MusicplayOnline is a versatile teaching tool that encourages active music making in and out of the classroom. Whether you are at school or at home, our resources are designed to fit your teaching needs!
We are proud to announce the merger of MusicplayOnline and the John Jacobson’s Music Experience beginning…immediately! From now on, if you subscribe to MusicplayOnline you will also receive all of the materials past and new from JJ and ME! All for the price of one subscription and all at one convenient site. If you have already subscribed to JJ and ME! for season 3, no need to subscribe to MusicplayOnline. You’re in! And vice versa. We’ll just transfer you over and you’ll get it all. If you haven’t subscribed yet you can just go to either of our websites and subscribe there and you will get BOTH! Two for the price of one!
View a SampleHere’s a new up-tempo latin style song highlighting the importance of friendship. Song features a rap as well as dance moments for your singers (Recommended K-5)
(Chorus)
Friends, friends forever,
Forever we are friends.
I got your back and you got mine
That will never end.
Friends, friends forever,
Forever we are friends.
So come along and join our song,
‘Cause everything better with friends
(Verse)
When we get together if for work or play.
Everything is better every single day.
I know I can count on you that is plain to see,
And I hope you realize you can count on me.
(Chorus)
(Rap)
Travel all around the world and everywhere you land,
You can make a friend or two on that you can depend.
We can never have too many on that you can depend.
Every day is better when you bring along a friend.
(Chorus)
(Tag)
So come along and join our song,
‘Cause everything better with friends
Whether you’re in the classroom, online, hybrid, or calling in a sub you can choose from pre-built lesson modules or build your own lessons using our materials and yours.
ExpandIncluded with your teacher license is a student access code for all of your students. Give them access to educational games, interactives, instrument programs, and more! We don't store any student data to ensure that we keep everyone safe!
Choose from the pre-built lessons, the song list, or create your own from scratch! Musicplay is a menu and includes paths for Orff and Kodaly specialists and general classroom teachers. This resource also works well as a printable lesson planning guide and includes: year plans, scope & sequence, month outlines, song notation and activities. There are curriculum correlations suggested to help connect to other areas.
ExpandDiscover new songs, familiar songs, and choral pieces. Each song has videos, downloadable accompaniment tracks, arrangements, teaching suggestions and more!
ExpandThousands of videos are included to support you. We have vocal warmups, solfa practice, rhythm practice, recorder levels 1 & 2, ukulele, guitar, Boomwhackers, bucket drumming, body percussion, dances, kids demos, and the composer's specials (Bach's Fight for Freedom, etc.).
Each instrument program has lessons that focus on building skills and learning through concepts through playing. Programs include recorder, ukelele, guitar, bucket drumming, body percussion, frame drumming, boomwhackers, and more!
ExpandEach unit is full of all kinds of resources. Find units for festivals and holidays, dance selections, listening units, school programs, orchestra families and theory.
The online site includes 3,000+ interactive activities to use on computers and student devices! We're constantly updating and finding new ways to use gamification to reinforce concepts. You'll find fun music games, solfa and note naming activities, tone ladders, beat and rhythm activities, melody composition tools, rhythm composition tools, pop quizzes, and more!
Denise hosts several webinars a month on a variety of topics. All webinars come with a certificate of completion to use for PD credits!
ExpandWhen you choose Musicplay you become a Musicplay teacher surrounded by a passionate community that is dedicated to supporting each other, music education and their students.
ExpandIn this lesson you will
Watch the story of Peter and the Wolf
Can you remember the names of some of the instruments?
Can you retell the story in your words?
This link will take you to a short performance of The Bird on the Flute
Color or Draw the Bird and the Flute
If you have a printer, download the worksheet, "The Bird"
Print the words and color the pictures.
If you don't have a printer, draw a picture of a bird and color it. You can try to draw a flute too!
"The Bird" is played by the flute. The music is high, and it is fast.
Print the words high and fast on your picture. Label the flute if you drew one.
