1. What A Miracle
Words and Music: Hap Palmer

I have hands, I have hands
Watch me clap, watch me clap
Oh, what a miracle am I

I have feet, I have feet
Watch me stamp, watch me stamp
Oh, what a miracle am I

Chorus:
Oh, what a miracle, oh, what a miracle
Every little part of me
I'm something special, so very special
There's nobody quite like me

I have arms, I have arms
Watch me swing, watch me swing
Oh, what a miracle am I

I have legs, I have legs
They can bend and stretch, they can bend and stretch
Oh, what a miracle am I

Repeat Chorus

I have a spine, I have a spine
It can twist and bed, it can twist and bend
Oh, what a miracle am I

I have one foot, I have one foot
Watch me balance, watch me balance
Oh, what a miracle am I

Repeat Chorus

Vocabulary:
Body Parts: Hands, feet, arms, legs, spine, foot
Actions: Clap, stamp, swing, bend, stretch, twist, balance

Action:
During the verses, children sing each "answer-back" phrase and move in the ways described. The chorus of the song is simple and repetitive. Have children sing as much as they can remember each time they hear it.

Follow-up:
"What are some other ways you can move your hands? feet? arms? legs? spine?
"Can you name a part of your body that was not used in this song?"
"What are some ways you could move this part?"
"Who can think of another part that was not named in this song?"
"Can you move two body parts at the same time?"
"Let's list the body parts and actions you have suggested and sing the songs again using your ideas."

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2. Walter The Waltzing Worm
Words and Music: Hap Palmer

Lyrics:
Chorus:
Please don't scream when I show you my friend
Walter the waltzing worm
In three-quarter time he slithers and slimes
Wiggles and squiggles and squirms

Verses:
He crawls up my leg with a slippy slip slide
He slides over my shoulder and down to my side

In front of my tummy his head and tail meet
Then he falls to the floor and lands by my feet

Between my ankles he slides as I stand
Then he rolls up my leg and slips through my hands

He stretches his body across my chest
Then he curls up on my back to take a short rest

Repeat Chorus

He slides under my chin and over my nose
Then he falls down beside me and circles my toes

He hands on my elbow and scratches my knee
Then he tickles my tummy it's funny to see

Repeat Chorus

Lead-up:
"You're going to pretend that your rope is a worm. His name is Walter and he loves to crawl all over your body."
"Can you help Walter crawl up your leg?"
"Now let him slide over your shoulder and down to your side."
"Find a way to make Walter's head and tail meet in front of your tummy.
"Now let him fall to the floor and land by your feet."
"Stand up and help Walter slide between your ankles."
"Now make him roll up your leg and slide through your hand."
"See if Walter can stretch his body across your chest."
"Now find a body shape that makes it easy for Walter to curl up on your back and rest."
"Can you help Walter crawl under your chin and over your nose?"
"Now let him fall down beside you and circle your toes."
"Find a way to help Walter both hang on your elbow and scratch your knee at
the same time."
"What happens when Walter tickles your tummy? Does it make you feel like laughing?"

Vocabulary:
Body Parts: Leg, shoulder, side, tummy, feet, ankles, hand, chest, back, chin, nose,
toes, elbow, knee
Actions: Crawl, slide, fall, land, roll, slip, stretch, curl, circle, hang, scratch, tickle
Space: Up, down
Relationships: Over, under, in front, by, between, through, across, on, beside, meet

Materials:
A short (18" - 2') piece of heavy yarn or flexible rope for each participant.

Action:
"Now we're going to try these movements with a song."
"During the chorus, help Walter to dance with the music. What are some of the different ways Walter could dance with the music?"
"Can you make Walter wiggle? twist? bend? swing? shake? dangle? stretch?"
"During the verses, help Walter move in the ways the words suggest"

Variation:
"Find a partner and move your worm over your partner's body in the ways the song describes. You and your partner can move your worms over each other's bodies at the same time or take turns."

