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THE LION COLLECTION

Copyright1999 Robert Sayer. All Rights Reserved.

Welcome to The Music Class, Inc.


The rst few years of life are the best time to nurture your childs musical development. At Rob Sayers The Music Class we give you the tools to help. We have developed collections of fun, developmentally appropriate songs and musical activities. Through play and parent modeling, our song collections will help promote your childs musical development during his or her formative years. For parents interested in weekly music classes for young children in a mommy and/or daddy and me setting, The Music Class materials and methods are available in a growing number of cities throughout the United States and internationally. To nd out more about The Music Class or to purchase materials we can be reached at 770-645-5578 and on the web at www.TheMusicClass.com.

Ive got the music in me!

Instruments CDs Clothing Accessories

www.TheMusicClass.com

The Lion Collection Developed by Rob Sayer for The Music Class, Inc. 770-645-5578 World Wide Web: www.TheMusicClass.com m1999 Robert Sayer. Made in USA. All Rights Reserved. Unauthorized duplication is a violation of applicable laws. Illustrator: Seth Benator Logo and cover layout: Judy McCabe Smith
Copyright1999 Robert Sayer. All Rights Reserved.

ALPHABETICAL TABLE OF CONTENTS


Parent Pages............................................................................. 1 Songs ....................................................................................... 10 A Lion. Alice the Camel.......................................................................... 30 Ally Bally. ................................................................................... 20 Brush a Brush............................................................................ 28 Chirri Bim ................................................................................. 16 Down at the Mall....................................................................... 29 .............................................................................. 30 Fall Breezes. Go Very, Very Slowly. ................................................................ 14 Grants Farm ............................................................................ 17 Hop, Old Squirrel ...................................................................... 12 Im So Happy. .............................................................................. 7 Jungle Cat................................................................................. 21 Laughing Song............................................................................ 16 Leaves ..................................................................................... 18 Little Duck Waltz. ..................................................................... 13 Little Liza Jane........................................................................ 25 Mary Had a Little Lamb............................................................ 19 Put Your Finger in the Air ....................................................... 9 Row, Row, Row Your Boat. ......................................................... 22 See My Pony............................................................................. 24 See You Next Time.................................................................... 35 Shananana ................................................................................ 11 The Fiddling Cobbler.................................................................. 27 The Old Grey Cat. ..................................................................... 26 This Old Man............................................................................. 15 Tiger Rag.................................................................................. 32 Twinkling.................................................................................... 34 When the Train Comes Along. ..................................................... 23 Zumba........................................................................................ 8

Copyright1999 Robert Sayer. All Rights Reserved.

Welcome to The Music Class! Id like to share with you some basic concepts about your childs musical development. The time to start thinking about your childs musical education is at birth. In fact, the most critical time in a childs musical development is from birth to age five. Scientific research has shown that parts of the brain that are not stimulated in the earliest years of life will atrophy. Nobel prize winning research by doctors David Hubel and Tortsen Wiesel of the Harvard Medical School proved this point. They found that if an animal was raised from birth to three months of age with one eyelid sutured closed, the animal would be permanently blind in that eye. The portion of the brain that controls vision in that eye did not develop. From what we know about the brain, this use it or lose it concept applies to music as well. Those children who have a deficient musical environment where their potential musical abilities are not stimulated will end up with a significantly lower music aptitude than might have been possible. Researchers from the University of Munster in Germany recently found that the part of the brain associated with pitch recognition was larger and organized differently among musicians as compared to non-musicians. Most significantly, the musicians who started training earliest had the largest development in that area. Another scientific study recently found a strong correlation between early musical study and the development of absolute pitch (also called perfect pitch - the ability to identify exact pitches without reference to an instrument). Six hundred musicians were surveyed. Forty percent of the musicians in this study who had begun training at four years of age reported absolute pitch, whereas only three percent of those who had started training at nine years of age did so. The Music Class songs are designed to expose your child not only to a large quantity of music, but also to a broad variety of music. Youve heard that children who grow up in households where a large spoken vocabulary is used learn to speak with a large vocabulary. The same is true of music. Our songs include a wide variety of scales, rhythms, instruments and styles to further stimulate your childs musical development. On the upper left hand corner of each song youll see a column titled + Musical Vocabulary. These is where we list the musical sounds, common and uncommon, that we hope your child will absorb from the song. With enough time and repetition youll see your childs musical vocabulary blossom. Under the title of each song youll see "l Suggested Activities. to help you do the activities with your child at home. These are designed

1
Copyright1999 Robert Sayer. All Rights Reserved.

By enrolling your child in The Music Class, you are providing a rich musical environment for your child forty five minutes a week. Of course, that limited time is not enough. Young children learn throughout the week, mostly by imitating you. Our goal is that you will take the songs and activities you have learned in class home with you and model them for your child throughout the week. Keep in mind that the most important things you can model for your child are the enjoyment of and enthusiasm for music. Children who see their parents having fun with music will naturally copy their behavior; thats how the learning takes place. Children learn through play and repetition. Id like to answer two frequently asked questions. Q. Whats the point of coming to class if my child is too shy to sing in class? A. Id like to encourage you to consider these wonderful first years of life as a time for musical development and musical fun. Please do not get confused between learning music and musical performance. A childs temperament may dictate whether he or she will want to sing out loud in class. Parental pressure to perform in class might only make the child uncomfortable, and may take away from the relaxed environment in which young children learn best. Children learn through exposure in a fun environment and need the freedom to experiment on their own. Instead of assessing your childs learning by how he or she performs in class, rest assured that if your child enjoys coming to class and enjoys doing the songs and activities with you at home that he or she is learning in as natural a way as possible. Remember, if your child sings at home and not in class - thats OK! Q. When should my child start taking instrument lessons? A. Before instrumental instruction can begin, a child must achieve independent music accuracy. Independent music accuracy, which can be attained by all typically developing children, is defined as the ability to sing in tune and in rhythm, and to make rhythmically accurate movements. With proper musical stimulation, this usually occurs between the ages of four and six. Regardless of whether your child chooses to play an instrument at some point, the tonal and rhythm skills they are learning now will give them a lifelong understanding and enjoyment of music. What To Expect of Your Child in Class All young children need time to get used to a new room, teacher, songs and situation. It typically takes about four weeks to become familiar with the class environment. There is a wide range of responses children will display during the first few weeks. You will see that as the weeks continue the children will 2
Copyright1999 Robert Sayer. All Rights Reserved.