This link will take you to a short performance of The Duck played on an oboe.
Color or Draw the Duck and the Oboe
If you have a printer, download the worksheet, "The Duck"
Print the words and color the pictures.
If you don't have a printer, draw a picture of a duck and color it. You can try to draw a oboe too!
"The Duck" is played by the oboe.
Print the words The Duck on your picture. Label the oboe if you drew one.
Assessment may not be required for your school or district.
Your teacher may send you questions like:
* What instrument represents the bird?
* What instrument represents the oboe?
* What is your favorite part of the Peter and the Wolf story?
Parents, Teachers and Administration:
Music education is important for children.
Whether in class or at home, keep our children singing, playing, moving, listening and creating music!
In this lesson, students improve comprehension as they retell the story of Peter and the Wolf.
Whether you’re in the classroom, online, hybrid, or calling in a sub you can choose from pre-built lesson modules or build your own lessons using our materials and yours.
Start your free trialIncluded with your teacher license is a student access code for all of your students. Give them access to educational games, interactives, instrument programs, and more! We don't store any student data to ensure that we keep everyone safe!
Start your free trialChoose from the pre-built lessons, the song list, or create your own from scratch! Musicplay is a menu and includes paths for Orff and Kodaly specialists and general classroom teachers. This resource also works well as a printable lesson planning guide and includes: year plans, scope & sequence, month outlines, song notation and activities. There are curriculum correlations suggested to help connect to other areas.
Start your free trialThis song is useful for reviewing or teaching steady beat, having students distinguish between beat and rhythm, and labelling ta and titi. Teach by rote.
Engine engine number nine,
Going down the railroad line.
If the train goes off the tracks,
Will I get my money back?
Discover new songs, familiar songs, and choral pieces. Each song has videos, downloadable accompaniment tracks, arrangements, teaching suggestions and more!
Start your free trialThousands of videos are included to support you. We have vocal warmups, solfa practice, rhythm practice, recorder levels 1 & 2, ukulele, guitar, Boomwhackers, bucket drumming, body percussion, dances, kids demos, and the composer's specials (Bach's Fight for Freedom, etc.).
Start your free trialIn this lesson, you will:
This is a video introduction to bucket drumming.
Teacher note: skip the video if you prefer to use the slides that follow and explain it yourself.
Find something at home to use for drumsticks. You could use two wooden spoons, pencils, dowels or metal spoons.
You could use a 5-gallon bucket, an ice cream bucket or even a cardboard box.
To hold drumsticks (or wooden spoons), pinch the stick between your thumb and the knuckle of your pointer finger. Loosely wrap the other three fingers around the stick.
Don’t use a fist grip. Don’t use a pointer grip.
Practice exercises 1-2.
Exercise 1: Tap each stick on the top of the bucket 8 times with each hand. Repeat 4 times.
Exercise 2: Tap each stick on the top of the bucket 4 times with each hand. Repeat 4 times.
R = right hand L = left hand
Exercise 3: Practice alternating hands. Repeat 4 times.
Notice that you start each measure with the right hand.
Exercise 4: Practice a rhythm with 8th notes. Repeat 4 times.
Continue to start each measure with the right hand.
Try these exercises with the music or videos in the next few steps.
Exercise 3: Practice alternating hands. Repeat 4 times.
Notice that you start each measure with the right hand.
Exercise 4: Practice a rhythm with 8th notes. Repeat 4 times.
Continue to start each measure with the right hand.
Create your own pattern or patterns.
Remember to start each measure with the right hand.
Try out your pattern with the music in the next step or with the video in the following step.
Play the patterns you've created with the music. Repeat each pattern 2-4 times.
This link takes you to the Kidz Bop Kids recording of "Gangnam Style".
Try the exercises and your patterns with this song or with a song you like.
This is a Safeshare link.
