Introduction
Young children learn best by "doing." These songs invite active involvement in mastering a wealth of knowledge and skills. Subjects include colors, numbers, letters, phonics, days of the week, animals, opposites, occupations, sight words, basic motor skills, and more. Music, movement and social interaction come together in a joyous celebration of learning! This updated version includes additional songs and improvements to existing songs.

Additional Songs Included in The New Updated Recording

Words We Most Often Use – Beginning readers learn essential sight vocabulary using rhythms and instruments.

Shifting Shapes – Participants build vocabulary and identify verbs and nouns by moving different body parts in a variety of ways.

Lucky Number March – This song reinforces recognition of numbers 1–20. As a variation, children can be encouraged to find different ways to combine numbers to reach the lucky number.

A Tree Fell Down – Children explore the prepositions over, under, and around, by finding ways to get by an imaginary fallen tree.

Parade Of Colors Basic – This version of Parade Of Colors provides additional time for children to respond and move when their color is called.

The Eagle – Students learn about eagles, explore rhythmic patterns, and easily
sing along with the repeating phrase that ends each verse, "He was free when they
let him be."

Improvements to Existing Songs from the Original Version

Everyone Can Be A Helper – Provides additional response time after each question to give listeners more opportunities to name occupations.

Pocket Full Of B's – Replaces the word "jerk" with "juggle" for more fun movement possibilities.

Animal Quiz – Changes incorrect grammar in the sentence "There's animals everywhere ..." to "There are animals everywhere ..."

Stepping Out On The Town – Creates a steadier and more even tempo throughout
the song.

We have also added basic versions for several of the songs. The basic versions provide extended response time for younger children. The track numbers and song titles are:
14. Put A Little Color On You (Basic)
19. Parade Of Colors (Basic)
20. Say The Opposite (Basic)
21. Bean Bag Alphabet Rag (A – H)

The basic version is useful as a lead up activity to familiarize children with an activity before participating in the faster paced original version.

The following songs are paced for a wider age range and work well with children preschool though 2nd grade:
1. Let's All Clap Our Hands Together
3. Can A Cherry Pie Wave Goodbye?
4. Weekly Rap
6. Animal Quiz Part One
7. Animal Quiz Part Two
9. Pocket Full Of B's
13. Stepping Out On The Town
16. A Tree Fell Down
17. Lucky Number March
18. Words We Most Often Use
22. The Eagle

Teaching Guide
The teaching guide below contains the following information for each song:

1. Let's All Clap Our Hands Together
Words and Music: Hap Palmer

Objectives:
- Improve motor skills and build vocabulary by experiencing the words:
       Clap, shake, bounce, reach, stretch, swing, hop, freeze, jump, and turn
- Increase cardiovascular function (endurance).
- Energize the body and increase oxygen to the brain.
- Take a break after long periods of sitting.

Setting: Stand in front of chairs or spread out in an open area.

Activity: You can lift your spirits and increase your alertness with physical activity. Each verse features a different way to move: 1. Clap your hands 2. Shake and bounce 3. Alternate making yourself small and big 4. Swing your arms from side to side
5. Hop and freeze 6. Repeat verse three 7. Jump and turn
End each verse by reaching high and lengthening your spine.

Lyric:
Let's all clap our hands together people everywhere
Let's all clap our hands together with the joy that we can share
Let's all clap our hands together; just stand up and try
Then reach high, high, high, stretching for the sky

Let's all shake and bounce together people everywhere
Let's all shake and bounce together with the joy that we can share
Let's all shake and bounce together; just stand up and try
Then reach high, high, high, stretching for the sky

     Feel your body growing and your spirit soaring free
     Reach up for the highest star and all that you can be

Let's all swing and sway together people everywhere
Let's all swing and sway together with the joy that we can share
Let's all swing and sway together; just stand up and try
Then reach high, high, high, stretching for the sky

Let's all hop and freeze together people everywhere
Let's all hop and freeze together with the joy that we can share
Let's all hop and freeze together; just stand up and try
Then reach high, high, high, stretching for the sky

     Feel your body growing and your spirit soaring free
     Reach up for the highest star and all that you can be

Let's all jump and turn together people everywhere
Let's all jump and turn together with the joy that we can share
Let's all jump and turn together; just stand up and try
Then reach high, high, high, stretching for the sky

Follow up:
- Show me the movements you remember doing in this song.
       Can you think of motions we did not do?
- What are your three favorite movements?
- Do them one after the other in any order you wish to form a short movement phrase.
- Do your phrase in slow motion.
       Now show me the fastest speed you can do your phrase.

Back to Titles


2. Put A Little Color On You
Words and Music: Hap Palmer

Objectives:  
- Recognize and identify the colors: red, green, yellow, blue.
- Associate colors with everyday objects.
- Identify the body parts: knee, elbow, head, toes, heel, thigh, leg, spine.
- Identify clothing vocabulary: shoe, heel, sleeves, collar.

Setting: Sit on the rug or in a chair.

Activity: Start in a seated position holding your colored scarf or card. Follow the directions in the verses and place the color cards or scarves on the various parts of your body as they are named.

Lyric:
Just put a little color on you: red, green, yellow or blue
For a beautiful way to brighten your day just put a little color on you

Put the color blue on your shoe, color blue on your shoe
Put the color green on your knee, color green on your knee
Put the color yellow on your elbow, the color yellow on your elbow
Put the color red on your head, the color red on your head

Just put a little color on you: red, green, yellow or blue
For a beautiful way to brighten your day just put a little color on you

Put the color of a rose on your toes, color of a rose on your toes
Put the color of leaves on your sleeves, color of leaves on your sleeves
Put the color of a lemon peel on your heel, a lemon peel on your heel
Put the color of the sky on your thigh, the color of the sky on your thigh

Put the color of a dollar on your collar, color of a dollar on your collar
Put the color of the yolk of an egg on your leg, yolk of an egg on your leg
Put the color of the sea on your knee, the color of the sea on your knee
Put the color of a stop sign on your spine, a stop sign on your spine

Just put a little color on you: red, green, yellow or blue
For a beautiful way to brighten your day just put a little color on
Put a little color on, put a little color on you

Variation 1: Work in groups of four people. Each person holds a different color card or scarf. Sit close together and face each other. As each color is called, everybody in the group shares the one color, touching it to the body part named. For example, when you hear "touch the color red to your head," each person puts her/his head on the one red scarf or card.

