2018–2019 New Classroom Resources - images.alfred.com · MUSIC SYMBOL PARADE PARADE M U SI C Y MB O L 2018–2019 New Classroom Resources. 3 Please refer to pages 4–8 for excerpts

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Page 3 Page 9 Page 14

Page 22 Page 31

Page 33 Page 36

24 Posters Illustrating Musical Terms

MUSIC

SYMB

OL

PARA

DE

PARADEMUSIC SYMBOL

2018–2019

New Classroom Resources

3Please refer to pages 4–8 for excerpts from Pop Kidz.

POP KIDZ8 Mega Hits Arranged for Unison VoicesArranged by Andy Beck, Alan Billingsley, and Greg Gilpin

Kids love to sing popular music, but finding appropriate choices can be challenging. Until now! This stellar songbook features familiar pop tunes selected especially for their uplifting lyrics and empowering themes. The targeted arrangements are just right for young singers, offering no fuss vocal ranges, hip musical hooks, and a few easy-to-sing optional harmonies. Parents, siblings, administrators, and even hard-to-motivate students will enthusiastically engage with this hit parade of contemporary chart toppers!

• Recommended for grades 3 and up.

• Teacher’s Handbook is 100% reproducible.

• Enhanced SoundTrax CD includes reproducible PDFs of the student pages and full-color cover art, as well as both full-performance and accompaniment recordings.

SONGS:1. 1, 2, 3, 4 5. Firework2. Best Day of My Life 6. One Call Away3. Breakaway 7. Roar4. Count on Me 8. Smile

CD Kit (Book & Enhanced SoundTrax CD) (00-45644) . . . . . . . . . . . . . . . . . . . . . . . . . . .$59 .99Teacher’s Handbook (00-45645) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$29 .99Enhanced SoundTrax CD (00-45646) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$39 .99

4

Arranged byANDY BECK

Moderate rock (q = ca. 96-100)

2. BEST DAY OF MY LIFEWords and Music by

ZACHARY BARNETT, JAMES ADAM SHELLEY,MATTHEW SANCHEZ, DAVID RUBLIN,

SHEP GOODMAN, and AARON ACCETTA

Recorded by American Authors

3

VOICES

5

7

9

© 2013 ROUND HILL COPYRIGHTS, ZACHARY BARNETT PUBLISHING, JAMES ADAM SHELLEY PUBLISHING, ROUND HILL WORKS,OWL AND FOX PUBLISHING, DAVE RUBLIN PUBLISHING, EMI APRIL MUSIC, DRAWOC MUSIC,

SONY/ATV TUNES MUSIC PUBLISHING, and NEEDLEDOWN PUBLISHINGAll Rights on behalf of itself, ZACHARY BARNETT PUBLISHING, and JAMES ADAM SHELLEY PUBLISHING

Controlled and Administered by ROUND HILL COPYRIGHTS (SESAC)All Rights on behalf of itself, OWL AND FOX PUBLISHING, and DAVE RUBLIN PUBLISHING

Controlled and Administered by ROUND HILL WORKS (BMI)All Rights on behalf of itself and DRAWOC MUSIC Administered by EMI APRIL MUSIC (ASCAP)

All Rights on behalf of itself and NEEDLEDOWN PUBLISHING Administered by SONY/ATV TUNES MUSIC PUBLISHING (ASCAP)This Arrangement © 2018 ROUND HILL COPYRIGHTS, ZACHARY BARNETT PUBLISHING, JAMES ADAM SHELLEY PUBLISHING,

ROUND HILL WORKS, OWL AND FOX PUBLISHING, DAVE RUBLIN PUBLISHING, EMI APRIL MUSIC, DRAWOC MUSIC,SONY/ATV TUNES MUSIC PUBLISHING, and NEEDLEDOWN PUBLISHING

All Rights Reserved.

Woo,

mf

woo, woo. I

had a dream so big and loud; I jumped so high, I touched the clouds.

DESCANT (optional)

Whoa

mf

oh- oh- oh- oh- oh- oh.-

Whoa oh- oh- oh- oh- oh- oh.- I

stretched my hands up to the sky. We danced with mon sters- through the night.

65

5

11

14

17

19

Whoa oh- oh- oh- oh- oh- oh.-

Whoa oh- oh- oh- oh- oh- oh.- I’m nev er- gon na- look back, whoa, I’m

nev er- gon na- give it up, no. Please don’t wake me now.

(spoken)

Two, three, four.

Woo,

f

woo, woo.

This

f

is gon na- be the best day of my

Woo, woo, woo.

life, my li i- i- i- i- i- ife.-

6611

14

17

19




(spoken)

Two, three, four.

Woo,

f

woo, woo.

This

f


Woo, woo, woo.


6611

14

17

19




(spoken)

Two, three, four.

Woo,

f

woo, woo.

This

f


Woo, woo, woo.


6611

14

17

19




(spoken)

Two, three, four.

Woo,

f

woo, woo.

This

f


Woo, woo, woo.


66

6

Arranged byALAN BILLINGSLEY

Pop ballad (q = ca. 92)

6. ONE CALL AWAYRecorded by Charlie Puth

© 2015 WB MUSIC CORP., ARTIST PUBLISHING GROUP WEST, MATT PRIME SONGS LTD.,J FRANKS PUBLISHING, ARTIST 101 PUBLISHING GROUP, CHARLIE PUTH MUSIC PUBLISHING,

INTERNATIONAL MUSIC GROUP INC., and MO ZELLA MO MUSICAll Rights on behalf of itself, ARTIST PUBLISHING GROUP WEST, MATT PRIME SONGS LTD,

and J FRANKS PUBLISHING Administered by WB MUSIC CORP.All Rights on behalf of ARTIST 101 PUBLISHING GROUP, CHARLIE PUTH MUSIC PUBLISHING,

and INTERNATIONAL MUSIC GROUP INC. Administered by WARNER-TAMERLANE PUBLISHING CORP.This Arrangement © 2018 WB MUSIC CORP., ARTIST PUBLISHING GROUP WEST, MATT PRIME SONGS LTD.,

J FRANKS PUBLISHING, ARTIST 101 PUBLISHING GROUP, CHARLIE PUTH MUSIC PUBLISHING,INTERNATIONAL MUSIC GROUP INC., and MO ZELLA MO MUSIC


Words and Music byMATTHEW PRIME, JUSTIN FRANKS,

CHARLIE PUTH, BREYAN ISAAC,MAUREEN McDONALD, and SHY CARTER

VOICES

5

8

11

13

NOTE: The purchase of this book carries with it the right to photocopy this page.Limited to one school/organization. NOT FOR RESALE.

15

opt. SOLO

I’m

mp

on ly- one call a way.- I’ll be there to

save the day. Su per- man- got noth in’- on me.

I’m on ly- one call a way.-

(end solo)

ALL

Call

mp

me, ba by,- if you need a friend.

I just wan na- give you love. C ’mon,- c ’mon,- c ’mon.-

Reach in’- out to you, so take a chance. No












VOICES

5

8

11

13


15

opt. SOLO

I’m

mp




(end solo)

ALL

Call

mp















VOICES

5

8

11

13


15

opt. SOLO

I’m

mp




(end solo)

ALL

Call

mp















VOICES

5

8

11

13


15

opt. SOLO

I’m

mp




(end solo)

ALL

Call

mp















VOICES

5

8

11

13


15

opt. SOLO

I’m

mp




(end solo)

ALL

Call

mp















VOICES

5

8

11

13


15

opt. SOLO

I’m

mp




(end solo)

ALL

Call

mp















VOICES

5

8

11

13


15

opt. SOLO

I’m

mp




(end solo)

ALL

Call

mp















VOICES

5

8

11

13


15

opt. SOLO

I’m

mp




(end solo)

ALL

Call

mp




7


17

19

22

25 27

28

30

32

mat ter- where you go, you know you’re not a lone.- I’m

mf

on ly-

one call a way.- I’ll be there to save the day.