become more and more focused in class. Its important to listen to the CD at home frequently, particularly during the first weeks. Children like what is familiar to them and need a lot of repetition. If they know the songs, they will have more fun in class and learn more. What to expect according to age Infant: A babys brain is still forming - more so than at any other time in its life. As babies are learning the sounds of language, they are adding the rhythms and tones of music. Just as children learn to speak by hearing their parents speak - learning many of the sounds necessary for communication before they ever utter their first word - children go through the same process of listening, decoding and then experimenting on their own with musical skills. Even if your child is too young to actively participate in class, rest assured that he or she is learning. Early exposure to music will pay off significantly later in life. Its never too early to start playing music and singing to your baby! Toddler: Toddlers learn through play, so class needs to be fun. They are watching and experimenting on their own, discovering what they like. They will enjoy playing instruments, singing and dancing. Though their efforts are not very accurate, they will begin to show improved musical skills as they grow older. Two and Three-year olds: These children have become more accurate in reproducing music, both tonally and rhythmically. They begin to interact less with their parents and more with their teacher and the other children. They are still busy observing and imitating. At this age they become more creative and develop their own ways of singing songs and doing activities. This should be supported and encouraged! Four-year-olds: Some at four will have already achieved independent music accuracy, but still benefit from being in a creative and musically stimulating environment. While some children at this age may feel too old to be in class with babies, most do not care as long as they are having fun. Parents should refrain from pointing out age differences to their child, but should talk with their child to see if they are enjoying class. If so, parents should relax and enjoy it, too. All ages: Some children want to march and run; others want to spend the class no more than a foot away from the teacher; some will sit in their parents laps; while others want to observe from a cozy corner in the room. At The Music Class we recognize that there are many different learning styles, and we encourage parents to let the children be where they are comfortable. A typical class may have all of these different types of children, but all children have one thing in common: they are all watching, listening, and learning from us. So have fun and make music!

3
Copyright1999 Robert Sayer. All Rights Reserved.

There are many different types of children. Heres what parents say about their experiences with The Music Class: The shy child: When we first started bringing Avery she would sit in my lap the whole class and get up only to grab the instruments. But when we got home, shed sing the songs, so I knew she was absorbing the music. Now, a few sessions later, she is totally comfortable in class. She participates in everything in class and really likes to sit in her teachers lap! What a difference. Im glad we stuck with it because I can see how much she has been getting out of class. E.P. The active child: Pierce would never sit in my lap. In fact, he spent most of class running around the room. He was so wild; I was worried he was being disruptive. But our teacher told me not to worry and he was right. Weve been taking music class here for several sessions and hes gotten a ton out of it. He now makes up his own words to the songs and dances when he hears the music. Even when I didnt think he was paying attention, when we got out to the car after class, he started singing the songs. L.O. The younger child: When Brian first came to class, he was only three months old. He was quiet, but his eyes were wide open and he was interested in what was going on. Now, more than a year later, he does everything in class, including using the sticks to the rhythm. I definitely think that my child is getting a lot more from music class now because we started him when he was young. Even his daycare teachers tell us that when they play music in class he is much more involved and responsive than the other children his age. M.M. The older child: Nathaniel is 5 years-old now and we still love music class. I do remind him to watch out for the little children, but he has become a leader in his class. He helps his teacher and is sort of a role model for the other children. This music has become such a part of our lives. On rainy days we get out all our music books and sit on the floor and sing the songs. Nathaniel even listens to the music at bedtime. I wish we could take the class forever! J.R. The child with special needs: Mary Beth has loved The Music Class from the beginning. Even though she has Downs Syndrome, shes always been treated like the other children. Music class helped her feel more normal as she saw she could do what the others were doing. The interaction with children is so good for her and the environment is so relaxed. D.H.

