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Booklet of Mother Goose Melodies lore, song lyrics and a few tales for teachers.
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Phone: 831-649-1790
email: [email protected]
www.maryleemusic.com
Piper Grove Music
PO Box 758
Pacific Grove, CA 93950
MaryLee Suns eri as Mo ther Goo se
MOTHER GOOSE
MELODIES
by
Mother Goose*
*MaryLee Sunseri
“Billy Shakespeare and I:
we two great poets were born together,
and we shall go out of the world together.
No, no, my melodies will never die,
while nurses sing or babies cry!”
from the preface to: The Only True Mother Goose Melodies (1719 AD)
To order more copies: www.maryleemusic.com Page 2
Page 27
friends would come to her assistance." She then applied to the
bull, and hoped that he would repel the hounds with his
horns. The bull replied: "I am very sorry, but I have an ap-
pointment with a lady; but I feel sure that our friend the goat
will do what you want." The goat, however, feared that his
back might do her some harm if he took her upon it. The
ram, he felt sure, was the proper friend to apply to. So she
went to the ram and told him the case. The ram replied:
"Another time, my dear friend. I do not like to interfere on
the present occasion, as hounds have been known to eat
sheep as well as hares." The Hare then applied, as a last hope,
to the calf, who regretted that he was unable to help her, as he
did not like to take the responsibility upon himself, as so
many older persons than himself had declined the task. By
this time the hounds were quite near, and the Hare took to
her heels and luckily escaped. He that has many friends, has
no friends.
The Goose Girl
...to be continued...
aryLee Page 3
MaryLee is the recipient of 4 Parents’ Choice
Awards and 2 American Library Association Nota-
ble Children’s Recordings and the producer/writer/
performer of 13 CD’s of traditional and original chil-
dren’s music. Her credits include recording the title
song to Walt Disney’s Apple Dumpling Gang,
touring America as a member of “Randy Sparks &
The Back Porch Majority” and many concert
appearances with the legendary Burl Ives. She re-
ceived her certificate of study in Musical Theatre
from London Drama School with distinction in singing. For concert informa-
tion visit: www.maryleemusic.com
Faire Songs & Games for Children
© 2007 MaryLee Sunseri
All rights reserved, including the right to reproduce this book or portions
thereof, in any form.
A Piper Grove Music Publication
PO Box 758, Pacific Grove, CA 93950
www.pipergrove.com
Sunseri, MaryLee
Faire Songs & Games for Children / MaryLee Sunseri.—1st ed.
ISBN 1-887795-31-6
First edition: February 2007
Printed in the United States of America
To order more copies: www.maryleemusic.com Page 4
A Little Shakespeare: Three Witches scene from Macbeth Thunder and lightning. Enter three WITCHES.
First Witch
1 When shall we three meet again?
2 In thunder, lightning, or in rain?
Second Witch
3 When the hurlyburly's done,
4 When the battle's lost and won.
Third Witch
5 That will be ere the set of sun.
First Witch
6 Where the place?
Second Witch
Upon the heath.
Third Witch
7 There to meet with Macbeth.
First Witch
8 I come, Graymalkin!
Second Witch
9 Paddock calls.
Third Witch
10 Anon.
ALL
11 Fair is foul, and foul is fair:
12 Hover through the fog and filthy air.
Exeunt.
The Hare With Many Friends - from Aesop’s Fables
A Hare was very popular with the other beasts who all claimed
to be her friends. But one day she heard the hounds ap-
proaching and hoped to escape them by the aid of her many
Friends. So, she went to the horse, and asked him to carry her
away from the hounds on his back. But he declined,
stating that he had important work to do for his
master. "He felt sure," he said, "that all her other Page 25
Rock-a-bye Baby (music traditional, new lyrics © 2003 MaryLee Sunseri)
Rock-a-bye baby in the treetop
When the wind blows the cradle will rock!
I will climb high, way up in the tree
To sing an old song for baby and me!
Rock-a-bye baby, here in my arms,
While I watch o’er thee, rest now thy charms.
