19 Jun MUE 2211: Music and Movement Summer Session MUE 2211 2 Welcome to MUE 2211! What to Expect Today Face to Face Class, Week 4 Review: Integrated curriculum for art, literacy, math, science Social and Emotional Development and Music Picture books and music How to Teach a Song Cultural Competency and Anti-Bias Education Multicultural Instruments Introduce Final Assignment: Music Circle Time 30-minute dinner time Break Out session after dinner to work on Final Assignment Plan to be available until the end of class Reflection journal at the end of class possibly if technical difficulties MUE 2211 3 Morning Meeting Greeting: “Jambo” by Ella Jenkins—then greet with ‘Jambo’ Share: “Mahalo” by Laurie Berkner—then share what you are thankful for Activity: “Palo Palo” Song Announcement: Get ready for a focus on multicultural music, picture books with music, teaching songs, review of integrating music into curriculum, social emotional aspects learning with music, Final Assignment and more. You’ll also have time to explore music picture books and international music from around the world. MUE 2211 4 Welcome Songs “Hello Today” by Lisa Loeb (calm and peaceful) https://www.youtube.com/watch?v=UuRxox_ESFU “Everybody Wake Up!” by Lisa Loeb (energetic) https://www.youtube.com/watch?v=TYxXDml3y-g “Jambo” by Ella Jenkins https://www.youtube.com/watch?v=VaHDh2nDYsY Mahalo by Laurie Berkner: https://www.youtube.com/watch?v=Vi6fs6oittU and Spotify MUE 2211 5 Share for Morning Meeting After listening and viewing the video by Laurie Berkner, share one thing you’re thankful for Developing gratitude is an important social skill that can enhance happiness in young children. MUE 2211 6 “Palo Palo” by Music Together Palo palo palo palo palito palo. Ey! Ey, ey, ey palo palito palo-ey! Verses: Enero, febrero, marzo, abril, y mayo—son los cinco meses primero del ano Baila con la conga (repeat) Baila con los bongos (repeat) Uno, does, y tres, quatro, cincio, seis— Ri-qui, ti-qu, ti-jin (nonsense syllables in Spanish) 6 MUE 2211 7 Objectives Students will learn effective strategies to teach a song Students will continue to learn how to integrate music and movement with other content areas (i.e. math, literacy, reading, social studies, science) of the academic curriculum and social curriculum in an early childhood setting. Students will continue to learn about the importance of using books with music in a variety of ways, in order to enhance learning Students will continue to increase their knowledge of picture books that are used with music Students will review and understand the major concepts of cultural competency and anti-bias education Students will learn the value of integrating different cultures with music, dance and songs Students will develop an understanding of the requirements of the Final Project with their small group. MUE 2211 8 Odds and Ends ECDE Newsletter in General Resources Module Project Focus flyer in General Resources Module Be sure you are enrolled in the ECDE department course in Webcourses. If not, notify Dr. Levin by email “View feedback” for specific information on assignments Individual questions about Assignment 1? Available during break and after class (after taking out instruments—with help) MUE 2211 9 Integrating Music into Curriculum Content Areas Integrated Curriculum Approach to Music and Movement (Follow Up from last week)— Music and movement can and SHOULD BE integrated into other curriculum content areas (literacy, math, social studies, science, social-emotional, etc.) for optimal learning. Also helpful to transition to different activities MUE 2211 10 “Big Bear” by Lynn Kleinar Big Bear Big bear, big bear what do you see? I see a rabbit hopping by me Rabbit, rabbit what do you see? I see a little mouse running by me Little mouse, little mouse what do you see? I see a little hole, you can’t catch me (hee, hee, hee, hee) MUE 2211 11 WORDS This is my trunk, I’m a tall tall tree, …in the spring time, the blossoms, grow on me. They open, they open. ..in the summer the breezes blow through me. I bend, I bend …in the autumn the apples grow on me. They drop, they drop. …in the winter, the snowflakes fall on me. Brrr….Brrrr ..in the spring time, the blossoms grow on me. They open, they open “Tree Song” by Lorraine Hammond (seasons) MUE 2211 12 “Rhyme Time Band” “Rhyme Time Band”(rhyming) By Hap Palmer ADD A FOOTER 13 Self-Made Alphabet Books The following have been gems for me in helping children learn letter sounds with