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Lyrics &
Teaching Tips
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-BACK-
40-50 Second MP3
Sound Clips
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IMPORTANT NOTICE:
This version
of Smart Songs 1 is NEW
and has been revised and re-released. If you are holding an
older version with a UPC bar code
698731-00008-8,
click on this link for the correct lyrics.
Smart Songs 1
Lyrics for
Music CD
UPC Code:
698731-00049-1"Best
Educational" Children's Music Web Awards 2003.
1. Clap One to the Left
2. Eight Big Planets
3. Plant a Seed
4. Insect Acts
5. There are 12 Months a Year
6. Days of the Week
7. Yesterday, Today & Tomorrow
8. Four Seasons
9. There are 5 Senses
10. Up and Down Our Bodies
11. Off
to the Doctor
12.
AEIOU
(long vowels)
13. I Spy (shapes)
14. Transportation
15. Don’t Talk to Strangers
16. To Cross a Street
17. If There is a Fire
18. Number Chants (from 1-10)
19.
I
Know Spanish (numbers)
20.
A Counting We Will Go (From 1-100)
21.
Make Up a Story (About a Boy) 3:09
Approx. running time: 37 min.
© 2010 Russ InVision. All Rights
Reserved
Any public performance, unauthorized duplication or commercial
exhibition is strictly prohibited and is in violation of
applicable laws.
If you have
any additional questions, please feel free to contact
us.
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1.
Clap One to the Left
This song helps emphasize concepts such
as right, left, front, back, up, and low, as the children
are directed to clap in a specific location or direction.
It teaches rhythm as children learn to speed up or slow
down in order to fit a number of claps (1-4) into a given
space of time. The correct rhythm is provided by knocks
and ticks. Young children will be challenged to count the
correct number of claps. Your goal with them is simply to
get them to clap in response. Don’t try to get them to
clap a number of times or in any specific direction. A
slower version "Clap 1 Far Out" can be found on "Smart
Songs for Kids 2".
You'd
better listen
and clap where I tell you
Clap
1 To the left <Clap>
4 to the right <Clap Clap Clap Clap>
2 to the front <Clap Clap>
3
to the back <Clap Clap Clap>
2 to the right
<Clap Clap>
1 up top <Clap>
3 down low <Clap Clap Clap>
Once again
Now here we go.
Clap 2 To the right
3 to the front
1 to the left
2 to the back
4 way up
2 down low
4 to the left
Once again
Now here we go.
Clap 3 To the front
1 To the right
2 To the left
4 To the back
3 To the left
1 up top
2 down low
And
the song ends
Just like so
_____________________________________
2.
Eight Big Planets
The 9
big planets in orbit around the sun have now officially
become 8 big planets orbiting the sun. Science is
forever changing as the scientific community discovers
new and exciting things. Though this song sings about 9
planets and includes Pluto, in 2006, Pluto was reclassified as a dwarf planet by the
International Astronomical Union
because it is not big enough to dominate its orbit.
Please inform your students about this update. Here is a
fun shadow
activity to explore the rise and set of the sun.
There
are 8 big planets
Going around the Sun
Mercury and Venus
And some bigger ones
We live on planet Earth
And farther back is Mars
Out there with the stars
Jupiter’s the biggest
Saturn has some rings
Uranus & Neptune
Out there orbiting
With smaller planets
Oh so very far
Out there with the stars
There
are 8 big planets
Going around the Sun
Mercury and Venus
And much bigger ones
We live on planet Earth
And farther back is Mars
Out there with the stars
Jupiter’s the biggest
Saturn has some rings
Uranus & Neptune
Out there orbiting
With comets, moons,
and objects very far
Out there with the stars
Out there with the stars
3.
Plant a Seed
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Types of plants:
trees, plants, bush, flowers, grass,
plants, vines, weeds, seaweed, cactus, tropical, edibles fruits and
vegetables, inedible berries, etc. |
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Related words
and terms: Root, blooms, blossom, wilt, leaves, flower,
needles, burrs, cones, branches, thorns, catches
insects, grows
toward the sun, grows under water, grows in the desert, etc.
