Posted on

PlayMotion Music Module #1: Imaginative Movement

Step By Step Instructions:
1. Before you present this material to your students, prepare by watching the videos and practicing the movements and choreography that go with each song and activity.
2. Read along with the lyrics on the song cards to learn how to sing along with each song.
3. When you are ready, gather the children in the group space. Have your audio player ready with the music. Have the song cards ready to guide you with the Instructions, Introduction (what you say to the children to introduce the song before starting the audio) and the Song Lyrics.
4. Introduce the first song then start the audio track and model the movements to show the children how to move their bodies.

______________________________

Shake Shake Shake Your Hands

Shake Your Hands Audio:

 

Shake, Shake, Shake Your Hands

Instructions:Have the children sit on the edge of the rug facing toward the center. Join the children in the group either on the floor or in a chair. Have your CD player within reach. Tell the children “All right friends, we are going start by shaking our hands.” Shake your hands to demonstrate. Start Track #1 on the CD. Go through the activities with the children as directed by the CD.

Intro: It’s time for a song about shaking your hands. Show me how you shake, shake, shake your hands right now!

Lyrics: chords: A E A D E A
Shake, shake, shake your hands x3
Now get up its time to stand
Jump, jump, jump so high x3
You can almost touch the sky
Jump and clap, jump and clap x3
Now your feet go tap, tap, tap
Stretch, stretch, stretch up high x3
Wiggle your fingers far and wide

______________________________

Movin’ Your Body Blues

Movin’ Your Body Blues Audio:

 

Moving’ Your Body Blues

Instructions:
Have the children stand on the edge of the rug facing toward the center. Say, “Now we are going to tap one foot like this.” Model the action of tapping your foot. Ask the children to do the same. As the song plays model the movements as the song directs you. Track #2

Intro:
Now we are going to tap one foot like this. Show me how you tap your foot on the floor!

Lyrics: chords: A E A E B7 A E
Tap one foot
Make it bounce up and down
Now tap the other foot, make it go to town
Wiggle your shoulders, turn your self around
Now clap your hands (clap, clap)
Clap your hands (clap, clap) X3
Stomp your feet, feet, feet X2
Clap your hands (clap, clap) X2
Wiggle your shoulders & turn your self around
Now move your arms like a chicken & make a chicken sound
Move your arms like a chicken & make a chicken sound
Wiggle your shoulders & turn your self around
Now clap your hands (clap, clap)
Clap your hands (clap, clap) X3
Stomp your feet, feet, feet X2
Clap your hands (clap, clap) X2
Wiggle your shoulders, Turn your self around

______________________________

Riding On A Train

Riding on a Train Audio:

 

Riding On A Train chords: G C D

Instructions:
You are going to form a train with the children. You will be the leader. Choose one child to follow you and show the children how to line up with their hands on the shoulders of the child in front of them. Lead the train around the room. It’s fun to lead the train on a route around the tables and furniture in the room. Track #3

Intro:
Tell the children they will be riding on a train. Say “There are three sounds to make in this song: the whistle goes woo! woo!” Have the children repeat the sound. “The conductor says all aboard!” Have the children repeat it. “The bell goes ding, ding, ding!” Have the children repeat the bell sound.

Lyrics:
Riding on a train X2
Goin’ so fast,
Riding on a train
The whistle blows “woo, woo” X3
Riding on a train
Riding on a train X2
Goin’ so fast,
Riding on a train
The conductor says “All aboard!” X3
Riding on a train
Riding on a train X2
Goin’ so fast,
Riding on a train
The bell goes “ding, ding, ding!”X3
Riding on a train
(slower)
Now were goin’ up the hill
Riding on a train
Climbing up the hill
Riding on a train,
Now were at the top
Riding on a train
(faster)
Now were going down the hill
Riding on a train
The whistle blows “woo, woo” X3
Riding on a train
The conductor says “All aboard!” X3
Riding on a train
The bell goes “ding, ding, ding!” X3
Riding on a train
(slow down)
Now were coming to the station,
Riding on a train,
coming to the station
Riding on a train…..