music (providing visuals): Alphardy by Dr. Jean (motions when learning)—search “Alphardy download book” for resources i.e. https://www.teacherspayteachers.com/Product/Alphardy-468299 Echo the Letter Sounds by Jack Hartmann (Spotify) I don’t do many videos but Leapfrog’s “Letter Factory” video is very helpful for learning letter sounds and is set to music MUE 2211 14 Social and Emotional Skills Meet with your small group and do the following: Come up with a list of at least 7 types of social-emotional skills that children are working on in their early childhood years (and throughout their lives). Do you think music and movement has anything to do with this and why? MUE 2211 15 Social-Emotional Learning & Music Review from Last Week Belonging Identifying and labeling feelings; Recovering more independently/ quickly from intense emotion (resilience) Self-regulating emotions; Self-control of selves and behavior Greeting others Communicating with others Community building Active listening Assertiveness Calming strategies to deal with disappointment i.e. deep breaths, self-talk, mindfulness practices. Empathy (connecting to what another person and being able to step into their shoes) Controlling impulsivity Appropriate tone of voice Conflict resolution Matching the conversation and activity Joining a group appropriately Give and take/ turn taking with peers Ability to focus and attend Kindness to others Thankfulness Turn taking Manners Good sportsmanship Forgiveness MUE 2211 16 Social & Emotional Music Sampling “Hero”—Stevesongs—YouTube and Spotify—story song about being a Hero by being a friend “I Can Settle Down”—David Kisor (I can settle down, I can crank it up, I can keep it steady)–Spotify “Three Rules”—David Kisor (take care of myself, take care of my friends, take care of my school)—(Spotify) “Show Me How You Feel”—Jack Hartmann (Spotify) Forrest Gump Theme Song from the movie Forrest Gump (breathe, criss cross yoga pose)—(Spotify) If You’re Angry and You Know It book by Cecily Kaiser (acapella) 5 Little Ducks by Raffi (book and song on Spotify) The Story of My Feelings by Laurie Berkner (book and song on Spotify) Other David Kisor Songs—Check “Organizing Classroom Music Handout” Favorites (many videos on YouTube and songs on Spotify): “I Get Angry” “I Have Self-Control” “ I Am a Rubberband” (resilience) “Stop and Think (Look and See/ What’s Going On/ What About Me?)” MUE 2211 17 “Show Me How You Feel” by Jack Hartmann “Show Me How You Feel” By Jack Hartmann (on Spotify or Apple Music) https://www.youtube.com/watch?v=g4CL6tOAn8U (putting movement to feelings) MUE 2211 18 “Pete the Cat: I Love My White Shoes” by Eric Litwin (resilience) ADD A FOOTER 19 “Story of My Feelings” book and song—Laurie Berkner This is a video of her reading the book during COVID: https://www.youtube.com/watch?v=u5x_FHTRIYk&t=983s (start at 10:10 Here is the video: https://www.youtube.com/watch?v=3zQJyL821Ic Also found on Spotify MUE 2211 20 “I Can Settle Down” by David Kisor I can settle down (roll arms and sit down) I can crank it up (roll arms and stand up) I can keep it steady (big arms up and down) MUE 2211 21 As Quiet As Can Be by Peter & Ellen Allard As Quiet As Can Be (0:27) (also can eventually be acapella—a transition song) By Peter & Ellen Allard Spotify https://www.youtube.com/watch?v=qMfUyoFw7Nw MUE 2211 22 Transition/ Quiet Down activiites Calming Classical Music—I chose The Carnival of the Animals, R. 125: XIII (The Swan) by Camille Saint-Sens, Yo-Yo Ma & Kathryn Stott but any can work Sit criss cross Deep breath to start Slowly count to 5 with fingers Deep breath Count down from 5 with fingers Deep breath Repeat Another way to quiet down—with quiet instrumental music—move in s-l-o-w motion and end with a deep breath and slowly sit down On Spotify YouTube (seeing Yo Yo Ma playing: https://www.youtube.com/watch?v=3qrKjywjo7Q ) MUE 2211 23 Orff Preschool Arm Ballet Orff Preschool Ballet (with classical music) https://www.youtube.com/watch?v=XY6iJrSp43I MUE 2211 24 Just for fun… Orff Preschool Percussion Symphony (connected to instruments) https://www.youtube.com/watch?v=DOHip1C_jMU MUE 2211 25 Teaching a Song or Chant (Part 1) Enthusiastically, introduce the song/ chant with something to get their attention: “I want to teach you a really awesome chant” and continue this enthusiasm throughout Have students listen the entire verse or song. Tell them to repeat after you(acapella) and then break the chant/ song down into small segments (one line at a time). If there are movements in the song, be sure to do them with enthusiasm and demonstrate them while practicing. Make sure it fits the age group and includes everyone ADD A FOOTER 26 Teaching a Song or Chant (Part 2) Consider doing a “practice” session Show warmth and give frequent smiles and individual eye contact Speak in a pleasant voice with a reasonable volume and warm tone as you would speak to a friend (not “barking” commands or instructions) If there are hand motions, keep in mind that children will probably master only the motions or only the words before they participate in both—also they might appear reluctant to sing the first couple times but often they’re taking it in and absorbing it. It’s a lot of information. MUE 2211 27 “5 Brown Buns” by Peter & Ellen Allard (Spotify) I’ve got 5 brown buns in a bakery shop 5 brown buns with the sugar on top Along comes a boy with a penny to pay He takes one bun and he runs away. Leaving…… 4 brown buns in a bakery shop I say 4 brown buns with the sugar on top Along comes a girl with a penny to pay She takes one and she runs away. Leaving…. (repeat all the way to zero) (Last line with zero): She takes one look and she runs away MUE 2211 28 Khelo Khelo Body Rhythm Game (Music Basti) Watch how the instructor teaches and engages the children: MUE 2211 29 Picture Books and Music There are numerous types of picture books that can be used with music. Here are a few ideas: Books that illustrate the song that is being sung (Happy by Pharrell Williams) Books that are variations of a popular song–usually acapella (especially ones with a variation of a popular song or added verses—”The Wheels on the Tuk Tuk” by K and S Sehgal; Old Mikamba Had a Farm by Rachel Isadora ) Books to set a tone with music behind (Grandfather Twilight by Barbara Berger and Somewhere in the World by Mem Fox). *Pinterest has ideas for incorporating classical music with picture books. Books where the stories are spoken and sung (Pete the Cat by Eric Litwin) Books that are read to a familiar tune (Brown Bear, Brown Bear, What Do You See? and Quick as a Cricket by Audrey Wood) Books (with or without music) that introduce a song (“Roller Coaster” by Hap Palmer-Spotify) or new learning (Marianne Berkes books to introduce science) Pop up books (probably for special occasions and with monitoring since fragile). A favorite: If You’re a Robot and You Know It by David A Carter *Look for books with diverse characters MUE 2211 30 Notable and Favorite Books Brown Bear, Brown Bear (Bill Martin Jr.)-book adapted to music i.e. “Twinkle Twinkle Little Star” sung and read by Soulful Baby https://www.youtube.com/watch?v=75CaMTopA5I Quick as a Cricket by Audrey Wood (to tune of “I’ve Got Peace Like a River”) This Little Light of Mine by E. B. Lewis What a Wonderful World (sung by Louis Armstrong)—written by Bob Thiele and George David Weiss. Two versions: Illustrated by Tim Hopgood (more recent) Illustrated by Ashley Brown Over in the Ocean: A Sea Life Counting Rhyme by Jack Hartmann (also song on YouTube: https://www.youtube.com/watch?v=R072XZmNuZc and Spotify) If You’re Happy and You Know It: Jungle Edition by James Warhola The Seals on the Bus by Lenny Hort The Wide-Mouthed Frog: A Pop-Up Book by Keith Faulkner. Song that accompanies by Music With Mar https://www.youtube.com/watch?v=9__Ra04hSCg Note: On her album “The Wide-Mouthed Bullfrog (and Other Stories I like to Sing)—lots of other songs to set to books Raffi books Love Can Build a Bridge by Naomi Judd Love Me Tender by Elvis Presley One Love by Cedella Marley We All Sing With the Same Voice by J. Phillip Miller and Sheppard M Greene MUE 2211 31 Notable Book Collections Raffi Books: classic songs in books Barefoot Books: diverse characters Cultural Competency definition “Having an awareness of one’s own cultural identity and views about differences, and the ability to learn and build on the varying cultural and community norms of students and their families.” www.nea.org/home/39783.htm ADD A FOOTER 33 Cultural Competency definition: broken down and explained In other words, we must be aware of how we see and value different cultures, including our own. We also need to reflect on biases we have, especially those that influence our interactions with families. In order to be most effective with the children and families we work with, we need to become knowledgeable and aware of different cultures, especially those represented in our education settings. The