Leader:

If you’re feeling grumpy

This is what to do

Imagine there’s a bird-plop

Heading straight for you!

Do a fancy side-step

It misses by a mile

How can you be grumpy

When your face is full of smile?

Class:

If you’re feeling grumpy

This is what to do

Imagine there’s a bird-plop

Heading straight for you!

Do a fancy side-step

It misses by a mile

How can you be grumpy

When your face is full of smile?

Starting up a song in class is a kind of a benevolent con trick. The kids find themselves joining in automatically, and they are soon enthusiastically wrapped up in the game which has suddenly started. They can’t do much to stop it after all: they are carried along on the current of rhythm and tune and words. As long as it’s a song they likeI

Singing together means working together as a class, all contributing, all equally involved. It generates a warm feeling in the classroom. Often the most unlikely children turn out to have a talent for singing, and uncovering it can give them greater self-esteem. And those who have problems singing “in tune” will be supported by the others and find the way to more “right notes”.

Singing songs they feel confident about can give less able children a chance to succeed. The whole class is practising basic skills without noticing - listening, co-operating, following instructions, memorising words and tunes, evaluating and improving performance.

And there are other benefits. Starting up a song or chant instantly distracts children. It brings them together, calms them down, focuses their attention. And songs can be useful across the curriculum, in science, history, literacy or maths: One seven? Seven.That’s an easy start.

Two sevens? Fourteen.Soon know this by heart.

Three sevens? Twenty-one.Now you’re really groovin’.

Four sevens? Twenty-eight.I think that you’re improving!

Five sevens? Thirty-five.Well, I do declareI Six sevens? Forty-two.Now you’re halfway there.

Seven sevens? Forty-nine.Go on, you’re doing fine.

Eight sevens? Fifty-six.Now for number nine.

Nine sevens? Sixty-three.Didn’t think you knew it.

Ten sevens? Seventy.That’s the way to do it.

Eleven sevens? Seventy-seven.Boiled beef and cabbage.

Twelve sevens? Eighty-four.Hats off, Charlie Babbage!

Children want sensation - to have a laugh, the buzz they get from having fun with their mates. They’ll develop artistic sense by learning to make choices about how to sing their songs. They’ll be able to make the same kinds of decisions (about phrasing, breath, speed, dynamics, expression) as a choir does. In singing, you have to think ahead, and that’s a good thing to practise.

You don’t have to be a good musician to steer your class towards good singing habits. Kids are attracted to strong rhythms: they love bouncing along together. Here’s a rhythmic chant, for girls, boys and teacher.

( * = finger click)

Hi! * * My name is Joy * *

I’ve got a brother *

He’s SUCH a naughty boy * *

Fiddle-de-dum * *

Fiddle-de-dee * *

If only he could * be good *

He’d be as nice as ME *

Hi! * * My name is Brad * *

I’ve got a sister *

She nearly drives me mad * *

Fiddle-de-dum * *

Fiddle-de-dee * *

If only she could * be good *

She’d be as nice as ME *

Hi! * * I’m one of the teachers * *

I’ve got a classful *

Of ‘orrible little creatures * *

Fiddle-de-dum * *

Fiddle-de-dee * *

If only they could *

Stay good * I’d

Take them all to McDonald’s for tea!

Good singing habits

Here is a guide based on the idea that singing in class is for fun: * You can have fun and develop good singing technique.

* The singers decide how a song should be sung and evaluate their efforts.

* Performing for others is a key part of the process.

* Solos, duets and small groups are to be encouraged.

The acronym is “CLASSP” (Choosing; Learning; Asking; Sound; Scrutiny; Performance): C choosing

Find songs which your class will enjoy, from familiar and easy to strange and demanding - nothing too difficult or they’ll grind to a halt. The range, melody and lyrics should be appropriate to their age.

L LEARNING

The simplest way is to sing the song for them, then teach it line by line: you sing, they sing. If there are tricky bits in the lyrics, chant the words with a strong rhythm, all together. If there are tricky bits in the melody, sing the phrases slowly to “la” or “du”. If you aren’t confident, use a CD or tape to teach the song. The kids will soon pick it up and someone will emerge to lead the singing.

A ASKING

How shall we sing this song? Is it cheerful, sad, angry, nostalgic, gentle or rowdy? Which words need to be emphasised? What can we do to give it meaning, make it come alive and really good to listen to?

S SOUND

This is about posture, breathing, vowel sounds and phrasing. How can we make people sit up and listen? Usually there will be longer notes or phrases, where the children can let their voices sound out by making well-formed vowel sounds supported by a steady supply of air. Children become very proud of making a good sound together.

S SCRUTINY

Encourage children in the habit of thinking and talking about “how we did”. Value their opinions and use them to inform tomorrow’s singing.

P PERFORMANCE

Are we ready to sing to an audience - an assembly or an end-of-term show? What do we need to think about? How shall we present it? How shall we stand? What will the order be? Who will announce it? Plenty of transferable skills here.

