The Children Sing

Song Review - "As a Child of God"

2012-01-31T18:50:00.001-07:00

For old times sake, I thought I would share with you all what I did to review “As a Child of God.” I put the phrase pictures up on the board and asked a child to leave the room. I asked another child to choose one of the pictures to remove. We shuffled the remaining pictures around a bit to make it harder to spot, but if the guessing child is young, you may want to leave the pictures as they were. When the child came back into the room, we sang the song again to help them discover which picture was missing. Naturally, I asked the child to give the answer in the exact words of the song. If the children had a hard time, we sang the missing phrase together and then repeated the whole process.

The other review activity I had prepared was a “Pop Quiz” with questions about the song. The questions were written on orange slips of paper and placed in an Orange Crush bottle. A child shook out a question and then had to answer it in the exact words of the song. Naturally, we had to sing a little to help them out. The pop quiz is just a fun way to help the children review and focus on the words of the song.

This year I have only five older kids and the rest are quite young. I think they need a little more time with our new song, before I ask them to learn a hymn. Since they already know "Stand for the Right," I'm going to trade months and teach "Choose the Right" in March. I'm currently planning a great "dramatization" to teach "Choose the Right," with kids holding props surrounding and singing to a child in the middle of the circle. I'm hoping that the mental images of acting out the song, together with the props, will help the little ones especially. I'll share when I get all the props ready. It will be too late for most of you, but I'll share anyway.

A New Blog - Link

2012-01-18T14:07:00.000-07:00

You will have noticed that chorister blogs come and go. That is just the way of things, I guess. We get released, or we post all our good ideas, or we get involved in things other than blogging! Thankfully, when one chorister blog slows down, others appear to fill the need. I can tell that Nalani's new blog will be another great resource among many good blogs out there. She recently posted a fabulous explanation of the melody map that you won't want to miss, and her teaching plan for "A Child of God" is very thorough. I hope you'll visit - say hello for me.

First Week in the New Year

2011-12-31T11:58:00.000-07:00

Yup, I'm still here - just not posting much, obviously. My visitors have gone up considerably in the last week. No doubt you all are looking to see what I'm doing with the new song, "As a Child of God." I intended to post about this earlier, but have been snowed in and then couldn't make it down our incredibly muddy road until today. So this post may be too late to be of help for anyone. I'm sorry about that.

For this first week, I'm actually combining two teaching methods from my master list: Exploded Flip Chart and Choosing Pictures. Since the theme for the year is about choosing, I thought it might be fun for the children to choose the pictures for the phrases. For the first week, I want the children to focus their attention on listening. I don't want them to see words too quickly. So, this first week, I'll have them listen to the song and then choose from a variety of appropriate pictures (Choosing Pictures). The first week of a new year is typically a little chaotic and this method allows me to be flexible with the time. I'm really only planning on getting one verse and the chorus, but maybe I'll be lucky. ;o) I'll use these pictures along key words for the phrases (Exploded Flip Chart) next week. Brittney's idea for using new year's resolutions is really cute and I'm planning to use a few of these as a back up singing time, in case my time is really eaten up or if we have too many children missing because of the weather. This idea is also easy enough to explain over the telephone to a substitute, so it will surely go on my emergency list.

I'm quite excited about this year's theme, "Choose the Right," because choosing opens up a thousand possibilities for a primary chorister. The remaining songs are relatively simple and we already know them, except for the hymn. I'm looking forward to a great year. I hope you feel the same.

Program Report

2011-10-20T09:54:00.000-06:00

This time of year is always a little hard on Primary Choristers! I just want to encourage you all and send my best wishes and hopes that the program you are working on comes off just as you hope it will. In case it doesn't, don't feel responsible - just move on and have fun with the rest of this year! ;o) I'll tell you my story and maybe it will make someone feel better.

Remember, first of all, that I direct the music in a branch, and have a small group to begin with. We lost a number of children as they turned twelve. Then we had a couple of families move out. So, our core group for the program was reduced to about 12, with the usual few you just can't count on one way or the other.

The second factor in this story is that our building has been under construction. The biggest challenge recently has been the "missing" restrooms! Anyway, we were scheduled to have just one rehearsal on the Sunday before the program on the 16th. But then we got word that we wouldn't have meetings after Sacrament meeting - so no rehearsal, at all. AAACCCKKK! We managed to get what children came that week to stay long enough to at least view some picture prompts for the twelve songs we were singing and get oriented as to where to sit. I started to sweat this just a little! Then, this last week, we again got the mid-week word that we wouldn't have regular meetings after Sacrament meeting. I knew this would reduce the number again, but I was shocked that only 6 children were brought to church to participate in the program, plus two little Sunbeams. One of my best singers had lost her voice and could only whisper. Two others had insisted the week before that they didn't want to stick out, so they just mouthed the words. I had only three children carrying the choir. Thank goodness we had a couple of teachers singing as well. Each time we sang, one of the Sunbeams waved her arm to help me lead, and sometimes she added a dance around my feet as well. ;o)

As always, I was told the children sang beautifully and it is true, they did. I really am convinced that angels must join us. No matter what, the Spirit somehow amplifies the situation in the hearts of those who hear, and I'm thankful for that. That is my witness this year. I hope each of you end up with a special memory as well!

Get the Bugs Out - a Link

2011-09-28T13:26:00.002-06:00

Get the Bugs Out is a cute activity posted this week on The Ordinary Adventures of a Primary Chorister. I think I'll use this for our next program review. We sang through all of our program songs on Sunday and, thankfully, we have just a few bugs to work out. This activity will make doing that fun. Be sure to check out this fun review game. Thanks, Bridges!

Melody Charts - a Link

2011-08-12T12:54:00.003-06:00

I had a very sweet e-mail from Marcia Berkey, who wanted to share a pdf file for the melody charts she made for the song "The Lord Gave Me a Temple." What a blessing she is. She says,

"I tried to show the length of the notes, the relationships, and the repeating words. I created it in Excel but didn't know if everyone would have that program so I converted it to a pdf document. I went into printer settings and enabled poster printing to be able to print this much bigger so the children (and I) can see it - different printers would have different settings for that."

Marcia put these charts into Google Documents and here is the link for it. (edit: another link in case the first one doesn't work.) Thank you so much Marcia for sharing this with all of us! You are a sweetheart. ;o)

Just a reminder about what a melody chart is. A melody chart is simply a "picture" of the melody, some way to visually represent the way the melody moves. So you could draw a phrase of the song on the chalkboard, with a single line that depicts the melody moving up and down in steps. You could draw dots or stars on a paper or poster, to represent the notes, putting these on different levels, somewhat like the way the musical notes are written on the staff lines. A melody chart simply helps the children visualize, in some way, what their voices are doing with the notes.

As a review, you could print the charts for each phrase of the song and ask the children to listen and put the charts in order according to what they hear. You will want to cover the words or that would give it away. You could draw the melody lines on the chalkboard and ask the children to number them as to which "picture" comes first, then second, etc. You could use laminated die-cut numbers with magnets, or even fridge magnets. Ask a child to place a number on the correct line picture. There are just lots of ways to help the children connect with these melody "pictures."

I attended a stake primary music workshop last night and was so glad to feel the spirit and the commitment of those ladies who were there with me. Our stake music specialist, who is also a chorister, was so bright and happy. Her message of connecting with and continually engaging the children was so sincere and her ideas were so helpful. It was a blessing to me just to be together with those women. I hope you all have this kind of support from your stake.

Wrapping Up?

2011-07-05T12:01:00.001-06:00

Well, the time has come to begin wrapping things up with this blog. I think I have posted all but a couple of singing time activities on my master list and I'm not sure where to take the blog now. My objective, in the beginning, was simply to post my ideas and then leave them as a resource for my daughter(s). But, now that that goal is met, I find that I'm reluctant to leave such a wonderful community as you all are. However, my life is very full, and I have other paths to pursue. I've gone back and forth with this.

I know there are some gaps here, especially with ideas for holidays and other occasions (although there are LOTS of ideas for pioneers). I'll try to continue to post occasionally, to fill in some of those blanks, but it will not be weekly. If any of you have any questions, I would be happy to explain what I do or how I might address it. Please just send me an email or leave a comment.

Meanwhile, I think I will take just a little blog break and try to figure out how to organize so that I can best leave things here as a resource. My husband tells me that what I really need is a static web page, but I don't know how to do that. If you are not a follower at this time, you might consider it now, so that you don't have to keep checking to see if I've posted something.

I've surely loved hearing your comments and even becoming acquainted with some of you. I will certainly miss that interaction. Just know that I'm sending much love and good thoughts to all.

Song Presentation - "One in a Million"

2011-06-28T11:21:00.000-06:00

Some time ago I had a very nice e-mail from Kathy Wheeler. Kathy really liked the song "One in a Million" which was published in the February 2011 issue of the Friend. She taught the song to her primary children and wanted to share her presentation with me. She gave me permission to share it with all of you too. Her presentation is a great example of using discovery questions to teach a song. Thanks so much, Kathy!

(Supplies: Take a clock that has a minute hand or that you can hear ticking. Markers for whiteboard.)

Boys and girls, I would like you to look up at the white board with me as I write some numbers down. Now as I write them, I would like to hear you say the numbers in your very soft voices. (Write the number 1, 10, 100, 1,000, 10,000, 100,000, 1,000,000.)

Well I can see that you really know your numbers very well.

(Listening Activity)

Today I would like to sing a song to you that mainly deals with two of the numbers I wrote on the board. The number one and and one million.

I am going to sing a song to you now. The name of the song is ONE IN A MILLION. In this song you are going to hear the word ONE and the word MILLION several times. I would like this side of the room to listen as I sing and tell me how many times I sing the word (one) and this side of the room to listen and tell me how many times I sing the word million.

Sing the song and then ask for the answer.

• Million (3)
• One (4)

Sing the song again and invite the children to sing those words as they come up in the song. Have them stand as they sing the words.

(Listening Activity)

There is a very special word in this song that I love. This word is special because it talks about each one of YOU! In fact, I will give you a clue. This word begins with the letter “U”. Listen as I sing this song and if you think you know what the word is you may stand up when you hear me sing it. You may also join me in singing the numbers. Sing the song and ask for the answer (Unique)

(Listening Activity)

What does it mean to be unique? What does it mean to be ONE IN A MILLION? Spell the word Unique on the board. Now explain to the children that I wish that this word was spelled “Younique”, because each time I hear this word I think of each of “You” and how you are all blessed individually with qualities that no one else in the room has. As a matter of fact no one else in the worldwide primary has.

Boys and girls you are a UNIQUE member of The Church of Jesus Christ of Latter Day Saints Primary organization. This organization has over one million members. AND YOU ARE ONE IN A MILLION!!! (Mention here that if they have access to a computer at home they can log on to friend.lds.org and meet some of the one million Primary children in the world. )

Sing song again. (Invite children to sing as much as they can with you) Use a circle motion with your arm as you sing “around the world today” . I also used my fingers to “walk” as we sang “walking” and flicked my fingers (Like popcorn popping) on the word “light”.

(Demonstration)

How many is a million. Look at this clock at the front of the room. If you are very, very, quiet you will be able to hear the second hand tick. If you started to count one number for each second, and you counted eight hours a day (never stopping) seven days a week (no weekends off) it would take you a little over one month to count to a million.

(Listening Activity)

In this great Primary organization where you are one in a million we are growing together in some very special ways. The song tells us three different ways that we are growing together. Listen as I sing this song once more for the three ways.

• Faith
• Might
• Walking in His light

(Listening Activity)

The very last line of this song teaches us that we have a specific goal in mind as we grow together in faith, might, and walking in His light. What is the goal that we all have?

• We’ll be what Heavenly Father has in mind.

By now you have gone over the song enough that the children should have most of it. Along the way as you are teaching the song, add the clap and emphasize the staccato notes.

You can easily teach the second verse with similar listening activies i.e. What are we learning to be? (kind, obedient and true) What are we trying to show the Lord? (I try to show I love the Lord in all I say and do.)

NOW HERE IS THE FUN PART….There is so much you can do with this song. It is a great song to show the children how their voice can be an instrument. Right after the fermata have them slide their voice down the scale as they sing “We’re”. Then on the staccato notes have them pretend their voice is a basketball and bounce their voice. One the next phrase….”Growing in faith and might”…it seems like their voice is skipping down the stairs.

The Church news featured an article on this song in the February 12th issue. I cut it out and showed the children the article and we talked about the website. I printed mailing labels for each child to take home with the internet access for the special page that was created just for this song. We talked about children all over the world in primary and this special place where Primary children tell their stories.

I am working up a choosing time designed around the “Map” on the website. At present I am gathering from different people how to say….”You’re One In A Million” in many different languages. As they choose countries from the map with icons (on the back of the icons will be choose and review songs) on them depicting landmarks from different countries, we will learn how to say “You’re One In A Million” in languages from their “Friends” all over the world.

Choose and Review - “Jeopardy” Game

2011-06-21T06:05:00.002-06:00

“Jeopardy,” based on the television game show, is a fun game that requires one to state a question for a given answer. The game is organized around categories with several “answers” under each category. The trick is to come up with the question. Primary choristers have been adapting this game for singing time for years! Depending on how you set it up, it takes a lot of time. The answer is given as a clue and the correct response must always include the words “what/who is...” Answers can include numbers which are used as points if you wish the game to be competetive.

Categories could include such things as “Picture That Song” where you use visual aids from songs you’ve taught for the answer clues. For instance, a picture or a simple line drawing of the golden plates should be shown. The child responds by saying “what is “The Golden Plates” and then you would sing the song. Correct responses in this category would be the title of the song. Another category could be “The Word is LISTEN” with answer clues such as “If I listen with , I’ll hear the Savior’s voice” and “He whispers ‘Love one another as Jesus loves you.” The answers would be “what is ‘my heart’” and “what is ‘the still small voice’.” A third category could be “In the Scriptures” with answer clues such as “The Lord commanded him to build a boat.” The answer would be “who is Nephi’.” The answer to “This day should always be kept holy” would be “what is ‘the Sabbath day’.”

Write category titles on small poster strips and position these along the top of the chalkboard. Write answer clues on other small posters and arrange these, face-in, under the proper categories. If you are playing for points, write the points on the front of the answer clues. Have the children take turns choosing a category and then an “answer question.” The children can choose any of the clues in the category; they don’t need to take them in order. You can divide the group into two, but I prefer to play with the whole group amassing total points. You could also play without using points for the questions, in a more “informal competition” between two groups. The junior primary could have two stuffed animals play, inviting the children to answer for “Bear” or “Rabbit.” This makes the competition less personal for these younger children.

“Jeopary” is the perfect game to play when you have lots of time, but if you don’t, you’ll have to shorten it dramatically. Try using just three categories with three questions in each. On a good day I can usually get through eight or nine songs, depending on the length of the song. You could also play the game over more than one week. It wouldn’t necessarily matter if you got through all the categories. Just write a “final Jeopardy” clue and declare an end to the game. If you are using points, add up the points at the end of your time and the game is over.

A really clear explanation of how “Jeopardy” can be used to review songs is given on page 18 of the September 2003 issue of the Friend magazine. Additional category suggestions you’ll find there are “Who is That Anyway” (using people from songs) and “It’s on the Program” (using clues from songs taught for the Sacrament Meeting Program.)

Choose and Review - “Definitions”

2011-06-14T06:33:00.037-06:00

This activity is adapted from the August 2005 (pg.23) and the March 2008 (pg. 15) issues of the Friend magazine. Think of several words that have to do with the monthly theme. Write definitions or descriptions of each word. Write each of the words on a card to post on the chalkboard and then choose an appropriate song to sing for each card. Write the definitions on slips of paper and put these into a bag or can to draw from. Or, be creative in the way that you deliver the descriptions, such as using seasonal items.

Have a child choose a definition, read it and then choose the matching word card. Sing the song.

“Definitions” is a useful activity to examine the meaning of important words; words like faith, repent, and covenant. Discussing the word, then following up with a song that illustrates the concept, is an excellent example of how the Primary Chorister teaches the gospel to children, and how we offer support to Sharing Time. Both of the above links are perfect resources for our theme in June. You can easily choose words and definitions to expand the theme.

I like activities that help define the words we commonly use in gospel teaching because our teaching is centered on morality, with many abstract ideas and questions. It is easy for children to be confused and uncertain about what we really mean. Just think about the concepts we’ve sung about in “Praise to the Man” and “If I Listen With My Heart.” Children don’t often question us or express their confusion. Activities such as “Definitions” compel us to take the necessary time to make sure the children are getting the message.

Choose and Review - “Connect Four” Game

2011-06-09T06:16:00.000-06:00

Prepare sixteen small pictures that match the theme in some way. Choose an appropriate review song for each picture. Don’t worry -- you won’t use them all! Choose a matching scripture, question, or phrase from one of the songs. Write these on wordstrips and put them in a basket to draw from. Prepare 8-12 colored papers to use as markers.

Draw a 4x4 grid of squares on the chalkboard and randomly place the small pictures inside the squares. One at a time, draw a scripture, question or phrase from the can and make a match to a picture in the grid. Replace the picture with a colored paper marker and sing the song. When four squares are connected, end the game.

This month I could use this game to reinforce the principle that many blessings come to us as members of the church. I would choose sixteen pictures that illustrate these blessings and choose a scripture that matches. For example, the scripture in Alma 9:27 could match a picture of baptism and we could sing “When I Am Baptized.” Exodus 20:12 would go with a picture of parents and we could sing “I Am A Child of God.”

In July I might use this game to help the children review My Gospel Standards and how these standards help us be worthy to go to the temple. I would write each standard on a wordstrip and find a picture and a review song that helps to illustrate the standard.

If I wanted to use the game for a general review, I would simply choose a picture to illustrate each song I wanted to review and write a phrase or keyword from each song on the wordstrips. After drawing a strip, the children would first need to guess which song the phrase comes from and then decide which picture matches the song.

Choose and Review - Pull a Picture

2011-06-07T06:12:00.001-06:00

Find a picture that illustrates each song that you wish to review. If I used pictures to illustrate the phrases when I taught the song, I like to choose one of these. Put the pictures in a manilla envelope. One at a time, slowly pull a picture out of the envelope. Ask the children to stand when they think they recognize which song the picture represents. Sing the song and repeat with the other pictures.

If you’ve used a flipchart to teach a song, this activity can also be used to review that song. Just put all the phrase pictures randomly into the envelope and then draw them out, one at a time. When the children recognize the phrase, begin with that phrase and sing to the end of the verse (or chorus).

Choose and Review - Primary Composer

2011-06-02T06:20:00.004-06:00

The kids always love “Primary Composer.” The idea comes directly from the October 1984 issue of the Friend magazine, so it has been around for a long time now. Draw a large musical staff on the chalkboard. Make a variety of notes from paper, such as quarter notes, eighth notes, whole notes and half notes. Make a note for each song you wish to review and then make a list for the pianist. Post the notes underneath the staff on the chalkboard. Invite the children to choose a note and put it on a line or a space on the staff. Sing the review song for that note. Then repeat with another note. Leave enough time at the end for the pianist to attempt to play the “composition.” Have someone keep track of the note placement on a piece of paper. This “music” can be given to the pianist to play.

Choose and Review - Name That Tune

2011-05-31T10:41:00.001-06:00

“Name That Tune” is a classic singing time activity. Primaries all over the world have surely played the game by listening to the pianist play a portion of a review song and then guessing the name of the song. The children then sing it together.

There are so many variations to “Name That Tune.” I’ve written already about a few on my list. (see Name That Tune - by humming, Name That Tune - by rhythm, Name That Tune - numbered cubes, and Name that Word) Here are three more.

I sometimes just write one line from anywhere in several review songs on a strip of paper and put these in a can or basket to choose from. The children draw the strips out and read it to the other children. I accept only first lines or titles for answers and then we sing the song.

Similar to the number cubes, I also use a spinner with numbers from 2-6 on it. The pianist plays that many notes of a song on my review list and the children guess the name of the song. It can be more challenging when the pianist plays the notes from the anywhere in the song.

Finally, I sometimes have the pianist play the song backwards by playing the last measure first, then the second to last, then the third from the last. The children try to guess the song a measure at a time.

Thank you so much for your comments on the question I posted most recently. What a lovely community we have. I appreciate all of you!

What Would You Do?

2011-05-28T06:45:00.004-06:00

I am hoping you will help me with a question. I received an e-mail describing the following situation. Would you consider leaving a comment and help this sister with your ideas? Thanks so much!

After Primary ends, all of the Sr. Primary children have to wait in the primary room for up to 15 minutes until their parents come to pick them up. We have a large primary, so there are typically 50 children waiting. For the past 6 months or so, we have been reading the Book of Mormon aloud. This was working well for a while, but it has gotten old, and the Primary presidency wants to go back to singing while we wait for parents.

In the past, the singing-after-primary did not work at all. Usually right after the prayer the children would start talking with their friends and walking around the room, and a few would sing. It was basically a free-for-all. I don't want this round of after-primary singing to be a repeat of what used to happen. So I'm trying to think about what I could do differently to make it work. I know there needs to be a discussion of what behavior is appropriate. I'm wondering what can be done to help the kids sit through another 10 minutes of singing when they have already been through 3 hours of church.

Choose and Review - “Password” Game

2011-05-24T06:29:00.002-06:00

From each song that you wish to review, choose a keyword that will identify the song to the children. Write these words on colorful cards to post, face-in, on the chalkboard. Invite a child to choose a card. They will need to give the rest of the primary either a synonym or another word associated with the secret word as a clue. Be prepared to help with clues by using the dictionary and the thesaurus to find synonyms for the keywords you have chosen. Also use other words from the song as clues to the secret word.You can even write these on another small card, or on the bottom of the large word card. Tell the primary to think of songs that we know and then think of words in the songs that might match the clues given. If the child finds the word too difficult, they can ask for your help. When the word is guessed, sing the song from which the word originates.

Set a time limit for guessing and then give more obvious clues. The first time you play this game be prepared to help whisper clues. The older kids will catch on, but may still need lots of help.The younger kids will almost always need help.