different cultures need to be represented in the music we choose, the books we choose, the manipulatives we choose and in the environment of the setting we’re in MUE 2211 34 Why is Cultural Competency Important in Early Childhood Settings? To help educators close achievement gaps and help children do better in school. “Achievement gaps occur when one group of students (such as, students grouped by race/ethnicity, gender) outperforms another group and the difference in average scores for the two groups is statistically significant (that is, larger than the margin of error)”. (from https://nces.ed.gov/nationsreportcard/studies/gaps) Bullying can be reduced by creating classroom and school communities that embrace diversity and differences. Targets for bullies are typically children who display differences in one way or another, including different cultural attributes. MUE 2211 35 Why is Cultural Competency Important in Early Childhood Settings? (continued) Children excel more in school if they feel connected to their language and culture of their home in the classroom (NAEYC, 1995) Culture competency benefits extend to student’s parents. If parents feel respected, safe, and valued from school personnel, they are more likely to partner with educators in order to reinforce school learning. Individuals become aware of a more expanded world and the experiences that accompany them—a richer life.. Cultural Competency and Brain Development As young children take in new information, the brain is connecting neurons together (through synapses) tremendously in early childhood to develop cognitive abilities. The connections for behavioral attitudes are also developing in the brain. Therefore, introducing young children to the notion of embracing and being curious about cultural differences is valuable in the early years (Gruhn, 2005) Remember our graph from our first class with brain connections from newborn to 2 years old: Source: https://www.bing.com/images/search?view=detailV2&id=8ADD585AD95C70A20C065CF2E0EB0A5AFA325F37&thid=OIP.R2s5vkW2jDBi30EZbcTjRAAAAA&mediaurl=http%3A%2F%2Fgreymattersjournal.com%2Fwp-content%2Fuploads%2F2013%2F11%2FSynaptic-Development-Pruning.png&exph=276&expw=382&q=brain+development+synapses+and+neurons&selectedindex MUE 2211 37 Anti-Bias Education: We’re All Different, We’re All the Same The concept of Anti-Bias Education in early childhood education was developed by Louise Derman-Sparks and Julie Olsen-Edwards. The message is: “We’re all different, yet we’re all the same” For instance: We all eat but we eat different foods We all have families but we have different family types & sizes We all listen to music but we listen to different music We all speak but we might speak different words We all have skin but we might have different skin colors Anti-Bias Education Definition Anti-bias education in early childhood education is a philosophical, ongoing curriculum approach which focuses on “respecting and embracing differences and acting against bias and unfairness” in day to day life in the classroom and in broader communities (families, neighborhoods, cities, countries, the world). Universal similarities in people are noticed and discussed in the classroom or other educational setting. Differences are also noted, celebrated, embraced. Curiosity about similarities and differences in cultures, families, and individuals is encouraged. Anti-bias curriculum does not only address racial/ ethnic cultures but any form of potential bias (i.e. different family configurations, stereotypes of men/ women, physical abilities, developmental abilities, regional differences (i.e. city vs rural life, etc.) From: Anti-Bias Education – Teaching for Change www.teachingforchange.org/teacher-resources/anti-bias-education Anti-bias Curriculum and the Educator’s role The educator relays these messages on an ongoing basis and it’s worked into the tone of the educational setting…. By role modeling kindness, acceptance, inclusivity and respect for all By setting up the environment to reflect differences (posters, food representing cultures, books, baby dolls, music, instruments, dress up clothes, etc.) Through interactions with children/families, Through intentional curriculum choices and reading material Through noticing similarities and differences Through noticing and addressing unfairness and injustice in the classroom and beyond Through safe and open-hearted discussions Anti-bias Philosophy applies from individual to classroom to