La pájara pinta
The
Spanish collection
A
resource for teachers
Compiled, translated,
adapted and illustrated by Dany Rosevear
© Dany Rosevear 2010 All rights reserved
You are free to copy,
distribute, display and perform these works under the following conditions:
·
you must
give the original author credit
·
you may
not use this work for commercial purposes
·
for any
re-use or distribution, you must make clear to others the licence terms of this
work
·
any of these
can be waived if you get permission from the copyright holder
·
Your fair
use and other rights are no way affected by the above.
Last updated: 6/11/2016
4:13 PM
La
pájara pinta The Spanish collection Brinca
la tablita Cinco lobitos Cinco
ratoncitos YouT Dos manitas, diez
deditos YouT La gallina popujada Los esqueletos YouT Pon gallinita pon YouT Uno, dos y tres Yo tengo una casita YouT Asi van, van, van YouT Digo si, digo
no El juego chirimbolo El juego del calentamiento Juanito cuando baila La Tia Monica YouT
Mi carita
redondita Mi cuerpo, mi
cuerpo Saco una manita
Un ratoncito Yo tengo una
carita A la zapatilla por detrás Cantaba la rana Juguemos en el bosque La petaquita La Tarara Pico picotero Veo, veo A la rueda, rueda Al corro de la patata YouT Arroz con leche YouT Aserrín, aserrán Bate bate chocolate La vaca lechera Naranja dolce Pińón, pińón, pińón Yo tengo
un tallarín
Al pavo pavito Estaba una pastora Las ocas van descalzas YouT Los patitos YouT Los pollitos dicen YouT Mi gallo Miguel, Miguel, Miguel Patos, pollos y gallinas YouT Qui qui ri qui Todos los patitos Andar en tren YouT Con mi martillo YouT Don Piruli El baile de
la avena El cocherito, leré La farola del palacio Matarile San Serini YouT Soy el farolero Aquel caracol Debajo un botón Don Melitón El caracolito YouT El gato y el ratón El toro Toronjil YouT La cucaracha Los pescaditos Una
mosca Una pulga y un ratón La
pájara pinta The Spanish collection A mi burro a mi burro YouT Caballito blanco YouT El cocodrilo La bella naranja La danza de la serpiente La foca Ramona Mirad, mirad allí Un elefante se balanceaba Cigüeńa cigüeńa Dońa cigüeńa La pájara pinta Los pajaritos que van Ni tú, ni tú, ni tú Pajarito vuela tú YouT A la vibora de la mar Al pasar la barca YouT El barco chiquitito En alta
mar Juan Paco Pedro de la Mar La reina de los mares La rueda más hermosa Se va
la barca YouT Tiburón, tiburón A las estatuas de marfil Ahora vamos a cantar Chequi morena YouT El chipi, chipi YouT La mariposa La tarantulita Se baila el minué YouT Taco y punta YouT Así le hace
Juan
YouT Bartolo El juego de Juan Pirulero El tambor de la
Alegría En la feria de San
Juan Gatatumba YouT José se llama
el padre Una, do, li,
tra A coger, el trébole A la rueda de San Miguel Dońa Blanca El florón La reina Berenguela Mambrú Mirón, mirón, mirón Al ánimo Chiapenecas Con el guri, guri, guri La arańa pequeńita Martinello Patatin, patatin, patatero YouT Pimpón YouT Que llueva Tres hojita madre YouT
Contents
Introduction
Why
teach Spanish through singing games?
