Thanks so much for watching my video and heading over to Listen & Learn Music! I’m excited to share “The Toolbox Song” with you because it truly is one of the most effective tools in my musical toolbox (pun totally intended).
My students and clients request this song time and time again, and I am always happy to oblige, because it allows me to work on so many goals at the same time.
To receive the mp3, instrumental track, lyrics/chords and facilitation guide, simply enter your first name and email address below. Then I’ll deliver the download link to your inbox.
Slow and In Control
My students are movers and shakers, in every sense of the phrase. Walk into any classroom and you’ll see that for yourself, trust me! While this can definitely be a positive thing when it comes time to do some sort of physical activity, it can also be a distraction during structured physical tasks (like carrying a big stack of books!) and other non-physical activities in either a closed or public environment.
I think every child needs a reminder to be “slow and in control” every once in a while, which is why I was so glad when I received a custom-written song request using that very phrase. The actions that I list in the verses are very general and apply to everyday life at home and school, but feel free to replace them with actions that are specific to your student or child.
In most everything you do,
Take a breath and think it through,
Be slow and in control.
Rushing and hurrying is for the birds,
So remember these four little words,
Slow and in control.
When you’re drawing a picture,
Be slow and in control.
When you’re cutting with scissors,
Be slow and in control.
When you’re carrying something,
Be slow and in control.
When you’re pouring a drink,
Be slow and in control.
When you’re out in public,
Be slow and in control.
When you’re with your friends,
Be slow and in control.
When you’re doing your work,
Be slow and in control.
When you’re cleaning up,
Be slow and in control.
I’m already thinking up different ways to use this song: it could be sung before a task as a way to prepare the child, or even during it, turning the verses into a “slow and controlled” step-by-step guide. How might you use this song, and what actions would you add with your little ones in mind?
Who is Green in Color and 150 Feet Tall?
Why, Lovely Lady Liberty, of course! When one of my consult clients requested a custom song about the Statue of Liberty for her daughter, I jumped at the chance. Having just returned from New York City, I felt inspired by this famous landmark and couldn’t wait to pen a song about the it. My plan was to create something that was both fun and informational, and to be honest, writing this song proved to be quite a challenge. There were so many facts to include, yet so few opportunities for rhymes! But I think it turned out pretty well…what about you?
In 1886, on an autumn day,
People traveled from all the way
In France, to the U.S. to show
Their friendship, they gave what we all know (as)
The Statue of Liberty
This lovely lady came to be
A famous sight, recognized by all,
Green in color, and standing tall.
Green in color, and standing tall.
150 feet high she stands,
On a pedestal, looking over all the lands.
She holds a torch, a tabula, too,
And wears a stola, and sandals, and a crown, it’s true.
CHORUS
She lives on a island in New York, off the coast,
When people visit, she’s a gracious host.
They can go inside, way up to her crown,
And enjoy the view, looking all around.
CHORUS
She’s a universal symbol, for our country,
Of freedom and democracy.
A National Monument, admirable,
She represents the U.S. as a whole.
CHORUS
What other national landmarks and monuments would make great song topics? Now that I’ve tackled the Statue of Liberty, I think I’m ready for another challenge. Amanda Ellis of More With Music guessed that today’s song would be about Abraham Lincoln, and I think she’s on to something…after all, I do live in the Land of Lincoln!
Body Cross, Apple Sauce
“Crossing the midline” is a term you hear quite often as a parent, and if you are a therapist or teacher, it is often a goal for many of your students or clients. This action refers to any movement that requires one side of the body to cross over the center line of the body.
Kimberly Sena Moore wrote a fantastic post on her blog, Music Therapy Maven, about the importance of crossing the midline and how this skill affects a child’s abilities in many other areas of function. I highly recommend reading it to learn more about this subject.
As a music therapist, this goal is very common amongst my students, which is why I wrote a song meant to target such movements. Some of the motor skills included in the song are more difficult than others, but I wanted it to be as comprehensive as possible so that students can work towards successfully achieving all of the movements in the song.
Body cross, apple sauce,
Movin to the beat,
You can do it sittin’ down,
Or up on your feet.
Body cross, apple sauce,
Do as I say,
Move, move your body
This way.
Body cross, apple sauce,
Here we go,
Make your left hand touch
Your right elbow.
Bring your hand across, to
Your other elbow, you see,
Move, move, movin’ your body.
Body cross, apple sauce,
Here we go,
Make your right hand touch
Your left elbow.
Bring your arm across, to
Your other elbow, you see,
Move, move, movin’ your body.
Body cross, apple sauce,
Here we go,
Make your left knee touch
Your right elbow.
