Adventures with Activity Days: Part 1 of 2

This post is the first of a 2-part series describing ways to bring Primary music into a weekday Activity Days meeting. Look for part 2 next week. Create a word search on poster board I love being with my eight to twelve year old girls! Their weekday Activity Days leaders occasionally reach out to me for help incorporating music into their activities.  One thing they wanted was help memorizing the Articles of Faith.  We decided to focus on learning the songs for the first four Articles of Faith.  I split the girls into four small groups (this worked well for our class size of 12), and they rotated through four stations.  Here's how it worked: The Flow I had each group choose one of the stations to start.  All the supplies, along with written instructions of the activity, were in separate corners of the room.  The pianist and I started playing and singing the first Article of Faith, while the Activity Days leader helped the girls understand the instructions and work on their different activities.  I basically just sang the song over and over for 10 minutes, with short pauses to answer questions, until I called out that it was time to switch stations. Each station was focused on a different activity. We changed to the next Article of Faith song when we rotated stations, so that each group was working on the same Article of Faith at the same time, though they were working on different activities.   Station 1:  Create a Word Search I prepped a blank word search for each Article of Faith on poster board.  My local department store had poster board with grid lines already drawn, and that made my life a lot easier. :)  I chose key words from the Article of Faith and wrote them at the bottom.  Working as a group, the girls wrote the chosen words in the empty boxes first, and then they added random letters in the remaining spaces. Station 2: Create Rhythm Patterns I tasked the girls with working as a group to create their own rhythm patterns to go with the song. I had been thinking something like pat-pat-clap-snap/pat-pat-clap-snap, etc.  One of the groups did something similar, but the others were wildly creative. It was a lot of fun seeing what they came up with!  Lesson learned:  encourage them to choose actions that match the reverent tone of the song....:/ Station 3:  Make a First Letter Code This activity is one I've used a lot in my Primary, so the girls were familiar with it.  You can find the description in my previous post, here.  This time, I had the girls work as a group to make their own codes by listening carefully to the words as I sang. Station 4:  Draw the Melody This station was very simple. I had paper and markers, and I asked them to individually draw a line to show how the melody goes up and down. Then they showed their papers to their group members and traced the line as I sang. The Wrap-Up After the girls had been through each station, they demonstrated their hand motions for each other, and we sang each Article of Faith as we did the motions.  Then we put the word searches up on the board, one at a time, and took turns solving them while we sang, until it was time to go home.  The first letter codes we saved for another day.  I had been worried about being able to fill the time, but the hour flew by!  I hope they call me to come visit Activity Days again. :)

Happy singing!

Looking for more?  Take a look at my post for a rhythm band activity, which gives older children the challenge they crave.  Or try some of these suggestions for having older children play prelude for Primary.

5 Tips for Teaching ASL in Primary

When I was in Primary, I learned "As I Have Loved You" with ASL (American Sign Language).  I can still sing and sign the whole thing!  Something about combining music with representative actions really helped me retain what I learned.  Now, every year I choose a song to teach in ASL to both my younger and older Primary children, so they can have a similar experience. Here are some tips to consider, if you'd like to teach ASL in your Primary, too.

1.  Choosing a Song Take a look at the list of songs you want to teach your children this year.  (For tips on how to plan your year, look here.)  Cross off any songs that are very fast, as it would be difficult for the children to sign that quickly.   For the slower tempo songs that remain, think of the following questions:  Do I want to teach ASL for more than one verse? Do I want to include ASL in a song where I already have a small group or solo planned for the Primary program? (Again, see my previous post on yearly planning and deciding verse assignments early.) Which songs might be harder for the children to learn, so ASL could be a help? Are ASL videos available for these songs? (Find the Church's ASL videos on lds.org, here.)  2. Simplify Since I'm a music teacher, not an ASL teacher, I've decided to focus on teaching my children the song, rather than on teaching them precise ASL.  I don't change the signs themselves, but I cut out some signs and reorder others, focusing on key words, in order to make it easier to sign in the time the song allows. The result is more like signed English, distinctly different from ASL.  Young children are very literal, and this style of teaching helps them better relate to the signs I present. At the right is a video of me, showing the version of "I Will Follow God's Plan" that I simplified for teaching my Primary this year.   3.  Teaching Yourself the Signs Although with any song it's important to know it yourself before attempting to teach it, this principle is especially true with teaching ASL.  The handy part is that you only have to be one step ahead of the kids. When I'm learning a new song in ASL, I teach myself one or two lines at a time--just the portion that I'll be teaching the following Sunday.  That way, I'm not overwhelmed by how much I have to learn.  To learn the signs, you can either watch a video over and over, signing as you go, or you can work with your stake's ASL interpreter. I've done both. :) 4.  Teaching the Children the Signs The best idea I ever had about teaching ASL in Primary (inspiration, perhaps?) was to start in the middle.  The main idea is to help the children feel confident in their signing.  Start with a section that has a lot of repetition (the chorus, or a phrase with repetitive words, like "I will work, and I will pray. I will always walk...")  The repetitive signs will help the children feel successful right away. As you add on bits of the song and it's harder for the children to remember everything, the most familiar part will come later on in the song, when they most need help remembering.  When teaching individual signs, I try to think of ways to explain the motions. For example, I say, "This is the sign for God. Notice how we point up to heaven, where He lives!"  Teaching signs in this way helps the children match their movements to the words. 5.  The Big Picture

