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COPYRIGHT

The Ministry of Education owns the copyright to this Year 10 Performing Art Text-
book. Schools may reproduce this in part or in full for classroom purposes only. Ac-
knowledgement of the CDU Section of the Ministry of Education copyright must be
included on any reproductions. Any other use of these Teachers textbook must be
referred to the Permanent Secretary for Education through the Director Curriculum
Advisory Services.

Issued free to schools by the Ministry of Education.

Trial Version 2016


© Ministry of Education, Fiji, 2016

Published by
Curriculum Development Unit
Ministry of Education
Waisomo House
Private Mail Bag
Government Buildings
Suva
Fiji

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ACKNOWLEDGEMENT

We would like to acknowledge the hard work and effort put in by the following people:
• Mr. Saula S. Naivalu, SEO Music Primary CDU
• Mr. Dhirish Aimal Kumar, Tilak High School (PEMAC)
• Mr. Tukana Suzuki, JICA volunteer CDU
• The KLA Arts group for vetting and providing valuable suggestions
• Music workgroup Committee:
• Mrs. Adi Tikoigau, FNU Natabua Campus Lecturer
• Mr. Lasarusa Daveta, FNU Lautoka Campus Lecturer
• Mr. Melisio Camaitoga, HOD Votualevu College
• Mr. Niko. N. Turaganiqali, HOD Ba Provincial Free Bird Inst
• Mrs. Raijeli. M. Delana, HOD Drasa Secondary School
• Mr. Timoci Ravaga, HOD Jasper William High School
• Mrs. Katarina I. Sisilia, Lautoka Muslim College
• Mr. Rupeni Caucau, Natabua High School
• Mr. Sakiusa Tabakau, Holy Cross College
• Ms. Rino Aizawa, JICA volunteer Lautoka Education Office
• Mrs. Miliana Tikoinavuso, Lautoka Primary School
• Mrs. Ema Cinavilakeba, Ahmadiyya Muslim Primary School
• Mrs. Fulori Tora, Vuda District School
• Mrs. Kalolaini Vuetaki, Lautoka Schools for Special Education
• Ms. Priya Dhareshani Singh, Lautoka Methodist Primary School

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TABLE OF CONTENT

Sub Strand Page No

Arts Ideas 1

Art Skills and Processes 13

Arts Appreciation 21

Arts in Society and Culture 25

Reference 32

List of Songs 33

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SUB STRAND 1 : ARTS IDEA
Content Learning Outcome
Explore the theory of staff notation and compose a simple musical piece on
a staff notation.

Achivement Indicators
• Create an original composition in the key of C major.

Composing Song
Definition
Composition is creating a music piece,
combining lyrics, melody and other musical
elements.

In Year 10, you will learn how to compose


a simple original song (lyrics and melody)
using your ideas and experiences.

There are two options of composing a song:


1. Write a lyric first, then produce a melody
for the lyric
2. Create a melody first, then write a lyric
for the melody

You can select whichever option you feel is easy. The steps for both are described below.

1. Lyrics -> Melody


1.1 Write lyrics
Lyrics are words that make up a song usually consisting of verses and choruses. You can
write about your feeling, something you like, some memories in your life, etc.

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ACTIVITY 1 Choose a topic, and list down anything that relates to it.

Then from these ideas, write lyrics of your song with at least one verse and one chorus.
If the lyrics rhyme, it sounds better; such as “Fiji is a small isle, but it is full of smile.”

ACTIVITY 2 Write lyrics of your song (at least 1 verse & 1 chorus)

TITLE: ___________________________________________________________________________

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………………………………………………………………………………...................................................

1.2 Create a melody


1.2.1 Breaking down the lyrics into bars

To produce a melody, first break down the lyrics into a time signature of your choice.
For example, select 4-4 time (4 beats in each bar) and divide “Fiji is a small isle, but it is
full of smile” into bars;

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Fiji is a small isle, but it is full of smile
1 2 3 4/ 1 2 3 4
When you want silent beat (rest), just put “dash ( - )” instead of a word.

