Driving My Tractor - Lesson 11 Song Jungle Tots Jungle ... · Children to place toy in lap and clap to the beat (as an ... Parents to shake child's hands as if ringing the bell. The

82

Driving My Tractor - Lesson 11

Song Jungle Tots Jungle Friends Management

A Parent to assist child to sway Beanie Toy from side (count 1,2) to side (count 3,4)

It’s Music Time

B Children to place toy in lap and clap to the beat (as an alternative children can hold Beanie Toy and jump up and down)

A Child to tap Beanie Toy from one knee (count 1,2) to other knee (count 3,4)

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e 1

Parents and children sitting in a circle facing the centre

B Children to place toy in lap and clap to the beat

This activity can be done either sitting or standing. If the children become overstimulated complete this activity sitting down.

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Barnyard Bop

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e 2

Parents and children sitting in circle facing centre

Hold beanie toy and tap on relevant body parts. For children & parents who are unfamiliar with body solfege prep prior to starting music.

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e

A Parent slides palm up and down child's back. Parent “wriggles/tickles” fingers on child's back, then places hands flat for “stop”

B For “slide” parent holds one of child’s arms out and slides hand firmly along it. Parent to support child around tummy as they do slides Use “wiggle” to prepare other arm. Repeat “slide” for other arm.

Sens

ory

Up Down Wiggle

17

Children on parent’s laps sitting sideways

bridge Gently stoke hands like “windscreen wipers” on child's back

Sensory

83

Jungle Music Lesson Plans - Tots & Friends Driving My Tractor – 11 © Music Ink Pty Ltd

Introduction Rock child gently from side to side.

The mouse Parents to lift child's hands high.

clock struck one/two/three

Parents to shake child's hands as if ringing the bell.

The mouse.. Parents to open legs and drop child.

Lapr

ide

Hickory Dickory Dock

20

Parents sitting on floor with children on their laps facing centre

Hickory… Return child to parents lap & gently from side to side.

Remind parents to listen for the instruction (the clock struck …) before completing the action.

Lapride

Prep Child and parent sitting on floor facing one another. Children on inside circle Teacher to position parachute over children Parent and children to hold parachute so that children are covered.

Hide ‘n’ Seek

A (wonder..) Gently rock childrens’ hands and parachute side to side.

B (Playing hide and seek..)

Parent to assist child to “peekaboo” with the parent. On “up you pop” parent to assist child to stand and turn around.

Circ

leti

me

6 Parents sitting in circle facing centre. Children facing parents C (hey look

at me) Float parachute up and down. Parachute floats high enough to see friends on the other side.

Place parachute in circle centre then place over children when they are in position. Parent continues to hold child's hands.

Circletime

84

prep Place four tuns in a row in front of child.

Place tambourine in front of tuns.

Tun, tun, tun, tun Child to tap four times on the tambourine as say the rhyme

There is room for everyone Hold hands still

Frogs Notation 2

Peekaboo bag containing 4

frogs

4 tuns


Great big whole note Draw a circle in the air with both hands starting at the top and finish with a clap on “note”

Here we come

Not

atio

n

Parents sitting with child on lap facing centre

Tun, tun, tun, tun. Place each tun into the tambourine as you say each “tun”

This rhyme helps children “feel” the four beats that fit into “great big whole note”.

Notation

Place instrument in front of children.

Prep

Ask children to place instrument on floor. Use a book/box as a small screen. Teacher (or Bruno) plays an instrument behind the screen. Children to play matching sound.

Old MacDonald *OR

*OR

A Play triangles (finger cymbals) to the beat

B Play tap blocks (castanets) to the beat

Inst

rum

ents

14 Parents sitting on floor with children on their laps facing centre

C Play bells to the beat

* These instruments can be substituted if triangles and/or tap blocks are not available. Alert parents to the benefit of this activity in encouraging the children to notice differences in sound texture. (timbre) If time allows set up sets of instruments in containers ready to hand out.

Instruments

85


Prep Pull each instrument out of the bag one at a time. Name the

instrument and play it so that the children hear the sound. Invite children to choose an instrument.

Bullfrog Mixed Percussion

Inst

rum

ents

9 Children sitting in the circle facing centre

Play Encourage parents to assist children to hold their instrument up in the air until the music begins. Encourage free play and discovery of sounds. Assist children to try different instruments. If parents are not assisting their child they may like to play an instrument to the beat.

Alert parents to the importance of discovery play for introducing children to a variety of sound textures (timbre).

Instruments

Prep Allow children an opportunity to play with guiro and discover how to make “croak” using the scraper on the ridged edge.

Bullfrog

Verse Children and parents to use striker to tap on guiro to the beat

of the music

Inst

rum

ents


Chorus On “Croak, croak” hold scrape guiro On “snap” tap guiro with striker

If guiros are unavailable activity can be done with tambourines and castanets as indicated in lesson 10.

Instruments

Alternative Activity for Gathering Drum

Prep Children to sit on parent’s laps around gathering drum Bullfrog

Verse Children and parents to jump hands as if frog jumping (floppy finger)

Inst

rum

ents

9 Child and parents sitting or kneeling around drum

Chorus On “Croak, croak” clap hands above drum On “Snap” tap drum

Ask parents to lift children’s hands high on “croak, croak” to ensure that the drum resonates on “snap”.

Instruments

86

prep Sing “Peekaboo” as you hand out peekaboo bags with finger

puppets in. Ask children to select Bella and sit her on the drum.

This is my friend Bella

I hold her with my thumb

Parent to assist child to hold Bella ready

I help her sway from side to side...

Parent to assist child to stroke Bella from side to side.

Frie

nds

Not

atio

n

Jungle Drum Notation 5

OR


Ta-un, ta-un Encourage children to say “Ta-un, ta-un” as they stroke Bella from side to side.

This notation activity introduces the children to “ta-un”, the rhythm name for minins. (two beats)

Friends Notation

Get Those Bodies Movin’

Loco

mot

or

8 Parents and children stand in circle facing each other

Parents hold child's right hand and walk in a circle to the beat. On “My feet……” stop and face the centre. Parent to assist child to complete appropriate movements.

Locomotor

Prep Show children Molly mouse and complete rhyme with her before doing action rhyme.

Up You Pop

Molly, Molly come and bop Parents to assist children to tap on the floor (to wake Molly up)

Quickly, quickly up you pop,

Parent assists child to stand up

Molly says “lets all hop” Parent to assist children to attempt to hop

Fing

erpl

ays

Fing

erpl

ay

Children sitting facing parents.

Molly says “down you drop!”

Children drop down back into parent’s laps.

Children of this age are unlikely to hop on one leg, they may be able to jump or hop with parental help.

Fingerplays Fingerplay

87


Bullfrog

Prep Children to sit on parent’s laps holding Rainbow Ring

Verse Children and parents to hold Rainbow Ring and use small forward vertical circles to the beat.

Loco

mot

or

9 Parent sits with child on lap facing centre Chorus On “Croak, croak” tap Rainbow Ring on toes then knees.

On “Snap” lean back

This activity helps reinforce the structure (AB form) of this piece of music

Locomotor

A (left) Parents and children walk in clockwise circle as they shake bells.