I take several weeks to teach a song in ASL, reviewing each small section from the previous week before moving on. After the children know the entire song well, I'll challenge them to close their eyes as they sign, only opening them when they need to check on a sign or two.  Throughout the rest of the year, we'll periodically sing and sign this song for the opening song for Primary, to make sure we--both the children and myself!--don't forget what we've learned. 


I can't say enough good things about using ASL to teach children songs. My younger kids, my older kids, my special needs kids, my inactive kids, even my nursery kids! can learn these signs and the song that goes with them.  If you've never given ASL a try in Primary, then, you know...consider giving it a try. :)


Happy singing!

Looking for more?   ASL is a perfect activity for combined-age Primaries (see my post on combined Primaries, here) or for taking Primary music into the home of children who don't often come on Sundays (read more about this here).  Simple ASL signs can also be a powerful way to teach nursery-aged children (read more about their musical needs here).

Marching with Scripture Power

Directional Marching

Sometimes, less is more. In the 2016 Outline for Sharing Time, Primary music leaders are encouraged, "Keep visuals simple. This allows the children to focus on the message of the song, and it allows the Spirit to testify that what they are singing is true."  I'm reviewing the song, "Scripture Power," with my Primary kids this month, and I'm using scriptures as a simple visual.  (You can find the song on lds.org, here.) My Primary presidency has an incentive program for the children to bring their scriptures to church every week, so when I presented this activity, over half the children had their own scriptures to hold.

Directional Marching

I took an activity idea from Sharla, over at TeachingPrimaryMusic.com, and paired it with "Scripture Power."   Sharla calls this activity "directional marching."  It's simple, involves full body movement, and incorporates a strong, steady beat.  Really, it's a perfect activity for younger kids!  (But don't try this with your older kids unless you want to see some eye rolls...)

The idea is straightforward:  you march in place with the beat of the song, sometimes changing the direction you're facing, and you hold your scriptures in various places relative to your body.  The children follow along. Below is the video that Sharla made, demonstrating how it works. 

One note:  unlike in the video, when you're leading this activity, you sing while you march.  In my experience, most of the children won't sing with you, but they're still hearing the song over and over, so it's all good. :)

Variations for Specific Ages

I have a lot of new Sunbeams, so I don't change directions (either of my body or of the scriptures) nearly as often as the video shows. I start by staying in one position for 8 counts ("Because I want to be like the Savior and I can/"), so that the youngest kiddos have enough time to look at me, absorb what I'm doing, and then copy me.  I've found that 8 counts is barely enough time for them to do that. When I sing the song the second time through, I add a couple different placements with my scriptures (like using a circle motion for the first time), to keep the children interested.

By this point, it's time for a change-up, so that the 6 and 7 year-olds can stay engaged.  I let them know that I'm going to switch directions faster, to see if they can follow me. The older children in this group love the challenge!  The little ones are lost pretty quickly, but I only do this for the last repetition, so they won't have long to be confused. :)

Here's to a wonderful year, teaching our little ones about the power the scriptures bring!


Happy singing,

Looking for more action-oriented activities? Try one with egg shakers--Beat vs. Rhythm--or sand blocks--Turning "Simple" Into a Fun Challenge.