Su per- man- got noth in’- on me. I’m on ly-

one call a way.- Come a long- with me and

don’t be scared. I just wan na- set you

free. C ’mon,- c ’mon,- c ’mon.- You and me can make it

an y- where.- For now, we can stay here for a -


17

19

22

25 27

28

30

32


mf

on ly-








17

19

22

25 27

28

30

32


mf

on ly-








17

19

22

25 27

28

30

32


mf

on ly-








17

19

22

25 27

28

30

32


mf

on ly-








17

19

22

25 27

28

30

32


mf

on ly-








17

19

22

25 27

28

30

32


mf

on ly-







8


Techno pop (q = ca. 120-126)

5. FIREWORK

5

Recorded by Katy Perry

Words and Music by KATY PERRY,MIKKEL ERIKSEN, TOR ERIK HERMANSEN,

SANDY WILHELM, and ESTER DEAN

VOICES

7

10

13

16

© 2010 WHEN I’M RICH YOU’LL BE MY B****, EMI APRIL MUSIC PUBLISHING, INC., DIPIU SRL (Administered by ULTRA TUNES (ASCAP)) and DAT DAMN DEAN MUSIC

All Rights for WHEN I’M RICH YOU’LL BE MY B**** Administered by WB MUSIC CORP.This Arrangement © 2018 WHEN I’M RICH YOU’LL BE MY B****, EMI APRIL MUSIC PUBLISHING, INC.,

DIPIU SRL (Administered by ULTRA TUNES (ASCAP)) and DAT DAMN DEAN MUSICAll Rights Reserved.

18


Do

mf

you ev er- feel like a plas tic- bag

drift ing- through the wind, want ing- to start a gain?- Do you ev er- feel,

feel so pa per- thin- like a house of cards one blow from cav ing- in?

Do you ev er- feel al read- y- bur ied- deep? Six feet un der- screams, but

no one seems to hear a thing. Do you know that there’s

still a chance for you? ’Cause there’s a spark in you.



5. FIREWORK

5




VOICES

7

10

13

16




18


Do

mf









5. FIREWORK

5




VOICES

7

10

13

16




18


Do

mf









5. FIREWORK

5




VOICES

7

10

13

16




18


Do

mf









5. FIREWORK

5




VOICES

7

10

13

16




18


Do

mf









5. FIREWORK

5




VOICES

7

10

13

16




18


Do

mf









5. FIREWORK

5




VOICES

7

10

13

16




18


Do

mf









5. FIREWORK

5




VOICES

7

10

13

16




18


Do

mf







9Please refer to pages 10–13 for excerpts from Ants in My Pants.

ANTS IN MY PANTS 13 Funtastic Animal Songs with Creative Movement Concepts for Unison VoicesBy Sally K . Albrecht

So creative, so kinesthetic, so cute! It’s simply a blast to sing this baker’s dozen of unison animal songs designed for primary-aged singers. Each of the whimsical, kid-inspired tunes tips the hat to a favorite creature and its inherent actions. Helpful movement suggestions offer specific staging ideas as well as clever classroom activities to encourage participation. Giggles are guaranteed as your littlest musicians “Wiggle Like a Worm,” “Swim Like an Otter,” spin their very own spider web, and more. Perfect for in-class exploration and on-stage entertainment!

• Recommended for grades K–3.

• Teacher’s Handbook includes reproducible singer pages.

• Staging and movement notes included.


SONGS:1. Ants in My Pants!2. Curl Up Like a Cat3. Hop Like a Bunny4. Busy as a Mouse5. The “Mane” Man!6. Leap, Frog!7. Wiggle Like a Worm

8. Takin’-My-Time Turtle9. The Spinning Spider

10. Crawl Like a Crab11. Swim Like an Otter12. I Want to Soar/Dive13. The Elegant Penguin

CD Kit (Book & Enhanced SoundTrax CD) (00-47173) . . . . . . . . . . . . . . . . . . . . . . . . . . . . $59 .99Teacher’s Handbook (00-47174) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$29 .99Enhanced SoundTrax CD (00-47175) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$39 .99

10

1. ANTS IN MY PANTS!

Rock it! (q = ca. 138)

REPRODUCIBLE STUDENT PAGES

Words and Music bySALLY K. ALBRECHT

5

7

11 14

15

19 22

231.

2.

27

Copyright © 2018 by Alfred MusicAll Rights Reserved. Printed in USA.


MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f

feel like I got ants in my pants,

ants in my pants! No way a round- it, I just got ta- dance! When the mu sic- starts to play

then I don’t stand a chance! So, I’m sor ry,- Mom, got ta-

dance like I got ants in my pants!

So, I’m

sor ry,- Mom, got ta- dance like I got

ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!





5

7

11 14

15

19 22

231.

2.

27



MyMy

mf

mothmoth

erer

--

said,tucked

“Can’tme

youin

sitto night,

still?”-

Iand

anpulled

swered,the

- “Ifcov

Iers-

can,oh,

Iso

will!”tight.

ButBut

thenwhen

thethe

mumu

sicsic

--

startgot

edin

- tomy

play,head,

andjust

iti -

gavemag

meine-

suchwhat I

asaid!thrill!

I

f





So, I’m


ants

ff

in my pants!

11

Jazz waltz (q = ca. 160) (iq = q e)

6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!

Show us how far you can leap, frog! Leap, frog! Leap,

frog! Show us how far you can go. Whoa! go.

Man

mp

y- start their jour ney- as eggs in a bog. Turn in to- a tad pole- or

pol li- wog.- Next is a frog let,- which breathes us ing- lungs.

Then a full grown- frog is what it will be come!-

cresc.

Leap,

mf

frog! Leap, frog! Show us how far you can leap, frog!

Leap, frog! Leap, frog! Show us how far you can go.


6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf




6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf




6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf




6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf




6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf




6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf




6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf




6. LEAP, FROG!

K


9

13 17

201.

2.

27

33 35

39 46

47

54



Leap,

mf

frog! Leap, frog!



Man

mp




cresc.

Leap,

mf



12

Elegant swing (q = ca. 138) (iq = q e)

13. THE ELEGANT PENGUINWords and Music by

SALLY K. ALBRECHT

K

5

7

11 13

15

18



We’ve

mf

got el e- gance- from our

head down to our toes. We’ve got el e- gance- in our

per ma- nent- set of clothes.

WeWe

areare

looklook

inging

--

somight

sey-

date,grand.

-

readAf

yter

--

towe

gosing,

outyou’ll

onwant

ato

date.stand.

Yes,Yes,

we’vewe’ve

gotgot

elel

ee

--

gancegance

--

fromfrom

ourour

headhead

downdown

toto

ourour

toes.toes.



SALLY K. ALBRECHT

K

5

7

11 13

15

18



We’ve

mf




WeWe

areare

looklook

inging

--

somight

sey-

date,grand.

-

readAf

yter

--

towe

gosing,

outyou’ll

onwant

ato

date.stand.

Yes,Yes,

we’vewe’ve

gotgot

elel

ee

--

gancegance

--

fromfrom

ourour

headhead

downdown

toto

ourour

toes.toes.



SALLY K. ALBRECHT

K

5

7

11 13

15

18



We’ve

mf




WeWe

areare

looklook

inging

--

somight

sey-

date,grand.

-

readAf

yter

--

towe

gosing,

outyou’ll

onwant

ato

date.stand.

Yes,Yes,

we’vewe’ve

gotgot

elel

ee

--

gancegance

--

fromfrom

ourour

headhead

downdown

toto

ourour

toes.toes.

13

25

28

31

37 Kick-line tempo (q = ca. 112)

41

45 Tempo I (q = ca. 138)

49

53



All the pen guins- look so fine, as you’re gaz in’-

down the line. And we’re great at keep in’- time. Our tux -

e dos- are sub lime!-

rit.

One more time!

We’ve

f

got el e- gance- from our head down to our toes.

We’ve got el e- gance- in our per ma- nent- set of clothes.

accel.

We are look ing- so se date,- read y- to go out on a date. Yes,

we’ve got el e- gance- from our head down to our

toes.

cresc.

From

ff

our head down to our toes.