"Pretend you are a worm and move over your partner's body in the ways the song describes"

Follow-up:
"Can you make Walter circle five different parts of your body?"
"Can he slide under a part that is high on your body?"
(chin, arm, nose, etc)
"Can Walter find a way to hang on two different joints of your body at the same time?"
(elbow and knee, neck and shoulder, ankle and wrist)

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3. A Genius, Of Course
Words and Music: Hap Palmer

Lyrics:
I got a horse, he's a genius, of course
He moves at least a hundred different ways
He's a dancer, he's a prancer
He can move any way you can say

He can take steps light as a bird
The kind of steps that can't be heard
He can take steps like an elephant stomps
Hear his hard and heavy hooves clomp

He knows how to draw circles and squares
By waving his tail in the air
He can collapse and jump up from the fall
And hardly make a sound at all

I got a horse, he's a genius, of course
He moves at least a hundred different ways
He's a dancer, he's a prancer
He can move any way you can say

He can run straight right on a line
And suddenly stop on a dime
He can run curves flowing with ease
And circle wherever you please

Just when you think he's sound asleep
He suddenly jumps or leaps
But ring the old bell and he'll move about
Smoothly and easily 'til the sound dies out

(Bell rings)

I got a horse, he's a genius, of course
He's astoundin'...
...Gather 'round him,
And see this wonder horse who's a genius, of course

Vocabulary:
Actions: Prance, stomp, fall, collapse, jump, leap
Qualities: Light, heavy, sudden, smooth
Space: Circle, square, straight, curved
Setting: Participants in pairs moving freely around the room

Lead-up:
In this activity, one person is the horse, and the other is the rider. Rather than talking through all the vocabulary, when a child is not familiar with the words used in this song, pair him/her up with a more advanced child. The more advanced person is the horse; the other person follows in the role of the rider. In this way, the teacher need only go through a small part of the vocabulary to assess the students' general understanding; then pair them accordingly.

Action:
"All the people who are moving like horses, move in the ways you hear described in this song. All the people playing the role of the rider, stay right behind your horse."

Variation:
There are several ways the rider can move with the horse:
1. Move behind the horse.
2. Ride "piggyback" on the horse. (this is particularly effective when adults are available to carry the children. It's a great way to teach the vocabulary.)
3. Hold imaginary reins and make directional and qualitative gestures as the horse moves.

Participants can also work individually without partners. In this variation everybody plays the role of the horse.

Follow-up:
"What other ways could a smart horse move?"
"What other animals move differently from a horse?"
"How would your animal move differently from a horse?"
"How would an elephant (monkey, giraffe, bear, chipmunk, etc) jump? leap? fall? run?"

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4. Slide Whistle Suite
Words and Music: Hap Palmer

Vocabulary:
Actions: Walk, run, jump, hop, skip, gallop, slide
Setting: Participants moving in a circle or freely around the room

Lead-up:
"When I play the drum, wiggle your hands. When I stop playing, freeze." (Teacher plays basic 4/4 rhythm )
"Everyone stand up"
"This time when I play the drum walk around the room in any direction you wish. Travel without bumping into anyone and freeze when I stop playing."
"I'm going to play the drum again. Can you find another way to move around the room? Freeze when I stop playing."
"Listen to this rhythm" (Teacher plays dotted eighth-sixteenth rhythm )
"Can you find a way to move around the room to this rhythm?"
"At this time the teacher may want to go through each of the basic traveling movements covered in this suite.

Action:
"Everyone sit down."
"We're going to try moving with a recording."
I'll call out a way to move. When you hear the sound of a slide whistle rising in pitch, stand up. When the music starts, move around the room."
"When the music stops, freeze."
"Sit down when you hear the sound of the slide whistle dropping in pitch."

This song consists of six short musical segments, each beginning and ending with the sound of the slide whistle. Between each segment there is a ten to twelve second pause. During these pauses, the teacher calls out the next movement. The basic action for each segment is 1. walk; 2. run; 3. jump (or hop); 4. skip; 5. gallop; 6. slide. The song ends with a repeat of section 1, walking. This gives everyone a chance to cool down and calm down after the vigorous activity.

