What Did We Do In Music Class? Singing, Rhythms, and The Giant Rainbow Elastic!


Original photo is taken from the website: Bear Paw Creek Movement Props

While I was reading a fun article at Music A La Abbot's Blog, I found a wonderful Link-up for music teachers at Mrs Miracles Music Room that is right up my alley! Each week music teachers post their articles about the three things that were most successful in their classes that week. The link up is chock full of music teaching ideas! You can read more at this link: Three Things at Mrs Miracles Music!

Here are the three fun things that the children loved in my Montessori Music classes:
  • Singing "The Old Grey Cat" song
  • Stepping to the Beat & Clapping Rhythms
  • "Bouncing" rhythm patterns with our "Giant Rainbow Elastic!"
If you happened to read my post last week, you learned  how much the children really enjoy this old favorite song from childhood about the old grey cat and the little mice. In case you missed it, here's my post about that fun activity: Music story in the Montessori Room, The Old Grey Cat.

Picture created by a photo from the artists at Dollar Photo Club

Last week we sang this song with the back-up cd from The Music Room Curriculum at Bushfire Press. It was like a karaoke experience and the children used their best singing voices! They remembered the words pretty well, with the picture prompts that I created. (see my past post sited above to see the picture/ word prompts)

Music Room curriculum available from Bushfire Press

The fun part of this song is the change from slow to fast in the music. I have used this song often to teach the concepts of "Largo" and "Presto" and the children have great fun acting out the little story as well as singing it and then, of course, playing rhythm instruments along with it! The song tells the story of little mice creeping (Largo) in the house while the old grey cat is sleeping. When the mice start to quickly nibble on the cheese the song speeds up.(Presto) Then, the mice fall asleep and the cat goes creeping (Largo again). When the mice wake up and see the cat they scamper away quickly and the song speeds up again. (Presto) Great fun while learning some music concepts!

We always have a large motor activity in the beginning of our classes, just after we "warm up" our voices, practice echo rhythms, and sing the Hello Song. Check out my little video featuring our vocal warm-ups at this link on my website: "Let's Warm Up Our Voices"."

Our movement activity was about beat and rhythm. We stood up for a lively song about stepping to the beat and then clapping a rhythm. The children have practiced so many echo rhythms over the past months and the ti-ti ta rhythm pattern is one of their favorites! (2 eighth notes one quarter note) You can read more about rhythm patterns with young children at my posts here: 
and here: 

I played some cd music with a strong and danceable beat and we first stepped to the beat...then we clapped a rhythm pattern, starting with the ti-ti ta pattern first. The activity alternates between stepping the beat, then clapping the rhythm patterns. The older groups (5/6 yr olds) could clap the rhythms AND step the beat at the same time!

Finally, it was time for me to take out the "Giant Rainbow Elastic" and it was very impressive for the children to watch while I pulled and pulled until I had the whole beautiful stretchy band out of its bag. That's why it's called "giant!"

It's really a "Stretchy Band" from Bear Paw Creek. Here is their link: Bear Paw Creek Movement Props. The children really enjoy the many activities we can do with this colorful "prop". 


With young children, safety is of utmost importance, and so I always emphasize that I bring this activity to the classes of children who have gotten "older" and are very good at listening and following the directions that I give. 

I work in schools that operate all year round and so the children have been in my music class for months, sometimes years, and are able to listen well. However, I do not bring the "stretchy" out until I am sure the children are ready as a group and do actually listen well. 

First, I ask the children to sit in lotus position ("criss-cross legs") with their backs straight. Then I tell them that I will first be spreading the stretchy out so that it is close enough for them to reach it. I tell them it is important that they don't touch the stretchy until I say so. 

I am always happily amazed at how much self-control these little ones exhibit at this point! Must be because they've had lots of experience with inhibitory control activities in music class throughout the year. 

After the stretchy is all laid out, I invite the children to go up on their knees and then "creep" over (like the old grey cat!) to the "stretchy" and take hold of it. Next, they are shown how to creep back to their places in the circle and the "stretchy" stretches! We hold the "stretchy" with two hands across our laps and the children are smiling in anticipation! 

We start by "bouncing" a rhythm pattern ("ti-ti ta" first, of course!). We do a few more rhythm patterns together and the children begin to understand how to move the "stretchy" in unison. I have discovered that this activity is a wonderful "community building" exercise! 

