Tell Me Books PO Box 60 Port Macquarie NSW 2444 Australia www.schatzblackrose.com © Morgan Schatz Blackrose 2010 All rights reserved. Except as permitted under the Australian Copyright Act 1968, for example a fair dealing for the purposes of study, research, criticism, or review, no part of the book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission. Copyright owners may take legal action against a person or organization who infringes their copyright through unauthorised copying. All enquiries should be directed to the publisher at the address above.

Copying for educational purposes The Australian Copyright Act 1968 allows a maximum of one chapter or 10 % of this book, whichever is the greater, to be copied by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited under the act.

ISBN 978-0-9805362-2-5

All materials in this book are either traditional songs, rhymes and tales, adaptations of them, or Morgan’s original stories, songs and rhymes. My apology if I have included what I thought was traditional material and it is copyrighted.

Cover Design and Photography by Roman W. Schatz

2 CONTENTS Page

Introduction 5

A Storyteller’s Duty of Care 7

Sensing the World 8

We Stop we Look, we Listen and Smile I Went Walking in the Bush I Went Walking Tree Version I Went Walking What Did I Hear? I Went Walking in the Jungle I Went Swimming in the Ocean We Walk with Beauty Around Us

Sensing the Body 13

I Love To See, Hear, Taste and Smell Rain, Hail and Snow Which is my Left Hand’ Everybody Sit Down Two Little Blackbirds These are Grandma’s Glasses Jingle Bells at the Beach I’m a Little Teapot Read a Book Library Chicken Joke

3 Page Hey I’m a Reader Five Monster Mosquitoes

Sensing the Animals 24

Five Little Lambs Eggs The Milk Story The Egg Story Marsupial Song DINGO Kookaburra Koala Incy Wincy Spider Animal Noises Three Little Ducks My Pony

Sensing the Story 37

The Snookums The Wide-Mouthed Frog Gina’s Magic Word Easter Bunny’s Helpers Sshh You’ll Wake the Baby

Storytelling Programmes 46

Why Storytelling 48

4 An Introduction to MouthMovers

Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each. Plato

The rhyme is a humble being and yet it has the ability to delight and amuse humans of all ages. Partnered with a story or song, the rhyme is in the best company for a connected learning experience. Much of the material in MouthMovers has been included in Morgan’s storytelling performances for 3 - 8 year olds and has also been presented in her workshops for Early Childhood Professionals to incorporate into their own programmes. What can children learn from saying a rhyme? Rhymes are a source of entertainment both for the listener and the performer. As well as being a fun-filled activity to participate in, children can experience a number of different learning outcomes. Saying rhymes develops both proficiency in oral language expression and phonological awareness, that is being able to understand and identify the sound structures in spoken words. Learning rhymes also develops receptive language skills. In addition, children learn listening protocols, how to follow directions and the social skills of co-operating with others. Their development in hand - eye co-ordination and fine motor skills is also enhanced through the performance of action rhymes. It is now widely accepted that proficiency at oral language

5 expression better equips children to learn reading and writing. Mouth Movers offers a selection of tried and true participatory songs, rhymes and tales to enliven storytimes and language sessions in the home, at the library or in childcare centres and schools. The division of the book into four sections reflects a focus on celebrating the way children sense and make sense of the world and themselves. MouthMovers contains adaptations of traditional rhymes and songs as well as newly created rhymes and stories by Morgan. Feel free to adapt them to suit your own purpose. Key Word signing is recommended to accompany the rhymes as this is not only an additional way of communicating, it is a medium children readily respond to. Take every opportunity to make your presentations as inclusive as possible. The stories presented in the section Sensing the Story focus on the mouth as a versatile medium in tale telling. They explore the verbal expression of emotions, mouth manipulation and and the spoken word as a primary form of communication. Morgan Schatz Blackrose has been storytelling for over twenty years and runs workshops worldwide for early childhood professionals. She is the author of two oral language resources that are available through her workshops or on her website. Tell Me: Storytelling as a Global Language and talkabout: raps and rhymes, stories and songs promoting speech and language development in children.

www.schatzblackrose.com

6 To my friends the storytimers and rhymers who make the time and space for children to listen, learn and laugh.

A Storyteller’s Duty of Care

When a child demands: another one, another one more stories, again, again, do the rhyme again. Then you will know: your listeners have drunk deep from that wondrous source, the storytelling well. Their appetites are whetted, but they are thirsty for more. Our duty of care to all children is to provide them with the necessities to sustain life, but we must also impart to them what is their right, their global inheritance; traditional stories and songs, music, dance and folklore. And in turn we trust that we have endowed them with the ability and desire to joyfully pass on their renditions of these tales and tunes to future generations. Morgan Schatz Blackrose 2010

7 SENSING THE WORLD

The Earth is our home and we share it with many wonderful animals and plants. These rhymes celebrate our connection to and awareness of our natural environment. They can be complemented with the use of visual resources such as picture books, posters and projections, to introduce children to the flora and fauna in particular eco-systems.

NOTES: Wherever we are, whether it be sitting in a class room, walking along the beach, crossing the street, relaxing at home or exploring a forest, it is important to bring our strongest senses, sight and hearing, into play so that we can experience our environment. Learning to look and listen not only allows us to appreciate what our environment has to offer, but also alerts us to any dangers that may be present. I adapted this rhyme from one that Suzann Frisk and I wrote, in the 1990’s, to teach children how to cross the road safely. (We stop, we look, we listen and think, before we cross the road). Use the rhyme outside to focus children on their experience of what is happening around them. Inside, the rhyme can be done repeatedly about one or a number of eco-systems. It can also serve as an introduction to a storytime picture book e.g. And today’s picture book is all about the desert. Using Makaton Key Signing reinforces the actions of looking and listening.

