Choir - 2-part Treble Archives - Donna & Andy

Sing a Song of Peace

Andy Duinker — Mon, 20 Oct 2025 18:32:05 +0000

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Sing a Song of Peace

by Donna Rhodenizer

Audio & Lyrics

Follow along with the lyrics as you listen to the accompaniment with melody guide for Sing a Song of Peace.

Teaching Tips

Expressive singing

Sing expressively to present the theme of peace and the reflective mood of the song.

Discuss dynamics, facial expression, legato phrases and treatment of interval jumps that must be sung accurately without sticking out.

Score Study

Sing a Song of Peace is written in ABA form. Explore the score to determine where each section begins and ends.
Sing the melody line and/or the descant harmony line using solfege syllables and/or hand signs.
Discuss where the phrases begin and end. While singing, move one hand in an arc to represent the shape of the phrase that is being sung.

Adding harmony

There are two opportunities to add harmony, using instruments (handbells, hand chimes or Orff instruments such as metallophones) or by singing.

After the students are comfortable with the melody of the B Section, introduce the descant line by playing the line on the piano while all singers are singing the melody in unison.

Choose a few students to play or to sing the descant line. Keep it light and complimentary to the melody without being overpowering.

Composer's Notes

Sing a Song of Peace

I got an email from Joanna, my former job-share partner. In her current school she was starting a Grade 4-5 choir. The first rehearsal was approaching, and she wanted something fun and exciting to pique the interest of the students and get them enthused to join the choir. She also needed something for them to sing for Remembrance Day with a short window to prepare something. I was inspired to sit at the piano and write her a simple song with a focus on peace. I knew she had handchimes at her school and I also know that kids love to play them. What better way to inspire kids to join the choir than to give them a chance to get their hands on the handchimes. I also Included a short section with a simple descending harmony line for a nice taste of harmony that the students would easily be able to sing and it would come together and sound good quickly.

By the time I met with Joanna the next day, I had a song written with separate vocal parts and handbell scores ready for copying and distribution to her choir singers. It was fun to be writing for young elementary choir singers. Having a specific theme also helps narrow the creative process from endless possibilities to something far more manageable. After the initial writing for the elementary singers, I couldn’t resist creating an arrangement for choirs who are able to manage more two-part singing (and eliminating the niche of having handbells or handchimes). Once again, a simple song will end up with several arrangement variations so that music teachers and choir directors have options. It makes their musical lives less complicated and my composing life more complicated, but creating music is still a terrific way to pass the time!

You're Invited

When you have enjoyed singing this song with your students - please drop by again and leave a Review on this page. Thanks!

Send us your video of Sing a Song of Peace and perhaps we can post it here.

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Splashing in the Puddles

Andy Duinker — Fri, 02 May 2025 17:18:01 +0000

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Splashing in the Puddles

by Donna Rhodenizer

Audio Sample

Listen to melody + accompaniment for Splashing in Puddles as you follow along with the lyrics.

Remember, in the verses, each phrase is echoed for this 2-part version

Part of a song collection

Splashing in the Puddles is one of 12 songs from the award-winning song collection "Computer Cat". Donna Rhodenizer has written these songs in a variety of styles and skill levels for singers from ages 5-12+.

Learn more about this fun collection for elementary-aged kids, choirs and solo vocal students. The 93-page book provides the vocal score, full score and separate lyrics pages for 12 songs. Enjoy!

Please note: audio tracks for the e-book version are sold separately. Print copies of the book include CD (24 tracks)

Stream and purchase audio tracks

Stream or Purchase from many streaming sites including: Spotify, Apple Music, iTunes, Amazon, Pandora, Deezer.

The Computer Cat CD (Donna & Andy performance and instrumental) tracks (24) are available for download or physical CD on this website.

Teaching tips

Score study

Discuss what it means to “swing the eighths”. Find examples of two eighth notes that are affected by this directive.

Find bars in the score where the rhythm of the melody is syncopated. The eighth note on the second half of beat three is tied to the fourth beat of the bar. Accenting the second half of beat three gives the feeling of “arriving early” on the final word in the bar.

Expressive singing

Determine spots where a breath will need to be quick and where longer space is available. Longer phrases require breath energy to be conserved. Some phrases will need a quick breath that supports the phrase without making it sound disjointed.

