I Love Music

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I Lo. e Music:
I Lo"e MUSiC. is a compilation of thirteen brand-new songs from
some of Britain's most popular children's songwriters, all of whom have
extensive experience in teaching and/or writing for young children.
Antony Copus siudied at The Royal Academy

of Music and is a freelance musician and .
If
M<'.1rk antj Helen Johnson have been writing
music together for over 25 yeors. Now used in
composer. As a horn player, Antony performed over three-quaners of u:< primary schools, their
and recorded wifh mos1 major UK orchestras music continues io impact the !ives of hundreds of
including the London Symphony, BBC thousands of children. In addition to !his, Mark and
Symphony and Royal Philharmonic orchestras. Helen are often involved in charily projects, writing
As well as performing, he is an experienced teacher and spent songs to raise money for organisations such as Comic Relief and
several years as Director of Music at an independent school WalerAid. They also wri'1e for musical iheatre and iheir songs are used
in Berkshire. Antony is married, has two children, lwo step- on television and radio. They have three children and live on lhe south
children, a beautiful. Border Collie called Scoot and more bees coast of England.
than he can count.
Rebecca Kincaid studied at Sussex University and
Niki Davies is one of Briiain's lop music writers The Guildhall School of Music and Drama and is
for n1Hsery- and receprion-aged children. a freelance musician and editor. Before having
She is an early years education specialist children she spent several years at BBC Worldwide
and 1herefore understands how to appeal as a books ediior and has been teaching the
to the very young lhrough her music. Whilst piano lor 15 yeors. She also runs successful music
having numerous works published, Niki is groups for toddlers and loves to write songs for children that capture
also in great demand for her teacher workshops and hos written their imaginaiion and ore fun to sing. Rebecca lives in Surrey with her
for many BBC radio and television programmes. Niki has two husband and tvvo children.
children and lives in Yorkshire.
Nikki lewis hos many years of teaching
Kelly Fort produces original visual and experience. She fully understands the life of the
musical material and hos contributed her busy class teacher because she is one 1 Nikki
ideas to many popular television productions combines her music specialist work with a
for over a decade. She hos a passion for part-time teaching post in Somerset. Here. she
positively influencing the lives of children enjoys using music as a powerful tool for learning
through her work. and is passionate about ensuring every teacher feels empowered to
use music and singing in their teaching.
Mary Green and Julie Stanley hove a
successful writing partnership with several Rob Stroh studied al the Purcell School and Royal
published works for Early Years, KSl and College of Music. Having spent several years
KSZ, and their productions have been widely working as a freelance trench horn player with
performed as well as being broadcast on TV. UK orchestras and in the Wesi End. he now works
Mory began writing professionally when her as a composer, arranger and orchestrator, and
children were small and was a regular outline writer for TV's produces his own instrumental CDs. His music has
Play School with many of her poems and stories also being been performed by many of Europe's leading orchestras and has
broadcast. Julie graduoied from Trinity College of Music, initially featured in numerous films and productions. He lives in Harrow with
working as an accompanist at ihe Arts Educational Schools his wife and daughter, who is a big fan of Out of the Ark songs'
before starting her teaching and composing career.
© 2017 OUT OF THE ARK LTD

Out of the Ark Music
Kingsway Business Park, Oldfield Road, Hampton,
Middlesex TW12 2HD, UK
Tel : +44 (0)20 8481 7200 Fox: +44 (0)20 8941 5548
Also available in the following countries: Front cover illustrations by Em.ily AHwood-Smith,
Chloe Christopher and Isaac Morgon
Aus1rolio & New Zealand contact:
Piano arrangements by Rob Stroh
Kl Entertainment Ply Ltd - ABN 85 078 764 191
Music engraving by Jackie Leigh
Unit 21, 317- 321 Woodpork Rood, Smithfield.
Editing and production by Sodie Cook and Rebecca Morgon
New South Wales 2164, Australia
Tel: (Ausfralio} 1800 850777 Printed in the UK by Coligroving Ltd
Tel: (New Zealand) 0800 850777 ISBN: 978-1-911430-14·8
Fox: +61 2 9604 3699 first published January 2017
All righls reserved. Reslricted copying ol lhe lyric sheets is permitted for 1eoching
Out of the Ark Music uses paper produced in the UK with elemental purposes only. Olherwise. no port of this publication may~ reproduced. in ony
chlorine-free pulp, harvested from fully sustoinoblc, renewable forestry. fe<m. without prior '"'illen permission from the publishers
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I Lo'1e Music.
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LYRlcS ~ TEAcHER'S tJoTES
THE SotJGS
Music. Matters 2'1 IC/
~a.,3, Tap, Stop/* 3'1 2 15
Marc.~ To The ~at* 3, ~ lb
We're I>efec.tives '10 17

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We're Go;.,3 Rou.,<f The WorJ<f
The Mouse A.,<f The Gia.,t*
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Just five tJofes 53

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The Marc.h;.,3 ~a.,d* 5, ~ 21
cottiposer fu., fac.ts ,. 'I 22
The ~;.,~s feeJi.,3s

