ONE SONG + ONE BALL = FUN AND LEARNING!

Introducing the Great Big Ball to the class.

     Hi from Miss Carole at Macaroni Soup:  Active Music for Kids!  In 24 years of teaching Music and Movement, I have yet to find a child who doesn’t like balls!  One of my son’s first 10 words was “BALL!”  after Mama, of course!  His eyes would light up and his hands would reach for any ball in sight!  

So what could be better than a

 “GREAT BIG BALL”?

     To start you need a very large ball.  I have used medicine balls, but prefer an inflated beach ball because it weighs less, can be transparent and is familiar to children.  Google “giant beach ball” and you’ll find lots of options for 42”-48” balls ranging from $5.95 – 23.95.  The one you see in these pictures is a 48” ball that was about $12.  (Even Amazon.com has them!) Also, it’s the end of the season, so check out your local stores for clearances on Summer beach toys.

    Learn the song – the lyrics are VERY simple!  I don’t have an author credit for this song- I don’t know who wrote it or even where I heard it about 15 years ago!  But it stuck in my head – and it will in yours!  If you know who wrote it – please contact me!

Chorus:

Who’s gonna get that great big ball as it rolls around the room?

Who’s gonna get that great big ball as it rolls around the room?

Who’s gonna get that great big ball as it rolls around the room?

We’re gonna find out soon!                                                                          

Passing practice - before singing!

Verse:

Jessie’s got that great big ball                         

Rolling from her head to her toes

Rolling from her head to her toes

Rolling from her head to her toes

Jessie’s got that great big ball

Rolling from her head to her toes

But look out, Jessie – here it goes!

Once passing is going well, start singing!

    What to do:  Introduce the ball to your children once they are sitting in a circle on the floor.  Stand in the middle of the circle to keep the ball moving as the children pass it all the way around the circle once.  Tell them that when you stop singing, whoever the ball is in front of lays down and you will roll the ball up and down their body, from head to toes!  BEGIN!

    Believe it or not, I did this last week with my classes of 4 year olds at the first music class – and they LOVED IT!  If you have some shy violets, they can sit in someone’s lap, and you control where the ball stops – don’t stop at someone who looks the least bit fearful.

    Helpful Hints:

• Get a battery-powered or electric pump – it makes for easy inflation/deflation.
• Remember – passing is a learned skill, not something children innately know how to do.  Take a moment to teach passing.  It will make this activity run smoothly.
• Sometimes a child holds onto the ball – that’s why you’re in the middle – to keep it going!
• If there are more than 10 children, have them lay down 2 at a time – “Joe and James have got that great big ball…” or “2 girls have got that great big ball…

2 boys have got that great big ball...

...rolling from their head to their toes!

  

What is learned?  Cooperation can be fun!  Especially at the beginning of the school year, learning to “share” by passing is an easy thing when done to music!  We’re also saying the names of the children – another chance for classmates to identify each other.  We also create shared experience, or community.  Look at the boy’s face in the left picture above as he shares the excitement with a friend – priceless!

   

   As you see in this last picture, I have EVERYONE lay down and I pass the ball over all of them.  Each child does not get a chance to be singled out with a verse each time we do this song, so this final “EVERYONE LAY DOWN” verse solves the “…but I didn’t get a turn” whine!

    One of the funniest things is how the ball bumps along their tummies - because they're laughing!

   

To hear the song, click here.  It is also available on my newest cd,

“SEASON SINGS!”, which includes 30 great songs like this one!  To purchase it, go to the Recordings page on my website.    

Yours for a Song – and a Great Big Ball!

“Miss Carole” Stephens

Macaroni Soup! Active Music for Kids!  

SUMMER SONGS THAT SING AND MOVE!

It’s Summer, and children can keep moving indoors, outdoors and in-between!  Miss Carole from Macaroni Soup here, and I’m gonna keep it short and sweet this month.  Here are three songs that work well in all environments to keep children 2-6 stretching their bodies, using their voices, making social connections, listening and growing. 

    Aw heck – let’s get singing!

Here we go 'round the Mulberry Bush!

MULBERRY BUSH   This traditional singing game is great for Toddlers through Pre-K students.  Done as a circle game you can add in or substitute whatever activities are appropriate for the children with whom you sing.

