2015 Pat Graham Workshop – NOTES

• “Echo is an easy way to get a song going.”  She sang a phrase of a song into a child’s microphone, then pointed out to us and we echoed what she sang.  She finished the entire song that way.
• Also using the microphone, you can teach children their singing vs. speaking vs. whisper, calling, and big voices using the echo example above.  You say “this is my singing voice.” and sing that into the microphone.  Then point it to the children and have them repeat you.  Do the same for your speaking voice, your whisper voice, your calling or big voice (the terms she used for loud as not to have the kids yelling and screaming).
• We are not “Choristers” but “Primary Music Leaders.”  She said the definition of a chorister is “a member of a choir.”  I did some Googling on this and she is correct but there is also a 2nd definition which states, “a person who leads the singing of a church choir or congregation” so I’d say either is correct.  I do think the church handbook refers to the calling as the Music Leader, however.
• She talked about making a plan: a yearly, monthly and weekly plan and give a copy to the pianist (I’d also add to give a copy to the Primary Presidency).  I make a yearly plan when I do my CD’s – I just plan what monthly songs we will sing for the year at that time.  Then I make a monthly outline that I give to my pianist and presidency that includes all the opening, birthday, welcome and scripture songs.  And then there’s always the weekly lesson plan with details for my singing time.
• Children’ can’t prefer what they don’t know.  We need to get them familiar with more the songs in The Children’s Songbook.
• Getting through a song vs. understanding the meaning.  Too many times we as music leaders focus on learning the words and melody as opposed to having children understand the meaning which ultimately leads them to learning the gospel.  Both are important and play a vital role in teaching music.  We shouldn’t overlook either.
• 1 Corinthians 14:15 states:  :What is it then? I will pray with the spirit, and I will pray with the understanding also: I will sing with the spirit, and I will sing with the understanding also.”
• Don’t just sing the first verses of the birthday songs!  Sister Graham mentioned singing the 2nd verse to Feliz Cumpleaños.  How I tackle this is we sing one verse to the song one month, then the next month, if the song has a 2nd verse, we’ll sing the 2nd verse only that month.
• Good movement for kids with wiggles is to teach them how to lead.  Show them the “sailboat” pattern for 4/4, the “banana” for 2/2, and the triangle for 3/4.  You can find more information on leading HERE under “Features of the Songbook” (just scroll down a bit).  Give them stick (glow sticks work great – turn out the lights).
• Use a metronome as an activity – figure out the speeds of various songs.  Teach crescendo and decrescendo as well as other simple musical theory. Teach the FEELING of songs, sing them with expression.  (I think I’m going to do this for He Sent His Son since we already KNOW the song – More to come!)
•  Ask the children how they FEEL after they sing.  Ask, “Can you hear the sad?” (when there is a minor chord) and “Can you hear the happy?” (when there is a major cord).  A song with this example is Nephi’s Courage.
• Give children turns to sing the “S’s.”  Get rid of snakes as you put the final touches on songs.
• When teaching Come Follow Me the kids can trace their own footprints and say how they can follow Jesus Christ.  Then step.  Have Christ at the back of the room and all footsteps will be heading toward Him.  Use the picture “Fishers of men” as an attention getter.

Barbara shared information using handbells, chimes, and drums (made from #10 cans, wallpaper and some plastic tablecloth fabric).