Dramatized Rhythm Plays Part 1

Dramatized Rhythm Plays.

by John N. Richards.

PREFACE

The following rhythmic plays compiled by Mr. John N. Richards of the Newark Department of Physical Education have been devised to meet the needs in the transition of Physical Education activities between the kindergarten and the first few years of the primary school.

The physiologist tells us that the nervous organism of early childhood is injured by the strain of strict, immobile attention required in formal gymnastics. Therefore it is wise to hold the child's interest and attention by means of dramatized nursery plays. These make little strain on mental application and the child is able to dramatize in motion the words and music which are planned to develop his motor co-ordination. In this way the child is gradually and interestingly led from the freedom of expression, characteristic of babyhood to the more specialized formal activities of the third and fourth years in the school.

Mr. Richards' contribution merits widespread usage because he has clearly and definitely described his rhythm plays so that the cla.s.sroom teacher can easily make use of them without having to draw on her imagination or having to guess at the written explanation.

The book should be useful and welcomed too, not only by the cla.s.sroom teacher but also by the specialist and supervisor of Physical Education.

Randall D. Warden Director of Physical Education, Newark, N.J., Public Schools

INTRODUCTION

The young people of to-day are most fortunate in their opportunities and advantages. The home, the school, the shop, social life and play offer increasing fields for service. The ever increasing number of problems which must be faced, in this reconstruction period of our nation's life, demands leaders of broad intellect, clear vision and sound judgment.

Coupled with these qualifications there must be developed a moral earnestness which will make for better citizens.h.i.+p.

The trend of society movement is undoubtedly toward congested city life. There is lamentable lack of playgrounds and properly equipped gymnasiums. The school buildings are crowded to capacity and there is a rush and hurry of life which challenges the attention of all educators who are interested in the physical well-being of children.

The priceless a.s.sets of our communities are the boys and girls who are growing into manhood and womanhood. We should spare neither expense nor energy in fitting them physically, mentally and spiritually for the great problems which will all too soon be theirs.

Exercise habits and a spirit of fair play must be a part of their training from the early school days. There is no better way of inculcating these lessons than through story plays and games during their first school years.

The material contained in this book is practical. The exercise movements have been set to music which is popular both in the schools and in the homes. It is carefully graded and should prove to be of great a.s.sistance to the teachers in the lower grades. It tends to bridge over the gap between the Kindergarten and the Primary Grade activities.

There is need for a manual of this type in our Physical Training literature and it is hoped that this material will be used generally throughout the schools of our country.

F. W. Maroney, M.D.

Director of Physical Education and Medical Inspection Atlantic City, N.J., Public Schools

RHYTHMIC STEPS

_1. The Point Step, Forward:_

Point foot forward with outside edge of toes touching the floor; the heel is raised and turned inward toward the other foot. (No weight transference, the weight being on the stationary foot.)

_2. Closing Step, Sideward:_

Step sideward, right, maintaining the weight equally to both feet (1).

Close left foot to right (2).

NOTE.-- Counterlike for movement in the forward and backward direction.

_3. Cha.s.se or Gliding Step, Sideward:_

Raise heels and slide sideward, right, immediately closing left to right. A light, quick movement requiring only one count for completion.

_4. Step Throw or Step Hop Swing, Sideward:_

Step sideward, right (1). Hop on right, and swing left leg diagonally forward across (2). (Knee slightly flexed with ankle extended.)

_5. Schottische Step, Sideward:_

Step sideward, right (1). Cross step left to rear of right (2). Step sideward, right (3). Hop on right, swinging left leg diagonally forward across (4). (Knee slightly flexed with ankle extended.)

_6. Two Step or Change Step, Forward:_

Step forward, right (1). Close left instep to right heel (and) Step forward, right (2).

_7. The Step Dip, Sideward:_

Step sideward, right, with transference of body weight to the right foot (1). Place left toe behind right heel (heel raised) with the knee turned sideward (and) Bend and stretch right knee slightly with trunk bending sideward, left (2).

Hand clapping occurs on counts _one_ and _two_.

_8. Encircle to left with partner kneeling._ (_Partners._)

_Stationary pupil._-- Pupil extends leg backward, lowering knee to floor. The trunk is erect; left hand on hip with the right arm stretched upward, supporting encircling partner's left hand.

_Dancing pupil._-- The encircling pupil grasps with the left hand the kneeling partner's right hand and performs the dance movement in given direction.

DIAGRAMMATIC FORMATIONS

[All diagrams are in the "files" directory a.s.sociated with the html version of this e-text. They are named in the form "page15a1".]

Cla.s.sroom

[Ill.u.s.tration: Standing in the right aisle facing front of room.

Six rows of seats; six pupils per row.]

Cla.s.sroom

[Ill.u.s.tration: Standing in the right aisle in OPEN LINE FORMATION, partners facing.

Seven rows of seats; six pupils per row.

NOTE:-- When executing partner plays, children in extreme row on the right (odd row) form in partner formation in open area.]