8 We Stop, We Look, We Listen and Smile (Adapted from Suzann Frisk’s Road Safety Song)

We stop, we look, we listen and smile, The forest is our friend We stop, we look, we listen and smile, The garden is our friend We stop, we look, we listen and smile, The bush is our friend We stop, we look, we listen and smile, The jungle is our friend We stop, we look, we listen and smile, The desert is our friend We stop, we look, we listen and smile, The mountain is our friend We stop, we look, we listen and smile, The river is our friend We stop, we look, we listen and smile, The ocean is our friend We stop, we look, we listen and smile, The Earth is our friend We stop, we look, we listen and smile, The night time is our friend. We stop, we look, we listen and smile, You are all my friends.

NOTES: This set of five rhymes focuses on seeing and hearing what is around us, as well as introducing children to native Australian birds and animals. You can also adapt the rhyme to other landscapes and eco-systems, such as the ocean and jungle. There is also a focus on

9 language extension with the inclusion of different action words (verbs). Alternatively you can use ‘smiling’ for all actions.

I Went Walking in the Bush (Traditional rhyme adapted by Morgan)

I went walking in the bush what did I see? I saw a koala yawning at me. I went walking in the bush what did I see? I saw a kookaburra laughing at me. I went walking in the bush what did I see? I saw a wombat winking at me. I went walking in the bush what did I see? I saw a kangaroo blinking at me. I went walking in the bush what did I see? I saw a lizard staring at me. I went walking in the bush what did I see? I saw a possum smiling at me. I went walking in the bush what did I see? I saw a brown snake hissing at me. [A brown snake hissing? What did I do? I ran ran ran away from there. Wouldn’t you?]

Tree Version

I went walking in the bush what did I see? I saw a koala sleeping in a tree. I went walking in the bush what did I see? I saw a possum swinging in a tree. I went walking in the bush what did I see?

10 I saw a wombat digging round a tree. I went walking in the bush what did I see? I saw a kangaroo hopping past a tree. I went walking in the bush what did I see? I saw a lorikeet nesting in a tree. I went walking in the bush what did I see? I saw a goanna climbing up a tree. I went walking in the bush what did I see? I saw a brown snake hissing near a tree. [A brown snake hissing? What did I do? I ran ran ran away from there. Wouldn’t you?]

I Went Walking in the Bush What Did I Hear?

I went walking in the bush what did I hear? I heard a lorikeet tweeting very near. I went walking in the bush what did I hear? I heard a kookaburra laughing very near. I went walking in the bush what did I hear? I heard a cicada singing very near. I went walking in the bush what did I hear? I heard a brush turkey scratching very near. I went walking in the bush what did I hear? I heard a cockatoo squawking very near. I went walking in the bush what did I hear? I heard a magpie caroling very near. I went walking in the bush what did I hear? I heard a brown snake hissing very near. [A brown snake hissing? What did I do? I ran, ran, ran away from there. Wouldn’t you?]

11 I Went Walking in the Jungle

I went walking in the jungle what did I hear? I heard an elephant trumpeting very near. I heard a chimpanzee chattering very near. I heard a frog croaking very near. I heard a tiger growling very near. [A tiger growling? What did I do? I ran away from there. Wouldn’t you?]

I Went Swimming in the Ocean

I went swimming in the ocean what did I see? (follow the pattern above and call for sea creatures) I saw a tiger shark grinning at me. [A tiger shark grinning? What did I do? I swam away from there. Wouldn’t you?]

NOTES: This walking chant introduces the concepts of before, behind, above, below and around.

We Walk With Beauty

We walk with beauty before us:|| [3 times] Beauty is all around We walk with beauty behind us:|| [3 times] Beauty is all around. We walk with beauty above us:|| [3 times] Beauty is all around We walk with beauty below us:|| [3 times] Beauty is all around.

12 SENSING THE BODY

Our bodies are not only vehicles for movement and locomotion, they are also our most important medium for self expression.

NOTES: This is a freedom of expression song with directions embedded in it. Build-up the dynamics and movement, until it is quite loud and silly. Encourage people to say Hello in a language other than English.

I Love To (To be performed out of tune and outrageously)

I love to sing, La la la la, I love to laugh, Ha ha ha ha. I love to dance, And twirl roundabout, I love to whisper, And I love to SHOUT! I love to greet you, Hello[any language] and good day, I love to yodel, Odelay odelay. I love to stomp, And clap hands all day, I love to celebrate, Hip hip hooray!

13 NOTES: Begin with the rhyme Eyes and Ears and Mouth and Nose and do it with the children performing it by pointing to each body part. Then explain that each of the body parts has a special job to do. We call them our 5 senses, the way we perceive everything. Now do the following rhyme then discuss each of the functions and imagine what it feels like to not have them.

See and Hear and Taste and Smell (Tune of Eyes and Ears and Mouth and Nose)

See and hear and taste and smell taste and smell, taste and smell. See and hear and taste and smell And don’t forget to touch. [touch all over your body with your fingers]

NOTES: Do the finger actions and make the sounds appropriate to the rain, hail and snow falling. Discuss the notion of silence. Can you hear silence? Is silence a sound? What other things can you hear if you are silent? Environmental sound is an important concept to understand. This is also a good rhyme for learning about weather and precipitation.