Up to the mountains, down to the sea,
No one’s as dear as baby to me
Rock-a-bye baby, here at my breast.
Sweet dreams await thee; little one, rest!
Wee little fingers, eyes wide and bright,
Sleep now, my baby, till morning light!
Golden Slumbers (traditional English)
Golden slumbers kiss your eyes;
Smiles await you when you rise!
Sleep, pretty baby, do not cry, and I will sing a lullaby!
Care you know not, therefore, sleep
While I o'er you watch do keep!
Sleep, pretty baby, do not cry, and I will sing a lullaby!
aryLee Page 5
Table of Contents
Introduction: Children of the Renaissance 6
Circle Songs 11
Dancing Songs 13
Tag Rhymes 14
Counting Rhymes 14
Milking Rhymes 15
Nursery Rhymes 16
Baby Tickles 17
Baby Bounces 18
Singing Lessons 19
Rounds 20
Story Songs 20
Lulla-byes - It’s been a long day at the faire
Resources
Children of the Renaissance
Little has been said about children in the Renaissance period— only that they dressed as “small adults” and went to work as soon as they were able. Yet cer-
tain facts about children in that time can be deduced. There were no child
labor laws until the end of the 19th century, so peasant, crofter and merchant
class children labored alongside their parents on the farm, in the coal mines,
and in the daily tasks of homemaking. They were as likely to be found milking,
shepherding, preparing meals, sewing, and tending younger children as any
female adult. Boys remained in the company of women until of sufficient
strength to join the company of men.
Even as recently as one hundred and twenty years ago, my own grandparents worked in bronze and silver foun-
dries, and though the men poured the molten metal, the
London census of 1880 states that the children were
polishers, chasers and finishers.
In olden times, women gave birth to many babies in hopes that some would survive the throes of birth defects and childhood dis-
eases like measles, mumps, chicken pox, polio, diarrhea, and flu viruses.
Though mothers didn’t know the science of it, the best hope of survival came
from the immunity that breast feeding bestowed. Children weaned themselves
naturally from the breast in their own time sometimes before reaching a year
old and sometimes not until four or five years later. And woe-be-tied to a baby
that would not suck, for it meant it would not survive.
New mothers commonly lived near their own mothers or mothers-in-law, aunts and grandmothers —so “old wives’ tales” such as “Cleanliness is next to
Godliness,” were a blessing, a curse (and sometimes a great truth). Mothering
was considered instinctual, but learning how to give birth, breast-feed and care
for a baby was always easier with an experienced midwife at hand. It must have
been a good system for birthing and raising children, since we are all here to-
day living the physical attributes of these dear ancient women on our family
trees.
As a children’s music specialist, I am often in the company of parents with babies and toddlers. Modern mothering still resembles mothering in long-ago
eras, prehistoric to the present. Human babies are born quite helpless and
remain so to a degree through early childhood. Yet any father or mother of an
infant is naturally nurturing: careful of the head, gazing into baby’s eyes, tick-
ling toes, making up little sing-songs, bouncing, dandling, tickling, rocking.
This is human parenting as it has always been and will always be.
LULLA-BYES:
An Old Woman Tossed (words: traditional English from the time of Henry V, melody traditional Irish - "Lilliburlero" 1700's)
There was an old woman tossed up in a basket
Seventeen times as high as the moon!
And where she was going I couldn't but ask it,
For in her hand she carried a broom!
"Old woman, old woman, old woman," said I,
"Whither, o, whither, o, whither so high?"
"To sweep the cobwebs off the sky"
"May I go with you?" "Aye, bye and bye!"
Little Boy Blue (traditional English)
Little Boy Blue, come blow your horn!
The sheep's in the meadow! The cow's in the corn!
Where is the boy who looks after the sheep?
He's under the haystack, fast asleep!
Little Bo Peep (traditional English)
Little Bo Peep has lost her sheep
And can't tell where to find them!
Leave them alone and they'll come home,
Wagging their tails behind them!