The fun "Old Grey Cat" song is "bounced" with the "stretchy" held across the lap,  and the children are very good at the slow (Largo) part and then they really enjoy the fast (Presto) part! All in all, this wonderful music/movement prop helps create an easy, fun learning atmosphere filled with singing, rhythm patterns, body coordination, and even "Largo" & "Presto" music concepts in a playful way. 

The added bonus is the coordination of movement as a group that fosters a feeling of working together and having fun.

I found a video at the Bear Paw Creek Site that shows the "Giant Rainbow Elastic" in action. 

I am always so delighted that you have come to visit my blog and I hope you have gotten some fun ideas to try out with your group. Please feel free to leave a comment. I love hearing about your experiences! 

Advertising Disclosure: Magical Movement Company may be compensated in exchange for featured placement of certain sponsored products and services, or your clicking on links posted on this website. Thanks for your support!
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Musically Montessori:#4 Listening Games Galore!


***©Carolyn Lucento 2015. You are warmly welcome to use any of the ideas I have posted here, however, the content & photos are copyrighted and may not be reproduced without my permission.

This is the fourth article in my series: "Musically Montessori, A Sequential Curriculum for Everyday Music." You can read the 3 previous articles here's #1 and here's #2 and here's #3.

Photo by the artists at Dollar Photo Club 

Listening Games for Circle Time

In all early childhood environments we, as teachers, spend lots of time planning activities for children to develop listening skills. I love the one pictured above: simply pass a large shell around the circle and allow each child to listen to the sound of the shell. (It's like the ocean!)

In the Montessori environment there is the wonderful "Silence Game" developed by Montessori when she observed the children's fascination with silence in the first Casa dei Bambini in Rome. 
Here is Dr. Montessori's explanation from her book, The Secret of Childhood.

"One day I entered the classroom holding in my arms a four-month-old baby girl that I had taken from her mother in the courtyard...She was so still that her silence impressed me greatly and I wanted the children to share my feelings. 'She is not making a sound,' I told them. And jokingly I added, 'None of you could do so well.' To my great surprise I saw that the children were looking at my lips and to be feeling keenly what I was saying. 'Notice,' I continued, 'how soft her breath is. None of you could breath as silently as she.' Surprised and motionless, the children began to hold their breath. At that moment there was an impressive silence."

 I have found that experience with "listening" games are  good preparation for children to succeed at the classic "Silence Game" in Montessori. Here, I've have written about a few!

LESSON TITLE: “What’s That Sound?”

  • Concentration
  • Auditory Discrimination
  • Understanding how to sit very still & listen (indirect preparation for the Montessori “Silence Game”) 
  • Open space for movement
  • A collection of ordinary & familiar objects that make sounds, such as: 
         1. keys on a key chain (for shaking), 
         2. a hair comb (running fingers along the edge will
             make a sound), 
         3. a writing pen that you click to make it write, 
         4. a pair of blunt children’s scissors (the cutting 
             motion makes a sound), 
         5. a coin purse filled with coins (shake it), 
         6. a salt shaker with a closable lid half filled with salt 
            (shake it), 
         7. a small book (turning the pages will make a little
            rustling sound).
  • Basket to hold the objects

1. PREPARE: Before the children arrive, place the objects in the basket. 

2. EXPLANATION: The idea is to have the children close their eyes while you make a sound with one of the objects, then the children tell you which object it was. OR, you can also hold the object behind your back (out of the children’s sight) and make the sound that way.

3. MODEL: I like to model to the children how to prepare their ears for listening and also how to close their eyes and NOT peek!

4. SAY: “Let’s get our ears ready for a listening game. Gently rub your ears along the edges like you are giving them a little massage…Now, I’m going to make sounds with these objects in this basket while you keep your eyes closed so you can’t see which object I am making a sound with.” At this point, I do these motions with the children. 

5. REQUEST: Then, I ask that everyone get very quiet so that they can hear the sounds. 

6. SHOW: Take one of the objects out of the basket (ex: keys) and give the children the name of the object. 
           I usually ask them to repeat the name after I say it. 
           Then I tell them to listen carefully as I make a sound by shaking the keys. 
           I continue this process with each of the objects in the basket.
           Next, I introduce the “What’s That Sound?” Game
           You can say something like this: “Now it’s time for the ‘What’s That Sound Game.’  You all are going to close your eyes and I am going to pick one of the objects out of  the basket and  make a sound with it. Then, you are going to tell me which object you heard.”
           Ask the children to all close their eyes (No peeking!) and then take one of the objects from the basket and make its sound.
           The children will excitedly say the name of the object that they heard!
           Continue this little process with each of the other objects in the basket. 

