Songs & Games: Elementary Music

Elementary Music
Songs & Games

Germany
Wer hat Angst vorm Bösen Wolf
The wolf stands on one side of a playing field, the sheep on the other
Wolf: "Wer hat Angst vorm Bösen Wolf."
Sheep: "Keiner!"
Wolf: "Und wenn er aber kommt?"
Sheep: "Dann laufen wir davon."
Copyright © Little House Lessons

Wer hat Angst vorm Bösen Wolf
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
2. Large space for students to circle up Rhythm
Du/Du-De
3. Ukulele or autoharp is preferred accompaniment - piano  
will do
4. Younger children - stuffed rabbits for Beat Buddies
Meter
2/4
Key C Major
Procedure
1. Introduce the rhyme by singing to the class at least twice. First time: listening, Second Time: Steady
Beat on body
2. Speak a third time for the class and invite students to use their beat buddies to keep the beat in their laps
(or elsewhere).
3. Game: The wolf stands on one side of a playing field, the sheep on the other.
4. Now all the sheep try to reach the other side, and the wolf tries to catch as many as he can. Every
caught sheep turns into a wolf and has to help to catch the others in the next round.
5. Originally ‘black man’ referenced someone standing in the shadows. However, you may want to replace
the word ‘black’ with something else. Or just stick with using German.

Taler, Taler, Du Musst Wandern
Coin, Coin, You Must Wander
Taler, Taler, du musst wandern,

Von dem einen
Zu dem andern.
Das ist schon,
Das ist schon.
Neimand darf der Taler sehn!
Coin, coin you must wander

From one
To another.
That is nice,
That is nice.
No one should see the coin!

Taler, Taler, Du Musst Wandern
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
3. Ukulele or autoharp is preferred accompaniment - piano
will do  
4. Younger children - stuffed rabbits for Beat Buddies Meter
2/4
5. A coin of some sort
Key C Major
Procedure
1. Introduce the rhyme by singing to the class at least twice. First time: listening, Second Time: Steady
Beat on body
2. Speak a third time for the class and invite students to use their beat buddies to keep the beat in their laps
(or elsewhere).
3. Game: Sitting in a circle, students will pass a coin secretly from one child to another. The beat must stay
steady. Children guess who ended up with the coin at the end of the song.
4. Explain: A taler is any of various silver coins that serve as a unit of currency in some Germanic
countries between 15th and 19th centuries. Our ‘dollar’ originated from the German word ‘Taler.’

Hoppa Hoppa Reiter
German Motions English

Hoppe hoppe Reiter Bounce child on knee Bumpety bump, rider,
Wenn er fallt, dann schreit er, Lay child down on lap If he falls, then he cries out
Fallt er in den Teich, Lift child back up. Should he fall into the pond,
Find’t ihn keiner gleich. Shake your head back and forth. No one will find him soon.
Hoppe hoppe Reiter Bounce child on knee Bumpety bump, rider,

Wenn er fallt, dann schreit er, Lay child on lap If he falls, then he cries out
Fallt er in den Graben, Lift child back up Should he fall into the swamp,
Fressen ihn die Raben. Pretend to nibble child’s fingers,   Then the rider goes…
making eating sounds.
Hoppe hoppe Reiter Splash!
Wenn er fallt, dann schreit er, Bounce child on knee
Fallt er in den Sumpf, Lay child down on lap
Dan macht der Reiter… Make slurping noises
…
Plumps! Hold child’s hands and drop child
between your knees.

Hoppa Hoppa Reiter
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do
Meter
4/4
Key  
Procedure
1. See lyric sheet for directions

Katz un Maus
Kids are forming a circle, holding their hands, the mouse is inside the circle, the cat is
outside, the cat has to catch the mouse, but isn’t allowed to enter the circle at first
Now the kids recite:
Katze: "Mäuslein, Mäuslein komm heraus."

Maus: "Nein, ich komme nicht heraus."
Katze: "Dann fang ich dich in deinem Haus!"
Now the cat can enter the circle if the kids decide to let her (by lifting their hands), on the
other hand the mouse is alway allowed to flee the circle.

Katz un Maus
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do
Meter
4/4
Procedure Key N/A

1. Introduce rhyme by speaking to the class at least twice. First time: listening, Second Time: Steady Beat on
body
2. Speak a third time for the class and invite students to use their beat buddies to keep the beat in their laps (or
elsewhere).
3. Game: Kids are forming a circle, holding their hands, the mouse is inside the circle, the cat is outside, the cat
has to catch the mouse, but isn’t allowed to enter the circle at first.
4. Now the kids recite: 
Katze: "Mäuslein, Mäuslein komm heraus.” (Mouse, mouse, come out!)