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fitld ARk.Yttie* (~o.,us frac.k) 7t 13 2,
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The otitt series of books is a fantastic collection of topic-based songbooks.
Each includes twelve easy-to-learn and catchy songs by some of Britain's most popular
children's songwriters. The accompanying CD features all songs sung by children along
with professionally produced backing tracks.
Developed specifically for young children, we feel that the music and topics covered in
this I Love Music collection are particularly appropriate for use with children up to the age
of around eight. The songs can be used to supplement the 'creative' requirements of the
foundation stage, as well as contribute to many other areas of the curricu~um. Each song has
a page of helpful teacher's notes to expand and develop the subject content of the songs.
In addition to the teaching ideas given with each song, we suggest adding some simple
percussion using instruments available in the classroom, or perhaps some homemade
ones. It's important that children relate to music as something that they can become actively
involved with and enjoy. Using percussion and easy clapping rhythms gives everyone a
chance to really join in.
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MUSIC: MATTERS
Words and Music by Mark and Helen Johnson
l. Music makes me come alive,

Helps me feel so good inside,
Any rhythm, any rhyme,
I just love to sing!
{Repeat)
Music matters,
We need songs to sing!
(Repeat)
2. When I hear a happy song,

Makes me want to sing along,
Just a simple melody
Changes everything!
{Repeat)
,. :(with harmony)
3. Music makes me come alive,

Helps me feel so good inside,
Any rhythm, any rhyme,
I just love to sing!
When I hear a happy song,
Makes me want to sing along,
Just a simple melody
Changes everything!
- : (with harmony)
Verse i and CHORUS together {with harmony)
Verse 2 and CHORUS together {with harmony)
© 2017 Out of the Ark Ltd, Middlesex TW12 2HD

CCLI Song No. 707166 7
4
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' 10 \he son9-1he \onQ. sloW no\es ol I 'I
; chiirus when ·Music matters is being s

; can be pla ed on 1uned percussion. ei\het
\ lhe melod1 _ />., so•G, {>. ,_ ot, mote s1mpl1.
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"6AtJG, TAP, SToP!
Words and Music by Rebecca Kincaid
l . When we want to play strongly,

When we want to be loud,
When we're in the mood for noise
We make a great big sound.
Bang,bang,bang,bang,~op!
Bang, bang, bang, bang, stop!
Bang,bang,bang,bang,bang,bang,bang,
We bang, bang, bang a lot!
2. When we want to play softly,

When we want to be quiet,
When we're in the mood for peace
We make a tiny sound.
Tap, tap, tap, tap, stop!
Tap, tap, tap, tap, stop!
Tap, tap, tap, tap, tap, tap, tap,
We tap, tap, tap a lot.
3: When we want to play strongly,

When we want to be loud,
When we're in the mood for noise
We make a great big sound.
Bang, bang, bang, bang, stop!
Bang,bang,bang,bang,~op!
Bang,bang,bang,bang,bang,bang,bang,
We bang, bang, bang a lot!

CCLI Song No. 7071671
6
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Listen carefully to the instrumental

sections during the verses. There
is a gradual decrease in volume
!diminuendo) between verses l and
2 and a gradual increase in volume
!crescendo) between verses 2 and
3. Can the children imitate these
•dynamics with their instruments?
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• 7
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MARcH To THE ~EAT
(Spoken) Hup, two, three, four, attention!
l. We'll march to the beat, we'll move our feet

To help us keep the rhythm.
We'll march to the beat, we'll move our feet,
We hope you'll sing along!
(Repeat)
2. We're running, running on the spot,

We'll keep it nice and even.
We're running, running on the spot,
The rhythm's in our run!
(Repeat)
3. We'll beat the drum,

We'll keep in time together.
We'll beat the drum
To help us move along!
(Repeat)
4. We'll JUMP on the beat like bouncing frogs,

We'll JUMP up to the ceiling.
We'll JUMP on the beat like bouncing frogs,
We'll JUMP the whole day long!
(Repeat)
BOING!

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JJJJJJJ I
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VERSE 2: RUNNING RHYTHM . \
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Verse 2 uses a quaver rhythm and is l
I
sung almost all the way through by I

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the children and can be heard being I
• played by the glockenspiel on the

backing track. This verse provides a
I
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good opportunity for the children to
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· listen carefully to the rhythm and to
run in time rather than as
quickly as they can.
t l
WE'RE I>ETEcTl\IES
Words and Music by Nikki Lewis
: We're detectives, we're detectives,

•"llllli~ Listen to the sound.
We're detectives, we're detectives,
We're listening all around.
1. (Listen - high, low, high, low)

(Sing) Listen to the sound.
High, low, high, low,
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2. (Listen - spiky, spiky, smooth)
Spiky, spiky, smooth,
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3. (Listen - long, short, short, short)
Long, short, short, short,
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4. (Listen - loud, loud, soft, soft)

Loud, loud, soft, soft,
© 2017 Out of the Ark Ltd, Middlesex TW12 21-10

10
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WE'RE GoltlG RoU~D THE WoRLD
Words and Music by Mary Green and Julie Stanley
We're going round the world in our song today,

We hope that you will join us when we fly away,
I wonder where we'll go,
Look at the map and then we'll know
Where we're going in our song today.
1. (Spoken) We're dancing in Spain!

INSTRUMENTAL for dancing to tango music or playing castanets,
wood blocks etc. See opposite for dance ideas.
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2. (Spoken) We're dancing in Italy!

INSTRUMENTAL for dancing a tarantella or for playing tambourines.
See opposite for dance ideas.
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3. (Spoken) We're dancing in Egypt!

