User:Bpena
From Song Child
WELCOME ONE AND ALL TO MY SONGCHILD PROJECT!!!
Statement of intent
I choose to create a song on bullies because this is a growing issue in the schools and classrooms all over North America. The purpose of this is to teach children that we are all different and these differences are what makes us special and individually unique. As educators we need to facilitate children's level of comprehension by demonstrating to them that the world would be so bland if we were all the same and that being different is not a bad thing. If we can teach children about empathy and compassion for one another as educators we make an impact and change for those children's views on life and hopefully when they grow up one day they will be able to stand up to the larger bullies of life. The lyrics and sound of this song are original. I composed the lyrics and the beat, sequence, and change of voice was done in collaboration with my brother in-law, who enjoys making music and beats on his free time. I hope you guys enjoy this and are able to take something back to your own professional and personal lives. In doing the SongChild I thought that it was extremely beneficial for me to learn how to use technology for meaningful learning. This project allowed for me to experiment, be creative and original as well as provide resources for others who take a peek at my page. I think SongChild would be beneficial for the classroom as children and the teachers can make songs and use Songchild to display their work and share with others. This is also great ego and self esteem boast as they are able to hear and see the results of working together as a community.
Lyrics in English
Bully can't you see, you are hurting me
I am up to here! I need to be free.
(Chorus 2x)
You think I'm a squirt
Do you treat me like dirt
Don't tease me, Don't hurt me I
like my face and shirt
sticks and stones may break my bones
Your words of hate I won't recriminate
Give me peace with dignity
your respect should be a guarantee
I am who I am
To you it's not so cool
Bully here's a secret
Bullies never rule!
(Chorus 2X)
When you act like a bully
you sound like a fooly
Don't come to schooly
and think you can ruly
We're all a little different
short or tall
big or thin
Huge or small
girl of boy, whatever grade you're in
Religion, creed or colour of skin
(Chorus 3x)
Lyrics in Spanish
Bully no puedes ver que me causas dano ya estoy asta qui
demando libertad
(verse)(2x)
Tu piensas que no valgo nada
entonces me tratas como aquejo
No te vurles de mi, no me agas mas suffreier
Yo me quiero asi, asi como soy
Tus golpes podran doler y moretiar mi cuerpo
pero tus insultos causan mas dano y eso no te lo recrimino
Dame me pas con dignidad
El respeto que demando de ve ser garantisado
Yo soy como soy
para usted no es nada special
bully te cuento un sercreto
Bullies nunca donaran
(verse 2X)
Quando tu actuas como un bully
tu suenas como un fooly
No vengas a la escula y pensas que pude ruly
Somos todos differentes
pequienos o altos
grandes o chiqitos
gordos o flacaitios
Nino o Nina, en el grada que estes
Religion o colour de piel
todas nuestras differencias
eso es lo que nos ace especial
(verse 3x)
Contents |
Audio Version of the Song "Bullies Never Rule"
- Bullies Never Rule JUST A CLICK AWAY FROM THE SONG!! ENJOY
Animated Music Video to the Song "Bullies Never Rule"
Teaching and Learning Resources
Children's books on empathy and Professional Resources
Picture Books
Browne, A. (1991). Willy and Hugh. Toronto, ON: Douglas & McIntyre.
Lalli, J. (1996). Make someone smile and 40 more ways to be a peaceful person. Minneapolis, MN: Free Spirit Publishing.
McIntosh, P. (2005). The remarkable Maria. Edmonton, AB: Maggie & Pierrot-A Children’s Book Publisher.
Parr, T. (2001). It’s okay to be different. Boston: Little, Brown and Company.
Polacco, P. (2001). Mr. Lincoln’s way. New York: Philomel Books.
Polacco, P. (1998). Thank you Mr. Falker. New York: Philomel Books.
Sadu, I. (1992). Name calling. Toronto, ON: Well Versed Publications.
Seskin, S. & Shamblin, A. (2002). Don’t laugh at me. Berkeley, CA: Tricycle Press.
Scholes, K. (1989). Peace begins with you. San Francisco: A Sierra Club Book.
Professional Resources
Aikins, A. M. (2004). Racism: deal with it before it gets under your skin. Toronto, ON: James Lorimer & Company Ltd., Publishers.
Coloroso, B. (2007). Extraordinary Evil. Toronto, ON: Viking Canada.
Coloroso, B. (2005). Just because it’s not wrong doesn’t make it right. Toronto, ON: Viking Canada.
