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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
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Copyright © 2010 Pearson Education, Inc. Rhythm Basis for music and dance All body movements tend to be rhythmic Rhythmic activities appropriate for younger children
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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
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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
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Copyright © 2010 Pearson Education, Inc. Rhythm
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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
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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
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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
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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
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Copyright © 2010 Pearson Education, Inc. Understanding Rhythmic Accompaniment Beat Underlying rhythm of the music Pulse of the music Even or uneven
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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
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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
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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
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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
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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
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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
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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
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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
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Copyright © 2010 Pearson Education, Inc. Modifying Rhythmic Activities
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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
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Copyright © 2010 Pearson Education, Inc. Formation for Folk Dances
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Copyright © 2010 Pearson Education, Inc. Formation for Folk Dances
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Copyright © 2010 Pearson Education, Inc. Dance Positions
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Copyright © 2010 Pearson Education, Inc. Dance Positions
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Copyright © 2010 Pearson Education, Inc. Dance Positions
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Copyright © 2010 Pearson Education, Inc. Dance Positions
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Copyright © 2010 Pearson Education, Inc. Dance Positions
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