“m-“_m‘-. ... nw._. Am.— ' A SERIES OF musac Appkicmlczq 11.6.4210 scam-rs ma ms EARLY. ’2LEMEN?ARY GRADES .Tiissis {er flue/369:" of M. A. MICHIGAN “AYE COLLEGE Marian Race Hoffman 1951 J1 I r . x . 7 ~_‘~,'_,_ _-A _‘ __._ __’. , __.._L...rh_‘._ 3.5 ML.- ' " L—e Lh “ A) L. .__.__ This is to certify that the. thesis entitled A Series of Music: Appre- ciation Radio Scripts fer Early Elementary grades. presented by Marion R. Hoff-an has been accepted towards fulfillment of the requirements for Ash—degree inm— flaw Major profe‘s’sor Date % / 3 lyj/ 0-169 :’_""".3"’ . ' J .—1 r 4,. (I ’5. AL. .— a ' r;‘.—b-_--_.— \Or A . JO“ .D-lbi“ l C); I l d 1. last LII-I‘— ll .- -_‘ _- J A SERIES OF MUSIC APPRECIATION RADIO SCRIPTS FOR THE EARLY ELEMENTARY GRADES By Marion Rose Hoffman A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Speech, Dramatics, and Radio Education 1951 ACK 7307-5113 DG’ EH T The author'wishes to thank Dr. Wilson R. Paul. Head of the Department of Speech, Dramatics, and Radio Education, for making possible the writing of this thesis. Sincere gratitude and thanks are also expressed to Joe A. Callaway for his assistance and supervision of the writing of the scripts; to Miss Lucia Mbrgan for her assistance in the organization and form used; and to Miss Eleanor Chase for her valuable sugges- tlonSo Special thanks are due to Hiss Pauline Austin, Director of thic in the Lansing, Michigan, Public Schools, for her advice concerning the music used in the scripts. ********** ******** ****** **** ** * I. ‘1‘. tw‘ r 1 1 4 r ”N wow d- J CHAPTER I IV rpT"_\ [Ill-lb A 17.15? I 131‘! OF THIPJ‘PL TAULE OF CONTSNTS PROBLEM AND D3”INITICN OF TET'”S USED.................. The Problem............................................ Statement of the Problem............................ Importance of the Study............................. Definitions of Terms Used.............................. Early Thsic Hhmv Script Script Script Script Script Script Script Script Script Script Script Script X Script Supplementary Supplementary Supplementary Supplementary Supplementary Supplementary Supplementary Supplementary Supplementary Supplementary Supplementary ' :wsxc APP. material material material material material material material material material material material for for for for for for for for for for for ElemfintanYQQOQOOQeoeeeeee.eeoeeeoeeooeeeeoeeoe AppreCiatiOnoeoooeocoo...ecooooeoeeooooeeeeeee vs I“ ”W? 310 EDVCXTIOHQO0.0000000000000000. ECIATION SCRIPTS FOR EARLY ELEVETTARY GMDESOL:OOOOOOOOOO:OO00......OOOOOOOOOOOOOOOOO00.0.0000... 1..............................................o II....................o......................... Ills............................................ IVOOOOI.O...OOIOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO VOOOOOO0.000000000000000000000...OOOOOOOOOOOO... ‘fIOOOOOOOOOOOOOO0....0......OOOOOOOOOOOOOOIOOOOC VII............................................. VIII............................................ IXOOOOOO0.00.0000...0.0.0.0000.00000000000000000 X0.0.0.0....00......0......OOOOOOOOOOOOOOOOOOOOO XI.......o...................................... II............................................. XIIIOOOOOOOOOC0.000.000.0000.000000000000000ICO. SUGGESTIONS TO THE CIASoaOOHCTnACK3R TO ACCOMPANY THE RADIO SCRIPTSoeeooeeooeoooeee000.000.000.00...eooeoeoecoo. Script Iessooooooooosooooooo Script Script Script Script V.................... Script Script Script Script Script Script XIoooooooooosooosooee IICOOOOOOOOOIOOOOOOCO IIICOOOOOOOOOOOOOCOOC IVOOOOOOOOOOOOOOOOOOO TIIOOOOOOOOIOOOOOOOOOC VII...O.....O.....;.. VIIIOOOOOOOOOOOOOOOO. IX................... XCOOOOIOOOOOOOOOOOOOC 13 18 22 25 28 34 37 45 48 51 55 59 61 65 68 72 75 78 80 83 86 89 93 ll‘lllllll l| ll ll.llll ll 1" I II I l l l .190 01‘ ,fl‘ CELAPI‘ 31 PAGE Supplementary material for Script lilloooossooooeoeeeoeo 95 Supplementary material for Script XIII................. 98 SUGGSSTBD ~BOOKS FOR TEACTEflS' RET:3P_3TTC3.... .... ... .. . . ....... . ... 102 BIBLICGl—{FLI’I-IYOO0.0.0...00......0.0.00.0...OOOOOOOOOOOOOO0000...... 103 BICGFQXPEIYOOOOOOOOOOOOOOO000.00.000.00...000.00.000.00.0.00.0.0... 105 APPEI‘TDIXQO...0.0.0.000....0...OOOOOIOOOOOOOOOOOQOOOOOO0.0.00.0... 106 .llll’lll.lllll llllllllllll‘ CELAPTER I [Illltllllllllllllll l,|||l‘|lll1 CHAPTR I THE PROBLEM AND DEFINITIONS OF TERMS USED Radio programs for the elementary grades, planned for in-school listening, are available in many parts of the country. However, Future Farmers and Adventures in Music, produced by WKAR, are the only programs of this type which are available on Lansing, Michigan stations. Toronto offers several programs and WLS in Chicago offers School Time. As reception from Toronto and Chicago is better in the evening in this area, in-school listening to these stations has not proved satisfactory. Future Farmers is planned primarily for the rural agricultural schools and Adventures in Music is, for the most part, on a later elementary level. This seems to indicate a need for programs planned specifically for the early elementary level. I. THE PROBLEM Statement 2}; the problem. It was the purpose of this study to write a series of thirteen music appreciation radio scripts for the yearly elementary grades. As listening lessons seem to be more effective when they are not isolated parts of the school program, suggestions were included-for follow-up activities and correlations with other subjects. The scripts were so written as to make it possible for the classroom teacher to adapt them for use with her own record player when the actual broadcasts were not available. They could also be adapted for use in creative dramatics. kilal Illlllll l I l l Ill Importance 2£_the study. According to psychologists, man has the inherent capacity for the enjoyment of music as evidenced by the actions of primitive peoples and small children. As James.J. Mhrsell points out, when music is made an integral part of the child's life; when he can experience, use, and enjoy music freely and naturally in 1 all kinds of situations, he will not become apathetic toward it. This series of ScriptS'was planned as a part of such an integrated program. II. DEFINITIONS OF TEENS USED Early elementary. Early elementary is understood to mean kinder- garten and the first two or three grades. music appreciation. music appreciation is understood to mean the 'understanding of and enjoyment of music. 1 James L. Nhrsell, Unsic and the Young Child, Bulletin of the Association for Childhood Educatisn (Washington D. C., 1936). CHAPTER II CHAPTER II A REVIEW OF TRENDS IN MDSIC EDUCATION "Literature courses there [in high school] draw very few students, very few have personal record libraries, radio listening is unselective, and, by the large, the great proportion of high school students have reverted entirely to the level of popular taste," states Marion Flaggl in pointing out the little carry-over into high school from the music appreciation programs of the elementary grades. This situation has caused nuch concern on the part of music educa- tors and has led to changes in the approach to msic education in the schools. According to Marion Flagg: "The older education began with a predetermined content of what should be taught to children, so deter- mined because that was what children ought to know.” The new method is to make music a dynamic part of the child's life by approaching it through his own interests and desires. As the modern philosophy in education has become "teach the child, not the subject", so the appli- cation of this principle to music has led to the teaching of children through music. Marion Flagg says, "This puts the education emphasis ... on the child as learner, with the subject matter, music, of value as it brings the child into realization of himself as an individual and 1 Marion Flagg, Musical Learning (Boston: G. C. Birchard and Company, 1949), p. 26. 2 Ibid., p. 25. as an effective social member."3 "High-handed measures and pedantic techniques have no place in teaching for appreciation," states Louise Kifer Dyers.4 A In planning a music program for young children several things must be taken into consideration. Educators learned, through studying the child's way of growing and learning, that he learned more effective- ly if his whole self was involved. They also learned that his attention span was short. The consensus of opinion among music educators seems to be that it is much better to bring music into the daily program several times, wherever it fits naturally than to plan a formal, half hour class. flhsic should be a part of the whole, not an isolated sub- ject. It must also be realized that young children are physically active and release for pent up energies must be provided. According to James L. M’ursell,5 music is a part of the child's nature and he responds to it naturally. There should be no sharply drawn lines between listening and performing. The teacher should make use of the child's spontaneity. He says, "Music education should be planned in terms of self-expression, emotional release and the creative impulse."6 3 Ibido, p. 210 4 Louise Kifer Myers, Teaching Children music 33 the Elementary Grades (New York: Prentice-Hall, Inc., 1950), p. 23. 5 James L. Marsell, Music and the Young Child, Bulletin of the Association for Childhood‘EHEcathn“Tfiashington D. 0., 1936). 6 James L. Mhrsell, and Mabelle Glenn, The Psycholo of School Epsic Teaching (New York: Silver Burdett Company, 1958 , pT'sz” "“ Carl Seashore has made several important statements concerning rhythm. He says, "Rhythm is instinctive." ...... "Rhythm is a primary motive for play." ...... "Rhythm stimulates and lulls." ...... "Rhythm gives us a feeling of freedom, luxury and expanse." ......"Rhythm arouses sustained and enriching association." ...... "Rhythm finds resonance in the whole organism."7 With children, building a favorable attitude toward music is more important than a skillful performance. Louise Kifer Liyers' definition of appreciation is, "Appreciation is enjoyment with understanding; appreciation is understanding with enjoyment."8 The problem, then, is to lead children into enjoyment and understanding. Mary P. O'Donnell and Rose Jockwig agree, in Music and the Child, that the physical re— sponse of the child to music gives it reality to him. ' Children natural- ly "listen out loud" by singing or moving about with the music. Rose Jockwig says, "Through this physical reaction, the child comes to under- stand the meaning of the music, its theme, mood, tempo and rhythm."9 To be understandable, however, music must relate to the child's experiences and knowledge of the world. Such knowledge and interests in small children are limited to the home, toys, animals and friends and gradually extend out into community life and activities. litrselllo 7 Carl E. Seashore, Psychology 9.1: Musical Talent (New York: Silver Burdett Company, 1919), pp. 120-123. 8 Myers, 2p. 2:12., p. 21. 9 Rose Jockwig, Music and the Child, (New York: Child Study Association of America, 193$, p. 21. 10 liirsell, 2p. cit., see footnote 5. believes when children grow increasingly apathetic to music it has been presented to them through patterns of activity and learning remote from the realities of living and of their natural interests and concerns. thic should also appeal to and satisfy a child's imagination. According to Emma Dickson Sheehy, "Children have unlimited imagination and the ability to identify themselves with an idea."11 As Carl Seashore says, "Nhsic is in the first and last instances, in the mind of the composer and in the mind of the listener, not actual sounds but images, ideas, ideals, thoughts, and emotions."12 Beatrice Landeck13 believes that a good musical background will give a child scope for imaginative thinking and feeling. 11 Emma Dickson Sheehy, There's Nhsic in Children (New York: Henry Holt and Company, 1946), p. 6. 12 Carl E. Seashore, Psychology 3: Music (New York: MbGraWHHill Book Company, Inc., l938),p. 14. 13 Beatrice Lendeck,_pgsic and the Young Child, Bulletin of the Association for Childhood Education (Washington, D. C., 1936). CHAPTER III l.|Il'|lllll‘l||llllll 1 ll. CHAPTER III THIRTEEN MUSIC APPRECIATION SCRIPTS FOR EARLY ELEMENTARY GRADES Certain characteristics of children, which were pointed out in Chapter II, have been considered in writing the following series of thirteen music appreciation scripts for early elementary grades. The characteristics were as follows: the young child's attention span is short, he has great need for activity, he learns best when his whole self is involved, his imagination is unlimited, and his response to music is natural. The series has been planned on the basis of one program.a week from the first week in October through the first week in January. THESE: SOUND: MU SI C : VENEER BOBBY: SOTDTD: WOMAN: SOUND: BOBBY: "”0711“: 3 IDSIC: WOHAN: BOBBY: BETTY: scam I“ A Whistler and His Dog (cut at end of phrase without fading) rather timid knock, door opens Any good march music under following Why -—- hello there. (a little shy and uncertain) H-hello. I'm.Bobby. I just nmved next door. And this is my dog,'Wags. wags, shake hands with the lady and say hello. two barks Oh, he's holding up his paw to shake hands with met Hello there, wags. won't you and Bobby come in? several barks Thank you. 