If the Safeshare link doesn't work google KidzBop "Gangnam Style"
Each instrument program has lessons that focus on building skills and learning through concepts through playing. Programs include recorder, ukelele, guitar, bucket drumming, body percussion, frame drumming, boomwhackers, and more!
Start your free trialEach unit is full of all kinds of resources. Find units for festivals and holidays, dance selections, listening units, school programs, orchestra families and theory.
Start your free trialThe online site includes 3,000+ interactive activities to use on computers and student devices! We're constantly updating and finding new ways to use gamification to reinforce concepts. You'll find fun music games, solfa and note naming activities, tone ladders, beat and rhythm activities, melody composition tools, rhythm composition tools, pop quizzes, and more!
Start your free trialDenise hosts several webinars a month on a variety of topics. All webinars come with a certificate of completion to use for PD credits!
Start your free trialFacebook Group
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https://www.youtube.com/channel/UCqqZCPZ39zVDZUXl-Pd4AVQWhen you choose Musicplay you become a Musicplay teacher surrounded by a passionate community that is dedicated to supporting each other, music education and their students.
Start your free trialSelect a grade to get started
1. This song asks the listener if he can hear the little bird singing in the elm tree.
2. This song can be sung as a 4 part round. You could create movement for the song and have the students perform the round as a 4 part movement round while they sing. For example – with a partner:
Entendez-vous sur l’ormeau Chantez le petit oiseau ?
Tra la la la la la la la la la la, Tra la la, tra la la.
cup left ear, right ear, left ear, right ear as if listening
reach up with left hand, up with right hand
down with left hand , down with right hand
clap twice and pat the rhythm on your legs
clap own hands twice, then partners hands once (repeat)
Have students form 4 groups. Sing the round in 4 parts starting the movement at the same time as your group begins singing.
3. Entendez-vous can be sung as a partner song with Frère Jacques. Frère Jacques was introduced as a movement canon in Musicplay Grade 3.
Directions: Form a double circle.
Frère Jacques, Frère Jacques
Dormez vous, dormez vous
Sonnez les matines, sonnez les matines Din dan don din dan don
1. Partners join hands and take 8 steps
2. Point finger at your partner, change hands
3. Join hands and jive back and forth
4. clap own hands twice, clap partners hands
Learn the movements to the round in unison with one double circle. Split the group in half and do it as a 2 part movement/vocal canon. Work up to a 4 part movement/vocal canon.
Try the two songs together – you could have a total of eight parts!
Entendez-vous sur l’ormeau
chanter le petit oiseau?
Tra la la la la la la la la la la,
Tra la la, tra la la.
Écoutez la chanson et pointez vers les objets que vous ajoutez à vos souliers. Dans le premier couplet, pointez vers le ruban, dans le deuxième vers les boutons, dans le troisième vers les clochettes, dans le quatrième, pointez vers les pompons et dans le dernier couplet, pointez vers les poissons.
Listen to the song and point to the objects that we are putting on our shoes! In the first verse point to the ribbons, in the second verse point to the buttons, in the third verse point to the bells, in the fourth verse point to the pompoms, and for the last verse point to the fish!
Apprenons maintenant cette pièce ensemble! Après chaque phrase, arrêtez la vidéo et chantez cette même phrase une autre fois.
Exemple :
Enregistrement : J’ai des rubans sur mes souliers.
(mettre la vidéo sur « pause »)
Faites l’écho de ce que vous venez d’entendre : J’ai des rubans sur mes souliers.
(faites jouer la phrase suivante)
Enregistrement : Voilà la mode, voilà la mode.
(mettre la vidéo sur « pause »)
Faites l’écho de ce que vous venez d’entendre : Voilà la mode, voilà la mode.
(faites jouer la phrase suivante)
Enregistrement : J’ai des rubans sur mes souliers.
(mettre la vidéo sur « pause »)
Faites l’écho de ce que vous venez d’entendre : J’ai des rubans sur mes souliers.
