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 W a r d P r i m a r yM u s i c L e a d e r
 
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The handbook says,
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Primaryleaders, teachers, and children should strive to create areverent atmosphere.
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Keepthis in mind, but alsoremember that you can have fun and still be reverent.
Don’t feel like you have to race to teachthe Sacrament Meeting Presentation songsat the first of the year. Teach them as yougo through the themes, as suggested by theCSMP outline. Savor the meanings of thesongs. Help the children understand thewords so they can remember the messageswhen they need them. We want thechildren to recognize when they feel theSpirit. Don’t forget to use songs theyalready know to reinforce concepts. We areteaching the gospel, not a list of songs.
 
"Music is of enormous importance in our worship services. I believe thatthose who choose, conduct, present, and accompany the music may influencethe spirit of reverence in our meeting more than a speaker does. God blessthem." Boyd K. Packer, October 1991, General Conference.
Music in Primary
Remember to Follow the Handbook! Follow the Handbook! Follow the Handbook! Don’t goastray. Follow the Handbook! Follow the Handbook! Follow the Handbook! It knows the way!“Music in Primary should create a reverent atmosphere,teach the gospel, and help children feel the Spirit of theLord and the joy that comes through singing. TheChildren's Songbook is the basic resource for Primarymusic. Hymns from the hymnbook and songs from theFriend are also appropriate. Occasionally, patriotic orholiday songs that are suitable for Sunday and for thechildren's ages are also appropriate. The use of anyother music in Primary should be approved by localpriesthood leaders.”
(Handbook of Instructions, Book 2 Section 5, p. 236)
“In selecting music... music leaders consider the feeling they want the songs to create. Theychoose songs that are familiar to the children...They also recognize birthdays and baptisms byhaving the children sing an appropriate song.”
(Handbook of Instructions, Book 2 Section 5, p. 236)
 
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Children and adults retain:10% of information told to them40% when a story is added60% when a picture is added90% when a song is added.
Visual Aids
Keep the visual aids clean looking and easy to follow.While visual teaching helps keep the attention of thechildren, it can remain simple and it does not requireartistry. Be sure that your visuals do not confusemessage of the song.Make sure that the visual aids you use are in harmonywith gospel teachings. A good idea is to use picturesfrom: The Gospel Art Kit, The Friend (Ensign, Liahona,or The New Era), Primary manuals, and/or fromwww.lds.org/newsroom. The pictures contained atthese places are all approved by Church Headquarters.
Teaching a Song to Children
Children learn to sing a song by hearing it sung many times. Involve the children by askingquestions about the song that will challenge their thinking. A leader should keep two steps inmind when teaching a song to children:1.
Know the song.
Before you can teach a songeffectively, you must know the song yourself.Become familiar with the words and melody.Notice parts that will make the song easier ormore difficult to learn. Ask yourself how youmight use the scripture references at the end ofthe song when teaching it. Look for keywords,rhyming words, and hard to understand words.2.
Make a plan.
Ask yourself:a.
 
How can I capture the children's attention? (Perhaps with an object, a picture, ascripture, an experience, or simply a whisper.)b.
 
What questions can I ask that will encourage the children to listen to the song?(Ask questions that help the children understand the gospel message— for example,What? Where? Who? When? Why? State the questions in such a way thatchildren can discover the answer as you sing the song.)c.
 
How can I encourage the children to sing the song? (Invite the children to sing thephrases that answer the questions. Vary the tempo and the volume to add meaning.
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