'We'd like to. That‘s awfully nice music. You know, that's why I knocked at your door. I was outdoors playing and I heard it. It sounds just like a Fourth of July parade. And -- well -- we wanted to hear it better, didn't we,'Wags? (bark) well, I'm glad you like it, Bobby. Come in and meet my little girl, Betty. I was playing the music for her. up a little and then out as if victrola were stopped Betty, this is Bobby who has just moved next door. Hello, Betty. Hello, Bobby. I'm.glad you moved next door. Iow'I'll have some one to play with: * selection of music for this script and the following scripts was approved by Pauline Austin, Director of lhsic in the public schools in Lansing, Michigan. BOBBY: SOUND: BETTY: BOBBY: SOUED: BETTY: BOBBY: BETTY: 'NOL'EMI , BETTY: BOBBY: WC TITAN 3 This is my dog, wags. wags, say hello to Betty. two barks (excited) Oh, mother, look: He's shaking hands with met Hello, wags. my, you're a smart dog. You bet he's smart. And he likes music, too. Don't you, wags? several barks ' ‘ Do you like stories, Bobby? Do you like to act them.out? Oh, sure. Mother knows lots of stories. Some of them are about music. Mother, please tell us the story about the tailor and the bear? Of course, if Bobby would like to hear it. 'Course we'd like to hear it. 'Wouldn't'we,'Wags? (bark) Let's see -—- the tailor -- the bear --- the man, that's three. Oh, goody, there are enough of us to act it out while you play the recordl So there are, now that Bobby's here. First, I'd better tell the story so that Bobby and'WagS'will knOW'what it's all about. Let's all sit down'where we can be:nice and comfortable. --- Once there was a tailor ~- (interrupting) That's a man that sews -- that makes clothes. Sure, I know thatt well, this tailor was sewing away in his tailor shop. He was feeling fine because he was making a splendid new suit of clothes for the mayor. Now in the same town there lived a man who owned a dancing bear. When the bear wasn't traveling around BOBBY: WOMEN: BOBBY: WOIUOH MUSIC: YVVO ‘ WJ : 10 the country with the man and dancing for people he lived in a big cage by the man's house. One day the bear got out of the cage and started off down the street. When he came to the door of the tailor shop he stopped and growled. I'll bet the tailor was scared: The'tailor;wa§ a little frightened. But he knew this was the dancing bear so he picked up his fiddle, tuned it, and began to play. The bear liked that and he danced and danced. When the tailor stopped playing the bear growled some more. So the tailor played again, and the bear danced. By this time the bear's owner, who had been looking for him, came to the shop door. He took hold of the chain that was fastened to the bear's collar and tried to lead him home. The bear didn't want to go. He growled and growled, but the man led him off. Than the tailor put away his fiddle and went back to his sewing while the man led the bear back to his cage and locked him in. Oh, boyl That's a swell story. Here's the music that tells the story. Of a Tailor and a Bear E-78 (with the music) Here's the tailor in his shop, sewing... Now, here comes the bear....The tailor doesn't know he's coming so he keeps on with his sewing....dear the bear coming closer and closer....§ow he growls....The tailor plays his fiddle and the bear dances....He stops...The bear growls...The tailor plays again and the bear dances....Hear him.growl as his owner tries 11 to lead him away...Off he goes and the tailor goes back to his sewing....Listen to the bear growl as he is locked in his cage. BETTY: Now can we act it out? WOWLMI: Of course. Bobby, what would you like to be? BOBBY: Can I be the bear? BETTY: I'll be the tailor and you can be the man who owns the bear, mother. SOUND: several barks BOBBY: Wags want to play, too. Okay, wags. You can be a bear. We'll have two dancing bears instead of one. BETTY: (laughs) 'Wags will be a fanny bearl WOMAN: Tailor, are you in your shop? Are the bears in the cage? I'll play a little of the music while you get ready. MUSIC: Of a Tailor and a Bear (30 seconds) WOTL’B‘T: All ready? Then here we go. TMSIC: Of a Tailor and a Bear (start from beginning) Children dramatize the story with the music. U) Q (I) DJ *‘1 0. That was fun: I like to pretend I'm an animal. ;anY: So do I. It's fun to be an elephant, or a camel, or rabbit. What animal do you like to be best of all? BOBBY: Oh --- I guess - a horse. I like to gallop. E‘IOITLOIT: Would you like to be horses now? CHILDREN: Oh, yes} 'x’.’Ol-LAJT: I have some fine galloping nusic. It's called "The Wild Horsemn". let's see -- oh, yes, here it is. Ready horses? PUSIC: VOICE: BOBBY: WOHBH: BOBBY: WOHKN: BOBBY: WOT-LAST : BOBBY: WOMEN: 12 The Wild Horseman -- E-78 (children gallop to the music) (in distance) Bobby --- Bobby! That's my mother calling.’ I've gotta go home. Come again, Bobby. Thank you. I'd like to. And so would wags. (several barks) would you play us some more music? Of course, Bobby. And say, do you know what I'd like to call you? I'm.afraid I could never guess. What would you like to ,call me? The Music Lady. Why, Bobby, I think that's a lovely name. (several barks) GOOd-by, 1451,1510 Lady. GOOd‘by, Bettye A'Whistler and His Dog v ‘ . . 5? THE” SOUE'TD: BETTY: BOBBY: SOUND: BETTY: MO TH ER : BOBBY: LbTHER: BOBBY: BETTY: MOTHER: MUSIC: BOBBY: MOTHER: BETTY: MOTHER: Right. 13 SCRIPT II A Whistler and His Dog knock at door, several barks, door opens Hello, Bobby and wags. Hi, Betty. Can'we come in and hear some more records? We sure had a lot of fun.last time, didn't we, wags? several barks Come on in, Oh, I'm.m1re mother will play some for us. Bobby. Mother: mother: Bobby and wags are here. Hellopthere. Hello, Music Lady. So you came to hear some more music, did you? well, what kind shall it be? Do you have any more about animals? I like to pretend I'm an animal, Don't you, Betty? Oh, yes. Do you have some animal music, mother? I certainly have. Come in by the record player and let's see what we can find. Here's some music about an animal you might see at the zoo. Royal march of the Lion - Carnival of the Animals - Saint - Saens Oh, my, it must be a very important animal. Do you remember what animal is called the king of the jungle? Oh, yes, that's the lion: And this is "The Royal march of the Lion". BOBBY: BETTY: BOBBY: BOBBY: F'IUSI C : SOUND: BOBBY: MOT H ER : BOBBY: 14 I'm a lion, king of the jungle! See me march: Come on, Betty, let's be lions with that music. Look at'Wags. He's a lion, too. Repeat "Royal march of the Lion" Do you have some more animal music? Do you remember the story of the race between the tortoise and the hare? You know how the hare hopped along so fast and the tortoise crawled along slowly and steadily. A tortoise is a turtle, isn't it? Yes, and the tortoise won, didn't he? He did. Which one of them.do you think this music is about? Tortoises - Carnival of the Animals - Saint - Saens That's easy. It's the tortoise. I can just see him.crawling along like this. Oh, Betty, you're a good tortoise.) I'm one, too. Repeat "Tortoises" bark Didn't you like to be a tortoise, wags? I guess a tortoise is too 81 w for him. This next music is about an animal that is very large and heavy. He's always a very important part of a circus. Some- times you find him in a zoo, too. Listen to his music. Elephant - Carnival of the Animals - Saint - Saens I think that's an elephant. See me be an elephant. I like to swing my long trunk: BETTY: SOUND: MUSIC: BOBBY: 15 I'm an elephant, too. Play the music again, mnther. bark Repeat "Elephant" That was fun. I like to see the elephants hold on to each others tails with their trunks and walk around in the circus ring. MOTHER: Here's a little poem.about elephants called "Holding Hands". BETTY: Elephants walking Along the trails Are holding hands By holding tails. Trunks and tails Are handy things When elephants walk In circus rings. Elephants work And elephants play And elephants walk And feel so gay. And when they walk-- It neverfails-- They're holding hands By holding tails. Let's be elephants again.‘ BOBBY: MOTHER: MUS I C : MOTHER: BOBBY: MOTHER: BETTY: BOBBY: MOTHER: BETTY: BOBBY: MUSI C : B'THER: BETTY: MOTHER: 16 Here, wags, you be the first elephant. I'll hold your tail with one hand. This hand will be my tail. Betty, you can hold on.to that. (laughing) You're fine elephants: Here we go. r ep eat " El ephant" Now, here's an animal that's not quite as big as an elephant and it doesn't crawl like the tortoise. How do you think this animal moves? Kangaroos - Carnival of the Animals - Saint- Saens I could hop to that music. That must be a rabbit. That's a good guess, Bobby. It is good hopping music. Can you think of another animal that hops? A very big animal? Well, there's a frog. But that's not very big. Oh, I know! A kangaroo. That's right, Bobby. You know, the baby kangaroos were so funny at the zoo -- the way they bobbed around in their mother's pockets. Yeah. I thought maybe one would bounce out, but it didnlt. Boy, they sure have a good place to ride. Let's be kangaroos Betty. repeat WKangaroos" (laughing) Those were very fine kangaroos. Oh mother, can't we ride over to the park and see the animals? Why -- perhaps we can. I think we might plan to go later this afternoon. Of course, Bobby will have to ask his mother. BOBBY: SOUND: Oh, I'm sure she'll let me go. I'll run home and ask her ri ght now! Good-by, Music Lady. (fade) Come on, Wags. several barks 1".iOTHER : Go od-by . THEE: A Whistler and His Dog 17 TI—IETE : S OUT? D : BETTY: SOUND : BOBBY: BETTY: MO THEIR BOBBY: BETTY: MOTHER: BOBBY: MOTHER: SOUND: lB SCRIPT III A'Whistler and Big Dog knock at door, door opens Hello, Bobby and wags. Come in. several barks Hello, Betty. 'We came over to hear some more music. What do you suppose your mother will play for us today? I don't know but she's got several records ready. She wouldn't tell me what they're about. She said I had t0'wait until you got here. Mother! mother! Bobby's here. (several barks) wags is telling you he's here, too. Hello, Bobby and'Wags. So you're all ready for some music. How would you like a musical story? One about a little boy and a little girl. (bark) Oh, yes, and a little dog, too. What do they do? What are their names? Suppose we call them Betty and Bobby. Is the dog Wags? Yes, the dog is'Wags. several barks CHILDREN: Tell us the story. MUSIC: MO TH ER : (softly, behind story) Mbrning from.the Peer Gynt Suite (Story should be timed with the music. The phrase "burst above the horizon" should come with the climax in the music. The rest of the story should be done slowly with pauses between 19 the sentences as it seems to fit. Let the record play to the end.) This story begins very, very early one beautiful autumn morning. In fact, it was so early when Bobby woke up that the sun wasn't even up yet. The sky was just beginning to show the first faint streaks of light. As Bobby lay there watching, the sky grew brighter and brighter. It was filled with streaks of the lovely soft colors of sunrise. Oh, it was going to be a beautiful day! The colors grew brighter and brighter until at last the sun burst above the horizon with its bright, shin- ing face smiling through the window at Bobby as if to say, "Get up there, sleepy head. It's too nice to stay in bedl Come out doors and play. Listen to the birds singing in the trees. See the flowers nodding softly in the morning breeze. It's lovely and cool over there in the woods. And remember that nice little stream? It's a fine place to sail boats. Come out, Bobby. Come out." Bobby lay quietly for a few minutes and then he got up, dressed, and called to wags. He knew'Wags would want to go with him. Then off theyvvent to Betty's house. It wa§_a beautiful morning. "(music out) Betty was awake and dressed, too. So the two children and flags set off for the woods. There were some beautiful tall trees in the woods. They bowed and swayed as the wind blew through them. Sometimes only the leaves moved as tiny little breezes blew. I'll play you some music that will tell you about them. It's'called "Wind Amongst the Trees“. Listen and you will hear the leaves dancing 20 in the little breezes. You'll hear the trees blowing about in the strong winds. would you like to be trees? You can use your fingers and arms as the leaves and branches and'wave them about with the music. SOUND: several barks BOBBY: 'Wags wants to be a tree, too. All right'Wags, you can wave your tail. I'll stand here and Betty, you can stand over there. MOTHER: Are you ready? MUSICzl Wind Amongst the Trees - VI - 20344 CHILDPTW: Oh, that was fun: I liked that: What happened after they got to the woods? MOTHER: Something came flying through the trees. BETTY: A bird? BOBBY: A butterfly? MOTHER: Listen to this music and I think you can guess. MUSIC: The Flight of the Bumble Bee - RimSky - Korsakov BOBBY: That sounds like a bee. MOTHER: Right you are. Can't you see him.zooming and buzzing about? MUSIC: out at end of record MOTHER: After the bee flew off the children walked on until they came to the little stream. It rippled merrily along through the ‘woods with the leaves bobbing on it like tiny boats. HUSIC: At the Brook - Boisdeffre‘VI-20344 (under following and play to end of record) IETHER: BOBBY: BETTY: DDTHER: BOBBY: IETHER: BETTY: BOBBY: BETTY: HETHER: SOUND: THEHE: 21 The children walked along beside the stream holding the strings of their sail boats, letting the boats bob along on the water. Wags ran along beside them.barking at the leaves and water bugs. See, I'm a sail boat sailing down the river. Here I go. I'm.rowing a boat. out at end of record By this time the children were getting hungry so they picked up their sail boats and started home. And that's the end of the story? That's the end of the story. That was a good story. I guess I'd better start home, too. I'm.getting hungry. Good-by, Ensic lady. Thanks for the stony. Good-by, Betty. Come on, wags. Good-by, Bobby. Good-by,‘Wags. Good-by, Bobby. Come again. several barks .A Whistler and His Dog TIEME: SCIHGD: BOBBY: BETTY: BOBBY: BETTY: BOBBY: BETTY: BOBBY: BETTY: BOBBY: 22 SCRIPT IV A Whistler and His Dog knock at door, several barks, door opens Hi, Betty. (several barks) Did you have'fun Hello, Bobby and wags. at your grandmother's? I'm.awfully glad you're back. Now I'll have some one to play with again. Sure, we had a swell time. But I'm.kinda glad to be home. Come on in and tell me all about it. 