Pat-a-cake (traditional English)
Pat-a-cake, pat-a-cake, baker's man,
Bake me a cake just as fast as you can!
Pat it and prick it and mark it with "B."
Put it in the oven for baby and me!
For baby and me! For baby and me! Put it in the oven for
baby and me!
Page 23
I bought me a flock of sheep.
I thought they were all wethers!
Sometimes they yielded wool, sometimes yielded feathers!
I think mine are the best of sheep for yielding me increase
And every full and change of moon,
They yield both lambs and geese!
Sing tarry-o-day, sing tarry-o-day!
I bought me a little box about four acres square,
Filled it with some guineas and solver coins so fair.
And now, I'm bound for Turkey; I'll travel like an ox
And in my breetches pocket I'll carry my little box!
Sing tarry-o-day, sing tarry-o-day!
I bought me a little hen, all speckled, gay and fair!
Sat her on an oyster shell, she hatched me out a hare!
The hare, it sprang a handsome horse, full fifteen hands high!
And he that tells a bigger tale would have to tell a lie!
Sing tarry-o-day, sing tarry-o-day!
Pussycat, Pussycat (traditional English, music and new 2nd verse © 2003 MaryLee Sunseri)
Pussycat, pussycat where have you been?
"I've been to London to visit the Queen!"
Pussy cat, pussycat what did you there?
"I frightened the little mouse under her chair!"
Pussycat, pussycat what did you next?
"Napped in the Queen's lap for she was quite vexed!"
Pussycat, pussycat did you have tea?
"The Queen was so grateful she fixed some for me!"
Page 7
Science Explains It All
Scientists have observed child development, and have excitedly announced what every grandmother has always known to be true:
1. That the behaviors we call “mothering” come naturally, almost
instinctually, with a little nudge when necessary from an experienced caregiver.
In addition, babies will let you know (rather loudly) what they like and what
they don’t.
2. All these nurturing behaviors lead to normal brain and body devel-
opment in children. In other words, loving, feeding, bouncing, tickling, rock-
ing, singing, etc. lead to children that can walk, talk, feel, learn and do lots of
other things, too! This may not be rocket science—but they may become
Rocket Scientists!
3. One more powerful thing scientists have learned: children benefit
far more from real people doing real activities with them than any TV show or
Baby Einstein program. There will never be a computer program or onscreen
teacher as good as a real mother or father.
Music & Literacy
Music is a powerful, almost magical force that leads to childhood literacy:
spoken and written. It stimulates the brain and actually prods the growth of
neurons, setting off electrical impulses that grow brain tissue. Music calms and
excites and helps organize ideas. It can be used as a learning tool for any sub-
ject matter: counting, planting, history, letters, dogma—all are taught more
quickly, with greater staying power when music is attached to the idea. Ancient
mothers knew this by observation.
From the beginning, Mother Church understood the power of music, hoping to command people’s thoughts through its use. But popular folk music took
root (even though the Puritans tried to weed it out). Today we still see music’s
powerful influence for military might, persuasive marketing and enticements
to behaviors that would make a sailor blush.
Music and literacy open the doors to humor— a sure sign of intelligence. It
grows from the giggling tickles and bounces of babyhood to the lengthy ironic
tales of childhood to the rowdy ballads of youth in bloom and the playful,
adult juxtapositions of Shakespeare’s situation comedies. And these stages of
development cannot be skipped or forced. “All things come to those who
wait.” Irony will be lost on toddlers.
Science Explains It All
Scientists have observed child development, and have excitedly announced what every grandmother has always known to be true:
1. That the behaviors we call “mothering” come naturally, almost
instinctually, with a little nudge when necessary from an experienced caregiver.
In addition, babies will let you know (rather loudly) what they like and what
they don’t.
2. All these nurturing behaviors lead to normal brain and body devel-
opment in children. In other words, loving, feeding, bouncing, tickling, rock-
ing, singing, etc. lead to children that can walk, talk, feel, learn and do lots of
other things, too! This may not be rocket science—but they may become
Rocket Scientists!
