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The link below will open the Song Wizard in a separate tab suitable for full screen viewing

YMCA – recorded in  1978 by The Village People – is the first full length song created for the Song Wizard. 

Check out teaching tips in the drop down menu below for suggestions of how to play this song. 

One thing to try would be to learn this song with the fantastic choreography found here.

Alternate which students Play and which students Dance!

Teaching Tips

YMCA is presented at its original performance tempo of 110 BPM. I would suggest slowing it down to at least 90 BPM when first starting out.

 

This song will use all the tubes in a standard One-Octave set of Boomwhackers, though like nearly all songs, some pitches are played significantly more often than others.

 

There is no perfect way to mix up the pitches to ensure that everyone gets an equal amount of notes to play.

 

Probably the easiest way to start is to divide the tubes up pairs of the interval of a fifth as follows:

  • C & G

  • D & A

  • E & B

  • F & HiC

 

Try other combinations – maybe even without pairing specific intervals – to see what works best with the flow of the music and the student’s abilities.

 

You can also choose to practice either just the Verse or just the Chorus by choosing those options from the drop down menu.

 

MUSICAL FORM

This piece is an excellent choice to explain musical form. An outline of this song’s form and components is below.

 

The song starts with an introduction with no vocals. The melodic material in the introduction is different than the rest of the song, and won’t be heard again until the conclusion of the piece (also called a Coda).

Then the structure of the song just alternates between the verse and the chorus. We call this an AB form, where A is the verse and B is the chorus.

More specifically, (if we ignore the introduction and coda) this form would be known as ABABAB1, because the last time the chorus is played, it is changed slightly and extended (hence B1).

We sometimes refer to this kind of extended ending of a song as the Outro. This word is contrived from the shortened form of ‘introduction’  – Intro – and serves a kind of opposite effect, to mark the ending of the song.

YMCA ends with the same melodic material as the introduction. Again, this reintroduction of melodic material from earlier in the song to conclude it is called a Coda.

If we are to include the introduction and coda into the analysis of the form, then we could say that the form is ABCBCBC1A, where A is the intro and Coda, B is the verse and C is the chorus.

Because of the particular arrangement of instrument sounds required for this song, you can’t change the accompaniment.

 

I hope in the future to add an option to change the style, so that you could play the song in different genres, like Bluegrass or Reggae.

 

Leave your suggestions and comments in the field at the bottom of the page!

Song Lyrics
Verse 1
Young man there’s no need to feel down
I said young man pick yourself off the ground
I said young man ’cause your in a new town
There’s no need to be unhappy
Young man there’s a place you can go
I said young man when you’re short on your dough
You can stay there and I’m sure you will find
Many ways to have a good time.
 
Chorus
It’s fun to stay at the Y.M.C.A.
It’s fun to stay at the Y.M.C.A.
They have everything For young men to enjoy.
You can hang out with all the boys.
It’s fun to stay at the Y.M.C.A.
It’s fun to stay at the Y.M.C.A.
You can get yourself clean
You can have a good meal
You can do whatever you feel.
 
Verse 2
Young man, Are you listening to me
I said, young man, what do you want to be
I said, young man, you can make real your dreams,
But you’ve got to know this one thing.
No man, does it all by himself
I said, young man, put your pride on the shelf
And just go there, to the Y.M.C.A.
I’m sure they can help you today
 
Chorus
It’s fun to stay at the Y.M.C.A.
It’s fun to stay at the Y.M.C.A.
They have everything for young men to enjoy.
You can hang out with all the boys.
It’s fun to stay at the Y.M.C.A.
It’s fun to stay at the Y.M.C.A.
You can get yourself clean
You can have a good meal
You can do whatever you feel.
 
Verse 3
Young Man, I was once in your shoes,
I said, I was down and out with the blues
I felt, no man cared if I were alive
I felt the whole world was so jive
That’s when someone came up to me
And said young man take a walk up the street
There’s a place there called the Y.M.C.A.
They can start you back on your way.
 