'Well, grandma lives on a farm, you know. I rode on the tractor and on a wagon load of hay, and on a horse. And I fed the chickens and the pigs. And I watched grandpa milk the cows. Oh, it was a lot of fun. 'Weretthere any sheep on your grandpa's farm? I like the soft, wooly little lambs. No, grandpa doesn't have any sheep. But I went to another farm one day wheretthey had a lot of them. There was a boy named Frank and he had a black lamb for a pet. It followed us all over the farm. Oh, my, I'd like to see that. One day grandpa had to take one of the horses to a blacksmith to get some new shoes. Did you ever see them.put shoes on a horse? No Bobby. How do they do it? Doesn't it hurt the horse to have those iron things fastened on his feet? BOBBY: M THER: BOBBY: BETTY: ‘J MOTEL. P BETTY: BOBBY: SOUND: MOTHER: LESIC: LETHER: 1ESIC: BOBBY: O ‘0 23 Nawi It doesn't hurt at all. The horse has a thick hard hoof and they nail the horseshoe into that. First the black- smith gets the shoe red hot and pounds it with a great big hammer on a big iron thing called a-- a-- shucks, I can't think what they call it. (fading in) Do you mean an anvil, Bobby? Hello, Nhsic Lady. Yes, that's what I mean. And then when the shoe is the right shape he lifts up the horses foot and nails it on. The horse doesn't mind at all! . I'd like to see thatl It is fun to watch a blacksmith shoe a horse, isn't it? would you like to hear some music about a blacksmith? Oh, yes. Sure. several barks This is called "The Harmonious Blacksmith". The Harmonious Blacksmith - Handel VI-6752 or 1193 CV—68595D Here is some more good blacksmith music. You can hear the hammers clanging on the anvils as the blacksmith pounds the shoes. Listen. AnVil Chorus (under next two speeches) VI—19879 or 20127 or 11-9294 See, I'm a blacksmith: Here's my anvil. See me pound the horse shoe. I'm a blacksmith, too. IIUSI C : BETTY: NDTHER: I'fUSIC: BOBBY: BETTY: BOBBY: THERE: 24 Up and out at end of record Now we've got the shoes on the horses and they can gallop back home. Have you got some good galloping music? I think so. Yes, here it is. Part of this music is for galloping horses and part of it is for running horses. Can you tell when the music changes and change from a gallop to a run? - Galloping and Running Horses - V. Ed. Records 3-71 Now the horses are all back home. How would you like to be farmers now? You know how a farmer plants his crops, hoes out the weeds, cuts the grain, feeds his animals, milks his cows. You can think of many ways to be a farmer. Here is some music called "The Happy Farmer". The Happy Farmer - Schumann - D-23126 This was as much fun as going to the farm. Thank you, Music Lady. Betty, let's put on our big straw hats and take our rakes and hoes outdoors and play farmer. That's a good idea, Bobby. I'll get mine right now. Come on, Wags. (several barks) (fade) Good-by, Music Lady. A Whistler and His Dog THEME: SOUND: BETTY: BOBBY: BETTY: MOTHER : SOUND: BETTY: BOBBY: ,4 la b“ THER: 25 SCRIPT V A Whistler and His Dog knock at door, several barks, door opens Oh, nyl Who are you? (laughs) What a funny face! (bark) Why it's wags all dressed up in a dress and a false face: Oh, wags, how funny you look. And you, clown, you must be Bobbyt (laughs gleefully) 'We fooled you for a minute, didn't we? HOW’dO you like our Halloween costumes? Doesn't wags make a funny girl? Mother: Mother: Come and see Bobby and wags.‘ They're all dressed up for Halloween. (fades in) Why, how do you do, Hr. Clown. And how are you little girl? 'Will you shake hands? several barks Oh, mother, isn't Wags funny? Just see how he sits up and holds up his paw to shake hands. Bobby, I like your clown suit and hat, and specially your orange hair. I'll show you my costume. I'm.going to be an old witch. See, here's my black dress and my tall pointed hat. And this is my long gray hair. Oh, what an awful looking face! You sure do look like an old witch: NOW’that you're all dressed up for Halloween, how about some Halloween music? BOBBY: MUSIC: BETTY: F13 MOTH .: BEETY: MUSIC: BETTY: MUST C : BOBBY: IETHER: MUST C : SOUND: BOBBY: 26 Halloween music? Oh, yest What kind of Halloween music? well, here's a record called "Clowns". How'about having a clown dance just the way the clowns might dance along in a Halloween parade. Come on, flags. Let's all be clowns. Clowns - HacDowell E-79 Oh, that was fun. Do you have any more Halloween music? Indeed I have. This is called "Hitches". H w'do you suppose 'witches would dance? Oh, I think I can dance like a witch. But I'll need a broom. I want to come riding in on a broomstick just like a witch. Play some of the music while I get a broom. (fade) 'Witches - HacDowell E-79 (off mike) I'm all ready. 'Witches (begin at beginning of record) That was a good witch dance, Betty. Here is some music called "March of the Dwarfs". Dwarfs are little people no bigger than boys and girls, and as old as the hills. I think their march would be fine music for a Halloween parade. Harch of the Dwarfs - Greig E-79 several barks Wags liked that, too. 27 I'll bet our Halloween parade at school will befun. There will be all kinds of costumes -- witches, clowns, animals, funny people. And cowboys, and Indians, and tramps. Oh, there'll be lots of funny things. (several barks) So you want to be in it, too, do you, wags? 'Well, maybe you can. Any more Halloween music, Music Lady? Yes, I have one more. It's called "In the Hall of the mountain King". 'We can imagine a big parade with this music with all kinds of queer creatures marching and dancing along. In the Hall of the Mountain King - Greig - CO-XlBO or 13‘2291 III—37404 or SPIO That was a wonderful parade. tap on window ‘u'uhat was that? (more taps) It's at the window --'- But I don't see anyone! (more taps) It must be Halloween ghosts: There I saw something: Ch, Bobby, look! It 33 a ghost! Aw: It's not a 3.93.1. ghost! It's just somebody dressed up. Come on, Wags -- let's go see who it is. (fades out) ~'J‘Iait for me. I'm coming too. (fades out) (off mike) Look out, ghost. Here I comet A l‘fliistler and His Dog T HETIE : SOUI'ID: BOBBY: HOTTER : BETTY: BOBBY: HOT HER : BETTY: BOBBY: BOBBY: BETT Y: SOUHD: I‘TOTHER: 28 SCRIPT VI A "J‘mistler and His Dog knock at door, several barks, door opens, sound of tom-tom Hi, Insic Lady. What's that, a drum? Hello, Bobby and I‘v’ags. Come in. Yes, that's Betty's new tom-tom. (tom-tom a little louder) Hello, Bobby. See Irv tom-tom! Isn't it beautiful? And I love the way it sounds. (several taps on tom-tom) Oh, Betty, so do I: Look at all the colored pictures around it. Where did you get it? Hy father brought it to me. He says it came all the way from Africa. Oh, mother, can we give it to Bobby now? (laughing) Of course, Betty. It's right there behind that chair. Here, Bobby. Father brought you a tom-tom, too. For me? -- To keep? Yes, Bobby. It's for you to keep. GEE]. --- Oh, boy: Thanks: (several taps on tom-tom) I like the way mine sounds, too, Betty. (several more taps) Let's pretend we're jungle men in Africa. both drums pounding, wierd chant (over noise, laughing) You're fine junglemen. But let's see if we can't make the drums play together. (drums stop) You know the tribesmen used their drums for many things. BOBBY: 3.50 T HE R : BETTY: MOTHER : BETTY: SOUKD: BOBBY: MO TIE R SOUND: BETTY: SOUND: I m7 1“, TAO .L ILLR SOUND: BOBBY: SOUND: BOBBY: HO 'HIER: SOUND : BETTY: 29 They used them. to send messages, didn't they? Yes. And their drums were the music for their dances. They danced when they wanted rain, or a good harvest, or good hunting. And, of course, they danced their war dances before starting off to fight. Let's dance with our tom-toms. Would you like me to play the tom-tom for you while you both dance? Oh, yes, mother. Come on, Bobby. several barks All right, Wags. You can dance too. Here we go. (tom-tom rhythm J [I J J I J J J J ) tom-tom and chanting 7 7 Ooh --- that was fun: I'll play the tom-tom now. tom-tom and chanting, same rhythm as before Tow let's see if you can play your tom-toms together. The junglemen sent messages with them. Suppose I send you some messages. Can you play this? tom-tom Ii x. Al) ,l,’ . 7 7 Sure, we can play that. both tom-toms J I! J l ) ll ) 7 7 Send us another message, Music Lady. Try this one. tom-tom,J/[‘JJ’J) 7 '7 7 That's an easy one. 30 SOUND: both tom-toms, J It ' J J l J J ‘7 7 7 BOBBY: Where do you suppose drums came from? 1'.".OTHER: Hundreds of years ago men discovered that the sound made by pounding a hollow log could be heard a long way through the forest so they used these logs to send messages. They were the first drums. We don't know how these early men dis- covered that a skin stretched tightly over the log would make a louder sound, but I know a story that tells how it w: have happened.* BETTY: Please tell us the stoxy, mother. BOBBY: Oh, yes, liusic Lady. HOTHER: I-iany, many years ago there was a little boy who had long, shaggy hair and finger nails that were thick and sharp like claws. His clothing was the skin of a great snake hanging from one of his shoulders. Other children of the tribe wore animal skins or short skirts woven from grass. They all slept in caves and ate berries and nuts and the meat of wild animals. They didn't eat with knives and forks the way you do. They tore the meat apart with their hands and gnawed the bones with their sharp teeth. The young men of the tribe would dance around the cooking fire while the women clapped their hands or beat sticks together. That was their only music. * The 'Follett Publishing Company granted permission to adapt "The Mysterious Voice", from How "an T'ade P‘usic by Fannie R. Buchanan, for use in this script. It mayjie produced provided credit is given to the source. BETTY: MOTHER: BETTY: ITO THER: 31 Didn't they even have a drum? They soon did. This is how it happened. One day the tribe- men speared a great antelope. The women wanted the fine strong skin for clothing so they scraped off the hair with a sharp stone. Then they looked around for a place to dny the skin. Where did they dry it? There was a big hollow log where they stored food, but it was empty just then. So the women stretched the skin over it and weighted it down with stones. As the skin dried it grew smaller but the stones still held it, so soon it was very tight over the stump. One afternoon the women were roasting meat, the men were sitting around the chief who was very wise and clever, and the children were playing around the big stump. The boy who wore the snake skin was showing the others hOW'he killed the great snake. He raised a stick high over his head and hit the skin on the stump as hard as he could. And what do you think happened? What happened, mother, what happened? There was a tremendous boom.that sounded through the jungle. Everyone was frightened. The grown-ups came running to see what had happened. The chief said, "What made the loud cry?" The children hid behind their mothers and pointed to the stump. The men grasped their spears and went closer. They thought some strange wild creature must be hiding in the stump, 32 and they waited for it to jump out. The skin didn't move --- there was no sound. The men went closer and saW'the stones holding the skin. They thought the beast was trapped and so there was great rejoicing. The young men danced. The most daring struck the skin as they went by, and each time the great beast roared. BOBBY: Oh, weren't they silly? Did they really think there was an animal in the stump? MOTHER: So the story goes. The women were still too frightened to clap for the dancers. Suddenly the little boy had an idea. Grasp- ing a stick, he sprang through the circle of dancers and began to beat a rhythm.on Hie skin. The men shouted and danced. The boy beat faster and faster. At last the wild dance ended. The chief said to the boy, "You are very brave. You shall be keeper of the great voice." He took a flamingo feather from his own hair and put it in the boy's hair. The boy was so proudt That night while the rest slept, the boy sat beside the stump. He wanted to see the hidden creature. It hadn't moved. It must be sleeping. He got a torch, loosened the weights and peeked in. BETTY: ‘What did he see? MOTHER: The stump was empty. The boy's hands trembled as he crouched there beside it. Far off there was a flash of lightning and a roll of thunder. The boy had heard this great voice many times. was the voice in the stump the child of this greater