3. One more powerful thing scientists have learned: children benefit
far more from real people doing real activities with them than any TV show or
Baby Einstein program. There will never be a computer program or onscreen
teacher as good as a real mother or father.
Music & Literacy
Music is a powerful, almost magical force that leads to childhood literacy:
spoken and written. It stimulates the brain and actually prods the growth of
neurons, setting off electrical impulses that grow brain tissue. Music calms and
excites and helps organize ideas. It can be used as a learning tool for any sub-
ject matter: counting, planting, history, letters, dogma—all are taught more
quickly, with greater staying power when music is attached to the idea. Ancient
mothers knew this by observation.
From the beginning, Mother Church understood the power of music, hoping to command people’s thoughts through its use. But popular folk music took
root (even though the Puritans tried to weed it out). Today we still see music’s
powerful influence for military might, persuasive marketing and enticements
to behaviors that would make a sailor blush.
Music and literacy open the doors to humor— a sure sign of intelligence. It
grows from the giggling tickles and bounces of babyhood to the lengthy ironic
tales of childhood to the rowdy ballads of youth in bloom and the playful,
adult juxtapositions of Shakespeare’s situation comedies. And these stages of
development cannot be skipped or forced. “All things come to those who
wait.” Irony will be lost on toddlers.
Well, John, he ran to the top of the hill
And he blew on his horn both loud and shrill!
Fox, he said, "I better flee with my kill!
They'll soon be on my trail-o, trail-o, trail-o!"
Fox, he said, "I better flee with my kill!
They'll soon be on my trail-o!"
Well, he ran till he came to his cozy den.
There were the little ones eight, nine, ten,
Sayin' "Daddy, daddy, better go back again!
It must be a mighty fine town-o, town-o town-o!"
Sayin' "Daddy, daddy, better go back again!
It must be a mighty fine town-o!"
Well, the fox and his wife without any strife
Cut up the goose with a carvin' knife.
They never had such a supper in their life
And the little ones chewed on the bones-o, bones-o, bones-o!
They never had such a supper in their life
And the little ones chewed on the bones-o!
Little Brown Dog (traditional English)
I bought me a little dog, it's color it was brown.
Taught him how to whistle, to sing and dance and run!
His legs, they were fourteen yards long,
His ears they were broad!
Around the world in half a day, on him I would ride!
Sing tarry-o-day, sing tarry-o-day!
I bought me a little bull, about four inches high.
Everybody feared him that ever heard him cry!
When he began to bellow, it made such melodious sound-
That all the walls in London town came tumbling to the
ground!
Sing tarry-o-day, sing tarry-o-day!
Page 21
ROUNDS:
White Coral Bells (traditional English)
White coral bells upon a slender stalk,
Lillies of the valley 'deck my garden walk!
Oh don't you wish that you could hear them ring?
That will happen only when the fairies sing!
STORY SONGS
The Fox (traditional English)
Oh, the fox went out on a chilly night,
Prayed for the moon to give him light
He had many a mile to go that night
Before he reached the town-o, town-o, town-o
He had many a mile to go that night
Before he reached the town-o
Well, he ran till he came to a great big pen
Where the ducks and the geese were kept therein
"A coupla you are gonna grease my chin
Before I leave this town-o, town-o, town-o
"A coupla you are gonna grease my chin
Before I leave this town-o!"
Well, he grabbed the grey goose by the neck
And he threw the duck right over his back,
And he didn't mind the "Quack, quack, quack!"
And the legs all danglin' down-o, down-o, down-o!
He didn't mind the "Quack, quack, quack!"
And the legs all danglin' down-o!
Then old Mrs. Flipperflopper jumped out of bed;
She ran to the window and cocked her head cryin'
"John, John, the grey goose is gone!
The fox is on the town-o, town-o, town-o!"
"John, John, the grey goose is gone!
The fox is on the town-o!"
