musicals - Hal Leonard

This Booklet Copyright © 2010 by HAL LEONARD CORPORATION 

No part of this booklet may be reproduced in any form or by any 

means without the prior written permission of the Publisher. 

S A M P L E R

MUSICALS 

3 North Pole Musical 

4 A Bugz Christmas 

7 Joust! 

8 The Bear Went Over the Mountain 

MUSICAL STORY 

11 Walk With Me, Tulitha 

COLLECTIONS 

12 A la rueda, rueda 

14 In the BAG 

16 Let’s All Sing Halloween Songs 

17 Let’s All Sing Songs from Glee 

18 Let’s All Sing Songs from Disney’s 

Hannah Montana: The Movie 

19 Let’s All Sing Songs from Disney’s 

The Princess and the Frog 

20 The Music Zone 2 

22 Over the Garden Wall 

24 Patriotic Partners 

26 Rhythm Read & Play for Christmas 

28 Say Hello Wherever You Go 

30 Sound Stories 

32 World Partners 

RESOURCES 

34 Choir Builders for Growing Voices 

35 Sight Sing a Song 2 

36 Kids on Risers 

37 Order from Chaos 

MUSICAL THEATRE 

38 Getting to Know … State Fair 

39 Disney’s High School Musical 2 Junior, 

Seussical Junior, Thoroughly Modern Millie 

Junior, Disney’s Aladdin Kids 

40 Essential Elements Recorder 

Classroom Method 

ORDER TODAY! 

Order all the titles in this booklet and more at 

www.halleonard.com or from any music retailer. 

Disney characters and artwork © Disney Enterprises, Inc. 

Prices, contents and availability subject to change without notice. 

All prices listed in U.S. dollars.

MUSICALS: North Pole Musical 

& b b b 

& b b b 

North Pole Musical 

One Singular Sensational Holiday Revue 

John Jacobson/Mac Huff 

Auditions are underway for the 400th Anniversary of 

North Pole Musical, and everyone is in a panic! The 

dancing Reindeer are “hoofin’ it,” but don’t know what 

to do with Rudolph and his 4 left hooves. The elves are 

tired of always getting the short end of the stick, and 

are singin’ the blues. The snowmen are “chillin’” but 

worried about the funky hot lights, and the toys are 

trying to do the entire Nutcracker Suite in 3 minutes! 

The annual Christmas show keeps getting bigger and 

bigger each year. But, wait a minute! Is bigger really better? See how Santa finds 

a way to remind everyone of the true meaning of the season. This sensational 

35-minute holiday revue features seven original songs in a variety of musical 

styles, choreography and helpful production guide, and a script with 26 speaking 

parts and adaptable cast list for groups of varying sizes, and teaching objectives 

linked to the National Standards for each song. The expanded Performance Kit/ 

CD provides 20 Singer books, along with the Teacher Edition and a P/A CD. Songs 

include: North Pole Musical, Tryouts, Hoofin’ It, The No Christmas Blues, Chillin’, 

The Nutcracker Megamix, The Heart of Christmas. 

09971430 Teacher Edition ............................................................................................................$19.99 

09971431 Singer Edition 5-Pak ....................................................................................................$19.99 

09971432 Preview CD (with vocals)..............................................................................................$14.99 

09971433 Preview Pak (1 singer, 1 preview CD) ...........................................................................$16.99 

09971434 Performance/Accompaniment CD ................................................................................$59.99 

09971435 Performance Kit/CD (Teacher, 20 Singer, P/A CD) .......................................................$119.99 

4 

4 

œ 

We’re 

Œ 

17 (1st time) All 

. 

. 

œ œ œ œ 

all lined up. We’re 

(2nd time) RUDOLPH 

œ œ œ œ 

œ œ œ œ œ Œ 

rea-dy to go. 

Rar - in’ to take our place 

j 

œ œ 

35 MIN. 

Gr. 4-8 

3. Hoofin’ It 

j 

œ œ ‰ j œ 

Words and Music by 

JOHN JACOBSON and MAC HUFF 

Arranged by MAC HUFF 

3 

œ œ œ j œ œ 

œ œ œ œ 

j 

œ œ 

Come on, Rein-deer 

don’t say no! You got - ta let me be a part 

j 

œ 

j 

œ 

& # 4 4Maestoso (q = 120) 7 

& # 16 

F 

. ¿ 

J 

16 

& # 

19 

& # 

22 

& # 

25 

& 4 4Maestoso 

. ¿ Œ 

œ œ 

Lis - ten! Ev - ’ry - bod - y 

Come on! Take a train or 


time for cheer. 

en - ter - tain. 

œ œ œ œ œ 

once 

save 

œ 

J 

j 

œ œ j ‰ j œ œ œ 

j 

œ œ 

Way up 

Hit us 

a year you’re at the 

ap - plause for San - ta 

œ 

just can’t 

get a - 

singer book includes 

vocals and dialog 

1. North Pole Musical 

j 

œ œ ‰ 

wait. 

way. 

All 

here, 

plane. 

j 

œ 

North, 

with 

8 Driving Rock (q = 155) 

8 

œ œ 

œ œ œ œ ‰ 

j 

œ 

We’ve 

The 

œ 

got 

Pole 

top. 

Claus. 

œ œ 

a 

is 

rea 

rock 

the 

your 

Part I 

it’s 

Sit 

j 

œ 

We’re 

So 

œ œ œ œ œ œ 

time 

back, 

for joy 

re - lax 

and it’s 

and we’ll 

j 

œ œ j ‰ j œ œ œ 

fun won’t 

“oohs and 

j 

œ œ. 

- 

- 




son 

in’ 

œ 

J 

œ 

feel - in’ 

pack your 

stop, 

ahhs” 

j 

œ œ ‰ 

great. 

sleigh 

Part II 

Œ œ œ œ 

to 

this 

cel 

hol 

’cause 

and 

- e- 

- i- 

j 

œ 

We 

and 

& # 

30 

˙w 

˙ ˙. 

œ ‰ j œ œ œ œ œ œ œ œ 

28 brate! 

day! 

} 

Our friends are here, and we’re feel - 

& # 

j 

j 

œ œ j Œ œ ˙ n 

œ œ . 

œ œ 

œ œ ‰ j 

œ œ 

31 

6. The - in’ Nutcracker fine. Megamix 

North Pole Mu - si - cal. To- 

& # 

j 

œ œ œ œ j 

œ œ œ œ j Œ œ œ ˙ n 

œ Words and Music by 

œ. 


34 


night’s the night we’ve come to shine. 

North 

(over music) 

Elf Assistant Director: (matter of factly) Copyright © 2010 by HAL LEONARD CORPORATION 

International Copyright Secured All Rights Reserved 

Ya got three minutes. Ready, get set and go! 

Disco Megamix (q = 144) 

3 

(clock ticking) 4 

Pole 

& b b b 

& b b b 


in the show. 


of the show. 

& b b b Œ œ œ œ œ 

œ œ œ œ 

Raise the cur - tain, 

œ œ œ œ 

Got - ta tap on ev - ’ry hoof. 

& b b b Œ œ œ œ œ 

27 

& b b F 

b œ 

I can dance if 

œ œ œ Œ 

On some fog - gy Christ - mas Eve, 

œ œ œ œ 

œ œ œ œ 

you be - lieve. 

œ œ œ œ Œ 

raise the roof. 


Got - ta prance, 

- Ev - ’ry lit - tle rein - deer, 

& b b b œ œ œ œ 

& b b b 

& b b b 

You can call me 

j 

œ 

œ 

let ’er rip! 

j 

œ 

œ 

play that 

j 

œ œ Œ 

j 

œ œ Œ 

game. 


got ta skip. 


an - y name. 

I don’t wan - na 

œ œ œ œ 

Cue the mu - sic, 

œ œ œ œ 

Œ 

Œ 

2 

2 


œ 

œ œ œ œ 

œ œ œ œ ‰ j œ 

bar the door. Why 

œ œ œ œ ‰ j œ 

I just want my one big chance to 

Copyright © 2010 by HAL LEONARD CORPORATION 


& 

8 

& 

11 

& 

14 

8 MARCH 

F 

‰ j 

œ œ œ œ 

œ 

œ œ œ Œ 

‰ j œ œ œ œ 

It all be - gins on Christ - mas Eve, 

a lit - tle girl wants 

œ œ œ Œ 

to 

16 

& 

16 

& 

19 

& 

22 

œ. 

œ œ œ œ 

‰ j œ 

œ. 

œ œ œ œ 

be - lieve. Ev - ’ry-one is here, all full of Christ-mas cheer. The 

œ œ œ œ œ œ œ œ 


un - cle gives the girl a gift, it’s odd but quite sin - cere. 

‰ j œ œ œ œ œ 

œ œ ˙ 


œ 

‰ j œ 

Ev - ’ry - one hur - ries off to bed. 

The lit - tle girl creeps 

œ œ ˙ 

down in - stead. 

œ œ œ œ 

œ. 

œ œ œ œ 

‰ j œ 

Then as you can see, as 

prince is danc - ing un - der-neath the tree. 

. œ 

œ œ œ œ 

‰ j œ 

clear as it can be, a 

œ. 




3

MUSICALS: A Bugz christmas 

20 MIN. 

Gr. K-3 

A Bugz Christmas 

A Holiday Musical Infestation! 

John Jacobson/John Higgins 

The bugz are back and ready for the annual Christmas program infestation! The carpenter bees have built the sets, and the silk 

worms have made the costumes. OH, NO! The termites just chewed up the Christmas tree decorations and ate the lights! (gasp) 

What are the bugz to do? See how some special little guests light the way to a grand finale of “The Twelve Bugs of Christmas!” 

Designed for young performers in Grades K-3, this musical show features the clever writing of John Jacobson and John Higgins 

with 5 songs in a variety of musical styles, easy rhyming dialog with 45 speaking parts and additional non-speaking parts, all adaptable 

to casts of varying sizes, and teaching objectives linked to the National Standards for each song. Simple movement, staging 

and costume tips are also provided to help stage a successful performance, even when time is limited! Songs include: A Bugz 

Christmas, We’re Hungry!, A Tree Without Lights, Let Your Best Light Shine, The Twelve Bugs of Christmas. 

09971424 Teacher Edition ................................................................................................................................................................................................................................................................... $17.99 

09971425 Reproducible Pak (Vocals, Lyric Sheets, Dialog) ................................................................................................................................................................................................................... $29.99 

09971426 Preview CD (with vocals)..................................................................................................................................................................................................................................................... $14.99 

09971427 Preview Pak (1 Preview CD and sample pages) ................................................................................................................................................................................................................... $16.99 

09971428 Performance/Accompaniment CD ....................................................................................................................................................................................................................................... $49.99 

09971429 Classroom Kit (Teacher, Reproducible Pak, P/A CD) ............................................................................................................................................................................................................. $89.99 

REPRODUCIBLE SINGER PAGES 

& C œ œ 

It’s 

a 

& œ œ œ œ 

œ œ œ œ 

Christ-mas cel - e - bra-tion, 

œ 

œ 

œ œ Œ œ 

Œ 

œ 

and 

œ œ œ œ 

all 

our friends are 

œ œ œ # œ 

greet - ing one an - oth - er, and spread - ing Christ - mas 

& œ œ œ œ 

œ œ œ œ 

œ œ œ œ 

Ev - ’ry - bod - y’s here, from Wai - ki - ki to Win - ni - 

& œ œ 

& 

œ Ó 

rel - a-tives... 

Ó 

f 

œ 

It’s 

œ 

a 

& Œ ˙ œ 

Bugz 

Ó . œ 

But, 

Œ ˙ œ 

1. A Bugz Christmas 

Bugz 

j 

œ 

we 

œ œ Œ œ 

œ œ œ œ 

have a few more 

œ œ Œ 

Christ-mas! 

w 

legs! 

Christ-mas 

is guar - an - teed to 

œ 

œ 

œ 

œ 

It 

œ 

˙ 

peg! 

Œ 

œ 

We’re 

˙ 

here. 

∑ 

œ œ œ œ 

sure won’t make you 

# œ 

˙ 

make 


JOHN JACOBSON and JOHN HIGGINS 

˙ 

n˙ 

you 

. ˙ 

cheer. 

Œ 

œ 

œ 

And we’re 

Œ 

œ œ œ œ 

just like all YOUR 

∑ 

˙ œ œ 

rich, but a 

w 

itch! 

4

& 4 4 J ¿ 

WE’RE 

> 

¿ 

> 

¿ Ó 

Ó Œ ‰ 

¿ 

J 

> 

¿ 

> 

¿ 

Œ ‰ 

HUN - GRY! 

WE’RE HUN- GRY! We’re hun-gry! We’re hun-gry! We’ll 

& ¿ ¿ ¿ ¿ ¿ Œ ‰ J ¿ 

¿ ¿ ¿ ¿ ¿ ¿ . ¿ ¿ 

eat most an-y-thing. 

We nev - er get e-nough to chew, and 

& ¿ ¿ ‰ J ¿ ¿ ¿ ‰ J ¿ 

¿ ¿ ¿ ¿ ¿ ‰ J 

¿ 

¿ 

J 

¿ ¿ ‰ 

¿ ¿ ¿ ‰ 

J 

¿ ¿ ¿ ¿ ¿ ‰ 

¿ 

J 

that’s why we can’t sing! We’re 

¿ ¿ ¿ ¿ ¿ ¿ ‰ J 

¿ 

hun-gry! We’re hun gry! We’re hun-gry through and through. We eat our way through Christ-mas... 

& ¿ ¿ ¿ ¿ ¿ ¿ 

just like all of YOU! (burp) 

& ∑ Ó Œ ‰ J 

¿ 

We 

& ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ 

2. We’re Hungry! 

¿ ¿ ¿ ¿ ¿ ¿ ¿ Œ 

Eat - in’ our way through Christ-mas, 

¿ ¿ ¿ ¿ ¿ ¿ ‰ 

¿ 

J 

¿ ¿ ¿ ¿ ¿ Œ 

just like all 

of YOU! 

¿ ¿ ¿ ¿ ¿ ‰ 

don’t need an - y cook-ies, or fruit-cake with our lunch. 

¿ ¿ ¿ ¿ ¿ ‰ J 

¿ 



J ¿ 

That’s 

¿ 

J 

Just 

¿ ¿ ¿ ¿ ¿ ¿ . ¿ ¿ 

give us each a two by four, or a 

tab-le leg to munch. We might be in your Christ-mas tree, or 

& # # 4 

3 F œ œ # œ 

& # # 

What could 

be 

j œ œ. 

œ œ 

j 

œ . œ 

œ œ 

œ œ œ 

sad-der 

than a tree with - out 

œ 

œ 

œ 

œ Œ ‰ j œ 

lights? 

It 

œ œ # œ 

won’t feel 

Christ-mas in the dark, gloom - y nights. We can’t think of - 

& # # œ œ œ 

& # # ‰ 

œ 

bœ 

Œ œ 

œ 

œ œ œ 

Œ ‰ j œ 

œ œ # œ 

sor -ro’-ful, 

sad sights than cel - e - brat - in’ Christ-mas with a 

j œ ¿ œ œ 

a 

& # # œ ‰ 

Mac 

œ 

Œ 

Œ 

# œ 

j 

œ œ. 

œ œ 

3 f 

œ ‰ 

J œ # œ 

j 

œ . œ 

tree with-out 

lights! 

Salt with-out 

pep-per, 

j 

œ 

& # # ˙ Œ 

fleas! 

# œ 

3. A Tree Without Lights 

˙ ‰ j œ 

œ œ œ 

œ ‰ j œ œ œ 

like 

œ 

an y more 

˙. 

tree, 

œ . 

J œ 

without Cheese... A tree with - out lights is like a dog with - out 

œ ‰ 

Chips 

œ 

J 

# œ 

œ . 

J œ 

with-out 

sal - sa, or Zig with-out 

œ 

œ ‰ 



j 

œ 

# œ 

œ 

or 

œ œ œ 

˙ ‰ j œ 

Zag... 

The 

5

MUSICALS: A Bugz christmas (cont.) 

& b 4 4 f œ œ œ 

œ 

Light up the tree. 

& b œ œ œ œ œ œ œ 

for all you’re worth! And just 

& b ∑ œ œ œ 


smile ear to ear! And just 

& b œ œ œ œ 

Red 

lights mean “Stop 


White lights, blue, bright 

4. Let Your Best Light Shine 



˙ 

œ 


Light up the earth. 

˙ 

œ. 

j 

œ œ œ 

shine, shine, shine! 


œ œ œ œ 

Shine through the branch 


Let your best light 

œ œ œ œ 

j 

œ . œ 

- 

w 

shine! 

Christ- mas is here. Be of good cheer. 

Let your heart spark - 

œ. 

j 

œ œ œ 

shine, shine, shine! 



Let your best light 


w 

shine! 

j 

œ œ 

wor-ry-ing 

so.” 

Green lights mean “Let your spir - it go!” 

œ œ œ œ œ ‰ j œ 

sil- 

ver and gold, they 

œ œ œ œ 

warm your heart, no 

j 

œ 

es 

j 

œ œ. 

le, 

∑ 

œ Œ 


mat ter how 

cold. 

ENDING 

& b 4 œ œ œ œ œ œ œ œ œ œ œ œ œ Œ 4 3 

For 

5. The Twelve Bugs of Christmas 

our 

Maestoso (q = ca. 90) 



Christ - mas pro - duc - tion, we'd like to in - tro - duce: 

& b 4 3 œ œ œ œ œ 



Fleet fleas a - fly - ing, Grass - hop - pers hop - ping, Bum - ble - bees a - buzz - ing, 

& b œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ 4 A - sian bee - tles bow -ing, 

Sol - dier bee - tles march-ing, 

YEL - LOW JACK - ETS YELL - ING!, 

SOLO: (embarrassed) 

(loud clap) 

“Uhhh...oops...” 

˙ 

∑ 

& b 4 4 œ œ œ œ œ Œ 

Field crick - ets chirp - ing, 

Five... 

¿ Œ 

Ó 

rall. e cresc. 

& b ˙ œ nœ 

4 3 f More broadly (q = ca. 84) 

˙. 

Œ œ œ œ œ œ œ 

œ œ 4 & b 4 4 

FOUR mos - qui - toes! 

Four Drag - on - flies, 

rall. ƒ 


, 

œ 

œ 


Two La - dy - bugs, and a But - ter - fly a - top the Christ-mas 

Three Wood Ticks, 

Uw 

w 

tree! 

6

MUSICALS: Joust! 

Joust! 

A Mighty Medieval Musical 

John Jacobson/Roger Emerson 

Imagine a world where all weapons were replaced 

by musical instruments! Welcome to the legend of 

King Arthur and his Knights of the Round Table like 

you’ve never seen it or heard it before. On guard! This 

30-minute medieval marvel, complete with jousting 

knights, delightful damsels, and court jesters, will 

capture the interest of actors and audiences alike! 

Perfect for upper elementary and middle school performers, this musical features 

seven original songs in a variety of musical styles, adaptable choreography, helpful 

staging and costume tips, and a script with 40 speaking parts easily adaptable for 

casts of varying sizes, and teaching objectives linked to the National Standards for 

each song. The expanded Performance Kit/CD provides 20 Singer books, along 

with the Teacher Edition and a P/A CD. Songs include: Mighty Medieval Men, 

Joust!, That’s the Way It’s Going to Be, Round of the Round Table, Nobody’s Fool, 

All I Ever Wanted, We’re Makin’ Music. 

09971409 Teacher Edition ............................................................................................................$19.99 

09971410 Singer Edition 5-Pak ....................................................................................................$19.99 

09971411 Preview CD (with vocals)..............................................................................................$14.99 

09971412 Preview Pak (1 singer, 1 preview CD) ...........................................................................$16.99 

09971413 Performance/Accompaniment CD ................................................................................$59.99 

09971414 Performance Kit/CD (Teacher, 20 Singer, P/A CD) .......................................................$119.99 

& 4 4 ‰ 

œ œ 

In the 

5 

œ œ œ œ œ. 

j 

œ 

ver - y month of May from 

& œ œ œ œ œ œ œ œ 

la - dies and the no - ble knights make 

& œ œ œ œ œ. 

j 

œ 

see the sport of kings, of 


try to knock one off his horse, then 

30 MIN. 

Gr. 4-8 

2. Joust! 

Words and Music by JOHN JACOBSON 

and ROGER EMERSON 


‰ j œ 

near and far a - way, the 

œ œ œ bœ 

this a spe - cial day. Come and 


œ 

‰ 

œ 

‰ j œ 

gal - lant of - fer - ings. We 

œ œ œ bœ 

œ 

f 

‰ œ 

ev - ’ry - bod - y sings! With a 

œ 

œ 

& b b b 

13 

& b b b 

16 

&b b 12 Knights: f 22 

8 Ó. Œ. Œ j œ . 

œ 

&b b œ 

might - 

dra - 

j 

œ œ 

y 

gon 

all 

we 

Oh, 

look 

once 

j 

œ bœ. 

Œ j œ 

are 

will 

we. 

slay! 

&b b ˙. 

Œ. Œ 

find. 

tin. 

&b b œ 

hearts 

toss 

j 

œ œ 

as pure 

a - way 

j 

œ bœ. 

as gold, 

her stress, 

Œ 

‰ 

œ 

J 

A 

‰ 

œ 

J 

for 

30 

A 

Our 

œ 

j 

œ 

and 

or 

œ 

fin - 

ar - 

No - 

dam - 

œ 

you 

ev - 

œ 

you 

twice 

j 

œ 

j 

œ œ 

er 

mor 

œ 

ble, brave 

sel in 

j 

œ œ 

team 

is 

j 

œ 

shall 

a 

j 

œ 

. œ Œ j œ 

see 

day, 

of men 

of fine 

j 

œ 

and bold, 

dis - tress 

j 

œ œ 

can see we’re odd 

’ry bat - tle we 

how 

a 

œ. 

œ œ œ 

you’ll nev - er 

qual - i - ty 

. œ Œ j œ 

with 

can 

œ œ œ œ 

J 

and 

will cer - 

yet retain 

- ly 

&b b ˙ . Œ. ‰ œ œ œ œ ‰ 

J œ œ œ œ ‰ 

J œ œ 8 6 

fined! 

win! 

} 

We are awe - some! We are dar - ing, and we 

&b b 8 6 œ œ œ œ œ œ 

12 8 ˙ . œ. 

Œ j 

8 9 j j j 12 

œ œ œ œ œ œ œ 8 

know we can fight an - y - 

thing! 

We 

are 

the lords of chiv - al- 

(shout) 

That’s right! 

&b b 12 8 ˙ . œ . ‰ œ œ œ œ œ œ j 

œ 

8 9 

œ> œ> œ œ œ œ 

œ. 

‰ ‰ j 

> > > > œ 

> œ. 

œ 

> 

ry! 

singer book includes 

vocals and dialog 

1. Mighty Medieval Men 



We are might - y me - di - eval men! We 

&b b 8 9 j j j 

œ œ œ œ œ œ 12 8 ˙ . œ . ‰ œ œ 8 6 œ œ œ 

œ> œ> œ œ œ 

> > > 

are the lords of chiv - al - ry! 

We are might-y 

& b b Fanfare 2-Beat Rock (h = 96) 

11 

3 8 Damsels: F 

b C 

œ œ œ œ 

j 

œ 

3. That’s the Way It’s Going to Be 

œ 

far and 

j 

œ 

near, 

œ 

œ œ œ œ 

Œ 

If you want your 


International Copyright Secured All Rights Reserved Ev - ’ry 



there’s gon - na be some change a - round here. 

j 

œ 

œ 

j 

œ 

œ 

just re - wards, 



Œ 

man from 

œ œ œ œ 

store your shield, put 

Œ 

œ 

œ 

> 

j 

œ 

œ 

> 

me - di - eval 

13 

& bœ 


hey and a ho and a non - ny no, 

(nah - nee) 

bœ 

œ œ œ œ ‰ œ œ 

ev - ’ry knight can play! With a 

& b b b 

19 

j 

œ 

œ 

down your 

j 

œ 

œ 

swords. 

Œ 

20 

œ œ œ œ 

Time to grow up, 

j 

œ 

œ 

show your 

j 

œ 

stuff. 

œ 

Œ 

& bœ 



œ œ œ bœ 

œ 

‰ œ œ 

on this joust - ing day! With a 

cresc. 

& b b b œ œ œ œ 2 1 œ 

j C 

œ 

J œ œ 

22 Liv - in’ in peace is not so tough! 

w 

∑ 

& bœ 



& bœ 

œ œ œ œ œ œ œ œ. 


œ 

a 

bœ 

œ œ œ œ ‰ œ œ 

œ œ œ bœ 

rac - ing to and fro! With a 

Œ 

œ œ 

joust-ing we will, we will 



˙. 

go! 

Œ 

26 opt. Harmony 

f 

& bb b b œ 

œ 

26 

& b b b 

30 

œ 

œ 

œ 

œ 

œ 

œ 

That’s the way it’s 

b œ 

œ 

if 

œ 

œ 

œ 

œ 

œ 

œ 

you want some 

˙ 

b ˙ 

n œ 

. 

j 

œ 

gon - na be, 

œ 

b œ 

Œ n œ 

. j 

œ 

help from me! 

œ # œ ˙ Œ 

˙ . 

œ 

˙ # œ ˙ Œ 

. 

∑ 

∑ 



7

MUSICALS: The Bear Went Over the Mountain 

The Bear Went Over the Mountain 

A Musical Journey of Friendship and Adventure 


Once upon a time there lived a bear with many friends, but he was restless. Surely there is more to life than eating honey and berries, 

and sleeping the winter away! It’s time to expand my horizons, he thought. So one day, Da Bear declares “this is the day” and 

begins his journey up the mountain in search of adventure and - “to see what he could see,” of course. But beware! What’s lurking 

over there? Come along and see what Da Bear and his animal buddies discover! Designed for young performers in Grades K-3, this 

delightful musical features 6 original songs in a variety of musical styles, easy rhyming dialog with 47 speaking parts easily adaptable 

for casts of varying sizes, and teaching objectives linked to the National Standards for each song. Simple movement, staging 

and costume tips are also provided to help stage a successful performance! Songs include: Good Morning, This Is the Day, Sing 

Your Own Song, Beware, Push, Forever. 

09971418 Teacher Edition ................................................................................................................................................................................................................................................................... $17.99 

09971419 Reproducible Pak (Vocals, Lyric Sheets, Dialog) ................................................................................................................................................................................................................... $29.99 

09971420 Preview CD (with vocals)..................................................................................................................................................................................................................................................... $14.99 

09971421 Preview Pak (1 Preview CD and sample pages) ................................................................................................................................................................................................................... $16.99 

09971422 Performance/Accompaniment CD ....................................................................................................................................................................................................................................... $49.99 

09971423 Classroom Kit (Teacher, Reproducible Pak, P/A CD) ............................................................................................................................................................................................................. $89.99 

& b 4 4 f œ œ œ œ œ œ œ œ 

œ œ œ 

j 

œ œ. 


This is the day we’re gon na 

This is the day we’re gon-na 

climb that moun - tain. 

- 

& b œ œ œ Œ 

& b Ó 

& b 

make our way. 

œ œ œ œ 

This is 

the day! 


This is the day we’re gon-na 

do our best, ’cause read-y 

w 


∑ 

œ 

œ œ 

j 

œ . œ 


œ œ œ œ Ó 

or not, 

This is the day we’re gon - na find ad - ven - ture. 

œ œ œ Œ 

This is the day we’re gon - na break a - way. 

- 

& b œ œ œ 

& b 

friends and neigh 

œ¨ 

‰ 

j 

œ 

20 MIN. 

Gr. K-3 

REPRODUCIBLE SINGER PAGES 

j œ œ 

j 

œ œ. 

- bors. Read-y 

j 

œ 

What’s a lit - tle moun - 

& b œ œ œ Œ ‰ j œ 

2. This Is the Day 



j 

œ œ. 


tain? 

˙ 

or not, 

j 

œ œ . œ. 

œ¨ 

‰ 

j 

œ 

Ó œ œ œ œ 

j œ 

œ 

œ œ 

j 

œ œ. 


Come on a long, and bring your 

this is the day! 

œ 

j 

œ 

Just a lump of clay. 

reach the top, to - geth - er, to - geth - er all the 

j œ 

cresc. 

j 

œ œ. 

œ œ 

˙. 

w 

way! 

w 

∑ 

Œ œ œ œ œ 

Step by step, we’ll 

w 

8

& b 4 4 œ œ œ œ œ œ œ 

œ œ œ 

j 

œ œ. 

œ œ œ œ œ œ œ 

œ œ œ Œ 

Step by step, we trav - el off to - geth - er. One by one, come on “a - way we go!” 


œ œ œ 

j 

œ . œ 



Some of us can scoot a - round so quick - ly, some of us plod... 

stead - y and slow. 

& b w 


∑ 


Join us now, and bring your 

œ œ œ Œ 


œ œ œ 

j 

œ œ. 

friends and neigh - bors. 

All are wel - come as we move a - long. Hap - py, sing - ing as we jour - ney on - 

& b œ œ œ œ Ó 

3. Sing Your Own Song 




w 

œ 

œ œ 

(Animals take turns “sounding off” 

with their indigenous voices) 8 

∑ 

j 

œ œ. 

ward, 

Lift up your voice! 

Sing your own 

song! 

& b 4 4 œ 

Be 

˙ 

Œ 

œ 

˙ Œ œ 

4. Beware! 

œ œ œ œ 



- ware! Be - ware! There's dan -ger ev - 'ry - where! 

High a - bove or 

. ˙ 

Œ 

œ œ œ œ 

& b œ œ œ. 

j 

œ 

> 

œ 

> 

œ 

> 

down be - low, there's dan - ger 

ev - 'ry-where we 

Ó 


w 

go! 

& b Ó Œ œ 

Be 

˙ 

Œ 

œ 

˙ 

Œ œ 

œ œ œ œ 

- ware! Be - ware! The creatures of the night 

creep a - round with 

. ˙ 

Œ 

œ œ œ œ 

& b œ œ œ. 

j 

œ 

> 

out a sound, then 

œ 

> 

jump 

œ 

> 

up, 

Ó 

Œ ‰ j œ œ œ œ œ 

and give you such 

a 

w 

fright! 

9

MUSICALS: The Bear Went Over the Mountain (cont.) 

& 4 4 · 

& ¿¨ 

~~~~~ 

¿¨ 

‰ j ¿ 

Push, push! Our 

¿¨ 

¿¨ 

¿¨ 

¿ ¿ ¿ ¿ ¿¨ 

friend needs help so push! 

¿ ¿ ¿ ¿ ¿¨ 

P - U - S - H, ev -’ry-bod - y push! P - U - S - H, 

& Solo 1 

¿ ¿ ¿ ¿ ¿ ¿ ‰ j ¿ > 

& 

Œ 

¿¨ 

¿ ¿ ¿. 

¿ ¿ ¿ ¿ ¿ > 

¿¨ 

¿¨ 

Œ 

¿¨ 

· 

~~~~~ 

¿¨ 

‰ j ¿ 

Push, push! Our 

¿ ¿ ¿ ¿ ¿ ¿¨ 

come on, y’all, let’s push! 

If you wan-na suc-ceed, there might be times you need a lit tle... Push, push! 

