Deo / Sing Together / Winter, Winter

• Use this song to work on expressive singing.
• Discuss the necessity of clear diction to present the text in the rapidly moving eighth note sections.
• In a choral setting, use staggered breathing to accommodate the long, uninterrupted phrases indicated in the music.
• Solo singers need to plan breathing spots that will satisfy the need to breathe while accommodating the flow of the phrases. Add breath marks to the score to assist with consistent practice.
• When working on the long phrases, have singers move their hand in an arc to show the shape of the phrases.
• Decide what to do during the instrumental verse. In addition to the option of including a solo instrument, this section can include gentle movement using scarves or humming the melody line.
• If using an accompanist (rather than the recorded instrumental track) it is also acceptable to skip the instrumental section from rehearsal letter D – rehearsal letter E.

This song has multiple versions all using the same melody:

• Christmas – Mister Santa, I’ve Been Good
• Winter – Winter Time is Lots of Fun
• General rhythm activity – Rhythm Echo Song

The various options provide versatility and the opportunity to use this song in general classroom or vocal studio settings throughout the year. It can be helpful when a Christmas song is needed and the melody is already familiar to students because they have already heard it as part of the rhythm echo activity. Conversely, if students enjoy learning the Christmas version, the variants can be used at other times of the year, extending the use of the melody that has already been learned.

Actions

The short four-bar verses alternate with 4-bar instrumental sections. Add a clapping pattern during the instrumental section when using the song in a performance.

Included in the PDF download is a sample of the clapping sequence I used with my students.

NOTE: My grade 2 students loved the clapping pattern, but many classes of practice were required for everyone to master the sequence. The singing is the most important part of this song - make up your own rhythm sequence that works for you!

Accidentals

Look at the notes in the final bar of the song.

The flat that is added to the B and the natural that is added to the C change the feel and tonality of these final notes. Sing or play the final bar several times to get the pitches well established before singing the entire song.

Contrasting sections

Bars 21-24 act like a “bridge” in this piece of music. The bridge has slower, legato notes, creating a contrast to the jaunty, staccato notes of the melody in the verses. Pay close attention to the presentation of these four bars to be sure the legato notes are smooth and connected.

Also listen carefully to the notes in bar 24. They are moving toward a key change. The final two verses are one whole tone higher than the first two verses.

Expressive singing

The melody and accompaniment of the song are light and staccato (except for the bridge section which has a slower, legato feel). The overall mood of the piece is jaunty, confident and cheery, and it should sound like the singer is having fun!

Rhythm Echo Song

Use the Donna & Andy band instrumental track for Mister Santa, I’ve Been Good.

The teacher will sing the verses for the students (that could be fun!) and then clap rhythm patterns to be echoed during the instrumental verses.

Rhythm pattern options are provided to give examples, but teachers are encouraged to create their own rhythm combinations.

Either have the students echo what they hear, or use flash cards and have students read and clap the rhythms during the instrumental breaks.

Extension

French

Mister Santa, I've Been Good has been adapted into French (J'attends Père Noël). Singers may enjoy learning both the English and the French versions as a language study.

Introducing the song – Father Christmas

Discuss with the students if they have ever written a letter to Santa.

What did they request in their letter?

Did they receive the gift they requested? How did they feel about that?

Have students ever asked for a gift that they did not receive? How did they deal with their feelings?

Did students ever give someone a gift that was exactly what that person wanted? How did it make the student feel to be the one to give that gift?

NOTE: Because there is such a variety of economic circumstances surrounding gift giving, I ask students not to specify the gift they wanted, but just to talk about their feelings of wanting a gift, their excitement or disappointment with their request.

Introducing the song – In the Winter

Ask the students who enjoys winter weather and who prefers weather that is warmer.

Ask them how they feel about going outside when they have the proper winter clothing to wear.

Have they ever been caught in weather for which they were not prepared? How did they cope?

What are the five most important items of winter clothing the students think they would like to have to stay warm? Do those choices match the clothing items included in the song lyrics?

Winter Lyrics

When learning the lyrics, discuss the order of the verses with the students. The winter clothing items are listed from head to toe (after the coat, of course!) to assist with remembering the order of the verses. Socks are sung before boots, because socks cannot be put on after boots!

Performance and Staging

Students may be divided into two groups to sing the call and response lyrics between the two groups. This helps decrease the amount of lyrics each student is required to remember – a useful adaptation for younger singers.

Students may carry to the stage items that they have included on their wish list. Props can add visual interest, as long as they don’t detract from the singing! Students may hold colourful letters that they wave to the beat of the music for the repeated sections: “Father Christmas, did you get my letter? Father Christmas, this is what I want.”

Expressive singing

Young singers tend to have voices that are lighter and that have less projection than more mature singers. Combining two (or more) classes of young elementary students helps create a stronger vocal performance volume without placing unreasonable demands on the voices of young singers. In a small group class, someone may be chosen to be the leader and sing the “call” sections using a microphone with the remainder of the group singing the responses.

