes you will most likely record and report.

The same strands break down in further detail for the grade-specific ELA/Literacy standards.

Notice that the CCRA portion of the code is no longer included. Instead, the specific strand, followed by grade level and specific standard number, replaces it. Grade level Kindergarten and stan-dard 1 are used in the following examples.

• CCSS.ELA-LITERACY.RL.K.1= Reading: Literature• CCSS.ELA-LITERACY.RI.K.1 = Reading: Informational Text• CCSS.ELA-LITERACY.RF.K.1= Reading: Foundational Skills• CCSS.ELA-LITERACY.W.K.1 = Writing • CCSS.ELA-LITERACY.SL.K.1 = Speaking & Listening• CCSS.ELA-LITERACY.L .K.1 = Language

• Learn the Math and ELA

Standards

• Learn how you can use existing

music lesson plans to incorporate

CCSS

• Learn how to create new music

lessons with CCSS

and Much More!

Resources • MAKING SENSE OF THE COMMON CORE

51

Chapter 5

STEP 2: CRAFT STICK RHYTHM NOTATION

Teacher’s Note: Don’t tell, ask. For the CCSS Math learning process, ask questions and lead the students into thinking pro-cesses. Asking the right questions is an essential part of the learning process. Questions are the easiest way to incorporate the Common Core State Standards while teaching music. Stu-dents are more engaged in every moment of the lesson when using questions.

1. Ask the students to sit on the floor in one large circle. Lay piles of craft sticks on the floor in front of the students. Ask the stu-dents to count out six sticks.

2. Quarter Note (ta) “How many sticks does it take to make a ‘ta’?” (1)

3. Two Eighth Notes (ti-ti) “How many sticks does it take to make a ‘ti-ti’?” (3) Demonstrate and have the students make a “ti-ti.”

4. Four Sixteenth Notes (tika-tika) “How many sticks does it take to make a ‘tika-tika’?” Demonstrate making a ti-ti first. Add two sticks vertically up and down inside the ti-ti. • Add an additional stick across the top

horizontally.

5. Quarter Rest (shh)“How many sticks does it take to make a ‘shh?’” (3)

The “How”

64

Example: Grades 3–5 Music Lesson with CCSS That Incorporates Math Standards

POWER UP! The “Math Rocks” teacher’s resource (Hal Leonard) includes songs already incorporating Common Core Math standards. For example the song, “Power Up!” includes counting by 5’s and 7’s.

Recorded Song Lyrics

REFRAIN One, two three, four, everybody on the floor. Five, six, seven, eight, now’s the time to celebrate! Eight, seven, six, five, everybody look alive. Four, three, two, one, power-up and have some fun!

RAP 1 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, GO!!

(repeat Refrain)

RAP 2 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98, 105!!

(repeat Refrain)

How to Incorporate Common Core Math (Grade 3)

1. Have students practice counting by 7’s before singing the song again.

2. A lesson worksheet asks students to write the answers for counting by 5’s and 7’s, and then count by a new number as-signed by the teacher. Ask the classroom teacher which multi-plication facts need review or what they are currently working on in the classroom, and use that information to assign new numbers.

3. Make record of the collaboration with the classroom teach-er and the Math Content and Practice standards incorporated. (Included in the Math Rocks resource for easy reference.) Be-low is a sample of the lesson worksheet that corresponds to the song, “Power up!”

67

Appendix A

Grades 3-5 M

ath Overview

(located in the digital dow

nload)Chart Organization by Sharon Burch

Copyright © 2015 by HAL LEONARD CORPORATIONComplete Common Core State Standards, additional information and footnotes at http://www.CoreStandards.org

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers.2

Grades K-2 CCSS MATH Overview

KindergartenCCSS MATH Content Standards

More detailed explanations located at: http://www.corestandards.org/Math/Content/K/introduction

Grade 1CCSS MATH Content Standards

More detailed explanations located at: http://www.corestandards.org/Math/Content/1/introduction

Grade 2CCSS MATH Content Standards

More detailed explanations located at: http://www.corestandards.org/Math/Content/2/introduction

DomainsCC. Counting and CardinalityA. Know number names and the count sequence.B. Count to tell the number of objects.C. Compare numbers.

OA. Operations and Algebraic ThinkingA. Understand addition as putting together and

adding to, and understand subtraction as taking apart and taking from.

NBT. Number and Operations in Base TenA. Work with numbers 11-19 to gain foundations

for place value.

MD. Measurement and DataA. Describe and compare measurable attributes.B. Classify objects and count the number of

objects in each category

G. GeometryA. Identify and describe shapes.B. Analyze, compare, create, and compose

shapes.

DomainsOA. Operations and Algebraic ThinkingA. Represent and solve problems involving

addition and subtraction.B. Understand and apply properties of operations

and the relationship between addition and subtraction.

C. Add and subtract within 20.D. Work with addition and subtraction equations.

NBT. Number and Operations in Base TenA. Extend the counting sequence.B. Understand place value.C. Use place value understanding and properties

of operations to add and subtract.

MD. Measurement and DataA. Measure lengths indirectly and by iterating

length units.B. Tell and write time.C. Represent and interpret data.

G. GeometryA. Reason with shapes and their attributes.

DomainsOA. Operations and Algebraic ThinkingA. Represent and solve problems involving

addition and subtraction.B. Add and subtract within 20.C. Work with equal groups of objects to gain

foundations for multiplication.

NBT. Number and Operations in Base TenA. Understand place value.B. Use place value understanding and properties

of operations to add and subtract.

MD. Measurement and DataA. Measure and estimate lengths in standard units.B. Relate addition and subtraction to length.C. Work with time and money.D. Represent and interpret data.

G. GeometryA. Reason with shapes and their attributes.

Mathematical Practices Apply to all grade levels

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.CCSS.MATH.PRACTICE.MP4 Model with mathematics.CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.CCSS.MATH.PRACTICE.MP6 Attend to precision.CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.

71

Appendix C

Lesson Plan &

Docum

entation Charts

(located in the digital download)

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CCSS codes located at www.CoreStandards.org.

DON’T TELL…ASK. Learn how to ask questions and lead students into thinking processes.

55

CCSS Charts and Lesson Plan Templates included as digital downloads

56

Resources • BEAUTIFUL MUSIC, BEAUTIFUL CHILDREN

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