Solo 2 

¿ ¿ ¿ ¿ ¿ ‰ j ¿ > 

Don’t know what to do? 

We’ll 

& Solo 3 

¿ ¿ ¿ ¿ ¿ > 

¿ ¿ 

When you just can’t budge, you might 

& Solo 4 

¿ ¿ ¿ ¿ ¿ ‰ j ¿ > 

Let’s all work as one 

& 4 4 œ œ œ œ œ 

¿ ¿ ¿ ¿ ¿ > 

¿ 

all help get you through, now... 

¿. 

¿ ¿ ¿ ¿ ¿ > 

need 

a lit - tle nudge, so... 

¿ ¿ ¿ ¿ ¿ > 

¿ 

un - til this job is done! Right? 

Ev - ’ry day’s a jour - ney. A 

& œ œ œ œ 

# œ ˙ œ 


5. Push! 

œ 

All 

· 

All 

· 

All 

· 

~~~~ 

~~~~ 

¿¨ 

¿¨ 

Push, push! 

All 

· 

~~~~ 

¿¨ 

Push, push! 

~~~~~ 

¿¨ 

Push, push! 

œ œ 

‰ j ¿ 

j 

œ 



Our 

¿ ¿ ¿ ¿ ¿¨ 


‰ j ¿ 

Our 

‰ j ¿ 

Our 

‰ j ¿ 

œ 

Our 

Œ 

2 

¿ ¿ ¿ ¿ ¿¨ 


¿ ¿ ¿ ¿ ¿¨ 


¿ ¿ ¿ ¿ ¿¨ 


¿ ¿ ¿ ¿ ¿¨ 


j 

œ 

trip can take you far. 


Learn - ing what it's all a - bout, and learn - ing who you are. 

& œ œ œ œ œ 

# œ ˙ œ 

Ev - ’ry new ad - ven - ture will o - pen up your mind. 

& œ œ œ œ 

If you let it 

& ∑ œ. 

& œ. 

You 

J œ 

will 

˙ 

You 

œ 

˙ 

hap - pen, 

œ 

J 

will 

˙ 

˙ Œ œ 

change 

for 

Œ 

6. Forever 

˙ 

change 

˙ 

who 

Œ 

œ œ ˙. 

- ev - er... 

œ 

˙ 

œ 

knows 

œ œ 

like you 

Ó 

œ 

j 

œ 

˙. 

what 

œ 

w 

j 

œ 

œ 

you’ll 

œ œ œ œ 

. ˙ 

. ˙ 

œ 

w 

find? 

nev - er knew you could. 

œ 

and 

œ 

for 



w 

good. 

. ˙ 

w 

Œ 

∑ 

Œ 

Œ 

Œ 

Œ 

Œ 

Œ 

Œ 

10

Musical Story: Walk With Me, Tulitha 

Walk With Me, Tulitha 

Story and Songs of Learning, Discovery 

and Meeting Life’s Challenges 


Join Tulitha on a wondrous adventure of discovery 

when she meets a wise, old woman 

who helps her see what is good in the world. 

Along the journey, they meet fascinating people 

and observe events that help mold Tulitha’s 

young life and help her make choices about 

the roads to travel. This enchanting 30-minute 

musical story is ideal for classroom or stage and can be easily-produced for 

the teacher on the go! Suggested for grades 3-6, Tulitha’s journey features 5 

songs with connecting story text that can either be divided among a number 

of speakers or read by one narrator. Perform it in a concert setting on choral 

risers with minimal staging or use your imagination and stage it more elaborately. 

The Teacher Edition includes piano/vocal arrangements with choreography 

by John Jacobson, standards-based lesson plans and reproducible 

story text. The full-color singer editions with story and vocal parts provide 

extra visual appeal. The value-packed Classroom Kit comes complete with 

a Teacher book, 20 singer editions and a P/A CD. Songs include: Walking 

in the Light, The Colors of My Dreams, Hope’s the Thing! Everyone Needs a 

Hero, Beautiful World. 

09971401 Teacher Edition .................................................................................................$17.99 

09971402 Singer Edition 20-Pak (full color) .......................................................................$29.99 

09971403 Performance/Accompaniment CD .....................................................................$29.99 

09971404 Classroom Kit (Teacher, Sgr 20-Pak, P/A CD) .....................................................$59.99 

(4 measures introduction) 

2 / 11 

Calypso jamboree 

5 

& 4 % F 

. œ. 

1. Walk 

2. Dance 

3. Sing 

& œ 

- 

- 

- 

œ œ œ 

ing in 

ing in 

ing in 

j 

œ œ œ œ 

with me, we’re walk - 

with me, we’re danc - 

with me, we’re sing - 

the 

the 

the 

& œ œ œ œ 

œ 

light. 

light. 

light. 

œ œ 

Œ 

. œ 

Walk 

Dance 

Sing 

(3rd time) 

To Codafi 

- n’t it a beau- ti - ful light? 

1 

œ 

œ 


œ 

ing in the light. 



j œ œ œ œ 

with 

with 

with 

me, 

me, 

me, 

Œ œ. 

œ. 

Walk 

Dance 

Sing 

we’re walk - 

we’re danc - 

we’re 

j œ œ œ œ 

with me, we’re walk- 

with me, we’re danc- 

with me, we’re sing- 

œ œ œ œ œ ‰ j œ 



} 

Issing 

- ing in the light. 

j œ 

Oh, is - 

2 

& Ó ∑ . Ó ‰ 

˙ 

œ J œ œ 

& œ . 

& œ 

j 


the won - ders of the 

œ 

j 

œ 

œ 

j 

œ 

Moun- tains, des - erts, o - 

j 

œ 

œ 

30 MIN. 

Gr. 3-6 

Walking in the Light 

˙ 


n’t it a beau- ti - ful light? 

17 

˙ 

j 

œ 

Come walk with me, we might see 

j 

œ 

œ 

j 

œ 

world, by and by. 

j 

œ œ œ œ 

œ 

ceans, and riv- ers, we might 




and JOHN HIGGINS 

œ œ 

˙. 

j 

œ 

Walk With Me, Tulitha – Singer Edition 3 

œ 

œ 

e - ven touch the 

Œ 

j 

œ 

J œ 

sky! 

Walking in the Light 

1 

By John Jacobson 

Walk with me, Tulitha. 

Walk gently with me. 

Walk down this road over 

here, this dirt road. 

I’ll hold your hand and let 

us see where it goes. 

Yes, Tulitha, it is a 

beautiful day. 

Look, Tulitha! Look there 

at the side of the road. 

Look at that man. 

What is he doing? 

Dancing? Ah yes! I think you 

are right, Tulitha. That man 

is dancing. 

What a funny thing to see a 

man at the side of the road, 

dancing! 

No, he’s not dangerous, 

Tulitha. 

Nobody ever got hurt by 

somebody’s dancing. 

He’s pretty good, isn’t he? 

Look at how he hops from 

one foot to the other, Tulitha. 

Look how he stretches his 

hands up to the sky, clapping 

and reaching, 

reaching and clapping. 

Does he know we’re 

watching him, Tulitha? 

Does he know we’re here? 

Listen! Listen, Tulitha. 

What is he singing about? 

What is he dancing about? 

Listen to him. 

“The world is full of wonder, 

The world is full of art, 

But nothing is as wonderful 

As the wonder in my heart.” 

2 

full-color singer book 

Walk With Me, Tulitha – Singer Edition 

12 measures introduction 

Salsa/Rap 

Refrain 

13 

& b 4 f 

œ 

j 

œ œ œ œ 

j 

œ 

Ev - ’ry - one needs a 

& b œ œ Ó 

he - ro. 

& b œ œ œ œ œ 

& b œ 

& b 

shows you what to do. 

Maybe I was wrong, Tulitha. 

Maybe he is dangerous. 

Let’s go around him. 

No? Really, Tulitha? You want to go closer? 

“I dance because I’m happy; 

I’m happy ‘cause I dance. 

And nothing makes me happier 

Than happy happenstance.” 

Hold my hand, Tulitha. 

We may have to make a run for it. 

No? Really, Tulitha? You want to go closer? 

Hold my hand. 

“I sing a song so simple, 

A song I simply sing. 

In every simple song I sing 

I sample simple things.” 

œ 

œ 

he - ro. 

j 

œ œ œ œ œœ 

j 

# œ œ œ œ 

œ œœ 

Some- one you know who helps 

˙ 

What? You like this man, Tulitha? 

Yes, it’s true. He has a happy spirit. 

Most people do. 

Ó 

Ó 

Let’s continue down this road and see 

what other things we find. 

They may not all be as wonderful as 

a happy man singing and dancing, 

reaching and clapping, but you never 

know. You just never know. 

Which way should we go, Tulitha? 

Over there I see a lot of dark 

clouds and shadows. 

Over there I see sunshine and 

flowers and maybe more people 

singing and dancing, 

like this happy man. 

You want to walk toward 

the sunshine, Tulitha? 

Toward the music 

and the light? 

Good idea, Tulitha. 

Hold my hand and let’s 

walk down this beautiful 

dirt road toward the music, 

and the sunshine, 

and the dancing, 

and the light. 

Everyone Needs a Hero 

8 / 14 

œ 

he - ro. 

Ó 

j 

œ œ œ œ œœ 

j 

# œ œ œ œ 

œ œœ 

œ 

œ œ 

j 

œ œ 

œ 

j 

œ œ œ œ 

j 

œ 


œ œ œ œ 

21 

œ 

œ œ 

# œ œ ‰ j œ 

you to grow, and 

j 

œ œ 

j 

œ 


j 

œ 


œ œ œ œ 

# œ œ œ ‰ j œ 

Some- one you see who makes you want to be 

& b Œ œ œ œ œ œ 

to some - bod - y, 

w 

too. 





a 

œ œ Ó 

he - ro. 

œ œ Ó 

he - ro 

(to rap section) 

∑ 

Rap - opt. Solo 1 

Helen Keller, Washington, Martin Luther King. I’m thinkin’ maybe Lincoln, or a person who can sing. 

A mentor, inventor, a carpenter with wood. A hero can be ANYbody doin’ any good. 


A firefighter, cop, or a mom, or a pop, a teacher, a preacher, a helper in a shop. 

An engineer, auctioneer, any volunteer. Physicians or musicians can be heroes, that’s clear. 

Repeat Refrain 


A coal miner, shoe shiner, player on the floor. A president to represent the wealthy and the poor. 

A babysitter, pinch hitter, rail-splitter, go-getter, pipefitter, scarf knitter, NO QUITTERS! 


If you’re feelin’ like a zero, gotta find yourself a hero to clue you in to all that you can do. 

Don’t be a “give inner,” you can spin into a winner, and find the hero deep inside of you. 

Gotta find the hero deep inside of you. 

Repeat Refrain (in new key) 

(spoken) Find the hero in you! 

11 

12 

Walk With Me, Tulitha – Singer Edition

Collections: A la rueda, rueda 

Pre K-6 

A la rueda, rueda 

Traditional Latin American Folk Songs 

for Children 

Collected/Edited by Mirna Y. Cabrera and 

Martha E. Esquenazi 

Singing songs and playing games are a fundamental 

part of a child’s life, no matter where we live or what 

language we speak. Experience Hispanic-American 

heritage and traditions with this well-crafted collection 

of children’s folksongs. Playfully illustrated with original 

Uruguayan art, this collection for early childhood 

through the elementary grades features page-afterpage 

of singable melodies and game instructions, with their cultural background. 

Both authors are of Cuban origin and have collected songs that will appeal to a wide 

audience, whether or not you can read music, speak Spanish, or in the case of small 

children, read at all. English translations, a pronunciation guide, and curricular 

indices are also included. The enclosed CD provides quality demonstration recordings 

of children singing the songs unaccompanied, as they are traditionally performed. 

Perfect for school or home, this collection provides parents and teachers with all the 

necessary tools for teaching the basic elements of music and Hispanic culture, which 

will be fun for children today and for generations to come. 34 songs including: Patito 

patito, Manola, Los pollitos, Si este niño se durmiera, Cucú cantaba la rana, Estaba la 

caravela, A la rueda rueda, Juan Pirulero, and many more! 

09971338 Book/CD ..............................................................................................................................$29.99 

17 

reproducible melody sheets 

About the Song 

d lsfm d 

Use: s-d , P4 

& 8 6 

Cucú, cantaba la rana 

(Cucu, Sang the Frog) 

The opening lines imitate the call of a frog. The frog’s call, known as sun, sun in eastern Cuba, is usually sung 

to a lilting meter. A branch of the Mediterranean herb romero, or rosemary, is at the center of this song, 

which is sung in much of the Hispanic world. Rosemary is traditionally used in beautification remedies, for 

healing, to cast a spell on a desired partner, or to flavor the meat of a young lamb or goat. Above all, it is 

associated with youthfulness. It stays green even during the wilting heat of midsummer. The young girl in this 

variant asks a sailor selling the herb to give her a small branch. She breaks out crying when he refuses. 

Canción (q = ca. 84) 

j œ 

Cu 

& œ j œ œ j œ 

& 

œ 

j œ œ j œ 


- cú, cu - cú, can - ta - ba la ra - na, cu- 

, 


cú, cu - cú de - ba - jo del a - gua, cu - cú, cu - cú pa- 

, 

j 


œ 

j œ œ j œ 

j 

œ 

œ 

, 

j 

œ 

j œ œ j œ 

, 

j 


sóIun ma - ri - ne - ro, cu - cú, cu - cú ven - dien - do ro - me - ro, cu- 

& œ j œ œ j œ 

& 

, 

j 


cú, cu - cú le pe - díIun ra - mi - to, cu - cú, cu - cú no 

, 

j 


œ 

j œ œ j œ 

Traditional 

Variant from La Habana, Cuba, 2005; 

used by permission. 

œ 

œ œ œ 

j œ œ j œ 

me qui - so dar, cu - cú, cu - cú meIe - ché a llo - rar. 

œ 

25 

A L A R u e dA , R u e dA 

28 


20 Calle de calles 

(Street of Streets) 

song 

history 

sfmrdt l s 

tRAnSLAtIon 

In this humorous song, also known as Las escaleras, the singer announces her home address, possibly to 

tell her love where she can be found. The staircases leading up to her home are in two contrasting states: 

slippery with tomatoes, or paved with ivory. The boy Pepe could be her suitor, and she might be warning 

him whether or not it is safe to pay her a visit. If the stairs are covered with tomatoes, she may be telling 

him in code language not to come up; if the stairs are covered with ivory, he is welcome to come in. In 

a Spanish variant, Pepe, her true love, is asked to go up the nice stairs, while Paco, a pretender, is asked 

to go up the slippery stairs where he will wipe out. In traditional Hispanic families rich enough to have a 

two-story house, eligible women were often kept upstairs to protect the family’s honor. 

& # (q = ca. 104) 

2Canción 

4 œ œ œ œ 

& # . ‰ j œ œ œ 

Ca - lle de ca - lles, pi - so se - gun - do nú - me-ro 

u - no, 

las es - ca 

las es - ca 

- 

- 

œ 

le 

le 

Street of streets, first floor, number one, 

the stairs are made of tomatoes 

so that Pepe can go up and fall down on his bottom. 

The stairs are made of ivory 

so that Pepe could go up, could go up. 

œ 

œ 

ras 

ras 

œ œ œ 

‰ 

œ 

œ œ 

J 

œ 

son de 

son de 

to - 

mar - 

& # 1 

‰ œ 

œ œ 

J 

œ œ œ œ . 

Pe 

Pe 

- 

- 

pe 

pe 

- 

- 

su - baIy se ma - te. 

pue - da su 

- 

œ 

œ œ œ 

œ˙ œ ‰ j œ œ œ 

ma 

fil, 

Traditional 

Variant from La Habana, Cuba, 2005; 


œ 

- te, pa - ra 

pa - ra 

2 

œ œ œ œ 

˙ 

bir, pue - da su - bir. 

œ 

que 

que 

30 


tRAnSLAtIon 

Cucu, cucu sang the frog 

Cucu, cucu under the water. 

Cucu, cucu a sailor passed 

Cucu, cucu selling rosemary. 

Cucu, cucu I asked him for a small branch 

Cucu, cucu he did not want to give me one. 

Cucu, cucu I began to cry. 

The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other is strictly prohibited. 



The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other use is strictly prohibited. 

22 Alegre canta el burro 


sfmrd s 

Use: part singing 

Copyright © 2010 by HAL LEONARD CORPOATION 


(Happily Sings the donkey) 

In this 1970s variant of El burro from Holguín, Cuba, the donkey sings to make the hard work pass quickly. 

In another Cuban variant, the donkey sweetly sings “ji-jó” when asking for food. This two-part canon has all 

the technical musical elements of traditional Western folk rounds, particularly in its harmonic structure. 

Round (q = ca. 138) 

& b 4 I 

j œ œ œ œ œ œ œ œ 

A 


œ œ œ œ œ ‰ j 

œ 

- le - gre can-taIel bu - rro el dí - a del pe - sar, mien- 

œ œ œ œ œ ‰ 

tras se po-neIa-le - gre se po-neIa re - buz-nar, 

i - jú, i - jú, i- 

& b œ œ œ œ œ . 

J œ 

œ . J œ œ . 

II 

œ 

J 

œ . J œ œ . 

jú, i - jú, i - jú. I - jú, i - jú, i - jú i - jú i - jú. 

J œ 

Traditional 

Variant from Holguín, Cuba, 1976; 


œ œ œ œ œ ‰ 

J œ 

tRAnSLAtIon 

Happily sings the donkey on a heavy day. 

When he is happy, he starts to bay, 

Yee-haw! 

12 





The original purchaser of this book has permission to Copyright reproduce © this 2010 song by for HAL educational LEONARD use CORPORATION 

in one school only. Any other use is strictly prohibited. 

International Copyright Secured All Rights Reserved

42 


28 


sfmrd 

Use: s-f-m-r-d 

& # # 

& # # 

& # # 

tRAnSLAtIon 

& # # 4 

2 

A la rueda, rueda 

(To the Ring, Ring) 

This Cuban children’s ronda is also popular in a number of versions in Spain and its former colonies in the 

Americas. It is sung by children while moving in a rueda, or singing circle. In a Spanish variant, the child is 

told to take two cuartos (small copper coins) to school or go back to bed. The children always end the song 

by pretending to sleep. Another variant A la rueda la patata (Ring around the Potato), similar to Ring around 

the Rosie, focuses on a disaster, in this case a famine: The singers will have nothing to eat but salad, while the 

lords—who usually eat meat—will have to do with limes and potatoes. Another more humorous variant from 

Argentina tells the child to drink wine before going to school. 

Singing circle, rueda (q = ca. 112) 

œ œ œ œ 

To the ring, to the ring of cinnamon bread, 

kiss me goodbye and go on to school. 

And if you don’t want to go, 

then go back to sleep, 

in the mint and lemonbalm pads! 

œ œ œ 

œ œ œ 

A la rue - da, rue - da de pan y ca - ne - la, 

œ œ œ 

Dá - meIun be - si - to y ve - te pa' laIes - cue - 

œ 

y 

j 

œ œ œ œ 

si no quie - res 

œ œ œ œ 

en la hier - ba - bue 

œ œ œ 

game instructions 

œ 

œ œ œ œ 

œ ‰ j œ œ œ œ œ 

ir, ¡a - 

œ 

œ œ œ œ 

- 

na 

cués - ta - teIa dor - mir!; 

yIen el to - ron - jil. 

Traditional 

Variant from Holguín, Cuba, 1970s; 


Activity I: “Rueda” (moving circle 

formation) 

Children sing as they move in a circle. 

ActIvIty Some typical ways of doing a “rueda” 

are to change speed or direction at 

phrase endings (or both). 

Activity II: Spiral formation & moving circle 

Sing once through with joined hands in a moving circle 

formation (as in Activity I). At the end of the song, sing 

again continually as two players break the wheel and 

one leads the line into a tight spiral formation, like a 

cinnamon roll. The spiral’s “tail”, or the last child in the 

group, peels the “roll” by walking away from the spiral 

in an “S” shape. All players should end facing the inside 

of the circle. Repeat. 

œ 

œ 

œ 

œ 

Œ 

œ 

Œ 

j œ 

la, 

32 


d tlsfmrd 

& 

j œ 

& 4 

tRAnSLAtIon 

AnD 

eXtRA veRSeS 

don Pirulí 

(Mr. Pirulí) 

This variant from the U.S.-Mexico borderlands is known in other Spanish-speaking regions by a variety of 

names: San Severino or San Serafín in Cuba, San Serenín de la buena vida in Spain, or just San Selerín 

in Costa Rica. It usually incorporates a long list of trades acted out by the players each time the verse 

is repeated. Some may no longer be a common part of modern life: los escribientes (the scribes), los 

campaneros (the bell ringers), las tejedoras (weavers), and the like. 

œ œ œ œ . œ œ 

4Singing 

circle, rueda (q = ca. 144) 

1. Don Pi - ru - lí, a la bue-na, bue - na, bue - na A - sí, a - sí, a - sí. 

œ œ œ œ œ j œ 

j œ 

1. Don Piruli, speak to us in a nice way, 

like so, like so, like so. 

Like so to the ironing ladies. 

Like so, like so we like it better. 

2. … las barrenderas … sweepers 

3. … las tejedoras … weavers 

4. … los carpinteros … carpenters 

5. … los pescadores … fishermen 

6. … las cocineras … cooks 

7. … los carniceros … the butchers 

œ œ œ œ œ j œ 

œ œ œ œ œ . 

A - síIa las plan - cha - do - ras. A - sí, a - sí, a - sí, A - 

original 

uruguayan 

art 

Traditional 

Variant from Rio Grande Valley, Brownsville, Texas; 


ActIvIty 

j 

œ 

j œ 

œ œ œ œ . œ 


sí nos gus-ta más. 

The “game” to this song consists of thinking 

up different occupations and acting them 

out. On the first line of the song, the 

children can clap the beat, or walk around 

in a circle. On the second line, one child 

in the center acts out the occupation of 

his/her choice. See Translation for some 

occupation ideas. 

Œ 

47 


This game variant was shared by Julio Eloy Mesa of 

Fomento, Sancti Spiritus, Cuba. 




Spanish “reads as it writes.” It only contains five monophthong vowel sounds that remain constant no matter the 

context. Diphthongs are always spelled out. Consonants may change according to region; some common variations 

are listed in the table below. This guide applies to general Latin American pronunciations, which are different in some 



ways from Spain. The most pronounced difference between Latin American and Castilian Spanish has to do with the z 

and soft c, which are “lisped” [θ] by Castilians and “whistled” [s] by Latin Americans. Even though regional variation in 

pronunciation exists in Latin America, standard Spanish diction is understood everywhere. 

LeTTeR 


IPA 

SYMBOL 

eXPLANATION 

eNGLISH 

eXAMPLe 

SPANISH 

eXAMPLe 

A [A] ah father ala, mama, amada 

B [b] Softer sound than in English bubble boca, acabar 

C [k] hard Used with vowels a, o, u, unaspirated coke casa, coco, cuna 

C [s] soft, Latin Used with vowels i, e city, Cecilia cielo, centavo, cinco 

America 

Ch [tS] Same as English ch cheese, church chico, Chucho, 

cartucho 

D [d] Sounds somewhere between the English 

d and th; not as hard as the English d. 

the, that 

E [E] eh well, met, bet, 

elephant 

dedo, 

universidad 

este, de, mente, 

elefante 

F [f] Same as English Frank feo, café 

G [g] hard With vowels a, o, u gate, goat gato, goloso, 

gustoso, agachar 

G [h] or [x] 

soft 

With vowels e, i. Varies by regions. See j. humid gente, ginebra 

Gue, 

Gui 

[g] 

With vowels e, i, and where the u is 

silent. See ü for exceptions. 

guitar, guess 

guerrilla, guiso 

H silent Always silent, except in the digraph ch. hour 

hora, hola, alcohol 

Words or syllables beginning with this 

consonant will sound out the vowel that 

follows it. See ch above. 

I [i] ee bee, me, Mimi isla, mi, si, piano 

J [h] or [x] Like English h, with regional variations in 

Latin America, ranging from the English h 

to the strong German ch as in Bach. 

holly, hotel 

jota, jocoso, majá 

K [k] Part of the Spanish alphabet, but only 

used in non-Spanish words and names. 

L [l] Alveolar l, not the dark English sound for 

l. Same as Italian l. 

kilogram 

whiskey 

kilo (or quilo) 

wisky 

lago, Lola 

60 

55 





The original purchaser of this book has permission to reproduce International this song Copyright for educational Secured All use Rights in one Reserved school only. Any other use is strictly prohibited. 

Authors Micheal Houlahan and Philip Tacka recommend the following repertoire in A la rueda, rueda be used in the objectives 


listed below, as per their pedagogical publication Kodály 

International 

Today: 

Copyright 

A Cognitive 

Secured All 

Approach 

Rights Reserved 

to Elementary Music Education (Oxford 

University Press, 2008). These objectives are used by permission from the authors and Oxford University Press. 

Grade 1 Teaching Strategies 

In Grade 1, we suggest teaching the following five 

concepts. The order of concepts alternates between 

rhythmic and melodic concepts. 

1) Teaching Strategy for Beat 

4 2 • Aserrín, aserrán 

• Dale a la mocita 

• La calabacita 

• Mueve la pata 

• Los cinco deditos 

8 

6 

• Patito, patito 

• Cucú, cantaba la rana 

2) Teaching Strategy for Melodic Contour – high/low 

• Aserrín, aserrán 

• El perrito goloso 

3) Teaching Strategy for Quarter and Eighth Notes 


• El conejo 

• Calle de calles 

4) Teaching Strategy for a Two-Note Child’s Chant s – m 

• Aserrín, aserrán 

• ¡Que llueva! 

5) Teaching Strategy for Rest 

• El conejo 

6) Teaching Strategy for a 

Three-Note Child’s Chant l – s – m 


• El perrito goloso 

7) Teaching Strategy for Two-Beat Meter 

• Aserrín, aserrán (with anacrusis) 

Grade 2 Teaching Strategies 

In Grade 2, we deal with six musical concepts. When 

teaching them, we alternate between rhythmic concepts 

and melodic concepts. 

1) Teaching Strategy for Introducing 

the Tonic Note of the Major Pentatonic Scale d 

• Juan Pirulero 

• El conejo 

2) Teaching Strategy for Half Note 

• Duérmete mi niño 

3) Teaching Strategy for Introducing 

the Second Degree of the Major Pentatonic Scale r 

• Los pollitos 

• Juan Pirulero – do trichord 

4) Teaching Strategy for Introducing the Sixteenth Notes 

• Rau, rau, rau 

5) Teaching Strategy for the Major Pentatonic Scale 

• Juan Pirulero 

6) Teaching Strategy for Four Beat Meter 


• Don Pirulí 

13

14 

Collections: In the B-A-G 

In the B-A-G 

A Collection of Songs for Recorder 

Using the Notes B-A-G 

Janet Day 

Motivate with B-A-G! Keep recorder interest high with 

this crafty collection of eight reproducible songs that 

will reinforce the first three notes taught in most recorder 

methods. Young performers will also be exposed 

to a variety of musical styles from swing, salsa and reggae 

to rock and roll, Latin and rap. Put together your 

own ensemble with the reproducible accompanying 

parts included for Orff and percussion instruments and 

piano. And there’s more! An ENHANCED CD is included with hip recordings to accompany 

the simpler, age-appropriate recorder parts, plus PDFs of the printed recorder 

parts for overhead projection. Songs include: Big Bad B-A-G, Bonnie Bee’s Boogie, 

The Gift of G-A-B, Hola B-A-G, Hot Cross Fun, Mambo Mary’s B-A-G, Ragtime B-A-G, 

Recorder Rap, Saddle B-A-G. 

09971396 Book/Enhanced CD (with reproducible pages) ......................................................................$19.99 

1 / 10 

Recorder 

& # 4 4 

Rock ’n’ Roll Shuffle (q = 132) 

A 

œ Œ œ Œ œ œ œ Œ œ œ œ œ œ œ œ Œ 

f 

& # œ Œ œ Œ œ œ Ó œ œ œ œ œ Œ Ó . 

5 

& # w w w w w w w 

F 

9 

B 

• Recorder fingerings for B, A, G • time signature • 

• F f • repeat sign • tie 

• D.C. al Coda (go back to the beginning) • To Coda • CODA 

TIP: Recorders play the melody in section A. In section B, the recorders provide the 

accompaniment to the melody played by the piano and the mallets. Play the dynamics 

as marked. 

Recording has 4 bar intro 

(Third Time) To Codafi 

D.C. al Coda 

œ Œ Ó 

fiCODA 

& # œ Œ œ Œ œ œ Ó ˙ ˙ ˙ ˙ œ Œ œ Œ œ œ œ Œ 

17 

Gr. 4-6 

reproducible recorder parts 

NEED TO KNOW 

4 

Big, Bad B-A-G 



B 

A 

G 

By JANET DAY 

In the BAG 5 

reproducible piano accompaniments 

Opt., play bars 1, 2 & 1 again, L.H. only, 

then Recording bar 8 for a has four 4 bar clicks, intro the begin 

Ragtime Big, Big, Bad B-A-G 

Recorder 

Piano 

Rock ’n’ Roll Shuffle (q = 132)(ŒÂ = ŒÇ‰) 

A 

# 4 

& 

œ Œ œ Œ 

f 

œ œ œ œ 

G7 

A7 

# 4 

& 

‰ j 

œ œ ‰ j œ œ œ ‰ j œ œ œ ‰ j œ œ œ ‰ œ 

j 

#œ œ 

‰ j œ œ œ ‰ j œ #œ 

F 

? # 4 

œ œ œ œ nœ 

œ œ œ œ # œ œ œ 

# 

& œ œ Ó 

C 

# 

& ‰ j 

œ œ ‰ j œ œ œ œ 

? # œ œ œ œ 

6 

Recording has 4 clicks, the begin 

# 

& w 

# œ œ œ # œ œ œ 

& Œ 

? # œ œ œ œ 

12 

fiCODA 

# 

& œ Œ œ Œ 

Em 

œ œ œ œ 

œ œ œ Œ 


œ Œ 

Ó 

. 

w 

F 

œ œ œ Œ 

œ 


œ œ œ # œ 

D 

G 

‰ j 

. 

