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Introduction 3
BBC School Radio
3rd Floor Bridge House
MediacityUK
1. Tip tap, tickle-tickle, bip bap, BONG! 4
M50 2BH
2. Blow, blow, blow 5
Or email us at:

schoolradio@bbc.co.uk 3. Twang those strings 6

4. Raise our voices to the sky! 7

Downloading these
programmes 5. Instruments together 8
These programmes can be downloaded
for 60 days following transmission. Lyric sheets 9
Go to this page of the BBC Podcast
Directory: Music sheets 14
www.bbc.co.uk/podcasts/series/songtree

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2
Introduction ther offers exciting ideas for using extra instrumental sounds to enrich
your end-of-term performances.
This term’s The Song Tree features two 5-part units, covering a broad
base of skills, musical experience and enjoyment for all. The Teacher’s Notes
In both units, the children perform songs, chants and rhymes ex-
pressively and gain confidence in their use of voices and language.
These offer: The Song Tree
They will enjoy taking part in music in a variety of styles, genres and
moods, through listening, responding, actions, body-percussion and
• a guide to using the programmes Age 5 - 7
• actions, performing suggestions, simple development activities and
song. follow-up ideas
• simple vocal versions of the songs in notation, with melodies, Songs written, composed and
There are opportunities to use classroom instruments (especially chords and words (see page 13 onwards)
percussion and small wind and string instruments) and to create and arranged by Barry Gibson
compose short pieces of music together, to share with the class and Presented by Jenny Bryce and
the rest of the school. Organising the class Wayne Forrester
The ‘You will need…’ and ‘Before the programme’ sections suggest Teacher’s Notes by Barry
Instruments Together (Unit 2) essential or useful organisation and materials and some preparation Gibson
you can do with the class beforehand. BBC contact: Andrew Barnes
This 5-part unit provides a structured, fun introduction to the world
of instruments and how they work. Each programme highlights a
There is a music CD, including backing
group of instruments, starting with percussion, in a spoken chant
tracks for all the songs in this series. If
(‘Tip tap, tickle-tickle, bip bap, BONG!’) linking body-percussion with
you would like a copy please contact
classroom-percussion. Next, ‘Blow, blow, blow’ is a gentle song relat-
us at:
ing wind and weather sounds to how different wind instruments
create their sounds in the air. Then ‘Twang those strings’ introduces
schoolradio@bbc.co.uk
the diversity of string-sounds from guitars, ukuleles and the violin-
family.
Or write to us at:
In ‘Raise our voices to the sky’ the children find out about the voice
BBC School Radio
as an instrument and discover a rich mix of keyboard sounds and
3rd Floor Bridge House
sound-waves from the piano. The final song, ‘Instruments together’,
MediaCityUK
is a lively combination of ‘every kind of sound’ with the emphasis on
Salford
catchy, syncopated rhythms and performing together...it can make a
M50 2BH
great dance too!
The backing tracks for each song can
This unit’s music focus points further develop those from Unit 1
also be downloaded by going to the
- pitch and melody (especially high and low, and up and down), dura-
relevant page of the School Radio
tion (keeping a steady beat, and creating rhythm-patterns from long
website. For example:
and short notes) and recognising timbre and texture in music.
www.bbc.co.uk/programmes/b03g64pj
The unit also supports several aspects of Science (eg introducing
very basic ideas about sound-waves and vibration), of the Comput-