Would anyone like to sing solo, or with a friend? Just a line or two. This should be a casual part of the singing curriculum, not an ordeal. Once started at the foundation stage, it will become a habit. Somewhere in your class, a child will be edging towards having a go.

To prepare well, then perform in public and feel good later, is the right of every class. It builds children’s confidence.

Networking

Explore the possibilities of networking with other teachers in your area - perhaps someone could run a teachers’ singing workshop to share skills, enthusiasm, ideas and repertoire. Even three or four like-minded people can be a huge help and support to others.

If your local authority has a music advisory service, it may support a “singaround”, where children from several schools learn the same songs and then have a brilliant time performing together. If each school does an item of its own, you have an instant mini-festival that can be recorded on video. Excellent fun for all key stages, singarounds are also useful transition events, particularly good for high schools entertaining future Year 7s.

So, let your class sing every day. Have a “song box” with titles of your favourite songs on cards and let it be a reward for someone to pick one out to sing at an appropriate moment. And let your classes sing for each other in assembly, with everyone joining in the chorus. It’s free, it’s friendly, and it’s fun!

Maurice Walsh is a member of the primary advisory team of Manchester education committee’s music service. He wrote the original songs for Music in the Classroom, the Manchester Music Programme, a series of lessons for foundation stage to Year 6, by Sue Berry and David Holdridge. Further information from Manchester music service, 0161 226 4422.

SOME WINNING SONGS FOR YOUR CLASS

* Songs in this article: music to the Times Table song, with alternative verses, appeared in PrimaryPlus, May 1999; I’m a hairy Caterpillar and Mr Blake’s Angel appear in Music in the Classroom (see page 35 for details) * Ye Canny Shove Yer Granny Off a Bus Rule Britannia, Marmalade and Jam When I Was a Wee Wee Tot The Banjololo Song High Hopes Nonsense Songs, Aamp;C Black, pound;14.99 (comes with CD-Rom) (tel: 01480 212666) * Dinah (teachers do the actions too) (Okki-Tokki-Unga, Aamp;C Black, pound;10.99) * The Telephone Song (groups can sing to each other) Banana Splits, Aamp;C Black, pound;9.99 * Guantanamera Alleluya, Aamp;C Black, pound;11.99 * When I Was One The Funny Family, Ward Lock Educational, pound;9.95 (tel: 01342 318980) * Standin’ in the Need of Prayer (solos) Spirituals of the Deep South, Faber Music, pound;6.50 (tel: 020 7278 7436) * Bangers and Mash Tomorrow IMP, pound;7.99 (tel: 020 8222 9222) * Dancing Queen Abba Gold Greatest Hits , Wise Publications, pound;12.95 (tel: 020 7434 0066) n Mamma Mia I Can Play That - Abba, Wise Publications, pound;6.95n I Have a Dream Abba - The Singles, Wise Publications, pound;12.95 * Siyahamba You Are Not Alone At the Hop Singing Matters, Heinemann, pound;47.99 (tel: 01865 314130) * Biko Killing Me Softly Developing Singing Matters, Heinemann, pound;57.99 * Adiemus Songs of Sanctuary, Boosey and Hawkes, vocal: pound;9.75; full score: pound;30.25 (tel: 020 7580 2060)

IF THEY LIKE THE SONG

* I’ve a hairy caterpillar and he plays for Aston Villa

And he’s cool (clap-clap clap) really cool! (clap-clap clap)

And my hamster gets excited when she’s picked for Man United

And she’s cool (clap-clap clap) really cool! (clap-clap clap)

* I’ve a ten-foot python, Fred, scored for City with his head.

Now that’s cool (clap-clap clap) really cool! (clap-clap clap)

And my stick-insect called Wayne does the biz at White Hart Lane

‘Cos he’s cool (clap-clap clap) really cool! (clap-clap clap)

* Aunty Betty’s corgi, Alice, is a reg’lar at the Palace

And she’s cool (clap-clap clap) really cool! ( clap-clap clap)

Up the front my polar bear, ‘e dun brilliant in the air.

The boy dun cool (clap-clap clap) really cool! (clap-clap clap)

* Altogether they’re a bunch that you couldn’t take to lunch

But I’m cool (clap- clap clap) really cool! (clap-clap clap)

‘Cos for me they are the cream

Alex Ferguson can dream of my fantasy football team.

Now that’s cool!

Verse 2

Go, live your life in

a place of noise

Where traffic roars

the day and night,

Where cities stare

with neon light.

Endure the busy-

ness of Earth.

Verse 3

Go, live your life by

the waterside

Where ocean falls

upon the shore,

Where seagulls cry

and breakers roar.

Enjoy the rhythm of

the Earth.

Verse 4

Go, live your life

among the rich

Or go and live

among the poor.

The task is set -

no less, no more:

Without the help

of any Thing on Earth.