œ œ ‰ j œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ G7 

œ œŒ œ œ œŒ œ 

œ œ œ œŒ 

œ 

œ œ f R.H. melody 

œ œ œ œœ œœœœœœ . œœœœœœ 

œ œœ œ nœ 

œ œ œ 

Ragtime B-A-G 

w 

B 

# œ 

# 

œ 

C 

œ 

œ Ó 

œ Œ 

œ œ Œ 

# œ œ œ 

˙ 

D 

w 

C 

œ œ œ œ œ œ Œ 

œ œ œ œ 

˙ 

˙ 

G/D 

w 

w 

D 


œ œ œ œ 

˙ 

D 

œ Œ œ Œ 

G 

œ Œ œ Œ 

B7 

‰ j 

œ # œ œ ‰ j 

œ œ œ 

œ 

# œ œ œ 

w 

By JANET DAY 

A7 

# œœ œ œ œ œ œ œ 

œ # œ œ œ 

D.C. al Coda 

œ Œ Ó 

G 

œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ 

œ œœ œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ œ œ Œ 

G/D D7/F #G 

# 

& ‰ j 

œ œœ ‰ j 

œ œœ 

‰ j 

œ œœ ‰ j ‰ j 

œ œœ œ œœ ‰ j ‰ j 

œ œœ œ œ ‰ j ‰ j œ œ œœ œ œ ‰ j œ œ œ œ œ œ 


? # 

17 

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 


reproducible parts for orff and 

In the BAG 7 

percussion instruments 



6 

Percussion 

5 

Rock ’n’ Roll Shuffle (q = 132)(ŒÂ = ŒÇ‰) 

A Shaker or Tambourine 

F 

/ 4 œ œ œ œ œ œ 

Œ œ Œ œ œ œ œ œ œ œ 



Œ œ Œ œ 

F Hand Drum or Rhythm Sticks 

(Third Time) 

To Coda 

/ œœœœœœœœ 

Œ œ Œ œ œœœœœœœœ 

Œ œ Œ œ œœœœœœœœ 

Œ œ Œ œ 

œ Œ Ó . œœœœœœœœ 

Œ œ Œ œ 

/ 

11 

Mallets 

œœœœœœœœ 

Œ œ Œ œ 

fi CODA 

/ 

17 

A 

& # 4 Œ œ Œ œ f 


Œ œ Œ œ 

Rock ’n’ Roll Shuffle (q = 132) 


Œ œ Œ œ 

Œ 


Œ œ Œ œ 

œ Œ œ Œ œ Œ œ Œ 

B 


melody 


Œ œ Œ œ 


Œ œ Œ œ 

fi 


Œ œ Œ œ 

B 


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 œ œ œ œ Œ œ Œ œ Œ œ œ Ó œ œ œ œ 

11 


Œ œ Œ œ 


Œ œ Œ œ 

Œ œ Œ œ 

œ œ œ Œ 

D.C. al Coda 

œ œ œ œ 

fiCODA 

& # Œ œ 

Œ œ 

Œ Œ Œ Œ Œ Œ Œ œ œ œ œ œ œ œ Œ œ œ œ œ Œ 

17 






By JANET DAY 

By JANET DAY 


Œ œ Œ œ 

D.C. al Coda 


Œ œ Œ œ 

œ œ œ Œ œ œ œ

3 / 12 

Recording has 4 clicks, 

then begin 

A 

& # 4 Funky (Œ = 100) 

Recorder œ œ œ œ œ ˙ Œ œ œ œ œ œ ˙ Œ œ œ œ œ 

F 

& # œ ˙ Œ œ œ œ œ œ ˙ Œ œ œ œ œ œ ˙ Œ 

6 

& # œ œ œ œ 

11 


B 

B 

œ œ Ó Œ œ œ œ œ œ œ Ó 

& # Œ œ œ œ œ œ œ Ó Œ œ œ œ œ œ œ Ó Œ œ œ œ œ 

16 

& # œ œ Ó Œ œ œ œ œ œ œ Œ œ œ Œ Ó 

21 

NEED TO KNOW 

• Recorder fingerings for B, A, G • Ó Œ ŒÂ Ô 

• F (mezzo forte) 

• A B form 

The Gift of G-A-B 



A 

G 

By JANET DAY 


then begin 

Percussion 

/ 

7 

/ 

13 

Mallets 

& # 

7 

& # 

13 

& # 

19 

B 

B 

Ó 

Tambourine 

/ 4 Ó Œ 

œ œ œ œ Ó Œ œ Ó Œ 

Œ œ œ œ œ Ó Œ 



Œ œ œ œ œ Œ œ œ œ Œ 

Drums 

Ó Œ 

œ œ œ œ Ó Œ œ Ó Œ 



Œ œ œ œ œ Œ œ œ œ Œ 

Œ 

œ œ Œ œ Œ œ Œ 

Œ 

/ œ œ Œ œ 

19 Œ œ Œ 

A 

Funky (Œ = 100) 

& # 4 Ó n ˙ 

F 

n Ó 

˙ n œ 

Œ œ Œ œ œ Œ œ Œ 



œ 

Ó n œ œ 

Ó 

˙˙ 




Ó n ˙ 



Ó n œ œ 

Ó 

˙ 



By JANET DAY 

Ó œ œ 

Ó œ œ 

œ œ œ Œ Œ œ œ œ Œ Ó 

Ó œ œ nœ 

Œ Ó Ó œ œ nœ 

Œ Ó Ó œ œ œ Œ Ó 

Ó œ œ nœ 

Œ Ó Ó œ œ 

œ Ó Œ Ó œ œ œ Œ Ó 


then begin 

A 

Funky (q = 100) 



By JANET DAY 

œ Œ Ó 


œ Œ Ó 

In the BAG 11 



12 In the BAG 

B 

A 

G 

B 

A 

G 

• Recorder fingerings for B, A, G • time signature 

• Œ ŒÂ Ô • P (mezzo piano) • F (mezzo forte) 

• repeat sign 

NEED TO KNOW 

4 

• melody vs. accompaniment 

FOR MORE HOT CROSS FUN: Try playing a recorder duet with Group 1 playing 

at Letter A (ms. 1-4) and Group 2 playing at Letter B (ms. 5-8). 

NEED TO KNOW 

4 

• Recorder fingerings for B, A, G • time signature 

• q h h. Œ 

• shuffle rhythm for percussion 

• F P p • repeat sign 

TIP: Play measures 13 and 14 three times, each time getting softer as if riding 

off down the trail. Then measures 15 and 16 are back to F for one last wave goodbye! 

5 / 14 


Recorder 

A 

Laid-back Reggae (Œ = ca. 80) 

& # 4 Melody 

œ œ œ Œ œ œ œ Œ œ œ œ œ œ œ œ œ 

F 

& # œ œ œ Œ . . œ œ œ Œ œ œ œ Œ 

P 

4 

B 

Accompaniment 

& # œ œ œ œ œ œ œ œ œ œ œ Œ . ∑ 

7 

Hot Cross Fun 

By JANET DAY 

9 / 18 


Recorder 

& # 

5 

B 

A Easy Western Shuffle (Œ = 112) 

& # 4 œ œ œ œ œ ˙ Œ œ œ œ œ ˙. 

F 

œ œ œ œ œ ˙ Œ œ œ œ œ . ˙ 

& # . œ œ œ œ ˙. 

Œ œ œ œ œ ˙. 

Œ . 

9 

Play 3 times 

& # . œ œ œ œ œ ˙ Œ . 

13 

F-P -p 

Saddle B-A-G 


International Copyright Secured All Rights Reserved. 

Ó œ œ œ Œ Ó 

F 

By JANET DAY 

Œ 

Œ 

15 

Copyright © 2003 by HAL LEONARD CORPORATION

Collections: Let’s All Sing Halloween Songs 

Gr. 4-8 

Let’s All Sing Halloween Songs 

A Collection for Young Voices 

arr. Alan Billingsley 

Let’s all sing, just for the fun of it! Join the 

Witch Doctor, Purple People Eater, the Addams 

Family and more for some kooky and spooky fun 

this Halloween. Here is another thriller of a collection 

from the popular “Let’s All Sing” series of 

songs carefully arranged in kid-friendly ranges 

for unison voices and optional harmonies. The 

professionally-produced performance tracks on 

the separate CD will provide hours of sing-along 

fun, and the accompaniment tracks are perfect for that special performance 

in the classroom, community or on stage. Songs include: The Addams Family, 

Little Shop of Horrors, Purple People Eater, This Is Halloween, Thriller, 

Witch Doctor. 

09971437 Piano/Vocal Collection ...................................................................................... $16.99 

09971438 Singer Edition 10-Pak ...................................................................................... $29.99 

09971439 Performance/Accompaniment CD .................................................................... $49.99 

6 & 4 F 

œ œ œ œ œ bœ 

œ œ 

Boys and girls of ev - er - y age, 

& œ œ œ œ bœ 

& 

& 

bœ 

œ œ œ 

Come with us and you will see 

œ 

œ œ œ œ œ œ œ bœ 

would-n’t you like to see some - thing strange? 

œ 

œ œ œ bœ 

œ bœ 

œ 

œ œ 

this, our town of Hal - low - een! 

f 

bœ 

œ œ nœ 


This is Hal - low - een, this is Hal - low - een! 

bœ 

œ œ bœ 

This Is Halloween 

bœ 

œ 

Music and Lyrics by DANNY ELFMAN 

Arranged by ALAN BILLINGSLEY 

Pump - kins scream in the dead of night! 

œ 

j 

b œ ‰ 

& bœ 

œ œ bœ 

bœ 


16 

7 

9 

& b 

& b 

& b 

11 

& b 13 

13 

& b 

15 

& b 

17 

Scary Pop (q = 118) 

5 

4 F with intensity 

& b 4 4 . 

Ó ‰ j œ œ œ œ 

˙ 

It’s 

You close to 

hear the mid door 

- 

œ œ œ œ œ œ œ œ œ 

some - 

re - thin’ 

al - 

e - 

ize 

vil’s 

there’s 

lurk - 

no - 

in’ 

where 


Un - 

You 

der 

feel 

the 

the 


see a 

won - der 

sight 

if 

that 

you’ll 

˙ Œ ‰ j œ 

œ 

- 

œ 

it. 

tion. 

œ 

but 

and 

Ó 

˙ Œ ‰ j œ 

as 

you 

al - 

ev - 

most 

er 

stops 

see 

your 

the 

in 

left 

˙ 

the 

to 

moon - 

cold 

˙ 

heart. 

sun. 

dark. 

run. 

œ 

˙ 

light, 

hand, 

œ 

night, 

slam, 

Ó 

‰ . r 

œ 

and 

and 

‰ . r 

œ 


you 

and 

You try to scream, 

You close your eyes, 

œ œ œ œ œ œ œ œ œ œ 

ter - ror 

hope that 

takes 

this 

the 

is 

sound 

just 

be - 

i - 

fore you make 

mag - i - na- 


You 

But 

start 

all 

to 

the freeze, 

while, 


hor - ror 

hear the 

Thriller 

looks 

crea - 

Words and Music by ROD TEMPERTON 


you 

ture 

Copyright © 1982 RODSONGS 

This arrangement Copyright © 2010 RODSONGS 

All Rights Controlled and Administered by ALMO MUSIC CORP. 

All Rights Reserved Used by Permission 

right be - tween 

creep - in’ up 

the eyes, 

be - hind, 

4 

6 

8 

This is Hal - low - een, ev - ’ry - bod - y make a scene. 

spoken 

& nœ 

œ œ ‹ ‹ ‹ ‹ ‹ ‹ ‹ ‹ ‹ 

Trick or treat ’til the neigh - bors gon - na die of fright. 

14 sung 

& œ œ œ 

Witch 

œ 

Doctor 

œ œ œ œ ‰ 

J 4 3 

It’s our town. Ev - ’ry Words - and bodMusic - by y ROSS scream BAGDASARIAN 


Solo 1 (spoken with scary voice) 

I am the one hid-ing un-der your bed, 

Lively 2-Beat (q = 126) 

& 4 3 œ œ 4 F 

j 

& b 4 f 

∑ ‰ j 

‹ ‹ ‹ ‹ ‹ ‹ ‹ ‹ ‹ 

j 

œ œ. 

œ œ ‹ ‰ 

œ œ # œ œ œ # ˙. œ œ œ œ œ œ œ œ ‰ Œ 

Œ 

& b 

& b 

8 

& b 

& b 

10 

& b 

12 

& b 

14 

I told the witch doc-tor I 

in this town of Hal - low - een! 

‰ j œ . 

© 1993 Buena Vista Music Company 

This arrangement ƒ 2010 Buena Vista Music Company 



I told the witch doc - tor you 

‰ j œ . œ œ œ œ œ œ 

And then the witch doc - tor he 


Oo ee, oo ah ah, 

‰ 

j 


Oo ee, oo ah ah, ting 


Oo ee, oo ah ah, 

‰ 

j 


Oo ee, oo ah ah, ting 

was in love with you. 

œ œ œ œ 

did - n’t love me, too. 

j 

œ ‰ Œ 


told me what to do, he said that, 


ting tang, wal - la wal - la bing bang. 

œ 

tang, 


wal-la wal-la bing bang. 

j 

œ ‰ Œ 


ting tang, wal - la wal - la bing bang. 

œ 


tang, wal-la wal-la bing bang. 

j 

œ ‰ Œ 

Copyright © 1958 Ross Bagdasarian Music, Adam Bagdasarian Music and Carol Bagdasarian Music 

Copyright Renewed

Collections: Let’s All Sing Songs from Glee 

Let’s All Sing Songs from Glee 


Adapted for Publication by Tom Anderson 

Let’s all sing just for the fun of it! Your students 

will enjoy recreating the music featured on the 

popular Fox TV series in arrangements adapted 

just for the needs of young singers! This valuepacked 

collection of songs and professionallyproduced 

recordings is perfect for classroom or 

stage. Designed for unison voices with optional 

harmonies for added fun! Songs include: Can’t 

Fight This Feeling, Don’t Stop Believin’, Jump, 

Lean on Me, Somebody to Love. 

09971453 Piano/Vocal Collection ........................................................................................$14.99 

09971454 Singer Edition 10-Pak ........................................................................................$29.99 

09971455 Performance/Accompaniment CD ......................................................................$49.99 

Original GLEE Arrangement 

by ADAM ANDERS and TIM DAVIS 

Adapted for Publication by TOM ANDERSON 

& # # # 4 4 œ 

& # # # œ 

F opt. Solo 

Œ 

œ œ œ œ 

Some - times in our lives 

Œ 

œ œ œ 

œ 

œ. 

we all have sor - 

j 

œ œ 

row. 

œ 

Œ 

Œ 

œ 

But, 

Œ 

œ œ œ œ 

we all have pain, 

œ œ œ œ 

if we are wise, 

& # # # All 

end Solo 

Œ Œ 

œ œ œ œ œ œ œ œ œ œ œ œ œ ‰ F 

œ 

J œ œ 

we know that there’s al-ways to- mor - row. 

& # # # œ Œ œ œ 

r 

œ œ œ ‰. œ œ œ œ œ 

& # # # œ 

& # # # œ ‰. 

when you’re not strong, 


& # # # œ œ œ œ Œ 

& # # # œ 

on. 

I’ll help you car - 

œ œ œ ˙ 

ry 

r 


’til I’m gon - na 

need 

on; 

œ Œ œ œ œ œ 

Please 


Gr. 5-8 

Great collection 

for classroom 

and choir! 

Recorded by BILL WITHERS 

and Featured in the Twentieth Century Fox Television Series GLEE 

Lean on Me 

œ. 

you need to bor - 

œ 

‰ 

Lean on me 

and I’ll be your friend, 


for 

swal - low your pride 

œ 

J 

row; 

˙ 

it won’t be long 

J œ œ œ œ œ 

some - bod - y to lean 


if 

I have things 


for 

Copyright © 1972 INTERIOR MUSIC CORP. 

Copyright Renewed 

This arrangement Copyright © 2010 INTERIOR MUSIC CORP. 

All Rights Controlled and Administered by SONGS OF UNIVERSAL, INC. 



BILL WITHERS 

no one can fill 

# 

& 

4 

10 

opt. Solo 1 

Ó 

# 

F 

& 

4 j 

œ ‰ 

# 

& 

# 

& 

# 

& 

# 

& 

& # 

18 

j œ ‰ 

Œ 

F 

j œ ‰ 

œ 

(opt. 8va) 

œ 

Just a 

Dah Dah Dah Dah 

Ó 


liv in’ in a 

j 

œ ‰ œ j ‰ œ j ‰ j œ ‰ 


j 

œ œ 

j 

œ 

j 

œ œ 

j 

œ 

mid-night train go - in’ 

j 

œ ‰ 

j 

œ ‰ 

j 

œ ‰ 

j 

œ ‰ 


Ó 

& # Ó ‰ 

opt. Solo 2 

F 

Œ œ œ 

Featured in the Twentieth Century Fox Television Series GLEE 

Just a 

Don’t Stop Believin’ 



Adapted for Publication by TOM ANDERSON 

j 

œ œ 

cit - y 

j œ œ œ 

j œ ‰ 

œ 

lone - ly 

j 

œ ‰ 

j 

œ 

œ 

small - town 

œ œ 

j œ 

‰ 

j 

œ ‰ 

j 

œ 

girl, 

j 

œ ‰ 

œ 

j 

œ ‰ 


j 

œ œ. 

world. 

j œ 

‰ j œ 

‰ 


œ. 

j 

œ œ 

œ 

an - y - where. 

j 

œ ‰ 

œ œ Œ 

J 

boy, 

j 

œ œ 

j œ ‰ 

j œ ‰ j œ ‰ 


œ 

J 

Ó 

œ œ 

J 

Words and Music by STEVE PERRY, 

NEAL SCHON and JONATHAN CAIN 

Ó 

œ œ œ œ 

Œ 

j 

œ ‰ j œ ‰ j œ ‰ 

j 

œ ‰ 

‰ j œ œ œ 

She took the 

j œ ‰ 


˙ 

Ó 

j 

œ ‰ j œ 

‰ j œ 

‰ j œ 

‰ 


born and raised in south De - troit. 

œ 

œ œ ˙ 

He took the mid - night train go - in’ an - y - where. 




Copyright © 1981 Lacey Boulevard Music (BMI) and Weed-High Nightmare Music KEVIN (BMI) CRONIN 

Adapted for Publication This arrangement by Copyright TOM ANDERSON 

© 2009 Lacey Boulevard Music (BMI) and Weed-High Nightmare Music (BMI) 

All Rights for Weed-High Nightmare Music Administered by Wixen Music Publishing Inc. 


Power Ballad (q = 78) 

3 opt. Solo 1 

2 F 

& # # 

4 

& # # 

6 

& # # 

8 

& # # 

10 

& # # 

12 

& # # 

14 

& # # 

16 

& # # 4 4 

œ œ œ ˙ 

œ 

j 

œ 

œ. 

œ œ 

J œ 

end Solo 2 

˙. 


I can’t fight this feel - in’ an - y 

‰ j œ œ œ œ œ œ œ œ œ œ œ 

long - er, and yet I’m still a - fraid to let it flow. 

˙ 

Œ ‰ j œ 

What 

œ œ œ œ# œ œ œ œ œ ≈ œ œ œ 


start - ed out as friend - ship has grown 

œ œ œ œ œ œ œ œ nœ 

œ 

strong - er, I on-ly 

wish I had the strength to let it show. 

˙ 

œ 

Recorded by REO SPEEDWAGON 

and Featured in the Twentieth Century Fox Television Series GLEE 

Can’t Fight This Feeling 

F 11 

j 

Œ ‰ œ œ œ œ œ œ 

opt. Solo 2 

And 

œ œ œ œ œ œ Œ ‰ œ œ 

j 

œ œ J œ 

e - ven as I wan - der, I’m 


œ œ œ 

keep-in’ you in sight. You’re a can-dle in the win - dow on a 


‰ 

j 

œ 

œ œ œ œ cresc. œ œ œ œ 

cold, dark winter’s night. 

And I’m get-ting clos - 


ev - er thought I might. 

Copyright © 1984 Fate Music (ASCAP) 

This arrangement Copyright © 2010 Fate Music (ASCAP) 


er than I 

œ 

J 

œ. 

œ Œ 

Œ 

17

Collections: Let’s All Sing Songs From Disney’s Hannah Montana: The Movie 

18 

Let’s All Sing Songs From Disney’s 

Hannah Montana: The Movie 


Arranged by Tom Anderson and Janet Day 

Disney’s TV superstar Miley Cyrus hits the big 

screen in a big way! Sing-along with five of your 

favorite songs from Disney’s smash hit Hannah 

Montana: The Movie in this value-packed collection 

that is fun and affordable! Perfect for group 

singing in the classroom, choir or community, 

kids of all ages will enjoy these easy-to-sing arrangements 

for unison voices with optional harmonies. The Piano/Vocal Collection 

offers fully accompanied songs, and the Singer Edition provides vocal 

parts only. Check out the professionally-produced recording available separately, 

for performance and accompaniment possibilities! Songs include: 

Butterfly Fly Away, The Climb, Hoedown Throwdown, Let’s Get Crazy, You’ll 

Always Find Your Way Back Home. 

09971380 Piano/Vocal Collection ...................................................................................... $14.99 

09971381 Singer Edition 10-Pak ...................................................................................... $29.99 


F 

& # # # # 4 Ó ‰ j . œ œ œ 

I’ll give the 

& # # # # 

& # # # # 

13 


bar 

four, 

- be - 

five, 

cue 

six, 

show 

and 

and 

you’re 

œ œ œ œ œ œ œ œ œ œ œ œ œ œ 

tell you how to move. 

feel - ing bust - ed; 

œ œ 

œ œ œ 

some - 

makes 

thing 

you 

you 

per 

can 

- 

do. 

fect. 

If you’re 

but it’s 

& # # # # ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ 

Œ 

five 

not 

or eight - y - two, 

time to quit, 

this is 

prac-tice 

17 

f % 

(spoken) 

¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ 

Pop it, lock it, pol - ka dot it, 

¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ 

coun - try - fy, then hip hop it. Put your hawk in the sky, move side to side, 

& # # # # ¿ ¿ ¿ ¿ ¿ . ¿ ¿ 

& # # # # 

& # # # # 

& # # # # 

jump to the left, stick it, glide. 

nœ 

Gr. 4-8 

Hoedown Throwdown 

# œ œ œ œ œ œ œ œ œ 

shuf - fle in di - ag - o - nal. When the drum 

21 

‰ j œ œ nœ 

Zig - zag 

(spoken) 

œ œ œ œ œ œ œ œ ¿ ¿ ¿ 

# œ œ œ 

’cross the floor, 


hits, hands on your hips, 

‰ j œ œ . œ œ œ 

one-foot - ed one - eight - y twist. And then a zig-zag, step slide, 

œ œ . œ œ œ œ œ 

lean it left, clap three times. 

© 2009 Walt Disney Music Company 

This arrangement © 2009 by Walt Disney Music Company 


Words and Music by ADAM ANDERS 

and NIKKI HASSMAN 

Arranged by JANET DAY 


Shake it out head to toe. 

You’ll Always Find Your Way Back Home 

9 

& bb b 4 ‰ j œ 

& bb b Œ œ œ 

& bb b 

17 

& bb b 

& b b b 

& b b b 

& b b b 

f 

œ 

œ 

‰ j œ 

You wake up; it’s 

Looks like 

j œ œ 

Œ 


one of those rough days. 

j 


late a - gain, so get out 

Œ œ œ 

œ 

‰ j œ 

j 

œ œ 

œ œ 

j 

œ 


rain - ing and it’s Mon - day. 

˙ 

the door. 

j 

œ . œ 

Some-times 

you feel like run - nin’, 

œ œ 

j 

œ œ. 

life and jump in. 

j œ œ. 

floor. 

œ 

J œ 

& b& b b 

# œ 

J 4 œ 

˙ 

j 

œ 

j 

œ œ 

Œ 

œ œ œ 

Let go, get 

Ó ‰ j œ œ œ 

j 

œ 

Oh, when the 

Œ 

w œ œ œ œ œ 

‰ 

Œ œ œ 

Time’s up; 

opt. Harmony 

J œ (Out 

‰ j œ 

you’re 

∑ 

œ œ ˙ Œ 

the door.) 


find a whole new 

œ œ œ 

œ œ 

up and hit the dance 

25 


lights go down, it’s the 

Ó Œ œ œ 


JESSI ALEXANDER and JON MABE 

end-ing of the show; 

Arranged by TOM ANDERSON yet you’re 

(q = 80) 

(End opt. - ing Solo of the show.) 

4Moderately j 

2 

3 

P 

j 

j j 

œ 

œ œ 

J œ 

‰ œ 

J œ 

œ 

Words and Music by TAYLOR SWIFT 

and MARTIN JOHNSON 

Arranged by TOM ANDERSON 

œ. 

w 

œ œ œ œ 

˙ œ 

feel -ing like you’ve got no I- 

can whereal - to most see 

go. 

it, 

(Go!) 

Copyright © 2009 Sony/ATV Music Publishing LLC, Taylor Swift Music, EMI April Music Inc. and Martin Johnson Music 

This arrangement Copyright © 2009 Sony/ATV Music Publishing LLC, Taylor Swift Music, EMI April Music Inc. and Martin Johnson Music 

‰ All Rights on behalf of Sony/ATV Music Publishing LLC and Taylor Swift Music 

j 

œ 

Administered by Sony/ATV Music Publishing LLC, 8 Music Square West, Nashville, TN 37203 

All Rights on behalf of Martin Johnson Music Controlled and Administered by EMI April Music Inc. 

4 

œ œ œ 

œ ‰ 

œ 



& # 

& # 

6 

& # 

8 

& # 

10 

& # 

12 

& #15 

15 

& # 

16 

that dream I’m dream - in’, but there’s a voice in - side my head say-in’, 


‰ 

‰ 


Ev ’ry step I’m tak ing, 

“You’ll nev - er reach it.” 

- - 

œ œ œ œ 

œ 

œ 

œ 

ev - ’ry move I make feels lost with no di - rec - tion; 


‰ j œ 

˙ 


j 

œ . 

˙ ‰ . r 

œ œ œ œ 

my faith is shak - in’. But I, I got - ta keep 

˙ Œ ‰ œ œ 

try’n’; 

≈ 

≈ 

F 

œ 

got-ta 

opt. Harmony 


keep my head held high. 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ œ 

There’s al - ways gon - na be an - oth - er moun - tain. 

œ 

The Climb 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

I’m al - ways gon - na wan - na make it move. 

© 2007, 2009 Vistaville Music, Hopeless Rose Music, Music Of Stage Three and Mabe It Big 

This arrangement © 2009 Vistaville Music, Hopeless Rose Music, Music Of Stage Three and Mabe It Big 

All Rights for Hopeless Rose Music Administered by Vistaville Music 

˙ 

J 

œ 

˙ 

end Solo 

Ó

Collections: Let’s All Sing Songs from Disney’s The Princess and the Frog 

Let’s All Sing Songs from Disney’s 

The Princess and the Frog 


Arranged by Tom Anderson 

Let’s all sing, just for the fun of it! The music 

from Walt Disney’s animated musical features the 

sounds of jazz, zydeco, blues and gospel for an 

unforgettable musical experience for singers of 

all ages! The songs by Academy Award®-winning 

composer Randy Newman have been carefully 

arranged in kid-friendly keys with recorded accompaniments 

that are perfect for classroom or 

community or wherever kids get together! Songs include: Almost There, Dig 

a Little Deeper, Down in New Orleans, Ma Belle Evangeline, When We’re Human. 

09971415 Piano/Vocal Collection ........................................................................................$14.99 

09971416 Singer Edition 10-Pak ........................................................................................$29.99 

09971417 Performance/Accompaniment CD ......................................................................$49.99 

opt. Solo 

& 4 F 

b œ 

* 


( ) ( ) ( ) 

That’s just gon - na have to wait a 

& œ œ œ . 

j œ 

Ain’t got time for 

& œ 

Œ Ó 

& 

& 

& 

& 

& 

œ œ œ 

œ œ . 

j 

œ 

œ 


Œ 

mess-in’ 

j 

œ œ . 

a - round, 

j œ 

This old town can 

j œ 

( ) 

tak-in’ the eas - y 

˙ 

way, 

j 

œ œ j œ œ œ œ œ œ 

( ) ( ) 

I’m go - in’. I’m get - tin’ 

end Solo 

œ œ œ œ 

All 

F 

ev - ’ry day. And I’m 

‰ j 

( œ œ j 

) œ 

œ 

œ 

j 

œ 

I’m al - most there. 

œ j œ . 

œ 

cra - zy, 

Œ 

œ 

œ 

Gr. 4-8 

Almost There 

œ 

j 

œ œ 

. ( ) 

while. 

‰ j 

( œ ) œ 

œ . 

Ó 

j 

œ œ 

j 

œ 

and it’s not my style. 

j 

œ 

œ œ œ 

( ) 

slow you down, peo - ple 

Œ ‰ j œ œ 


but 

immediate accel. 3 

‰ 

Œ ‰ j 

( œ ) 

* If melody is out of range, sing notes in parentheses. 

I 

know ex - act - ly where 

j 


clos - er and clos - er 

3 

17 Moderately fast, steadily (q = 158) (q q = q e ) 

˙ œ . 

j 

œ 

al - most there, 

œ Œ Ó 

Œ Ó œ œ œ œ œ œ 

j 

œ œ 

Peo - ple down here think I’m 

j 

œ 

but I don’t care. 




Music and Lyrics by RANDY NEWMAN 


œ 

Œ 

Ó 

4 

7 

& 

& 

opt. Solo 1 

Freely 

& 4 P 

Ó Œ ‰ j œ 

œ œ œ ‰ j œ 

The 

œ. 

œ œ œ ‰ j #œ 

œ. 

eve - ning star is - 

j 

œ œ 

‰ j 

( ) 

make a wish and hold on tight. There’s 

œ œ œ 

‰ j 

œ 

# œ œ œ œ 

( ) 

( ) 

air to - night, and an - y - thing can hap - pen. 

opt. Solo 2 

18 

& 

18 

& 

21 

& 

24 

& 

27 

& 

‰ F J œ œ œ œ œ Œ 

bœ 

‰ bœ 

J 

In the South-land 

there’s a cit - y 

œ œ œ Ó 

Œ œ œ œ 

œ œ 

U 

# # œ ˙. 


j 

œ œ ‰ j 

* 

( ) 

œ 

œ 

shin ing bright, so 

Œ 

# œ œ bœ 

œ œ œ. 

j 

œ 

mag - ic in the 

Moderately slow, in 2 

8 

C 

bœ 


way down 


riv -er, 

where the wom -en are ver - y pret - ty 

‰ j œ 

bœ 

œ œ œ bœ 

end opt. Solo 2 

Ó 

j 

œ œ. 

26 

‰ 

All 

j œ œ œ œ ‰ 

and all the men de - liv - er. 

They got mu-sic, 

bœ 


al 

Down in New Orleans 

‰ 

b J œ œ œ 

on the 

- ways play-ing, 

start in the day- 

time, go 

œ. 

œ œ œ bœ 

29 all through the night. 


9 

& C 

opt. hand claps on beats 2 and 4 

opt. 

Œ F Solo 

bœ œ œ œ œ œ 

& œ 

Œ Ó 

wear. 

Œ 

j 

œ 

Œ œ œ œ 




œ 



œ 

j 

œ 

it’s 

j 

œ 

# œ œ œ 

When you hear that mu 



Ó 

( ) 

Don’t mat - ter what you look like, 

don’t mat - ter what you 

j 

bœ 

œ j œ œ. 

spoken 

& ¿ ¿ J J ¿ ¿ ¿ 

We don’t care, no, 

17 opt. Solo 

& Œ 

bœ 

œ œ œ œ 

j œ 

Œ 

bœ 

œ œ œ œ 

j 

bœ 

œ j œ œ œ 

How man - y rings you got on your fin -ger? 

œ 

bœ 

All 

J ¿ 

shout 

¿ 

J ¿ ¿ Œ 

we don’t 

Ó 

care! 

J ¿ ¿ J ¿ ¿ ¿ ¿ ¿ 

Don’t mat - ter where you come from, don’t e - ven mat - ter what you 

& ¿ Œ Œ ‰ J 

¿ 

are. 

A 

¿. 