Variation 2: Look around the room. Name all the things you see that are red,
blue, green, and yellow. Working individually, move freely about the room and contact various body parts with the colors named.  

Note: Use the basic version of this song, 14. Put A Little Color On You (Basic) for preschool children, or to provide more time for older students to explore these activities.

Back to Titles


3. Can A Cherry Pie Wave Goodbye?
Words and Music: Hap Palmer

Objectives:  
- Recognize the difference between fantasy and reality.
- Think imaginatively.
- Develop skill in rhyming words.

Setting: Sit in your chair or on the rug.

Activity: Listen to the questions. If it's something you might really see, nod you head and answer "yes." If it's something you would not really see, shake your head and answer "no."

Lyric:
Many lines we'll sing for you
Some are false and some are true
Can you tell if it's fact or fantasy
Is it just a funny thought?
Could it be or could it not?
Is it something you might really see?

Does a rose have toes?
Does a bear have hair?
Can a log chase a dog?
Can you take a trip on a ship?
Can a sock wind a clock?
Do trees have leaves?
Can a bird be heard?
Can a cherry pie wave goodbye, wave goodbye?
Can a cherry pie wave goodbye?

Repeat First Verse

Can a snake bake a cake?
Do you eat with your feet?
Can a sink smile and wink?
Can you sweep a room with a broom?
Does a hose wear clothes?
Does a phone have a tone?
Can a dress play chess?
Can a cherry pie wave goodbye, wave goodbye?
Can a cherry pie wave goodbye?

Follow up:
- Show me in movement how you imagine it would look if a snake could bake a  
       cake...if a log could chase a dog...if you could eat with your feet.
- Which imaginary situation did you find funniest?
- Draw a picture that shows what this situation would look like.
- Think of other rhymes that describe both imaginary situations and situations
       that could happen in real life.
- Sing this song again using your ideas with 23. Can A Cherry Pie Wave Goodbye?
       (Instrumental)

Back to Titles


4. Weekly Rap
Words and Music: Hap Palmer.

Objectives:
- Identify and memorize the days of the week.
- Improve motor skills and endurance.
- Count from one to seven.

Setting: Stand in front of seats or spread out in an open area.

Activity: Learn the days of the week as you reach, run, tap, pat, stretch, bend, twist, turn and jump with the "Weekly Rap." Each day has its own way of moving. We'll go through the days three times - on the third time get ready to speed things up!

Lyric:
Monday, Monday, reach and run day
Tuesday, Tuesday, tap your shoes day
Wednesday, Wednesday, stretch and bend day
Thursday, Thursday, twist and turn day
Friday, Friday, jump up high day
Saturday, Saturday, pat your body day
Sunday, Sunday, that's the one day
We can rest and do nothing at all

Now clap, clap, clap for the weekly rap
Count to seven and do it again

Repeat First Verse

Now clap, clap, clap for the weekly rap
Count to seven and pick up speed !

Repeat First Verse with Faster Tempo

Now clap, clap, clap, for the weekly rap
Count to seven and that's the end

Follow up:
- Feel your heart before you start this activity. Feel it again after doing the activity.
       Is it beating faster? Do you know why?
- On your own time, do the motions in order. Now try it in slow motion.
       Now do the opposite and show me the fastest speed you can go.

Back to Titles


5. Bean Bag Alphabet Rag
Words and Music: Hap Palmer 

Objectives:
- Recognize the letters of the alphabet A – Z.
- Master initial consonant sounds.
- Identify body parts.
- Improve motor skills.

Materials: Each participant has a bean bag. Note: You can make a bean bag by placing dried uncooked beans or rice inside an old sock. See Making Teaching Aids on our website at www.happalmer.com and select Making Bean Bags.

Setting: Stand in front of chairs or in an open area.

Activity: Place your bean bag on the body part named and/or do the motion
described in this song.

Lyric:
A – Arm, put it on your arm
B – Back, put it on your back
C – Catch, throw the bag and catch
D – Drop, drop the bag and dance with the Bean Bag Alphabet Rag
E – Ear, put it on your ear
F – Foot, let it fall to your foot
G – Grab, grab and grip the bag
H – Hop, hold it on your head and hop with the Bean Bag Alphabet Rag

I – Ice, imagine it's made of ice
J – Jump, jiggle the bag and jump
K – Keep, keep it on your knee
L – Leg, lift it with your leg with the Bean Bag Alphabet Rag
M – March, N – Neck, put it on your neck and march
O – Off, let it ooze off your neck
P – Pat, gently pat the bag
Q – Quick, quickly make it quiver
R – Run, run around the bag with the Bean Bag Alphabet Rag

S – Slide, slide it up your side
T – Toes, tap it on top of your toes
U – Under, undulate under the bag
V – Vibrate, vibrate very fast with the Bean Bag Alphabet Rag
W – Waist, wipe it on your waist
X – X-ray, look through it with X-ray vision
Y – You, you make something up
Z – Zoom, zoom around the bag with the Bean Bag Alphabet Rag

Follow up:  
- Show me all the things you recall doing with your bean bag.
- Do the movements which go with the letters in your first name.
- Using your bean bag, find other movements you can do with each letter.

Note: For preschool children or a child with a shorter attention span, start with just the first 8 letters of the alphabet and use song 21. Bean Bag Alphabet Rag A – H.

Back to Titles


6. Animal Quiz Part One
Words and Music: Hap Palmer

Objectives:  
- Identify animals based on physical characteristics.
- Respond in language and movement.

Setting: Sit in a chair, on the rug, or stand in an open area.

Activity: This song has phrases that describe different animals. If you know the animal, call out the answer.