"If I Listen With My Heart"--an Intro Activity for Junior Primary

The song, "If I Listen With My Heart," shares a powerfully important lesson for our children to learn:  in the scriptures, we hear the voice of the Savior.  With shifting morals all around us in society, it's vital that our children learn where to go to hear God's word. This song can help us accomplish that, but the complicated melody can be especially hard for the younger children to learn.  With new Sunbeams in my Junior primary, I decided to do an intro activity for this song aimed at the youngest children, reminiscent of how I do music in nursery (see my example nursery agenda here). Dive Right In Scripture accounts of the Savior I hold up a stack of pictures portraying the Savior in various scripture accounts.  "I brought some pictures to share today.  Raise your hand if you can share a picture with the friends sitting next to you."  I start singing "If I Listen With My Heart" and then start passing out the pictures as I sing, one picture for every two or three children. Connect the Pictures to the Song "Now, don't say it out loud, but raise your hand if you know--who do you see in your picture?"  Once I receive the answer of Jesus, I continue, "That's right! We can't hear Him talking to us like the children who lived by Him, can we? But we can hear His words when we read the scriptures! I'm going to hum my song again, and I want you to whisper with your teacher to find out which scripture story you have in your picture."  I immediately start humming the song along with the piano (having previously asked my pianist to play only the melody line, so the children can hear it better).  When I get to the last line, I sing instead of hum, "If I listen with my heart, I hear the Savior's voice." Focus on a Phrase and Repeat I hold up a picture of Christ that I kept back, and pointing to Him, say, "Did you know that 'Savior' is another name for Jesus? Can you all say, 'Savior,' with me?"  I encourage them to repeat the word with me.  Then I ask one little group, "What scripture story do you have?"  After they answer, I take back their picture and hold it up for everyone to see.  I immediately launch into singing the final line of the song, "If I listen with my heart, I hear the Savior's voice."  This time, I add simple actions as I sing.  I cup my ear with my hand on "listen," I put my hand on my heart on "heart," and I point to Christ in the picture on "Savior." Now I repeat the exchange for each tiny group.  After two or three repetitions of asking and singing, I encourage the children to do the actions along with me. I'm hoping this activity has helped my little ones 1) understand the main gospel principle in the song and 2) hear the last line enough times so that they'll recognize it as a comforting, familiar song next week.

Happy singing!

"I Will Be Valiant"--a Sand Block Activity

Sand blocks are always a hit.

 There's something special about Singing Time during the last couple months of the year.  Without the pressure to focus on program songs, I love choosing songs that support the Sharing Time theme of the month.  November's theme is, "When we serve others, we serve God." So this week I chose to sing "I Will Be Valiant" (p.162), one of my favorites that we don't sing as often anymore.  Because this song has a bouncy rhythm, I decided to pair it with sand blocks. 

Where do I get sand blocks?

Amazon.com is my go-to for kids' instruments.  Here is their quick list of sand blocks.  A word of caution on the Basic Beat brand ones:  they are the cheapest for a reason.  A friend of mine owns several sets, and the handles on some fell off after less than a year. I don't have experience with any other brands, as I made my own.  A lot of work?  Yes.  A lot of money?  No.  It was a very simple project, and you can find my tutorial here.  

Do I present this activity the same in both Junior and Senior Primary?

 Absolutely not. See my post here on ways to keep it simple for the youngsters (while still providing them age-appropriate challenges) as well as more complex rhythms for the older kids.  If you have a combined Primary, take a look at this post about ways to adapt playing with instruments.  

What if the children don't know the song?

Not a problem. :)  The children can be entirely engaged in the music as they play their sand blocks, and they can listen to the words as you sing.  This is the perfect kind of activity for a song that the children don't know, but that you'd love them to hear.  

Happy singing!

Beat vs. Rhythm--a Movin' and Shakin' Activity

Beat vs. Rhythm--which one will it be?

   Sometimes it's fun to prepare nice pictures, word puzzles or codes for Singing Time, and sometimes it's nice to have an activity that requires no preparation at all!  Beat vs. Rhythm is a simple activity with zero preparation that still engages the children while they sing.  This activity is full of movement, so I use it for a change of pace between activities that tap into the visual or word learning styles, as in my Singing Plan, here.  I find that Beat vs. Rhythm works best with quick songs with a strong beat, such as "The Church of Jesus Christ" (p. 77) or "Follow the Prophet" (p. 110).  I have done this activity with egg shakers or just with hand tapping, and both work well.

The Basics

"Let's pretend we're drummers, and we have to step on the pedal for a bass drum with our foot, once for every beat."  Immediately start singing, and tap one foot on the beat.  If children in the back can't see your feet, you could nod your head or pat your lap to help them stay with the beat.  