J ¿ ¿. 

dog, a pig, a 

& ¿ ¿ ¿ All ¿ 

shout 

¿ ¿ 

all in here. We had ’em 

25 

& œ œ œ œ œ œ œ Œ Œ œ œ 

all knew what they want ed, 

& Ó Œ ‰ j œ b 

I 

Dig a Little Deeper 

J ¿ ¿. 

J ¿ ¿ ¿ ¿ 

cow, a goat, had ’em 

Solo 

¿ ¿ 

J ¿ j 

œ œ 

all in here! And they 

œ œ Œ œ œ œ 

- what they want-ed me to do. 

bœ 

œ œ œ nœ 

told ’em what they need - 





œ œ Œ 

ed, 

Ó 

Œ 

* 

19

Collections: The Music Zone 2 

The Music Zone 2 

Learn MORE Basic Concepts Through Song 

Cristi Cary Miller 

If you want kids to remember something, put it in a 

song! By popular demand, here are twelve MORE songs 

to teach, reinforce and assess students in Grades 3-6 

on the basics of music. From the classroom of Cristi 

Cary Miller comes this teaching collection about clef 

signs, melody, harmony, dynamics, form, tone color, 

time signatures, notes & rests, pitch, syncopation, and 

more! Also included are simple actions and extension 

activities to reinforce the concepts being taught, and 

teaching objectives linked to the National Standards for each song. For added value, 

an ENHANCED CD is enclosed with performance and accompaniment song tracks for 

hands-free teaching, plus PDFs of singer songsheets for overhead projection! Songs 

include: Bar Tones, The BASSment Boogie, Clef Hangers, In Harmony, It’s About Time, 

Know the Parts, Pentatonic Power, The Rest Is Up to Us, Take Note, They’re All in This 

Together, This Rocks! Time to Learn the Facts. 

09971446 Book/Enhanced CD (with reproducible pages) ......................................................................$29.99 

& b 

3 

With Energy (q = 100) 

f 

& b 4 Œ ‰ 

œ œ œ œ 

notes. Take note! Take 

œ œ 

J 

Œ 

Take note! 

˙ 

note! 

Gr. 3-6 

songsheet PDFs on Enhanced CD 

Take Note 

(Note Names) 

Sung to the tune of “William Tell Overture” 

Ó 

Words and Music by CRISTI CARY MILLER 


One by one, we’ll name for you the 

5 F 


First, there’s a note. It’s a whole note. It’s 

œ 

& b 

23 

& b 

25 


& b 4 

Œ ‰ 

N.C. 

f 

œ œ Œ 

J 

Take 

note! 

& b 4 

œ. 

œ œ œ. 

f 

? 

b 

4 

w 

w 


notes. Take note! Take 

C F/C C F/C C F/C C F/C C 

& b 


? 

b œ œ œ œ 

3 œ œ œ œ 

& b 

? 

b 

Form "O" with fingers of both hands 

˙ 

note! 

œ 

œ 

œ 

N.C. 

Ó 

œ œ œ ˙ 

& b 


big and round. It’s a whole note. It 

6 

piano/vocal arrangements with 

simple choreography 

& b 

j 

œ 

j 

œ 

C 

‰ 

œ 

œ 

œ œ œ œ 

‰ j œ 

‰ 

œ œ 

R hand to ear 

œ. 


sounds, 

C 

and it sounds like this: 

F 

œ 

œ œ 

F 

œ œ œ œ 


One by one, we’ll name for you the 


w 

w 

5 Hold up R finger 

F 


First, there’s a note. It’s a whole 

F 

j 

œ 

j 

œ 

Hold up 4 fingers 

œ 

note. It’s 

‰ j 

œ 

‰ 

œ 

œ œ 

œ 

‰ j œ 

‰ j œ 

‰ Œ 

Make "O" with fingers 


gets four beats. It’s a whole note and it 

F 

j 

œ 

j 

œ 

& b œ œ œ 

œ 

œ 


? 

b œ j ‰ 

œ œ œ œ œ œ œ œ œ œ œ œœ œ œ 

8 œ 

Take Note 

Sung to the tune of the “William Tell Overture” 

w 

Great 

black with a stem and it gets one beat. It’s a 

27 F 

œ œ bœ 

œ 

Ta, ta, ta, ta, 

œ œ œ Œ 

ta, ta, ta. 

‰ j 

œ 

‰ 

œ 

œ œ œ œ 

‰ j œ 

‰ j œ 

‰ Œ 

Raise 4 fingers, one at a time to show the beats in each "whole note" measure 

w 

big 

C 



Take Note - Singer (cont.) 

œ 

n œ œ œœ œœ œ Œ œ œ 

w 

whole 

F 

quar - ter, quar - ter note. 



Next, there’s a note. It’s an eighth note. It’s 

œ 

20 

& b 

6 

& b 

8 

& b 

12 

& b 

14 

& b 

16 

& b 

20 


big and round. It’s a whole note. It 

œ. 


sounds, and it sounds like this: 

w 

note. 

w 

Great 


white with a stem. It’s a half note. It 

13 

œ. 


sounds, 

˙ 

half 

and it sounds like this: 

˙ 

note. 


gets four beats. It’s a whole note and it 

w 

big 

w 

whole 


Next, there’s a note. It’s a half note. It’s 

21 P 

Œ ‰ 

˙ 

Half 

˙ 

note, 

j 


And then you have 


gets two beats. It’s a half note, and it 

a 

˙ 

half 

˙ 

note, 

˙ 

half 


quarter, quar - ter note. 




˙ 

œ 

note, 

‰ 

j 

œ 

It’s 

& b œ œ œ œ œ œ œ œ œ œ 

28 black with a stem and a flag on top. It 

& b 

30 

œ. 


sounds, and it sounds like this: 


32 

& b 

35 

ti, ti, ti, ti, ti. 

œ 

J 

‰ Œ 

33 f 

œ. 

œ œ œ œ œ œ œ œ œ œ œ 

gets half a beat. It’s an eighth note, and it 

j 

œ œ. 

œ œ œ œ œ œ œ œ œ œ œ 

black with a stem and it has two flags, and it 

& b œ œ œ œ œ œ œ œ œ œ œ 

37 

& b 

39 

& b 

41 

& b 

43 

Ti ri, ti ri, ti ri, ti ri, ti. That’s fast! 


‰ j œ 

get the dot - ted half. It’s 


gets three beats, which is quite a lot. I 

˙ Œ œ 

Take 


Ti, ti, ti, ti, ti, ti, ti, ti, 

j 

œ 


j 

œ 

Fi - nal - ly, we have a six-teenth note. It’s 

˙. 

note! 


gets one-fourth a beat. 

38 

œ. 

j 

œ œ. 

Œ 

j 

œ 

And let’s not for- 


white with a stem and it has a dot. It 


could tell you more, but it’s time to stop! 

œ 

Take 

œ . 

Œ Ó U 

note! 

œ

& 

5 

& 

9 

& 

13 

& 

17 

& b b 

3 

& b b . 

6 

& b b 

9 

& bb 

12 

& bb 

15 

& bb 

18 

& b b 4 Swing (q = 120)(qr = qce) f 

Ó Œ ‰ j œ 

œ 

# œ œ œ œ ‰ j œ 

what d’ ya say? Let’s 

∑ 

bœ 

œ œ œ œ 

ea 

lines, 

- 

sy 

let’s 

as 

not 

# 

The 

œ œ nœ 

œ œ nœ 

œ œ 

Bass - ment Boog - ie, 

œ 

name the notes the 

F 

Ó ‰ j œ œ œ 

can 

de 

œ œ œ œ 

names 

names 

are 

are 

A 

G 

and 

and 

- 

be. 

lay. 

˙ 

Well, 

Well, 

the 

it’s 

8 

j 

bœ 

œ 

bass clef 

j 

œ œ 

way. 


bass 

time 

bœ 

œ œ œ œ 

C 

B 

∑ œ œ œ œ 

Yes, 

You 

the 

can 


mem - ber them, 

say: Great 

The BASSment Boogie 

(Bass Clef Lines and Spaces) 

say: 

Big 

All 

Duck 

spac 

name 

and E 

and D, 

- es, 

them 

j 

bœ 

Cows 

Fly 

clef 

to 

spac - es 

name 

Œ 

are 

the 

Ó Ó Œ ‰ j œ 

œ 

Eat 

A 


œ 

J 

they 

ev 

and 

F, 

œ 

G. 

A. 

have 

- ’ry - 

j 

œ 

Grass. 

way. 

˙. 

Their 

Their 

Œ 

œ œ 

J ‰ 

œ J œ 

class. 

day. 

j 

œ 

} 

To 

re- 

Just 

f 

‰ ‰ j bœ 




(q = 144) 

3 F Chant 

2 

4Steadily 

& 4 ¿ ¿ ¿ ¿ ¿ ¿ 

¿ ¿ ¿ ¿ ¿ 

time, it’s a - bout time 

¿ Œ ¿ ¿ 

¿ ¿ ¿ 

It’s a - bout time, it’s a - bout time, it’s a - bout 

¿ ¿ 

Snap Snap 

¿ ¿ ¿ ¿ ¿ ¿ 

- 

¿ ¿ ¿ ¿ ¿ 

sig-na tures. 

It’s a-bout time, it’s a - bout time, it’s a-bout 

time sig - na - tures. 

Just two num - bers 

¿ ¿ ¿ ¿ 

on 

top, stacked on 

¿ ¿ ¿ ¿ ¿ ¿ 

found at the start of a 

& # # # # # 

# # 

20 

& # # # # # 

# # 

23 

26 

¿ ¿ ¿ ¿ ¿ 

¿ Œ Ó 

¿ ¿ ¿ ¿ ¿ 

11 

¿ ¿ ¿ ¿ 

top of each oth - er. Just two num - bers 

19 

¿ Œ Œ ¿ 

song. 

¿ ¿ ¿ ¿ 

The 

# # 

# ## # # 

¿ ¿ ¿ ¿ ¿ 

¿ ¿ ¿ ¿ 

stacked on 

The 

top, stacked 

¿ ¿ ¿ ¿ 

stacked on top and 

¿ ¿ ¿ ¿ ¿ 

top num-ber tells you 

how man - y beats, how man - y beats, how man - y beats in a mea - sure. The 

¿ ¿ ¿ ¿ ¿ 

¿ ¿ ¿ ¿ ¿ ¿ 

¿ ¿ ¿ ¿ ¿ ¿ 

top num-ber tells you how man-y beats, how man -y in a mea-sure there will 

be. 

The 

It’s About Time 

(Time Signatures) 

¿ ¿ ¿ ¿ ¿ 

& # # # # # 

# # # ¿ Œ Œ ¿ # ¿ ¿ ¿ ¿ ¿ ¿ 

27 

bot-tom num-ber tells 


you 

¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ 

¿ ¿ ¿ ¿ ¿ 

what kind of note, what 




& b b b 

6 

& b b (q = 128) 

3 

P 

4Mysteriously 

b 4 Ó Œ œ œ 

j 

œ 

œ 

j 

œ œ ‰ j œ 

you should know. They 

& b b b 

œ œ œ œ 

9 

& b b b 

12 

& bb b 

16 

& bb b 

19 

& bb b 

22 

& bb b 

25 

on the staff they 

j 

œ œ 

oth - er 

œ œ 

J 

j œ œ 

Œ 

down. 

œ œ ‰ 

J 

j 

œ 

œ 

J œ 

Well, the 


5 

œ œ œ œ 

clefs are sym - bols 

j 

œ 

re - pre-sent pit - ches high and low. Up- 

can be found. 

œ œ 

J 

J œ œ Œ 

∑ Ó Œ œ 

œ œ ‰ 

J 

The 

œ 

œ œ œ 

J 


One’s on top and the 

15 


one on top is the 

tre - ble clef, the tre - ble clef, the tre - ble clef. Its 


name means “high” and it 

˙ Œ œ 

line. 

œ. 

The 

J œ œ ‰ J œ 

bass clef, the 

Clef Hangers 

(Treble and Bass Clefs) 

œ œ 

J 

J œ œ ‰ J œ 

looks so fine. It’s 

23 


œ 

J 

sym-bol at the bot-tom is the 

j 

œ œ j œ œ 

œ 

bass clef. Its 


œ # œ 

J 

J œ œ œ 

œ œ œ œ œ # œ 

curled a - round the “G” 

. œ 

j œ œ ‰ 

j 

œ 

bass clef, the 

œ œ œ œ 

name means “low” and 


Swing (q = 132) (qr = qce) 

Œ 

& # 4 . Œ 



3 snap offbeats 

& # P 8 

¿ ¿ continue snapping offbeats 

Ó ‰ j œ œ œ œ œ œ œ œ œ 

7 

& # 

10 

& # 

13 

¿ 

Œ 

Ya got - ta know, got - ta know, got - ta know the parts. Ya got - ta 


know, got - ta know, got - ta 


time to start. Come 

& #16 poco a poco cresc. to ms. 25 

16 

& # ‰ 

19 

& # 

22 



know the parts. To 

œ œ œ œ 

on, now here we 


¿ 

‰ j œ 

Œ 

¿ 

Œ 

¿ 

‰ j œ œ œ œ œ œ œ 

Œ 

¿ 

Œ 


name the note parts, it’s 

lit - tle round cir - cle is the “head” part. At - tached to this cir - cle is the 

j 

bœ 

œ n œ ‰ j œ 

“stem” part. A 


two 

eighth notes are joined to 

# œ œ œ œ œ œ œ 

wa - vy line on top is a 

‰ bœ 

œ J œ ‰ j œ 

nœ 

‰ 

˙ 

go. 

Œ 

œ 

The 

¿ 


j 


“flag” part. And if 

# œ œ œ œ œ œ œ 

- geth - er, the line that con-nects them is a 

& # f 

1 

‰ œ œ . 

J # œ ‰ œ # œ # œ œ J 

# œ # œ Œ Ó 

25 

“beam” part. So 

Know the Parts 

(Parts of a Note) 

Sung to the tune of “Dem Bones” 

now you know the 


parts. 

2 

# œ Œ Ó 

parts. 




21

Collections: Over the Garden Wall 

Over the Garden Wall 

Children’s Songs and Games 

from England 

Compiled by Susan Brumfield 

Over the Garden Wall is a one-of-a-kind collection 

of thirty-eight traditional children’s songs, 

rhymes and games from England, beautifully illustrated 

with rare photos from the past, along 

with the fresh faces of children from today. The 

enclosed CD contains authentic field recordings 

collected in the 1940s, 50s and 60s, along 

with new recordings of children from schools in villages, towns and cities 

throughout the UK. Second in a series of volumes designed to bring scholarly 

research and practical application together in one anthology, this book is 

perfect for use in both home and school. Parents and children will enjoy 

exploring past, present and future through England’s rich heritage of musical 

play, while teachers will find activities for the classroom. Over the Garden 

Wall includes historical references for each song, pedagogical indices 

and suggestions for developing a literacy-based music curriculum. Ideally 

suited for teaching musical skills, this collection provides a “vocabulary” of 

music and play from which children can draw today. Songs include: Do You 

Know the Muffin Man?, Down in the Meadow, The Grand Old Duke of York, 

Here Comes Mrs. Macaroni, Here We Go Looby Loo, One Two Pom Pom, Up a 

Ladder, Down a Ladder, and many more! 

09971301 Book/CD .......................................................................................................... $34.99 

& b 4 (q = 112) 

. 

œ 

& b 

My Father Is the Captain 

(of the plainie-Cologne-io) 

My 

œ . œ œ . œ œ . œ œ . 

3 

fa - ther is the cap - tain of the plain-ie - Co-logne - i - o, 

3 

œ 

3 

œ œ œ . œ œ œ 

plain-ie - Co - logne - i - o, 

& b œ . œ œ . œ œ . œ œ . 

the 

œ 

œ œ œ œ . œ œ œ 

the 

œ œ œ œ . œ œ œ 

plain-ie - Co - logne - i - o. My 

œ œ œ œ œ . œ œ œ . œ 

3 

fa - ther is the cap - tain of the plain-ie - Co -logne - i - o, and the 

3 

& b œ œ œ œ . œ . 

œ œ 

œ Œ Œ 

œ 

plain - ie - Co - logne - i - o went 

Gr. 1-6 

down. 

2. My father is the captain of the over-Cologne-io . . . 

3. My father is the captain of the uppie-Cologne-io . . . 

4. My father is the captain of the bouncie-Cologne-io . . . 

5. My father is the captain of the curtsy-Cologne-io . . . 

6. My father is the captain of the leggie-Cologne-io . . . 

7. My father is the captain of the leary-Cologne-io . . . 

8. My father is the captain of the baker-Cologne-io . . . 

My 

Ball Games, 

Clapping 

and 

Counting 

Out 

Transcribed from the singing of unidentified girls at St. Michael’s Junior School for Girls, 

Workington, Cumberland, England. Collected by Father Damian Webb, July 1960. 

7 & 8 

TABLE OF CONTENTS 

Preface .................................................................3 

Foreword .............................................................4 

Introduction ..........................................................5 

Acknowledgments .................................................8 

England (by Donna Hogan) ................................10 

ONE: THE SONGS AND GAMES 

Ball Games, Clapping and Counting Out 

Em Pom Pi ..........................................................12 

Johnny, Get Up and Light the Fire .....................13 

Matthew, Mark, Luke and John ..........................14 

My Father Is the Captain ...................................15 

One Two Pom Pom ...........................................16 

One, Two, Three, Four, Five ..............................17 

Over the Garden Wall ........................................18 

Up a Ladder, Down a Ladder .............................19 

Skipping Songs and Jump Rope Chants 

Andy Pandy ........................................................22 

Bluebells, Cockleshells ........................................23 

England, Ireland, Scotland, Wales .......................24 

Calling In: 

House to Let ..................................................25 

I Call in My Very Best Friend ........................26 

Mrs. One Goes In ...........................................27 

Mother Bought a Chicken ..................................28 

Mrs. Red Went to Bed ........................................29 

Mrs. White Had a Fright .....................................30 

Singing Games 

Bobby Bingo........................................................32 

Cock Robin Is Dead ............................................33 

Do You Know the Muffin Man? .........................34 

Down in the Meadow .........................................35 

Grand Old Duke of York, The ...........................36 

Here Comes Mrs. Macaroni ................................37 

Here We Go Looby Loo .....................................38 

Hey Little Lassie, Will You Have Me?................39 

I Sent a Letter to My Love .................................40 

I’ve Been to Holland ..........................................41 

King William Was King David’s Son ..................43 

Look at That Old Silly Woman ..........................44 

Mary Malaga .......................................................45 

Rosy Apple, Lemon or a Pear .............................46 

There Was a Lovely Princess...............................47 

Singing 

Games 

41 & 42 

& # = 112) 

2(q 

4 œ œ œ. 

œ 

œ œ . œ 

Three Times Around Went Our 

Gallant Ship ...................................................48 

Just for Fun! Songs for Singing 

Goodbye, Mary, While You’re Away..................50 

I’m a Bow-Legged Chicken ................................51 

I’m a Texas Girl ..................................................52 

My Girl’s a Corker ..............................................54 

What Time Is It, Mr. Wolf? ................................55 

TWO: REFERENCES & NOTES 

ON THE SONGS 

Ball Games, Clapping and Counting Out ...........58 

Skipping Songs and Jump Rope Chants ..............63 

Singing Games ....................................................67 

Just for Fun! Songs for Singing ...........................86 

THREE: SUGGESTIONS 

FOR TEACHERS 

Kodály for Teachers ............................................92 

Whose Music Is It, Anyway? ...............................93 

Tips for Teachers ................................................95 

A Suggested Sequence of 

Concepts & Elements .....................................96 

Ball Games, Clapping and Counting Out ...........99 

Skipping Songs and Jump Rope Chants ............109 

Singing Games ..................................................117 

Just for Fun! Songs for Singing .........................133 

FOUR: PEDAGOGICAL INDICES 

AND CREDITS 

Tone Set Index .................................................136 

Extractable Melodic Patterns ............................137 

Extractable Rhythmic Patterns .........................140 

Metric Index .....................................................143 

Index of Songs and Games ................................144 

Song Type Index ...............................................144 

Photo Credits ....................................................145 

Bibliography ......................................................146 

Notes on the Recordings ...................................151 

CD Track List ...................................................154 

Discography ......................................................158 

œ 

œ œ œ. 

Do you know the muf-fin man, the muf-fin man, the muf-fin man? 

& # œ œ œ. 

Do You Know the 

Muffin Man? 

œ 

œ œ œ œ 

œ 

œ œ œ œ 

Do you know the muf - fin man who lives in Dru - ry 

2. (Solo) Yes, I know the muffin man . . . 

3. (Both) Two of us know the muffin man . . . 

4. (All) Do you know the muffin man? . . . 

5. (Solos) Yes, I know the muffin man . . . 

6. (Four) Four of us know the muffin man . . . 

7. (All) Do you know the muffin man? . . . 

8. (Solos) Yes, I know the muffin man . . . 

9. (Eight) Eight of us know the muffin man . . . 

œ œ œ 

œ 

Lane? 

Œ 

THE SINGERS 

THE GAME 

Confounded by the changing (and seemingly nonsensical) lyrics in each verse? Once you 

figure out that the name of the ship is actually a ball-stotting action, it makes perfect 

sense! The ball is bounced against the wall as usual, until the action word occurs. 

Plainie: Throw ball against the wall and catch with no bounce. 

Over: Throw ball overhand against the wall with no bounce. 

Uppie: Aim the ball higher up the wall. 

Bouncie: Bounce ball off the ground first before it hits the wall; catch on rebound. 

Curtsy: Bend knees and curtsy as ball bounces. 

Leggie: Throw ball under leg against wall, then catch with no bounce. 

Leary: Bend one knee, and cock other leg up and over the ball as it is tossed. 

Baker: Bounce ball against the wall and make a patty-cake motion with hands before catching it.* 

* We haven’t found any description of this action in print, but it is not uncommon for children to have made up 

their own motions to add to a basic sequence, and to have come up with a word to describe it. 

15 

THE SINGERS 

THE GAME 

Transcribed from the singing of unidentified school children, St. Mary’s Church of 

England School, Windemere, Cumberland, England. Collected by Father Damian 

Webb, July 5, 1966. 

Usually relegated to the “kindergarten crowd” in the United States, this game remains 

a favorite of much older New Beacon boys in Sevenoaks, whose enthusiastic rendition 

is more typical of a drinking song than a nursery game! 

Formation: Single circle, with one player in the center. He chooses a player from the 

ring (by standing in front of him, singing, “Do You Know the Muffin Man . . .”). The 

chosen player sings, “Yes, I know the Muffin Man . . .” The two join hands in the center, 

singing, “Two of us know the Muffin Man . . .” They choose new partners, who 

join them (“Four of us know the Muffin Man . . .” etc.) and the game continues until 

everyone has been chosen (“ALL of us know the Muffin Man . . .”). 

22 

34

Here Comes Mrs. Macaroni 

Singing 

Games 

helpful teaching suggestions 

Singing Games (continued) 

23. Here Comes Mrs. Macaroni 

& b = 132) 

2(q 

4 œ œ œ œ 

œ œ œ œ 

œ œ œ œ 

œ œ œ œ 

47 & 48 

Listen 

• 

Sing 

The melodic and harmonic structure of this song is the same as that of “Johnny 

Get Up and Light the Fire” (both are triadic, outlining the I and V chords). 

Here comes Mis - sus 


in 

the land of 

Mac -a - ro-ni, rid - ing on her snow - white po - ny, 

œ œ œ œ 

glo - ry, glo - ry; 

œ 

œ 

œ 

œ 

œ œ œ 

this is Sha - na’s wed - ding day. 

Move 

Children enjoy the quick pace of this game, with “Mrs.” (or “Mr.”) Macaroni 

galloping around the circle, choosing a partner and spinning in the ring. Later, 

its simple duple meter can provide a useful contrast for the compound duple of 

“Johnny Get Up and Light the Fire.” Game instructions are given on page 37. 

& b œ œ 

S, S, 

& b œ œ 

S, S, 

œ œ œ œ 

S for Sha - na, 

œ œ œ œ 

S for Sha - na; 

œ 

œ 

S, S, 

œ 

œ 

œ 

œ 

this is Sha-na’s 

œ œ œ œ 

S for Sha - na, 

œ œ œ 

wed - ding day. 

Think 

Students in lower grades can derive the rhythm for practice with and . 

Have children arrange the motives to fit the rhythm of the words, then derive the 

rhythmic form of each section (verse and chorus): 

a a a b 

c c c b 

Older students can explore the melodic form as well: 

a b a c 

a b a c 

Transcribed from the singing of unidentified school children at St. Mary’s Junior 

School, Leyland, Lancashire, England. Collected by Father Damian Webb, September 

13, 1967. 

Discuss the similarities and differences, and lead them to discover the overall form: 

A B A C 

A v 

B v 

A v 

C 

THE SINGERS 

THE GAME 

Singing 

Games 

Father Damian’s photographs of children playing the game appear in Peter and Iona 

Opie’s The Singing Game, along with these game instructions given by one of the 

girls: 

“Everybody stands in a line (sometimes a circle) with one player in front of them 

who sings until she has to say whose wedding day it is. She chooses a friend, and they 

link right arms, so they are facing in opposite directions, and skip ’round singing . . . 

after which the person who was on first, goes with the group and the person who she 

picked, starts to sing it all over again . . .” 

Here We Go Looby Loo 

37 

Read 

• 

Write 

Have advanced students read the melody from the staff, and then derive the root 

notes of the I V harmony and fill in the chord symbols below the staff. Finally, 

have them derive the pitches in the I and V triads. (This is a good time to explore 

the I6 inversion, since it’s easier to sing.) Once they have aurally discovered the 

pitches needed for each chord, have them notate the chords on a second staff 

below the melody line and label them with chord symbols. 

s 

m 

d 

s 

r 

t l 

instead 

of 

Variety of helpful indices 

Extractable Rhythmic Patterns 

s 

m 

d 

r 

t l 

s l 

123 

49 & 50 

. = 112) 

& b 

6(q 

8 œ œ œ œ j œ 

œ . Œ . 

œ œ œ œ j œ 

œ . Œ . 

Andy Pandy 

My Girl’s a Corker 

Here we go loo - by 

loo, 

here we go loo - by light. 

& b œ œ œ œ j œ 

& b 

Here we go loo - by loo, 

œ 

j 

œ œ j œ 

put your right arm 

& b œ œ œ œ œ œ 

shake it a lit-tle, a 

œ . Œ . 

œ . Œ j œ 

in. 

œ œ œ 

J 

lit - tle 


all on a Sat-ur-day night. 

You put your right arm out. 

œ 

J 

and 

œ 

j 

œ œ j œ 


2. You put your left arm in . . . 

3. You put your right leg in . . . 

4. You put your left leg in . . . 

5. You put your whole self in . . . 

turn your-self a -bout. 

œ . Œ j œ 

You 

œ . Œ j œ 

œ . Œ . 

You 

Bluebells, Cockleshells 

Bobby Bingo 


Bluebells, Cockleshells 

I Sent a Letter to My Love 

Mrs. White Had a Fright 

Matthew, Mark, Luke and John 

England, Ireland, Scotland, Wales 


King William Was King David’s Son 

Look at That Old Silly Woman 

Mrs. Red Went to Bed 



Up a Ladder, Down a Ladder 


King William Was King David’s Son 

Em Pom Pi 

England, Ireland, Scotland, Wales 

Andy Pandy 

I Call in My Very Best Friend 

I Call in My Very Best Friend 

THE SINGERS 

Transcribed from the singing of unidentified school children at Sidbury, Devonshire, 

England. Collected by Peter Kennedy and Wyn Humphries, February 26, 1951. 

Matthew, Mark, Luke and John 

Mrs. Red Went to Bed 



House to Let 

(in other configurations) 

Grand Old Duke of York 

THE GAME 

This ever-popular singing game first appeared in print in Halliwell’s 1898 Popular 

Rhymes of England. English children weren’t the only ones playing it; similar dances 

were found in Scotland, France, Switzerland, the Netherlands, Germany and later, in 

the United States. About fifty years later, the actions evolved into another game-song 

known today by children everywhere as “The Hokey Pokey.” 


I Sent a Letter to My Love 

Look at That Old Silly Woman 

I’ve Been to Holland 


There Was a Lovely Princess 

38 

Hey Little Lassie, Will You Have Me? 

140 

23

24 

Collections: Patriotic Partners 

Patriotic Partners 

A Collection of Partner Songs for 

Young Singers 

John Jacobson/arr. Tom Anderson 

Let your patriotic pride shine and develop independent 

2-part singing for a winning partnership! 

John Jacobson and Tom Anderson have 

partnered up new creative lyrics and singable 

melodies with patriotic favorites in this spirited 

collection you will use again and again. Young 

singers will learn each melody separately, and 

then sing them together for instant harmonic fun. Watch the excitement 

grow! The Teacher Edition offers piano/vocal arrangements with choreography, 

and, for added value, reproducible vocal sheets and teaching objectives 

linked to the National Standards for each song. Stretch your budget 

dollars further with the Classroom Kit and receive the Teacher Edition and 

an ENHANCED CD with performance and accompaniment song tracks, plus 

PDFs of singer songsheets for projection options! Don’t miss this winning 

collection of spirited originals partnered with patriotic favorites: America 

the Beautiful, Down by the Riverside, Yankee Doodle Boy, You’re a Grand Old 

Flag, America and Simple Gifts. 

09971405 Teacher Edition (with reproducible singer pages).............................................. $19.99 


09971407 Classroom Kit (Teacher and P/A CD) ................................................................. $59.99 

Partner 1 

Partner 2 

# 

& 

# 

& 

7 

# 

& 

# 

& 

11 

# 

& 

# 

& 

15 

5/13 

# 

& 4 2 3 

Œ 

Œ œ. 

œ . œ 

4 2 

# 

& 

Brightly (q = 117) 

46 Patriotic Partners - Teacher Edition 

Œ 

j 

œ œ j œ 

3 

YOU’RE A GRAND OLD FLAG 

Words and Music by 3 times 

GEORGE M. COHAN 5 Sing 1st & 3rd times 

You’re a 

∑ 

grand 

œ 

old 

Sing 2nd & 3rd times 

. œ œ œ œ œ 

Fif - ty stars in a 

high fly - ing flag; and for - ev - er in 

œ œ œ œ 

œ 

œ œ œ 

œ œ 

œ œ œ 

œ œ œ œ 

œ œ œ 

flag, 

œ œ 

you’re a 

œ 

field of blue, 

œ œ œ 

peace may you 

œ œ œ œ 

march - ing down the av - e - nue, one by one we hold our ban - ner 

˙ 

wave. 

œ œ œ œ 

high up in the 

œ 

land 

œ 

I 

œ œ œ œ 

I Love That Grand Old Flag 

(with You’re a Grand Old Flag) 

. œ 

love, 

j 

œ ‰ 

œ 

œ ‰ 

sky. 

œ œ 

œ 

œ 

You’re the 

j œ 

the 

Gr. 3-6 

œ 

J 

There’s 

13 

œ 

em 

- 

œ 

blem 

œ œ œ œ 

thir - teen stripes of 

j 

œ œ j œ 

home of 

œ. 

of 

j œ 

the 

œ œ œ œ 

red and white; you’ll 

never see a fin - er sight, ev - en if you live to be a hun- dred for - ty 

the 

# œ œ œ œ 

j 

œ œ j œ 

free and 

the 

# œ œ œ œ 

By JOHN JACOBSON 


˙ 

brave. 

