Many teachers use mostly folk songs in their music classes. However, they may also want to use at least some familiar material which middle school students can perceive as being more closely related to contemporary times.

The music in this collection has been chosen to address this need. Some songs in the "popular" category, of course, are - or are deliberately based on - earlier folk song styles. This collec-tion contains several favorites in this classification (Ashokan Farewell, Don't Fence Me In, The Lion Sleeps Tonight and Yellow Bird).

However, many American songs that we usually think of as folk materials were actually com-posed, and were considered to be in the genre of what we now refer to as "popular" songs. Over several decades, they became so much a part of our culture that the fact they were originally composed has been almost forgotten and they have come to "belong" to us all.

This phenomenon seems to be continuing into the present time with some songs currently in the "pop song" category. These songs have had such a long life, and have become so much a part of our lives, that they too, are in the process of almost becoming "folk songs" of our own era. Lean on Me and Stand By Me have been included in this collection because I consider them in this category.

In this set of arrangements, the instrumental accompaniments have been kept simple, but with average middle school-aged students in mind. The purpose is for students to have fun with these great songs they know and probably like, while applying their developing musical skills.

Feel free to substitute available instruments in the same register for any instruments you may not have. Consider using violas and/or cellos for the bass lines (with or without doubling the written Orff bass instruments parts). While stringed instruments blend best with Orff instru-ments, consider using orchestra or band instruments for some of the parts taking care that appropriate dynamic balance is maintained, The young players of these instruments will be pleased to contribute to the ensemble sound this way.

Practice the parts first with body percussion, then with the melody, before transferring the rhythm patterns to instruments. If a recording of a song is available, be sure to have students listen and practice patting the patterns along with it (Of course, the original keys may make singing or playing along impossible).

Once the students have learned an arrangement, you may want to add additional parts, or make the existing parts more challenging. For example, unpitched instrument parts have been kept to minimum, so feel free to add more if you and the students wish. You may also have students create and add more pitched patterns. In short, use the arrangements to suit your needs in any way you choose.

I have not yet mentioned one of the most important criteria for determining the contents of this book. I chose them because they all have a "history" of being special favorites of young people. I hope they will continue to live on as favorites of your students - and of you!

Have fun! Marilyn Copeland Davidson