Beautiful sky - , in my eye -


1 2 3 4 / 1 2 3 4
ACTIVITY 3 Fill the rows of Lyrics and counting with your lyrics.
NOTE: You can modify the words from what you write in Activity 2, if they do
not fit in the selected time properly. It is important that the lyrics can be recited
smoothly in the time.

Example

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1.2.2 Putting down notes and rests
After breaking down the lyrics insert proper notes and rest symbols onto each word or
syllable so that they represent the word-rhythms.

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ACTIVITY 4 Fill the row of notes & rests in your song draft table on the former
pages.

1.2.3 Creating a Melody


Melody is a sequence of single notes that is musically satisfying. Some pitch combinations
sound pleasant and happy; on the other hand some might sound sad. Before creating a
melody and play around with the notes on C major scale / C, D, E, F, G, A, B, C (or Tonic
Sol-fa / Sargam pitches).

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• If you have an instrument that you can use, try this. Just
play around, making patterns until you find something that
sounds good / pleasant.

• If you do not have any instrument, you can sing or use an


online instrument. You can find many free pianos on websites
and on applications available on your computers. Technologies
are really handy in modern music.

After that, apply the pleasant melody lines you have found to
your lyrics.

ACTIVITY 5
Fill the row of pitch in your song draft table on the former pages with Tonic Solfa / Sar-
gam pitches or musical alphabets.
NOTE: Now we are using C major scale, so it is advisable to start with C (do / sa) and end
with C (do / sa), too.

1.3 Describe the Song on the Staff Notation


Now you have completed lyrics, rhythms and melody. The last step is writing them down
onto the staff notation score.

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Staff notation score starts with clef, and it is advisable
to use treble clef this time. Then key signature is put
on, but you will use C major scale, so there is no key
signature. After that, you have to write the time signa-
ture which you selected.
If one bar finishes, divide with a bar line and continue
writing. When the song comes to the end, close the
score with double bar line

ACTIVITY 6
Describing music on the staff] Write your lyrics and melody on the staff notation score
on the next page.

Fiji is a small isle, but it is full of smile Beau -ti-ful sky In my eye

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Title: …………………………………………………………….

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2. Melody -> Lyrics
2.1 Write melodies
While seeing the sea on the seashore, walking down the street, looking up at the stars,
sometimes we unconsciously hum some melodies. You can use these melodies for your
composition.

When these melodies come to your mind, note


them down with Tonic Solfa / Sargam or musical
alphabets.
do – mi – so mi do – , so mi re do re mi so –

Or if it is difficult to write the melody


directly into the pitch names, just
draw the movement of pitch (into-
nation) on the notebook, using any
symbols or marks you like. Later you
can transcribe it into the pitch names.

2.2 Write melodies down on the Staff Notation Score


Combine these melody phrases, and write them down on the staff notation score.

2.3 Write lyrics for the melody


To the melody and its rhythm, write lyrics using your ideas and experiences. After that, add
the lyrics into the staffs.

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ACTIVITY 1 Write any melodies that you like.

ACTIVITY 2
Use the melodies you have, and create a piece of song. This score is in key of C, so it
sounds complete if you start and end with the sound “C / do / sa.”

Use the Staff on the Next Page

ACTIVITY 3 Look for words and phrase that matches your melody.

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ACTIVITY 4 Write the lyrics on the score and complete your composition.

Title: …………………………………………………………….

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SUB STRAND 2 : ART SKILLS
AND PROCESSES
Content Learning Outcome
Integrate different performing skills and present a musical performance.

Achivement Indicators
• Assimilate singing and playing-instruments skills.
• Demonstrate a musical presentation, showing the skills.