Variation:
1. In addition to the basic actions listed above, the teacher can call out other ways of traveling across the room, e.g.,
...Section 1 - Crawl, step, hop.
...Section 2 - Fast walk, fast hop, fast jump, etc.
...Section 3 - Leap.
...Section 4 or 5 - Alternate 4 beats of gallop with 4 beats of skip
...Section 6 - Roll, turn.

2. Rather than calling out an action before each section, have the students stand at the sound of the slide whistle, listen to the music, and choose their own way to move.

3. Questions and instructions given by the teacher as the recording plays can help students add variety to their movement, such as:
..."Can you walk backward? forward? sideways? Find another direction you could walk."
..."Can you turn as you walk?"
..."Run a path that is the shape of the first letter of your name"
..."What other shapes can you run?"
..."Who could take big, giant jumps?"
..."Jump sideways to the left, then to the right."
..."Find another direction you could jump"
..."Can you change levels as you skip?"
..."Show me the highest level you can skip at."
..."Show me the lowest level you can skip at."
..."Who can show me skipping at a middle level?"
..."Show me the loudest noise your feet can make as they slide on the floor."
..."Can you slide your feet without making a sound?"
..."What other parts of your body can you slide on?"
..."Show me how a big, heavy horse would gallop, a small, light horse; a tired horse; a proud, show horse."

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5. Flick A Fly
Words and Music: Hap Palmer

Lyrics:
Out in the barnyard forkin' up hay
Bzzz, bzzz, flies get away!
When flies in your eyes drive you crazy
flick those flies away

Flick a fly off of your shoulder
Flick a fly off of your nose
Flick a fly off of your tummy
Flick a fly off of your toes

A flick is quick, sharp and light
A flick can git those flies all right

Flick a fly off of the finger
Flick a fly off of your neck
Flick a fly off of your ankle
Flick a fly off of your head

Out in the barnyard forkin' up hay
Bzzz, bzzz, flies get away!
When flies in your eyes drive you crazy
Flick those flies away

Vocabulary:
Actions: Shoulder, nose, tummy, toes, finger, neck, ankle, head, sharp and light
Setting: Students sitting in seats, sitting on floor, or moving freely around the room

Lead-up:
"If a fly lands on your body, how do you 'shoo' it away?"
"You can also get rid of a fly with a flick of your hand. A flick is a light, quick movement."
"Can you flick a fly off your shoulder? nose? finger? toes?"

Action:
"Listen to this song and flick flies off the parts of your body that are named."
"In the last verse, there are no words. Each time you hear a buzzing sound, flick a fly off any part of your body you choose."

Variation:
"Find a partner."
"Flick flies off parts of your partner's body as they are named. You can both do it at the same time or take turns."

Follow-up:
"What other parts of your body could a fly land on?"
"Let's write your ideas on the board and try the song again, singing the body parts you have suggested."
"We have been flicking flies with our hands. Find another part of your body you could flick flies with."
"Let's flick flies in the air. Flick a fly in front of you, behind you, to the right side, left side, high, low."
"Who can flick a fly in slow motion?"
"What other ways could you make a fly go away?"

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6. Song About Slow, Song About Fast
Words and Music: Hap Palmer

Lyrics:
This is a song about slow
How slowly can you go?
As slow as the oak tree grows in the meadow
How slowly can you go?

This is a song about fast
Soon it will be in the past
We're in an awful hurry to sing and get through
There's so many other things that we want to do

This is a song about fast
It's almost over at last
We're so glad it's ending 'cause we got to fly
It's been great to know you, hello and goodbye

Vocabulary:
Actions: Slow and fast
Setting: Participants sitting or standing - moving in place or freely around the room

Lead-up:
"Each time you change your speed can you also change your level?"
"Can you move slowly in a tight and tense way and quickly in a loose and floopy way?"
"Try moving slowly in straight pathways and quickly in curved pathways."
"What else can you do as you move slowly? quickly?"
"Can you move your arms quickly as you move slowly?"
"Can you move your arms slowly as you move quickly?"
"What other body parts can you move as you travel slowly and quickly?"
"Can you travel slow and fast without using your legs?"