Bring your arm across,
So it can touch your other knee,
Move, move, movin’ your body.
Body cross, apple sauce,
Here we go,
Make your right knee touch
Your left elbow.
Bring your arm across,
So it can touch your other knee,
Move, move, movin’ your body.
Body cross, apple sauce,
If you please,
Make your left hand
Give your right shoulder a squeeze.
Bring your arm across, to
Your other shoulder, you see.
Move, move, movin’ your body.
Body cross, apple sauce,
If you please,
Make your right hand
Give your left shoulder a squeeze.
Bring your arm across, to
Your other shoulder, you see.
Move, move, movin’ your body.
Body cross, apple sauce,
Your pardon I beg,
Give a little kick across
With your left leg.
Kick your leg across the other,
To the right, you see,
Move, move, movin’ your body.
Body cross, apple sauce,
Your pardon I beg,
Give a little kick across
With your right leg.
Kick your leg across the other,
To the left, you see,
Move, move, movin’ your body.
Do you have any other strategies for targeting this important skill? If you can think of any additional “across the midline” movements I’ve left out, please share so that I can add to the song.
People You Do & Don’t Know
I very distinctly remember my mom sitting my brother and I down and telling us all about stranger danger. She explained who we could trust to stay with us, take us places, and even made up a code word for adults to let us know that it was okay to go with them in the case of an emergency situation. Now, over twenty years later, I still get lectures about stranger danger from my mom, but I guess I can’t blame her. After all, the world can be a scary place, as we are too often reminded by the stories in newspapers and on television.
The song that I wrote to address this topic identifies three different categories of adults:
- Safe Side Adults
- People You Kind of Know
- Strangers
Today’s song identifies and defines the three categories, and also determines whether or not it is safe to go with people from each. The term “Safe Side Adult” came from a consult client who uses this word with her children (a benefit of custom-written songs – incorporating your own phrases and terminology).
The world is full of people,
Some you’ll know and some you won’t.
I wanna tell you ’bout three
Kinds of people you see,
Some you can go with, some you don’t.
A safe side adult is a person that you know.
With a safe side adult it’s okay to go.
Because it’s your grandma, grandpa, mom or dad,
Or someone that you’ve been told:
Is a safe side adult, a person you know,
With whom it’s okay to go.
There are also people that you kind of know.
With those people you shouldn’t go,
Unless a safe side adult has told you for sure,
That a person, specifically,
Is someone you can trust and know,
With whom it’s okay to go.
A stranger is a person that you don’t know.
With a stranger you should never go.
Because it’s someone that you’ve never seen before,
Or someone that you’ve been told,
Is a stranger, a person you don’t know,
With whom you should not go.
The world is full of people,
Some you’ll know and some you won’t.
I told you ’bout three
Kinds of people you see,
Some you can go with, some you don’t.
I’m sure you noticed that the tone is a little heavier than my other songs; I wrote the melody this way on purpose. Children need to realize how serious the topic of strangers really is, and I wanted this song to reflect that seriousness. What methods have you used to approach this subject with your children or students? Know of any other stranger danger songs? I’d love to hear about them!
The Feelings in My Heart
We talk a lot about love during February. After all, it is the month in which we celebrate Valentine’s Day! But what about all of those other feelings we experience on a daily basis? Recognizing, expressing, and regulating emotions are important skills for any child, including those with whom I work. I had this is mind when I wrote today’s song, “The Feelings in My Heart”. Take a listen:
Happiness, Excitement, Anger, Sadness, and Love,
My feelings are in my heart.
You can tell how I am feeling by my actions and words,
But in my heart is where they start.
I laugh and I smile when I’m happy,
Having fun with my friends for a while,
Happiness is a feeling I have in my heart,
It makes me laugh and smile.
I jump up and down when I’m excited,
When good things are coming around.
Excitement is a feeling I have in my heart,
It makes me jump up and down.
CHORUS
I yell and I pout when I’m angry,
When there’s something I’m mad about,
Anger is a feeling I have in my heart,
It makes me yell and pout.
I cry and I frown when I’m sad,
When I’m hurting or feeling down,
Sadness is a feeling I have in my heart,
It makes me cry and frown.
CHORUS
I hug joyfully when I feel love,
For my friend or my family,
Love is a feeling I have in my heart,
It makes me hug joyfully.