Use clear diction, dynamics and subtle facial and/or hand movements to sing this song expressively.

The overall feeling of the song is optimistic and cheery.

Props

An umbrella, or a pair of boots can be a fun prop to add to a performance of “Splashing in the Puddles”. Be sure that your props enhance the performance without being too distracting.

20 cross-curricular activities

20 Cross-curricular activities are provided in the PDF download extending the focus of this song to other subject areas including:

Fine arts: music, visual art, dance
Language arts
Math
Social studies
Science
Technology

Colouring page

Download (pdf), print and have fun colouring this page while you listen to the song Splashing in the Puddles.

Composer's Notes

I like finding ways of presenting points of view that might be a bit thought provoking. I also tend to be someone who looks at things with an optimistic “glass half full” kind of attitude. Many times we are inclined to observe a rainy day as dismal and a disappointment. But what if you had a pair of boots, a raincoat, and an umbrella ready to use on such a day? Suddenly the prospect of a rainy day has lots of potential for interesting activities like splashing in puddles, running through the raindrops without getting wet, and enjoying that rain! I also thought about how we like cooling off on a hot summer day by going for a swim. But what’s the difference if we get wet by jumping in the lake or if we get wet by letting the rain fall on us?

A jaunty, swinging melody seemed appropriate for these rainy-day musings. I even threw in a reference to the phrase “rain come back some other day” that every child knows from the children’s chant, Rain, Rain Go Away. This was a fun song to write and my students enjoyed singing it as a call and response song. In later years, when more voice students started using my songs, it seemed like a good idea to create a version that could be sung as a solo. This song is a celebration of what kids know and what adults sometimes forget. Playing in the rain can be fun, and after all, that IS what rubber boots are for…… isn’t it?

You are Invited

When you have enjoyed singing this song with your students - please drop by again and leave a Review on this page. Thanks!

Send us your performance video - perhaps we might post it on this page!

More Rain Songs, Stories and Activities

Learn more about Donna's song

It's Raining Cats and Dogs here

Send us your video of Splashing in the Puddles and perhaps we can post it here.

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My Hamster

Andy Duinker — Wed, 23 Apr 2025 23:35:13 +0000

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My Hamster

by Donna Rhodenizer

Audio Sample

Listen to melody + accompaniment for My Hamster as you follow along with the lyrics.

Part of a song collection

My Hamster is one of 12 songs from the award-winning song collection "Computer Cat". Donna Rhodenizer has written these songs in a variety of styles and skill levels for singers from ages 5-12+.

Learn more about this fun collection for elementary-aged kids, choirs and solo vocal students. The 93-page book provides the vocal score, full score and separate lyrics pages for 12 songs. Enjoy!

Please note: audio tracks for the e-book version are sold separately. Print copies of the book include CD (24 tracks)

Stream and purchase audio tracks

Stream or Purchase from many streaming sites including: Spotify, Apple Music, iTunes, Amazon, Pandora, Deezer.

The Computer Cat CD (Donna & Andy performance and instrumental) tracks (24) are available for download or physical CD on this website.

Teaching tips

Introducing the song

Starting a conversation with students about their pets is certain to result in many stories. If students do not have a pet, they can discuss an animal they would like to have as a pet.

The pet in this song is a hamster. Somehow the hamster has gone missing. The singer thinks the hamster has run away. Perhaps it is because he would prefer different food, or perhaps he thinks the owner is hogging the blankets when they are sleeping at night. Ask the students what reasons they think might have caused the hamster to leave his cage and subsequently go missing. Don’t rule out a hamster who is looking for adventure, long lost relatives or maybe, like our school hamster, he just wanted to go to the gym for a workout and then got lost before he could return!

Score study

My Hamster is written in 3/4 time. This may be a less familiar meter for younger singers. Include activities to explore 3/4 meter.

While the teacher taps the beat, have the students clap or say the rhythm duration syllables for the rhythm of the lyrics.
Switch and have the students tap the beat while the teacher says or claps the rhythm.
Sway to the beat, changing direction on beat one of every bar. Add a scarf to this motion to assist with a visual cue for the flow of 3-beat meter.
Have the students use a 3-beat conducting pattern as they listen to the music for My Hamster.

For students who are having a difficult time with the feeling of 3/4 time, ask permission to tap on their shoulder and then gently tap the beat as they sing the song. Tap beat one with a slight accent to assist with the recognition of three-beat groupings.

