The Lion Collection Book27

COLLECTION

THELION

®

Copyright©1999 Robert Sayer. All Rights Reserved.

The Lion CollectionDeveloped by Rob Sayer for The Music Class, Inc. 770-645-5578World Wide Web: www.TheMusicClass.com

m1999 Robert Sayer. Made in USA. All Rights Reserved. Unauthorized duplication is a violation of applicable laws.

Illustrator: Seth BenatorLogo and cover layout: Judy McCabe Smith

www.TheMusicClass.comInstruments • CDs • Clothing • Accessories

I’ve gotthe music

in me!

Welcome to The Music Class, Inc.

The first few years of life are the best time to nurture your child’s musical development. At Rob Sayer’s The Music Class® we give you the tools to help. We have developed collections of fun, developmentally appropriate songs and musical activities. Through play and parent modeling, our song collections will help promote your child’s musical development during his or her formative years. For parents interested in weekly music classes for young children in a “mommy and/or daddy and me” setting, The Music Class materials and methods are available in a growing number of cities through-out the United States and internationally. To find out more about The Music Class or to purchase materials we can be reached at 770-645-5578 and on the web at www.TheMusicClass.com.


Parent Pages ............................................................................ 1

Songs

A Lion ....................................................................................... 10

Alice the Camel ......................................................................... 30

Ally Bally ................................................................................... 20

Brush a Brush ........................................................................... 28

Chirri Bim ................................................................................. 16

Down at the Mall ...................................................................... 29

Fall Breezes .............................................................................. 30

Go Very, Very Slowly ................................................................ 14

Grant’s Farm ........................................................................... 17

Hop, Old Squirrel ...................................................................... 12

I’m So Happy .............................................................................. 7

Jungle Cat ................................................................................ 21

Laughing Song ........................................................................... 16

Leaves .................................................................................... 18

Little Duck Waltz ..................................................................... 13

Little Liza Jane ....................................................................... 25

Mary Had a Little Lamb ........................................................... 19

Put Your Finger in the Air ...................................................... 9

Row, Row, Row Your Boat ......................................................... 22

See My Pony............................................................................. 24

See You Next Time ................................................................... 35

Shananana ............................................................................... 11

The Fiddling Cobbler.................................................................. 27

The Old Grey Cat ..................................................................... 26

This Old Man ............................................................................ 15

Tiger Rag.................................................................................. 32

Twinkling ................................................................................... 34

When the Train Comes Along ..................................................... 23

Zumba ....................................................................................... 8

ALPHABETICAL TABLE OF CONTENTS


1

Welcome to The Music Class! I’d like to share with you some basic concepts

about your child’s musical development.

The time to start thinking about your child’s musical education is at birth. In fact, the most critical time in a child’s musical development is from birth to age five. Scientific research has shown that parts of the brain that are not stimulated in the earliest years of life will atrophy. Nobel prize winning research by doctors David Hubel and Tortsen Wiesel of the Harvard Medical School proved this point. They found that if an animal was raised from birth to three months of age with one eyelid sutured closed, the animal would be permanently blind in that eye. The portion of the brain that controls vision in that eye did not develop. From what we know about the brain, this “use it or lose it” concept applies to music as well. Those children who have a deficient musical environment where their potential musical abilities are not stimulated will end up with a significantly lower music aptitude than might have been possible.

Researchers from the University of Munster in Germany recently found that the part of the brain associated with pitch recognition was larger and organized differently among musicians as compared to non-musicians. Most significantly, the musicians who started training earliest had the largest development in that area.

Another scientific study recently found a strong correlation between early musical study and the development of absolute pitch (also called perfect pitch - the ability to identify exact pitches without reference to an instrument). Six hundred musicians were surveyed. Forty percent of the musicians in this study who had begun training at four years of age reported absolute pitch, whereas only three percent of those who had started training at nine years of age did so.

The Music Class songs are designed to expose your child not only to a large quan-tity of music, but also to a broad variety of music. You’ve heard that children who grow up in households where a large spoken vocabulary is used learn to speak with a large vocabulary. The same is true of music. Our songs include a wide vari-ety of scales, rhythms, instruments and styles to further stimulate your child’s mu-sical development. On the upper left hand corner of each song you’ll see a column titled “+ Musical Vocabulary”. These is where we list the musical sounds, common and uncommon, that we hope your child will absorb from the song. With enough time and repetition you’ll see your child’s musical vocabulary blossom.

Under the title of each song you’ll see "l Suggested Activities”. These are designed to help you do the activities with your child at home.


2

By enrolling your child in The Music Class, you are providing a rich musical environment for your child forty five minutes a week. Of course, that limited time is not enough. Young children learn throughout the week, mostly by imitating you. Our goal is that you will take the songs and activities you have learned in class home with you and model them for your child throughout the week.

Keep in mind that the most important things you can model for your child are the enjoyment of and enthusiasm for music. Children who see their parents having fun with music will naturally copy their behavior; that’s how the learning takes place. Children learn through play and repetition.

I’d like to answer two frequently asked questions.