25

28

31


41

45 Tempo I (q = ca. 138)

49

53






rit.

One more time!

We’ve

f



accel.



toes.

cresc.

From

ff


25

28

31


41

45 Tempo I (q = ca. 138)

49

53






rit.

One more time!

We’ve

f



accel.



toes.

cresc.

From

ff


25

28

31


41

45 Tempo I (q = ca. 138)

49

53






rit.

One more time!

We’ve

f



accel.



toes.

cresc.

From

ff


25

28

31


41

45 Tempo I (q = ca. 138)

49

53






rit.

One more time!

We’ve

f



accel.



toes.

cresc.

From

ff


25

28

31


41

45 Tempo I (q = ca. 138)

49

53






rit.

One more time!

We’ve

f



accel.



toes.

cresc.

From

ff


25

28

31


41

45 Tempo I (q = ca. 138)

49

53






rit.

One more time!

We’ve

f



accel.



toes.

cresc.

From

ff


25

28

31


41

45 Tempo I (q = ca. 138)

49

53






rit.

One more time!

We’ve

f



accel.



toes.

cresc.

From

ff


14Please refer to pages 15–21 for excerpts from Karaoke Christmas.

KARAOKE CHRISTMASA Holiday Pops PresentationArranged for 2-Part Voices by Andy Beck, Alan Billingsley, Tom Fettke and Thomas Grassi, Greg Gilpin, Mark Hayes, Larry Shackley, and Kirby Shaw

Title song and optional script by Andy Beck and Brian Fisher

Check out this amazing list of holiday pops presented in kickin’ arrangements, spot-on for young singers! This is a ready-to-go program for choral concerts, a collection of cool Christmas songs to choose from year after year, or a fun-filled musical when you incorporate the optional script—including roles for a popular principal, a dynamic party DJ, and a flexible number of students with spoken lines.

• Recommended for grades 3–8.

• Performance time: approximately 30 minutes.

• Teacher’s Handbook is 100% reproducible.

• Complete choreography included.


MUSICAL SEQUENCE:1. Karaoke Christmas2. Gettin’ in the Mood for Christmas3. Frosty the Snowman4. Run, Rudolph, Run5. Candy Cane Lane

6. Jingle Bell Rock7. Believe8. Sparklejollytwinklejingley9. Karaoke Christmas (Bows)

CAST:Principal PineDJ Jinglez with a ZStudents (any number)

CD Kit (Book & Enhanced SoundTrax CD) (00-46827) . . . . . . . . . . . . . . . . . . . . . . . . . . .$69 .99Teacher’s Handbook (00-46828) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$34 .99Enhanced SoundTrax CD (00-46829) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$49 .99

15

Rock it out! (q = ca. 152)

1. KARAOKE CHRISTMASWords and Music by

ANDY BECK

VOICES

5

7

9

11

Copyright © 2018 by Alfred Music All Rights Reserved. Printed in USA.

NOTE: The purchase of this CD carries with it the right to photocopy this song.Limited to one school/organizaton. NOT FOR RESALE.

13

Ad lib party atmosphere

ALL

Let’s

mf

have a

KarKar

Twist, getting short

aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

with

evdanc

Twist, getting tall

’ryin’

--

bod’til

- ythe

-lightsing in’- a

oflong.day.

-

Chug R 2x, clap

KarKar

aa

--

oo

--

ke,ke,

--

aa

KarKar

Chug L 2x, clap

aa

--

oo

--

keke

--

ChristChrist

mas!mas!

--

AA

KarKar

aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

where

evev

’ry’ry

--

bodbod

--

yy

-- swing

choos es- aand

song.sway.

KarKar

aa

--

oo

--

ke,ke,

--

aa

KarKar

aa

--

oo

--

keke

--

ChristChrist

mas!mas!

--

KarKar

Tabletop palms to floor, step R foot out

aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

celsing

Leaning R, sing into “microphone” (R fist)

eit

-out

brate- the holloud

iand

-strong.day.-



ANDY BECK

VOICES

5

7

9

11



13


ALL

Let’s

mf

have a

KarKar


aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

with

evdanc

Twist, getting tall

’ryin’

--

bod’til

- ythe

-lightsing in’- a

oflong.day.

-

Chug R 2x, clap

KarKar

aa

--

oo

--

ke,ke,

--

aa

KarKar

Chug L 2x, clap

aa

--

oo

--

keke

--

ChristChrist

mas!mas!

--

AA

KarKar

aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

where

evev

’ry’ry

--

bodbod

--

yy

-- swing

choos es- aand

song.sway.

KarKar

aa

--

oo

--

ke,ke,

--

aa

KarKar

aa

--

oo

--

keke

--

ChristChrist

mas!mas!

--

KarKar


aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

celsing


eit

-out

brate- the holloud

iand

-strong.day.-



ANDY BECK

VOICES

5

7

9

11



13


ALL

Let’s

mf

have a

KarKar


aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

with

evdanc

Twist, getting tall

’ryin’

--

bod’til

- ythe

-lightsing in’- a

oflong.day.

-

Chug R 2x, clap

KarKar

aa

--

oo

--

ke,ke,

--

aa

KarKar

Chug L 2x, clap

aa

--

oo

--

keke

--

ChristChrist

mas!mas!

--

AA

KarKar

aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

where

evev

’ry’ry

--

bodbod

--

yy

-- swing

choos es- aand

song.sway.

KarKar

aa

--

oo

--

ke,ke,

--

aa

KarKar

aa

--

oo

--

keke

--

ChristChrist

mas!mas!

--

KarKar


aa

--

oo

--

keke

--

ChristChrist

mas,mas,

--

celsing


eit

-out

brate- the holloud

iand

-strong.day.-

16

81

46828

1. Karaoke Christmas

PRINCIPAL: Hello, students! And welcome to the annual karaoke Christmas party here at Mistletoe Middle School.

STUDENTS: (ad lib enthusiasm and cheers) Alright! Woo-hoo! Bring it on!

PRINCIPAL: I’m Principal Pine. And in response to a recent social media campaign, it appears that I will not have the joy of leading the singing this year.

STUDENTS: (ad lib chuckles and whispers) Heehee. Good news. Finally.

PRINCIPAL: According to one online comment, (puts on reading glasses to read from a clipboard) “Principal Pine has the voice of a reindeer with indigestion.”

STUDENTS: (ad lib chuckles and whispers) Or worse. Who said that? It’s true!

PRINCIPAL: (removing glasses) Very well, then. From now on, I’ll only be singing during the morning announcements.

STUDENTS: (ad lib) Oh no. I’m bringing ear plugs. Ugh.

PRINCIPAL: So without further delay, let me introduce our karaoke host for this year, Mistletoe Middle School alum and local Big-Mart Santa Claus, DJ Jinglez with a Z! (Students cheer and applaud.)

DJ: Hey, hey, hey! Merry Christmas, kids. I brought a sleighful of happy holiday tunes with me, so who’s ready to have a rockin’ good time?

STUDENTS: (ad lib) I am! Me, too. Let’s do this!

PRINCIPAL: Sounds like it’s time to get the celebration started. Remind us, DJ Jinglez …

DJ: (reminding Principal) … with a Z!

PRINCIPAL: … what is it we’re here for?

DJ: Gettin’ in the mood for Christmas.

PRINCIPAL: Take it away!

17

Arranged byLARRY SHACKLEY

2. GETTIN’ IN THE MOOD FOR CHRISTMAS

Moderately fast swing (q = ca. 168) (iq = q e)K 9

Words by MIKE HIMELSTEINand BRIAN SETZER

Music by JOE GARLAND

© 2005 BMG RIGHTS MANAGEMENT (IRELAND) LTD. (IMRO), AVODAH MUSIC (ASCAP), SETZERSONGS (BMI), and SHAPIRO, BERNSTEIN & CO., INC. (ASCAP)

All Rights for BMG RIGHTS MANAGEMENT (IRELAND) LTD, (IMRO) and AVODAH MUSIC (ASCAP)Administered by CHRYSALIS ONE MUSIC (ASCAP)

This Arrangement © 2018 BMG RIGHTS MANAGEMENT (IRELAND) LTD. (IMRO), AVODAH MUSIC (ASCAP), SETZERSONGS (BMI), and SHAPIRO, BERNSTEIN & CO., INC. (ASCAP)

All Rights Reserved. Printed in USA.