I used this song yesterday with a class of middle school students who have behavioral issues. After each verse, we went around the room and gave examples of healthy ways to express that particular emotion. Not only did I receive some very interesting responses, but I got a little more insight into my students and what they are all about. I’m planning another activity related to this topic for next week. I am going to create snippets of popular songs, which I’ll play for the class and ask them to identify whether each song reflects happiness, excitement, anger, sadness, or love. I will provide the lyrics for analysis, and of course, some of the songs will fall into more than one category. I’ve learned that anytime you can incorporate music that the students actually listen to outside of school (as long as it is school-appropriate), the opportunity should be seized!
Happy Groundhog Day!
If you’ve already had your fill of winter, then you’ll be disappointed to hear that Punxsutawney Phil did indeed see his shadow this morning. I have most definitely had enough of this season, but I resigned myself long ago to the fact that the groundhog ALWAYS sees his shadow, and there will ALWAYS be six more weeks of winter.
Unfortunately, I don’t have a song about Groundhog Day…but I know someone who does! Fellow music therapist Wade Richards of Time for Music has a wonderful podcast, and his latest episode features not only a rockin’ Groundhog Day song, but also a super-fun tune for Super Bowl Sunday. Check it out!
Spring may be six weeks away, but now that it’s February, we are one step closer :) What are your plans for this month? I’m excited about the upcoming Illinois Federation of Music Clubs’ annual Festival, in which several of my piano students will be participating. It will be both their first time and mine, so it should be a great learning experience for all of us. Other than that, I have some fun projects to share with you in the next couple of weeks. I know I have been hinting at them for a while now, so I promise to spill the beans soon. In the meantime, here’s the song my students and I are singing all month long:
February is month number two,
The shortest of all the months, it’s true.
Usually twenty-eight days, but sometimes
At leap year, then there’ll be twenty-nine.
February second is Groundhog Day,
We’ll wait for the animal to come out and play.
Let’s hope his shadow he does not see,
It means spring will soon be here for you and me.
CHORUS
February fourteenth is Valentine’s Day,
We’ll give out cards and “I love you,” we’ll say.
Time for chocolate, and candy hearts too,
Pink and red flowers for me and you.
CHORUS
February also brings President’s Day,
Remembering those who paved the way
For the US to become so great,
And that is why we celebrate.
CHORUS
Do the Clock Rock!
My students and I have been rocking out all month to this song (which can be found on the pages of my Listen & Learn Songbook, by the way!) and this blog post is definitely past due. Telling time is another one of those skills that every child must learn, and I have come across (and put into use) a fair share of songs meant to teach just that.
The song I wrote is about as simple as it gets. It’s a stepping stone to the more complicated aspects of reading the clock, which I’ll get to in my next tick-tock tune :) For now, we focus on the numbers and use simple choreography (arm motions mimicking the hands of the clock) to show how they are situated. By now, the classroom staff at The Hope Institute are experts at it!
Doo-doot, doo, do the clock rock,
Rockin’ all day and night,
Doo-doot, doo, do the clock rock.
Round and round, with all our might.
Start at the top, that’s twelve AM.
One, two, three, four, five,
Six at the bottom,
Seven, eight, nine, ten,
Eleven and then,
We’ve made it back to twelve again!
CHORUS
Start at the top, that’s twelve PM.
One, two, three, four, five,
Six at the bottom,
Seven, eight, nine, ten,
Eleven and then,
We’ve made it back to twelve again!
CHORUS
Many of the classrooms at my school have those plastic or cardboard clocks with movable arms, which come in very handy when we sing this song. The rest of the time, I draw my own clocks, or just use hand motions – my students LOVE doing the “Clock Rock” dance – to emphasize the information presented in this song. The more fun you make it, the more effective a teaching tool it will be!
That Yellow Bus
Transitions from one place or activity to another are one of my students’ biggest areas of struggle. One particularly difficult transition that a majority of children face on a daily basis is getting on and off on the bus. Student arrival and departure is quite an event at my school, especially for students who ride the bus. Another therapist (from a different school, but who happens to be a family member!) told me about a student of hers who is having lots of trouble with bus transitions. She asked me if I had a song dealing with this topic, and I replied that I didn’t yet, but to give me a few days.
The song that resulted is uncomplicated and repetitive. It covers each and every bus transition: getting on to go to school, getting off at school, getting back on after school is finished, and getting off at home. Take a listen to “That Yellow Bus” and see what you think:
When it’s time to go to school,
This is what you gotta do:
Get, get, get on the bus!
Once you are inside,
You’re gonna take a ride:
Get, get, get on the bus!
Snap your fingers, tap your feet,
While you’re cruisin’ down the street,
In that yellow bus.
When you get to school,
This is what you gotta do:
Get, get, get off the bus!
To your class is where you’ll go,
This you already know:
Get, get, get off the bus!