Once they have that down (perhaps after one time through the song), switch to only hand tapping, and tap on your lap the rhythm of the melody, one tap per syllable sung.  

Challenging Junior Primary

For Junior Primary, here are a couple ways to add a challenge, and thus make repeating the song fun.  Challenge One:  Choose a couple confident, older children to lead half the room in tapping their feet on the beat. At the same time, you lead the other half of the room in tapping their hands with the rhythm of the words.  Switch halves of the room and repeat. 

Challenge Two:  Ask one child to stand by the light switch and prepare to turn it off and on while you sing .  Have all the children start tapping the beat with you as you start the song.  When the lights go off, switch to tapping the rhythm.  When the lights come back on, switch back to tapping the beat.  

Challenging Senior Primary

Challenge One above will likely bore your Senior children to tears, but Challenge Two is still fun for them.  Here is the real challenge, though:  tap both the beat and the rhythm at the same time. Crazy hard! I normally mess up a couple times, but that's okay.  The older children love doing something that is actually difficult to master.  Just have fun with it!

Happy singing,

4 Ways to Boost Stale Wiggle Songs

He's all made of hinges!

"Popcorn Popping;" "Hinges;" "Head, Shoulders, Knees and Toes."  Oh, how we love our Primary wiggle songs!  The only problem is when you have smart kids. Or older kids.  They get really tired of the wiggle songs.  Wait, is that actually a problem? We love our smart, older kids!  They think they're too cool to move with the music, but they're still young enough to need to move their bodies in order to learn.  Here are 4 ways to give your wiggle songs a boost.

1.  Child-led

Sometimes it's fun to bring a child up front to lead the actions.  Sometimes I'll ask the birthday child or the visitors to come up and choose different actions for "Roll Your Hands" (p.274) such as stomp your feet, turn around, swing your arms, etc.  Reluctant children are more likely to participate if a peer is leading them.

2.  Funny voices

Why does playing pretend draw children's attention so well? I don't have a clue; I only know that it works!  Why not try singing "Hinges" (p.277) with voices such as cowboy, opera, English butler, or SCUBA diver?  You could even stylize your actions some.  One note on this style:  I only use funny voices with purely fun songs, never with doctrinal songs.  My mom corrected me on that when I was eight, and it's a lesson that obviously stuck.  Thanks, Mom. :)

3.  Animals

Children are fascinated by animals.  Sometimes I'll say, "I went to the zoo recently, and I was just thinking, let's try singing in some animal styles."  I'll ask for animal ideas, and then I'll pick one for "Head, Shoulders, Knees, and Toes" (p.275). Things like cheetah and turtle are easy--you just go fast or slow--but the kids will still like it more when you make it a pretend game instead of just announcing the song will be a different speed.  The trickiest animal suggestion I got was a sloth.  Hee!  We acted like we were lazy and tired, and the kids ate it up.

4.  Sports and Activities

Lots of older Primary children are involved in sports or other extra-curricular activities.  Participation in these activities helps form their self-image, and they are typically very eager to share what they are doing.  You could say, "Let's sing, 'Do As I'm Doing' (p.276), and for our actions, I want to hear some of the activities that you do on the weekend or after school."  Take a suggestion, and then quickly choose an action to demonstrate it.  Added bonus:  you get to learn more about the children!

These are some of my favorite ways to boost a wiggle song that's lost some of its charm.  I'd love to hear what's worked for you, as well. :)




Happy singing!

Rhythm Band: Recycle Bin Edition

    Confession:  the first time I tried this activity with my Senior Primary kids, it totally flopped.  I realized--after the fact--that I hadn't given them enough experience with a single rhythm instrument to be able to follow the more complicated instructions given with a band.  So I rolled it back, giving them symbols on the board to correspond to actions and rhythms with a single instrument.  (See examples of this in my posts on egg cartons and sand blocks.)  Once your children know how to follow this style of notation, they'll be ready and eager to try it in a band setting!

The Instruments

The makings of a rhythm band

You could use any rhythm instruments you like, really, as long as you have enough for every child.  I normally choose 4 of my recycle bin favorites:

Ice cream buckets (to use like a drum)

Egg cartons (with a rhythm stick for tapping)

Pairs of paper plates (to use like cymbals)

Paper cups (for tapping and clapping)

Sheets of paper (for both patting on your lap and shaking quickly)

I tend to shy away from my nicer instruments for this activity, since those are more interesting in their own right. Also, this is the only way paper can be interesting.  Also, buckets are only tolerable when there are less than 20 of them going at once.  (*cringe* Yes, I learned this one the hard way!) 