VOICES

10

13

16

19 21

Jump

fShake R index 4x (low to high on R)

in to- the sleigh, we’re gon na-

rock

L index 2x (low to high on L), repeat with R

it to night.- Got

opp.

my rein deer- revved up and we’re read y- for flight. Let’s

As in m. 9-12

hit all the par ties,- you know San ta’s- the guy: loves to hear the mu sic- blast in’-

up to the sky. Head

Back to back w/partner:pulse folded arms 4x

in’- for the mis tle- toe,- my ba by- and I. It’s

Christ

Turn to sing to your partner

mas- and I’m real ly- get tin’- in

“High-five” with partner

the mood. Got

mfAs in m. 9-20

my Christ mas- creep ers- and a

4

18

Arranged byKIRBY SHAW

Pop Rock (q = ca. 160)

3. FROSTY THE SNOWMANWords and Music by

STEVE NELSON and JACK ROLLINS

PART I

PART II

3

© 1950 (Renewed) CHAPPELL & CO., INC.This Arrangement © 2018 CHAPPELL & CO., INC.


6


Thump

mf

Pulse R rocker hand above 3x (half note), then fold arms rapper style

(rap-like)

ty- thump, thump ty- thump. Frost

(intense whisper)

y!-

Thump

mf (rap-like)


(intense whisper)

y!-

Thump

(rap-like)

Same L

ty- thump, thump ty- thump.

opt. SOLO (Principal)

Frost y- boy! Thump

ALL

ty- thump, thump ty-

Thump ty- thump, thump ty- thump. Thump ty- thump, thump ty-

opt. DUET (Principal and DJ)

thump.

thump. You

opt. SOLO (DJ)

da snow man!-

Thump

Thump

ALL

ty

ty

-

-

thump,

thump,

thump

thump

ty

ty

-

-

thump!

thump!

Yo,

Yo,


Frost

Frost y!

y!-

-





PART I

PART II

3



6


Thump

mf


(rap-like)


(intense whisper)

y!-

Thump

mf (rap-like)


(intense whisper)

y!-

Thump

(rap-like)

Same L



Frost y- boy! Thump

ALL




thump.

thump. You

opt. SOLO (DJ)

da snow man!-

Thump

Thump

ALL

ty

ty

-

-

thump,

thump,

thump

thump

ty

ty

-

-

thump!

thump!

Yo,

Yo,


Frost

Frost y!

y!-

-





PART I

PART II

3



6


Thump

mf


(rap-like)


(intense whisper)

y!-

Thump

mf (rap-like)


(intense whisper)

y!-

Thump

(rap-like)

Same L



Frost y- boy! Thump

ALL




thump.

thump. You

opt. SOLO (DJ)

da snow man!-

Thump

Thump

ALL

ty

ty

-

-

thump,

thump,

thump

thump

ty

ty

-

-

thump!

thump!

Yo,

Yo,


Frost

Frost y!

y!-

-





PART I

PART II

3



6


Thump

mf


(rap-like)


(intense whisper)

y!-

Thump

mf (rap-like)


(intense whisper)

y!-

Thump

(rap-like)

Same L



Frost y- boy! Thump

ALL




thump.

thump. You

opt. SOLO (DJ)

da snow man!-

Thump

Thump

ALL

ty

ty

-

-

thump,

thump,

thump

thump

ty

ty

-

-

thump!

thump!

Yo,

Yo,


Frost

Frost y!

y!-

-

19

9

12

15 17

19

22

Frost

ALLHand jive

y- the snow man- was a jol

ly- hap py- soul,

Frost

ALL

y- the snow man- was a jol

ly- hap py- soul,

with a corn

Hold “pipe” w/R, leaning R

cob- pipe and a but

L index on your nose, leaning L

ton- nose and two

with a corn

cob- pipe and a but ton- nose and two

eyes

“Binoculars” center

made out of coal.

Roll fists (high to low)

Frost

Hand jive

y- the snow man- is a

eyes made out of coal. Frost y- the snow man- is a

fair

y- tale, they say; he was made

Shimmer hands high to low, like falling snow

of snow, but the

fair

y- tale, they say; he was made

of snow, but the

chil

Both thumbs to self

dren- know how he came

Snap overhead, with attitude

to life one

day.

All link arms

There

chil dren- know how he came to life one

day. There

20


Lively swing (q = ca. 152) (iq = q e)

6. JINGLE BELL ROCKWords and Music by

JOE BEAL and JIM BOOTHE

K 5

PART I

PART II



7

10


Ad lib excitement

Jin

Step-snap swinging arms R, L, R, L

mf

gle- bell, jin gle- bell, jin gle- bell rock. A -

Jin

mf


jin

Shake R index up 4x on R

gle- bell swing and jin

Same L

gle- bells ring. Snow

Hug yourself down and up 2x

in’- and blow in’- up

jin gle- bell swing and jin gle- bells ring. Snow in’- and blow in’- up

bush els- of fun,

Jump to hold low

now the jin gle- hop has

Jump to stand tall

be gun.-

bush els- of fun, now the jin gle- hop has be gun.-





K 5

PART I

PART II



7

10


Ad lib excitement

Jin


mf


Jin

mf


jin



Same L





bush els- of fun,

Jump to hold low


Jump to stand tall

be gun.-






K 5

PART I

PART II



7

10


Ad lib excitement

Jin


mf


Jin

mf


jin



Same L





bush els- of fun,

Jump to hold low


Jump to stand tall

be gun.-






K 5

PART I

PART II



7

10


Ad lib excitement

Jin


mf


Jin

mf


jin



Same L





bush els- of fun,

Jump to hold low


Jump to stand tall

be gun.-


21

13

16

1921

22

25

Jin

Step-snap swingingarms R, L, R, L

gle- bell, jin gle- bell, jin gle- bell rock. A jin


- gle- bells chime in

Jin gle- bell, jin gle- bell, jin gle- bell rock. A jingle- bells chime in

jin

Same L

gle- bell time. Danc

R disco finger up R 2xs,down L 2x (L on hip)

in’- and pranc in’- in Jin

Same

gle- Bell Square,

jin gle- bell time. Danc in’- and pranc in’- in Jin gle- Bell Square,

Jump to hold low

in

cresc.

the frost y-

Lift armsfront

air. What

f

a bright

Push both palms up R, step R-touch 2x

time, it’s the right

in

cresc.

the frost y- air. What

f

a bright time, it’s the right

Same L

time to rock

Shimmy getting short

the night a way.-

Shimmy getting tall

Jin gle-

time to rock the night a way.- Jin gle-

bell

Push both palms up R, step R-touch 2x

time, is a

Same L

swell time

Jump to hold “reins” low in front

to go glid in’- in a

bell time, is a swell time to go glid in’- in a

22Please refer to pages 23–27 for excerpts from Bada Bing, It’s Spring!

BADA BING, IT’S SPRING! A Unison Musical for Primary PerformersBy Jill Gallina

Spring is just around the corner, but the flowers have yet to bloom. The children are waiting for nice weather, the weeds have popped out of the earth, but the flowers remain steadfastly hidden underground. It takes the clever Dandelion Queen to figure out why and bring about the first blossoms of the season! This charming, easy-to-stage musical is designed specifically for young performers. The unison songs, brief rhyming script, creative costume ideas, and simple staging suggestions will make your primary production a snap.


• Performance time: approximately 15 minutes.

• Teacher’s Handbook includes reproducible student pages.

• Staging suggestions included.


MUSICAL SEQUENCE:1. What Has Happened to Spring?2. Mum’s the Word3. Weeds!