Q. What’s the point of coming to class if my child is too shy to sing in class?

A. I’d like to encourage you to consider these wonderful first years of life as a time for musical development and musical fun. Please do not get confused between learning music and musical performance. A child’s temperament may dictate whether he or she will want to sing out loud in class. Parental pressure to perform in class might only make the child uncomfortable, and may take away from the relaxed environment in which young children learn best. Children learn through exposure in a fun environment and need the freedom to experiment on their own. Instead of assessing your child’s learning by how he or she “performs” in class, rest assured that if your child enjoys coming to class and enjoys doing the songs and activities with you at home that he or she is learning in as natural a way as possible. Remember, if your child sings at home and not in class - that’s OK!

Q. When should my child start taking instrument lessons?

A. Before instrumental instruction can begin, a child must achieve “independent music accuracy.” Independent music accuracy, which can be attained by all typically developing children, is defined as the ability to sing in tune and in rhythm, and to make rhythmically accurate movements. With proper musical stimulation, this usually occurs between the ages of four and six. Regardless of whether your child chooses to play an instrument at some point, the tonal and rhythm skills they are learning now will give them a lifelong understanding and enjoyment of music.

What To Expect of Your Child in Class

All young children need time to get used to a new room, teacher, songs and situation. It typically takes about four weeks to become familiar with the class environment. There is a wide range of responses children will display during the first few weeks. You will see that as the weeks continue the children will


3

become more and more focused in class. It’s important to listen to the CD at home frequently, particularly during the first weeks. Children like what is familiar to them and need a lot of repetition. If they know the songs, they will have more fun in class and learn more.

What to expect according to age

Infant: A baby’s brain is still forming - more so than at any other time in its life. As babies are learning the sounds of language, they are adding the rhythms and tones of music. Just as children learn to speak by hearing their parents speak - learning many of the sounds necessary for communication before they ever utter their first word - children go through the same process of listening, decoding and then experimenting on their own with musical skills. Even if your child is too young to actively participate in class, rest assured that he or she is learning. Early exposure to music will pay off significantly later in life. It’s never too early to start playing music and singing to your baby!

Toddler: Toddlers learn through play, so class needs to be fun. They are watching and experimenting on their own, discovering what they like. They will enjoy playing instruments, singing and dancing. Though their efforts are not very accurate, they will begin to show improved musical skills as they grow older.

Two and Three-year olds: These children have become more accurate in reproducing music, both tonally and rhythmically. They begin to interact less with their parents and more with their teacher and the other children. They are still busy observing and imitating. At this age they become more creative and develop their own ways of singing songs and doing activities. This should be supported and encouraged!

Four-year-olds: Some at four will have already achieved independent music accuracy, but still benefit from being in a creative and musically stimulating environment. While some children at this age may feel too old to be in class with babies, most do not care as long as they are having fun. Parents should refrain from pointing out age differences to their child, but should talk with their child to see if they are enjoying class. If so, parents should relax and enjoy it, too.

All ages: Some children want to march and run; others want to spend the class no more than a foot away from the teacher; some will sit in their parent’s laps; while others want to observe from a cozy corner in the room. At The Music Class we recognize that there are many different learning styles, and we encourage parents to let the children be where they are comfortable. A typical class may have all of these different types of children, but all children have one thing in common: they are all watching, listening, and learning from us. So have fun and make music!


4

There are many different types of children. Here’s what parents say about their experiences with The Music Class:

The shy child: “When we first started bringing Avery she would sit in my lap the whole class and get up only to grab the instruments. But when we got home, she’d sing the songs, so I knew she was absorbing the music. Now, a few sessions later, she is totally comfortable in class. She participates in everything in class and really likes to sit in her teacher’s lap! What a difference. I’m glad we stuck with it because I can see how much she has been getting out of class.” – E.P.

The active child: “Pierce would never sit in my lap. In fact, he spent most of class running around the room. He was so wild; I was worried he was being disrup-tive. But our teacher told me not to worry and he was right. We’ve been tak-ing music class here for several sessions and he’s gotten a ton out of it. He now makes up his own words to the songs and dances when he hears the music. Even when I didn’t think he was paying attention, when we got out to the car after class, he started singing the songs.” – L.O.

The younger child: “When Brian first came to class, he was only three months old. He was quiet, but his eyes were wide open and he was interested in what was going on. Now, more than a year later, he does everything in class, includ-ing using the sticks to the rhythm. I definitely think that my child is getting a lot more from music class now because we started him when he was young. Even his daycare teachers tell us that when they play music in class he is much more involved and responsive than the other children his age.” – M.M.

The older child: “Nathaniel is 5 years-old now and we still love music class. I do remind him to watch out for the little children, but he has become a leader in his class. He helps his teacher and is sort of a role model for the other children. This music has become such a part of our lives. On rainy days we get out all our music books and sit on the floor and sing the songs. Nathaniel even listens to the music at bedtime. I wish we could take the class forever!” – J.R.

The child with special needs: “Mary Beth has loved The Music Class from the beginning. Even though she has Down’s Syndrome, she’s always been treated like the other children. Music class helped her feel more normal as she saw she could do what the others were doing. The interaction with children is so good for her and the environment is so relaxed.” – D.H.


5

Classroom Guidelines

Do sing, dance, and have a good time in class. Enthusiasm is infectious!

Do call if you are going to miss a class. This will allow others to use your spot as a make-up time.

Do call if you would like to make up a class. In order to avoid overcrowding reservations for make-ups are required.

Do invite grandparents and other grown-ups to come to class. No reservations required.