     Start out making a circle – we hold hands, but you can also walk in a circle without hand-holding.  As you sing the chorus, walk to the right.

CHORUS:    

Here we go ‘round the mulberry bush

The mulberry bush, the mulberry bush

Here we go ‘round the mulberry bush

So early in the morning!

Stop walking.  Do an activity:  put on our clothes, brush our teeth, walk outside or:

Verse:   This is the way we wash our hands

                 Wash our hands, wash our hands

                 This is the way we wash our hands

                 So early in the morning!

                         

Brush our teeth!

The Mulberry Bush is a very simple song that gets everyone moving, singing and co-operating!   If you don’t know the tune, go to my July 2009 Song of the Month page at my website and hear it there, or find all today’s songs on my cd: “Dancing Feet!”

ONE FINGER, ONE THUMB

   I just love add-on songs – and this one tickles childrens’ funny bones!  Grow the list of additional movements as long as you’d like – and can remember!  With pre-k I usually stop at 5 different movements, K’s can go to 6 or more!

          One finger, one thumb keep moving      

          Keep moving, keep moving

          One finger, one thumb keep moving

          And chase the flies away!

Open and close the finger and thumb on each hand, pincer style, then sweep hands from side to side in front of body to “chase the flies away!”   Repeat song, adding:

          One finger, one thumb, your feet keep moving      

          Keep moving, keep moving

          One finger, one thumb, your feet keep moving

          And chase the flies away!

Chase the flies away - with style!

Now we’re moving!  I love to get to “One finger, one thumb, your feet, your arms, your head, get down/stand up keep moving” – but take suggestions from the students!  They may add their bottoms, elbows, knees, eyes, shoulders – whatever they can move!

     I love this old song – yup, it’s on “DancingFeet”, too, and it was a “Song of the Month” on my website in September 2009.

SKIP TO MY LOU

    You might already know the tune – it’s been sung for almost 100 years!  Here’s my version for 4 – 7 year olds.  It’s a combination dance: circle (for skipping) and partner (clapping and 2-hand swing.)

    Start out skipping in as big a circle as space allows – it’s great outdoors!

Part One:    Skip, skip, skip to my lou

                   Skip, skip, skip to my lou

                   Skip, skip, skip to my lou

                   Skip, skip, skip to my lou,                                    my darlin’!

Stop skipping, tap knees, clap hands, put hands out to sides, palms up, questioningly, for each line:

Part Two: Lost my partner, what’ll I do?                  (4 times, my darlin’!)

Put hand to forehead in “looking” gesture, walk around to find a partner by the end of the verse.

Part Three:   I’ll find another one, how about you? (4 times, my darlin’)

 

Join hands with partner, 2-hand swing!

Part Four:  Circle with your partner, skip to my lou! 

                  (4 times, my darlin’)

Repeat all four parts in sequence at least one more time – we usually do the whole sequence three times!  In just one activity, you get listening skills, social interaction, gross-motor skills, pattern, sequence, singing and FUN!

    Walk this one through several times before you present it to your kids – know the sequence.  I guarantee you’ll be winded at the end of this one!

That’s all, folks!  Enjoy the summer – hope to see you in a workshop, Family Concert or class this Fall!

Yours For a Song AND Dance!

"Miss Carole" Stephens

MacaroniSoup! Active Music for Kids!

Let's Go to a Conference!

Have you sung Mem Fox's Where Is The Green Sheep?

Miss Carole from Macaroni Soup here – with a dozen thoughts on how to get the most bang for your buck from YOUR learning experiences in the coming year.

    Most of us go to a conference or two each year.  Or we attend workshops, inservices, or trainings.  Whatever you call them, we go somewhere to learn something that will enhance our teaching! 

    I present over 75 workshops each year in various settings, and attend a few dozen being presented by others.  In today’s blog I’d like to initiate some brainstorming about what YOU’VE discovered about “going to meetings” that makes it more meaningful.

   Here are my thoughts on the subject.