Lyric: (Part 1)
Deep in the jungle or down by the sea
Playing in the grass or hanging in a tree
Down in the ground or high in the air
There are animals everywhere

My trunk is long and my skin is gray 
I hang in a cave and I sleep in the day
 
I have a coat that's woolly and white 
I crow loudly at day's first light 

I slide through the grass; I'm long and thin 
I have horns on my head and hair on my chin
 
The farmer feeds me and gathers my eggs 
My neck is long and so are my legs
 
I have powerful jaws and a rough, tough hide 
There's a pouch on my stomach where baby can ride
    
I scamper through the house and nibble on cheese 
With my long arms I swing through the trees 

Deep in the jungle or down by the sea
Playing in the grass or hanging in a tree
Down in the ground or high in the air
There are animals everywhere

Answers: Elephant, bat, sheep, rooster, snake, goat, chicken, giraffe, alligator or crocodile, kangaroo, mouse, monkey

Back to Titles


7. Animal Quiz Part Two2
Words and Music: Hap Palmer

Deep in the jungle or down by the sea
Playing in the grass or hanging in a tree
Down in the ground or high in the air
There are animals everywhere

I can gallop very fast with a saddle on my back 
I have webbed feet and I say "quack quack"
 
I have eight arms and I swim in the sea 
I'm a playful pet that can climb up a tree
 
I have large, round eyes and I say "Whoo-hooo" 
I'm white and black and I chew bamboo
 
My feathers make a fan when I spread my tail 
My house is my shell and I'm bigger than a snail
 
I'm a big, bold cat with a black striped coat  
I'm a fish-like mammal that can swim and float
 
You can put me on a leash and take me for a walk 
I'm a colorful bird that can learn to talk 
 
Deep in the jungle or down by the sea
Playing in the grass or hanging in a tree
Down in the ground or high in the air
There are animals everywhere

Answers: Horse, duck, octopus, cat, owl, panda bear, peacock, turtle, tiger,
whale (also dolphin or porpoise), dog, parrot
 
Variation: Move like the animal and make the sound of the animal described.
 
Follow up:
- Name all the animals you can remember that we described in this song.
- Can you think of an animal that was not described in this song?
- Name all the animals you can think of that fly… that have fur… that can swim…
- Which animal is the fastest?... slowest?... largest?...smallest?
- Which animal would you most like to be?

Back to Titles


8. Parade Of Colors
Words and Music: Hap Palmer

Note: For preschool children use song 19. Parade Of Colors (Basic).

Objectives:   
- Identify and recognize the colors: red, green, yellow, blue, orange, pink, purple,
       black, brown, white.
- Work together as a group.
- Develop spatial awareness.
- Experience a variety of movement vocabulary:
       Actions: march, shrink, shake, lean, jump, wiggle, wink, tiptoe, turn, nod, wave,                    clap, reach, spin, stand, stop, sit
       Space and Direction: back, high, low, between, near, far, around, circle

Materials: Colored cards or scarves: red, green, yellow, blue, orange, pink, purple, black, brown, white.

Setting: Spread out in an open area or stand in a circle.

Activity: When the music begins, march around the room. When the bell rings, stop and stand still. When your color is called, do the action described.

Lyric:
Make way for the parade of colors
They are marching all around
There is purple and pink, red and green  
Yellow, orange, blue and brown

Make way for the parade of colors,
They are marching near and far
At the sound of the bell, they will stop
And stand right where they are

Purple and pink, slowly shrink
Yellow, shake like Jello
Brown and green, do a sideways lean
Orange and black, jump back

White and pink, wiggle and wink
Red and blue shake a shoe
Purple, black, orange and brown,
All tiptoe and turn around

Make way for the parade of colors,
They are marching all around
There is purple and pink, black and white
Yellow, orange, blue and brown

Make way for the parade of colors,
They are marching near and far
At the sound of the bell, they will stop
And stand right where they are

Red, nod your head; yellow, wave hello
Blue and black, both clap
White, reach high; Yellow, reach low
Green, reach somewhere in between

Pink, blue, green and purple,
Hop and turn in a circle
Orange and white, side step right
Red and brown, spin around

Make way for the parade of colors
They are marching all around
At the sound of the bell, they will stop
And all sit down

Variation: Try the motions described in the lyric without music:
     march, shrink, shake, lean, jump back, wiggle, wink, turn around,
     nod, wave, clap, reach high, reach low, hop, side step, spin,

Take time to explore each motion. Try variations by changing the speed (slow and fast) or level (high, low, medium) of the motions. The teacher can play a drum for accompaniment.

To familiarize younger children with the colors start with song
19. Parade Of Colors (Basic). This makes an excellent warm up or lead up activity.

Follow up:
- In this song, each color was given three motions.
- Can you name the three motions your color was called to do?
- Put the three motions together in any order you wish to form a short
       movement phrase.
- Can you do your phrase in slow motion?
- Show me the fastest speed you can do your phrase.

Back to Titles


9. Pocket Full Of B's
Words and Music: Hap Palmer

Objectives:  
- Learn initial consonant sounds of B, J, T, P, and hard C,
- Improve motor skills,
- For older children, recognize that words which describe actions are called verbs.

Setting: Stand in front of seats or spread out in an open area.

Activity: The first verse of this song features four words that begin with the letter "B." Each word is a verb that describes an action. Sing each word after you hear it and at the same time do the action. In the verses that follow, we will sing and move with verbs that begin with the letters "T, P, J, and C."

Lyric:
Got a pocket full of B's, a pocket full of B's
A pocket full of "bees" like the kind that sting?
No, I mean the alphabet, the letter "B" you get from the alphabet
It's a sound you've heard that makes the words like: Bend, Bounce, Brush, Balance
I've got a pocket full of B's Woo - I've got a pocket full of B's

Got a pocket full of J's, a pocket full of J's
A pocket full of "jays" like a flock of blue jays?
No, I mean the alphabet, the letter "J" you get from the alphabet
It's a sound you've heard that makes the words like: Jump, Juggle, Jog, Jiggle
I've got a pocket full of J's Woo - I've got a pocket full of J's

Got a pocket full of T's, a pocket full of T's
A pocket full of "tees" like a golf player needs?
No, I mean the alphabet, the letter "T" you get from the alphabet
It's a sound you've heard that makes the words like: Tap, Turn, Twist, Tiptoe
I've got a pocket full of T's Woo - I've got a pocket full of T's

Got a pocket full of P's, a pocket full of P's
A pocket full of "peas" like the things you eat?
No, I mean the alphabet, the letter "P" you get from the alphabet
It's a sound you've heard that makes the words like: Point, Pull, Pounce, Polish
I've got a pocket full of P's Woo - I've got a pocket full of P's

Got a pocket full of C's, a pocket full of C's
"Seas" like the oceans that ripple in the breeze?
No, I mean the alphabet, the letter "C" you get from the alphabet
It's a sound you've heard that makes the words like: Crawl, Catch, Climb, Carry
I've got a pocket full of C's Woo - I've got a pocket full of C's

Follow up:  
- Can you think of nouns that begin with the letter 'B'?... 'T'?... 'P'?... 'J'?... 'C'?...  
- Choose other letters, and find words that begin with these letters.
- Find words that fit a category such as: foods, places (cities, states, countries)
       names, or animals.  
- Using your ideas, sing along with the instrumental version:
       24. Pocket Full Of B's (Instrumental).