(faites jouer la phrase suivante)
Enregistrement : Voilà la mode qui est arrivée. (Note : « qui est » devient une syllabe : quié, pour plusieurs, sonne à l’oreille « qu’est »).
(mettre la vidéo sur « pause »)
Faites l’écho de ce que vous venez d’entendre : Voilà la mode, voilà la mode.
Et continuez ainsi jusqu’à la fin de la chanson.
Now let's learn this piece together! After every phrase pause the video and sing back the verse.
Example:
Recording: J'ai des rubans sur mes souliers.
(pause the video)
Echo what you heard: J'ai des rubans sur mes souliers.
(Play the next phrase!)
Recording: Voilà la mode, voilà la mode
(pause the video)
Echo what you heard: Voilà la mode, voilà la mode
(Play the next phrase!)
Recording: J'ai des rubans sur mes souliers
(pause the video)
Echo what you heard: J'ai des rubans sur mes souliers.
(Play the next phrase!)
Recording: Voilà la mode qui est arrivée!
(pause the video)
Echo what you heard: Voilà la mode qui est arrivée!
Keep going until you learn the whole song!
Dessinez l’image d’un soulier et dessinez chaque objet dont parle la chanson.
Draw a picture of a shoe and draw all the objects that this song talks about!
Maintenant que vous savez la chanson, chantez-la une fois de plus et pointez vers chaque objet représenté par vos dessins quand vous arrivez à son point dans la chanson.
Now that you know the song! Sing it one more time and point to the objects on your drawing as you sing about them!
Un poisson ?!? Comment peut-on avoir un poisson sur un soulier ? Au Canada français, on réfère au premier avril comme étant le « poisson d’avril », l’équivalent du April Fools en anglais. Cela arrive le 1er avril de chaque année. C’est le jour où les gens se jouent des tours et font des blagues.
A fish?! How can you have a fish on your shoe?! In French Canada, April Fools is called Poisson d’avril. It happens on April 1st every year! April Fools is when people play tricks and tell funny jokes to each other.
Pouvez-vous nommer d'autres types d'accessoires?
Can you name other kinds of accessories we could add to a shoe?
Essayons d’écrire nos propres couplets pour cette chanson. Complétez les phrases avec des objets que vous pensez pouvoir mettre sur vos souliers.
J'ai des ___________ sur mes souliers
Voilà la mode, voilà la mode
J'ai des ___________ sur mes souliers
Voilà la mode qui est arrivée.
Voici des exemples:
- des oursons
- des couleurs
- des cadeaux
- des bijoux
Let's try writing our own verses to this song! Fill in the blank with other objects you can think to put on your shoes!
J'ai des ___________ sur mes souliers
Voilà la mode, voilà la mode
J'ai des ___________ sur mes souliers
Voilà la mode qui est arrivée.
An example could be:
- des oursons
- des couleurs
- des cadeaux
- des bijoux
Chantez votre couplet encore une fois et décidez si vous avez créé un couplet rigolo comme quand la chanteuse avait mis des poissons sur ses souliers. Ou avez-vous fait un bon choix à la mode comme quand la chanteuse avait mis des rubans sur ses souliers?
Sing your verse again and decide did you make a funny verse like when the singer added fish to her shoes?! Or did you make a very fashionable choice like when the singer added ribbons to her shoes?
Cette chanson a des sons très intéressants ! Récitez le rythme suivant avec les sons intéressants que nous entendons quand deux lettres sont combinées ensemble pour créer un son unique : ou (comme hibou). On se rappelle que ta représente un son et titi représente deux sons.
This song had some pretty cool sounds in it! Say the following rhythm using the cool sounds we heard when two letters are combined and have their unique sound: ou (like hibou). Remember that a ta is one sound and a titi is two sounds!
Cette chanson a des sons très intéressants ! Récitez le rythme suivant avec les sons intéressants que nous entendons quand deux lettres sont combinées ensemble pour créer un son unique : on (comme maison). On se rappelle que ta représente un son et titi représente deux sons.