INSTRUMENTAL for a sand dance or for playing drums,
sand-paper blocks etc. See opposite for dance ideas.
·. ..
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4. (Spoken) We're dancing in China!

INSTRUMENTAL for a dragon dance or for playing chime bells, triangles ·etc.
See opposite for dance ideas.
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(Spoken) We're going home! (All wave)
© 2017 Out of the Ark ltd, Middlesex TW12 2HD

12
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VERSE 4 - CHINA (DRAGON DANCE)
• If there is space: the children form a line one behind the other, holding
on to the waist of the person in front of them. The leader takes the line
round in a circle, clockwise, during the first long phrase of music (the
children should fry to go down and up, bending and stretching as they
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• move, to create different levels). Repeat anti-clockwise on the second
long phrase. The leader then stretches up to the right in the first short
phrase, then to the left in the second short phrase. Round clockwise
once more in a circle to finish.
If space is tight: all children stand in a line facing the front and scoop
their hands down to the right, palms down, bending their knees, then
raise them up high to the right, looking at their hands all the time.
Recover, coming back the same way, during the first phrase.
Then go left in the same manner for the second phrase.
During the first short phrase, turn the wrists backwards
and forwards high in the air and lean away from
the hands. Repeat to the left. For the final phrase,
press the palms together and
bow the head .
. )
THE MoUSE AtJD THE GIAtJT
Words and Music by Rebecca Kincaid
'Sh, sh, sh,' said the tiny little mouse,

'I mustn't wake the giant in his great big house,'
So she tiptoed out from her little hole,
But she sneezed, a ... a ... a ... choo!
And the giant woke!
BOOM, BOOM, BOOM, BOOM,

Came the giant's steps,
So she quickly left!
'Who disturbed my nap?
You'd better run fast
Or I'll catch you up!'
Squeak, squeak, squeak, squeak,

And she ran and she ran and she didn't stop,
Squeak, squeak, squeak, squeak,
And she ran to her hole and in she popped!
HOORAY!
© 2017 Out of !he Ark Lid, Middlesex TW12 2HD

14
/
One~ t_ he children have learnt the song thoroughly,

this 1s o fabulous little story to act out. Split the
class in half and hove a set of 'mice' and a set of
'giants'. T~e giants should fie on the floor 'asleep' I
on one side of the room. The mice should tiptoe

I
around as they sing the first section quietly and
then sneeze at the appropriate time.
The giants then wake and start to stomp around )
th~ class, singing loudly, but not shouting. The I
mice should then tiptoe quickly away from the
giants as they follow, still $tomping.
Perhaps a 'mouse hole' could be set up with
some choirs and tables for the 'mice' to
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pop into at the .end! / \

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This song is a great opportunity to start exploring dynamics.

Ask the children to select a percussion instrument and ploy the
audio track for them to play along to. When the singing and
music is quiet (piano) then they need to play softly, and when
the giant appears and the music is loud (forte) then they
should play loudly.
Ask the children to think about the different timbres of their
instruments (e.g. quiet shakes on tambourines would be good
for the quiet passages, but banging them hard on the body
of the tambourine with the hand will produce n very different
sound, which will work well for the loud passages).
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JUST fl'/E tJoTES
Words and Music by Antony Copus
(Spoken) Hup, two, three, four.
1. Five-note scales are really cool,

(Five-note scales are really cool),
We use them as we march to school,
(We use them as we march to school).
: I can sing a song with ;ust five notes,

•1&. So come along and sing with me.
When we're singing using just these notes
We're singing pentatonically.
Just five notes
Can teach the world to sing,
Round the globe,
From New Orleans to far Beijing.
I.
(Spoken) Hup, two, three, four.
2. Pentatonic is their name,

(Pentatonic is their name),
No other scale sounds quite the same,
(No other scale sounds quite the same).
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(Solo) I can sing a song,

(Solo) You can sing a song,
(All) We're singing pentatonically!
© 2017 Qui of lhe Ark Ltd, Middlesex TW12 2HD

16
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· Try marching to the beat as you sing \

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this song. Can the children keep in
time? Try splitting into two troops of
soldiers to march and sing the call-
and-response lines. Or perhaps you
could choose a different sergeant
... major each time who does the calling, '
while the rest of the troop sing
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the response.
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Do any of the older

children play an
instrument and read
music? If so, can they pick
out the five notes used in I)
the melody of this song?

THE MARc.HltJG ~AtJD
Words and Music by Nikki Lewis
1. This is the marching band,

This is the big bass drum,
Let's play the big bass drum,
Boom, boom, boom!
•
: Big bass drum, boom, boom, boom!
• &.· · This is the marching band.
This is the slide trombone,
Let's play the slide trombone,
Wah, wah, wah!
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. : Big bass drum, boom, boom, boom!
. Slide trombone, wah, wah, wah!
This is the marching band.

This is the tooting flute,
Let's play the tooting flute,
Toot, toot, toot!
~~
;~· (Add) Tooting flute, toot toot toot!
.
This is the sousaphone,
Let's play the sousaphone,
Oompah, oompah-pah!
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; : (Add) Sousaphone, oompah-pah!

This is the glockenspiel,
Let's play the glockenspiel,
Ting, ting, ting!
- : (Add) Glockenspiel ting, ting, ting!
This is the cymbal, CRASH!

