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H elps with routines and classroom management

A ddresses Cultural and Artistic competence

R epetition, rhyme, rhythm and recycling

M eaning, memory, mood, movement and multi-sensory teaching

O ther areas of the curriculum

N atural way for children to interact with their social environment

Y ou use age appropriate music and activities

in the classroom

Vanessa Reilly
Oxford University Press
Vanessa Reilly 2013
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Helps with routines and discipline

Susan Halliwell (1992) classifies activities into ‘stirrers’ and ‘settlers’. Songs can be
either depending on their style and how we use them.

Hello girls.
Hello boys.
Hello children, it’s time for English now!

Goodbye girls.
Goodbye boys.
Goodbye children, it’s time for me to go!

Ocete, MªCarmen. (2012), Splash Starter, Oxford University Press

Other lyrics:
Come here, girls.
Come here, boys.
Come here, children. It’s time to play a game./It’s time to sing a song./It’s story time
now.

Check out the routine songs on:

http://www.songsforteaching.com/lazar/tunesfortasks.htm
http://www.musictherapy.biz/Dr._Petra_Kern/Publications_files/Singing%20our%20w
ay%20through%20the%20day_Kern%202008.pdf – Excellent article about the use of
music for routines

Check out Dr. Jean’s website for links to her Youtube videos:
http://www.drjean.org/html/videoLinks.html
Her Booklet with fingerplay lyrics linked to her Youtube videos is extremely helpful.
Dr. Jean also has teacher advice videos on Youtube talking about transition time,
preparing children to be ready to read, etc.

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Addresses Cultural and Artistic competence

Definition
Appreciation of the importance of the creative expression of ideas, experiences and
emotions in a range of media, including music, performing arts, literature, and the
visual arts.
Cultural knowledge includes an awareness of local, national and European cultural
heritage and their place in the world. It covers a basic knowledge of major cultural
works, including popular contemporary culture.

Festival song
Eyes...pumpkin eyes.(Point to your eyes.)
Nose... pumpkin nose. (Point to your nose.)
Mouth... pumpkin mouth. (Point to your mouth.)
Teeth...pumpkin teeth. (Point to your teeth.)
Face...pumpkin face. (Draw a circle in front of your face with your index finger.)
Waaah! (Wave your hands above your head.)
Happy Halloween! (Smile and trace over your smiling mouth.)

Eyes...black cat eyes...

Eyes...wizard eyes...
Eyes...monster eyes...

Reilly, V. (2012), Splash A Plus, Oxford University Press

Repetition, rhyme, rhythm and recycling

Miss Nina’s The Brown Bear Rap
http://www.youtube.com/watch?v=c091xxY1xZE
This is her version of Eric Carle and Bill Brown Bear, Brown Bear. What do you see?
Check out her website: www.mymissnina.com – fun versions of traditional songs. You
can also find her on Youtube.
“…a new word needs to be met at least five or six times in [a text book] before it has
any chance of being learnt.”
Cameron, L, (2001), Teaching Languages to Young Learners, CUP

S-S-I-T-H-P Murphey, T, 1992, Music & song, Oxford University Press

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Meaning, movement, memory, mood, and multi-

sensory teaching
From: http://www.youtube.com/watch?v=98rDSRw7sv0
Atama, kata, hiza, ashi, hiza, ashi.
Atama, kata, hiza, ashi, hiza, ashi.
Me to mimi to kuchi to hana.
Atama, kata, hiza, ashi. Hiza, ashi!

Fun experiment after

http://kidshealth.org/kid/closet/experiments/experiment_head.html

Murphy, T, (1992), Music and song, Oxford University Press

“With young children, language divorced from action seems to be mostly forgotten.”

Other areas of the curriculum

“Vocabulary needs to be met and recycled at intervals, in different activities, with new
knowledge and new connections developed each time the same words are met again…
a new word needs to be met at least five or six times in a text book before it has any
chance of being learnt.”
Cameron, L, (2001), Teaching Languages to Young Learners, CUP

Knowledge and Understanding of the world (Cono) e.g. The Five Senses

I can see
With my eyes, I can see
All the leaves on the tree.
Chorus:
I can see, hear, smell, taste and touch.
With my five senses I learn so much!
With my ears, I can hear
Noises far and noises near.
Chorus:
With my nose, I can smell
Bread, flowers and seashells
Chorus:
With my tongue, I can taste
Oranges, chocolate and toothpaste.
Chorus:
With my skin I can feel.
With my hands, I can touch.
Chorus:

CLIL song from Reilly, V. (2013), Big Surprise 2, Oxford University Press

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Mnemonics are musical

They can help with spelling
Rhythm - Rhythm Helps Your Two Hips Move
‘I’ before ‘E’ except after ‘C’
They can help to remembers facts
To remember the oceans

I Ate Some Apple Pie

Indian Ocean, Atlantic Ocean, Southern Ocean, Arctic Ocean, Pacific Ocean

Or the planets
My Very Easy Method Just Saved Us Naming the planets
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

Natural way for children to interact with their

social environment
Adding a soundtrack to a story

Story “Ferdinand’s Hair” from Reilly, V. (2013), Big Surprise 5, Oxford University Press
Songs

Frame 1 “I feel pretty” West Side Story

Frame 2 “Tragedy” The Bee Gees

Frame 3 “Black is black” Los Bravos

Frame 4 “My Sweet Baby” B.O.B.

