CHRISTMAS MACARENA
Joy to the world
(repeats)
Dale a tu cuerpo alegria Macarena
Que tu cuerpo es pa' darle alegria y cosa buena
Dale a tu cuerpo alegria, Macarena
Heeeeey Macarena
AAAhAA!
(repeats)
Joy to the world
(repeats)
Oh, jingle bells, jingle bells
Jingle all the way
Oh, what fun it is to ride
In a one horse open sleigh
Jingle bells, jingle bells
Jingle all the way
Oh, what fun it is to ride
In a one horse open sleigh
Dale a tu cuerpo alegria Macarena
Que tu cuerpo es pa' darle alegria y cosa buena
Dale a tu cuerpo alegria, Macarena
Heeeeey Macarena
AAAhAA!
(repeats)
Rudolph, the red-nosed reindeer
Had a very shiny nose.
And if you ever saw him
You would even say it glows
"Rudolph, with your nose so bright
Won't you guide my sleigh tonight?"
Dale a tu cuerpo alegria Macarena
Que tu cuerpo es pa' darle alegria y cosa buena
Dale a tu cuerpo alegria, Macarena
Heeeeey Macarena
AAAhAA!
(repeats)
I'm dreaming of a white Christmas
With every Christmas card I write
May your days be merry and bright
And may all your Christmases be white
Joy to the world
(repeats)
Dale a tu cuerpo alegria Macarena
Que tu cuerpo es pa' darle alegria y cosa buena
Dale a tu cuerpo alegria, Macarena
Heeeeey Macarena
AAAhAA!
(repeats)
DANCE LESSON IDEAS
Taken from:
NAME OF ACTIVITY
Performing Locomotor skills with the
Christmas Macarena (December 2012)
PURPOSE OF ACTIVITY
To challenge children to perform the hand movements
of the Macarena while executing various locomotor
skills as called out by the teacher.
SUGGESTED GRADE LEVEL
K-5
RECOMMENDED MUSIC
Christmas Macarena from the
Radio Disney Holiday Jams CD
BEGINNING DANCE INFORMATION
The dance is performed in a scatter formation.
(Caution the members of the class to remember to
respect other classmates' personal space.)
DESCRIPTION OF THE IDEA
Step #1
If the students have learned the Macarena
quickly review the following steps
Counts/Hand movements:
1 & R hand out with palm down
2 & L hand out with palm down
3 & R hand out with palm up
4 & L hand out with palm up
5 & R hand crosses chest and touches L shoulder
6 & L hand crosses chest and touches R shoulder
7 & R hand is placed behind R ear
8 & L hand is placed behind L ear
1 &. R hand crosses front of body and touches L pelvic bone
2 & L hand crosses front of body and touches R pelvic bone
3 & R hand is placed on back of R hip
4 & L hand is placed on back of L hip
5-8 Wiggle, wiggle.
Clap on 8
After these steps have been reviewed
ask the class to walk one step with each
hand movement.
Then ask them to walk backwards
with each movement.
The members of the class can
jump with each movement,
hop on the R or L leg,
slide or leap with each movement.
It is sometimes a challenge to skip or
gallop and stay with the rhythm of the
song and continue to do the correct
hand movements.
Teachers can call out the next
locomotor skill to use during the
"wiggle" counts.
ASSESSMENT IDEAS
Assessment can be based on
2 & L hand out with palm down
3 & R hand out with palm up
4 & L hand out with palm up
5 & R hand crosses chest and touches L shoulder
6 & L hand crosses chest and touches R shoulder
7 & R hand is placed behind R ear
8 & L hand is placed behind L ear
1 &. R hand crosses front of body and touches L pelvic bone
2 & L hand crosses front of body and touches R pelvic bone
3 & R hand is placed on back of R hip
4 & L hand is placed on back of L hip
5-8 Wiggle, wiggle.
Clap on 8
After these steps have been reviewed
ask the class to walk one step with each
hand movement.
Then ask them to walk backwards
with each movement.
The members of the class can
jump with each movement,
hop on the R or L leg,
slide or leap with each movement.
It is sometimes a challenge to skip or
gallop and stay with the rhythm of the
song and continue to do the correct
hand movements.
Teachers can call out the next
locomotor skill to use during the
"wiggle" counts.
ASSESSMENT IDEAS
Assessment can be based on
knowledge of locomotor movements, i.e.:
1. Do students know how to execute
the locomotor skill that is called out?
2. Do they know the difference between
a jump and a hop or a skip and a gallop?
3. Also, through observation can the
students execute the routine, perform
the locomotor skill and stay with the
rhythm of the song?
ADAPTIONS FOR STUDENTS
WITH DISABILITIES
Children with cognitive disabilities can
perform the first eight counts of the arm
movements portion more slowly -- taking
16 counts to finish, then wiggle and clap.
Students in wheelchairs can do the arm
1. Do students know how to execute
the locomotor skill that is called out?
2. Do they know the difference between
a jump and a hop or a skip and a gallop?
3. Also, through observation can the
students execute the routine, perform
the locomotor skill and stay with the
rhythm of the song?
ADAPTIONS FOR STUDENTS
WITH DISABILITIES
Children with cognitive disabilities can
perform the first eight counts of the arm
movements portion more slowly -- taking
16 counts to finish, then wiggle and clap.
Students in wheelchairs can do the arm
movements one time through and then
the next time through use different
techniques to push their chair:
1. Short, choppy movements for jumps.
2. Forward or backward pushes.
3. Use only R or L arm when hops are called, etc.