This song had some pretty cool sounds in it! Say the following rhythm using the cool sounds we heard when two letters are combined and have their unique sound: on (like maison). Remember that a ta is one sound and a titi is two sounds!
Cette chanson a des sons très intéressants ! Récitez le rythme suivant avec les sons intéressants que nous entendons quand deux lettres sont combinées ensemble pour créer un son unique : oi (comme oiseau). On se rappelle que ta représente un son et titi représente deux sons.
This song had some pretty cool sounds in it! Say the following rhythm using the cool sounds we heard when two letters are combined and have their unique sound: oi (like oiseau). Remember that a ta is one sound and a titi is two sounds!
1. Envoyez à votre enseignant(e) une vidéo de vous-même quand vous chantez vos propres couplets. Essayez de ne pas trop rire quand vous chantez les couplets qui sont loufoques !
2. Envoyez à votre enseignant(e) une vidéo de vous-même quand vous récitez les séquences rythmiques qui ont les sons uniques : on, ou et oi
1. Send your teacher a video of yourself singing your new verses! Try not to laugh when you sing your silly verse!
2. Send your teacher a video of yourself saying the rhythm patterns using the three different sounds: oi, on, and ou
Velo qué bonito lo vienen bajando
Con ramos de flores lo van adorando (2x)
(Chorus)
Ro, rri, ro, rra
San Antonio ya se va
Ro, rri, ro, rra
San Antonio ya se va
(Instrumental)
(Repeat Verse & Chorus)
(English Translation)
Look at all the flowers the children are carrying
All those pretty flowers of adoration (2x)
(Chorus)
Ro, rri, ro, rra
San Antonio ya se va
Ro, rri, ro, rra
San Antonio ya se va
In this lesson you
This lesson was created by Katie Wardrobe of Midnight Music and is used with permission.
- read the checklist
- this is what your Padawan I should sound like when you're done
- look carefully at the percussion part (the lowest part)
- remember where the dots and the triangles go
- add the percussion part (the lowest part)
- put the dots and the triangles in the places where they were in the example
- when you've completed the steps, Save, then copy the link
- send the link to your teacher
- read the slide to learn what to do to achieve Padawan Level II
- it might be helpful to open this example link in one tab and your creating link in another
- follow the steps for Padawan II
- when you've completed the steps, Save, then copy the link
- send the link to your teacher
- read the slide to learn what to do to achieve Level 3 Jedi Knight
- follow the steps for Level 3 Jedi Master
- when you've completed the steps, Save, then copy the link
- send the link to your teacher
- read the steps for Level 4 - Jedi Master I
- follow the steps for Level 4 - Jedi Master II
- when you've completed the steps, Save, then copy the link
- send the link to your teacher
- read the steps for Level 5 - Jedi Master II
Available in every membership
See pricingRead or retell the story of “Chicken Little” to the students. Create accompaniments and sound effects on unpitched instruments. Each time Chicken Little says,“The sky has fallen!” sing 93. “Apple Tree.”
In this lesson, you will:
Copy the body percussion that is shown for the A, B, C, sections.
Invite your students to make up new body percussion patterns and play the music again.
Review the movements for "Juanito."
This is a cute song for Cinco de Mayo.
Read the words for the song "Oats and Beans and Barley Grow."
Listen to the song "Oats and Beans and Barley Grow."
After you've heard the first part of the song, sing along with the chorus.
Play the video again and sing the whole song.
Watch the movements for the song "Oats and Beans and Barley Grow."
Sing along and copy the movements.
Echo sing the melody for the song "That's My Mom."
Listen to a phrase, then sing it back.
Listen to the song "That's My Mom."
Play it again and sing along!
Make a card for Mother's Day.
If you have a printer, download the printable card with the words to the song.
Save Paper! If you don't have a printer or don't want to print the card, make your own Mother's Day card.
Copy the book for each child.
