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We love this experience so much because there is a built-in rhythm in the song of spelling out the word 'family,' and because the main message of this song is "I'm so glad you're in my family!" This is a great experience to use during this time of the year with Thanksgiving and holidays coming up next month.  We touch on multiple developmental goal areas in this experience, such as cognition, language/communication, gross motor development and cultivating social/emotional skills.  By encouraging our kiddos to clap out a rhythm focusing on a specific word (i.e. 'family'), we're working on memory recall, counting, sequencing, lyric anticipation, crossing the median, hand-eye coordination, and visual and auditory letter recognition, while also using this song experience as a self regulation tool (due to the high gross motor impact and repetition) to continue to help the student achieve success.

"Vegetable Soup" is adapted from Debbie Burkman's "Chicken Soup for Shabbat"


In our rendition, we incorporate animations on the screen to create a more interactive experience while viewing in sessions, home or school. We also encourage our kiddos to engage in the gross motor task of "stirring" the pot of soup. Speaking from experience, it is a workout and will increase flexibility, balance, crossing the midline, and hand eye coordination. We also encourage vocalization by inviting our friends to sing along to the melody on a neutral syllable (in this case, "doo-doo-doo") and along to the consistent and repetitive lyrics, with the goal area of increased speech/language in mind (i.e. working to form the specific consonant/vowel shape, matching pitch, recognizing/following cadence, etc).


"Who's Behind the Mask?" by the BenAnna Band


Throughout the song, there are myriad opportunities for personal creative expression through movement and vocalization, especially during the monosyllabic, high-energy chorus section, legitimized through multiple repetitions. The clinical goal areas of this song also include the reinforcement/increase of cognitive skills such as color and shape recognition, autonomous body recognition/awareness, and following verbal/visual movement prompts.


Outside of the cognitive, expressive, and motor functioning goal aspects of this song experience, we are also seeking to provide an inclusive and diverse communal experience for children, who may recognize the “classroom-like” or “playground-like” on-screen environment provided by their peers (other children) dancing, inviting them to join in the experience. This camaraderie is further reinforced by the individual diversity of the children in the video, which features both typically-abled/neurotypical children and children with developmental differences.

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