community to global perspectives “Learning about the world can mean an ocean away or right next door. “ –Allison McDonald (from: www.notimeforflashcards.com ) Multicultural Music with Young Children: Supporting Anti-Bias Education Preschool is frequently the first time children are aware of cultures and ways of life other than their own. Introducing children to music in other cultures is an intriguing and engaging way to introduce the anti-bias perspective of we’re all different, we’re all the same Multicultural music is often the first medium for children to realize that their own cultural heritage has richness (Pica, 2009) Music is often the gateway to discovering the fullness and beauty of other cultures Derman-Sparks and Olsen (2010) recommend singing, dancing and making music as authentic ways to reinforce anti-bias outlooks. MUE 2211 42 Should there be Anti-Bias Curriculum in classrooms without diversity? YES!!!!! It’s important for ALL children to have a broader view of the world. Use the same perspective of “We’re all different, we’re all the same” but some conversations will need to be brought up after introducing stories or books than through natural conversations. Teachers also have to be reflective and aware of their own feelings and biases Reference: Derman-Sparks and Ramsey, 2005: “What If All the Children in My Class Are White? Anti-Bias/Multicultural Education with White Children” Can Infants & Toddlers Benefit from Muliticultural Music? YES!!!!! Per Gay Wilgus, multicultural curriculum, particularly music, can be very beneficial to very young children. Often children have primarily been surrounded by people in similar cultures as their families. Preschool is often the first opportunity for children to experience other cultures. Children learn through experience and observing. Experiencing multicultural music is a pleasurable way for children to learn. Wilgus states that multicultural songs, lullabyes, dance, movement and instruments are an age appropriate way to lay groundwork for future positive, open and tolerant outlooks in regards to cultural diversity. Reference: Wilgus, 2004 Yo Yo Ma, Diverse Music & Young Children The famous cellist, Yo Yo Ma had some meaningful thoughts on the benefits of diverse musical experiences for young children. He believes that when young children hear varied music, it becomes “their” music, as well as everyone else’s. Divisiveness no longer exists. It’s music that belongs to the global neighborhood. For very young children Yo Yo Ma stated, “[music can be] like a scent; it’s part of [a child’s] permanent knowledge” (Zuckerman, 1996, p. 84) Early contact with diverse music helps children become more naturally accepting of diverse music; ideally, this opens doors to further acceptance and appreciation of diversity that goes beyond music. Jimmy Carter quote We become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams. –Jimmy Carter MUE 2211 46 Where do I start? Begin with cultures from your classroom or setting “Zorba” Greek dance This is a famous Greek dance made popular by the movie, “Zorba the Greek”. Here are a couple versions of it. Zorba (Greek)–Flashmob https://www.youtube.com/watch?v=1U2bdXZzel0 Children Dancing to Zorba (see the adaptation to make it more developmentally appropriate https://www.youtube.com/watch?v=okImKq74jWo MUE 2211 48 “Zorba” Modified This next week, in your discussion, you’ll be seeing music and dance videos from different cultures and then I’d like you to find a multicultural video to use with children that would be age appropriate How can we use multicultural music and how can we modify them for young children? Free dance Simplified steps Instruments Free Play band Background songs with play/ eating/ transitions Lullabyes MUE 2211 49 Multicultural Books with Music Look for books that have diverse characters Barefoot Books Publishing Company has many books set to music and with diverse characters in the books—several have multicultural themes—either a specific culture or an anti-bias (we’re all different, we’re all the same) focus Many Raffi books have diverse characters Love Me Tender, Love Me Sweet by Elvis One Love by Cedella Marley What a Wonderful World by Bob Thiele and George David Weiss (a couple versions) We All Sing With the Same Voice by J. Philip Miller & Sheppard M Greene It’s a Small World by Richard Sherman & Robert Sherman You will want to have books and music that represent different cultures, as often as possible (i.e. The Wheels