Harmony singing

My Hamster includes an alto harmony part.

Introduce the harmony part after the melody line is well internalized.

Teach the harmony line on its own.

Have the harmony part sung by a student who is more experienced and able to sing an independent line to create harmony with the melody.

When adding the harmony line to the melody, have the teacher provide support by singing the harmony line with the student while playing the melody on the piano.

If the student finds it difficult to sustain their part while another part is being played or sung, invite them to cup their hands behind their ears so they can hear their own voice more strongly. We call this “elephant ears”. It allows the sound of their own voice to be captured and sound stronger while still being able to hear the other part being sung.

Expressive singing

Use good breath energy and create long, legato phrases.

Use clear diction so the story can be understood.

Use dynamics to create musical interest and highlight the lyrics as part of your expressive performance.

19 cross-Curricular activities

19 Cross-curricular activities are provided in the PDF download extending the focus of this song to other subject areas including:

Fine arts: music, visual art, dance
Language arts
Math
Social studies
Technology

Colouring page

Download (pdf), print and have fun colouring this page while you listen to the song My Hamster.

Composer's Notes

The grade five class at our school had a hamster. One day they arrived to find the hamster cage empty. The morning announcements featured the grade five request for anyone seeing their hamster to return him, or let the class know he was okay. I decided to write them a song when I heard their beloved hamster was missing. I am pleased to report that after three days, the hamster was indeed found, alive and well. He was in a bin of basketballs in the gym, down two flights of stairs and at the opposite end of the school. No one knows how he got there, but we know he must have been in good shape after navigating all those stairs and hanging out in the gym for three days!

You are Invited

When you have enjoyed singing this song with your students - please drop by again and leave a Review on this page. Thanks!

Please send us your performance video - we might be able to post it on this page!

Send us your video of My Hamster and perhaps we can post it here.

The post My Hamster appeared first on Donna & Andy.

A Birdly Debate

Andy Duinker — Fri, 07 Mar 2025 20:58:29 +0000

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A Birdly Debate

by Donna Rhodenizer

Audio & Lyrics

Follow along with the lyrics as you listen to the accompaniment with melody guide for A Birdly Debate.

Coldbrook & District Elementary School

(director - Joanna MacPhee Simpson) in rehearsal with composer Donna Rhodenizer. The singers (grades 4 & 5) are demonstrating the ending with the Cuckoo wining the debate.

This was a March rehearsal leading up to the school's year end concert in June.

Teacher Tips

Expressive singing

Use clear, crisp diction for the repeated “cuckoo” and “rat-a-tat tat” lyrics.

The melodic placement of the “cuckoos” provides the opportunity to work on singing with a light upper register tone.

Discuss how to create a contrast between the major and minor sections. The tonality, staccato or legato phrases and dynamics all play a part in creating the contrast.

Discuss the term leggiero at the beginning of each B section. How will that expressive instruction affect the way the singer will sing in this section?

Find the rit. at the end of each C section. Following this marking creates a final bit of drama and highlights the shift between the minor and major tonalities.

Composing

Decide on the final outcome of the song. This may require compromise if there are varied opinions regarding which ending should be sung. Try not to get into a singers debate!

When composing the two endings, I was thinking that the cat either manages to eat one bird or two. However, without specific details provided, that outcome is open to interpretation. If students feel better with no carnivorous activity taking place, it is certainly possible that the cat scared away the woodpecker, leaving the cuckoo to declare its status as the "winner" of the debate. Teachers are encouraged to discuss this background information with students as they make their decision about the song ending!

Call and Response

A Birdly Debate has three sections.

Section A – dialogue between the two birds

Section B – cuckoo and rat-a-tat tat alternating lyrics

Section C – minor tonality and dealing with the cat

The sections can be managed in a variety of ways with unison sections or the lyrics divided between two groups of singers using call and response.

Call and response provides the opportunity for singers to add different perspectives and hone their expressive singing skills as each singer or group expressively represents the view of “their” bird.
Call and response helps singers develop musical independence, an early introduction to a skill used for harmony singing.

The teacher and student(s) may decide together how much of the song will be sung back and forth between the two groups and which sections will be sung in unison.