WEEKS/MONTHS BEFORE THE WORKSHOP:

1.  Read the description of what will be presented.  

Ok, this may sound silly, but I can’t tell you how many times after one of my Active Music workshops I’ve heard, “That was really great – but I had no idea we were going to be actually doing the music activities and singing so much!”  Uh, you were expecting I would describe what it would sound like, play recordings or just sing to you?  With session descriptions which include “participatory music”, “come prepared to move” and “learn by doing” – how could they be surprised?  Ah, they hadn’t read the description!

     Should you be lucky enough to get a conference program BEFORE arriving at the venue, give it a moment of your time.  It may have helpful details on how to get the most from your experience.    

2.  If you’re not familiar with the presenter or the subject matter, do a quick google search to be sure it is what you think it is.  This doesn’t mean you have to read every scholarly paper on the subject – just a quick skim will do.

3.  Make sure you’ve registered!  Sometimes you can save money by registering before a certain date.  You may also get closed-out of a popular session by waiting until the last minute.  

    Stow your registration document in a safe place.  Remember where the safe place is (that’s for folks like myself!)

4.  Write the date, time and location on your calendar.  We’re all really busy – and it’s easy to forget you signed up for something or double-book yourself. 

5.  Tell a colleague or friend about this opportunity!  It’s often more fun to go to a conference or workshop with someone.  Not only do you share the experience, you can help each other remember details about what you’ve heard by comparing notes.

THE NIGHT BEFORE THE WORKSHOP:

6.  Set out what you need to take:

•          Paper and pen for taking notes on what you hear – so that you can use it in your classroom!
•          A water bottle – it’s easy to get worn out without proper hydration.
•          A small snack – if it’s an all-day conference, you’ll want an energy bar or an apple for between workshops!
•          A bag or backpack to carry around your “stuff”.
•          Money – if you intend to purchase a wonderful cd, book, toy – or whatever might be offered.
•          Comfortable clothes and shoes – nothing worse than being uncomfortable!  Bring an extra layer in case the room is chilly.

 7. Get a good night’s  

     sleep.

  I know it’s hard sometimes.  The kids need you.  You’ve got lessons to plan.  You need to see who the Bachelorette kicks off.  But you’re investing the time (and money) to go to a workshop and getting credit hours (I hope) for the training, please take the time to be in your best receptive mode.

AT THE WORKSHOP OR CONFERENCE:

8.  Get there on time!  You’ve committed to it – do it.  Give yourself time to find the venue, the room, the bathrooms, and settle in.

9.   Listen, learn and DO!  Take advantage of all the educational opportunities presented.  If there are chances to be a victim demonstrate a point the presenter is making – go for it!  Practice active listening.  Please don’t hold conversations with the folks around you.  Save networking time for before or after the presentation is over.

10.  Ask questions, comment or clarify what you don’t understand.        

    Presenters should be experts in their field, but we don’t know EVERYTHING.  If the presenter invites your input, don’t be shy!  Whether you’re a new teacher or someone with vast experience, you have something to offer.

11.  Use the time before/after the presentation to network with other attendees or the presenter.  Some of the most interesting people come to workshops, and you must have something in common because you chose the same workshop!  Be sure to shoot a brief email to them when you get home.

AFTER THE WORKSHOP:

12.  Make a time to look over your notes, handouts or website connections.  

    Pick at least one thing you plan to use in the classroom TOMORROW!

                                       

USE IT OR LOSE IT!  

 If that handout goes into a pile on your desk, it may take weeks before you look at it again.  By then, you may not remember how the song went, or what the presenter meant when he said, “Surprise them!”  Sure, that’s what you wrote in your notes, but did it mean you had to wear a bat costume and hang from the ceiling? 

    This is probably the part that I am worst at – the afterward.  I am trying to get better at it.

I’d love to know what tips YOU have for getting the most from a training, workshop or conference. Please comment on this blog!  Is this helpful?

    If you’d like to find out where I will be presenting a workshop, take a look at MacaroniSoup.com – the Event’sCalendar.  This year I’ll be in IA, IL, WI, NY, MA, RI, CA (so far!) – and still waiting to hear about NAEYC!  If you’d like to have a workshop about participatory, developmentally appropriate music that teachers love to use at your conference or school, contact me!  I travel all over the USA and abroad. 

Yours for a Song!