4. It’s Raining Cats and Dogs5. Bada Bing, It’s Spring!6. Bada Bing, It’s Spring! (Reprise)

CAST:Nine Children

(number may vary depending on cast size)Eleven Narrators

(number may vary depending on cast size)Five Dandelions

(number may vary depending on cast size)

Dandelion QueenTwo BirdsThirteen Flowers

(Rosie, Posey, Daisy, Iris, Poppy, Lily, Petunia, Tulip, Peony, Impatiens, Bluebell, Crocus, and Morning Glory)

CD Kit (Book & Enhanced SoundTrax CD) (00-46824) . . . . . . . . . . . . . . . . . . . . . . . . . . .$69 .99Teacher’s Handbook (00-46825) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$34 .99Enhanced SoundTrax CD (00-46826) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$49 .99

23

Bouncy shuffle (q = ca. 132) (iq = q e)

1. WHAT HAS HAPPENED TO SPRING?Words and Music by

JILL GALLINA

K


5 7

8


11

13


1.

2.

CHILDREN

Doe

mf

day ote dote dote day oh.

DoeDoe

dayday

oteote

dotedote

dotedote

dayday

oh.oh.

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

CanOh,

somewhere

onedid

- tellit go?

me? WhereIt’s

cana

itno show!

be?-

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

Oh,Will

whenit

willbe

itback

apthis

pear?-

year? There’s



JILL GALLINA

K


5 7

8


11

13


1.

2.

CHILDREN

Doe

mf


DoeDoe

dayday

oteote

dotedote

dotedote

dayday

oh.oh.

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

CanOh,

somewhere

onedid

- tellit go?

me? WhereIt’s

cana

itno show!

be?-

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

Oh,Will

whenit

willbe

itback

apthis

pear?-

year? There’s



JILL GALLINA

K


5 7

8


11

13


1.

2.

CHILDREN

Doe

mf


DoeDoe

dayday

oteote

dotedote

dotedote

dayday

oh.oh.

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

CanOh,

somewhere

onedid

- tellit go?

me? WhereIt’s

cana

itno show!

be?-

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

Oh,Will

whenit

willbe

itback

apthis

pear?-

year? There’s



JILL GALLINA

K


5 7

8


11

13


1.

2.

CHILDREN

Doe

mf


DoeDoe

dayday

oteote

dotedote

dotedote

dayday

oh.oh.

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

CanOh,

somewhere

onedid

- tellit go?

me? WhereIt’s

cana

itno show!

be?-

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

Oh,Will

whenit

willbe

itback

apthis

pear?-

year? There’s



JILL GALLINA

K


5 7

8


11

13


1.

2.

CHILDREN

Doe

mf


DoeDoe

dayday

oteote

dotedote

dotedote

dayday

oh.oh.

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

CanOh,

somewhere

onedid

- tellit go?

me? WhereIt’s

cana

itno show!

be?-

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

Oh,Will

whenit

willbe

itback

apthis

pear?-

year? There’s



JILL GALLINA

K


5 7

8


11

13


1.

2.

CHILDREN

Doe

mf


DoeDoe

dayday

oteote

dotedote

dotedote

dayday

oh.oh.

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

CanOh,

somewhere

onedid

- tellit go?

me? WhereIt’s

cana

itno show!

be?-

WhatWhat

hashas

haphap

penedpened

--

toto

spring?spring?

Oh,Will

whenit

willbe

itback

apthis

pear?-

year? There’s

24

(Six Children step forward.)

CHILD 1: Where are the flowers? We’re looking around.But nary a bloom has popped up from the ground.

CHILD 2: The calendar tells us that, yes, spring is near.But where are the flowers then? Please tell us where.

CHILD 3: It’s been a cold winter with ice and with snow.Perhaps all the blooms are still hiding below?

CHILD 4: Oh, please tell us, please. What has caused this delay?’Cause once spring has sprung, we can go out and play!

CHILD 5: Each day we go outside, but it’s still the same.We’re tired of playing this old waiting game.

CHILD 6: So for now, back inside and up to our room.Wondering and waiting for the flowers to bloom!

(Children step back as two Narrators step forward.)

NARRATOR 1: As the children’s frustration just grew and grew,It seems that the flowers were waiting around, too!

NARRATOR 2: Why aren’t they making their springtime debut?Perhaps they’d be willing to give us a clue!

(Narrators step back as Flowers begin to awaken on one side of performance area. They arewearing bathrobes, holding stuffed animals, and slowly coming out of sleep.)



25

Brightly (q. = ca. 92)

2. MUM’S THE WORDWords and Music by

JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf

the flow ers- that bloom in the spring, tra la, the

spring, tra la, the spring, tra la, the flow ers- that bloom in the spring, tra la, when

we come out each year.

CHILDREN

They’re

mf

the flow ers- that bloom in the

spring, tra la, the spring, tra la, the spring, tra la, the flow ers- that bloom in the

spring, tra la, but when will they ap pear?-

FLOWERS

Mum’s

mf

the word, mum’s the word,

it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -

when we bloom, you’ll see! fore

cresc.

your ver y- eyes!

f



JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf




CHILDREN

They’re

mf




FLOWERS

Mum’s

mf


it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -


cresc.

your ver y- eyes!

f



JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf




CHILDREN

They’re

mf




FLOWERS

Mum’s

mf


it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -


cresc.

your ver y- eyes!

f



JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf




CHILDREN

They’re

mf




FLOWERS

Mum’s

mf


it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -


cresc.

your ver y- eyes!

f



JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf




CHILDREN

They’re

mf




FLOWERS

Mum’s

mf


it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -


cresc.

your ver y- eyes!

f



JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf




CHILDREN

They’re

mf




FLOWERS

Mum’s

mf


it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -


cresc.

your ver y- eyes!

f



JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf




CHILDREN

They’re

mf




FLOWERS

Mum’s

mf


it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -


cresc.

your ver y- eyes!

f



JILL GALLINA

5

7

11 13

14

1821

23

27 1.



2.

FLOWERS

We’re

mf




CHILDREN

They’re

mf




FLOWERS

Mum’s

mf


it’sit’s

aa

mysbig

tersur

- y!prise.

--

Oh,But

mum’sone

theday

word,soon

mum’swe’ll

thepop

word,up

justbe -


cresc.

your ver y- eyes!

f

26

Dramatic tango (q = ca. 120)

3. WEEDS!Words and Music by

JILL GALLINA

5

7

12 13

17

21



CHILDREN

They’re

mf

weeds! They’re noth ing- but

weeds!

DANDELIONS

We’re

mf

weeds! We’re noth ing- but weeds!

CHILDREN

They’re

mf

weeds that no bod- y- needs!

DANDELIONS

We’re

mf

weeds that no bod- y- needs!When

If thewe

crostart

custo

- croaked,grow,

ifthey

theall

daishout,

sies“Oh

- died,no!”

they’dthen

nevspray

erus

- putwith

usa

inchem

ai-

boucal-

-



JILL GALLINA

5

7

12 13

17

21



CHILDREN

They’re

mf


weeds!

DANDELIONS

We’re

mf


CHILDREN

They’re

mf


DANDELIONS

We’re

mf


If thewe

crostart

custo

- croaked,grow,

ifthey

theall

daishout,

sies“Oh

- died,no!”

they’dthen

nevspray

erus

- putwith

usa

inchem

ai-

boucal-

-



JILL GALLINA

5

7

12 13

17

21



CHILDREN

They’re

mf


weeds!

DANDELIONS

We’re

mf


CHILDREN

They’re

mf


DANDELIONS

We’re

mf


If thewe

crostart

custo

- croaked,grow,

ifthey

theall

daishout,

sies“Oh

- died,no!”

they’dthen

nevspray

erus

- putwith

usa

inchem

ai-

boucal-

-



JILL GALLINA

5

7

12 13

17

21



CHILDREN

They’re

mf


weeds!

DANDELIONS

We’re

mf


CHILDREN

They’re

mf


DANDELIONS

We’re

mf


If thewe

crostart

custo

- croaked,grow,

ifthey

theall

daishout,

sies“Oh

- died,no!”

they’dthen

nevspray

erus

- putwith

usa

inchem

ai-

boucal-

-



JILL GALLINA

5

7

12 13

17

21



CHILDREN

They’re

mf


weeds!