A (left) Parents and children stand and shake bells.

B (tap your knees)

Listen to instruction, and then tap bells twice on their knees. (call and response pattern)

Old Brass Wagon

*OR

C (right) Parents and children walk in an anticlockwise circle as they shake bells.

C (right) Parents and children stand and shake bells.

D (flap) Listen to instruction and “flap” arms whilst holding bells.

E (swing) Children swing bells side to side

Inst

rum

ents

12 Parents & children standing in circle facing centre.

interlude Prepare for next verse

* Egg shakers can be used as a substitute for variety or if bells are unavailable. Some actions are in a call and response pattern so ensure parents & children pause to listen to the instruction.

Instruments

88


A (left) Parents and children walk in a clockwise direction around drum.

Old Brass Wagon B (tap) Listen to instruction, and then lean over and tap drum

twice. (call and response pattern)

C (right) Parents and children walk in an anticlockwise direction around drum.

D (flap) Listen to instruction, and then lean over and tap drum twice. (call and response pattern)

E (swing) Children and parents stand in a circle around the drum holding hands. Swing arms in and out.

Inst

rum

ents

12 Parents and children stand in a circle holding hands around the drum


Some actions are in a call and response pattern so ensure parents & children pause to listen to the instruction. If there is not enough room for everyone to tap drum, encourage children to move forward and tap the drum.

Instruments

Reserve

A Follow instructions in the music; Play response in the space (count 1,2,3 slowly) Shake your head – tap rainshakers gently on head Flap arms in same way Tap your knees – tap rainshakers on knees Stamp your feet – tap rainshakers on feet Wibble wobble – children to shake rainshakers all around.

Rese

rve

Wibble Wobble

11

Children sitting in the circle facing centre B Roll rainshakers on the floor

Reserve

Sleep, Little One, Sleep

Verse 1 Children and parents hold hands facing each other and place one foot forward. Rock gently to and fro

Verse 2 Parents sit on the floor and cuddle child in their lap Take Bruno around to each child to say goodbye.

Fare

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22

Parents and children stand facing centre Hand out stickers and invite children and parents to return next week.

Farewell

89





It’s Music Time



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e 1




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Barnyard Bop

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e 2



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B For “slide” parent holds one of child’s arms out and slides hand firmly along it. Parent to support child around tummy as they do slides Use “wiggle” to prepare other arm. Repeat “slide” for other arm.

Sens

ory

Up Down Wiggle

17

Children on parent’s laps sitting sideways bridge Gently stoke hands like “windscreen wipers” on child's back

) Sensory

90

Introduction Rock child gently from side to side.

The mouse Parents to lift child's hands high.



Parents to shake child's hands as if ringing the bell.

The mouse.. Parents to open legs and drop child.

Lapr

ide


Hickory… Return child to parents lap and gently from side to side.

Remind parents to listen for the instruction (the clock struck …) before completing the action.

Lapride


Hide ‘n’ Seek

A (wonder..) Gently rock childrens’ hands and parachute side to side.



Circ

leti

me

6 Parents sitting in circle facing centre. Children facing parents C (hey look at

me) Float parachute up and down. Parachute floats high enough to see friends on the other side.


Circletime

91





There is room for everyone Hold hands still

Frogs Notation 2


frogs

4 tuns



Here we come

Not

atio

n




Notation


Prep



B Play tap blocks (castanets) to the beat

Inst

rum

ents

Old MacDonald

14

*OR

*OR



* These instruments can be substituted if triangles and/or tap blocks are not available. Alert parents to the benefit of this activity in encouraging the children to notice differences in sound texture. (timbre) If time allows set up sets of instruments in containers ready to hand out.

Instruments

92

Bullfrog Mixed

Percussion Prep Pull each instrument out of the bag one at a time. Name the


Inst

rum

ents




Instruments

Prep Allow children an opportunity to play with guiro and discover how to make “croak” using the scraper on the ridged edge.

Verse Children and parents to use striker to tap on guiro to the beat of the music

Inst

rum

ents

Bullfrog

9

Children sitting in the circle facing centre

Chorus On “Croak, croak” hold scrape guiro On “snap” tap guiro with striker

If guiros are unavailable activity can be done with tambourines and castanets as indicated in lesson 10.

Instruments


Prep Children to sit on parent’s laps around gathering drum

Verse Children & parents to jump hands as if frog jumping (floppy finger)

Inst

rum

ents

Bullfrog 9

Child and parents sitting or kneeling around drum

Chorus On “Croak, croak” clap hands above drum On “Snap” tap drum

Ask parents to lift children’s hands high on “croak, croak” to ensure that the drum resonates on “snap”.

Instruments

prep Sing “Peekaboo” as you hand out peekaboo bags with puppets Ask children to select Bella and sit her on the drum.





Parent to assist child to stroke Bella from side to side.

Frie

nds

Not

atio

n


OR


Ta-un, ta-un Encourage children to say “Ta-un, ta-un” as they stroke Bella from side to side.

This notation activity introduces the children to “ta-un”, the rhythm name for minins. (two beats)

Friends Notation

93


Get Those Bodies Movin’

Loco

mot

or

8 Parents and children stand in circle facing each other

Parents hold child's right hand and walk in a circle to the beat. On “My feet……” stop and face the centre. Parent to assist child to complete appropriate movements.

Locomotor


Up You Pop

Molly, Molly come and bop Parents to assist children to tap on the floor (to wake Molly up)



Molly says “lets all hop”

Parent to assist children to attempt to hop

Fing

erpl

ays

Fing

erpl

ay






Spots & Stripes

A Children to use ribbon sticks like a wand to “paint” spots in the hoop.

Loco

mot

or 18

*OR

Parent sits with child on lap facing centre

B Children to “paint” vertical lines in their hoops with the ribbon sticks.

* Scarves can be used as a substitute in this activity if ribbon sticks are unavailable or unsuitable for the children in the group. Remind parent to be vigilant about safety with the ribbon sticks.

Locomotor

94

A (left) Parents and children walk in clockwise circle as they shake

bells.


B (tap your knees)


Old Brass Wagon

*OR





Inst

rum

ents




Instruments



Old Brass Wagon B (tap) Listen to instruction, and then lean over and tap drum twice.

(call and response pattern)




Inst

rum

ents




Instruments

95


Reserve

Prep Give each child two eggs. Child to hold one egg in each hand.

Crackle & Pop

One egg..

Parent to assist child to tap alternate hands on the floor as the “eggs” are counted. (rocking child side to side will assist this) On “ten little eggs” parent assists child to hold eggs up and shake.

On “crackle” parent assists child to hold eggs out ready to tap on “pop”

Crackle…

For Friends, children can shake on “crackle”.

Rese

rve


One chick..

Parent to assist child to tap alternate hands (holding eggs) on the floor as the “chicks” are counted. (rocking child side to side will assist this) On “ten little chicks” parent assists child to hold eggs up and shake.

This activity reinforces early counting skills. Alert parents to the importance of helping the child become familiar with the counting sequence one to ten through repetition.