These are examples of keywords and clues: repent=sorry, change, remorse, shame, confess (Repentance -CS-98) popcorn=white, fluffy, yummy, apricot, blossoms (Popcorn Popping -CS-242) valiant=courageous, bold, servants, determined, latter-days (I Will Be Valiant -CS-162) stand=upright, firm, fixed, immovable, true, not sit (Stand for the Right - CS-159) faith=belief, seed, knowing, grow (Faith -CS96) foolish=folly, silly, thoughtless, rock, sand, not wise (The Wise Man...CS-281) family=kindred, relations, household, forever, eternity (Families Can Be...CS-188) Jesus=Savior, Lord, perfect, died (Tell Me the Stories...CS-57) reverent=worship, quiet, awe, humble, bow (Reverently, Quietly -CS-26) covenant=promise, pledge, binding, obey, temple (I Love to See the Temple -CS-95)

Choose and Review - “Categories” Game

2011-05-19T06:07:00.005-06:00

Write categories related to the monthly theme on word cards that can be posted on the chalkboard, or put them on slips to be drawn from a basket or can. If the theme were “service,” for instance, the categories might be Items Used in Service, People in the Scriptures Who Served, Ways That I Can Serve, How People Serve Me.

Begin by singing a song about your theme, in this case, service. Then go up and down the rows, asking the children to give one example of something in one of the categories. The children give examples until someone is unable to answer. Stop and sing another song or two about service. Using a different category, begin with the child who couldn’t answer before, and continue to give examples until they are stumped again. Sing songs about the theme between categories. If one category seems to go on for too long, don’t be afraid to cut it off by saying something like “Wow, you really know a lot about...let’s stop and sing...” Then you can move on to the next category.

This month, it might be fun to play this game with the restoration theme, always assuming that I can actually finish teaching and reviewing “Praise to the Man.” The categories could be something like People Who Appeared to Joseph Smith, Books in the Book of Mormon, Places Joseph Smith Lived, Things Lost in the Apostasy, Ways I Am Blessed by Our Church, People in the Early Church, Offices in the Priesthood.

This idea comes directly from the sharing time ideas in the August 2003 issue of the Friend magazine. Those folks were so clever! I adapted to remove the group competition and so that I could cut it off, if necessary, to be able to do more singing.

Choose and Review - Sing A Story

2011-05-17T10:18:00.000-06:00

Sing a Story is a fun activity that joins songs in a certain arrangment in order to tell a story or amplify a theme. The story is told mostly through the words of the songs. All you need to do is provide a bit of connective narration in the form of scriptures or brief interpretation. This narrative is read between each song.

I thought it might be fun to do a Sing a Story this month, with pictures and songs about Joseph Smith and the restoration of the church. We could sing songs like “The Golden Plates” or “An Angel Came to Joseph Smith,” “Stand for the Right,” “The Priesthood is Restored” and “Book of Mormon Stories.” We could end with “I Will Be Valiant.” It wouldn’t be hard to find the narrative part in the verses of Joseph Smith-History in the Pearl of Great Price.

The following pictures illustrate a Sing a Story that I made years ago in the form of a book, with pictures from the Gospel Art Kit that I could remove. You don’t need to make a book, you could just post pictures in order on the chalkboard.

Song Review - “Everyone Who”

2011-05-12T06:16:00.003-06:00

“Everyone Who” is another way to choose who will sing as you review a song. Write the phrases on slips of paper and put them in a basket or can to draw from. Do the actions while you sing the song, yet one more time. If there are just a few children who stand to sing, have everyone else hum while you help those few sing. If you can think of another example to add to the list, please leave a comment.

Everyone who has a pet at home stand and pretend you are petting your pet while we sing.
Everyone who likes to play soccer stand and swing you leg back and forth while we sing.
Everyone who plays a musical instrument stand and pretend to play it while we sing.
Everyone who wants to go on a mission stand and “knock” the rhythm on a pretend door.
Everyone who likes to take a walk stand and walk in place while we sing. Swing your arms.
Everyone who goes to bed by 8:00 come up and pretend to sleep while we sing the song to you.
Everyone who likes to swim stand and pretend to swim while we sing.
Everyone who likes to read a book stand and pretend to read while we sing.
Everyone who likes to build a snowman (or sand castle) stand up while we sing.
Everyone who likes to ride a bike stand and pretend you are riding your bike while we sing.
Everyone who likes to paint stand and pretend to paint the melody of the song while we sing.
Everyone who likes to draw stand and pretend to draw the melody of the song while we sing.
Everyone who wants to grow to be tall stand on your tip toes while we sing.
Everyone who likes to make mud pies stand and sing.
Everyone who likes to rake leaves stand and pretend to rake while we sing.
Everyone who has to set the table for dinner stand and sing.
Everyone who has to pick up their toys at home stand and sing.
Everyone who has to fold their own laundry stand and pretend while we sing.
Everyone who likes to cook stand stand and pretend to stir a pot while we sing.
Everyone who likes to eat pizza stand and pretend to toss pizza dough while we sing.
Everyone who has a birthday in the summertime (winter, spring or fall) stand and help me lead.

Choose and Review - Picture Puzzle

2011-05-10T06:00:00.005-06:00

A picture puzzle makes an easy singing time using a phrase from the theme or an appropriate scripture. A great example is found in the Funstuff feature on page 13 of the March 2009 issue of the Friend.

Choose a short phrase (or a word) that matches the theme. Choose several pictures that correspond to the phrase. If, for instance, the phrase were “Come unto Christ and be perfected in Him.” I would need eight pictures that show ways we come unto Christ, such as praying, service, baptism, scriptures, temple worship, testimony, attending church, and singing. Next choose a scripture that matches each picture and write these scriptures on slips of paper. Place them randomly in the scriptures so that the strips can be pulled out. Write each word in the phrase on a small card or paper and attach to the bottom of each picture. Choose an appropriate review song to sing with each picture. You should have as many pictures as you have time to sing songs. If the words in your phrase are more than you have time to sing, just double up on the words that you attach to each picture.

Post the pictures randomly on the chalkboard. Invite a child to choose a scripture slip and read it. Ask all the children to study the pictures to find which one matches the scripture. Place the picture on the chalkboard tray and sing the song. After all the pictures are chosen, invite the children to unscramble the phrase.

As the picture illustrates, to teach the theme on the fourth week in May, I could use the phrase “The power of the priesthood blesses our lives.” I could choose scriptures and pictures that would help the children understand this principle. Healing the sick (James 5:14 -“Faith”), passing the sacrament (3 Ne. 18:7 -“To Think About Jesus”), counseling with the bishop (D&C 107:74 -“Our Bishop”), a father’s blessing (3 Ne. 18:21 -“Fathers”), home teachers (D&C 20:53 -“I Will Be Valiant”) , missionary service (D&C 84:63 -“Called to Serve”), temple sealing (D&C 132:19 -“I Love to See the Temple”), and service projects (D&C 121:45 -“Love One Another”) are examples of pictures and songs that help illustrate the effect of priesthood in our lives.

Choose and Review - "Titles and Tricks"

2011-05-03T13:04:00.001-06:00

I’ve gathered several “blossoms of blue” for a Mother’s Day choose and review. Some flowers have titles of review songs with the phrase “Help me lead ." I'm wanting to review the four songs we've learned so far, plus the first part of "Praise to the Man." Attached to other flowers are tricks such as “make your funniest face!” or “name a prophet.” I’ll scatter the flowers around the primary room and invite the children to gather them into a bouquet. I've tried to include several tricks because the children love to get these. After we sing, "I Often Go Walking," we’ll sing the other songs as directed. If a trick is chosen, the child does the trick and a different child is chosen to gather another flower.

This activity is on my master list, under "Titles and Tricks." The activity is similar to and actually adapted from “Follow the Directions” which reviews just one song. You could put the titles and tricks on any seasonal die-cut shape and post them on the board. You could put together a mixed bouquet of flowers for springtime and choose them out of a vase. You could gather up items to pack a missionary’s suitcase. You could tie the instructions to firecrackers or flags for the Fourth of July, snowflakes for the winter season, blue ribbons from the county fair, or put them in a plastic pumpkin and do “trick or treat” at Halloween.

These are the tricks I'm using this week:

"swim" back to your seat
rub your belly and pat your head
say an article of faith
mime one of your chores at home
name a prophet
make your scariest face
tell us your favorite food
sing "Twinkle, Twinkle Little Star" while we sing "When We're Helping."

Choose and Review or Song Review - “Every Other” Word Guessing Game

2011-04-28T06:16:00.009-06:00

Choose eight to ten words that are related to the monthly theme. Write the words on large cards. On the reverse of the card, write the word again, omitting every other letter, starting with the first letter. For example, the word “reverent” would be written “ e e e t.”

On a word strip, write a corresponding clue or catchy definition for each word. For example, the strip for “reverent might be written “ e e e t --to show worshipful respect.” Assign an appropriate review song to each large word card and post these on the chalkboard. Put the clues into a basket or can to draw from. Invite a child to draw a clue and match it to a word card. Sing the song.

Obviously, this game is fun only for those children who can read and spell. However, if your group is separated, you could post the complete words for the younger children (some of them may be readers). Read the clues and challenge all the younger ones to listen closely to the song and stand up (or do some other action) when they hear the word in the song that matches the definition that was drawn from the can. The youngest ones probably cannot follow even this adaptation, so I would give them rhythm sticks or shakers to keep the beat as we sing.

This game can also work to help define and discuss some of the important keywords in one song. To use the game as a song review, choose several of the keywords in the song and write definitions for these. Post the incomplete words on the chalkboard. As you sing the song, challenge the children to see if they can identify words in the song that match these incomplete words. You can draw more than one definition at a time and let the children identify the words, then remove these cards from the board. This way, you wouldn’t have to sing the song for each word, but you would still be able to go through the review song several times. Again, for the younger children, post the complete words, draw the definitions and challenge them to listen for and stand up when they hear a word in the song that matches this definition.

I could use this activity with older children to help discuss and define all those difficult keywords in “Praise to the Man.” If I had a separate group, I would probably just use a different game altogether to help the younger ones focus on these difficult words. Because my group is combined, I will post the incomplete word cards as I’ve described and challenge the non-readers to listen for a word that matches that definition. I’ll give the youngest children rhythm instruments to use while we sing the song.

Choose and Review - “Who’s Who”

2011-04-21T06:35:00.014-06:00

"Who's Who" is a simple matching game for Choose and Review weeks. Choose several people from the scriptures or church history. Find a picture for each of these or make a small poster with their name. Assign a song to each picture or poster. Write a statement describing who the person was or is or what they are known for. For example, a statement describing Oliver Cowdery would read “He was a schoolteacher who felt inspired to investigate the claims of Joseph Smith. After gaining a testimony of the gospel message, he stayed to help Joseph as a scribe in the translation of the Book of Mormon.”

Assign an action or way to sing for each statement, (whisper sing, boys/girls sing, sing with actions, stand to sing, etc.) if you wish. Put these statements in a bag or basket to choose from. When it is time to sing, invite a child to draw a statement from the bag and challenge them to match it to a person. Then sing the song.

A ready example of this game is found on page 26 of the August 2005 issue of the Friend magazine. This example uses individuals from Church history and would match the upcoming theme for May. A second example is on page 26 of the May 2008 issue of the Friend. This example uses women who were mothers in the scriptures. This one might be fun to do near Mother’s Day.

Choose and Review - "Answers From the Songs" Board Game

2011-04-19T06:43:00.006-06:00

Make a list of songs you want to review. Draw a simple board game that has a space for each of the songs. It is easiest to quickly draw a simple track on the chalkboard and then just use a large seasonal magnet for a game piece. But, you can also make a reusable game board on a poster. Write questions that can be answered with specific words from the review songs. For example, you could ask the children “Why have we been saved for these latter days?” and someone would need to answer, “To build the kingdom in righteous ways.” (We’ll Bring the World His Truth, verse 2, CS-172).

Place the marker at the start. You can read the questions from a list or put them on word strips for the children to choose from a can or a basket. Give the pianist a list of the questions so she can find the page as quickly as possible. As each question is answered correctly, move the marker ahead one space and then sing the song.

If the children have trouble remembering the words from the song, especially in the beginning, as they learn how to play the game, it may help for you to sing the phrase that comes just before the answer as a kind of hint. Or, have the pianist play the phrase that includes the answer. Once the children know how to play this game, I insist that they give the exact words from the song. This helps me know whether the children know the words precisely or just “sort of.”

If you run out of time on the last couple of songs, sing just the phrases that include the answer, so that the marker can reach the finish. If you can see that you will be short of time before you even begin, you can say something like, “move ahead two spaces” on two or three of the songs and then sing fewer songs altogether.

Here is a list of questions for some random review songs.

What did Jesus do a long time ago in a beautiful place to the children who were gathered round him? (I Know That My Savior Loves Me)
I know something that the Spirit whispers to me and tells me it is true. What do I know? (I Know My Father Lives, CS-5)
Who can name the whole list of things that we will bring thanks to our Father for? (Thanks to Our Father, CS-20)
Where did the loving mother lay her baby? (Once Within a Lowly Stable, CS-41)
Because Jesus is our loving friend, what will he do for us? (Jesus is Our Loving Friend, CS-58)
Because saying “I’m sorry” is not easy, what will I try to do? (Repentance, CS-98)
What do I like to do whenever there is rain? (When I Am Baptized, CS-103)
If I listen to that still small voice, what will I do each time I make a choice? (The Holy Ghost, CS-105)

The simple board game shown in the picture could easily go with our theme this month. The following questions could be used with review songs about Jesus.

How could the Father tell the world of sacrifice, of death? (He Sent His Son, CS-34)
When the boat was tossed in a tempest on Galilee, what the Master do? (Tell Me The Stories of Jesus, CS-57)
What marks are in the hands and side of the resurrected body of Jesus? (Did Jesus Really Live Again? verse 3, CS-64)
It shouldn’t be hard to sit very still and think which two things about Jesus? (To Think About Jesus, CS-71)
I feel my Savior’s love. What does he know I will do? (I Feel My Savior’s Love, CS-74)
Because I’m trying to be like Jesus, what will I do at times I am tempted? (I’m Trying to Be Like Jesus, CS-78)
What is the one thing I’m sure Jesus will do when He comes again? (When He Comes, CS-82)
Where was Jesus baptized, long ago? (Baptism, CS-100)
When Christ was on the earth, what did He promise to send? (The Holy Ghost, CS-105)
If I listen with my heart, what will I hear? (If I Listen With My Heart)
The Lord needs certain people to do something in the latter days. Who does he need to do what? (I Will Be Valiant, CS-162)
When we all lived in heaven and the Father said He needed someone, what did Jesus say? (I Lived in Heaven, CS-4)

I could use this game for Easter by using plastic eggs as a way to deliver the questions. This game can be as generic or as theme-oriented as you might wish.

Choose and Review - Memory Game

2011-04-14T17:41:00.001-06:00

The Memory Game is another classic game for singing time. You've probably seen it and perhaps even played it when you were in primary years ago. This game has been around a loooong time. It is based on a very old TV game show called Concentration. One advantage to the Memory Game is that the children have to pay attention the whole time in order to remember where the pictures are.

Prepare a set of 16 pictures, with sets of two pictures that make a match. Write a number on the back side of each picture. Choose a review song for each set of matching pictures. Post the pictures, number side out, on the chalkboard.You can place the pictures into a neatly squared grid, or you can just post them randomly on the chalkboard. Invite the children to call out two numbers at a time and turn the pictures over. If the pictures match, remove them from the board and sing the song. If the pictures don’t match, turn them face in again and call on another child. As the game progresses, with more pictures being removed from the board, it becomes easier to remember where the pictures are.

To make the game even easier for the younger children, I write a number on one picture and a letter on the matching picture. On a turn, the children would call out a number and a letter. This helps them to make matches a little quicker and speeds the game so that we can get to all of the songs.

For this month, I’ve prepared eight pictures which illustrate actions that Jesus did that he wishes us to do also. These pictures are matched to eight pictures of children today who are following the example that Jesus set. I’m planning to use the poem “I Will Follow Jesus Christ,” by Elizabeth Giles (the Friend, May 1999, pg. 24) as an attention getter for this singing time activity.

Name That Tune - with a Number Cube

2011-04-12T06:34:00.012-06:00

This number cube is used to play "Name That Tune." I have the sides marked with numbers 2-5. I write a list of songs that I want to review and give the list to the pianist. Then I ask a child to roll the cube. Whichever number is rolled, the pianist plays that number of notes from one of the review songs on the list and the children have to name the song. If the children cannot guess, the pianist keeps adding a note until the song is recognized. To increase the challenge, I have the pianist play the notes from random places in the song, rather than the beginning.

Choose and Review - “Remembering Jesus”

2011-04-07T06:33:00.008-06:00

This singing time is adapted from the sharing time ideas in the March 2005 issue of the Friend magazine. Select several pictures from the GAK that illustrate familiar stories from the life of Jesus. Choose review songs that match these stories. When it is time to sing, post the pictures on the chalkboard. Remind the children that when we take the sacrament, we promise to “always” remember Jesus. We can do this by thinking of stories we know about Jesus. Sing “Tell Me the Stories of Jesus”(CS-57).

Invite a child to choose a picture and briefly remind the rest of the children of the story. Sing the song with each picture. Finally, sing “To Think About Jesus”(CS-71). Remind the children of the promise in the sacrament prayer. “And if ye do always remember me, ye shall have my Spirit to be with you.” (3 Ne 18:7)

There is also a lovely poem called “The Sacrament,” by Leslie Neilson on page 16 of the February 2010 issue of the Friend. The poem would make a wonderful attention getter for this singing time. Ask the children to listen to the poem to discover what singing time will be about.

Choose and Review - Picture Puzzles

2011-04-05T06:21:00.014-06:00

Picture puzzles are another classic way to have the children choose songs for singing time. Just find an appropriate picture and cut it into sections. Put the title to a review song on the back of each piece. Put the pieces into a bag and invite the children to choose them one at a time. Sing the songs on the back of the puzzle pieces and put the puzzle together one piece at a time.

In addition to the title of the song, other things could go on the puzzle piece to add variety and interest to the activity. Quiz questions, case studies, scriptures, riddles, etc. could help reinforce the principle taught in the monthly theme.

For a Choose and Review week in April, I’ve used a picture of Jesus and cut it into eight squares. I’ve written scriptures on each piece. As the pieces are chosen, we’ll read the scripture and briefly discuss that aspect of Jesus and his mission.

Abr 3:27 - Chosen as Savior - “I Lived in Heaven.”
Jacob 4:9 - Creator - “I Feel My Savior’s Love.”
John 20:31 - Son of God - “He Sent His Son.”
3 Ne 27:21 - Example - “Tell Me The Stories of Jesus.”
Alma 34:8 - Atoned for our sins - “To Think About Jesus.”
John 15:26 - Gave the Holy Ghost - “The Holy Ghost.”
D&C 110:8 - Directs the Church - “The Church of Jesus Christ.”
John 11:25 - We can be Resurrected - “When He Comes Again.”

Song Review - Name That Word

2011-03-31T06:22:00.005-06:00

After the children are familiar with the words of a new song, you can review it with “Name That Word.” Simply have the pianist play the melody and ask the children to sing the song in their mind. This will take some concentration for some of the children. The younger ones will have a harder time, so I stand by them and mouth the words. When the pianist stops the music, ask the children to name the word. You may find that the children name the next word! It seems to be easier to do. ;o) You can repeat the process for as long as interest continues. This activity is easily combined with another review activity if or when the children become restless.

It is most effective to emphasize the keywords in the song. If you work with the pianist ahead of time, she can mark these in the music and stop on (or just before) these words. If you use colored chalk on a Q-Tip, you can easily erase the mark later from the music.

Teaching Method - Turns With Phrases

2011-03-29T06:29:00.018-06:00

Turns With Phrases is a teaching method that forms groups of children to sing each phrase of the song. A child is chosen from each group to help you lead that group. Teach each group one phrase of the song. Alert the children that the groups will switch phrases later, so they should listen to all the phrases as they are taught. Sing the whole song, with each group singing their phrase. Then switch phrases and groups and sing the song again.

Our song for April is “Did Jesus Really Live Again?” and I’m planning to use Turns With Phrases to teach it. I'm planning to use three groups and teach each group the phrases that answer the question in each verse. Because the song tells a story, it seems incomplete without singing all three verses. I want to teach the three verses together as if they were one verse. So, I’ll teach the phrases of each verse to each group. For each verse, I’ll sing the questions and then I’ll teach the answers to each group. I’ll sing the questions again and they can sing the answers back to me. I’ve prepared pictures to give them visual clues for the phrases. A couple of children in each group can hold these up as their group sings about them. Then we’ll switch phrases and sing the song again.

This song bears a beautiful testimony of the real events of the Savior’s resurrection. It tells how the Savior spoke to Mary in the garden and to others. These became witnesses to the reality of his resurrection as they watched him eat and felt the physical wounds in his body. The final phrase testifies that because Jesus lives again, we will also be resurrected.

Name That Tune - by Humming

2011-03-24T06:19:00.008-06:00

Make a list of songs you want to review. Tell the children that you are going to play a musical guessing game. Explain that you will begin humming a song and when they recognize the song, they should stand and join you in humming. When a fair number of children are standing, ask one of them to name the song. Invite this child to use the music baton to lead the rest of the primary in singing the song. I have a bee “fancy” that I like to add to the baton with this activity. You could also use a bee puppet to lead. Or, use the bee and bird animal shapes to indicate when to sing and when to hum during the song.

This activity works well with songs that have not been sung for awhile. It also works great if you just want to review one of the new songs before moving into a different planned singing time activity.

Song Review - Everyone Can w/ Case Studies

2011-03-22T06:40:00.000-06:00

Case studies and the "Everyone Can" work perfectly to review a song like "Stand For the Right.” Case studies help the kids see how to live the principles that we sing about in our primary songs. The situation, along with a question such as “What can you do to be true to the prophet’s teaching?” or, “What should you do to follow the prophet?” go into the can to draw from. After a child draws the case study, but before he gives an answer, sing “At work or at play, in darkness or light, Be true, be true and stand for the right.” If there is time, after the child answers the question, sing an additional review song to reinforce the principle taught by the case study. Depending on how long it takes to discuss the situation with the children, there may not be time to sing the additional song. So, judge the time and sing the extra songs as you can fit them in. I don't necessarily sing with each case study. In the bottom of the can, put smiley face stickers to give to each child to remind them that “everyone can” stand for the right. (Give the strips to the teachers to pass out.)