18
Show the children pictures of all the
instruments. Are the children familiar with
• all of them? How do they think a trombone

is ployed? What is o sousaphone? Ask the
•
children to come up with suitable actions for
• each instrument and then split them into five
• different groups, assigning an instrument to
each. Sing the verses altogether, marching
around and doing the chosen instrument
actions at the end of each verse, but then
split into groups for the chorus so that each
group knows when they are singing their
little bit. Can everyone do a big
cymbal crash at the end?
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coMPoSER fUtJ f Ac.TS
Words and Music by Rob Stroh
1. Mozart was one of the greatest,

He was a childhood genius,
He wrote his very first symphony
When he was just eight years old!
2. Handel had written a great hit,

It's called 'The Fireworks Music',
But when it was played, to people's dismay, f
The rockets set fire to the stage! {
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3. Bach is known to have written

A thousand compositions,
He had twenty kids (yes he really did!),
And drank thirty coffees a day! f'
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4. Beethoven went down in history
As slightly scruffy and grumpy,
Went totally deaf, and dipped his head
In cold water before he composed!

20
Four fobut
r
Have a ' ous corn
I iook at Posers in
and Osk th When each one song1
(_ how rnony Yee Older Childrenc~mPoser liv~d
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fMozort: 175 ors each corn o Work our
Boch- 168 6-1797. H Poser lived.£
\ · 5-175 ' onde/. 1 1or
There is a fomous " All of the O; Beetho . 685-7759.
\ ' corn'"' Ven· 177i ,
little excerpt of music ~before e.och \. a iong time a ,.,osers in the~ 0-7827).
verse sfarts that the corripose(fectjlired in that DVDs b 90· There ~ ong lived
Ock then ere no co
( verse wrote. Play·some lohger exc~fpts ,of the-music th . , so h0 s or
ey hsten ~ wcou/d
) ,to ~ll.~e the chlldr;en~a g0qc,i.flnvou~!bf''{tle t¥pe- of n:i'Wsic 0 music?
t~ot these great, cornp?ser-s.wr9te-:: :-~M9z,~tf's Rondo
I .· from Hotn Concerto no.4 K495;
L~- Handei;s water Music, Suite 3,~3r.Qm~'1ement; ·
rl Bach's Brandenburg Concerio nc.tS/3r~ movement;
J ,J Beethoven's Symphony no.?:;1st movement.)
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The song tells us that •

Mozart was just eight years •
old when he wrote his first
symphony. What would
the children like to achieve
before their •
9th birthdays?
•
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Fi' 11sfen 1
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.. treworks M ~ Handel's
create
some f.
cofourru1
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Usie as y
ou
abulous/y
and dr;
orework . ornatic
Pictures
21
THE ~ltJG'S fEELltJGS
•
Words and Music by Kelly Fort
1. Long ago there was a king

Who couldn't show his feelings.
He didn't know how to express
Happiness and sadness.
......
•
And so he sent for his music major, ~
Major, major,
He sent for his music major
To sing him a happy song, and it went:
La, la, la, la, la, la, la, la, la, la, la.

Who couldn't show his feelings.
He didn't know how to express
And so he sent for his music minor,
Minor, minor,
He sent for his music minor
To sing him a sad song, and it went:

Who learnt to show his feelings.
The music helped him to express
La, la, la, la, la, la, la, la, la, la, la,
La, la, la, la, la, la, la, la, la, la, la,
© 2017 Out of the Ark Ltd, M iddlesex TW12 2HD

22
This is a Wonderful s
the terms ma1· ong to introduce
• or and mi
they mean in mu . nor and What
When we sing . sic. Explain that
h in a ma1·0 k ·
appy sound r ey it has a
••
. , and when .
minor key it h we sing in a
as a sad
carefully to the track b sound. Listen
the song to . efore learning
·d see 1f the h.1
' entify the ch . c I dren can
onge tn mood b
the ma;or and . etween
minor
I
!
I ,
, Think about how our body j <.)
, \ \a' '.. shape changes when we are happy and. i 1·
1ry p\aying the \a, ad, to the
. "when we're sad. ou·r mouths turn up when 'iv~'r~
)
. andom or er
sections m a r ·t they con identify ',. happy and down when we're sad; our J1eGds \\
chi\dren and see ' laying a minor
whether you are P .
/ tend'to drop -and our should~rs droop yvhe.n we're
.
section or
a ma·\or section.
.
!. sad; we te',nd to sit up straight with our h,eg_~s,up .. : \ 1:: \
/ . · ·Wh~n w.e ore happy, but o.11~unch~~11~/· · · ··\
. of the room to be ma\or 1
Assign one side ·nor and get the :/ when we are sad. . ·. '··· --
·d to bem1
and one s1 e .de of the room Try.some 'hqppy' and 'sad' poses djid get the.
children to. ru~ to. t~~ ~~cording to what rest of tne class to guess your mood: This E!tti~ify
that they think is ng. . to
they are hstening · could .be done with pipe-cleaner people. :
.Ask ~he children to·bend their 'person; i'i)fo :a · ·,
~. ·· · happy Qr a sad pose. . , . , ~. //
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I cAtJ PLAY
Words and Music by Mary Green and Julie Stanley
l. I can play the tambourine,

I'm the best you've ever seen!
I can play the tambourine,
Come and play along with me.
(Spoken)
Tambourine, tambourine, tambourine, tambourine,
Tambourine, tambourine, STOP!
2. I can play maracas,