Reserve


Verse one Children and parents hold hands facing each other and place one foot forward. Rock gently to and fro

Verse two Parents sit on the floor and cuddle child in their lap Take Bruno around to each child to say goodbye.

Fare

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22 Parents and children stand facing centre Hand out stickers and invite children and parents to return next week.

Farewell

96




It’s Music Time



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Barnyard Bop

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2



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Up Down Wiggle

B For “slide” parent holds one of child’s arms out and slides hand

firmly along it. Parent to support child around tummy as they do slides Use “wiggle” to prepare other arm. Repeat “slide” for other arm.

Sens

ory

17 Children on parent’s laps sitting sideways

bridge Gently stoke hands like “windscreen wipers” on child's back

Sensory

97


moderato Parent to support child under their arms (including their elbows). Parents to use a alternating arm movement in time to the beat

Train Is A Comin’

slow Parent to rock the child from side to side with a gentle twist.

fast Support child on lap and joggle child up and down by jiggling knees in an alternate motion.

Lapr

ide

13 Parents sitting on floor with children on their laps facing centre moderato Parent to support child under their arms (including their

elbows) Parents to use a alternating arm movement in time to the beat.

This song is particularly useful for encouraging children to focus on changes in tempo.

Lapride


Hide ‘n’ Seek

A (wonder..)

Gently rock childrens’ hands and parachute side to side.



Circ

leti

me

6 Parents sitting in circle facing centre. Children facing parents C (hey look

at me) Float parachute up and down. Parachute floats high enough to see friends on the other side.


Circletime

98



Tun, tun, tun, tun

Child to tap four times on the tambourine as say the rhyme

There is room for everyone

Hold hands still

Frogs Notation 2


frogs

4 tuns

Tun, tun, tun, tun

Child to tap four times on the tambourine as say the rhyme

Great big whole note

Draw a circle in the air with both hands starting at the top and finish with a clap on “note”

Here we come

Not

atio

n

Parents sitting with child on lap facing centre Tun, tun, tun,

tun. Place each tun into the tambourine as you say each “tun”


Notation

Prep Give each child a set of sticks and a tambourine. Ask parents to place sticks beside them out of sight.

A Hold tambourine as if a steering wheel and “drive” from side to side.

Driving My Tractor

*OR

B1 (lambs) Hold sticks vertically and spring up and down.

* If tambourines are not available this activity can be done with just rhythm sticks. Cue children to pick up sticks before section A finishes so that they are ready to use sticks in section B.

B2 (pigs) Roll backwards and forwards on the floor.

Inst

rum

ents


B3 (horses) Alternate tapping on the floor.

For older Tots and Friends encourage alternative ways of “rolling” or “tapping sticks”

Instruments

99


Prep Give each child a triangle, parents to assist child to hold

triangle.

Hop Up My Darlin’

*OR

Moderato Parents to assist child to rock body side to side (no

sound).

Chorus Strike triangle on “hop up” and draw a circle in front of the child.

Don’t mind Rock child from side to side to begin again.

Slow Parents to assist child to rock body side to side (no sound).

Inst

rum

ents


fast Bounce triangle up and down (no sound).

* This activity can be completed with finger cymbals to provide variety or if triangles are not available. Encourage children to tap striker in the window of the triangle.

Instruments


Moderato Parents to assist child to tap drum with hands together

Lift hands on “hop up” On “Don’t mind…..” prepare hands ready to begin again

Hop Up My Darlin’

Chorus

Lift hands on “hop up” (friends can tap “three in a row” as well) On “Don’t mind…..” prepare hands ready to begin again

Slow Slow alternate up and down movement (lift hands high)

Inst

rum

ents


fast Fast alternating movements with hands on drum.

Instruments

100


puppets in. Ask children to select Bella and sit her on the drum. Place laminated “ta-un” board on drum or on floor.





Parent to assist child to gently stroke Bella from side to side

Frie

nds

Not

atio

n


OR

Ta-un boards

Parents sitting with child on lap facing centre Ta-un, ta-un Encourage children to say “Ta-un, ta-un” as

they stroke Bella along ta-uns on board.

This notation activity introduces the children to a visual representation of “ta-un” to prepare them for later reading of music.

Friends Notation

Verse 1 (cow)

Children to flap wings to be the duck Sway body side to side and swish tail for the cow. On “moo” lean forward and beckon with arm.

Waddle & Quack

Chorus Parents to face child and hold child's wrists to support them as they stamp Parents to assist child to flap wings for waddle, and slap sides for quack

Verse 2 (lamb)

Parents to skip around hold both of child’s hands

Loco

mot

or

16 Parents and children stand in circle facing each other Verse 3

(rooster) Children to flap wings with outstretched arms

. Locomotor

101


Prep Show children Molly mouse and complete rhyme with her before

doing action rhyme. Up You Pop

Molly, Molly come and bop Parents to assist children to tap on the

floor (to wake Molly up)



Molly says “lets all hop” Parent to assist children to attempt to hop

Fing

erpl

ays

Fing

erpl

ay







Loco

mot

or

Spots & Stripes

18

*OR




Locomotor

A (left) Parents & children walk in clockwise circle as they shake bells.


B (tap your knees)


Old Brass Wagon

*OR





Inst

rum

ents




Instruments

102








Inst

rum

ents




Instruments

Reserve

Prep Ask children to place crocodile (castanet) in the pond (tambourine)

Bullfrog

*OR

Verse Children and parents to tap on the tambourine to the beat of the music

Rese

rve

Inst

rum

ents


Chorus On “Croak, croak” hold hand ready to tap on castanet on “snap”

*tapblocks can be substituted in this activity if castanets are unavailable.

Reserve



Fare

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22


Farewell

103







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It’s Music Time

1

Parents and children sitting in a circle facing the centre B Children to place toy in lap and clap to the beat


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Barnyard Bop

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Introduction Parent to tap gently on left and right side of child’s back (like a clock pendulum)


Hickory Prepare fingers ready to “climb”.

The mouse Parents use “spider fingers” to creep up baby’s back.


Parents tap gently on child's shoulders/head.

The mouse.. Parents “zigzag” fingers down baby’s back.

Sens

ory

20 Parents sitting circle facing centre. Children on laps facing centre

Hickory… & transition

Parent to tap gently on left and right side of child’s back (like a clock pendulum). Prepare fingers ready to “climb”.

This activity can be completed on the child's hand and arm as an alternative. Remind parents of the importance of sensory activities to enhance the loving bond between parent and child.

Sensory

104

moderato Parent to support child under their arms (including their

elbows). Parents to use a alternating arm movement in time to the beat

Train Is A Comin’



Lapr

ide


moderato Parent to support child under their arms (including their elbows) Parents to use a alternating arm movement in time to the beat.


Lapride

Prep Place four puppets on Lycra.

Up Down Wiggle

A On “up” toss puppets into the air. Do tiny movements to shake the Lycra. On “stop” pull Lycra down onto the floor.

B Slide Lycra from side to side. On “stop” pull Lycra tight.