4
Copyright1999 Robert Sayer. All Rights Reserved.

Classroom Guidelines Do sing, dance, and have a good time in class. Enthusiasm is infectious! Do call if you are going to miss a class. This will allow others to use your spot as a make-up time. Do call if you would like to make up a class. In order to avoid overcrowding reservations for make-ups are required. Do invite grandparents and other grown-ups to come to class. No reservations required. Do call about bringing young siblings, relatives, out of town guests, etc., to class. We can accommodate extra children in class only if room permits. Friends considering enrolling next term may observe one class free of charge - reservation required. Do not come to class if your child appears ill, or has had a fever within the last 24 hours. Do not get into a turf battle with your child. If your child wants to be in another part of the room and you insist that he/she stays with you, both you and your child will soon have your attention focused on territory as well as how to outsmart each other. This is not a particularly musical activity. Children learn in many different ways and not all children are comfortable staying in their parents lap. Remember that even if your child is on the side of the room, he or she is still absorbing whats going on in class. Of course do make sure your child stays safe and inside the room. Do not talk in class. Try not to tell your child what to do in class, but instead show your child what to do. Keep in mind that when adults talk it becomes distracting to the teacher and to other adults and children in the class. Do not eat in class. No one wants to put their baby on a floor with old crumbs. Eating in class is a health hazard and is also distracting to the other children. If your child must snack during class time please do so outside the room. Do help us keep everyone healthy. If your child puts an instrument in his or her mouth please clean the instrument off with alcohol when you are done. If your child uses a pacifier you might try letting them have their pacifier during instrument play as a way to avoid putting instruments in their mouths. Do choose your battles carefully. If your child really doesnt want to put away an instrument consider letting him or her hold onto the instrument for a while. However, if they want to do an unsafe activity, like run with their sticks, please step in to keep them safe. 5
Copyright1999 Robert Sayer. All Rights Reserved.

Copyright1999 Robert Sayer. All Rights Reserved.

I'm So Happy
+ Musical Vocabulary
Tonality: C major Meter: duple The melody outlines the tonic chord and parts of the dominant chord; two of the most common types of chords.

l Suggested Activities

Tap the beat on thighs while teacher names each child. Repeat the first part of the song as needed.

 Composer
Rob Sayer, Michele Marcus, Raina Sayer CD Track: 1

& &

1. I'm 2. I'm G7

so so

hap hap

py py

l
to

to to

see make

(name). mu -

sic.

l l

I'm I'm

_ _

so so

hap hap

py py

l l

to sing

see and

(name). dance.

& &

I'm I'm

so so

hap hap

py py

to

to play

see to

(name). geth -

er.

l {

G7

Ev - 'ry Ev - 'ry

one one

has has

fun fun

in in

l _

c
-

mu mu

sic sic

class. class.

7
Copyright1999 Robert Sayer. All Rights Reserved.

Zumba
+ Musical Vocabulary
Tonality: e minor Meter: duple The recording features traditional instrumental sounds of southern Africa, including marimba, bass marimba, congas, shakers and additional drums. Shake egg shaker and substitute different animals and sounds.

l Suggested Activities

 Composer
Traditional melody "Salamalekum" from Senegal. New lyrics by Rob Sayer CD Track: 2

&

&

1&2. Na, na, 3. Lis - ten 4. Roar! roar! 5&6. Na, na, 7. Lis - ten 8. Snap! snap! 9&10. Na, na,

na, now roar! na, now snap! na,

Zum - ba don't you Zum - ba Zum - ba don't you Zum - ba Zum - ba

Na, hear Roar! Na, hear Snap! Na,

na, na, the sound roar! roar! na, na, the sound snap! snap! na, na,

Zum don't Zum Zum don't Zum Zum

- ba you - ba - ba you - ba - ba

Na, na, na, hear the sound Roar! roar! roar! Na, na, na, hear the sound Snap! snap! snap! Na, na, na,

su of su su of su su

- mal - li Li - ons - mal - li - mal - li Croco-diles - mal - li - mal - li

Na, in Roar! Na, in Snap! Na,

na, the roar! na, the snap! na,

Zum town. Zum Zum town. Zum Zum

- ba. - ba. - ba. - ba. - ba.

8 8
Copyright1999 Robert Sayer. All Rights Reserved.

Put Your Finger in the Air


+ Musical Vocabulary
Tonality: D major Meter: duple Act out. Be sure to always move your finger to the beat. Make up your own verses.

l Suggested Activities

 Composer
Woody Guthry Adapted by Rob Sayer & Frank Hamilton Woody Guthrie and Ludlow Music Inc. Used with permission. CD Track: 3

&

##

&

##

1. Put 2. Put 3. Put 4. Put 5. Put A7

_ _

your your your your your

_ _

d
-

fin fin fin fin fin

ger ger ger ger ger

in on on on on

the your your your your

air, ear, knee, belly, hair,

in on on on on

the your your your your

air. ear. knee. belly. hair.

&

##

d
air. ear. knee. belly. hair.

Put Put Put Put Put

_ _ _ _ l
your your your your your

fin fin fin fin fin

&

##

Put Put Put Put Put

your your your your your

g
A7

ger ger ger ger ger

in on on on on

the your your your your

air, ear, knee, belly, hair,

in on on on on

the your your your your

fin fin fin fin fin

ger ger ger ger ger

in on on on on

the your your your your

air, ear, knee, belly, hair,

wave it ev - ry - where. Put your tell me "CANYOU HEAR!?"Put your wig-gle it at me. Put your shake it like its jelly. Put your fuz -zy like a bear? Put your

l _
fin fin fin fin fin - ger - ger - ger - ger - ger in on on on on

the air, your ear, your knee, yourbelly, your hair,

in on on on on

_ l . _
the your your your your

and and and and is it

air. ear. knee. belly. hair.

9 9
Copyright1999 Robert Sayer. All Rights Reserved.

AL Lion ion A
+ Musical Vocabulary Meter: duple Vocabulary + Musical
Chants this with no pitch help to Meter: like duple Chants like this attention with no pitch helprhythm. to focus the child's on the focus the child's (speeding attentionup) on creates the rhythm.. The accelerando a The (speeding up) creates a lot ofaccelerando energy. lot of energy. rst to half and then beat run to the micro Step the macro during the first section and then run to the micro beat beat during the second, faster half. during faster half. Chase Chase the andsecond, then tickle your prey. and tickle your prey.

l Suggested Activities Step Suggested to the macroActivities beat during the l

Composer Rob Sayer  Composer


Rob Sayer CD Track: 4 CD Track: 4

2 J &4 l l l
A li - on look -ing for her food is

walk - ing through the

grass.

