George Brown Lines of the Bass Clef

Here is a sentence I use for the Bass Clef Lines.  George Brown Died Friday Afternoon.  I explain that George is a boy who is a farmer.  He lives on the lines of the Bass Clef where the boys sing.  Later when I introduce the spaces (All Cows Eat Grass) we talk about George Brown and his cow who sat on him :)

Google Docs: Lines of the Bass Clef

Gingerbread Men Songs

Christmas is a great time to talk about the Gingerbread Man.  This is such a fun story and lends itself well to talking about how to make the cookie, animals, sequence of events, shapes, sense, counting and colors.  My favorite activity is to hide Gingerbread men all over the classroom for the children to find.  

Each child gets to find one Gingerbread man and keep it.

A Gingerbread Poem

What do you feel?
The cookie dough.


It's smooth and soft to touch.


Cool and squishy in my hands;


I like it very much!
 

What do you hear?


The rolling pin.
  It's rolling out the dough.
"

Rrr-rrr" goes the rolling pin,


A-rolling to and fro.
 

What do you smell?


A spicy scent.
It's filling up the room.


Sweet and strong, it smells so good-


Much better than perfume.
 

What do you see?


A fresh-bakced treat.  Its color is just right:


What a lovely golden brown!


A very pretty sight!

What do you taste?


The gingerbread!
  A spicy treat or two.


Sweet and yummy in my mouth;


Now I'll share some with you!

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Gingerbread Boy / Girl
I'm a little gingerbread boy. (Boys bow.) 

I'm a little gingerbread girl. (Girls bow.)


I can jump, (All jump.) 

And I can twirl. (All turn around.)
I have raisins (Point to eyes.) For my eyes,


And bright red buttons (Point to buttons down chest.) Just this size.
I have a mouth, It looks like this. (Point to smiling mouth.)


I can even Blow a kiss. (Blow a kiss.)
I'm warm and tasty, But don't eat me. (Shake head.)


I'll run away (pretend to run) Hee, Hee, Hee

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Gingerbread Colors
I'm a gingerbread man And I can think
I'm a ginger bread man My color is pink.

I'm a gingerbread man And I smile, not frown
I'm a ginger bread man My color is brown.

I'm a gingerbread man And I'm looking at you
I'm a ginger bread man My color is blue.

I'm a gingerbread man That's what I said
I'm a ginger bread man My color is red.

I'm a gingerbread man And I'll be right back
I'm a ginger bread man My color is black.

I'm a gingerbread man And I say borange
I'm a ginger bread man My color is orange.

I'm a gingerbread man And milk I slurple
I'm a ginger bread man My color is purple.

I'm a gingerbread man And I'm a real nice fellow
I'm a ginger bread man My color is yellow.

Use this when you sing the song:

Google Docs: Gingerbread Men

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Gingerbread Shape Sung to "The Wheels on the Bus"

The gingerbread man needs two eyes,

Needs two eyes, needs two eyes, 

The gingerbread man needs two eyes

So pick out a shape.

Substitute 'two eyes' for 'one nose', 'one mouth' and 'three buttons'

I use a big paper gingerbread man and have the children pick out different shapes I made out of foam to create the eyes, nose, mouth and buttons. 

Google Docs: Gingerbread Man

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Gingerbread Men

Five little gingerbread men lying on a tray 

(Lay five fingers on the palm of the other hand)

One jumped up and ran away. 

(Raise one finger up then run in place)

Singing "Catch me, catch me, Catch me if you can 

(Wave fingers next to head)

I run really fast I'm the gingerbread man"   

(Pretend to run and then point to self)

Repeat counting down.

Idea #1: Have the students represent the gingerbread man, popping up and running away.

Idea #2: Start with a bigger number and subtract as many men as you like to work on subtraction. 

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The Gingerbread Man Runs Through the Town  Sung to "Wheels on the Bus"

The gingerbread man ran through the town, 

Through the town, through the town

The gingerbread man ran through the town.

Singing "You'll never catch me."

He ran away from the cow

From the cow, from the cow

He ran away from the cow

Singing "You'll never catch me." 

Keep going with different animals he ran away from: dog, pig, sheep, horse . .