Maus: "Nein, ich komme nicht heraus.” (No, I will not come out.)
Katze: "Dann fang ich dich in deinem Haus!” (Then I will catch you in your house!) 
 
5. Last - the cat can enter the circle if the kids decide to let her (by lifting their hands), on the other hand the
mouse is alway allowed to flee the circle.
Kinder Polka Folk Dance
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Music - any strong oom-pa-pa polka works! The title

Kinderpolka is great. Rhythm
Du/Du-De
2. Formation understanding  
3. Dance steps & directions
4. Historical points regarding German folk songs and dances
Meter
2/4
Key N/A
Procedure
1. Introduce the polka (whichever recording you choose) by inviting students to move to the steady beat. I use a
bunch of different movements: marching around the room, standing still and knee bending, standing in a
circle and tapping the hands on either side of us, patsching body, beat buddies for the littles, identifying
instruments, etc.
2. Give brief history of the polka - stems from a Bohemian/Czech word for ‘half step’ and is originally from
Czechoslovakia in the form of a peasant dance. In duple time. Originally a ‘hop-step-close-step’ dance.
3. Start teaching the dance without music - music is added at the very end when everyone is comfortable.
4. Students create one large circle and teacher walks around and turns next door neighbors to face each other.
Teacher can pair up with an odd number of students.
5. Follow dance steps on attached page.
Kinder Polka Folk Dance
Measures Steps
two slow side-close steps toward center of
1-2
circle; three steps in place
two slow side-close steps away from center of

3-4
circle; three steps in place
5-8 Repeat measures 1-4
slap own knees with both hands, clap own

9-10
hands with partner three times;
11-12 repeat measures 9-10
place right heel forward, place right elbow in left

13
hand and shake finger at partner three times
14 repeat measure 13 with other hand and foot
turn once around in place with four steps; and

15-16
stamp three times
Summary Music - Find any German Polka with

Measures 1-2: IN - IN - step-step-step
a heavy ‘oom-pa-pa!’
Measures 3-4: OUT - OUT - step-step-step
Measures 5-8: Repeat above
Measures 9-10: Knees - hands - partner, 2, 3
Measures 11-12: Knees - hands - partner, 2, 3
Measure 13: scold with the right
Measure 14: scold with the left
Measure 15-16: turn yourself around and stamp-stamp-stamp

Song Collection
This collection is perfect for informances or concerts.

Rabbit In The Hollow
Rabbit in the hollow

Sits and sleeps.
Hunter in the forest
Nearer creeps.
Little Rabbit, please take care,

Sleeping in your hollow there.
Quickly to your home
You must run, rabbit, run!

Rabbit In The Hollow

Rabbit in the Hollow
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do
Meter
2/4
Key C Major
Procedure
1. Introduce song by singing to the class at least twice. First time: listening, Second Time: Steady Beat on body
2. Sing a third time for the class and invite students to use their beat buddies to keep the beat in their laps (or
elsewhere)
3. Game: choose one child to be the hunter and one to be the rabbit.
4. Rabbit belongs inside the circle, sleeping; Hunter is standing outside of the circle.
5. Students circle around the rabbit, singing, as the hunter creeps around.
6. On the “little rabbit please take care” the hunter begins to move toward the rabbit.
7. The circle allows Rabbit to move through easily but makes it difficult for the hunter.
8. Once Rabbit is caught the two choose a pair to replace them.
*In Germany, this song is called “A Little Man Standing In The Wood.”
The Journey Of The Leaves
"Come away," sang the river

To the leaves on a tree;
"Let me take you on a journey
If the world you would see."

So the leaves gently falling
From the tree on the shore,
Flowed away on the river
To come home never more.


Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du-De Du
will do
Meter
3/4
Key A Major
Procedure
1. Teach 3/4 time signature (if this will be new to students. Otherwise, skip to #2).
2. Review the feel of the waltz. If appropriate, showcase performance of the waltz by showing the following clips: 
a. Stafford Viennese Ball: https://www.youtube.com/watch?v=tRTVoN95miM 
b. The Second Waltz, Andre Rieu: https://www.youtube.com/watch?v=cPiCejN-Wek 
c. Waltz of the Flowers: https://www.youtube.com/watch?v=2DiL3p98ejE
3. Vocal warm ups - as desired (always necessary)
4. Teach musical phrases by arching arm/sweeping arm over the head and singing on a neutral syllable (students should
echo). Visually portray the phrase and notice with students how the phrase mimics the shape of a leaf falling from a tree
limb. Extension - discuss
5. Focus - tall vowels, pure and light head voices (even in the boys).
6. The bass or treble accompaniment can be turned into Orff accompaniment, if desired.
7. The lyrics are prime for extending them by allowing students to write variations - things to include: colors, movement
with the wind in autumn, crunchy sounds of dried leaves, etc.
Santa Claus
What clatters on the roofs  ’Tis cold as cold can be,
With quick impatient hoofs?   Yet I should like o see
I think it must be Santa Claus!

