The Project Gutenberg eBook ofDramatized Rhythm PlaysThis ebook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this ebook or online atwww.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.Title: Dramatized Rhythm PlaysAuthor: John N. RichardsRelease date: July 10, 2007 [eBook #22035]Language: EnglishCredits: Produced by Louise Hope, David Newman, Chuck Greif and theOnline Distributed Proofreading Team at http://www.pgdp.net*** START OF THE PROJECT GUTENBERG EBOOK DRAMATIZED RHYTHM PLAYS ***
This ebook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this ebook or online atwww.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.
Title: Dramatized Rhythm PlaysAuthor: John N. RichardsRelease date: July 10, 2007 [eBook #22035]Language: EnglishCredits: Produced by Louise Hope, David Newman, Chuck Greif and theOnline Distributed Proofreading Team at http://www.pgdp.net
Title: Dramatized Rhythm Plays
Author: John N. Richards
Author: John N. Richards
Release date: July 10, 2007 [eBook #22035]
Language: English
Credits: Produced by Louise Hope, David Newman, Chuck Greif and theOnline Distributed Proofreading Team at http://www.pgdp.net
*** START OF THE PROJECT GUTENBERG EBOOK DRAMATIZED RHYTHM PLAYS ***
The songs in this book are available in two forms: .pdf (high-quality image), and MIDI (sound file). When a song is presented more than once, the same files are used for both. Depending on your browser, these files may open directly, or may need to be downloaded for use with another application.All references to "permission", "copyright" and similar are from the original text. They are retained solely for informational purposes.A few photographs were printed out of sequence, probably for reasons of space. For this e-text they have been placed in their appropriate locations, retaining the original "See page N" notation.
The songs in this book are available in two forms: .pdf (high-quality image), and MIDI (sound file). When a song is presented more than once, the same files are used for both. Depending on your browser, these files may open directly, or may need to be downloaded for use with another application.
All references to "permission", "copyright" and similar are from the original text. They are retained solely for informational purposes.
A few photographs were printed out of sequence, probably for reasons of space. For this e-text they have been placed in their appropriate locations, retaining the original "See page N" notation.
DRAMATIZEDRHYTHM PLAYSMOTHER GOOSE AND TRADITIONALBYJOHN N. RICHARDS, B.P.E.ASSISTANT SUPERVISOR OF PHYSICAL EDUCATIONNEWARK, N.J.NEW YORKA. S. BARNES AND COMPANY1931
This book is fully protected by copyright and nothing that appears in it may be reprinted or reproduced in any manner, either wholly or in part, for any use whatever, without special written permission of the copyright owner.
PREFACEThe 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 classroom 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 classroom teacher but also by the specialist and supervisor of Physical Education.Randall D. WardenDirector of Physical Education, Newark, N.J., Public SchoolsINTRODUCTIONThe 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 citizenship.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 assets 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 assistance 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 InspectionAtlantic City, N.J., Public SchoolsACKNOWLEDGMENTSThe author wishes to express his thanks to F. W. Maroney, M.D., formerly Director of Physical Education of the State of New Jersey and now Director of Physical Education and Medical Inspection of the Public Schools of Atlantic City, N.J., for the Introduction.To Mr. Randall D. Warden, Director of Physical Education, Public Schools, Newark, N.J., for the Preface.Special acknowledgment and thanks are due Miss A. E. Barth of the Charlton Street School, Newark, N.J., for her contribution of "Rhythm Plays" and to Miss Louise Westwood, Director of Music, Newark Public Schools, as hereinafter stated.Thanks are also due to McLoughlin Bros. for permission to use the words and music of the following songs found in J. W. Elliott's