1. Choir (singing) practice


1.1 How to read a music score (how to read a melody)
Use the knowledge and experience; transcribe the notes into Tonic Solfa / Sargam or mu-
sical alphabets. For example;

do’ re’ do’ la so la so mi so la so fa mi so


sa’ re’ sa’ dha pa dha pa ga pa dha pa ma ga pa
C D C A G A G E G A G F E G

1.2 How to make a harmony


If the score already has some different parts, use them for your singing. Of course you
can create own harmony with your ideas. See the example on the next page;

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Bless - ing Grant oh God of Na - tions on the isles of Fi - ji

2. Playing instruments practice


For example if you play the National Anthem in your group with the score below, what
instruments can you add for the performance?
• Melody : vocal, recorders
• C, G, D7,… (chords / above the staff) : guitar, ukulele, piano, keyboard
• Rhythm : percussions (improvised percussions)

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2.1 Recorder
• Read the melody and play it with correct fingerings.

(Source: Recorder fingering music theory 1)

2.2 Guitar
• Press the correct chord on the score, using the chord chart below.

* --------------= string not to be played


* o = in chord diagram indicates optional fingering
* C = C major chord, C7 = C seventh chord, Cm = C minor
chord

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2.3 Ukulele
• Press the correct chord on the score, using the chord chart below.

2.4 Piano / Keyboard / Harmonium


• Press the correct chord on the score, using the chord chart below.

C Major

G Major

F Major

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2.5 Percussions
• Identify the features of sound of the instrument (timbre) and combine them to
create rhythm patterns.

• Keep Tempo, first


beat of each bar->

• Express Rhythm Patterns->

• Decorative sounds->

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3 Combine and perform
• Play together with different musical parts.

4 Choose Your Music and Present


Select one music in group or class, and design the music with singing and instru-
mental skills.

(Source: primary source)


[ACTIVITY – Vocal and Instrumental Performance]
Select one music in groups or class, and design the music with singing and instru-
mental skills.

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Explain your performance below;

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SUB STRAND 3 : ARTS APPRECIATION
Content Learning Outcome
Evaluate performing ideas and skills through relevant criteria.

Achivement Indicators
• Assess how effectively they express their ideas with appropriate remarks.
• Judge the quality of performing techniques with the clear scale.

(Source: primary source)

Performers express their ideas through performing skills. If we identify and use the effec-
tive expressive ways, our performances will be much better. Observe own and other’s per-
formances, appreciate them and find out what is the secrets of good performance.
Discuss with your classmates the assessment criteria, and write them down below. Observe
your friend’s performances and find out the good performance points and improvements.
Before the presentation,

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[ACTIVITY 1 – Set the Performing Criteria]
Discuss and set relevant performing criteria for your performances

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[ACTIVITY 2 –Evaluate Other Performances]
Observe and assess other performance through the criteria.

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[ACTIVITY 2 –Evaluate Other Performances]
After demonstrating your performance, assess own performance through the same
criteria.

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SUB STRAND 4 : ARTS IN SOCIETY AND CULTURE

Content learning outcome


Investigate and demonstrate effective performing art presentation which promotes
peaceful coexistence.

(Source: Culturalmusiconline)

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[ACTIVITY – Research and Perform for Peaceful World]
In accordance with the steps, design your performance that promotes peace in the
world.

Step 1
Identify performing arts activities (singing / instrumental / dance / drama / movies) in
Fiji and around the world whose theme is “PEACE.”
Example:
“We are the World” and “Heal the World” (Michael Jackson)
“Different Colour, One People” (Lucky Dube)
“One Love” (Bob Marley)
“E na siga ni sucu o qo” (Lagani Rabukawaqa)
“Invictors” (movie)
“Mother India” (movie)
“Sound of Music” (movie) etc.

Step 2
Select one and do a research about it.

Analyse the performance and find out how it communicates the message of “Peace.” Is it
the lyric, timbre, tempo, any other musical element, movement, facial expression,
costume, or what? Describe all the details of their performing ideas and techniques on
the next page.