If Santa Claus is dressed his best.
Hark! Old Santa Claus,

Hark! Dressed for his ride,
He’s in his loaded sledge!

His ride around the world.
I wonder what he brings,  I guess I’ll dare to peep,
What heaps of pretty things,  He’ll think me sound asleep;
And how he gets them

Why, there he is with heaps of toys! 
Down the flue.
Hark! Yes, heaps of toys!
Hark! Down thro’ the flue  Yes, there is Santa Claus!
Just where the stockings hang!

Santa Claus

Santa Claus
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du-De/Du
will do
Meter
2/4
Key G Major
Procedure
1. Teach 2/4 time signature (if this will be new to students. Otherwise, skip to #2).
2. Sight read rhythm patterns - post short phrases on the board, or use rhythm flashcards if you have them.
Typically, I have students echo me, then they run through some as a class, then I do a speed round of the
rhythms or individual assessments if needed.
3. Vocal warm ups - as desired (always necessary)
4. Teach musical phrases by focusing on STACCATO articulation, which matches the rhythms. Clear word
endings and consonants.
5. Focus - tall vowels, pure and light head voices (even in the boys).
6. The bass or treble accompaniment can be turned into Orff accompaniment, if desired.

Christmas Day
Oh, Christmas is coming, oh Christmas is near,
The day we love best of all days in the year;
And good Santa Claus must be now on his way,
With presents for children heap’d high on his sleigh.
The night before Christmas is wonderful fun,
Tho’ often it seems it will never be done.
We sleep not a moment, tho’ hard we may try
And with the first dawn “Merry Christmas!” we cry.

Christmas Day

Christmas Day
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do
2/4
Key F Major
Procedure
1. This is an excellent simple song to teach high head voice, tall vowels and BREATH SUPPORT. I always
incorporate yoga stretches and the breathing techniques needed in singing. Several warms ups are necessary
to achieve the high F, however with elementary it is entirely possible, and F is a great key for adolescent
voices. Don’t allow students to get away with “we can’t sing that high” - they can and will, if taught
properly.
2. Look at the bass line accompaniment - invite students to move to the beat around the room or use a stretchy
band, to feel the dotted quarter - eighth groove.
3. Add jingle bells to enhance the pulse.
4. For correct tempo feel, instruct students to lean slightly forward towards the ball of their feet (only slightly!)
so they are staying on the ‘front end’ of the beat, versus leaning back and lagging. We don’t want to rush but
this song is terrible if the tempo drags.

Winter’s Past
Now at last winter’s past;
Hear the robin calling;
Waken flow’rs, gentle show’rs
Over you are falling.
Long have you been lying;
Now come out,
look about.
Soft the winds are sighing.
Rise and round you glancing,  

See where May
Comes today
From the southland dancing.

Winter’s Past

Winter’s Past
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets Rhythm

Du-De/Du
2. Large space for students to circle up
will do Meter
2/4
Key F Major
Procedure
1. This is an excellent simple song to teach high head voice, tall vowels and BREATH SUPPORT. I always
incorporate yoga stretches and the breathing techniques needed in singing. Several warms ups are necessary
to achieve the high F, however with elementary it is entirely possible, and F is a great key for adolescent
voices. Don’t allow students to get away with “we can’t sing that high” - they can and will, if taught
properly.
2. Look at the bass line accompaniment - invite students to move to the beat around the room or use a stretchy
band, to feel the eight note pattern pulse that leads into the next measure.
3. Use rounded/tall cupped hand reach up past their ear and up taller than their head when moving upward in
the ‘hear the Robin calling’ phrase. This simple motion helps their range and to retain that hollow
embouchure while singing.
4. For a deeper connection, invite students to discuss the flowers first bloomed after winter has passed.
5. For advanced students, xylophones work well playing the bass line - the arms should flow when playing the
patterns, rather than stay stiff. Think: professional marimba performance.

The Pine Tree
O mountain pine, O mountain pine,
On high you watch o’re us.
On high you watch o’re us.
About your head the wild winds roar,
But firm you stand evermore.
On high you watch o’er us.

The Pine Tree

The Pine Tree
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Rhythm
Du/Du-De
will do Meter
3/4
Key G Major
Procedure
1. Identify the melody - most students will know the tune, probably not the words. If preferred, sing through O
Tannenbaum. Singing in German takes away any holiday celebration issues for families who can’t or won’t
allow their children to experience anything Christmas. This piece is perfect for that!
2. Originally, this piece was simply a German folk tune and not used for Christmas.
3. Teach Low Sol - the first interval of the A section of this song is “sol-do” and is repeated quite often.
4. Syncopation - The A section has lots of syncopation through the phrases and is a great contrast to the B
section. Use this section to teach the dotted eighth-sixteenth pairing.
5. Form - ABA - Use the Oreo method for teaching this: Cookie - Cream - Cookie. What other songs do they
know that has that form?

