Chapter 19
E N D
Presentation Transcript
Chapter 19 RhythmicMovement Skills
Rhythm • Basis for music and dance • All body movements tend to be rhythmic • Rhythmic activities appropriate for younger children
Rhythmic Movement Skills • Early experiences with functional and creative movement • Locomotor skills are inherently rhythmic • Rhythm can enhance development of locomotor skills • An important component of children’s dance is fundamental rhythms • Begins with locomotor skills children already possess
Rhythm • Rhythmic activities are a vehicle for expressive movement • Offer opportunities for broad participation • Personalize responses to a movement • Create unique rhythmic responses within song and dances • Rhythmic programs should be balanced
Developmental Level I • Focus on creative rhythms and movement songs • Simple folk dances and mixers • Simple mixers help children find new partners and move rhythmically • Activities that require minimum instruction while giving a positive experience
Developmental Level II • Folk and line dances that include combinations of locomotor skills • Marching, basic tinikling steps, and introductory square dancing steps • Emphasis mastering simple locomotor skills
Developmental Level III • More difficult steps • Grapevine • Schottische • Polka • Intermediate tinikling steps • Two-step • Students not comfortable moving with partners of opposite sex
Understanding Rhythmic Accompaniment • Music has essential characteristics • Tempo • Speed of the music • Can be constant or show gradual increase or decrease
Understanding Rhythmic Accompaniment • Beat • Underlying rhythm of the music • Pulse of the music • Even or uneven
Understanding Rhythmic Accompaniment • Measure • Group of beats made by the regular occurrence of a heavy accent • Intensity • Loud • Soft • Light • Heavy • Phrase • Natural grouping of measures • Usually eight underlying beats
Sources of Rhythmic Accompaniment • Children more likely to move to a rhythm that is stimulating • Skillful use of a drum or tambourine • Primarily wrist action, not arm • Build a collection of music as a school or department
Creative Rhythms • Creativity should be part of all dance and rhythmic activities • Creativity is the goal • Functional movement is secondary • Emphasis is on process, not the movement outcomes • Careful guidance is necessary to increase self-direction
Creative Rhythms • Instructional Procedures • Appropriate music or rhythmic background • Analyze setting • Listening is important • Use action-directing statements • Initial focus on selecting appropriate rhythmic background • Time to develop and try student’s ideas
Expressive Movement • Children can express moods and feelings • Show reactions to colors and sounds through improvisation • Discuss qualities of a particular piece of music • Ask children how it makes them feel
Folk Dances • A traditional dance of a particular culture • Teaches an understanding of various cultures • Build from basic dance steps • Focus on the main skill(s) of the dance first and sequence later
Teaching New Dances Successfully • Slow down the music • If the dance is short, use whole-teaching approach • Students in scattered formation • Avoid use of partners • Avoid left-right, clockwise-counterclockwise • Perform a dance once or twice in a daily lesson • Teach rhythm the same way as sports skills • Dances with strong movements appeal to boys
Modifying Rhythmic Activities • Traditional music may not be appealing • Use current music to motivate • Change traditional dances into line dances
Arranging for Partners • Dancing boy-girl is not necessary • Use follow-the-leader • Boys join hands in circle, girls step behind • Girls in circle facing counterclockwise, boys in outer circle facing clockwise • Square dance • Take first four couples from any of the above to form a set • Continue for all sets