DANDELIONS

We’re

mf


CHILDREN

They’re

mf


DANDELIONS

We’re

mf


If thewe

crostart

custo

- croaked,grow,

ifthey

theall

daishout,

sies“Oh

- died,no!”

they’dthen

nevspray

erus

- putwith

usa

inchem

ai-

boucal-

-



JILL GALLINA

5

7

12 13

17

21



CHILDREN

They’re

mf


weeds!

DANDELIONS

We’re

mf


CHILDREN

They’re

mf


DANDELIONS

We’re

mf


If thewe

crostart

custo

- croaked,grow,

ifthey

theall

daishout,

sies“Oh

- died,no!”

they’dthen

nevspray

erus

- putwith

usa

inchem

ai-

boucal-

-



JILL GALLINA

5

7

12 13

17

21



CHILDREN

They’re

mf


weeds!

DANDELIONS

We’re

mf


CHILDREN

They’re

mf


DANDELIONS

We’re

mf


If thewe

crostart

custo

- croaked,grow,

ifthey

theall

daishout,

sies“Oh

- died,no!”

they’dthen

nevspray

erus

- putwith

usa

inchem

ai-

boucal-

-

24


27

30

34

38

41


quet!brew!

NoWe

CHILDREN

way!do!

TheyIf

DANDELIONS

justwe

riptry

andto sprout,

tear usthey

outjust

bystamp

theus

hair!out,

Theybut

yankwe

ushave

outfeel

andings-

throwtoo,

usjust

alike

way!you!

-

CHILDREN

They’reThey’re

mf

weeds! They’re noth ing- but weeds!

DANDELIONS

We’re

mf


CHILDREN & DANDELIONS

Up

mf

-

root ed- and boot ed,- we’re(they’re)

dread ed,- dead head- ed,- we’re(they’re)

poor

cresc.

un -

for tu- nate- weeds!

f

Just weeds!

24


27

30

34

38

41


quet!brew!

NoWe

CHILDREN

way!do!

TheyIf

DANDELIONS

justwe

riptry

andto sprout,

tear usthey

outjust

bystamp

theus

hair!out,

Theybut

yankwe

ushave

outfeel

andings-

throwtoo,

usjust

alike

way!you!

-

CHILDREN

They’reThey’re

mf

weeds! They’re noth ing- but weeds!

DANDELIONS

We’re

mf


CHILDREN & DANDELIONS

Up

mf

-

root ed- and boot ed,- we’re(they’re)

dread ed,- dead head- ed,- we’re(they’re)

poor

cresc.

un -

for tu- nate- weeds!

f

Just weeds!

27

Joyfully (q = ca. 126)

5. BADA BING, IT’S SPRING!Words and Music by

JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--



JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--



JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--



JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--



JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--



JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--



JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--



JILL GALLINA

5

6

9

12 13

15



18

ALL

TheThe

mf

sunchil

camedren-

outall

tolet

welout

comea

- spring,cheer,

andthey

soonknew

thethat

birdsspring

bewas

ganreal

- toly- here.

sing. TheThe

flowsun

ershas

- heardchased

thethe

joyclouds

fula

- song,way,-

oh,now

howthey could

theyall

hopedgoto

singout

aand

long.play.

- So,The

oneflow

byers-

onebloomed

outin

ofcol

theirors-

beds,bright.

theyOh,

yawnedwhat

anda

stretchedtru

andly-

raisedlove

theirly-

heads.sight!

TheyAnd

dancedthen

andthe

swayedweeds

toe

theven-

joyfound

fulsome

- soundroom.

andIn

pokedspring

theireach

headsliv

outing-

ofthing

thecan

ground!bloom!

BaBa

dada

--

DANDELIONS: Happily, spring is now on its way.And to think that a clever weed saved the day!

CHILDREN ANDFLOWERS: Music was the answer, with its glorious sound!

Inviting all the flowers to burst forth from the ground.

ALL: Music, and flowers, and sunshine, and spring!What could be better? We can’t think of a thing!

6. BADA BING, IT’S SPRING! (REPRISE)

Repeat song #5 from the pickup to measure 13 for bows, going directly to thesecond ending. Singers may join on the pickup to measure 21.



21

24

271. ��

2.31

��bing, it’s spring! Ba da- boom, let’s bloom! Ba da- bing, it’s spring! Ba da-

��boom, let’s bloom! Ba da- bing, it’s spring! Ba da- boom, let’s bloom! Ba da-

��bing, it’s spring! Ba da- boom, it’s time to bloom!

�

��bloom, it’s

cresc.

time to bloom!

f �

Let’s bloom!

��

��

��

��









21

24

271. ��

2.31




�

��bloom, it’s

cresc.

time to bloom!

f �

Let’s bloom!

��

��

��

��









21

24

271. ��

2.31




�

��bloom, it’s

cresc.

time to bloom!

f �

Let’s bloom!

��

��

��

��









21

24

271. ��

2.31




�

��bloom, it’s

cresc.

time to bloom!

f �

Let’s bloom!

��

��

��

��









21

24

271. ��

2.31




�

��bloom, it’s

cresc.

time to bloom!

f �

Let’s bloom!

��

��

��

��









21

24

271. ��

2.31




�

��bloom, it’s

cresc.

time to bloom!

f �

Let’s bloom!

��

��

��

��









21

24

271. ��

2.31




�

��bloom, it’s

cresc.

time to bloom!

f �

Let’s bloom!

��

��

��

��

28Please refer to pages 29–30 for excerpts from Gotta Have Games.

GOTTA HAVE GAMES 25 Creative Competitions for the Music ClassroomBy Greg Foreman and Valeaira Luppens

Refresh your general music classes with this collection of 25 games including relay races, memorization tasks, one-on-one competitions, board games, and more for elementary and middle school students. Taken from the classrooms of two veteran general music teachers, these clever activities are designed to be integrated into your existing curriculum to reinforce and review the musical concepts you’re already teaching. Each game includes clear student learning targets, complete instructions for game assembly and play, and reproducible templates for easy use.


• Reproducible manipulatives and templates included.

• May be used for curriculum reviews, informal assessments, and substitute teachers.

GAMES:1. Deedle, Deedle Dumpling2. The Jungle Game3. I Spy!4. Note Connections5. Body Math6. Meter Madness7. Sight Write8. Teacher, May I?9. Rhythm Beanbag Toss!

10. Sneaky Simon Says11. Copy Cat12. Instrument Museum13. Musical Baseball

14. Musical Charades15. Tic Tac Toe16. Mr. Enunciation17. Rad Relay18. Fact or Fiction19. Music Symbol Bingo20. The Hunt Is On!21. Four Corner Obstacle Course22. Musical Truth or Dare23. Music Wheel of Fortune24. Friendly Feud25. Move and Match

Book (00-46834) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$24 .99

29

Deedle, Deedle DumplingDeedle, Deedle Dumpling

Preparation

1. Teach students the following English nursery rhyme:

Deedle, deedle dumpling, my son John,

went to bed with his stockings on.

One shoe off, and one shoe on,

deedle, deedle dumpling, my son John.

Dee dle,- dee dle- dump ling,- my son John, went to bed with his stock ings- on.

One shoe o , and one shoe on, dee dle,- dee dle- dump ling,- my son John.

24&#

&#

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

Deedle, Deedle Dumpling

{Moderato

mp

44

44

&bbb

?bbb

œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙

œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ ˙̇

The Jungle Game—Snake Theme

{Andante

mf

34

34

&

?

˙̇ œœœœ œœ œœ ˙̇ œœ ˙̇ ™™ ˙̇ œœ

œœ œœ œœ ˙̇ œœ ˙̇ ™™

˙ ™ ˙ ™ ˙œ œ œ œ ˙ ™ ˙ ™ ˙

œ ˙ ™

The Jungle Game—Giraffe Theme

{Vivace

f

44

44

&#

. . . .