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Activities:
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Place a bean in a small jar or Ziplock
sandwich back along the side where it can be observed, insert a moist
paper towel. Place it in the sunlight. Keep the towel moist, and
watch it grow. Baby food jars work well, but any jar will do. Once the bean
sprouts, you can replant it in a pot and soil. |
| Use two different beans
or seeds. Cover one so that it doesn't get sunlight, and
leave the other out in the sun. Show the kids how sun
affects a plant's growth. |
| Build a paper garden using
Template 12. |
Plant
a seed
and a flower may grow
or a tree
from the dirt
up
they go
In
the sun
Water well
and you know
Plant
a seed, and a flower may grow.
Plant
a seed
and a flower may grow
or a tree
home to birdies
you know
And its leaves
in
the wind
they will blow
Plant
a seed, and a flower may grow.
I'm
a seed
to the sky I will grow
I'm a tree
home to birdies, you know
I have leaves
in the wind
I will blow
I'm a seed. To the sky
I will grow.
I'm a seed. To the sky I will grow.
4.
Insect Acts
Imitate the way insects move and the different
characteristics of bugs: crawl, fly, bite, sting (flick
fingers), many legs (wiggly fingers). For an easy
thumb art pattern click on Template 24.
Let's
see what you know
about insects or bugs.
Some
bugs crawl down on the ground
On the ground, On the ground
Some bugs crawl down on the ground
Which bugs crawl down on the ground?
(beetles, ants, roaches, spiders,
caterpillars, etc)
Others
like to fly around
fly around, fly around
Others like to fly around
Which bugs like to fly around?
(bees, butterfly, moths, wasps, fly,
ladybugs, dragonflies, mosquitoes, etc.)
Some
bugs might just bite on you
Bite on you, Bite on you
Some bugs might just bite on you
Which bugs might just bite on you?
(mosquitoes, flies, ants, fleas, etc.)
Others
might just sting you too
Sting you too, sting you too
Others might just sting you too
Which bugs might just sting you too?
(bumble bees, wasps, hornets, yellow
jackets, etc.)
Some
bugs have so many legs
Many legs, many legs
Some bugs have so many legs
Which bugs have so many legs?
(caterpillar, spider, ants, etc.)
5.
There are 12 Months a Year
Start off each week with this song and show the kids which
month/week/day today is on a calendar. At the beginning of
each month, discuss and mark the important days of the month
(holidays, birthdays, special events, etc.) Have the children
count the number of days in the current month, and even the
number of months until the end of the year, or until the next special
occasion.
There
are 12
Month’s a year
Shout them like a cheer
In groups of 3
Shout after me
All 12 months
Of the year
January,
February, March
April, May, June
July, August, September
October, November December
There
are 12
Month’s a year
Shout them like a cheer
In groups of 3
Shout after me
All 12 months
Of the year
January,
February, March
April, May, June
July, August, September
October, November December
Can you tell me...
Which
day starts the New Year?
___?___
(January)
And, which month are we in
right now
___?___
Which month brings you your birthday
___?___
And which
day ends the year?
___?___
(December)
6. Days of the Week
This can be played as a game. You can turn the song off
and children can take turns
saying the way they want the "Days of the Week" to be
said.
Use the calendar as an
guide.
Kids can take turns with the teacher and vice versa.
It is a good time to introduce the concepts of slow,
fast, soft, loud, sad, happy, mad, high pitch, and low
pitch. Introduce emotion, and assign a physical motion
that the kids do to each command. They will make a sad
face, bunch their fists or growl in anger, smile when
saying the days happy, shout to the
ceiling or cup their hands around their mouths to be loud,
hunch down to get their voices lower, put one finger over their mouth
to be quiet, etc. Use this technique to teach
children how to spell their name, memorize
their address, phone number, or other specifics.
Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
(Slower) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Faster) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Softly) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Louder) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Sad) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Happy) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Madder) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(High) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
(Lower) Monday, Tues, Wed, Thurs, Fri, Sat, Sunday
From
the middle (Wed, Thurs, Fri, Sat, Sun, Mon, Tues)
Backward
(Sun, Sat, Fri, Thurs, Wed, Tues, Mon)
Spanish (Lunes, Martes, Mie'rcoles, Jueves, Viernes, Sa'bado,
Domingo)
7. Yesterday, Today &
Tomorrow
A difficult
concept to teach preschoolers. You can use a calendar
and show the students where "today" is, and then move
forward and back. Using hand signs helps. Point
down at your feet for "today". Point forward for
"tomorrow." Hitch hike your thumb over your shoulder for
"yesterday." What will the kids do
tomorrow? What are they doing today? What did they do
yesterday?