Frame 5 SFX “Oh no!” http://www.youtube.com/watch?v=6ni-poB5B98

Dramatic SFX: http://www.youtube.com/watch?v=rbusENG6hCE

Frame 6 “Mr. Bombastic” Shaggy

Frame 7 “Thriller” Michael Jackson

Frame 8 “Achilipu” Las Grecas

Frame 9 “Figaro” The Barber of Seville

Frame 10 http://www.youtube.com/watch?v=umDr0mPuyQc No! From the

Office

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Frame 11 “Love me do” The Beatles

Frame 12 “You’re so vain” Carly Simon

http://www.youtube.com/watch?v=Eal4fep7pK4 – the Ultimate No

video

You use age appropriate music and activities

Dylan, B, (1979) Illustrated by Arnosky, J, (2010), Man gave names to all the animals,
Sterling Publishing

http://www.youtube.com/watch?v=Ty5vWTztx6E – great video of Jason Mraz’s

version
www.sterlingpublishing.com/file.../ManGaveNames-EventKit.pdf - download some
great worksheets

Mixed up verses with a gap fill

Fishing for words
Doing running dictation of words the children need to then fill in the song

Science link
Categorise the animals in the song –
FARMB – fish, amphibians, reptiles, mammals, birds
Which of the animals in the story are herbivores/carnivores/omnivores?
Can make song posters
Make WANTED posters for the animals with their characteristics:
Easy WANTED posters: http://www.glassgiant.com/wanted/

For a more detailed poster:

http://www.mobilefish.com/services/wanted_poster/wanted_poster.php

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Other songs published as stories:

Blowin’ in the Wind, Illustrated by Jon J Muth, published by Sterling Children’s Books

Story books based on songs:

Marley, Cedella, (2011), One Love, Chronicle Books
Marley, Cedella, (2011), Every little thing, Chronicle Books

Check out other music by Jason Mraz, Jack Johnson

or Lenka (Everything at once)

Create a talent show like ‘The Voice’ and children can practice and choreograph
songs from your course book.
Send the children a song as a letter Write song words as a letter to your students. Try
‘Wonderful World’ for Peace Day or ‘Love me do’ on Valentine’s Day.

Bibliography
Cameron, C, (2001), Teaching Languages to Young Learners, CUP
Halliwell, S. (1992), English in the primary classroom,
Halpern, S. (1999) Sound education: creating the optimal learning environment.
http:www.soundrx.com/monthly/sound_education.htm
Murphey, T. (1992) Music & song, Oxford University Press

Another useful website: http://www.lyricstraining.com/

My blog: http://vanessareillytelt.wordpress.com/

"...of the many factors that influence learning, few are as far-
reaching - or little understood - as sound and music". Halpern,
S. (1999, p1.)

Vanessa Reilly 2013

 Man gave names to all the animals
Sung by Jason Mraz
Number the verses in order.
Man gave names to all the animals
In the beginning, in the beginning
Man gave names to all the animals
In the beginning, long time ago.
( ) Next animal that he did meet
Had wool on his back and hooves on his feet
Eating grass on a mountainside so steep
"Ah, think I'll call it a ...................."
Man gave names to all the animals
In the beginning, in the beginning
Man gave names to all the animals
In the beginning, long time ago.
( ) He saw an animal that liked to snort
Horns on his head and they weren't too short
It looked like there wasn't nothing that he
couldn't pull
"Ah, I'll think I'll call it a ....................".
Man gave names to all the animals
In the beginning, in the beginning
Man gave names to all the animals
In the beginning, long time ago.
( ) He saw an animal leaving a muddy trail
Real dirty face and a curly tail
He wasn't too small and he wasn't too big
"Ah, think I'll call it a ...................."
Vanessa Reilly (2013) Oxford University Press
Man gave names to all the animals
In the beginning, in the beginning
Man gave names to all the animals
In the beginning, long time ago.
( ) He saw an animal that liked to growl
Big furry paws and he liked to howl
Great big furry back and furry hair
"Ah, think I'll call it a ...................."
Man gave names to all the animals
In the beginning, in the beginning
Man gave names to all the animals
In the beginning, long time ago.
( ) He saw an animal up on a hill
Chewing up so much grass until she was
filled
He saw milk coming out but he didn't know
how
"Ah, think I'll call it a ...................."
Man gave names to all the animals
In the beginning, in the beginning
Man gave names to all the animals
In the beginning, long time ago.
He saw an animal as smooth as glass
Slithering his way through the grass
Saw him disappear by a tree near a lake ...