Snap your fingers, tap your feet,
Your day is gonna be sweet,
Once you’re off that yellow bus.
When school is through,
This is what you gotta do:
Get, get, get on the bus!
Once you are inside,
You’re gonna take a ride:
Get, get, get on the bus!
Snap your fingers, tap your feet,
While you’re cruisin’ down the street,
In that yellow bus.
When you’re home from school,
This is what you gotta do:
Get, get, get off the bus!
In your house is where you’ll go,
This you already know:
Get, get, get off the bus!
Snap your fingers, tap your feet,
Your afternoon will be sweet,
Once you’re off that yellow bus.
This snappy little ditty is one that I think will come in handy for many of the students at my school and elsewhere. Plus, it’s just fun! The therapist who requested it has two little boys, and she told me last night that they were dancing around the kitchen last night while they listened and sang along. Now that put a big smile on my face :)
Making Friends: A Step-by-Step Song
One of my favorite things about the holidays was getting to see all my friends who grew up with me in Springfield, but now live far away. Katie (middle) and I have been friends since we got our identical winter coats mixed up after a show choir performance in the 8th grade. She was my maid of honor in my wedding, and she asked me to be hers following her recent engagement. Jill (right) and I became friends way back in the 5th grade, when we were in a school performance of The Wizard of Oz together. We were also in each other’s weddings.
These friendships came easily, but for many children, making friends can be a difficult and overwhelming experience. Most of my students are diagnosed with autism, and social skills are a major area of focus in the classroom and in music therapy. One of the teachers at my school asked me to write a song about making friends, and why having friends is important. I kept it basic, using language my students can comprehend, though it can be easily adapted for individual children and social situations.
Step one: wear a smile.
Step two: say hello.
Step three: introduce yourself,
To someone you wanna get to know.
Step four: have a conversation,
Ask a question or two.
Making friends can be so simple,
All you have to do is just be you.
You gotta have friends to make you laugh,
Help you feel better when you are sad.
You gotta have friends to make you smile,
Help you feel calm when you are mad.
You gotta have friends so don’t be shy,
Go out and give it a try,
Anyone would be lucky, ooh-ooh,
To have a friend like you.
REPEAT ALL
I emphasized the importance of “being yourself” because many times, children in general, like adults, try to change certain aspects of themselves – be it their behavior, appearance, mannerisms, etc. – in order to fit in or befriend someone. Self-esteem is a value that should be encouraged at any given opportunity, and this song is just another one of those opportunities.
This particular tune lends itself to role-playing, either between the student and therapist/teacher/parent or between two or more students. Work together to establish comfortable conversation starters, appropriate dialogue, and body langauge. If you were to write a song on this topic, what steps would you add? If you’ve taught social skills and have any tricks up your sleeve, I’d love to hear about them.
Ways to Spend Holiday Break
There’s a certain electricity in the air, now that the holiday season is upon us and winter is creeping in. Today in Springfield, that air is freezing cold, gusting, and carrying snow showers, but electric nonetheless. Most kids are counting down the days until their much-anticipated holiday break, and truth be told, so are many of us educators! Those two weeks are a wonderful time to relax, recharge our batteries, and prepare for the coming winter months. It’s the perfect amount of time, in my opinion, because usually by the end of the break, I’m ready to get back to my students and into the swing of things.
I’ve been hearing all about the fun things my students have planned over the holidays, which inspired me to write a song on this topic. The song can be used as a conversation starter, and a base for coming up with new and fun ideas that will keep kids busy during their time off. This is bound to please parents, who sometimes struggle to keep their children occupied and out of trouble for two weeks!
This time of the year, when winter is here,
And the schools are closed across the nation.
There’s so much you can do,
Why don’t we name just a few,
Ways to spend our holiday vacation.
If it snows, you can go outside,
Hop on a sled, and take a ride.
Put on your ice skates and take
A trip around the lake.
What a way to spend your holiday break.
CHORUS
If you’re tired, you can sleep in late,
Or get up early if you’re feeling great.
There are nights to stay awake,
And naps to take.
What a way to spend your holiday break.
CHORUS
If you’re bored, you can read a book,
Watch TV or learn to cook.
Maybe even help bake
A chocolate cake.
What a way to spend your holiday break.
CHORUS
What are your plans for winter vacation (if you’re lucky enough to have one)? Will you go out of town, or stay close to home? I’m looking forward to being home, spending time with my family, and maybe even getting ahead on some projects I have in the works. Oh, and I can’t forget the parties, food, and presents (giving and receiving). After all, what would the holidays be without those things?