The children illustrate each page.
Then cut it out and staple it together.
This video features the music "Tortoise" from Carnival of the Animals.
Is the tortoise fast or slow?
Is the music fast or slow?
Can you find a way to move like a tortoise to the music?
Try spider-walking or crab-walking. Will you go slow or fast?
You'll go very slowly to show that you're listening and responding to the music.
Complete the "Tortoises" worksheet.
Parents, Teachers and Administration:
Music education is important for children.
Whether in class or at home, keep our children singing, playing, moving, listening and creating music!
Available in every membership
See pricingIncludes:
In this lesson you will
Option 1
– or –
Option 2
– or –
Option 3
– or –
Option 4
This video is about the trumpet.
The video is 11-minute long.
The games that will follow will include the instruments trivia wheel and orchestra instrument bingo.
This video is a Safeshare link.
If the Safeshare link doesn't work, search internet for "Brilliant Brass CPO".
Divide the class into 2 groups and play the game.
Divide the class into 2 groups and play the game.
Try a few of the options.
Free play and free dance instructions follow.
Select the link below to go to the Movement Song Favorites learning module.
There are 15 favorite songs for students to sing and move with (or just move).
Follow the link to the Grade 2 song list.
Make a list of the students' favorite songs, singing games, games and activities from the year.
Then review as many as you have time for.
Available in every membership
See pricingTeaching Purpose/Suggestions: Read song #31 “Long Legged Sailor.” It is also on page 21 of the student book, and in the digital resources. If you don’t have either of these, write the rhythms on the board as follows. If you are teaching solfege, you could also write the solfa syllables under the rhythms. Play the game.
1. Did you ever, ever, ever in your long legged life
See a long legged sailor with a long legged wife?
No, I never, ever, ever in my long legged life
Seen a long legged sailor with a long legged wife.
2. Did you ever, ever, ever in your short legged life
See a short legged sailor with a short legged wife?
No, I never, ever, ever in my short legged life
Seen a short legged sailor with a short legged wife.
3. Did you ever, ever, ever in your bow legged life
See a bow legged sailor with a bow legged wife?
No, I never, ever, ever in my bow legged life
Seen a bow legged sailor with a bow legged wife.
4. Did you ever, ever, ever in your four legged life
See a four legged sailor with a four legged wife?
No, I never, ever, ever in my four legged life
Seen a four legged sailor with a four legged wife.
Hello Song
Option 1: Video Backyard Beats, trumpet episode
– or –
Option 2: Games
– or –
Option 3: Free Play, FreeDance, Movement Song Favorites
– or –
Option 4: Go to Musicplay 3 song list and do request and review
This video is about the trumpet.
The video is 11 min.
The games that will follow will include orchestra instrument bingo and trivia wheel.
This video is a safeshare link.
If the link is broken, google Video Brilliant Brass, by the CPO
Divide the class into 2 groups and play the game.
Divide the class into 2 groups and play the game.
Try a few of the options.
Free play and free dance instructions follow.
Option 3: Select the link below to go to the Movement Songs Favorites learning module.
There are 17 favorite songs for students to sing and move with (or just move).
Go to the Grade 3 song list.
Make a list of the students favorite songs, singing games, games and activities from the year,
then review as many as you have time for.
Available in every membership
See pricing59a.a “Valentine Friends” by Carmen Bryant
59a.b “You Are My Friend” by Anna Wood
59a.c Tempo Checkup
In this lesson, you will
Option 1: Video “The Composer is Dead”
Option 2: Games
Option 3: Free Play, Dance and Movement activities
Option 1: Video - The Composer is Dead (30 min)
This is a safeshare link. If the link is broken, try Googleing "The Composer is Dead".
The book was commissioned by the San Francisco Symphony, and premiered at Davies Symphony Hall on July 8, 2006, with Daniel Handler narrating and Edwin Outwater conducting. The orchestral work has since been performed at several other orchestras. The book was written in order to introduce children to the different instruments.
