DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN Chapter

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DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN Chapter 19 Rhythmic Movement Skills R O

DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN Chapter 19 Rhythmic Movement Skills R O B E R T SIXTEENTH P A N G R A Z I EDITION Power. Point® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge Copyright © 2010 Pearson Education, Inc.

Rhythm § Basis for music and dance § All body movements tend to be

Rhythm § Basis for music and dance § All body movements tend to be rhythmic § Rhythmic activities appropriate for younger children Copyright © 2010 Pearson Education, Inc.

Rhythmic Movement Skills § Early experiences with functional and creative movement § Locomotor skills

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 Copyright © 2010 Pearson Education, Inc.

Rhythm § Rhythmic activities are a vehicle for expressive movement § Offer opportunities for

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 Copyright © 2010 Pearson Education, Inc.

Rhythm Copyright © 2010 Pearson Education, Inc.

Rhythm Copyright © 2010 Pearson Education, Inc.

Developmental Level I § Focus on creative rhythms and movement songs § Simple folk

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 Copyright © 2010 Pearson Education, Inc.

Developmental Level II § Folk and line dances that include combinations of locomotor skills

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 Copyright © 2010 Pearson Education, Inc.

Developmental Level III § More difficult steps § Grapevine § Schottische § Polka §

Developmental Level III § More difficult steps § Grapevine § Schottische § Polka § Intermediate tinikling steps § Two-step § Students not comfortable moving with partners of opposite sex Copyright © 2010 Pearson Education, Inc.

Understanding Rhythmic Accompaniment § Music has essential characteristics § Tempo § Speed of the

Understanding Rhythmic Accompaniment § Music has essential characteristics § Tempo § Speed of the music § Can be constant or show gradual increase or decrease Copyright © 2010 Pearson Education, Inc.

Understanding Rhythmic Accompaniment § Beat § Underlying rhythm of the music § Pulse of

Understanding Rhythmic Accompaniment § Beat § Underlying rhythm of the music § Pulse of the music § Even or uneven Copyright © 2010 Pearson Education, Inc.

Understanding Rhythmic Accompaniment § Measure § Group of beats made by the regular occurrence

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 Copyright © 2010 Pearson Education, Inc.

Sources of Rhythmic Accompaniment § Children more likely to move to a rhythm that

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 Copyright © 2010 Pearson Education, Inc.

Creative Rhythms § Creativity should be part of all dance and rhythmic activities §

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 selfdirection Copyright © 2010 Pearson Education, Inc.

Creative Rhythms Instructional Procedures § Appropriate music or rhythmic background § Analyze setting §

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 Copyright © 2010 Pearson Education, Inc.

Expressive Movement § Children can express moods and feelings § Show reactions to colors

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 Copyright © 2010 Pearson Education, Inc.

Folk Dances § A traditional dance of a particular culture § Teaches an understanding

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 Copyright © 2010 Pearson Education, Inc.

Teaching New Dances Successfully § Slow down the music § If the dance is

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 or twice in a daily lesson § Teach rhythm the same way as sports skills § Dances with strong movements appeal to boys Copyright © 2010 Pearson Education, Inc.

Modifying Rhythmic Activities § Traditional music may not be appealing § Use current music

Modifying Rhythmic Activities § Traditional music may not be appealing § Use current music to motivate § Change traditional dances into line dances Copyright © 2010 Pearson Education, Inc.

Modifying Rhythmic Activities Copyright © 2010 Pearson Education, Inc.

Modifying Rhythmic Activities Copyright © 2010 Pearson Education, Inc.

Arranging for Partners § Dancing boy-girl is not necessary § Use follow-the-leader § Boys

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 Copyright © 2010 Pearson Education, Inc.

Formation for Folk Dances Copyright © 2010 Pearson Education, Inc.

Formation for Folk Dances Copyright © 2010 Pearson Education, Inc.

Formation for Folk Dances Copyright © 2010 Pearson Education, Inc.

Formation for Folk Dances Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.

Dance Positions Copyright © 2010 Pearson Education, Inc.