This game provides an opportunity for solo singing, which helps in the development of the student's singing voice and provides opportunities to assess solo singing.

Have the students keep a beat by tapping two fingers in the palm of their hand or snapping fingers. The leader sings their own name twice and then another name twice. The person who has the name must come in on the beat with their own name twice, and then someone else’s name. If a student misses a beat, they are eliminated from the game. If you start with all the students standing, the students who are eliminated sit down. Tip: If you don’t like elimination games, each time the beat is missed you can increase the tempo.

Have the students make word rhythms with numbers. For example: one, two, threefour, five. Play the rhythm of the word chain on non-pitched instruments as an introduction or B section If you don't have Orff instruments create accompaniments for the song using G-D Boomwhackers or unpitched rhythm instruments.

Clap all 4 rhythms. Click on a square to take one away.
Clap all 4 rhythms, including the missing one. Click on a square to take another away.
Clap all 4 rhythms, including the missing ones. Click on a square to take another away.
Clap all 4 rhythms, including the missing ones. Click on a square to take another away.
Invite 4 students to help you write the complete rhythm on the board. (Each does one square)
Ask the students if they can identify the song.

Review the rhythm names for sixteenth notes qttt (tika-tika). Sing the song using rhythm names.

Denise Tip: Ask the students to clap the rhythm (the way the words go). Ask them "How many sounds are in each beat?" Teach them that four sounds on a beat is called tika-tika qttt. These are called sixteenth notes. Try playing it on instruments. This song is an easy round for young singers to perform in parts. Try it as a two-part round before trying three or four parts.

The round can be performed as a movement canon as well as a vocal canon. Form a double circle.

Frère Jacques, Frère Jacques 1. Partners join hands and take eight steps
Dormez-vous? Dormez-vous? 2. Point finger at your partner, change hands
Sonnez les matines, Sonnez les matines, 3. Join hands and jive back and forth
Ding, dang, dong! Ding, dang, dong! 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 two part movement/vocal canon. Work up to a four part movement/vocal canon

This song is used to teach or review tempo terms. Play one verse or sing the song to the students. Teach them the actions for the song. Tell the students you’re going to try singing "Chester" at several different tempos. The actions get more and more challenging as the tempo increases. Repeat the song four times, getting faster each time. When you teach or review a musical term, add that term to your musical word wall.

Chester - left hand to chest
have you - point
heard about - cup ear
Harry - pull hair
just got back from the - slap back over left shoulder, then right shoulder
ar- - touch arm
-my - thumb to chest
I hear - cup ear
he knows - touch nose
how to wear a rose - with your left finger, circle an imaginary corsage pinned to your shirt
hip hip hit - left hip with left hand, then right hip with right hand
hooray - thrust fist into the air
for the ar- - touch arm
-my - thumb to chest

Invite students to create 8-16 beat drumming patterns with rhythm sticks on the floor (or on beat boards) between repetitions of the song. If you don't have Orff instruments, you could choose a different unpitched instrument for each action (or pair of actions) in the song and perform the song using instruments instead of singing. This should be a challenging exercise at the faster tempos.