Resource Notebook

Section One: Songs/Rhymes

Los Pollitos (The Chicks)

Scale: Major
Melodic Elements: do re mi fa (ti ti ti ti) sol sol (ta ta)
Rhythmic Elements: ti ti ti ti ta ta
Other Elements: Up and down D major scale; spanish
Form: AB
Instructional Uses: Scales, eighth notes, 2/4, spanish, solfege
Source: “El Patillo de Mi Casa,” #79
Grade Level: K-1

Doggie Doggie

Scale: 3-note
Melodic Elements: sol mi la sol mi (ta ti ti ta ta); sol sol la (ti ti ta)
Rhythmic Elements: ti ti ti ti ti ti ta; ta ti ti ta ta
Other Elements: Solfege, repetition, leaps, echo song
Form: AB
Instructional Uses: Leadership opportunities, call-and-response, individual performance, solfege,
movement, 2/4, eighth notes, vocal identification game
Source: Curriculum Guide; Killeen Independent School District, Killeen, TX (1994).
Grade Level: K-1

Snail, Snail

Scale: 3-note
Melodic Elements: sol mi sol mi (ta ta ta ta)
Rhythmic Elements: ta ta ta ta
Other Elements: Repetition, solfege
Form: Phrase (AB)
Instructional Uses: Movement, spiral game (and others), solfege, 2/4
Source: Eleanor Locke, ​Sail Away: 155 American Folk Songs to Sing, Read, and Play​ (Boosey
and Hawkes, 1989), page 4.
Grade Level: K-1

Bow, Wow, Wow

Scale: Pentatonic
Melodic Elements: sol sol sol la sol mi do (ti ti ti ti ti ti ta)
Rhythmic Elements: ta ta ta
Other elements: Repetition, scalar
Form: Phrase (AB)
Instructional uses: Solfege, movement, 4/4, eighth notes, vocal identification game
Source: Slight variant of version from ​120 Singing Games and Dances for Elementary School ​by
L. Choksy and D. Brummit (Prentice Hall), page 49.
Grade Level: K-1

Coca-Cola
Scale: None
Melodic Elements: Chant
Rhythmic Elements: ti ti ti ti ti ti ta
Other Elements: Repetition, lyrics, chant
Form: Repeated chant
Instructional Uses: Movement, games, rhythm (eighth notes), echoing
Source: Curriculum Guide; Killeen Independent School District, Killeen, TX (1994).
Grade Level: K-1

Fishpole Song

Scale: Pentatonic
Melodic Elements: do do do mi do (ta ti ti ta ta)
Rhythmic Elements: ta ti ti ta ta; ta ta-a
Other Elements: Repetition and lyrics; echo song; octave
Form: AB
Instructional Uses: Echo song, lyrics, movement, 4/4, range, rote song, cut time
Source: ​An American Methodology​, Eisen and Robertson, page 300.
Grade Level: 1-2

Charlie Over the Ocean

Scale: Pentatonic
Melodic Elements: do do do do do re mi (ta ti ti ti ti tum tum); do do do do re mi (ta ti ta ti tum
tum); do do la sol (tum tum ti ta)
Rhythmic Elements: ta ti ti ti ti tum tum; ta ti ta ti tum tum; tum tum ti ta
Other Elements: 6/8, syncopation, rests
Form: AB
Instructional Uses: Creativity games, Chase game, movement, 6/8, leadership opportunities,
individual singing, call-and-response, echo song
Source: Slight variant of versions from ​The Little Black Bull ​J. Trinka (GIA Publications), page 8
and ​120 Singing Games and Dances for Elementary School​ by L. Choksy and D. Brummit
(Prentice Hall), page 60.
Grade Level: 1-2

Walk Along John

Scale: Pentatonic
Melodic Elements: do do la sol do do mi re do (tim ka ta ta tim ka ta ta ta)
Rhythmic Elements: tim ka ta ta tim ka; ta ta ta
Other Elements: Cut time, syncopation, repetition, tempo
Form: AB (or AA’BB)
Instructional Uses: Movement, rote song, syncopation, cut time, tempo, changing lyrics,
Source: ​Bought Me a Cat​, Trinka, page 24
Grade Level: 1-2

How Many Miles to London Town?