?#

Ó ˙̇̇ Œ œœœ œœœ Œ ‰ œœœ ‰ œœœ ‰ œœœ ‰ œœœ Œ œœœ œœœ Œ

˙̇̇ Ó œœœ Œ Ó œœœ ‰ œœœ ‰ œœœ ‰ œœœ ‰ œœœ Œ Ó

The Jungle Game—Chimpanzee Theme

{Allegro

mp

44

44

&#

?#

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 œœœ

˙ ˙ ˙ ˙ ˙ ˙ œ œ ˙

The Jungle Game—Bird Theme2. As a class, practice clapping a steady beat while singing the nursery rhyme in unison.

Game Instructions

1. Instruct students to stand or sit in a circle, depending on your normal classroom routine.

2. Ask one of your students to give you one of their shoes. (A fun element of this game is to use a different student’s shoe every time you play.) Sing the rhyme while passing the shoe around the circle on the beat. Whoever is holding the shoe on the last word of the nursery rhyme (“John”) is out.

3. When a student is out, they may select a classroom rhythm instrument and play the steady beat along with the nursery rhyme. Clapping the beat may be substituted if classroom instruments aren’t readily available.

Game 1

Musical ConceptSteady beat

Learning TargetI can keep a steady even beat within a given tempo.

Resources Needed• Floor space• One or more students’ shoes• Several small classroom

percussion instruments (optional)

30

Move and MatchMove and Match

Preparation

1. Copy and trim two sets of game cards. You may also mount them on index cards and laminate them for durability, if you wish. Note: The treble clef game cards included here are merely examples of what may be created for this game. You may also wish to create your own game cards on index cards, in order to reflect your curriculum and current unit of study.

2. Divide the class into two large teams. Give each student one game card. The cards are to remain secret until the game begins—no peeking!

Game Instructions

1. When you say, “One, two, three, MATCH!” the students should look at their cards and then start moving around the room, trying to find the corresponding symbol or definition card. When they find their match, they must sit down next to each other on the floor.

2. When everyone is sitting, walk around and verify their answers. Award one point for each correct match. In addition, the first correct team to sit should be awarded five bonus points (both speed and accuracy count in this game).

3. After the game is played, review any incorrect responses, if necessary. Collect the cards, and randomly redistribute to play again.

4. Game directions for small group play as a traditional card game:

a) Use a single set of game cards. Seat the players around a table, and deal six cards (face down) to each. Place the rest of the cards in a deck in the center of the table.

b) The players should then match any symbol/definition cards they may happen to have in their dealt hand, placing the matched cards face down in front of them on the table.

c) Beginning with the dealer, each player picks one card off the top of the deck and discards one card into a discards pile in the center of the table. Continue in a clockwise direction.

d) Play continues in this manner. As matches are made, they should be placed face down on the table. If the deck runs out, the discard pile should be shuffled and put into play again.

e) The first player to match all of his or her cards correctly is the winner.

Game 25

Musical ConceptFlexible

Learning TargetI can demonstrate my knowledge of musical symbols and terminology.

Resources Needed• Two sets of game cards• Stock paper• Dry erase board and marker

for score keeping

Treble Clef Game Cards

Low D

This pitch is just below the

treble staff

Low E

This pitch is found on the

bottom line of the treble staff

Low F


bottom space of the treble staff

G


second line of the treble staff

Middle C

This pitch divides the grand staff

(treble and bass clefs)

Game 25

& œMiddle C: this pitch divides the grand staff


& œD: this pitch is just below the treble staff

& œE: this pitch is found on the bottom line of

the treble staff

& œF: this pitch is found on the bottom space

of the treble staff

& œ G: this pitch is found on the second line of the treble staff

& œ A: this pitch is found on the second space of the treble staff

& œ B: this pitch is found on the third line of the treble staff

& œ C: this pitch is found on the third space of the treble staff

Game 25





the treble staff


of the treble staff





Game 25





the treble staff


of the treble staff





Game 25





the treble staff


of the treble staff





Game 25





the treble staff


of the treble staff





Treble Clef Game Cards

B

This pitch is found on the third line of the treble staff

C

This pitch is found on the third space of the treble staff

D

This pitch is found on the fourth line of the treble staff

E

This pitch is found on the fourth space of the treble staff

A

This pitch is found on the second space of the treble staff

Game 25

&œ

Middle C: this pitch divides the grand staff (treble and bass clefs)

& œ D: this pitch is just below the treble staff

& œ E: this pitch is found on the bottom line of the treble staff

& œ F: this pitch is found on the bottom space of the treble staff




& œC: this pitch is found on the third space of the treble staff

Game 25

&œ









Game 25

&œ









& œD: this pitch is found on the fourth line of the treble staff

&œ

E: this pitch is found on the fourth space of the treble staff

&œ

F: this pitch is found on the fifth line of the treble staff

&œ

G: this pitch is found directly above the treble staff

&œ

A: this pitch is found on the ledger line above the treble staff

& Treble Clef: also called the G clef because it circles the G line on the staff

& Ledger Lines: lines added to extend the staff upward and downward

& œD: this pitch is found on the fourth line of the treble staff

&œ

E: this pitch is found on the fourth space of the treble staff

&œ

F: this pitch is found on the fifth line of the treble staff

&œ

G: this pitch is found directly above the treble staff

&œ

A: this pitch is found on the ledger line above the treble staff

& Treble Clef: also called the G clef because it circles the G line on the staff

& Ledger Lines: lines added to extend the staff upward and downward

31Please refer to page 32 for excerpts from Kaleidoscope.

KALEIDOSCOPE A Collection of Standards-Based Lessons for the K–7 General Music ClassroomCompiled and edited by Denese Odegaard

Alfred Music proudly teams up with the National Association for Music Education on this impressive manual of model lessons by master music teachers from around the country. Each of the 26 creative plans is aligned to the national standards and designed for success. Includes step-by-step procedures, an array of traditional songs, and more! Royalties donated to the National Association for Music Education.


• Presented in lesson plan format.

• Clearly aligned to the current National Standards for Music Education.

• Reproducible templates, related manipulatives, and assessment tools included.

LESSONS:1. Chicky Chook 2. The Old Gray Cat 3. Things That Go Ta Ti-Ti and Sol-Mi4. Improvising Sleeping Songs from Africa5. I See the Moon6. Sally Go ‘Round the Sun7. Mozart’s Twinkle Variations8. Cobbler, Cobbler9. Crayon Compositions

10. Whole-Note Caper11. Which Tune Is It?12. YOU Are a Composer!13. What’s Dinah Doing?14. The Color of Sound

15. Improvise, Improvise16. Sixteenth Notes in Speech and Song17. Thōla, Thōla, Ngoana18. Listening Strategy for

“Jesu, Joy of Man’s Desiring”19. Reading in D Minor:

“Ah, Poor Bird” and “Frère Jacques”20. Halloween Partner Songs21. Mahler’s Symphony No. 1, movement 322. Soundation Soundtrack Composition and

Film Festival23. A’xi Dancing Under the Moon24. Backing Vocalists / Improvised Harmony25. Tracking a Fugue Subject26. The Power of a Theme

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32

91Level: Grade 4

LESSON OVERVIEW

Artistic Process and Components

Creating—Plan and Make

Performing—Analyze, Rehearse-Evaluate-Refine

Responding—Select

Anchor Standards

2. Organize and develop artistic ideas and work.

4. Select, analyze, and interpret artistic work for presentation.

5. Develop and refine artistic techniques and work for presentation.

7. Perceive and analyze artistic work.

Performance Standards

◊ MU:Cr2.1.4b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

◊ MU:Pr4.2.4a: Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.

◊ MU:Pr4.2.4b: When analyzing selected music, read and perform using iconic and/or standard notation.

◊ MU:Pr5.1.4a: Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

◊ MU:Re7.1.4a: Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

◊ MU:Re7.2.4a: Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).