Do call about bringing young siblings, relatives, out of town guests, etc., to class. We can accommodate extra children in class only if room permits. Friends considering enrolling next term may observe one class free of charge - reservation required.

Do not come to class if your child appears ill, or has had a fever within the last 24 hours.

Do not get into a turf battle with your child. If your child wants to be in another part of the room and you insist that he/she stays with you, both you and your child will soon have your attention focused on territory as well as how to outsmart each other. This is not a particularly musical activity. Children learn in many different ways and not all children are comfortable staying in their parent’s lap. Remember that even if your child is on the side of the room, he or she is still absorbing what’s going on in class. Of course do make sure your child stays safe and inside the room.

Do not talk in class. Try not to tell your child what to do in class, but instead show your child what to do. Keep in mind that when adults talk it becomes distracting to the teacher and to other adults and children in the class.

Do not eat in class. No one wants to put their baby on a floor with old crumbs. Eating in class is a health hazard and is also distracting to the other children. If your child must snack during class time please do so outside the room.

Do help us keep everyone healthy. If your child puts an instrument in his or her mouth please clean the instrument off with alcohol when you are done. If your child uses a pacifier you might try letting them have their pacifier during instrument play as a way to avoid putting instruments in their mouths.

Do choose your battles carefully. If your child really doesn’t want to put away an instrument consider letting him or her hold onto the instrument for a while. However, if they want to do an unsafe activity, like run with their sticks, please step in to keep them safe.



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� ComposerRob Sayer, Michele Marcus, Raina Sayer

CD Track: 1

+ Musical VocabularyTonality: C majorMeter: dupleThe melody outlines the tonic chord and parts of the dominant chord; two of the most common types of chords.

l Suggested ActivitiesTap the beat on thighs while teacher names each child. Repeat the first part of the song as needed.

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+ Musical VocabularyTonality: e minorMeter: dupleThe recording features traditional instrumental sounds of southern Africa, including marimba, bass marimba, congas, shakers and additional drums.

l Suggested ActivitiesShake egg shaker and substitute different animals and sounds.

� ComposerTraditional melody "Salamalekum" from Senegal. New lyrics by Rob Sayer

CD Track: 2

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Na, na, na, su - mal - lihear the sound of Li - onsRoar! roar! roar! su - mal - liNa, na, na, su - mal - lihear the sound of Croco-diles

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Na, na, Zum - ba.in the town.

Roar! roar! Zum - ba.Na, na, Zum - ba.in the town.

Snap! snap! Zum - ba.Na, na, Zum - ba.

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l Suggested ActivitiesAct out. Be sure to always move your finger to the beat. Make up your own verses.

+ Musical VocabularyTonality: D majorMeter: duple

� ComposerWoody GuthryAdapted by Rob Sayer & Frank Hamilton© Woody Guthrie and Ludlow Music Inc. Used with permission.

CD Track: 3

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PPPPuuuutttt YYYYoooouuuurrrr FFFFiiiinnnnggggeeeerrrr iiiinnnn tttthhhheeee AAAAiiiirrrr

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+ Musical VocabularyMeter: dupleChants like this with no pitch help to focus the child's attention on the rhythm..The accelerando (speeding up) creates a lot of energy.

l Suggested ActivitiesStep to the macro beat during the first section and then run to the micro beat during the second, faster half. Chase and tickle your prey.

� ComposerRob Sayer

CD Track: 4

Speed up

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A Lion✎ ComposerRob Sayer

CD Track: 4

l Suggested ActivitiesStep to the macro beat during the first half and then run to the micro beat during the second, faster half. Chase and then tickle your prey.

+ Musical VocabularyMeter: duple Chants like this with no pitch help to focus the child's attention on the rhythm. The accelerando (speeding up) creates a lot of energy.

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+ Musical VocabularyTonality: Bb majorMeter: dupleRecorded by the Kholwa Brothers in South Africa, this song presents the traditional sounds of a South African chorus.

� ComposerRob Sayer. Based on traditional material from South Africa.

CD Track: 5

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SlowerENDING

PART TWO

PART ONE

2. Momma is getting up...3. Momma is running...4. Momma is jumping...5. Momma is tired...6. Momma is sleeping...

2. Shananana, Momma's getting up...3. Shananana, Momma's running...4. Shananana, Momma's jumping...5. Shananana, Momma's tired...6. Shananana, Momma's sleeping...

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l Suggested ActivitiesHop, hide, run and eat to the beat. Substitute other things squirrels do.

� ComposerTraditional

CD Track: 6

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2. Hide, old squirrel, ...3. Run, old squirrel, ...4. Eat, old squirrel, ...

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l Suggested ActivitiesLift and lower a child in your lap during the quacks.

+ Musical VocabularyTonality: Bb majorMeter: tripleExposure to this adaptation will help the children to relate to, and enjoy the original.

� ComposerJohann StraussMelody adaptation and lyrics by Rob Sayer

CD Track: 8

13

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l Suggested ActivitiesLift and lower a child in your lap during the quacks.

+ Musical VocabularyTonality: Bb majorMeter: tripleExposure to this adaptation will help the children to relate to, and enjoy the original.

� ComposerJohann StraussMelody adaptation and lyrics by Rob Sayer

CD Track: 8

13

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&

b

b

b

b

1 21 2

&

b

b

b

b

&

b

b

b

b

1 21 21 2

+ Musical VocabularyTonality: f minorMeter: dupleThis melody highlights the color tones of the minor scale. Swing eighth notes.

l Suggested ActivitiesCrawl and act out.