ing curriculum (highlighting some simple Information Technology and
digital concepts) and Geography (introducing world music). It fur- 3
 Programme
1
Tip tap, tickle-
tickle, bip bap,
BONG!
Focus:
• Keeping a steady beat
• Body-percussion
• Rhythm-patterns from long
and short notes
You will need
A range of percussion instru-
ments at hand, eg a tambourine,
a drum, claves, a woodblock,
castanets, bells, maracas and egg-
shaker and a scraper or guiro.
Before the programme
Talk about the ideas of a ‘beat’
and of ‘long’ and ‘short’ sounds
(can the children think of exam-
ples at home and at school?)
4
1 Tip tap, tickle-tickle, bip bap,
BONG!
What we will be doing
Learning the song ‘Tip tap, tickle-tickle, bip bap,
BONG!’
• Keep a steady beat: tapping toes on the floor; patting
knees, then tummy; saying rum tum tum tum, rum tum
tum tum... ; clapping hands; clicking fingers; and tapping
head.
• Listen to the presenters make ‘rhythm-patterns’ from their
names, using ‘long’ and ‘short’ notes.
• Say a rhythm-pattern based on ‘Tip Tap, Tickle Tickle, Bip
Bap, Bong...’; the same rhythm-pattern fits ‘Make some
music, a percussion song’. Say the words of verse 1.
• Explore the idea of ‘percussion’ (eg things you tip’n’tap
with your hands, tickle with your fingers, bip’n’bap with
sticks, etc).
• Click finger-rhythms while tapping toes. Say the words of
verse 2.
• Listen to sounds of tambourines and drums (especially
their skin - played with hands and sticks - and the tambou-
rine jingles). Say the words of verse 3.
• Listen to other tapping instruments - claves, castanets and
xylophone, heard alone and together. Say the words of
verse 4.
• Listen to shaking and scraping instruments and think of
words for them (eg scrunchy, rattly, swishy, whooshy, lumpy,
plonky...) Compare different shaking materials (eg cereals,
rice, lentils, sugar, sand, stones/pebbles) in different contain-
ers (boxes, yoghurt-pots, jars, maracas, egg-shakers etc).
• Compare sounds of wooden-scrapers and guiros (espe-
cially long and short sounds). Listen to sand-blocks and
pretend to rub them together. Say the words of verse 5.
• Think about sounds of metal objects, including cymbals
(played with fingers, wooden sticks and felt-sticks).
• Compare different bells (Indian-bells, sleigh-bells, bell-tree,
chime-bars), then sing-copy tunes on glockenspiel, going
higher and lower, and them. Say the words of verse 6.
• Recap some of the key ideas and vocab: tap, tickle, shake,
rattle, scrape, drums, bells, tuned-percussion.
• Say the words of the whole song.
Activities
• Play circle-games, where you click and tap out word-
rhythms (eg with finger-clicks, claves, woodblocks, drums,
tambourines etc).
• How many different kinds of bells are in your classroom
or school collection (eg Indian-bells, sleigh-bells, bell-tree,
chime-bars)?
• Compare the sounds of tuned-percussion, eg glockenspiels
usually make ‘long, ringing’ sounds, while xylophones play
‘short’ sounds. Make up tunes with them.
Follow-up ideas
• At your school, can you hear things with a steady beat (eg
clocks, dripping taps) and things that make rhythm-patterns
(eg machines)?
• Choose a selection of percussion instruments from your
classroom or school collection, and write their names on
cards. Use these in guessing games.
• Collect different materials for shakers (eg cereals, rice, len-
tils, sugar, sand, stones and pebbles) and try them out in dif-
ferent containers (eg boxes, margarine-pots, yoghurt-pots,
jars, bowls, egg-shapes, etc). Make a class shaker collection.
• Make sand-blocks by gluing (or fixing) sandpaper to two
pieces of wood that are small enough to hold in the hand.
Create fun rhythms by rubbing them together.