7. INVITE: After my little presentation, I invite a child to come up and make a sound with one of the objects while the rest of us keep our eyes closed and listen. You can continue to have each child choose an object from the basket and make the sound while everyone else closes their eyes, listens, and then tells which object they heard. 

8. SHELF WORK: The little basket can be placed on the Music/ Movement Shelf for children to play the “What’s That Sound Game” during work time or free choice time. This work is not really an individual work for one child, but involves 2 or more “players” in the game. However, one child can explore by simply making the sounds of the objects and listening very carefully.

 ~  Play this game using body noises instead of objects (ex: scratching on a pants leg, clearing throat, making a loud sigh, sniffing, clicking the tongue, clapping the hands, patting the thighs, snapping fingers, pretending to “sneeze,” stamping the foot)
 ~  Play a cd of sound effects (ex: Animal sounds, Vehicle sounds, Musical instrument sounds, Various human voices) and have children listen and identify the object making the sound (a great cd is “Sound Bingo” available from Kindermusik International)
 ~ Teach the Song, “What’s That Sound” to sing before each object’s sound is made:
(to the tune of “Twinkle, Twinkle”)
What’s that sound
What’s that sound
Close your eyes and listen now! 

LESSON TITLE: “Ringer, Ringer, Where are You?”

Photo by the artists at Dollar Photo Club

  • Concentration
  • Auditory Discrimination
  • Understanding how to sit very still & listen (indirect preparation for the Montessori “Silence Game”) 
  • Open space for movement
  • A small bell with a handle
  • Another adult to assist the teacher 

1. PREPARE: Make sure the children are sitting close enough in a continuous circle formation so that the bell can be passed along from child to child.

2. EXPLANATION: The idea is that one child (who is designated as the “seeker”) will be in an area out of sight of the circle group, then the teacher will start by having the children pass the bell around the circle while singing: “Ringer, ringer, where are you?” repeating the song 4 times  (Tune: “Rain, rain, go away”). At the end of the song, the bell stops being passed and that child (the “ringer”) holds the bell behind his/her back. Then the other children all put their hands behind their backs, and the child who is “seeker” will return to the circle. The child who is the “ringer” rings the bell  behind the back and the “seeker” guesses who is ringing the bell. After, the “seeker” finds the “ringer” of the bell, the “ringer” of the bell becomes the new “seeker”. Continue for as long as the children are interested.

3. MODEL: I like to model to the children how to place their hands behind their backs. It helps to suggest that they fold their hands together behind their backs. Then, I demonstrate ringing the bell while holding it behind my back. Explain to them that everyone folding their hands behind their backs is an important part of the game.

4. SAY: “Let’s get our ears ready for a listening game, called ‘Ringer, Ringer, Where are you’.  Gently rub your ears along the edges like you are giving them a little massage…Now, let’s practice putting our hands behind our backs. See if you can fold your hands together while they are behind your back. 
Listen, while I ring this bell behind my back. Did you hear it? I’m going to turn around and show you how I am ringing this bell while holding it behind my back. 
In the game, we will pass this bell from person to person around the circle while we sing the song: ‘Ringer, ringer Where are you.’ At the end of the song, the person with the bell is the ‘ringer’ who will ring the bell for the 'seeker' to guess who the ‘ringer’ is. We'll invite the 'seeker' to come back to the circle and listen for the 'ringer' to ring the bell. We must all fold our hands behind our backs so that the ‘seeker’ doesn’t know who the ‘ringer’ is.
We will start with Ms Flower (your adult assistant) being the ‘seeker’. She will leave the circle and go over beyond the corner of the room where she can’t see us at the circle. Then, we will start our passing the bell!” 

5. REQUEST: Then, I ask that the adult assistant be the “seeker”, leave the circle, and go to the designated area out of sight of the circle area. 

6. SHOW: When the “seeker” is out of sight, begin the bell passing and sing the song with the children, stopping at the end of the fourth verse. The child who is holding the bell is designated as the “ringer’. Show the ‘ringer’ how to place the bell behind the back and ring it. Then show the other children to fold their hands behind their backs. Remind them to keep their hands behind their backs and NOT tell the person who is the ‘seeker’ who the ‘ringer’ is! Then, proceed to play the game.

