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

Copyright © 2010 Pearson Education, Inc. 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 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 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. 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  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  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 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 the music  Even or uneven

Copyright © 2010 Pearson Education, Inc. 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 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  Creativity is the goal  Functional movement is secondary  Emphasis is on process, not the movement outcomes  Careful guidance is necessary to increase self- direction

Copyright © 2010 Pearson Education, Inc. 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 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 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 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

Copyright © 2010 Pearson Education, Inc. 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. 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. 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