Scale: Pentatonic
Melodic Elements: mi sol mi do sol la do sol (ti ti ti ta ti ta ti tum)
Rhythmic Elements: ti ti ti ta ti ta ti tum
Other Elements: 6/8, leaps, solfege, repetition
Form: AB
Instructional Uses: Multiple verses, 6/8, pentatonic test, range, tempo, solfege, rote song
Source: ​My Singing Bird​,​ ​Erdei and Knowles, page 24.
Grade Level: 1-2

Barbara Allen

Scale: Pentatonic
Melodic Elements: sol la do re (ta ta ta ta)
Rhythmic Elements: ta (anacrusis) ta ta ta ta
Other Elements: Pickup note, dotted quarter note, slurs, steps
Form: AB
Instructional Uses: Multiple verses, pickup note, solfege, range, half note ending
Source: ​Folksongs of Florida​, Alton C. Morris, Gainesville, Fla.: University of Florida Press,
1950.
Grade Level: 1-2

Here Comes Doctor Riding

Scale: Pentatonic
Melodic Elements: do do do re mi (ti ti ti ti ta)
Rhythmic Elements: ti ti ti ti ta
Other Elements: nonsense words, repetition
Form: AB
Instructional Uses: 2/4, nonsense words, solfege, lyrics, contextual understanding, rote song
Source: ​First Steps in Global Music​, Howard, page 110.
Grade Level: 1-2

All ‘Round the Brickyard

Scale: Pentatonic
Melodic Elements: mi do re do (ti ti ti ti); do do la do (ti ta ti ta-a); sol sol sol la sol (ta ti-ri ti ta)
Rhythmic Elements: ti ta ti ta-a; ti ti ti ti
Other Elements: Leaps, syncopation
Form: AB
Instructional Uses: Leaps, rhythms, 2/4, dotted eighth-sixteenth notes and dotted quarter notes,
dancing, thirds, leadership opportunities
Source: “My Singing Bird,” #35
Grade Level: 2-3

What Makes the Wild Cat Wild?

Scale: Pentatonic
Melodic Elements: sol sol sol la sol (ti ti ri ti ti); do mi (ta ta)
Rhythmic Elements: ti ti ri ti ti; ta ta
Other Elements: Possible cut time, pick up note, tempo, repetition
Form: AB
Instructional Uses: Rhythm (sixteenth notes), tempo, cut time or 2/4, repetition (movement and
creativity activities)
Source: ​My Singing Bird​, #13.
Grade Level: 2-3

Tony Chestnut

Scale: Major
Melodic Elements: sol mi sol mi sol la sol mi (ta ta ta ta ta ta ta ta)
Rhythmic Elements: ta ta ta (quarter rest)
Other Elements: Scalar, repetition, thirds, rests, quarter notes, dotted half note
Form: AB
Instructional Uses: Movement, solfege, introduction to major, quarter notes, 4/4
Source: Curriculum Guide; Killeen Independent School District, Killeen, TX (1994).
Grade Level: 2-3

The Bridge of Avignon

Scale: Major
Melodic Elements: do do do re re re (ti ti ta ti ti ta); mi fi sol do (ti ti ti ti)
Rhythmic Elements: ti ti ta ti ti ta; ti ti ti ti
Other Elements: Eighth notes, leaps, octave, french
Form: AB
Instructional Uses: Tempo, french, solfege, 2/4, range, rote song, spiral game, key signature
Source: ​Conversational Solfege 1 ​(Teacher’s Manual), John Feierabend (1995), page 93. GIA
Publications
Grade Level: 3-4