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Your Report Template

Step 3
Share your ideas in class / group.

Step 4
Choose one performance in group or class, practice
and perform it to audience.

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Use this section for your further activities.

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Use this section for your further activities.

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Reference

• Aristoxenus (1902), The Harmonics of Aristoxenus, edited by Henry Marcam, Oxford


• Dillen, Oscar van, Outline of basic music theory
• http://www.musictheoryis.com

• Vakatagi 1
• here’s music –text book

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I HAVE A DREAM Am
LIKE A ROSE
C Am G G7 C Em F C
I HAVE A DREAM A SONG TO SING TRAMPLED ON THE GROUND
C Am G G7 C F
TO HELP ME COPE WITH ANYTHING YOU TOOK THE FALL
Am G G7 C G G7
IF YOU SEE THE WONDER OF THE FAIRYTALE AND THOUGHT OF ME
Am G G7 C C
YOU CAN TAKE THE FUTURE EVEN IF YOU FAIL ABOVE ALL

CHORUS
Am G YOU ARE MY SUNSHINE MY ONLY SUNSHINE
I BELIEVE IN ANGELS
F C C C7
SOMETHING GOOD IN EVERYTHING I SEE YOU ARE MY SUNSHINE MY ONLY SUNSHINE
Am G F C
I BELIEVE IN ANGELS YOU MAKE ME HAPPY WHEN SKIES ARE GREY
F C F C Am
WHEN I KNOW THE TIME IS RIGHT FOR ME YOU NEVER KNOW DEAR HOW MUCH I LOVE YOU
Am G G7 C G C G
I’LL CROSS THE STREAM PLEASE DON’T TAKE MY SUNSHINE AWAY
C
I HAVE A DREAM
C C7
THE OTHER NIGHT AS I LAY SLEEPING
C Am G G7 C F w C
I HAVE A DREAM A FANTASY I DREAMT I HELD YOU IN MY ARMS
C Am G G7 C F C Am
TO HELP ME THROUGH REALITY WHEN I AWAKE DEAR I WAS MISTAKEN
Am G G7 C C G C C7
AND MY DESTINATION MAKES IT WORTH A WHILE SO I HUNG MY HEAD AND CRIED
Am G G7 C
PUSHING THROUGH THE DARKNESS STILL ANOTHER MILE F
SO LET THE SUNSHINE IN
ABOVE ALL C
FACE IT WITH A GRIN
C F G C G C C7
ABOVE ALL POWERS ABOVE ALL KINGS SMILERS NEVER LOSE AND FROWNERS NEVER WIN
F G C F C
ABOVE ALL NATIONS AND ALL CREATED THINGS SO LET THE SUNSHINE IN FACE IT WITH A GRIN
Am Em F C G C
ABOVE ALL REASON AND ALL THE WAYS OF MEN OPEN UP YOUR HEART AND LET THE SUN SHINE IN
Dm G
YOU WERE HERE BEFORE THE WORLD BEGAN
F G C HE’S THE ONLY REASON I LIVE
ABOVE ALL KINGDOMS ABOVE ALL THRONES
F G C C
ABOVE ALL WONDERS THE WORLD HAS EVER KNOWN HE’S THE ONLY REASON I LIVE
Am Em F C C7 F
ABOVE ALL WEALTH AND TREASURES OF THE EARTH THERE’S NO OTHER REASON
Dm G G G7
THERE’S NO WAY TO MEASURE WHAT YOU’RE WORTH HE’S THE ONLY REASON TO LIVE
F C
CHORUS THERE’S NO OTHER REASON
C F
CRUCIFIED THERE’S NOTHING IN THIS WORLD
G C C7
LAID BEHIND THE STONE CAN STAND BEFORE
F F Dm
HE LIVED TO DIE THE ONLY ONE THING I LONG FOR MORE
G C G G7 F C
REJECTED AND ALONE HE’S THE ONLY REASON I LIVE THERE’S NO OTHER REASON

