How Do You Say Hello to a Ghost?

My students arrived at the music room after reading a big book with their classroom teacher, “How Do You Say Hello to a Ghost?” (This would have been in the 1980s!) With its repetitious text and the opportunity to use the patterns from the book as a vocal exploration activity, this became a favourite activity leading up to Halloween. I appreciated the chance to present the ghost as a non-scary individual, being a firm advocate of not adding unnecessary anxiety to the lives of youngsters. However, we did have fun trying out different kinds of voices. Often we are trying to help students find a singing voice and to sing in tune so we discourage silliness. Students need play-based opportunities to see what their vocal instruments can do – and silly voices are fun! I tried to find the original book that inspired this song, but I haven’t had any luck. If anyone has a copy, or knows where I can get one, I would love to add it to my library!

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Dark Night Sky

I enjoy teaching my students songs in minor keys. I have always enjoyed inviting my students to sing Ghost of John as a round, creating lovely harmonies as the parts are added. I started creating multiple textures by having my students add melodic and rhythmic ostinati as we sang. I thought we would spend one or two classes on the process, but it became very complex and we continued adding more and more elements. When we have spent four classes on our “soundscape” we still have more things we wanted to explore. However, the song was timed to coincide with Halloween and the time had arrived and then gone by. I decided to write non-seasonal lyrics to use with the melody of Ghost of John. I created the lyrics for Dark Night Sky and now I have a song I can use at any time of year. I no longer feel pressured to rush the students’ creative engagement based on the calendar date. Sometimes needing a piece of music for a specific purpose is a quick way to inspire composer to compose!

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October Night

Thinking about crisp, fall evenings conjures up thoughts of the mysteriousness that seems to descend when the trees have shed their leaves and we see only bare branches, with the full moon creating dancing shadows. Add in a few flitting bats and the haunting sound of owl hoots, and an October night is a delight for the senses. We often introduce songs in minor keys with legato “ooh” phrases in connection with Halloween. However, I don’t think we need to limit ourselves to a season to enjoy these elements. I like to use (and compose) songs that have multiple uses and that are as versatile as possible. October Night was written as a fall song without narrowing its use to be “about” Halloween. Versatility is very important in a society where there are complex combinations of people who may or may not have shared traditions. Adding optional lyrics means that those who wish to sing about Halloween may do so, and those who want to sing a beautiful song with a minor melody may add this to their fall repertoire, or any time of the year!

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Sing Witch Watches as a performance piece or use it as a vocal warm-up.

Use expressive singing to present the song Witch Watches.

Use Witch Watches as an expressive dramatic reading.

Witch Watches is in a minor key and in 6/8 meter. Discuss these musical elements with your students.

Use spoken or sung tongue twisters as vocal warm-ups before singing Witch Watches.

Include Witch Watches as part of a tongue twister focus or a Halloween unit.

Witch Watches

I try to always be on the lookout for an interesting phrase that piques my interest and might make a good song lyric. I discovered the tongue twister, “If two witches would watch two watches, which witch would watch which watch?” This was a delightful tongue twister to try with my students, but it was also a great idea for a song.

When the subject matter of a song can be anything at all, the possibilities are vast and unending. Writing song lyrics that are defined by the parameters of a tongue twister helps narrow the possibilities and creates focus. These two witches and their watches were an interesting study. Were they just fastidiously conscious of the time requiring them to watch their watches so closely? Were they suspicious of each other, and maybe wishing they could have the watch of the other witch? As we are watching the action unfold, the question is, which witch should we be watching?

In addition to working on the lyrics, I wanted to create a melody that set the mood. The natural cadence of the language determined the 6/8 meter. I chose a minor key in deference to the witches, but the song is not spooky in any way. In fact, it really isn’t a Halloween song at all, although many teachers like to include this song in their seasonal repertoire. It makes sense not to limit the tongue twister fun to a short Halloween season when singers enjoy singing this song at any time of year.

A composer should also be aware of the needs of the singer. There is a bit of a break halfway through the verse which gives the singer the opportunity to catch their breath and collect their wits before continuing with all the twisty words. You are welcome!

In the second verse the two witches are talking to each other, so we can presume there wasn’t anything sinister about their activities in verse 1. However, now they have a new problem. With both witches talking, there is no watch watching going on. Oh dear! At least they are having fun “tick talking” when the song ends.

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 videos - we might be able to post them on this page!

Fish Wishes and Witch Watches are also available on the Fish Wishes page.