The Age of Reason
In the Renaissance period (roughly 1300-1700), by age seven, early childhood was at its end. Mother Church decreed seven year-olds had reached the “Age
of Reason,” the age when a child knew the difference between “Right” and
“Wrong.” For sons and daughters of the merchant class and royalty it was cele-
brated with two sacraments: “Confession” and “Communion.” For boys, stud-
ies of the Commandments, Latin, Greek, the lives of the Saints, arithmetic,
philosophy and astrology were undertaken with considerable time also spent
on horsemanship and swordplay. Girls of the upper classes were trained in lace
making, embroidery and crewel work. Singing and playing an instrument were
considered lady-like pastimes between attending daily Mass and Angelus
prayers three times a day.
Developmentally, it is about age seven when children begin to adapt and create their own songs, often turning the charming rhymes of babyhood into
lusty, playful songs: boys celebrating body sounds with rollicking fight lyrics
and girls creating musical romances for their dolls. The cleverness of replacing
one rhyme with another has tickled children’s funny bones forever. It is not
until their youth (mid-teens) that the romantic ballads will become seriously
interesting.
Folk Process
Children’s songs come to us in tact or nearly so through the “folk process.” This process is especially reliable with children’s songs because children insist
that songs be sung repeatedly (ad nauseam) and exactly the way they were sung
before! Of course, grandmothers and grandfathers do forget a lyric or a tune
and enhance songs with their own forgettings and rememberings. Hence the
road that a song travels can be a creative one! Still, it is far more important to
sing to a child than to sing correctly to a child. A fine distinction, and very
true.
Mother Goose
It was with these human developmental steps in mind that I created my Ren-aissance Faire personae of Mother Goose. A woman who knows children, who
knows their needs, who knows what age and stage they are in and has a pocket-
ful of songs and musical activities they will love. She is a composite, an arche-
type, and a beloved purveyor of old fashioned children’s fun.
Historically familiar children’s rhymes took the same route as the Troubadours and Jongleurs. Early nursery rhymes have been Page 9
found in Troubadours’ personal song journals as well as in the margins of
Bibles and the pages of ministers’ homilies. Out of Languedoc in the south of
France they came, along with the chivalrous romantic ballads. (Which suggests
some of these roving entertainers traveled with family entourages on their
“rock star” road-trips through the Kingdoms of Europe.) Our beloved rhymes
traveled northward, sung and adapted by mothers, fathers, wet nurses and
midwives, translated to and from several European languages and becoming
extant in Europe between 1100 AD and 1600 AD.
The phrase Comme un conte de la Mère L’Oye “Like a Mother Goose Story” was first uncovered by the Scottish historian and scholar, Andrew Lang, in the
1650 edition of La Muse Historique (lettre v, 11 Juin) by Loret. Although Ae-
sop’s Fables from the Ancient Greeks (Aesop lived from 620-560 BCE) might
also be considered a much respected part of the genre and served the same
cautionary purposes.)
Mother Goose Melodies (“melodie” from the Middle English, Old French,
Greek word for chanting, song…) were enhanced by the fairy tales of Germany,
Italy and Eastern Europe. They made the leap across the English Channel with
the Huguenots where they were first published in English in 1650 as “Rhymes
of the Nursery; or Lulla-Byes for Children.” Including: “Little Jack Horner,”
“Old King Cole,” “Mistress Mary,” “Sing A Song o’Sixpence,” and “Little Boy
Blue.”
The next collected work of children’s tales was published in 1697 by Charles Perrault in France titled; “Contes de ma Mére Oye.” This book was largely a col-
lection of well-known fairy tales: “The Sleeping Beauty,” “The Fairy,” “Little
Red Riding Hood,” “Blue Beard,” “Puss In Boots,” Riquet With Tuft,”
“Cinderella,” and “Little Thumb.”
The collected rhymes expanded with the spells, chants and tall-tales of the Anglo-Saxons, Irish, Scottish, Welsh, Norwegian and Swedish story tellers and
leapt over the pond to America where they were published in Boston by Tho-
mas Fleet at his Printing House in Pudding Lane in 1719 (price: 2 coppers).