Divide the class into 2 teams and play the game
Divide the class into 2 teams and play the game.
Try several different bingo variations.
Fill 4 tubs or hoops with instruments and enjoy playing along with music.
If students are open to it, have a free dance time too!
The song "Come on Dance" follows to get your students creating movement!
Now it's your turn!
Create moves to the song, and when you like, pass it on.
Listen to part of the song.
Play the video again, and sing along.
If you need to review the movements, go to the song in the songlist and watch the kids demo.
- read the rhythms and the solfa (or pitch letter names)
Sing along with the kids and copy their movements.
Review the song.
Read the rhythms and the solfa or pitch letter names.
Game Directions: Use different dynamics to help your friend find the snake. Buy a rubber snake at a
dollar store. Choose one child to hide the snake somewhere in the classroom in plain sight - not under
something. A second child is chosen to hunt for the snake. The class guides the “finder” to the snake by
singing softly when he is far away from the snake and louder when he is closer. Remind the students to
sing with beautiful tone at all dynamic levels.
Sing and create your own movements with the lyrics video.
- or -
Go the next activity to view the kids demo.
Watch the video and do the actions with the students.
For a challenge, you can repeat the song with the same actions and don't say specific word. For example...
-1st time you repeat the verse but don't say "my" - just point to yourself.
-2nd time you repeat the verse but don't say, Hat" , just show the "hat"
-3rd time you repeat the verse but don't say "three" - just put up three fingers.
-4th time you repeat the verse and leave out "corners", just point to your elbows.
Available in every membership
See pricingIncludes:
In this lesson you will
Read the slide.
This song uses the same melody for verses and for the chorus.
You can accompany this song with D, G and A on guitar or ukulele.
Read the slide and watch the biography that follows.
This is a Safeshare link.
If the Safeshare link doesn't work, search internet for "biography of Lead Belly".
Read the slide.
Links to Creedence Clearwater Revival's performance and Paul McCartney's performance will follow the Compare Performances slide.
A printable version of this worksheet is in Supporting Resources.
Compare the three performances of the song.
This is a Safeshare link.
If the Safeshare link doesn't work, search internet for "Midnight Special Creedence Clearwater Revival".
This is a Safeshare link.
If the Safeshare link doesn't work, search internet for "Paul McCartney performs Midnight Special".
Practice the parts.
Available in every membership
See pricing142a.a – These are Grandma’s Glasses
In this lesson you will
Option 1.
– or –
Option 2.
This is a shorter version of the "Hello Song" in English, French and Spanish, without names.
This is a 27 minute video.
It includes vocal warmups and teaches about the ukulele and the hula.
This is a Safeshare link.
If the Safeshare link doesn't work, search internet for "Lomax the Hound hula" (also called "flea bath") to find the episode.
This song reviews fast/slow.
Sing along. If you can't sing, play sandpaper blocks or pool noodle scrapers with the song.
Divide the class into 2 teams and play the game.
Which part of the song are quiet? Which parts are loud?
Create word rhythm patterns using the names of classroom instruments.
Decide how to play those rhythms. You could use body percussion, found sounds or instruments.
Instructions are below for Free Play and Free Dance.
The Movement Song Favorites module link follows.
Select the link below to go to the Movement Song Favorites learning module.
There are 15 favorite songs for students to sing and move with (or just move).
Sing the echoes. Create movements to go with the song.
Available in every membership
See pricingThe anthems of both the USA and Canada are included in our program. This anthem, Star Spangled Banner, is particularly good for teaching about rubato, ritardando, a tempo and the fermata.
O say, can you see,
by the dawn’s early light,
What so proudly we hailed
at the twilight’s last gleaming?
Whose broad stripes and bright stars,
through the perilous fight,
O’er the ramparts we watched,
were so gallantly streaming?
And the rocket’s red glare,
the bombs bursting in air,
Gave proof through the night
that our flag was still there.