œ œ œ nœ 




Partner 1 

Partner 2 

Piano 

# 

& . 

# 

& . 

5/13 

Brightly (q = 117) 

# 

& 4 2 Œ 

# 

& 4 2 Œ 

# 

& 4 2 œ œ 

? # 

4 2 œ œ 

A7 

j 

œ œ # œ 

Present Jazz hands low, feet apart 

5 3 times 

Sing 1st & 3rd times 

œ 

grand 

œ 

old 

Salute 


œ 


œ 

9 


Ev - ’ry heart beats true ’neath the 


(spoken) 

18 Patriotic 

# 

Partners - Teacher Edition 

∑ 

∑ 

œ 

j 

œ 

C/D 

nœ 

œ 

œ œ œ 

flag, you’re a 

œ œ œ 

∑ 

∑ 

D7 

œ œ œ 

œ 

G 

œ 

œ 

N.C. 

∑ 

∑ 

œ 


œ œ œ 

YOU’RE A GRAND OLD FLAG 

Words and Music by GEORGE M. COHAN 

œ 

œ 

œ 

Œ œ. 

œ 

œ 

œ 

You’re 

Fif - ty stars in a field of blue, 

march - ing down the av - e - nue, 

G C 

# 

& . œ ‰ j 

‰ œ œ 

J 

? # . œ œ 

5 

Feet apart, salute 

# 

& œ œ œ 

ev - er in 

Punch R fish into the air 4 times 

1 

# 

& œ œ œ œ 

G 

D7 

# 

& œ 

‰ œ œ 

?# 

J œ 

# j 

& œ ‰ œ. 

œ 

œ œ 

I Love That Grand Old Flag 

(with You’re a Grand Old Flag) 

G 

‰ j 

œ 

œ 

2 

D7 


œ 

œ œ œ 

peace may you 

œ œ œ œ 

œ ‰ j 

‰ b 

œ bb 

J œ 

œ œ bœ 

Feet together, hands to sides 

j 

œ œ j œ 

∑ 

. œ 

high fly - ing flag; and for- 

˙ 

Hands on knees, bounce and watch 

a parade go by from L to R 

œ œ œ œ 

G 

j 

œ 

3 

œ 

wave. 

œ œ 

œ 

Finish 3-count salute 

œ œ œ œ 

j 

œ 



œ 

œ œ œ 

œ œ œ 

D7 

œ 

‰ œ œ 

J œ 

one by one we hold our ban - ner high up in the sky. 

There’s 

G Bb dim7 

D7 

I Love That Grand Old Flag - Singer (cont.) 

& 

20 

# 

& 

# 

& 

24 

# 

& 

# 

& 

29 

œ 

J ‰ ¿ 

two! 

Whew! 

œ œ nœ 

blue, 

œ 

where there’s 

œ œ 

21 

œ 


4 

œ 

j 

œ ‰ 

œ 

œ 

œ ‰ 

œ 

You’re the 

Proud to be an A - mer - i - can; fa - ther, moth - er, 

œ 

# œ œ 

nev - er a 

œ œ # œ œ 

œ 

J 

‰ j 

‰ j 

n# 

œœ 

Œ 

œœ 

œ œ j 

œ œ 

œ Œ 

œ œ œ j 

œ œ 

red, white and 


daugh- ter, son! Come a - long, there’s al - ways room for ev - ’ry - one. 

29 

œ. 

auld 

# 

& œ 

# 

& 

34 

# 

& 

# 

& 

40 

grand 

piano/vocal arrangements 

with choreography 

‰ j œ 

œ 

The red, 

∑ 

Œ œ. 

œ 

old 

You’re a 

∑ 

j 

œ 

œ 

œ 

œ 

boast 

œ 

or 

œ œ # œ œ 

ac - quain - tance be for - got, 

. 

˙ 

flag. 

3 

‰ 

∑ 

œ 

J 

œ 

the white, 

œ . 

4 

œ ˙ œ 

4 

∑ 

∑ 

eye on the 

œ œ œ œ 

œ. 

‰ 

I just love that 

. 

. 

j 

œ 

œ 

the blue; 

2 

j 

#œ 

∑ 

˙ 

brag. 

œ 

œ 

œ œ œ 

‰ 

œ œ œ œ 

I just love that 

˙ 

grand 

˙ 

grand 

˙ 

old 

˙ 

old 

œ 

J 

keep your 

œ 

all right! 

œ 

grand 

w 

flag! 

w 

flag! 

∑ 

œ 

old 

j 

œ ‰ œ 

œ 

œ 

But should 

Œ 

1 

j 

œ œ 

eye on 

˙ 

flag! 

∑ 

∑ 

∑ 

∑ 

j œ 

the 

œ 

a 

œ

Partner 1 

Partner 2 

& b b œ. 

& b b ‰ 

4 

& b b œ. 

& b b 

7 

AMERICA, THE BEAUTIFUL 

Words by KATHERINE LEE BATES 

Music by SAMUEL A. WARD 

Moderately slow (q = 100) 

& b b 4 Œ ∑ Ó Œ œ . 

O 

& b b 4 Œ ∑ ∑ . 

j œ œ œ 

spa - cious skies; for - 

j 

œ œ œ ˙ 

3 times 

3 Sing 1st & 3rd times 


7/15 



(with Simple Gifts) 




œ. 

j œ œ œ 

beau - ti - ful for 



I hear the trees sing 

sweet free-dom’s song. 

I hear the moun - tains hum-ming a - long. 

j œ œ œ 

œ œ œ œ 

am ber waves of 


˙. 

grain. 

œ 

For 


pur - ple moun - tain maj - es - ties a - bove the fruit - ed 


I see a coun - try 

11 

& b b ˙. 

œ 

& b b œ œ œ Œ 

plain. 

A 

10 

Partner 1 

Partner 2 

œ. 

‰ 

j œ œ 

œ 

j 


where all live free. 

lib - er - ty! 

I see a fu - ture 

& b 4 

& b 4 

1/9 

Moderately (q = 96) 

& b œ œ œ Œ 

Œ 

Œ 

mer - i - ca; 

& b œ œ œ œ œ œ 

4 

& b 

& b 

7 

& b 

& b 

10 

gift to be free, ’tis the 


∑ 

∑ 

America for Me 

(with America, the Beautiful) 

œ. 

J œ œ 

œ 

bœ 

nœ 

œ 


œ 

œ 

I see a land of 

- mer - i - ca! A - mer - i - ca! God 


SIMPLE GIFTS 

Traditional Shaker Hymn 

Ó Œ œ œ 

∑ 

There’s a 

œ œ œ œ 

there for all to 

œ œ œ œ 

gift to come down 

shine like a sign show - ing ev - ’ry one that 


œ 

œ. 

‰ 

j 

œ œ œ 

J œ œ œ œ Œ 

bright as the sun. 

3 3 times 

Sing 1st & 3rd times 

. 

. 




light burn - ing bright called A- 



gift to be sim-ple, ’tis the 

. ˙ œ œ 

see. It can 


where we ought to be, and 

when we find our - selves in the place just right, ’twill be in the val - ley of 

˙ 

free. 

Ó 

œ œ œ ˙ 

love 

reproducible singer pages 

There’s a Light 

œ œ œ œ 

œ œ œ œ 

11 


Let us give thanks for 

˙ œ. 

œ œ œ œ 

we can all live 


and de - light. When true sim - pli - ci - ty is gained, to 

j 

œ 

œ œ ˙ 

sim - ple gifts. 


j 

œ 

America for Me (cont.) 

& b b œ œ œ œ ˙. 

œ œ. 

j œ œ œ 

shed His grace on thee. 

And crown thy good with 

& b b ‰ j œ œ œ œ œ ‰ œ œ œ œ Œ ‰ J J œ œ œ œ œ 

13 

I see a peo - ple 

liv - ing as one. 

Look in my heart and 

& b b 

1 

œ. 

j œ œ œ œ œ œ 

œ ˙ Ó . 

broth - er - hood, from sea to shin - ing sea. 

& b b ‰ œ œ 

J œ œ œ 

∑ 

∑ . 

16 

you ought to see A 

& b b 

2 

∑ Ó Œ œ . 

O 

& b b œ œ œ œ ˙ Ó . 

19 

Partner 1 

Partner 2 

# 

& 

# 

& 

7 

# 

& 

mer - i - ca for me! 

mer - i - 

# 

& 

4 

# 4 

& 

Lively (q = 160) 


That’s what it’s all a 

Œ œ œ . 

3 

(q q = q e ) 

4 

4 

j 

# œ 

down by the 

# 

& œ œ œ œ œ œ Œ 

10 

13 

# 

& 

# 

& 

13 

- 

˙ 

5 

. 

. 

- 

bout! 

œ n œ 

J 

3 

˙ 

sea 

˙ 

2 times 

Sing both times 

Sing 2nd time only 

˙ 

to 

˙ 

œ ¿ ¿ ‰ j œ 

Hey, (clap, clap) 

œ 

˙ 

˙ 

˙ 

shin - ing 

˙ 

ca 

˙ 

for 

w 

sea. 

w 

me! 

˙ Ó 

˙ Ó 


Patriotic Arranged Partners by TOM - Teacher ANDERSON Edition 37 

œ 

lay down my 

riv - er - side, 

œ 

Œ 

j 

œ œ Œ 

lit - tle love -’ll do ya! Turn hate in - side 

j 

œ 

n œ 

j 

œ œ Œ 

œ œ œ œ 

Œ œ œ . 

j 

# œ 

a 


lit - tle love -’ll do ya! 

j 

œ 

œ 

sword and 

œ œ Œ 

J 

shield 

œ ¿ ¿ ‰ j œ 

Hey (clap, clap) a 

Œ œ œ . 

j 

# œ 

down by the 

riv - er - side, 

down by the riv - er - side. Gon - na 

œ ¿ ¿ ‰ j œ 

Hey, (clap, clap) 

œ 

˙ 

2/10 

œ 

lay down my 

a 

Give Love 

(with Down by the Riverside) 


. ˙ 

out! 

œ 

J 

n œ 

j 

œ 

Œ 

j 

œ ‰ œ # œ 

lit - tle love - ’ll do ya! What’s all the fight - ing 

j 

œ 

œ 

sword and 

œ œ Œ 

J 

shield 


Œ œ œ . 

j 

# œ 

down by the 








25 

Patriotic Partners - Teacher Edition 51

Collections: Rhythm Read & Play for Christmas 

1/11 

Gr. 1-5 

Rhythm Read & Play for Christmas 

MORE Activities for 

Classroom Instruments 

Arranged by Tom Anderson 

Add a holiday touch to your rhythm reading with 

easy-to-follow, reproducible read and play 

parts to accompany familiar favorites! More advanced 

readers play from musical notation, and 

beginning readers follow instrument pictures. 

For added value, an ENHANCED CD is included 

with numerous learning and performing options: 

use the demonstration tracks when learning the parts, or the fullyorchestrated 

accompaniment tracks when you are ready to perform, and 

the PDFs of all parts for overhead projection! In addition, there are teaching 

objectives linked to the National Standards for each song. Perfect for classroom 

or stage, this festive collection of 10 songs will provide percussion 

fun throughout the holiday season. Songs include: Rockin’ Jingle Bells, The 

Twelve Days of Christmas, I Heard the Carol of the Bells, We Wish You a Merry 

Christmas, O Come Little Children and Deck the Hall, Up on the Housetop 

with Old St. Nick, March of the Toys, O Christmas Tree on a Silent Night, Go 

Tell It on the Mountain, Russian Dance (from The Nutcracker). 

09971447 Book/Enhanced CD (with reproducible pages) .................................................. $29.99 

INSTRUMENTS USED: 

Rhythm Sticks, Jingle Bells 

Rockin’ Jingle Bells 

J. PIERPONT 


2 

3 

4 

5 

6 

7 

8 

reproducible pages 

o Christmas tree on a Silent night 

8/18 



Tambourine and Triangle 


Œ = Sh 


Tambourine tambourine and Triangle triangle (4 measures introduction) 


1 

4 3 

O CHRISTMAS TREE 

4 3 



1 

Œ œ œ Œ œ 

1 œ œ Œ œ œ Œ 

Œ œ Œ Œ Œ 

3 

œ Œ 

Œœ Œ œ œ 

F 1 2 3 

œ œ Œ 

Œ 

œ 

1 2 3 1 2 3œ 

1 2 3 

3 3 1 1 22 33 1 1 2 23 

31 2 1 3 2 1 32 3 1 2 3 

F 

Œ 

2 œ Œ œ Œ œ Œ 

Œ œŒ 

Œ œ 

2 œ Œ œ œ Œ Œ œ Œ œ œ Œ Œ 

3 œ 

3 œ œ Œ 

Œ œ Œ 

œ Œ Œ 

Œ œ Œ 

Œ œ œ 

œ œ Œ œ Œ Œ 

Œ 

4 

Œ œ Œ œ œ Œ Œ œ Œ œ œ Œ4 

Œ 

œ Œ Œ Œ Œ 

œ Œ ŒŒ 

1 2 3 1 2 3 1 2 3 1 2 3 

1 2 2 3 3 1 1 2 32 13 2 1 3 2 1 32 3 1 2 3 

1 2 3 1 2 3 1 2 3 1 2 3 

1 2 2 3 3 1 1 2 32 13 2 1 3 2 1 32 3 1 2 3 

W 

4 œ Œ œ 

1 2 3 

œ1 Œ2 œ3 

1 2 3 1 2 3 1 – 2 – 3 A 

2 – 2 – 3 I 

1 2 2 3 31 2 1 3 21 2 3 3 11 2 2 3 3 1 – 12 – 3 2 3 – 3 2 – 3 T 

2 – 2 – 3 4 – 2 – 3 

SILENT NIGHT - Joseph 

SILENT 

Mohr 

NIGHT 

and Franz Gruber 

3 – 2 – 3 

Joseph Mohr and Franz Gruber 

4 – 2 – 3 

SILENT NIGHT 

Joseph Mohr 

5 

and Franz Gruber 

˙. 

˙. ˙. ˙. ˙ œ ˙. 

5 . 

1˙ 

2 3 ˙. f 1 2 3 

1 2 ˙. 1 2 3 

3 1 2 ˙. 1 2 3 

3 1 ˙ 

1 2 

2 3œ 

3 

1 ˙. 1 2 3 1 2 3 

2 3 1 2 3 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 

f 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 

(let ring) 

7 ˙ œ ˙. ˙ œ ˙. ˙. (let ring) ˙. let 

˙. ring Œ 

Œ 

ŒŒ 

˙. 1 2˙3 

œ1 2˙. 

3 1 2˙. 

3 1 

˙. 2 3 1 

˙. 2 3 1 Œ2 3Œ Œ1 2 3 1 2 3 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 2 3 1 2 3 1 2 3 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 

6 ˙ œ 

7 ˙ œ 

6 ˙ œ 

˙. ˙ 

˙. 

œ 

˙ 

˙. 

œ 

˙ 

˙. 

œ 

˙ 

˙. 

Œ ŒU 

U 

œ 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 rit. 1 2 3 1 2 3 

1 3 2 3 1 2 3 1 2 2 3 1 2 3 1 2 3 

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 rit. 

The original purchaser of this book has permission to reproduce this song for educational 1use in 2 one 3school 1only. 2Any other 3 use is strictly prohibited. 

8 ˙ œ 

8 ˙ œ 

˙. ˙. 

˙. 

˙. 

˙. ˙. 

Œ Œ Œ 

Œ 

Œ 

Œ Œ Œ Œ 

Œ Œ Œ Œ Œ U Œ Œ 

œ 

œ Œ 

Œ Œ 

œ Œ 

Œ Œ 

4 

Œ Œ 

œ 

˙. 

Œ Œ Œ Œ Œ Œ 

graphic of 

1 set 

rhythm sticks 


1 

(play 4 times) 

4 . œ Œ œ Œ Œ œ œ Œ œ Œ œ Œ Œ œ œ Œ . 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

The original purchaser of this book has permission to 

Copyright 

reproduce 

© 2010 

this 

by 

song 

HAL 

for 

LEONARD 

educational 

CORPORATION 

use in one school only. Any other use is strictly prohibited. 

The original purchaser of this book has permission to reproduce this song for International educational Copyright use in one Secured school All only. Rights Any Reserved other use is strictly prohibited. 

Copyright © 2010 by HAL Copyright LEONARD © 2010 CORPORATION 

by HAL LEONARD CORPORATION 

International Copyright International Secured All Copyright Rights Reserved Secured All Rights Reserved 


1/11 


Rhythm Sticks, Jingle Bells Œ = Sh 

Rockin’ Jingle Bells 

17 

J. PIERPONT 


Rhythm Sticks Jingle Bells 



graphic of 

jingle bells 

2 


. œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ . 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

1 


graphic of 

1 set 

rhythm sticks 

. . 

Œ 

1 


4 . œ Œ œ Œ Œ œ œ Œ œ Œ œ Œ Œ œ œ Œ . 

Œ 

Œ 

1 2 3 4 

Œ 

1 2 3 4 

1 2 3 4 

1 2 3 4 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

Œ 

Œ 

Œ 

. Œ . 

rhythm sticks 

jingle bells 

3 


. 

. 

œ Œ œ Œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Œ œ œ Œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 







œ Œ œ Œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Œ œ œ Œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

(do not 

play last 

time) 


. 

. 

2 

3 



graphic of 2 

jingle . bells . . . 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 


. . 

Œ 

rhythm sticks 

jingle . bells . 

3 

. œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ . 


. 

. 

œŒ 

Œ Œœ Œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Œ œŒ 

œ Œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Œ œ Œ œŒ 

ŒŒ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Œ œ œ Œ 

. . 

( ) 

1 2 3 4 

. . 

œ œ œ œ 

1 2 3 4 

(do not 

play last 

(do time) not 

play last 

time) 


. 

. 

26 



The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other use is strictly prohibited.

6/16 

up on the housetop with old St. nick 


Hand Drum, Maracas, Rhythm Sticks 


UP ON THE HOUSETOP 

B.R. Handy 

4 

1 . ˙ ˙ œ œ œ Œ ˙ ˙ œ œ œ Œ . 

F 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

2 œ œ œ œ 

F 1 2 3 4 

3 

4 

Maracas 

œ œ œ œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Rhythm Sticks 

œ œ œ Œ 

1 2 3 4 

JOLLY OLD ST. NICHOLAS 


œ œ œ œ 

1 2 3 4 

Maracas 

œ œ œ œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

. œ œ œ œ ˙ ˙ œ œ œ œ ˙ ˙ . 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

5 œ œ œ œ 

f 1 2 3 4 

Maracas 

6 œ œ œ œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Rhythm Sticks 

œ œ œ Œ 

f 1 2 3 4 

6/16 




Hand INSTRUMENTS Drum, Maracas, USED: Rhythm INSTRUMENTS USED: Sticks USED: 

Arranged by by TOM TOM Arranged ANDERSON 

by TOM ANDERSON 

Hand Hand Drum, Drum, Maracas, Maracas, Hand Rhythm Rhythm Drum, Sticks Maracas, Sticks Rhythm Sticks 


(4 measures (4 measures introduction) 



B.R. UP UP Handy ON ON THE THE HOUSETOP 


B.R. B.R. Handy Handy B.R. Handy 

œ œ œ œ 

1 2 3 4 

œ œ œ œ 

1 2 3 4 

Maracas 

œ œ œ œ 

1 2 3 4 

up on the housetop with old St. nick 

4 1 4 4 

1 . ˙ 4 

1 ˙ 

. ˙ ˙ œ Œ œ ˙œ œ ˙Œ 

˙ 

˙ œ . Œ œ . 

˙ ˙ œ œ œ Œ ˙ ˙ œ œ œ Œ 

1 . ˙ ˙ œ œ œ Œ ˙ ˙ œ œ œ Œ . œ œ Œ 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

. 

F. F1 1. 

2 23 34 

F4 

1 1 2 2 3 3 4 4 

1 

Œ1 2 2 3 3 4 4 

1 1 2 2 3 34 

Œ 

4 

1 

1 2 

. 

3 4 

. 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

2 

2 

œ 

2 2 œ œœ œœ œœ 

œ 

œœ œœ œœ œœ 

œ 


œ 


œ 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

œ œ œ œ 

2 FF 

1 1 2 2 3 3 4F4 

1 1 21 2 32 3 43 4 4 1 1 21 2 32 3 43 4 4 1 1 21 2 32 3 43 4 4 1 2 3 4 

Maracas 1 2 3 Rhythm 4 Sticks 1 2 Maracas 3 4 1 2 3 4 1 2 3 4 

Maracas Maracas Maracas Rhythm Rhythm Sticks Sticks Rhythm Maracas Maracas Sticks Maracas 

3 

3œ œ œ œ3 

œ 

œ œ œ Œ 

3 œ œ œ œ œ œ œ œŒ 

Œ 

œœ œŒœ œœ Œ 

œœ 

œ 


œ 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

œ œ œ œ 

1 1 2 2 3 3 4 4 1 1 21 2 32 3 43 4 4 1 1 21 2 32 3 43 4 4 1 1 21 2 32 3 43 4 4 1 2 3 4 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

JOLLY OLD ST. NICHOLAS 

JOLLY JOLLY OLD OLD ST. ST. NICHOLAS JOLLY (play 4 times) 

OLD ST. NICHOLAS 

(play (play 4 times) 4 times) (play 4 times) 

4 . 

4 

œ. œ . 

4 . œ œ œ œ œ 

4 

œ œ˙ 

œ˙ 

˙œ ˙ 

œ˙ 

˙œ 

œ 

˙œ œ œ œ ˙œ œ 

œ œ˙ 

œ˙ 

˙œ ˙ 

œ˙ 

˙œ 

. ˙. 

1. 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

˙ 

1 1 2 . 

4 

2 3 3 4 4 11 12 2 23 3 34 

4 4 11 12 2 23 3 34 

4 4 11 12 2 2 3 3 4 4 . . 

1 2 3 4 

. . 

5 œ 

5 œ œ œ5 œ 



œ œ œ œ 

5 

f œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ 

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 

œ œ œ œ 

5 f 1f 

1 2 2 3 3 4 

f4 

1 1 21 2 32 3 43 4 4 1 1 21 2 32 3 43 4 4 1 1 21 2 32 3 43 4 4 1 2 3 4 

Maracas1 2 3 4 Rhythm 1 2Sticks3 4 1Maracas 

2 3 4 1 2 3 4 

Maracas Maracas Maracas Rhythm Rhythm Sticks Sticks Rhythm 

Maracas 

Sticks Maracas Maracas 

6 œ 

6 œœ œœ 6œœ 

œ 


6 œ œ œ œ œ Œ 

œ œ œ œŒœ œœ 

œ 

f œ œ œ Œ œ Œœ œ œ œ œ œ 

f f f 

1 2 3 4 1 2 3 4 1 2 3 4 

1 1 2 2 3 3 14 

4 2 1 13 2 24 

3 3 14 

4 2 1 13 2 24 

3 3 14 

4 2 3 4 

1 2 3 4 1 2 3 4 1 2 3 4 

Maracas 

All Instruments 

7 œ œ œ œ œ œ œ œ œ œ œ œ œ 

cresc. 

1 2 3 4 1 2 3 4 1 2 3 4 

ƒ > > œ > œ Œ 

Maracas 

All Instruments 

Maracas Maracas Maracas 

All All Instruments 

7 œ 

7 

cresc. 

1 2 3 4 

1 2 3 4 1 2 3 4 1 2 3 4 

ƒ > œ > œ > œ Œ 

7 

œ œ œ œœ œ œ œ œœ œ œ œ œ œ All 

cresc. 

1 2 3 4 1 2 3 4 1 2 3 4 

ƒ > œ Œ 

cresc. 

1 2 3 4 1 2 3 4 1 2 3 4 

ƒ > œ Instruments 

> > œ Œ 

7 œ œ œ œ œ œ œ œ œ œ œ œ 

cresc. 

1 2 3 4 

1 2 3 4 1 2 3 4 1 2 3 4 

ƒ > œ > œ > œ Œ Œ 

7 

1 1 2 2 3 3 4 4 1 2 3 4 

The original purchaser of this book has 1 permission 2 to reproduce 3 this 4 song 1for educational 2 use 3in one school 4 only. 1 Any other 2 use is 3strictly prohibited. 4 1 2 3 4 

The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other use is strictly prohibited. The original The original purchaser purchaser of this of The 

book this original book has permission has purchaser permission to 

of 

reproduce 

this to reproduce book 

this 

has 

song this permission song for educational for to educational reproduce 

use in 

this use one 

song in school one for school educational 

only. only. Any other Any use other in 

use 

one 

is use school is strictly only. 

prohibited. 


prohibited. Any other use is strictly prohibited. 

The original purchaser of this book has permission to Copyright reproduce © 2010 this by song HAL for LEONARD educational CORPORATION 

use in one school only. Any other use is strictly prohibited. 

International Copyright Copyright © Copyright 2010 © 2010 by HAL Secured by HAL LEONARD All LEONARD Rights CORPORATION 

Reserved 


The original purchaser of this book has permission to Copyright reproduce © 

CORPORATION 

International 

2010 this by song HAL for LEONARD educational CORPORATION 

International Copyright Copyright Secured Secured All Rights use in one school only. Any other use is strictly prohibited. 

International 

All Rights Reserved 

Copyright 

Reserved 

Secured All Rights Reserved 




2/12 

the twelve Days of Christmas 



10/20 

Russian Dance 




(from the nutcracker) 

Finger Cymbals, Hand Drum, Maracas, 


Woodblock, Triangle, Vibraslap, Rhythm Sticks, 

Tambourine, Triangle, Hand Drum 

Tambourine, Cabasa, Flexatone, Güiro, Bongos 



On the (first) day of Christmas, my true love gave/sent to me… 

On the (first) day a of partridge Christmas, in a my pear true tree. love gave to me ... 

a partridge in a pear tree. 

FiRSt Day 

let ring 

4 

˙ Œ Œ 

partridge in a pear tree 

SeConD Day 

4 

˙ 

˙ 

2 turtle doves 

Seventh Day 

4 3 œ œ œ œ œ œ 

7 swans a-swimming 

eighth Day 

4 3 œ œ œ œ œ 

8 maids a-milking 

1 

4 2 . . 

f œ Œ Œ Œ œ Œ Œ Œ œ œ œ œ œ œ œ œ 

1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 

13 

(play 2nd 

time only) 

(let ring) 

. Œ Œ ˙ Œ Œ œ œ œ œ œ œ œ œ . 

f 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 

Œ Œ 

Œ Œ Œ 

Œ Œ Œ Œ j 

œ Œ Œ ‰ œ œ J Œ Œ ‰ œ œ J ‰ œ œ J ‰ œ J 

2 ˙ 

3 

1 2 

1 2 

1 2 

1 2 

Peter Ilyich Tchaikovsky 


1 2 

1 2 

thiRD Day 

4 3 œ œ œ 

3 French hens 

FouRth Day 

4 3 œ œ œ œ 

4 calling birds 

C 

FiFth Day 

w@ 

(circle beater 

inside triangle) 

5 golden rings 

Sixth Day 

4 3 ˙. 

6 geese a-laying 


enDing 



nineth Day 

4 3 œ œ œ œ œ 

9 ladies dancing 

tenth Day 

4 3 ˙. 

10 lords a-leaping 

eleventh Day 

4 3 œ œ œ œ œ 

11 pipers piping 

twelFth Day 

4 3 œ œ œ œ œ 

12 drummers drumming 

Cymbals 

let ring 

4 

˙ Œ Œ 

partridge in a pear tree 

ALL 

Œ Œ Œ œ 


4 œ œ œ œ œ œ œ 

1 2 

œ œ 

5 

Œ Œ 

7 

1 2 

6 œ œ 

. 

. 

. 

1 2 

1 2 

œ œ 

Œ Œ 

1 2 

œ œ 

1 2 

œ œ 

Œ Œ 

1 2 

œ œ 

1 2 

1 2 1 2 

1 2 

1 2 



The original purchaser of this book has permission to International reproduce this Copyright song for Secured educational All Rights use in Reserved one school only. Any other use is strictly prohibited. 




œ 

œ 

Œ 

1 2 

œœœ 

œœœ 

1 2 

œ œ 

1 2 

œ 

Œ 

œ 

Œ 

1 2 

œ 

œ 

Œ 

1 2 

œ œ 

accel. 

1 2 

(shake tambourine and circle beater in middle of triangle) 


˙@ 

cresc. 

˙@ 

Œ 

cresc. 

Œ 

˙@ 

˙@ 

Œ 

Œ 

. 

. 

. 

˙@ 

˙@ 

Œ 

œ 

œ œ 

Œ Œ 

1 2 

œ œ 

1 2 

Œ 

œ 

Œ 

1 2 

œ 

œ 

Œ 

1 2 

œ œ 

1 2 

ƒ 

œ 

Œ 

œ 

Œ 

1 2 

ƒ 

‰ j 

ƒ 

œ œ 

Œ Œ 

1 2 

œ œ 

1 2 

œ œ œ 

œ 

œ 

œ œ 

27

Collections: Say Hello Wherever You Go 

Gr. K-2 

Say Hello Wherever You Go 

Music Strategies, Songs and Activities 

for Grades K-2 

John Jacobson/Janet Day 

Learn across the curriculum with music! This 

snappy collection of 18 learning songs and activities 

comes from the pages of Music Express 

magazine, and gives young students in the primary 

grades the opportunity to add and subtract, 

spell, tell time, learn the months and seasons of 

the year, work with rhyming words, learn about 

health and safety, and so much more. The possibilities are endless! Create 

an atmosphere of fun, adventure and creativity, and watch the music and 

learning happen. This all-in-one collection offers reproducible songsheets 

with melodies, chord symbols and choreography, effective standards-based 

lesson plans, and an ENHANCED CD with audio tracks for sing-along and 

performance, and songsheet PDFs for projection options. Songs include: 

Add and Subtract, Choo Choo Cha Ching, The Dinosaur Walk, High Low, My 

Friends Are All Around, Safety First, Seasons ’Round and ’Round, The Spelling 

Bee, We Can-Can Be Healthy Kids, and more! 

09971397 Book/Enhanced CD (with reproducible pages) .................................................. $19.99 

& œ 

5 


Sea Chantey (q. = 108) 

C 

F 

6FComical 

& 8 œ . œ. 

Sing 

j 

œ 

œ 

high, 

œ 

J 

Notes are high and 

& œ 

9 

C 

When 

& œ 

j 

œ œ. 

they’re high, 

j 

œ 

13 When they’re in the 

œ 

J œ 

F 

œ 

œ . œ. 

sing 

j 

œ 

œ 

low. 

j 

œ 

notes are low and 

F 

œ 

j 

œ œ. 

reach up high. 

F 

œ 

j 

œ œ. 

mid - dle, just 

G 

œ 

G 

œ. 

Let’s 

j 

œ 

œ. 

play 

œ 

j 

œ 

some are in the 

G 

œ 

When 

G 

œ 

j 

œ 

œ. 

they’re low, 

j 

œ 

œ 

j 

œ 

clap your hands and 

C 

C 

œ . œ. 