� ComposerRaina Sayer

CD Track: 10

2. Go very, very slowly like a snail ... Go very, very quickly like a doggie...

GGGGoooo VVVVeeeerrrryyyy,,,, VVVVeeeerrrryyyy SSSSlllloooowwwwllllyyyy

14

œ _ j

Slow

1. Go

œ œ

œ _ œ _ œ

œ _

ve - ry ve - ry slow - ly

œ œ œ

œ

‰

œ _ j

like a tur - tle, Go

œ œ

œ _ œ _ œ

œ _

ve - ry ve - ry slow - ly

œ œ œ œ

‰

like a tur - tle,

œ œ œ œ

‰

œ _ j

like a tur - tle. Go

œ

Fast!

œ

œ _ œ _ œ œ _

ve - ry ve - ry quick - ly

œ œ œ œ

‰

œ _ j

like a cheet - ah, Go

œ œ

œ _ œ _ œ

œ _

ve - ry ve - ry quick - ly

œ œ œ œ

‰

œ _ j

like a cheet-ah. Go

œ œ œ œ

‰

like a cheet-ah.

l l

l l

{” l

{“ l l

l {”

/

14


&

C

&

&

&

+ Musical VocabularyTonality: C MajorMeter: dupleLarger intervals are easier to sing in tune than scale passages. The quick "give a dog a bone" may be a challenge to sing correctly.

l Suggested ActivitiesUse rhythm sticks. Take suggestions on different ways to click sticks. Feel free to sing the song on "la" instead of worrying about the words.

� ComposerTraditional.Adapted by Rob Sayer

CD Track: 11

15

TTTThhhhiiiissss OOOOlllldddd MMMMaaaannnn

œ

Cc

œ ˙

1. This old man,2. This old man,3. This old man,4. This old man,

œ œ

˙

he played one,he played two,he played three,he played four,

œ

Ff

œ œ œ

he played knick knackhe played knick knackhe played knick knackhe played knick knack

œ

7G˝

œ œ

œ œ

on his drum, With aon his shoe, With aon his knee, With aon the floor, With a

œ

Cc

œ _ œ _ œ _ œ _

knick knack pad - dy whack,knick knack pad - dy whack,knick knack pad - dy whack,knick knack pad - dy whack,

œ _ œ œ

œ ˙

give a dog a bone.give a dog a bone.give a dog a bone.give a dog a bone.

œ

7G˝

œ œ œ

This old man cameThis old man cameThis old man cameThis old man came

œ

Cc

œ

7G˝

˙ _

Cc

roll - ing home.roll - ing home.roll - ing home.roll - ing home.

l l

l l

l l

l {”

15


&

b C

&

b

&

b

&

b

� ComposerTraditional Jewish folk song.

CD Track: 13

+ Musical VocabularyTonality: d minorMeter: dupleThe recording features the clarinet and an accelerando.

l Suggested ActivitiesCircle dance with jingle bells.

CCCChhhhiiiirrrrrrrriiii BBBBiiiimmmm

16

œ œ

Chir-ri

+ Musical VocabularyTonality: C majorMeter: 5 beat per measure

l Suggested ActivitiesStomp, clap and twirl. Follow the vocal cues on the recording.

� ComposerTraditional song from Trinidad

CD Track: 12

LLLLaaaauuuugggghhhhiiiinnnngggg SSSSoooonnnngggg

La, la, la,

C F C

...C F C minA 7G C

minA 7G C

l&

5

4l

l& l

/

&

œ_j œ_œ

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œ_ œ_œ

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œ œjœ œ œ œ

œ .

œ œ œœ_j

œ œ œ

œœ .

œ œ œœ_j

œ

minDŒ

œ œ

Œ

œ œ œ

bim, chir-riChir-ri bim,

œ

Œ

œ œ

Œ

œ œ œ

bom, chir-richir-ri bom

œ œ œ

7A

œ _ #

bim bom bim bom

˙

minDŒ

œ œ

bom.Chir-ri

œ

Œ

œ œ

Œ

œ œ œ

bim, chir-riChir-ribim,

œ

Œ

œ œ

Œ

œ œ œ

bom, chir-richir-ribom

œ œ œ

7A

œ _ #

bim bom bim bom

˙

minDÓ

bom.

œ

minGœ œ œ œ œ œ

Ai chir-ri, chir-ri, chir-ri

œ

minD

œ ˙

bim bombom.

œ

7A

œ œ œ œ œ œ

Ai chir-ri, chir-ri, chir-ri

œ

minD

œ ˙

bim bombom.

œ

minGœ œ œ œ œ œ

Ai chir-ri, chir-ri, chir -ri

œ

minD

œ ˙

bim bom bom.

œ

7A

œ œ œ œ

œ _ #

Ai chir -ri, chir-ri, bim

˙ .

minD

bom.

l l l l

l l l l l

l l l l

l l l

/

16


&

7

8

&

&

l Suggested ActivitiesEach measure first tap four times on your thighs for the duple beats and then clap three times for the triple beat.

+ Musical VocabularyTonality: C majorMeter: mixed. duple/duple/tripleExposure to a difficult meter like this at an early age increases the likelihood that this same meter won't be perceived as difficult at a later age.