“Miss Carole” Stephens

Macaroni Soup! Active Music for Kids!  

847-384-1404  

DRUMS: Rat-a-tap-tap Rhythms with Reasons!

     Miss Carole of Macaroni Soup beating the bongo here!  Let's talk about drumming with Pre-K and K children!  You don't have to be a music teacher to engage your students in drumming exercises that will benefit their brains and bodies.  Today's blog will get you started.

     Active Music stimulates every area of the developing brain.  Early literacy skills such as rhythm, steady beat, pattern and sequence are a natural part of drumming – and the children just think it’s fun – and “cool!”

EQUIPMENT: You don't need to purchase drums to start.  Container drums are great - the children on the right are using empty baby-wipes containers that I have sealed shut with packing tape.  Empty oatmeal containers, 2.5 lb plastic nut/rice 

jars (mine came from Costco), coffee cans, Tupperware, pots & pans - there are lots of inexpensive (recycle-able) options.  Experiment with the different sounds made by different materials.  The boys in the picture (left) made drums from craft containers - great for storing other smaller instruments such as kazoos, a scarf, egg shaker, inside!

SPACE:  I start with hand drums - leave mallets or drumsticks for later.  I ask the children to sit in a "Safety Zone" - not too close so that they don't accidentally whack-a-friend while drumming!  Drums on the floor - they are not safe or secure on their legs.  They can sit criss-cross, legs folded with the drum in front of them OR in a V-seat with the drum between their legs.  Sitting on knees is ok - but I prefer "drums on the floor, bottoms on the floor!"

TIME:  Keep drumming time short (5-6 minutes to start) and fun.  Accuracy with beat-work will come, but it takes practice and ear-training. Encourage children to listen and do with enthusiasm!

BEAT IT!  Start with easy beats – two hands on the drum, then alternating hands as children become more adept.  Here are some great starters (you can hear this sequence on my Stinky Cake cd):

This is the Way We Play Our Drums (tune: Here We Go ‘Round the Mulberry Bush)

This is the way we play our drums

Play our drums, play our drums

This is the way we play our drums

So early in the morning!

  (speak/sing – these are music dynamics – an opposites, too!)

I can play my drum very softly!   (they play)

I can play my drum very loudly!        “

I can play my drum very slowly!        “

I can play my drum very fast!             “

Tap-A-Drum!  

   Children should use their pointer fingers as “drumsticks” to gently tap the first verse.  Open hand and let’em wail for the second verse!

Tap a drum, tap a drum, tap tap tap

Tap a drum, tap a drum, tap tap tap

Tap a drum, tap a drum, tap tap tap

Tap a drum, tap a drum – SHHHH!

v.2  Bang a drum!

NOTE:  if you put ½ cup of something (popcorn, rice, etc) in the drum before sealing it, you can do v.3 – Shake-A-Drum!  It's a favorite.  We do some additional "listening" to determine who has rice (soft sound) and who has beans (louder sound).

   

 Now let’s add a familiar song:

This Old Man

This old man, he played one                 hold up one finger

He played knick-knack on my drum     tap drum

With a knick-knack, paddy-whack      beat drum with alternating hands

Give a dog a bone                                in time with the song

This old man came rolling home!          Roll hands in front of you

v.2  he played knick-nack on my shoe – tap shoe

v.3  he played knick-nack on my knee – tap knee

v.4  he played knick-nack on the floor -  tap floor

Echo Drumming – you play a pattern, then the children echo it!  We start "hands on knees" (picture right) so that they listen first, then repeat what they heard.

    I would not add this activity until after a few drumming sessions.  With children 2 – 6 years old, I start by using the syllable “ba” for each beat.  It emphasizes the sound, and they can copy it with greater accuracy.

BA BA BA!   (they play the even, steady beat back to you – BA BA BA!)

BA BA BA BA BA!          (they echo)

BA BA BA BA BAH BA  (they echo)

BA (rest) BA BAH BA!     (they echo)

Now let’s get up and put the beats in our feet.  This is a Kodaly-based pattern.  I use a mini-timpani drum – but anything that you can beat out a good, loud beat with will work!  Be sure the children are all travelling in the same direction.  This is a spoken piece.  When you're done, let each child have a chance to play the larger drum, encouraging them to play both loud and quiet.