Then he came to a fox, 

To a fox, to a fox

Then he came to a fox

Singing "You'll never catch me"

The fox said "You can trust me"

"You can trust me", "You can trust me"

The fox said "You can trust me"

Then he ate him yes sir - ee

Idea #1: Use Christmas character in the story to chase the gingerbred man: Elves, reindeer, snowman, angels, Santa, etc . . .

Recital Readiness

It is time to get ready for our Christmas recital.  I have used different incentives to prepare students for a recital.  I have found having something that creates a sense of pressure or nervousness helps prepare the student to play under these conditions. 

This year I am using a game called "Candy Cadence." The students start with 5 pieces of candy.  Being that it is Christmas, I choose Christmas Hershey Kisses, but you can choose whatever candy you like.  Students will play their piece with the goal of making no mistakes.  If they play their piece perfectly they keep all their Hershey Kisses, if they make a mistake they lose a Hershey Kiss and must play it again to gain it back.  I like the motivation of this game and the simulation of the nervous feelings they may have at the recital.

Here are variations you can make:
1. If the child makes a mistake on the first try, you take away one piece of candy.  To gain the candy back, they must play that section correctly.  If they make a mistake again, you take another candy, then they must play it without mistake until they have won all their candy back.
2. More advanced students could play the game one page at a time.  If they get through the the first page, no candies are taken.  They then repeat the process for each page.
3. You could make the student earn a piece of candy with each correct performance of the piece or section of the piece.  Then if a mistake is made they don't earn the piece of candy.  This allows for more repetition, regardless of how they played it, because they would have to play the section or piece at least 5 times.

Friday Finds

Music Makes a Difference

I am a true believer that music can make a difference in the life of a child.  It stimulates creativity, small and gross motor skills, cooperation, self expression, problem solving and more.  It can give children confidence, while being fun and energetic.  

I like to use my singing program to teach children about many different things.  I have a passion for supplementing their core subjects with songs.  Whatever the kids are learning, I try to come up with a song to help with that concept.  

Music has a way of helping us with memorization.  Who can finish this line?  "He's got the whole world __ __ ___?  (in his hands).  How about "R E S P E C T, Find out what it means to me"  Will you ever spell Respect wrong again?  

Music can be a powerful tool in learning.  I taught my youngest son Jacob to spell his name to the tune of Bingo "J A C O B, J A C O B, J A C O B and Jacob is your nameo"  and now his last name with Old Mac Donald  "B E A S L E Y that spells Beasley B E A S L E Y, Jacob Beasley"  It truly has helped him remember how to spell his name.

I encourage you to find ways to include music in teaching, it really makes a difference.

Shape Songs

Here are some songs to help children learn about shapes

Circle Song
(to the tune of: "If You're Happy and You Know It")
A circle is a shape that goes round.

A circle is a shape that goes round.


A circle is a shape that goes round,

And round and round.


A circle is a shape that goes round.

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Make A Square (to the tune of "Twinkle, Twinkle, Little Star")
From the bottom to the top,

Straight across and then you stop,

Straight down to the bottom again,


Across and stop where you began,


If the lines are the same size,


Then a square is you surprise.
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This Is a Triangle (to the tune of: "Row, Row, Row Your Boat")
This is a triangle,

Look and you will see.


It has three corners and three sides.


Count them one, two, three!

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It's a Rectangle (to the tune of: "B-I-N-G-O")
There is a shape that has four sides,


But it is not a square...No!

It's a rectangle; It's a rectangle;

It's a rectangle; It is not like a square...No!
Two sides are long; two sides are short.

They are not the same...No!


It's a rectangle; It's a rectangle;

It's a rectangle; The sides are not the same...No!
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Shape Song (to the tune of: "The Farmer in the Dell")
A circle's like a ball,A circle's like a ball,

Round and round it never stops.


A circle's like a ball!
A square is like a box, A square is like a box,

It has four sides, They are the same.

A square is like a box!
A triangle has 3 sides, A triangle has 3 sides,


Up the mountain, Down, and back.


A triangle has 3 sides!
A rectangle has 4 sides,
A rectangle has 4 sides,


Two are long, and Two are short.