Action:
This song can be used in many ways. Listening for the changes in tempo, participants move slowly with the slow music and quickly with the fast music. The moving may be done in place, or traveling through space; with isolated body parts or the whole body. The teacher may want to encourage children to explore other movement qualities in addition to tempo as well as spatial concepts, with questions. such as:

Variation:
"Can you listen for tempo changes and move in opposition to the music? In other words, move quickly with the slow music and slowly with the fast music."

Follow-up:
..."One at a time. Walk across the room. When you get to the middle of the floor, change the speed of your movement. You can walk faster or slower, whichever you choose. I'll play the drum and match the rhythm to the tempo you choose as you move."
... "What is another way you could move across the room?" (Examples: run, hop, jump, skip, gallop, slide, roll, etc."
... "Moving in any way you chose, cross the room and change speed at least three times before you get to the other side."
... "Do this several times until you find a series of movements you like and can remember."
..."Find a starting shape that goes into your movements; then find an ending shape."

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7. Swing, Shake, Twist, And Stretch
Words and Music: Hap Palmer

Lyrics:
What body part can you swing?
Like a branch in the breeze or a flying trapeze
Anything that you swing will be fine as we sing
What body part can you swing?

What body part can you shake?
Like a rattle on a snake or the kind babies shake
Like a gypsy tambourine or a skeleton's bones on Halloween
What body part can you shake?

What body part can you twist?
Like a cap that you twist on a jar
Like a steering wheel on a car
Anything you can twist we will add to the list
Oh, what body part can you twist?

What body part can you stretch?
Like a giraffe reaching high to munch leaves
Like the arms of a chimpanzee
As he swings through the jungle trees
Oh, what body part can you stretch?

Swing, shake, twist, or stretch
Which of the four do you like the best?
Choose one to do, it's all up to you
Swing, shake, twist, or stretch

Vocabulary:
Actions: Swing, shake, twist, stretch
Setting: Students work individually or in partners. This activity can be done standing in place or moving around the room.

Lead-up:
"Find a part of your body you can swing."
"Find another part."
"Can you swing two parts at once?"
"What part of your body can you shake?"
"What is the fastest speed you can shake?"
"Can you shake in slow motion?"
"Find a part of your body you can twist."
"Find another part."
"What is the difference between twisting and turning?"
"Stretch a part of your body high in the air."
"In what other directions could you stretch parts of your body?"
"What levels could you stretch into?"
"What is the opposite of stretching?"
"Show me how m any different parts of your body you can bend and stretch."

Action:
Many of the lead-up challenges can be used during the rhythmic segments to stimulate exploration and variety of movement.
"This song is actually four short songs. Each one is about a different way you can move parts of your body."
"A rhythmic segment, with no melody, follows each song. The rhythms are random - not even or regular. This gives you a chance to explore moving in your own time."

Follow-up:
"What other ways can you move parts of your body?"

"Can you move two body parts at the same time, each in a different way?" (e.g. swing your arm and shake your head, stretch your leg and twist your spine.)

If rhythm instruments are available, small groups of children can create their own rhythmic compositions as the rest of the class moves.

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8. All The Ways of Jumping Up And Down
Words and Music: Hap Palmer

Lyrics:
Chorus:
If you got the time come on and help us find
All the way of jumping up and down
There's a million ways or more for bouncin' off the floor
Here's a few my friends and I have found

Verses:
You can jump a little higher, jump a little higher
You can jump a little lower, jump a little lower
You can jump a little faster, jump a little faster
You can jump a little slower than you've ever jumped before
You can jump and turn around, jump and turn around
You can jump and tumble down, jump and tumble down
You can jump and stay in one place, jump and stay in one place
You can jump and make a funny shape while sailin' through the air!