It Ain’t Gonna Rain No More

Scale: Major
Melodic Elements: mi mi do do (ti ti tim ka); do do do mi mi re (ti ti ri ti ti ta)
Rhythmic Elements: ti ti tim ka; ti ti ri ti ti ta
Other Elements: Partner song, clapping, rhythm, major
Form: Phrase (AB)
Instructional Uses: Partner song, movement, clapping, sixteenth notes, major, 2/4, key signature,
solfege
Source: Library of Congress AFS 349 B1
Grade Level: 3-4
Sagidi Sapopo

Scale: None
Melodic Elements: Chant
Rhythmic Elements: ti ti ri ti ti ri
Other Elements: Chant, repetition
Form: Repeated chant
Instructional Uses: Movement, games, rhythm (sixteenth notes), contextual understanding,
cultural diversity, leadership opportunities, echoing
Source: ​Philippine Children’s Songs, Spoken Rhymes, and Games for Teaching, Book One,​
Miriam Factora, (Self Published, 2003), page 122.
Grade Level: 3-4

Round and Round

Scale: Modal
Melodic Elements: fa mi re do do (ti ti ta ta ta)
Rhythmic Elements: ta ta ta ta; ti ti ta ta ta
Other Elements: Modal, lyrics, steps
Form: Unbalanced period (AB)
Instructional Uses: Modal, lyrics, 4/4, movement, rote song, abstract lyrics, lower range
Source: ​A Circle is Cast,​ page 28.
Grade Level: 3-4

A la Puerta del Cielo

Scale: Major
Melodic Elements: sol do do re mi fa (ti ti ti ti ta ti); sol fa fa mi re (ta ti ti ta ta)
Rhythmic Elements: ti ti ti ti ta ti ti; ta ti ti ta ta; ta ti ti ti ti ta
Other Elements: Steps, spanish, key signature, slurs, repetition
Form: AABA’
Instructional Uses: Spanish, contextual understanding, key signature, slurs, repetition, movement
Source: ​Singing America,​ Augustus D. Zanzig, Boston, Mass.: C. C. Birchard and Co., 1940.
Grade Level: 3-4

Shenandoah

Scale: Major
Melodic Elements: mi do mi la sol (ta-a ti tim ka ta-a)
Rhythmic Elements: ti ti ti tum; ti ti ti ti tum; ta-a ti tim ka ta-a)
Other Elements: Verse-refrain, anacrusis, ties, dotted half notes, dotted quarter notes, leaps,
fermata, multiple verses
Form: Verse-refrain
Instructional Uses: Contextual Understanding, anacrusis, ties, dotted rhythms, multiple verses,
verse-refrain, key signature, ensemble singing
Source: ​Folk Songs of North America,​ Alan Lomax, Garden City, NJ.: Doubleday, 1960.
Grade Level: 4-5

Come, Thou Fount of Every Blessing

Scale: Major
Melodic Elements: sol sol sol mi la la la mi (ti ti ti ti ti ti ti ti); sol sol sol la mi re do mi (ti ti ti ti
ti ri ti ta)
Rhythmic Elements: ti ti ti ti ti ti ti ti; ti ti ti ti ti ri ti ta
Other Elements: Harmony, verse-chorus, slurs, sixteenth notes, repetition, range
Form: Verse-chorus (or AABB)
Instructional Uses: Harmony, verse-chorus, sixteenth notes, range (melody in lower voice), key
signature, ensemble singing
Source: The Beehive Band, “Mormon String Band Music from Utah,” Library of Congress
Homegrown Concert Series, 2008.
Grade Level: 4-5

Ring, Ring the Big Bell

Scale: Major
Melodic Elements: sol sol sol/do do do (ti ti ri)
Rhythmic Elements: ti ti ri; ti ti ta
Other Elements: Harmony, clapping, sixteenth notes, syncopation
Form: Phrase (AB)
Instructional Uses: Contextual understanding, movement (clapping), sixteenth notes,
syncopation, harmony introduction, solfege
Source: Library of Congress AFS 88 A1
Grade Level: 4-5