When Fields are White
In winter when the fields are white,
And there’s sunny weather,
We take our sleds and climb the hill,
Boys and girls together.
Up and up and up we go!
Over ice and over snow,
Laughing all together,
Clear the track! O-ho! Look out!
Ho-lul-lul-la-lol! We shout,
Through the wind a flying.
All afternoon we climb and coast, till the sun is sinking
And one by one the stars come out,
In the clear sky winking.
Then at last towards home we turn;
Supper’s hot and bright fires burn.
Cheery lights are blinking.

When Fields are White

When Fields Are White
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Rhythm
Du/Du-De
will do Meter
2/4
Key A Major
Procedure
1. This lesson plan will be similar to Santa Claus, feel free to follow that and change what you want.
2. Extension idea - discuss what else students do during the winter for outdoor fun. What articulation would
work with their theme? Example: This song and Santa Claus both use staccato articulation to portray the
motion of the phrase.
3. Surprise movement in the third stanza, “over snow” - where does the melody sound like it wants to go (but
doesn’t.) (to C). How will we reach that high note effortlessly and without vocal tension? (full diaphragmatic
breath control)
4. This is an easy and great piece to use to teach ‘Road Map’ of reading music.

Winter, Good-Bye!
Winter good-bye!  
Blue is the sky.
You have been jolly fun,
But now your stay is done.
Blue is the sky,
Winter good-bye!
Good-bye to snow!
Now you must go,
We have had fun with you,
Coasting and sleigh rides too.
Now you must go,
Goodbye to snow
Warm breezes, come!
Drive winter home!
Back to his icy caves,
Over the frozen waves.
Come, April, come,
Drive winter home!

Winter, Good-Bye!

Winter Good-Bye!
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De Du
will do
3/4
5. Solfege charts if using
Key A Major
Procedure
1. This is a great song for teaching Mi-Re-Do patterns. (Specifically, Mi-Mi-Re-Do.)
2. The key of A major is going to be slightly tough for 6th graders if they have not had proper vocal training,
although most should be expected to sing in their purest head voice - there may be a couple of boys who
have started changing, but until they truly reach the lower notes in their extending range, they are still able to
sing that high, it just needs to be taught correctly. See Teaching Kids to Sing by Kenneth Phillips to ensure
proper vocal pedagogy.
3. Singing in thirds is very strong in the piano accompaniment - once children are singing correctly and
comfortably, split the group in half and teach part singing.
4. Extension - lyric variations: what else could students say goodbye to in this song?

The Shower
The thunder is growling,  

And dark grows the sky.
Where faster and faster
The storm clouds race by.
Soon down will come dashing
The warm summer rain,
And dusty brown meadows
Grow green once again.

The Shower

The Shower
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du-Da-Di
will do
3/8
5. Percussive instruments
Key A Major
Procedure
1. This is a perfect song to teach 3/8 time signature! To warm up bodies, use a giant stretchy band and pretend
you’re all in a boat - feel the macro beat while speaking the microbeat. Then, try switching!
2. Review theory behind 3/8 time, as needed. Show that 3/8 is two groups within 6/8 meter, and it’s 3 groups of
eighth notes to be in 9/8 time. Beat one is the strongest, and the 8th note gets one full beat.
3. Interactive activity: Create a spring rainstorm/thunder storm! Using all the percussive instrument you have
access to, invite students to figure out which part of the storm their instrument best fits. Ideas to keep in
mind: gentle wind/strong wind, distant thunder/thunder overhead, soft rain on the leaves/driving rain on the
ground, etc.
4. A great book to accompany this lesson is called Blue on Blue by Dianne White

The Nightingale
Look at that beautiful singing bird,
Singing up on the fir tree.
Surely it must be the nightingale!
What other bird can it be?
No, my love, that is no nightingale,
Some other bird it must be;
Nightingales sing on the hazel boughs,
Never upon a fir tree.

