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Can a Cherry
Pie Wave Goodbye?
Songs for Learning Through Music and Movement
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Introduction
Young children learn best by
doing and these songs invite active involvement in mastering a wealth
of vocabulary. This guide includes objectives, setting, lyrics,
and activities for each song. It also includes variations and
follow up activities. The ideas are suggestions. There are
endless variations and possibilities awaiting your creative impulse.
Have fun!
The accompanying teaching guide contains information for each song:
Objectives
- help
teachers and parents include the songs where they relate to classroom
curriculum or daily activities.
Activity - suggests
how teachers and parents can introduce and explain activities before
the children participate with the recording.
Setting -
identifies space requirements and arrangement of children.
Lyrics - the
words for each song.
Variation -
shows other ways of actively participating with the recording.
Follow up - suggests
things to do after playing the recording.
Click
any title below
Words and Music: Hap Palmer
Objectives:
- Improve motor skills
- Increase cardiovascular function (endurance)
Setting:
Stand in front of your chair 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 when you hear the music; freeze when the music stops.
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 all the movements you remember doing
in this song.
-Can you think of movements we did not do in
this song?
-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 Top
Words and Music: Hap Palmer
Objectives:
- Recognize and identify colors
- Associate colors with everyday objects
- Identify body parts.
Setting:
Sit on the rug. (For variation #1 students
sit facing each other in groups of four. For variation #2 students move
freely around the room.)
Activity:
Follow the directions in the verses and place the color cards red,
green, yellow and blue on various parts of your body. You can also
use colored ribbons, yarn, buttons etc.
Lyric:
Chorus: 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
Repeat Chorus
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
Repeat Chorus
Variation 1:
-Work
in groups of four people.
-Sit
close together and face each other.
-Each
person holds one of four color cards.
-As
each color is called, everybody in the group shares the one color card,
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 card. You can also try this activity without color cards using instead
the colors of the clothes people in the group are wearing.
Variation
2:
-Look around the room.
-Name all the things you see that are red...
blue... green... yellow...
-Working individually, try this song moving freely
about the room as you contact various body parts with colors.
If you would like more time to explore these activities, try the "Extended
Response Time" version (#8) of this song.
Back to Top
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 the instrumental
version (CD#17)
of this song.
Back to Top
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 your seat or spread out
in 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." 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,
then feel it again after doing the
activity. Is it beating faster? Do
you know why?
- In 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 Top
Words and Music: Hap Palmer
Objectives:
- Recognize letters of the alphabet
- Master initial consonant sounds
- Identify body parts
- Improve motor skills
Setting:
Stand in front of your seat or in open area
Activity:
Get a bean bag, or put beans inside an
old sock and move along with the "Bean Bag Alphabet Rag."
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.
- Play the song again and see if you can find a way
to do the activities sharing
one bean bag with your partner.
Back to Top
Words and Music: Hap Palmer
Objectives:
- Identify animals based on characteristics
- Respond in language and movement
Setting:
Sit in your chair or on rug. (For variation, students
stand in front of chairs or 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)
Chorus: 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
Repeat Chorus
Lyric
(Part 2)
Repeat Chorus
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
Repeat Chorus
Answers:
Part 1: elephant, bat, sheep, rooster, snake, goat, chicken, giraffe,
alligator or crocodile, kangaroo, mouse, monkey.
Part 2: horse, duck, octopus, cat, owl, panda bear, peacock, turtle,
tiger, whale or 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 in the fastest? ... slowest? ... largest?
... smallest?
- If you were an animal, which one would you most
like to be?
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Words and Music: Hap Palmer
Objectives:
- Identify and recognize ten colors
- Perform basic motor actions
- Develop spatial awareness
Materials: This activity uses ten colors: red, green, yellow,
blue, orange, pink, purple, black, brown and white. You can hold
a color card, ribbon or scarf, or pick a color out of the clothes you
are wearing.
Setting:
Move around the room or in a large open area.
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 1:
Try this activity balancing your color card on your head as you
march.
Variation 2:
With large groups divide the group into ten lines and use just
one set of color cards. Each line represents one color and the
line leader holds the color card. When a color and action are called,
the whole line responds. During the chorus each group follows its
leader.
Variation 3:
Work in partners. One person has a complete
set of color cards and holds up the correct cards as they are called;
the other person performs each action as it is described.
Follow up:
- In this song, each color was given three motions.
Can you name the three 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 Top
Words and Music: Hap Palmer
Objectives:
- Learn initial consonant sounds of B, J, T, P, and hard C
- Improve motor skills
- Recognize that words which describe actions are called verbs
Setting:
Stand in front of your seat 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 the describes an action. Sing each word after you hear it
and at the same time do the movement described by the word. In
the verses that follow, you 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, JOG, JERK, 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 other words that begin with
the letter 'B'? ...'T' ? ...'P' ? ...'J' ? ... 'C' ? ...
- Choose other letters, and find words that begin
with these letters.
- Using your ideas, sing along with the instrumental
version (CD#16) of this song.
- To make it more challenging, pick a category
such as: foods, places (cities, states, countries ) names of
people, or animals.