2 Blow, blow, blow
What we will be doing
Learning the song ‘Blow, blow, blow’
• Listen to the sounds of the Song Tree, its branches whis-
tling in the wind, then hear a creaky, old house, with windy
draughts in the cracks, around its windows and doors and
down the chimney. Sway with the lilting rhythm of the song.
Listen to and copy the words of verse 1.
• Listen to some boat-sounds, as if on a sailing-boat. Blow
gently on your own hand, like it’s a sail, and feel the air on
your fingers. Listen to and copy the words of verse 2.
• Breathe out and in (out through a small-mouth shape, then
in through the nose). Keep in time - one breath per bar.
Listen to and copy the words of verse 3.
• Try ‘whistling’ part of the tune through your mouth. Listen
to a referee’s (sports) whistle and a penny-whistle. Find
out how they work (especially the ‘fipple-edge’, where air
bounces). Listen to pan-pipes, made from short and longer
tubes (from higher to lower). Follow the tune going up and
down. Listen to and copy the words of verse 4.
• Hear the flute and different sizes of recorder. Listen to and
copy the words of verse 5.
• Listen to the squawky sound of a drinking-straw, cut-care-
fully with scissors, then blown. Introduce the idea of blown
‘reeds’ and listen to the sounds of clarinet, saxophone,
oboe and bassoon, with mouth-organ and accordion. Listen
to and copy the words of verse 6.
• Listen to a cardboard-tube played with a ‘buzzing’ sound.
Hear brass instruments (especially trumpet and french-
horn). Listen to and copy the words of verse 7.
• Recap how the tune goes up and down, to sing the notes
of the tune carefully, going higher and lower. Learn the
‘coda’, which fades away, then sing the whole song.
Activities
Programme
• Watch and listen to each other’s breathing, in and out.
2
Find out about our lungs.
• Try whistling through your lips and look carefully at the
‘fipple-edge’ on recorders and penny-whistles (seeing
where the air bounces).
• Discover the names and sounds of different flutes, of ‘reed’
instruments (clarinet, saxophone, oboe, bassoon, mouth-
organ/harmonica, accordion etc) and of ‘brass’ (trumpet, Blow, blow, blow
cornet, horn, trombone, tuba etc).
• Sway gently with the lilting rhythm of the song.
Follow-up ideas Focus:
• Finding out about wind instru-
• Make small paper-boats, with drinking-straw masts and ments and how they work
paper-sails. Have class ‘blowing-races’ across a paddling- • Smooth, gentle singing
pool or similar area of water. • Up and down (melody)
• Keep a record of changing ‘windy weather’ at your school,
from day to day and from week to week.
• To experiment with ‘reed’ instruments, if well supervised, You will need
children can snip the sides from the end of a drinking- • Classroom wind-instruments
straw, then lightly grip the straw with their teeth (putting (eg recorders, penny-whistles,
the snipped end inside their mouth) and blow gently, for pan-pipes, harmonicas), plus
interesting squawks. Snipping a few small ‘finger-holes’ fur- a sports whistle and some
ther down the straw creates different notes. For health and drinking-straws.
safety, ensure scissors are used and put away carefully.
• To experiment with ‘brass’ instruments, blow ‘raspberries’
and ‘lip-buzzing’ sounds down cardboard-tubes (eg from
cling-film, kitchen-foil or stationery rolls). A horse’s ‘pww- Before the programme
www’ is a good starting-point. After the initial hilarity, can Think about how we breathe and
the children play rhythm-patterns and ‘fanfares’? blow.
• Listen to recordings featuring wind instruments in different
styles. If possible invite older children, parents, secondary-
pupils or local students to play ‘live’ wind-instruments for
the class or school.
 