The Nightingale

The Nightingale
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du-da-di
will do
3/8
5. Percussive instruments
Key G Major
Procedure
1. This is a perfect song to teach 3/8 time signature! To warm up bodies, use a giant stretchy band and pretend
you’re all in a boat - feel the macro beat while speaking the microbeat. Then, try switching!
2. Review theory behind 3/8 time, as needed. Show that 3/8 is two groups within 6/8 meter, and it’s 3 groups of
eighth notes to be in 9/8 time. Beat one is the strongest, and the 8th note gets one full beat.
3. A great recording to accompany this lesson is called The Nightingale’s Song by Stravinsky: https://youtu.be/
p7GWKLIsqGM

The Wind
Down the street wind is roaring,
Hear his trumpets blow! (Hear his trumpets blow!)
Over roofs and chimneys soaring,
Shouting fiercely, O-ho-ho!
Over roofs and chimneys soaring,
Hear his trumpets blow!
Listen how the wind goes moaning
In the chimney flue, In the chimney flue;
Round the doors and windows groaning,
Crying sadly, Oo-hoo-hoo!
(Let me in for I am lonely, let me in with you!)

The Wind

The Wind
Objectives
Standards 1.
2.
3.
4.
Materials 5.

Du-De
will do Meter
2/4
Key F Major
Procedure
1. This is a perfect song to teach a major scale, Do-Mi-Sol patterns, La-Fa-Do patterns and how to find Do.
2. Teach healthy and supported head voice, tall vowels and clear consonants.
3. Use this song to practice echo song phrasing.
4. This song also allows for a section on imagery in song. The Wind is very descriptive - a great project would
be to have students create sketches that illustrate the wind.

If I Were A Bird
If I a bird could be
I should fly o’er the sea,
Far, far away.
‘Mid snowy clouds in aid,
I should go racing there
Swifter than they.
High o’er the ocean blue
I should go flying thro’
Clear blowing the wind; 

Leaving the ships below,
Sailing along so slow,
Far, far behind.
All along summer’s day,
Over the seas away,
Far would I roam; 

But when the hour was late,
I should go flying straight
Back to my home.

If I Were A Bird

If I Were A Bird
Objectives
Standards 1.
2.
3.
4.
Materials 5.
Rhythm
Du/Du-De Du
1. Song sheets  
3. Ukulele or autoharp is preferred accompaniment - piano Meter
3/4
will do
Key A Major
Procedure
1. Slight British accent approach to not overtly pronouncing the ‘r’ in words.
2. “If I a” leads very easily into the heavier 1 beat in the second measure. The song follows a similar pattern
throughout.
3. Where else could someone roam if they were a bird? Why does the author return home at the end?

My Pony
Hop, hop, hop!
Reins I will not drop!
Pony, you must gallop faster,
If you want to please your master.
He’ll not let you stop:
Hop, hop, hop, hop!
Hop, hop, hop!
From the long hilltop
I have gallop’d faster and faster
At the bidding of my master.
Now I think I’ll stop!
Hop, hop, hop, stop!

My Pony

My Pony
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Rhythm
Du/Du-De
2. Large space for students to circle up  
3. Ukulele or autoharp is preferred accompaniment - piano Meter
2/4
will do
5. Orff instruments Key G Major
Procedure
1. This song is great for learning Do-Mi-Sol patterns, Sol-Fa-Mi-Re-Do runs.
2. Younger students will love all the movement options! Hop, Hop, Hop - hop only on this section, but they
must listen carefully for it - teacher sings the song alone and sings the Hop portions “P” (piano). Then,
substitute any dynamic but be careful of Forte - students will often go too far and stress their voices.
3. Tempo review is perfect in this song! My kids love using the metronome so we break it out and I hook it up
to a large speaker (the whole room kind of vibrates!). If you incorporate Off into this song, kids would play
the first full phrase and repeat it while the rest of the class sings.

Who Are You?
Good morning, little yellow bird, yellow bird, yellow bird;
Good morning little yellow bird, who are you?
My name is Johnny Vireo, Vireo, Vireo,
My name is Johnny Vireo, who are you?

Who Are You?

Who Are You?
Objectives
Standards 1.
2.
3.
4.
Materials 5.

Du/Du-De
will do Meter
2/4
Key G Major
Procedure
1. Everyone sits in a circle. One person leaves the area and will be the guesser.
2. Another person stands at the door as a guard, and will tell the guesser when to come back.
3. A ‘bird’ is selected in secret. This bird is labeled as yellow in the song but the color can change on each
round. Sing while the game is in play. Once the bird is found out, switch to a new player.
4. This song is great for practicing pure head voice - have students play around with their embouchures (their
tongues play a huge role), and see if they can create a nice, open space using the word “who.” Give them an
image of a moldy piece of food on the backs of their tongues! They’ll quickly drop that part of the tongue.

The Chickadee
Trees are bare ev’rywhere, snows are deep and skies are gray;
Yet one bird may be heard on the coldest day.
Ask his name and he’ll reply, cocking up a roguish eye,
“Chick-a-dee, Chick-a-dee, Chick-a-dee-dee-dee.”
Jolly chap with a cap soft as velvet, black as night;
He’s so fun, Quaker gray does not suit him quite.
Most unlike his sober coat is his bright and cherry note,
“Chick-a-dee, Chick-a-dee, Chick-a-dee-dee-dee.”