Coloroso, B. (1995). Kids are worth it! Toronto, ON: Somerville House
Coloroso, B. (2002). The bully, the bullied, and the bystander. Toronto, ON: HarperCollins.
Garbarino, J., & deLara, E. (2002). And words can hurt forever. New York: The Free Press
Garrity, C., Jens, K., Porter, W., Sager, N., & Short-Camilli, N. (2000). Bully Proofing Your School (2nd Ed). Longmont, Colorado: Sopris West
Gordon, M. (2005/2007). Roots of empathy: Changing the world child by child. Toronto, ON: Thomas Allen Publishers.
Levin, D. E., & Carlsson-Paige, N. (2006).The war-play dilemma. (2nd Ed.) New York: Teachers College Press.
Messier, M. (2004). Competition: deal with it from start to finish. Toronto, ON: James Lorimer & Company Ltd., Publishers.
Porter, H. C. (2006). The bully and me. Stories that break the cycle of torment. Kelowna, BC: Northstone.
Slavens, E. (2004). Bullying: Deal with it before push comes to shove. Toronto, ON: James Lorimer & Company Ltd., Publishers.
Van Gurp, H. (2002). The peaceful school. Models that work. Winnipeg, MB: Portage and Main Press.
DVD
Glazier, L. (2004). It’s a girl’s world: A documentary about bullying. National Film Board of Canada.
Activities for "Bullies Never Rule"
•Age group kindergarten to Grade three depending on the complexity and level of children
•Children can create a puppet show or do a reenactment through role playing demonstrating actions of the song. This is open ended so it is the child's choice as to how they choose to portray this.
•Make an Ant-bullies poster as a group in the classroom and put it out for display
•Assign children weekly to peacemaker roles in the play ground who can help children with bulling issue or problem solving.
•Create a Dance to this song and preform it for other classes or if possible the school
•Make an Art painting portraying children's feeling. The feeling can be derived from children's suggestions of bulling scenarios. For example; My friend kept on poking me and poking me and I got really angry and turned around and hit him. Now the teacher would ask how could you show this is a painting?
Other Activities on Stopping Bullying in the Classroom and School
•The age range for these activities can be from Kindergarten to grade three depending on how simple or complex the activity is presented
•They can read the book "A box of crayons" by Shane Derolf and follow through a general discussion of how bland the world would be if we were all the same colour. Then ask children to draw a picture using only one crayon, after ask children to draw a picture using as many crayons as they like. Then ask children which picture did they enjoy the most and why? the direction should be towards using as many crayons because the picture is more colourful and alive.
•Check out Elmer the safety elephant at www.elmer.ca for resources
•Conduct tableau scenes for bulling in groups of three. One child is the Victim another is a bystander and the other is the bully. After the tableau engage in a group discussion on each character feels, what they are possibly thinking and what could have lead for each child to be caught in this scenario.
•Read the book "Jungle Bullies" by Steven Kroll use puppets with younger children to portray the book, then have a group discussion and talk about preventative measures for dealing with bullies.
•As a class organize a day for an Anti- bullying Campaign- Students can do a march throughout the school promoting Students against bullies
•As a Class create a Class code of conduct on routines, behaviour, and issues around bullying. •Another useful resource www.teachingtolerance.org
Assessment ideas
•Assessments suggestions are for grades one to three
•To encourage children to do self evaluate themselves and how well they work with others, teachers can create an evaluation sheet that looks somewhat like this.
GROUP EVALUATION
1. We all got along in our group sad face :( mediocre face :| happy face :)
2. Everyone was prepared
3. We all participated
4. We all had fun
- CIRCLE THE FACE THAT APPLIES TO HOW YOU FEEL FOR EACH QUESTION
•This provides children with a sense of control on how they will be evaluated when working in group activities. This is specifically recommended for empathy building lessons and for bulling issues activities because to promote peace and compassion children will need to be working together and in working together they will be practicing proper social skills. This kind of evaluation will give the teacher an inside look as to how children feel about working with others, if they can actually handle the task, if there are issues of egocentrisim, etc. Overall providing children with an evaluation tool for communal activities like tableau, role playing, etc. is a great way for providing children with a heighten sense of ownership over their learning.
References
[1] google.com Retrieved on 2008-03-18.
Jonassen, D., Howland, J., Marra, R., and Crismond, D. (2008). Meaningful Learning with Technology. Toronto: Pearson Educational.