Students may benefit from a discussion about the sentiment behind the lyrics. Is the singer worried that Santa has not received their letter? The items on the list being sent to Santa are very important to the singer. How will the singers use their faces and diction to convey the story of the song?

In the winter version of the song, is the singer very cold? Is the singer excited about all the winter clothing that is being added? How will you sing expressively to show these feelings?

Classroom activity (see separate PDF in download file)

Create images for each of the items mentioned in the song (printables are included in the PDF).

As you sing, attach the images of the items to a larger image (for Father Christmas - a Christmas stocking, and for In the Winter - a child). If you have access to a magnetic surface, using magnets to attach the items is ideal. If the surface is not magnetic, attach a clear baggie to the front of the image and place the smaller item images inside the baggie.

The order of the items can be different than the printed score by having the teacher point to the student whose image will be added next. Alternatively, to make it like a “game”, students who are chosen to hold images can line up with the image held behind their backs. The order of the students can be random or the same order as the song lyrics. When it is their turn to show what image they are holding, they will bring it out in font of them so the class knows which one to sing. This may be amusing if the winter boots are added before the socks!

Creative input

The students may be interested in creating their own list of items to include for the lyrics in this song. Choosing the lyrics is part of composing. Encouraging students to provide their ideas is empowering and creates a meaningful connection to the song. Some parts of this song rhyme and many other parts do not. The students can also decide if this is important to them when they are creating their own lyrics. Composers make these types of decisions!

Concert presentation

Creating a simple introduction to a song can set up the performance without involving a complicated, dramatic script. Here is a short introductory narration I wrote for Christmas A to Z:

Narrator: I can think of lots of things I like about Christmas. Let’s listen to the next class sing at least 26 things that make Christmas a great time of year.

If there are two speakers, here is another option for introducing Christmas A to Z:

Narrator 1: I was trying to think of things that make Christmas special but I keep losing count.

Narrator 2: Let’s listen to the grade 2s. They have organized the whole Christmas season into 26 easy to remember sections.

Visual Cue – flip book

To help students remember the lyrics for the long list of items in Christmas A to Z, create a flip book. It is easy to manage and a great way to provide the visual cues the students may need.

• Create a page for each letter
• Use card stock to create a more stable book. Note: Laminating may make the image shiny and difficult to see.
• Add a simple image for each letter. Be sure that the image can be easily identified from where your students will be standing
• Fasten the pages at the top with binder rings so the pages will flip up and over and out of the way.
• Hold the flip book in front of you so the students can see it but it isn’t in view of the audience.

An alternate option to the flip book is to create individual cards that are not fastened together. Hold all the cards and remove the top image, placing it out of the way on a music stand, stool or other nearby surface.

Expressive singing

Combining classes is a great way to increase the volume of the performers without requesting that they “sing louder”. Young singers have smaller voices and less ability to project their sound, so a combined group helps address this issue without straining young voices.

If remembering the lyrics is an issue, when combining classes or a small group class in a vocal studio, divide the verses up so there are small groups of students who are responsible for specific letters. Be careful not to create groups that are so small that the volume issue mentioned above becomes problematic.

If a microphone is being used be sure to practice with the students before the concert. They need to know that the microphone is going to do the work of amplifying their voice. They also need to know how close to be to the microphone and get used to using it to allow them to give their best performance.

Alternate lyrics

This song has both Christmas and winter lyrics for versatile concert programming.

Student ukulele lead sheet

A lead sheet with simplified chords (only using D, G and A) is provided for use with ukulele players. NOTE: The simplified chords will clash with the more complicated chords played in the recorded accompaniments. If using piano and ukuleles, the accompanist is advised to follow the ukulele lead sheet and use the same chords supplied in the student version.

Props

Represent each letter on a card or use a letter-shaped cutout.

When each letter is sung, have a student hold up the corresponding card.

If there are more than 26 students, they can hold up cards with pictures of some of the items or include more than one card for each letter.

Exploring vocabulary

Read the lyrics aloud and discuss any unfamiliar words.

• Do all students know what a belly flop is?
• What is a metronome? This may require some online searching as many metronomes are now digital. Metronomes used to be wound with a key and had a moving pendulum that would swing side to side keeping the beat. A penguin would resemble this “old fashioned” type of metronome.

Expressive singing

• Discuss the descriptive words to accent to create an expressive performance.
• Use crisp consonants and clear diction to tell the story with expression.
• Add facial expressions to complement the words. Be aware that too many movements can be distracting!

 Add Actions

• Suggested actions are provided in the PDF download.

Include a dance

Include a penguin dance during the instrumental 2^nd “verse” of the song.

• Use the actions you created when you were singing the song. Don’t sing the words, just do the actions. This uses the skill of inner hearing.
• Create your own unique dance during the instrumental section.

Have a parade

This marching song is a perfect time to practice some marching, and keeping the beat with your feet!

Actions suggested by the composer