Mr. Fleet spread the word that his mother-in-law, Eliza Vergoose Mather,
mother of 16 children, was the true author of “Songs of the Nursery; or,
Mother Goose’s Melodies for Children.” At the same time credit was claimed
in England by a children’s nurse, Martha Gooch. In 1760, John Newberry of
England published a fairly close rendition to what we recognize now as Mother
Goose Nursery Rhymes, and his edition was reprinted in America by Isaiah
Thomas of Worcester, Massachusetts in 1785. None of these editions contain
all that we now identify as our beloved children’s rhymes and the collection
grows even to the present.
Georgie Porgie, puddin' and pie!
Kissed the girls and made them cry!
When the girls came out to play--
Georgie Porgie ran away!
Bobby Shafto (traditional English)
Bobby Shafto's gone to sea! Silver buckles on his knee!
He'll come back and marry me! Pretty Bobby Shafto!
Bobby Shafto’s bright and fair, combing down his yellow hair
He’s my love forevermair, Bonny Bobby Shafto!
SINGING LESSONS:
Singing School (traditional Scottish "Blue Bells of Scotland")
Oh, tell me young friends while the morning's fair and cool--
Oh where tell me where can I find your singing school?
You'll find it under the tall oak
Where the leaves do shake and blow!
You'll find half a hundred singing "Mi, mi, fa, re, do!"
Do, Re, Mi, Fa, Sol, La, Ti, Do!
Do, Ti, La, Sol, Fa, Mi, Re, Do!
Sol do, ti la sol, la ti do, mi mi fa re do
Sol do, ti la sol, la ti do, mi mi fa re do
Sol mi do mi sol do, la ti do, ti sol la fi sol la ti
Do ti la sol, la ti do, mi mi fa re do
Here’s A Baby Birdie
Here’a a baby birdie, hatching from a shell
Out pops its head and them pops its tail
Now its neck it stretches and unfurls its wings
Then it stands up in the nest and it begins to sing!
Do, re, mi, fa, sol, la, to, do!
Do, ti, la, sol, fa, mi, re, do!
Page 19
BABY BOUNCES:
Humpty Dumpty (traditional English)
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall!
All the king's horses and all the king's men
Couldn't put Humpty together again!
Humpty dumpty sat on a wall,
Humpty dumpty had a great fall;
Threescore men and threescore more,
Could not place Humpty as he was before.
When I was a little boy, I lived by myself,
And all the bread and cheese I got I put upon a shelf;
The rats and the mice, they made such a strife,
I was forced to go to London to buy me a wife.
The streets were so broad, and the lanes were so narrow,
I was forced to bring my wife home in a wheelbarrow;
The wheelbarrow broke, and my wife had a fall,
And down came the wheelbarrow, wife and all.
Hey Ho, Nobody Home (traditional English, arrangement © 2003 MaryLee Sunseri) Hey ho, nobody home!
Meat nor drink nor money have I none!
Still I will be happy! Hey ho, nobody home!
Hey diddle diddle, the cat and the fiddle,
The cow jumped over the moon!
The little dog laughed to see such sport
And the dish ran away with the spoon!
Little Miss Muffet sat on a tuffet,
Eating her curds and whey,
Along came a spider who sat down beside her
And frightened Miss Muffet away!
Page 11
Children’s rhymes have mistakenly been given the rap of stirring up politics when all
the while these rhymes and chants for chil-
dren were already in existence for several
hundred years before being used as political
parodies. The advantage of using a familiar
tune and rhyme to defame a royal fool is
obvious and safe. Who could find the au-
thor of something everyone already knows?
One of the most famous stories around a Mother Goose’ song involves “Ring Around
the Rosie” which is forever claimed to be a
song relating to the “Black Death” of 1347 and referencing the ring around
the dreaded pustules of small pox. Linguists believe the turn of the phrase and
melody more closely resemble the 1700’s not the 1300’s, and say there is no
connection to be made between the plague and the circle game every tyke
knows to this day.