Here are examples of case studies and songs that we might sing. You should re-write and adapt them to your primary.

Your mom asked you to come straight home after school, but your friend has the neatest new computer game he wants you to see. It will only take a minute to show you. What can you do to stand for the right? “Quickly, I’ll Obey” (CS-197)

Your dad wants you to be finished with your homework before family night. You got distracted playing with the dog and now everyone else is eager for FHE. You could tell your dad that you are finished or admit that you are not ready. What can you do to be true? “Choose The Right Way” (CS-160)

Your best friend came over to play and your little sister wants to play with the two of you. She sometimes gets in your way and you would rather play with your friend alone. What should you do to stand for the right? “Kindness Begins With Me” (CS-145)

Some of the older boys at school like to call people names. This makes you feel sad and kind of angry and you feel like calling them names too, just so that they know how it feels. What can you do to stand for the right? “Smiles” (CS-267)

You are trying to do your homework and your little brother wants you to play a game with him. He keeps bugging you and you keep telling him to go away. What should you do to be true? “Love One Another” (CS-136)

Your very favorite top is becoming too small. Every time you lift your arms your stomach shows, but just a bit. You want to keep wearing it. It’s your favorite! What can you do be true? “I Will Be Valiant” (CS-162)

You stopped at the playground on your way home from school and accidentally tore your pants on the slide. You know your mom will be upset about the pants. You could just change them and put them in the laundry bin. What should you do to stand for the right? “Listen, Listen” (CS-107)

Your mom asked you and your brother to clean up the toys in the living room. You were tossing them back and forth to each other and accidentally hit the lampshade. Now there is a little tear that your mom probably won’t notice for a long time. What should you do to stand for the right? “I Want to Live the Gospel” (CS-148)

You are playing ball in the backyard and hit a home run for sure. The ball hits the window in the neighbor’s garage and now there is a small crack in the window. You resolve to be more careful. What should you do to be true? “Nephi’s Courage” (CS-120)

Your lesson in primary was all about being kind, but one of the primary kids keeps pestering you and you just want him to leave you alone. Besides, you are trying to listen. What can you do stand for the right? “I’m Trying to Be Like Jesus” (CS-78)

Choose and Review - Feast of the Prophets

2011-03-17T12:57:00.005-06:00

The cutest idea, easily adapted to singing time, is "Feast of the Prophets" found on page 24 of the August 2001 issue of the Friend magazine. Those people are ingenious! Each of these paper plates holds a teaching, an experience, or a revelation from a prophet. The plates represent a feast of counsel and direction from both ancient and modern prophets. Their teachings nourish our souls the way food nourishes our bodies.

I chose from among the many quotes and typed them into my word processor. Then I printed the quotes, cut them out and glued them to inexpensive paper plates. Fruit and veggie stickers dress up the plates just a bit. I thought about using pictures of food cut from magazines, but the stickers were easier. I have made a plate for each child, and some will have the same quote. I have ten quotes altogether with ten songs. I did not list the title on the plate. This may be too many songs to get through in twenty minutes. So, if time is short, I can use fewer quotes by removing those plates.

When it is time to sing, I'll give the plates to the children and ask them to read the quote. Teachers will need to quietly read the quote to those that cannot read and I’ve included the very short quotes to give to the youngest kids. I'll ask the children to listen carefully during singing time to find a song that matches the principle taught by the prophet on their plate. After we sing a review song, I’ll ask the children to stand up if they think the song matches the quote on their plate. We’ll read the quote and then repeat with another song. These are the quotes I’m using:

“Children, obey your parents in the Lord.” (Paul - Ephesians 6:1)

“And he commandeth all men that they must repent, and be baptized in his name, having perfect faith in the Holy One of Israel...” (Jacob - 2 Nephi 9:23)

“Every member a missionary.” (David O. McKay)

Keep the commandments of God. That is my keynote speech, just those few words: Keep the commandments of God.” (Heber J. Grant)

“Treat one another aright. Have you sinned one against another? Have you spoken unkindly to your brother or sister? Then go and acknowledge your wrong and ask to be forgiven, promising to do better in the future.” (John Taylor)

“We should at every opportunity ask ourselves, ‘what would Jesus do?’ and then be more courageous to act upon the answer.” (Howard W. Hunter)

“Let us continually reread the Book of Mormon so that we might more fully come to Christ...” (Ezra Taft Benson)

“Mourn with those that mourn; yea, and comfort those that stand in need of comfort.” (Alma the Elder - Mosiah 18:9)

“I kneeled down before my maker, and I cried unto him in mighty prayer... for mine own soul; and all the day long did I cry unto him.” (Enos - Enos 1:4)

“Dwell together in love.” (Joseph Fielding Smith)

The matching review songs are:

“Quickly, I’ll Obey”
“When I Am Baptized”
“I Hope They Call Me on a Mission”
“Keep the Commandments”
“Repentance”
“I’m Trying to Be Like Jesus”
“Book of Mormon Stories”
“Kindness Begins With Me”
“I Pray in Faith”
“Love One Another”

Choose and Review - "Follow the Prophet"

2011-03-15T06:52:00.041-06:00

Find eight or nine pictures of children from magazines (or use the cut-outs of children from the visual aids kit) and write the titles of primary songs that teach the principles that prophets have asked us to do on each of the pictures. Try to think of the ones most likely to be named by the children in your primary.

Introduce singing time by asking the children to name some things that prophets have asked us to do (pray, serve others, have FHE, be a friend, read the scriptures, keep the Sabbath day holy, be kinder, be modest, be clean and virtuous, be honest, etc.) List these things on the chalkboard. Post the pictures of the children on the edges of the chalkboard and explain that the pictures on the board represent children, all over the church, who are also following the prophet. Ask a child to choose a cut-out and help you lead the song on the back. Discuss with the children what the song says this child is doing to follow the prophet and see if it matches any of the things they may also doing. Place the cut-out on whichever teaching it matches. If there is time, ask the children to further identify a way that they can live that principle. Repeat with the other songs.

Choose and Review - Finding "Peace"

2011-03-10T06:50:00.006-07:00

This idea comes directly from the Sharing Time ideas on page 36 of the May 2001 issue of the Friend magazine.

I’ve prepared 5 cutout letters that spell “peace.” The letters are hidden in the primary room. Give directions to find each letter, such as “go directly to the piano bench and look under the lid.” Choose review songs that teach a way to follow the prophet and that match the letters in the word. For instance, PRAY - “I Pray in Faith” CS-14. EAT healthy food - “For Health and Strength” CS -21. “ATTEND church - “The Church of Jesus Christ” CS -77. “CHOOSE the right “Choose the Right Way CS -160. Be an EXAMPLE - “I Will be Valiant” CS -162.

Invite a child to follow the directions to find a letter and post it on the chalkboard. Challenge the children to listen to the words of the song on the letter to discover how to follow the prophet. When we are obedient to the principles of the gospel and follow the direction of the prophet, we will find peace. Because there are only five songs, ask the children to think of other ways we can follow the prophet and sing songs that reinforce these principles. End by singing “Keep the Commandments.” (CS-146)

Choose and Review - Example of Prophets

2011-03-08T06:45:00.010-07:00

This singing time uses stories in the scriptures of prophets who set a good example for us by the things they did. Prepare word strips with the following scriptures and put the strips in a can or basket to draw from. Prepare separate word cards with the following words to post on the chalkboard: OBEDIENCE, PRAYER, WORK, FAITH, REPENTANCE, COURAGE, TITHING, REVERENCE, TEMPTATION, SCRIPTURES. Choose an appropriate review song to sing that reinforces the principle on each card.

For singing time, invite a child to choose a scripture word strip and read it. Have the group identify the principle lived by the prophet and choose the matching word card. Sing the song on the card. Testify that we can follow the example of these prophet and live these principles in our own lives.

Genesis 7:5 “And Noah did according unto all that the Lord commanded him.”

Genesis 28:20-22 “And Jacob vowed a vow, saying if God will be with me, and will keep me in this way that I go, and will give me bread to eat, and raiment to put on, So that I come again to my father’s house in peace; then shall the Lord be my God...and of all that thou shalt give me I will surely give the tenth unto thee.”

Exodus 3:5 “...God called unto [Moses] out of the midst of the bush...And he said, Draw not nigh hither; put off thy shoes from off they feet, for the place whereon thous standest is holy ground.”

Enos 1:4 “And my soul hungered; and I kneeled down before my Maker, and I cried unto him in mighty prayer and supplication for mine own soul; and all the day long did I cry unto him; yea, and when the night came I did still raise my voice high that it reach the heavens.”

Mosiah 2:14 “And even I, myself, have labored with mine own hands that I might serve you, and that ye should not be laden with taxes, and that there would nothing come upon you which was grievous to be borne...”

Daniel 1:8 “But Daniel purposed in his heart that he would not defile himself with the portion of the king’s meat, nor with the wine which he drank; therefore he requested of the prince of the eunuchs that he might not defile himself.”

Joseph Smith History 1:13 “At length I came to the conclusion that I must either remain in darkness and confusion, or else I must do as James directs, that is, ask of God.”

Mormon 6:6 “I, Mormon, began to be old..., and having been commanded of the Lord...therefore I made this record out of the plates of Nephi, and hid up in the hill Cumorah all the records which had been entrusted to me by the hand of the Lord.”

Choose and Review - "Words for You"

2011-03-03T06:39:00.009-07:00

This idea comes from the Sharing Time page in the October 2001 issue of the Friend magazine. It works perfectly with the song and the theme in March. The activity will allow me to review the song “Stand for the Right” and then reinforce the principle of following the counsel of the prophet.

The suggestion is to display a picture of the prophet and to post statements of his counsel around the picture. I can explain that “ whenever we choose to do what the prophet asks us to do, we are being true and are standing for the right.” I chose several statements from President Manson in recent General Conferences and typed them on conversation balloons. I included a picture for the benefit of the younger children and to make the visuals more appealing. I will choose an appropriate review song for each statement. I can use my apron, the grab bag or the “everyone can” and invite a child to choose the statements one at a time. We’ll discuss it briefly and post it on the board. Then we'll sing the song.

I like that the activity is flexible, depending on how much time I have. I don’t have to use every statement, but I made several extra. If I want to use more of the statements, we could read and post them without singing a song for each one. Here are the statements that I’ve prepared:

“I testify that our promised blessings are beyond measure. Be of good cheer. The future is as bright as your faith.” (April-2009)

“Children, let your parents know you love them. Let them know how much you appreciate all they have done and continue to do for you.” (April-2009)

“He will help us and bless us as we call upon Him in our prayers, as we study His words, and as we obey His commandments. Therein in found safety; therein is found peace.” (Oct-2010)

“Young men, I admonish you to prepare for service as a missionary. Keep yourselves clean and pure and worthy to represent the Lord. Maintain your health and strength. Study the scriptures.” (Oct-2010)

“Do we remember to give thanks for the blessings we receive? Sincerely giving thanks not only helps us recognize our blessings, but it also unlocks the doors of heaven and helps us feel God’s love.” (Oct-2010)

“May we show increased kindness toward one another.” (Oct-2010)

“Constantly nourish your testimonies of the gospel, that they will be a protection to you against the buffetings of Satan.” (Oct-2010)

“If you will study the scriptures diligently, your power to avoid temptation and to receive direction of the Holy Ghost in all you do will be increased.” (April-2009)

“Prayer is the means by which we approach our Father in Heaven, who loves us. Speak to Him in prayer and then listen for the answer. Miracles are wrought through prayer.” (April-2009)

“Give your parents a hug; say ‘I love you’ more; always express your thanks.” (Oct-2008)

“May we be found among those who give our thanks to our Heavenly Father. If ingratitude be numbered among the serious sins, then gratitude takes its place among the noblest of virtues.” (Oct-2008)

“May we live together in peace and harmony and love. May we strive each day to follow the Savior’s example.” (Oct-2008)

“Don’t be afraid to walk out of a movie, turn off a television set, or change a radio station if what’s being presented does not meet your Heavenly Father’s standards.” (April-2010)

“The ordinances performed in our temples are vital to our salvation and to the salvation of our deceased loved ones. May we continue faithful in attending temples.” (April-2010)

“Each of us has come to the earth with all the tools necessary to make correct choices.” (Oct-2010)

“Keep the commandments of God...Happiness comes from living the way the Lord wants you to live and from service to God and others.” (April-2010)

Song Review - "Five Smooth Stones"

2011-03-01T06:35:00.021-07:00

“Stand for the Right” is such a straightforward song to teach and most of our children know the song already. So, all this month I can have fun with review activities that focus on prophets and following their counsel and direction.

The theme of following the prophet has come up so many times over the years. I have quite a number of things in my music box that match this theme. I’ve decided to post the ones that I actually have things prepared for. So, please don’t wonder how I’m able to do all of this in a month of four Sundays. I’m not actually using all of them this month, just passing the ideas on, so that you could add them to your list, if you wish. The yearly theme for 2001 was all about prophets. So, if you check the Sharing Time pages in the back issues of the Friend magazine for the year 2001, you'll find lots of great suggestions for activities that can be adapted to singing time.

In the September 2006 issue of the Friend magazine there is a wonderful sharing time feature titled "Comfort and Courage from the Scriptures." The article is based on a message from President Monson in which he refers to the story of David and Goliath. President Monson uses David's five smooth stones as metaphors for defeating the challenges in our lives. He talks of the stones of courage, effort, humility, prayer, and duty.

So this first week, I'm putting these five stones into a bag to pass as a way to review "Stand for the Right." I'll ask the pianist to stop randomly and the child holding the bag will draw out a stone and name a way they can use the principle on the stone to meet a challenge. I'll have some challenges in mind, just in case the child needs help. For instance, I could ask the child "How can prayer help you in school?" Or, "What can you do at home to fulfill your duty?" The stone can go back in the bag and we'll keep singing for as long as there is interest in the activity.

Choose and Review - A Divine Destiny

2011-02-24T06:49:00.000-07:00

Having taught and sung the song “I Will Follow God’s Plan for Me” this month, I want to re-emphasize to our children that they have a divine destiny. I’ll ask the children if they know what this means and discuss the words divine (from God) and destiny (a predetermined or appointed plan.) I want them to know that Heavenly Father has an important mission for each of us, including each of them.

We know that He wants us to do certain things: PRAY, KEEP COMMANDMENTS, BE BAPTIZED, RECEIVE THE HOLY GHOST, RECEIVE THE PRIESTHOOD (if you are a male), SHARE THE GOSPEL, FORM AN ETERNAL FAMILY, SERVE OTHERS, and WORK.

I’ve prepared a musical guessing game to discover these divine aims for our lives. It is simply based on the “Name That Tune” idea. I’ve put each of the above principles on the back of a small colored poster. On the front of each poster is a different colored number from 2-5. These same colored numbers are written on small papers in a can or basket. I’ll invite a child to choose a paper with a colored number and show it to the pianist. She will play that many notes for the song that matches that color. If the children can’t guess, she keeps adding a note to the musical clue. After guessing the song, I’ll challenge the children to listen as we sing it to identify the principle that Heavenly Father wants us to live. Then we’ll turn over the poster for that color and reveal the principle on the back.

“Name That Tune” is such a standard for singing time. There are a number of ways to play it, all of them fun.

Choose and Review - The List Game

2011-02-22T06:19:00.011-07:00

The List Game is a classic add-on concentration game that challenges the memory. You may have played it as an alphabet game, adding items beginning with alphabet letters to a growing list of things to take to Grandma’s house, or on vacation, etc.

To use the List Game for singing time, I create a phrase that matches the monthly theme and leave out the action. Then I think of words that complete the phrase and a review song that teaches this principle and write these on word strips. The word strips go into a can or basket to draw from. As each word strip is drawn, we say the phrase together, and add the action to the list. Then we sing the song. The point is to remember the list of actions and affirm them each time we repeat the list. I usually include two or three word strips that are blank. In this case, the children would be asked to think of a way to complete the phrase and a song that we know that teaches that action. If I had two groups, I would write only the title of the song on the word strip. The older children would be challenged to listen and discover the action taught in the song and then add it to the list.

As an example, this month I could have used the phrase, “I strengthen my family when I .” (am kind - “Kindness Begins with Me”) The phrase could grow with actions such as smiling, praying, obeying, being thankful, helpful and saying I’m sorry. In the case of a blank word strip, the children would be asked to think of a way to strengthen their family and a song that the primary knows. It would have be fun to staple the word strips together to make a paper chain, testifying that these actions would, indeed, make the family strong.
This is also fun to play in July with pioneer songs. "I am going across the plains and I am taking ."

I’m thinking that I’ll use this game in September with the phrase “I prepare to serve a mission when I .” (Keep commandments, gain a testimony, exercise, save money, am friendly, pray, read the Book of Mormon, pay tithing, serve others, and listen to the Holy Ghost.)

This game is an easy one to leave in the closet for emergencies or to prepare for a substitute if you know you'll be gone. Whatever the theme, the List Game is a classic activity for singing time.

Choose and Review - Pantomime

2011-02-19T07:04:00.011-07:00

Pantomime is a fun activity to use for singing time. Children enjoy acting and having others guess what they are doing. If the viewers are having a hard time guessing, you can help them by asking questions of the actor, such as “are you at home?” The actor can nod yes or no. Sometimes it helps to demonstrate what you want the children to do. Say something like “I am going to act out a way to be helpful. See if you can guess what I’m doing.” After the children guess, you can whisper what you want a child to do, or write the pantomime suggestions on wordstrips and put into a can or basket to choose from.

Although I'm using the costume idea this week, an idea from the Sharing Time ideas in the October 2006 issue of the Friend works for a choose and review activity to support this week's theme of strengthening families and helps me explain how I use pantomime as an activity in singing time.

Words from the list of principles from this part of The Family: A Proclamation to The World, “...successful marriages and families are established and maintained on principles of faith, prayer, repentance, forgiveness, respect, love, compassion, work and wholesome recreational activities,” are written on cards to post on the chalkboard. On the back of the card, write the title of an appropriate review song. The same principles are on wordstrips in a can or basket with suggestions for pantomime. Write this part of the Proclamation on the chalkboard. “Successful families are established and maintained on principles of ...”

When it is time to sing, read that sentence from the Proclamation and explain to the children that living these principles will help strengthen our families. Have a child draw a wordstrip from the can and pantomime living that principle. The rest of the children can guess which of the principles they are acting out. After the children guess, say the sentence together naming that principle. Then remove the word card from the board and sing the song.

Here are the wordstrips:
Please pantomime ---a way to demonstrate faith. (...perhaps paying your tithing)
Please pantomime ---saying your prayers.
Please pantomime ---a way to say I’m sorry to someone in your family.
Please pantomime ---a way to forgive someone in your family. (...you may need another child to help you.)
Please pantomime ---one of the chores you do at home.
Please pantomime ---a way to show respect to someone in your family (...perhaps pick up toys).
Please pantomime ---a way to show love someone in your family.
Please pantomime --- a way to show compassion to someone in your family.
Please pantomime ---a fun recreational activity you enjoy with your family.

Using Costumes in Singing Time

2011-02-17T06:31:00.025-07:00

Children love dramatization. If you are careful with time, costumes can add so much fun to singing time. You have to keep the costumes really simple and easy to put on and off. Otherwise, it takes too much time to dress and undress. This month I’m using simple costumes to dramatize people in the scriptures who followed God’s plan. I’ve written a “Who Am I?” riddle on eight cards and selected a review song that we’ll sing after guessing who the person is. I’ll put the costume and the riddle card into a small paper sack and choose children, to portray the scripture person. I’ll ask another adult to take the children out of the room to dress, then bring them back in, altogether, to sit on a row of chairs. While the children are dressing, we’ll review the song “I Will Follow God’s Plan.” One at a time, I’ll invite the children forward with their riddle. After their identity is guessed, the child can help me lead the song, in costume. ;o) Here are more pics from my costume box, along with the riddles I’m using:

“I lived during the Old Testament time. I was very beautiful and lived in the king’s palace. I was forbidden to go to the king, but risked my life in order to ask the favor that would save the lives of all my people. Who am I?” (Esther) “Shine On” -144 (Esther's costume is the one above-just a head scarf/band)

“I was alive during the New Testament. As a young woman, an angel appeared to me and told me that I would have a very special baby. I humbly said that I was willing to do whatever was asked of me. Who am I?” (Mary) “Once Within a Lowly Stable” -41

“I lived during the time of the Book of Mormon. The Lord asked me to build a boat and take my family across the ocean to a promised land. I didn’t know how to build a boat, but I learned how. I was obedient to the Lord. Who Am I?” (Nephi) “Nephi’s Courage” -120 (This is built on the idea of an apron with velcro. Very quick to put on and off.)

“I lived in the early days of the Church. The prophet Joseph came to me for help to publish the Book of Mormon. I didn’t have enough money, but I signed an agreement to sell my farm, if necessary, so that the book could be printed. Who Am I?” (Martin Harris) “The Golden Plates” (This vest is also based on an apron, with ties on the neck and side.)

“I lived at the end of the Book of Mormon. I was asked to take all of the records that had been kept by our prophets and copy them into one record. This record would be preserved by the Lord for a people far into the future. Who am I?” (Mormon) “Book of Mormon Stories” -118 (This belt can be used alone and tied either in the front or back. It can also be tied around a length of cloth draped over the shoulder.)

“I lived during the Book of Mormon time. I, along with other Lamanite mothers, faithfully taught my children the gospel. I taught them to have faith in God. I taught them that God would deliver them, if they did not doubt. Who am I?” (Mother of a young soldier in Helaman’s army) “We’ll Bring the World His Truth” -172 (This one goes on and off over the head. Very easy!)