Debka Hora

Scale: Minor
Melodic Elements: mi do re (ti ti ti); la si do re re (ti ti ri ti ti); do si la (ti ti ta)
Rhythmic Elements: ti ti ti ti ri; ti ti ta; ti ti ri ti ti
Other Elements: Up and down an E minor scale; repetition/repeats, tempo, nonsense words
Form: AABB (or AB)
Instructional Uses: Minor, repetition/repeats, nonsense words, tempo, movement, contextual
understanding, 2/4, sixteenth notes, possible round
Source: ​150 Rounds for Singing and Teaching,​ edited by Ed Bolkovac and Judith Johnson,
Boosey and Hawkes, page 13 (1996).
Grade Level: 4-5

Inez

Scale: Minor (harmonic)

Melodic Elements: do la la si sol la (ta ti ti ta ta ta); la si do re mi mi mi mi (ti ti ti ti ti ti ti ti)
Rhythmic Elements: ti ti ta ta ta; ta ti ti ta ta ta; ti ti ti ti ti ti ti ti
Other Elements: Spanish, first and second endings, repetition, verse-chorus, pickup, syncopation
Form: Verse-chorus (AA’BB)
Instructional Uses: Spanish, first and second endings, verse-chorus, pickup, syncopation,
ensemble singing, minor
Source: ​Latin American Children Game Songs​, Henrietta Yurchenco, ed., Folkways FC 7851,
1969.
Grade Level: 4-5

Coffee Grows on White Oak Trees

Scale: Major
Melodic Elements: do mi sol (ti ti tum); sol la sol mi (tum ti ti ti)
Rhythmic Elements: ti ti tum; tum ti ti ti; ti ti ri ti ri ti ri ti ri ti ri
Other Elements: Ties, time signature changes, repeats, verse-refrain, lyrics, tempo, do-mi-sol
Form: Verse-chorus with refrain (or AB)
Instructional Uses: Tempo changes, ties, time signature changes, lyrics, rhythm, movement
Source: Library of Congress AFS 656 B1
Grade Level: 5-6
 Section Two: Listening Activities, Instrumental Ensembles, Games

Bow Wow Wow

Students will first sing “Bow Wow Wow,” then play on recorders. Students at this age may only
play measures 1-2, then measure 4 (3 notes) and sing measure 3 if applicable. Once this is done,
students can take turns improvising on measure 3 with “B,” “A,” and “G.” The teacher can
experiment with this, having the entire class play the non-improvised and improvised parts all
together. Then, the teacher can have everyone play the non-improvised parts, then only one
student on the improvised part. This can also be done in groups. For even deeper improvisation,
the students may eventually improvise on the same rhythm as “Bow Wow Wow,” depending on
their rhythmic capabilities. Students can take turns performing their song.
Grade Level: K-1

Bubble Game
Have students “blow up their bubble.” Emphasize the idea of not going near anyone else’s
bubble and to spread out. If one pops another’s bubble, they may have to sit still for a few
seconds (classroom management). The teacher will play contrasting types of music on the piano
for which the students will move around the room while in their bubble. Sweeping arpeggios for
more smoother movements can be used, or heavy chords for more forceful movements can be
used, and likewise. The teacher can make comments on the student’s movements either in the
middle of playing for them, or may pause to discuss options. The teacher may want to address
ideas like how the feet move, mannerisms, speed, and other elements. Discuss with the students
what about these types of music made them move in such ways. Make sure to pop your bubble at
the end!
Grade Level: 1-2