There are certain characteristics of children’s songs that give them staying power. The melodies are simple with short note ranges. There is a steady
rhythm. Think of “Happy Birthday,” or “Twinkle, Twinkle Little Star,” or
“Row Your Boat.” Children’s songs must be easily “sing-able.” And in a time,
like the Renaissance, where songs were the most portable and ever-ready music
to be found, they must have been sung, repeatedly, ad nauseam, just the way
children like them!
Here follows a collection of: Tickles, Bounces, Lullabies, Finger-plays, Game Songs, Zipper Songs, Counting Songs, Dramas, Comedies, Double Entendres,
Spells, Chants, Riddles and Old Wives’ Tales for Faire Children to enjoy.
~Anon
Old Mother Goose
Old Mother Goose
When she wanted to wander
Would fly through the air
On a very fine gander.
Mother Goose had a house;
It stood in the wood
Where an owl at the door
As sentinel stood.
CIRCLE SONGS:
Early One Morning (new words © 2003 MaryLee Sunseri, music: traditional English) Early one morning just as the sun was rising,
I heard a maid singing in the valley below:
Come, make a ring with me! Come, sing and dance with me!
Turning and turning like seasons, round and round
Gay is the garland and fresh are the roses
I’ve culled from the garden to bind on thy brow!
Come, make a ring with me! Come, sing and dance with me!
Turning and turning like seasons, round and round
Ring a’Ring o’Rosies (traditional English from 1037AD)
Ring a ring o'rosies, a pocketful of posies
Ah-tishoo, ah-tishoo, we all fall down.
The King has sent his daughter to fetch a pail of water
Ah-tishoo, ah-tishoo, we all get up again.
The bird upon the steeple sits high above the people
Ah-tishoo, ah-tishoo we all fall down.
The cows are in the meadow, lying fast asleep
Ah-tishoo, ah-tishoo, we all get up again.
Fishes in the water, Fishes in the sea,
We all jump up, With a one, two three!
London Bridge Is Falling Down
London Bridge is falling down,
Falling down, Falling down.
London Bridge is falling down,
My fair lady.
Take a key and lock her up,
Lock her up, Lock her up.
Take a key and lock her up,
My fair lady.
How will we build it up,
BABY TICKLES:
This Little Pig (traditional English)
This little pig went to market, this little pig stayed home,
This little pig had roast beef, this little pig had none,
And this little pig cried wee, wee, wee, wee, wee!
All the way home!
Old MacDonald's Farm
Old MacDonald had a farm, ee-i--ee-i-o!
And on that farm he had a cow, ee-i-ee-i-o!
With a moo moo here and a moo moo there!
Here a moo there a moo!
Everywhere a moo moo!
Old MacDonald had a farm, ee-iee-i-o! *Zipper song: a song in which a word is replaced while the rest of the song lyrics remain the same.
The Farmer's Apple Tree (© 2003 MaryLee Sunseri, inspired by a song by Nancy Stewart) On the farmer's apple tree three red apples I can see!
Oh, good farmer, pluck for me one red apple off the tree!
Down-a-derry, derry! Down-a-derry, derry!
Down derry down, down, derry, derry down!
Sing A Song Of Sixpence (traditional English)
Sing a song of sixpence, a pocketful of rye!
Four and twenty blackbirds baked in a pie!
When the pie was opened, the birds began to sing!
Now, wasn't that a dainty dish to set before the king!
The king was in his counting house, counting all his money
The Queen was in the parlour eating bread and honey
The maid was in the garden hangin out the clothes
Along came a blackbird and nip’t off her nose!
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Ride A Cock Horse (traditional English)
Ride a cock horse to Banbury Cross
To see a fine lady upon a white horse!
Rings on her fingers and bells on her toes,
She shall have music wherever she goes! *old fashioned term for a rocking horse or hobby horse
Hey Ho The Rattle-O! (words © 2003 MaryLee Sunseri, music traditional Irish “Hey, Ho, The Rat-
tlin’ Bog!”) Hey, ho, the rattle-o! Shake it high! Shake it low!
Hey, ho, the rattle-o! Shake it high! Shake it low!