“I lived during the time of the Old Testament. The Lord commanded me to go into a strange land and spy out the best way to conquer the people. Later, he commanded me to lead the armies of Israel and take the land of Canaan. He told me to be strong and to have courage and that he would see to our success. Who am I?” (Joshua) “Dare to do Right” -158 (This costume also goes on over the head. It is based on a tabard-style apron.)

“I was married to the prophet in the early days of this dispensation. I studied the scriptures and prepared the first hymnbook for the church. I was also the first president of the Relief Society. I tried to be a faithful wife and helper. Who am I?” (Emma Smith) “I Will Be Valiant” -162

Thanks to my sweet daughter, who modeled all the costumes.

Choose and Review - "What's Missing?"

2011-02-17T06:24:00.000-07:00

Another fun way to use a display is to play “What’s Missing?” Gather a number of objects related to the theme and assign a review song to each. After an introduction and brief discussion of the topic, choose a child to go out of the room. Invite another child to remove an item from the display. When the first child returns to the room, challenge them to find which item is missing. Then sing the song. Think about assigning more than one song for each item, in case the objects are chosen more than once. It is natural to associate the objects with a particular spot and this aids the memory for the younger children. To increase the challenge for the older children, rearrange the items each time. Discuss and testify of the principles taught in the songs and how they relate to the theme. You could further discuss how things would be different is this were “missing” in our lives.

This month I could play this game with items representing the creation, items that illustrate ways of strengthening families, or objects we use to keep the commandments and follow God’s plan. The picture displays objects related to keeping the commandments

Choose and Review - A Display

2011-02-15T06:38:00.000-07:00

A display is an eye-catching arrangement that presents information about a topic in a visual way. I think of a display as a collection of items that, together, as well as individually, will help me teach a principle or reinforce the monthly theme. I assign an appropriate review song for each item in the display and the principles taught in the songs also reinforce the principle. I usually use objects in a display, but sometimes I include pictures, as well.

The simplest way to use a display for singing time is to briefly introduce and teach the principle and then have the children choose the items, one at a time. We sing the songs and consider how the concepts taught in each song relate to the principle.

To increase the challenge, I sometimes use a word strip with a phrase, a scripture, or a question that matches each item in the display. I put these word strips in a can or basket to draw from and, after the match is made, we sing the song.

The picture illustrates objects that represent ways we can follow God’s plan for us. Just in case you are wondering, the white shoe represents going to the temple- “I Love to See the Temple. The small gift has the word “kindness” inside-“A Special Gift is Kindness.” The apple represents keeping our bodies healthy- “For Health and Strength.” The scriptures remind us to read the scriptures- “Search, Ponder and Pray.” A compass reminds us that we need to “follow” the Savior’s example- “Come, Follow Me.” The little white suit represents being baptized- “When I am Baptized.” The tithing envelope represents keeping the commandments- “Keep the Commandments.” The heart depicts the commandment to love one another- “Love One Another.” The missionary name tag reminds us of the desire of our Heavenly Father to spread the gospel- “I Hope They Call Me on a Mission.” The baby doll represents the command to bear and rear children- “I Am a Child of God.” The sacrament cup was missing from my object bag, but a recognition of the atonement and the sacrament is also a critical part of following God’s plan.

In a really large group, where it might be difficult to see the items in the display, you would have to hold the items up and show them to the group, describing them, if necessary. It may also be possible to substitute larger items, such as a temple bag instead of a temple shoe, or borrow a sacrament tray instead of using the small cup.

Song Review - “Know It By Heart”

2011-02-11T06:24:00.003-07:00

Prepare a small heart for each phrase of the song. Draw a large heart on the chalkboard and post the small hearts around it. Challenge the children to sing each phrase of the song correctly. If they can, place a small heart within the larger heart. Repeat with the other phrases. If you wish, you could include a couple of additional hearts with the terms “tone” and “dynamics.” Explain how to sing with expression and a good tone. Sitting up straight and watching the conductor is important. Sing the song again, and when they achieve a good tone with proper expression, add those small hearts to the larger heart as well.

This week I will add a “way to sing” on the back of a couple of small hearts, such as boys or girls sing, stand to sing, etc. After we fill the large heart, we’ll choose one or two of the small hearts and sing the song again, following the directions on the heart.

Song Review - Pass Along

2011-02-10T06:36:00.004-07:00

Pass along is an entry on my master list that refers to the activity of passing something up and down the rows as we sing a song. It could be a picture or a bean bag or the grab bag or a can or basket. Anyway, we just pass this object along until the music stops, at which time I ask the child holding the object to do something. They could draw another song, name a way to be obedient, tell how to follow the prophet, tell how to show love to their family, etc. Then we begin singing again.

Sometimes we sing the song or a verse all the way through. Other times I ask the pianist to stop randomly. If possible, I’ll pass two or even three items in order to increase the participation. Be prepared to deal with the situation of children “manipulating” where the object lands. If this becomes an issue, I bring out a can with further instructions like “now pass the bag to the child sitting behind you.” This levels the playing field again. Asking the pianist to stop the music at random times also helps with this problem.

I think this could work with a larger group. Adding another object or two could help.

Song Review - Body Percussion

2011-02-08T06:16:00.011-07:00

Children clearly enjoy moving to music both as an expression of their feelings and as a natural response to the rhythmic beat of the music. Body percussion is a fun way to allow children to move. Body percussion uses sound gestures like clapping, snapping fingers, stamping feet and slapping thighs. The regular beat of the music is usually the most highly accented part of the music. This is the easiest rhythm for the children to follow. Everyone likes to clap or tap their toes along with a lively, upbeat song. So using body percussion can increase the interest and involvement of children when we ask them to sing that same song, yet one more time!

Brittney recently had a great post about the possibilities of body percussion. Brittney’s idea was to create pattern cards with symbols to represent the sound actions, allowing the children to decide what the action would be. I was reminded by her post that I haven’t used this type of activity for a long time. So, I used body percussion to review our new song two weeks ago. I didn’t make charts, I simply drew the symbols on the chalkboard. The kids loved it and we all enjoyed ourselves very much. Thank you so much, Brittney! I was strongly reminded of two things.

1. This can be surprisingly difficult to do, especially for children whose coordination is still developing. Most of the children could do one action easily, like clapping on every other beat, and still sing. Most could do two, successfully, and everyone enjoyed it. However, things kind of fell apart when I agreed to try three actions in a pattern. Three just seemed too complicated for my group and I should have held it to two. Most of my children are obviously still developing their coordination. I should make a note to myself - “Be firm in the face of begging children!” LOL. There are still lots of possibilities with two. The older kids had a much easier time than the younger ones, of course.

2. I was also reminded that if the actions are too complicated, the children cannot sing at the same time. ;o) This could be okay if we were singing familiar songs, but it defeats the purpose of reviewing a new song. Simple patterns make it fun to sing again and again.

Song Review - "Slide the Spool" Game

2011-02-03T06:16:00.004-07:00

“Slide the Spool” is a slight variation of the ring game. To use the game for singing time, thread a spool onto a long piece of string and tie the ends together. Have the children stand in a large circle, holding the string with both hands. As you sing, have the children slide the spool around the string. At the end of the song, the child who is nearest the spool names or tells something having to do with the song.

The Spool Game can easily be used to review one song. I’m using the activity this month for the song “I Will Follow God’s Plan.” I’ll have the pianist randomly stop the music and ask the children to name one way to follow God’s plan. Then we’ll pick up the song where we left off and repeat for as long as the children are interested. I won’t play the game for the whole time; it combines well with other short review activities. If this plan doesn’t come off for some reason, I could bring the game on the week we review “Stand for the Right” and ask the children to name one way they can be true and stand for the right. Our kids already know “I Love to See the Temple.” This activity could be a way for me to review this familiar song, asking the children to name one way to prepare to go to the temple.

The Spool Game is also a fun way to sing different songs on a choose and review week. In this case, each song may have a different question. For instance, tell one way you can “Keep the Commandments.” Name one thing your “Mother Dear” does to make home a lovely place. What is your favorite scripture story? (“Search, Ponder and Pray”) Tell one way we can feel “God Love.” Name one thing you can do to be ready for “When He Comes.” Or, you could choose similar songs that correspond to the monthly theme and ask the children to name or tell something about the theme like one way to obey parents, live the word of wisdom, prepare for a mission, follow the prophet, etc. As far as possible, help the children listen to discover what the song teaches.

Choose and Review - "Say What?" Again

2011-02-01T06:10:00.013-07:00

I am really loving this “Say What?” feature in the Friend magazine. Like the feature in the July issue, the phrases on this clever list in the January, 2011 issue does not make sense until you say them fast, several times. "Say What?" this month includes ten things that we should do to be a faithful follower of Jesus Christ. This certainly works with our upcoming themes.

These nonsense phrases work so well for singing time. Just assign a review song for each phrase and put them in a can or basket to draw from. The kids love the absurdity! I love how it trains them to listen. I also like the flexibility. If I keep these phrases handy in my primary box, I can easily fill a few minutes of extra time. I wish I were as clever and Brother Phares. The names of primary songs, or phrases from the songs would be so fun.

About the Master List

2011-01-29T07:04:00.004-07:00

In a recent post, I told about adding a new activity to my master list. Emily left this comment and asks a fair question. "I love this idea! I'm sure my kids will too. I know you've shared a lot of items from your master list, but have we ever seen the complete list?"

The answer to Emily's question is - "not exactly." I know I've referred a number of times to this list and it is only fair that you should see it. The problem is trying to figure out how best to share it. I could take a picture. I could just type it up. But, in reality, the blog really is the list. I guess I haven't really been very clear on that.

From the beginning, my purpose for this blog has been to create a vehicle to share the list. I wanted to make a resource for my daughter/s, in case they ever have this calling. The list, as a list, really isn't much good without an explanation of the individual activities. And pictures, really are worth a thousand words. Hence, the blog.

With some obvious exceptions, most of my posts have been taken from this master list. I simply choose an activity and write an explanation. I try to take a picture, if possible. I try especially to include ways to adapt the activity to other topics and I do try to think of different situations, because I know my daughter/s will be in different circumstances.

So, if you were to write down the titles of the posts under the three major labels - "reviewing songs," "teaching methods," and "choose and review," you really would have most of the activities on my list. In some cases, I've changed the name of the activity. This is only because the name on my list just doesn't sound good, although it may remind me of what the activity is. "Numbered Sacks" is a good example. On my list, the actual title reads "Pass the Sack" but as I typed that name, it just didn't sound quite right. However, it does give me a good visual when I'm scanning the list to decide what activity to use. LOL.

If you think it would helpful, I'd be happy to share the list, as a list. If I had enough time, I could make it link to other parts of the blog. But, I actually do my blogging at the public library, so I'm not sure how practical that would be, in terms of time. Someday we may be connected to the Internet at home.

I say you would have most of my list because I am actually coming to the end of it. I still have some activities that I haven't posted, but then, frankly, I'm not sure what I'll talk about. When I started this project, my children asked if I had enough to say about Primary music to blog about it. I teased them that I could talk for forever! We'll see. You may have to help.

Choose and Review - Numbered Sacks

2011-01-27T06:37:00.002-07:00

Numbered Sacks is a fun activity for choose and review. The original idea came from the sharing time ideas in the July 2003 issue of the Friend magazine. A variation of the game was published in the July 2004 issue.

Prepare paper sacks, numbered from 1 to 8 or 10 and make a small numbered card for each sack. The number of sacks would depend on how much time you have available. Put the small cards in a can or basket. I also write several instructions on how to pass the sacks and put these strips in another small can or basket. Examples would be: “Pass the sack three persons to the right and one person forward.” “Pass the sack to the person sitting in front of you.” “Pass the sack two persons to the left.”“Pass the sack to the person sitting behind you.” “Pass the # ___ sack to a Sunbeam.” “Pass the sack one person to the left and one person back.” “Pass the sack two persons to the left.” “Pass the sack two persons to the right.” “Pass the #___sack to your teacher.”

The activity is very adaptable as to the content of the sack. I can simply use the titles of songs along with a way to sing it, or I can use small pictures or objects connected to the theme or to the songs I wish to review. I have several music aids that go with specific songs, like the puppets for “In the Leafy Treetops” or “Rain is Falling” or colored banners for “Our Primary Colors.” This activity provides a fun way to choose these songs. I just put the visual aids for the songs in the sacks. I could also write brief case studies that match the theme, use objects for service or missionary work, find pictures of ways to be obedient, etc.

Whatever I use is placed in a numbered paper bag, along with the title of a review song. Then I distribute the bags among the children. We begin singing a song and pass the sacks along as we sing. At the end of the song, I draw both a number and an instruction to pass that particular sack. The child who ends up with the sack opens it and reveals the next song. If there is an object or a picture relating to the theme, we discuss it before we sing. The children holding the remaining sacks continue to hold them until we sing again.

You could use this activity with Christmas bags and pictures or objects representing gifts we receive from Heavenly Father. You could use colorful birthday bags and objects used for service to celebrate President Monson’s birthday in August. I’m going to use this idea with colorful gift bags in February after I teach “I Will Follow God’s Plan” to extend the concept that my life is a gift. I’ll use objects and pictures representing the gifts our Heavenly Father gives us, such as a beautiful world, a loving family, gospel ordinances, etc. We’ll sing an appropriate review song for each gift.

Song Review - Who is Singing?

2011-01-25T06:19:00.000-07:00

Thanks to Sofia at sofiasprimaryideas.blogspot.com, I have added great new song review activity to my master list. I'm not sure what Sofia would call it, but I've used the title "Who is Singing?" You can read Sofia's ideas in this post.

I had a little extra review time on a recent Sunday so I tried Sofia's idea of blindfolding a child and challenging them to identify singers. I didn't have a blindfold with me so I just turned a child to face the wall at the front of the room. I then tapped the shoulders of two children who stood up and sang the first verse of the song with me. Then I challenged the first child to identify the children who were singing. Even though we had already sung the song several times already, the children willingly sang again and again as each one in our small group had a chance to listen for who was singing. I think I'll make a cute blindfold and then I will have a music aid to use with this great new review activity. Thank you, thank you, Sofia!

Music Aid - The Grab Bag

2011-01-20T06:02:00.015-07:00

The Grab Bag is another simple aid for choose and review. I use it with pictures or objects connected to the theme. For instance, I use the topical index in the songbook as a guide and choose several small pictures; the scriptures, ordinances, commandments, service, nature, family, etc. then I place all the pictures into the sturdy paper bag. Without peeking, I have a child pull a picture from the grab bag and show it to the children. Then I ask the children if they know a song that matches the picture somehow. We sing the song. The grab bag is essentially like the Surprise Sack or the Apron or the Everyone Can. It is just another aid for choosing. The more of these options I can design, the greater variety I can offer the children.

For my choose and review week this month, I’m using the Grab Bag with pictures that match the scripture theme. I chose the songs I wanted to review and used the scriptures listed with the song at the bottom of the page in the songbook. I typed out the verses and attached them to the pictures. When a child chooses a picture, I’ll have them read the scripture and challenge the other children to think of a Primary song that matches that scripture. I think I can predict which songs the children will think of. If someone names a different song, we’ll sing that song instead. I just want to reinforce the idea that we learn the gospel from the scriptures. These are the scriptures and songs I am using:

16 Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven. (New Testament / Matthew 5:16) Shine On

6 I have said, Ye are gods; and all of you are children of the most High. (Old Testament / Psalms 82:6) I Am A Child of God

56 Even before they were born, they, with many others, received their first lessons in the world of spirits and were prepared to come forth in the due time of the Lord to labor in his vineyard for the salvation of the souls of men. (Doctrine and Covenants / Section 138:56) I Lived in Heaven

23 Learn of me, and listen to my words; walk in the meekness of my Spirit, and you shall have peace in me. (Doctrine and Covenants / Section 19:23) Come, Follow Me

14 But Jesus said, Suffer little children, and forbid them not, to come unto me: for of such is the kingdom of heaven. 15 And he laid his hands on them, and departed thence. (New Testament / Matthew 19:13 - 15) When He Comes

18 For I will declare mine iniquity; I will be sorry for my sin. (Old Testament / Psalms 38:18) Repentance

2 Yea, behold, I will tell you in your mind and in your heart, by the Holy Ghost, which shall come upon you and which shall dwell in your heart. (Doctrine and Covenants / Section 8:2) The Holy Ghost / Listen, Listen

34 A new commandment I give unto you, That ye love one another; as I have loved you, that ye also love one another. 35 By this shall all men know that ye are my disciples, if ye have love one to another. (New Testament / John 13:34 - 35) Love One Another

12 And now, my sons, remember, remember that it is upon the rock of our Redeemer, who is Christ, the Son of God, that ye must build your foundation... that when the devil shall send forth his mighty winds, it shall have no power over you to drag you down... because of the rock upon which ye are built, which is a sure foundation, a foundation whereon if men build they cannot fall. (Book of Mormon / Helaman 5:12)The Wise Man and the Foolish Man

17 Every man shall give as he is able, according to the blessing of the LORD thy God which he hath given thee. (Old Testament / Deuteronomy 16:17) Give Said the Little Stream

Paint the Melody

2011-01-18T06:18:00.023-07:00

These are dollar store paint brushes that I keep on hand for an activity called "Paint the Melody." With a brush in hand, the children can follow the melody line as they sing, "painting" the rise and fall of the music. This is another way for the children to explore how the melody moves in the song. The movements of the children can be less precise and more fluid than when they use the pitch sticks. It is a more free-form, interpretive kind of activity. "Paint the Melody" is also a good way to help the children see interesting rhythms and how the rhythm and melody combine in a beautiful way. It gives the children an opportunity to move.

Just take a paintbrush and demonstrate how to follow the melody in smooth, fluid motions. You can dab here and there on short notes and add large flourishes as the music rises to the climax. Then pass out the paintbrushes and invite the children to follow what they hear in the music. Really, it just adds fun and creates another opportunity to review the song.

P.S. - If your primary is extra large, buying even cheap paintbrushes would be prohibitive. In this case, you could ask the children to pretend they have a paintbrush. If you are dramatic enough, you could probably pull it off!

Tutorial - Wonky Bean Bag

2011-01-13T06:38:00.004-07:00

I made this wonky beanbag to increase the challenge of tossing beanbags. The beanbag is simply a large, stuffed yo-yo. I made it somewhat rounded, like a ball, so that it would not land flat. This increases the challenge, because you can’t completely predict where the beanbag might roll. I added rice for weight and flattened it some, so that the beanbag wouldn’t roll right off the mat.

I first cut a large 7-inch circle out of fabric.

I used a running stitch or gathering stitch around the edge of the circle. I didn’t bother turning the edge under, because I knew that I would glue a button on top of the gathers to cover the raw edges.

Next I pulled up the edges of the fabric circle to form a cup and collected a handful of polyester fiberfill and about 1/3 cup of rice.

I shaped the fiberfill into the cup shape inside the fabric circle, leaving space in the middle of the stuffing for the rice.

The rice goes into the middle of the cup.

I put a small amount of fiberfill on top of the rice.

Then I pulled the string tightly and secured the gathers with a knot.

I finished the wonky beanbag with a button. Then I flattened it a bit and played with it, to break it in. ;o) It works really well. It generally behaves like a beanbag, but has just enough roll to be unpredictable, thus increasing the challenge.

Riddles for Snowflakes

2011-01-12T08:53:00.000-07:00

Here are the riddles on the back of the snowflakes. I should have thought to include them with the original post. Just use these as examples and write something similar for the songs your primary likes to sing.

I am a two-part song. I remind you to pray everyday and then teach you the 4 steps in saying prayers. What song am I? (I Pray in Faith -CS14)

I teach you to feel glad for the things that Heavenly Father has created. I tell about 5 blessings. What song am I? (The World Is so Lovely -CS233)

I tell you about a special gift and when you sing me even your heart can sing. What song am I? (A Special Gift is Kindness -CS145)

I describe something that you should do when you have to make a choice. What song am I? (Listen, Listen -CS107)

I remind you of something you should remember to do in the morning before you wake and when you go to bed at night. What song am I? (I Love to Pray -CS25)

I tell about some special books and describe three things you should do when you read them. What song am I? (Search, Ponder and Pray -CS109)

When you sing me you will remember Jesus when he was just a little boy. What song am I? (Jesus Once was a Little Child - CS55)

I talk about rocks and rain and sand and men building houses. What song am I? (The Wise Man and the Foolish Man - CS281)

I talk about the words of a prophet. I tell you how to find safety and peace. What song am I? (Keep the Commandments - CS146)

The doors in my song say something special. What song am I? (The Chapel Doors -CS156)

I talk about someone who knows the way. If we want to get to where we should go, we should follow them. What song am I? (Follow the Prophet -CS110)

I tell about a time, long ago, when ancient people crossed the sea to find a promised land. What song am I? (Book of Mormon Stories -CS118)

I tell about a special generation of children who have a special responsibility to do missionary work. They are called an army. What song am I? (We'll Bring the World His Truth -CS172)

I talk about walking and gathering blossoms of blue. These flowers remind me of someone special. What song am I? (I Often Go Walking -CS202)

Music Aid - Pitch Sticks

2011-01-11T06:18:00.037-07:00

I refer to pitch sticks in my teaching plan for our new song, “If I Listen With My Heart.” I received a number of e-mails asking about pitch sticks, and thought I should show you a picture.

Pitch-level conducting focuses the attention of the children on the melody of the song and the up and down quality of pitch. Usually I use my hand to show the children how the melody moves up and down and invite them to follow me. This activity can be very helpful to children as they learn a new song, because some of us struggle to hear the melody. It isn’t always easy to hear the piano, which is why singing the song clearly and distinctly to the children is so important. Children find it easier to hear the tones of the human voice as opposed to the tones of the piano. I know this is not good news to those of you who don't link to sing alone in front of other people, but I encourage you to try to overcome your reluctance. Really, the kids will learn the melody easier from a voice. Adding the visual quality of pitch-level conducting is also helpful. Please see this post for an explanation of how to conduct this way.