So, today is the day we are in right now
Tomorrow’s the day that comes
after today
You will go to sleep tonight
and then, wake up tomorrow.
Tomorrow is after today, after today
WOW!
So, today is the day we are in right now
Tomorrow’s the day that comes
after today
You will go to sleep tonight
and then, wake up tomorrow.
Tomorrow is after today, after today
WOW!
So, today is the day we are in
right now
and yesterday’s the day that came
before today
So when you went to bed last night,
and woke up this morning,
yesterday was before that, before that
WOW!
So, today is the day we are in
right now
and yesterday’s the day that came
before today
So when you went to bed last night,
and woke up this morning,
yesterday was before that, before that
WOW!
8.
Four Seasons
Discuss the weather, the seasons, and sun safety. What does
someone wear in the snow? In the rain? In the sun?
Where does it snow? What activities do we do in the snow?
In the rain? What do we do with leaves that fall from the
trees?
ACTIVITY:
Go on a nature walk and have the
children pick up leaves, sticks, rocks, dirt, pine cones,
and other natural things they find on the ground. Bring
them back into the classroom and first sort them
into groups, count all of the sticks, rocks, etc.
Make a
graph based on the results of their count. Then have the
kids put them in sequential order. Which came first
the leaf or the twig? The dirt or the pine cone?
Glue the items on a piece of paper for a nature collage.
In
the spring the flowers bloom
The cold is gone
In the spring the flowers bloom
The cold is gone
It
can get windy and rainy
Days are just a little zany
In the spring the flowers bloom
The cold is gone
In
the summer comes the heat
And days are long
In the summer comes the heat
And days are long
I
wear sun screen and sun glasses
I play sports, take fewer classes
In the summer comes the heat
And days are long
In
the fall leaves can turn brown
And drop from trees
In the fall leaves can turn brown
And drop from trees
We
can pile the leaves real high
And jump in like we can fly
In the fall leaves can turn brown
And drop from trees
Then
comes winter with the cold
and sometimes snow
Then comes winter with the cold
and sometimes snow
We
will dress in our warm clothes
Cover up from head to toe
In the winter comes the cold
and sometimes snow
9.
There Are 5 Senses
Point to the part of your body that answers the question
in the song: eyes, ears, nose, tongue, skin. Toward the end of the song, children are given
an opportunity to name things that they can see, hear,
smell, taste and touch. Other things you can delve into
are taste, texture, temperature, noises, smells,
diversity (handicaps).
Click here
for some other activities.
There
are 5 senses
5
senses, 5 senses
There
are 5 senses
Now,
what could they be?
Two eyes, two ears, a nose, and a tongue
And skin all over me.
I see with my eyes
with my eyes I can see
Just what do you think I can see?
I hear with my ears
with my ears I can hear
Just what do you think I can hear?
I smell with my nose
with my nose I can smell
Just what do you think I can smell?
I taste with my tongue
with my tongue I can taste
Just what do you think I can taste?
I touch with my skin
with my skin I can touch
Just what do you think I can touch?
10.
Up & Down Our Bodies
Let's take a trip up and down our bodies and follow
the directions. Discuss what the various
parts of our bodies do. How many parts do we have? Does
everyone have them? It's a good time to discuss
disabilities. What if we didn't have some of these
parts?
Follow
me little children
follow me, follow me
I will show you a wonder
as true as can be.
Come
away with me here
Come away with me there
On a trip up and down our bodies
We
will tap on our noses
We’ll rub on our chins
We
will slide over elbows
and drum on our shins
We
will wiggle our fingers
And tap with our toes
As
we travel our bodies like so
We
will tug on our ears
Pat our cheeks, 1, 2, 3
We
will click with our heels
We will scratch on our knees
We
will shake our own hands
Brush across our tummies
On
a trip up and down our bodies.