� ComposerRob Sayer and Raina Sayer

CD Track: 15

17

v2. Doggie, doggie, ruff, ruff, ruff...v3. Turkey, turkey, gobble, gobble, gobble...

GGGGrrrraaaannnntttt''''ssss FFFFaaaarrrrmmmm

œ _ œ

œ œ

œ œ

œ

Bun - ny, bun - ny, hop, hop, hop.

œ _ œ

œ œ

œ œ œ


œ _ œ

œ œ

œ œ

œ


œ œ œ œ

œ œ œ œ œ

œ _ œ _ œ _

Bun - ny, bun - ny, bun - ny, bun - ny, bun - ny, hop, hop.

l l

l

{”

17


&

6

8

&

&

l Suggested ActivitiesWiggle fingers and sway arms to the beat representing leaves falling. Pick up a child and whirl her to representing kids falling!

+ Musical VocabularyMeter: triple

� ComposerTraditional. Additional lyrics by Rob Sayer

CD Track: 16

18

LLLLeeeeaaaavvvveeeessss

¿ J

1. The2. The

¿ ¿ J ¿ ¿ J

leaves are whirl - ingkids are whirl - ing

¿ ¿ J ¿ ¿ J

round and round. Theround and round. The

¿ ¿ J ¿ ¿ J

leaves are fal - lingkids are fal - ling

¿ ¿ J ¿ .

to the ground.to the ground.

¿ ¿ J ¿ ¿ J

Round and round andRound and round and

¿ ¿ J ¿ .

round and round,round and round,

¿ ¿ J ¿ ¿ J

fal - ling soft - lyfal - ling soft - ly

¿ ¿ J ¿ .

to the ground.to the ground.

l l l

l l l

l l {”

18


&

2

4

&

In 1830, Sarah Hale of Boston wrote this popular verse. The original Mary was Mary Sawyer whose lamb followed her to school one day to the Old Redstone Schoolhouse in Massachusetts.

l Suggested ActivitiesSit, sing and shake and instrument, or shake a co-op band.

+ Musical VocabularyTonality: C majorMeter: dupleThe recording features a big band swing sound with trumpets and saxes.


CD Track: 17

2. Everywhere that Mary went, Mary went, Mary went. Everywhere that Mary went,The lamb was sure to go.

3. It followed her to school one day,school one day,school one day.It followed her to school one day,Which was against the rules.

4. It made the children laugh and play,laugh and play,laugh and play.It made the children laugh and play,To see a lamb at school.

19

MMMMaaaarrrryyyy HHHHaaaadddd aaaa LLLLiiiittttttttlllleeee LLLLaaaammmmbbbb

œ

Cc

œ œ _

œ

1. Ma - ry had a

œ œ œ

lit - tle lamb,

œ

7G˝

œ œ

lit - tle lamb,

œ

Cc

œ œ

lit - tle lamb.

œ œ œ _ œ

Ma - ry had a

œ œ œ œ

lit - tle lamb, Its

œ

7G˝

œ œ œ

fleece was white as˙ _

Cc

snow.

l l l l

l l l {”

19


&

c

&

&

&

l Suggested ActivitiesLullaby to be sung at nap time at home. In class, either lie down or cuddle in a lap for a pretend nap time.

+ Musical VocabularyTonality: C majorMeter: dupleThe recording features the harp.

� ComposerTraditional Scottish folk song

CD Track: 18

20

AAAAllllllllyyyy BBBBaaaallllllllyyyy

œ _

Cc

œ œ œ

Al - ly bal - ly,

œ

Ff

œ œ œ

˙

Cc

al - ly bal - ly bee,

œ _ j œ

œ j œ œ

sit - tin' on your

œ j

mAA

œ .

˙

7G˝

dad - dy's knee.

œ _

Cc

œ œ

. œ j

Greet - in' for a

œ

Ff

œ œ

.

Cc

œ j

wee pen - ny, to

œ . œ j œ

œ

buy some Coul - ter's˙

7G˝

˙ _

Cc

can - dy.

l l

l l

l l

l

/

20


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b

b

b c

&

b

b

b

&

b

b

b

&

b

b

b

&

b

b

b

&

b

b

b

+ Musical VocabularyTonality: c minorMeter: dupleCab Calloway style swing.

l Suggested ActivitiesFind a lion puppet and have it sing along.

� ComposerFrank and Mary Hamilton

CD Track: 19

21

Œ

œ _

mCC

œ œ j

7Bb

„œ

.

I'm a li - onI'm a li - onI'm a li - on

œ

7Ab

Áb

œ œ œ

7G˝

‰

big and strong!when I sing

big and strong!

‰

6mCZ

œ j œ _

œ œ

7Eb

‰œ

My mane is thick, myI'm the king of

My mane is thick, my

œ

7Ab

Áb

œ œ ˙

7G˝

tail is long.ev - ery - thing!tail is long.

‰

mCC

œ _ _ œ _ œ œ j

œ _ .

I prowl the jun - gleAndwhen I roar in -

I shakemy headand

œ

mFF

œ œ ˙

night and day.side the zoo,paw the air.

‰

7G˝

œ œ j œ œ

When you see mecould be I'm a -You can hear me

œ œ œ

œ _

mCC

‰ œ œ

œ

run a - way 'Cause I'm afraid of you!ev - ery where!