5
 Programme
3
Twang those
strings
Focus:
• Discovering string sounds
• High and low sounds
• Up and down (melody)
• Clear singing, especially of
words
You will need
Rubber-bands and containers (eg
ice-cream carton, yoghurt-pots,
small wooden boxes, etc). If pos-
sible, access to a guitar, ukulele,
violin (or cello) and a bow.
Before the programme
Talk about some of the
children’s favourite songs featur-
ing guitar (and/or the people
who play them).
6
3 Twang those Strings
What we will be doing
Learning the song ‘Twang those strings’
• Listen to the sound of a ‘rubber-bandophone’ (rubber-
bands stretched over an ice-cream carton). Compare large
and small rubber-bands, stretching and pushing sounds,
plucking and strumming sounds, and a smaller yoghurt-pot
version. Listen to the sounds of guitar and ukulele. Listen
to and copy verse 1.
• Find out how ‘acoustic’ guitars have a big, wooden box with
‘strings’ of nylon or metal - count them (there are six). The
‘neck’ has ‘frets’ to get more high/low notes, sliding sounds,
and in-between notes. Listen to ‘twangy’ sounds from elec-
tric guitar.
• The ukulele is like a small guitar, especially good for ‘strum-
ming chords’ - ie playing several notes at the same time.
• Another word for ‘twanging’ is ‘plucking’. Sing the whole of
verse 1 and ‘play’ an extra verse with twanging and strum-
ming ‘actions’.
• Guitar and ukulele strings can also be gently ‘rubbed’ (eg
with a comb, stick or parcel-string). Find out about a ‘bow’
and how some instruments are specially made for ‘bowing’,
eg the ‘fiddle’ or ‘violin’. Listen to and copy verse the first
part of verse 2.
• Discover a bigger member of the violin-family, the ‘cello’,
which has a deeper, boomy, warm sound, playing a scale go-
ing down. Listen to and copy the second half of verse 2.
• Violin and cello can also be ‘plucked’ with fingers. Sing the
whole of verse 2 and ‘play’ an extra verse with bowing and
plucking ‘actions’, as if on violin and cello.
• An even bigger member of the family is the double-bass.
Discover how the word ‘bass’ means ‘low down’ in sound,
and listen to a ‘walking bass’. Try joining in with finger-
actions for plucking a double-bass then have another go,
holding it sideways like a ‘bass-guitar’ - sounds funky!
Listen to and copy the first half of verse 3.
• Choose any imaginary string-instrument to strum ‘chords’
on, while you listen to and copy the second half of verse 3.
Sing the whole of verse 3, then perform an ‘action’ verse.
• Listen to and copy the end-part of the song, copying pluck-
ing, rubbing and bowing, strumming and twanging actions.
Then sing the whole song, with actions.
Activities
• Count the strings on a guitar (six) and a ukulele (four).
• Compare the sounds of an ‘acoustic guitar’ (air vibra-
tions in a wooden box) and an ‘electric’ guitar (‘ampli-
fied’ through a loudspeaker, with extra ‘twang’ and other
sounds).
• The ‘coda’ phrases get quieter and quieter, except for the
last ‘Twang those Strings!’ which is extra-loud.
Follow-up ideas
• Make your own class rubber-bandophones.
• Make ‘bows’ from parcel-string (the nylon kind is fine)
stretched tight along a length of flexible branch (eg from a
tree or shrub), which can be stretched in a curved bow-
shape (ie convex, like an arrow-shooting bow, rather than
a modern violin-bow, which is concave). Use this to ‘rub’
guitar or violin strings gently. Record the sounds.
• Listen to recordings featuring string instruments in dif-
ferent styles. If possible invite older children, parents,
secondary-pupils or local students to play ‘live’ for the class
or school.