On a trip up and down our bodies
11. Off To See The Doctor
Why
do we go to the doctor? What is the process of a typical
doctor's visit? Why is it
important to tell your parents if you aren't feeling well? Why
do we have to get shots? What does a high temperature
mean? Why and how do we take medicine? Do we take medicine
whenever we want? Do we take as much as we want?
Does medicine always taste good? Do your parents always do what the doctor tells
them to do? Talk about the various aspects of a check-up
and their purpose.
I’m
off to see the doctor
I
don’t feel very well
He’ll
take my blood pressure
And
temperature
See
what I weigh
Might
get shots for sure
No,
I’m not afraid
Of
the doctor
He
knows best what to do
So
I’ll take all my medicine
And
feel better, soon
That’s
right
I’m
off to see the doctor
I
don’t feel very well
He’ll
peek in my ears
And
say open wide
He’ll
check my body
Press
on my sides
No,
I’m not afraid
Of
the doctor
He
knows best what to do
So
I’ll take all my medicine
And
feel better, soon
12. AEIOU (long)
Basic phonics. Short
vowels can be found on "Smart Songs for Kids 2"
AEIOU
When vowels are
long
here’s what they
do
AEIOU
5 long vowels
here’s what they
do
Long vowels say
their name
Say the letter,
and they sound
the same
Say the word and
listen now,
to these long
letters
Listen now
When you hear
SKATE, A says A (slide feet)
When you hear
RACE, A says A (pump arms)
When you hear
FEET, E says E
(wiggle
feet)
When you hear
CHEEK, E says E
(pat cheek)
When you hear HI,
I says I
(wave hand)
When you hear
NINE, I says I
(hold up 9 fingers)
When you hear NO,
NO, NO, O says O
(shake head, or tick tock index finger)
When you hear
ROLL, O says O
(roll fists, or rolling pin motion)
When you hear
CUTE, U says U (make a cute face)
When you hear
HUGE, U says U (spread arms wide)
AEIOU
When vowels are
long
here’s what they
do
Long vowels say
their name
Say the letter,
and they sound
the same
13. I Spy
(shapes)
Children can find shapes in
everyday things they see in the room: circle, square,
triangle, rectangle, diamond, and oval
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Give the children a physical activity
that they have to complete when they find the shape. For
instance, "Hop over to each shape you find."
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Have the children find shapes in everyday
things that they see in and out of the classroom.
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Have the
kids toss bean bags into taped off shapes on the ground
and record how many bean bags land in each shapes.
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I
see shapes
with my keen eye
Move to the shapes
Come play I spy
I
spy a circle, round like a pie
Do you see a circle?
Come play I spy
___?___
I
spy a square
with 4 equal sides
Do you see a square?
Come play I spy
___?___
I
spy a rectangle
with 2 long sides
Do
you see a rectangle?
Play I spy
___?___
I
spy a diamond
shaped like a kite
Do
you see a diamond?
Come
play I spy
___?___
I spy an oval,
round with long sides
Do
you see a oval?
Come
play I spy
___?___
We saw the shapes with our keen
eyes.
We moved around and played eye spy.
14. Transportation
There are many ways
to get around: plane, bike, cycle, bus, car, train,
horse, boat. How did people get around in the old
days? How will they get around in the future?
Which mode of transportation is faster than the other,
slower, louder, harder, or bumpier, more expensive?
What kind of sounds do the modes make? How do they move? (in
the air, on the ground, on a track, on the dirt, in the
street, on the water...) Where do they have to go to take
these modes? (a bus station, a bus stop, a train station,
metro station, an airport, a stable, the driveway or garage...)
Where can these modes take you? Where can they not
take you? Can they take a train to school? Have they ever
ridden on a bus? a train? a metro line? a horse? a wagon?
a motorcycle? What are some
of the ways that kids get around now? (Skateboard,
motorized skateboard, roller skates, ice skates, roller
shoes, bike, scooter, etc.)
Transportation
Transportation
There are many ways to go
There are many ways to get there
Choose a way
And then you go
Transportation
Transportation
There are many ways to go
Take a plane and fly with others
Bike or cycle your way home
Transportation
Transportation
There are many ways to go
Ride a bus that carries many
Take a car and drive the road
Transportation
Transportation
There are many ways to go
Take a train on tracks with others
Ride a horse and travel slow
Transportation
Transportation
There are many ways to go
Take a boat over the water
Sail or motor, try to row
15. Don’t Talk to Strangers
Teaching tip: Remind
children who they can go to if they are lost. Teach them that, mothers with children, other children, store
clerks, police officers in uniform, fireman, and security
guards in uniform are usually safe havens.
