As the children themselves begin to sing the song, it is also necessary to repeat it several times before they really know it.  The performance of the song can be varied each time by adding some new dimension, making the whole experience more interesting.

The following activities are broken down into those which may be used as children listen to a new song several times and those which may be used as children sing the song repeatedly.  One list contains activities which may be used either way.

1. Listen for Key Words (may be written on cards or have pictures for each).
    a. Put them in the correct order.
2. Listen for Rhyming Words (may be written on cards or have pictures).
    a. Put them in the correct order.
3. Listen for answers to questions about the text of the song.
4. Listen for the correct order of random-order pictures.
5. Listen for the correct order of phrase contour pictures which are in random order.
6. Listen for the correct order of phrases in musical notation.
7. Count the number of phrases.
8. Listen for what form the song has (i.e., ABA, AB, ABCD, etc.)
9. Listen for a specific melodic pattern in a song. (Show chart of the pattern; let children sing the pattern  first.)
    a. How many times does it occur?
    b. On which words does it occur?
10.  Listen for a specific rhythm pattern in a song. (Show chart of the pattern; let children clap the pattern first.)
    a. How many times does it occur?
    b. On which words does it occur?
11.  Listen for what kind of instruments are used to accompany a song on a recording.
12.  Listen for what type of harmony is used in a song on a recording. (i.e., homophony,
      polyphony, ostinato, descant, parallel thirds, etc.)
13.  Listen for whether the song is major or minor.
14. Listen for word(s) on the highest note of the song.
15. Listen for word(s) on the lowest note of the song.
16. Listen for the general dynamics of the song.
    a. Where is the loudest part?
    b. Where is the softest part?
    c. Where is a crescendo?
    d. Where is a diminuendo?
17. What words are accented in the song?
18. What words have rests after them? (before them)
19. Listen for whether the song has an underlying beat that moves in 2’s or 3’s.

    1b.  Perform actions for Key Words.
    2b.  Perform actions for Rhyming Words.
    5a.  Move body or arms to the phrase contour.
    7a.  Change movement or direction of movement each time a new phrase begins.
    9c.  Use hand signals for a melodic pattern.
    9d.  Move body on a melodic pattern.
    9e.  Play melodic pattern on bells or the like each time it occurs.
   10c.  Chap a rhythmic pattern.
   10d.  Play a rhythmic pattern on a percussion instrument each time it occurs in a song.
   10e.  Move body to a rhythmic pattern.
   14a.  Use actions to show highest note when it occurs in a song.
   15a.  Use actions to show lowest note when it occurs in a song.
   16e.  Use loud percussion instruments on loud parts of the song.
   16f.   Use soft percussion instruments on the soft parts of the song.
   17a.  Move to the words which are accented.
   17b.  Play instruments on the words which are accented.
   18a.  Move on the rests in a song.
   18b.  Play an instrument on the rests in a song.
   19a.  Conduct the Underlying Beat of the song.
   19b.  Move to the Underlying Beat of the song.
   19c.  Play percussion instruments on the Underlying Beat of a song.

20. Move to the Melodic Rhythm (the rhythm of the melody or the words) of a song.
    a. Play percussion instruments to the Melodic Rhythm of a song.
21. Combine 19 and 20.  Let some children move one way or play one kind of instrument to the Underlying    Beat while other move a different way or play a different percussion instrument to the Melodic Rhythm of a song.
22. Play a singing game.
23. Create hand or body movements to dramatize the song.

    8a.  Emphasize the form of a song with dynamics. (i.e., sing “A” phrases loudly and “B” phrases softly).
    8b.  Emphasize the form of a song with percussion instruments or “non-instruments” (i.e. Play a
           woodblock on “A” and a maraca on “B”).
    8c.  Emphasize the form of a song with movement. (i.e., Like movement on like phrases and different
           movement on different phrases).
    8d.  Emphasize the form of a song with large and small groups. (i.e., Large group sing “A” and small
           group sings “B”).
   16g. Sing the song using varying dynamics.
   21a. Let children move to the Underlying Beat with one part of their body while moving to the Melodic
          Rhythm with another part.
24.    Add an introduction, Coda and Interludes between verses on Melody, Rhythm or Harmony
          Instruments.
25. Create and perform accompaniment patterns with a song.
    a. On percussion instruments.
    b. On “non-instruments”.
    c. With parts of the body. (i.e. clapping, snapping, patschen, stamping).
26 Add vocal harmony part. (a written harmony part, a simple chant, an ostinato, a descant or chord
Roots).
27.  Add an instrumental harmony part. (use band instruments, orchestra instruments, bells, Orff
Instruments, recorders, a simple piano part, pop bottles tuned water glasses or the like.)
28. Improve overall vocal quality of the song.
    a. Sing with accurate pitch.
    b. Sing with accurate rhythm.
    c. Begin and cut-off together.
    d. Sustain long tones on a vowel sound.
    e. Use correct posture.
    f. Improve breath control—Strive to sing whole phrases before taking a breath.
    g. Phrase the song musically.
    h. Articulate consonants together.