I will send you crackers!
I can play maracas,
Come and play along with me. _/ ~. \
II ...' )
.... ·
(Spoken)
Maracas, maracas, maracas, maracas,
Maracas, maracas, maracas, maracas.
INSTRUMENTAL (tambourines and maracas play together}
(Spoken) STOP!
3. I can play the big bass drum,

Play the drum and have some fun!
I can play the big bass drum,
Come and play along with me.
(Spoken)
Big bass drum, big bass drum,
Big bass drum, big bass drum.
INSTRUMENTAL (tambourines, maracas and drums all play their rhythms together)
(Spoken) STOP!
CCU Song No. 7071669
24
Before picking out instruments,
try learning all the rhythms by simply
clopping along to them as you sing.
Ifs really easy to lose the rhythm when it is
repeated over and over again, so make sure
the children really concentrate on keeping
'' the rhythms tight and not letting them
'
become sloppy over time. Concentrating
on the first beat of each bar and slightly
accenting it should help (e.g. the 'tam' of
tambourine; the 'ra' of maraca and the
'big' of big boss drum}.
If you don't have enough percussion

instruments, why not make your own? Try collecting
•
large buttons and ribbons for a tambourine. Using two
paper plates, glue them together, one the right way round •
and one upside down. Next, punch holes all the way round
the edge of the plates and thread some colourful ribbon
through some of the holes to decorate. Thread much
smaller pieces of ribbon through the rest of the holes and
thread two or three large buttons through these pieces of
ribbon so that they jingle together when the 'tambourine' is
shaken. For the home-mode maracas, half-fill a plastic cup
with pasta and then sellotape another plastic cup on top of
it to create lovely shakers. Any type of plastic bowl turned
upside down will make a great drum, which con either be
bonged with hands or you can
use pencils or pens as drumsticks.
25
SoUtJD coLLEcToRS
Have you ever thought what a funny thing it is

That we've been given ears to listen?
Everywhere around there are sounds and melodies
Waiting for the world to hear.
Keeping very still,
Opening your ears,
There is always something for us to hear...
Many are the sounds that we might be missing
If we never listen carefully!
:. Train your ears, so you can hear _" ..

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And be a sound collector.

Train your ears, so you can hear
And be a sound collector.
Repeat song twice
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26
There
opPortu . . ore lots of
in th. n1t1es to b , excitinn
j is son e sou .:::/
Pausing vo 9. Create liste ~d co/feetors'
, , ur CD nmg
sometfJ. Offer 7he .9ops by
/ on.d hove o lo~~g for us lo h:e is ofwoys
I
different rn . ot the id or... ,
EMPTY SPACE: focus simply on all the sounds usico/ Woys eos betow fo
around you. Try this with eyes open and then With to Use fhern. r
1 'eyes closed to focus the hearhJg .and then perhaps
( discuss what was heard each time. \.
! I
·' PREPAR~D s·ouNOS/PERCUSSioN'; try using a small I
\
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.
\ I '1 (, ·i
selectio.n of instruments and bl:Jllding familiarity \ ,, I
with their qifferent sounds before'ossignihg one
child to play one of the instruments while the rest of
l!
the group close their eyes and try to guess which
instrument is being P!?yed. j
DIFFERENT TIMBRES: before·s)f1gjng the song, use
just one tambourine or drum ~nd pass it round the
circle of children, asking tnem to find different ways
to play it to create different sounds from the same
Instrument. Use these differenf
. sounds ,, . ..
during the listeni[lg spaces. ,
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•
• •
•
•
• •
27
fltJD ARHYME
(~otJUS TRAc~)
Words and Music by Niki Davies
l. Find a rhyme that goes with jam,

Find a rhyme that goes with jam.
I pick ham because it rhymes with jam,
. I
Ham, 1am.
2. Find a rhyme that goes with bug,

Find a rhyme that goes with bug.
I pick hug because it rhymes with bug,
Hug, bug!
3. Find a rhyme that goes with dog,

Find a rhyme that goes with dog. J I
\ 1
I pick log because it rhymes with dog, I :
Log, dog! :
i
I\
4. Find a rhyme that goes with bat, \ \
l
Find a rhyme that goes with bat.
I pick rat because it rhymes with bat,
Rat, bat!
t h A ~onderful introduction \
o r ym1ng and pie t
creating your ow h n y of scope for
n r Ymes once y ,
familiar With the so ou re
F ng. \
ind other words that h
bug, dog and bot th~t ymebwith ;om,
instead of the rhy can . e sung
C mes given.
on the children identify h
syllables each of th h .ow many
hos? How mo e r yming words
rhym . . ny more one-syllable
/ ing pairs con they com .
i that aren't alreod .e up with
. Y mentioned
· in the song?
© 2017 Out of the Ark Ltd, Middlesex TW12 2HD -.