Accompanying the songs
Guitar
chords
Dance
variations
Teaching
the songs
Singing
games 1-121
Index
of song titles
Topic
index
Listen
to Spanish songs
Index
of music resources
Acknowledgements
Return to the ‘Singing
games for children’ home page to find the songs
below
|
La pájara pinta The Spanish collection Singing
games for 4-11 year olds |
|
Introduction
Principles
followed in making this collection were: ·
resources are all in one place with a similar format for easy access ·
expertise as a musician or language teacher is not needed to use these
pages ·
children
learn a new language through participating in enjoyable activities ·
contribute to an active and creative curriculum and lifestyle
for the 4-11 age group. The
songs in this collection are traditional singing games, mimes or dances that
have been tried and tested over time. With my many years experience as an enthusiastic classroom teacher
(Foundation Stage and Primary) I have: ·
selected songs from published sources, mainly on the internet ·
adapted or changed words , music and instructions for ease of teaching ·
translated into English to support teachers with a limited
understanding of Spanish ·
grouped songs to link with topics ·
categorized suitability of games to specific age groups ·
suggested how to teach and accompany these singing games ·
provided a gateway to freely accessed supporting material on
the internet. This compilation
has been produced to share my discoveries, for the pleasure they will surely give and to put a smile on the face of every
child who participates in the games. |
Why Spanish
singing games?
This
collection of Spanish songs is for a wide audience of those who have emigrated
from English speaking territories and have settled in one of the many Hispanic
countries, those wishing their children to become familiar with the rich
Spanish heritage of games and dances while beginning to grasp some
understanding of the language.
The
other audience are those who wish to access the fine Spanish musical tradition.
The tunes and rhythyms of these diverse places are often truly wonderful and
have been determinately nurtured and preserved by people with a strong sense of
cultural and national identity. Some dances and games found in this book are
unique to particular regions of Spain and Latin America and are often symbols
of unity and pride.
It is
the aim of this collection to introduce the fresh, unfamiliar and also
sometimes unexpectedly familiar materials into the learning environment through
accessible translations.
The
title ‘La pájara pinta’ / ‘The painted bird’ brings to mind a creature made up
of wonderful colours just as this collection conjures up a rainbow of games and
dances gathered from across the Spanish speaking world.
Why teach
Spanish through singing games?
There
are many good reasons for using singing games when teaching a foreign language.
·
play is a natural way for the child to communicate
·
singing games help develop social interaction with a partner or larger
groups
·
rhyme and rhythm are effective ways to absorb language
·
singing games use children’s natural response to music
·
learning linked to action encourages participation
·
listening skills are sharpened with simple and then more complex
instructions
·
language is in context and the traditions of other countries are
introduced
·
a creative approach increases vocabulary as children are encouraged to
make up new refrains, words and verses
·
pronunciation and intonation are absorbed naturally
·
foreign language is used for a real purpose, fostering a positive
approach to language learning
·
above all, it allows lots of tremendous fun while learning,
motivating even the most reluctant child.
Cross-curricula
dimensions
The
National Curriculum recognises the benefit of a cross-curricula approach.
Teaching singing games in Spanish presents exciting opportunities to cover a range
of subjects and themes other than the more obvious ones of language, physical
education, PSHE & citizenship and music. Among these pages you will
discover strands that cover geography, history, maths, science, religious
education, cooking, healthy eating, teamwork, creative thinking and
conservation.
Keep active
Children
need to be active more than ever. Lifestyles and life at school can be
sedentary but children learn best if periods of concentration are interspersed
with relaxation. Whenever children are restless take a break, if only for five
minutes, that’s plenty of time to enjoy a singing game and learn some French at
the same time. Show how to re-arrange tables quickly and quietly to make space
or, even better if the weather is fine, slip outside to enjoy the fresh air. A
dedicated slot of 20 - 30 minutes each week is needed to learn these games.
An inspector
calls
When an OFSTED inspector visited my mixed
Foundation Stage and Year One class the first lesson she saw was of children
enjoying singing games. She was delighted by their chuckles, smiles and obvious
enjoyment with masses of energy being expended and lots being learnt. This
initial impression favourably coloured the judgements made by OFSTED of my
other lessons. No doubt the children were more alert and concentrated better in
these lessons because of regular opportunities for movement.
Accompanying
the songs
“For
the best movement response children should move to their own voices” is
excellent advice from Lois Choksy and David Brummit in their book 120 Singing Games and Dances for Elementary
Schools. This approach leaves the teacher free to help children master
sequences.