Rain, Hail and Snow

Rain is falling down Rain is falling down Pitter patter raindrops Pitter patter raindrops

14 Listen to the sound Listen to the sound

Hail is falling down Hail is falling down Tapa tapa hail stones Tapa tapa hail stones Listen to the sound Listen to the sound

Snow is falling down Snow is falling down ………………. snowflakes ………………. snowflakes [silence with snow fall action] Listen to the sound Listen to the sound

NOTES: A useful rhyme for learning Left from Right. Hold up hands with palms facing outward and fingers together. Thumbs stretched so pointer finger and thumb make an L on the Left hand and the Right hand is a back to front L.

Which is my Left Hand?

Which is my left hand? Which is my left hand? Sometimes I can’t tell. But when I hold my hands like this, [put hands in position] It always makes an L.

15 NOTES: Use either of these two verses to direct your listeners to gather for an event, storytime, or lesson. (other places: mat - not on the blackboard, not on the cat; hall - not on the roof, not in the mall; ground - not on the bushes, not on a mound)

Everybody Sit Down (Tune Everybody do This)

Everybody sit down Sit down, sit down, Everybody sit down, On the floor. Not on the ceiling, Not on the walls, Everybody sit down, On the floor.

Everybody sit down Sit down, sit down, Everybody sit down, On a chair. Not on the ceiling, Not on the stair, Everybody sit down, On a chair.

NOTES: When I was a child my mother told me this rhyme with two pieces of paper attached to her pointer fingers. When those blackbirds flew away and came back I was stumped. My mother was magic! When I became a

16 mother I inherited the magic to share with my own children and I hope that they will continue this wonderful storytelling tradition. A perfect rhyme for including the names of the children you are sharing this rhyme with.

Two Little Blackbirds

Two Little Blackbirds Sitting on a Hill. One named Jack, One named Jill. Fly away Jack, Fly away Jill, Come back Jack, Come back Jill. Two Little Blackbirds Sitting on a wall, One named Pippa, One named Paul. Fly away Pippa, Fly away Paul, Come back Pippa, Come back Paul. Two Little Blackbirds Sitting on a bank. One named Heather, One named Hank. Fly away Heather, Fly away Hank, Come back Heather, Come back Hank.

17 Two Little Blackbirds Sitting on a tree. One named Ling, One named Li. Fly away Ling, Fly away Li, Come back Ling, Come back Li. Two Little Blackbirds Sitting on a pole. One named Carla, One named Cole. Fly away Carla, Fly away Cole, Come back Carla, Come back Cole.

NOTES: Use Makaton Keyword signs or natural gestures to tell these two rhymes.

These are Grandma’s Glasses

These are Grandma’s glasses This is Grandma’s scarf, This is the way she reads a book, This is the way she laughs.

These are Grandpa’s glasses This is Grandpa’s scarf, This is the way he reads the paper This is the way he laughs.

18 NOTES: I wrote this version of Jingle Bells to reflect the experience of many children in Australia at Christmas time. I also had request from a preschool teacher to include the wearing of ‘sun block and rashy shirts’ in the song as they were succeeding in their campaign to get kids to wear hats when they went outside, but were having difficulty impressing on kids the importance of the other two protectors against the sun. There are many accompanying actions that you can include in the rhyme, or if you like you can have a ‘beach party’. This is also a good rhyme for understanding the opposition of seasons in the Northern and Southern hemisphere.

Jingle Bells at the Beach (Tune of Jingle Bells)

Surfing at the beach, Gonna catch a wave. Playing in the sand, I bought my bucket and spade. Got sun block on my face, A rashy shirt and hat. Christmas day will soon be here, Hooray lets give a clap. Hey!

Jingle Bells, Jingle Bells, Jingle all the way. Oh what fun it is to surf At the beach on Christmas Day, Hey! (repeat)

19 NOTES: Perform the first verse and make your handle and spout with your arms. Maintain this position into the second verse then change the handle to a spout and spout to a handle and tip your teapot to the opposite side.

I’m a little teapot (Two verses)

I’m a little teapot Short and stout, Here is my handle And here is my spout. When I get all steamed up Hear me shout, Tip me over And pour me out.

I’m a clever teapot Yes its true Look and see What I can do. I can change my handle To a spout, Now tip me over And pour me out.

NOTES: This rap works well with using the Makaton Keyword Signs for the following words: like, look, listen, pictures, stories, read, library and book. It is a good discussion starter on comparing the differences between written, oral and visual storytelling.

20 Read a Book

I like to look at ... pictures I like to look at ... pictures I like to look at ... pictures Pictures in a book.

I like to listen to ... stories I like to listen to ... stories I like to listen to ... stories Stories in a book.

I like to read a ... library book I like to read a ... library book I like to read a ... library book Read a book with me.

Oh Read (repeat oh read) A book (repeat a book) With me (repeat with me) Oh read a book with me.

NOTES: Practice the dance moves of the Macarena beforehand, so you know what order they go in. When you do the Macarena song and actions you can add the second section and be a chicken and cluck with the ‘Book Book’ part. This performance is guaranteed to have everyone cackling! This rhyme is an ideal introduction to the Library Chicken Joke.