 Back to Titles

10. Following You
Words and Music: Hap Palmer

Objectives:  
- Understand movement vocabulary and create actions.
- Work cooperatively with a partner.
- Observe and mirror actions of partner.

Setting: Partners stand in an open area and face each other.

Activity: One person leads and the other follows. Decide which role each of you will take. The lyric is in the voice of the person who follows. The leader moves first for 8 beats, then the follower moves in the same way. Each verse ends with a traveling movement where the follower imitates and trails the leader around the room.  

Lyric:
Stand facing me; make a shape I can see
I'll do the same; that's how we play the game
Hop up and down, and turn all around
Now watch me do the same thing as you
Now walk where you want to, and I'll follow you
I'm following you, doing whatever you do
Following you, following you

Now can you make a part of you shake?
I'll do it, too; see me shaking like you
Now stretch and bend again and again
I'll stretch and bend like you did, my friend
Now jump where you want to, and I'll follow you
I'm following you, doing whatever you do
Following you, following you

Now can you show me a way to move slowly?
I'll do it, too; just as slowly as you
Now can you pick me a way to move quickly?
I'll do it, too; just as quickly as you
Do anything you want to, and I'll follow you
I'm following you, doing whatever you do
Following you, following you

Variation: Trade roles each verse.

Follow up: This activity is called mirroring and is done without music. Partners stand facing each other, about three feet apart.  One is the leader, the other,the "mirror."
Using slow, smooth, continuous motions, the leader begins to make simple gestures
and shapes.  The "mirror" duplicates the leader's movements exactly --
just as a mirror would.

Back to Titles


11. Everyone Can Be A Helper
Words and Music: Hap Palmer

Objectives:  
- Learn the names of various occupations.
- Understand what people do in the workplace.
- Recognize the value of different jobs and how they contribute to a community.

Setting: Sit in a chair or on the rug.

Activity: Start by singing this simple chant:
     Everyone can be a helper
     There's something everyone can give
     When we learn to work together
     The world's a better place to live

This chant is followed by questions based on descriptions of what various workers do. If you can identify the occupation, call out the answer during the pause that
follows each question.

Lyric:
Everyone can be a helper
There's something everyone can give
When we learn to work together
The world's a better place to live

Who grows the food we eat each day?
Who comes to haul the trash away?
Who totes a sack and brings the mail?
Who takes a robber off to jail?

Who treats the sick to make them well?
Who helps us learn to read and spell?
Who hauls goods from town to town?
Who makes repairs when a car breaks down?

Everyone can be a helper
There's something everyone can give
When we learn to work together
The world's a better place to live

Who cuts hair and keeps it neat?
Who cooks the food when we're out to eat?
Who mows lawns and pulls out weeds?
Who writes the words in the books we read?

Who moves dirt with a big machine?
Who takes pictures for a magazine?
Who sells flowers in a big bouquet?
Who cleans teeth and prevents decay?

Everyone can be a helper
There's something everyone can give
When we learn to work together
The world's a better place to live

Who sews pants, a dress or blouse?
Who saws wood and builds a house?
Who cleans pipes and clears a drain?
When we travel by air who flies the plane?

Who designs radios, roads and cars?
Who studies galaxies, planets and stars?
Who installs switches, plugs and wires?
Who saves lives and puts out fires?

Everyone can be a helper
There's something everyone can give
When we learn to work together
The world's a better place to live

Answers:
Verse 1: Farmer, trash collector, mail carrier, police officer, doctor/nurse, teacher,               truck driver, mechanic.
Verse 2: Barber/hair stylist, cook/chef, gardener, author/writer, tractor driver,               photographer, florist, dentist.  
Verse 3: Tailor/seamstress, carpenter, plumber, pilot, engineer, astronomer, electrician,               firefighter.

Variations:
- Stand and add movement by bouncing or stepping in place as you sing and
       answer questions.
- Face a partner or form a small group and help each other name the occupation that        answers each question.
- As you name occupations, give a thumbs up signal if it involves work you would
       like to do.
- Act out the motions workers might do using imaginary tools and props. Examples:
       Farmer – dig with a shovel or pick apples from a tree.
       Mail carrier – place envelope in mailbox.
       Truck driver – grip and turn a steering wheel.
       Teacher – write on the board.
       Author – type on a keyboard.
       Firefighter - aim high power hose at fire.
       Carpenter – saw a piece of wood.

Follow up:
- Can you name an occupation that was not named in this song?
- Which helpers work outdoors?...in an office?...in a factory?
- Which helpers work with plants?...people...machines?
- Which helpers do the most reading?...talking?...standing?...sitting?
- What jobs do you do at home?...at school?
- Name the occupation you would most like to do when you grow up?...why?
- Name the occupation you would least like to do when you grow up?...why?
- Which is more important to you in choosing an occupation - making a lot of
       money, or doing something you enjoy?

Back to Titles


12. Say The Opposite
Words and Music: Hap Palmer

Note: The basic version of this song, 17. Say The Opposite (Basic), is ideal for use with preschool and younger children. It is also effective as a lead up activity for this faster version.

Objectives:
- Understand that the opposite means something that is totally different or the reverse
       of something else.
- Demonstrate understanding of opposites by verbal and movement responses..

Setting: Sit in chair, on the rug, or stand in an open area.

Activity: The verses of this song consist of a series of words. After you hear each word you have three counts to say the opposite. (Possible answers are shown in italics in the lyric below.) If you don't know the opposite of a word, don't worry; just go to the next word.

Lyric:
Say the opposite; make a quick call
You have three counts and that's all
If you know, tell us so, ready, set, here we go!

Front (back) Quick (slow) Up (down) Thick (thin)
Smile (frown) Strong (weak) Soft (hard) Long (short)
Sit (stand) Small (big, tall) Throw (catch) Tall (short, small)
Near (far) Low (high) Heavy (light) Slow (fast)

Say the opposite; make a quick call
You have three counts and that's all
If you know, tell us so, ready, set, here we go!

