I Have a Bean Bag

by | Jan 20, 2015

I Have a Bean Bag Album Cover

This isn’t the first time I’ve mentioned what a HUGE fan I am of the movement props created by Bear Paw Creek. Their stretchy bands and connect-a-bands are both staples in my collection, and I just recently added their bean bags as well.

There are so many ways to incorporate bean bags into my music therapy sessions and early childhood music classes, but I knew exactly how I wanted to introduce them for the first time — with a brand new song, of course :)

I wrote “I Have a Bean Bag” with several goals in mind: listening skills, body part identification, and imitation. An added bonus skill this song addresses is balancing, which is funny to watch my kiddos try to do once they’ve placed the bean bag on the correct body part.

Although this song was written with bean bags in mind, I’ve already adapted it for scarves in bigger groups where I don’t have enough bean bags to go around (yet!).

A special thanks goes to Janet Stephens, owner and creator of the products at Bear Paw Creek, for her support of Listen & Learn Music. Everything in her shop is made right here in the U.S.A. and is of the utmost quality. Please check out her movement props and other resources if you haven’t already!

The Body Song

by | Aug 14, 2013

I’m currently on maternity leave, and some of my colleagues have been kind enough to share their expertise through guest posts throughout the summer. The following comes to you from Michelle Erfurt, MT-BC.

This is the “Body Song” from Psalty’s Singing Song Book. Just like the name implies, the song talks about the purpose of a few body parts… the eyes, brain, heart, arms and ears. In this video, I share the song and an activity tip.

Listen to the recorded version here.

Michelle Erfurt

Michelle holds a B.S. in Music Therapy from Slippery Rock University of Pennsylvania as well as nationally recognized Board Certification. Michelle has also completed specialized trainings in Neurologic Music Therapy and Neonatal Intensive Care Unit Music Therapy. She currently provides music therapy clinical services at Treasure Coast Hospice. Michelle also serves as the Membership Committee Chairperson and Student Advisor for the South Eastern Regional chapter of the American Music Therapy Association. Michelle also shares her tips for other music therapists through her blog, Music Therapy Tween.

 
 

The Five Senses

by | Sep 3, 2012

The Five Senses

Writing this song was meant to be, as I found out upon returning from Europe last week. First, my sister-in-law asked me if I had a song about the five senses (for my nephew’s classroom) on the way home from the airport, and then I came home to an email from a reader requesting this very topic. Fate, I tell you!

I had fun writing this song, and envision it being used interactively. During the middle section, the verse just SCREAMS for the song to be paused so that students can identify what they see, hear, smell, taste, and touch. You’ll understand what I mean once you take a listen:


With school in full swing for most kiddos, I’m expecting lots of requests for songs that are educational in nature. That makes my job much easier, since it takes a little more effort to come up with new and in-demand topics during the summer months.

Put the Scarf on Your…

by | Jan 21, 2010

Put the Scarf On Your...Album Cover
One of the go-to items in my “bag of tricks” is the scarf.  I have a whole rainbow of them (which you can find here) in the bottom drawer of my studio’s supply chest, and my students usually raid it before our music therapy session is through.  I love incorporating scarf activities into my session plans because they are so versatile and fun.  Just a few of the goal areas I can target include colors, gross and fine motor skills, imitation, following directions, and, in the case of today’s subject, body parts.

Many times, I will get out the scarves and let my students move freely to preferred music as positive reinforcement.  In fact, I used this technique last night with a little girl who needs extra incentive to follow the given schedule, and it worked quite nicely!  We finished all of the items on the schedule, and then had a lovely time dancing with scarves to “You Are the Music in Me” from High School Musical 2.

But I also like to use the scarves in structured activities, which is the reason I came up with the song below.  It  combines movement and body part identification, and you could easily replace the scarf with an instrument, like a shaker or tambourine.

Put the scarf on your head, like this.
Put the scarf on your head, like that.
Put the scarf on your head,
Whether it’s purple, blue or red.
Oh, put the scarf on your head.

Put the scarf on your shoulder, like this.
Put the scarf on your shoulder, like that.
Put the scarf on your shoulder,
Well, at least it’s not a boulder.
Oh, put the scarf on your shoulder.

Put the scarf on your arm, like this.
Put the scarf on your arm, like that.
Put the scarf on your arm,
‘Cause what’s the harm?
Oh, put the scarf on your arm.

Put the scarf on your lap, like this.
Put the scarf on your lap, like that.
Put the scarf on your lap,
It’s such a snap.
Oh, put the scarf on your lap.

Put the scarf on your knee, like this.
Put the scarf on your knee, like that.
Put the scarf on your knee,
That’s where it ought to be.
Oh, put the scarf on your knee.

Put the scarf on your toes, like this.
Put the scarf on your toes, like that.
Put the scarf on your toes,
Yes, this is where it goes.
Oh, put the scarf on your toes.

This song works its way from head to toe, though you could mix up the order of verses any way you want, or even better, write your own verses to add extra body parts. You could also turn this into an object identification activity by instructing the student to put the scarf on different items in the room. How else might you modify this song?

P.S. Did you know that you can gain instant access to a vast collection of over 200 songs (mp3, lead sheet, and instrumental track), videos, tutorials, and visual aides, plus ALL new releases from Listen & Learn Music?

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‘Dem Bones, ‘Dem Bones

by | Oct 15, 2009

How about a Halloween song that almost everyone knows, or at least has heard once or twice? It’s actually an old spiritual, but over the years has become a staple for this time of year. Most of my students instantly recognize this when I begin singing or playing one of the many versions that has been recorded for children.

My favorite is in the style of a barbershop quartet, and you can find it on the album Wee Sing for Halloween. What’s great about “Dry Bones” is that it doubles as a fun way to work on body part identification.

Dem bones, dem bones, dem dry bones!
Dem bones, dem bones, dem dry bones!
Dem bones, dem bones, dem dry bones!
Oh see dem skeleton bones.

The foot bone connected to the leg bone,
The leg bone connected to the knee bone,
The knee bone connected to the thigh bone,
The thigh bone connected to the back bone,
The back bone connected to the neck bone,
The neck bone connected to the head bone,
Oh see dem skeleton bones.

Dem bones, dem bones gonna walk around,
Dem bones, dem bones, gonna walk around,
Dem bones, dem bones, gonna walk around,
Oh see dem skeleton bones.

The head bone connected to the neck bone,
The neck bone connected to the back bone,
The back bone connected to the thigh bone,
The thigh bone connected to the knee bone,
The knee bone connected to the leg bone,
The leg bone connected to the foot bone,
Oh see dem skeleton bones.

Dem bones, dem bones, dem dry bones!
Dem bones, dem bones, dem dry bones!
Dem bones, dem bones, dem dry bones!
Oh see dem skeleton bones.

I usually pass out rhythm sticks for this song, and yesterday, one of my students did the cutest, most clever thing with them. She made a “skeleton” out of an entire tub of sticks, and then pointed to each different “bone” as it was sung. Seriously, these kids never cease to amaze me.

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