Back to School · Elementary Music · Grades PreK–6
The first day of music class sets the tone for the entire year. Here's what actually works — songs and games that build community, establish expectations, and get every student singing and moving from the very first minute.
Why the first day matters so much
The first day of music class isn't just about getting through a period — it's about communicating, physically and musically, what music class is. Students learn the rules of the room not from a poster on the wall, but from what you actually do in the first 20 minutes.
If you start with a circle game, students learn that music class means sitting in a circle. If everyone is involved immediately — no one waiting, no one sitting out, no one doing a worksheet — students learn that music class means active participation. If the song is joyful and the game is compelling, students leave wanting to come back.
"The first day, I want every child's name sung by the class before they leave. It tells them: this is a place where you matter. That's what circle games do better than any icebreaker."
— Deborah Skydell Pasternack, The Singing ClassroomThe songs below are Deborah's recommendations for the first day — tested with real students across every grade level. They require no materials, no setup, and no prior knowledge of the song. Just a circle and a voice.
Songs by grade level
All of these are demonstrated on video by Deborah inside a Singing Classroom subscription. Click any song title to see the full teaching guide.
Youngest students need the simplest possible structure: a circle, a steady beat, and a song with something to do. Name games work especially well — every child hears their name sung by the whole class, which is a powerful first-day experience.
First and second graders are ready for games with a little more structure — partner interaction, simple rules, and a moment of individual performance. These songs work beautifully on day one because the game carries them even when the words are new.
Upper elementary students respond to games with a competitive element, a skill component, or genuine musical complexity. These songs don't feel babyish — they feel like actual music, and the games are genuinely engaging at this age.
Older students are often skeptical on the first day of music — they've had years of music class and come in with established expectations. These songs earn their engagement immediately because the game itself is compelling and the musical content is genuinely interesting.
Teaching strategy
A simple structure that works across every grade level.
Don't introduce yourself with a speech. Walk to the center of the circle, make eye contact, and start singing. Students figure out the circle quickly. Starting this way communicates — without saying a word — that this is an active space, not a lecture hall. The first song should be something you can demonstrate without explanation: chant it, show the motion, and let them join in.
No printed lyrics, no screen, no handout. Echo singing works perfectly for first-day songs: you sing a phrase, they echo it back. This models exactly how music class works — listening carefully, imitating accurately, building from small pieces to the whole. By the time they know the song, they've already had their first music class lesson.
Don't try to teach the song and the game simultaneously on day one. Get the melody and words into their bodies first. Then introduce the game — briefly, physically, not with a long explanation. Start the game. Adjust as you go. Most circle games are self-correcting: students figure out the rules through the playing of them.
The goal on day one is for every student to leave wanting more. Stop the game while it's still good — before the energy drops, before anyone gets frustrated. "We'll play this again next time" is the most powerful thing you can say on the first day of music class. It gives them a reason to look forward to coming back.
What teachers say
"I used to spend the first day going over rules. Now I start singing the moment students walk in the door. By the end of the period they've learned a circle game, sung each other's names, and understood exactly what music class is going to be. It's a completely different first day."
"Doggy Doggy Diamond on the first day of kindergarten. Every single time. The guessing element keeps them riveted, the solo singing moment builds confidence, and every child hears the class sing their name. I've never had a better first-day activity."
"5th graders come in skeptical every year. I start with Sarasponda — they think it's going to be easy, and then it gets fast, and then they're completely hooked and begging to keep going. First-day problem solved."
Common questions
Many experienced music teachers avoid a rules speech entirely. The philosophy is that students learn the rules of music class by experiencing music class — not by hearing a list. If you start in a circle, singing, with everyone participating, students learn what the space is for. That said, some teachers do a brief rules discussion mid-period once students are already engaged and the tone is set. What almost never works is leading with rules before students have had a positive experience in the room.
That's ideal. Students who already know a circle game can model it for newer students — which gives them a role of responsibility and lets you focus on bringing in the students who don't know it yet. Many of the songs recommended here work across multiple grade levels specifically because they're rewarding to revisit. A 4th grader who played Lemonade Crunchy Ice in 2nd grade plays it differently — faster, more confidently, with better musical instincts. The game grows with them.
Some students need to watch before they join — and that's fine. A circle game is visible from the outside, so students can understand it without being in it. The goal is to make participation irresistible, not mandatory. Most reluctant students join within a few minutes once they see the game is genuinely fun. Don't draw attention to non-participants on the first day; just keep the game going and let the activity do the work.
Usually one, maybe two. It's far better to teach one song thoroughly — song, game, musical discussion — than to rush through three songs superficially. If you finish one song and have time left, you can either go deeper with variations and extensions, or introduce a simple second song. But the measure of a good first day isn't how many songs you covered; it's how the students feel when they leave.
Every song on this page is demonstrated by Deborah inside a Singing Classroom subscription — with the full game, teaching notes, and sheet music. Walk into Monday's first class knowing exactly what you're doing.
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Keep exploring
More songs and activities for the first weeks of school — across every grade level.
See the collection →The complete kindergarten song library — circle games, fingerplays, cumulative songs, and more.
See kindergarten songs →The full singing games collection — every game demonstrated on video with full teaching notes.
See all singing games →