However,
if you do not find it easy to hold a tune, accompany the song with a guitar as
this can easily be put down when the need arises. A guitar is also invaluable
to familiarise children with a song before attempting to introduce the
movements.
The
chord sequences below will help you accompany the songs. Remember your young
audience will be tremendously impressed by even the most basic guitar playing!
Guitar
chords
X
X
C G7 F G D7 C7
X X
Em E7 Gm B Bb Am
X
= a string not to
be played.
Ť or Ź denotes the fingers on the left hand that hold down the string behind
the fret shown. : pointing finger, Ť: middle, : ring finger, Ź: little finger.
These
songs can also be accompanied using some of the delightful midis / mp3 files
that can be found on the internet. At the back of this book you will find a
full list of mp3s, videos and CDs referenced to each song.
These
include dedicated educational sites such as ‘EPS Rondes et Jeux Danses’ where
you can listen to the singing of Thierry Maucarré and others. Use your
whiteboard to play YouTube videos of children and townfolk dancing in their
traditional costumes in the streets.
Dance
variations
The
chart below indicates suitability of games for a specific age group. Do
remember that older children will often enjoy the fun of a simpler game and
some younger groups will rise to the challenge of more complex routines,
especially in the summer term.
When
choosing a song the level of language competence of the class is also critical.
However, if these songs are introduced with confidence, children will
invariably rise to the challenge and respond with enthusiasm.
Vary
the type of dance you use, but ‘moving in place, then space’ often suit younger
children and line formations are generally more suitable for the older ones.
|
La pájara pinta The Spanish collection |
|||||
|
Age group |
Moving in space or place |
Pair+ more games (incl. in circles) |
Simple circle games |
Circle games with one + in the middle |
Line games inc skipping |
|
4-6 |
Brinca la
tablita Dos manitas, diez deditos Pon gallinita pon Cinco lobitos Yo tengo una casita Con mi martillo Los pescaditos Los pajaritos que van Cigüeńa cigüeńa La arańa pequeńita |
Qui qui ri qui Los
pollitos dicen Al
pavo pavito Debajo
un botón Ahora vamos a cantar El
juego de Juan Pirulero La
vaca lechera |
Mi carita redondita A la rueda, rueda Al
corro de la patata Una, do, li, tra Patatin, patatin, patatero La bella naranja |
Uno, dos y tres Cinco ratoncitos Bartolo José se llama el padre Así le hace Juan |
Dońa
cigüeńa Pajarito vuela tú |
|
5-7 |
La gallina popujada Digo si, digo no Yo tengo una carita Saco una manita Una mosca La cucaracha La foca Ramona El cocodrilo Caballito blanco Juan
Paco Pedro de la Mar |
El
juego chirimbolo Así van, van, van Bate
bate chocolate Aserrín,
aserrán Una pulga y un ratón Teresa la marquesad Martinello |
Mi gallo Miguel, Miguel,
Miguel Las ocas van descalzas San Serini Don Piruli Ni tú, ni tú, ni tú Se baila el minué La
mariposa Pimpón |
Un ratoncito Pico picotero Arroz
con leche El
gato y el ratón Don
Melitón El
toro Torojil A
las estatuas de marfil El florón A
la rueda de San Miguel |
Todos los patitos El
caracolito Aquel caracol Un
elefante se balanceaba A
la vibora de la mar Que
llueva |
|
6-9 |
Los esqueletos Mi cuerpo, mi cuerpo Juanito
cuando baila Veo, veo Patos,
pollos y gallinas Con
el guri, guri, guri |
El
barco chiquitito Se va la barca Tres hojita madre Pińón, pińón, pińón |
La
tia Monica Juguemos en el bosque Los
patitos El baile de la avena El cocherito, leré Mirad,
mirad allí Taco y punta A coger, el trébole |
A
la zapatilla por detrás Cantaba la rana Soy el farolero La tarantulita El chipi, chipi Gatatumba Dońa
Blanca Naranja
dulce |
Andar en tren La danza de la serpiente Al
pasar la barca La reina de los mares Mirón,
mirón, mirón |
|
8-11 |
El juego del calentamiento A mi burro a mi burro En alta mar |
La
pájara pinta El tambor de la Alegría |
La Tarara La farola del palacio Tiburón,
tiburón En la feria de San Juan Chiapenecas La
petaquita |
Estaba una pastora La rueda más Hermosa Chequi
morena Yo
tengo un tallarín |
Matarile La reina Berenguela Mambrú Al ánimo |
Many
of the songs included in this collection have their roots in Spain but many
have been taken to other Spanish speaking regions of the world and adapted
there.