~ Jack be nimble! Jack be quick!
Jack jump over the candlestick!
~ Pease porridge hot-o! Pease porridge cold-o!
Pease porridge in the pot, nine days old-o!
~ Mistress Mary, quite contrary, how does your garden grow?
With silver bells and cockle shells
And pretty maids all in a row-o!
~ Jack Sprat could eat no fat, his wife could eat no lean-o,
So they lived together well and licked the platter clean-o!
Old King Cole (traditional English)
Old King Cole was a merry old soul
And a merry old soul was he!
He called for his pipe and he called for his bowl
And he called for his fiddlers three!
Every fiddler had a fine fiddle, and a very fine fiddle had he!
Tweedle dee, tweedle dee, tweedle dee, tweedle dee,
And a very fine fiddle had he!
Build it up, Build it up?
How will we build it up,
My fair lady?
Build it up with silver and gold,
Silver and gold, Silver and gold.
Build it up with silver and gold,
My fair lady.
Gold and silver I have none,
I have none, I have none.
Gold and silver I have none,
My fair lady.
Build it up with needles and pins,
Needles and pins, Needles and pins.
Build it up with needles and pins,
My fair lady.
Pins and needles bend and break,
Bend and break, Bend and break.
Pins and needles bend and break,
My fair lady.
Build it up with wood and clay,
Wood and clay, Wood and clay.
Build it up with wood and clay,
My fair lady.
Wood and clay will wash away,
Wash away, Wash away.
Wood and clay will wash away,
My fair lady.
Build it up with stone so strong,
Stone so strong, Stone so strong.
Build it up with stone so strong,
My fair lady. Page 13
Stone so strong will last so long,
Last so long, Last so long.
Stone so strong will last so long,
My fair lady.
DANCING SONGS
Do You Know The Muffin Man?
Do you know the Muffin Man,
The Muffin Man, the Muffin Man
Do you know the Muffin Man
Who lives on Drury Lane?
Yes, I know the Muffin Man
The Muffin Man, the Muffin Man
Yes, I know the Muffin Man
Who lives on Drury Lane.
One hand up…
Both hands up…
One foot up…
Both feet up…
Sit right down...
TAG RHYMES:
Little Robin Redbreast sat upon a tree,
Up went the Pussy-Cat, and down went he;
Down came Pussy-Cat, away Robin ran,
Says little Robin Redbreast-- “Catch me if you can.”
Little Robin Redbreast jumped upon a spade,
Pussy-Cat jumped after him, and then he was afraid.
Little Robin chirped and sung, and what did pussy say?
Pussy-Cat said, “Mew, mew mew,”-- and Robin flew away.
HIDE AND GO SEEK
All ye, All ye in come free!
COUNTING RHYMES:
One, Two--buckle my shoe;
Three, Four--open the door;
Five, Six--pick up sticks;
Seven, Eight--lay them straight;
Nine, Ten--a good fat hen.
Eleven, Twelve--I hope you're well;
Thirteen, Fourteen--draw the curtain;
Fifteen, Sixteen--the maid's in the kitchen;
Seventeen, Eighteen--she's in waiting.
Nineteen, Twenty--my stomach's empty.
Five Wild Dragons (words and music © 2003 MaryLee Sunseri)
There were five wild dragons living in a cave,
Breathing fire and letting out a roar!
One stompeth away and got stuck in the clay!
Then there were only four!
...three...two...one...no more!
Bah, Bah Black Sheep (Traditional English)
Bah, Bah, Black Sheep, have you any wool?
Yes, sir, yes, sir, three bags full
One for my master and one for my dame
And one for the little boy who lives in the lane.
Green Grow The Rushes-O! (traditional English, new lyrics © 2003 MaryLee Sunseri) I'll sing you one-o, green grow the rushes-o!
What is your one-o?
One is one and all alone and ever more shall be-o!
I'll sing you two-o, green grow the rushes-o!
What is your two-o?
Two, I will dance with you cloth-ed all in green-o!
One is one and all alone and ever more shall be-o!
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