œ J

mCC

œ

œ J Ó

7Bb

„

jun -gle cat!

Œ

7Ab

Áœ œ œ œ

7G˝

œ n œ

œ _

£

Wha-da - ya think of that!

Ó

mCC

œ _ j

7Bb

„Œ .

Scat!

œ _ j

7Ab

ÁŒ

œ _ j

‰

7G˝

œ

œ j

Scat! Scat! I'm a

œ J

mCC

œ

œ J ˙

7Bb

„

jun - gle cat.

Œ

7Ab

Áœ œ œ œ

7G˝

œ œ

œ _

£

Wha-da -ya think of that!

Ó

mCC

œ _ j

7Bb

„Œ .

Scat!œ _ j

7Ab

Á‰ ‰

7G˝

œ _ j

mCC

Ó

Scat! Scat!

l l l

l l l

l l

l l l

l l

l l

/

£

£

21


&

6

8

&

l Suggested ActivitiesSit your child in your lap facing each other. Hold hands and pretend to row back and forth to the beat while singing the song.

+ Musical VocabularyTonality: C majorMeter: tripleWhile rounds are too difficult for young children to sing themselves, doing a round in class gives the children a stimulating listening experience.


CD Track: 20

22

RRRRoooowwww,,,, RRRRoooowwww,,,, RRRRoooowwww YYYYoooouuuurrrr BBBBooooaaaatttt

œ _ .

œ _ .

Row, row,œ _

œ j œ .

row your boat,

œ œ j œ œ j

Gent - ly down the

˙ .

stream.

œ œ œ

œ œ œ

Mer-ri - ly, mer-ri - ly,

œ œ œ œ _ œ _ œ _

mer - ri - ly, mer - ri - ly,

œ œ j œ œ j

Life is but a

˙ _ .

dream.

l l l l

l l l

/

Row, Row, Row Your Boat✎ ComposerTraditional

CD Track: 20

l Suggested ActivitiesSit your child in your lap facing each other. Hold hands and pretend to row back and forth to the beat while singing the song.

+ Musical VocabularyTonality: C major Meter: triple Rounds are too difficult for young children to sing as part of a group, but they pro-vide a stimulating listening experience.

22


&

b C

&

b

&

b

&

b

+ Musical VocabularyTonality: d minorMeter: duple

l Suggested ActivitiesMarch and shake egg shakers. Take suggestions for different things to travel on.

� ComposerTraditionalAdapted by Rob Sayer

CD Track: 22

2. When the bus comes along...3. When the plane comes along...

23

-ing

WWWWhhhheeeennnn tttthhhheeee TTTTrrrraaaaiiiinnnn CCCCoooommmmeeeessss AAAAlllloooonnnngggg

œ

mDD

œ

1. When theWe will

˙ œ

.

mGG

œ j

train comes a -all have some

œ Œ

œ œ

long, When thefun. We'll be

˙ œ œ œ

.

mGG

œ j

train comes a -rid in the

œ

mDD

Œ

œ œ

long. I willsun. I will

œ

mGG

œ œ œ

meet you at themeet you at the

œ œ œ œ

sta - tion when thesta - tion when the

˙

mDD

œ .

7AÅ

œ j

train comes a -train comes a -

˙

mDD

long.long.

l l

l l

l l

l l {”

23


&

b2

4

&

b

&

b

&

b

l Suggested ActivitiesAt home, put child in lap and bounce to the beat. Do a slow "Neigh" at end and roll back. In class, all hold onto co-op band and shake it to the beat. Lean back on "Neigh"

+ Musical VocabularyTonality: F majorMeter: duple

� ComposerCzechoslovakian folk songAdapted by Rob Sayer

CD Track: 23

24

SSSSeeeeeeee MMMMyyyy PPPPoooonnnnyyyy

œ

Ff

œ œ

œ _

See my po - ny,See my po - ny,

œ

mDD

œ œ

œ _

my black po - ny?my white po - ny?

œ

Bb

w

œ œ

7CÇ

œ

I ride him eachI ride her each

˙

Ff

day.day.

œ œ œ œ _


œ

mDD

œ œ œ _


œ

Bb

w

œ œ œ


˙

Ff

day.day.

œ œ œ œ

When I give himWhen I give her

œ

7CÇ

œ œ

oats to eat,oats to eat,

œ

Ff

œ œ œ

trot - ting, trot - tingtrot - ting, trot - ting

œ

7CÇ

œ œ

go his feet.go her feet.

œ

Ff

œ œ œ _


œ

mDD

œ œ œ _


œ

Bb

w

œ œ

7CÇ

œ


˙

Ff

day.day.

O D

U

Neigh!Neigh!

l l l l

l l l l

l l l l

l l l l

/

24


&

c

&

&

+ Musical VocabularyTonality: C majorMeter: dupleThe first part of the melody features a tonic chord. The chorus includes several syncopated rhythms.

l Suggested ActivitiesCall and response style, with the group echoing each phrase. Act out each verse and sing the chorus together.


CD Track: 25

25

LLLLiiiittttttttlllleeee LLLLiiiizzzzaaaa JJJJaaaannnneeee

œ _

Cc

œ œ œ _

œ œ œ

1. My friendJanecan jump sohigh.2. My friendJanecan run so fast.3. My friendJanecan fly sohigh.4. My friendJaneshe likes to sleep.

