The purpose of this songbook is to teach the gospel of Jesus Christ through music.
HOW TO TEACH THE CHILDREN A SONG
Children learn to sing a song by listening to it many times. Start teaching the children a song by singing it to them. Engage the kids by asking questions about the song that makes them think.
Make sure you know the song yourself. Learn the words and melody by playing the song on the piano, listening to a tape recording or asking someone for help to sing or play it for you. Decide what message is in the words.
Think about how you could use any scriptural references at the end of the song as you prepare or teach the song. Try to find keywords, words that rhyme and words that children may not understand or do not know how to pronounce. Notice the pattern in the melody or rhythm, which makes the song easier to learn. Practice the song over and over again until you know it properly. For a music production service Best Music Production Company
Make a plan.
Capture children’s attention – perhaps through an object, a picture, a scripture, an experience or simply a whisper.
Invite the children to listen to the song. Ask questions that help children understand the message. Ask in such a way that the children come up with the answer when you sing the song.
Ask the children to sing the beats that answer the questions. Vary the tempo and strength to make the meaning clearer. Ask the children to listen as they sing without accompaniment. Expect the kids to sit properly and watch you closely.
Bear your own testimony or read testimony from the scriptures.
HOW TO VARY THE SONG
Use the suggested alternative words that may make the songs more appropriate for special occasions.
Learn songs with the suggested movements, or let the kids help you improvise movements where suggested.
Have small groups sing different parts of the song or different verses.
Use songs with two parts, which you sing together.
Make a potpourri of two or more songs with similar messages.
Have a child sing solo or ask a group of children to sing together as a choir.
Have the children hum or sing several verses as a prelude.
HOW TO LEAD A SONG
Through your enthusiasm, preparation, and testimony, you strengthen the children’s testimony of the gospel.
When the kids start learning a song, you help them find the tune by showing how the tune goes up and down. You can also move the hand a little back and forth to show how long the tones should be. In this way, you show both rhythm and melody.
Once the children have learned the song, you may want to use the usual rhythm patterns on the next page or a combination of these and the newly described way of displaying the melody.
HOW TO PLAY OR ACCOMPANY
The way a song is played affects the children’s way of singing. The votes must be supported, but not voted on. Many of the songs in this book, such as the prayer songs, fit as a prelude or post-audio and help to create a reverent feeling or spirit. If you, as a prelude, play the songs that the children will learn, they learn the melody more easily.
NOTKOPIERING
Songs with the mark (year) LDS at the end of the song, songs without note of copyright, all illustrations and general text in this book may be copied for non-commercial use in the church or home. Songs with the text: “This song may be copied for temporary, non-commercial use in the church or home” may be copied for such use. If a song has a copyright mark, it must be included in every copy made.
Many of the songs have copyright restrictions and may not be copied.
VARIOUS DESCRIPTIONS IN THE SONGS
tempo Designations
The tempo notes in the upper left corner of each song are a guide to the tempo. Pace marking = 56-72 means, for example, that it is OK to sing the song at between 56 and 72 beats per minute (one-quarter note per beat). Use a clock with a second hand, which shows 60 seconds per minute.
foreplay Brackets Beginning introduction ending
Semi-staples, indicating a suitable prelude, is located above the melody line, if the song does not have a printed prelude.
FINGERING
Numbers for fingering are usually to the left of, and just below, the notes. The finger replacement shows the original position of the hands-on the piano, but also how to move your fingers and how to play difficult sections.
Fingering markings
EXPLANATION OF SYMBOLS AND EXPRESSIONS
Bass clef
The bass system with bass (F-key) generally indicates the accompaniment for the left hand, below the center C of the piano.
Treble clef
The scoring system with treble clef (G-keyboard) generally indicates the melody and right-hand accompaniment, above the middle C of the piano.
Time signature
The rhythm statement is at the beginning of each song. The upper digit shows the number of strokes at each beat. The lower figure shows what kind of note gets a beat.
Natural sign
The reset sign cancels a cross or a b.
Triplet
The three notes in a trio are played at a time. (See “My light may be small is,” p. 96.)
8va
8va above the top note system means that you play the notes one octave higher.
Fermata
In the case of a firm, the note is retained longer, usually at least half the value of the note.
Accents
Accent signs indicate that the notes or chords should be emphasized in particular.
staccato
A staccato note above or below a note indicates that the pianist must play this note quickly and decisively.
Slur
A bow tie shows that two notes are sung on the same syllable.
Repeat bars
Music between repeat characters is played twice. If there is only one replay sign, you start over.
tie
An arc (between two notes at the same pitch) indicates that you should play or sing the note once and then keep it out even below the other note’s tempo value. Sometimes notes are bound in one verse in one song, but not in another verse.
Crescendo
A crescendo means that the music increases in strength.
decrescendo
A decrescendo means that the music becomes weaker.
More than one ending
Some songs have more than one ending. The first time you sing the song you go to the beat of the first ending. After the replay, you skip the first end and go to the second.
Fine
This means “final”.
DC already fine
Da capo al fine states that you should start from the beginning and play until the word fine.
DS already fine
Dal segno al fine indicates that you should go back to the sign Dal segno al fine and play to the word fine.
rite
Ritardando means gradual slowing down. (See “He Sent His Son,” p. 20.)
and pace
This means returning to the original tempo.
conform
A voice can be sung, and sometimes has its own words, or played on any instrument. There may also be some (often two) tones sung during the song. (See “Immediately I Sounds,” p. 71.)
cannon
One group starts to sing and other groups follow the numbers. Try singing canon without accompaniment. The harmony of voices acts as accompaniment.
songs in two parts
These songs have two tunes, which can be sung simultaneously.
Phrase market
A phrasing arc indicates that the notes belong together or should be played evenly.
Rolled effect
This sign shows that you play the notes one at a time, from below, instead of striking the chord at the same time. It gives a resin-like effect.