The Chickadee

The Chickadee
Objectives
Standards 1.
2.
3.
4.
Materials 5.

Du-De/Du
 
will do Meter
2/4
Key G Major
Procedure
1. Everyone sits in a circle, or sporadically around the room. One student is asked to hide behind something in
the classroom so they can still hear everything but not see. (I usually have them hide behind my piano).
2. One student is selected as the singer/soloist. They sing the “chick-a-dee-dee-dee” end of the song alone. The
person hiding must guess which classmate is singing.
3. Technical things to cover: Half cadence/Full Cadence, Arpeggios (Do-Mi-Sol/Fa-Re-Re), 2/4 rhythm
patterns, melodic motion, ABA form, feeling or counting in 1.
4. Please note - students should be expected to sing using their best, purest head voice. Deliberately singing too
low or whacky isn’t only rude to the hiding student, it’s also inappropriate for their voices.
5. This song allows for variations to be tacked on. A fun thing my students love is creating variations using
different bird calls. You can have students create one phrase that incorporates one bird and its call: Blue Jays,
Robins, Hooded Warblers and Crows are all easy to identify and mimic. There are so many choices!

The Pine Tree Swing
Amid the boughs of an old pine tree
I’ve found me a wonderful swing.
Where I can rest so safe so high
And hear the breeze in the branches sigh
And up and down and up and down
The wind sings rock-a-bye.
I lie and watch thro’ the branches
The white clouds sail lazily by,
And sometimes little birds light near
And sing their songs close to my ear
And up and down and up and down
I rock twixt earth and sky.

The Pine Tree Swing

The Pine Tree Swing
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Rhythm
Du-Da-Di
will do Meter
6/8
Key G Major
Procedure
1. Who has ever been in a tree swing or a tree house? Even better, has anyone built their own tree house? The
air is cleaner and fresher the closer we are to trees, and swinging from a branch is quite fun!
2. This song is a great lullaby for the little students. Have the kids use their beat buddies and lay them to nap
while singing this song. Or, for very young children, have them lay themselves down!
3. There is beautiful older language (vocabulary) in this song, make sure to review it and find ways to
incorporate it into their lesson time so students can practice the poetic feel.
4. This song is excellent for teaching octave leaves - “up and down” structure lends itself well to the melodic
direction.

Tirra-lirra-lirra
Tirra-lirra-lirra in the Spring
Orioles and robins sweetly sing; 

From the leafy branches we can hear
Tirra-lirra-lirra ringing clear.
Tirra-lirra-lirra, is our song,
When the lovely summer days are long;
Rowing on the river or the sea
Tirra-lirra-lirra sings with glee!
Tirra-lirra-lirra soft and low,
Hear the brook in winter ‘neath the snow;
Tho’ the leaves are dead whe’re we look,
Tirra-lirra-lirra sings the brook.

Tirra-lirra-lirra

Tirra-lirra-lirra
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du-Da-Di-Da/Du-De
will do
2/4
5. Xylophones
Key G Major
Procedure
1. Use the sixteenth note patterns to teach Off accompaniment. The also voice also allows for an easier
xylophone melody.
2. Play around with the tempo and see how clearly the students can sing those sixteenth note patterns.
3. The words Tirra Lirra came from Shakespeare. Ask: Why do you think these words fit with a song about
birds?

A Picnic on the Grass
Were you ever on a picnic
When the summer sky is blue
With the green grass for a table
And for table cloth too?
With the platters made of oak leaves,
Tied together with a string;
And with cups made out of birchbark
You can drink from the spring.
Picking flowers, picking berries,
Till the good things all are spread; 

Eating dinner in the sunshine
While the birds sing overhead.

A Picnic on the Grass

A Picnic On The Grass
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du-De/Du
will do
3/4
Key F Major
Procedure
1. Everyone stands in a circle facing inward with one circle leader. Walking to the beat and holding hands,
students sing this song. The leader begins to wind inward into a spiral, and then reverses back out of the
spiral. Timing should be to end the song when the last person in line rejoins the main circle.
2. This is a sweet little song that has many options for adding verses. Ask: what would you bring to the picnic?
What are other things in nature that would make a great rug or tablecloth? What could be the plates? (large
leaves) Teacups? (acorn caps) Forks? (twigs) Etc.