______________________________

Animals on the Move

Animals on the Move Audio:

 

Animals on the Move chords: Am Em7 B, A G# F#

Instructions:
During this song, the children will be crawling, hopping and flying around the group space. Make a point about the “Invisible Bubble” in your introduction and be alert for any bumping or pushing during the song. When children do bump or push their friends, gently remind them to move where there is room for their body. Track #4

Intro:
Tell the children, “Now we get to move our bodies like different kinds of animals. The first one is a spider crawling on the floor. You can do the backwards crab crawl or a frontward crawl. But first, put your invisible bubble around your whole body. That means that your body will not bump or touch your friends body. Make sure that you move your body where there is room to go without bumping your friends.”

Lyrics:
Spiders are creeping X4
Creep around the circle and stop
Snakes that slither X4
Slither round the circle and stop
Dolphins are swimming X4
Swim around the circle and stop
Birds are flying X4
Fly around the circle and stop
_________________________
Now think of all the animals in the whole world and move you’re body like any animal that you choose… here we go!
Animals are on the move, on the move
Be any animal that you choose, that you choose
In the forest, in the trees, in the jungle, or in the sea
Animals are on the move
I see some tigers that are crawling in the jungle
I see whales swimming in the ocean
I see all kinds of animals
Now turn into an elephant
Elephants walking X4
Walk around the circle and stop

______________________________

Body Echoes

Body Echoes Audio:

 

Body Echoes
Instructions:
Start a “call and response” rhythm with the children using clap, stomp, knees and jump. Have the children say the word as they echo the action.
________________________

The CD is optional for this activity. Once you learn how to do it you may want to lead the children on your own. Track #5

Intro: Start with the children standing on the edge of the rug. Say “Now it’s time for Body Echoes. I go first and you go after me.”

Lyrics:
Clap, Clap, Clap
Knees, Knees, Knees
Stomp, Stomp, Stomp
Jump, Jump, Jump
(continuing with varying combinations of these)

______________________________

Kye Kye Kule (Chay Chay Koo-lay)

Kye Kye Kule Audio:

 

Kye Kye Kule (Chay Chay Koo-lay)
Instructions:
This is another “call and response” song. Have the children say the word as they echo the action. Each time the song repeats, it get’s faster!
________________________
The CD is optional for this activity. Once you learn the song you may want to lead the children on your own. Track #6

Intro:
This is a song from Africa called Chay Chay Koo-lay. I go first and you go after me.

Lyrics:
Chay Chay Koo-lay
Chay Chay Koh-fee sah
Koh-fee sah lahn-gah
Kah-kah shee lahn-gah
Koom ah-dehn day
Koom ah-dehn day
Koom ah-dehn day
Hey!

______________________________

Five Pterodactyls

Five Pterodactyls Audio:

 

Five Pterodactyls
Instructions:
In this song the children will stretch their arms out like the branches on a tree. Model the movement by turning to the side, planting your feet wide apart and stretching out your arms. Once you learn the song you may want to lead the children on your own. Track #7

Intro:
This song is about Five Pterodactyls sitting on a dead tree.
A pterodactyl is a kind of dinosaur that can fly. In this song we will be saying “sitting on a dead tree”. Then we stretch out our arms like branches on a tree.

Lyrics:
Five Pterodactyls X3
sitting on dead tree
Oh no, one has flown away
What a shame

Four Pterodactyls X3
sitting on dead tree
Oh no, one has flown away
What a shame

Three Pterodactyls X3
sitting on dead tree
Oh no, one has flown away
What a shame

Two Pterodactyls X3
sitting on dead tree
Oh no, one has flown away
What a shame

One Pterodactyls X3
sitting on dead tree
Oh no, one has flown away
What a shame

No Pterodactyls X3
sitting on dead tree
Oh look, one has returned
Let us rejoice!

One Pterodactyls X3
sitting on dead tree
Oh look, one has returned
Let us rejoice!

Two Pterodactyls X3
sitting on dead tree
Oh look, one has returned
Let us rejoice!

Three Pterodactyls X3
sitting on dead tree
Oh look, one has returned
Let us rejoice!

Four Pterodactyls X3
sitting on dead tree
Oh look, one has returned
Let us rejoice!

Five Pterodactyls X3
sitting on dead tree

______________________________

Let Me Hear the Music

Let Me Hear The Music Audio:

 

Instrument Time

Have the children sit on the edge of the rug and pass out the instruments. It’s fine for the children to try out their instrument during this time.