7. INVITE: After the first round of the game when the other adult (“seeker”) guesses who is the “ringer”, then invite the child who was the “ringer” to be the new “seeker.”

8. SHELF WORK: The bell can be placed on a little tray on the Music/ Movement Shelf for a small group of children to play the “Ringer, ringer, Where are you” game during work time or free choice time. This work is not really an individual work for one child, but involves 3 or more “players” in the game. 

 ~  Play this game without singing the song, just humming the melody instead.   
 ~  The child who is the “seeker” can use a blindfold instead of leaving the circle while the bell is passed. The blindfold is removed when  the “seeker” is to guess who is the “ringer.”
 ~ The game can be played with the “seeker” wearing a blindfold during the entire game. 
 ~ There can be 2 “seekers” that work as a team to find the “ringer.” 

LESSON TITLE: “Name that Tune!”

Photo by the artists at Dollar Photo Club

  • Concentration
  • Auditory Discrimination
  • Understanding how to sit very still & listen (indirect preparation for the Montessori “Silence Game”) 
  • Open space for movement
  • Optional penny whistle, guitar, ukulele, or Xylophone to play a melody rather than whistling or humming it! (see extensions)

1. PREPARE: Save this game for a time when the children have practiced & learned the songs you plan to whistle.

2. EXPLANATION: The idea is that the teacher whistles (or hums) the first few bars or notes of the melody of a song the children know very well. Then, the children guess what the song is!

3. MODEL: I like to model to the children how to make their bodies very still and to prepare their ears for listening. 

4. SAY: “Let’s get our ears ready for a listening game, called ‘Name That Tune’.  Gently rub your ears along the edges like you are giving them a little massage…Now, I am going to whistle (or hum) the melody of a song we sing in our class sometimes. Then, you all guess what song it is and call out the name of it."

5. REQUEST: Then, I ask the children to get very still and quiet since my whistling (or humming) will not be very loud and I want them all to be able to hear the tune.

6. SHOW: Begin whistling (or humming) the first few notes of the melody…it usually doesn’t take long for the children to guess the name of the song!

7. INVITE: After you have whistled or hummed several different melodies for the children, you can invite a child to hum a melody (or whistle if they choose!) for the others to guess and name the tune.

8. SHELF WORK: You can set up a little basket for the music shelf holding 3 or 4 cards with the names of the most familiar tunes the children have practiced and learned well. I put a picture on each card to give a clue of the name of the song (for the non-readers in the group). Two children play this game: The first child picks out a card, then hums the melody of the song that is represented on the card for the second child to guess the name of the tune. Then, the second child has a turn. You might have to remind the first child not to show the melody card to the other child before they have guessed the name of the tune that is being hummed.

 ~  Play the songs on a penny whistle, guitar, ukulele, autoharp, or Xylophone instead of whistling or humming.  
 ~  Play instrumental recordings of the familiar songs in your class music repertoire and have the children name the tune from listening to the recording.

After having experiences with group listening games, the children are ready for the wonderful and challenging "Silence Game"! Watch for this and more in the next post in this series! You can have that delivered to your inbox by signing up here: Subscribe Here.

I am so excited to have this post included in the Montessori Monday Link-up at this link: Living Montessori Now Monday Link up.

Thank you very much for visiting my blog and I hope you have found something useful to introduce to your group. I love to hear your ideas, so please don't hesitate to leave a comment in the section below!

Advertising Disclosure: Magical Movement Company may be compensated in exchange for featured placement of certain sponsored products and services, or your clicking on links posted on this website. Thanks for your support!
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Artfully Montessori: Compiling A Classroom Album of Children's Self Portraits!


Self Portrait by Kymberlee (age 4yrs)
All photos in this article are by Carolyn at Magical Movement Company

The first weeks of school are usually focused on the children becoming familiar with the classroom procedures, schedules, and getting to know each other. It's always a great time to offer activities that enhance each child's self identity and art is a universal medium for a child's expression of self. 

In the Montessori Classroom, I love to feature famous artists throughout the school year. Picasso is one of my favorites and I personally think you could easily feature his work for the whole year! I think its interesting that Picasso had a personal collection of children's artwork. And, his artwork over his long lifetime evolved from a realistic  style through many changes and ended in his child-like masterpieces of his later years. 