A Song of Bread
Sing a song of golden wheat, golden wheat, golden wheat;
Sing a song of golden wheat by the breeze blown.
Birds are there, bees are there, Butterflies in the air;
Sing a song of golden wheat by the breeze blown!
Sing a song of farmer boys, farmer boys, farmer boys;
Sing a song of farmer boys mowing the grain.
Swish they go, slash they go, grasses are bending low;
Sing a song of farmer boys mowing the grain!
Sing a song of waterfalls, waterfalls, waterfalls;
Sing a song of waterfalls turning wheels round.
Sift the wheat, stamp the wheat, till it is soft and sweet.
Sing a song of waterfalls turning wheels round!
Sing a song of baking day, baking day, baking day;
Sing a song of baking day coals burning red.
Milk is in, yeast is in, ovens are hot within;
Sing a song of baking day, loaves of white bread!

A Song of Bread

A Song of Bread
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do
3/4
5. Student assessment used in your school
Key G Major
Procedure
1. This song works very well for rewriting lyrics.
2. Sing the song as originally written and discuss why the song tells this story - who composed the lyrics
probably? Why?  
Identify the form (ABA)
3. Sing a Song of…what would student choose to write about?
4. This project can take a few classes as students spend about 10 minutes each week writing new lyrics. As a
final project, have students divide into groups after choosing the best written verses and perform for each
other.
5. Provide a student assessment rubric for each group to complete for the other groups.

Jack-in-the-Pulpit
One sunny April morning,
As I was asking thro’ the wood,
I came where Jack, the Preacher,
Upon his pupil stood.
I bow’d to him politely  

And said, “What is your text today?” 
But Jack, the Preacher, stood there
Without a word to say.

Jack-in-the-Pulpit

Jack-in-the-Pulpit
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do
 
2/4
5. Pictures or examples of other flowers listed in the lesson
plan or what you plan to use.
Key G Major
Procedure
1. Sing through the song once for students. How long did it take them to figure out what you were singing
about?
2. As you’ve discovered, Jack-in-the-pulpit is a flower. After explaining what a pulpit is, invite students to share
the adjectives that describe the flower. What other flowers are common May? (Bleeding Hearts, Daffodils
and Irises bloom in May and are very easy to describe using imagery because they look so distinct.
3. Teaches Sol-Do motion; how many times can students identify Do-Re-Mi patterns? (twice);
4. Using the song as is, what would students imagine “Jack” would say to them? Use the same melody and add
verses as desired.

The Tall Clock
Clock upon the landing, how old are you, pray?
How long have you been standing at work night and day.
With pendulum swinging, your hands turning round,
Striking every hour with melodious sound?
Once a week they feed you, I’e seen how it’s done!
I’m learning now to read you, five, four, three, two, one!
Papa says the sun sets and rises by you,
That’s why ev’ryone set his watch by you, too!

The Tall Clock

The Tall Clock
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do  
3/4
5. Viennese Musical Clock (if using)
6. Examples of Grandfather clock and Cuckoo Clock
Key G Major
Procedure
1. Grandfather clocks are beautiful and often their musical component sounds glorious. Many children don’t
have one in their home any longer, so take time to review what it is and give examples of what they can
sound like. Ask students what kind of clock they prefer to read - analogue or digital, (or do they simply ask
Alexa to tell them the time?)
2. This song can also be combined with the listening piece Viennese Musical Clock by Kodaly-Hary Janos. In
this piece the clock is a cuckoo clock - how fun are those?!
3. How many times can students identify “Re-Do-Re” patterns? (4)
4. What kind of cadence ends this song? (Full)
5. Teach fermata - pause on the second verse after “read you” - then blast off after the countdown if using as a
movement activity, or insert handbells (or other instruments) for the countdown
The Little Dustman
The flow’rets all sleep soundly
Beneath the moon’s bright ray.
They nod their heads together
And dream the night away.
Now see, the little dustman
At the window shows his head,
And looks for all good children
Who ought to be in bed.
And ere the little dustman
Is many steps away,
Your pretty eyes, my darling,
Close fast until next day.
The budding trees wave to and fro,
And murmur soft and low,
Sleep on, sleep on, sleep on,
My little one!
And as each weary pet he spies
Throws dust into its eyes.
My little one!
But they shall open at morning’s light
And greet the sunshine bright.
My little one! Copyright © Little House Lessons

The Little Dustman

The Little Dustman
p. 2

The Little Dustman
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du/Du-De
will do
 
4/4
5. Flute/recorder/violin
6. Parachute
Key G Major
Procedure
1. Everyone sits in a circle. Act this out as a lullaby for younger students, either using their own bodies or using
their Beat Buddies.
2. The beautiful melody lends itself nicely with a violin if you have an older student to play for the class, or
even a flute or recorder.
3. Can students identify the run “Do-Re-Mi-Fa-Sol?” (m. 14 into 15)
4. Parachute - use a parachute to demonstrate the macro beat. I like to have the younger ones place their Beat
Buddies in the middle and see how gently we can sway them to sleep. When I have a para or aide in my
room, we let the little kids (up to first grade) climb into the parachute one at a time, and we sway them gently
as an exit ticket. There isn’t usually enough time to do everyone in one class but the kids know we do two or
three per meeting and eventually they all get a turn.
The Shadow
My shadow’s always with me,
No matter where I go;
My pace he’s always keeping,
If fast I move or slow.
His size is always changing,
Sometimes he shoots up tall.
And then he dwindles
Until he’s very small.
But though he’s always friendly,
And loves with me to stay,
My funny little shadow,
Has not a word to say.