CCLI Song No. 7071678 ' / •.I
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28
MUSlc: MATTERS
Words and Music by
Mark and Helen Johnson
Brightly J= 196
F F/A Gm/B~ Gm/D C7 F F/C Gm/C
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1. Mu - SIC makes ---
me come a - live, _ helps me feel ---so
2. When I hear a hap - PY song,_ makes me want to
3. Mu - sic makes me come a - live,_ helps me feel so
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good ill - side,_ a ny rhy - thm, --- a - ny rhyme,

sing a - long,_ just a sim - ple me - lo - dy_
good m - side,_ a - ny rhy - thm, a - ny rhyme,
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29
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just a sim - ple me - lo - dy _ chang - es ev - ery - thing!_
just a Slffi - ple me - lo - dy_ chang - es ev - ery - thing!_
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Harmony 2° + 3° only
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33
iAtJG, TAP,SToP/
Words and Music by
Rebecca Kincaid
Moderately J = 90
F BjF# C/G G C
I.f 2.p 3.f C#dim7 Dmll G7 G7/B G1jD
1. 3. When we want to play strongly, when we want to be loud,

2. When we want to play soft - ly, when we want to be quiet,
c Caug5 F C/G G7 C C/E C/G

ti
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when we're lil
--
the mood
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make a
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great big sound.
4
when we're m the mood for peace we make a ti - ny sound.
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© 2017 Qui of the Ark ltd, Middlesex TW12 2HD

34
F C/E Dm7 c I
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Bang, bang, bang, bang, stop! Bang, bang, bang, bang, stop!
Tap, tap, tap, tap, stop! Tap, tap, tap, tap, stop!
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Bang, bang, bang, bang, bang, bang, bang, we bang, bang, bang a lot!
Tap, tap, tap, tap, tap, tap, tap, we tap, tap, tap a lot.
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35
MARcff To THE iEAT
Words and Music by
Steadily .J = 100
A A/C# D D/F# E E/G# A A/E A A/C# D D/F#
(spoken) Hup, two, three, four, at-
E E/G# A A/C# D DjF#
-ten tion! (1.) We'll march to the beat, we'll move our feet to
(2.) run - ning,_ run-ning on the spot, we'll
(3.) beat the drum, we' 11
E E/G# A A/E A A/C# D D/F#
help us keep the rhy - thm. We'll march to the beat, we'll move our feet, we
keep it mce and e - ven. We're run - ning, _ run - ning on the spot, the
keep m time to - ge - ther. We'll beat the drum to

36
E E/G# A A/C# D DjF#
hope you'll smg a - long! We'll march to the beat, we'll move our to
rhythm's in our run! We're run - ning,_ run - ning on the spot, we'll
help us move a - long! We'll beat the drum, we'll
E E/G# A A/E A A/C# D D/F#
help us keep the rhy - thm. We' ll march to the beat, we'll move our feet, we
keep it nice and e - ven. We're run - ning,_ run - ning on the spot, the
keep m time to - ge - ther. We'll beat the drum to
1. 2.
E E/G# A A/E A E/G# F#m7 E D E7 A
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hope you'll sing a- long! 2. We're

rhy - thm's m our run! 3. We'll
help us move a - long!
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37
3.
A E/G# E D A
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JUMP on the beat like boun-cing frogs, we'll JUMP up to the ceil - ing. We'll
fl ++
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JUMP on the beat like boun-cing frogs, we'll JUMP the whole day long! We'll
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A/C# D DjF# E/G# A/E
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JUMP on the beat like bouncing frogs, we' 11 nJMP up to the ceil - ing. We'll i
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nJMP on the beat like boun-cing frogs, we'll JUMP the whole day long!
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A E/G# F#m7 E D E7 A
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39
WE'RE DETEc:Tit/ES
Words and Music by
Nikki Lewis
r-3--,
With a swing J= 138 (iJ = J ))
Cm Cm/B Cm/Bb Cm/A G9 Cm6
Cm6/G Cm6 Cm/B Cm/Bl> Cm/A
We're de - tec-tives, we're de - tec-tives,
Ab7 G7 G7/F G7/Eb G7/D Cm Cm/B
lis - ten to the sound. _ We're de - tec-tives, we're de -

40
A l t.
Cm/Bl> Cm/A Ab7 G9 Cm6 ToCoda y Cm Cm/B
we' re lis-tening all 1. (Listen)
Cm/ Bb Cm/A G7 Cm Cm/ B

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sound._ High, low,
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WE'RE GoltlG RoUtJD THE WoRLD
Words and Music by
Mary Green and Julie Stanley
..-8-,
With a swing J= 124 (n = J })
A A/E A . A/E ~ A A/E
We're go-ing round the world in our
E7
song to - day, we hope that you will join us when we fly a - way, I
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won - der where we'll go, look at the map and then we'll know
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49
THE MoUSE A~D THE GIA~T
Words and Music by
Rebecca l<incaid
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great big house,' so she tip - toed out from her lit - tie hole, but she

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52
JUST fl'/E tJoTES
Words and Music by
Antony Copus
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54
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THE MARc.ftltJG iAtJD
Words and Music by
Nikki Lewis
Steadily J = 92
G G/D c G/D 01 G G/D c 01
G G/D G G/D Am/C Am D7 D/F# G G/D
1. This 1s the march-ing band, this is the big bass drum, let's play the
G G/D Am/C D7 G G/D G G/B Am/C D7
big bass drum, boom, boom, boom! Big bass drum, boom, boom, boom!

