Tap a beat with the music. Is the music fast or slow? In music, the beat of a song may be fast, slow, or somewhere in between. The word tempo is used to describe how fast or slow to play or sing a song.

Keep the beat with “The Sewing Machine” using sticks.

Learn about the selection.

Learn about a sewing machine and how the music is made to sound like a sewing machine.

Do just what the words of the song tell you to do. Move freely to the music – “You can run or jump or hop, but when I say “statue” you stop!” Freeze like a statue, and don’t move until you hear the instruction to “scratch” whatever body part is itchy.

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.

Play the Up, Down, Same activity.

Play the "Which Way do the Notes Go?" interactive.

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!

Play the melody on Boomwhackers. Sit the children in 8 groups and give out the notes C-D-E-F-G-A-B-C'
Sing the song and play the Boomwhackers with your singing.

This song is a repertoire song giving you a song about a favorite winter activity. Teach the chorus of the song by rote. You can continue to reinforce the idea of melodic direction in the part of the song that goes “’til you been down Bogannin’ Hill.” The melody moves down each time this is song. Show this with arm motions each time you come to that part of the song. The spoken part has an accompaniment that moves higher step by step - sort of like climbing up a hill. Show how the accompaniment moves up with arm motions.

Sing and move to “Skinnamarink”.