Part options:

Sing sections A and C in unison. In the B section, divide the singers into a “cuckoo” group and a “rat-a-tat tat” group. Each group will sing only their words alternating back and forth (call and response style) through this section.
Divide all cuckoo and rat-a-tat-tat lyrics between the two groups of singers. This will mean the A section and the B section will include the call and response treatment of the lyrics.
Divide the dialogue lyrics so each group only sings the lyrics that correspond with the bird they are representing.

The PDF download includes more detailed instructions and suggestions for dividing the song between two parts.

Ensemble Singing

It may be helpful to involve a director to assist a small ensemble with the call and response sections and help singers stay together. If a director is part of the performance, singers will need to practice watching carefully for direction.

Without a director, singers need to listen carefully to each other so call and response sections flow seamlessly one to the other.

When practicing the 2-part version of this song, have the two groups face each other to help the singers hear and respond to the other part more clearly.

Composer's Notes

A Birdly Debate

Inspiration for a song can come in a variety of ways. This song was written because of another cuckoo song I saw in a book. The song included repeated cuckoo lyrics but they were hard to sing and the song didn’t really work for me. For some reason, that sparked the idea of two birds talking back and forth. What would they talk about? Would they argue about who was the superior bird? I jotted down ideas and knew it was going to work as a song when it made me laugh as I was writing.

The cat showed up, almost the same as it does in the song, skulking about the edges of my thought process and inserting itself into the story. I wrote two different endings for the song. I thought both had merit and I couldn’t decide which one to include. My kids used to read “choose your own ending” books. I decided to include both lyric options and leave it up to the singer to choose the ending. As much as it was really a copout on my part not to make the choice, I also think it is fun for the singer to have a bit of say in the matter. I have tried to sing this song with Andy dividing up the cuckoo and rat-a-tat tats back and forth and we usually end up laughing. When the Coldbrook & District School Grade 4-5 Choir (in Nova Scotia) premiered A Birdly Debate, they did a super job and gave this song a good start in the world! Congratulations to the singers and their teacher, Joanna MacPhee Simpson.

You are Invited

When you have enjoyed singing this song and doing the activities with your students - please drop by again and leave a Review on this page. Thanks!

Please send us your performing video - we might be able to post it on this page!

Send us your video of A Birdly Debate and perhaps we can post it here.

The post A Birdly Debate appeared first on Donna & Andy.

Star Above

Andy Duinker — Fri, 27 Sep 2024 18:20:25 +0000

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Star Above

by Donna Rhodenizer

Audio & Lyrics

Follow along with the lyrics as you listen to the accompaniment with melody guide for Star Above.

Part of a song collection

Star Above is one of 12 songs from the song collection "It's Christmas Time". Donna Rhodenizer has written these songs in a variety of styles and skill levels for singers from ages 5-12+.

Learn more about this fun collection for elementary-aged kids, choirs and solo vocal students.

Purchase print copy from Amazon

Stream and purchase audio Tracks

Stream or Purchase Star Above (It's Christmas Time CD) from many streaming sites including:

Spotify, Apple Music, iTunes, Amazon, Pandora, Deezer.

The It's Christmas Time CD (Donna & Andy performance and instrumental) tracks (20) are available for download or physical CD on this website.

Teacher Tips

Discussion

Use Star Above as a discussion starter.

Discuss the meaning of the lyrics.

Expressive singing

Breath energy will be needed to support the long phrases in Star Above.

Discuss the places in the music where it makes sense to take a breath. Look for commas and ends of sentences and phrases for natural breathing spots. Sometimes a breath will need to be added quickly to ensure the long phrases can be managed.

Use dynamics and sensitive endings and beginnings of phrases to create an expressive performance.

Two-part singing

When singing Star Above as a two-part arrangement, be sure the melody line is the stronger part when harmony is added.

In the partner song section, when the melodies of Star Above and Great Big Stars are sung together, balance both melodies equally.

Extensions

French

Star Above has been adapted into French (Étoile du ciel). Older singers may enjoy learning both the English and the French versions as a language study.

Handbells

Details are provided in the PDF download describing how to achieve a “shimmering star” effect using handbells or metallophones.