She

l l l

& & &

sees her

O O l l

din - ner

up

a - head and

Speed up

then runs

ver - y

l l

fast.

Roar!

Yum

yum

yum,

what

tas

- ty

treat.

Roar!

Yum,

yum,

yum,

Ill

catch

my

lit

- tle

sweet.

10 10
Copyright1999 Robert Sayer. All Rights Reserved.

Shananana
+ Musical Vocabulary
Bb
Tonality: Bb major Meter: duple Recorded by the Kholwa Brothers in South Africa, this song presents the traditional sounds of a South African chorus. PART ONE Act out and sing along.

l Suggested Activities

 Composer
Rob Sayer. Based on traditional material from South Africa.

w bbb 2 & 4

& & &

bbb bbb bbb

Sha

- na

na

na,

Mom - ma's

Sha - na - na - na,

Mom - ma's

Sha - na - na - na,

f
sleep

Mom -ma's

_ _
-

l .

Eb

l _ .
-

w
-

Bb

l .

r
-

Eb

CD Track: 5

sleep

ing.

l l l {

sleep

ing.

sleep

ing.

2. Shananana, Momma's getting up... 3. Shananana, Momma's running... 4. Shananana, Momma's jumping... 5. Shananana, Momma's tired... 6. Shananana, Momma's sleeping... PART TWO

ing,

Sha

na

na

na.

l_
Bb

Bb

Mom - ma's

1. Mom-ma is sleep - ing, 2. Momma is getting up... 3. Momma is running... 4. Momma is jumping... 5. Momma is tired... 6. Momma is sleeping... ENDING

&

bbb

{
Bb

Eb

w k l k l k { l
um, um, um,

um, um, um,

um, um, um

&

bb b

w
Sha

- na

na

- na,

Slower

11

Mom - ma's

l .

r
-

Eb

sleep

ing.

Copyright1999 Robert Sayer. All Rights Reserved.

Hop, Old Squirrel


+ Musical Vocabulary
Tonality: F major Meter: duple The rhythm alternates between being on the beat and anticipating the beat. Hop, hide, run and eat to the beat. Substitute other things squirrels do.

l Suggested Activities

 Composer
Traditional CD Track: 6

& & & &

b C b b b

1. Hop,

old

squirrel,

j
ei -

ei

Hop,

old

squirrel,

Hop,

old squirrel,

dle - dum,

ei

dle - dum,

ei

Hop,

old

squirrel,

l j
ei

dle - dum,

dle

dum

dee.

l l

ei

dum

dle - dum,

l {

dle

dee.

2. Hide, old squirrel, ... 3. Run, old squirrel, ... 4. Eat, old squirrel, ...

12 12
Copyright1999 Robert Sayer. All Rights Reserved.

Little Duck Waltz Little Duck Waltz

+ Musical Vocabulary

l Suggested Activities

 Composer
Johann Strauss Melody adaptation and  Composer lyrics by Rob Sayer Johann Strauss Melody adaptation and CD Track: 8 lyrics by Rob Sayer F7

Tonality: Bb major Meter: triple Vocabulary + Musical Exposure to this adaptation will help Tonality: Bb major the children to relate to, and enjoy Meter: triple the original. Exposure to this adaptation will helpB the children to relate to, and enjoy the original.

Lift and lower a child in your lap during the quacks.

l Suggested Activities

bb & b b & bb & b b & bb & b b & bb & b b & bb & b b & bb & b b &

3 4 3 4

l l l _ _ Jump l quack, quack, l ducks.Quack, Two lit - tle quack. l l _ _ _ _ _ l B Bb quack, quack, quack. Two lit - tle ducks.Quack, quack, quack, quack. Jump w 6 b b B B l l l _ l l w l _ _ _ _ l sky. Quack, l quack, quack, in - to the quack. They l jump and they jump. Quack, l l l _ _ Eb _ _ _ in - to the sky. Quack, quack, quack, quack. They jump and they jump. Quack, r b E l l l l l r _ _ quack, Quack, quack, quack, They try and they quack, try. l l quack. l l l _ _ 9 b B F quack, quack, quack. They try and they try. Quack, quack, quack, w 9 Bb F l _ l l w _ l _ l _ quack, quack. Then quack. wings flap. Quack, quack, they Their l lit - tle l l l l _ _ _ _ Bb quack. Their lit - tle wings flap. Quack, quack, quack, quack. Then they w b B _ l l l / w _ fall in your lap. QUACK! QUACK! QUACK! QUACK! QUACK! QUACK! _ l l l / _ 13 13 l quack, quack, l quack. b6
fall in your lap. QUACK! QUACK! QUACK! QUACK! QUACK! QUACK!
Copyright1999 Robert 13Sayer. All Rights Reserved.

b CD Track: 8 w Bb F7 l w l l l _ l l _ _ quack, quack. Just learn-ing to Two lit - tle ducks.quack, quack, l fly. Quack, l l l l l _ _ _ 9 F
Two lit - tle ducks.quack, quack, quack, quack. F9

Lift and lower a child in your lap during the quacks.

l l _ _ _

Just

learn-ing to

fly. Quack,

Go Very, Very Slowly


+ Musical Vocabulary
Tonality: f minor Meter: duple This melody highlights the color tones of the minor scale. Swing eighth notes. Crawl and act out.

l Suggested Activities

 Composer
Raina Sayer CD Track: 10

& & & & &


1

bbbb c bbbb bbbb bbbb bbbb

Slow

1. Go

_ j

like

tur - tle,

ve

ry

ve

Go

_ j l
2

ve

ry

ry

slow

ve

ry

slow

_
ly -

l _
ly Go

l l l /

like

tur - tle,

{ _
a

like

tur

- tle.