BOBBY: THO TI-IER : BETTY: BOBBY: BETTY: MOTHER MUSIC: BOBBY: 53 voice that spoke from.behind the clouds? If he covered the stump would the voice speak again? Quickly he fastened the skin with the stones. He tapped gently and the voice answered. He threw his arms around the stump and cried "You are there: You are there: I may not see you but I shall keep you and you shall speak for me, and my people shall love you." That was a good story: Do you suppose that's what really happened? No one knows. But we do know that men learned to make better and better drums. And drunm are pretty important now, aren't they? A band would sound sorta funny without a drum. hbuld you play us some band music so we can march? Oh, yes. And we can play our tom-toms, too. That's a Splendid idea. Here we go. any good march, temptoms play with it Thanks, Mhsic Lady. And thanks for the tomptom. I want to go and show it to mother. Come on, Betty. You go, too. Then we can show her both temptoms and play them for her. All right, Bobby. (fade) Come on, flags. A Whistler and His Dog (tom-toms with it) BOBBY: BIOTHER: MI SI C : S OUHD : MOTHER: SOUND : 34 SCRIPT VII A Whistler and His Dog (sound of tom-tom with it) knock at door, several barks, door opens Hi, Betty. (several barks) Hello, Bobby and Wags. Oh, you brought your tom-tom. I'm glad. We had a lot of fun with them last time, didn't we? We sure did. I played the tom-tom and we marched all the way over here. Didn't we, Wags? (several barks) Do you suppose we can march and play our tom-toms with another record today? (fade in) I think we can find some more march music, Bobby. I'm glad you and Betty enjoy it so much. (bark, mother laughs) And Wags, too. Betty can get her tom-tom while I'm finding a record. --- Let me see--- yes-- here are the march records. I think you'll like this one. any good march tom-toms with music We always want to march when we hear nusic like that, don't we? Other kinds of music may make us feel like doing many other things. The music might say run, or skip, or gallop, or hop. Perhaps I can show you with the tom-tom. March music goes like this. tom-tong);|J'£/‘ ITOTHER: What do you think music that goes like this might say? SOUND : BETTY: BOBBY: SOUND: BETTY: 35 amazon fiil’ii)fl£ilii))) (continue under following and for running) Oh, that's fast music. It says go faster than marching. It makes me want to run. Come on, Betty. Let's run. tom-tom out after one minute What else could the music say? HOTEL-u : What does this tell you to do? SOUND: BOBBY: BETTY: BOBBY: BETTY: SOU‘JD: NOT HER : tom-tom J. )l J. I" I It. I" (continue under following) I can't march with that. I tried to walk but that doesn't fit very well. It's different from the running, too. Oh, see: This fits. I'm galloping. Gallop, Bobby, gallop. tom-tom out after one minute Do you remember the record "The Wild Horseman"? Would you like to gallop with that? BETTY mm BOBBY: Oh, yes: TIUSI C : HOT HER : MUSIC: BETTY: BOBBY: BETTY: NUSI C : The Wild Horseman - E-78 Here's some music that's different from the galloping music. What do es this say to you? (continue under following) Happy and Light of Heart - E-72 (as if experimenting) It doesn't say walk --- or run. It's not a good march. --- Hey, Bettyt This fitst See, I'm skipping. Oh, this is good skipping music. out at end of record BOBBY: MOTHER: MU SIC : BETTY: BOBBY: BETTY: BOBBY: BETTY: MOTHER: BOBBY: 36 Have you got any more kinds of music? Indeed I have. Here's a good one. Barcarolle (under following) VI-13824 or 11-9174 Oh, I like that. Isn't it pretty? It sorta goes back and forth and back and forth, doesn't it? Like a boat: I'm.going to be a sail boat. I'm.going to put my arms up in the air as tall as I can and tip back and forth just like a tall sail on a boat. I'm a boat, too. Oh, this is fun: Out at end of record. Have you seen my new sailboat, Betty? No. Can I see it now? Sure. Come on over to my house and I'll show you. Thy I go, mother? Of course you may. Come on, Wags. (fade) TW'boat's red and it's got a tall white sail and -- -- —- A Whistler and His Dog NUSIC: IETHER: BOBBY: IETHER: BOBBY: BETTY: BOBBY: IESIC: BETTY: MO THEE : I'TUSIC : BETTY: 37 SCRIPT VIII A'Whistler and his Dog knock at door, several barks, door opens, music Brahm's Lullaby, under following E-77 or VI-22160 Hello, Bobby and wags. Hello, MUSIC Lady. Where's Betty? She's listening to the music. Come on in. Hi, Betty. (several barks) SH: (softly) Hello, Bobby and Wags. I'm rocking Sarah Jane to sleep with the nusic. (softly) Sarah Jane? Oh, your doll. --- Say, that is good rocking music, isn't it? Here, Wags, I'll rock you. (several barks) up and out at end of record There. Sarah Jane's asleep. I'll put her in bed. The other day we listened to several different kinds of music. You remember we heard some that made us want to march and run and skip and gallop and rock like boats. The music we just heard was something like the boat music. It was a lullaby. It's the kind of music a mother uses to rock her baby to sleep. Here's another lullaby. Cradle Song - Schubert - E-77, VI-l7480 or 1856 I like lullabies. They're so soft and pretty. But they sure make me feel sleepy. Let's hear another kind of music. BETT Y: NO THER: I‘IUSIC : ITO THL'JR : BOBBY: HOT HER: BETTY: MOTHER: MUSI C : BETTY: HOTIER: HUSIC: BOBBY: NETHER: IESIC: BOBBY: HO THER : MUSIC : MOTHER: 38 Sometimes music makes us feel like dancing. Would you like to danc 9? Oh, yes. That wmuld be fun. This is called "Waltz of the Flowers". "Waltz of the Flowers" from the Nutcracker Suite VI-HlOZO or L265, CO-VOZ? That was fine. You danced so lightly and beautifully you 'were like flowers dancing in the breeze. Now, hOW'would you like a musical game? I always like games. How do you play it? I'll play some short bits of music and you see how quickly you can tell what to do with each one. All right, mother. I'll bet we can get eveny one. Here's the first one. Theme for Skipping - Victor Educational Records E-7l (after a few seconds) Oh, that's good skipping music. Good, Betty. That's just right. out at end of theme What's the next one? Here it is. Galloping Horses - Victor Educational Records E-7l (after several seconds) I can gallop with that. Fine, Bobby. That's a good gallop. out at end of theme You're very good. Let's see if you can do this one. 39 I'IUSIC: Run, Run, Run - Victor Educational Records E-72 BETTY: See how fast I can run. MUSIC: out at end of theme MOTHER: I wonder if you can tell what this music says. MUSIC: Blue Danube Waltz - VI-8650 or 15425, 00-129670 or 69275D BOBBY: It's kind of like a boat rocking. BETTY: It makes me want to dance. MOTHnuz: Good, Betty. It's a waltz called the "Blue Danube". HUSIC: out after one minute MOTHER: This last one I'm sure you'll get quickly. MUSIC: March from the Nutcracker Suite BOBBY: (at once) Oh, that's a march: Come on, Wags. Here we go. (several barks) TIUSIC: out after one minute BOBBY: That was a good game. Can we play it again some time? MOTHER: Of course, Bobby. I'm glad you liked it. BOBBY: I know a good game to play outdoors, Betty. B --- But we haven't enough people. There are only two of us -- three with Wags. (bark) BETTY: Well, let's go down to Dick's house, and to Patty's house -- maybe we can find mough. BOBBY: All right, let's go. Come on, Wags. (fade) Good-by, T'llSiC Lady. . IfOTI-IER: Good-by, children. THETE: A ‘u‘mistler and His Dog TIDE: SOUND: BOBBY: BETTY: HDTHER: BETTY: BOBBY: LBTHER: 40 SCRIPT IX Whistler and His Dog knock at door, several barks, door opens Hello, Bobby. Hello,'Wags. (several barks) Hi, Betty. Mmmm -- what smells so good? Mother's been baking all kinds of good things for Thanksgiving. Grandmother and Grandfather and my aunt and uncle and my three cousins are all coming here for Thanksgiving dinner. Doesn't it smell good though? 1mm1—- I can hardly waitt (fading in) Here's a cookie for each of you. (bark) (mother laughs) Yes, there's one for you too, wags. Maybe these will help you wait. Oh, thank you, mo’dier. Thanks, Ibsic Lady. (bark) Do you children know why we celebrate Thanksgiving with a big Thanksgiving dinner? ‘We-l -l, I know that a long time ago some white people invited some Indians to a feast. They were friendly Indians. While you are eating your cookies I'll tell you about that first Thanksgiving. This is the story of the Pilgrims who lived in England. They were very unhappy. One reason was that they couldn't go to the kind of church they liked. The king said every one had to go to the kind of church he liked. 41 Finally these Pilgrims decided that they would sail across the ocean to the new land they had heard about -- a land where there were no kings to tell them what to do. It was a wild land, all forests and streams. BOBBY: And Indians! IJOTHER: Yes, and Indians. There were no towns, no houses or stores. BETTY: Just woods and Indians. NOTHflR: In those days there were no steamships. The Pilgrims had to come across the ocean in a sailing ship. It was called the T'ayflower. They sailed for many, many days. It was almost winter when they reached this new land. They had to cut down trees to build houses. Their food was just what they could find in the forest and what little was left on their ship. It was a very hard winter. They were hungry and cold. Many of them.became ill and died. “any of the Indians weren't friendly and the Pilgrims never knew when they might hear War- whoops and see arrows come whizzing from.the forest. The Pilgrim men carried their guns wherever they went. When Spring finally came they planted the seeds they had brought from.home. Some friendly Indians showed them how to plant corn. The men hunted and fished. At last they had enough food to eat. They began to store up food for winter. Then they harvested the corn and other crops in the fall they knew they would have enough food to last all winter. They were so happy and thankful that they invited their Indian friends to come to a big feast 42 to celebrate. That was the first Thanksgiving. The women cooked and cooked. The men hunted deer and wild turkeys. The Indians came with more meat. They had a wonderful feast. In fact they had such a fine time that the Indians stayed for three days, feasting and dancing. BETTY: Oh, mother. 'Will you play the tom-tom for us so we can be the Indians dancing at the Thanksgiving feast? H HER I certainly will, Betty. Where is your tomatom? BETTY: Here it is. Are you going to be an Indian, too, Bobby? (bark) You can be one too, wags. BOBBY: Sure. I'm an Indian chief with a feather headdress that hangs way down my backt SOUND: tom-tom 7/} ll II J) a I‘ ll )(occasional war whoops) M THEE: The Indian.babies watched the dancing from their places on the mothers' backs. BETTY: The babies were tied right on, weren't they? EDTHER: Often they were bound fast to wooden frames and then these 'were fastened to the mothers' backs. A.mother might hang the frame up in a tree and let the baby swing there. When baby I was tired perhaps she pushed him gently to and fro and sang a lullaby like this. ‘ MUSIC: Indian Lullaby - Victor Educational Records E-BS BOBBY: I'll bet after the Indians rested and ate some more they danced again, didn't they? MOTHEn: I imagine they did. Perhaps it was a dance like this. iTSIC: BETTY: HOTHBR: BOBBY: .‘TOTILSIZ: BOBBY: BETTY: ‘ , . , ' m BIO? Item: lUSIC: BOBBY:. BETTY: BOBBY: Dance Song - Omaha Victor Educational Records 3-89 lbther, was this all forest here where we live? Yes, Betty. It was all forest. And there were Indians in it, weren't there? Indeed there were. It sure has changed, hasn't it? New fliere are houses and stores and streets and cars -- And trains, and airplanes and factories. There aren't many woods, are there? I'll bet the Pilgrims wouldn't even know this country if they could see it now; They certainly wouldn't. All they ever saw was a small strip along the ocean. It took the white men many years to cross this big country, building towns and roads and planting farms as they moved farther and farther west. Here's a song I like especially well because it's about this big, beautiful country of ours. America the Beautiful 3-91 Betty, have you ever been to the museum? They have some Indian arrowheads and some Indian clothes and some feather headdresses. Oh, Bobby, I'd like to see those: They've got a lot of old guns, too, and all kinds of interest- ing things. Naybe mother would take us. 44 Oh, Bobby, do you think she would? I'll go ask her right now. Come on,‘.‘:'ags. Good-by, Music Lady. Good-by. I hope we can go. (several barks) A Whistler and His Dog vr'ta "‘ _ “ \h T 14.1.1. “2 SOD’IID: E3 SOULT L) : VOTE 1'33 l _ a H! a: 09 45 A Whistler and His Dog knock at door, several barks, door opens Hi, Betty. Hello, Bobby and "."