on the Tuk Tuk; Old Mikamba Had a Farm) Ask parents for assistance with finding developmentally appropriate books, music and ideally books with music that reflect their family’s culture. MUE 2211 50 Musical artists with diverse characters and music in videos* These are some of many artists that have more diverse music styles and characters. I have a put a sample of a song for each artist. Shawn Brown (“On The Rug”: https://www.youtube.com/watch?v=iV9A9Joltqs ) Spanish for Kids (“Los Colores”- https://www.youtube.com/watch?v=zpLQSdu4V94) Canciones Infantiles (“Las Ruedas Del Autobus, Nueva Version!” https://www.youtube.com/watch?v=m5jd3UyO_aY ) Super Simple Espanol (Estrelita Donde Estas? (a Twinkle Twinkle Little Star version: https://www.youtube.com/watch?v=qDUfm2_beKE Gracie’s Corner (“Happy Birthday Song”: https://www.youtube.com/watch?v=JgwvkBLgwdA ) Jools TV (“Days of the Week”: https://www.youtube.com/watch?v=icB7U0JVZ08 ) The Tunies (“Stand by Me”: https://www.youtube.com/watch?v=lRx_HcCwrHg ) *I recommend to use videos for a treat or to introduce but then primarily use it without the screen. Why is this? MUE 2211 51 “Whoever You Are” by Mem Fox Music recommendation to accompany book, playing in background: Raffi’s “Somewhere in the World” instrumental (play 2 times)—on Spotify MUE 2211 52 Mister Rogers & Ella Jenkins “Head And Shoulders Baby” with Ella Jenkins and Mr. Rogers (just for fun) https MUE 2211 53 Bim Bum—A Clapping Game Song (Visual Musical Minds) A Clapping Game Coordination, focus, fine motor and more. It gets faster and faster ADD A FOOTER 54 Multicultural Instruments: Agogo Bells Agogo Bells (Africa (Gankogui from Nigeria) and Brazilian) MUE 2211 55 Finger Ring from Africa ADD A FOOTER 56 Castanets (Spain)-videos available of how to use ADD A FOOTER 57 Tibetan Singing Bowl MUE 2211 58 Kalimba or Thumb Piano (originally Zimbabwe) ADD A FOOTER 59 Steel Drum (Trinidad) ADD A FOOTER 60 Shekere (Shay-ke-ray)-West Africa MUE 2211 61 Caxixi (Ka-SHE-she) basket Rattle (Ghana) ADD A FOOTER 62 Percussion shakers: seed pod & bottle cap shaker (Central & South America) ADD A FOOTER 63 Maracas (Columbia, Venezuela, Brazil, Paraguay, West Africa) ADD A FOOTER 64 Guiro (Gwee-roe)-Latin America MUE 2211 65 Wooden xylophone (many cultures) ADD A FOOTER 66 Cabasa (African origin. Also in Latin American music) ADD A FOOTER 67 Dzembe drum (West Africa) ADD A FOOTER 68 Cajon (Afro-Peruvian music-from Peru originally) MUE 2211 69 Chinese Hand drum ADD A FOOTER 70 Bongo drums (Cuba) ADD A FOOTER 71 Assignments Assignment 1 Feedback—I’m available after class if you have questions—we can also meet alone if needed on Zoom Any general questions about smaller assignments or course work? Final Project: Music Circle Time MUE 2211 72 Music Categories: Organizing Classroom Music handout (from last week) See “Music Categories: Organizing Classroom Music” Song List with hundreds of songs on the MUE 2211 Home Page 72 1. Greetings (hellos and goodbyes) 2. Curriculum content/ Academic (counting, shapes, alphabet, rhyming, science) 3. Transition and Quieting Down Songs 4. Echo and Listening Songs 5. Instruments and Accessories with songs 6. Action songs 7. Books with Music 8. Connecting/ Relationship Building Songs 9. Community Connection Songs 10. Social Skills Songs (feelings, kindness, empathy, resiliency, self-control) 11. Multicultural Music 12. Classical/ Instrumental music 13. Free Play Music for Free Play bands (See Home Page in Webcourses for Link to Songs) MUE 2211 73 Final Assignment Review Final Assignment: Music Circle Time MUE 2211 74 Final Project Breakout Session: Exchange contact information and begin planning your music circle time Let me know if your group has any special issues with timing (e.g. Group 2 goes first due to schedule issue with one student)— MUE 2211 75 Grandfather Twilight by Barbara Berger with theme song from The American President “Main Title” https://www.youtube.com/watch?v=rOxQhaUpjkY Book with Music (Orff) MUE 2211 76 Learning Moment What was your biggest learning moment or “A-Ha” in this class today? MUE 2211 77 Wave high, wave low Cuz it’s time for us to go Wave your fingers Wave your toes Wave your bottom Wave your nose Wave like that Wave like this Wave your hands Blow a kiss “Goodbye Rap” by Carole Petersen 77 MUE 2211 78 “Goodbye Song” from “Out of the Box” TV show https://www.youtube.com/watch?v=s0SUEMGZU04 I’ll stay on the Zoom call if you want to touch base after class Have a great week!