21 Library Chicken Joke

A chicken visits the library and says ‘book, book, book,’ and the librarian gives her three books and the chicken leaves the library. Next day the chicken brings the books back and asks the librarian again, ‘book, book, book’ and the librarian gives her three more books. She leaves the library and the next day brings the books back and asks again, ‘book, book, book,’ and the librarian gives her three more books. The librarian is puzzled, and wonders where the chicken goes with the books and what she does with them. The next day when the chicken arrives and asks ‘book, book, book,’ the librarians gives her three books and follows her out of the library. Down the road, goes the chicken, through the paddocks, until finally she comes to a creek. The librarian has followed her all the way and she stops by the creek and watches. There she sees the chicken meet a frog. She listens as the chicken shows the books to the frog and says ‘book, book, book.’ The frog takes the books, looks at them and then says, ‘readit, readit, readit.’

Hey I’m a Reader (Tune of Macarena)

I like raps And I like rhymes, I like songs, And I like signs, I like books, Anytime.

22 Hey I’m a Reader.

Book, book, book, book, book, book, book, Book, book, book, book, read with me, Book, book, book, book, book, book, book, Hey I’m a Reader.

NOTES: If you think small things can’t be effective try going to sleep with a mosquito in the room! I wrote this rhyme after one such night. This rhyme is a good opener for discussions about health and why it is necessary to apply insect repellent. While this is a fun rhyme it is important to note that mosquito-borne diseases kill more people than any other single factor in the world.

Five Monster Mosquitoes

5 monster mosquitoes buzzing round the door, I clapped one [clap] and then there was 4, 4 monster mosquitoes buzzing round my knee, I clapped one [clap] and then there was 3, 3 monster mosquitoes buzzing round my shoe, I clapped one [clap] and then there was 2, 2 monster mosquitoes buzzing round my thumb, I clapped one [clap] and then there was 1, 1 monster mosquitoes buzzing round my tum I clapped it [clap] and now there’s none.

23 SENSING ANIMALS

Animals have many roles. They produce things for human consumption and benefit, such as wool, eggs and honey; horses, dogs and cats provide friendship, leisure and assistance; animal meat feeds us and birds, insects and bats pollinate plants. But aside from all the ways they benefit humans, animals also exist as unique living creatures in their own right.

NOTES: There are lots of ways to do this rhyme. It can be done one to one with the parent/carer doing the finger actions on the baby’s body. In a group, it can be performed as a finger rhyme with animal noise responses by the children. Finger puppets or toys can also be used and finally children can act it out (5 lambs, 4 calves, 3 pups, 2 mice, 1 foal, Farmer Jill = 16) or you can add the mothers (or fathers) another 5 = 21. Feel free to adapt if you have more than 21 children and add others so that everyone has a part. Make sure children are familiar with the rhyme before you act it out.

Five Little Lambs (Tune of Five Little Ducks)

Five little lambs went out one day [hold up hand and wiggle 5 fingers] Over the hill and far away, [walk fingers up baby’s legs, belly and chest] Mother sheep said

24 Baa baa baa baa [clap baby’s hands] Please come back you’ve gone too far. [tap baby’s chin with finger] Four little calves went out one day, [hold up hand and wiggle 4 fingers] Over the hill and far away, [walk fingers up baby’s legs, belly and chest] Mother Cow said Moo Moo Moo Moo [clap baby’s hands] Please come back oh please, please do. [tap baby’s chin with finger] Three little pups went out one day, [hold up hand and wiggle 3 fingers] Over the hill and far away. [walk fingers up baby’s legs, belly and chest] Mother Dog said bow wow wow wow [clap baby’s hands] Please come back at once right now. [tap baby’s chin with finger] Two little mice went out one day, [hold up hand and wiggle 2 fingers] Over the hill and far away. [walk fingers up baby’s legs, belly and chest] Mother Mouse said, Squeak, squeak, squeak, squeak [clap baby’s hands] Please come back it’s the end of the week. [tap baby’s chin with finger] One little foal went out one day, [hold up hand and wiggle 1 finger] Over the hill and far away, [walk fingers up baby’s legs, belly and chest] Mother Horse said

25 Neigh, Neigh, Neigh, Neigh, [clap baby’s hands] Please come back and eat your hay. [tap baby’s chin with finger] Farmer Jill went out one day [hold up both hands and wave] Over the hill and far away [walk fingers of both hands up baby’s legs, belly and chest] She whistled and called those babies back And here they come right down the track. Five little lambs [walk fingers down baby’s body] Four little calves, [walk fingers down baby’s body] Three little pups, [walk fingers down baby’s body] Two little mice, [walk fingers down baby’s body] One little foal [walk fingers down baby’s body] Hooray! Hooray! The babies have come back today. [clap hands or blow a raspberry on baby’s belly]

NOTES: I’ve always loved the word ‘cackle berries’ so wrote this riddle rhyme to celebrate them. It works as a riddle with ‘cackle berries’ as the answer.

Eggs

Blackberries, Blueberries Raspberries, cherries, What’s in the henhouse?

(ALL) Cackle berries.

26 NOTES: This rhyme can be sung or chanted to accompany the 4 activities in the song. If you have chickens, you can sing the first two verses when you feed them and collect the eggs. If you are cooking and eating eggs you can sing the next two verses. (You can also add more verses in the cooking process: crack the eggs, whisk the eggs, beat the eggs. If you are making a cake you can also perform the addition of other ingredients; pour the milk, melt the butter, add the flour, grease the tin etc. and finish each verse with ‘when we make the cake.’ By doing the whole rhyme following, you are showing your child(ren) The Egg Story. Understanding where our food comes from is both important and interesting. You can also adapt the rhyme to other foods that are produced on a farm such as fruit, vegetables and grains.