*.'ags. I'm glad you came over. “(That's that in your hand? ‘imy, it's a little soldier. iifhere did you get him? I bought him down at old Ur. Green's toy store. See the gun on his shoulder? And look, you can wind him up here and then he'll march all around the room. (sound of winding toy) See him go! Oh, Bobbyt What fun! Just look at his stiff little legs go. 5 everal excit ed barks ~flags barks every time I wind him up. I guess he can't figure out what it is. He probably thinks it's something alive. (fades in) Hello there, Bobby. That's quite a soldier. Oh, mother, isn't he funny? There, he's stopped. He's all run down. Wake him go again, Bobby. OkaV , Betty. (sound of winding) Wouldn't it be fun to have a whole row of them to march along just like a parade? Well, why don't we pretend we are all toy soldiers. We can have a fine parade. Oh, I know. Let's be the toys in Hr. Green's toy shop. And 46 when the clock strikes twelve we'll come to life and march and dance around the shop. First we can be the row of soldiers on the shelf. I think I have some music here that will be just the thing for us to march to. Yes, here it is -- "The harch of the Little Lead Soldiers". I I'll wind up my soldier again so we can march just the way he does. (sound of winding) Come on, Betty, let's get lined up. Oh, the clock has to strike before we can march. All right, here's the clock. (twelve strikes) And here we go. March of the Little Lead Soldiers 3-77 or VI-4314 Oh, that was fun, wasn't it'Wags? (several barks) Do you remember the doll in Mr. Green's window that's dressed in the fluffy white dress? The one with the long curls and the pretty ribbon in her hair? I want to be that doll. I know just how she would dance. . And here's just the music for your dance. It's called "The waltzing Doll". The'flaltzing Doll - 3-78 or VI-lOBl That was a pretty dance, Betty. Do you remember the funny clown with the painted face? He has on a white suit with great big red spots on it. I'll bet I could be a good clown. Have you got any clown music, Insic Lady? How do you like this? Clowns E—7l BETTY: ISO TIER: B CB 3 Y: SOUYD: NETHER: THEHJ: 47 (laughs) You were an awfully good clown, Bobby. You should be in a circus. Now I want to be that Arabian doll. The one 'with the colored veil and the gold braclets. Hr. Green said Arabia is a country where the desert is just like a sea of sand, and the people ride on camels. I'm going to put on this scarf for a veil. Have you any music for me, mother? Yes, I have. It's called the "Arabian Dance". Arabian Dance - VI-“lOZO or N265, CO-T627 And now let's imagine all of the toys marching around the shop before they climb back to their places on the shelves. This music is called "march of the Toys". march of the Toys - VI-12592 or 27763 (laughs) Here we are, all back in place before Mr. Green catcheS‘us. No one will catch me. (fade) I'm.going to march right out the door and down the street! Oh, Bobby, you're so funny. Good-by. several barks off mike (laughing) Good-by, Bobby and'Wags. A Whistler and His Dog THEME: SOTBTD: TWSIC: BETTY: SOUN D: BOBBY: T-aITSIC: BOBBY: MOTHER: IMSIC: T’OT E-IBR : 4B SCRIPT XI A Whistler and His Dog knock at door, bark, door opens (softly under following) Away in a Ianger (vocal) '11r Hello, Bobby and mags. Come in. Yother's playing some Christmas music for me. several barks Hi, Betty. That's "Away in a Hanger" she's playing now, isn't it? I sure like the Christmas carols. Let's go in where we can hear it better. up and out at end of record Oh, Misic Lady, would you please tell us a story about the Baby Jesus and play us some more Christmas music? Of course, Bobby. Here's a story about a little lamb who saW'the Baby Jesus. Ihny, many years ago shepherds watched their flocks on the hillsides near Bethlehem. During the day the little lambs would frolic and play about in the green ' grass among the nodding flowers. At night they would lie I down close to their mothers and sleep peacefully while the shepherds kept watch to see that no wild animals came to destroy them. While Shepherds watched Their Blocks by Night (vocal) One beautiful, quiet night the air was suddenly filled with strange and wonderful music, and there was a light in the sky MUST C : may” . ill-LL. IMSIC: imTHER: that grew brighter and brighter. Shining angels appeared, singing as they came. The sheep awoke and huddled close together. The shepherds were frightened and fell to their knees. But the angels said, "Fear not. For behold, we bring you good tidings of great joy which shall be to all people. For unto you is born this day, in the city of David, a savior who is Christ, the Lord. And this shall be a sign unto you. You shall find the Babe wrapped in Swaddling clothes and lying in a manger." And the angels sang. Hark! The Herald Angels Sing (vocal) The light faded and the angels disappeared. The shepherds arose and said, "Let us go to Bethlehem.and find the Baby." So they started down the hillside toward Bethleh no One little lamb, braver and bolder than the rest, followed along behind, unnoticed by the shepherds. Oh, Little Town of Bethlehem (vocal) Finally the shepherds came to the stablerby the inn. The little lamb still followed. He stood quietly in the darkness and watched as the shepherds knelt before a tiny Baby lying in a manger while Its mother, Mary, and Its father, Joseph, watched. The shepherds rose at last and went back to their flocks, but the little lamb still watched. He saw three men come riding on very strange animals. The animals had necks and legs much longer than those of a sheep, and they had queer, big humps on their backs. The little lamb was very young. 50 He had never been away from the hillsides before so he didn't know that these were camels that had carried the wise men far over the desert. Oh, what beautiful clothing the men were and what wonderful gifts they carried as they left their camels and went toward the stable! ‘We‘Three Kinds of Orient Are (vocal) At last the wise men, too, left the stable. The Baby Jesus lay sleeping quietly, while his mother watched over him, All about him.in the darkness the little lamb heard the quiet breathing of the animals as they, too, slept. The little lamb turned and started back to the hillside to find hig mother. He was so tired and sleepy but he was very happy because he had seen the Baby Jemzs. Silent Night (vocal) Oh, mother, I liked that stony! I think I like Silent Night best of all the Christmas songs. Come on, Betty, Let's go sing it for my mother. All right, Bobby. I'll bet she'll like to hear us sing it. Good-by, mother. Good-by, Music Lady. several barks Good-by, children and flags. A Whistler and His Dog THEI'E: SOUL? D: BOBBY: SOUN D: BETTY: BOBBY: BETHSR: I'FO THBR : 51 SCRIPT XII A Whistler and His Dog knock at door, several barks, door opens Hello, Betty. several barks Come on in. Hello, Bobby and ~Nags. I could hardly wait till you got here. Iiother's got a new game for us. She calls it "Tiisical Riddles". T‘s-"hat do you suppose it is? I don't know, but it sounds like fun. Hello, lizsic Lady. Hello, Bobby and Wags. Now that you are here we can begin our game. You know, it won't be long until Christmas and I've been thinking about all the different kinds of toys that will be in the stockings and under the Christmas trees on Christmas morn-- ing. Maybe you can guess some of them if I tell you something about them and play you some music. That sounds like fun. I'll bet we can guess every one! several barks That's the first riddle, mother? mien you guess the riddles you may pretend to be the toys or to play with them, with the music. Here's the first one. Boys particularly like this toy. It walks very stiffly and usually carries a gun. March of the Tin Soldiers - 13-73, VI-20399 BOBBY: ITSIC: BOBBY: BETTY: MOT HER : HOTHER: BOBBY: MUSIC: BETTY: BOBBY: MUSIC: 52 (just after the music starts) Oh, that's easy! It's a toy soldier. Come on, Betty. Let's be toy soldiers. out at end of record That was a good riddle. What's the next one, moflaer? The next toy I see under the Christmas tree is something to ride. It has a mane and a tail. You can make it gallop or run or trot. Here is its music. Knight of therHobby Horse - E-73 VI-20399 Is it a rocking horse? You can't make a rocking horse trot or gallop. It must be a hobby horse. See me ride my hobby horse! That's fine, Betty. out at end of record Can I do a riddle? Oh -- maybe you haven't got any music for this. Can I whisper in your ear, thsic Lady, so Betty won't hear? Of course, Bobby. (sound of whispering, mother laughs) That's a fine riddle, Bobby. I'm.sure I have some music for it. Go ahead and tell it. Well, you might find this in your stocking Christmas morning. It's little and round and it's made of rubber. Playing Ball Little -- round -- rubber —- A ball? Is it a ball, Bobby? You guessed it! Let's play ball to the music. up and out at end MO THE R: BETTY: MUSIC: BOBBY: MUST C : HOTEL-JR: 53 How can I do a riddle? Have you got some music for this, mother? (sound of whiSpering) I certainly have, Betty. Tell us your riddle. I see a toy under the tree that you would use mostly in summer. wo--11 --- I suppose you Eggld play with it in fiie'bath tub. But it's most fun at the lake, or in a mud puddle, or a tub in the back:yard. It's made of wood and it has a little wooden pole sticking up on it. And there's a pointed piece of white cloth fastened to the pole. Barcarolle - VI-13824 or 11-9174 That must be a sailboat. I'm.a sailboat. See me sail across the lake. out at end of record I think we have time for just one more riddle. This is a hard one. I see a little oblong box. When you turn the key and wind it up it plays a tune. It sounds like this. The Kusic Box - E-Bl VI-9798 or 4390 What a pretty little tune! Is it a music box? That's right, Bobby. out at end of record I knew what that was 'cause my mother's got a music box. She has? Oh, my! would she play it for us? I'd like to hear a real music box. THEME: Sure, die'll play it for us. Let's go ask her now. on, wags. (barks) Good-by, Thsic Lady. Good-by. A Whistler and His Dog Come 54 THEYE: SOTJ'N D: BOBBY: BETTY: BOBBY: HOTHBR: BOBBY: .. ‘1’ W". finn‘ VD». : MOTHER: BETTY: BOBBY: IDTHER: 55 SCRIPT XIII A Whistler and His Dog knock, several barks, door opens Hi, Betty. Hello, Bobby. Ooh -- you look just like a snowman! (several barks) You look so funny all covered with snow, ‘Wags. I hardly knew what you were! There, I (sound of stamping feet) It sure is snowing. guess I got most of it off. It's cold outdoors, too. See how red my hands are. Come in where it is warm. Mother said this was a regular blizzard. (fades in) I see you and'fiags didn't get lost in the snowstorm. No, but I guess it's a good thing we live just next door. I think this would be a good day for a winter story, don't you? Oh, yes, mother. ‘Will there be music in it? Indeed there will, Betty. Oh, good. I'm all ready. Are you, Bobby? We're ready, aren't we, Wags? (several barks) Fine. Then here's the story. One winter morning Bobby was all snuggled up warm.and cozy in his bed with the blanket pulled right up over his head. So he didn't even hear his mother call him.to breakfast. But wags heard. He was all BOBBY: MUSIC: 56 curled up warm.and comfortable in his bed, too. But he didn't have a blanket over his head. He ran over to Bobby's bed and' caught hold of the blankets and began to tug and pull at them until he pulled them right off. Bobby woke up in a hurry then, as you can imagine. (several barks, children laugh) When he looked out of the window he saw that the ground was all white. The little bushes in the yard were just humps in the snow; The gate posts, the fire hydrant and the letter box on the corner all were tall marshmallow hats. And sparkling white snowflakes drifted down.over everything. It all looked so beautiful that Bobby could hardly wait to finish his breakfast and get outdoors to play. It took §2_long to get on his snow» suit, and his cap, and his scarf, and his boots, and his mittens. But at last he was ready. It didn't take wags long though, did it? He's lucky not to have to get all bundled up when he goes out to play. (several barks) Did Betty go out, too? Oh, yes. She saw Bobby and'Wags playing in the snow so she hurried into her snOW'suit, too, and ran out to play with them. (starts softly under rest of mother's Speech) Scherzo from Midsummer Night's Dream.VI-118455 or 7080 CO-71398D or 12901D MOTHER: MO THEE? : ZEUSIC: BOBBY : I'IUSI C: NOTE-ER: 57 They ran and shouted and danced about in the soft snow and pretended they were snowflakes. up and under following Come on, Bobby. Let's be snowflakes now. All right, Betty. out at end of record They found that the snow was just right to roll snowballs. So they rolled and they rolled and they made a fine big snowman. Let's pretend we're making a snowman now. The Snow is Dancing from The Childrm's Corner Suite by Dubussy III-714.8 or 17.639 CO-l7088D or 68962D (with music) There's a big ball for a body ----- - and there's the head ----- now for some arms ------ See, I've made a snowmanl out at end of record And then they heard the children laughing and shouting as they swept the snow off the skating pond down the street. Betty and Bobby ran in to get their skates and off they went to the pond. Of course, Wags went too. (several barks) The ice was so smooth and hard: Oh, it was wonderful skating. The Skaters' waltz by waldteufel (under following) E~74 VI-4396 or 11-8949 Slide -- and slide -- and slide -- and slide. See me skate. Come on, Bobby. Say, this is fun. I can take big long slides. BETTY: IQTI“ F3 3? HUS I C : BOBBY: '4‘ Ebb: q .5 BOBBY: 58 out at end of record Soon they heard some bells jingling. They looked all around but they didn't see anything. The jingling sound came closer and wags ran up the street barking as loud as he could. (several barks) What was it, mother? It wasn't Christmas, was it? It wasn't Santa Claus? (laughing) No, it wasn't Santa. But it was a sleigh. It was father driving a team of horses hitched to a big flat sleigh, like a box on