Circ

leti

me

17

Jungle Friend

Puppets Parents sitting on floor with children on laps facing centre.

interlude Hold Lycra down low ready to begin again.

Circletime

105






Hold hands still

Frogs Notation 2


frogs

4 tuns




Here we come

Not

atio

n




Notation


Prep


Old MacDonald *OR

*OR


B Play tapblocks (castanets) to the beat

Inst

rum

ents



* These instruments can be substituted if triangles and/or tapblocks are not available. Alert parents to the benefit of this activity in encouraging the children to notice differences in sound texture. (timbre) If time allows set up sets of instruments in containers ready to hand out.

Instruments

106

Prep Give each child a triangle, parents to assist child to hold

triangle.

Moderato Parents to assist child to rock body side to side (no sound).

Hop Up My Darlin’

*OR

Chorus Strike triangle on “hop up” and draw a circle in front of the child.

Don’t mind Rock child from side to side to begin again.

Slow Parents to assist child to rock body side to side (no sound).

Inst

rum

ents


fast Bounce triangle up and down (no sound).

* This activity can be completed with finger cymbals to provide variety or if triangles are not available. Encourage children to tap striker in the window of the triangle.

Instruments




Hop Up My Darlin’

Chorus



Inst

rum

ents



Instruments

107



puppets in. Ask children to select Bella and sit her on the drum. Place laminated “ta-un” board on drum or on floor.






Frie

nds

Not

atio

n


OR

Ta-un boards


Ta-un, ta-un Encourage children to say “Ta-un, ta-un” as they stroke Bella along ta-uns on board.


Friends Notation

Prep Parent and children to hold scarf over child's head

Hide ‘n’ Seek

A (wonder...) Gently rock children’s’ hands and scarf side to side.

B (Playing hide and seek...)

Parent to assist child to “peekaboo” with the parent. On “up you pop” parent to assist child to stand hold edge of scarf.

Loco

mot

or 6 Parents sitting

in circle facing centre. Children facing parents

C (hey look at me)

Float scarf up and down.

. Locomotor

Prep Place tambourine on floor in front of each child.

Driving My Tractor


B1 (lambs) Children to jump fingers on floor to the beat.

B2 (pigs) Children to roll and twists whole hands from side to side.

Fing

erpl

ays

Fing

erpl

ay 5 Children sitting

on parent’s laps facing centre.

B3 (horses) Children to gallop fingers on the floor.

Parents may need to assist child with these finger movements. Highlight for parents the importance of learning to control finger muscles as preparation for both keyboard playing and using pens.


108

Spots & Stripes


Loco

mot

or 18

*OR




Locomotor

A (left) Parents and children walk in clockwise circle as they shake rainshakers.

A (left) Parents and children stand and shake rainshakers.

B (tap your knees)

Listen to instruction, and then tap rainshakers twice on their knees. (call and response pattern)

Old Brass Wagon

C (right) Parents and children walk in an anticlockwise circle as they shake rainshakers.

C (right) Parents and children stand and shake rainshakers.

D (flap) Listen to instruction and “flap” arms whilst holding rainshakers.

E (swing) Children swing rainshakers side to side

Inst

rum

ents



Some actions are in a call and response pattern so ensure parents & children pause to listen to the instruction.

Instruments

109









Inst

rum

ents




Instruments

Reserve

A Follow instructions in the music; Sing instruction then do response in the space (count 1,2,3 slowly) Shake your head Flap arms in same way Tap your knees Stamp your feet Wibble wobble - parents to assist children to wobble their bodies.

Rese

rve

Wibble Wobble

11

Children standing in a circle facing centre B Parents to assist children to stretch arms out as if flying and rock

side to side. Turing in their own circle. Friends can do this unassisted.

Teacher to prepare body for each movement to prompt children's responses at the appropriate time.

Reserve



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Sleep, Little One, Sleep 22


Farewell

110




It’s Music Time



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e 1




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e

Hold beanie toy and tap on relevant body parts.

Prep Remove do-so chime bars from case and place in front of child with small space between each chime bar

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e

Barnyard Bop

2


Play Parents to assist child to play each note on the beat

Friends may enjoy playing appropriate chime bars with the Barnyard Bop if they are very familiar with the body solfege.

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e








Sens

ory





Sensory

111




Train Is A Comin’



Lapr

ide




Lapride


Up Down Wiggle



Circ

leti

me

17

Jungle Friend



Circletime

112





Hold hands still

Frogs Notation 2


frogs

4 tuns



Here we come

Not

atio

n

Parents sitting with child on lap facing centre Tun, tun, tun, tun. Place each tun into the tambourine as you say

each “tun”


Notation

prep Give each child a chime bar set. (* pair of finger cymbals) Leave bars in case and give each child one beater.

A Children fly beater (* one finger cymbal) in a lazy eight pattern

Inst

rum

ents

Ribbons & Rainbows

21

*OR Parents sitting on floor with children on their laps facing centre

B Parents to assist child to play glissando after “let them fly” (*to ring cymbals together)

* Finger cymbals can be substituted if chime bar sets are not available. Ensure that children have enough space so that they do not bump each other with chime bar beaters. Alert parents to be vigilant about supervising this activity.

Instruments

Intro Give each child two bells & a drum. (* tap block & a beater)

Moderato Parents to assist child to tap drum with bells together

Chorus Lift on “hop up” On “don’t mind” place bells ready to begin again

Chorus Lift on “hop up” friends can tap “three in a row” as well On “don’t mind” place bells ready to begin again

Slow Slow alternate up and down movement (lift bells high)

Inst

rum

ents

Hop Up My Darlin’

10

*OR


fast Fast alternating movements with bells on drum.

* In this activity a tap block beater can be used instead of bells and the drum can be replaced by the tap block.

Instruments

113





Chorus



Inst

rum

ents

Hop Up My Darlin’

10



Instruments

prep Sing “Peekaboo” as you hand out peekaboo bags with finger puppets in. Ask children to select Bella and sit her on the drum. Place laminated “ta-un” board on drum or on floor.






Frie

nds

Not

atio

n


OR

Ta-un boards

Parents sitting with child on lap facing centre Ta-un, ta-un Encourage children to say “Ta-un, ta-un” as

they stroke Bella along ta-uns on board.


Friends Notation

114


Hide ‘n’ Seek




Loco

mot

or

6 Parents sitting in circle facing centre. Children facing parents C (hey look at

me)

Float scarf up and down.

Locomotor


Driving My Tractor




Fing

erpl

ays

Fing

erpl

ay 5 Children sitting

on parent’s laps facing centre.




A (left) Parents and children walk in clockwise circle. Old Brass Wagon

B (tap your knees)

Listen to instruction, and then tap twice on their knees. (call and response pattern)

C (right) Parents and children walk in an anticlockwise circle.

D (flap) Listen to instruction and “flap” arms using straight arms.

E (swing) Parent and to become partners and swing arms in time to music.

Circ

leti

me

12 Parents standing in circle facing centre.

interlude Prepare for next verse.