High 

Low. 

G7 

j 

œ œ Œ. 

mid - dle. 

œ 

reach 

C 

j 

œ 

œ 

gig - gle! 

j 

œ œ. 

down low. 

(3rd time) 

Fine 

& . ∑ ∑ ∑ ∑ . . 

17 

reproducible songsheets 

5/24 

Students listen to examples 

High Low 

Students respond 

*If playing live, teacher or student leader provides high/low/middle samples. 

Recording has five examples in each verse. 

Repeat as desired* 


and JANET DAY 

G7 

˙˙˙ 

. 

Œ. 

˙˙˙ 

. 

(repeat back 

to beginning 

2 times) 

6/25 

It’s Rhyme Time 

28 

& # 

D7 

œ. 

5 


& # Cha-Cha (q = c. 120) 

4 D7 

œ. 

j œ œ 

œ 

It’s 

j œ œ 

œ 

rhyme time, it’s 

œ 


Leader: 

D7 

& # . ¿ Œ Ó 

9 

Bat! 

Can! 

G 

œ. 

G 

œ. 

j œ œ 

œ 


j œ œ 

œ 

rhyme time, so 

Group: 

G 

¿ Œ Ó 

Cat! 

Fan! 

(continue) 

D7 

D7 

¿ Œ Ó 

Rat! 

Pan! 

D7 


G 


time for you to rhyme yours with mine. It’s 


give me a word and I’ll 

G 

¿ Œ Ó 

Mat! 

Ran! 

G 

œ Œ Ó 

rhyme! 

D7 

¿ Œ Ó 

Hat! 

Van! 

& # G 

D7 

G 

D7 

G 

¿ Œ Ó ¿ Œ Ó ¿ Œ Ó 

œ œ œ œ œ œ œ œ Œ Ó . 

14 

Pat! 

Man! 

Sat! 

Tan! 

Fat! 

Dan! 

Let’s 

It’s 

try 

a 



to rhyme 

good time 

Words and Music by JANET DAY 

one 

for 

more 

a 

time! 

rhyme! 


More Rhyming Words 

dog pop pay bell sing 

log cop day tell ring 

fog bop say fell wing 

jog top nay shell king 

hog mop hay sell swing 

bog drop ray spell thing 

frog flop play yell bring 

cog crop bay well spring 

Say Hello WHerever you Go 15 


2 measures introductioin 

3 

Gallop rhythm (q = 108)(q q = q e ) 

C 

& 4 4 

j œ 

My 




friends are all a - round me and I’m 


3 

Dm Dm7(b 5) G7 

each and 

& œ œ œ œ œ 

6 

ev - ery - one will clap their 

‰ j œ 

clap its rhy-thm, too. So 

straight rhythm here 

ala Hip-Hop 

& ‹ ‹ ‹ Œ 

9 

Say your name. 

& ‹ ‹ ‹ ‰ 

13 

‹ 

J 

C G7 C 

œ œ œ 

name 

to - day! 

Teacher points 

to first child 

Dm Dm7(b 5) 


Œ 

œ œ œ 

let’s get start- ed here, we have so 

‹ ‹ Ó 

[Li - am] 

‹ ‹ Ó 

Say your name. [Sa - man - tha] 

& ‹ ‹ ‹ Œ 

17 

Say 

your name. 

& ‹ ‹ ‹ Œ 

21 

Say 

your name. 

‹ ‹ ‹ Ó 

[Jon - a-than] 

‹ ‹ ‹ ‹ Ó 

A - lex - an-dra 


Say Hello WHerever and JANET you Go DAY 13 


‰ j œ 

ve - ry glad to say, that 

‹ ‹ ‹ Œ 

Clap your name. 

‹ ‹ ‹ ‰ 


First you say your name and then you 

G7 

C 


ve - ry much to 

‹ 

J 

Clap your name. X 

‹ ‹ ‹ Œ 

Clap 

your name. 

‹ ‹ ‹ Œ 

Clap 

your name. 

do! 

‹ ‹ Ó 

X 

X 

‹ ‹ Ó 

X 

X 

‹ ‹ ‹ Ó 

X X X 

‹ ‹ ‹ ‹ Ó 

X X X X 

& ‹ ‹ ‹ . ‹ ‹ ‹ 

. 

œ œ œ œ œ œ œ œ œ œ œ œ Œ 

25 

9/27 

Let’s hear it for our friends! 

* On recording, song is sung 2 times. 

My Friends Are All Around 

back to swing rhythm 

Dm 

Fm/D 

Hip hip hip hoo-ray, all my friends are here to - day! 

G7 

Repeat as needed to 

include all students* 

C 


Copyright © 2007 by HAL LEONARD CORPORATION


Lesson Plan by Judy Herrington and Connie Schmidt 

LEARNING THROUGH 

music 

Whether at the beginning of the school term or 

throughout the year, greet your students in several 

languages with this bright, happy tune. 

LESSON GOALS 

• Learn “hello” greetings in many languages 

• Recognize like and unlike phrases 

• Experience echo-singing as the echo and as 

the leader 

• Learn names of students and classmates 

This lesson addresses National Standards for 

Arts Education, Music Grades K-4: 1a, 1b, 1e, 

2a, 2d, 6a. 

MATERIALS 

• CD track 13 (with vocals); 

track 31 (accompaniment) 

• CD player 

• Song chart or overhead projection of 

melody and words 

• Visual of music for each student 

• Variety of hand percussion instruments 

START 

Introduce the song with one of two teaching 

strategy options: 

Teaching Strategy: Option 1 

1. It can be a valuable challenge for young 

singers to read and work from a score. 

Use either a song chart, overhead projection, 

or a copy of the song for each student. ASK 

Can you clap two times whenever I sing 

“Hello”? Give singers a moment to look 

ahead to find where “hello” comes in the 

score. Sing the song; students clap two beats 

for “hello” each time it occurs. Stop at the 

end of m.13. 

2. ASK Can you pat the rhythm of “I want to 

say” on your knees? (patschen) Repeat above 

process; sing the song using patschen (“I want 

to say”) and clapping (“hello”). Usually, students 

are singing the melody by this time. 

26 Say Hello WHerever you Go 

% 

& C 

(D) 

Verse C 

& . œ œ œ œ 

5 

When I go out 

Play - ing on the 

Verses 3 & 4 see below 

(D) 

C 

& œ œ œ œ 

9 

nev - 

feet 

& ˙ 

er 

go 

(G) 

F Refrain 

˙ 

13 Safe - ty 

& œ œ œ œ 

talk 

first 

to 

on 

˙ 

first! 

18 fun if we put safe - ty 

& œ 

(D) 

C 

˙ 

25 We’ll live long and 

30 

(D/A) 

C/G 

(E9) 

D9 

œ 

#œ 

Standard-Based Lesson Plans 

12/30 

Country 2-beat (h = 120) 

C 

œ œ œ œ 

œ 

œ 

œ œ œ 

(A7) 

G7 

œ 

nœ 

(D) 

C 

˙ 

(Bm) 

Am 

œ 

œ 

œ 

rid - ing, 

swing - set, 

Œ 

œ œ œ œ 

strang - ers, 

down the 

Ó 

(D7) 

C7 

˙ 

first! 

I 

slide, 

Ó 

(4th time) 

To Coda 

œ œ œ 

hap - py if we 

& Œ Œ œ Œ Œ 

œ 

. 

œ ˙ 

fi CODA 

D/A 

& # # 

˙ 

36 

all 

˙ 

put 

A7 

˙ 

˙ 

safe - ty 

(D) 

C 

˙ 

Teaching Strategy: Option 2 

1. Establish the beat by lightly tapping knees; 

invite students to tap with you and to echo you 

as you speak the words in rhythm (mm. 5-14). 

Teacher: “I want to say Hello wherever I go.” 

Students echo: “ I want to say Hello wherever 

I go.” 

2. Repeat the process with students echo-singing 

each phrase. 

DEVELOP 

1. Using the song chart or overhead projection, 

identify the sections of “Say Hello Wherever 

You Go.” ASK Do you notice what happens to 

the melody each time you sing the words “I 

want to say Hello”? (The phrases are alike.) 

2. Teach the rest of the song (mm. 14 to end). 

Identify “Leader” and “Echo” parts. Explain 

1st and 2nd endings and repeat signs. Sing 

the song assuming the role of leader in 

mm.14-21 as students echo you. Repeat the 

song, only this time, invite the class to sing 

the leader’s part as you sing the echo. 

EXTENDED ACTIVITIES 

• Explore language possibilities. Ask students to 

discover the “hello” greeting from their 

family’s country of origin. Use the various 

greetings in the song. 

• Play a Name Game. The formation is a seated 

circle. Establish a steady beat (patschen). 

The first student says, “My name is Sarah.” 

The class replies, “Hola, Sarah.” Continue 

around the circle as each student says his/her 

name and is greeted by the class. For a final 

challenge, have the class speak, in order, the 

names of all students in the circle while using 

a patsch-clap ostinato, e.g. Hola, Sarah. Hola, 

Miguel. Hola, Nick. etc. Change to a different 

body percussion ostinato the next day. 

• Vary the game in the following ways: 

(1) Use a different language. (2) After greeting 

everyone in the circle, have students change 

places. Can the class remember everyone’s 

name in the reconfigured circle? 

Safety First! 

2 

C 

first! 

D 

w 

w 

D9 

Œ œ œ 

#œ 

just 

a 

œ 

my 

I 

Œ 


G7 

C and JANET DAY 

œ 

œ n 

œ œ œ œ 

hel - met’s on 

nev - er stand, 

(A7) 

G7 

œ œ œ œ 

walk a - 

per - fect 

˙ 

Safe - ty 

(G) 

F 

fi 

first! 

˙ 

˙ 

Safe - ty 

(A7/C#) 

G7/B 

œ œ œ œ 

all put safe - ty 

œ 

œ 

œ 

œ 

w 

w 

˙ 

first! 

Œ 

Œ 

my 

I 

way in - 

safe - ty 

˙ 

first! 

Ó 

1, 3 

(D) 

C 

˙ 

first! 

Ó 

(D) 

C 

˙ 

œ 

œ 

(A7) 

G 

˙ 

head. 

sit. 

(D7) 

C7 

˙ 

stead. 

fit. 

(G) 

F 

Œ 

œ 

Œ 

Ó 

Œ 

œ 

I 

My 

œ œ œ œ 

We’ll have lots of 

˙ 

Safe - ty 

Bb 9 A7 G/B 

œ 

# # 

œ Œ œ Œ 

œ 

œ 

œ œ 

# œ Œ nœ 

(new key) 

3. Crossing streets, I’m careful; I play nice on recess. 

I memorize my phone number and know my home address. 

Refrain 

4. Always wear a seatbelt when riding in a car 

and never, ever swim alone, no matter who you are! 

Refrain to Coda 

œ 

˙ 

first! 

œ 

Œ 

Ó 

œ 

D.S. al Coda 

A7/C# (with repeat) 

œ 

œ Œ Ó 




E9 

A7 

Œ 

œ 

œ 

Œ 

œ 

œ 


D 

Œ 

4 

8 

& 

& 

C 

œ 

Dm/F 

j 

œ 

3 

Medium Swing (q = 136) (q q = q e ) 

C 

C/E 

& 4 œ 

J 

œ œ . 

œ 

œ œ œ œ 

G7 

F 

C C/E 

Œ ‰ œ 

J œ œ œ œ œ œ 

F 

F/A 


F 

F/A 


C/G C/E Dm/F G/D 

œ œ œ œ 

C C/E 

œ œ œ œ 

I want to say Hel - lo wher - ev - er I go. I want to say Hel - lo to 

G 

j 


C C/E 

œ œ œ œ 

F 

F/A 


you and you. I want to say Hel - lo wher - ev - er I go. So when I get 

& Œ œ œ 

12 

13/31 

Dm 

& 

œ 

F 

Leader 

œ 

C/G 

j 

œ 

œ 

I’ll know what to 

Œ 

Echo 

œ 

œ 

Œ 

j 

œ 

do; 

œ 

C 

G/E 

All 

œ œ œ œ 

œ 

and I’ll say, 

Am 

16 

Ho - la, (Ho - la), then you’ll see 

Ciao, (Ciao), 

Ni - hao, (Ni - hao), 

Bon - jour, (Bon - jour), 

C/E 

Leader 

Echo 

˙ 

F 

Leader 

œ 

œ 

Œ 

Echo 

œ 

Ho - la, (Ho - la), 

Ciao, (Ciao), 

Ni - hao, (Ni - hao), 

Bon - jour, (Bon - jour), 

G/B 

Œ 

C 

œ œ œ 

that they’ll say, 

œ 

Œ 

œ 

G7/B 

œ œ ‹ 

C/E 

Leader 

œ 

Œ 

to 

Shout name 

of country 

Œ 

Mexico, 

Italy 

China 

France 

Echo 

œ 

Ho - la, (Ho - la), 

Ciao, (Ciao), 

Ni - hao, 

Bon - jour, 

(Ni - hao), 

(Bon - jour), 

F 

Leader 

œ 

œ 

Ho - 

Ciao, 

Ni - 

Bon - 

Œ 

la, 

hao, 

jour, 

Echo 

œ 

(Ho - 

(Ciao), 

(Ni - 

(Bon - 

œ 

Œ 

œ 

Œ 

la), 

hao), 

jour), 

& œ œ 

œ œ 

œ œ 

œ œ Œ œ 

Œ ‰ 

œ œ 

J . 

œ 

œ œ œ 

Œ 

Œ 

F 

Leader 

Echo 

20 

Ho - la, (Ho - la), Ho - la, (Ho - la), 

Ciao, (Ciao), Ciao, (Ciao), 

Ni - hao, (Ni - hao), Ni - hao, (Ni - hao), 

Bon - jour, (Bon - jour), Bon - jour, (Bon - jour), 

4 

C 

& 

œ 


C/E 

œ œ œ 

F 

Œ 

F/A 


Œ 

G7 C/G G 

All 

right back 

to 

C/G C/E Dm/F G/D 

œ œ œ œ 


and JANET DAY 

24 

me! 



The International Copyright Spelling Secured All Rights Reserved Bee 

16/34 


& 

3 

& 

5 

& 

7 

& 

9 

& 

11 

& 

13 

& 

17 


Easy walking tempo (q = ca. 92) (straight eighths) 

Leader: C 

F6 

& 4 4 . 

œ 

œ. 

œ œ œ œ 

Here comes the spell - ing bee, 

F6 

œ œ. 


Here comes the spell - ing bee, let’s 

Students: 

œ 

F6 

œ. 

œ œ œ œ 

Here comes my spell - ing bee, 

C 

œ œ. 


Here comes my spell - ing bee, I’ll 

N.C. 

œ 

F6 

œ œ # œ œ nœ 

œ œ 

Buzz buzz buzz buzz buzz buzz buzz buzz 

œ œ œ # œ œ nœ 

œ œ 

buzz buzz buzz buzz buzz buzz buzz buzz. 

C bass (rap feel) 

Leader: 

‹ 

‹ ‹ ‹ Œ 

Spell the word YES. 

Spell the word RED. 

Spell the word THE. 

Leader: 

‹ ‹ ‹ ‹ Œ 

Spell the word STOP. 

Spell the word OLD. 

Spell the word SING. 

Students: 

‹ ‹ ‹ Œ 

Y 

R 

T 

E 

E 

H 

Students: 

‹ 

S 

D 

E 

‹ ‹ ‹ ‹ 

S T O 

O L D 

S I N 

P 

G 

& œ . 

21 

N.C. (back to original feel) 


œ œ 

1, 2 


Œ 

G7 

G 

G 

1, 2, 3 

C 

me! 

C 

œ 

Œ 

œ 

œ 


help - ing to spell words you see. 

G 


use our A B C’s. 


help - ing me spell words I see. 

G 

C 

C 

C 

C 


use my A B C’s. 


œ œ 

buzz buzz buzz buzz buzz buzz buzz buzz 

G7 C G 

Œ 


Help me, spell - ing bee! 

Leader: 

‹ ‹ ‹ ‹ Œ 

Spell the word NO. 

Spell the word BLUE. 

Spell the word THEY. 

Leader: 

‹ ‹ ‹ ‹ Œ 

Spell the word GO. 

Spell the word NEW. 

Spell the word SAY. 



Œ 

Students: 

Œ 

‹ 

œ 

Œ 

œ 

Œ 

Œ 

‹ ‹ ‹ ‹ 

N 

B 

T 

L 

H 

O 

U 

E 

E 

Y 

Students: ‹ Œ 

‹ ‹ Œ 

G 

N 

S 

3 G7 C Cadd9 


Now we’re spell-ing bees! 


and JANET DAY 

œ 

Buzz 

E 

A 

U 

w 

O 

W 

Y 

(go directly 

to zz) 



29

Collections: Sound Stories 

22 

30 

Sound Stories 

For Interactive Listening and 

Reading Fun 

Cristi Cary Miller 

Welcome to the world of Sound Stories! This 

creative collection is designed to reinforce your 

students’ reading and listening skills and, at the 

same time, add some music fun. Each of the 18 

reproducible stories contains “special words” 

that are attached to sounds and rhythms. These 

instrumental inserts will enhance the story as 

your children become the “sound effects.” Use the suggested instruments 

or substitute with those that are available. There are many choices for presentation. 

You can create a visual and have your students play their patterns/ 

sounds as you read the story or select several of them to read. Don’t hesitate 

to act out the story for a finished product. Whatever your decision, have fun 

with your new sound adventure! The possibilities are endless! Stories include: 

Willy the Worm, Ananse and the Sticky Glue, Proud to Live in America, 

Cannonball Casey, The Three Billy Goats Gruff, Baboushka, Won by a Hare, 

and more! 

09971399 Teacher Edition (with reproducible pages) ........................................................ $19.99 

Gung Hay Fat Choy!” This Chinese greeting simply 

“ means “Best wishes and congratulations! Have a 

prosperous and good year! 

JADE DRAGON 

xylophone 

& 4 (or keyboard) 

œ œ œ œ 

Think: “Big and strong am 

GOLDEN PHOENIX 

metallophones (or keyboard) 

& 4 4 

˙ 

˙ 

Sound StorieS 

˙ 

˙ 

˙ 

I.” 

maracas 

‹ @ Œ 

leSSon Plan 

CLAWS 

tambourine 

‹ @ 

“My-stic Is-land My - stic Is-land.” 

Think: “Gold - en Phoe - nix.” (think words) 

TREASURE(s) 

BEAK 

LIGHT TREES 

FLOWERS 

LAND 

resonator bells 

wood block wind chime cabasa 

(or tone chimes) 

slapstick 

‹ ‹ @ finger cymbals 

‹ 

& 44 œ œ Ó 

‹ ‹ 

EMPRESS MOTHER 

glockenspiels (or keyboard) 

& 4 œ 

the Pearl 

treaSure 

œ œ œ Think: “I am the Em - press Moth-er.” 

œ œ 

” 

The dragon is one of the popular symbols representing 

the Chinese New Year. It signifies strength, goodness 

and good luck. It also happens to be one of the 

characters in this Chinese folk tale. Let your students 

enjoy taking part in the joyous and colorful holiday 

through the retelling of this story. 

teaChing SuggeStionS: 

To Prepare: Create a visual of the story as well as the 

sound effects which contain rhythms or melodic motifs. 

1. Read the story aloud (or have students read). 

2. Guide the children to recognize the “special” 

words highlighted in the tale. 

3. Focus on the sounds that contain melodies 

(“Jade Dragon,” “Golden Phoenix,” “Treasures,” 

“Empress Mother”). Discuss with your students the 

rhythms as well as pitch directions of these parts. 

œ 

œ 

gong 

‹ Œ 

Gr. 2-5 

step-by-step lesson plans 

4 

MYSTIC ISLAND 

4 claves 

CASTLE 

cymbals 

‹ ‹ 

SILVER RIVER 

slide whistle 

4 

O O 

~~ 

4 ‹ ‹ ‹ ‹ Œ 

4. On the Orff instruments or keyboard, isolate 

the pitches needed for these motifs. (Hint: If 

using keyboards for these parts instead of Orff 

instruments, place stickers on notes to be played 

for non-keyboard players.) Assign a student(s) 

to each part and have them practice motifs on 

instruments while speaking “think” words. 

5. Add unpitched instruments to these motifs and 

play again. 

6. Rhythm speak/clap the sounds containing 

rhythms (“Mystic Island,” “West Lake”). Add 

the “think” words and clap again. Transfer to 

instruments. 

7. Demonstrate the “Silver River” sound on slide 

whistle. Discuss pitch direction. Assign student 

to play part and allow them to practice. 

8. Assign a student(s) for the remaining sounds 

and have them practice clapping on cue. For this 

story, all sounds and motifs should be played 

after the highlighted words are spoken. Guide 

them to recognize how the number of sounds for 

their icons matches the syllables of their special 

words. Distribute the instruments. 

9. Read the story again with the added instrumental 

sound effects. Students should internalize “think” 

words for the final performance. 

~~~ 

LAKE 

vibraslap 

‹ @ 

O Ó 

‹ ‹ ‹ ‹ Œ 

4 

‹ 

WEST LAKE 

jingle bells 

4 

ROCK 

cowbell 

‹ 

‹ ‹ ‹ ‹ ‹ 

PEARL 

triangle 

‹ 

FOREST 

güiro 

‹ @ ‹ @ 

‹ ‹ ‹ ‹ ‹ 

“Beau-ti-ful West Lake. Beau-ti - ful West Lake.” 

(think words) 

StorY 

Cannonball CaSeY 

American Folk Tale retold by Cristi Cary Miller 

Have you ever heard of a man named John Luther Jones? No, he wasn’t a president or 

even a preacher. John Luther Jones was just an ordinary man with an extraordinary amount 

of energy that helped him become an American folk hero. Many of you might know him 

by the name of Casey Jones, a railroad engineer of the mighty Cannonball locomotive. 

So what made this man so special? I guess it was the way he worked. People said he was 

always dependable. He never missed a day on the job and you could count on him to pull 

the Cannonball into the station exactly on time. Friendly to everyone, Casey Jones didn’t 

know a stranger and was kind to all of his fellow workers. 

Oh, how this railroad engineer loved the Cannonball! He had a magic way of blowing 

the train whistle. He would start it off quiet and then bring it around to full throttle, making 

it sound like a siren in a storm. Everyone could always tell when he was in charge of 

driving that train. 

One evening after Casey Jones had brought his train into the station, he found out that 

a fellow engineer was sick and wouldn’t be able to make his evening run. Being the person 

he was, he quickly volunteered to help out his friend. He would drive the train to the next 

location and promised it wouldn’t be a minute late. 

Because he got a late start, Casey Jones pushed Cannonball as fast as it would go to 

make up for lost time. As he rounded the bend near the end of his run, he saw a stalled freight 

train sitting on his track. Casey Jones could see a collision approaching and frantically 

blew the train whistle as loud as he could to warn others of the danger! He shouted for the 

train’s fireman to jump, but Casey Jones remained on the train, continuing to blow the 

warning. 

Casey Jones could have leaped from the train in order to save himself, but he chose to 

keep his hand on the whistle and the other on the brake in order to save others. The great 

engineer died that day but his actions soon made him an American folk hero. 

Today we still remember this man through a folk song that bears his name. The refrain 

of the song that goes like this: “Casey Jones, mounted his cabin. Casey Jones, with his 

reproducible stories 

orders in his hand. Casey Jones, mounted to his cabin, and he took his farewell trip to the 

StorY 

Promised Land.” 

the Pearl treaSure 



The original purchaser of this book has permission to reproduce this story for educational use in one school only. Any other use is strictly prohibited. 

Chinese Folk Tale retold by Cristi Cary Miller 

Sound StorieS 27 

Once upon a time, long ago, there lived the mighty Jade Dragon. His home was on 

the east bank of the Silver River in a rock cave. Across the distance in a forest lived the 

powerful Golden Phoenix. 

The Jade Dragon and Golden Phoenix were good friends and spent their days 

together. One evening, while exploring the mysterious Mystic Island, they were drawn to 

an unusually white pebble. They decided to take the rock and make it into a beautiful pearl. 

Together the two began to reshape the stone. The Jade Dragon used his claws and the 

Golden Phoenix her beak to carve it into a round ball. Day after day they worked. Slowly, 

the remarkable pebble turned into a magical pearl with a brilliant light. Wherever it shone 

its brightness, trees grew lush and green, flowers blossomed everywhere and the land 

harvested great food. 

The Jade Dragon and the Golden Phoenix became attached to the pearl and did not 

want to return to their homes. They decided they would live on Mystic Island where they 

could guard their treasure. 

One day the great Empress Mother left her kingdom on the mountain and saw the 

brilliant light coming from the magical pearl. She knew she must have this treasure and 

that very night she sent her guards to steal it. 

The next morning the two friends awoke to find their pearl missing. They soon discovered 

it was in the possession of the Empress Mother and quickly made their way to her castle. 

“We want our pearl returned to us,” said the Golden Phoenix. “I own all treasures,” replied 

the Empress Mother. “Not THIS treasure!” exclaimed Jade Dragon, as he charged for 

the pearl. Empress Mother and her guards frantically tried to hold onto the jewel but it 

dropped to the floor, rolled out the door and over the edge of the mountain. Jade Dragon 

and Golden Phoenix rushed out of the palace to try and save the pearl from being broken 

to pieces. They flew along side it until it slowly landed on earth. When the pearl touched 

the ground, it immediately turned into a sparkling lake. The two friends couldn’t bear to 

part with their treasure so they changed themselves into mountains, staying by the pearl 

forever. 

Today, if you travel south of the Yangtze River in China, you will find Jade Dragon 

Mountain and Golden Phoenix Mountain on each side of the crystal clear West Lake. The 

two friends continue to guard their pearl treasure to this day. 

Sound StorieS 23

RABBIT 

glockenspiels (or resonator bells) 

& 4 4 

œœ 

Think: “Hop, hop, hop!” 

NAGINI 

alto 

& 4 xylophone (or keyboard up an 8va) 

œ # œ nœ 

œ œ Œ 

Think: I’m a sneak-y snake.” 

GIGGLED 

tambourine 

(or vibraslap) 

O @ 

Won 

bY a hare 

œœ œœ 

Œ 

WHOOP 

slide whistle 

O @ 

~~~~~ 

O 

leSSon Plan 

his sound story comes from Oklahoma and the 

tCreek/Muscogee tribe. You’ll find the main character 

to be a familiar personality that has jumped his way into 

folk tales from many countries. “Hoppy” reading! 

Although a variety of instruments are suggested, feel 

free to use whatever instruments you have, or create 

your own to add to the tale. There are no wrong answers 

for presentation! 

DEEP FORK RIVER 

stirring xylophone 

(or up/down glissando 

on alto metallophone) 

O @ 

UPPER 

triangle 

‹ 

TUGGED 

wood block 

‹ 

teaChing SuggeStionS: 

To Prepare: Create a visual of the story as well as 

the sound effects which contain rhythmic or melodic 

motifs. 

1. Read the story aloud, or have students read. 

2. Guide the children to recognize the “special” 

words highlighted in the tale. (See sound 

effects below.) 

3. Focus on the sounds that contain melodies 

(“Rabbit,” “Nagendra,” “Nagini”). Discuss 

with your students the rhythms as well as pitch 

directions of these parts. 

4. On the Orff instruments or keyboard, isolate the 

pitches needed for these sounds. (Hint: For the 

snake Orff parts, you will need to keep the F bar 

on the instrument; replace the G bar with an F # . 

Also, if using keyboards, non-keyboard players 

will find it easier if you place stickers on the 

notes to be played.) Assign one or more students 

to each part and have them practice motifs on 

instruments while speaking “think” words. 

5. Rhythm-speak/clap the remaining sounds. 

6. Have students practice performing all sounds on 

cue. For this story, all sounds and motifs should 

be played after the highlighted words are spoken. 

7. Distribute the instruments for each motif. 

8. Read the story again with the added instrumental 

sounds. Students should internalize “think” 

words for the final performance. 

LOWER 

Conga drum 

‹ 

YANKED 

cowbell 

‹ 

NAGENDRA 

bass 

& 4 xylophone (or keyboard) 

œ # œ nœ 

œ œ Œ 

Think: I’m a sneak -y snake.” 

GRAPEVINE 

güiro 

‹ 

HEAVE 

hand drum 

‹ 

StorY 

Won bY a hare 

Creek-Muscogee Tale retold by Cristi Cary Miller 

Rabbit was the cleverest animal that lived on the Deep Fork River. His favorite place 

to get a drink was on the northwest bend of this waterway. Two snakes also lived in that 

area. Their names were Nagendra and Nagini. One lived on the upper side of the river 

bend and one on the lower. 

One day Rabbit discovered that neither of the snakes knew where the other resided. He 

decided to have some fun! He approached Nagendra and said, “I am so strong, I’m sure I 

can pull you right out of the water.” 

“You must be joking!” replied Nagendra. 

“Let’s have a contest,” suggested Rabbit. “I will get a grapevine. You grab one end and 

I the other. If I pull you out of the water, I win the contest, and you shall proclaim me the 

greatest animal of Deep Fork River. If you win, you can eat me!” 

Nagendra agreed to the contest. Next, Rabbit went to Nagini and made the same 

agreement. Nagini was so captivated with the idea of Rabbit being stronger than she was, 

she giggled out loud. 

Rabbit explained to both snakes that he would be standing at the top of the riverbank. 

When they heard him give a loud, “Whoop!” that would be their signal to begin pulling. 

Both snakes were eager to begin the competition, as they knew they would surely win 

against such a delicate little animal. 

The next day, Rabbit took a long grapevine and strung it across the wide river bend. He 

handed one end to Nagendra. Then, he went to Nagini and handed her the other end. Next, 

he went to the top of the riverbank and gave a loud, “Whoop!” Immediately, both snakes 

began pulling as hard as they could! “My!” thought Nagendra. “Rabbit is much stronger 

than I thought!” He tugged and yanked so as not to be beaten by the hare. Nagini was 

on the other end thinking the very same thing. She would heave so hard thinking she was 

about to win, only to be nearly pulled out of the water. Rabbit saw what was happening 

and giggled and giggled. 

When the snakes heard his laughter, they realized they had been fooled. They ordered 

Rabbit away from Deep Fork River and declared he never be allowed to drink water there 

again. From then on, whenever Rabbit was thirsty, he had to turn himself into a deer in 

order not to be discovered by the snakes. Rabbit decided never to play tricks on them again. 

8 

Sound StorieS 

StorY 

ananSe and the StiCkY glue 

West African Folk Tale retold by Cristi Cary Miller 




StorY 

luCkY, the lePreChaun 

By Cristi Cary Miller 


In an African village called Pong, there once lived a crafty but lazy spider named 

Ananse. One day Chief Tiger called together his animal kingdom to discuss the idea of 

having a farm to provide food in times of famine. Everyone in the village was excited 

about the proposal except for Ananse, who said he couldn’t help because he was sick. 

Each Friday the people of Pong worked on the farm. Everyone worked, that is, except 

for Ananse, who gave the excuse that he was too sick to help. After several months, the 

farm began to yield large amounts of potatoes, carrots, tomatoes and corn, as well as 

other fruits and vegetables. 