Fast!

_ j

ve - ry

_ _

ve - ry quick - ly 1

like

cheet - ah,

Go

ve - ry ve - ry quick - ly

_ l _ _

like

cheet-ah.

Go

{ _ j

_ j

like

cheet-ah.

2. Go very, very slowly like a snail ... Go very, very quickly like a doggie...

14 14
Copyright1999 Robert Sayer. All Rights Reserved.

This Old Man


+ Musical Vocabulary
Tonality: C Major Meter: duple Larger intervals are easier to sing in tune than scale passages. The quick "give a dog a bone" may be a challenge to sing correctly. C Use rhythm sticks. Take suggestions on different ways to click sticks. Feel free to sing the song on "la" instead of worrying about the words.

l Suggested Activities

 Composer
Traditional. Adapted by Rob Sayer CD Track: 11

& & &

f
he he he he

1. This 2. This 3. This 4. This

old old old old

man, man, man, man,

l
G7

he he he he

played played played played

one, two, three, four,

l l l

c
knick knick knick knick G7

played played played played

knick knick knick knick

knack knack knack knack

on on on on

his his his the

drum, shoe, knee, floor,

With With With With

a a a a

knack knack knack knack

pad pad pad pad

dy dy dy dy

whack, whack, whack, whack,

l _

give give give give

c
C

a a a a

&

dog dog dog dog G7

a a a a

This This This This

old old old old

man man man man

came came came came

roll roll roll roll

ing ing ing ing

home. home. home. home.

bone. bone. bone. bone.

15 15
Copyright1999 Robert Sayer. All Rights Reserved.

Laughing Song
Tonality: C major Meter: 5 beat per measure

+ Musical Vocabulary

Stomp, clap and twirl. Follow the vocal cues on the recording.

l Suggested Activities

 Composer
C CD Track: 12

Traditional song from Trinidad

5 &4 _ j & &


C

La,

Amin

la,

la,

j l .

...

A min

j
G7

G7

_ j

_
C

l l

_ j

Chirri Bim
+ Musical Vocabulary
Tonality: d minor Meter: duple The recording features the clarinet and an accelerando.

l Suggested Activities
Circle dance with jingle bells.

 Composer
Traditional Jewish folk song. CD Track: 13 A7

& & & &

b C b b b

Chir-ri D min

l l l
D min bim, Chir-ri bim, chir-ri bom, chir-ri bom chir-ri

bim A7

bom

bim

bom

#_

l l l /

bom. Chir-ri bim, chir-ri Chir-ri bim, G min

l l l #_ l
bom, chir-ri bim bom bim bom chir-ri bom A7

D min

bom.

Ai chir-ri, chir-ri, chir-ri G min

D min

bim bom bom.

l
D min

l l
Ai chir-ri, chir-ri, chir-ri

D min

bim bom bom. D min

Ai

chir-ri, chir-ri, chir -ri

bim bom bom.

A7

Ai

chir -ri, chir-ri, bim

16 16

#_ l .

bom.

Copyright1999 Robert Sayer. All Rights Reserved.

Grant's Farm
+ Musical Vocabulary
Tonality: C major Meter: mixed. duple/duple/triple Exposure to a difficult meter like this at an early age increases the likelihood that this same meter won't be perceived as difficult at a later age. Each measure first tap four times on your thighs for the duple beats and then clap three times for the triple beat.

l Suggested Activities

 Composer
Rob Sayer and Raina Sayer CD Track: 15

7 &8 & &

Bun - ny,

bun - ny,

hop, hop, hop.

l _

Bun - ny,

bun - ny, hop,

hop,

hop.

l l {

Bun

ny,

bun

ny,

hop,

hop,

hop.

Bun - ny,

bun - ny,

bun - ny,

bun - ny,

bun

- ny,

hop,

hop.

v2. Doggie, doggie, ruff, ruff, ruff... v3. Turkey, turkey, gobble, gobble, gobble...

17 17
Copyright1999 Robert Sayer. All Rights Reserved.

Leaves
+ Musical Vocabulary
Meter: triple Wiggle fingers and sway arms to the beat representing leaves falling. Pick up a child and whirl her to representing kids falling!

l Suggested Activities

 Composer
Traditional. Additional lyrics by Rob Sayer CD Track: 16

6 &8 & &

1. The 2. The

l J

leaves kids

are are

whirl whirl

ing ing

l J

round round

and and

round. round.

The The

l l {

leaves kids

fal fal -

J
ling ling

are are

l J

to to

. J

the ground. the ground.

l l

Round Round

J J

J
and and

and round and round

round round

and round, and round,

fal fal

ling ling

soft soft

ly ly

to to

the the

ground. ground.

18 18
Copyright1999 Robert Sayer. All Rights Reserved.

Mary Had a Little Lamb


+ Musical Vocabulary l Suggested Activities
Tonality: C major Meter: duple The recording features a big band swing sound with trumpets and saxes. Sit, sing and shake and instrument, or shake a co-op band.

 Composer
Traditional CD Track: 17

In 1830, Sarah Hale of Boston wrote this popular verse. The original Mary was Mary Sawyer whose lamb followed her to school one day to the Old Redstone Schoolhouse in Massachusetts.

