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 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

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 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

ACKNOWLEDGMENTS

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":

To D. Appleton & Company for permission to use the words and music of the following songs found in "Songs the Whole World Sings":

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:

J. N. Richards

ALPHABETICAL INDEX

Aisles of Classroom

Circle

GRADATION INDEX

First Grade

Second Grade

Third Grade

INDEX OF PROGRESSION

Aisles of Classroom

Circle
(Outer aisles of classroom)

SUGGESTIONS FOR THE TEACHING OF THE GYMNASTIC ACTIVITY

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 the first word.

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 TEACHING

1. 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 SONG

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!

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 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. 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 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

Circular

CLASSROOM
Aisle 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.)