Repeat Chorus

You can jump and do it loosely, jump and do it loosely
You can jump and do it tightly, jump and do it tightly
You can jump and do it smoothly, jump and do it smoothly
You can jump with sharp and sudden bursts, exploding through the air!
You can do it with a partner, jump with a partner
You can do it all along, jump all alone
You can jump in little groups, jump in little groups
You can jump in one big, jolly group and all hold hands!
If you got the time come on and help us find
All the ways of jumping up and down

Vocabulary:
Actions: Higher, lowers, faster, slower, turn around, tumble down, through the air, shape, loosely, tightly, smoothly, sharp and sudden, with a partner, all alone, little groups, one big group
Setting: Participants standing in one place or moving freely around the room

Lead-up:
"How high can you jump in the air? Let's see your highest jump. Now let's see your lowest jump."
"Jump ten times as fast as you can. Ready, go."
"Jump three times as slowly as you can. Ready, go."
"Can you jump and turn around at the same time?"
"Can you jump in the air and fall on the ground as you land? Look down and notice exactly where you are on the floor. Can you jump up and land on the same spot?"
"Let your muscles relax and move your arms and legs loosely. Now move your spine in a loose and floppy way."
"Could you jump up and down while letting your whole body be loose and floppy?"
"Tighten the muscles in your arms; legs; stomach; back; tighten your whole body"
"Can you jump up and down while keeping all the muscles in your body tight and tense?"
"Which way makes it harder to jump, loose or tense? Can you jump and land without
making a sound?"
"In order to jump quietly, you must move smoothly and evenly with no sudden or
jerky movements"
"On your own time, alternate between sudden explosive movements and stillness"
"Find a partner. Hold hands with your partner and jump up and down. Now let go of your partner's hands and jump all by yourself"
"Form yourselves into little groups and jump up and down. Now let's all form one big group"
"Everyone hold hands and jump up and down."

Action:
"This song begins with a simple chorus we can all sing together."
"It goes like this." (Teacher sings chorus.)
"Now let's put on this recording and see who can jump in the ways described
in the song."
"If you get tired, you can stop jumping and rest during the chorus. Be sure to
sing along, though!"

Follow-up:
"What ways of jumping did you like the best?"
"What are some other ways you could jump up and down?"
"What way of jumping makes you get tired the fastest?"
"Which do you like best, jumping by yourself or jumping with other people?"
"We have tried many different ways of jumping up and down. How many ways can you skip? hop? run? leap? etc."

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9. Surpise Song
Words and Music: Hap Palmer

1. Introduction
2. Straight Paths
3. Curved Paths
4. Quick and Sudden
5. Slow and Smooth
6. Tight and Tense
7. Loose and Floppy

Lyrics:
You never know how this song will go
It may go high, it may go low
It might be fast or maybe slow
It might suddenly rise, it's a surprise song!
The melody moves along and then it's gone
You move just as long as the music goes on
Can you react to the fact it's a surprise song?

Vocabulary:
Actions: High, low, fast, slow, straight, curved, smooth, sudden, quick, tight, tense,
loose, floppy
Setting: Students moving in place or freely around the room

Materials:
For variation only, short pieces of rope or yarn as used in
"Walter the Waltzing Worm"

Lead-up:
"When I play the drum, wiggle your hands. When I stop playing, freeze." (Teacher can also play tambourine, guitar, piano, etc.)
"Can you think of another part of your body you could wiggle as I play, and stop moving when I stop playing?"
"This time when I play, move around the room without bumping into anyone, and freeze when the music stops."

Action:
This song is made up of seven short musical sections. Each one suggests a different spatial concept or quality or movement. What follows are some challenges the teacher can give the students. These challenges are only suggestions and are a small fraction of the many possible ways this song can be used. Between each musical section is silent time to present one or two of the challenges listed below. Others can be used as the students are moving or follow-up activities.

Section One - Introduction
"I'm going to play a song that starts and stops many times."
"When you hear the music, move around the room. When the music stops, freeze."
"Can you move in the ways suggested by the lyric of the song?"
"Go high; go low; move fast; move slowly; suddenly rise; stop when the music stop."