The Shadow

The Shadow
Objectives
Standards 1.
2.
3.
4.
Materials 5.
1. Song sheets
Du-Da-Di
will do
 
6/8
5. Stretchy Band
6. Art supplies if needed
Key Eb Major
Procedure
1. Such a fun little song! There are many activities for this melody.
2. Study of 6/8 time: use a giant stretchy band and gently pull/sway to the macrobeat. Review 6/8 time. The
german song My Hat (It Has Three Corners) is also great to add to this - the shadow song is sung first and
when it’s comfortable, the shadow gains a hat!
3. Teach pick up notes using the sixteenth notes in the song. This is more helpful for band students but some
elementary choral literature also incorporates pick up notes. Be careful that students are still singing the two
pitches, and not simply sliding into the downbeat of the next measure.
4. Extend this into art by adding a shadow drawing component. I like to use student compositions to our spring
concerts at the end of the year. Take the kids outside and partner up. Each child gets a turn standing so their
shadow is cast onto the butcher block paper (or sometimes I use a large white bedsheet). The partner traces
the shadow and they both color it in using charcoal or whatever the art teacher can supply. Then they switch
places. No features are added (since it’s a shadow) except sometimes the kids add a necktie in color, or a pair
of shoes in color, to create fun contrast. If we are singing My Hat, they add a hat to their shadow. The
shadow bodies are posted along the wall near the stage during the concert.

Songs & Games: Elementary Music

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Elementary Music

Songs & Games

Wolf: "Wer hat Angst vorm Bösen Wolf."

Wolf: "Und wenn er aber kommt?"

Sheep: "Dann laufen wir davon."

Copyright © Little House Lessons

Copyright © Little House Lessons

Taler, Taler, du musst wandern,

Coin, coin you must wander

Copyright © Little House Lessons

Copyright © Little House Lessons

German Motions English

Hoppe hoppe Reiter Bounce child on knee Bumpety bump, rider,

Copyright © Little House Lessons

Copyright © Little House Lessons

Katze: "Mäuslein, Mäuslein komm heraus."

Copyright © Little House Lessons

Procedure Key N/A

Katze: "Mäuslein, Mäuslein komm heraus.” (Mouse, mouse, come out!)

1. Music - any strong oom-pa-pa polka works! The title

two slow side-close steps away from center of

5-8 Repeat measures 1-4

slap own knees with both hands, clap own

11-12 repeat measures 9-10

place right heel forward, place right elbow in left

14 repeat measure 13 with other hand and foot

turn once around in place with four steps; and

Summary Music - Find any German Polka with

Measures 5-8: Repeat above

Measures 9-10: Knees - hands - partner, 2, 3

Measures 11-12: Knees - hands - partner, 2, 3

Measure 13: scold with the right

Measure 14: scold with the left

Measure 15-16: turn yourself around and stamp-stamp-stamp

Copyright © Little House Lessons

Rabbit in the hollow

Little Rabbit, please take care,

Copyright © Little House Lessons

Copyright © Little House Lessons

"Come away," sang the river

Copyright © Little House Lessons

Copyright © Little House Lessons

With quick impatient hoofs? Yet I should like o see

I think it must be Santa Claus!

Hark! Old Santa Claus,

He’s in his loaded sledge!

I wonder what he brings, I guess I’ll dare to peep,

What heaps of pretty things, He’ll think me sound asleep;

And how he gets them

Hark! Down thro’ the flue Yes, there is Santa Claus!

Just where the stockings hang!

Copyright © Little House Lessons

Copyright © Little House Lessons

Copyright © Little House Lessons

Oh, Christmas is coming, oh Christmas is near,

The day we love best of all days in the year;

And good Santa Claus must be now on his way,

With presents for children heap’d high on his sleigh.

The night before Christmas is wonderful fun,

Tho’ often it seems it will never be done.

We sleep not a moment, tho’ hard we may try

And with the first dawn “Merry Christmas!” we cry.

Copyright © Little House Lessons

With quick impatient hoofs?   Yet I should like o see

I wonder what he brings,  I guess I’ll dare to peep,

What heaps of pretty things,  He’ll think me sound asleep;

Hark! Down thro’ the flue  Yes, there is Santa Claus!

Rise and round you glancing,  

The thunder is growling,  