Composer's Notes

Star Above is a reflective and personal song. It is heartfelt and serious with a strong message, although simply stated. When I discovered the American spiritual Great Big Stars in a music text book, I decided to insert it into my original song as a contrasting section. My students sang this two-song combination as a unison piece. One year when I was looking for a Christmas song for my choir to sing, the qualities of peace, hope, love and joy that are referenced in Star Above seemed to be a good fit so we changed “great big stars” to “Christmas star” and it became part of our Christmas repertoire.

We (Donna & Andy) included Star Above in the concert repertoire for our duo. It became a favourite song for us to sing and we recorded it on our Donna & Andy CD: It’s Christmas Time. In arranging the song for our mixed voices we determined that Andy would sing the opening original melody and I would sing the Great Big Stars section. When we started adding harmony, I realized that Great Big Stars would fit as a partner song with my melody with a few minor adjustments. The two songs became even more intertwined.

Star Above had its early beginnings with my school choirs and then it was recorded as a Donna & Andy song. It has continued its journey in the musical world by being included in the Royal Conservatory Voice Series as one of its exam pieces. It has been sung in many exams, music festivals, voice lessons and school concerts since its humble beginnings.

You Are Invited

When you have enjoyed singing this song with your students - please drop by again and leave a Review on this page. Thanks!

Please send us your performance video - we might be able to post it on this page!

Star Above concert performance - starts at 6:30

French version - Étoile du ciel

Send us your video of Star Above and perhaps we can post it here.

The post Star Above appeared first on Donna & Andy.

See You Later, Alligator

Andy Duinker — Sun, 10 Mar 2024 20:16:05 +0000

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See You Later Alligator

by Donna Rhodenizer

Audio & Lyrics

Follow along with the lyrics as you listen to the tracks for See You Later, Alligator

Part of a Song Collection

See You Later, Alligator is one of 10 songs from our Donna & Andy CD "A Jolly Bunch Are We". Donna Rhodenizer has written these songs in a variety of styles and skill levels for singers from ages 5-12+.

Learn more about this fun collection. Enjoy!

Stream and purchase Audio tracks

Stream or Purchase from many streaming sites including:

Spotify, Apple Music, iTunes, Amazon, Pandora, Deezer.

The A Jolly Bunch are We CD (Donna & Andy performance and instrumental) tracks (20) are available for download or physical CD on this website.

Teacher Tips

Teaching Tips

The length of the notes at the ends of phrases is "open for creative interpretation". Younger students may be more comfortable with shorter notes. Older students may be able to manage longer ones. When singing as a unison choir selection, longer notes are easier to sustain. A solo singer may prefer to shorten the notes a bit for vocal stability. When adding call and response or 2-part options, the final notes may be held to overlap the next phrase and create harmony, or you may prefer to get out of the way of the echo part that follows. Be creative, intuitive and let the performing ensemble and individual singers help make your musical decision about the length of the phrase ends! (As a composer, it is sometimes difficult to commit to one option and put it on paper as the final, FINAL and only way to sing something!

Discuss with students various ways to say goodbye. Not all goodbyes are sad or final. Some goodbyes are “for now” and others are more long term. This song has a cheery vibe.

Call and response echoes may be added to every section throughout the song. You may also decide to add the echoes in the choruses, or just in the verses, or a mixture. When deciding where to add echoes, think about building interest and variety into the song. Starting with unison is a good way to present the idea of the song. Adding in the responses in later choruses/verses helps create interest and creates momentum.

Performance Notes

See You Later, Alligator was sung as our all-school farewell finale at the spring concert. We divided the singers into two groups (there were over 200 singers!) and every phrase was sung with an echo. It worked well to add the actions which made it very obvious who was singing each part, and my job share partner led one group and I led the other.

There is a great deal of repetition in the song, so for variety there are other performing options. It works well to begin the song in unison for the opening chorus and first verse. When the chorus returns (in bar 33) divide the choir and begin singing the echoes. (Of course you can also opt to start the echoes in the first verse if you are going for more divisi work).

Continue singing the remainder of the song (choruses and verses) with echoes OR sing all the choruses using echoing and sing the verses in unison. There are lots of combinations!

Actions suggested by the composer

See you later, Alligator

- one hand wave (or wave both hands above the head)

in a while, Crocodile

- create a crocodile mouth: flat hand on bottom and curved fingers for teeth. Open and close the teeth with the beat.

See you in the elevator

- both hands, palms facing down and at waist level, moving up for two pulses and two pulses back down

Or floating down the Nile

- scoop both hands (palms facing down) in a wave-like motion

There is nothing any ...