4 Raise our voices to the sky!
What we will be doing
Learning the song ‘Raise our voices to the sky!’
• Hum the first part of verse 1 (vocal lines 1-2, after the
introduction) and feel the wobbling in your throat (just
under your chin). Discover the idea of a ‘voice-box’ (also
called the ‘larynx’) which ‘vibrates’.
• Hum from low to high (copying line 3), then going from
high to low (copying line 4), then going up and down and
up down. Sing the tune of lines 1-2 to the words ‘go up
down up up up up’. Listen to and copy the words of lines
1-2 and sing them looking upwards (it helps to hit the high
note!).
• Hear how ‘keyboard’ instruments have low sounds and
high sounds, with low notes usually on the left, high on the
right, and in-between notes in the middle. Listen to and
copy line 3.
• Some keyboards copy ‘real’ sounds (like piano and old-
fashioned harpsichord), while some have computers inside
(or linked up to them), to get amazing sounds with the help
of electricity and loudspeakers (eg swishing, whooshing,
twanging, blowing, biffing and banging sounds). Listen to and
copy vocal line 4.
• Try the tune from before which ‘goes up, down, up, up, up,
up’. Listen to and copy line 5.
• Listen to and copy verse 1 as a follow-my-leader, then sing
the whole verse, really lifting your voice (without shout-
ing), making a good, clean sound and hitting just the right
notes.
• Explore the piano, as both a ‘string’ instrument (listen to
its strings being plucked) and also a ‘percussion’ instrument
(with little hammers which tap the strings). Listen to how it
can ring like a bell (in lines 1-2 of the song).
• Discover how, with so many sounds together, every piano-
Programme
sound makes ‘sound-waves’ wobbling in the air (line 3), and
these sound-waves are ‘vibrations’ (line 4). Sing the whole
4
of verse 2.
• Find out how music is made of ‘patterns’ of sound - with
textures and layers of sound-on-sound in different combi-
nations. Enjoy how voices can combine with instruments
of different types (keyboards, wind, percussion, strings etc)
and together they can make ‘harmony’ to fill the air. Listen
to and copy verse 3. Raise our voices to
• Sing the whole song.
the sky!
Activities
• With your fingers, feel the ‘vibrations’ at the ‘voice-box’ (or
‘larynx’) just under the chin, when speaking, humming and Focus:
singing • Exploring voice-sounds, key-
• Practise singing ‘up’ and ‘down’ scales, humming and laa-ing. boards and piano
• Discover how instruments make sound-waves which vi- • Introducing the concepts of
brate through the air vibrations and sound-waves
• Melodic shapes (scales, step-
Follow-up ideas by-step, zigzags, up and down)
• Use school keyboards (perhaps linked to computers
etc) to explore sounds which swish, whoosh, twang, etc. You will need
Can the children invent their own words to describe the • Voices and, if possible, access
sounds, and use them in poems? to a piano (before or after
• Discover the many strings and ‘hammers’ inside a piano. If the programme)
well supervised, pairs or groups could record some of the
sounds when the strings are gently plucked with fingers or
guitar-picks, or tapped gently with soft percussion-beaters. Before the programme
One person may need to hold down the sustain pedal for Talk about all the different voices
this activity. Everyone can observe the strings wobbling or in your school and what makes
‘vibrating’. each one different and special (eg
• In groups, compose music with layers of ‘sound-on-sound’, higher, lower, languages, accents,
eg simple instrument-patterns mixed with voice-patterns, changing moods, friendliness etc)
together making ‘harmony’.
7
 Programme
5
Instruments together
Focus:
• Bringing sounds and music-
patterns together
• Syncopation (rhythms which
push and pull against the
beat)
You will need
A selection of instruments from
previous programmes
Before the programme
Can the children remember
examples of each type of instru-
ment (eg wind, string, percussion,
keyboard)?
8
5 Instruments together
What we will be doing
Learning the song ‘Instruments together’
• Clap and tap hands, to hold a steady beat. Now do the
same with no hands, tapping just your feet (like walking on
the floor). Keep this feet-beat going, while clicking fingers
(and/or mouth-clicking) to a catchy rhythm-pattern.
• Try a new pattern with hands tapping knees. Hear how it
pushes and pulls against the beat, then say it to the phrase
‘Instruments together’. Is everyone keeping together, in
rhythm?
• Listen to verse 1, about different instruments - wind, key-
boards, strings, percussion clapping, tapping, ringing etc. Lis-
ten to and copy verse 1 as a follow-my-leader, with actions
after line 6 for ‘every kind of sound’ (you choose!). Sing the
whole of verse 1.
• Do you remember some of the different blowing instru-
ments (eg clarinet, flute, whistle, pan-pipes and reed instru-
ments)? Be ready to do actions for some of these after
‘huff and puff and blow’. Listen to and copy verse 2 as a
follow-my-leader, then sing the whole of verse 2.
• Remember percussion instruments (eg drums, tappers,
shakers and scrapers, combined with keyboards. Listen to
and copy verse 3 as a follow-my-leader, with actions from
percussion and keyboards after line 6. Sing all verse 3.
• Hear combinations of percussion with string instruments
(eg drums which ‘bip and bop and bang’, with guitar/uku-
lele/bass, which ‘pluck and strum and twang’). In this verse,
the actions come after ‘Every way to play’. Listen to and
copy verse 4 as a follow-my-leader, then sing all verse 4.
• Sing the whole song at the end.
Activities
• Try combining different body-percussion patterns together
(eg clicks with taps, pats, stamps, etc).
• The song includes ‘instrumental breaks’ (a few seconds,
where instruments come to the fore) for children to per-
form ‘actions’ (showing ways of playing wind, strings, key-
boards, percussion etc).
• Move your body a little in time, as you sing.
• Guess some of the previous songs from this unit, by listening
to short extracts from ‘Tip tap, tickle-tickle, bip bap, BONG!’,
‘Blow, blow, blow’, ‘Twang those strings’ and ‘Raise our voices
to the sky’.
Follow-up ideas
• Make up a dance to go with the song, catching its lively
rhythm.
• Plan a performance of the unit ‘Instruments together’ for the
whole school (eg at an assembly) with some demonstrations
of different kinds of instruments and how they can combine
together.
• Can you add percussion, wind and string sounds to any
music you are preparing for special seasonal celebrations (eg
Christmas and Winter songs)?
Tip tap, tickle-tickle, bip bap, BONG!
1 Tip tap, tickle-tickle
Bip bap, BONG! 2 Feel the rhythm-rhythm
Make some music - Get the beat
A percussion song! In your finger-fingers
In your feet
3 Tap the tambourine and
Beat the drum 4 We can play together
Keep it steady Or alone -
With a rum-tum-tum Claves and castanets
And xylophone
5 Make some shaker-shakers
Sand-blocks too 6 Bells and cymbal-cymbals
Scrape some scraper-scrapers Glockenspiel
Lots to do! In a circle
Play a music-wheel!