2 &4 &

G7

1. Ma - ry

_
had

lit - tle lamb,

lit - tle lamb, G7

c
lit -

tle

lamb.

l {

Ma - ry

_ l
had a

lit - tle

lamb,

Its

fleece was white

as

l _

snow.

2. Everywhere that Mary went, Mary went, Mary went. Everywhere that Mary went, The lamb was sure to go. 3. It followed her to school one day, school one day, school one day. It followed her to school one day, Which was against the rules.

4. It made the children laugh and play, laugh and play, laugh and play. It made the children laugh and play, To see a lamb at school.

19 19
Copyright1999 Robert Sayer. All Rights Reserved.

Ally Bally
+ Musical Vocabulary
C
Tonality: C major Meter: duple The recording features the harp. Lullaby to be sung at nap time at home. In class, either lie down or cuddle in a lap for a pretend nap time.

l Suggested Activities
F

 Composer
Traditional Scottish folk song CD Track: 18

&

c
-

Al

ly

bal

ly,

f
al -

ly Am

bal

ly

c
G7
bee,

l l

& _ j & &

sit

Greet

c
-

tin'

on

. j

your

in'

for

f
wee

j l

dad

dy's

pen G7

c
ny,

knee.

buy

some

Coul

ter's

can

dy.

to

l /

20 20
Copyright1999 Robert Sayer. All Rights Reserved.

+ Musical Vocabulary
Tonality: c minor Meter: duple Cab Calloway style swing. Cm

l Suggested Activities
B

 Composer
Frank and Mary Hamilton

&

bbb c
A

bbb b &

b7

I'm I'm I'm

. j _
a a a li - on li - on li - on

b7

Find a lion puppet and have it sing along.

l b

b7

G7

G7

big and strong! when I sing big and strong!

C m6

CD Track: 19

tail ev tail

is long. ery - thing! is long.

Cm

My mane is thick, my I'm the king of My mane is thick, my

j _
Fm

b7

l l

I prowl the jun - gle night and day. And when I roar in - side the zoo, I shake my head and paw the air.

_ j _ . l _ _
Cm

bbb &

G7

When you see could be I'm You can hear

j
B

& &

bbb bbb

Cm

jun -gle A 7

J
b

cat!

b7

me a me

b7

run - fraid ev

a - way of you! ery where!

'Cause I'm

b7

C b bb . & _ _ j l
Wha-da -ya think of that! Scat!

_ j Scat! Ab7

G7

Wha-da - ya think

n j l

G7

Cm

of

Scat!

_ j

Cm

_ l
that!

C
jun

I'm

G7

Cm

b7

- gle

21 21

l _ j

C
Scat!

b7

cat.

_ j Scat! Bb7

l l /

Scat!

G7 Cm

_ j

Copyright1999 Robert Sayer. All Rights Reserved.

Row, Your Row,Row, Row, Row Row Y our BBoat oat


+ Musical Vocabulary Tonality: C majorVocabulary + Musical
other. Hold hands and lap pretend Meter: triple Tonality: C major Sit your child in your facingto each Traditional Meter: triple other. Hold pretend to row back andhands forth and to the beat while Rounds are too difcult for young children row CD Track: 20 rounds are difficult for proyoung singing back and CD Track: 20 the forth song. to the beat while singing to While sing as part of a too group, but they children to sing themselves, doing a round the song. vide a stimulating listening experience. in class gives the children a stimulating listening experience.

l Suggested Activities Sit your child in your lap facing each l Suggested Activities

Composer Traditional  Composer

6 &8

Row,

&

Mer -ri - ly, mer-ri - ly,

j l _ j l _ . _ _ l
mer - ri - ly, mer - ri - ly, Life is but a

_ .

row,

_ .

l _

row

your boat,

Gent - ly

down

the

l .

stream.

l /

dream.

22 22
Copyright1999 Robert Sayer. All Rights Reserved.

When the Train Comes Along


+ Musical Vocabulary
Tonality: d minor Meter: duple March and shake egg shakers. Take suggestions for different things to travel on.

l Suggested Activities

 Composer
Traditional Adapted by Rob Sayer

& & & &

b C b b b

Dm

Gm

CD Track: 22

1. When We

the will

train all

comes have

long, fun.

Gm

a some

l l l

Dm

When We'll

the be

train rid

Gm

-ing

comes in

a the

long. sun.

I I

will will

l
Dm

meet meet

you you

at at

the the

sta sta

tion tion

when when

the the

A7

Dm

train train

comes comes

a a

- long. - long.

2. When the bus comes along... 3. When the plane comes along...

23 23
Copyright1999 Robert Sayer. All Rights Reserved.

See My Pony
+ Musical Vocabulary
Tonality: F major Meter: duple At home, put child in lap and bounce to the beat. Do a slow "Neigh" at end and roll back. In class, all hold onto co-op band and shake it to the beat. Lean back on "Neigh"

l Suggested Activities

 Composer
Czechoslovakian folk song Adapted by Rob Sayer CD Track: 23

f b 2 & 4
See See

Dm

my my

po - ny, po - ny,

_ l
D

& & &

b b b

my black po - ny? my white po - ny? Dm

_ l
I I

C7

See See

_ l
my my po - ny, po - ny,

my my

black white C7

po - ny? po - ny?

l
f
F
I I

ride him each ride her each

day. day.

l l l /

ride ride

him each her each

When When

I I

give him give her

l
Dm

C7

day. day.

oats oats

to to

eat, eat,

See my See my

_ l _ l l
po - ny, po - ny, my black po - ny? my white po - ny? I I ride him each ride her each

trot - ting, trot - ting go trot - ting, trot - ting go 7 B C F

l
b

his feet. her feet.

day. day.