The Milk Story (Tune of Here we go Round the Mulberry Bush)

This is the way we feed the cows, [feed cow action] feed the cows, feed the cows, This is the way we feed the cows, early in the morning. This is the way we milk the cows, [milk the cow action] milk the cows, milk the cows, This is the way we milk the cows, early in the morning. This is the way we drink the milk, [drinking action] drink the milk, drink the milk, This is the way we drink the milk, early in the morning.

27 The Egg Story (Tune of Here we go Round the Mulberry Bush)

This is the way we feed the chooks, feed the chooks feed the chooks [scatter the wheat] This is the way we feed the chooks, Early in the morning. This is the way we get the eggs, get the eggs get the eggs, [gather the eggs into a container] This is the way we get the eggs, Early in the morning. This is the way we fry the eggs, fry the eggs, fry the eggs [you can scramble, boil or poach them too] This is the way we fry the eggs, Early in the morning. This is the way we eat the eggs, eat the eggs, eat the eggs [eat them] This is the way we eat the eggs, Early in the morning.

NOTES: Teach the Makaton Keywords for the animals (wallabies and kangaroos have the same sign).

Marsupial Song (tune of Frere Jacques)

Cuddly Koalas, Cuddly Koalas, Possums too, Possums too, Wallabies and wombats wallabies and wombats Kangaroos, Kangaroos

28 NOTES: This can be sung/chanted as it is, or you can substitute each letter with a clap as you do it 6 times, the final time with 5 claps instead of letters.

D-I-N-G-O (traditional tune of B-I-N-G-O)

There is a wild Australian dog And Dingo is his name-o, D-I-N-G-O D-I-N-G-O D-I-N-G-O And Dingo is his name-o.

NOTES: The Kookaburra is an iconic Australian bird that wakes me up every morning before the sun has risen. Kookaburras herald the coming of both dawn and sunset with their cacophonic laughter. They laugh during the day to signify their territory, but I think they also laugh because they love to! Perform this rap with a strong rhythmic beat and lots of kookaburra laughter.

Kookaburra

(Chorus)

Kook kook kook kook kookaburras Laughing in a tree. Kook kook kook kook kookaburras, In the kingfisher family.

29 They chomp on snakes and lizards and mice, Gobble grasshoppers and grubs and lice, They laugh and eat from dawn till dusk That Laughing Kookaburra chorus.

(Chorus) The Kookaburras laugh at the rising sun, For the night is done and day has come They laugh and laugh and laugh for fun And wake up ... everyone

(Chorus) The Kookaburras laugh at the setting sun, For the day is done and the night has come They laugh and laugh and laugh for fun, Good night ... everyone.

NOTES: This is a song to talk about. You can sing it to the suggested tune, or it can be chanted. Use clap sticks, tambourine or clap a steady 3/4 (waltz beat) throughout. I show the sign for Koala and often insert a specific question between the question answer couplets. e.g. what country do koalas live in? I affirm all appropriate responses and build on them, such as yes koalas live in a tree but do you know the name of the country where the tree grows? Or yes they eat leaves, and yes they’re called gum leaves, but they also have another name, and that is eucalyptus. Verses 6 has only 2 lines and you can encourage children to say ‘goodbye’ in their home .

30 Koala (Tune of There’s a hole in the Bucket)

I saw a Koala Koala Koala I saw a Koala high up in a tree. I asked her some questions, she gave me some answers, And this is the song we made, sing it with me.

And where is your home Koala Koala And where is your home will you tell me? My home’s in Australia, Australia, Australia, I live at the top of a eucalyptus tree.

And what are you eating Koala Koala And what are you eating will you tell me? Eucalyptus for breakfast, for lunch and for dinner, Eucalyptus for morning and afternoon tea.

And when are you sleeping Koala Koala And when are you sleeping will you tell me? I sleep in the morning, I sleep in the evening, I sleep in the daytime, in the branch of my tree.

And who are your cousins Koala Koala And who are your cousins will you tell me? Wombats and possums, yes these are my cousins, For they are marsupials with pouches like me.

Goodbye Koala Koala Koala Goodbye Koala asleep in your tree.

31 NOTES: This is an extended version of the traditional Incy Wincy Spider rhyme. It is designed to introduce children to different types of precipitation and show the results of being caught out in a hailstorm. You can either do one verse only or all of them to tell a complete story.

Incy Wincy Spider

Incy Wincy Spider Climbed up the water spout Down came the rain and Washed poor Incy out. Out came the sun And dried up all the rain So Incy Wincy Spider Climbed up the spout again.

Incy Wincy Spider Climbed a tall gum tree Down came the snow and Made poor Incy freeze. Out came the sun And melted all the snow So Incy Wincy Spider Could Go Go Go.

Incy Wincy Spider Climbed up to the sky Down came the hail and Made poor Incy cry. Out came the sun

32 And melted all the hail, But Incy Wincy Spider She felt very frail.

Incy Wincy Spider Climbed into her bed Incy Wincy Spider Had a lumpy head Incy Wincy Spider Was tired and worn out So she couldn’t even Climb the waterspout.

NOTES: A quick humorous rhyme for children to laugh at. Lots of loud ‘snores’ at the end!