56
Cmaj7 01 G G/D c 01 G G/D G G/D
2. This 1s the march-ing band,
Aro/C Am D D/F# G G/D G G/D Am/C 01
G G/D G G/B Am/C D7 G G/B
Big bass dtum, boom, boom, boom! Slide trom-bone,
Am/C D7 Cmaj7 D7 G G/D c D7
This 1s the march-ing band.
57
G G/D G GjD Am/C Am D D/F# G G/D
G G/D Am/C D7 G G/D G G/B Am/C D7
Big bass drum, boom, boom, boom!
G G/B Am/C D7 G GfB Am/C D7
wah, wah, wah! Toot- ing flute, toot, toot, toot!
Cmaj7 D7 G GjD c D7 G G/D G G/D
4. This is the march-ing band,
58
Am/C Am 01 G G/D G G/D Arn/C 01
G G/D G G/B Am/C D7 G G/B
Big bass drum, boom, boom, boom! Slide trom - bone,
Am/C D7 G G/B Am/C D7 G G/B
Toot - ing flute, toot, toot, toot! Sou - sa - phone,
Am/C Cmaj7 D7 G G/D c D7
This is the march-ing band.
59
G G/D G G/D Am/C Am G/D
G G/D Am/C D7 G G/D G G/B Am/C 01
Big bass drnm, hoom, boom, boom!
G G/B Am/C D7 G G/B Am/C 01 G G/B
Am/C D7 G G/B Am/C 01 G/D D7 G
60
coMPoSER fUtJ f AcTS
Words and Music by
Rob Stroh
Steadily J. = 84
Eb Eb/G Bb/F p1
Eb Eb/G Bl>/F Bl> Eb N.C.
Eb/G Fm/Ab Fm Eb
1. Mo-zart was one of the great - est, he was a child-hood ge - mus, he

2. Han-del had writ - ten a great hit, it's called 'The Fire-works Mu - sic', but
3. Bach is known to have writ - ten a thou - sand com - po - si - tions, he
© 2017 Out of the Ark Lid, Middlesex TW12 2HD

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THE ~l~G'S fEELl~GS
Words and Music by
Kelly Fort
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r c.AtJ PLAY
Words and Music by
Mary Green and Julie Stanley
r-8 -. (pJay
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1. I can play the tam-bou-rine,
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best you've ev-er seen! I can play the tam-bou -rine,
(play tambourine)
F/C F Gm7 F/A B~ B~/F F F/C
(spoken) Tam-bou-rine, tam-bou-rine, tam-bou-rine, tam-bou-rine,
© 2017 Out of the Ark Lid. Middlesex TW12 2HD

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C 7/G C7 F F7/C Bl>jF
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ma - ra-cas, I will send you crac-kers!
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ma-ra-cas, ma-
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N.C. F F/C
3. I can play the
(play bass drum)

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play the drum and have some fun! I can play tbe
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come and play a-long with me. (spoken) Big bass drum,
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big bass drum, big bass drum, big bass drum, big bass drum,
73
(tambourine)
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(maracas)
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big bass drum, big bass drum, big bass drum,
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{spoken) STOP!
74
SoUtJD c:oLLEc:ToRS
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fl~D ARHYME
(~otJUS TRAc~)
Words and Music by
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c Gm7 Gm7/ BP C Gm7 Gm7/BP
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goes with Jam. I pick ham be -cause it rhymes with

goes with bug. I pick hug be-cause it rhymes with
goes with dog. I pick log be-cause it rhymes with
..fl I
- ...-
I
... ...
• ....• ...
I .,
I _,
--
" ·- - _,
- - _,
....
~
' v
<
~
1"" :1~:
: f ......:
:1-: I
-i °111
I l I l. I •'
-..
I
-- -
... -- -- ...
_,
- - -
~"
-
- - - - -- --
~
-
' -
- -
_,
-
78
I 1. 2. 3.
fl
c C NC C NC c
.--
' ~
- - --
- - -- '
-
,.
, ,.
" ,."
- -... '
'
- -
~ I I I
jam, ham, jam! dog!

bug, hug, bug!
dog, log,
[~ [~ J j
- --
fl I
- - --
I
~
-1
"- - -- .-..
I ,..
, _I
- -- -I
-
-.. - .. v- _,I
-
-~
- y ~ y ~
.-. ·~
l
~ - "ii
~
- ~ I I
.... . I I
•
- - - -
I I
,_
- -- -
~
'
~
- -
- ~
- -- -- y -
c Gm7 Gm7/BI:> C Gm7 Gm7/BI.> C
4. Find a rhyme that
c Gm7 Gm7/Bb Dm7 G7 Dm7 01 Dm7 G7
find a rhyme that goes with bat.
c Am7 G7 NC c 01 c
--
'
fl
- -- - . -- -- -- -
I
~
I
-
~
I
- -- '
-~ - - ...• - .
,.
,
,,.
I
~
I I
I pick rat be-cause it rhymes with bat, rat, bat!

13--i
/
I ~
fl
.-..-, - -
I ... ~
~
-i --
~
"ii
,_
-- -
I
--
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--- -
"ill
,_ ~
l""""'I
- -- -..- I
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--· - -- - - -- - - -- -- - -
'
- ~
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79
COPYRIGHT & LICENSING - What You Need To Know
The world of copyright and licensing can seem very daunting, particularly because there is an obligation on
schools to comply with copyright law. We're here to help you through the process and to keep you legal.
The guidelines below explain the most common copyright and licensing issues.
For more information visit www.outoflheark.com/licensing.
Singing Songs in the Classroom

You are free to use all of the material provided in this book for teaching purposes. If photocopying any part of the book for
use in the classroom, please record this usage as required under the terms of your Schools Printed Music Licence (SPMLJ or
the equivalent photocopying licence that applies in your territory. This will ensure that you are
legally protected.
Singing Songs in an Assembly or in Church