U O l D

Neigh! Neigh!

24 24
Copyright1999 Robert Sayer. All Rights Reserved.

Little Liza Jane


+ Musical Vocabulary
Tonality: C major Meter: duple The first part of the melody features a tonic chord. The chorus includes several syncopated rhythms. Call and response style, with the group echoing each phrase. Act out each verse and sing the chorus together.

l Suggested Activities

 Composer
Traditional Adapted by Rob Sayer CD Track: 25

&

1. My friendJanecan jump so high. 2. My friendJanecan run so fast. 3. My friendJanecan fly so high. 4. My friendJaneshe likes to sleep.

l _ _

G7 C

G7

l _ _ _

&

Jump-ing jump-ing all day long. Run-ning, run-ning all day long. Fly - ing, fly - ing all day long. Sleep-ing, sleep-ing all night long.

l _ _
F C

G7 C

Saw her jump in - to the sky. Fast -er than a great big cat. Like a bird up in the sky. Likes to sleep and nev - er weeps. G7

G7 C

l _ _ _ l
Jump-ing while we sing this song. Run-ning while we sing this song. Fly - ing while we sing this song. Sleep-ing while we sing this song.

G7 C

f c j l & {
Oh, E - li - za,

G7

lit-tle Li - za Jane.

_ j

c j f l l
Oh, E - li - za,

F C

G7

lit-tle Li - za Jane.

j _

25 25
Copyright1999 Robert Sayer. All Rights Reserved.

The Old Grey Cat


+ Musical Vocabulary
Tonality: d minor Meter: triple Finger-play, with one hand being the cat and the other the mouse. You can also crawl and act out.

l Suggested Activities

 Composer
Traditional Adapted by Rob Sayer CD Track: 26

b 6 & 8 & & & b b b

The

_ j { _ j j

old grey cat is lit - tlemouse is

j l .

sleep - ing, creep - ing,

l #_ . .

sleep - ing, creep - ing,

l . _ _ j l _ _
sleep - ing. The creep - ing. The

old grey cat lit - tle mouse

j l . . l #_ .
is is sleep - ing, creep - ing,

in through

the the

l . .

house. house.

_ _

The The

_ j { _ _ j l _ /

lit

Faster

- tle mouse

j l .
is

run - ning,

l #_ .
The

run - ning,

l . .

run - ning.

lit

- tle mouse

is

l .

run - ning.

l #_ .

cat

woke

l .

up!

The

26 26
Copyright1999 Robert Sayer. All Rights Reserved.

The Fiddling Cobbler


+ Musical Vocabulary
Tonality: G major Meter: duple The recording features the fiddle in a tradition country dance style. Lead the group in a circle/square dance. Change directions, go in and out and twirl.

l Suggested Activities

 Composer
Traditional Adapted by Rob Sayer CD Track: 27

# 4 g & 4 & & & # # #


c
moon danc

D7

Cob All

bler, my

leave friends

D7

your and

g
-

bench fam

and i

is ing

D7

shin to

ning your

l .

come. ly

The are

l l

all cob

c
dance neath

the - bler,

lit come

tle and D7

bright. tune.

And O,

shoes play

you for

g
G

patched us

will be

l {

for the

you shin

to ing

- night. moon.

l .

27 27
Copyright1999 Robert Sayer. All Rights Reserved.

Brush a Brush
+ Musical Vocabulary
Tonality: C major Meter: duple Swing style. The "brush a brush" rhythm imitates the swing beat a drummer plays on the hi-hat. C Am Sing and act out.

l Suggested Activities

 Composer
Terri Geeza and Rob Sayer CD Track: 28

& & & & &

eve-ning eve-ning G7

f j l _ f
time. time.

1. Brush a brush 2. Sweep a sweep

_ _ _ j

G7

c j l l _ _ _ f
in the in the

G7

Am

morn-ing morn-ing

time. time.

Keep - ing Keep - ing

my teeth the floor

Brush a brush Sweep a sweep G7

_ _ _ j j l

_ _ l
in in

clean clean

Brush -ing my teeth Sweep-ing thefloor

morn-ing morn-ing

_
F

while I'm while I'm G7 C

j l _ _

time. time.

j
c
C

sing-ing this song. sing-ing this song. Am

all all

day long. day long. Am

the the

Keep-ing myhands clean Keep-ing my room clean

G7

Wash a wash Pick up toys

_ _ _ j
C

j l

all all

day long. day long.

in in G7

_ _ l _
the the

Wash a wash Pick up toys

_ _ _ j

in the in the G7

_ _ l

eve-ning eve-ning

time. time.

j
c
C

l /

l j
I I

like like

wash-ing my hands. pick -ing up toys.

_ _ l_ w _

28 28
Copyright1999 Robert Sayer. All Rights Reserved.

Down at the Mall


+ Musical Vocabulary
Tonality: C major Meter: triple Adaptation of an old sing-along. Sit down and roll a ball back and forth to the beat with your partner.

l Suggested Activities

 Composer
Traditional melody New Lyrics by Frank and Mary Hamilton CD Track: 29

6 &8

1. One 2. My 3. They 4. 5. They 6. 7.

c
-

day bro rolled Oh, rolled My Oh,

we ther to what on lit what

went took the a the tle a

shop all trash time coun bro time

ping of cans, we ter ther, we

&

down balls pots down up laughed down G7

at in and at on at at

the the the the the it the

mall store, plants. mall. wall. all. mall.

l .

f
hey! hey! hey! hey! hey! hey! hey!

all the the had and he had

Way Way Way Way Way Way Way

&

Down Down Down Down Down Down Down

at at at at at at at

the the the the the the the

mall. mall. mall. mall. mall. mall. mall.

