PK Activity 3 – Say It, Sing It, Make Your Own Sound Band

Introduction

Part of the power of a music-based program is the ability to help children find their own voice. Songs have a way to say things that might be difficult to express in a discussion. As you celebrate the voice of your class, remember that when children feel supported to speak in their own word and even in their own way, they build the foundational skills of self-esteem and self- awareness.

What Pre-K child doesn’t love a marching band? An important part of feeling a part of a group is the experience of making sound and music together, and marching bands are the best! In this music and movement activity, children develop self-awareness skills as they explore the different vocal and rhythmic sounds they can make to create a marching band. Let’s get up and get moving while building self-esteem and self-advocacy skills for the Speak Up band.


Description

Children express themselves in this fun game with music and play while exploring the power of using their own unique voice to speak up.


Principle Overview

What does the word “power” mean to you? Some people associate the word “power” with control or authority and even destruction. It is essential when discussing the word “power” that it is seen in the IM4U context as the ability to affect positive change in the world! Exploring the “ripple effect” analogy of WE ALL ARE VALUABLE, students can see there is power in understanding that their abilities, interests, and personality can create positive change. Because we all have an effect on each other, WE ALL HAVE POWER.

Materials:

  • Speak Up song
  • Speak Up lyrics
  • Speak Up puppet skit video
  • Whiteboard
  • Markers
  • Objects that make a sound, such as: classroom toys and gadgets or kitchen tools from home, oatmeal tubes, pencils, boxes, paper clips in a box, rulers, measuring spoons, popsicle sticks, and empty plastic bottles.
  • A fun pillow case or box to store the objects in
  • Your favorite recorded marching music

Goals and Objectives:

  • Express their own creative sound.
  • Work cooperatively in a group musical experience.
  • Discover the power of their own unique voice.
  • Ahead of time, place your sound-making objects in a fun pillowcase or box so that you are ready to explore them later in the activity.
  • Write the Speak Up lyrics on chart paper and add visuals, if desired.
  • Have a traditional marching song of your choice available for the music game.
Being aware of a certain situation or experience and then being able to give language to it and speak it out loud is a powerful life skill. Teaching students to speak up for themselves begins with helping them be independent and competent in their communication. They will then be better equipped to master life’s skills and handle life’s challenges when they use their power of speaking up.

  • Talk with students about ways they can use their own unique voice and personality while still following the class strategy. Remind them to use either the following steps or the ones created together from the Speaking Up skill builder.
    1. Use a person’s name.
    2. Look him or her in the eyes.
    3. Use nice words with a big voice.
  • When we speak up, we all bring our own unique voice and personality. Provide opportunities for children to think about how and why the way people speak up differs from person to person.
Skill Builder
Use these visual resources to enhance the student experience in this unit.

View In Resources

Activity Steps

  • Connector.

    Gather children together to listen to the Speak Up song. Encourage children to sing along, and to listen for the verse that talks about the kitty cat and coyote making their very own sound. If you like, you can put the verse on the board and point to the words as they listen and sing.

    Verse 3:
    Why, oh, why
    Does a kitty cat meow?
    And a coyote howl at the moon?
    Looks like they found
    Their very own sound
    And it feels so good
    To be true
    And it just might work
    For you, too

  • Connector.

    Remind children that one way to speak up is to make our own sound, sing, or say our own words. The ability to say, sing, or shout if we need to is another one of our superpowers.

  • Connector.

    Ask children if they can make the kitty cat’s sound. Encourage them to experiment with many different meows! Ask:

    What if the cat was frightened?
    How would her meow sound?
    If the kitty cat was shy, what would her meow sound like?


    Try several different emotions for the kitty cat to meow. The purpose here is for children to experiment with expressing emotion with sound, which is often easier than it is with words.

    Note: On another day, use the coyote’s howl. You can also extend the activity by talking about how animals have a sound and wonder if the children have their own sound too.

  • Connector.

    Invite children to take turns making their own sound. Be prepared for some silly and perhaps some sad or angry sounds. This is an important way for children to express themselves (self-awareness and self-advocacy). Remember, none of the sounds are wrong or bad. Please accept all sounds equally!

  • Connector.

    Ask children to share how it felt to speak up with their own sound. This will help them see how they are building self-awareness and self-advocacy skills.

  • Connector.

    Now children are going to experiment with making their own sound using the objects you collected. Show children the objects and invite them to choose one to experiment with. Encourage them to explore all the different sounds they can make with tapping, rubbing, rattling, and even blowing.

  • Connector.

    Invite children to stand up to make a marching band with their object instruments. You can be the leader as you march to your favorite, recorded marching music.

    If you don’t have a recording, you can sing new words to the traditional “Mulberry Bush” song.

    The Speak Up band has come to school,
    Come to school, come to school.
    The Speak Up band has come to school,
    To play for all its friends.

  • Connector.

    Congratulate the band for speaking up in its own way.

  • Connector.

    Next, play the Speak Up puppet skit video. After watching the video, ask the children to share how Martin and Sammy spoke up in their own way. Point out how they each needed Uncle Jim to help them speak up. Ask:

    Have you ever wanted to speak up but weren’t quite sure what to say or how to say it?
    How can you get help if you need it when you want to speak up?

  • Connector.

    Explain that we all have power to help ourselves and others through using our voice.

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