Animal Noises

Goats bleat and birds tweet, Doves coo and cows moo. Jackals howl and bears growl Tigers roar and Dads snore.

NOTES: This is a participation song/rhyme I wrote for my eldest daughter when she was two years old. It’s a fun and noisy way to introduce children to the sounds and movements of different animals. You can keep time with a steady clap.

33 The Animal Song

(Chorus) When I grow up I'm gonna be an animal I don't know which, I'd like to try them all. Let's begin and see what sort of animal, You can be with your animal call.

A piggy wiggy wig (oink oink, oink oink) Or a dog (woof woof, bow wow) A cat on a mat (miaow, miaow) Or maybe then a cow (moooo) (Chorus)

A slippery, slithery, scaly snake (sssss) A bouncing kangaroo (boing, boing, boing) A crocodile with snapping jaws (snap, snap, snap), Who'd like to eat up ... (YOU)

(Chorus)

A little red hen (cluck, cluck, cluck, cluck) Or a stripey tiger (roar) A sheep in a paddock (baa, baa, baa) Or a donkey that goes (hee haw, hee haw).

When I grow up I'm gonna be an animal I don't know which, I'd like to try them all, Let me know which one's your favourite, Ready, set, go with your animal call. (Everyone makes their favourite animal noises)

34 NOTES: I use both Makaton keywords and natural gestures in performing this rhyme. Like all the rhymes in the book you can chant them or follow a suggested tune. It can be done with children either sitting or standing up. I wrote it initially along the lines of similar traditional ones like Three Little Monkeys but rewrote it recently to have a different ending, where I could introduce the possibility of escape. It’s a fun rhyme but also a useful springboard for discussions about problem solving and safety.

Three Little Ducks (Tune of Three Little Fishes)

Three little ducks went swimming in the river Splish Splash, Splish Splash, Splish Splash, Splish. Along came Mr. Crocodile looking for his dinner Splish Splash, Splish Splash, Splish Splash, Splish. Old Mr. Crocodile went snap, snap, snee And gobbled up one of those little duckies.

Two little ducks went swimming in the river Splish Splash, Splish Splash, Splish Splash, Splish. Along came Mr. Crocodile looking for his dinner Splish Splash, Splish Splash, Splish Splash, Splish. Old Mr. Crocodile went snap, snap, snee And gobbled up one of those little duckies.

One little duck went swimming in the river Splish Splash, Splish Splash, Splish Splash, Splish. Along came Mr. Crocodile looking for his dinner Splish Splash, Splish Splash, Splish Splash, Splish.

35 Old Mr. Crocodile went snap, snap, snee, But he couldn’t catch that little duckie.

Swim, Swim little duckie don’t look back, Ha ha Mr. Crocodile quack, quack quack!

NOTES: This rhyme can be done as a lap rhyme with babies and toddlers, or older children can be the horses moving about, mimicking the horse’s four natural gaits.

My Pony

Walking walking walking, My pony goes so slow.

Trit trot, trit trot, See my pony go.

Cantering, cantering Over the hill,

Now we are galloping, Oh what a thrill.

Slow down pony, You’re going too fast, WHOOOOOOO!!! Now we are walking, Home at last.

36 SENSING THE STORY

Straight from the storyteller’s mouth, five tales that highlight the versatility of the mouth!

The Snookums (Traditional crooked mouth story)

Suitable: for acting out with children who can hold a lit candle, under supervision. Props: One lit candle in a candle holder. Actions: Five children play the characters of the Snookums. They line up out the front. Mrs. Snookums, second from the end is holding the candle, she passes it to Mr. Snookums, who passes it back and so it continues down the line until Baby Snookums blows out the candle and ends the story. Hints: You tell the story first, demonstrating the ways the Snookums all tried to blow out the candle. i.e. upward, downward, left side and right side. Mouth twisting and blowing exaggeration is called for in the telling!

Teller: It was time to blow out the candle at the Snookums house so everyone could go to sleep. Mrs. Snookums: Your turn to blow the candle out Mr. Snookums. [Mr. Snookums tries and fails] Teller: But Mr. Snookums couldn't blow out the candle because he only blew upwards. Mr. Snookums: I can't Mrs. Snookums. You try.

37 [Mrs. Snookums tries and fails] Teller: But Mrs. Snookums couldn't blow out the candle because she only blew downwards. Mrs. Snookums: I can't Mr. Snookums. Let's get Sam to blow out the candle. [Sam Snookums tries and fails] Teller: But Sam Snookums couldn't blow out the candle because he only blew to one side. Sam: I can't Mother Snookums. Let's get Sue to blow out the candle. [Sue Snookums tries and fails] Teller: But Sue Snookums couldn't blow out the candle because she only blew to the other side. Sue: I can't Mother Snookums. Mrs. Snookums: Oh what are we to do? Mr. Snookums: Oh what are we to do? Sam Snookums: Oh what are we to do? Sue Snookums: Oh what are we to do? [Baby Snookums gently takes the candle] ALL: Baby Snookums what are you doing? Baby Snookums: I'll blow out the candle. [blows it out] Teller: And the Snookums family all went to sleep.

NOTES: It doesn’t matter if children don’t ‘get’ the joke at the end of this tale; it’s a journey story, so participation is what is important. You can change the setting of the story to suit, include other animals and the final animal, being a frog predator, could be an alligator, crocodile or a snake. Using for the animals not only enhances participation but children differentiate between oral and gestural expression of language.