One day the villagers noticed that some of their ripened crops were missing. Someone 

was stealing their produce! News of the theft spread quickly and a meeting was called to 

decide how to catch the thief. Ananse, of course, did not make it to the gathering because 

he claimed he was sick. 

The animals of Pong came up with a plan. They decided to place a giant statue in the 

middle of the farm and cover it with sticky glue. Anyone who touched the structure would 

become stuck and they would catch their thief. 

The next evening Ananse made his way to the farm to enjoy his nighttime activities. 

When he arrived, he saw the statue sitting in the middle of the field. Not knowing the plans 

of the villagers, he thought someone was trying to steal the crops. He shouted out, “Who 

are you and what do you want?” When the statue did not reply, Ananse went closer and 

yelled, “If you do not answer, I will hit you,” and with that he slapped the statue with his 

left hand, which became stuck in the glue. Thinking he was being held by the intruder, he 

slapped the statue with his right hand, which also became stuck. Ananse kicked the statue 

and soon found that he was completely tied up in the sticky glue. 

The next morning, the animals of Pong decided to go to the farm to see if their thief 

had been caught. When they arrived, they saw Ananse hanging from the statue. Once the 

villagers released the lazy spider from his hold, they shooed him away. Poor Ananse was 

filled with shame and crawled to the top corner of his room where he hid, not to show his 

face. That’s the reason why spiders today run away when they see people approaching and 

why they always hide in the corners of our homes. 




The students and faculty of McDoogle Elementary had no idea what was about to 

happen to them. Today was St. Patrick’s Day and, like so many years in the past, tradition 

had it that everyone was wearing green. Little did they know that on this St. Patrick’s 

Day, they would be visited by Lucky, the leprechaun, and he would sprinkle upon them 

his Irish Magic. 

Lucky first found himself in the kitchen where the cooks were always making the 

best-smelling food. Today was no different as they were fixing green eggs and hams, a 

traditional McDoogle Elementary St. Patrick’s Day meal. Without being seen, Lucky 

waved his hands in the air and cast upon them his Irish Magic. Poof! Suddenly, one of the 

workers exclaimed, “Look at this! I’ve just cracked open an egg and it’s double yoked! 

That’s very unusual. But wait, there’s more!” she said as she continued cracking. “All of 

these eggs are double yoked! How lucky we are!” 

Next, Lucky made his way into the main office where he saw the secretary and 

principal busy at work. Poof! Lucky waved his hands in the air, covering them with his 

Irish Magic. Suddenly, the principal broke out into a wide grin. “Look at that!” he said. 

“No one is absent from school today.” The secretary added, “And no one is tardy either.” 

Together they exclaimed, “What a great way to start the day. How lucky we are!” 

Finally, Lucky skipped down the hall to his favorite classroom. There he saw the teacher 

and her students cutting out shamrocks. Lucky waved his hands in the air. Poof! Everyone 

was covered with his Irish Magic. “Goodness!” said Mrs. McLemore, the teacher. “I’ve 

just received a note from the office. It says that because of your hard work during the past 

week, school will be dismissed early today followed by a week of no school!” “Wow!” 

cried all of the students, “how lucky we are!” 

The little leprechaun left McDoogle Elementary with a smile on his face. By giving his 

gift to others, he found that he was the one who had been given a gift. “How lucky I am,” 

he said as he trotted off down the road to spread more Irish Magic. 





31

32 

Collections: World Partners 

perfect for classroom or choir 

World Partners 

Multicultural Collection of Partner 

Songs and Canons 

Cheryl Lavender 

Calling all world brothers and sisters! Travel our 

musical globe with WORLD PARTNERS! Like the 

patches of a family quilt, the folk songs of the 

world’s children tell their stories. Arranged by 

master music educator, Cheryl Lavender, the 

twelve “patches” in this collection are shared 

with the hope that global cultures and traditions 

might be better understood and celebrated by our world siblings and 

ultimately come together into the “quilt of humanity.” For instantly successful 

and “can-do” harmonies, these kid-tested folk songs are arranged 

with catchy, original partner songs and canons. Adaptable for classroom or 

concert, all songs are reproducible and include piano/vocal arrangements, 

teaching tips and reproducible songsheets with phonetic pronunciations. 

For a richer performance opportunity, many songs feature Orff and percussion 

parts, as well as easy-to-learn folk dances. For added value, there are 

teaching objectives linked to the National Standards for each song! Songs 

include: A la nanita nana, Arirang, Come Dance a Jig, Hava Nagila, Le Carillon, 

Light a Candle for Peace (with “Stille Nacht”), The Piper o’ Dundee, Sarasponda, 

Tarantella, Tina Singu, Vo Luzern uf Wëggis zue, World-Wide Hello. 

09971448 Teacher Edition (with reproducible singer pages).............................................. $24.99 


09971485 Classroom Kit (Teacher and P/A CD) ................................................................. $44.99 

Lively (q . = 108–112) 

# 

& # 8 6 f 

7 

‰ 

Œ . œ . 

# 

& # 8 6 7 

∑ 

∑ 

# 

& # 

œ . 

way, 

# 

& # 

œ . 

12 

true. 

Œ 

Œ 

j œ 

j 

œ 

where 

A 

17 

# 

& # œ œ œ j 

J œ 

ev ’ry elf and 

# 

& # œ . œ . 

17 

catch 

a 

œ 

j 

œ œ 

Come, 

j 

œ 

% 

9 1st time only 

œ 

j 

œ œ 

j 

œ 

dance a jig, the 

2nd time only 

œ . 

œ . 

I 

œ 

j 

œ œ j œ 

I-rish jig, from down Kil - ar - ney 

. œ 

œ 

œ 

J 

- rish mag - ic, if you be-lieve it’s 

strings be-gin to fid-dle, 

and pipes be - gin to 

œ . 

œ . 

ti 

j 

œ œ œ ‰ œ 

œ 

j 

œ œ j œ 

- ny sham-rock is a luck - y charm for 

œ œ j œ j œ 

lep re chaun is 

œ œ œ j 

J œ 

œ 

j 

œ œ j œ 

- - gath-ered here to - day, 

œ J œ œ J 

œ 

œ 

œ 

j 

j 

œ œ œ 

j 

œ 

# œ J œ 

j 

œ ‰ ‰ œ . 

to 

j 

œ ‰ ‰ œ . 

œ 

œ 

œ . 

play, 

œ . 

you. 

j 

œ 

j 

œ 

Œ 

Œ 

œ 

œ 

j 

œ 

j 

œ 

j 

œ 

Now 

j 

œ 

Or 

j j 

œ œ œ œ 

jig, the 

œ . 

œ . 

dance a 

lep re-chaun; your wealth ’ll dou ble, too. There’s I - rish 

25 f 

# 

& # 

j 

œ œ œ j 

j 

> 

œ œ œ 

j j 

œ 

. 

œ œ ‰ ‰ Œ . 

œ . œ . 

I - rish jig, from down Kil - ar - ney way. 

Too rah 

# 

& # œ . œ 

J œ œ 

j 

œ œ 

j 

œ 

j 

œ ‰ ‰ Œ > 

. . œ . œ 

. 22 mag - ic, if you be-lieve it’s true. 

Too rah 

& 

# All 

# > 

œ . œ 

n > 

. 

œ œ j 

> 

œ ‰ œ . 

. > 

œ 

œ 

œ 

œ ‰ 

J 

27 

Too 

rah 

loo 

& # > 

# j 

œ . 

œ . 

‰ ‰ 

32 

reproducible singer pages 

Come Dance a Jig 

lay. 

33 

rah lay, 

∑ 

Gr. 3-8 

Too 

rah 

∑ 

Based on an Irish Air 

Arranged with Additional Words and Music by 

CHERYL LAVENDER 

loo 

> 

œ 

loo 

> 

œ 

loo 

> 

œ 

œ 

J 

rah lay, 

œ 

J 

rah lay, 

j 

œ 

œ ‰ 

œ ‰ 

> j 

œ œ 

rah lay, Too rah loo rah 

To Coda fi D.S. al Coda 

∑ 

Œ . œ . 

There’s 

piano/vocal arrangements 

A La Nanita Nana 

Gently with motion (q = 96) 

& b b b 4 3 Fm 

Cm 

‰ j 


˙. 

œ ‰ 

˙. 

? 

b b b 4 3 p 

˙. 

˙ 

˙. 

. 

& b b 5 P 

b ∑ 


& b b b 


? 

b b b 

5 ˙ 

& b b b œ œ ˙ 

ay 

e 

- 

- 

yah, 

lla, 

Pronunciation: 

Spanish: 

‰ j 

œ 

œ 

Ah 

A 

Cm 

lah 

la 

nah-nee-tah 

na - ni - ta 


˙ 

œ 


Mee 

Mi 

nee-nah 

tyeh nay 

ni - na tie - ne 

j œ œ œ 

G7 

œ œ ‰ 

n˙. 

˙ 

˙. 


nah 

na 

nah, 

na, 

œ 

œ œ œ 

˙ 

œ œ 

- 

- 

j œ œ œ 

nah-nee 

tah, 

na - ni - ta 

Fm 

œ œ œ 

œ 

œ œ œ œ 

sway -noh, 

behn dee-toh 

sue - no, ben - di - to 

Cm 

Spanish Lullaby 



œ 

ay 

el 

Cm 

Cm 

m 

œ œ ˙ 

˙ 

œ 

œ œ œ œ 

yah 

la, 

nah-nee-tah 

na - ni - ta 

Fm 


˙ 

œ œ 

- 

- 

say - yah, 

se - a, 

œ 

œ œ œ œ 

behn-dee-toh 

ben - di - to 

& b b Cm 

3 Fm 

G7 

b 

œ œ œ œ œ œ œ œ œ œ œ œ œ 

œ œ œ œ œ œ œ œ nœ 

œ œ œ œ 

? 

b b b ˙ 

œ 

9 ˙ œ ˙ œ ˙ 

˙ œ 

& b b 15 

b 

Œ 

œ œ ˙ ˙ 


say - yah. 

Ah lah nah-nee 

- tah nah - nah, nah -nee-tah, 

se - a. 

A la na - ni - ta na - na, na - ni - ta 

& b b Cm 

Cm 

Fm 

b 

œ œ ˙ œ œ œ œ Œ 

œ œ 

? 

b b 3 œ œ œ œ œ œ œ 


b œ ˙ œ 

13 

œ 

˙ Come Dance œ a œ 

˙ Jig (cont.) ˙ œ 

fi CODA 

38 



# Part I f 

& # Œ. œ . j j j 

> œ œ œ œ œ œ œ j j œ œ œ œ 

j Œ j 

œ œ. œ 

Come, dance a jig, the I - rish jig, from down Kil-ar-ney 

way, where 

# 

Part II f 

& # Œ. œ 

. 

. œ œ. 

œ. 

œ œ 

> J 

œ 

j 

œ œ 

j 

œ 

Œ 

j 

œ 

œ. 

37 

An 

# 

& # j j 

œ œ œ œ 

strings be gin to 

# 

& # œ . 

œ. 

42 

# 

& # œ 

# 

& # œ 

47 

52 

hon 

I 

j 

œ œ 

- rish fest is the way we cel - e - brate, 

œ ‰ œ 

- fid -dle, 

and pipes be - gin to play, Now ev - ’ry elf and 

œ 

j 

œ œ 

j œ 

- or I - re - land, the “Em-’rald 

Is - le” 

j 

œ œ j œ 

œ 

œ 

j j œ œ œ 

j 

œ 

# œ œ J 

œ. 

œ. 

great. 

Œ 

Œ 

j 

œ 

j 

œ 

We 

46 

œ J 

œ œ 

œ . œ. 

lep - re-chaun is gath ered here to - day, to dance a jig, the I - rish jig, from 

J œ œ j œ 

œ 

j 

œ œ j œ 

œ J œ œ 

kel - ly green, and all par - ti - ci - pate. An I - 

way we cel - e - brate. 

J œ 

j 

œ ‰ ‰ > 

œ. 

j > 

œ ‰ ‰ œ. 

54 

# 

& # j 

œ œ j j ‰ ‰ Œ. . œ> . œ. 

œ œ œ 

down Kil-ar - ney way. 

Too rah 

# 

& # œ 

j 

> 

œ œ 

j j ‰ ‰ Œ. 

œ œ 

. œ. œ. 

57 

loo 

rah lay, 

Too 

rah 

loo 

Too 

rah lay, 

rah 

j 

œ œ œ 

œ . 

œ. 

œ> 

loo 

rish 

j 

œ 

œ œ 

J ‰ 

rah lay, 

> j 

œ œ œ ‰ 

loo 

rah lay, 

don 

œ 

. œ 

our 

j 

œ œ 

œ 

to 

j œ 

j œ 

œ 

J 

fest is the 

œ> . œ. 

# 

& # n > œ œ J œ ‰ œ> . œ. 

œ> œ œ 

J ‰ œ> j > j > j 

œ œ œ œ. œ ‰ ‰ . 

loo rah lay, Too rah loo rah lay, Too rah loo rah lay. 

# > 

& # j 

> > 

œ œ œ ‰ 

j > 

œ. œ. œ œ œ ‰ j > 

œ œ 

j 

> 

œ œ 

j . 

œ. œ ‰ ‰ 

Too rah loo rah 

lay. 

Too 

> 

œ. 

Too 

rah 

œ. 

rah

& b b 

7 

10 

With spirit (q = 120) 

& b b 4 4 

œ œ ‰ 

Hah 

Ha 

5 

F 

œ 

œ 

‰ j # œ œ œ 

Pronunciation: Hah - vah nah ghee-lah, 

Hebrew: Ha - va na - gi - la, 

J œ œ œ 

- vah nah ghee lah, 

- va na - gi - la, 

& b b # œ œ ‰ 

Hah 

Ha 

& b b 13 

j 

# œ œ 

13 

Hah vah 

Ha - va 

j 

œ œ œ 



j 

œ œ œ œ 

& b b # œ œ œ œ 

16 

& bb 

19 

& bb 

22 

& bb 

24 

Veh 

Ví 

# œ œ œ œ 

Veh 

Ví 

- 

- 

nees-mi 

khah. 

nis mí - cha. 

œ œ ‰ 

Hah 

Ha 

j 

œ 

neh-rah-nah 

nah, Hah vah 

ní - ra - ní - na, Ha - va 

- nees-mih 

khah. 

Hah vah 

- nis mí - cha. 

Ha - va 

œ œ . œ œ œ 

Hah 

Ha 

- vah neh rah - 

- va ní - ra - 

Œ 

nah 

ní 

œ œ œ œ 

Ooh 

U 

- 

- 

roo 

ru 

- 

- 

ah 

a 

- 

- 

œ 

- nah, 

- na, 

kheem, 

chim, 

Œ 

œ 

J 

œ œ 

# œ œ ‰ 

Hah 

Ha 



œ 

j 

# œ œ 

j 

œ œ œ œ 

neh-rah-nah 

nah, 

ní - ra - ní - na, 

j 

œ œ œ œ 

neh-rah-nah 

nah, 


# œ œ œ ˙ 

f 

œ 

Veh 

Ví 

- 

- 

nees-mih 

khah. 

nis mí - cha. 

œ 

Hah 

Ha 

j 

œ œ œ 



œ 

‰ j # œ œ œ 



# œ œ œ ˙ 

Veh 

Ví 

- 

- 

nees-mi 

khah. 

nis mí -cha. 

œ œ . œ œ œ 

Hah 

Ha 

j 

œ 

œ 

- vah neh rah-nah-nah, 

- va ní - ra - ní - na, 

œ 

Hah-vah 

Ha - va 

21 

˙ 

Ooh 

U 

j 

œ œ œ œ 

neh-rah-nah 

nah, 


˙ 

roo, 

ru, 

œ œ œ . œ œ œ œ œ 

Ooh-roo 

- ah - 

U - ru - a - 

œ œ œ œ . œ œ œ œ œ 

Ooh roo-ah 

- kheem 

U - ru - a - chim 

& b 4 3 Reverently (q = 96) 

Partner 1 

5 

& b P 

œ. 

5 

A 

& b œ. 

9 

13 

& b 

13 

j 

œ 

œ 

Hava Nagila 

kheem 

chim 

bah-lev 

- sah - meh- 

ahkh, Ooh roo-ah 

- 

bí - lev sa - me - ach, U - ru - a - 

- 

- 

bah - lev - sah - 

bí - lev sa - 

meh 

me 

- 

- 

ahkh, 

ach, 

œ œ œ œ . œ œ œ œ œ 

kheem 

chim 

- ri - rang, A - ri - rang, A - ra - ri - 

j 

œ œ œ 

œ. 

j 

œ 

œ 

œ 

4 

Hebrew Folk Song 




A - ri - rang go - gae - ro neo - meo-gan 

- 

F 

˙ 

Na 

& b 

P 

œ. 

17 

œ 


œ. 

j 

œ 

- reul beo - ri - go ga - si - neun nim - 

j 

œ œ œ 

œ œ œ 


Sib - ri - do mot - ga - seo bal - byeong-nan 

- 

Partner 2 P 

& b ∑ Œ Œ 

œ 

21 

& b 

27 

˙ 

Ah 

œ 


A 

23 

˙ 

path 

œ 

of 

˙ 

beau 

- ree - rahng, 

Ah - ree - 

& b 31 


31 

P 

& b ˙ 

35 

voice sound - ing 

Ah 

œ 

˙. 

˙. 

˙ 

clear, 

Arirang 

œ 

the 

œ 

œ 

œ. 

- 

˙ 

œ 

ty 

j 

œ 

˙ 

œ 

draws 

bah-lev 

- sah - meh- 

ahkh, 

bí - lev sa - me - ach, 

œ 

œ œ œ 

song we hold 

- ree - rahng, 

Ah - ree - 

œ 

Korean Min'yo (Folk Song) 

Arranged with Additional Words and Music 

by CHERYL LAVENDER 

˙ 

˙ 

œ. 

yo. 

œ. 

eun 

œ 

us 

rahng. 

˙. 

rahng. 

˙. 

da. 

˙. 

da. 

˙. 

dear: 

j 

œ œ 

j 

œ œ 

˙. 

near: 

F 

œ 

A 

& b b 

26 

& b b 

28 

& b b 

31 

& b b 

34 

& b b 

37 

& b b 

40 

& bb 

43 

& bb 

46 

& bb 

49 

œ œ œ œ. 


œ œ œ œ œ œ œ œ ≈ œ 

Ooh roo-ah-kheem 

bah lev - sah - meh-ahkh, 

Ooh roo-ah 

- kheem, Ooh roo-ah 

-kheem, 

U - ru - a - chim bí - lev sa - me - ach, U - ru - a - chim, U - ru - a - chim 


Œ 

F 

j 

œ #œ 

j 

œ œ œ œ 

j 

œ œ 

j 

œ œ # œ œ 

lev- 

sah meh - ahkh. 

Mu - sic is in the air, dan-cing is ev - ’rywhere. 

lev sa - me - ach. 

œ œ 

J 

j 

œ œ 

œ œ 

œ œ # œ Œ 

j 

œ # œ 

j 

œ œ œ œ 

Spir-its u - nite with the voice we share. 

Fam -’lies 

are gath-ered ’round, 

j 

œ 

œ 

j 

œ 

# œ œ œ 

œ œ 

J 

j 

œ œ 

œ œ 

œ œ # ˙ 

sing - ing in ev - ’ry town. Let us re- joice with a hap - py sound! 



Sing we: Ma-zel tov! Sing we: Ma-zel tov! Cel - ebrate! Lift your voice and 


make a 


bah- 

bí- 

œ. 



hap - py sound! 

Sing we: Ma - zel tov! Sing we: Ma - zel tov! 

œ. 


œ œ œ œ 

Cel - ebrate! Lift your voice and make a happy sound! Rise up, broth - ers, 

œ œ 

J 

J œ œ 

œ 

œ. 


rise up, my sis - ters! Tam-bourines 

sound the call, 

# œ. œ œ œ œ œ 

Tam - bourines sound the call, 

& bb # œ œ œ œ 

51 

˙ 

œ œ œ œ 

œ. 


sing and dance, one and all! 

# œ. œ œ œ œ œ 

sing and dance, one and all! 

j 

œ 

Rise up, child - ren, Hah - vah 

Ha - va 

& bb b 8 6 

Œ. f œ 

Pronunciation: Tah - 

Italian: Ta - 

& bb b œ ‰ j œ œ 

nyoh! 

gno! 

Bah 

Bal 

- 

- 

lee 

li 

J œ 

rahn 

ran 

- 

- 

œ 

ah 

a 

- 

- 

5 

œ 

- 

- 

tey 

tel 

- 

- 

j 

œ 

j 

œ 

lah! 

la! 

œ 

moh kohn 

mo con 

œ 

Teh 

Ta 

- 

- 

j 

œ 

lah 

la 

& bb 1 

b ‰ p œ . . 

œ J œ 

2 f 14 

‰ j 

œ œ œ œ 

zoh. 

so. 

Tah- 

Ta - 

rahn 

ran 

- 

- 

zoh. 

so. 

La 

la 

œ 

J 

rahn 

ran 

- 

- 

œ 

feh 

feb 

. œ 

toh! 

to! 

- 

- 

j 

œ œ 

j 

œ 

œ 

œ 

Kahn 

Can 

œ 

breh dehl 

bre del 

j œ 

la la la la 

- 

- 

j 

œ 

tee 

ti 

j 

œ 

lah 

la 

j 

œ œ œ 

nah 

na 

- 

- 

- 

- 

œ 

ah 

a 

ghee 

gi 

œ 

- 

- 

vohr 

vor 

œ. 

œ j œ 

la, La la 

j 

œ 

- 

- 

moh: 

mo: 

lah! 

la! 

œ œ œ 

Rah- 

Ra- 

j 

œ œ œ œ 

- tee-koh- 

- ti - co- 

œ 

j 

œ œ 

j 

œ 

la la la la 

& bb 1 p 

b ‰ j j j 

. 

œ œ œ œ œ œ œ œ. 

œ j œ 

j j 

œ œ 

‰ j 

œ œ œ œ 

& bb b 2 œ 

la. La la 

la. 

‰ 

& bb b œ ‰ 

rah, 

ra, 

œ œ œ 

Ey 

E 

la la la la 

23 

noh - ee 

no - i 

œ œ œ 

Ey 

E 

noh - ee 

no - i 

œ . œ. 

bah 

bal 

la, La la 

œ 

œ 

la la la la 

œ œ 

J 

la. La la 

- lyah - moh kahl doh ey lah fee - lah - too- 

- lia - mo cal - do e la fi - la - tu - 

œ . œ. 

bah 

bal 

& b b 1 p 

b œ 

‰ . 

œ œ œ 

ah. 

a. 

& b b b œ 

Teh 

Ta 

& b b b 

œ 

to 

Ey 

E 

j 

œ œ. 

noh 

no 

- 

- 

lyah 

lia 

- 

- 

œ 

moh 

mo 

œ 

J 

œ 

een chee 

in cit 

- 

- 

œ 

J 

œ 

J 

ttah 

ta 

œ 

œ 

kohn 

con 

j 

œ œ 

J œ œ 

fah-mee 

fa - mi 

- 

- 

ee ah. 

Teh - rahn- i a. 

Ta ran 

tey 

- - tel 

- 

- 

2 

36 

4 

œ. Œ. 

j 

œ œ œ 

œ œ œ œ 

j 

œ 

- rahn- ran 

toh! Sing of the spi - der long a - go. Whirl - ing twirl - ing 

- - to! 

j 

œ œ. 

and fro, 

Hava Nagila (cont.) 

œ œ œ œ nœ 

Tarantella 

Based on a southern Italian folk tune, Napoletana Tarantella 



nœ 

œ 

œ 

j 

œ œ. 

J œ œ. 

f 

nœ 

j 

œ œ 

Fast - er and fast - er a - way we go! Teh - rahn tey 

Ta - ran - tel 

p 

œ 

j 

œ œ 

- 

- 

- 

- 

j 

œ 

j œ 

lee- 

gli- 

j 

œ 

lah! 

la! 

j 

œ 

j 

œ 

lah! 

la! 

33

RESOURCES: Choir Builders for Growing Voices 

Choir Builders for Growing Voices 

ArTiCulATe! 

19 Vocal Exercises for 

Warm-up & Workout 

Emily Crocker/Rollo Dilworth 

When do you start teaching proper vocal technique 

to young voices? RIGHT NOW! Here are 

19 fun and original exercises that will get your 

students’ growing voices on the right track to 

producing a quality sound. Posture, breathing, 

flexibility, range of voice and more are all addressed 

in these wonderful exercises for young 

voices. Sing along with the demonstration tracks on the enclosed CD for 

quick learning, or use the accompaniment-only tracks for ear training and 

assessment options. Get ready to workout to a better sounding choir! Warmups 

include: Articulate! At the Market, Diction Warm-up, The Giant and the 

Flea, Interval Training, Phineas the Frog, Tune Your Voices, and more! 

11/12 

Gr. 3-8 

09971400 Book/CD (with reproducible pages) .................................................................. $19.99 

reproducible pages 

inTerVAl TrAininG 

7/8 

Piano 

& b C 

& b C 

? 

b C 

2 

Tune Your VoiCes 

Put the music on the board or overhead and sing in solfége. Then, try it as a warm-up 

by singing once in unison, and then as a round two times. (on the recording, the 

solfége is sung first in unison, followed by an interlude, and then the lyrics are sung 

twice as a round.) 

(h = 72) 

∑ 

Introduction, Interlude and Ending 

œ œ œ œ ˙ œ œ 

œ œ œ œ 


mi 

Sing 

& b 

˙ 

? œ. 

b 

5 

fa 

a 

so 

song 

∑ 

œ œ ˙ 

œ œ ˙ 

1 

. œ œ œ œ 

do 

Come 

. 

˙ 

. œ. 

re 

and 

mi 

sing 

˙ 

œ œ. 

J 

3 

œ œ ˙ ˙œ œ ˙œ œ 

mi re re mi so 

so 

so joy - ful - ly. Tune your voic - es 

˙ œ œ œ ˙ œ 

œ œ œ 

œ J œ œ. 

J œ . 

œ. 

j 

œ ˙ 



do 

a 

œ 

J 

œ œ ˙ 

do 

song 

ti 

with 

do 

me. 

˙œ œ 

˙ 

œ. 

j 

œ ˙ 

œ J œ J œ . œ. 

j 

œ ˙ 

œ œ ˙ 

so so do 

care - ful - ly. 

œ 

œ œ ˙ 

By EMILY CROCKER 

The original purchaser of this book has permission to reproduce this warm-up for educational use in one school only. Any other use is strictly prohibited. 

. 

. 

. 

34 

Piano 

Piano 

use this as a warm-up to train young ears to hear all the major and perfect intervals. 

in addition, you may also choose to associate the intervals with a well-known song. 

for example: 

29/30 

major second: first two notes of “frere Jacques.” 

major Third: first two notes of “Kumbaya.” 

sing each part separately, then sing them together for partner fun! work for a crisp “k” 

Perfect fourth: first two notes of wagner’s “Bridal march” (a.k.a. here Comes the Bride). 

on the word “rock” to emphasize the staccato accent on each note. for a challenge, 

Perfect fifth: first two pitches of “Twinkle, Twinkle, little star.” 

sing the entire exercise in solfége. 

major sixth: first two notes of “my Bonnie lies over the ocean.” 

major seventh: first and third notes of “somewhere over the rainbow 

(sing the octave and then go down a half step). 

Perfect octave: first two notes of “somewhere over the rainbow.” 

& b b 

Driving Rock (q = c. 120) 

By ROLLO DILWORTH 

(Sing first and third times) 

∑ . œ 

œ˘ ˘ 

œ 

˘ 

Choir œ 

Builders œ 

œ˘ ˘ 

for GrowinG œ 

˘ 

VoiCes 7 

(2 measures introduction and interlude on recording) 

& b b 

Driving Rock (q = c. 120) 

By ROLLO DIL 

(Sing first and third times) 

∑ . œ 

œ˘ ˘ 

œ 

˘ 

œ œ 

œ˘ ˘ 

œ 

˘ 

œ 


(2 (q = measures 100) introduction and interlude on recording) 

(q = 100) 

& 

4 

& 

4 œ œ œ œ œ 

Do re 


1 2 

Do re 

? 1 2 


? 


4 

& 

& 

4 


? 

œ 

4 œ 

? 

4 œ œ œ 

œ œ œ œ 

œ 

œ 

œ 

œ 

œ œ œ œ 

do mi 

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 

major sec-ond, 

ma-jor third, 

1 3 

major sec-ond, do mi ma-jor third, 

1 3 

œ 

œ 

œ 

œ 

œ 

œ 


do fa 


per-fect fourth, 

1 4 

do fa per-fect fourth, 

1 4 



œ 

œ œ 

œ œ œ 

œ œ œ 

œ œ œ 

œ 

œ 

œ 

œ 

œ 

œ œ 

do so 

œ 

œ 

1 5 

œ 

do so 

1 5 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ œ 

œ œ 

œ œ 


œ 

œ 

œ 

œ 

per-fect fifth, 

& 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 

œ œ œ œ 

œ 

œ 

œ 

œ 

œ 

˙ 

do la major sixth, do ti major sev-enth, do do per-fect oc-tave, do ti la so œ fa œ mi œ re 

œ 

do. 

1 6 

1 7 

˙ 

do la major sixth, do ti major sev-enth, do do per-fect oc-tave, do ti la so fa mi re do. 

? 1 œ6 

œ 1 7 

? œ œ 


1 8 


8 7 6 5 4 3 2 1 


1 8 


8 7 6 5 4 3 2 1 


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 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 

The original purchaser of this book has permission to reproduce this warm-up for educational use in one school only. Any other use is strictly prohibited. œ 

The original purchaser of this book has permission to Copyright reproduce © 2007 this by warm-up HAL LEONARD for educational CORPORATION use in one school only. Any other use is strictly prohibited. 




per-fect fifth, 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

Choir Builders for GrowinG VoiCes 9 

& b b 

roCK And roll rhYThm 

Rock, rock, rock, rock. Rock, rock, Rock, rock, rock, rock. rock, 

la mi re do la mi re 

(Sing second and third times) 

la mi re do 

(Sing second and third times) 

& 

∑ b b 

fl 

. œ 

fl 

Rock! 

la 

∑ œ 

fl 

Rock! 

la 

œ œ œ. 

œ 

œ 

fl 

Rock ’n 

so la 

fl 

rock. Rock, 

dola 

œ 

œ 

œ œœ œœ œœ œ œ œ œ œ 

fl 

roll Rock! rhy Rock! - Rock thm. ’n roll Rock rhy ’n Roll! - 

so do la la so so la 

4 4 4 4 & b b 4 j j 

œ œ œ œ œ œ . ˙ 

œ 

œ 

˙ . œ œ œ œ œ & b b 4 la 

so la so do 

so 

j j . 

œ œ œ œ œ œ ˙ 

œ 

œ 

Piano 

? 

b b 4 ˙ . œ œ œ œ œ œ œ 

Piano 

j j? 

. 

œ œ œ œ 

b 

œ b 4 œ j œ j œ œ œ. 