Chorus and Outro
It’s fun to stay at the Y.M.C.A.
It’s fun to stay at the Y.M.C.A.
They have everything For young men to enjoy.
You can hang out with all the boys.
Y.M.C.A.
It’s fun to stay at the Y.M.C.A.
It’s fun to stay at the Y.M.C.A.
Young man, Young man, there’s no need to feel down
Young man, Young man, pick yourself off the ground
Y.M.C.A.
Just go to the Y.M.C.A.
Young Man, Young Man, I was once in your shoes,
Young Man, Young Man, I was out with the blues
Y.M.C.A.
Y.M.C.A.
Y.M.C.A.
Y.M.C.A

Tutorial Categories

Archived Tutorials

Curricular Connections

The following tables outline the curricular connections that are addressed by principles presented in this tutorial.
In particular, it lists which Specific Learner Expectations (Concepts and Skills) are covered according to the
Alberta Curriculum for Elementary Music.

Those expectations that are addressed partially or indirectly rather than explicitly are displayed in italics.

To get the most from these tables, please visit the page explaining Whacky Wizards Curricular Connections.

Concepts

RhythmMelodyHarmonyFormExpression


1. Music can be organized into sections––alike or different.


2. A section may be repeated (verse, chorus).

3. Music is organized into phrases.

4. A whole piece of music may be comprised of a number of sections.

5. Sections may be identified by letters; e.g., AB, ABA, ABAB.

6. There may be an introduction, an interlude and an ending (coda).

Skills

Listening

Moving

Singing

Playing Instruments

Reading & Writing

Creating

10. Identify “like” and “unlike” patterns in music.

15. Choreograph and perform a contemporary dance form; e.g., in the style of videos, air bands.

11. Respond to phrases in music.

23. Identify introductions, interludes and codas in music.

Downloadable Resources

Find diagrams, notation, PDFs and other content from this tutorial. 
Click on the preview image to open in new tab, or the arrow to download directly.

Content

Preview

Download

Boomwhacker Array


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Fill in the form below, and I will contact you within one business day to complete the questionnaire.  Afterwards, I’ll set up an account for you to see everything the Whacky Wizards website currently has to offer. 

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No Musical Experience? No Problem!

Can’t tell a quarter note from a treble clef? Are sharp and flat just words you would use to describe a knife? You’re not alone.

In fact, Whacky Wizards was created to be used by people just like you. The program was researched and designed specifically for teachers who had been asked to teach music but who often:

  • Could not read music
  • Had no prior knowledge of musical theory
  • Were not comfortable singing or playing an instrument


After a 10-week trial period with the program, every one of these teachers said that their confidence and competence for music instruction had improved.

The best part is that even if you don’t need musical knowledge to use the program, there are plenty of opportunities to learn. The site features an amazing 5-part tutorial series called “How Music Works” which teaches the most essential elements of music in a way that is approachable and pragmatic. These ‘go-at-your-own-pace’ video lessons offer instruction on how to learn and apply these concepts while using the program.

What is Whacky Wizards?

Whacky Wizards is a program dedicated to help groups of all descriptions easily make music in a fun, interactive, and highly engaging way using Boomwhackers™ percussion tubes. The program has special features for educators, but can be used by any group wanting to have a great time making music. 

The site revolves around three custom apps which focus on different aspects of music making – The Song Wizard, The Rhythm Tutor, and The Whacky Looper.

The content of the site is presented in modules which feature different songs (using The Song Wizard) or rhythmic patterns (Using The Rhythm Tutor and The Whacky Looper). Each module contains tips and instructions for playing it’s featured music with your group, as well as instructional resources for teachers and those wanting to expand their musical knowledge.

Check out the Program In Action!

What is Whacky Wizards?

Whacky Wizards is a program dedicated to help groups of all descriptions easily make music in a fun, interactive, and highly engaging way using Boomwhackers™ percussion tubes. The program has special features for educators, but can be used by any group wanting to have a great time making music. 

The site revolves around three custom apps which focus on different aspects of music making – The Song Wizard, The Rhythm Tutor, and The Whacky Looper.

The content of the site is presented in modules which feature different songs (using The Song Wizard) or rhythmic patterns (Using The Rhythm Tutor and The Whacky Looper). Each module contains tips and instructions for playing it’s featured music with your group, as well as instructional resources for teachers and those wanting to expand their musical knowledge.

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