∑

7G˝

Cc

œ _ œ œ

œ _ œ

7G˝

œ œ _

Cc

Saw her jump in - to the sky.Fast -er than a greatbig cat.Like a bird up in the sky.Likes to sleepand nev -erweeps.

∑

7G C

œ _ œ œ

œ _ œ œ

œ

Jump-ing jump-ing all day long.Run-ning, run-ning all day long.Fly - ing, fly - ing all day long.

Sleep-ing,sleep-ing allnight long.

∑

7G˝

Cc

œ _ œ œ

œ _ œ

7G˝

œ œ _

Jump-ing whilewe sing this song.Run-ning whilewe sing this song.Fly - ing whilewe sing this song.

Sleep-ing whilewe sing this song.

∑

7G C

‰ œ

œ j œ

Ff

œ

Cc

Oh, E - li - za,

œ œ œ œ _ j

˙

7G˝

lit-tle Li - za Jane.

‰

Cc

œ

œ j œ

Ff

œ

Cc

Oh, E - li - za,

œ

7G˝

œ œ œ j ˙ _

Cc

lit-tle Li - za Jane.

l l l l

l l l

!

{“ l l l {”

25


&

b6

8

&

b

&

b

Faster

&

b

+ Musical VocabularyTonality: d minorMeter: triple

l Suggested ActivitiesFinger-play, with one hand being the cat and the other the mouse. You can also crawl and act out.


CD Track: 26

26

TTTThhhheeee OOOOlllldddd GGGGrrrreeeeyyyy CCCCaaaatttt

œ _ _ j

The

œ œ j œ œ j

old grey cat islit - tlemouse is

œ . œ .

sleep - ing,creep - ing,

œ _ .

# œ

.


œ .

œ _ _

œ _ _ j

sleep - ing. Thecreep - ing. The

œ œ j œ œ j

old grey cat islit - tle mouse is

œ . œ .


œ _ . # œ .

in thethrough the

œ .

Œ

œ _ _ j

house. Thehouse. The

œ œ j œ œ j

lit - tle mouse is

œ . œ .

run - ning,

œ _ . # œ

.

run - ning,

œ .

œ _ _

œ _ _ j

run - ning. The

œ œ j œ œ j

lit - tle mouse is

œ . œ œ j

run - ning. Theœ _

. #

œ .

cat woke

œ .

Œ

up!

{“ l l l l

l l l {”

l l l l

l l l

/

26


&

#4

4

&

#

&

#

&

#

l Suggested ActivitiesLead the group in a circle/square dance. Change directions, go in and out and twirl.

+ Musical VocabularyTonality: G majorMeter: dupleThe recording features the fiddle in a tradition country dance style.


CD Track: 27

27

TTTThhhheeee FFFFiiiiddddddddlllliiiinnnngggg CCCCoooobbbbbbbblllleeeerrrr

œ

Gg

œ œ

7DÎ

œ

Cob - bler, leave yourAll my friends and

œ

Gg

œ œ œ œ

bench and come. Thefam - i - ly are

œ

Cc

œ œ

7DÎ

œ

moon is shin - ningdanc - ing to your

˙ .

Gg

œ

bright. Andtune. O,

œ œ œ

7DÎ

œ

all the lit - tlecob - bler, come and

œ

Gg

œ œ œ œ

shoes you patched willplay for us be

œ

Cc

œ œ

7DÎ

œ

dance for you to -neath the shin - ing

˙ .

Gg

Œ

night.moon.

l l

l l

l l

l {”

27


&

c

&

&

&

&

l Suggested ActivitiesSing and act out.

� ComposerTerri Geeza and Rob Sayer

CD Track: 28

+ Musical VocabularyTonality: C majorMeter: dupleSwing style. The "brush a brush" rhythm imitates the swing beat a drummer plays on the hi-hat.

28

BBBBrrrruuuusssshhhh aaaa BBBBrrrruuuusssshhhh

Œ

Cc

œ _ œ _ œ _ j

mAA

‰

œ _ œ _

1. Brush a brush in the2. Sweep a sweep in the

œ _

Ff

œ ‰

œ j ˙

7G˝

morn-ing time.morn-ing time.

Œ

Cc

œ _ œ _ œ _ j

mAA

‰

œ _ œ _

Brush a brush in theSweep a sweep in the

œ _

Ff

œ ‰

œ j ˙

7G˝

eve-ning time.eve-ning time.

œ

Ff

œ œ œ

‰

Cc

œ .

Keep - ing my teeth cleanKeep - ing the floor clean

œ j

7G˝

‰

œ œ ˙

Cc

all day long.all day long.

œ

7G˝

œ œ œ

‰

œ œ j

Brush-ing my teeth while I'mSweep-ing thefloor while I'm

œ œ _ œ _

œ ˙

sing-ing this song.sing-ing this song.

Œ

Cc

œ _ œ _ œ _ j

mAA

‰

œ _ œ _

Wash a wash in thePick up toys in the

œ _

Ff

œ ‰

œ j ˙

7G˝

morn-ing time.morn-ing time.

Œ

Cc

œ _ œ _ œ _ j

mAA

‰

œ _ œ _

Wash a wash in thePick up toys in the

œ _

Ff

œ ‰

œ j ˙

7G˝

eve-ning time.eve-ning time.