Songs may be sung in a school assembly or in church without charge. In addition, the audio CD may be played provided
that your organisation has a PRS licence. However, the reproduction of the lyrics and/or music for use in an assembly or in
church requires a licence. The following licences from Christian Copyright licensing International (www.ccli.com) permit the
photocopying or reproduction of song lyrics or musical scores - for example to create song sheets - or to display the lyrics
using any form of projector or electronic display medium:
For UK schools: A Collective Worship Copyright Licence (CWCLI
A Collective Worship Music Reproduction Licence (CWMRL)
For churches: A Church Copyright Licence (CCU
A Music Reproduction Licence (MRL)
The relevant copyright credit should be included with the lyrics - for example:
'Reproduced by kind permission © Out of the Ark Ltd'
Please ensure that you log the songs that are used on your CWCL and CWMRL copy reports.
Organisations that do not hold one of the above licences should contact Out of the Ark Limited for permission.
Your CWCL or CCL licence also grants you permission to display the song lyrics from our Words on Screen™
CD ROMs on a whiteboard or other screen. Simply log the song titles on your copy report.
Singing Songs in a Concert

If you are performing any of our songs for the public on school premises (i.e. to anyone other than pupils or staff)
then royalty payments become due. Contact Out of the Ark Music directly to obtain a licence.
Please note: There is no need to obtain a licence from the publisher if your school has an arrangement
with the Performing Rights Society (PRS) either directly or through the local authority.
If you are performing songs at a public venue (other than on the school premises or in a church) then the performance
should be logged on the venue's PRS report.
The photocopying or reproduction of song lyrics or musical scores for use in concerts - for example to create song sheets,
overhead transparencies or to display the lyrics or music using any electronic display medium - requires a licence.
Please contact Out of the Ark Music directly.
Making an Audio Recording or a Video of the Performance

If you wish to make an audio or video recording of your performance of any of our works please visit
www.outoftheark.com/licensing for further information or contact MCPS who will issue you with the relevant licence.
Copying and File-sharing

Copying Out of the Ark Music's audio CDs is not permitted without obtaining a licence from the publisher. Installation of
Out of the Ark Music's audio CD tracks on to a computer is strictly forbidden without a licence - we can provide schools
with a 'Digital Site licence'. File-sharing of any of our audio tracks or CD ROM files is strictly prohibited.
For more information visit www.outoftheark.com/licensing.
Helpful Information can be found on the following website:

A Guide to Licensing Copyright in Schools: www.outoftheark.com/licensing
And remember, we are always happy to help. For advice simply contact our customer services team:
Tel: +44 (0)20 8481 7200
Email: copyright@outoftheark.com
80
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ISBN 978-1-911430-14-8
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9 781911 430148

I Love Music

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Sung i~? ...

Antony Copus siudied at The Royal Academy

© 2017 OUT OF THE ARK LTD

~a.,3, Tap, Stop/* 3'1 2 15

Marc.~ To The ~at* 3, ~ lb

We're I>efec.tives '10 17

Just five tJofes 53

The Marc.h;.,3 ~a.,d* 5, ~ 21

cottiposer fu., fac.ts ,. 'I 22

The ~;.,~s feeJi.,3s

fitld ARk.Yttie* (~o.,us frac.k) 7t 13 2,

l. Music makes me come alive,

2. When I hear a happy song,

3. Music makes me come alive,

© 2017 Out of the Ark Ltd, Middlesex TW12 2HD

,i ' 11'/ QddinQ some percussion

; chiirus when ·Music matters is being s

l . When we want to play strongly,

2. When we want to play softly,

3: When we want to play strongly,

© 2017 Out of the Ark Ltd, Middlesex TW12 2HD

Listen carefully to the instrumental

(Spoken) Hup, two, three, four, attention!

l. We'll march to the beat, we'll move our feet

2. We're running, running on the spot,

3. We'll beat the drum,

4. We'll JUMP on the beat like bouncing frogs,

© 2017 Out of the Ark Ltd, Middlesex TW12 2HD

sung almost all the way through by I

• played by the glockenspiel on the

good opportunity for the children to

: We're detectives, we're detectives,

1. (Listen - high, low, high, low)

4. (Listen - loud, loud, soft, soft)

© 2017 Out of the Ark Ltd, Middlesex TW12 21-10

We're going round the world in our song today,

1. (Spoken) We're dancing in Spain!

2. (Spoken) We're dancing in Italy!

3. (Spoken) We're dancing in Egypt!

4. (Spoken) We're dancing in China!

(Spoken) We're going home! (All wave)

© 2017 Out of the Ark ltd, Middlesex TW12 2HD

'Sh, sh, sh,' said the tiny little mouse,

BOOM, BOOM, BOOM, BOOM,

Squeak, squeak, squeak, squeak,

© 2017 Out of !he Ark Lid, Middlesex TW12 2HD

One~ t_ he children have learnt the song thoroughly,

on one side of the room. The mice should tiptoe

pop into at the .end! / \

This song is a great opportunity to start exploring dynamics.

(Spoken) Hup, two, three, four.

1. Five-note scales are really cool,

: I can sing a song with ;ust five notes,

2. Pentatonic is their name,

(Solo) I can sing a song,

© 2017 Qui of lhe Ark Ltd, Middlesex TW12 2HD

· Try marching to the beat as you sing \

Do any of the older

the melody of this song?