7 Tip tap, tickle-tickle

Bip bap, BONG!
Make some music -
A percussion song!
9
Words: Barry Gibson. © BBC 2014
 Blow, blow, blow
Blow, blow, blow, windy weather,
Windy weather, blow blow blow...

Blow, blow, blow, boat on water,

Boat on water, blow blow blow...

Blow, blow, blow, huff and puff and

Huff and puff and blow, blow, blow...

Blow, blow, blow, whistle, pan-pipes,

Whistle, pan-pipes, blow, blow, blow...

Blow, blow, blow, flute, recorder,

Flute, recorder, blow, blow, blow...

Blow, blow, blow, reedy-woodwinds,

Reedy-woodwinds, blow, blow, blow...

Blow, blow, blow, horn and trumpet,

Horn and trumpet, blow, blow, blow...

Blow, blow, blow, windy weather,

Windy weather, blow, blow, blow...

Blow, blow, blow...

Blow, blow, blow...
Blow, blow, blow...
10
Words: Barry Gibson. © BBC 2014
Twang those strings
1
Twang those strings
Make them sing
Guitar play
Start today
Strum them daily
Ukulele 2 Rub those strings
Twang those strings! Violin
Fiddle-stick
Quick quick quick!
Bow down low
3 Pluck those strings Play cello
Make them ring Rub those strings
Smile on face
Pluck that bass!
Strum along
4 Pluck those strings...
Sing this song
Strum those strings...
Rub those strings...

Bow those strings...

Strum those strings...

TWANG THOSE STRINGS!

11
Words: Barry Gibson. © BBC 2014
 Raise our voices to the sky!
1 Raise our voices to the sky
Raise our voices to the sky
Keyboards play from low to high
Sounds-electric everywhere
Raise our voices, fill the air!

2 Hear the piano, hear it ring

Hear the piano, hear it ring
Waves of sound that help us sing
Hear vibrations everywhere
Raise our voices, fill the air!

3 Voices, bodies, sound on sound

Voices, bodies, sound on sound
Hear the patterns all around
Making music everywhere
Raise our voices, fill the air!

12
Words: Barry Gibson. © BBC 2014
Instruments together

1 Instruments together
Clarinet or flute
Instruments together
Whistle, honk or hoot
Instruments together
Huff and puff and blow...
2 Instruments together
Instruments together, let’s go!
Bash and crash and boom
Instruments together
Shake and scrape and zoom
Instruments together
Come and lend a hand...
3 Instruments together Instruments together, a band!
Bip and bop and bang
Instruments together
Pluck and strum and twang
Instruments together
Every way to play...
Instruments together today!

13
Words: Barry Gibson. © BBC 2014
 Tip tap, tickle-tickle, bip bap, BONG!
Steadily

                         
1.Tip tap, tick - le - tick - le, bip bap, BONG! Make some mu - sic, a per - cus - sion song!

                        
2.Feel the rhy - thm - rhy - thm, Get the beat In your fin ger - fin - gers, In your feet.

17

                        
3.Tap the tam - bou - rine and beat the drum, Keep it stea - dy with a rum - tum - tum.

25

                        
4.We can play to - ge - ther, or a - lone, Claves and cas - ta - nets and xy - lo - phone.

33

                        
5.Make some sha - ker -sha - kers, sand - blocks too, Scrape some scra - per - scra - pers, Lots to do!

41

                        
6.Bells and cym - bal - cym - bals, Glo - cken - spiel, In a ci - rcle play a mu - sic - wheel!

49

                        
7.Tip tap, tick - le - tick - le, bip bap, BONG! Make some mu - sic, a per - cus - sion song!

14
Words and music: Barry Gibson. © BBC 2014
 Blow, blow, blow
Gently swaying


C F C F C
 
   
 
           
    
1.Blow blow blow, Win - dy wea - ther, Win - dy wea - ther, Blow blow blow...


