Rap, Repeats & Rhythm Sticks

by | Uncategorized

Rap, Repeats & Rhythm Sticks

Those are the 3 R’s, right? :)  Well they are today here at Listen & Learn, because my latest song incorporates all three. I know what you’re thinking: Rachel and rap don’t sound like a very likely combination. But I have a very healthy respect for most genres, including this one.

In fact, I was completely inspired after my husband showed me this incredible video. Watch it and then try telling me you don’t have even the slightest itch to try it for yourself! Anyway, here’s my lame attempt at rapping:

Repeat, repeat, repeat after me.
As we play our sticks.
Repeat, repeat, repeat after me.
The rhythm goes like this.

Rachel:
Tap, tap, tap. (Your turn!)

Everyone:
Tap, tap, tap.

Repeat, repeat, repeat after me.
As we play our sticks.
Repeat, repeat, repeat after me.
The rhythm goes like this.

{Continue, using different rhythms}

I was explaining my job to some of Zach’s visiting family members yesterday, and one of them jokingly asked, “Is there a such thing as rap therapy?” I had to laugh, because I immediately thought of this song.

By itself, it’s more of a chant than a rap…but I think the beatbox track makes it legit (or as close to legit as I’ll probably ever get). Either way, my kiddos are having fun with the song — not to mention working on important skills like rhythm, imitation, listening, and fine motor movement — which is really all that matters.

Slow & Steady Wins the Race

by | Uncategorized

Slow and Steady Wins the Race

I have a piano student who would like nothing more than to dive right into each piece, skipping all the intermediate steps and playing both hands together the first time he lays eyes on it. This, of course, causes lots of frustration for him (and me).

“Slow and steady” is a term I’m always using with him, and it applies to many of my other students, as well. Piano pieces aren’t mastered in a day, nor are music therapy goals achieved in a single session.

This song is one I wrote specifically for tone blocks, but my intention is that while my kiddos sing and play along, they are also internalizing the value of going “slow and steady” across settings and situations.

Slow and steady,
Slow and steady,
Ring-a-ding-ding. Ring-a-ding-ding.

Hear the pretty sound,
Echo all around,
Ring-a-ding-ding. Ring-a-ding-ding.

Slow and steady,
Slow and steady,
La-la-la-la-la. La-la-la-la-la.

Hear the pretty sound,
Echo all around,
La-la-la-la-la. La-la-la-la-la.

Slow and steady,
Slow and steady,
Ting-a-ling-a-ling. Ting-a-ling-a-ling.

Hear the pretty sound,
Echo all around,
Ting-a-ling-a-ling. Ting-a-ling-a-ling.

I’m sure you recognized the piggybacked tune, which has quite a calming effect on especially energetic groups (like my Church Mice). I also adapted this song for drums, changing the word sounds to “rum-pum-pum, pum”, “thump, thump, thump”, and “boom, boom, boom”.

As much as I love an upbeat song — and that is apparent if you go through my song collection — it’s always nice to take a breather. What are your favorite “slow and steady” tunes?

Surely You Can Shake It

by | Uncategorized

Shaker Song for Children

This little church mouse sure can.  Shakers are an integral part of my instrument collection because not only do they sound great, but they are colorful and easy to play.  I often incorporate them into the songs I write — particularly those targeting movements and following directions — for those same reasons.

“Surely You Can Shake It” is new to the Listen & Learn collection.  The song combines several goals, including shaking up high, down low, slowly, and quickly.

Surely you can shake it down low,
And surely you can shake it up high.
Surely you can shake it ‘round and ‘round,
But can you make that shakin’ sound?

Ch, ch-ch-ch, ch-ch, ch-ch-ch.
Ch, ch-ch-ch, ch-ch.
Ch, ch-ch-ch, ch-ch, ch-ch-ch.
Ch, ch-ch-ch, ch-ch!

Surely you can shake it real fast,
And surely you can shake it real slow,
Surely you can shake it on the ground,
But can you make that shakin’ sound?

Ch, ch-ch-ch, ch-ch, ch-ch-ch.
Ch, ch-ch-ch, ch-ch.
Ch, ch-ch-ch, ch-ch, ch-ch-ch.
Ch, ch-ch-ch, ch-ch!

Surely you can shake it down low,
And surely you can shake it up high.
Surely you can shake it ‘round and ‘round,
And you can make that shakin’ sound!

It’s fun to hear my students make (or at least, attempt to make) the “ch” sound along with me.  An easy way to target other speech sounds would be to change “ch” to “shh”, “sss” or just about any other syllable.  If you haven’t already noticed, I’m a big fan of using a single song to address multiple goals!

Sunday Singalong: Safety Comes First

by | Uncategorized

Just a few weeks ago, I featured a song called Red, Yellow and Green as a “Sunday Singalong” video.  That song was a part of my safety theme in music therapy throughout the month of March, as was the song in this week’s video.

“Safety Comes First” originated as a request from a music therapist in California who was looking for a song that incorporated the rules of being around cars and parking lots.  I’m so glad she asked me to write it, because I think it’s so important for my students to be educated on this topic, as well.

Bells Are For Shaking

by | Listen & Learn Music, Uncategorized

Bells, bells, and more bells…I just can’t get enough of them when it comes to developmentally appropriate instruments for my students. They come in so many different sizes and shapes that I have one to suit the needs of even the most challenged kids. A student with little or no grip abilities? No problem – there’s a bell with a velcro strap for him/her. A child with noise sensitivity issues? Give him/her bells with small jingles that produce equally small sounds. What about kids who are working on color identification or turn-taking? I love bells like those pictured above: fun shapes and bright colors motivate my students to participate in such activities.

But the song I want to share today has a different goal in mind…discrimination between right and left. This can be a particularly difficult skill to master; heck, even sometimes I get the two confused ;) Any type of bell can be used for this activity, as long as it appropriate for the student.

Bells are for shaking, bells are for shaking,
Up and down, all around,
Bells are for shaking, bells are for shaking,
Listen to the sound.

Hold the bell in your right hand, grip it tight,
And shake it side to side, with all your might.
Hold the bell in your right hand, up in the air,
Shake it side to side without a care.

CHORUS

Hold the bell in your left hand, grip it tight,
And shake it side to side, with all your might.
Hold the bell in your left hand, up in the air,
Shake it side to side without a care.

CHORUS

It seems that I have a plethora of songs dedicated to playing the bells, which tells me I need to give a little attention to the rest of the instruments, too! Just another thing to add to the list. Luckily I’ll have some time to do that soon, as the school year is winding down and summer break is on the horizon. Only four days left…what about you?