The Patterns

Now that you've chosen your instruments, you need to choose a short pattern for each one.  Using simple symbols, write each pattern on the board on separate lines.  The following picture shows how I write the patterns on the board, so that the symbols vertically line up for the same moment in time.  Here, each instrument's pattern takes four beats to complete.  I've added vertical lines for you (which I won't use for the children) to show where the four beats are.  

Rhythm band patterns

Here is the interpretation of my symbols.  Please note that you don't have to use mine! Use whatever symbols and rhythms make sense to you.  This is just one idea.

Paper plates:  The long arc represents a cymbal crash where they make a large circle with their arms extending up, then out.  The two diagonal slashes represent one paper plate crossing to tap the opposite shoulder.

Buckets:  The first two beats represent syncopation with flat palms hitting the drum:  eighth, quarter (hold your palms there!), eighth.  The tiny zigzags represent light finger tapping, using two alternating fingers on both hands. I have them tap sixteenth notes for the first of those beats and eighth notes for the second beat.

Paper:  The two flat lines are eighth-note taps on their laps, then they rest for one beat.  The wavy line represents holding the piece of paper in both hands, letting it hang down and shaking it very quickly.

Egg cartons:  The pointy swoops represent scraping the carton back and forth with a rhythm stick.  They then tap with the stick, two eighth notes and one quarter note.

Presenting the Activity

Demonstration:  To teach the children how to do this activity, I start with all the instruments up front.  I demonstrate each one individually, singing as I do so, and I invite them to follow my hand movements, even though they don't have instruments yet.  I let them know that we'll be trading around instruments periodically, so they should learn each part.  

Rules:  Right before I ask children to help me pass out the instruments, I remind them that in a band, all the musicians have to follow the conductor.  I try to make it a game, where they have to sit up straighter when I dramatically raise my hands, and they have to instantly freeze when I cut them off. We practice that a couple times, and then it's finally time to begin.

Distribution:  I ask children to pass out the instruments so that each item is scattered around the room.  While they're doing that, I start singing and pantomiming the actions for one instrument.  I don't hold an instrument, so that I can switch quickly between the four.  I'll point to a line of symbols then do those actions for a line or two before switching to the next. 

Breaking it down:  If I see the children are having trouble, I'll use the earlier practiced motion of cutting off the music.  Then I'll break it down, one instrument at a time, to go over the pattern. I sing as I'm demonstrating, so that even as it seems the activity is going slowly, the music learning never stops. 

Shaking things up:  Once they have it, I call out, "Switch instruments!"  Then I hold up ten fingers and begin to count down, to let them know they have a deadline for trading with their neighbor.  As soon as I reach zero, I begin the song again, and we repeat. 

This is one of my favorite Primary music activities.  The kids can tell when you're having fun, and your smile will be contagious. :)

Happy singing!

Silence is Golden, Even In Singing Time

Rhythm Stick Roll with a partner

Kids love to make noise and move. We love to let them!  Sometimes, however, a song has a quiet, slow, more reverent feel, and you want to tone things down.  That doesn't mean that you can't incorporate instruments and movement, though.  Most children learn better if they can move their energetic bodies, so it's our task to find a quiet, slow movement to fit those types of songs.  Enter the rhythm sticks.  I talked about how to use them as traditional instruments in an earlier post, but now let's take a look at how to use them in an entirely new way.

Rhythm Stick Roll

Right palms balance the sticks.

I first participated in this activity in a Primary music workshop presented by Sharla Dance, over at TeachingPrimaryMusic.com.  It's unique, it's challenging, and I didn't want the song to end!  The movement is quiet, deliberate, and intense, so this activity should always be paired with a song that has that same tone.  For example, this week I'll use "Help Me, Dear Father" (Children's Songbook p.99), which is about repentance.

To introduce the activity, I invite a child to come be my partner. We each hold one rhythm stick in our right hand, balanced on our open palm.  Facing each other, we extend our hands so that our right fingertips barely overlap our partner's left fingertips.  Simultaneously, we carefully roll our rhythm sticks into our partners' left palms.  My left hand closes around the stick, and I bring it behind my back, passing it off to my right hand. I bring the stick around front and place both my hands in their original position, as my partner does the same.  Repeat. After a couple repetitions, I pass out the rhythm sticks and ask teachers to help make sure everyone has a partner.  I remain at the front with my partner, demonstrating the movement the entire time I'm singing.