“Don’t talk to strangers” can send a mixed message to
kids who are encouraged to greet strangers everyday when
with their parents. They should trust their feelings,
and follow specific rules.
It is okay to shout; “NO!” to someone
they don’t know and run away.
Teach children that
there are good and bad people in the world, and that bad
people don't look like they are bad. They can look
nice, dress nice, have a nice smile, and sound nice.
What do they think a bad person looks like? A good
person? A nice person? A mean person?
Practice and set-up real
life role-plays with them whenever possible. Teach them
not to fall for tricks designed to trick them into going
places, or lure them away from friends; help finding pets,
the promise of money/gifts/rides, carrying packages,
helping with directions, playing games, playing with an
unseen child.
Kids must always check with their caregivers first.
Teach children how to
dial "911".
They should:
| Never share
their address, name or phone number with people they
don’t know
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Lock their home & car
doors/windows and never open doors to people they don’t
know.
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Never stray
from their parents or caregivers
in the company of strangers.
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Play and walk where their
parents direct them to, avoiding short cuts.
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Try to always walk with a buddy. |
Please stay safe
Don’t talk to strangers
People you don’t know
You don’t know what
they are thinking
Don’t go with them
No, No, No
Strangers look like
normal people
But inside you can’t see
if they're bad or they’re evil
Things aren’t what they seem
Please
stay safe
Don’t
talk to strangers
Even if they're kind
They might smile and ask for something
You don't know what's on their mind.
No,
No, No!
If
they ask you for a favor
go
straight to your family
Then
you will be well protected
if
that stranger’s mean
Please stay safe
Don't go with strangers
People you don't know
Strangers will not know your password
Run away and shout, NO! NO!
Always team up with a buddy
Stay close to the people you trust
If somebody tries to take you
Fight, run, scream, and fuss.
16.
To
Cross a Street
Discuss the importance of always looking both ways when
crossing the street and using the safety tips in this song.
What can happen if they don't look
for cars? Teach children the colors of a traffic light and
what they mean so that they
associate
traffic light color with an appropriate response. Instruct
them to practice proper traffic movement in the car with
whomever is driving them.
I
wait for cars
to
pass by
they
might not see me
I
hold a grownup’s hand
I’m
as careful as can be
To
cross a street
I
cross it carefully
If
I am hit by a car
That
could be the end of me
17. If There is a Fire
Teaching
tip: At home
and school, have
emergency drills and make children practice the "stop, drop
& roll" technique, as well as, crawling down low, and using
an item they find near by to make noise. Teach children
where the exits are, and where the safe havens are in the
case of a fire, tornado, or an earthquake. If above the 1st
floor, lead them through the halls to the stair well and the
proper exits. Click here for more tips.
SS - Tips (Fire)
If
there is a fire
I get out
I practice
and know where to go
If
I see some smoke
I crawl down low
The air is
much better below
If
I am on fire
I stop my body
I stop, I drop fast & I roll
When
I know I can
I call for help
I dial 911
and breath slow
The
fireman
puts the fire out
If I’m still inside
I make noise
So
he knows
just where
to come and get me.
He’ll
come get
a girl or a boy
19.
Number Chants (from 1-10)
Use cue cards with both the
numbers and chants on them. Have the children repeat each
chant as it is sung in the song. Move through the motions by
air writing, writing with a pencil, or forming the letters out
of laces (older children). Click here for the number
chants PDF.
Writing
numbers can be fun
We will start
with number 1
And work our
way on up to 10
Are you
ready? Let’s begin
Straight line
down
Until we’re
done
That is how
we make a 1
Over and down
Then back we
fly
Make a
2 and don’t be
shy
Belly on top
Belly bellow
3 has
nowhere else to go
Down and back
Straight down
some more
Across the
back of number 4
Long neck
Big belly
like that
Make sure
5 puts on his hat
Curved line
down
Then loop
back in
That is how a
6 will end
Across the
sky
Then angle
down
Number 7
is back in town
Make an "S"
shaped like a
snake
Whip that
tail up, make an 8
Make a circle
Drop a line
That is how
you make a 9
Make a 1 to
begin
Put a circle
next to him
You have made
the number 10
19.