Shut (open) Down (up) Loose (tight) Frown (smile)
Back (front) Thin (thick, wide) On (off) In (out)  
Far (near, close) Pull (push) Out (in) Full (empty)
Hard (soft) Top (bottom) Under (over) Stop (go)

Say the opposite; make a quick call
You have three counts and that's all
If you know, tell us so, ready, set, here we go!

Big (small, little) Tight (loose) Left (right) Right (left, wrong)
High (low) Bend (stretch, straighten) Over (under) End (start, begin)

Variations: Show the opposite of a word by creating a movement. For example, the opposite of "quick" could be shown by moving slowly. The opposite of "small" could be shown by making yourself large. If you would like more time to explore these movements, try the basic version 17. Say The Oposite (Basic) of this song.

Work with partners. One person does a motion to represent the word sung in the song. The other person does the opposite. For example: for the word quick, one person moves quickly and the other moves slowly.

Back to Titles


13. Stepping Out On The Town
Words and Music: Hap Palmer

Objectives:  
- Count from one to twelve.
- Perform basic locomotor actions: step, jump, tiptoe, hop, run.
- Use space cooperatively without interfering with others.

Setting: Spread out and stand in open area.

Activity: Pick a spot somewhere in the room and call it home. Each verse of this song will give you a way to travel around the room and tell you the time you should arrive back home. As the numbers are called, move around the room changing directions whenever you wish. The challenge is to plan your trip so you arrive home on time.

Lyric:
Stepping out on the town, stepping out on the town
But you must be home by eight
Stepping out on the town, stepping out on the town
Have a good time but be home by eight
(Spoken) One, two, three, four, five, six, seven, eight!
It's eight o'clock, hope you made it back home

Jumping out on the town, jumping out on the town
But you must be home by ten
Jumping out on the town, jumping out on the town
Have a good time but be home by ten
(Spoken) One, two, three, four, five, six, seven, eight, nine, ten!
It's ten o'clock, hope you made it back home

Tiptoe out on the town; tiptoe out on the town
But you must be home by nine
Tiptoe out on the town, tiptoe out on the town
Have a good time but be home by nine
(Spoken) One, two, three, four, five, six, seven, eight, nine!
It's nine o'clock, hope you made it back home

Hopping out on the town; hopping out on the town
But you must be home by three
Hopping out on the town, hopping out on the town
Have a good time but be home by three
(Spoken) One, two, three!
It's three o'clock, hope you made it back home

Running out on the town; running out on the town
But you must be home by twelve
Running out on the town, running out on the town
Have a good time but be home by twelve
(Spoken) One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve!
It's twelve o'clock, hope you made it back home
'Cause it's midnight, it's midnight, and everyone should be back home.

Variation: Spread the hoops around an open area; one for each person or have
2 people share each hoop. Stand or sit inside a hoop. This will be your home.
Travel around the open area moving outside the hoops.Return to your hoop by the
time called in each verse.

Note: You can use commercially made hula-hoops or homemade hoops made from flexible polyethylene pipe available at most hardware stores. See Making Teaching Aids on our website at www.happalmer.com and select How to Make Hoops.

Follow up:
- Name all the ways your recall traveling around the room. (step, jump, tiptoe, hop, run)
- What other ways could you travel that were not named in this song? Examples: skip,        gallop, slide, crawl
- Show me your three favorite ways to travel.
- Create a short movement phrase using your three favorite ways of traveling.
- Make a "getting ready" shape before you begin. Next, show your three favorite ways        to travel. When you are finished, make an ending shape.

Back to Titles


14. Put A Little Color On You
Words and Music: Hap Palmer

This version provides extended response time by adding a four bar instrumental interlude after each direction. It can be used as a lead up to the original version (#2). It can also be used to give more time to participate in the variation activities described for the original version.  

Objectives:  
- Recognize and identify the colors: red, green, yellow, blue.
- Associate colors with everyday objects.
- Identify body parts and clothing vocabulary.
- Identify the body parts: knee, elbow, head, spine.
- Identify clothing vocabulary: shoe, heel, sleeves.

Setting: Sit on the rug or in a chair.

Activity: Start in a seated position holding your colored scarf or card. Follow the directions in the verses and place the color cards or scarves on the various parts of your body as they are named.

Lyric:
Just put a little color on you, red, green, yellow or blue
For a beautiful way to brighten your day just put a little color on you

Put the color blue on your shoe, color blue on your shoe                    
Put the color green on your knee, color green on your knee                  
Put the color yellow on your elbow, the color yellow on your elbow        
Put the color red on your head, the color red on your head               

Put the color of the sea on your knee, color of the sea on your knee            
Put the color of a lemon peel on your heel, lemon peel on your heel                 
Put the color of leaves on your sleeves, color of leaves on your sleeves  
Put the color of a stop sign on your spine, a stop sign on your spine                 

Just put a little color on you, red, green, yellow or blue
For a beautiful way to brighten your day just put a little color on you

Variation 1: Work in groups of four people. Each person holds a different color card or scarf. Sit close together and face each other. As each color is called, everybody in the group shares the one color, touching it to the body part named. For example, when you hear "touch the color red to your head," each person puts her/his head on the one red scarf or card.

Variation 2: Look around the room. Name all the things you see that are red, blue, green, and yellow. Working individually, move freely about the room and contact various body parts with the colors named.  

Follow up: Name all the pairs of rhyming words you recall hearing in this song.
For example:
     What color rhymes with the word shoe?
     What color rhymes with the word head?
     What body part rhymes with the word peel?

Back to Titles


15. Shifting Shapes
Words and Music: Hap Palmer

Objectives:  
- Expand movement vocabulary.
- Move different parts of the body in a variety of ways.
- Identify verbs and nouns.

Setting: Stand in front of a chair or spread out in an open area.

Activity: Listen and respond to each direction. The directions consist of two body parts and one or two actions. Before doing this activity with the music let's slowly go through each motion as a lead up activity. Can you identify which words are nouns and which are verbs?

Each action places the body into a different shape. During the chorus, take a break from responding to specific directions and create your own motions. Shift your weight from one leg to the other moving side to side or front and back as you form your body into different shapes.