œ œ œ œ œ œ œ & b b 

œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ 

œ˘ ˘ 

œ 

J œ œ 

j 

œ œ œ œ 

œ˘ ˘ 

œ 

˘ 

& b b œ˘ ˘ 

œ 

œ 

J œ œ 

j 

œ œ œ œ fl fl fl fl 

œ œ 

œ˘ ˘ 

œ 

˘ 

œ 

Rock, rock, all night long. Rock, rock rock. 

fl 

Rock, 

fl 

rock, rock, fl fl 

Rock, rock, all night long. Rock, rock rock. rock. Rock, rock, rock, rock 

& b b 

re re do ti la 

ti 

so la mi re do 

˘ 

œ 

˘ 

œ 

J œ œ 

j 

& b b 


ti la so la mi re do 

˘ 

œ 

˘ 

œ œ ˙. 

Œ œ œ œ œ œ 

J œ œ 

j 

œ ˙. 

Œ œ œ 

fl fl 

œ œ œ 

fl fl 

Rock, rock, all night Rock, long. rock, all night long. 

Rock! Rock! Rock ’n Rock! roll rhydo 

Rock! Rock ’n roll 

& b b 


la la so la so 

j 

˙ 

œ 

j 

& b b 


la la so la so 

j 

œ 

œ œ 

œ 

˙ 

œ 

˙ 

œ 

œ 

j 

œ 

œœ 

œ œ 

? 

b b #œ 

˙ . œ œ œ 

˙ œ œ 

œ œ œ œ ? 

œ b b #œ ˙ . œ 

œ œœ œ 

4 

œ œ œ œ 


œ œ œ œ 

& b b 

4 

œ œ œ œ œ œ œ œ œ œ œ œ œ œ 

œ 

œ˘ ˘ ˘ 

clap 

œ œ œ œ 

j 

œ œ j 

& b b œ 

œ˘ ˘ ˘ 

clap 


Œ j¿ 

¿ ¿ ¿ . 

fl 

fl 

œ œ j œ Œ ¿ ¿ ¿ ¿ 

Rock, rock, rock, fl 

fl 

Rock, rock. rock, Synrock, 

- co rock. - pa - tionSyn strong! - co - pa - tion strong! 

& b b 

la mi re do ti la so do la 

clap 


j j 

& b b 

la mi re do ti la so do la 

clap 

œ œ œ œ œ Œ ¿ ¿ ¿ ¿ 


j j . 

fl 

œ œ œ Œ ¿ ¿ ¿ ¿ 

fl 

- thm. Rock ’n 

- 

Roll! thm. SynRock 

- co ’n Roll! - pa - tionSyn strong! - co - pa - tion strong! 

& b b 

la so so la ti la so mi la 

œ 

. 


Œ j j 

& b b 

la so so la ti la so mi la 

œ 

œ œ œ # ∑ 


Œ j j 

? 

b b #œ œ œ œ œ # ∑ 

œ 

? 

œ œ . 

7 œ œ œ œ œ œ œ Œ œ j 

b b #œ œ 

J œ œ 

∑ 

œ œ 

7 œ œ œ œ œ œ œ Œ œ j 

J œ œ 

∑ 

The original purchaser of this book The has original permission purchaser to reproduce of this this book warm-up has permission for educational to reproduce use in this one warm-up school only. for educational Any other use use is in strictly one school prohibited. only. Any other use is strictly prohibit 

Copyright © 2008 by HAL LEONARD 

Copyright 

CORPORATION 

© 2008 by HAL LEONARD CORPORATION 

International Copyright Secured All Rights 

International 

Reserved 

Copyright Secured All Rights Reserved 

24 Choir Builders for GrowinG VoiCes 

fl 

fl 

rock, 

mi 

thm. 

la 

rock, 

re 

Rock 

so 

’n 

roc 

do 

Ro 

la

RESOURCES: Sight-Sing a Song 2 

reproducible sight-singing pages 

Gr. 1-6 

Sight-Sing a Song! 2 

More Music Reading for the 

Elementary Classroom 

Audrey Snyder 

Teach your students to sight-sing with confidence! 

Set 2 of this popular series expands 

sight-singing skills to the Keys of D and G with 

a step-by-step approach through six lessons in 

each key signature that culminate with a special 

song students will be able to sight-sing! Helpful 

Teacher Tips focus on the music concepts being 

presented, provide a suggested teaching sequence to use when presenting 

each exercise, and give keys to sight-singing success. Two student reproducible 

pages filled with sight-reading exercises are provided for each lesson. 

After students have perfected the exercises a cappella on their own, 

they can reinforce the learning process by performing with the rhythm accompaniment 

tracks on the enclosed CD. The ENHANCED CD also offers performance/accompaniment 

audio tracks for the 2 songs included, plus PDFs 

of all the sight-singing exercises for projection options. For teachers who 

are new to this series, this material starts at the beginning and assumes no 

previous sight-singing knowledge. You can start right now! Also available, 

Sight-Sing a Song: Set 1 (HL #09971136) that covers the Keys of C and F. 

09971398 Book/Enhanced CD (with reproducible pages) ....................................................$19.99 

D 6 

Skips 

Finish Off With TI and DO 

ExErcISES 

Adding Ti and Do 

& # # w w w w w w w w 

11 

Ex. 1 

11 

Ex. 2 

11 

Ex. 3 

12 

Ex. 4 

12 

Ex. 5 

D 

Do 

E 

Re 

F# 

Mi 

G 

Fa 

A 

Sol 

B 

La 

C# 

Ti 

D 

Do 

& # # w w w w w w w 

Do Mi Sol Do Sol Mi Do 

Key of D 

13 / 14 

Part I 

(mel.) 

# 

& # 

Legato (q = 120) 

∑ 

sight-sing a song in D 

When I Sing 

% 

All 

F 3 

Ó 

œ œ 

When I 

˙. 

sing 

In a 4-group peel off, bring hands to clasped "opera style" (curved 

fingers holding the curved fingers of the other hand at chest level) 

1 

2 

3 

œ 

I 

œ œ œ œ 

raise my voice and 


AUDREY SNYDER 

œ œ œ œ 

let the song come 

12 

Ex. 6 

The original purchaser has permission to reproduce this page for educational use in one school only. Any other use is strictly prohibited. 

Copyright © 2008 HAL LEONARD CORPORATION 


20 Sight-Sing a Song! 2 

Key of G 

Add Neighbors FA and SOL 

G 4 

Part II 

(opt.) 

# 

& # 

∑ 

∑ 

Sing Part II on D.S. only 

Ó œ œ 

When 

I 

˙ 

sing 

˙ 

the 

˙ 

song 

˙ 

comes 

ExErcISES 

Piano 

4 4 # 

& # 4 D(add9) 

œ œ œ œ œ œ ˙ 

? # # 4 F 

j . 

œ œ œ œ j . 

w œw 

œ 

° * ° 

4 

# , 

& # 

˙ œ œ 

through. When I 

# 

& # w 

through. 

D(add9) 

# 

& # 


? # j . # œw 

œ œ œ 

6 

Scoop R hand 

11 from low to high 

All 

# 

& # ˙. œ 

sing 

the 

Bm 

# 

& # 

œ œ œ J œ œ. 

? # j # œ. 

œ œ˙. 

œ 

11 

˙. 

sing 

œ œ 

œ œ 

œ 

I 

* 

Slightly lift clasped hands 

Ó œ œ 

When 


j . 

œw 

œ œ œ 

œ œ œ œ 

I 

D(add9) 


j . 

œw 

œ œ œ 


j . 

œw 

œ œ œ 

Ped. sim. harmonically throughout 

Burst hands high to low with 

palms up from head level 

œ œ œ œ 

let my spir - it 

œ œ œ œ 

sing my 

spir - it 


j . 

œw 

œ œ œ 

˙ 

˙ 

soar a - 

˙ 

˙ 

soars a - 

G/D 

œ œ œ j œ œ. 

jœ. 

œ œ 

œw 

G/D 


jœ. 

œ œ 

œw 

˙ 

, 

To Codafi 

œ 

œ 

new. When I 

˙ 

, 

œ 

œ 

new. When I 

A/C# 


jœ. 

œ œ 

œw 

mel - o - dy can chase a - way the blues, and my heart is joy - ful 

G 

D/F# 

G(add9) 

D(add9)/A 

œ 

œ œ j œ œ. 

jœ. 

œ œ 

œw 

As you lower your R hand 

wave it R,L,R as though 

washing the sky 

œ œ œ œ 

œ 

œ œ j œ œ. 

jœ. 

œ œ 

œw 

˙ 

, 

œ 

œ 

j 


jœ. 

˙ 

œ˙. 

œ 

Hold both hands 

over your heart 

œ œ œ œ 


jœ. 

œ œ 

œw 

Adding Fa and Sol 

21 

Ex. 1 

21 

Ex. 2 

21 

Ex. 3 

21 

Ex. 4 

More Practice with Dotted Half Notes 

22 

Ex. 5 

22 

Ex. 6 



Sight-Sing a Song! 2 23 

The original purchaser has permission to reproduce this page for educational use in one school only. Any other use is strictly prohibited. 

Copyright © 2008 HAL LEONARD CORPORATION 


Sight-Sing a Song! 2 37 

35

RESOURCES: Kids on Risers 

Gr. 1-8 

Kids on Risers 

A Director’s Guide for Young Performers 

John Jacobson 

Add visual impact to concerts and programs with this helpful “how to” guide for music teachers and directors who find themselves 

with a stage full of KIDS ON RISERS! This instructional DVD is loaded with ideas to enhance the visual aspects of your performances, 

even in very limited space. From large groups to small, show choir to concert choir, your cast and choir will look as good as they 

sound! See how even a small move can make a big difference, as demonstrated by John Jacobson and a stage full of elementary and 

middle school students! DVD highlights include: creative formations and ways to move on to the risers, effective choralography and 

simple riser moves, period moves, 4 dance numbers - complete with costumes and props, and even a few movement lessons led by 

John for your students to join in! 

09971452 DVD/Booklet ..................................................................................................................................................................................................................... $34.99 

DVD featuring John Jacobson and risers full 

of elementary and middle school kids! 

Chapter 1: Getting on the Risers 

Chapter 3: Formations 

Chapter 4: Dance Steps (with no feet involved) 

• file on from one side 

• intersecting lines 

• scramble 

• 6 rows enter from 6 spots 

Chapter 2: Standing Positions 

• stand by, correct singing posture 

• spacing 

fists on hips 

hold hands 

• body angles 

facing directly downstage 

facing downstage L 

facing downstage R 

facing upstage 

• open & closed positions 

• using performers to direct visual focus 

to the conductor 

to downstage L 

rainbow head arch 

h no feet involved) Chapter 5: Simple Riser Moves 

low • to calliope high 

to a 

• 

soloist 

peel offs 

to a small 

stand 

group 

by 

prayer hands 

opera hands 

salute 

4 

clap burst 

burst clap 

• dominoes 

lunge 

raise R hand 

arm on neighbor’s 

shoulder 

lean 

• lunges in domino 

7 

• ripples 

rainbow arms 

snake 

wave 

“closed circle position” jazz hands 

Chapter 5: 6: Simple Novelty Riser Formations Moves 

• boat 

• Christmas tree 

“Christmas tree” 

“rainbow arms in a ripple” 

• school bus 

• ship 

• sleigh or wagon with horses 

• subway 

• block formation 

3 rows to 6 to 3 

downstage, down L, down R 

open & closed 

• 1 Bowling Pin 

face forward, L & R 

• build Bowling Pin 

• block formation to 

Bowling Pin 

• 1 Reverse Bowling Pin 

• 3 Bowling Pins 

• introduction 

• bell arms 

• burst clap 

• bursting moves 

• clap burst 

• floppy wrists 

• gospel step touch 

& step clap 

• gospel step touch 

with “attitude” 

• hinge 

• salute & 3-count salute 

• scissors hands 

• scoop 

• snake 

• sway snaps 

• tilting claps 

• train arms 

boys in middle 

“Bowling Pin” • hitchhike 

add girls (2 reverse bowling pins on each side) 

body angles: closed, open, to L, to R 

• circles 

• crosses 

• isolations 

• jazz hands 

& blade hands 

• knee pops 

• “L” arms 

“train arms” 

• diagonal lines in a “V” 

• marching 

• family portrait 

• traveling arms 

• opera • traveling arms to 

hands opposite sides 

• prayer • truckin’ Fingers 

Chapter 7: Decades of Moves Chapter hands 8: Dance Numbers 

• vaudeville rocks 

• present • vaudeville sways 

hands 

“family portrait” 

• Choralography Review 

By ShowTime of Kingwood, TX 

• Roarin’ ‘20s 

Directed by Ruth Ann Goodwin 

Charleston 

chugs 

“present jazz hand • On high” the Radio 

flapper hands & knee pops 

• Jump Rope Rock 

flexed 5wrists accenting down 

6 

Rubberlegs 

• Broadway Lights 

Whack Attack 

• Pirates All Are We 

• ‘30s and ‘40s 

sugarfoot 

air guitar 

floppy wrists 

truckin’ 

• ‘50s and ‘60s 

“Charleston” 

hand jive 

hitchhike 

jerk 

“On the Radio” 

“Jump Rope Rock” 

mashed potato 

monkey 

pony 

surf 

twist; 8-count twist; 

Peppermint Twist 

Watusi 

“twist” 

• today 

accent shoulders down 

axel 

“Broadway Lights” 

“Pirates All Are We” 

hip hop and street dance 

snake 

8 

9 

36

4 

Piano 

Part I 

Part II 


Handclaps ¿\ Œ ¿\ 

F 

claps end 

5 

. 

1. Not 

2. I 

. 

. 

1st time: All sing Part II through m. 12 

2nd time: Part I and II 

Look at me now! 

long a - go 

was - n’t sure 

I was meek, 

of my own 

I 

des 

was shy. 

- ti - ny. 

. 



fraid of my shad - ow and more. 

But learn - ing has giv - en me wings 

I was - n’t sure of my way. 

But all I have gath - ered has set 

Fsus 

F 

Dm 



Words by JOHN JACOBSON 

Music by CRISTI CARY MILLER 

Fsus 

A- 

5 

9 

13 

17 

21 

25 

13 

25 

1. 

2. 

3. 

Verse 

Here 

we 

stand! 

Ev - ’ry - one! 

This is it, 

Don’t 

be 

Come a - 

I’m for 

late! 

long, 

you, 

Look at me! (echo) 

1 

be! 

2 

be! 

Books! 

(Books!) 

I’ll 

Feel - 

in’ 

grand! 

Hav - in’ fun! 

per- 

fect fit! 

Cel - 

Sing 

you‘re 

e - 

a 

for 

brate! 

song! 

me. 

You can see! (echo) 

(spoken) 

Hey! 

Hey! 

School 

No 

Ev - 

Ev - 

Take 

So 

is 

one 

’ry - 

’ry - 

a 

much 

read ’em by the doz - en. 

cool 

so 

here will 

bod - y 

day’s a 

look and 

pos - si - 

I’m gon-na be the 


and CRISTI CARY MILLER 

Friends! 

let’s 

be 

is 

brand 

new 

you will 

bil - i - 

get 

start - 

ed! 

out - smart - ed. 

u - ni - ted. 

day! 

see. 

ty! 

(3rd time) To Coda 

best that I can 

Let’s 

Let’s 

go! 

(Friends!) 

go! 

That’s what it’s 

The original purchaser of this book has permission to reproduce this songsheet for use in one school only. Any other use is strictly prohibited. 

Copyright © 2001 by MUSIC EXPRESS LLC 


RESOURCES: Order from Chaos 

ALL AGES 

available fall 2010 

Order From Chaos 

Taming the Wild Music Class 

John Jacobson/Cristi Cary Miller 

How did this happen? The 39 other classes you teach each week go off without a hitch. Then, out of nowhere on a Friday afternoon, 

arrives THE class - where nothing goes as planned! The class period seems like FOUR hours long and there is NO “joyful learning.” 

You spend more time disciplining than teaching. What happened? Real life. That’s what. But you are the teacher, so, no matter the 

obstacles, you teach. Those “rascals” deserve no less. Learn what your biggest assets are, the importance of having a plan, how 

to embrace the chaos, how to get and keep students’ attention, and much, much more! Educators John Jacobson and Cristi Miller 

have compiled numerous ideas and activities, and insightful food for thought to help bring some order to the chaos. For additional 

motivation, song lyrics to 4 original songs are also included in the book. The enclosed ENHANCED CD features performance/accompaniment 

audio versions of each song, and PDFs of the piano accompaniments and separate vocal songsheets. Read on! 

09971436 Book/Enhanced CD ....................................................................................................................................................................................................... $12.99 

CHAPTERS 

Your Biggest Assets 

Having a Plan 

Three Little Questions 

Embrace the Chaos 

Physical Involvement 

Tokens and Tools 

Getting Their Attention 

Keeping Their Attention 

Routine, Routine, Routine! 

Discipline and Punishment 

Projects 

Motivational Quotes 

When in Doubt, Dance! 

(and more!) 

Chapter 2: Have a Plan 

One cannot over-emphasize the importance of “having 

a plan” before the class enters the room. We realize 

that it can be a lot of work to write detailed lesson 

plans, especially when you’re teaching many different 

grade levels and many classes one right after the other. 

But, knowing what you are going to try to do and how 

you are going to try to do it is essential if time and energy 

are going to be used effectively and efficiently. 

We all know it is more rewarding for the student AND 

for the teacher when the lesson is thought out in advance, 

knowing full well that improvisation will always 

be your secret weapon. But if you simply “wing it” everyday, 

your wild bunch will decide that “winging it” 

is the name of the game and you will have an uphill 

battle from the start. 

One principal told me, that generally his most successful 

teachers are those that have plans and stick 

to them. At his middle school they have 45-minute 

classes and try to encourage their staff to plan three 

different types of instruction for each of those periods. 

For new teachers looking for guidelines, he encourages 

them to break down those forty-five minutes 

roughly into: 

10 minutes – introduction. 

20 minutes – lesson. 

15 minutes – practice. 

His final instruction is to “keep it moving!” 

Chapter 6: Physical Involvement 

One cannot overstate the importance and value of 

physical activity for the taming of the wild classroom. 

Start each class with physical warm-ups, exercise and/ 

or stretching. Don’t worry about looking silly. They already 

think that, so you might as well live up to your 

reputation! 

Shake It Out! 

Everyone stands and shakes their right hand (preferably 

at head level), then their left hand, then right foot 

(not at head level) then left foot. 

Start by shaking each one for 8 counts (everyone 

counts aloud); then for 4 counts; then 2 countsl then 

1. Finish with a clap. 

The goal is to get the clap to sound together, followed 

by silence. No silence = do it again. 

Chapter 8: Getting Their Attention 

One of the biggest challenges regarding soothing the chaos of a 

wild classroom is simply getting their attention. Here are a few 

tried and true techniques that may help achieve precisely that. 

• Change the set up of the room. 

• Teach from the back of the room. 

• Have the class sit facing a different direction in the room. 

• Change location of activities (risers to floor, to Smart board, 

centers, etc.). 

• When instructing, constantly move around the room. This keeps 

children looking and interested in what you have to say. It also 

makes you more aware of classroom happenings. 

• Lights out. Sometimes simply lowering the lights will redirect 

the class and get them quiet. (K-5) 

• Silent rehearsal. Teach a portion or the entire lesson in silence. 

Even if the class is asked to make noise, you are silent. It’s a great 

attention getter. 

• Call and response (echo songs) are great attention getters for the 

whole class or for individuals. You can do this with voice, body 

percussion (clapping, snapping, stomping) or with instruments. 

• Sing your instruction to them for any particular activity. They’ll 

watch you strangely AND listen. 

• Play music as they enter the room, and have them write down 

three things about the music they are hearing. You don’t have 

to say a word. Just have these instructions on the board as they 

enter or on a piece of paper you hand each of them as they enter 

and take their assigned places. 

• Red Hot Word Have a new music word placed on the board 

when the class enters the room (or place it on a colorful note 

card.) At the end of the day/week, after the concept is learned, 

place the word on a word wall. Encourage students to use the 

learned words/concepts throughout the year. (Grades K-5) 

enhanced cd 

Œ 

Œ Œ ¿\ ¿\ 

& b b 4 Bb 

Ab /Bb 

Œ j j œ 

F œ œ œ b œ ˙ b œ œ 

? 

b b 4 œ œ œ œ œ œ œ œ 


& b b 

Œ ¿\ Œ ¿\ F 

∑ . œ . 

& b b 

F 

∑ 

œ 

& b b 

Bb 

œœ 

œœ 

œœ 

œœ 

œ œ œ . 

? 

b b œ œ œ œ œ œ 

œ 

& b b œ . j œ œ œ œ 

& b b 


& b b Bb 

j 

œ 

œ . œ œ œ 

œ œ 

? 

b b œ œ œ œ 

7 œ œ œ œ 

Look at Me Now! 

j 

œ œ œ bœ 


j 

œ 

œ 

œ 

Ab /Bb 

b œ 

Œ ¿\ Œ ¿\ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ 

œ œ œœ 



˙ 

Œ œ . j œ œ œ œ 

Œ ‰ j 

˙ 


Bb 

j 


œ œ œ œ œ œ œ . œ œ œ 



˙ . 


piano/vocal 

arrangements 

œ . 

j 

bœ 

œ 

œ 

œ 

Œ 

œ 

‰ j œ 

‰ 

œ 

audio 

tracks for 

4 songs 

& bb 4 4 Pop/Rock (q = 148) 4 

% 

& bb 5 

. j 

œ œ 

& bb 

& bb 

Chapter 9: KEEPING 

Their Attention 

j 

œ 

• Poison Rhythm. If students are lined up waiting for the 

teacher, have them play Poison Rhythm/Melody to take 

away some time. Poison Rhythm: The teacher develops a 

4-beat pattern (or 8-beat for older students) that children 

recognize as the “poison” rhythm to avoid during the game. 

The teacher then begins clapping various 4-beat patterns 

(or 8-beat). All children should respond to each unless it 

is the poison rhythm. If they accidentally respond to this 

rhythm, they are eliminated from play. Likewise, if they do 

not respond to a rhythm that is not considered “poison”, 

they are also “out.” (You can play this game as “Poison Melody” 

or during class time as “Poison Recorder Melody.”) (K-5) 

• Music Math Here is another idea while waiting in line. With 

2 lines of children (boys/girls), have the first ones in each 

line compete against each other using a music math problem 

you give them. For example, you can say: “A whole note 

plus a whole note equals how many beats?” The first one to 

answer “8” is considered the winner. The loser has to go to 

the end of their line while the winner stays where they were 

to compete against the next person. If you want to help the 

classroom teacher, you can also just work on math facts instead 

of using note/rest values. (Grades 1-5) 

• Line Learning If waiting in line for the teacher, have a nearby 

folder that has various multiple choice music questions 

on flashcards. Have the first person in each line compete 

for the answer or have all students raise hands collectively 

for the correct response. (Grades 2-5) 

œ 

j 

œ œ Œ 

j 

œ œ Œ 

Refrain 

j 

œ œ œ J œ Œ 

The Best That I Can Be! 

j 

œ 

j 

œ 

j 

œ 

œ 

œ 

œ 

j 

œ œ Œ 

j 

œ œ Œ 

œ œ Œ 

J 

œ œ œ œ 

œ œ œ œ 


œ œ œ œ 

œ 

œ œ ˙ 

œ 

œ œ . 

J 

œ Œ Ó 

Ó Œ ‹ 

∑ Œ ‹ ‹ Œ 

& bb 

& bb œ Œ Ó 

Ó Œ ‹ 

∑ Œ ‹ ‹ Œ 

singer 

& bb 

‹ 

‹ Œ Œ œ 


‹ 

œ 

‹ Œ ‰ j œ œ œ 

songsheets 

fi 

37

Getting to Know … 

Getting to Know… STATE FAIR 

Music by Richard Rodgers 

Lyrics by Oscar Hammerstein II 

Book by Tom Briggs, Louis Mattioli 

Whether you are looking for blue ribbons or for adventure and 

romance, this Rodgers & Hammerstein classic delivers! A slice 

of Americana straight from the heartland, State Fair is now available 

for young performers through 9th grade in this G2K edition 

that follows an Iowa family as they leave behind the routine of 

the farm for three days of fun at the Iowa State Fair. Adapted 

to run about one hour with music arranged especially for young 

teens and tweens, your Showkit includes a pre-recorded track 

with sound effects and atmospheres for the Carnival Midway, a 

Pie-Judging contest, Hog Squeals, an old-fashioned dance at the 

Pavilion and more. With standards from the Great American Songbook, 

this show is sweet, corny and altogether lovable — just the 

kind of warm-hearted entertainment that only Rodgers and Hammerstein 

could deliver! 

The Theatre Guild production of the ‘new’ 

Rodgers & Hammerstien’s musical “State Fair.” 

Press Contact: Susan L. Schulman (212) 921-4344 

Photo Credit: Carol Rosegg 

Songs include: 

Opening (Our State Fair) 

It Might as Well Be Spring 

Our State Fair 

More Than Just a Friend 

Isn’t It Kinda Fun? 

That’s the Way It Happens 

Reprise: It Might as Well Be Spring 

When I Go Out Walking with My Baby 

It’s a Grand Night for Singing 

All I Owe Ioway 

Reprise: Isn’t It Kinda Fun? 

Reprise: That’s the Way It Happens. 

08751741 ShowKit .........................................................................................$500.00 

08751826 Audio Sampler .................................................................................$10.00 

Rodgers & Hammerstein Theatricals proudly presents the Getting 

to Know... Collection, adaptations of classic musicals for pre-high 

school students. The G2K adaptations run approximately 50 to 70 

minutes in length and have been created expressly with young 

performers in mind. The comprehensive ShowKit materials ensure 

that any enthusiastic teacher can produce a hit show! 

The ShowKit includes: 

20 Libretto/Vocal Books 

10 Chorus Books 

2 Piano/Vocal Scores 

1 Director’s Guide 

2 Director’s Scripts 

1 Study Guide 

1 Guide Vocal CD 

1 Orchestral Accompaniment CD 

1 Guide to Musical Staging DVD 

Additional G2K Shows: 

Getting to Know… 

Cinderella 

Getting to Know… 

Oklahoma! 


Once Upon a Mattress 


The King and I 

08744441 ShowKit ............................. $500.00 

08744442 Audio Sampler ..................... $10.00 

08744569 ShowKit ............................. $500.00 

08744579 Audio Sampler ..................... $10.00 

08745031 ShowKit ............................. $500.00 

08745032 Audio Sampler ..................... $10.00 

09970462 ShowKit ............................. $500.00 

08743892 Audio Sampler ..................... $10.00 

38

New from Broadway Junior • MTI kids 

HIGH SCHOOL 

MUSICAL 2 JUNIOR 

The gang’s all here for an action-packed summer 

extravaganza as Troy, Gabriella and the rest 

of the Wildcats finish junior year and blast onto 

the summer scene. At the Lava Springs Country 

Club, Sharpay reigns supreme while the Wildcats 

get to work - literally! Keeping every ounce 

of the light-hearted fun that makes High School Musical a household name, this buoyant 

sequel takes on the questions of real kids facing the realities of the adult world. 

Friendships are tested, summer romances go haywire, and the meaning of success is 

redefined. For complete songlist, visit www.halleonard.com/broadwayjr. 

09971343 ShowKit ......................................................................................................................... $550.00 

08750665 Audio Sampler ................................................................................................................. $10.00 

08750666 Super Sampler ................................................................................................................. $15.00 

SEUSSICAL JUNIOR 

“After all those years being stuck on a 

page, did you ever imagine you’d see me 

onstage?” So says the mischievous Cat in the 

Hat at the onset of this fantastical, magical, 

musical extravaganza! All of our favorite Dr. 

Seuss characters come to life in this delightful 

Seussian gumbo of musical styles, ranging 

from Latin to pop, swing to gospel, and R&B to funk! So let your toes tap, your fingers 

snap, and your imagination run wild for “Oh, the thinks you can think, when you 

think about Seuss!” For complete songlist, visit www.halleonard.com/broadwayjr. 

09971371 ShowKit ......................................................................................................................... $550.00 

08750919 Audio Sampler ................................................................................................................. $10.00 

08750920 Super Sampler ................................................................................................................. $15.00 

THOROUGHLY MODERN 

MILLIE JUNIOR 

Thoroughly Modern Millie is the zany 1920’s 

musical romp that will have everyone dancing 

the Charleston! Taking place in New York 

City in 1922, Thoroughly Modern Millie tells 

the story of young Millie Dillmount, who has 

just moved to the city in search of a new life 

for herself. It’s a New York full of intrigue and jazz - a time when women were entering 

the workforce and the rules of love and social behavior were changing forever. 

Filled with frisky flappers, dashing leading men and a dragon-lady of a villainess 

audiences will love to hate, you’ll present a perfectly constructed evening of madcap 

merriment. For complete songlist, visit www.halleonard.com/broadwayjr. 

09971362 ShowKit ......................................................................................................................... $550.00 

08750921 Audio Sampler ................................................................................................................. $10.00 

08750922 Super Sampler ................................................................................................................. $15.00 

DISNEY’S ALADDIN KIDS 

Now available in a 30-minute KIDS Collection format, this Disney favorite will thrill 

your performers and audiences! All of your favorite characters are here including 

Aladdin, Jasmine, and of course, the Genie. Filled with magic, mayhem, and flying 

carpet rides, the tuneful Academy-Award-winning score will make this musical a 

favorite for many years to come! For complete songlist, visit www.halleonard.com/ 

kidscollection. 

09971386 ShowKit ........................................................................................................................$395.00 

08750917 Audio Sampler .................................................................................................................$10.00 

08750918 Super Sampler .................................................................................................................$15.00 

Want to know more? 

Visit www.halleonard.com/broadwayjr 

for licensing information and to see other available shows. 

Broadway Junior and MTI’s KIDS Collections are registered trademarks of Music Theatre International. 

39

New from Hal Leonard! 

The new ESSENTIAL ELEMENTS CLASSROOM METHOD FOR 

RECORDER is designed for today’s classroom, including easy-to-use 

technology features that enhance the learning experience for any 

teaching situation. 

Essential Elements for Recorder can be an effective tool for 

introducing or reinforcing general music concepts, as an introduction 

to ensemble performance (band, orchestra and choir) or individual or 

small group instruction. 

STUDENT BOOK INCLUDES: 

• Over 130 songs 

• Instrument Basics 

• Music Reading 

• Duets and Rounds 

• Music History 

• Fingering Chart 

Essential Elements Learning System 

Proven pedagogy that introduces one new concept at a time, careful 

pacing with reinforcement, rhythm raps, multi-cultural music, reviews, 

quizzes, and Performance Spotlights – all features of Essential 

Elements! 

Start-Up Video 

Teaches the basics of posture, hand position, breathing, tonguing, the 

first few notes, and instrument care. Students and teachers can access 

the video on the available CD-ROM, or a free online website (for home 

use). For teachers’ convenience, a separate DVD start-up video is also 

available. 

CD Play-Along Tracks with Tempo Control 

High quality accompaniments, featuring REAL instruments, expertly 

arranged for young musicians, in a variety of styles to make 

practicing productive and fun. The tracks introduce various music 

ensembles such as band, orchestra and choir. Each track’s tempo 

can be adjusted with included computer software. 

Student Book 1 Student Book 1 Start-up Video only 

(Classroom) (includes Play-along (in DVD format) 

00860560 $4.99 CD with Start-up Video) 00860563 $7.99 

00860561 $7.99 

90006942

musicals - Hal Leonard

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