Drum Game
This game is a perfect activity to use at the end of a lesson, and can be a great review of rhythms.
The teacher will first demonstrate by calling up one student to the front of the room with them
and the drum. Make sure the rest of the class can see and hear. The practice student will turn
around and close their eyes as the teacher plays a simple, short rhythm (can make their own
limitations like using only “ta’s” or “ti ti’s” for example). The student will then say “echo” and
repeat the rhythm. If the rest of the class will put their thumbs either up or down as to whether or
not they think the same rhythm was played. If it was not the same rhythm, the student will get
two more tries to get the correct rhythm. This will then be with two students from now on. The
teacher can monitor the difficulty of rhythms, and can help make the rhythms slower for repeated
attempts.
Grade Level: 1-2
Hine ma tov

Play recording of “Hine Ma Tov,” and discuss with students where it is from, the language used
and other contextual ideas. Have the students listen again, this time tapping on certain places of
the body directed by the teacher (differentiating the “A” and “B” sections). Have a
powerpoint/presentation displayed during the entire lesson, with symbols to represent the “A”
and “B” sections. While in a circle, gradually make motions more complex and related to future
dance directions. Standing up, go step by step the movements that will be made in the dance with
verbal cues. Have the teacher, with members that know the dance if possible, demonstrate the
dance in the middle of the circle. Connect the dance with the motions and verbal cues made so
far. Then, chunk the dance in sections (remember, only “A” and “B”). Make sure to do a recap at
the end of the lesson on the contextual information from the beginning of class.
Grade Level: 2-3

Twinkle, Twinkle, Little Star

Sing “Twinkle, Twinkle, Little Star” for students, and tell them to note when you change your
hands (ABA form). Have students sing and use the same hand motions, noting when they
change. Present a slideshow/presentation to present a diamond for the “A” sections, then a star
for the “B” section. Make sure the students know what the symbols represent in the song, and
why the diamond sections are the same. Sing the song again, this time making hand motions
more complicated and pointing to sections for clarification. Students can then make up their own
movements. From here, display another slide replacing “A” and “B” for the diamonds and star,
making the connection (“in music, it is called this”). Make sure to note how it always starts at the
beginning of the alphabet, and that it is called the “form” of the piece. Students can sing again if
needed. Now, listen to “Twelve Variations on ‘Ah vous dirai-je, Maman’” by Mozart, and have
the students mirror the teacher’s movements (that are the same as past singing attempts). It is
recommended that the teacher only listens to the first two variations for melody identification.
Ask if the students knew what song was playing. From here, the teacher can introduce Mozart,
giving background information. Listen to the Mozart piece again, asking students to note what
happens to “Twinkle, Twinkle, Little Star.” Responses can be varied, but make sure students
realize the melody is still present somehow. Present another slide or image with three rows of
ABA sections, with necessary repeat marks that shows how Mozart uses the same form over and
over again. Listen again, using the same hand motions to solidify this idea. After this, students
can create their own motions, remembering to keep A section movements the same. Movements
can even get harder after every variation! Make sure to review concepts of form, “ABA,”
Mozart, and the instrument used at the end of the lesson. This lesson can be great when it comes
to online learning as well.
Grade Level: 2-3

Rhythm Snake Game

Around the room, color-coated rhythms will be in a snake formation along the ground (as spread
out as the classroom allows). The snake may be as long as the teacher wishes, according to
classroom size and student numbers. There should be at least 5-6 different rhythms, that are
somewhere on the snake at least 2-2 times. The teacher will be the conductor of the line, to
which the students will follow. The teacher will also play music that the students will move to
match its style. After starting with the music for a bit, the teacher will leave the line and have the
students go around the snake formation for awhile. Monitor student speed and movements.
Eventually, the students will stop on the most adjacent rhythm when the teacher stops the music.
All of the rhythms will be visible on the board, where the teacher will go one rhythm at a time.
Those that are on a certain rhythm will first use syllables, then clap with syllables. The teacher
can repeat this process as long as they wish. At the end, the teacher may even bring all of the
students towards the board with all of the rhythms and do all of them together. This is a great
activity to incorporate matching movement with music, while also reviewing rhythms. Rhythms
can be as easy or as difficult as wanted to be either a review or challenge.
Grade Level: 2-3