Section Two - Striaght Paths
"When you hear the music, move around the room in straight pathways. Does this remind you of traveling streets? following a map? What else does it remind you of?"
"Each time you turn, can you make a sharp angle and continue moving straight in the new direction?"
"Using straight lines only, what shapes or patterns can you walk on the floor?"
"Using straight lines only, what letters can you walk? hop? jump? skip?
"Staying in one place, can you make shapes with your whole body that are made up of straight lines? Notice that these straight lines make angles where they meet."
"Can you make angular shapes with your body as you walk straight angular patterns?"

Section Three - Curved Paths
"Explore moving around the room in curved paths. Are your curved paths large or small?"
"What shapes or patterns can you walk in curved paths?"
"Can you make curved shapes with your body as you walk curved patterns on the floor?"
"Can you make curved paths in the air with your hand?"
"With what other body parts can you make curved paths in the air?"

Section Four - Quick and Sudden
"What is the opposite of slow and smooth?"
"Who can move with quick, sudden bursts of energy?"
"Have you ever seen anything that moves this way?"
"Can you jump (fall, turn) quickly and suddenly?"
"Can you make your whole body explode like a firecracker?"
:What else can you do quickly and suddenly?"
"What sort of paths do you seem to take most of the time?

Section Five - Slow and Smooth
"When you hear the music, move around the room slowly and smoothly."
"What is the biggest space you can cover as you move slowly and smoothly?"
"Can you change levels (go high and low) as you move slowly and smoothly?"
"In how many different directions can you travel as you move slowly and smoothly?"
"Do you move in curved or straight paths while moving slowly and smoothly?"

Section Six - Tight and Tense
"Tighten the muscles in your arms as tightly as you can - tighter, tighter, tighter! Now let go and let your arms flop to your sides. Take a deep breath"
"What other parts of your body can you tense and tighten?"
:Can you make all the muscles in your body tight?"
"How do you feel when your body is tight and tense?"
"Can you move around the room while holding your body this tensely and tightly?"
"Curl up in a tight little ball like a tightly wound spring in a music box."
"Now stretch your arms and legs tightly like the strings on a guitar. What else does this remind you of?"

Section Seven - Loose and Floppy
"Does anyone know what the opposite of tense and tight is?"
"Let your arms flop; pretend they are ropes or pieces of cooked spaghetti."
"What other parts of your body could you make loose and floppy?"
"Can you make your whole body loose and floppy like a rag doll?"
"Can you move around the room while keeping your body loose and floppy?"
"Can you turn (jump, skip) in a loose and floppy way?"
"Can you fall down and get back up in a loose and floppy way?"
"What else can you do in a loose and floppy way?"


Credits:
Vocals: Hap Palmer
Background Vocals: Carter Robertson, Cruz Sembello, Penny Summers,
Hap Palmer
Arranger: Bob Summers
Engineer: George S. Price
Vocals: Hap Palmer
Guitars: Bob Summers, Hap Palmer
Drums: Daniel El Greco
Bass: Bill Perry
Keyboards: George S. Price
Reeds: John Clarke, Dan Higgins, Hap Palmer
French Horn: Moe Myer
Trumpet: Darrel Yarnder
Trombone: Alfred Johnson, Robert Stayne
Double Bass: Tim Barrenger
Cellos: Evan Torfeh, Becky Greene
Violas: John Ross, Stacy Sister
Violins: Sid Page, Cindy Sister, Claudia Park, Rebecca Hassell, Clayton Hassell, Mr. and Mrs. D.K Newman, Jean Heuge
Strings: Grand Avenue String Ensemble
Brass: Covina Congregational Brass
Percussion: Bill Schlitt
Educational Consultants: Angelia Sui Yau Leung, Pia Gilbert, Craig Cunningham, Lou Thomas, Melinda Williams
Produced by: Don Perry, Bob Summers, Hap Palmer
Cover Illustration: Lianna Kelly
Production Coordinator: Betty Williams

All Songs by Hap Palmer ©Hap-Pal Music
Recorded in 1982 in Burbank California

All songs published by Hap-Pal Music. ©Hap-Pal Music all rights reserved. No part of these lyrics or activities may be reproduced or transmitted in any form or by any means without permission from the publisher.

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