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Chapter 19. Rhythmic Movement 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
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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