Lyric:
Tap your shoulders with your fingers
Rub your knee with your elbow
Pat your back with your palms
Squeeze your cheeks with your wrists

Rub your stomach and scratch your back
Bend your arms and twist your legs

Chorus: We're shifting shapes from head to toe
And naming body parts we know
Changing form like a piece of clay
Then making shapes in our own way

Touch your feet with your hands
Tickle your neck with your knuckles
Press your ankle with your thumb
Slide your arm across your chin

Chorus: We're shifting shapes from head to toe
And naming body parts we know
Changing form like a piece of clay
Then making shapes in our own way
We're shifting shapes from head to toe
And naming body parts we know

Variation: Try this activity with a partner. One person is the clay and one person is the artist. The person who is the clay can be seated or standing. The artist shapes the clay in the ways described in the lyric. During the chorus the artist creates different shapes with the clay.

Follow up: Do the above activity without music. Encourage partners to create other ways of making shapes and to work at their own rhythm and timing.

Back to Titles


16. A Tree Fell Down
Words and Music: Hap Palmer

Objectives:
- Understand the words over and under.
- Explore ways of getting by an imaginary fallen tree. 

Setting: Form a circle with one person standing inside the circle holding a
stick vertically.

Activity: Imagine the stick is a tree. When you hear the music, walk around the tree. When the tree cracks and falls, the person with the stick places it across the path of the people moving around the circle. Move by the tree in the way described in each verse. In the last verse create your own way to get by the tree.

Lyric:
As I was walking homeward bound
One cold and windy day
I heard a crack ... a tree fell down!
And there it lay blocking my way
So I went over, over,
I made it home by going over the tree

As I was walking homeward bound
One cold and windy day
I heard a crack ... a tree fell down!
And there it lay blocking my way
So I went under, under,
I made it home by going under the tree

As I was walking homeward bound
One cold and windy day
I heard a crack ... a tree fell down!
And there it lay blocking my way
So I jumped over, over,
I made it home by jumping over the tree

Supppose your're walking homeward bound
On a cold and windy day
You hear a crack ... a tree falls down!
Now find a way to get home today
Show us your way, your way,
Show us your way to get by the tree

Variation: Divide larger groups into several smaller circles with a tree inside each
circle to give everyone more time to explore ways of getting by the tree.

Follow up: Name all the ways you could get by the tree. Examples:
     Prepositions: over, under, around
     Verbs: step, crawl, jump, hop, leap
     Directions: forward, backwards, sideways
Without music, one at a time, show your way of gettng by the tree.

Back to Titles


17. Lucky Number March
Words and Music: Hap Palmer

Objectives:
- Identify numbers 1 - 20.
- Recognize when you have the lucky number.
- Combine numbers to make the lucky number (Variation for older children).

Materials:
- Number cards 1 - 20 placed in a circle on the floor
- A spinner to identify the lucky number

Note: The spinner can be a board or piece of cardboard with the numbers 1 - 20 arranged in a circle. A wheel or pointer is attached loosely in the center so it can spin and point to the lucky number.

Setting: Stand in a line around the circle of numbers. Place the spinner in the center of the circle or at the front of the class.

Activity: When you hear the music, march around the circle. When the bell rings, run and stand by a number card. Raise your hand when you hear your number. Next, someone spins the wheel to find the lucky number. The person who is standing by the lucky number is the winner.

Lyric:
One, two, three and around we go
How many numbers do you know?
When you hear the bell run and stand by a number
Raise your hand when you hear your number (Bell rings)
1, 2, 3 and 4, 5, 6, 7 and 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

Now it's time to spin the wheel and see
What the lucky number will be . . . (Four bar instrumental)

One, two, three and around we go
How many numbers do you know?
When you hear the bell run and stand by a number
Raise your hand when you hear your number (Bell rings)
1, 2, 3 and 4, 5, 6, 7 and 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

Now it's time to spin the wheel and see
What the lucky number will be . . . (Four bar instrumental)

Variation: (For older children) During the instrumental section, if you do not have the lucky number, pick up your number card and hold it in front of you so everyone can see. Look around at the numbers other players are holding. If you can find someone who is holding a number you can combine with your number to make the lucky number, stand next to that person. For example if the lucky number is 16 the person with the 9 card could stand with the person holding the 7 card.

Follow up: Without playing the song, provide more time for players to combine numbers to make the lucky number. More advanced players can also use subtraction, multiplication, or division. Allow as much time as needed for players to explore different ways of combining numbers to make the lucky number.

Back to Titles

18. Words We Most Often Use
Words and Music: Hap Palmer

Objectives:
- Learn essential sight vocabulary.
- Recognize 16 of the most often used words in the English language.
- Count number of letters in each sight word.
- Clap hands or use rhythm instruments to indicate letters in each sight word.

Setting: The sixteen sight words used in this song are placed on the board.

Activity: Students listen to each sight word. They wait three counts and then clap hands one time for each letter of the sight word named.

Note: Teacher should point out that some words sound the same but are spelled differently (Homophones). For example: the word to sounds the same as too, and two.The word for sounds the same as four. For purposes of learning most frequently used sight words, we will use to and for.

Lyric:
These are the words we most often use
Short little things we most often choose
Meet them my friend
You're sure to see them again and again

the t-h-e        it i-t             and a-n-d          I I
you y-o-u      to t-o           was w-a-s         a a

Again and again they are sure to appear
In books and on signs and with songs that you hear
At work or at play there is so much to say
And these are the words that we use every day

for f-o-r        in i-n           said s-a-i-d         on o-n
she s-h-e       he h-e          that t-h-a-t         of o-f

These are the words we most often use!

Variations:
- Jump in place or play a rhythm instrument for each letter of the sight word named.
- More experienced readers can listen to each word without seeing it on the board
- Challenge students to, "Wait three counts then clap your hands the number of times      that matches the number of letters in each word you hear."

Follow up: Use the instrumental version: 25. Words We Most Often Use (Instrumental) and select sight words that were not used in this vocal version.

Back to Titles

19. Parade of Colors – Basic
Words and Music: Hap Palmer

Objectives:   
- Identify and recognize ten colors.
- Step in rhythm with the music.
- Develop spatial awareness.

Materials: Colored cards or scarves: red, green, yellow, blue, orange, pink, purple, black, brown, white. Where materials are not available, participants can pick a color from the clothes they wear.

Setting: Each person holds a colored card or scarf. Participants march in a circle or around the room finding their own pathway.