Some actions are in a call and response pattern so ensure parents pause to listen to the instruction. This activity is particularly good for encouraging children to listen carefully to instructions. (A vital skill for preparation for kindergarten & school)

Circletime

115


Prep Pull each instrument out of the bag one at a time. Name the


Thelma (tots only)

Mixed Percussion

Inst

rum

ents




Instruments

Prep Place tambourine on floor Five Pea Pods (friends only)

Five pea pods in a pea pod pressed

Tap beat as parents say the rhyme

One grew, two grew so did all the rest.

Tap on “one grew”, Tap on “two grew” Tap on each syllable of “so did all the rest”

They grew and grew and would not stop,

Shake tambourine to the beat as you lift it up.

Inst

rum

ents

Parents & children standing in circle facing centre.

‘Til all of a sudden the pod went pop!

Hold tambourine still and tap on “pop!”

Parents will need to assist children with this activity.

Instruments



Tap beat as parents say the rhyme Five Pea Pods




Rub hands in ever increasing circles, starting small and getting larger.

Inst

rum

ents

Parents and children sitting/kneeling around drum ‘Til all of a sudden the

pod went pop! Hold hand up high and tap on “pop!”

Children may need assistance with this activity.

Instruments

116

Reserve

Verse 1 (cow)


Waddle and Quack


Verse 2 (lamb)


Rese

rve

16 Parents and children standing in a circle Verse 3

(rooster)

Children to flap wings with outstretched arms

Reserve




Fare

wel

l


Farewell

117

Jungle Music Lesson Plans - Tots & Friends Driving My Tractor – 15A © Music Ink Pty Ltd

Driving My Tractor - Extra Lesson 15A



It’s Music Time



Wel

com

e 1




Welcom

e

Barnyard Bop



Wel

com

e 2




Welcom

e








Sens

ory





Sensory

118



Train Is A Comin’



Lapr

ide




Lapride




Circ

leti

me

Up Down Wiggle

17

Jungle Friend



Circletime

119






Hold hands still

Frogs Notation 2


frogs

4 tuns




Here we come

Not

atio

n




Notation

Ribbons & Rainbows



Inst

rum

ents

21




Instruments

120

Intro-duction

Give each child two bells and a drum. (* tap block and a beater)





Inst

rum

ents

Hop Up My Darlin’

10

*OR tap blocks Children sitting in the circle facing centre



Instruments




Chorus



Inst

rum

ents

Hop Up My Darlin’

10



Instruments

121



puppets in. Ask children to select Meilo and sit him on the drum.

This is my friend Meilo

I hold him with my thumb

Parent to assist child to hold Meilo ready

He likes to snore…. Parent to assist child to gently hold Meilo in cupped hands over the drum

Frie

nds

Not

atio

n


OR


Rest, Encourage children to say “snore, rest,” as they gently touch cupped hands on the drum for each “rest”

This notation activity introduces the children to “rests”, the musical name for absence of sound.

Friends Notation

Prep Parent and children to hold scarf over child's head Hide ‘n’ Seek




Loco

mot


in circle facing centre. Children facing parents C (hey look at

me) Float scarf up and down.

. Locomotor


Driving My Tractor




Fing

erpl

ays

Fing

erpl

ay

5 Children sitting on parent’s laps facing centre.




122

Spots & Stripes


Loco

mot

or 18

*OR




Locomotor

Prep Pull each instrument out of the bag one at a time. Name the instrument and play it so that the children hear the sound. Invite children to choose an instrument.

Thelma (tots only)

Mixed Percussion

Inst

rum

ents




Instruments








Inst

rum

ents





Instruments

123









Inst

rum

ents




Instruments

Reserve

Verse 1 (cow)


Waddle and Quack


Verse 2 (lamb)


Rese

rve

16 Parents and children standing in a circle

Verse 3 (rooster)


Reserve




Fare

wel

l 22 Parents and children stand facing centre

Hand out stickers and invite children and parents to return next week.

Farewell

124




Music Time



Wel

com

e

1



Welcom

e

Barnyard Bop



Wel

com

e 2

Parents and children sitting in circle facing centre Play Parents to assist child to play each note on the beat


Welcom

e

Spots & Stripes

A Parents to use fingertips to touch child's back all over

Sens

ory


B Using tips of fingers parents draw lines up and down child's back

The contrast of movements in this activity will reinforce the form of this piece (ABABA)

Sensory

125




Catch the Ball



Lapr

ide



Lapride

Up Down Wiggle

A Move Rainbow Ring in time to music

B Holding Rainbow Ring push leading arm to right, then other arm to the left

Circ

leti

me 17

Children standing with parents behind holding Rainbow Ring interlude Keep beat with feet

After stop say “and” to cue next movement

Circletime

126

prep Place four frogs in a line in front of child

Parent to assist child to point to each frog as you count to four.

Four speckled frogs croaking all day

Clap one tun, and one will leap away.

Assist child to tap beat on their knees as you say the rhyme.

Frogs Notation 3


frogs

Tun Clap, Then child can jump one frog away behind their back. Continue rhyme until all frogs have been removed.

Where are all the frogs? This is what we say! Great big whole note… Back they come to play…

To return frogs assist child to draw a “great big whole note” by drawing two opposing semicircles in the air, starting at the top and clapping on “note” at the bottom.

Not

atio

n


Tun, tun, tun, tun. On each tun return a frog to starting position.

This rhyme reinforces the children's understanding of “tun” and “great big whole note” rhythms.

Notation

Ribbons & Rainbows



Inst

rum

ents

21




Instruments

127


Introduction Give each child two bells and a drum. (* tap block and a

beater)




Hop Up My Darlin’

*OR tap blocks


Inst

rum

ents




Instruments




Hop Up My Darlin’

Chorus



Inst

rum

ents



Instruments

128








Frie

nds

Not

atio

n

OR




Friends Notation

prep Instruct parent to hold hoop and to demonstrate dropping frog into the pond. Encourage child to retrieve frog and return to parent.

Loco

mot

or

Catch The Ball (preparation for musical activity in week 18)

Parent sitting opposite child

prep Instruct parent to hold hoop vertically and to demonstrate tossing frog into the pond. Encourage child to retrieve frog and return to parent.

This activity is done briefly (without music) to prepare the child for an activity in week 18.

Locomotor

Prep Children walk stand around outside of hoops holding parent’s hands.

Bullfrog

Verse Child walks around outside of hoop

Loco

mot



Chorus On “Croak, croak” children to stand ready. On “Snap” parent assists child to jump into the hoop


Locomotor

129


Prep Place Rikki, Bella and Meilo on top of bag Driving My

Tractor A Hold tambourine as if a steering wheel and “drive” from

side to side.

B1 (Rikki) Place tambourine flat on floor on floor. Children to jump Rikki in the tambourine.

B2 (Bella) Place tambourine flat on floor on floor. Roll Bella from side to side.

Fing

erpl

ays

Fing

erpl

ay

5

Children sitting on parent’s laps facing centre.

B3 (horses ) Place tambourine flat on floor on floor. Children to stroke Meilo as if “pawing” the ground in the tambourine.