- flat hands side to side and crossing (like umpire “safe” signal)

Greater

- two thumbs up

Than to see your cheery smile

- using thumbs up shape, start with thumbs together at your chin and move them upward to “draw” a smile

See you later, Alligator

- wave right hand

In a while, Crocodile

- crocodile teeth

If you gotta say goodbye

- hands on hips

Here’s a phrase for you to try

- both hands, open and palms up, forward motion like giving the audience an object

Out the door, Dinosaur

- thumbs pointing over shoulders, pulsing with the beat

Bye, bye, Butterfly

- cross hands with palms facing the chest and hook thumbs together to make a flying butterfly

Try a new one when you go

- hand with palm facing down, moving out and away from the body in an upward motion and out to the right (you will do the next action from the ending point of this motion)

Use it with someone you know

- point to various people from right to left

Better shake, Rattlesnake

- shake using “jazz hands”

Gotta go, Buffalo

- add index fingers “buffalo horns”

I will see you here and there

- hand out to one side, palm facing up, on the word “here” and the other hand out to the other side on the word “there”

We will meet again somewhere

- level hand above eyes like scanning the horizon, move head side to side as you look

I’ll be back,

- both thumbs point over your shoulders on the word “back”

Wolf pack

- both hands slap thighs on the word “pack”

Take care, Polar bear

- on the word “care” right hand crosses the body to rest on left shoulder (stay there). On the word “bear” left hand crosses the body to rest on right shoulder (create a hug)

(final) "crocodile"

- on sustained final note, move hands from crocodile mouth to open “jazz hands” keeping one hand low and the other high

Bye, Bye!

- wave

Colouring Page - Download

Download (pdf), print and have fun colouring this page while you listen to the song See You Later, Alligator.

Composer's Notes

See You Later, Alligator

This song was composed as a farewell from me to “my children” the year I retired after 25 years as the music teacher in the same school. It was difficult to make the decision to leave and I wanted to acknowledge the need to say goodbye, but I didn’t want to be sad and forlorn about the process. I had been given a list of “see you later, alligator” sayings by my job-share partner and I had filed it away for later. That list sparked the ideas for the verses of the song.

We had moved into a new school building 8 years before I retired. My new music room was located on the stage, complete with an elevator! (The students and I were always amused to see the elevator door open and see a surprised person who thought they were arriving at the next floor, but found themselves face to face with our music class. We would always greet them and wave them on their way!) In any case, I decided to add that bit of music room “inside joke” by rhyming elevator with alligator. For those who do not reside in rooms with elevators, you will have to pretend that seeing your friend in the elevator or floating down the Nile are just two possibilities of the many places you might bump into each other in the future.

See you later, Alligator!

You Are Invited

When you have enjoyed singing this song and doing the activities with your students - please drop by again and leave a Review on this page. Thanks!

Please send us your performing video - we might be able to post it on this page!

Send us your video of See You Later, Alligator and perhaps we can post it here.

The post See You Later, Alligator appeared first on Donna & Andy.

I Will Be There

Andy Duinker — Sun, 25 Feb 2024 22:53:58 +0000

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I Will Be There

by Donna Rhodenizer

Audio & Lyrics

Follow along with the lyrics as you listen to the accompaniment with melody guide for I Will Be There.

Teaching Tips

Concert Repertoire

This song expresses the feelings associated with being friends.

I Will Be There is ideal for graduation ceremonies and celebrating the end of the school year with your students. This song explores the experience of saying goodbye to good friends, with reassurance that shared experiences will be remembered and remain in our hearts.

The words are also appropriate for saying goodbye to retiring staff members or other members of the school community who are leaving for any reason.

Expressive Singing

Discuss the sentiment of the song.

The mood of this song is optimistic even though the singer is away from people about whom they care.

Use dynamics to support the lyrics and sing expressively.

When the song divides into two parts, be sure the harmony line supports and complements the melody line without being overpowering.

Form

I Will Be There begins with the chorus.

The form of the piece is ABA, ABA - Chorus, verse, chorus; chorus, verse, chorus, with the words changing slightly between chorus 1 and chorus 2.

The final chorus is slightly extended for the ending.

Listen and Discuss

Extend the song into a time of discussion and personal reflection.