Activity: Stand in a circle and hold your color card or scarf. When you hear the music, begin marching around the circle. When you hear the bell, stop marching and sit down. Stand up when your color is called. At the end of each verse all the colors should be standing.

Lyric:
Make way for the Parade of Colors
They are marching all around
There is purple and pink, red and green
Yellow, orange, blue and brown

Make way for the Parade of Colors
They are marching all around
At the sound of the bell, they will stop
And all sit down!

Blue stand up
Red stand up
Yellow stand up
Black and Green stand up

Pink stand up
White stand up
Orange stand up
Purple and Brown stand up

Make way for the Parade of Colors
They are marching all around
There is purple and pink, black and white
Yellow, orange, blue and brown

Make way for the Parade of Colors
They are marching all around
At the sound of the bell, they will stop
And all sit down!

Pink stand up
Purple stand up
Orange stand up
Brown and White stand up

Green stand up
Black stand up                              
Yellow stand up
Blue and Red stand up

Make way for the Parade of Colors
They are marching all around
At the sound of the bell, they will stop
And all sit down!

Note: This is an update of one of my early songs from Learning Basic Skills Vol II. This version extends the instrumental response time after each direction to give listeners time to stand and create movements.

Variations:
With a color card
- Balance your color card on your head as you march. 
- Sit down while balancing the color card on your head.
- When your color is called to stand, find all the ways you can move your card.
          
With a scarf
- When you stand, find all the ways you can make your scarf move.
- As you march, wave your scarf and dance with the Latin rhythm of this song.

Team variation
- Divide the group into teams of 10 people each.
- The first person in each line is the leader.
- The leader can take the line anywhere in the room. The challenge is to avoid bumping      into furnature or other teams. (A team can march in place to allow time for another      team to pass in front.)

Follow up:
Explore how each color makes you feel and what kind of movement quality different colors suggest.

Back to Titles


20. Say The Opposite (Basic)
Words and Music: Hap Palmer

Note: This version provides additional time between the words. It gives you more time to create movements that show the opposite. It is also valuable as a lead up to the faster version: 12. Say The Opposite.

Objectives:
- Understand that the opposite is something that is totally different or the reverse
       of something else.
- Demonstrate understanding of opposites by verbal and movement responses.

Setting: Stand in front of your seat or spread out in an open area.

Activity: The verses of this song consist of a series of words. After you hear each word, say the opposite. (Possible answers are shown in italics in the lyric below.) For an extra challenge, create a movement that shows the opposite. For example, you could show the opposite of tall by squatting down and making yourself short.

Lyric:
Say the opposite; make a quick call
You have three counts and that's all
If you know, tell us so
Ready, set, here we go!

Long (short) Strong (weak)  Quick (slow) Thick (thin)  
Small (big) Tall (short) Slow (fast) Low (high)

Say the opposite; make a quick call
You have three counts and that's all
If you know, tell us so
Ready, set, here we go!

Down (up) Frown (smile) Thin (thick, wide) In (out)
Pull (push) Full (empty) Top (bottom) Stop (go, start)

Say the opposite; make a quick call
You have three counts and that's all
If you know, tell us so
Ready, set, here we go!

Tight (loose) Right (left, wrong) Throw (catch) Go (stop)

Follow up: For an extra challenge, try the faster version of this song:
12. Say The Opposite.

Back to Titles


21. Bean Bag Alphabet Rag (A-H)
Words and Music: Hap Palmer 

Note: This special shorter version is ideal for preschool children. It focuses on just the first 8 letters of the alphabet. It is also an ideal lead up activity to the complete A - Z version of this song: 5. Bean Bag Alphabet Rag.

Objectives:
     - Recognize the first 8 letters of the alphabet: A B C D E F G H.
     - Master initial consonant sounds.
     - Identify body parts.
     - Improve motor skill.

Setting: Stand in front of chairs or in an open area. Each participant has a bean bag.

Note: You can make a bean bag by placing dried uncooked beans or rice inside an old sock. See Making Teaching Aids on our website at www.happalmer.com and select Making Bean Bags.

Activity: Place your bean bag on the body parts named and do the motions
described in this song.

Lyric:
A - Arm, put it on your arm
B - Back, put it on your back
C - Catch, throw the bag and catch
D - Drop, drop the bag and dance with the Bean Bag Alphabet Rag
E - Ear, put it on your ear
F - Foot, let it fall to your foot
G - Grab, grab and grip the bag
H - Hop, hold it on your head and hop with the Bean Bag Alphabet Rag

Follow up:  
     - Show me all the things you recall doing with your bean bag.
     - Do the movements which go with the letters in your first name.
     - Using your bean bag, find other movements you can do with each letter.
     - Try the complete version of this song: 5. Bean Bag Alphabet Rag.

Back to Titles

22. The Eagle
Words: Martha Cheney Music: Hap Palmer 

Objectives:  
- Learn about eagles and Native American culture.
- Recognize and repeat a simple melodic phrase.

Setting: Sit in a chair, on the rug, or stand in a circle.

Activity: The instant sing line for this song is, "He was free, when they let him be." It occurs at the end of each verse. We call it the "instant sing line" because you can easily learn this phrase and instantly begin singing along. As you sing, you are hearing all the other words in the lyric of the song. As all the words become familiar you can sing the whole song.

Lyric:
Born for a western sky
Sweeping a circle as he flies
He was free, when they let him be

Brave and a hunter's son
The land was his till he met a gun
He was free, when they let him be

     In a land without a friend
     Will there be an empty sky
     Where the eagle used to fly in the wind?

There on a mountain high
Wounded eagle waits to die
He was free, when they let him be.

Dreaming of days gone by
When Navaho children watched him fly
He was free, when they let him be

     In a land without a friend
     Will there be an empty sky
     Where the eagle used to fly in the wind?

Born for a western sky
Sweeping a circle as he flies
He was free, when they let him be
He was free, when they let him be

Variations:
1. Listen for the repeating rhythm pattern of the drum.
       - Clap or play along with a rhythm instrument when you recognize the pattern.
       - Where the melody changes in the B section, play a softer, simpler rhythm.

2. Create a simple dance step to go with the rhythm.
       - Find an open area and form a large circle or several smaller circles.
       - During the verses move around the circle with a slow quiet running step.
       - Where the melody changes in the B section of the song, fly around the
             circle like eagles.
       - Other steps you can try are:
              Step Touch (step on R foot, touch floor with L foot, step on L foot, touch                    floor with R foot).
              Step Hop (step on R foot, hop on R foot, step on L foot, hop on L foot)
                   Run, Run, Run, Hop (take 3 running steps R, L, R then hop on R foot,                    reverse and repeat)
      - Create your own steps or motions to go with this song.