I
Know Spanish
(numbers)
I
know Spanish
How
about you?
I
know numbers
You
can too
I
say words
Here’s
what you do
Copy
me
So
you’ll know too.
When
I say one,
you say uno.
One, uno
one, ___?___
Spanish
numbers
one,
uno
two,
dos
three,
tres
four,
cuatro
five,
cinco
six,
sies
seven,
siete
eight,
ocho
nine,
nueve
ten,
diez
20. A
Counting We Will Go (from 1 to 100)
This is a silly song that
is meant to encourage children to count along. Rote counting is the simplest of counting concepts to learn.
The ability to count by rote can be deceiving. One cannot
assume that just because a child has memorized the numbers
from 1-100 or more, that the child has an understanding of what those numbers mean.
Young children
will eventually...
Children learn how to count
when they are surrounded by a variety of counting activities
and experiences.
Simple counting exercises....
|
Count the number of steps it takes to get somewhere.
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Count as you stretch your body taller, and shrink as you
count in reverse order. |
|
Find a common attribute that the children have, i.e.
wearing red, tied shoes, etc. Count the number of
children with that attribute. |
|
Each time the children line up, have them count off. Have
the first child shout, and every other child whisper.
|
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Shadow
counting is saying either the odd or the even numbers softly and consistently throughout the count. Try clapping only on the odd numbers, and slapping your
knee on the even numbers. Then instruct the children to be
silent when they clap. |
|
Try popping up a puppet
only on the even numbers |
A
counting we will go
just pick something you know
Hi, Ho, the merry O
A counting we will go
From 1 to
100
___?___
21. Make Up a Story (About a Boy)
Note: Have the children take turns filling in the blanks of
this story. Answers
can be silly or serious, or both.
There once was a boy named __1__, who had hair the color of
a __2__ and eyes color of __3__. He lived in a __4__ right
beside a __5__ that had very pretty __6__ in the back. This
boy, named __7__, had two pet animals; one was a __8__ named
__9__ who was as wide as a __10__ and liked to eat lots of
__11__. The other pet animal was a __12__ named __ 13__ who
was as tiny as a __14__, and likes to watch plenty of
__15__. The boy and his pet animals enjoyed going to the
__16__ to sit on top of the __17__ and watch the __18__ go
by. He also liked to go by himself to the __19__ where he
could play in the __20__, and roller blade around the
__21__. When he did, he always passed the __22__ store, and
sometimes, he would dig in his pockets for some __ 23__, and
go in the store to buy himself as many __24__ as he could
afford. At other times, he would go straight to his
friend’s house. His friend’s name was __25__. They would
play together and build a wonderful __26__, and paint it the
color of __27__, and draw a bunch of __ 28__ on it. Then
they would get in and pretend they could __29__, or pretend
they were great __30__ in the land of __31__. The boy
always had to be home before __32__, because it wasn’t safe
to stay out too late. So, he would leave his friend’s house
early and head for __33__, and he always made sure he got
home in time for __34__. He would give his mom a big __35__,
take a nice warm __36__, put on his comfortable __37__, and
then crawl into __38__. Once in bed, he would think about
his __39__, fall asleep, and dream about being a famous
__40__ one day. The End
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Credits:
Music
Composition, Arrangement & Production:
Bill Burchell
Original
Lyrics & Original Songs: Angela
Russ
Producer &
Director:
Angela Russ,
Russ InVision
CD Graphics:
Moonlight Graphics
Special
thanks to Robert Picardo for his rendition of
“Off to
the Doctor”
Singers:
Angela Russ,
Tim Russ, Robert Picardo, Jisel Soleil Ayon
Dedicated
to my loving family: Jose, Jisel &
Marcos Ayon
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Contact
us for questions and information
info@abridgeclub.com
AbridgeClub.com is a Russ Invision Company
3219 Conquista Ave, Long Beach, CA 90808
562-421-1836
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children's music