9 Am7 Fmaj7
   
   
       
      
2.Blow blow blow, Boat on wa - ter, Boat on wa - ter,

Blow blow blow...


17 C/G
  

           
     
3.Blow blow blow, Huff and puff and huff and puff and Blow blow blow...

                    
23 Am7
   
       
    
  
4.Blow blow blow, Whis - tle, Pan - pipes,Whis - tle, Pan - pipes, Blow blow blow... 5.Blow blow blow, Flute,Re - cor - der, Flute,Re - cor - der, Blow blow blow...

 
33 Fmaj7 C/G
  
      

          
       
6.Blow blow blow, Ree - dy wood - winds, Ree - dy wood - winds,Blow blow blow... 7.Blow blow blow, Horn and trum - pet,


43 Fmaj7
    

            
        
Horn and trum - pet, Blow blow blow... 8.Blow blow blow, Win - dy - wea - ther, Win - dy wea - ther,
CODA
50 C F C F C F C F C F C F C

                

Blow blow blow...

Blow blow blow...

Blow blow blow...

Blow blow blow...
15
Words and music: Barry Gibson. © BBC 2014
 Moving along Twang those strings
C Am Dm G7 C C7 F C D7 G

             
 
1.Twang those strings, Make them sing, Gui - tar play, Start to - day,

7 G7 C F G C

       
     
Strum them dai - ly, U - ku - le - le, Twang those strings!

12 C Am Dm G7 C C7 F C D7 G

         
     
2.Rub those strings, Vi - o - lin, Fid - dle - stick, Quick quick quick!

19 G7 C F G C

       
  
Bow down low, Play cel - lo, Rub those strings!

23 C Am Dm G7 C C7 F C D7 G

         
     
3.Pluck those strings, Make them ring, Smile on face, Pluck that bass!
CODA
30 G7 C F G C G C G C G C G C

               
  
Strum a - long, Sing this song, Strum those strings... Pluck those strings... Rub those strings...

38 G C G C G C G C G C G C G C

          
  
16 Bow those strings... Strum those strings... TWANG THOSE STRINGS!
Words and music: Barry Gibson. © BBC 2014
 Grandly! Raise our voices to the sky!
C Dm G Am F

      

7 C Dm G Am F C

        
  
1.Raise our voi - ces to the sky,
2.Hear the pia - no, hear it ring,
3.Voi - ces, bod - ies, sound on sound,

13 C Dm G Am F C

        
  
Raise our voi - ces to the sky,
Hear the pia - no, hear it ring,
Voi - ces, bod - ies, sound on sound,

 
19 C Am Em G Em G

       
 
Key - boards play from low to high,
Waves of sound that help us sing,
Hear the pat - terns all a - round,

25 Am F Dm G Dm G

         
 
Sounds e - - lec - tric ev' - ry - where,
Hear vi - - bra - tions ev' - ry - where,
Mak - ing mu - sic ev' - ry - where,

31 C Dm G Am F C

         
 
Raise our voi - ces, fill the air!
Raise our voi - ces, fill the air! 17
Raise our voi - ces, fill the air!
Words and music: Barry Gibson. © BBC 2014
 Instruments together
Lively
F Gm7/F F C7

     

   
5 F Gm

             

1.In - stru - ments to - ge - ther, Wind and key and string,
2.In - stru - ments to - ge - ther, Cla - ri - net or flute,
3.In - stru - ments to - ge - ther, Bash and crash and boom,
4.In - stru - ments to - ge - ther, Bip and bop and bang,

9 C F

              


In - stru - ments to - ge - ther, Clap and tap and ring,
In - stru - ments to - ge - ther, Whist - le, honk or hoot,
In - stru - ments to - ge - ther, Shake and scrape and zoom,
I - stru - ments to - ge - ther, Pluck and strum and twang,

13 Gm

                
In - stru - ments to - ge - ther, Ev' - ry kind of sound...
In - stru - ments to - ge - ther, Huff and puff and blow...
In - stru - ments to - ge - ther, Come and lend a hand...
In - stru - ments to - ge - ther, Ev' - ry way to play...

18
Words and music: Barry Gibson. © BBC 2014