Read the lyrics and get to know the music.
Use I Will Be There to initiate and stimulate engaging discussion with students.
How do the students feel about graduating?
Discuss the emotions of ending one phase of life and beginning another.
At what other occasions might people feel these same emotions?

Special Graduation Presentation

Have each member of the graduating class provide their photo from Kindergarten plus a more recent photo.

Organize the photos in two-photo groupings showing the younger photo first and then reveal who that youngster is by showing their recent photo.

Have the school choir perform I Will Be There as the background for your photo presentation for a memorable walk down “memory lane”.

Other year-end “memory” activities

Print the lyrics for I Will Be There on special paper.
Make a copy for each student.
Leave space around the lyrics for students to collect autographs from their classmates, or include a blank sheet of special paper for autographs.
Create a class yearbook with photos, writeups, stories, poems and other class contributions. Include space for autographs and messages from friends, teachers and even the principal!
Create a friendship rainbow using hand tracings and writing memories of your friends on each hand.
Make a class time capsule.

Composer's Notes

I Will Be There

I was preparing to retire after a 35-year teaching career and I was leaving a school where I had been the music teacher for 25 years. I was beginning to teach children of former students! The students in my classroom grew up with music classes being an affirming, creative, supportive and safe place to be. Out of that creative space, we enjoyed a fine, singing culture within the school. Students sang until the end of grade 6 when they moved from my classroom to the band program. (And for many years the band teacher put their skills to good use as they used solfege to sing their band parts while learning to play their new instruments.) To add to this musical culture, we also had a choir that met once a week for 45 minutes. This was a highlight of my week. It was a chance to challenge students to use their foundational music skills beyond the regular classroom activities to create wonderful music as a team. We were able to present musical performances with "beautiful songs, fun songs and difficult songs". As I neared the end of my final year with “my” children, I wanted the choir to know how much they meant to me and how much I had enjoyed spending my days with them making music and being creative together. I decided to write them a song. I Will Be There was the result. When it was completed, there was a problem. I couldn’t sing it for them without falling apart and I couldn’t teach it to them to sing for me for the same reason. I finally hit on the plan to sing the song at home and record it. I would then play the video for the students. That is what I did and it was still heart wrenching for all of us. It was not ever performed outside of my music room, and the students were the only ones who had ever heard it.

A short while later, I submitted I Will Be There the Cantabile Choral Society's 2019 Composition Competition for the Cantabile Truro Youth Singers. It was selected as the final winner and premiered on Feb. 8, 2020. It was a great song to put into the hearts of young singers at this point in time in our world. This song is about community and finding that space in our hearts where we keep our loved ones, even when we are not able to be with them. It was a hopeful message to hold onto for the next few years when singing was restricted.

P.S. I did write a goodbye song for my students that we DID sing. It was “See You Later, Alligator”, a cheery, up-tempo song to ease us through the process of saying goodbye. It was hard enough to be parting ways (for all of us) so my final gift was a goodbye song that was not sad!

You Are Invited

When you have enjoyed singing this song with your students and choir - please drop by again and leave a Review on this page. Thanks!

Song starts at 0:45

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I’m Wishing

Andy Duinker — Wed, 18 Oct 2023 17:38:04 +0000

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I'm Wishing

by Donna Rhodenizer

Audio & Lyrics

Part of a Song Collection

I'm Wishing is one of 12 songs from the award winning song collection "Computer Cat". Donna Rhodenizer has written these songs in a variety of styles and skill levels for singers from ages 5-12+.

Learn more about this fun collection for elementary-aged kids, choirs and solo vocal students. The 93-page book provides the vocal score, full score and separate lyrics pages for 12 songs. Enjoy!

Please note: audio tracks for the e-book version are sold separately. Print copies of the book include CD (24 tracks)

Steam or Purchase Audio Tracks

Stream or purchase from many music streaming sites including:

Spotify, Apple Music, iTunes, Amazon, Pandora, Deezer.

....to name but a few.

The Computer Cat CD (Donna & Andy performance and instrumental) tracks (24) are available for download or physical CD on this website.