runners. The sleigh was full of hay. Father called to all of the children to come and jump in and go for a ride. Oh, what laughing and shouting there was as they all found places in the soft hay: ‘When evenyone was in, father called to the horses and off they went. Jingle Bells E-BB What happened next? Well, by the time the sleigh ride was over they were all so hungry from.playing out of doors such a long time that they hurried home for lunch. And I don't think one of them left a single bite of food on his plate that noon. Boy, I'd be hungry too. You know, I am.hungry. Come on, wags. Let's go home and ask mother for something to eat. Good-by, Thsic Lady. Good-by, Betty. (several barks) BETTY AND MOIHER: Good-by, Bobby and wags. TEETER A'Whistler and His Dog CHAPTER IV CHAPTER IV SUGGESTIONS TO THE CLASSROOM TEACHER'TO ACCOIPAEY THE RADIO SCRIPTS Suggestions for followeup activities and correlations with such subjects as singing, literature, reading, art and science will be given to help in making the music programs an integral part of the school program. Pre—program preparation is advisable. Therefore the following material may be printed in bulletin form and placed in the hands of the classroom.teacher prior to the programs to help her in making necessary preparations. General introduction :2 teachers. Before presenting the first program in the series, explain to the children that they are to meet Betty and Bobby, children about their own age. They'will also meet . Bobby's dog, wags, and Betty's mother whom Bobby calls the Yusic Lady. Each week there will be a story in which Betty, Bobby and'Wags have fun with the fiusic Lady. Explain that the children may take part in the stories, too. Whenever Betty, Bobby and flags march, dance, skip or dramatize the music, the children in the classroom may also participate. While children should be encouraged to participate freely, they should not be required to do so since natural spontaneity may be dampened. Create interest and foster a receptive frame of mind for each program.by special preparation for it. This preparation should include 60 two things. Plan a room arrangenent in which every one will be com- fortable, will be able to hear, and will be able to participate. Arranging the room in this special way each week will build up inter- est in what is to come. Discuss what Betty and Bobby mi ht be doing 3 this time while such preparations are taking place. There should be a minimum of introductory comment by the teacher. According to g o o o o o 1 :a-Iursell, "av01d smudging the mus1cal horizon With the murk of fact." 1 James L. .‘v'ursell, The Psychology of School .‘J‘usic Teaching (New York: Silver Burdett Compan‘ , 19367: p. 120. 61 SCRIPT I Records used. 1. Any good march 2. "Of A Tailor and a Bear" by NacDowell 3-78 3. "The Wild Horseman" by Schumann 8-78 Activities during the program. As this is the first program, the children may need help from the'teacher in preparing to dramatize "Cf a Tailor and a Bear". Thirty seconds have been allowed in the script for this preparation. There should be no attempt to have an equal number of tailors, bears, and keepers for this first dramatization. Each child should be whichever character he wishes. If space is limited, or wooden floors make it too noisy for the entire group to gallop at once with "The Wild Horseman", it may be necessary for the teacher to signal for smaller groups to take turns at being horses. A part of the preparation for these programs might be {he shedding of shoes so that all who wish may participate without making so much noise that the music can not be heard. Followsup activities. Encourage free discussion of the story and music. Discuss the children's pets and the smart tricks they do. This will help to establish the radio characters as friends whom they will be glad to meet again. 62 Have the record "Of a Tailor and a Bear" ready when the children want to dramatize it again. The story might be'wofiked out as a musical play to be presented for another group. Other animal interpretations can be worked out by the children. The rhythms may be established by use of a drum or piano. Such records as the following may be used: "Cat and Rbuse" - Copland "On Donkey Back" - Salzedo "Jumbo's Lullaby" - Debussy "Capering Kittens" - Ganz "Sheep and Goats walking to the Pasture" - Guion Correlations. Singing {indergarten "Bear" p. 122 - The Kindergarten Book - Our Singing world - Ginn and Company. "we're Galloping" p. 18 — The Kindergarten Book - Our Singing Ebrld - Ginn.and Company. ‘"l®'Idttle Pony" p. 26 - New "usig Horizons - Book One - Silver, Burdett and Company. First Grade "Familiar Friends" p. 44 — Hew'husic Horizons - Book One - Silver, Burdett and Company. "Big Bear and Little Bear" p. 108 - Listen and Sing - Ginn and Company. "Galloping" p. 22 - The First Book - Our Singing‘fiorld - Ginn and Company. 63 Second Grade "Growly Bear" p. 59 - HeW’Thsic Horizons — Book Two - Silver, Burdett and Company. "Trot, Trot, Trot" p. 103 - Yew'fhsic Eorizons - Book Two - Silver, Burdett and Company. "Ride Away" p. 133 - Singing on Our way - Our Singing world - Ginn and Company. Science Take a trip to the zoo. Study how animals move (run, walk, hop, crawl, fly, etc.). Discuss which animals are found in the woods, the jungle, the desert, and on the famn. Art Paint animal pictures. Fake friezes or murals showing animals in the forest or zoo and on the farm. Literature Stories "The Three Bears" "Big Brown Bear" - Duplaix "Fl'p" - wesley Dennis "Flip and the Cows" -'§esley Dennis Poems "Big Black Bear" - John Martin "Furny Bear" - A. A. Uilne .9 "Brown Bear" - R. W} S. 64 "my HOI‘SG, Old Dan" — lucy Sprague Mitchell Reading, Second Grade "Brunny, the Brave" - The Story Read - John Winston Company - John “.‘Iinston Company "Big Bear's Sack" - F1 1 Story "Dark Pony" - Our New Friends - Scott, Foresman and Company 65 SCRIPT II' Records used. "Carnival of the Animals" - Saint-Saens VI-WVI VI-‘E'TBS Royal March of the Lion ‘Elephant Tortoises Kangaroos Activities during_the program. Be lions, elephants, tortoises, kangaroos, with the appro- priate music, any or all of the children participating each time. Followhup activities. As this program.continues the theme of the first one, no new suggestions need be made here. Correlations. Singing Kindergarten "Elephant" p. 18 — The Kindergarten Book - Our Singing_world - Ginn and Company. "Guess What'we Saw at the Zoo" p. 119 - The Kindergarten Book - Our Singing‘world - Ginn and Company. First Grade "The Elephant" p. 113 - The First Grade Book - Our Singing world - Ginn and Company. "The Camel" p. 115 - The First Grade Book - Our Singing world - Ginn and Company. 66 "wary Had a Little Lamb" p. 12 - HeW'Husic Horizons - ' Book One - Silver, Burdett and Company. Second Grade "The Elephant" p. 74 - New ’Ji1sic Horizons - Book Two - Silver, Burdett and Company. "The Kind Kangaroo" p. 16 - Tuning ER - Ginn and Company. "Circus Time" p. 69 - Tuning HE." Ginn and Company. iterature Stories "Timothy Turtle"- Alice Vaught Davis "Babar, the Elephant" - Jean de Brunhoff "Katy No-Pocket" - Payne "Andy and the Lion" - James Daugherty "Curious George " - H. A. Rey "The Hare and the Tortoise" Poems "Holding Hands" - Lenore M. Link "The Plaint of the Camel" - Charles Carryl "The Hippopotamus" - Georgia Durston "Lovely Lion" - Dorothy Aldis "The Giraffe" - Reginal‘flright Barney "The Little Turtle" - Vachel Lindsay "The Three Foxes" - A. A, Bfilne Under the Tent pf thg Sky - a Collection of Poems About Animals Large and Small - selected by John Brewton 67 Reading, Second Grade "Fun at the Zoo" - In the City and on the Farm - University *“““—_~ Publishing Company "The Little Monkey" - The Story Read - Winston "Eddie Elephant and Jungleville" - The Story Read - Winston "Three Little Rabbits" - Fun _i_I_1_ Story - Winston "Little Elephant and the Water" - Fun in Story - Winston "The Rubber Circus" - Good Stories - Winston Other records which might be used "Butterfly" - Greig "Of Br' er Rabbit" Jiac Dowell "I'osquito Dance" - white "Animal Pictures in Music" 68 SCRIPT III Records used. 1. "morning" from the Peer Gynt Suite by Craig CO-XIBO or EXZQI III-7:14:04 or SPIO 2. "Wind Amongst the Trees" V-20344 3. "Flight of the Bumble Bee" by Rimsky-Korsakov WL1645 or 6579 C0-19005D or 7304M 4. "At the Brook" by Boisdeffre V-20544 Activities during the ppogram. Children carry out their own rhythmic ideas for "Wind Amongst the Trees". Children listen or move about as they please with "Flight of the Bumble Bee". With "At the Brook" they may sail boats, row boats, or work out any interpretation they wish. Followeupfiactivities. Discuss freely the story, the music, boats (follow the children's lead). Watch the movement of the trees in the wind. Go for a walk. Look for bees, butterflies, birds, etc. work out a dramatic play about the walk with drum or piano for rhythms, or using appropriate records. Correlations. Singing 69 Kindergarten "Here Is the Beehive" p. 37 - The Kindergarten Book - Our Singing World - Ginn and Company. "The Wind is Singing" p. 99 - The Kindergarten Book - Our Singing World - Ginn and Company. "Lightly Row" p. 46 - New ‘z'msic Horizons - Book One - Silver, Burdett and Company. First Grade "Row, Row, Row Your Boat" p. 127 - The First Grade Book - Our Singing World - Ginn and Company. "The Wind" p. 121 - The First Grade Book - Our Singing World - Ginn and Company. "A Walk in the Woods" p. 15 - Listen and Sing - Ginn and Company. "Song of the Bee" p. 157 - The First Grad______e_ Book - Our Singing World - Ginn and Compa S econd Grade "Row, Row, Row Your Boat" p. 105 - Singing__ on (_)_u__r Way - Our Singing World - Ginn and *Company. "The Wind Elves" p. 98 - Sineing__ on Our Way - Our Singing World - Ginn and Company. "Bees and Frogs" p. 123 - Singing an Our Way - Our Singing World - Ginn and Company. "I'm Off to the Woods" p. 15 - New Music Horizons - Book Two - Silver, Burdett and Company. Science Study about the various kinds of boats. Build a boat. (especially good in Kindergarten) Study about the wind, trees, insects. 70 Art lhke pictures of boats, trees, etc. Literature Stories "In the Forest" - ‘zfarie Hall Ets "Little Sail Boat" - Laioki "Little Toot" - Gramatky "Story About Big Trees" - Read "The Lad 1ffho Went to the North Wind" Poems "The Wasp and the Bee" - unknown "The Bee" - Edward Lear "Trees" - Charlotte Stetson "I Wonder TJ'Jhy" - Elizabeth Gordon "Under the Tent of the Sky" - Rowena Bennett "The Wind" - Rachel Field "The ”Wind" - R. L. Stevenson "Where Go the Boats" - R. L. Stevenson Reading, Second Grade "Bumblebees" - In the City and 23 the Farm - University Publishing Company. "The Old Apple Tree's Secret" - The Story Road - Winston "Up in a Tree" - In the Cit and on the Farm - University “*fi Pfiblfiing Company . "flaking Boats" - Our New Friends - Scott, Foresman and Company. Other records which might be used "Barcarolle" "Boating on the Lake" - Kullak "By the Lake" "7.50squito Dance" "Shadows" - Schy‘tte 71 72 SCRIPT IV Records used "The Harmonious Blacksmith" - Handel Vl-6752, CO-68595D VI-ll93 "Anvil Chorus" - from Trovatore VI-19879, VI-ll-9294 20127 "Galloping and Running Horses" - VI - Educational Records - E-7l "The Happy Farmer" - Schumann D-25126 Activities during program Swing hammer on anvil with blacksmith music. Gallop and run with the third record. Dramatic play about any of the farmer's activities (plant- ing, hoeing, milking, feeding the animals, etc.) with "The Happy Farmer". Followaup activities 'Work out other farm animal rhythms or rhythms about farm activities. Use records if they are available or set the rhythms with piano or drum. Take a trip to a farm. Correlations Singing Kindergarten "thy Had a Little Lamb" p. 12 - NeW'Music Horizons - Book One - Silver, Burdett and Company. . 73 "The Farmer in the Dell" p. 28 - New ”usic Horizons - Book One - Silver, Burdett and Company. "The Duck and the Hen" p. 36 - Music Hour in Kindergarten and First Grade - Silver, Burdett and Company. "Mooley CowR Red" - p. 37 - T’usic Hour _i___n Kinde_garten and First Grade - Silver, Burdett and Company. First Grade "The Friendly Cow" p. 141 - Music Hour in Kindergarten and First Grade - Silver, Burdett and Company. "I'd Like to be a Farmer" p. 123 - “usic Hour in Kindergarten and First Grade - Silver, Burdett and Company. "Bread and Cherries" p. 111 - Music Hour in Kindergarten an__c_1_ First Grade - Silver, Burdett and Company. "The Farmer" p. 71 - American Singer 9; Book 9113 - American Book Company. Second Grade "The Farmer" p. 106 - Kev: Musicw Horizons - Book Two - Silver, Burdett and Company. "The Unlucky Farmer" p. 31 - Tuning Up - Ginn and Company. "The Scolding Geese" - Tuning Up - p. 35 - Ginn and Company. "Shoe the Horse" p. 152 - Singing__ on _Q_u___r Wa az - Our Sirging World - Ginn and Company. Science Study farm animals and why each is valuable. Discuss the work of the farmer and his importance to the conmnmity. Art Make shadow box farms. Build a farm if Space permits. Paint farm murals. 74 Literature tories "The Three Pigs" "Chicken Little" "The Little Red Hen" Queenie - Orton Blue Barns - Sewell Poems "The Farmer Boy" - Blossom Bennett "The Barnyard" - Dorothy Aldis "The Pasture" - Robert Frost "Farm Life" - Ruth Edna Stanton "The Cow" - R. L. Stevenson Reading, Second Grade "Dudley Duck in the'Well" - The Story Road - Winston. "Polly Piggie's Curl" - The Stggy Road - Winston. "Three Little Hens on the Farm" - Fun in Story - Winston- "Dinner at the Farm" - Our NeW'Friends - Scott, Foresman. "On the Farm" - 23 the City and 23 £22 Farm.