A (left) Parents and children walk in clockwise circle. Old Brass Wagon

B (tap your knees)

Listen to instruction, and then tap twice on their knees. (call and response pattern)

C (right) Parents and children walk in an anticlockwise circle.

D (flap) Listen to instruction and “flap” arms using straight arms.

E (swing) Parent and to become partners and swing arms in time to music.

Circ

leti

me

12 Parents standing in circle facing centre.

interlude Prepare for next verse.

Some actions are in a call and response pattern so ensure parents pause to listen to the instruction. This activity is particularly good for encouraging children to listen carefully to instructions. (A vital skill for preparation for kindergarten & school)

Circletime

Prep Pull each instrument out of the bag one at a time. Name the instrument and play it so that the children hear the sound. Invite children to choose an instrument.

Thelma (tots only)

Mixed Percussion

Inst

rum

ents




Instruments

130

Prep Place tambourine on floor Five Pea Pods

(friends only)







Inst

rum

ents





Instruments








Inst

rum

ents


pod went pop!

Hold hand up high and tap on “pop!”


Instruments

131


Reserve

A (wonder..) Hold shakers (rhythm sticks) vertically and tap on floor

Hide ‘n’ Seek

*OR


Inst

rum

ents


C (hey look at me)

Roll shakers (rhythm sticks) forwards and back on the floor

* Rhythm sticks can be used as an alternative to rainshakers in this activity for variety or if rainshakers are unavailable.

Instruments


Verse one

Children and parents hold hands facing each other and place one foot forward. Rock gently to and fro

Verse two

Parents sit on the floor and cuddle child in their lap Take Bruno around to each child to say goodbye.

Fare

wel

l


Farewell

132




It’s Music Time



Wel

com

e

1



Welcom

e

Barnyard Bop



Wel

com

e 2



Welcom

e

Spots & Stripes


Sens

ory




Sensory

133




Catch the Ball



Lapr

ide



Lapride

Moderato Parents to assist children to bounce parachute to the beat

Hop Up My Darlin’

Chorus Lift parachute on “hop up” Float down on “three in a row” On “Don’t mind” hold parachute still ready to begin again

Slow Swish parachute side to side in time to the music

Loco

mot


on floor facing centre, children on their lap

Fast Shake parachute quickly in time to music.

This activity can be done standing with a mature group. If children become overstimulated complete the activity sitting down. Encourage the children to notice the changes in tempo.

Locomotor

134









Not

atio

n

Frogs Notation 3


frogs Parents sitting with child on lap facing centre



Notation

A (wonder..) Hold shakers (rhythm sticks) vertically and tap on floor Hide ‘n’ Seek

*OR


Inst

rum

ents


C (hey look at me)



Instruments

135


prep Sing Peekaboo as you hand out peekaboo bags with puppets in.

Place four friends flat on the drum, and place flat peekaboo bag next to drum

Four (3/2/1) Jungle friends

Parent to assist child to clap On “They Jumped so high…” stretch arms up high

Meilo/Tippy … Assist child to jump puppet up high and land down on floor (bag) with a bump (encourage children to add sound effects)

Four Jungle friends lying…

Parents to assist child to tap beat on empty drum

Inst

rum

ents

Jumpin’ On The Bed

19


Picked… Parent to assist child to scoop puppets up and replace in drum

Ensure this is well prepped Instruments


Prep Sing Peekaboo as you hand out peekaboo bags with puppets in Place four friends flat on the drum, and place flat peekaboo bag open in the child's lap ready for puppets to jump into



Children to tap gently on edge of drum to make puppets bounce a little

They Jumped so high… Stretch arms up high

Inst

rum

ents

19 Child and parents sitting or kneeling around drum Meilo/Tippy … Assist child to jump puppet up high and land

inside the peekaboo bag.(encourage children to add sound effects)

Instruments

136







Frie

nds

Not

atio

n


OR




Friends Notation

Verse 1 (cow)


Waddle and Quack


Verse 2 (lamb)


Loco

mot

or


(rooster) Children to flap wings with outstretched arms

Locomotor

Prep Place Rikki, Bella and Meilo on top of bag Driving My Tractor


B1 (Rikki) Place tambourine flat on floor on floor. Children to jump Rikki in the tambourine.

B2 (Bella) Place tambourine flat on floor on floor. Roll Bella from side to side.

Fing

erpl

ays

Fing

erpl

ay

5

Children sitting on parent’s laps facing centre. B3 (horses ) Place tambourine flat on floor on floor. Children to stroke

Meilo as if “pawing” the ground in the tambourine.



137


prep Instruct parent to hold hoop and to demonstrate dropping frog into the pond. Encourage child to retrieve frog and return to parent.

Loco

mot

or

Catch The Ball (preparation for musical activity in week 18) Parent sitting

opposite child

prep Instruct parent to hold hoop vertically and to demonstrate tossing frog into the pond. Encourage child to retrieve frog and return to parent.

This activity is done briefly (without music) to prepare the child for an activity in week 18.

Locomotor


Bullfrog


Loco

mot





Locomotor

moderato Tap in time to the beat on the floor Train Is A Comin’

(2 per child)

*OR

slow Children to tap on the floor on each side of their body to the slow beat

fast Tap bells together to the fast beat

Inst

rum

ents


moderato Tap in time to the beat on the floor

*If bells are not available, rhythm sticks can be substituted for this activity. This activity encourages the child to focus on changes in tempo.

Instruments

138


moderato Children need to hold hands in fists and rub in opposing directions in and out on the skin of the drum(child's arms will look like pistons in an engine)

Train Is A Comin’

slow Parents to assist child to rub hands over drum as they stretch into the centre of the drum and back out to the edge slowly (hands together)

fast Parents to assist child to rub tiny circles on the drum (like little wheels going around)

Inst

rum

ents

13 Child and parents sitting or kneeling around drum moderato Children need to hold hands in fists and rub in opposing

directions in and out on the skin of the drum(child's arms will look like pistons in an engine)

This activity encourages the child to focus on changes in tempo. Parents will need to assist child with these movements.

Instruments

Reserve








Sens

ory





Sensory




Fare

wel

l

22


Farewell

139





It’s Music Time



Wel

com

e 1




Welcom

e



Wel

com

e

Barnyard Bop 2




Welcom

e


Sens

ory

Spots & Stripes 18

Children on parent’s laps sitting sideways



Sensory

A Parents to lift heels up and down with the music. Jiggle knees up and down by lifting alternate heels. Repeat up and down and stop.

B Rock child gently side to side, stretching leading arm out. Jiggle on “wiggle”.

Lapr

ide

Up Down Wiggle

17

Parents sitting on floor with children on their laps facing centre interlude Jig jog forward and back.

Lapride

140

Prep Give each child a Tippy Fingerpuppet and ask them to place

them on the Lycra.

Crackle & Pop

Tippy Fingerpuppets

One egg... Parent and child to hold Lycra and move from side to side as the “eggs” are counted. (rocking child side to side will assist this)

Crackle… On “crackle” parent and child hold Lycra ready to “pop” On “pop” parent and child jump Lycra to toss puppets into the air (small movements needed to keep in time with the music)

Circ

leti

me

4

One chick...