book entitled, "Nursery Rhymes, Set to Music":Little Jack HornerSee Saw, Marjory DawDickory, Dickory, DockSing a Song of SixpenceHumpty DumptyTo D. Appleton & Company for permission to use the words and music of the following songs found in "Songs the Whole World Sings":Rock-a-bye, BabyLittle Boy BlueTo Miss Lydia Clark, author of "Physical Training for Elementary Schools," and to B. H. Sanborn & Company, for permission to use the words and music of the following songs:Where Has My Little Dog Gone?Baa, Baa, Black SheepLooby LooJ. N. RichardsALPHABETICAL INDEXAisles of ClassroomPageBye O Baby Bunting29Bean Porridge37Dickory, Dickory, Dock, 1st and 2nd verses25,26Diddle, Diddle, Dumpling39Fly Away Jack and Jill38Humpty Dumpty24Hey, Diddle, Diddle32Jack Be Nimble, No. 122Jack Be Nimble, No. 223Jack and Jill28Little Jack Horner20Little Miss Muffet27Little Boy Blue30Pat-a-cake36Rock-a-bye, Baby21Ride a Cock-horse34Sing a Song of Sixpence, 1st and 2nd verses40,41See Saw, Marjory Daw42The Band19Wee Willie Winkie31Where Has My Little Dog Gone?33Yankee Doodle, verse and chorus35CirclePageBaa, Baa, Black Sheep50Bean Porridge51Dapple Grey54Dickory, Dickory, Dock48Fly Away Jack and Jill52Jack and Jill47Little Jack Horner45Little Miss Muffet46Looby Loo49Pop Goes the Weasel, verse and chorus55Sing a Song of Sixpence, 1st and 2nd verses57GRADATION INDEXFirst GradeAislePage1. The Band192. Little Jack Horner203. Rock-a-bye Baby214. Jack Be Nimble, No. 1225. Humpty Dumpty246. Dickory, Dickory, Dock, 1st and 2nd verses25,267. Little Miss Muffet278. Jack and Jill289. Bye O Baby Bunting2910. Little Boy Blue3011. Wee Willie Winkie3112. Jack Be Nimble, No. 223Circle1. Little Jack Horner452. Little Miss Muffet463. Jack and Jill474. Dickory, Dickory, Dock48Second GradeAislePage1. Hey, Diddle, Diddle322. Where Has My Little Dog Gone?333. Ride a Cock-horse344. Yankee Doodle, verse and chorus355. Pat-a-cake366. Bean Porridge377. Fly Away Jack and Jill388. Sing a Song of Sixpence, 1st and 2nd verses40,419. Diddle, Diddle, Dumpling3910. See Saw, Marjory Daw42Circle1. Looby Loo492. Baa, Baa, Black Sheep503. Bean Porridge514. Fly Away Jack and Jill52Third GradeCirclePage1. Dapple Grey542. Pop Goes the Weasel, verse and chorus553. Sing a Song of Sixpence, 1st and 2nd verses57INDEX OF PROGRESSIONAisles of ClassroomPage1. The Band(File Alignment)192. Little Jack Horner" "203. Rock-a-bye, Baby" "214. Jack Be Nimble, No. 1" "225. Humpty Dumpty" "246. Dickory, Dickory, Dock, 1st and 2nd verses" "25,267. Little Miss Muffet" "278. Jack and Jill" "289. Bye O Baby Bunting" "2910. Little Boy Blue" "3011. Wee Willie Winkie" "3112. Jack Be Nimble, No. 2" "2313. Hey, Diddle, Diddle" "3214. Where Has My Little Dog Gone?" "3315. Ride a Cock-horse" "3416. Yankee Doodle, verse and chorus" "3517. Pat-a-cake(Open line formation, partners facing)3618. Bean Porridge" " " " "3719. Fly Away Jack and Jill." " " " "3820. Sing a Song of Sixpence, 1st and 2nd verses" " " " "40,4121. Diddle, Diddle, Dumpling" " " " "3922. See Saw, Marjory Daw." " " " "42Circle(Outer aisles of classroom)Page1. Little Jack Horner452. Little Miss Muffet463. Jack and Jill474. Dickory, Dickory, Dock485. Looby Loo496. Baa, Baa, Black Sheep507. Bean Porridge518. Fly Away Jack and Jill529. Dapple Grey5410. Pop Goes the Weasel, verse and chorus5511. Sing a Song of Sixpence, 1st and 2nd verses57SUGGESTIONS FOR THE TEACHING OF THE GYMNASTIC ACTIVITY1. Teach the words of the rhyme to the class, keeping in mind the rhythm.2. If in presenting the action, the movement is based upon certain words as cues, present by imitation the activity as applied to the words,i.e., Little Jack Horner; Little Miss Muffet, etc.3. If the movement is based on a time element (rhythm), present the activity content, line by line,i.e., Yankee Doodle; Pat-a-cake, etc.4. Be sure the rhyme and activity has been thoroughly mastered before adding the song element.5. If a dancing movement is involved, present same to the class as a unit before combining with other movements,i.e., Fly Away Jack and Jill; Diddle, Diddle, Dumpling, etc.The author wishes to express thanks to Miss Louise Westwood, Director of Music of the Newark Public Schools, for the following suggestions as to the teaching of the song element:1. Pitch-pipes:No song under any condition should be sung without the pitch of the first word being given; using the pitch-pipe to get the key in which the song is written.2. Range of Songs:All songs should be sung not lower than the first line E or higher than the fifth line F of the staff. If songs are scored in another range, transpose the song by changing the pitch of thefirstword.3. Quality of Tone:All singing should be in a soft, light, head tone. Half-tone quality.No loud singing should be allowed at any time.PROCEDURE IN TEACHING1. Teach the rhyme. 