Teach the song by rote. This song can be used to review loud and quiet. The tiptoe verse is sung “quietly” and the stomping verse is sung “loudly.” This song is a very clear example of AB form. When you do the movement, you are doing a different movement for each section so you are already showing the form. You could point this out to the students by explaining that the music has two sections and they do a different movement for each section. You could label the sections A and B if you wish, or omit the symbols until grade one. Whenever possible in Kindergarten, ask the children if the music (phrase or section) is the same or different.

In the first part of the song (Ha, ha, this-a-way) the students should each have a partner and play a clapping game with their partner. They should clap own hands, then partner’s hands, own hands, partner’s, etc. On the verses they should move as the music suggests.

This song is included to have the students experience melodic direction and high/low. Have them show the melodic direction with movement. You may need to model the movement for your students.
1. Listen to the song, and have the children show how the melody moves using arm motions.
2. Teach the song by rote, one measure at a time, showing with arm motions the melodic direction.
3. Have the children sing the melody while you play it on step bells. Step bells a great visual to show the children how the melody moves higher and lower. If you don’t have barred instruments, use the interactive xylophone or metallophone on Musicplayonline.
4. Give the children scarves or streamers and have them create movement that shows the melodic direction. Try using both non-locomotor and locomotor movement.
5. Teach the body scale and have students show the notes on the body scale while they sing the song

Move to show how Snowman Joe goes higher and lower.

The body scale that is used is, from low to high: toes/floor, ankles, knees, thighs, tummy, shoulders, head, reach.

There is an option to slow the video (gearwheel). It will be easier for students if you slow the video or if you sing it a cappella.

Color each level of Snowman Joe a different color.

Point to the parts of the snowman as you sing the song.

Then do the body scale on YOU as you sing!

There are two sections to this song. The first two lines are the first section, or the A section. The students clap with a partner during this part. The last line is the second section, or the B section. The students “polka” during this part. Discuss the two sections of the song with the students. Ask if the two sections are the same or different. (different) Label them with two different shapes or as an A and B section. Make responders for your students. Glue the letter A onto a craft stick and the letter B onto another stick. Give each child an A and B stick. Have them hold up the A when they hear the first section and the B when they hear the second section.

Teach the song by rote. Sing and do the actions to the song.

Print a set of 5 penguins to use as manipulatives while you sing the song (manipulatives are available in the song's printables section). The first time you use them, the teacher should model. Each verse, you’ll take one penguin away and count the ones that are left. You can make class sets of penguins for the students to use. Cut them out and package five penguins in a ziplock bag. Glue the penguins onto different colors of cardstock. When you give out the ziplock bags, give each child a set with a different color background. This will help to keep the ziplock bags organized. The students enjoy singing and counting their own penguins as they sing.

This song is included to prepare the so-mi interval and to give students an opportunity to create movement. This song is mentioned in the So-me storybook #9 - “So-me Goes to the Party” by Stuart Manins.

Form a circle. All sing the song swinging their arms while the student chosen to be Old Mother Brown moves around the inside of the circle to the movements of the animal or person she chooses to become. The students guess what she is. If the students like, they can clap hands on “Whoosh, whoosh, whoosh, whoosh, wham.” Sometimes Old Mother Brown falls down on the word “wham.”

Show the phrases by drawing a rainbow shape with your finger. Count the phrases. (4) Ask the students to tell you which phrases are the same and which are different. (1 and 2 are the same.) The phrases are not all the same length. Phrase 1 and 2 are only 1 measure. Phrases 3 and 4 are each 2 measures long.

Review singing and speaking voices with your students. Ask them to listen to the song and tell you when a singing voice is used and when a speaking voice is used. The interactive activity, Types of Voices, is linked to this song.

Teacher note: We don't have a kids demo for "Old Mother Brown". If your students would like to see themselves on MusicplayOnline please review the submission requirements here: https://help.musicplay.ca/can-i-submit-a-kids-demo