This self portrait by Picasso was produced 
when he was 25 yrs old.

Photo of "Self Portrait" by Picasso from public domain
Every child is an artist.  The problem is how to remain an artist as we grow up.” – Pablo Picasso
This self portrait by Picasso was produced 
when he was 72 yrs old.

Photo of "Self Portrait" by Picasso from public domain

A really fun way to feature the children's self portraits is to set up a "Self Portrait Album." You can set it up alongside the tray for the "Self Portrait Work" on the shelf or art table. I have used the large size scrap book albums that you can find at Michaels or even CVS stores.

Here's a photo of some of the pages in a Classroom Self Portrait Album from a wonderful Montessori Preschool classroom a few years ago.

This photo shows the basic set up for the "Self Portrait Work" to have available for the children to create their little masterpieces. Don't forget the mirror!

A variety of materials can be available for the children's self portrait work. I have offered crayons, colored pencils, felt tipped markers, fine tipped markers, and even artist's charcoal. Later in the year after the children have had lessons with oil & chalk pastels, these can be added to the self portrait work.

One school year, I  set up a beautiful water colors tray that the children used for self portraits and it was available all year long. That album was a real treasure!

There was a 4 yr old in one group who loved to create "collage self portraits" by gluing thin sticks on card stock and adding yarn for hair and bits of cloth for the clothing. Needless to say, the other children fell in love with that idea and our self portrait album was fat and bulky that year!

The children (and their families) really enjoy looking through these albums and observing the changes in each child's self portrait art style. This classroom album can be a wonderful ice-breaker for visitors to the classroom and the children are very happy to show this special collection to newcomers.

Who can resist this lovely collection that reflects the personal style of each of these little artists! 

I am delighted to have you visiting my Blog and hope you are inspired to make "Self Portraits" a part of your early childhood environment, too!

Advertising Disclosure: Magical Movement Company may be compensated in exchange for featured placement of certain sponsored products and services, or your clicking on links posted on this website. Thanks for your support!
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A Musical Story in the Montessori Room: "The Old Grey Cat!"

PLAYING AROUND ON THE "THE OLD GREY CAT SONG" WITH FUN MUSIC CONCEPTS IN THE MONTESSORI EARLY LEARNING ENVIRONMENT! The images in this post are great for hanging up on the wall or making into a book for the children to read and sing from throughout class time. The Preschoolers are learning the song sequence by looking at the images!

All photos in this post were created by Carolyn at Magical Movement Company with images from Dollar Photo Club

Young children seem to really enjoy when music changes tempo and especially when it gets faster! "The Old Grey Cat" is a great song for exploring tempo with lots of ways to explore!

In the Montessori way, we offer children experiences on a concrete level first, and I have found that in music class this works best by providing a movement activity that illustrates the musical concept that I want to emphasize. 

There are many versions of the old grey cat song, and I use the one from the music curriculum for early childhood from Bushfire Press, called Music Room. Here's that website with lots of wonderful free downloads and great curriculum resources: Music Room from Bushfire Press.

You can click on this link for a great introduction to the old grey cat song with the lyrics, sheet music and you can even listen to the melody: The Old Grey Cat Music

The following are downloads you can find at iTunes.

~ I like this version of the old grey cat song as it changes the tempo in the song to match the actions: John Sarta from his album, Preschool Music Time.

Lynn Kleiner has a lovely version with some great instrument play for the children in her album, Kids Make Music, Babies Make Music, Too.

Another interesting version of the song features a low voice (man) singing the parts for the cat and a higher voice (woman) singing the parts for the mice. And it also changes tempo: From the Little Hands Album titled, Sing Me A Story. 

Now, getting back to our music class...!
I introduce this song as a movement activity with the children standing at the circle. First they pretend to be sleeping, by making their bodies really still and being very quiet. Then when it is time for creeping, I show the children how to go up on their toes and pretend to be creeping very slowly and quietly so as not to wake up the cat. The tempo of the song gets faster when the little mice are "nibbling" and I show the children how I pretend to hold a little piece of cheese in my fingers and "chew" on it very quickly. (You might have to explain the word nibbling---that is, taking tiny bites quickly!)