2. Combine rhyme with the gymnastic activity.3. Teach the song. 4. Combine No. 1, No. 2 and No. 3.COMMANDS USED TO PRESENT THE GYMNASTIC ACTIVITY AND SONG1. Determine key in which the song is written and find starting note.2. Teacher sounds keynote of first syllable or word.Command:—Pitch—Sing!Examples:(a) Yankee Doodle. The first syllable of the word, "Yankee," which is "Yank," is sung to establish the pitch.(b) Oh, where, oh where has my little dog gone? The first word, "Oh," is sung to establish the pitch.3. In order to insure united action, the following command is used:Ready—Begin!RHYTHMIC STEPS1. 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. Chasse 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 countsoneandtwo.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 FORMATIONSClassroomClassroomStanding in the right aisle facing front of room.Standing in the right aisle in OPEN LINE FORMATION, partners facing.see captionsee captionSix rows of seats; six pupils per row.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.CircularSINGLEFacing, line of direction.Facing, inward.Facing, reverse line of direction.see captionsee captionsee captionCounter-clockwiseClockwiseDOUBLEFacing, line of direction.Facing, reverse line of direction.see captionsee captionPartner formation, facing each other.see captionCLASSROOMAisle Alignment:—Single and partner formation.Note:—May also be used to advantage in any open area or gymnasium with exception of several in the First Grade which are essentially classroom in type. (Desks are used as part of the rhythmic action.)
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 classroom 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 classroom teacher but also by the specialist and supervisor of Physical Education.
Randall D. Warden
Director of Physical Education, Newark, N.J., Public Schools
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 citizenship.
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 assets 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 assistance 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
The author wishes to express his thanks to F. W. Maroney, M.D., formerly Director of Physical Education of the State of New Jersey and now Director of Physical Education and Medical Inspection of the Public Schools of Atlantic City, N.J., for the Introduction.
To Mr. Randall D. Warden, Director of Physical Education, Public Schools, Newark, N.J., for the Preface.
Special acknowledgment and thanks are due Miss A. E. Barth of the Charlton Street School, Newark, N.J., for her contribution of "Rhythm Plays" and to Miss Louise Westwood, Director of Music, Newark Public Schools, as hereinafter stated.
Thanks are also due to McLoughlin Bros. for permission to use the words and music of the following songs found in J. W. Elliott's book entitled, "Nursery Rhymes, Set to Music":
Little Jack HornerSee Saw, Marjory Daw
Dickory, Dickory, DockSing a Song of Sixpence
To D. Appleton & Company for permission to use the words and music of the following songs found in "Songs the Whole World Sings":
Rock-a-bye, Baby
Little Boy Blue
To Miss Lydia Clark, author of "Physical Training for Elementary Schools," and to B. H. Sanborn & Company, for permission to use the words and music of the following songs:
Where Has My Little Dog Gone?
Baa, Baa, Black Sheep
J. N. Richards
Dickory, Dickory, Dock, 1st and 2nd verses
Diddle, Diddle, Dumpling
Fly Away Jack and Jill
Jack Be Nimble, No. 1
Jack Be Nimble, No. 2
Sing a Song of Sixpence, 1st and 2nd verses
Where Has My Little Dog Gone?