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C LUVEQU
JISU VUNI NOQU BULA C
C7 F LUVEQU
SEGA TALE E DUA
G G7 SAI IKO GA
JISU VUNI NOQU BULA F G C
F C KO LEWE NI MASU MAI VALE
SEGA TALE E DUA
NOMU YALI TU
SEGA TALE NA KA F G
C7 KO DAU NANUMI TIKOGA
E VURAVURA C F C
F AU VAQAQA SE KO TIKO E VEI
ME UASIVIA
Dm KUA SO NI LAI DEDE
NOQU TURAGA F Dm G
G G7 F C LESU MAI KO DIVI TU E KE
JISU VUNI NOQU BULA SEGA TALE E DUA
C
LUVEQU
SEVEN SPANISH ANGELS
BAU NANUMI AU
C Am C F G C
HE LOOKED DOWN INTO HER BROWN EYES NI U MATE VOLI ENA TAGI
G F G
SAID, SAY A PRAYER FOR ME KO SA VOSOTI TU …NOMU CALA KECE SA BOKOCI
G7 C F C
SHE THREW HER ARMS AROUND HIM VEITALIA GA NA NODRA VOSA NA TAMATA
G C
WHISPERED, GOD WILL KEEP US FREE CAVA SOTI ERA KAYA
F Dm G
THEY COULD HEAR THE RIDERS COMING NANUMA KO LUVEQU TIKOGA
C7 F
HE SAID, THIS IS MY LAST FIGHT
Dm C TAMAQU
IF THEY TAKE ME BACK TO TEXAS
G C DRAU VOSOTI AU
THEY WON’T TAKE ME BACK ALIVE
AU SA TUSANAKA NOQU CALA
CHORUS
AU SA NA VEISAU …MEU MURIA NA NOMUDRAU VUNAU
C
THERE WERE SEVEN SPANISH ANGELS AU VAQAQA SE KO TIKO E VEI
Am G
AT THE ALTER OF THE SUN KUA SO NI LAI DEDE LESU MAI KO DIVI TU EKE
G7 LUVEQU…LUVEQU…LUVEQU
THEY WERE PRAYING FOR THE LOVERS
C
IN THE VALLEY OF THE GUN
AU BIUTA
WHEN THE BATTLE STOPPED
C F
AND THE SMOKE CLEARED AU BIUTA NA NOQU I VOLA
C7 F C G
THERE WAS THUNDER FROM THE THRONE CIRI YANI E LOMA NI TOBA
Dm C Am C F
AND SEVEN SPANISH ANGELS KASARAKI MAI NOMU VANUA
C G C
KUBULAU NA VATU MAI BUA

C F
RUA VINAKA GA NA MACAWA
C G
NA CIRI VOLI NI NOQU TAVAYA
C F C7 F
KAUTI KOYA TU NA KUI NI WASA KEI NA CILA NI VULA
C G C C
KI LIGAMU MO LAKI DOLAVA VANUA DOMONI
G G7 C
VANUA NI BULA
SAUMI LESU MAI NOQU I VOLA

KO A KAYA NI KO SA CIQOMA BIU KO SUVA NIKUA

EMELE VUETA QAI KAARONA C F G G7 C


BIU KO SUVA NIKUA…ISA KABANI MATA LOMANI
ME YACOVA NI DARU NA SOTA C7 F C G
DIVA NA MATAMU NI KO YALI…MOCE YANI KABANI
CHORUS C
MOCE YANI
F C
ME CAVAI NA VEIDOMONI C F G G7 C
D G MATAKA LAILAI NIU YADRA…KO SUVA SA KABU YAWA SARA
NI KO VAKANADAKUA SENIROSI C7 F C
F C DIVA NA MATAMU NI KO YADRA…MAI VOROKA WALE
AU LESU KI NOQU VANUA G C
D G NOQU GACAGACA
SA CA VEI AU NA NOQU BULA
C F G G7
ISA ENA LEVU NI BIAU…WELE BEKA MAI SUVA KO NOQU I
ISA TAU MO QAI LAKI TUKUNA C C7 F C G
VEI KOYA NAA NOQU ULUMATUA TAU…DIVA NI KO DAU SIRO SOBU MAI…VOLEKA MEU LADE
NI U QALO WASA MAI ENA VUKUNA C
LOLOMA LEVU VEI NOQU I KARUA WALE KI WAI