Let Me Hear the Music chords: A D A D E

Instructions:
This is a fun instrument song that helps the children learn the sounds and names of various instruments. Each instrument gets it own turn, then they all come together at the end. During the song, help the children remember when it is their turn to play and when to let another instrument have a turn. It can take a while for them to learn this, so the first few times it’s ok for them to play even when it’s not their turn. Track #8

Intro:
This is a song about all our instruments. Let me hear you play along!

Lyrics: chords: A D A D E
Let me hear the music as we play our instruments X3
We play and then we stop!

Let me hear the music as we play upon the drum X3
We play and then we stop!

Let me hear the music as we play the shakers X3
We play and then we stop!

Let me hear the music as we play the scrapersX3
We play and then we stop!

Everybody play!
Everybody play together, everybody play
Everybody play together, We play and then we stop!

______________________________

Rhythm Sounds

Rhythm Sounds Song Audio:

 

Ti-ti 6 up To-o 6 up Digidigi 5 up Ta 6 up

Rhythm Sounds

Instructions:
Take out your Rhythm Sound Cards and select the Ta sound. Show the children the card and say “This sound is called Ta. How many dots does Ta have? That’s right, it has one dot. That means it gets one sound like this.” Use your shaker to demonstrate the Ta sound. Then demonstrate Ta on the scraper, triangle, bells and drum. Repeat with all the sounds. Start Track #9

Intro:
Now it’s time for Rhythm Sounds. The first sound is called Ta. How many dots does Ta have?

The Sounds:
Ta: One dot. It gets one sound from the instruments.

Ti-ti: Two dots. It gets two sounds from the instruments.

Digidigi: Four dots. It gets four sounds from the instruments.

To-o: One dot. It gets one long sound from the instruments.

______________________________

Bird, Frog & Crocodile Story

Bird, Frog & Crocodile Audio:

 

Bird, Frog & Crocodile Story
Instructions:
This is an interactive musical story. The children use percussion instruments to create the sounds and atmosphere as the instructor gives the narration.

The drums make the sound of elephants running through the jungle. The scraper makes the sound of the frog. The slide whistle, played by the instructor, makes the sound of the bird. The shakers, cymbals and bells make the sound of splashing water.

With all the children sitting in their circle spot;
Start Track #10.

Intro:
This is a story about a bird, a frog & the crocodile. In this story, the drums make the sound of elephants running through the jungle. Play your drum like elephants running through the jungle now. The scraper is the frog sound. Let me hear the scraper make the frog sound now. The triangles, shakers and bells are the splashing water. Let me hear the triangles, shakers and bells make the splashing water sound now.

The Story:
Once upon a time, there were two friends: the bird (slide whistle) and the frog (scraper).They were sitting by the river talking about what kind of bugs they ate for breakfast. They didn’t know it, but in the water was a big, hungry crocodile! He was looking for something to eat when he saw the bird (slide whistle) and the frog (scraper). The crocodile said “I’m gonna have them for my lunch.” He swam closer and closer and closer until he was right next to them, but they still didn’t see him. The bird didn’t see him (slide whistle) and the frog didn’t see him (scraper). Suddenly, the crocodile jumped out of the water (shakers, cymbals, bells) He opened up his big jaws and he was just about to eat up the bird and the frog when the elephants went running through the jungle (drums). It was so loud that it scared the crocodile. He jumped back in the water and swam away as fast as he could go (shakers, cymbals, bells). And the bird (slide whistle) and the frog (scraper) were safe and sound.

Collect the instruments

______________________________

Color Song

Color Song Audio:

 

Color Song

Instructions:
This song concludes the music group. When it starts the children will know that music time has come to an end. You can also use this song to have the children line up to go outside by saying “line up” instead of “stand up”. Track #11

Intro:
We have one more song in our music time today. Notice what colors you have on your clothes today. It’s time for the color song!

The Lyrics: chords: G C D
Color song, color song
Now its time for the color song
When I say the color you’re wearing today
Stand up right away
Green stand up
Blue stand up
Pink and purple stand up
Orange, red, yellow, white, black, grey stand up right away

Color song, color song
Now its time for the color song
When I say the color you’re wearing today
Sit down right away
Green sit down
Blue sit down
Pink and purple sit down
Orange, red, yellow, white, black, grey sit down right away

Color song, color song
That was the color song
All of the colors we said today make us say hooray!

______________________________

PlayMotion Music Module #1 Handbook PDF

PlayPlay