Then, the children get very still & quiet again, this time for the little mice who fell asleep after all that nibbling. The old grey cat enters again and the children "creep" around on their tiptoes. And, finally the little mice wake up and "scamper" away! (I usually have to explain the word scamper--- that is, running quickly!) Here the children run in place as if they were "scampering."

At the next music class, we sing this song in a circle time when the children are all sitting in their places around the rug. If you have a smaller group and you have the space, the children can actually lay down to "sleep", and "crawl" slowly around for the creeping part, and then even "scamper" quickly around the room. 

In my music classes, there are large groups of children and we have limited space for moving all around the room. So, we "move" to this song by sitting very still for the first part of the song when the old grey cat is sleeping. 

The old grey cat is sleeping,  
The old grey cat is sleeping 
In the house.

I show the children how I make a "pretend pillow" with my hands together, closing my eyes, and resting my head on my "pretend pillow" while singing this first part of the song. I ask the children to be very still so we don't wake up the cat. As you probably already know, little children really like to pretend like they are sleeping! And, this is great practice at using their strong muscles to control their movement. (Body coordination skills!)

Then comes the little mice part of the song. I show the children how to move their hands & arms very slowly on the floor in front of them as if they are creeping. 

The little mice are creeping, 
The little mice are creeping  
In the house. 

During the next part of the song, I show the children how I pretend to be "nibbling" on the cheese and we sing this part at a faster tempo. The change in tempo is what the children really enjoy and this is where the concept of fast & slow in the music comes into play. So when you are singing, be sure to sing this part faster so that you are changing the tempo!

The little mice are nibbling, 
The little mice are nibbling 
In the house.

Well, of course, the little mice need a nap after their nibbling feast and so they fall asleep. Once again, I show the children how to make their little "pillow" with their hands together to rest their heads upon! We sing this part of the song at a very slow tempo.
The little mice are sleeping, 
The little mice are sleeping  
In the house.

Now, the plot of this little story-song thickens! The old grey cat happens to wake up and begins to creep around looking for the little mice! Once again, the children move their arms slowly in front of them in a creeping motion. 

The old grey cat is creeping, 
The old grey cat is creeping 
In the house.

By this time, the mice are awake and don't want to get caught by the old grey cat, so they start to scamper! I show the children how to move their hands quickly along as in a "scampering" motion. And, this is done at a fast tempo, of course. 

The little mice are scampering, 
The little mice are scampering 
In the house.

This little song is great for so many fun music activities. It is wonderful for playing rhythm instruments and the children love the changes in tempo. Because they have practiced this song as a movement activity while sitting at circle, it is easy for the children to transfer the idea to a rhythm instrument that is held in their hands.

I always help them get ready for the song by saying: "See if you can make a little pillow out of your instrument...I know it's not the softest pillow!"

This helps the children keep still and not play their instruments during the parts of the song when the cat or the little mice are sleeping. This also makes the other sections of the song more dynamic as they speed up in tempo (from NOT MOVING while sleeping, to SLOWLY creeping, to QUICKLY nibbling and scampering!)

Later, it is fun to introduce the children to  some musical terminology for the sections of the song that are slow and fast. I use the word "Largo" for the slow parts and the word "Presto" for the fast parts. You can read more about "Presto & Largo" games at my past post here: 
Presto & Largo with Metronome.

The old grey cat song is one of those that lends itself well to little performances. You can present it as a dramatic performance with a child designated as the cat and the other children playing the roles of the little mice. Click this link for an adorable youtube video of a dance performance of the Old Grey Cat song: Youtube Old Grey Cat Performance.

Or, you can take it a step further and have the children sing and perform it using rhythm instruments. Triangles, finger cymbals, and tambourines work well since they can easily be played slowly and then quickly. And, the children (and audience) can hear the difference when performing the slow parts & fast parts of the song.

"The Old Grey Cat" is actually an old Irish fiddle tune and the melody is lovely...but a little different from the way the children's song is usually sung. I discovered a youtube video of this wonderful fiddle song that I found very enjoyable. It also changes tempo and that is the fun part!  Here it is:

Thanks very much for visiting my Blog and I hope you got some fun ideas for music with your group! I just posted on a Link-up at Music a la Abbot. There are lots of great music posts with resources and ideas for decorating your classroom musically at this link-up: Music A La Abbot, What's On Your Wall! 

Advertising Disclosure: Magical Movement Company may be compensated in exchange for featured placement of certain sponsored products and services, or your clicking on links posted on this website. Thanks for your support!
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