Back
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Words and Music: Hap Palmer
Objectives:
- Understand movement vocabulary and create actions.
- Work cooperatively with a partner
- Observe and mirror actions of partner
Setting:
Stand in an open area facing a partner
Activity:
One person leads and the other follows. Decide which role each
of you will take. 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
Chorus: 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
Repeat Chorus
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
Repeat Chorus
Variation:
Trade roles each time you hear the chorus.
Back
to Top
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 your chair or on the rug
Activity:
We'll start by singing a simple
chant which is followed by pairs of questions based on descriptions of
what various workers do. If you can identify either or both occupations,
call out the answers during the pauses that follow each set of two questions.
Lyric:
Chorus: 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?
Repeat
Chorus
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?
Repeat
Chorus
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?
Repeat
Chorus
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, fire fighter.
Variations:
- Listen to each pair of questions. Consider both occupations then
call out the job you would prefer.
- Work with a partner and share with each other the occupations you
prefer.
- You can also use movement instead of words. One person act out the
job you prefer. The other person will watch and try to guess the occupation
you are pantomiming.
- Listen to each pair of questions and name the two ending words that
rhyme.
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?
- Which is more important to you in choosing an occupation
- making a lot of
money or doing something you enjoy?
Back to Top
Words and Music: Hap Palmer
Objective:
Demonstrate understanding of opposites by verbal and movement responses.
Setting:
Sit in your chair or on the rug. (For variation, students move
in front of seats or 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. If you don't know the opposite of a word, don't worry
- just go on to the next word.
Lyric:
Chorus:
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 Quick Up
Thick
Smile Strong Soft Long
Sit Small Throw Tall
Near Low Heavy
Slow
Repeat Chorus
Shut Down Loose
Frown
Back Thin On
In
Far Pull Out
Full
Hard Top Under
Stop
Repeat Chorus
Big Tight Left
Right
High Bend Over
End
Variation:
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 oneself large.
If you would like more time to explore these movements, try the "Extended
Response Time" version (CD#8) of this song.
Back to Top
Words and Music: Hap Palmer
Objectives:
- Count from one to twelve
- Perform basic loco motor actions
- 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 all 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 me 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
(Similarly)
Jumping out on the town; jumping out on the town
But you must me home by ten ...
Tiptoe out on the town; tiptoe out on the town
But you must me home by nine ...
Hopping out on the town; hopping out on the town
But you must me home by three ...
Running out on the town; running out on the town
But you must me home by twelve ...
It's twelve o'clock! Hope you made it back home
'Cause it's midnight, its midnight, and everyone should be back home.
Follow up:
-
Can you name the five ways you traveled around the room?
- What other ways could you travel that were not named
in this song?
(examples: skip, gallop, slide, roll,
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. When you are
finished, make an ending shape.
Back
to Top
Words and Music: Hap Palmer
This version provides more time to respond
to the directions. It can be used as a lead up to the original version
(CD#2) or to give you more time to participate in the variation activities
described for the original version.
Lyric:
Chorus: 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
A lemon peel on your heel
Put the color of leaves on your sleeves
The color of leaves on your sleeves
Put the color of a stop sign on your spine
A stop sign on your spine
Repeat Chorus
Back to Top
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. Using this instrumental version, sing the
song using your ideas. (Older children can use words that rhyme, write
out their ideas, and read them as they sing.)
Back
to Top
Can you think of four words
that begin with the letter 'B'? ... 'T' ? ... 'P' ? ... 'J' ? ... 'C'
? ... Using your ideas, sing along with the recorded background
music. To make it more challenging, pick a category such as: foods,
places (cities, states, countries ) names of people, or animals.
You can also choose other beginning letters. For Example: "A
pocket full of Q's like pool players use? " or "A Pocket full
of I's like the kind that see?"
Back
to Top
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.
Lyric:
Chorus:
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 Strong Quick Thick
Small Tall Slow Low
Down Frown Thin In
Pull Full Top Stop
Tight Right Throw Go
Back
to Top
Arranger, Recording
Engineer, Keyboards, Bass, Guitars: Bob Summers Lead and Harmony
Vocals, Acoustic Guitar, Flute, Clarinet, Saxophone: Hap Palmer
Background Vocals: Jacie Berry, Juanice Charmaine, Karen Wilson Harper
Children's Chorus Director: Penny Summers Children's
Chorus: Amy Ainsworth, Sarah Ainsworth, Lauren Askey, Eddie Aragon,
Marina Aragon, Melanie Aragon, Melissa Aragon, Danielle Elmore, Tai
Elmore, Debbie Forfar, Andrew Garkow, Lacey Garkow, Manuj Kamineni,
Wesley Palmer,Bren Price, Nicole Price, Mike Summers Mastering Engineer:
Ron Lewter Educational Consultant: Angelia Leung
Designer and Illustrator: Cheryle Robinson Guidebook
Editors: Paula Benjamin Little, Betty Williams (Additional Material
for Revised Expanded Version) Recording Engineer: John Slattery
Producer: Miriam Mayer Piano: Steve Kaplan
Acoustic Bass: Jim Garafalo Drums: Joe
Correro
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