You
will also find some English favourites that have been translated into Spanish;
children delight in the familiar yet strange. Others in this collection are
simple finger rhymes that have been adapted to allow children to move their
whole bodies.
Parents
or carers whose own parents, or themselves, come from countries speaking
Spanish or other languages may provide another rich resource that could be
tapped for more a diverse selection of singing games.
Teaching
the songs
Gather
the children close to you. When singing a song for the first time use its
natural speed so children can appreciate the spirit of the song. Allow the
children to learn the words and music of these songs thoroughly before
attempting to teach the movements of each game, it is not easy for children to
concentrate on both initially, especially when singing in an unfamiliar language.
Indeed, you will often find that the less confident will be willing to follow
the movements but will take some time before joining in with the words. Often,
however, you will find these very same children are singing and impressing
their parents in their new language at home!
The
younger the children the more practice they will need. These children will also
appreciate singing familiar songs regularly rather than learning a new one too
often. Begin and end a session with old favourites.
As
children become familiar with a song allow them to change words, make up new
ones and suggest different actions or ways to improve performance.
Translations
It is
hoped that where possible these songs will be sung in their home language. An
English version is provided so children can enjoy the tunes before they have
mastered Spanish. Literal translations do not always make sense to the English
ear so these have been translated freely to complement the music and capture
the spirit of the song.
You
will find several untranslatable idiosyncratic words in these songs, such as ‘lairo, lairo, lai-ro!’, ‘patatin patatero’ and ‘Chumba, la cachumba’; these are used
to keep the rhythm and rhyme going.
Index
of song titles
|
Song
title |
Song
title |
||
|
A coger, el trébole |
109 |
Don
Melitón |
63 |
|
A la rueda
de San Miguel |
111 |
Don
Piruli |
49 |
|
A la rueda, rueda |
32 |
Dońa
Blanca |
112 |
|
A la vibora de la mar |
82 |
Dońa
cigüeńa |
76 |
|
A la zapatilla por detrás |
22 |
Dos manitas, diez deditos |
4 |
|
A las estatuas de marfil |
95 |
El baile de la avena |
47 |
|
A
mi burro a mi burro |
72 |
El
barco chiquitito |
81 |
|
Ahora vamos a cantar |
90 |
El
caracolito |
57 |
|
Al ánimo |
118 |
El
chipi, chipi |
93 |
|
Al
corro de la patata |
31 |
El
cocherito, leré |
54 |
|
Al pasar la barca |
80 |
El
cocodrilo |
70 |
|
Al
pavo pavito |
42 |
El florón |
108 |
|
Andar en tren |
55 |
El
gato y el ratón |
62 |
|
Aquel caracol |
58 |
El
juego chirimbolo |
11 |
|
Arroz
con leche |
28 |
El
juego de Juan Pirulero |
99 |
|
Así le hace Juan |
103 |
El juego del
calentamiento |
14 |
|
Asi
van, van, van |
15 |
El tambor de la Alegría |