O say, does that
start spangled banner yet wave
O’er the land of the free,
and the home of the brave?
In this lesson you will
select among 3 options:
Option 1: Video - The Composer is Dead (30 min)
This is a Safeshare link.
If the Safeshare link doesn't work, search internet for "The Composer is Dead".
The book was commissioned by the San Francisco Symphony and premiered at Davies Symphony Hall on July 8, 2006, with Daniel Handler narrating and Edwin Outwater conducting. The orchestral work has since been performed at several other orchestras. The book was written in order to introduce children to the different instruments.
Divide the class into 2 teams and play the game.
Divide the class into 2 teams and play the game.
Try several different bingo variations.
Follow the link to the Trivia Wheel interactive home page.
Choose any of the games to play.
Fill 4 tubs or hoops with instruments and enjoy playing along with music.
If students are open to it, have a free dance time too!
The song "Come on Dance" follows to get your students creating movement!
Now it's your turn!
Create moves to the song, and when you like, pass it on.
Listen to part of the song.
Play the video again and sing along.
If you need to review the movements, go to the song in the song list and watch the Kids Demo video.
Read the rhythms and the solfa or pitch letter names.
Sing along with the students in the video and copy their movements.
Review the song "Chester".
Read the rhythms in the song.
Review the song.
Read the rhythms and the solfa or pitch letter names.
Game Directions: Use different dynamics to help your friend find the snake. Buy a rubber snake at a dollar store. Choose one student to hide the snake somewhere in the classroom in plain sight, not under something. A second student is chosen to hunt for the snake. The class guides the 'finder' to the snake by singing softly when the 'finder' is far away from the snake and louder when getting closer to it. Remind students to sing with beautiful tone at all dynamic levels.
Sing and create your own movements with the lyrics video.
- or -
Go the next activity to view the Kids Demo video.
Watch the video and do the actions with the students.
For a challenge, you can repeat the song with the same actions and not say specific word. For example...
1st time: You repeat the verse but don't say "my", just point to yourself.
2nd time: You repeat the verse but don't say "hat", just show the "hat".
3rd time: You repeat the verse but don't say "three", just put up three fingers.
4th time: You repeat the verse and leave out "corners", just point to your elbows.
Games! – play Trivia Wheel – beat or no beat, one sound or two – vegetables, Classroom Instrument Bingo
YouTube Video – Lomax the Hound (vocal warmup, learn about ukulele and hula – 27 min.)
Review and request Favorite PreK Songs as time permits:
- divide the class into two teams and play the game
- extend the previous 2 activities with composing
- create patterns
-choose body percussion or instruments and decide how to perform them
- divide the class into two teams and play the game
This video is 27 minutes long
It does vocal warmups, and teaches about the ukulele and the hula
This is a safeshare link.
If this doesn't work, search Lomax the Hound for this video or an alternate.
Give half the class shakers and half the class plastic castinets (or sticks).
When you sing the verses, the shakers play.
When you sing "quack quack quack" the castanets play.
Review and request Favorite PreK Songs: Choose from PreK song list or review the songs that follow.
Review "Goin' on a Bear Hunt" by playing a verse of the video and then play the video again and sing along.
Listen to a verse of "Take My Little Car".
Start the video again and sing along.
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Great resources and amazing sequence of concepts! A must for elementary music teachers!
I love the Learning Modules! The sample videos are very helpful and make it easy to prepare my lessons quickly. They have also served as last minute Sub lesson plans. My favorite thing about being a part of the Musicplayonline community is the connection with teachers all over the world, and easy access to the creator. Denise is so easy to talk to and so very helpful. I love her teaching style and ideas and am so grateful she is sharing her gifts with us.
This has been amazing this year but Music Play Online has always helped me way beyond anything else!
Denise and the Musicplay program have energized my love of teaching music more than I could ever have imagined!
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I do SO much more movement, listening, meaningful written work and composition.....I can't say enough!
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