- University Pub- lishing Company. Other records which may be used "WheelbarroW'Motive" - Victor Educational Records - E-7l "Song of the Shepherdess" - Victor Educational Records - E-71 "Country Dance" - Beethoven "Sheep and Coat walkin' to the Pasture" - Guion 75 SCRIPT V Records us ed. "Clowns" by MacDowell - E-79 "Witches" by MacDowell - E-79 "March of the Warfs" by Craig - E-79 VI-22177 "In the Hall of the Mountain King" by Greig - CO-KlBO or 2.17.291 VI 4.1404 SPI 0 Activities during the program. Be clowns with "Clowns". Dance like witches with "Witches". Have brooms or sticks ready for those who want them. Interpret freely "March of the Dwarfs". Children work out their own ideas of a Halloween parade with "In the Hall of the Mountain King". Follow-pp act ivi ti es . Discuss preparations for Halloween. Discuss characters that might be seen in a Halloween parade and work out rhythmic interpretations. Correlations. Singing Kind ergart en "Halloween Is Coming" p. 73 - The Kinderggrten Book - Our Singipg World - Ginn and Company. "I'm A Jack-o-lantern" p. 75 - The Kindergarten Book - Our Singing World - Ginn and Company. 76 "Halloween" p. 46 - Singing Time - John Day Company. First Grade "Halloween" p. 32 - Listen and Sing - Ginn and Company. "Halloween" p. 85 - The First Grade Book - Our Singing 'World - Ginn and Company. "There has A Little Goblin" p. 88 - The First Grade Book - Our Singing_World - Ginn.and Company. "What A Surprise" p. 89 - The First Grade Book - Our Singing ‘World - Ginn and Company. Second Grade "The Witches Are Calling" p. 18 — New lhsic Horizons - Book Two - Silver, Burdett and Company. "Halloween Is Coming" p. 70 - Singing On Our way - Our Singing'World - Ginn and Company. "The'Wind Is Howiing"-p. 73 - Singing On Our HEX.“ Our Singing Wbrld - Ginn and Company. Art Hake pictures of Halloween characters. lhke masks and costumes. Hake decorations for the class room. Literature Stories "Georgie" - Robert Bright "Jack-o-Lantern For Judy Jo" - Hill "Pumpkin moonshine" - Tudor Poems "Halloween" - Rachel Field "Halloween Fun" - Alice Hoffman 77 "J ack-O-Lantern" - Dorothy Aldis "Jolly Jack-O—Lantern" - anonymous "Black and Gold" - Nancy Byrd Turner Reading, Second Grade "Yellow Pumpkin and Pussy" - Fun ,4. 11 Story - Winston. * "The Brownies and the Sandman" - Good Stories - Winston. "Jack-O-Lantern Twins" by Anne McCauley - Lyons and Carnahan Other records which might be us ed. "Broom Dance" - German "Gnomes" - Reinhold "Dwarfs" - Reinhold 78 SCRIPT VI Records used 1. Any good march Activities during the pro gram Have drums, tom-toms, rhythm sticks available if possible for the children to use. They may clap or beat the rhythm for the jungle dance, or dance themselves. Children may clap or beat the tom-tom rhythms given as "messages" by the lizsic Lady. They may march and beat drums, tom-toms, rhythm sticks, or clap with the march at the end of the program. Follow-up activities Make a collection of drums, tom-toms, tambourines. Note the differences in sound. Make drums from wooden bowls, round cereal boxes or any other materials you can find. Satis Coleman has some excellent ideas in her book Creative 111310 for Children. Corr elat ions Singing Kind ergart en "The Big Tall Indian" p. 26 - Singing Time - John Day Company. "The "Drum" p. 27 - Misic Hour 311. Kindergarten and First Grade - Silver, Burdett and Company. 79 "Hy Tambourine" p. 23 - Singing Time - John Day Company. "The Drum" p. 158 - The Kindergarten Book - Our Singing World - Ginn and Company. First Grade "Five Little Drums" p. 56 - Listen and Sipg - Ginn and Company. "Big Indian" p. 51 - Sing_and Sing_Again - Oxford University Press. "My Drum" p. 160 - American Singer - Book One - American Book Company. "The Big Drum" p. 154 - Iihsic Hour in Kindergarten and First Grade - Silver, Burdett and Company. Second Grade "Playing in the Band" p. B - New Music Horizons - Book Two - Silver, Burdett and Company. "Our Band" p. 154 - Singing on Our Way - Our Singing World - Ginn and Company. "The Flute and the Drum" p. 145 - Tuning Up - Ginn and Company. "The Parade" p. 70 - Tuning Up - Ginn and Company. Paint designs on the drum made by the children. Make pictures of Indians with their tom-toms. Literature Stories Kimbi, Jungle Indian - Henry Lionel Williams Poems "Our Drums" - Carrie Rasmzssen Reading, Second Grade "Toy Fairy's Party" - Fan in Story - Winston. 80 SCRIPT VII Records used 1. Any good march 2. The Wild Horseman - Schumann - E-78 5. Happy and Light of Heart - Balfe - 3-72 4. Barcarolle, Offenbach - VI-13824 or 11-9174 Activities during the program Have drums, temptoms, rhythm sticks available if possible for the children to use while they march with the first record used. Run with running rhythm.played on.tom-tom. Gallop with galloping rhythm played on temptom. Gallop with the record "The'Wild Horseman". Skip with the record "Happy and Light of Heart". Be boats with the record "Barcarolle". Followeup activitiep Listen to other records and decide what to do with them. Experiment with various rhythms on the temptom. Correlations Singing Kindergarten "The Rocking Horse" p. 24 - Fhsic Hour 32 Kinder arten and First Grade — §1Iver, Burde any Campany. Bl "lb'Pony" p. 32 - Phsic Hour EE'Kindergarten and First Grade - Silver, Burdett and Company. "The Sailboat" p. 32 — Singipg Time ~ John Day company.’ "Swing Song" p. 37 - Singipg Time - John Day Company. First Grade "Gray Pony" p. 104 - music Hour 13 Kindergarten and First Grade - Silver Burdett and Company. "Walking Song" p, 112 - American Singer - Book One - American Book Company. "13 Pony" p. 129 - American Singer - Book One - American BOOk Company. "Swinging High, Swinging Low" p. 139 - American Singer - Book One - American Book Company. "Take a Little Run About" p. 150 - American Singer - Book One American Book Company. "Jumping Rope" p. 139 - Listen and Sing - Ginn and Compan‘. Second Grade "Boats Go Sailing" p. 91 - New Fhsic Horizon§_- Book Two - Silver, Burdett and Company. "Sailing" p. 133 - HeW'Thsic Horizons - Book Two - Silver, Burdett and Company. "Swinging Along" p. 135 - Tuning Up - Ginn and Company "Hippety Hop" p. 20 - Singing pp Our wgz - Our Singing World - Ginn and Company. "Skipping and walking" p. 19 - Sin in pp Our Why - Our Sing- ing world - Ginn and Company. Science Study the various ways in which we can move. Study how animals move. 82 Art Draw pictures of people and animals walking, running, jumping. Literature Stories Little Wild Horse - Hetty Burlingame Beatty Runaway Rocking Horse - Lillian Robertson The Little Sailboat - Lois Lenski Poems "The Swing" - R. L. Stevenson "L‘y .iobby Horse" - Nursery Rhyme "The Skipping Ropes" - Dorothy Aldis Reading, Second Grade "Making Boats" - Our New Friends - Scott, Foresmzm and Company. "Dark Pony" - Our New Friends - Scott, Foresman and Company. 83 SCRIPT VIII Records used l. "Lullaby" - Brahms - 3-77 or VI-22160 2. "Cradle Song" - Schubert. - E-77, VI-l'M-BO or 1856 3. "waltz of the Flowers" from the Iutcracker Suite - Tchaikovsy VI-"lOZO or T265 - CO-TI627 4. "Theme for Skipping" - Victor Educational Records E-7l 5. "Galloping Horses" - Victor Educational Records E-71 6. "Run, Run, Run" - Victor Educational Records E-72 7. "Blue Danube" - Strauss - VII-8650 or 15425, CO-12967O or 69275D 8. "march" from.Rutcracker Suite - Tschaikowsky Activities during the program Children rock or sway or move about as they wish with the lullabies. They should dance about freely with the"Waltz of the Flowers". Skipping, galloping, running, dancing and marching may accompany the short selections in the musical game. Followuup_activities Play the game introduced in the script using records good for marching, dancing, skipping, etc. Correlations Singing Kindergarten "Cradle Song" p. 48 - Singing Time - John Day Company. 84 "Cradle Song" p. 10 - l’msic Hour in Kindergartgn and First Grade - Silver, Burdett and Company. "Efarching" p. 21 - Music Hour in Kindergarten and First Grad_e_ - Silver, Burdett and Company. "I'Jarching Song" p- '7 - Singing Time " John Day Company. "Dance, Oh Dance" p. 29 - Sing and Sing Again - Oxford University Press. First Grade "Dancing Together" p. 71 - Listen and Sing - Ginn and Company. "The Minuet" p. 129 - Listen and Sing - Ginn and Company. "Dolly's Lullaby" p. 6 - American Singer - Book One - Arnerican Book Company. "Baby's Lullaby" p. 98 - Music Hour in Kindergarten and First Grade - Silver, Burdett and Company. "Soldiers Marching" p. 34 - Sing and Sing Again, Oxford University Press. "Tin Soldiers" p. 112 - American Singer - Book One - American Book Company. Second Grade "A Little Dancing Song" p. 111 - New Music Horizons - Book Two - Silver, Burdett and Company. ' "Varching Song" p. '7 - New lbsic Horizons - Book Two - Silver, Burdett and Company. "The Dancing Lesson" p. 122 - Tuning EB - Ginn and Company. "Lullaby" p. 54 - Tuning 1p - Ginn and Company. "The Neighborhood Parade" p. 13 - Tuning Up - Ginn and Company. "French Cradle Song" p. 57 - Singing an Our Way - Our Singing World - Ginn and Company Literature Po ems 85 "NW'Soldier's Eat" - Helen Crocker "An Indian Lullaby" - Anonymous "Indian Cradle Song" - Elva S. Smith Reading, Second Grade "Toy Soldier's Wish" - Good Stories - Winston 86 SCRIPT IX Records used 1. "Indian Lullaby" - Victor Educational Records 3-85 2. Indian Dance from.Victor Educational Records E-89 5. "America the Beautiful" - E—91 Activities during the program Have tomptoms and drums available if possible to use with the Indian dances. Dance with the tom-tom and with the Indian dance record. Sway or rock wifln the lullaby. FOIIOWhup activities hbrk out other Indian dances. Album.E-91 is all Indian music. Correlations Singing Kindergarten "Thanksgiving" p. 71 - music Hour in Kindergarten and First Grade - Silver, Burdett and Company. "Thanksgiving Is Coming" p. 76 - The Kindergarten Book - Our Singinngorld - Ginn and Company. "Prayer" p. 77 - The Kindergarten Book - Cur Singing_world_- Ginn.and Company. "Gobble, Gobble" p. 77 - The Kindergarten Book - Our Singing 'Wbrld - Ginn and Company. First Grade "Indian Dance" p. 159 - American Singer - Book One -.American Book Company. 87 "The Navajo" p. 163 - American Singer - Book One - American Book Company. "Thanksgiving Day" p. 56 - American Singer - Book One - Amarican Book Company. "Hym of Thanks" 19. 137 — Listen and sing; - Ginn and CWTW Second Grade "Over the River and Through the Wood" p. 36 - New "usic Horizons - Book Two - Silver, Burdett and Company. "Playing Indians" p. 56 - Lew Misic Horizons - Book Two - Silver, Burdett and Company. "Thanksgiving Song" p. 58 - New Music Horizons - Book Two - Silver, Burdett and Company. "For This Good Year of Ours" p. 133 - Lusic Hour - Second Book - Silver,Burdett and Company. "Thanksgiving Day" p. 55 - Musip Hour - Second Book - Silver, Burdett and Company. Social Studies Study about the food, clothing, homes of some of the American Indians. Contrast the long houses of the eastern Indians with the teepees of the plains Indians and the pueblos of the south- western Indians. Art P'zake Indian pottery of clay. Hake Indian designs and pictures of various kinds of Indians. Hake an Indian teepee in the room. Hake pictures of the Pilgrims and the Ilayflower. Literature 88 Stories One Little Indian Boy - Emma L. Brock First Thanksgiving - Lena Barksdale Poems "The Pilgrims Came" - Annette Hynne "A Wise Little Turkey" - N. K. Duffy "Thanksgiving Day" - Lydia maria Child "Indian Children" - Annette wynne "We Thank Thee" ... Mattie Henwick 89 SCRIPT X Records used "march of the Little Lead Soldiers" - Pierne E-77 V-4314 "The'fialtzing Doll" - Poldini 3-78 V-l981 "Clowns" - Hendelssohn 3-71 "Arabian Dance" from Nutcracke: Suite - Tschaikowsky VI-MlOZO Or 7265, CC-XGZ7 "Ihrch of the Toys" from Babes in Toyland - Herbert V-12592 or "' 27763 Activities during the program March as toy soldiers to "Harch of the Little Lead Soldiers. Dance as dolls to "Waltzing Doll". Children should feel free to dance or not as they wish. Be clowns to "Clowns". "Arabian Dance" should be interpreted freely by those who wish to dance. larch to "Harch of the Toys". There should be great variety and freedom.of interpretation. Follew~3p_activities Play the "Nutcracker Suite", and tell the story. work out other toy rhythms. If the group enfioys creative dramatics, work out a story about a toy shop with the children creating their own characteri- zations. Fit the rhythmic accompaniment (bells, drum, piano, or 9O appropriate records) to the child's interpretation. Don't try to make the child conform to a rhythm.you set. Correlations Singing Kindergarten "I Always want ry Teddy Bear" p. 60 - The Kindergarten Book - Our Singing Wbrld - Ginn and Company. "Jack-in-the-Box" p. 127 - The Kindergarten Book - Our Singing'world - Ginn and Company. "Dolly" p. 128 - The Kindergarten Book 3 Our Singing Wbrld - Ginn.and Company. "we're'wooden Soldiers marching" p. 150 - The Kindergarten Book - Our Singing WOrld - Ginn and Company. First Grade "Teddy Bear" p. 34 - The First Grade Book - Our Singing 'World - Ginn and Company. "The Talking Doll" p. 168 - The First Grade_Book - Our Sin - ing'World - Ginn and Company. "Iy'Top" p. 170 - The First Grade Book - Our Singing'world - Ginn and Company. "The Toy Shop" p. 86 - Listen and Sing - Ginn and Company. Second Grade "The Toy Shop" p. 86 - Listen and Sing - Ginn and Company. "Bouncing Ball" p. 58 - Tuning 2p - Ginn and Company. "Jack in-the-Box" p. 66 - Tuning Ep - Ginn and Company. Language Have a toy diSplay. Children will enjoy telling their friends about their toys and demonstrating how they work. It is good language training. 