Also Available Here

I'm Wishing is also available from

- Royal Conservatory of Music Voice Series, 2019 Edition: Repertoire 3

Teaching Tips

The Activity Pack included with I’m Wishing provides two activities to introduce the song and explore the lyrics. There are a total of 23 activities across a variety of subject areas: music, math, language arts, visual art, science, social studies, technology and character trait development. This is an excellent opportunity to listen to the music and then incorporate related activities that arise from the lyrics.

Some of the activities listed here are also explained in more detail in the Activity Pack PDF download.

Have the children listen to the music and create a meaningful piece of art.

Add the children’s art to the performance track of I’m Wishing to create a video.
Play the video as part of school Remembrance Day/Veterans Day presentations.

Discuss what a phrase is.

Discover how many phrases are in the opening chorus.
Have the children move one hand in a rainbow shape to show the shape of each phrase as they listen to the song.

Add instruments to specific words or musical elements in the song.

23 cross-curricular activities

23 Cross-curricular activities are provided in the PDF download extending the focus of this song to other subject areas including:

Fine arts: music, visual art,
Language arts
Math
Physical activity
Social studies
Science
Technology

Composer's Notes

I'm Wishing

I’m Wishing was created from a place of reflection. As a young child I would wish on the first star that would appear in the darkening night sky. This ritual is probably as old as time itself. People who take the time to look up and wait for the appearance of that first star also may take that time for thinking and wishing.

Wishing on a star can be a way to put into words what is wished in the heart. A child might wish for a variety of things: a place where they are able to laugh and play without fearing for safety, peace instead of war, and more love between people and nations. In addition to wishing for such things to be possible, there is the realization that we all have a part to play in making our wishes become reality.

Although initially written as a children’s song, the message it contains is a good reminder for all of us, regardless of our age. I’m Wishing focuses on the message of hope, and the idea of a more peaceful world. Beyond wishing, there is a part we can all play in our everyday lives to create a more peaceful state of being and living. My hope for the world is that we find a way to make wishes like this become reality.

You Are invited

You are invited to send us your performance of I'm Wishing.

Maybe your video will be featured here on this page.

When you have enjoyed practicing and performing this song with your students - please drop by again and leave a review on this page as well. Thanks!

Send us your video of I'm Wishing and perhaps we can post it here.

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Four Snow Friends

Andy Duinker — Mon, 06 Mar 2023 01:27:25 +0000

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Four Snow Friends

by Donna Rhodenizer

Vocal Range

Story 1: C4 - D6, Story 2: C4 - G5

Audio & Lyrics

Teaching Tips

Four Snow Friends can be sung as a solo/unison song or as a partner song. For a solo or unison performance, learn the two stories and decide which one you will repeat for the final section of the song.

If you are learning this song as a partner song, once you have learned your part, sing along with the melody guide track for the OTHER story. You will hear the music for the other part while you are singing your own part.

How many different sounds are used to create the melody for story 2? Use solfege syllables and/or hand signs as you sing the simple Story 2 melody.

Performance tip

For a fun recital presentation, sing this song with four students. Sing the first two sections as written and then repeat Story 2 for the final section. As the students sing, have them “disappear” one by one until only one person is remaining at the end of the song.

Composer's Notes

Four Snow Friends

My five-year-old grandson, Judah, was singing about one little snowman singing a song. I started singing along with him and adding characters to the song. It was a good idea and I jotted down some notes for later. After Judah went home, I started working on the song, starting with four snowmen that kept disappearing for various reasons until only one snowman was left. The song was very simple with only three notes. I decided to add a counter melody that was more complicated. The lyrics for the second melody told more of the story of the snowmen, setting up the scenario of how they were playing and having fun when the sun started giving them some trouble.

The two melodies fit together as a partner song. I also decided to use the lyrics “snow friends” to be more neutral and inclusive. I try to be very conscious of creating lyrics that connect with young singers. I often write with young boys in mind (a carry over from being the mother of three boys) but I also think singers should change the pronouns in the lyrics if they wish, so the song has personal meaning.

Four Snow Friends turned out to be a great story, a great song to sing as a partner song with another singer, and Judah is delighted to have been the inspiration. That’s what happens when your grandmother is a composer.

You Are invited

When you have enjoyed singing this song and doing the activities with your students - please drop by again and leave a Review on this page. Thanks!

Please send us your performing video - we might be able to post it on this page!

Purchase option

Four Snow Friends is also available through Full Voice Music

Send us your video of Four Snow Friends and perhaps we can post it here.

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