To And And He

buy lit - tle Soon they were in - to the Try - ing to soon they were had what he Try - ing to

&

big o jump big o big big

rub - ber ball. ver the floor. in - to pants. rub - ber ball. ver the mall. rub - ber ball. rub - ber ball.

Give Give Give Give Give Give Give

us us us us us us us

a a a a a a a

29 29

dime dime dime dime dime dime dime

to to to to to to to

bro rol clothes buy rol want buy

ther ling store us ling ed, us

a all to a all one a

shop shop shop shop shop shop shop

at at at at at at at

the the the the the the the

mall. mall. mall. mall. mall. mall. mall.

Copyright1999 Robert Sayer. All Rights Reserved.

Fall Breezes
+ Musical Vocabulary
Eb
Tonality: Eb major Dance with scarves. Use circular Meter: triple movements to reinforce the feeling of Because there are no words, the listener's triple. attention is focused on the musical elements.

l Suggested Activities

 Composer
Raina Sayer CD Track: 30

r b 6 b & b 8 . r
Eb

bb b & . l j

l j _

_ .

l . j l .

l .
Bb

Ab

y r
Eb

l /

l .

Alice the Camel


+ Musical Vocabulary
Meter: triple

l Suggested Activities

 Composer
Traditional Adapted by Rob Sayer

Bounce child on lap to the beat. Roll back on "neigh".

12 & 8

1. Al-ice 2. Al-ice 3. Al-ice 4. Al-ice

.
the the the the cam cam cam cam - el - el - el - el

has three has two has one has no

humps. humps. hump. humps. 1-3

Bum - pi Bum - pi Bum - pi Bum - pi

.
-

ty bump, ty bump, ty bump, ty bump,

Bum - pi Bum - pi Bum - pi Bum - pi

.
-

CD Track: 31

ty bump, ty bump, ty bump, ty bump,

&
4

. .
Al-ice Al-ice Al-ice Al-ice thecam -el thecam -el thecam -el thecam -el has three humps. has two humps. has one hump. has no humps.

. .
NEIGH!

Bum - pi - ty, Bum - pi - ty bump. Bum - pi - ty, Bum - pi - ty bump. Bum - pi - ty, Bum - pi - ty bump,

{ /

&

Al

ice

is

J
30 30

horse,

Copyright1999 Robert Sayer. All Rights Reserved.

Copyright1999 Robert Sayer. All Rights Reserved.

Tiger Rag
+ Musical Vocabulary
Tonality: Bb major Meter: duple Traditional jazz style. Featuring the banjo, trumpet, trombone, drums and tuba "tiger roar". Play along with your favorite instruments.

l Suggested Activities

 Composer
Traditional CD Track: 33

w w bb c & l l l l F7 Bb w b b j l { & l l Bb F7 Bb w w bb & l l l l


F b b & l l Eb r b bb . & l l Bb w bbb & l l Eb Bb r w bb b & l l Eb Bb r w b b & b l l
7

Bb

F7

Bb

j l l l

Bb

bbb

&

bbb

C7

l l Eb r l l l Fm F7 Bb7 Eb7 F bbbb n l l l !


32 32

l .

l l

Copyright1999 Robert Sayer. All Rights Reserved.

Tiger Rag p2

y J J bbbb & l l l l Eb7 bbbb J J & l l l l

bbbb J J & l l l l & bbbb


A

y J J bbbb & l l l l Ab7 Db Db7 v bbbb w j & l l l l l 7 7 7 7 Bb Ab F Bb Eb Ab y J y J bb bb & l l j l l lw l /

33 33
Copyright1999 Robert Sayer. All Rights Reserved.

Twinkling Star
+ Musical Vocabulary
D
Tonality: D major Meter: duple Recording features the harp. Lullaby to be sung at nap time at home. In class, either lie down or cuddle in a lap for a pretend nap time.

l Suggested Activities

 Composer
Steffi Miller CD Track: 34

& & & &

## ## ## ##

A7

Twin - kl

ing,

twin

kl

ing

l_

lit

tle A7

d
star.

Beau

ti

ful,

beau

ti

ful,

A7

l _

that

you

d
D
are.

l l l /

Twin

kl

ing,

twin

kl

ing

A7

l_
in

the

d
D
night.

Twin - kl

ing,

twin

- kl

ing,

l_

lit

tle

d
light.

34 34
Copyright1999 Robert Sayer. All Rights Reserved.

See You Next Time


+ Musical Vocabulary
Tonality: C major Meter: duple The melody outlines the tonic chord and parts of the dominant chord; two of the most common types of chords.

l Suggested Activities

 Composer
Rob Sayer, Michele Marcus, Raina Sayer CD Track: 35

Tap the beat on thighs while the teacher names each child. Repeat the first part of the song as needed.

& & & & & &

I'm

c
C

I'm

G7

so

hap - py

l _
I

saw (name).

l _
I'm

so

G7

hap - py

l _
I

saw (name).

so

hap - py

l
I

mu - sic class.

_ _ _ _ .
g
G

And

j !
when I

saw (name).

l j l

See you next

time

in

l j l l l /

get home

you

know what I'll do,

j
I

I'll

sing

c
love

with

my

par - ents

and

l l
35

dance with

them

too.

to

make

mu - sic

and

share

it

with

Dm

G7

see

you

next

time

in

l _

c
-

you,

so

I'll

mu

sic

class.

Copyright1999 Robert Sayer. All Rights Reserved. 35