38 The Wide - Mouthed Frog (Traditional tale retold by Morgan)

The wide-mouthed frog lived on the banks of the billabong. One day he decided to leave his pond and see the world. Hippity Hop, Hippity Hop, Hippity Hop and away he went. [make the sign of frog] The first animal he met was black and white with four big legs and she went MOO! "Hello, what are you, and what do you eat?" said the wide mouthed frog. [hold open your mouth with your two pointer fingers] "I'm a ...[make the sign of the cow] ... cow, and I eat grass. Mooo" “That’s good,” said the wide-mouthed. [hold open mouth] The wide-mouthed frog then came to a big-beaked bird sitting on the branch of a gum tree. He was laughing and laughing, goo-goor-gaga - goo-goor- gaga - goo-goor- gaga. "Hello, what are you and what do you like to eat?” said the wide-mouthed frog. [hold open mouth] "I'm a ... [make the sign of a kookaburra] ... kookaburra and I eat snakes and lizards." “That’s good,” said the wide-mouthed. [hold open mouth] As the wide-mouthed frog hopped over the hill he came upon another creature who had a very heavy tail and two short arms in front and two big-footed legs behind. "Hello, what are you and what do you like to eat?” said the wide-mouthed frog. [hold open mouth] I’m a ... [make the sign of a kangaroo] ... kangaroo

39 and I like to eat grass.” “That’s good,” said the wide-mouthed. [hold open mouth] The wide-mouthed frog hopped over to a river, and there he saw a great, grey green scaly-backed beast with snapping jaws and pointy teeth. "Hello, what are you and what do you like to eat?” said the wide-mouthed frog. [hold open mouth] "I'm a ... [make the sign of the crocodile] ... crocodile and I like to eat wide-mouthed frogs. Have you seen any?" The wide mouthed frog's mouth suddenly became very small, and he said in a tiny, tiny voice, “No.” [make mouth very small and pout] And away he hurried, hippity hop, hippity hop, all the way back to the billabong, and he never, ever hopped out again. Hippity Hop, Flippity Flop, Now its time for the story to stop.

Gina's Magic Word (Original story by Morgan)

Suitable: for children aged two years to pre school Telling: This short story is based on a true story. Thank you to Gill and Gina Di Stefano. Children can make a wish at the end of the tale. Hints: Open the story with a discussion about getting what you want and tantrums. Teach the children the actions of the tantrum in the story and then tell the story. Remember to pause for answers to your questions. Discuss the ‘magic word’ at the end of the story and the importance of good manners

40 Extension: Invite a magician or somebody who can perform 'magic' tricks to your group, after you've told the story.

Once upon a time there was a little girl who threw tantrums. When she didn't get what she wanted, Gina would stamp her feet, she would beat her chest and she would roar. Just like this. [show how and encourage children to copy you]. Every day she threw a tantrum because she didn't get what she asked for. One morning Gina saw her brother with a packet of lollies and she said, "Give me a lolly." And what do you think her brother said? [Pause] That's right he said NO. "Ask me properly." So Gina said in a louder voice, "Give me a lolly." And what do you think her brother said? [Pause] That's right. He said NO. And Gina threw a tantrum. She stamped her feet, she beat her chest and she roared! ROAR!!! And her brother said, "You should have said the magic word.” And he ate the last of the lollies and walked away. Gina shook her head and was very puzzled. What was this magic word? After lunch Gina saw her sister playing on the swing, and said, "Give me a turn."

41 And what do you think her sister said? [Pause] That's right, she said NO. "Ask me properly." So Gina said in a louder voice, "Give me a turn." And what do you think her sister said? [Pause] That's right. She said NO. And Gina threw a tantrum. She stamped her feet, she beat her chest and she roared! ROAR!!! And her sister said, "You should have used the magic word.” And she swung higher and higher. Gina shook her head and was very puzzled. What was this magic word? That night Gina lay in her bed wondering why she never got what she wanted. It wasn't fair. And she began to cry. The next day was her cousin's birthday. He was having a party and she was very excited to be going. Her cousin had a chocolate cake, lots of lollies and a magician who waved a wand through the air and asked everyone to say the magic word. Now Gina knew it. And when she asked her mother for an ice-cream and her Mama said, "Don't you know the magic word?" Gina very proudly answered, "Abracadabra." And her Mama laughed and her brother laughed and her sister laughed too. And then they told her the other magic word ....

NOTES: This is a simple tale to enjoy at Easter time, but it can also be adapted to suit whatever celebration where special food is collected and shared among children.

42 Easter Bunny’s Helpers (Original story by Morgan)

“I’m sick”, said the Easter Bunny. Who is going to deliver the Easter eggs to all the girls and boys? The Easter Bunny set off to find out who could do this very important job. Brown cow will you take the Easter eggs to all the girls and boys? And brown cow said “MOO ... I’m too busy giving milk to the farmer.” Tabby cat will you take the Easter eggs to all the girls and boys? And tabby cat said “MIAOW ... I’m too busy with my kittens.” Grey mare will you take the Easter eggs to all the girls and boys? And grey mare said “NEIGH ... I’m too busy carrying the children on my back. Pink pig will you take the Easter eggs to all the boys and girls? And pink pig said “OINK ... I’m too busy eating up the slops.” Then through the grass came a sliding and a slithering black snake. I’ll take the Eassssster eggsss to all the girlssss and boyssss. I love eggssss. But the Easter Bunny wondered whether black snake could be trusted. Do you think he can? ... Perhaps not? Maybe there’s someone here who isn’t too busy to deliver the Easter eggs … and who won’t eat them? [Choose two volunteers and give them an empty basket]. You’re looking for the Easter eggs aren’t you? [to the basket holders] Oh dear. You have to collect the eggs first and put them

43 in the basket and then you can give them out to all the girls and boys. Where’s the Easter eggs? [During the story have someone discreetly place Easter eggs around the room] If you find an Easter egg you can bring it to the Easter Bunny’s helpers and fill up the basket. [When all the eggs are in the basket they can be given out to the children]. Thank you for the eggs Easter Bunny, We think they are very yummy! The story is done let the eating begin.

