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The Sing CD
Shipped Item
$15.99
The Sing CD
Music Therapy Tunes
15.99$15.99
Add to Cart
SING: Children will be actively engaged in songs written and designed to elicit vocal play, vowel and consonant production, articulation and simple sentences. Songs are presented in a variety of styles including hip-hop, new-age, folk, pop and reggae and recorded by Margie La Bella, music therapist and special educator.

Frequently Bought Together

Total Price: $30.39

Product Description

Who is it for?

  • 1st Graders (6 to 7-year-olds)
  • 2nd Graders, (7 to 8-year-olds)
  • 3rd Graders (8 to 9-year-olds)
  • Kindergarteners (5 to 6-year-olds)
  • Pre-K
  • Parents
  • Students with special needs or learning disabilities
  • Educators
  • Aspiring musicians & artists

 

What's included?

  •  Benefits of  the “SING” CD   (length approximately 40 minutes) 

    1.  Open your Mouth

    Purpose: to open the session in a friendly, social, and successful  manner.

    To help children create the “ah,” “oo,” and “ee.” vowels  and articulate the “ooh-ee”  sound.

    2. Monkey Song

    The children gain vocal and oral-motor experience as they sing “ah,”  “ee,” and “ooh.” They remember and sequence sound patterns.

    3. The Leeway Train

    This song helps the kid’s speech skills through making the appropriate sound effects.

    4. The Puppet Song (version one)

    Children connect an animal with the sound it produces.

    Children vocalize the animal sounds. Children hear and produce loud and soft sounds.

    5. Tap it on your head – – acapella version

    Helps to teach body part vocabulary and articulation/vocalization. The good thing about it being acappella is that the words are easy to hear and the feel of the music is gentler.

    6. Variations on Miss Mary Mack

    This silly song not only entices children to repeat each short phrase,

     but invites them to discuss the absurdities.

    7. Sing an Echo song

    This song is used to help children improve the ability to produce certain sounds, increase phrase  length, and improve auditory attention and memory.  All four skills are used by children as they put words together in increasingly complex sentences.

    8. TDLN 50s Arctic Song

    To improve the ability to “Do-wop” and articulate the “T”, “D”, “L,” and “N” sounds. These sounds all involve placing the tip of the tongue behind the top of the upper teeth.

    9. Three Little Monkeys

    To encourage use of sentences. Also good for sequencing of ideas and understanding of lyrics as demonstrated by pretend play.

    10. the Wolf Cub

    Children vocalize the “ooh” sound of the wolf.Children act out the lyrics, and demonstrate an understanding of the concepts involved; open,  shake, over, under, up, down, side, and families.

    11. The Vehicle song

    Vocalization and vocal play, imitation of common sounds, articulation.

    12. The puppet Song II

    To elicit vocalization of animal sounds.

     This is necessary for speech and involves articulation of specified sounds.

    13. Tap it on your Head – – Full version

    Helps to teach body part vocabulary and articulation/vocalization. This version works with kids who need the extra stimulation to elicit attention.

    14. Sing an Echo song   blank/fill-in verses

    Have the kids sing the first sound of their name, or the letter/sound  of  the week, or about the sound a sheep makes, or blow a kiss.  You can also vary the rhythm of the sounds such as “bah. Bah. Be-be  bah.” Make little memory drills by singing such phrases as “be-bo-bay.”If you don’t sing solo, then just speak these things over the music.

    15. Goodbye Now

    Children catch on to the rhythm and continuity of the lyrics quickly. It’s a natural way to teach the goodbye interaction, and it can include waving, shaking hands, holding hands, and blowing kisses (another good oral-motor skill.)

    REVIEW AND PAL AWARD

     

    Dear Margie,

     

    Congratulations! Your CD set is a PAL Award winner! I awarded the whole set because I thought they were outstanding in each area you addressed–receptive language, expressive language, auditory discrimination and processing and just having fun singing! You managed to produce a great product for ALL kids with a sensitivity to children with special needs. – Sherry Artemenko   MA, SLP-CCC

    Feel free to use your winner’s review emphasizing the language learning value in your CD’s:

    The “Move! Sing! Play Along and Learn!” CD series is atreat for parent and child or teacher and class.   Margie La Bella’s pleasant, soothing voice is easy to understand as she gently encourages kids to listen and learn through music.  As a music therapist and special educator, she has written and produced lively entertaining songs for all kids introducing them to pop, jazz, folk, rap, swing, reggae and world music styles. The first CD in the series, “Move!” focuses on building receptive language skills as kids follow directions to “rub your tummy until the music stops,” follow the “Multi-Step Blues,” or learn concepts in the “Opposite Jam.” Move on to “Sing!” and enjoy vocal play and expressive language as kids learn to follow fun syllables that lead to a song about Mister Monkey or the Leeway Train with related actions to match the rhythm. The “Play!” CD builds auditory discrimination and processing as kids move to the sounds of rhythm instruments and their homemade band–imitating and learning soft/loud, slow/fast, matching movements to representative musical patterns and instruments. Raise your arms up and down to the slide whistle, or  stamp your feet to the drum as sounds and directions are combined to build memory. Finally, “Mixing it Up!” combines the lessons learned and gets kids moving, singing and playing  because now “I’ve Got the Music In Me.” “Body Rap” is one of my favorites as, “I saw my hands and they started to clap, I thought of my nose and my face started humming, my whole body started to move and my shoulders got in the groove” as movements are added while matched to a body part and rhythmic phrase. So gather the kids around to move to the music and maybe in the middle of all the fun, we’ll produce some good little listeners.

     

 

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About the Seller

Margie La Bella, a music therapist and educator, began her career with the clarinet at age 9. Soon after she discovered that she could play by ear and that she liked to sing- and sing harmony! She began composing and performing in her early teens. Music has always been a “bright light” in her life: a source of joy, expression, connection and healing. She chose music therapy as a profession because she has seen the power of music and wants to share that with others’ hearts and minds.

Margie completed her music therapy internship in 1987 and promptly established the music therapy program with the children at the Leeway School where she continues to work. She has since obtained a master’s degree in special education.

Her CD series Move!Sing! Play Along and Learn! is a collection of original participation-based songs and dances designed to spark the imagination, playfulness, and language learning (expressive, receptive, and auditory/listening) of children. It is available to parents, grandparents, teachers, special education centers, therapists, music/dance/gym instructors and all those who are young at heart.

My life story: Why I am a music therapist

I was born a while ago, in a town called Shirley. It was Me, my mom and dad, and a whole street full of people related to each other. I mean that literally. I could never figure out why there was nobody to play with every Sunday afternoon, and why the street always smelled like spaghetti.

Being that I was the only kid on the block on these Sundays, I discovered some nice solitary things to do for amusement: puppets, drawing and writing stories. I liked to climb trees. And I used to contemplate deep things like how the stoplights knew the cars on the other side of the highway had stopped.

My music class was this: Once a month my school played a video of a hand puppet going up and down a xylophone like a ladder. That’s all until 4th grade.
We had a chance to sign up for instrument lessons and I took home a clarinet. I watched the forth grade band and told my mom and dad that soon I was gonna be on that stage.

Once I figured out how to tap my foot, I could count music beats and I was off. Well, my timing is still off. But, I have a great ear for figuring out melodies, harmonies and arrangements. I discovered it a few weeks after I met my clarinet. Didn’t do a thing to earn it. It was just always there and I am grateful. By the way, I found that, for the first time, I actually wanted to attend fourth grade -if it was a “music day.”

So music became my bright light: an inspiration, a motivation, a connection, a joy, an expression, a life-raft. I began to sing and play guitar and wrote quite a few songs. I had a great high-school music teacher who challenged me to write a composition for our jazz band. I ended up writing a seventeen part jazz chart called “It’s about Time” and it was played for the school twice! I was the featured trumpet soloist, (because I never got any solos in band.)

The reason I became a music therapist was because of what music did for me and my life. I wanted to give that opportunity and that tool to other people. Initially, I decided to be “the singing nurse” at age 17, but as soon as I heard about the field of music therapy, I was hooked.

In case you’re wondering, here is the current definition of music therapy according to the American Music Therapy Association:

“Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program.” (American Music Therapy Association definition, 2005)

Not meaning to oversimplify things, I explain it this way:

Music therapy is the purposeful, scientific application of specific musical activities and experiences with the objective of accomplishing that which is….“non-musical”.

These non-musical objectives can include the furthering of expressive and receptive language development, improvement of physical (large and small muscular) coordination, self-help skills and daily living activities, emotional healing and trauma reduction, concept development and pain management. Of course the list can go on and on as music therapists work with people of all ages and all of the conditions life can bring.

The shortest definition is as thus: music therapy is reaching and teaching through music.

Please, log on to musictherapy.org and see all that it has to offer. It is an excellent, reader friendly, informative site.

This is a good time to officially note that though these songs were written by a music therapist for music therapy aims, that they themselves in no way constitute a plug-in music therapist!! ( As a clinician, I use the series when I’m feeling under the weather, have bad allergies, or laryngitis…) Each CD can foster fun times, language and conceptual learning, problem solving, creative thought and bonding with friends!

I hope you can use these CDs and enjoy them with your own special people!

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