Timing

Don't rush things!  I generally take one measure of the music to roll the stick and then a second measure to bring the stick around to starting position.  For this song, it would go like this:

"Help me, dear" (roll stick into partner's hand)
"Father to" (bring stick around to starting position)
"freely for-" (roll)
"give..." (bring around)

Extending the Activity

If you have a lot of time, ask the children to sit and watch how you're upping the difficulty.  Invite a pair of children to come up front and join you and your partner.  Stand in a circle and hold your hands out to your sides, rather than in front of you as before.  Demonstrate how you can roll the stick from your right hand into the waiting hand of the person on your right, while your left hand is receiving a stick from the person on your left.  Bring the new stick around behind your back, and repeat. Have the children all form groups of four, and sing the song again.

*Note:  I use Rhythm Stick Roll only with senior Primary, as it requires more coordination than my junior Primary can muster.  As you'll notice in my post showing my Singing Time plan for this week, I have an entirely different activity for this song for junior Primary.

So, don't shy away from using movement with the slower songs, too.  Just find a movement that matches. :)

Happy Singing!

Turning "Simple" Into a Fun Challenge

Sand blocks. I showed you how to make them. I told you I'd be using them. I even hinted that you could keep them simple for junior primary and then step it up for senior primary.  My weekly outline posts can only have brief descriptions of each activity, though, so here's a more in-depth look at how to make the magic happen.

Starting with Simple

First, let's take a look at how the activity goes for junior primary.  This week, I'm using the President Monson verse of "Follow the Prophet," found in The Friend magazine here.

Tapping the far edges

Tapping the near edges

We start with light tapping, where I touch the farthest edges of the blocks together and then quickly switch to the nearest edges touching. I make these quick (so the children don't get bored), giving two taps per beat.  I use 8 beats ( or 16 taps), for the phrase, "Heav'nly Father loves us and wants us to return. He...."

Scraping on the sandpaper side

Then I switch to 8 counts of scraping the sand blocks against each other, along the sandpaper side, on each beat. This uses the phrase "...blesses us with prophets who help us to learn."

For the rest of the song, I alternate tapping and scraping, in 8 count intervals.  About half-way through the song, when the children are following me well, I change things up slightly.  For the taps, I hold the blocks right in front of my body, but I move the scrapes to different locations.  The first time, I hold the blocks out to my right.  Taps are back in the middle, then scrapes to the left this time.  Taps in the middle, then scrapes up high, etc.  The song ended at some point during all that, but since we're now changing the movement some, the children aren't tired of the activity yet, and we just repeat the song and continue on.

Extender Activity for Junior

If I have lots of time and want to extend the activity further, I switch to only scrapes, and I change the location every 4 beats. I try to trick the children or be silly in some way (holding the blocks next to my belly button or nose, for example),  as kids love it when a lesson feels like play.

*Note: These instruments make a lot of noise.  You will have to sing a LOT more loudly than you normally sing in order to be heard. Not that I learned that the hard way or anything...

Presenting a Challenge

Symbols to match the actions

Now think about senior primary.  Your older children will groan if you present sand blocks in the way I describe above. Instead, consider how they will respond if you place papers like the ones pictured up on the board. Before I pass out the sand blocks, I demonstrate my chosen actions without any explanation.  Then I ask the children to match my actions to the coordinating symbols on the papers.  When my senior primary was new to this type of activity, I put the papers in order. Now, I place them on the board out of order, and the children have to unscramble them before they get any instruments. It normally only takes one time through the song. My kids catch on fast!

However, since you don't have the benefit of watching my actions, here's the interpretation.  One piece of paper shows the actions for 4 beats. The diagonal slash marks are for scrapes; the eighth and sixteenth note flags are for taps at the designated speed; the long flat line is a clap-and-hold; and the apple-ish shape shows them to hold their sand blocks together and circle them around their heads.  If my code doesn't float your boat, then make your own! The important thing is just to have some visual identifier for each action. 

Extender Activity for Senior

Again, if I have more time for this activity, I extend it by changing it up slightly.  I invite a child to reorder the papers any way he likes, and then we all do the pattern again. The children love the movement and mental challenge so much that they don't notice we've sung the song something like 10 times. :)


Happy Singing!