F G
NOQU I TATAU VEI IKO SENIROSI
CIRI KOTO G7 C
MO NANUMA NAI YALOYALO OQORI
C F C FC C7 F
KUA NI TAGICAKI AU ME KUA GA NI BIU ME KARONI
G G7 C C G C
NOQU VITI LOMANI NA SIKAVU SA MAI NOQU BULA VOLI (2X)
F C F C
AU SOLIA NOQU BULA
D D7 G
KO SA KAUWAITAKI NI LUTU NA TEGU
G7 C
TALEI VEI AU C Am G
C7 F NI LUTU NA TEGU NI MATAKA DIA
NOMU I NAKI G7 C
C Am RA CEGUVA NA VEISENIKAU
E NOMU ROKOVI Am G
G G7 C ERA MEKE MAI NA MANUMANU DIA
NOQUI SAKISAKI G7 C
SA VAKA ME RA VOSA MAI VEI AU
CHORUS
CHORUS
G C C7 F
CIRI KOTO NA BALUMU KABANI…AU VIA KATIA
C7 F C Am G
E LOMA NI WASA LIWA NI ‘U SA LILA MAI…AU SA RUI DIVA
D G7 C C7 F
CEGUVI IKO E VINAKA MEU MATE…MEU KUA NI RAICA
D7 G Dm C Am G G7 C
NA VEIBIAU LILIWA NA MATAMU MAI CAKE DIA NAI VOLASIGA
C
RAMA NI SIGA
SA IKO NA SUCU KEI NA ONI DIA
2. IF ALL THE KINGS AND ALL THE RULERS…CAN SEE
NA MATAMU NA KA MAROROI YOU THIS WAY

KO SA VIAVIA BEKA NI VEIBUCA DIA THEY WOULD HAD THE EARTH IN THEIR ARMS…THEY
COULD LEARN TO WATCH
SENIKAU NI VEI UCIWAI
YOU PLAY

NOQU SENIBUA

C Am G
NOQU SENIBUA QOROI
Dm G G7 C
DIVI E VEI GAUNA KECEGA
F
NOQU I TEKITEKI
C Am
NOQU SALUSALU
G G7 C
NOQU SENIBUA QOROI (2X)

ENA VEI SOQO NI MARAU

SEVI SE TOMI GA E RA

CORI ME TAUBENI

CORI ME TOKARI

NOQU SENIBUA QOROI (2X)

OH MY SLEEPING CHILD

CHORUS

C F Dm G
OH MY SLEEPING CHILD…THE WORLD IS SO WIDE
C F F
THAT YOU BUILD YOUR OWN PARADISE
C F G C F, G, G7, C
THAT’S ONE REASON WHY…I COVER YOU SLEEPING CHILD

F G G7 C Am G C
THE MILKY WAY UPON THE HEAVEN…IS TWINKLING JUST FOR
YOU
Am Em Dm G
AND MISTER MOON HE CAME BY…TO SAY GOOD NIGHT TO YOU

1. I SING FOR YOU I SING FOR MOTHERS…WHO ARE PRAYING FOR


THE WORLD

AND FOR THE PEOPLE EVERYWHERE…TO SHOW ALL WE CARE

IF ALL THE PEOPLE AROUND THE WORLD…THEY HAD THEIR


MIND’S LIKE YOURS

WE’LL HAVE NO FIGHTING AND NO WARS…THERE’LL BE LASTING


PEACE ON

EARTH