Parent and child to hold Lycra and move from side to side as the “chicks” are counted. (rocking child side to side will assist this)

Alert parents to the stress on the word “pop”. By bouncing the puppets on this word the children will learn to anticipate the accent on this part of the phrase.

Circletime

prep Place four frogs in a line in front of child Parent to assist child to point to each frog as you count to four.







Not

atio

n

Frogs Notation 3


frogs




Notation

141


A (wonder..) Hold shakers (rhythm sticks) vertically and

tap on floor


Inst

rum

ents

Hide ‘n’ Seek

6

*OR Children sitting in the circle facing centre

C (hey look at me)



Instruments

prep Sing Peekaboo as you hand out peekaboo bags with puppets in. Place four friends flat on the drum, and place flat peekaboo bag next to drum






Inst

rum

ents


19







Finger puppets



They Jumped so high…

Stretch arms up high

Inst

rum

ents


Meilo/Tippy … Assist child to jump puppet up high and land inside the peekaboo bag.(encourage children to add sound effects)

Instruments

142


puppets in. Ask children to select Meilo and sit him on the drum. Place laminated “rest board” on drum or on floor close by.





Frie

nds

Not

atio

n


OR

Rest boards


Rest, Encourage children to say “rest, rest, rest, rest” as they gently touch cupped hands on the laminated board for each “rest”

This notation activity introduces the children to a visual representation of “rests” to prepare them for later reading of music.

Friends Notation

Verse 1 (cow)


Waddle and Quack


Verse 2 (lamb)


Loco

mot

or


(rooster)


Locomotor

143


Prep Show children Molly mouse and complete rhyme with her

before doing action rhyme.

Molly is a sleepy mouse,

Hiding away

Parent to cuddle child so they are tucked up in a little ball.

Clap your hands together Parents to assist child to clap their hands

Stretch Your Arms Like Molly

She’ll come out and play

Stretch your arms like a star, Child to stretch their arms out wide, and stand

Wiggle side to side Parent to assist child to move side to side.

Dance, dance, round and round

Parent to assist child to turn in a circle.

Fing

erpl

ays

Fing

erpl

ay


Pop down and hide. Parent to assist child to pop down into parent’s lap and hide.


prep Instruct parent to hold hoop and to demonstrate dropping frog into the pond. Encourage child to retrieve frog and return to parent. Ensure children are allowed to experience this for two weeks before playing to the music.

Catch The Ball

prep Instruct parent to hold hoop vertically and to demonstrate

tossing frog into the pond. Encourage child to retrieve frog and return to parent. Ensure children are allowed to experience this for two weeks before playing to the music.

A Encourage child to toss beanbag into hoop. Parent to retrieve beanbag and pass it back to child to toss again

Loco

mot

or 3 Parent sitting

opposite child

B Parent and children to hold hoop move it in a horizontal circle.

Teacher can sing “toss the frog and pass it back, and toss it back to me” as alternative words Ensure the teacher accents the first part of the phrase “Catch” (sing “toss”) Alert the parents to he importance of this activity for visual tracking and eye hand co-ordination.

Locomotor

144


slow Children to tap on the floor on each side of their body to the slow beat

fast Tap bells together to the fast beat

Inst

rum

ents

Train Is A Comin’ 13

(2 per child)



*If bells are not available, rhythm sticks can be substituted for this activity. This activity encourages the child to focus on changes in tempo.

Instruments



Train Is A Comin’

slow Parents to assist child to rub hands over drum as they stretch into the centre of the drum and back out to the edge slowly (hands together)

fast Parents to assist child to rub tiny circles on the drum (like little wheels going around)

Inst

rum

ents



This activity encourages the child to focus on changes in tempo. Parents will need to assist child with these movements.

Instruments

Reserve

Loco

mo

tor

Get Those Bodies Movin’ 8

Parents and children stand in circle facing each other

Parents to hold child's hand and assist child to follow instructions in the music.

Locomo

tor



Fare

wel

l

Sleep, Little One, Sleep 22


Farewell

145





It’s Music Time



Wel

com

e 1




Welcom

e

Barnyard Bop



Wel

com

e 2



Welcom

e

Prep Do fingerplay “Catch a Wee Mouse”:

Prep Parents to rest child’s open hand (palm up)

in the palm of their hand. Round, round about Catch a wee mouse.

Parent circle their index finger around child's open palm

Up a bit, up a bit, Parent to creep fingers up child's arm

To his wee house Tickle child under their arm (or under chin)

A Parent to gently rub flat palm over their bodies as if stoking a cat.

Sens

ory

Cat & Mouse (fingerplay Catch a Wee Mouse)

15

Parent sitting with child on lap facing centre

B Using tips of fingers scamper fingers over child's legs and arms.

Alert parents that by using the sense of touch to communicate musically with their children they are reinforcing the nurturing bond between parent and child.

Sensory

146

A Parents to lift heels up and down with the music.

Jiggle knees up and down by lifting alternate heels. Repeat up and down and stop.


Lapr

ide

Up Down Wiggle

17


interlude Jig jog forward and back.

Lapride

moderato Hold onto Rainbow Ring with one hand and walk around circle

Train Is A Comin’

slow Children to face centre and hold Rainbow Ring with two hands. Use slow pedal action to imitate slow chugging.

fast Remain facing centre with both hands holding Rainbow Ring Make small forward circles with hands together.

Circ

leti

me 13


Parents to assist children to complete movements

Circletime


Four speckled frogs croaking all day Clap one tun, and one will leap away.


Frogs Notation 3


frogs




Not

atio

n

Parents sitting with child on lap facing centre Tun, tun, tun, tun. On each tun return a frog to starting position.


Notation

147


A (wonder..) Hold shakers (rhythm sticks) vertically &

tap on floor


Inst

rum

ents

Hide ‘n’ Seek

6


C (hey look at me)



Instruments







Inst

rum

ents


19

Children sitting in the circle facing centre Picked… Parent to assist child to scoop puppets up and replace

in drum








Inst

rum

ents


19

Child and parents sitting or kneeling around drum Meilo/Tippy … Assist child to jump puppet up high and land inside the

peekaboo bag.(encourage children to add sound effects)

Instruments

148



This is my friend Meilo I hold him with my thumb



Frie

nds

Not

atio

n


OR

Rest boards




Friends Notation

Prep Children hold up thumbs and hide them behind their backs

Verse 1 (cow)

Children to bring one thumb out in front & then the other thumb. Children to wiggle thumbs as if animals talking to each other.

Waddle and Quack fingerplay

Chorus Children to make fists, and bang on floor for “stamp, stamp” Open hands on “waddle” Clap hands on “quack”

transition Hold up pointer fingers on each hand and hide behind back.

Verse 2 (lamb)

Children to bring one pointer finger out in front and then the other. Children to wiggle fingers as if animals talking to each other.

transition Hold up small fingers on each hand and hide behind back.

Loco

mot

or

16

Verse 3 (rooster)

Children to bring one small finger out in front, and then the other. Children to wiggle fingers as if animals talking to each other.