Note: The original recording of this song uses the word "Indian" in the line "When Indian children watched him fly." If for anyone this word is objectionable, you can also substitute the name of an American Indian tribe such as Lakota, Cheyenne, Zuni, Cherokee, or Navajo as I have done in this version.

Interesting Information Regarding The Controversy Between The Terms "Indian" And "Native American." "American Indian" is often a legal term. It is the phrase used to describe indigenous people of the Americas in United States Federal as well as many state and local laws. In addition, the term "Indian" is used twice in the U.S. Constitution.

In the 1960s and 1970s efforts were made to change "Indian" to "Native American." However, many of those involved preferred Indian or American Indian to Native Americans. Charles C. Mann in his 2005 book 1491: New Revelations of the Americas Before Columbus, noted that "every native person whom I have met (I think without exception) has used 'Indian' rather than 'Native American'." Russell Means, an activist in the American Indian Movement, said in 1998, "I abhor the term Native American...I prefer the term American Indian because I know its origins." Many educational and government web sites use the term "Native American" including the National Eagle Repository in Denver, Colorado, and the Library of Congress American Memory Website. (http://memory.loc.gov) If you want to avoid the whole controversy, just choose the name of an American Indian tribe, preferably one with historical roots in your area.

Protection of Eagles
The Bald Eagle, was threatened with extinction in the lower 48 states because of DDT (a type of pesticide) poisoning. Protection under the Endangered Species Act, together with reintroduction programs, brought populations up, and the species was reclassified as threatened in 1995. Habitat protection afforded by the Endangered Species Act, the federal government's banning of DDT, and conservation actions taken by the American public have helped bald eagles make a remarkable recovery.
Sources: www.allaboutbirds.org/guide/Bald_Eagle/id https://www.fws.gov/midwest/eagle/recovery/biologue.html

Other factors in Bald Eagle population reductions were a widespread loss of suitable habitat, as well as illegal shooting, which was described as "the leading cause of direct mortality in both adult and immature bald eagles," according to a 1978 report in the Endangered Species Technical Bulletin. In 1984, the National Wildlife Federation listed hunting, power-line electrocution, and collisions in flight as the leading causes of eagle deaths. Bald Eagle populations have also been negatively affected by oil, lead, and mercury pollution, and by human and predator intrusion.
Source: www.wikipedia.org/wiki/Bald_Eagle

For hundreds of years, Native Americans have used eagle feathers for religious and cultural purposes, including healing, marriage, and naming ceremonies. In recognition of the significance of these feathers to Native Americans, the U.S. Fish and Wildlife Service established the National Eagle Repository in the early 1970's to provide Native Americans with the feathers of golden and bald eagles needed for religious purposes. Source: National Eagle Repository, Denver Colorado.

Back to Titles

23. Can A Cherry Pie Wave Goodbye? (Instrumental)
Music: Hap Palmer

The instrumental version gives you a chance to sing this song using your ideas.
Think of other phrases that begin with, Can a, Can you, Does a, or Do you.
They can describe both situations that are imaginary and situations that could really happen. Let's write your ideas on the board and sing the song using your words.
(Challenge older children to use words that rhyme.)

Back to Titles

24. A Pocket Full Of B's (Instrumental)
Music: Hap Palmer

Let's think of four words that begin with the letter 'B'?...'T'?...'P'?...'J'?...'C'?...
Using your ideas, sing along with this instrumental version.
For a fun challenge pick a category such as: foods, places (cities, states, countries),
or animals.
You can also choose other beginning letters. For Example:
     "A pocket full of Q's like pool players use? "
     "A Pocket Full of I's like the kind that see?"

Back to Titles

25. Words We Most Often Use (Instrumental)
Music: Hap Palmer

Select sight words that were not used in the vocal version of this song and play rhythms for your own version. Here is the formula for number of letters in each word using this instrumental version:

Verse One: 3, 2, 3, 1*
                    3, 2, 3, 1

* Note: After the one letter word there is an open space so you can include two or three letter words as well.

Verse Two: 3, 2, 4, 2
                    3, 2, 4, 2

Here are some possibilities:

Verse One:
are a-r-e        we w-e        run r-u-n           be b-e
but b-u-t        at a-t           his h-i-s             is i-s

Verse Two:
can c-a-n       my m-y       have h-a-v-e       me m-e
now n-o-w     as a-s          this t-h-i-s          had h-a-d

Here is a variation of the words for verse 3 that you can sing with this
instrumental version:

     Of the thousands of words we have spoken and read
     These are the ones we have most often said
     If you look at a book, you will see it is so
     There are plenty words that you already know

Back to Titles

Credits:
Session 1: 1990
Arranger, Recording Engineer, Keyboards, Bass, Guitars: Bob Summers
Lead and Harmony Vocals, Acoustic Guitar, Flute, Clarinet, Saxophone: Hap Palmer Children's Chorus Director: Penny Summers  
Children's Chorus: Amy Ainsworth, Sarah Ainsworth, Lauren Askey,
Eddie Aragon, Marina Aragon, Melanie Aragon, Melissa Arago,
Danielle Elmore, Tai Elmore, Debbie Forfar, Andrew Garkow, Lacey Garkow, Manuj Kamineni, Wesley Palmer, Bren Price, Nicole Price, Mike Summers
Mastering Engineer: Ron Lewter

Session 2: 1993
Recording Engineer: John Slattery
Producer: Miriam Mayer 
Piano: Steve Kaplan
Acoustic Bass: Jim Garafalo
Drums: Joe Correro

Session 3: 2017
Mix Engineer: Luke Shrestha
Guitar, Bass, Recorder, Banjo, Percussion: Hap Palmer
Lead Vocals, Background Vocals: Hap Palmer
Additional Background Vocals (For The Eagle): Windy Wagner

Educational Consultant: Angelia Leung
New Updated Version Cover and Guide: Carole Schumacher Onaitis, Stan Onaitis
Original Designer and Illustrator: Cheryle Robinson
Guidebook Editors: Paula Benjamin Little, Betty Williams, Angelia Leung

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.

Back to Top