Sixteenth Notes in Speech and Song

By Becky Halliday

SIxTEENTH NOTES IN SPEECH AND SONG KALEIDOSCOPE94

LEARNING PLAN

Analyze

1. Teacher introduces the song “Tideo” by singing it without accompaniment, and then teaching the song by rote.

2. Students perform the song with attention to accurate pitch and lyrics.

3. Teacher demonstrates movements for “jingle at the window,” using alternating pats on legs.

4. Students perform song, including pats on legs.

5. Teacher continues demonstrating song with pats, adding claps on “ti-de-” and pats forward in the air for “o.”

6. With a partner, students perform body percussion—pats on legs for “jingle at the window,” then claps for “ti-de-,” and then pats on partner’s hands on “o.”

7. Double circle: partners change places during m. 6, perform body percussion in m. 7, change places during m. 8, perform body percussion in m. 9.

8. “Pass one window” = outer circle moves counterclockwise to the next person; “Pass two windows” = outer circle moves counterclockwise to the second person; “Pass three windows” = outer circle moves counterclockwise to the third person.

9. Students proceed with the dance in its entirety.

10. Teacher displays musical notation for the song, introduces the sixteenth note grouping (four per beat), and assigns it a syllabic representation.

11. Teacher asks, “How do you teach someone to spell Mississippi?”

TIDEO Traditional

44&##

Pass one win dow,- Ti de- o.- Pass two win dows,- Ti de- o.-

&##

Pass three win dows,- Ti de- o.- Jin gle- at the win dow,- Ti de- o.-

&##

Ti de- o,- Ti de- o.- Jin gle- at the win dow,- Ti de- o.-

&##

Ti de- o,- Ti de- o.- Jin gle- at the win dow,- Ti de- o.-

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 œ œ

œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

2

SIxTEENTH NOTES IN SPEECH AND SONG KALEIDOSCOPE 95

12. Answer: M – I – crooked letter – crooked letter – I – crooked letter – crooked letter – I – humpback –humpback – I. (Perform with body percussion.)

a. Quarter notes = stomp

b. Eighth notes = clap

c. Sixteenth notes = alternating pats on legs

13. Students aurally identify sixteenth note patterns (patted on legs, as done in “Tideo”).

Select/Analyze:

14. Teacher states, “Another nice place to visit is Chattanooga, Tennessee. There is a famous song called “Chattanooga Choo Choo.” (A recording may be played.)

M, I, CROOKED LETTER

34/M, I, crook ed- let ter,- crook ed- let ter,-

/I, crook ed- let ter,- crook ed- let ter,-

/I, hump back,- hump back,- I.

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

CHATTANOOGA CHOO CHOO

44/Chat ta- noo- ga,- Chat ta- noo- ga,- Chat ta- noo- ga- Choo Choo.

/Chat ta- noo- ga,- Chat ta- noo- ga- Choo Choo train.


œ œ œ œ œ œ œ œ œ œ œ

CHATTANOOGA CHOO CHOO

44/Chat ta- noo- ga,- Chat ta- noo- ga,- Chat ta- noo- ga- Choo Choo.

/Chat ta- noo- ga,- Chat ta- noo- ga- Choo Choo train.


œ œ œ œ œ œ œ œ œ œ œ

33Please refer to pages 34–35 for excerpts from Everyday Composition.

EVERYDAY COMPOSITION Interactive Lessons for the Music ClassroomBy Joan Eckroth-Riley

Expand your elementary improvisation and composition curriculum with these beautifully illustrated interactive lessons for your computer or interactive whiteboard. Each lesson plan begins with a song, poem, or story; invites students to improvise as a group and individually using their voices, recorders, xylophones, or percussion instruments; and progresses to a rubric-based composition project. Along the way, students will organically generate, refine, and share their original musical ideas as they expand their artistic decision-making skills.


• May be used alone or as a follow-up to Everyday Improvisation.

• This interactive resource works on both individual computers and interactive whiteboards, and is PC and Mac compatible.

LESSONS:1. African Safari2. Clickety Clack3. Cuckoo, Where Are You?4. Full Moon5. Huckleberry Pie

6. I Got a Letter7. Seashells8. Ten in Bed9. Who Has Seen the Wind?

10. Won’t You Sit Down?

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Also Available …EVERYDAY IMPROVISATIONInteractive Lessons for the Music Classroom

By Joan Eckroth-RileyIntegrate technology into your classroom with these well-constructed lessons that provide a smooth and easy way to teach improvisation and composition to elementary students (grades 1–4). Each plan starts with a song, chant, or poem; provides prompts for active listening; invites students to improvise as a group and individually; and concludes with a rubric-measured assessment. Kids will have so much fun singing and moving to the songs, playing classroom instruments, and manipulating the cartoon-style graphics. This interactive resource works on both individual computers and interactive whiteboards, and is PC and Mac compatible.

Interactive Software (00-42786) . . . . . . . . . . . . . . . . . . $34 .99

34

44

African Safari

1 STUDENT OBJECTIVES

I can . . .• Analyze complementary rhythms.

• Read and play sixteenth notes on an unpitched instrument.

• Compose four one-measure patterns using given rhythms.

• Organize multiple sections of music to create a final arrangement.

2 This lesson may be nicely paired with the children’s book Jungle Drums by Graeme Best. Begin the class by reading it aloud. (Before heading down to the library, consider purchasing a copy of your own. It’s helpful to have your own library of children’s books in the music room.)

After reading the book, play one or two examples of West African drum ensembles (there are many videos available on YouTube). Have students identify the number of different rhythm patterns being played and how they fit together. Prompt them to consider the fact that the drums are having a musical conversation. Ask, do they play at the same time or take turns? Do they all play the same pattern, or something different? Type the student answers in the empty text box.

3 Explain that the members of the drum ensemble are playing complementary rhythms that “go well” with each other. Touch each number to reveal a guideline for creating complementary rhythms.

4

47164

35

5

4 As a class, identify how the parts notated on the slide are complementary. Point out that none of the parts have the same rhythm for more than one beat. Furthermore, they leave space for each other to play (rests). Ask, what is special about the only part that doesn’t have a rest? (It is keeping the steady beat.)

Practice each part separately before combining them together, layering in one part at a time and then layering out in the opposite direction. Then transfer to unpitched percussion instruments. Appropriate options include tubanos, djembes, talking drums, cowbells, gankogui bells, shekeres, and African rattles. Supplement with hand drums, egg shakers, and rhythm sticks as needed.

5 Use this slide to create a sample composition. Place the four animals in any order. Then compose a one-measure pattern for each. At any time, touch the play icon to hear the music played. After completing the sample composition as a class, divide the students into quartets and have them create their own compositions to play on unpitched percussion instruments.

COMPOSITION

3 2 1Students created

four complementary rhythm patterns.

Students created four rhythm patterns.

Students are developing the ability to create a

rhythmic pattern.

PERCUSSION PERFORMANCE

3 2 1Students performed

required rhythms with a steady beat.

Students performed some required rhythms.

Students are developing rhythmic accuracy.

ASSESSMENT OPPORTUNITIES1. Assess the unpitched percussion instrument compositions and performances from African Safari 5 using the following rubric:

Afr ican Safar i5

47164

U(a38081*NTKRRm(WItem # 107001

© 2018 by Alfred MusicAll prices are US$ and are subject to change without notice.

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The whimsical design of this full-color poster set depicts 24 favorite composers as delightful caricatures on 9" x 12" cardstock. On the backside of each, learn more with compelling biographies, dates, and historical information. Includes: Bach • Beethoven • Berlin • Bernstein • Brahms • Chopin • Debussy • Dvořák • Ellington • Handel • Mozart • Schubert • Sousa • Tchaikovsky • and more.

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These adorable 9" x 12" cardstock posters playfully depict music signs and symbols, while concise definitions clearly explain each term. Dynamics, articulations, tempo headings, clefs, accidentals, and more are also included. Educational and entertaining!

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BACH42973_posters Composer Gallery.indd 1 6/20/14 1:51 PM

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2018–2019 New Classroom Resources - images.alfred.com · MUSIC SYMBOL PARADE PARADE M U SI C Y MB O L 2018–2019 New Classroom Resources. 3 Please refer to pages 4–8 for excerpts