When the Drum Says…

Walk walk walk when the drum says walk

When the drum says stop, you stop!    (pause)

Jump jump jump when the drum says jump

When the drum says stop, you stop!     (pause)

Run run run when the drum says run

When the drum says stop, you stop!      (pause)

Tiptoe, tiptoe tiptoe when the drum says tiptoe

When the drum says stop, you stop!     (pause)

The Beats:  The “walk” beat is a medium tempo and steady.  My “jump” beat is 2 quick beats with a slight pause – as in a gallop tempo.  “Run” – fast, but not too loud!  “Tiptoe” beat is quiet and quick.

NOTE:  As the children get more familiar with the different beat patterns, you can stop saying the lyric and just beat the rhythms.  They should be able to identify what rhythm goes with what movement.

    There are many wonderful types of drums: wave drums, bongos, djembe, etc.  But even mastering the activities above is a great way to introduce your children to the joys of rhythmic drumming!  Children of all abilities love to drum – what are you waiting for???

Yours for a Be-bop-a-loo and a Wham-bam-boo!

“Miss Carole” Stephens

Macaroni Soup! Active Music for Kids!

This Is A Child On Music!

 Hi!  I'm Miss Carole of Macaroni Soup!   Today I'm going to let the pictures do most of the talking!  But a few wise words in preface:
"The more participation there is with music early on — through singing and movement — the more it simultaneously activates multiple levels of the brain. If you look at the corpus callosum [of someone who plays music] there are more connections made between right and left sides. A child who is moving, dancing and singing learns coordination between their eye, ear and sound early on. And [the experience of participating in music education] helps integrate the social, the emotional and the real context of what we’re learning. There are studies that show children who play music have higher SAT scores, that learning to control rhythm and tempo not only help them get along with others but plants seeds for similar advantages when we get much older."                

   by Thomas Rogers on Salon.com  10/23/2011

     Need more convincing?  It seems that every week there is a new scientific study touting the importance of music in creating a healthy brain and body for a young child.  Today I'm going to share some tidbits from research along with pictures of children participating in musical activities.
Look closely at the faces.

Read the body language.


Then find a child to sing and dance with!

GROUP COHESION and SOCIAL BONDING BENEFITS!
Researchers Sebastian Kirschner and Michael Tomasello said the following in their report, "Joint Music Making Promotes Prosocial Behavior in 4-Year-Old Children", from Salon.com:
"...Children who had previously made music together were significantly more likely to spontaneously help each other.  We propose that music making encourages the participants to keep a constant audiovisual representation of the collective intention and shared goal of vocalizing and moving together in time - thereby effectively satisfying the intrinsic human desire to share emotions, experiences and activities with others."

    A lot of big words?  Yes!  Boiled down:  Children who sing and dance together become emotionally healthier!  Look at this face!

MEMORY AND INSTRUCTION
    It has long been believed that children retain more of what they learn if we put it in a song.  If I ask you, "What is the letter before G?"  Yes, you got it - but HOW?  Did your brain do a quick run of "The ABC Song?"  That's how must of us get the answer!  That song is hard-wired in our brain from a very early age, and is easily retrieved when needed. (Hope you said "F"!)
    When you need the children you teach to remember how to get down the hallway quietly and in an orderly manner, have you got a walking song?  Or a Hand-Washing song?  Or a Clean-Up song?  Sure!  Not only does it make the task easier, we can instill directions and an attitude about the job right in the little ditty!




ATTENTION GRABBER!
   Need I say more?  Music will help children focus, listen, look - it's a stimulant for many senses!  The simple echo drumming activity in the picture at left (yes - those are baby wipes containers that I use for drums!) has everyone listening and participating.

    The children in the picture here --->  are intent on the motions and instructions in a concert presentation.  

HOORAY FOR MUSIC AND MOVEMENT!
     It's accessible to children and adults of  ALL abilities.  It makes us grow and thrive!

  TURN ON TUNES, TUNE UP BRAINS AND BODIES!!


Yours for a Song!
"Miss Carole" Stephens
Macaroni Soup! Active Music for Kids!