One, Two, Buckle My Shoe: Music and Children's Literature

Procedures
Use the following books to introduce musical children’s literature.Knowing potential that music has to engage the attention of children andbuild variety into story reading, it seems only logical to occasionallyuse a book that sings or one with rhythm and rhyme at circle time or storyhour.

1. Big Fat Hen illustrated by Keith Baker.
   The familiar children’srhyme "one, two, buckle my shoe" evolves into a picture book story thatincludes the Big Fat Hen, her six friends with all their eggs and all theirchicks.
   Published by Harcourt Brace, c. 1994.
2. There Were Ten in the Bed illustrated by Pam Adams.
   Thisenduring children’s song is creatively illustrated by using a large bed anda moving wheel of international children who seem to drop off the sideof the bed at each page turn.
   Published by Child’s Play, c. 1979.

Nursery Rhymes

Procedures

1. Follow the directions for vocal inflections and movement given witheach rhyme. Most educators already use vocal inflections like these; thedirections are given here to help you focus on the extreme sorts of inflectionsthat will help children explore the possibilities of speech that lead tosinging.
2. Link the children’s musical explorations to a set of blocks to reinforcelessons, add an extra element of fun, and encourage individual play.
3. Buildthe blocks out of 10" x 10" x 10" cardboard boxes painted with nurseryrhyme characters.
4. Copy the illustrations from nursery rhyme books and glue them onto the boxes.
5. Cover the finishedboxes with clear vinyl fabric if desired.

"One for the Money"

1. Chant the rhyme counting on fingers. Begin very softly andgradually increase in loudness.

   One for the money	Very soft voice, quiet excitement
   Two for the show	Getting louder but not loud
   Three to get ready	Getting louder and slower, voice raising in pitch with great excitementand anticipation, holding the last syllable
   And four to go	"Go" is the word we have been leading to. Say it with great excitementand enthusiasm.

2. Play a drum or bell at the end of each phrase to help childrencount sounds.
   One for the money (one sound)
   Two for the show (two sounds),etc.
3. Repeat the chant using the blocks.
4. Build boxes up as eachnumber is said. On the word "go" knock them down.
5. Place the blocks and drum in the free play area for individualexploration.

"Bow Wow Wow"

1. Chant the rhyme several times. Use two toy dogs if available. Oneasks the question, the other gives the answer.

   Bow wow wow	Speak in very low, heavy voice
   Whose dog art thou?	Continue low voice
   Little Tommy Tinker’s dog	High, squeaky voice for contrast
   Bow wow wow	Same high voice

2. Stack the blocks while repeating the chant. Children may noticethat the rhyme begins and ends with the same words.
3. Place the blocks in the free play area for individual exploration.

"Jack and Jill"

1. Help children explore the magic of their voices by chanting"Jack and Jill" in a number of ways. For example: whisper the rhyme,then shout it, speak it using a very low heavy voice, speak using a highlight voice.
2. Say the rhyme like you think a mouse might say it, a bear,etc.
3. Reinforce the different phrases in the rhyme by using a differentvoice on each phrase.

   Jack and Jill went up the hill	Whisper
   To fetch a pail of water	High, squeaky voice
   Jack fell down and broke his crown	Shout voice
   And Jill came tumbling after	Low heavy voice

4. Express the meaning of the words while repeating the rhyme, causingthe voice to get higher and higher on the words "up the hill."
5. When "Jackfell down" lower voice gradually while saying the words.
6. Take voice backup so it can again lower when "Jill came tumbling after."
7. If an instrument is available (such as xylophone, piano, bells),play up a scale as Jack and Jill go up the hill.
8. Play down the scale whenthey fall down.
9. Chant the rhyme while playing with the blocks.
10. Build the towerwhile repeating the first two phrases.
11. Knock it down on the last two phrases.
12. Place the blocks in place where children can play with themduring free play time.

"Humpty Dumpty"

1. Chant the rhyme with extremes in vocal inflection and expression:

   Humpty Dumpty sat on the wall	Strong, confident use of voice
   Humpty Dumpty had a great fall	High voice expressing a sense of tragedy
   All the king's horses & all the king's men	Sense of despair in voice
   Couldn't put Humpty together again	Come to an end with low voice

2. Show children Humpty Dumpty blocks and stack during the firstphrase.
3. Knock the blocks down while finishing the chant. At the end, add,"but Tommy can!" then ask Tommy to stack the blocks and begin again.
4. Place the blocks in a place where children can play with themduring free play time.

"Little Miss Muffet"

1. Chant the rhyme with great dramatic flair and vocal expressiveness:

   Little Miss Muffet sat on her tuffet	High voice and face - act out sitting with a beautiful dress on
   Eating her curds and whey	Continue the mood while pretending to eat
   Along came a spider	Lower voice, and begin very softly,
   And sat down beside her	Gradually getting louder with higher voice to build the anticipation
   And frightened Miss Muffet away	Continue high voice, loud and frightened

2. Continue the play by improvising on the event.
3. Do you thinkthe spider was a mean spider? Did he want to make friends with Miss Muffet?How did the spider feel? Where did Miss Muffet go? Did Miss Muffet comeback? Did she make friends with the spider, etc.
4. Repeat the rhyme with the blocks, stacking them while chantingthe rhyme, and knocking them when Miss Muffet runs away.
5. Place the blocks in the play area for individual exploration.

"Old Mother Hubbard"

1. Chant the rhyme with vocal expressiveness:

   Old Mother Hubbard went to her cupboard	Begin with a tired sounding voice
   To get her poor dog a bone	perhaps weary from a hard days work
   When she got there,	High voice, lengthen words
   The cupboard was bare	Higher voice, shocked and concerned add words - (oh no, there is no food)
   And so the poor dog had none	High voice lowers in discouragement

2. Continue the dramatic and vocal play by exploring what the dogmight have said.
3. What will happen to the dog? How will he get food? etc.
4. Help children improvise a continuing story.
5. Repeat the chant using sound effects:

   Old Mother Hubbard went to her cupboard	Walking footsteps with sticks on the beat
   To get her poor dog a bone.	One sound on the drum
   When she got there	Squeaking sound of door opening - wind chime
   The cupboard was bare	Triangle ring
   And so the poor dog had none	Sigh

6. Repeat the rhyme with the blocks, stacking them while chantingthe poem and knocking them down on the word "none."
7. Place the blocks in the free play area for individual exploration.

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