A rectangle has 4 sides!
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Lost my shape Sung to "Skip to my Lou"

Lost my (shape) what do I do? 


Lost my (shape). What so I do? 


Lost my (shape). What do I do?

Skip to my Lou my darling


Idea #1: Have Different shapes in the center of the circle and have a child find the shape you sang about

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I Can Make a Shape Sung to "Skip to My Lou"
I can make a square how about you?
I can make a square how about you?
I can make a square how about you?
Make a litle square just like I do.

Substitute different shapes and pretend to draw them in the air.
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Do you know what shape this is? Tune: The Muffin Man


Do you know what shape this is?

What shape this is? What shape this is? 


Do you know what shape this is,

I'm holding in my hand?

It is a circle, a circle

A circle

It is a circle

That is the shape

Idea #1: Substitute different shapes in the song and hold the shape up.

Idea #2: Hold different objects and have the students identify the shape

Recommended Books

1. Mouse Shapes by Ellen Stoll Walsh

2. When a line bends . . a shape begins by Rhonda Gowler Greene

3. Shape (Math Counts) by Henry Arthur Pluckrose

4. Shapes, Shapes, Shapes by Tana Hoban

Spaces on the Treble Clef

Here is a worksheet to introduce the spaces on the Treble Clef.  I use FACE in the SPACE.  We talk about how the Treble Clef is the girl clef and that girls like to make-up their face.  I try any little story to get the concept to stick with the student.  Of course FACE and space rhyme, making it easy, but when that bass clef is introduced the confusion begins. This worksheet has the student write a smiley face on the spaces.

Google Docs: Treble Clef Spaces

Cookie Songs

5 little cookies

5 little cookies with frosting galore
Jacob ate the blue one and then there were four
4 little cookies, two and two you see
Elizabeth ate the red one and then there were three
3 little cookies, but before I knew
Ethan ate the yellow one and then there were two
2 little cookie, oh, what fun
Amy ate the brown one and then there was one
One and only one, Jayla ate the orange one, then there are none


Idea #1: Cut out circle shapes from construction paper or foam and give the child the colored cookie to hold
Idea #2: Have the cookies laying around the room and have the kids go find the correct color of cookie.
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Share a Cookie Sung to "Sarasponda"
Share a cookie, share a cookie, 
Share a cookie yum, yum, yum
Share a cookie, share a cookie, 
Share a cookie yum, yum, yum
An Oreo, a chocolate oreo
I love the creamy filling in a chocolate oreo
Boom-da,Boom-da, Boom-da, Boom-da
Boom-da,Boom-da, Boom-da, Boom-da


Idea #1: Pass the cookie around the circle to the beat of the music
Idea #2: When the song says "An Oreo" the child holding the cookie stands up
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Chocolate, Chocolate Cookies  Sung to "Peanut, peanut butter"

Chorus:

Chocolate, chocolate cookies, YUM
Chocolate, chocolate cookies, YUM
First you take the flour and you sift it you sift it
First you take the flour and you sift it you sift it

Chorus

Then you take the sugar and you pour it, you pour it
Then you take the sugar and you pour it, you pour it
Chorus
Then you take the butter and you smash it, you smash it
Then you take the butter and you smash it, you smash it

Chorus

Then you take the egg and you crack it, you crack it
Then you take the egg and you crack it, you crack it
Chorus
Then you take the chips and you drop em', you drop em'
Then you take the chips and you drop em', you drop em'

Chorus
Then you take the dough and you mix it, you mix it
Then you take the dough and you mix it, you mix it

Chorus
Then you take the dough and you shape it, you shape it
Then you take the dough and you shape it, you shape it

Chorus
Then you take the dough and you roll it, you roll it
Then you take the dough and you roll it, you roll it

Chorus
Then you take the dough and you cut it, you cut it
Then you take the dough and you cut it, you cut it

Chorus
Then you take the cookies and you bake em', you bake em'
Then you take the cookies and you bake em', you bake em'

Chorus
Then you take the cookies and you eat em', eat em'
Then you take the cookies and you eat em', eat em'

Idea #1: Act out the making of the cookies.
Idea #2: Keep a beat on the your knees during the chorus

Idea #3: Review the steps of making a cookie talking about what come first, next and last.