Yankee Doodle, verse and chorus
Baa, Baa, Black Sheep
Dickory, Dickory, Dock
Fly Away Jack and Jill
Pop Goes the Weasel, verse and chorus
Sing a Song of Sixpence, 1st and 2nd verses
2. Little Jack Horner
3. Rock-a-bye Baby
4. Jack Be Nimble, No. 1
5. Humpty Dumpty
6. Dickory, Dickory, Dock, 1st and 2nd verses
7. Little Miss Muffet
8. Jack and Jill
9. Bye O Baby Bunting
11. Wee Willie Winkie
12. Jack Be Nimble, No. 2
1. Little Jack Horner
2. Little Miss Muffet
3. Jack and Jill
4. Dickory, Dickory, Dock
1. Hey, Diddle, Diddle
2. Where Has My Little Dog Gone?
3. Ride a Cock-horse
4. Yankee Doodle, verse and chorus
6. Bean Porridge
7. Fly Away Jack and Jill
8. Sing a Song of Sixpence, 1st and 2nd verses
9. Diddle, Diddle, Dumpling
10. See Saw, Marjory Daw
2. Baa, Baa, Black Sheep
3. Bean Porridge
4. Fly Away Jack and Jill
2. Pop Goes the Weasel, verse and chorus
3. Sing a Song of Sixpence, 1st and 2nd verses
2. Little Jack Horner
3. Rock-a-bye, Baby
4. Jack Be Nimble, No. 1
5. Humpty Dumpty
6. Dickory, Dickory, Dock, 1st and 2nd verses
7. Little Miss Muffet
8. Jack and Jill
9. Bye O Baby Bunting
11. Wee Willie Winkie
12. Jack Be Nimble, No. 2
13. Hey, Diddle, Diddle
14. Where Has My Little Dog Gone?
15. Ride a Cock-horse
16. Yankee Doodle, verse and chorus
(Open line formation, partners facing)
19. Fly Away Jack and Jill.
20. Sing a Song of Sixpence, 1st and 2nd verses
21. Diddle, Diddle, Dumpling
22. See Saw, Marjory Daw.
1. Little Jack Horner
2. Little Miss Muffet
3. Jack and Jill
4. Dickory, Dickory, Dock
6. Baa, Baa, Black Sheep
7. Bean Porridge
8. Fly Away Jack and Jill
9. Dapple Grey
10. Pop Goes the Weasel, verse and chorus
11. Sing a Song of Sixpence, 1st and 2nd verses
1. Teach the words of the rhyme to the class, keeping in mind the rhythm.
2. If in presenting the action, the movement is based upon certain words as cues, present by imitation the activity as applied to the words,i.e., Little Jack Horner; Little Miss Muffet, etc.
3. If the movement is based on a time element (rhythm), present the activity content, line by line,i.e., Yankee Doodle; Pat-a-cake, etc.
4. Be sure the rhyme and activity has been thoroughly mastered before adding the song element.
5. If a dancing movement is involved, present same to the class as a unit before combining with other movements,i.e., Fly Away Jack and Jill; Diddle, Diddle, Dumpling, etc.
The author wishes to express thanks to Miss Louise Westwood, Director of Music of the Newark Public Schools, for the following suggestions as to the teaching of the song element:
1. Pitch-pipes:
No song under any condition should be sung without the pitch of the first word being given; using the pitch-pipe to get the key in which the song is written.
2. Range of Songs:
All songs should be sung not lower than the first line E or higher than the fifth line F of the staff. If songs are scored in another range, transpose the song by changing the pitch of thefirstword.
3. Quality of Tone:
All singing should be in a soft, light, head tone. Half-tone quality.
No loud singing should be allowed at any time.
1. Teach the rhyme. 2. Combine rhyme with the gymnastic activity.3. Teach the song. 4. Combine No. 1, No. 2 and No. 3.
1. Determine key in which the song is written and find starting note.
2. Teacher sounds keynote of first syllable or word.
Command:—Pitch—Sing!
(a) Yankee Doodle. The first syllable of the word, "Yankee," which is "Yank," is sung to establish the pitch.
(b) Oh, where, oh where has my little dog gone? The first word, "Oh," is sung to establish the pitch.
3. In order to insure united action, the following command is used:
Ready—Begin!
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. Chasse 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 countsoneandtwo.
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.
Facing, line of direction.
Facing, inward.
Facing, reverse line of direction.
Facing, line of direction.
Facing, reverse line of direction.
Partner formation, facing each other.
CLASSROOMAisle Alignment:—Single and partner formation.
Note:—May also be used to advantage in any open area or gymnasium with exception of several in the First Grade which are essentially classroom in type. (Desks are used as part of the rhythmic action.)