91 Encourage the children to tell their own stories about their toys and trips to toy stores. Art Hake costumes and backgrounds for toy shop play. Take pictures of toys for a border around the room. Literature Stories Karl's'Wooden Horse - Lois Donaldson Why Teddy Bears are Brown - Barker Winnie-the-Pooh - Milne Randolph, the Bear Who Said E2 - Nelson Poems "I'll Be a Clown" - Hary Carolyn Davies "Spinning Top" - Frank Dempster Sherman "Iw'Hobby Horse" - Nursery Rhyme "The Raggedy Doll" - Aileen Fisher "The China Dog" - Rachel Field "The Gingham Dog and the Calico Cat" - Eugene Field Reading, Second Grade "Toy Fairy's Party" - 223 in tory - Winston "Old Toy Horse" - Our New Friends - Scott, Foresman and Company. "The Lost Toys" - Our HeW'Friends - Scott, Foresman and Company. "Jane's Dear Old Doll" - Our NeW'Friends - Scott, Foresman and Company. Other records that may be used "Waltz of a Teenie Doll" "Dance of the Chinese Doll" - Rebikov "Tusic Box" - Liadoff "Rocking Horse" - Salezedo "Knight of the Hobby Horse" - Schumann "Toy Symphony" - Haydn "Golliwog's Cake walk" - Debussy 92 93 CRIPT XI Records used 1. Away in a Manger (vocal) 2. While Shepherds watched Their Flocks (vocal) 3. “ark, the Herald Angels (vocal) 4. Oh, Little Town of Bethlehem 5.'we Three Kings of Orient Are 6. Silent Night Activities during the program This is the only script in this series that does not provide for activity on the part of the children. It was felt that activity weuld detract from.this Christmas stony and the carols. However, the children may'wish to join in singing the carols. Correlations Singing. Kindergarten "Away in a Hangen' "Silent Night" First Grade "Away in a Ranger" "Silent Night" "Oh, Come All Ye Faithful" "The Friendly Beasts" 94 Second Grade "Silent Night" "Away in a Hanger" "Under the Stars" "Oh, Little Town of Bethlehem" "Christmas Carol" p. 84 - Tuning Ep Science Discuss why there were flowers blossoming near Bethlehem at Christmas time while we have snow and ice at that time of year. Art Set up the Nativity scene. inkera large mural showing the shepherds and sheep on the hillside, the town of Bethlehem in the distance, the angels, etc. Literature Stories The Christmas Story Why the Chimes Rang - Raymond Nacdonald Alden Little Child - Jessie Rae Jones Lullaby - Josephine Butkowska Bernhard Little Lost lamb - lmrgaret'flise Brown All Through 3113 W - Rachel Field Poems "Christmas Lorning" - Elizabeth.lhdex Roberts "Why Do Bells For Christmas Ring?" - Lydia A. C.'Ward "Christmas Good Fight" - Ethel Robb "Long, Long Ago" - Anonymous "The Pine Tree's Ambition" - Clara G. Cornell 95 SCRIPT XII Records used 1. "March of the Tin Soldiers" - Tchaikovsky E-73 VI-20399 2. "Knight of the Hobby Horse" - Schumann - E-73 VI-20599 3. "Playing Ball" - Ambrose - VI-2035O 4. "Barcarolle" - Offenbach VI-13824 or 11-9174 5. "The Music Box" - Liadoff E-8l VI—9798 or 4390 Activities during the program march like toy soldiers with "Hhrch of the Tin Soldiers". Children work out their own ideas of a hobby horse. Bounce balls with ‘"P1aying Ball". Be sail boats with "Barcarolle".‘ Followzupiactivities Hake up more riddles using such records as "Jumbo's Lullaby" - Debussy "Flying Birds" - Victor Educational Records E—7l "The Clock" - Kullak Correlations Singing Kindergarten "The Sailboat" p. 52 - Singing Time - John Day Company. "Pony Song" p. 42 - Singing Time - John Day Company. 96 "Playing Ball" p. 18 - music Hour in the Kindergarten and First Grade - Silver, Burdett and Company. "The Rocking Horse" p. 24 - Music Hour in the Kindergarten and First Grade - Silver, Burdett and Company. "wooden Soldiers" p. 35 - Sing and Sing Again - Oxford University Press. First Grade "Sail Boat" p. 50 - Sing and Sing Again - Oxford University Press. "Christmas morning" (about a music box) p. 84 - Listen and Sing - Ginn and Company. "Horseback Riding" p. 74 - Listen and Sing - Ginn and Company. Second Grade "Bouncing Ball" p. 58 - Tuning 22 - Ginn and Company. "I Had a Little Hobby Horse" p. 152 - Singing on Our may - Our Singing Wbrld - Ginn and Company. "The Ship" p. 63 - vhsic Heur - Book Two - Silver, Burdett and Company. "Soldiers Three" p. 62 - "hsic Hour - Book Two - Silver, Bu rdett and Company. fl 1'." °,.,.‘ - The Organ.lhn. p. 39 - Tun1n{ :2 - Ginn and Company. Art Hake pictures to go with the riddles using crayons, chalk or paint. Literature Stories Cowboy Small - Lois Lenski Karl's wooden Horse - L. Donaldson 97 Merrylegs, the Rocking Horse - Paul Brown Clever Bill - William Nickolson Poems "My Bed Is a Boat" - R. L. Stevenson "Tl‘y Hobby Horse" - I‘Turs ery Rhyme "Boats" - Rowena B. Bennett "Timere Go the Boats?" - R. L. Stevenson Reading, Second Grade "Old Toy Horse" - Our New Friends - Scott, Foresman and Company. "That Was It?" - Our New Friends - Scott, Foresman and Company. "The Tune Box" - Round About - Row, Peterson and Company. 98 SCRIPT XIII Records used l."Scherzo"from Hidsummer Night's Dream VI—118455 or 7080 C0-71398D or 129010 2."The Snow is Dancing’from the Children's Corner Suite - Debussy VI-7148 or 7659 00-17088D, 68962D 5."The Skater's walt£'- Naldteufel - E-74 VI-4396 11-8949 4."Jingle Bells' 3-88 Activities during the program Dance about pretending to be snow flakes with the "Scherzo". Roll snowballs and build a snowman with "The Snow is Dancing". Skate with long swinging strides with the "Skaters"fia1tz". Listen, sing, pretend to be the horses pulling the sleigh with "Jingle Bells". Followeuppactivities Build a snowman in the school yard at recess time. Take a walk after a snowstorm and see how everything looks. Sing "Jingle Bells" using the bells from the rhythm.band as accompaniment. Correlations Singing Kindergarten "Ia-Taking a Snow-Man" p. 63 - Music Hour in Kindezgarten and First Grade - Silver, Burdett and Company 99 "Coasting" p. 63 - thic Hour in Kindergarten and First Grade - Silver, Burdett and Company. "Winter" p. 37 - American Singer - Book One - American Book Company. "Snowflakes" p. 3 - Singing Time - John Day Company First Grade "Snowflakes" p. 124 — "hsic Hour in.Kindergarten and First' Grade - Silver,Burdett and Company. .1 "The Snowman" p. 125 - Wbsic Hour in Kindergarten and rirst Grade - Silver, Burdett and Company. "Skating" p. 125 - lhsic Hour in Kindergarten and First Grade - Silver, Burdett and Company. "Coasting" p. 36 - American Singer - Book One - American Book Company. "The Skaters" p. 67 - Listen and Sing - Ginn and Company. Second Grade "It's Snowing" p. 53 - NeW'Nusic Horizons - Book Two - Silver, Burdett and Company. "Sly Jack Frost" p. 57 - New Susie Horizons - Book Two - Silver, Burdett and Company. "Coasting" p. 114 - Tuning Up - Ginn and Company. "flaking the Snowman" p. 110 - Tuning Up - Ginn and Company. "Skating" p. 117 - Singing nn'Our'Way - Our Singing_world - Ginn and Company. Literature Stories Katy, and the Big Snow - Virginia Lee Burton White Snow; Bright Snow - Alvin R. Tresselt Big Snow - Berta and Elmer Hader 100 Poems "Frost Fairies" - Clara Kuck "Jack Frost" - Helen Bayley Davis "Looking In" - Dorothy Aldis "The Icicle" - Yrs. Henny Gordon Gale "Snow" - Dorothy Aldis "Ice" - Dorothy Aldis "BW'Snowman" - Hanna Mendelsohn "Snowflakes" - Mary Hapes Dodge Art Cut snowflakes from folded squares of white paper. lake a winter scene for'border or bulletin board showing children playing in the snow, making snowmen, sliding, skating, etc. Cut snowmen from.white paper, cover them with cotton batting and decorate them with colored paper caps and scarves. Science Take a magnifying glass out doors and look at the snowflakes that fall on dark coat sleeves or on a dark piece of paper. Study the properties of snow, ice and water. Fill a container partly full of water, mark the level, set it out to freeze and note the difference in volume. Reading, Second Grade "The Snow Party" - Our HeW'Friends - Scott, Foresman and Company. 101 "Fun in the Snow" - More Friends and Neighbors - Scott, Foresman and Company. "Fun on the Ice" - “ore Friends and Neighbors - Scott, Foresman and Company. "Winter Days" - Round About - Row, Peterson and Company. "Good Coasting" - mound About - Row, Peterson and Company. 102 SUGGESTEI BOOKS FOR TflACHEHS' REFERTYCE Barbour, Harriet Buxton, and Warren S. Freeman, A Story of ibsic. Boston: C. C. Birchard and Company, 1938. 272 pp. Buchanan, Fannie 3., HoW'Han Made basic. Chicago: Follett Publishing Company, 1936. 266 pp. Burch, Gladys, Modern Composers for Boys and Girls. New York: A. S. Barnes and Company, 1941. 207 pp. Coleman, Satis, Creative music for Childngn. New York: G. P. Putnam's Sons, 1922. 220 pp. , The Drum Book. New York: The John Day Company, 1931. 189 pp. Cross, Donzella, Music Stories for Girls and Boys. Boston: Ginn and Company, 1926. 156 pp. Kinscella, Hazel Gertrude, Folk Tales from many Lands. New York: The University Publishing Company, 1939. 246 pp. 1_i' Stonyland. New York: The University Publishing Company, 19500 118 pp. , The Man in_the Drum and Other Tales:_ New York: The University Publishing Company, 1939. 212 pp. La Prade, Ernest, Alice En Orchestralia. Garden City: Doubleday, Doran and Company, Inc., 1937. 171 pp. , Enrching Notes. Garden City: Doubleday, Doran and Company, Inc., 19380 190 p0. Lynch, Virginia, and Edna Vance Hamilton, yhsic and Husicians. Boston: ‘Allyn and Bacon, 1939. 201 pp. Schwimmer, Franciska, Great thicians As Children. Garden City: “—0-— Doubleday, Doran and Company, Inc:: 1929. 238 pp. 103 BIBLIOGRAPH Barbour, Harriet Buxton, and Warren S. Freeman, n Story n£_TMSic. Boston: C. C. Birchard and Company, 1938. 272 pp. , HOW'nn Teach Children nn_KnOW'Vhsic. NeW'York: Smith and Durrell, 1942. 256 Pp. Buchanan, Fannie R., How nan Made Music. Chicago: Follett Publishing Company, 1936. 266 pp. Burch, Gladys, modern Composers for Boys and Girls. New York: .A. S. Barnes and Company, 1941. 207 pp. Children and Music, Bulletin of the Association for Childhood Educa- tion. Hashington, D. C., 1948. 32 pp. Coleman, Satis, Creative Music for Children. New York: G. P. Putnam's Sons, 1922. 220 pp. , The Drum Book. New York: The John Day Company, 1931. 189 pp. Cross, Donzella, music Stories for Girls and Boys. Boston: Ginn and Company, 1926. 156 pp. ’Flagg, Harion, Hhsical Learning. Boston: C. C. Birchard and Company, 1949. 195 pp. Gehrkens, Karl'Wilson, music i2;th° Grade School. Boston: C. C. Birchard and Company, 1934. 236 pp. Hubbard, George E., Fbsic Teaching in the Elementary Grades. New York: American Book Company, 1934. 228 pp. Kinscella, Hazel Gertrude, Folk Tales from.”any Lands. New York: The University Publishing Company, 1939. 246 pp. , Snoryland. New York: The University Publishing Company, 1930. 4118 pp. , The Man in the Drum.and Other Tales. New York: The University Publishing Company, 1939. 212 pp. Krevit, hfilliann lmsic for Your Child. New York: Dodd, Head and Company, 1946. 128 pp. La Prade, Ernest, Alice in_0rchestra1ia. Garden City: Doubleday, Doran and Company, Inc., 1937. 171 pp. 104 La Prade, Earching Notes. Garden City: Doubleday, Doran and Company, Inc., 1938. 190 pp. Lawrence, Sidney J., Everyone's Thsical - Psychologically Speaking. m Chicago: Clayton i. Gummy Company, 1946. 167 pp. Lynch, Virginia, and Edna Vance Hamilton, imsic and Nbsicians. Boston: Allyn and Bacon, 1939. 201 pp. Wursell, James L., Human Values in Nhsic Education. New York: Silver, Burdett Company, 1934. 388 pp. ansell, James L., and Habelle Glenn, The Psychology_n£_School Thsic Teaching. New York: Silver, Burdett Company, 1938. 386 pp. insic Eng Eng Child, edited by Doris S. Champlin. New York: Child Study Association of America, 1930. 87 pp. Music and the Young Child, compiled by Helen Christianson. Bulletin of the Association for Childhood Education. washington, D. C., 1936. 32 pp. ibsic for Young Children, Series on Childhood Education, ed. by Patty Hill Smith. New York: Charles Scribner's Sons, 1929. 158 pp. 13ers, Louise Kifer, Teaching Children.Thsic in the Elementary School. New York: Prentice-Hall, Inc., 1950. 327 pp. Pitts, Lilla Belle, The Nhsic Curriculum.in n ChangingNorld. Jew York: Silver Burdett Company, 1944. 165 pp. Schwimmer, Franciska, Great Thsicians 55 Children. Garden City: Doubleday, Doran.and Company, Inc., 1929. 238 pp. Seashore, Carl E., Psychology_n£_khsic. New York: IcGraweHill Book Company, Inc., 1938. 408 pp. The Psychology 2: Husical Talent. New York: Silver, Burdett Company, 1919. 288 pp. Sheehy, Emma Dickson, There's Music in Children. New York: Henry Holt and Company, 1946. 120 pp. BIOGRAPHY 105 BIOGRAPHY Marion Hoffman was born in I'Sarlette, Iv-Iichigan and was graduated from Fairgrove High School in Tuscola County, Ti‘fichigan. She re- ceived a life certificate from.Michigan State Normal College and a Bachelor of Arts degree in Education from Michigan State College. For twelve years she has been enployed as an elementary teacher in the public schools in Lansing, Michigan. She completed the work for a ”faster of Arts degree in August, 1951. 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