When I use my hand, I have to be very deliberate in portraying the notes. Each note needs to be clearly separate from the last. The notes will often remain on the same level of pitch. In this case, rather than moving my hand up and down, I move my hand forward in a bouncing motion, one bounce for each of the same note. The children seem to have a harder time being precise, and their movements sometimes become pretty “muddy.” Some children don’t concentrate and others don’t participate at all. I find that when I hand out these simple sticks and show the children how to hold them between both hands, the concentration increases and the children are more willing to participate.

I used the pitch sticks this last Sunday as we worked with the song. The kids could easily see the jumps in the melody. I also asked them to discover the words that came on the quick eighth notes. That was more of a challenge and they had to concentrate. The pitch sticks helped them because they were moving the sticks as well as listening and they could see the sticks move quickly on the eighth notes. When all four words in the first verse were discovered, I had the chance to talk to the children about how to sing these words precisely. So, the pitch sticks can also be helpful for visualizing rhythm.

Choose and Review - Snowflakes

2011-01-08T06:57:00.004-07:00

Because it is January, I need to restock the emergency singing time plan that I keep in the closet at the church. These large snowflakes are mounted and laminated with a magnet on the back for posting on the chalkboard. I've prepared a "What Song Am I?" riddle for the back of each and will leave them in the closet in case I'm sick or snowed-in this month. How do you all prepare for emergencies?

Organizing Primary Music "Stuff"

2011-01-04T12:57:00.001-07:00

I promised to tell you how I organize all the "stuff" that this Primary calling produces.

Years and years ago I learned a filing system in a Relief Society meeting. I am sorry that I can’t give proper credit to whomever it was that taught it to me. You should know that I didn’t think of this myself. I am not naturally organized! I am also not as careful as I should be to keep up with it, but the system works pretty well, even at a low level. I need to start by explaining the filing system and then show how I use the same system for my Primary music stuff.

The System

Folders

One of my file drawers is dedicated to gospel material designed for children. I have the usual alphabetized topical file folders which hold materials that I’ve used in family night and sharing time and in teaching classes over the years. Materials that are flat go into a folder that best represents the topic. If the item represents more than one topic, I write a note with a title or description as a cross-reference on the outside of these related file folders and these notes refer me to the original folder, where the material is actually filed. There is nothing unusual about a system of file folders, but this system integrates boxes as well.

Boxes

Stories, flannel board figures and pictures are usually flat enough to be kept in a folder, but I have collected many materials that are too bulky for a folder. I use boxes for this type of material. I assign each box a letter code and label the box with this code. If I have a visual aid that is thick, over sized, or otherwise unsuitable for a folder, it gets a sticker with a coded number for a box. This acts as a location number for the item. Then it goes into the appropriate box. I write a note with the assigned number and a short description of the item on the outside of the topical folder to which the material would logically belong. This note acts to refer me to the proper box when I want to retrieve the item. The same material sometimes represents more than one topic. I can make a note of the location number on other topical folders as well. In this way, more than one folder can refer to the same item in a box.

How I Apply This System

I started with just one box, but now I use several lettered boxes. Some of them are smallish, and fit at the back of the file drawer.

Others are bigger and sit on top of the cabinet or on a shelf nearby.

Let’s use an example of a set of felt finger puppets that illustrate the story of Daniel in the lion’s den and one box labeled “A.” The puppets would be too bulky for the file folder, so I would place them together in a plastic baggie and label them “A-1.” Then, I would write a note on the outside of the “faith” folder. “A-1--finger puppets--Daniel and the Lions.” The puppets then get placed in the A box. While I’m at it, I may make an additional note about these puppets on the “prayer” file folder. The next item I acquire may be a flip-chart about tithing. This item would be labeled “A-2.” The note goes on the “tithing” folder and perhaps the “faith” folder as well and then the item goes into the A box along with the finger puppets. The next item, whatever it is, gets labeled “A-3" and the proper notes are made on the topical file folders. This process continues until the A box is full. When the A box is filled, I add a B box, and then additional consecutively lettered boxes.

A peek inside my B box

Notes on the file folder

If an item in a box is ever discarded, I simply make a note on the inside lid of the box. I can then re-use the space in that box with a new item, but I do not reuse the number. I use a new number, consecutive to the number on the last item I added to the box. Because I don’t reuse the number of the item that I discarded, I don’t have to delete all the notes on all the folders that referenced the item. I may not even remember which folders these are! If I am referred to a box and the material isn’t there, the note on the lid reminds me that I discarded it. If an item is missing from the box and there isn’t a note on the lid, I know that I didn’t put the material back where it belongs and it may be lost in a pile somewhere!!!

Other Boxes and Locations

The system nicely accommodates all kinds of materials. Oversized items get an O-number and go into an oversized box (labeled with the O code) somewhere near the file cabinet. Posters get a P-number and are stacked next to the file cabinet. Games, except music games, get a GM- number and go into a box dedicated to games and labeled with GM. Whatever the material, a coded number can be assigned and a reference note is made on the appropriate file folder(s). Because I know the codes of my boxes, I know where to look for the item.

Organizing Music Stuff

In the early days I had just one box for music items and anything that had something to do with music got a number that began with M and went into a box dedicated to music stuff. I didn’t actually number all my music aids. The baton, the microphone, the apron, etc. These general music aids just lived in the box with everything else. After many years of collecting music related teaching materials I’ve had to increase the number of boxes that hold it all. Thankfully, the basic system grows to accommodate any number of boxes and even locations other than boxes.

These are the boxes I have now. I like to use clear boxes because I’m a visual person. I think I am more creative when I can see what I have.

One box holds visual aids that are directly related to a particular song. These items are assigned a number (M-1, M-2, and so on.) That number is noted in my Children’s Song Book, next to the title of the song. As I prepare for singing time, I know right away if I have a visual aid for that particular song. If it is appropriate, I can also cross-reference my music items on any of the topical folders in my gospel file drawer. I might prepare a better sharing time if I know I have visual aids or a game for music. The following pictures show how simple this is.

The materials are stored together in a baggie or a page protector, but there is no other order in the box. This size of box doesn’t hold more than I can quickly sort through to find what I know is there. When I add an additional item, I assign the next consecutive number and add the notes to my songbook. I keep a set of numbered labels in the box to make the whole process easy and quick. This particular box holds about as much as I want to sort through. I will soon need to add another box for items directly related to song presentations. I could call that box M2 and begin labeling with M2-1, M2-2, etc. If I have song-related material that is oversized or a poster, it gets an O-numbered label or a P-numbered label and I store the item along with those similar items. That number and description is noted in my songbook just like smaller materials. Because of the code number, I know just where to look.

Another box holds musical items that relate to general song review activities and materials that I have prepared for choose and review. Currently items in this box don’t have numbers assigned. I have a master list of activities that I use for song review. When I make a musical aid to match an activity, I put the aid in this box and make a short descriptive note on my list. I also keep track of the theme-related activities that I have prepared as a choose and review on a master list. Many of these activities use pictures that just get re-filed or are temporary in other ways. But, if I’ve put any effort into making visuals, I put the aids in here. I may want to use them again sometime.

I am needing to split this box as well. When I do, I will assign one box for song review (SR) and one for choose and review (CR) and use consecutive numbers, like the rest of the system. The numbers and a short description of the item will be noted on my master lists next to the title of the activity.

Another box holds general music aids like the baton and the fancies, the pitch sticks, my wiggle worms, the bean bags, my aprons, rhythm sticks, the microphone, glove, bell, and so on. It also holds spill-over from the other box.

This small box holds the flat, cut and laminated pictures that I use to illustrate many of my singing time activities. These pictures are stored loosely in this box and when I need to find pictures, I just dump them out on my bed and paw through them until I find something that matches the ideas I have in my head. I talk a little more about pictures in this post.

No system is perfect, especially for someone like me. But this one works well, if I would just keep up with it. As my materials have increased over the years, I sometimes just put things in those last two general boxes. These boxes get mixed up regularly because none of the materials have location numbers. If I would split the materials into the categories I mentioned and assign boxes and numbers, it would all stay more organized. It may be easy enough to look through one box of stuff for what I know is there, but no one wants to sort through two or three boxes while her husband waits in the car!

My husband tells me that I have too much stuff. He is trying to teach me that I don’t need to save everything I make. It has taken me a long time to realize that he is probably right, but I still find it hard to discard things. For instance, I saved the roll and the sticks from the roller box activity I did in July, but I didn’t save the roller box itself. I will have to make that again if I re-use that activity. I’m learning that I often like to make new things anyway. I have more pioneer activities than I can use and I still made that roller box activity. Who knows what I will feel like doing this next year. So I can see his point. On the other hand, I don’t like to make the same things again and again! I’m conflicted. I really don’t have room for any more boxes of stuff!

I actually have purged many things from my boxes and files from the years before the Church asked us to use approved resources. I strongly encourage you to do the same. I have a testimony of following this counsel. I have only a couple of exceptions, and these I have saved until I can find pictures from approved resources to remake the activity.

Well, I hope this post made some sense and I hope that it helps someone. I have really struggled to explain this clearly. If it is confusing, please, please let me know and I’ll try to clarify. I can always do a better job of organizing my life, but this system has really helped me for many years now. If you have an organizing system, I’m sure we would love to hear about it. Please leave a comment or share a link!

Those Older Boys!

2010-12-30T07:41:00.003-07:00

The cosmic question! “What do I do about the older boys?” I received an e-mail question asking for specific ideas that will challenge the senior primary and encourage these boys to actively participate and enjoy singing time without resorting to games all the time and avoiding the feeling of needing to entertain the kids.

How I would love to actually answer that question. I have the same challenge and often feel the same lack of creativity to meet it. But, over a long time, I have developed some attitudes and strategies that help me deal with this challenge. These personal strategies may not help anyone else, but I’ll explain what I think anyway.

First of all, I have to tell you that I absolutely love being the Primary chorister. I think it is the most fun I ever get to have in a church calling. I love to sing with the children. I love to see their faces and engage their eyes. I have learned that the children react to my attitude about this calling. When I am enjoying myself, they enjoy singing time too. When I feel the Spirit, I have to trust that the children are feeling as wonderful as I am. I do everything I can so that I feel the Spirit. There are always enough children willing to look at me and participate with me, that, when I send out loving, joyful thoughts as I sing, I feel that love coming back to me from many of the children. This is how the Spirit functions and it feels sooooo good. However, because I purposefully engage their eyes, I necessarily notice the ones who avoid my gaze, those who don’t sing.

These are the children that I try to win over in a personal relationship. I try to get to know them better and try to help them get to know me. When I know them well enough, I begin asking for their cooperation. I try to enlist their help, to invite them to help me accomplish singing time. I always look for a private opportunity to discuss what I need from them and they are often willing to help me, now that they know me and we have a relationship.

I’ll give you a quick example. I’ve been working on one of our older boys for most of this last year. I’ve engaged him each week somehow, usually with a question that leads to a short conversation. Though he has a great voice and likes music, he is often unwilling to sing. He tells me things like “I’m so tired.” “I don’t feel well.” When we were practicing for our program, he was exceptionally ornery and uncooperative. I finally took a little break and invited him to come with me out of the room. I boldly asked him what his problem was! He said, just as boldly, “I don’t want to sit on the front row!” I told him that I would try to take care of his problem and asked him if he would help me by singing. He promised to sing. I went back into the room and asked the counselor in charge to change his seating. She did and the problem was solved. He still doesn’t sing many weeks in primary, but we have a relationship that allows me to continue to work on him. When I'm singing and looking at him, he doesn't avoid my gaze and when I wink, he smiles. So I would encourage you to develop cooperative relationships with the children, especially those with whom you are having trouble.

Sometimes we see the “blah, blah, blah,” roll-the-eyes type of reaction when we introduce our activity for singing time. How do I handle this? Well, I can tell you that I handle it much better now that I am older and don’t care so much about what people, including children, think of me. I have just finally learned the truth that it is not my job to entertain children, but to teach them. If it happens to be entertaining, so much the better. I simply do my best to prepare what I think will be an enjoyable singing time and ignore those niggling doubts that the children were bored. Because I am trying to do everything I can to feel the Spirit, this helps to banish those doubts from my mind. I wish I could help everyone see the truth of this. No doubt, you will in time.

The sweet sister who sent the e-mail also mentions, “I know some of this comes with the age, but I don’t want to use that as an excuse.” I think we cannot call it an excuse. It is simply true that this behavior is typical of the age. To some degree, we just have to ignore their behavior and allow the children to learn better ways to handle boredom, restlessness, or insecurity. During this time, songs may remain unsung. In the meantime, we learn to handle our own insecurities about this. I appreciate the spirit of her statement though. Of course, we can't allow disruptive and disrespectful behavior to go unchecked. Of course, there should be a discipline plan in place and hopefully working with behavior that is truly bad. But I can ignore rolling eyes and audible sighs. It may bug me, but I can get over it. I also recognize in her statement the desire of this sister to be prepared and that is a good thing. To spend time thinking of activities that will interest the children and to ponder ways to allow active participation is something we need to be doing.

As for specific examples of these creative, challenging ideas? I guess I have to respond with the whole of this blog. I will just refer you to my archives and hope that as you read through the different ideas of activities that I have posted, you can think of ways to adapt them in some way to make them more suited to the children you teach.

But, even saying that, I took a personal challenge. I went to my master list and chose one of the simplest activities that I use. I had not yet posted it, so I posted it yesterday, specifically so that I could refer to it. The color grid is a really, really simple choosing activity. One could even see it as overdone and boring. I can easily imagine older boys rolling their eyes at such a thing. I thought and thought about how tossing the beanbag on the color grid could be made more challenging for the older boys. What I came up with is an adaptation of the bean bag. If you look at the picture, you’ll see two bean bags. The black one is tricky. It is half-way between a bean bag and a ball. It is heavy enough that it won’t roll right off the mat, but round enough that it won’t land where you might expect. Tune in next week for a tutorial on how I made this bean-bag not so easy to throw. The basic activity didn’t change and my younger kids will enjoy tossing the regular bean bag, but the older boys might be challenged by the tricky bean bag.

If you have ideas for this sweet sister, please leave a comment or a link to another source. Everyone will appreciate solutions to this common issue. Speaking of comments, don't miss the one Kimber left on this post. She is convinced that the teacher is an important part of the solution and I agree!

Music Aid - Color Grid

2010-12-29T13:41:00.000-07:00

This is my color grid. It is a really simple choosing device. Usually I just assign a review song to the different colors and let the children toss the bean bag to choose the song. Sometimes I use this mat at the end of singing time, choosing different ways to sing a song that we've worked on that day. I've also used it like a tic-tac-toe grid with discovery questions about the song. By the way, I use the multi-colored square in the corner as a wild card. The kids never know what might turn up here.

This particular grid is made with fabric. You can make an easier color grid simply by taping colored paper together. Laminating the paper would make it sturdier. I made one with the fabric so that it would hold up forever! :o) I've also used a color grid in sharing time to choose review questions, etc. The kids seem to like to toss beanbags.

I know this is simple. I'm almost embarrassed to show it to you, but simple is often a very good choice in an activity.

I also have an ulterior motive for posting this now and it has to do with those ten-year old boys. Check back because that post is coming up tomorrow.

Merry, Merry Christmas!

2010-12-16T06:43:00.020-07:00

I really had better go and do Christmas for my family! And practice to accompany and perform special musical numbers! And mail gifts, etc. And bake cookies with my daughter. My time has run out! So I'm going to take just a little time away from the blog. But in the meantime...

I've been pondering another question sent to my e-mail. What can we do about those ten-year old boys! You know the ones who roll their eyes and don't like to participate. Why is that? I know if we could figure it out we would all be rich, rich, rich. And famous! Why don't you all think about it too and we'll tackle it after Christmas. I also have a post planned about how I try to organize all the stuff and clutter that comes with being the Primary chorister. Don't you wish someone would design a great system for that?!? I hope you all have a very merry Christmas!

Music Aid - Sing/Hum Puppet

2010-12-14T06:47:00.003-07:00

This is my "sing/hum" puppet. She is made from cardboard with felt face pieces and yarn hair. When a child shows the face with the eyes and mouth open, the primary children sing the song.

When the face shows the mouth closed, the children hum. It's that simple.

A Good Question!

2010-12-11T06:46:00.015-07:00

I recently received an e-mail question and I really hope some of you can help me answer it.

One of the things I find challenging is the size of my primary. There are 120 children in our Primary and most of them come on a regular basis. So I have 60 kids for jr, then 60 for sr each week. That's great, isn't it? But it makes some activities impractical or too expensive or just too chaotic in our crowded room.

So my question is: do you have any ideas for working with a really big primary? Ideas for adapting ideas for lots and lots of children? Things that work especially well with large groups?

I have never, in all my experience worked with a group quite this size, but I know that many of you do week after week. I have the utmost admiration for you!! May I ask those of you with large primaries to leave a comment and help Jenny out. Pretty please... I know she will appreciate your comments and I will also!

Fun Facts Quiz Puzzle

2010-12-09T06:38:00.005-07:00

Choose a picture to match the monthly theme and cut it into 8 pieces. On slips of paper, write several facts about the theme with a word or two left out that the children could supply or an easy quiz type question. Put the missing words or answers to the questions on the back of each puzzle piece along with the title of a review song.

When you are ready to sing, post the puzzle pieces on the board with the answers facing out. Invite a child to choose a slip and read it. Have them find the right answer and turn the puzzle piece with the picture facing out. Sing the song and put the pieces together until the picture is revealed.

These are the questions I’m using with this puzzle to go along with this month’s theme.

1. Find the word that names something we can do to prepare to live with Jesus again.
2. Jesus (taught) us how to live.
3. (Jesus Christ) made it possible for us to be saved from our sins.
4. Jesus Christ came to earth as promised by the (prophets.)
5. Jesus made it possible for us to be (resurrected.)
6. The (Holy Ghost) help us know that Jesus loves us.
7. Name a way that you can offer a gift to Jesus for Christmas.
8. Sharing the (gospel) helps other come unto Jesus Christ.

Song Review - "Don't Sing This Word"

2010-12-07T06:30:00.002-07:00

This classic review idea comes directly from the Sharing Time Ideas in the May 2004 issue of the Friend magazine (pg.16). Have a child leave the room. Ask the Primary children to choose a word from the song that they will not sing. Write the word on a strip of paper. Bring the child back into the room and have him stand in front of you. Hold the word above his or her head as a reminder to the Primary not to sing this word. Have the children sing the song and let the child guess the missing word. Lots of choristers use this review idea with great success! Some put the wordstrip on a hat or visor, but it’s just as easy to make a paper sign to hold. The children love it.

A warning - you should be prepared for someone to make a mistake. Remind the other children ahead of time to be kind if someone inadvertently sings the word. Children can be easily embarrassed, and sometimes children are NOT kind in what they say.

My Other Blog!

2010-12-04T07:09:00.008-07:00

Okay, I know this doesn't have anything to do with Primary music, but I want to tell you that I recently launched another blog. It is going to chronicle the making of my daughter's hope chest. So I may be just a little distracted while I get it organized and figured out. Do you think I can keep track of two blogs? I bet I can. My husband just heaved a big sigh when I told him. Mostly because I'm not connected to the internet at home and do my blogging from the public library, of all places. I hope you'll all be more enthusiastic than he was! ;o) I am excited about it! I finally have a few posts up and I hope you'll come by and visit at http://missabigailshopechest.blogspot.com/ Let me know what you think!

Reverence Idea Link

2010-12-03T06:49:00.005-07:00

Tifany has just the cutest "Reverence Mouse" posted on her new blog at http://preciousprimary.blogspot.com/ Honestly, I think it is so cute. One could look for some other small stuffed animal to use in a similar way, but trying to be as "quiet as a mouse" is just the thing. I also want to make some of her crocheted bell bracelets. I can see that I'm going to have to crochet soon!

Song Review - Sing That Phrase

2010-12-02T06:24:00.001-07:00

The game “Sing That Phrase” is to one song what “Name That Tune” is to many songs. When I use this game to review a song, I first sing it with the children all the way through one time. Then I invite one of the children to roll the dice. The resulting number matches one of the phrases of the song. The pianist plays that melody phrase (you’ll need to have the pianist mark the music) and the children guess the words that match that melody. Then we sing the phrase together and repeat for as long as the children are willing.

If you keep the dice handy, this is an easy game to pull out if you have a bit of extra time. One note - If you use this idea with songs that have more than one verse, you'll have to keep reminding the kids which verse you are reviewing or they will get confused. I think it really works best with the songs that just have one verse including the chorus. If there are too many phrases that repeat musically, it will really get confusing.

Teaching Method - “First Letter Wordstrips”

2010-11-30T06:48:00.001-07:00

On a strip of paper or cardstock, write the first letter of each word in a phrase or line of the song. If the phrases are particularly long, or to make it easier, you may want to make two strips for a phrase. When you are ready to sing, randomly post the word strips on the board.

Explain to the children that the cards are clues to the words in the song. Challenge them to listen to the song and figure out the clues so they can help put the phrases in the correct order. Be prepared to sing the song several times. When the strips are in order have the children sing with you, using the strips as cues to the words. Remove the word strips as you review the song. This method really only works for the kids who can read well and those who are sophisticated in their thinking. The others will benefit from hearing the song sung, but the littlest ones will just stare at you! Be prepared with a few wiggle songs as well.

You can find references to this method in the June 2002 and August 2009 issues of the Friend magazine.

Teaching Method - Synonyms

2010-11-26T06:39:00.004-07:00

Choose three or four keywords from each phrase of the song and write them on one side of separate word strips. Now choose a synonym for each keyword and write the synonym, in a different color, on the other side of the word strip.

When you are ready to teach, post one synonym from each phrase on the board. Tell the children that you will sing a song about these things but NOT these words. Challenge them to listen for the correct words. As they give the answers, turn the keywords over, singing that phrase again. Repeat, using the other word strips. Invite the children to sing with you as they are able.

You really don’t even need to divide the song into phrases, especially if it is a short song. Just choose several key words and write synonyms for them. Post them a few at a time so that you have a chance to sing the song several times.

This activity obviously works best with children who can read and who understand about substituting words, but if you use clear synonyms (not always easy) and explain the word, the little kids can also participate. I've used it in my combined primary and the kids like it. It works because the big kids don't always get it right away and I can remind all the children, including the younger ones, that "we are listening for a word that means the same thing as (blank)" So even those who cannot read can still listen.