NOTES: Another journey story where the participation is more important than the ending. The discussion about who woke the baby can elicit some interesting responses. It can also be used as a frame story to look at who lives in your house and who visits your house.

SSHH You’ll Wake The Baby! (Original story by Morgan)

Mum rocked our baby to sleep with a lullaby. [Sing with a rocking the baby action] Shoosh shoosh baby Don’t you cry, Mama sings a lullaby, Shoosh shoosh baby Close your eyes Go to sleep my baby. She tiptoed out of the room and into the kitchen. My sister came in yelling, “Mum, where’s my little brother?”

44 And Mum said SSSHHH you’ll wake the baby! And they both tiptoed to the window. Then, my little brother ran in and shouted, “I’m Hungry!” And Mum said SSSHHH you’ll wake the baby! And they all tiptoed to the fridge. Then my Dad came in and slammed the door. And Mum said SSSHHH you’ll wake the baby! And they all tiptoed to the table. Then the next door neighbour came in and yelled, “Yoohoo! Anybody home?” And Mum said SSSHHH you’ll wake the baby! And they all tiptoed into the lounge room. Then Grandpop came in clapping his hands saying, “We’ve won. We’ve won!” And Mum said SSSHHH you’ll wake the baby! And they all tiptoed out onto the verandah. Then Bouncer ran inside and started barking. And Mum said SSSHHH you’ll wake the baby! And she tiptoed into the kitchen and dragged him outside. Then she threw up her hands and said, “How can our baby sleep through all this noise?” So she tiptoed back inside, opened the bedroom door, and peeped in at our baby. She was, sound asleep. Mum tiptoed out of the bedroom and then very quietly closed the door... Snick. And our baby opened her eyes and went WWWAAA! And we all said, SSSHHH! Who woke the baby?

45 STORYTELLING PROGRAMMES

I have included my books Tell Me: Storytelling as a Global Language and talkabout: raps and rhymes, songs and stories promoting speech and language development in children as additional resources that you can use in your programming. These books contain respectively 50 folktales with 25 accompanying activities and 70 raps and rhymes with 8 different storytime programmes to the ones listed here.

Farm and Food Stories: The Fox Herdsman and Watermelon Island (Tell Me) The Wide-Mouthed Frog Raps and Rhymes: 5 Little Lambs, This is the Way, 5 Pieces of Fruit and Strong Bones (talkabout)

The Rainforest Story: Why Monkey’s Live in Trees Raps and Rhyme: I Went Walking in the Rainforest, A Tree stands in the Forest (talkabout)

Australian Animals Stories: There are 4 Aboriginal Stories in Tell Me Raps and Rhymes: The Marsupial Song, Koala, I went walking in the Bush, DINGO, talkabout has 7 rhymes and songs about Australian animals

Insects Story: The Three Butterflies (Tell Me)

46 Raps and Rhymes: Bees Bees Bees and The Caterpillar (talkabout) Incy Wincy Spider, 5 Monster Mosquitoes

Family Stories: Sshh You’ll Wake the Baby and Gina’s Magic Word Raps and Rhymes: Grandma’s Glasses, Grandmother and Grandfather Song (talkabout)

Beach and Water Stories: Tiddalick and The Four Dragons (Tell Me) Raps and Rhymes: Jingle Bells, 12345 Once I saw a Whale Dive (talkabout)

Space, Weather and the Planets Stories: Star’s Children(Tell Me) Raps and Rhymes: Planet Rap, Six Weather Chants (talkabout), Rain, Hail and Snow

Countries Story: Tell Me has 50 folktales from 34 different countries to choose from Raps and Rhymes: Many Stories Many Lands and Country Song (talkabout)

Night Stories: The Bush Alarm Clock and The Moon (Tell Me) The Snookums Raps and Rhymes: The Dark, Dark House (talkabout), Kookaburra

47 WHY STORYTELLING

Storytelling entertains, enlightens and educates Storytelling stimulates the imagination Storytelling develops speech and language ability Storytelling celebrates humanity Storytelling teaches about the world and its cultures Storytelling expands the vocabulary Storytelling challenges prejudices Storytelling creates a safe learning environment Storytelling promotes resilience Storytelling nourishes the mind, body and soul Storytelling fosters tolerance and understanding Storytelling nurtures intellectual growth Storytelling values stories and storytellers

The Storyteller’s Final Word

With baited breath and eyes that sing, Each word a vine from which they swing, The children hear the story told The children know this tale of old. Three bears, three pigs, Red Riding Hood. The Wolf is wicked, Grandmother good. They sing, they clap, they speak the rhyme, And live happily ever after, once upon a time.

Morgan Schatz Blackrose 2010

48