104 |
|
Aserrín,
aserrán |
30 |
El
toro Torojil |
64 |
|
Bate
bate chocolate |
29 |
En alta mar |
87 |
|
Bartolo |
98 |
En la feria de San Juan |
102 |
|
Brinca la tablita |
2 |
Estaba una pastora |
46 |
|
Caballito
blanco |
71 |
Gatatumba |
97 |
|
Cantaba la rana |
26 |
José
se llama el padre |
100 |
|
Chequi
morena |
91 |
Juan
Paco Pedro de la Mar |
85 |
|
Chiapenecas |
116 |
Juanito
cuando baila |
13 |
|
Cigüeńa cigüeńa |
77 |
Juguemos
en el bosque |
21 |
|
Cinco lobitos |
8 |
La arańa pequeńita |
114 |
|
Cinco ratoncitos |
7 |
La
bella naranja |
73 |
|
Con el guri, guri, guri |
121 |
La cucaracha |
60 |
|
Con mi martillo |
52 |
La
danza de la serpiente |
69 |
|
Debajo
un botón |
61 |
La
farola del palacio |
50 |
|
Digo si, digo no |
16 |
La
foca Ramona |
66 |
Index
of song titles
|
Song
title |
Song
title |
||
|
La gallina popujada |
5 |
Pico picotero |
25 |
|
La
mariposa |
96 |
Pimpón |
117 |
|
La
pájara pinta |
78 |
Pińón, pińón, pińón |
35 |
|
La petaquita |
27 |
Pon gallinita pon |
6 |
|
La
reina Berenguela |
105 |
Que
llueva |
113 |
|
La
reina de los mares |
83 |
Qui
qui ri qui |
37 |
|
La rueda más hermosa |
86 |
Saco una manita |
19 |
|
La
tarantulita |
92 |
San Serini |
48 |
|
La Tarara |
24 |
Se baila el minué |
94 |
|
La Tia Monica |
12 |
Se va la barca |
88 |
|
La vaca lechera |
33 |
Soy
el farolero |
51 |
|
Las ocas van descalzas |
44 |
Taco
y punta |
89 |
|
Los esqueletos |
3 |
Teresa la marquesa |
110 |
|
Los pajaritos que van |
75 |
Tiburón,
tiburón |
84 |
|
Los patitos |
45 |
Todos los patitos |
39 |
|
Los pescaditos |
65 |
Tres hojita madre |
115 |
|
Los pollitos dicen |
38 |
Un
elefante se balanceaba |
67 |
|
Mambrú |
107 |
Un ratoncito |
20 |
|
Martinillo |
119 |
Una, do, li, tra |
101 |
|
Matarile |
53 |
Una mosca |
56 |
|
Mi carita redondita |
18 |
Una
pulga y un ratón |
59 |
|
Mi cuerpo, mi cuerpo |
10 |
Uno, dos y tres |
1 |
|
Mi gallo |
40 |
Veo, veo |
23 |
|
Miguel,
Miguel, Miguel |
41 |
Yo tengo un tallarín |
36 |
|
Mirad,
mirad allí |
68 |
Yo tengo una carita |
18 |
|
Mirón,
mirón, mirón |
106 |
Yo tengo una casita |
9 |
|
Naranja
dolce |
34 |
||
|
Ni tú, ni tú, ni tú |
74 |
||
|
Pajarito vuela tú |
79 |
||
|
Patatin, patatin, patatero |
120 |
||
|
Patos,
pollos y gallinas |
43 |
||
Topic
index
|
The
songs |
The topics |
At
work |
Creatures
great and small |
Colours
and clothing |
Counting
and numbers |
Dance,
hop and jump |
Day,
night and time |
Family
and feelings |
Food,
fruit and vegs |
Homes,
gardens and stones |
In
and on the water |
Music
sing and play |
My
body |
Off
we go! |
On
the farm |
Position
left and right |
Saints,
kings and others |
Seasons,
weather |
|
A coger, el trébole |
|
|
|
|
|
|
• |
|
• |
|
|
|
• |
|
|
• |
|
|
|
A la rueda de San Miguel |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
• |
• |
|
|
|
A la rueda, rueda |
|
|
|
|
|
• |
|
• |
• |
|
|
|
|
|
|
|
|
|
|
A la vibora de la mar |
|
• |
|
|
|
|
|
|
|
• |
|
|
• |
|
• |
|
|
|
|
A la zapatilla por detrás |
|
|
• |
• | ||||||||||||||