This is also a great activity to use with a song that the children know, but which needs some review.

Happy Thanksgiving!

2010-11-23T06:18:00.002-07:00

Happy Thanksgiving to all of you. I'll be back on Friday (for those of you who are not shopping!)

Choose and Review - "Picture Hunt"

2010-11-18T06:47:00.002-07:00

For one of the weeks this month, I’ve planned a singing time using several of our favorite songs about service. It’s a “Picture Hunt” which is loosely based on the idea of a treasure hunt. Clues in the song lead to a picture with another song title that has clues to the next picture, and so on.

We’ll begin by singing “I Will Be Valiant” and I’ll ask the children to listen for who is serving and who is being served. The answer for this song is “I” and “serve his people” and I can predict that the children will choose the picture that I used when they learned the song. That picture has the title for “Called to Serve.” Answering the question should lead the children to choose the picture of the missionaries. That picture has the title for “Smiles,” which leads to the picture of the smiling child with the title “Tell Me The Stories of Jesus.” The picture of a primary class has the title of “Jesus is Our Loving Friend.” The children will likely choose the picture of Jesus with the child. This picture has the title “Families Can Be Together Forever,” pointing to a picture of a family in family home evening with the title “When We’re Helping.” Two pictures are left showing children serving or being kind. Both pictures will have the title “I Want to Be Kind to Everyone” and “As I Have Loved You.” Either of these songs match the pictures so we can sing one or the other for either picture.

This is nine songs total and depending on how the time goes we can spend some time discussing these ways to serve others. If there is extra time, we can sing “Do As I’m Doing,” pantomiming and guessing different ways to serve.

Choose and Review - “Count the Words” Board Game

2010-11-16T06:39:00.001-07:00

Make a standard board game on poster paper with spaces to advance from start to finish. Color the spaces, if you wish, or decorate the game board to match the theme. Write word strips with short phrases that also match the theme. For example, ways to obey the commandments, be a friend, be a missionary, follow the prophet, help others, etc. Make the phrases between one and four or five words long. Put these word strips in a can or basket to draw from. To advance, choose a word strip and read it out loud. Count the words and advance a marker that many spaces. Sing a song for each word strip chosen and continue until you reach the finish. If the track is a long one with many spaces and word strips, choose a reasonable number of songs to sing and put these on some of the word strips. Pause the game to sing the song. The point of the game is simply to move the marker from the start to the finish, briefly discussing the principles and singing the songs along the way. The picture shows the game I recently made to play on the Sunday after our program. It has a service theme for the month of November. I’ll put the game board on the chalkboard with magnets at the corners and use another magnet for a marker.

In case you are interested in making a similar board game, I’ll explain. Start with poster paper and a ruler and marker. Make some kind of track with spaces leading to a finish line. I used a pencil first to get the general shape and then used a permanent marker to draw over the pencil marking. I made this track long on purpose because I will likely have plenty of time on the Sunday we do the program. A longer track takes more time, but it does increase the participation for the kids. We won’t sing a song with every move.

After I got the track drawn, I paged through the digital copies of the Friend magazine, looking for illustrations of children performing service. When I found a likely picture, I printed the page, cut out the illustration and then glued it to the game board. After I had the big spaces filled in, I had to look specifically for smaller pictures. I trimmed some of them to fit. Depending on the track you draw, this may or may not be necessary.

After I had the illustrations in place, I colored the spaces with chalks. Crayons would work just as well, but chalks fill in large spaces fast. Unlike crayons, chalks are easily erased if I get just a little sloppy at the edges. I also liked the way the tone of the chalk matched the tone of the printed pictures, but that’s getting a little picky. The kids won’t notice or appreciate that. ;o)

There are 52 spaces in this track, so I made twenty word strips with a total of 60 words. The word strips for this service game are: dust, give a Book of Mormon, pick up toys, smile, help clean the church, donate toys, help cook supper, set the table, shovel snow, pick up litter, be kind, take cookies to someone, push the swing, hold the door, put groceries away, mow the lawn, bring a friend to Primary, be cheerful, wait my turn, say a prayer for someone. I tried to choose songs that matched the action on the word strip.

Successful Program!

2010-11-15T16:29:00.002-07:00

We had our program yesterday and it was a smashing success. I am so relieved, as I always am, to have it successfully finished. We sang a total of 18 songs! The kids were flagging a little at the end, but everyone sang very well and I am so proud of them for learning so many songs. They had to learn 8 of them in a relatively short period of time. When I saw the program, I was immediately concerned with the number of songs and the fact that they didn't know many of them. But, I have a testimony of unity and although I expressed my concerns, I thought I would wait and let things unfold. I was certain that the counselor who wrote the program would make changes if they were necessary. I am so glad that we didn't change anything, because the Spirit was very strong. Everyone learned the songs and no one fainted from standing and singing so long.

So, on to the fun Christmas songs.

Boring Questions?

2010-11-13T06:33:00.004-07:00

This is the second suggestion in reponse to the comment that using listening type questions has been a “bit boring.” I understand this problem. We seem to run the risk of being boring everytime we stand up in front of children. Maybe it's my gray hair speaking, but I sometimes think the kids just need to "deal with it." :o}

Using discovery questions doesn’t need to happen in isolation of other activities. It shouldn’t be an “all or nothing” method. I often try to enhance the questions with visual aids like pictures or wordstrips, if possible, to reinforce the answers. I can have the children hold the pictures while we sing the phrase or post the wordstrips and then put them in order. The song presentation suggestion in the Sharing Time Ideas in the Feb 2002 issue (pg. 32) of the Friend magazine illustrates how using pictures can enhance these discovery questions.

Instead of visual aids, I might use other activities that follow up on the question. For instance, if I were teaching the song “I Believe in Being Honest” I might ask the question “What do I believe in?” After hearing the answer, I might pass a beanbag while we sing the phrase once or twice again, asking the child left holding the beanbag to name one way to be honest. Or, I might point out how the eighth note in the rhythm perfectly matches the word “believe” and have them clap the rhythm while we sing the phrase again. Or, I could teach the ASL signs for the words “believe,” “honest” and “true” and sing that much again, using the signs. Then I would move on to another question.

Sometimes I do use questions one after another. In this case, I want to find an engaging way to deliver the questions. For instance, if I wanted to teach “I Often Go Walking,” I would put questions on blue silk flowers and scatter them around the room. The children would gather the “blossoms” one at a time, listening and answering the question on each flower as I sing the song. After making a bouquet and answering the series of questions, I would introduce other activities to review the song and explore other aspects of the music.

So the questions work really well as a kind of foundation to my overall teaching plan. Tying the questions to visual aids and activities keeps things from being too boring.

A Good Comment!

2010-11-12T06:49:00.003-07:00

"I haven't had great success with listening questions in the past..." I’ve been thinking about this comment (this post) for several days, mostly because it is such a sincere expression and because I need to acknowledge the problems you might have when you use this method of teaching. I think there are a couple of fundamental reasons why using questions might fall flat. I’ll address one reason today and another tomorrow.

When we use discovery questions, we are expecting the children to take part. They have to think of the question and then listen for the answer. So unless they are willing to truly participate, with their mind, they won’t be engaged in the process. Unfortunately, many of our primary children DON’T listen much of the time and some of their minds are not very disciplined. I know it seems cliche to say it, but it does feel like the children expect you to entertain them. Some are reluctant to do anything that doesn’t feel like fun, fun, fun! Many seem to be inclined to be more passive than to work.

You will have noticed that startled look when you call on a child with any question and they seem to say “What! Are you talking to me? I don’t understand what you want me to do.” There has to be a little bit of training on your part in order to help the children learn to participate in this method. But I think the children can learn to do this, and I think it is worth helping them learn this skill. The reasons are many and some of them don't have anything to do with learning the song. Our children need to learn to listen and to find the principle in what they read or hear. This is so fundamental to the way we are taught the gospel. Anyway, once the children catch on to what you are asking them to do, I find that they are mostly willing to participate.

Persistence is part of the training. You can’t give up if the children appear bored or if they don't seem to understand. You need to persist long enough to give both you and the children the chance to get the hang of it. You could begin training the children by asking a discovery question before you sing the opening song or the prayer song. Once they catch on to listening, you can add a few more of these questions to your teaching time. Ask clear questions and start out with the easy ones. If the children don’t understand the question, they won’t be able to listen for the answer. Don’t accept answers that are incorrect or that are imprecise. This is really hard for us to do. I certainly don't expect that anyone will be rude or hard-nosed, but I’m convinced that we are not doing the children any favors when we let them get by with a thoughtless response. Respectfully repeat the question, remind them to listen for what the song says and then sing it again.

A good attention getter at the beginning of singing time helps, as does learning how to redirect the attention back to you when the children get restless. There will always be one or two children who just resist doing anything that wasn’t their idea to begin with. I simply try not to react to them and continue to teach the rest of the group.

None of us wants to be boring, but part of our job is to help these precious children take responsibility for learning the gospel. Our job is to find active techniques that will invite the spirit and increase the probability that the children will discover gospel principles and be motivated to live them. This is a big job and a serious stewardship. Fun and games are completely secondary. I don’t want to stand before the Savior and report “Well, they liked me and I think they had fun!” There is usually time for a little fun as well, but sometimes learning the gospel involves work. If the children are challenged a bit, just remember that it is good for them.

Sorry, I didn't mean to rant --a (hopefully) helpful tip coming tomorrow.

Organizing Singing Time

2010-11-11T06:53:00.003-07:00

I recently received an e-mail question about how I organize my teaching time during singing time. I thought I would post what I do and hope that some of you will leave a comment describing how you organize your singing times. As I think about it, someone new to this calling could really use help knowing how to allocate their time. As a general rule, during the months that I teach program songs, I teach the new song on the first week of the month. I use the second week for review and the last two weeks for what I call "choose and review."

On the first week, I generally plan to spend the whole time on the new song. I can usually teach a song on this first week unless it is long or feels hard or complicated. In this case, I'll split it up and teach it over two or more weeks. Our new song for January has 3 verses and is musically quite complicated so I'm planning to do one verse per week. It really just depends on the song. Some songs can be easily taught in 10 minutes, while others take much longer. With some songs, the children need time to absorb and think about the bits you've taught them before you give more and more information. Believe me, if the children reach a point of saturation, they will not remember what you teach them. Sometimes they just get weary of the same song. So, I try to have a review activity in the back of my mind to use with a different song, or a rest activity with wiggle songs as a back-up. I can always return to the new song on another week.

I try to do some kind of review activity with the song on the week after I teach it. Usually this falls on the second week. I often use an activity that matches the song specifically, one that continues to explore the interesting features of the song. For instance, I'll bring rhythm instruments or I'll bring the worm puppet and we'll focus on the melody with pitch-level conducting, etc. Sometimes I just choose a general song review activity from my list and review the new song. If you look under the "song review" label on the blog you can see many of the activities that I have on this list.

If the children have learned the song well, I won't need the whole time for review. In this case, I'll review the song I've just taught and add a couple of others that we've learned recently. This review week is really important to me because the program songs need to be reviewed regularly or the kids tend to forget them! I also use this second week to review or "reteach" a great song that the kids just don't remember very well.

On the "choose and review" weeks I try to plan an activity that matches the monthly or weekly theme and assign several songs to sing. I try to use the songs that teach the principles the monthly or weekly theme focuses on. This keeps basic primary songs in the repertoire so that the kids sing them often. It seems to have become a common practice for primary choristers to focus only on the program songs. The result is that the children don't sing a very wide repertoire of songs. If you look under the "choose and review" label on the blog, you'll see lots of examples of what I do on these last two weeks to keep basic songs in front of the children.

I keep track of what I do for choose and review from year to year because, of course, basic themes show up again and again. These ideas can be adapted and recycled over and over. If you were to look at the old Sharing Time Ideas in the Friend magazine over several years, you would readily see how a fairly limited number of basic activities (like case studies, games, treasure hunts, puzzles, etc.) are adapted to different themes. That is the idea behind my choose and review list. When I need an activity for choose and review, I look over my list and see what basic activity I might like to adapt. I like to use the Friend magazine for ideas for these choose and reviews. There is soooo much in that magazine!

That is a basic idea of how I schedule things. I also try to plan for whatever extra time might be given to me. Now and then there will be time left over and depending on the experience of the presidency, you may be called on to fill the time. I always have a short review activity in my box. Choristers typically rely on the "favorite song" but if we prepare we can take advantage of this time. (Not that it isn't nice to sing favorites once in a while!) Our primary has an extra song scheduled into our closing exercises and I use that time as well to sing the songs that I've recently taught.

It doesn't take long to recognize that we choristers need to be flexible. I think how well we master this skill largely determines how happy we can be in this calling. I may be prepared to teach a new song and find that too many of the children are absent for some reason. Sometimes the kids just don't respond to what I have planned and I need to move on to something different. Sacrament Meeting or Sharing Time might go way over time and I have less time to teach than I had planned on. Some Primary presidencies are more aware and considerate of singing than others are. There have been times, during sharing time, when I've been sorely tempted to just snatch the crayons right out of little hands! One can always be prepared for the extra time, but if you are given too little time, you really have to learn to communicate your needs to the presidency. I hope none of you have problems that way.

So, how do you all organize your time?

Teaching Method - Envelopes

2010-11-09T06:11:00.007-07:00

Some teaching methods don't use discovery questions, but use other activities to involve the children in listening to the song. "Envelopes" is an example of such a method. This idea comes directly from the Sharing Time Ideas in the May 2004 issue of the Friend magazine (pg.16).

Divide the song into phrases and make a wordstrip for each word in the phrase. Put the wordstrips for each phrase into an envelope. When you are ready to teach the song, divide the group and give each group an envelope. Sing the song a few times and ask the children to put the words in the correct order. Invite each group to sing their line. Have them mix up the wordstrips and pass the envelope to a different group. Repeat the singing as often as necessary.

One more thought...

2010-11-08T06:31:00.008-07:00

Before I leave this series, I want to tell you how God is so good to me; how He blesses me and sustains me in this calling. When I first saw the new outline for 2011, I eagerly looked for the songs. I have to confess that my heart slumped a bit. I looked at the new song and I thought “Oh great. Three verses, long phrasing, abstract principle, involved music. Look at those eighth notes! This is going to be hard to teach.” I recognized right away how beautiful it would sound - with a children’s choir! Unfortunately, I don’t have one of those. So I’ve been just a bit discouraged about teaching this song and I didn’t look forward to plowing through a study of it.

But God is as good as He always is! Studying the message of the song brought His spirit to me. Listening to the beautiful intervals and harmonies in the music again and again, as I tried to discover what was going on, stirred the familiar feelings of love and commitment in my heart. Sure enough, ideas began to come to me. Now that I have a plan in place, I am excited and confident that I can teach this song. There is still time to refine the plan when other ideas come, but I’m looking forward to it now and anxious to get started.

“And if I listen with my heart I hear the Savior’s voice.” Thank you Sister DeFord, for such a lovely song. What a wondrous God we all serve!

Am I Nuts?

2010-11-07T06:27:00.008-07:00

After posting this series on how I prepare to teach a new song, I suspect that many of you are thinking “That woman is NUTS! I can’t do this with every song I have to teach! I can’t even sing very well, let alone read music!” I know this process looks hard, but with practice it becomes easier and more natural. So why would you want to go to the trouble when you can make a simple poster or set up a game to teach the words?

Of course, you don’t have to go to the trouble. Songs can be taught in other ways. But, I have always found the process worth the effort for two important reasons.

#1. My effort to understand the message of the song and to consider ways to teach this message to the children is an ACT of faith. It says to the Spirit, “I am looking for what is here to be taught. I am open to help and inspiration.” Because I know that I cannot exercise faith in vain, this action brings blessings to me and a confidence that ultimately our Heavenly Father will help me present the song in a way that He can make effective.

#2. When I have completed this process I have made the song part of me. So, when I am helping the children learn, the information comes out of me. It comes from my mind and my heart, where the Spirit has a chance to help me. I can look into the eyes of the children. I can connect with them and engage them in what I’m trying to do. I don’t have to rely on whatever visual aid or activity I’m using to direct what I do, hoping that it will work. Rather, these aids become tools to help me teach what I know about the song. Pictures, activities, games or posters become the vehicle to deliver whatever I’ve determined is important for the children to understand. Gaining knowledge and understanding about the song means that I can go looking for just the right picture to illustrate a phrase or a fun activity to explore the rhythms or melody. I know exactly what these will do and why I am using them. I don’t have to settle for whatever seems appealing or fun. I can make the activity fit the song. And when I have created a plan, I am confident that I can make it work.

An added bonus is that I have information that I can continue to share with the children whenever we sing the song. I can add things like “I love the way the accompaniment makes the song feel so majestic,” or “I like how the rhythm of the music feels like I’m skipping down the sidewalk.” When I’ve discovered such things about the song, I am anxious to share. I look forward to singing time. When the children learn these interesting things, the song becomes part of them as well, in a way that goes beyond learning the words.

Maybe I am nuts. But I am confidently nuts! ;o)

Song Presentation - Example: "The Lord Gave Me a Temple"

2010-11-06T06:19:00.005-06:00

“The Lord Gave Me a Temple” - Analysis

Message: My body is the temple of my spirit. It is a gift from my Heavenly Father. If I keep it clean and pure, I can claim promised blessings, including eternal life.

Words to explain: claim, resurrection, celestial glory

Key words: Lord, body(3x), temple(4x), spirit(2x), free, Father, clean, pure, habit-free, claim, promised, resurrection, celestial glory, forever, light

There are a lot of key words in this song. Important principles are taught! The song talks about two temples. I’ll need to make sure the kids understand that these are different, but also similar. The temple becomes a metaphor for our body. The words are interchangeable in the song. The children need to understand this but I’m not sure the young ones can understand metaphors! :o/ 1 Corinthians 3:16-17 may help.

Rhyming words are earth/birth, free/me, habit-free/me, bright/light. The rhyming words will help the children remember the phrases.

Phrases: There are two verses with four phrases each. Eight phrases altogether. In the first verse, the first phrase and the last phrase state the same thing except for “the Lord” and “my Father.” This could be a little tricky to explain. Unless someone brings it up, I’ll likely leave it alone. The words “body,” “spirit,” and “temple” are completely intertwined. I’ll need to think of ways to help make this clear. Hopefully, the activities in four weeks of sharing time will also help teach this adequately.

Actions or Visual or Music Aids: I could use a puppet and my hand to illustrate the concept of body and spirit together and separate. I can show pictures of temples and discuss how our bodies are like and yet different from temples. I could make word strips or cards with the rhyming words.

Questions:

Which word describes where I lived as a spirit?
What has the Lord given me?
What word describes what I was in heaven?
When did I leave my heavenly home?
What is the temple my Father gave to me?
What will I do with my body-temple?
What will I do for my spirit?

What two words describe when I will take my body?
What two words describe where I will live in light?
Where may I claim blessings promised to me?
What words describe how I will keep my body?
What word describes how long I will live in glory?

Notes About the Music

Signature: key is D major. 4/4 time. Beginning pitch is F sharp. Range is a full octave from D to high D. The mood marking indicates we should sing the song “sweetly.” The tempo is brisk but not fast - andante to moderato. The tempo stays steady throughout, and matches the conversational feeling of the words. There are no marked dynamics and keeping things steady here also matches the narrative style of the song. We could swell with a little more determination on “I’ll make my temple brighter, I’ll keep my spirit free.” This would emphasize this active commitment.

Melody: There are four phrases in the song. The first and second phrases begin the same and move smoothly in steps up and down the scale. The second phrase changes after the word “but,” with two steps up and then a wide interval (5th) between the E and the B. This change reinforces the change that happened at birth. The third phrase begins with an interval (4th) between the A and the high D and then comes down the scale, two steps back up and then down again to an E. The final phrase is very similar to the first phrase. It repeats the notes in a slightly different form and rhythm, but ends exactly as the same. This makes a nice musical “inclusio” or envelope for everything in the middle. The form is ABCD. I like the way the melody moves up and down and it feels very smooth. I could demonstrate this by drawing a melody line in the air with my hand. If I then show melody pictures (charts) drawn with a line I could ask the children to find the order of the phrases by looking at these charts. The words “temple” and “spirit” are drawn out over three tones. I could have the children listen for this.

I think the music emphasizes the words in the third phrase beautifully with the vocal jump followed by the descending scale. I can testify of the principle that effort and obedience now will result in future happiness.

Rhythm: Three of the four phrases have a quick eighth note pick up. The other rhythms are very even half notes and quarter notes. It feels very steady, not too exciting, but it supports the conversational tone of the song.

Accompaniment: Chords add beauty and majesty to the song-just what a temple needs. The upward movement in the accompaniment, beginning just before and continuing into the third phrase builds to the climax on that high D. I could show pictures of beautiful temples around the world while the children listen to the music and ask them for words that describe the music.

Challenges: The main challenge for this song will be remembering the words for both verses, especially for the younger kids. The concepts are too abstract to illustrate with picture cues. We’ll just have to sing it a lot to solidify the words in their memory. The rhyming words could help. I could make a chart with these words listed to use as a cue-card on review weeks.

Teaching Plan: “The Lord Gave Me a Temple”

Attention Getter: Use a puppet and my hand as an object lesson to show the two parts of the soul. Read D&C 88:15. Ask the children to listen to a song and discover another word for body. After the children name it explain how the temples and our bodies are alike in the need to remain beautiful, clean and pure from wickedness.

Use “Mystery Words” with the discovery questions to teach the words of the song. (Simply put, “Mystery Words” is an activity where cards are folded over and taped with the answer word inside. The discovery question is written on the back of the card and question marks are drawn on the front. The cards are posted on the board. A child chooses a mystery word card and reads the question. Sing the song and let the other children discover the word. Open the card to see if the answer is correct.)

Demonstrate the eighth note pick up. Have a child clap the beat. Show where the eighth notes come and invite the children to clap with you. Explain that there are three of these pick ups in the song and challenge the children to find them.