Highlight for parents the importance of finger plays for the development of control of fine motor muscles in the hand. Activities such as these prepare the child for keyboarding and later work with pens and pencils.

Locomotor

149



doing action rhyme.

Molly is a sleepy mouse,

Hiding away


Clap your hands together Parents to assist child to clap their hands


She’ll come out and play



Dance, dance, round and round

Parent to assist child to turn in a circle.

Fing

erpl

ays

Fing

erpl

ay




prep Instruct parent to hold hoop and to demonstrate dropping frog into the pond. Encourage child to retrieve frog and return to parent. Ensure children are allowed to experience this for two weeks before playing to the music.

Catch The Ball

prep Instruct parent to hold hoop vertically and to demonstrate

tossing frog into the pond. Encourage child to retrieve frog and return to parent. Ensure children are allowed to experience this for two weeks before playing to the music.


Loco

mot

or 3 Parent sitting

opposite child



Locomotor

150

Ribbons & Rainbows



Inst

rum

ents

21




Instruments

Reserve

Prep Place tambourine on floor

Five Pea Pods (friends only)







Inst

rum

ents





Instruments

151









Inst

rum

ents


pod went pop!

Hold hand up high and tap on “pop!”


Instruments




Fare

wel

l


Farewell

152




It’s Music Time



Wel

com

e

1



Welcom

e

Barnyard Bop



Wel

com

e

2




Welcom

e

153


Thelma

Sens

ory

7 Parent sitting with child on lap facing centre

Parents to assist child to touch each body part as it is named in the song. Reinforce the importance of body awareness as a foundation for children learning to control and manipulate their body parts and muscles.

Sensory

Up Down Wiggle



Lapr

ide

17 Parents sitting on floor with children on their laps facing centre interlude Jig jog forward and back.

Lapride


Train Is A Comin’



Circ

leti

me

13



Circletime

154






Frogs Notation 3


frogs




Not

atio

n




Notation

Prep Give each child a set of sticks and a tambourine. Ask parents to place sticks beside them out of sight.





Inst

rum

ents

Driving My Tractor

5




Instruments

155


prep Sing Peekaboo as you hand out peekaboo bags with puppets in.

Place four friends flat on the drum, and place flat peekaboo bag next to drum






Inst

rum

ents


19











Inst

rum

ents

19 Child and parents sitting or kneeling around drum Meilo/Tippy … Assist child to jump puppet up high and land inside the


Instruments

156



This is my friend Meilo I hold him with my thumb



Frie

nds

Not

atio

n


OR

Rest boards




Friends Notation





Loco

mot

or

Hide ‘n’ Seek

6

Parents sitting in circle facing centre. Children facing parents C (hey look at me) Float scarf up and down.

. Locomotor


Molly is a sleepy mouse, Hiding away



Clap your hands together She’ll come out and play

Parents to assist child to clap their hands



Dance, dance, round & round Parent to assist child to turn in a circle.

Fing

erpl

ays

Fing

erpl

ay




157


prep Instruct parent to hold hoop and to demonstrate dropping frog

into the pond. Encourage child to retrieve frog and return to parent. Ensure children are allowed to experience this for two weeks before playing to the music.

Catch The Ball

prep Instruct parent to hold hoop vertically and to demonstrate tossing frog into the pond. Encourage child to retrieve frog and return to parent. Ensure children are allowed to experience this for two weeks before playing to the music.


Loco

mot

or

3 Parent sitting opposite child



Locomotor

Ribbons & Rainbows

*OR



Inst

rum

ents

21 Parents sitting on floor with children on their laps facing centre B Parents to assist child to play glissando after “let them fly”

(*to ring cymbals together)


Instruments

158

Reserve








Inst

rum

ents





Instruments








Inst

rum

ents




Instruments



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22 Parents and children stand facing centre

Hand out stickers and invite children and parents to return next week.

Farewell

159


Driving My Tractor - Extra Lesson 20A





Wel

com

e

It’s Music Time

1



Welcom

e

Barnyard Bop Hold beanie toy and tap on relevant body parts.


Wel

com

e

2




Welcom

e Se

nsor

y

Thelma 7

Parent sitting with child on lap facing centre

Parents to assist child to touch each body part as it is named in the song. Reinforce the importance of body awareness as a foundation for children learning to control and manipulate their body parts and muscles.

Sensory

Up Down Wiggle



Lapr

ide

17 Parents sitting on floor with children on their laps facing centre interlude Jig jog forward and back.

Lapride

160

moderato Hold onto Rainbow Ring with one hand and walk around

circle Train Is A Comin’



Circ

leti

me 13



Circletime





Frogs Notation 3


frogs




Not

atio

n




Notation

161


Prep Give each child a set of sticks and a tambourine. Ask

parents to place sticks beside them out of sight.





Inst

rum

ents

Driving My Tractor

5




Instruments







Inst

rum

ents


19




162








Inst

rum

ents

19 Child and parents sitting or kneeling around drum Meilo/Tippy … Assist child to jump puppet up high and land inside the


Instruments

prep Sing “Peekaboo” as you hand out peekaboo bags with finger puppets in. Ask children to select Meilo and sit him on the drum. Place laminated “rest board” on drum or on floor close by.




He likes to snore….

Parent to assist child to gently hold Meilo in cupped hands over the drum

Frie

nds

Not

atio

n


OR

Rest boards




Friends Notation

163


Prep Children hold up thumbs and hide them behind their backs

Verse 1 (cow)

Children to bring one thumb out in front and then the other thumb. Children to wiggle thumbs as if animals talking to each other.

Waddle and Quack

16

Chorus Children to make fists, and bang on floor for “stamp, stamp” Open hands on “waddle” Clap hands on “quack”

transition Hold up pointer fingers on each hand and hide behind back.

Verse 2 (lamb)

Children to bring one pointer finger out in front and then the other. Children to wiggle fingers as if animals talking to each other.

transition Hold up small fingers on each hand and hide behind back.

Loco

mot

or

Verse 3 (rooster)

Children to bring one small finger out in front, and then the other. Children to wiggle fingers as if animals talking to each other.

Highlight for parents the importance of finger plays for the development of control of fine motor muscles in the hand. Activities such as these prepare the child for keyboarding and later work with pens and pencils.

Locomotor

164


doing action rhyme.

Molly is a sleepy mouse, Hiding away



Clap your hands together She’ll come out and play

Parents to assist child to clap their hands



Dance, dance, round & round Parent to assist child to turn in a circle.

Fing

erpl

ays

Fing

erpl

ay






Loco

mot

or

Bullfrog

9

Parents sit in circle facing centre. Children face parents



Locomotor



Inst

rum

ents

Ribbons & Rainbows 21




Instruments

165


Reserve

Prep Place tambourine on floor

Five Pea Pods (friends only)







Inst

rum

ents





Instruments








Inst

rum

ents




Instruments




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Farewell

Driving My Tractor - Lesson 11 Song Jungle Tots Jungle ... · Children to place toy in lap and clap to the beat (as an ... Parents to shake child's hands as if ringing the bell. The

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