œ

Ff

œ œ œ

‰

Cc

œ .

Keep-ing myhands cleanKeep-ing my room clean

œ j

7G˝

‰

œ œ ˙

Cc

all day long.all day long.

œ j

7G˝

‰

œ j

‰

œ œ _ œ _ œ _

I like wash-ing my hands.I like pick-ing up toys.

w _

Cc

l l l

l l l

l

!

l

l l l

l l l

/

28


&

6

8

&

&

&

l Suggested ActivitiesSit down and roll a ball back and forth to the beat with your partner.

+ Musical VocabularyTonality: C majorMeter: tripleAdaptation of an old sing-along.

� ComposerTraditional melodyNew Lyrics by Frank and Mary Hamilton

CD Track: 29

29

DDDDoooowwwwnnnn aaaatttt tttthhhheeee MMMMaaaallllllll

œ j

1. One2. My

3. They

5. They 6.

4.

7.

œ

Cc

œ œ

œ œ _

œ

day we went shop - ping allbro - ther took all of the

rolled to the trash cans, the

rolled on the coun - ter andMy lit - tle bro - ther, he

Oh, what a time we had

Oh, what a time we had

œ œ

œ œ

.

down at the mallballs in the store,pots and the plants.

up on the wall.laughed at it all.

down at the mall.

down at the mall.

œ . œ .

Ff

Way hey!Way hey!Way hey!

Way hey!Way hey!

Way hey!

Way hey!

œ

7G˝

œ œ

œ œ j

Down at the mall. ToDown at the mall.Down at the mall. And

Down at the mall. AndDown at the mall. He

Down at the mall.

Down at the mall.

œ œ œ œ

œ _ œ

buy lit - tle bro - ther aSoon they were rol - ling all

in - to the clothes store to

soon they were rol - ling allhad what he want - ed, one

Try - ing to buy us a

Try - ing to buy us a

œ œ œ œ .

big rub - ber ball.o - ver the floor.

jump in - to pants.

o - ver the mall.big rub - ber ball.

big rub - ber ball.

big rub - ber ball.

œ œ œ œ œ j

Give us a dime toGive us a dime toGive us a dime to

Give us a dime toGive us a dime to

Give us a dime to

Give us a dime to

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shop at the mall.shop at the mall.shop at the mall.

shop at the mall.shop at the mall.

shop at the mall.

shop at the mall.

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29


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+ Musical VocabularyMeter: triple

l Suggested ActivitiesBounce child on lap to the beat. Roll back on "neigh".


CD Track: 31

30

AAAAlllliiiicccceeee tttthhhheeee CCCCaaaammmmeeeellll

+ Musical VocabularyTonality: Eb majorMeter: tripleBecause there are no words, the listener's attention is focused on the musical elements.

l Suggested ActivitiesDance with scarves. Use circular movements to reinforce the feeling of triple.

� ComposerRaina Sayer

CD Track: 30

FFFFaaaallllllll BBBBrrrreeeeeeeezzzzeeeessss

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1. Al-ice the cam - el has three humps.2. Al-ice the cam - el has two humps.3. Al-ice the cam - el has one hump.4. Al-ice the cam - el has no humps.

¿ ¿ ¿ ¿ . ¿ ¿ ¿ ¿ .

Bum - pi - ty bump, Bum - pi - ty bump,Bum - pi - ty bump, Bum - pi - ty bump,Bum - pi - ty bump, Bum - pi - ty bump,Bum - pi - ty bump, Bum - pi - ty bump,

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Al-ice thecam-el has threehumps.Al-ice thecam-el has two humps.Al-ice thecam-el has one hump.Al-ice thecam-el has no humps.

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Bum - pi - ty, Bum - pi - ty bump.Bum - pi - ty, Bum - pi - ty bump.Bum - pi - ty, Bum - pi - ty bump,

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Al - ice is a horse, NEIGH!

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+ Musical VocabularyTonality: Bb majorMeter: dupleTraditional jazz style. Featuring the banjo, trumpet, trombone, drums and tuba "tiger roar".

l Suggested ActivitiesPlay along with your favorite instruments.


CD Track: 33

32

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+ Musical VocabularyTonality: D majorMeter: dupleRecording features the harp.

l Suggested ActivitiesLullaby to be sung at nap time at home. In class, either lie down or cuddle in a lap for a pretend nap time.

� ComposerSteffi Miller

CD Track: 34

34

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lit - tle star.

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that you are.

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in the night.

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lit - tle light.

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� ComposerRob Sayer, Michele Marcus, Raina Sayer

CD Track: 35

l Suggested ActivitiesTap the beat on thighs while the teacher names each child. Repeat the first part of the song as needed.

+ Musical VocabularyTonality: C majorMeter: dupleThe melody outlines the tonic chord and parts of the dominant chord; two of the most common types of chords.

SSSSeeeeeeee YYYYoooouuuu NNNNeeeexxxxtttt TTTTiiiimmmmeeee

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I'm so hap - py

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I saw(name).œ _

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(name).I saw

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I saw (name).

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mu - sic class. And

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when I get home you

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know what I'll do, I'll

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sing with my par - ents and

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dance with them too. I

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love to make mu - sic and

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share it with you, so I'll

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see you next time inœ _

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mu - sic class.

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/

35


Date post:	30-May-2017
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The Lion Collection Book27

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