Point out the commitment in the words of the third phrase (verse 1) and ask the children what we could do with the music to emphasize this commitment. Sing the phrase with a slight crescendo and then ask the children if that helps us sound more determined. Point out how the vocal jump and descending scale also emphasize the words of commitment in this phrase. Testify of the principle that effort and obedience equals happiness now and in the future.

Ask = "Can you hear which two words are said over three tones in the melody?” After the children discover the words (temple and spirit), demonstrate how to sing the first part of the word on the first two notes and finish the word on the third.

Show how the melody moves smoothly up and down by drawing a melody line in the air with my hand. Invite the children to follow you and sing the song. Then show a chart of the melody line for each phrase and ask the children to put these in order.

Listen to the music while showing several pictures of temples to the children. Ask them to think of words that describe the music. Tell them I think it sounds “majestic.”

As a way to help the children remember the words, ask them to listen for the words that rhyme. Show a cue-card with these pairs of words listed. Use the card in reviewing the song until they are confident with the words

To review: (I could choose any of the song review methods)

Prepare: puppet, “mystery words” activity, melody charts with line drawings, pictures of temples, cue card with rhyming pairs of words.

Song Presentation - Example: "Stand for the Right"

2010-11-05T06:12:00.002-06:00

“Stand for The Right” - Analysis

Message: Our prophet extends a challenge to be true in our obedience and to stand for the right at all times. (There is an unspoken message that this will take courage. The prophet assumes that we have it.)

Words to explain: words (meaning counsel), true, stand

Key words: prophet, words (2x), true (4x), work, play, darkness, light, stand, right

Phrases: There are four phrases. “Be true’ is repeated four times. The message is taught clearly and emphatically. The key phrase would be “Be true...and stand for the right.” Both the scripture in Duet 6:18 and in Alma 53:20-21 help reinforce this message. The rhyming words are you/true and light/right.

Actions or Visuals: picture of President Monson. “Work,” “play,” “darkness” and “light” could also be illustrated with pictures or maybe sign language. I actually think this would be a great song to learn sign language (ASL). It is short and fairly simple, so even a few signs could suffice.

Questions:

Who has some words for you?
What are the words?
When should we be true?
Where should we be true?
What should we do as well as be true
How many times do I sing “be true?”

Notes About the Music

Signature: The key is D major. 3/4 time. Beginning pitch is A. The vocal range is one octave from D above middle C to a high D.

Mood: The mood is marked “emphatically.” The tempo is fast -allegro. This is much faster than we normally sing it. Its pretty easy to drag this song, I need to remember to sing it up to the tempo. The tempo is consistent throughout the song, but should slow a bit at the end. The mood feels very deliberate. It is very straightforward and definite. The descending scale on the last phrase needs to be sung with emphasis.

Dynamics: There are no marked dynamics and since the mood is so deliberate I think it should be mf throughout with maybe a slight swell on the downward scale on the last phrase.

Melody: The melody moves in steps and there are a number of repeated notes. The first note in most of the measures is held longer. Most of the intervals are either seconds or thirds - very comfortable and natural to sing. One exception is a (4th) jump between the A and a high D. This D is the highest note and somewhat difficult to sing, but we move off it quickly. I think this last phrase is the climax. The notes in this phrase move down the scale from high D to F sharp, up one step to the G and down again to the D. The climax is reached with that vocal jump to the high d on “be true.” The melody moves over “words” in the second phrase and “true” in the last phrase. I’ll need to point this out and maybe show a picture of the slurred notes. Using pitch-level conducting could show the intervals and the nice descending scale in the melody. Matching melody charts to the phrases would also work.

Phrases: There are 4 phrases. The third phrase is identical in tone to the first, but the rhythm is slightly different. There is an added eighth note which nicely matches the natural rhythm of the words in this phrase. The form would be ABAC.

Rhythm: Most of the measures have a long-short rhythm with a half note followed by a quarter note or a dotted quarter followed by an eighth. The last phrase has all quarter notes on the descending scale. This steady rhythm seems to add strength and emphasis to the challenge to be true and to stand for the right.

Accompaniment: The long regular tones in the accompaniment stirs feelings of resolution and commitment. There are strong alto notes as well. I could teach some of the older kids or the teachers to sing the alto part. If we learn the song with the melody only and add the accompaniment later, the kids should be able to hear how it adds to the dignity of the song.

Challenges: This is a pretty straightforward song, without any real challenges. I need to discuss what it means to be true and stand for the right. It isn’t as hard to sing a slurred word as it would be to sing distinct notes, but I should still point out the slurs.

Teaching Plan - “Stand for the Right”

Attention Getter: Show a picture of the prophet Joseph Smith and read JSH 1:25. All of our prophets have urged us to do what Joseph Smith did. Ask the children to listen to the song to hear what Joseph Smith did.

The questions seem to center around the 5 W’s so I will use that method to teach the words of the song. I’ll use the word strips and ask the children to discover WHO the song is about (prophet), WHAT the prophet has for us (words), WHAT the counsel is (be true) and (stand for the right), WHEN we should do it (in darkness or light -always), and WHERE we should do it (at work or play - everywhere). Although not actually written into the song, I could point out the unspoken message and ask the children HOW we should stand for the right (courageously, or the children may think of other words). Testify that we can meet the challenge to be obedient and live righteously.

As the children discover the answers to the questions, teach them the ASL signs for those words and then practice the phrases one at a time.

Use pitch-level conducting or melody charts to show the intervals and the nice descending scale in the melody.

Postpone using the accompaniment. After the children have learned the words, have them listen to the music and ask them if the accompaniment adds dignity to the song.

Review ideas: Use “Action Substitutes” with the ASL signs replacing the words as we sing. Play “Sing that Phrase.” Find four (or eight) scriptures or quotes of prophets challenging us to be obedient and righteous. Number these quotes from one to four and then number the phrases of the song. Draw the papers from a can and read the quote. Have the pianist play that numbered phrase and challenge the kids to recognize and sing that phrase. Testify to the children that prophets have always challenged us to be true and to stand for the right.

To prepare: picture of Joseph Smith, 5 W’s word strips, worm puppet or melody charts for the phrases, pictures of the slurred notes for “be tru-e,” several quotes or scriptures of other prophets on numbered papers (for the review game.)

Song Presentation - Example: "If I Listen With My Heart"

2010-11-04T06:44:00.006-06:00

This post is an example of a complete teaching plan. As I have mentioned before, I almost always use discovery questions and directed listening experiences. I believe this is the most effective way to teach a song. This method does take some training on the part of the children. Some primary children are not used to listening! But once the children understand what you are asking them to do, they usually respond very well. I'll try to post two more examples so that you will have a pretty good idea of what I typically do.

Teaching Plan - "If I Listen With My Heart"

First Week - Verse 1

Attention Getter: Show a picture of Christ and the children. Ask the children to close their eyes and imagine being with Christ. With their eyes closed, have the children listen to the song to discover how they can hear the words of Christ.

Sing the last phrase again and challenge the children to create actions to go with the phrase. Help the children sing the phrase while doing the actions.

Ask = “What are the two things I would have liked to do with the Savior?” Ask the children to create actions for this phrase as well. Sing the phrase with the actions.

Ask = “What can I do to hear the Savior’s words? Again challenge the children to create actions for this phrase.

Ask = “What word is sung on the highest note. Use pitch level conducting to discover the word. Invite the children to sing this phrase again. Emphasize the step by step building of the melody to the climax on the word “peace.”

Pass out pitch sticks for the children to use with pitch-level conducting. Use a vocal “oooooo” to help them hear the jumps in the melodic intervals. Use the sticks as you sing. After working with the pitch sticks, show the children melody charts for the phrases. Challenge them to find which chart goes with each phrase.

Use a picture of Christ and the children to review the whole verse.

Second Week - Verse 2:

Attention Getter: Tap or clap the rhythm of the first phrase. Invite the children to do it with you. Sing the first phrase while clapping the rhythm. Ask the children if they can tell if the rhythm continues on the next phrase. Sing both phrases while clapping. What about the third phrase. Does it match the rhythm? What about the fourth phrase. Does it match?

Ask = “Who speaks the words that Christ would say?” Show a picture of President Monson and have the children sing that phrase.

Ask = “What two words describe how the prophet teaches us to live? Sing this phrase with the children.

Use the echo method to teach each of the phrases for this verse. Sing a phrase and then have the children sing it back. Discuss dynamics and show how the melody builds a natural crescendo on the third phrase. Invite the children to sing the phrase with this dynamic change. Then use a picture of President Monson to review the whole verse.

Using the pictures, review both verses together.

Third week - Verse 3:

Attention Getter: Post a cut-out of a heart on the board. Using the side of a piece of chalk, shade a kind of halo around the heart. Explain to the children that we can feel the influence of the Holy Ghost as a kind of happy light in our heart and mind. Read and briefly discuss D&C 8:2.

Ask = “What other name does the song use for the Holy Ghost?”

Ask = “What does the Holy Ghost teach me?” Help the children sing that phrase and post a word strip with the word “teaches” near the heart on the board.

Ask = “What else does the Holy Ghost do for me?” (Post word strips for the words “comforts” and “testifies”) Sing this phrase with the children.

Ask = “What word describes how the Holy Spirit speaks to me?” (Post a word strip for the word “quiet”) Sing this phrase with the children.

Point out the steady accompaniment and how it contributes to a feeling of security and peace. Testify that we can rely on the Spirit and feel secure in the teachings of the gospel. We CAN feel peace in our hearts.

Prepare a smaller picture that includes the heart and the key words to review this verse. Then use the three pictures to review all the verses together.

Ideas for Review:

Use the chimes on a review week to emphasize those four important notes. D, G, A, and B

Use the paint brushes on a review week to “Paint the Melody.”

Use rhythm instruments on a review week.

Use "Action Substitutes" with the actions the children created for the first verse.

To prepare:

collect pictures: Christ and the Children, President Monson, Picture of heart with shading and 4 keywords: teaches, comforts, testifies, quiet

pitch sticks
heart cut-out
word strips for keywords: teaches, comforts, testifies, quiet

P.S. I haven't yet posted about the melody charts, the Echo Method, Chimes or "Paint the Melody." Be patient. They'll be up pretty soon. Kristin had a great post on chimes in July.

Study Notes - Example: "If I Listen With My Heart"

2010-11-03T06:17:00.010-06:00

Having posted about how I prepare to teach a new song, I felt like I wanted to give an example of what I might come up with when I go through that process. I've typed up the notes that I took as I studied our new song "If I Listen With My Heart." These notes merely reflect my thinking about this song. If you were to go through this process you may find some of these same things and notice other things that I may not have seen. Even if you don't have musical training, this process could still help you understand the song better and feel more confident in teaching it.

These typed notes reflect more organization than my handwritten ones. My mind doesn't always follow such a linear path. I sort of jump around from studying words to studying music and then back to words. I write down presentation ideas as they come to me. So please don't think that every song has notes just like this one. My notes can be pretty jumbled until I organize them into a teaching plan. I'll post the teaching plan tomorrow. Here goes...another LONG post.

Notes About the Words

Message: As we learn to listen with our heart, the Spirit will teach us the things our Savior would have us know. This will bring peace into our lives.

Words to explain: search, peace, righteousness, testifies, soul, times of need

Key words: listen (2x), peace (3x), scriptures, prophet, Holy Spirit, teaches, comforts, testifies, quiet

Phrases: 3 verses with 4 phrases - the last phrase is repeated. 10 phrases altogether. Each verse teaches a way to hear the Savior’s voice. We can hear the Savior’s voice in the scriptures, through the words of our prophet and directly through the ministry of the Holy Ghost. The song teaches that this is listening with our heart. Key phrase: “And if I listen...Savior’s voice” (use D&C 8:2 to help explain this concept.)

Actions or Visuals: pictures of Jesus with children, scriptures, and the prophet, and some kind of illustration for the Holy Ghost could be used as reminders for each verse. The words “walk and listen” could be acted out, as well as “search the scriptures,” “hear,” and “listen with my heart.”

Questions: What will I do with my heart? What will I hear if I listen with my heart? What two things would I have liked to do with the Savior? What can I do to hear the Savior’s words? What word describes the Savior’s words? Who speaks the words that Christ would say? What two words describe how the prophet teaches us to live? What name does the song use for the Holy Ghost? What does the Holy Spirit teach me? What else does the Holy Spirit do? What word does the song use to describe how the Holy Spirit speaks?

Notes About the Music

Signature: key is G major. 4/4 time. Beginning pitch is low! B below middle C. The range is pretty extensive. The low B to C above middle C. (on peace) Long introduction.

Mood: The mood is marked “quietly,” but the tempo is not slow. The slower end of the tempo range would allow the children to get the eighth notes in more easily, but the phrases are fairly drawn out, making breathing a bit more of a challenge. We will have to experiment to find a comfortable tempo. The tempo stays steady throughout the whole song. The song feels thoughtful and reflective.

Dynamics: There are no marked dynamics, but the note “quietly” would indicate mp. I feel a natural crescendo build as the first notes in each measure (G, A, B) of the 3rd phrase ascend to the C on “peace.”

Melody: The melody moves smoothly around three important notes: G, A, B. The first two phrases finds these notes ascending in the second beat of each measure. The D and the B below middle C form a sort of foundation at the bottom of the melody range. Sometimes these two notes are heard in the left hand accompaniment. In the third phrase the G, A, and B notes ascend again to a climax on a C note. In the fourth phrase these same notes descend and resolve into a G major chord. It might be fun to bring the chimes for these notes and let the kids hear how important they are in the music.

There are several musical intervals in the melody. The widest interval is in the third phrase; a whole octave jump between the lower B on “can” to the higher B on “hear.” The other jumps ascend from D to G (4th), C to A (5th), D to B (6th), B to A (7th), a jump down from the F# to the lower B (5th), and then back up in the octave jump to the higher B (8th). I’ll need to help the kids hear and sing these vocal “jumps” accurately. I could use pitch-level conducting. Simple stick frog puppets would be fun for the Sunbeams to use instead of the plain pitch sticks.

Phrases: The phrases are musically different from each other. The first two are almost identical except for the last two eighth notes which go up on the second phrase instead of dropping down as it does in the first phrase. The form could be labeled AABC. I could make melody charts to help the kids see the phrases. It might also be fun to bring the paintbrushes and “paint” the phrases in the air. This would also help the children notice some of the wide intervals between the notes.

Rhythm: The last notes (the pick up) before each measure in the first two phrases are two quick eighth notes. On the third phrase the first note is held a ½ beat longer, creating a syncopation that is different than the first two phrases. This second rhythm helps to build to the climax on “peace.” The fourth phrase is also rhythmically different from the others. While similar to the first two phrases, the eighth notes are on the second beat instead of the fourth. All of these fun rhythms keep the music interesting. The song feels quick and light even as it’s meant to be quiet. While the rhythms are definitely fun, the kids may find the eighth notes difficult to sing because they don’t match the words. I’ll need to teach them how to move their voice across the word while keeping the notes distinct. I’ll look for an activity that will take advantage of these lively rhythms. Rhythm sticks would be fun. Someone could use two wood blocks as an accompaniment to keep the beat.

Accompaniment: The accompaniment also contributes to the song. The beautiful harmonies add to the deep feelings generated by the message. The even quarter notes and the regular rhythm helps to create a steady, secure kind of atmosphere. It seems to support the message that we can rely on the Spirit and feel secure in the teachings of the gospel.

Challenges: This song is definitely written for the older children. The message is lovely, but inescapably abstract. We’ll need to spend some time discussing the three ways we can hear the Savior’s voice, emphasizing that the Holy Ghost helps us hear this voice in our mind and heart. Using D&C 8:2 might help the children understand. Three verses and long phrases will be hard for the younger ones to remember. The repeated phrase at the end of the song is effective. I could teach this phrase first so that the juniors can come in with what they remember. Actions for some of the key words would help. Hopefully, over time the younger children will learn from hearing the older children sing. The melody, while beautiful, is all over the place. The range is extensive and it may be a challenge to sing the intervals. The eighth notes are also a little difficult. We’ll need to practice keeping both the notes and the words distinct. I will definitely pray that the Spirit will help the children learn this song.

The teaching plan, based on these notes, will come up tomorrow.

Teaching a New Song - Preparing the Teaching Plan

2010-11-02T06:40:00.017-06:00

I hope you understand that this sounds more complicated than it is in practice, especially after doing it a few times. Once I really learned how to do this, teaching new songs became a breeze! Honestly! I know it sounds complicated though. Brace yourselves, this is a LONG post.

When I sit down to prepare to teach a new song, I get my songbook, notebook paper, a pencil and the list of questions I posted earlier. These questions help guide me through a study of both the words and the music of the song. I take notes as I study the song and write down the ideas that come to me. With knowledge that I gain from the study, and having learned the song myself, I create a plan to teach it to the children.

I first plan an attention getter. It might be an object or a picture or a question suggested by the words, message, or the setting in the song. I might use a puppet, a costume or simply ask the children to close their eyes to listen to some part of the music. Whatever I choose must be short and lead right into the song. I also try to make sure that whatever I do relates directly to the message of the song or there is a risk of it being more a distraction than a help. Attention getters are important because, without their attention, children tend to just let our teaching wash over them. We need to help them accept their role in learning and the first step is to engage their attention. If a student is interested and willing to participate, it is much easier to teach them.

I next write discovery questions that will help the children listen to the song in order to answer the question. We’ve been taught repeatedly that “children learn a song by hearing and singing it over and over again.” (2010 Outline for Sharing Time, “How to Teach a Song,” pg. 27) So, in my mind the value of discovery questions is that children listen to the song, or parts of the song, several times in the course of discovering answers to the questions. Other activities can accomplish the same purpose as questions. I just give the children the opportunity to hear the song several times. As I write the questions, I try to phrase them so that the children have to listen closely to the song to find the right answer and cannot just give a standard answer. Sometimes I challenge the children to sing the answer back to me. I try to write a question or plan a listening experience for each of the most interesting things I discovered about the song in my study. I usually end up with several questions about the words and melody and a few ideas for experiences with interesting rhythms, musical elements or dynamics in the song. When I have diligently studied both the words and the music I end up with a lot to choose from, particularly for the songs that seem hard to teach.This means that I have more material to use on subsequent weeks as we sing and review the song.

After I have planned the listening experiences, I ask myself how I might further involve the children. I try to think of activities that allow the children to hear and interact with the song. Rhythm activities, moving with the melody, rearranging pictures or even themselves, using puppets or costumes, all get the children actively involved with the song. I try to use methods that allow all the children to participate together. Each time I prepare I challenge myself to remember the youngest kids. It is so easy to overlook them. They don’t read; they often need to be told something more than once, and they need to move! I find it much easier to prepare for two groups, but my primary is currently combined, so I need to find appealing activities that can be appreciated by both the older and the younger children. This is a challenge and I’m afraid that I don’t always meet it.

Essentially, my teaching plan almost always includes using discovery questions or some kind of directed listening and then I try to plan one or more activities that use additional methods as well. If the song is relatively easy, the kids will have learned the song with the questions and these additional activities begin the process of review.

I write out my plan so that I will remember what I want to do. Then I gather or make any visual or music aids that I need to reinforce or accomplish the activities that I have planned. I try to review my plan and practice singing the song throughout the week in advance of teaching the song. If I think my plan might seem confusing, I write some simplified notes to give to our pianist so that she has some idea about what I am going to do. Then she can anticipate what is coming up without trying to read my mind! Sometimes we laugh at the end of the day, because it doesn’t happen as planned. She still has to be pretty good at reading my mind.

There is a reason why I haven’t posted complete ideas about teaching songs. I almost didn’t do this blog at all because I am reluctant to interfere in your own creative process. Haven't you noticed that step by step plans often don’t work like we want them to? I assume that is why the church doesn’t publish them much! Each of us has the responsibility to teach the children under our stewardship, to receive inspiration about what to do and to function under the proper keys of priesthood authority. But I also know that ideas beget ideas. So, I offer mine, along with the explanations of methods, as something that you COULD do if you wish and hope that you will adapt and modify and suit things to yourself and to your primary.

I’ve mentioned before that I keep ideas for teaching on a master list, adding to it when I find new ideas and methods that I hadn’t considered before. Chorister blogs have been a real blessing for my list! I regularly study the methods section of Teaching, No Greater Call, thinking about how the methods suggested in this manual can be adapted to teaching songs. I also review the Sharing Time Ideas in old issues of the Friend magazine and think about how I could adapt these ideas to singing time. When I’m ready to create my teaching plan, I review the methods on this master list and decide if one or more would work well with the song. Doing this review helps me plan a variety of things and keeps me from doing the same activities again and again.

It didn’t make sense for me to just put my master list all at once on the blog. My intent has been to explain each of the methods I regularly use in a separate post. So please be patient and you will eventually see the entire list. Meanwhile, you can see the posts under the “teaching methods” label and a number of methods under the “reviewing songs” label. I use many of these reviewing methods when I teach a song as well. Look under the “song presentations” to see some abbreviated examples of parts of this process.

Lists of ideas, including mine, for choosing and reviewing songs are easily sorted through and picked over. It is still fun to look at cute music aids like puppets and posters even when you know that you may never use something like that. However, teaching a song seems intimidating and we wish someone would just give us a formula. The church HAS offered a formula and it is spelled out in the new 2011 Outline for Sharing Time on pages 26 and 27. The formula is simple. Attract the children’s attention, direct the children’s listening, involve the children, and sing, sing, sing. This same message has been taught for many years. It seems they want us to fill in the blanks ourselves. The blanks are big. I admit it. I can testify that if you learn to follow this basic outline you WILL be able to help the children learn the songs.

I'll post a couple of examples of this process over the next several days, so that you can see a model of how this process looks on paper. Please feel free to use the examples however you wish, but I really hope that you will see through to the process and how I use the process to create a unique plan to teach a song.

Teaching a New Song - Questions for Study

2010-11-01T06:30:00.008-06:00

Before I begin thinking about any kind of plan I study the words and music of the song I want to teach. I learn the song and live with it for a couple of days. These are the questions I use as I study the song. I learned to ask these kinds of questions many years ago through the training in the old video “How to Teach a Song to Children.” I’ve added things that I want to look at to those original questions. This is a lot to go through every time. I don’t always get to each of the questions and I don’t always find answers to all the questions in every song. I find that some songs are easy and others more difficult. The questions are just a guide. Often I find things that I can share with the children, but much of the information is for my own benefit.