Music Alone Shall Live

First, introduce correct recorder fingering for high “E.” The teacher will sing and finger basic to
complex melodic passages pertaining to “Music Alone Shall Live.” First, start with easier notes,
then scalar passages to high “E” and other troubles notes or passages in the piece. Students will
repeat the teacher by singing and fingering on the recorder as well. The teacher will repeat this
process but now while playing (make sure to address recorder playing technique in the high
register). Next, sing through “Music Alone Shall Live” on solfege, then on note names with
fingerings. Students can then attempt to perform on recorders (can start one phrase at a time if
needed). After this, students can play in a round with the teacher, then in two-parts in groups.
This can then go into a three-part round in groups. This tune is great for establishing the major
scale again.
Grade Level: 3-4

John the Rabbit

First, make sure the class knows the words to “John the Rabbit,” including the call-and-response
aspect. Before applying recorders, experiment with students being the call or response, and
likewise. The teacher will sing and finger simple stepwise passages on the recorder. Eventually,
incorporate “D” and “E” into pentatonic and minor passages. For more minor practice, use
solfege in minor. Then, play similar passages in response to the teacher on the recorder. Have
students play “John the Rabbit” on their recorders now, noting the rhythms, similarities, and
differences compared to when they sing. The recorder version may need to be broken down by
phrase and speed because of its length and rhythms. Once proficient on recorders, the teacher can
be the call, to which the students respond, and vice versa. The teacher can then put students into
groups and experiment with the call-and-response aspect. This lesson is great for reviewing
certain notes on the recorder, checking faster rhythms, and being a great introduction to the
minor scale.
Grade Level: 3-4

Ukulele - The Bridge of Avignon

Start the lesson by reviewing “The Bridge of Avignon” singing. Have students carefully get
ukuleles (using any classroom management methods already implemented). Make sure students
are adequately spread out and not distracting towards one another. All together, review
fingerings first for the “F” chord, then strutting the “F” chord. Displaying a visual on the board
or on a slide/presentation will help. Repeat this process for the “C7” chord. Practice as a class
switching between the chords in time with the teacher very slowly. Break students into groups
(in any manner the teacher usually does) and have students check one another’s fingerings and
practice going back and forth between the two chords. Come back together as a class and now
switch chords faster. The teacher may go around checking as well. Present a slide/presentation
showing the sheet music for “The Bridge of Avignon,” having the “F” and “C7” chord labelled
above measures as appropriate. Practice strumming four times a measure, focusing especially on
measures that switch chords. The “C7” chord will be on measures 4, and beat one of measure 8.
Once students are able to play through the entire song proficiently with the teacher singing, go
one measure at a time to practice playing and singing. This lesson is a perfect extension when
first learning the major scale, and when students are first beginning to change chords.
Grade Level: 3-4

12-Bar Blues
Review and sing fingerings for “F,” “Bb,” and “C” on the recorder. Practice by having the
students mirror the teacher in a few scalar passages. Introduce a powerpoint/presentation that
presents symbols for the tonic, fourth, and fifth scale degree with their designated hand signs.
Isolate these notes on the recorder (fingerings first, then play). From here, introduce a slide with
the symbols outlining a 12-bar blues (four blue triangles for “do,” two red triangles for “fa,” and
so on). Play each symbol for four beats with its designated note, practicing line by line. This can
then be performed with a background (iReal Pro). The teacher can then present a background on
12-bar blues, introducing jazz and its origins. This leads to numerous lesson ideas afterwards
where students can study jazz, its characteristics, and move to its music. The recorder section
allows for great review on harder recorder fingerings, and later discussions can be more in-depth
to suit the grade level.
Grade Level: 4-5