I don't ALWAYS do this for every song I teach, but this process of study ALWAYS helps to increase my confidence in teaching and leading the song. Try using these questions with one of the new songs for next year and just see if it doesn’t increase your confidence in teaching it!

STUDY THE WORDS

1. What is the overall message taught by the song? What do I want the children to understand or feel as they sing this song? Do I have any personal experiences or feelings that I could relate or express that testify of this message?

2. What are the key words in the song? Write out the phrases of the song. (A phrase includes the words that go together in a sentence, thought or line in the song.)

3. Are the words easily understood by all the children? Will I need to explain or pronounce any of the words? Are any words repeated? How many times? Which words rhyme? Do any of the words suggest hand or body actions?

4. What teaching or visual aids are suggested by the words?

5. What questions could I ask that can be answered by listening to the words?

STUDY THE MUSIC

1. What is the time signature? What is the beginning pitch?

2. Is there a mood marking? (cheerfully, boldly, etc.) If there is no marking, can I determine the mood? How does the mood add to any feelings generated by the song? Are there key changes that effect or cause atmosphere or mood in the song?

3. What tempo is appropriate for this song? Does the tempo change? Does the tempo add to the feeling or mood of the song?

4. Are dynamics (loud and soft) marked in the song? Do the dynamics create any musical emphasis? Do they emphasize any words particularly?

5. What is the form of the song? Which musical phrases are the same and which are different? Does the phrasing allow for natural breathing? (The form describes the phrasing. For instance, if the first two phrases sound the same and the next two phrases sound the same and the two phrases of the chorus are different altogether, the form could be described as AABBCD. “Come Follow Me” could be described as ABCD. All the phrases are musically different from each other. Rhythmically, they are the same, but form usually refers to the melody.)

6. What is the melody range? How does the melody move? (By skips, steps, repeated tones, etc?) What are the high and low notes? Are any notes held longer? Are there intervals or pitches that may be difficult to sing? Do any of the melodic patterns repeat? Is there a melodic climax? What are the appealing features of the melody? How does the melody enhance the words? Which words receive musical emphasis?

7. Are there interesting or memorable rhythm patterns in the song? How do the rhythms relate to each other within the form or phrases of the song? Do any of the rhythm patterns relate to the words in a particular way?

8. What questions could I ask that can be answered by listening to the music? How could I demonstrate or illustrate some of these interesting musical ideas? What activities or experiences could I suggest that would help the children perceive, feel or sense the music?

P.S. If you feel like you need help understanding the musical questions, please ask. I have three posts scheduled later this week that gives examples of some of the things I might find. If you have zero music training, it would really work best for you to sit down with the primary pianist and go through a song. He or she could help you by giving examples of what the musical questions ask. If the pianist is unavailable, you could ask the ward organist or the ward choir director or another musical friend. Please don't think this process is impossible because you aren't a trained musician. You can learn a lot by listening carefully to the song several times on the songbook CD's published by the church. You can even listen to the songs online here.

Teaching a New Song

2010-10-30T07:08:00.007-06:00

I’ve had a number of you ask for help and ideas to teach new songs. It is time to explain how I approach a new song. The short answer is that I largely use discovery questions when I teach and I posted about this earlier. My system is a little more involved than that post would indicate, however, so I will further explain. Each day this coming week I have scheduled a post to demonstrate what I do. If this topic is what you've been wanting, be sure and check back each day.

Teaching Method - Exploded Flipchart

2010-10-28T06:17:00.004-06:00

An exploded flipchart is essentially a flipchart, just stop before you have it all put together.

Collect a blank sheet of paper for each phrase you want to illustrate. Find a picture or draw an illustration for each phrase. Make a word strip with a key word or word-group for each phrase also. Put thin magnets on the back of each piece. When you are ready teach, post the pieces randomly on the chalkboard. (You could explain that the flipchart exploded in your bag!) Ask the children for their help to put it together again.

Sing the song through once and then phrase by phrase as you put the pieces together and in the right order. Invite the children to sing with you as they are able.

You can use the pieces again for review or make a second flipchart with the pieces securely attached.

Teaching Method - Advancing Game

2010-10-26T06:32:00.006-06:00

Prepare a game board with as many squares or steps as there are lines or phrases in the song, plus 2. Place some kind of marker at the "start" and a picture or keyword that describes the message of the song at the "finish."

Have the children listen to you sing the first phrase. Then invite them to sing it with you. Next they should sing it by themselves. If they can sing it well by themselves they can advance the marker one step. If they cannot, repeat the process. Do this with each phrase until you reach the final two squares. Ask the children to sing the entire song twice to advance to the finish.

The picture shows a simple game board that I drew on the chalkboard to use with the song "The Golden Plates." The pictures come from the Primary Visual Aid Cut-outs (Set 7: Pioneers and Restoration).

P.S. It occurs to me that I should mention something more about this game. You can see that it isn't competitive in any way. I don't much care for competition in primary (or anywhere else, for that matter) so, depending on how considerate your primary kids are, and how "trained" they are at loving competitive games, they may wonder what the point of this game is. The point is simply to get the marker to the finish line. That may not be enough competition for some kids. If that is the case, they will find the game boring. This is a simple game that even my younger kids can enjoy. I have a combined group and most of them are willing to play a game that is played just to reach an objective. Even the older ones in my group are considerate enough to not make comments about how something is boring or babyish, although sometimes I catch them looking at each other and rolling their eyes ;o) If this isn't the case with your group, I suggest that you try to retrain them so that you can enjoy something like this, or choose something different.

Simple Teaching Method - Choosing Pictures

2010-10-21T06:59:00.007-06:00

Using pictures from the GAK, the manual picture kits or your own picture file, select several pictures for each phrase of the song. Find more than one picture for each phrase, as this gives the children more pictures to choose from. Post the pictures around the edges of the chalkboard, leaving a large space in the middle. Ask the children to listen to the song and to decide which picture helps remind them of each phrase. After singing the entire song, sing the first phrase again and have a child choose a picture and move it to the blank space. Or the child can hold it while all the children sing that phrase and then post it. Repeat for each phrase and then sing the entire song together. Use these pictures in upcoming weeks to review the song.

You can find variations of this method explained in the Sharing Time Ideas in the March 2002, June 2005, and March 2008 issues of the Friend magazine. Because this method is simple and straightforward, “Choosing Pictures” combines easily with another simple method to add variety and keep the kids engaged with the song.

Because choristers use so many pictures, I've kept up a picture file for many years now. I have pictures from the old, old manuals as well as the new ones. I have many pictures that I have simply cut out from discarded church magazines. I am always the first in line for discards from the library or someone's basement. I also very much appreciate the church giving us access to the digital issues that can be found online at lds.org. These digital issues are in a pdf format that I have downloaded onto my computer at home. When I need a picture to illustrate a certain principle or concept, I look through my picture file. If I don't find what I need there, I just page through the digital magazines until I see something that will work. Then I print that page and cut out the picture.

I laminate the pictures that I've printed and those that I've cut from the magazines so that they will hold up better. I keep the manual pictures in their original envelopes and GAK pictures in the original file box. I keep the cut pictures loose in a plastic box. When I want to find pictures, I simply scatter the loose ones on my bed and paw through them. ;o} It isn't a very organized method, but it works for me.

Simple Teaching Method - Rhythm First

2010-10-20T06:28:00.003-06:00

Look at the rhythms of a song you want to teach. Are there interesting or memorable patterns? How do the rhythm patterns relate to one another. Do these rhythms help express or add to the mood of the music. Some playful rhythms skip and run and suggest cheerfulness. Some rhythms are like marches and suggest energy and commitment. Composers use rhythms and tempo as well as melody and words to convey the message of a song. Steadiness, playfulness, conviction and peace are moods that can be enhanced with the rhythms of a song. I can almost hear the hammers pounding the steady beat of “I Am A Builder.” I can imagine a little child skipping down the sidewalk open to the opportunities for service in the song “Kindness Begins With Me.” There is energy and excitement in the rhythms of “Family Night” and “Daddy’s Homecoming.”

Rhythm activities are a wonderful way to add movement to singing time. For songs with interesting rhythms, teach the rhythm first by having the children clap the rhythm of each phrase with you as you sing the song. Change the action and then repeat. Slapping thighs, tapping toes, snapping fingers, stepping from left to right, or nodding their head are other rhythmic actions that the children could do.

Once you’ve been through the song a couple of times with the rhythm, use another simple method to help the children learn the words.

Simple Teaching Method - "When You Hear..."

2010-10-19T06:34:00.008-06:00

“When You Hear...” is another method which takes advantage of movement and actions. Challenge the children to listen carefully and do several actions when they hear certain things in the song. For instance, say “Put your hand around your ear when you hear me sing about listening.” “Raise your hand when you hear who we should obey.” “Stand up each time you hear me sing about the Savior.” Sing the song and then after the children have responded, sing that part of the song together. Repeat with other things to listen for. After several times through the song invite the children to sing the entire song with you.

You can increase the difficulty by linking the actions. You could say “Raise one finger when you hear a question in the song and another finger when you hear the answer.” Two or even three actions are doable and fun for the older kids, but don’t try to string too many together at one time.

I like this method and think it works best in teaching songs that are medium to short in length. Longer songs should be broken up into shorter sections. If the song goes on for too long, the kids will forget what they are listening for! To keep things interesting, I usually combine this method with another simple method like choosing pictures for the phrases. “When You Hear...” doesn’t require any preparation and can easily add a little variety and movement to whatever else you might plan.

Some teaching methods, like this one, are really simple and work best in combination with something else. Because I like discovery questions so much I always use these "directed listening" kinds of activities when I teach a new song. Using more than one method gives the children some variety, especially if they just don't seem to respond to your primary method of teaching. Watch for two more of these simple teaching methods coming up in this week's posts.

Song Review - “Follow the Directions”

2010-10-14T06:34:00.002-06:00

“Follow the Directions” is a classic way to review a song that you have recently taught or to review several songs on a week with Choose and Review. Simply write direction statements on separate slips of paper, cards, or seasonal shapes. Ask one of the children to choose a card and then have the primary follow the directions for singing the song.

Here are some examples of direction statements. I’m sure you can think of others.

Everyone conduct the beat pattern.
Clap the rhythm and hum.
Clap the beat and sing.
Girls sing while the boys clap the rhythm.
Boys sing while the girls clap the rhythm.
Oldest class and youngest class come to the front and sing.
Stand back to back and sing.
Everyone use pitch-level conducting.

You can easily put the directions in a can or you could get a little more creative about the delivery. You could use a seasonal basket or some other interesting container. You could roll them onto a flower stem and choose from a bouquet. You could put them into thematic boxes like the sports balls or the valentine hearts. Write them on cards and use fun magnets on the chalkboard. Put them in the pockets of an apron. If you can think of something else, please add your idea in a comment.

If you keep a few slips handy in the closet or your bag, you won’t panic when you are asked to fill extra time. This easy activity also lends itself really well to an emergency situation or to give to a substitute.

Music Aid - Singing Shapes

2010-10-12T06:39:00.001-06:00

These are my singing shapes. Each shape represents a different way to sing a review song. For instance, the monkey indicates that we begin singing a song in the regular way, but then sing “ahh” whenever the monkey is held up. The kids usually choose these shapes from the pockets of my apron but sometimes I bring them in the surprise sack, or some other container for variety. I can use these shapes to review a song that I’ve recently taught or use them with several songs on a week of Choose and Review. We can use one shape throughout the whole song, or, sometimes I put them together in pairs with a rubber band and then we change from one to another in the same song. However we use them, the kids always respond well to singing shapes. This is what these shapes currently mean in our primary.

Monkey - sing “ahh”
Owl - sing “ooh”
Turtle - sing slow
Rabbit - sing fast
Lion - sing louder
Lamb - sing softer
Bee- hum
Bird - regular singing
Cowboy boot - boys sing
Princess crown - girls sing
Purse - teachers sing, or child's teacher leads
Team pennant - your class sings
Hand - choose a hand action like snapping fingers, clapping, etc.
Hammer - pound the rhythm or the beat
Parrot - echo singing with myself and the kids, or I divide the room in half or between boys and girls.
Octopus - child conducts with a sideways figure eight
Heart - sing your favorite song
Frog - everyone uses their hand to "hop" from note to note (pitch level conducting)
Snail - another shape for singing slow

The Song of The Heart

2010-10-07T06:52:00.028-06:00

Mary Judy, a chorister friend of mine from Logan, Utah sent me a great e-mail describing what she did for their program review. I thought it was a good idea and that you all may like it too, even for next year if you are now finished with your program. I just loved her idea of singing from the heart! I'm posting Mary's e-mail as a "guest post." She sent a pdf file with these little boxes ready to print out and make, but I don't know how to post a pdf file to the blog. I'm sorry that I don't have more time to experiment and figure out how to do that. I hope you can see how to adapt something just from looking at the picture, or, since Mary includes a link to the box, perhaps you know how to create it from the original. Mary also graciously offered to send the pdf file to anyone who would like to print the boxes she prepared. Her e-mail address is: mary.judy@gmail.com . Thank you, Mary!

"I just saw your post with reverence ideas for practicing for the Sacrament program. I did use the music measles idea earlier in the year and it was a big success. I had our primary presidency pass out the dots to the children as they sang well. They in turn put them on their teacher. At the end we had the teachers come to the front and sing a verse from "Follow the Prophet." We were then able to see which teacher had the most measles. Two teachers had measles all over their glasses and were "blinded by the music" haha! The children loved seeing their teacher's sing. It was really fun.

On our last Sunday practice before the program I decided to emphasize the importance of singing from their heart. I found an oversized pair of glasses at our local dollar store. The lenses were heart-shaped. As we sang our first song I had our Primary president choose the class that was watching me, and singing with their whole hearts. We then had their teacher come to the front, stand next to me, put the glasses on and watch to see which other class was paying attention and singing with their whole hearts, It worked well because they looked a little silly but the children were trying really hard to watch me as we practiced standing up together and singing.

I made the attached heart-shaped boxes, punched two tiny holes at the top and threaded some white yarn through them to make a necklace. I had them printed in black and white at our local printers. I think it only cost me about two to three dollars for fifty necklaces (25 copies). I could have printed them on my home printer but it isn't a laser printer and when the ink gets wet my copies smear. I also could have put some candy in them, but I opted to leave them empty. I thought of them more like a locket. I wanted them to represent the children giving their hearts through their voices. (The song of the heart is a prayer unto me.)

I found the pattern for the heart box on Martha Stewart's web site. I reduced it so I could get two boxes on one sheet of paper. Like I said, I wanted them to be more like an over-sized locket. If you go to her site she has a video you can watch to see how she folds it. Martha mounted her template on heavier paper and scored lines down the middle. I printed my pattern directly on to regular weight paper without scoring the paper. I cut them on the solid lines and folded on the dotted lines. I also added the picture from the front cover of our primary program for this year. The painting is by Dale Parsons. "

I'm probably going to make a simple red heart necklace out of construction paper. These wouldn't be as nice as Mary's boxes, but I'm hoping that the children will catch the point. I'll also make some red heart shapes to attach to my glasses to watch for beautiful singing. Maybe I could make cardboard heart-shapes to attach to a stick, kind of like opera glasses. I hope you can see the wonderful possibilities in this idea.

Teaching Method - Dramatization

2010-10-05T06:44:00.006-06:00

You might think dramatization wouldn’t work as a method for teaching a song, but for some songs it works perfectly. Recently, I needed to teach the third verse to “Tell Me the Stories of Jesus.” Since I had to review two other songs that the children had just learned, I didn’t have much time to spend teaching. I needed something that would fix the images of the song in the minds of the children so that I wouldn’t need to keep going over it. After considering several other methods, I decided to dramatize it.

I invited two children to hold the ends of a length of blue fabric from the costume box and showed them how to move their arms to make a “rolling sea.” I found a small box for a boat to toss on the fabric during the tempest. I held up the picture of Jesus stilling the storm for the phrase about the “Master, ready and kind.” Then I used simple hand actions for the words “chided” and “hushed.” After we were set up, I simply sang the song and it worked great. We talked about the old-fashioned words and practiced the phrase with the hand actions and they were already singing with me after one more time through. I was thrilled to have it work so well with so little time spent teaching.

Last Christmas I used dramatization to teach “Once Within a Lowly Stable” and it worked just as well for this song. I took some simple props: a scarf for the loving mother, a doll for the baby, a shoe box lid and some yellow yarn for a manger, and two simple, hand drawn sheep and ox “masks”on sticks. I set up a simple tableau by inviting two children to stand and hold their arms in an arch to form a stable. Two other children knelt on either side of those children and held the sheep and ox masks in front of their faces. Mary knelt on the floor under the arch and placed the “baby” in the “manger” at the appropriate time during the song. Then I simply sang the song and pointed to the props as I sang. The children listened so well that they were singing with me the second time through. Dramatization is a really fun way to teach a song!

Tutorial - "Title Toss" for Program Songs

2010-09-30T06:14:00.025-06:00

I wanted to do a “Title Toss” to review all of our program songs, but I didn’t want the poster to look like my other one. So I decided to do it by hand and in color. I thought I would take pictures in case anyone is interested in the process. After my daughter saw the finished poster she commented that it was a little weird that we were singing "Hinges" and "Once There Was a Snowman" in the program. I just laughed and assured her that those were rest songs, not intended for the program! BTW, the "wild" spot is useful as a favorite song spot, or to repeat a song that you want to sing again. Yes, I know it shows a LOT of songs. I was presented with the program list a couple of weeks ago, and am kind of scrambling to have them all ready before November. We are singing more than we are talking this year. I think the kids will enjoy it. We'll just do the best we can.

These are the materials I used for the poster: song titles printed in different fonts, poster paper, scissors, pencil, eraser, markers and colored pencils or crayons.

I wanted the song titles to look different from each other on the poster, so I used the computer to print out titles in different fonts. I cut the titles out and arranged them on the poster paper.

I used an ordinary pencil to scribble on the back of the title, laying down a nice layer of graphite. Don't scribble with the paper on the poster or you'll accidently transfer some of the computer ink onto the poster. Do this step off to one side.

Then I turned the paper over and made sure it was in the right spot. I lightly traced over the title so that I could see a graphite impression on the poster paper. My mother taught me this handy transferring trick.

I used a colored marker to trace over the graphite impression.

I drew small freehand illustrations for some of the song titles with a pencil and then traced over the pencil lines with a marker. If you hate the way you draw, you could copy and trace clipart images the same way you did the song titles.

Once the marker ink was dry, I erased all the extra pencil marks.

I used colored pencils to put a little color shading on the illustrations.

I can use the song title poster on the floor and have a child toss a beanbag to choose the song. On another week I could hang it with magnets on the chalkboard and play “pin the note on the song.” The poster will be useful next year as well, so that the kids won’t forget this year’s program songs.

Choose and Review - Missing Word Puzzle

2010-09-28T06:39:00.003-06:00

Choose a word from the monthly or weekly theme. Or use a general word that describes what you are thankful for like primary or gospel. Write each letter from the word on a piece of construction paper. Select several songs to review. The number of songs should match the number of letters in your chosen word. On a slip of paper, write a line from each review song, but pick a key word to leave out. Find a picture that matches the missing word. For example, the phrase “I have a family here on ________" would go on a slip of paper and you would find a picture of the earth to illustrate the missing word. Attach the letter papers to the back of the pictures. Put the phrase slips into a can or basket.

When you are ready to sing, randomly post the pictures on the chalkboard. Invite a child to choose a slip, read the line (or read it for them), find the right picture and hold it while you lead the song. Then return the picture to the chalkboard with the letter side facing out. After all the pictures are chosen, challenge all the children to unscramble the word.

If you are clever, you noticed that my picture shows words on the back of the pictures instead of letters. I wanted to use this “Missing Word Puzzle” for a program review in October and couldn't think of a word with as many letters as I have songs to review, so I am using the words from the scripture for October instead.

Program Practice

2010-09-25T06:35:00.009-06:00

I feel real sympathy for the kids during the practices for the sacrament meeting program. I know it is necessary, I just wish that it could somehow be easier on the children. It must seem like a nightmare to them. Think about it - two hours of sitting in chairs that don’t fit while watching adults talk to each other and shuffle children, with intermittent breaks of singing songs that you’ve sung over and over and over again. And sometimes getting reproved, with love, of course. It feels like a ordeal to me too.

So I am anticipating some restlessness, and trying to think of ways that I can redirect attention and forestall problems where I can. I’m not much into bribery and treats, so my ideas are pretty simple really. Our practices happen on Sunday during primary time because everyone lives too far to come in on an extra day. So I need quick reminders that are themselves reverent and appropriate for Sunday. I have my reverence feather, a couple of secret pictures, and some reverence riddles prepared (see this post) for one of the weeks.

I’ve also prepared a “secret sack” with different pictures of body parts to point out reverent actions. When needed, a child is called on and he or she takes a picture from the bag and asks, “What should you do with your _______ to show reverence?” Allow everyone to respond by showing the action and then move into the song. I’ll just do one when it seems necessary.

Suggested points: Mouth or Lips - speak quietly, smile, sing songs, remain closed when someone is talking, etc. Eyes - Look at the one who is talking, close during the prayer, watch my face during the song, etc. Hands - Keep still, raise to take part, keep in your lap, folded or at your sides while we sing, etc. Arms - fold during the prayer, keep still, raise to take part, etc. Feet - walk quietly, remain still, etc. Ears - Listen to what is being said, etc. Head - Turned toward me, bow during the prayer, etc.

I’m also going to try Matilda’s measles idea one week. I expect the kids will want to sing well enough to get a spot. How does your primary handle the program fidgets? Our program isn't until November so I have a couple of weeks to make plans or to change my mind. Does anyone have any other good ideas for me?

I know something like this takes a bit of time, but it surely doesn’t take much more than stopping to scold every few minutes.