Table 2.3 2.3 Grade Grade 33
GAME DIRECTIONS GAME DIRECTIONS
GLOSSARY OF MOVEMENT GAME AND DANCE TERMS* GLOSSARY OF MOVEMENT GAME AND DANCE TERMS* Allemande:
Allemande: partners match right hands, touching rom hands to elbow. Elbow is bent and hands are up. Partners turn around once to the right so that they return to their srcinal position. Te turn may also be done with lef hands in the air, turning to the lef.
Arch:
Arch: partners join hands and raise arms to let other students through.
Bottom o the line:
Bottom o the line: in a line or double line, the position urthest away rom the head couple, music source, or caller.
Cast off:
Cast off: in a double line, partners turn away rom each other and walk toward the bottom on the outside o the line. Other couples may ollow.
Circle:
Circle: students stand side by side in a circle, acing in toward the middle.
Circle lef:
Circle lef: students move clockwise, with hands joined i desired.
Circle right:
Circle right: students move counterclockwise, with hands joined i desired.
Corner:
Corner: the person next to you who is not your partner.
Do-si-do:
Do-si-do: two students ace each other, slightly offset. Tey walk orward, passing right shoulders, and go around each other to move back to their srcinal place. Te students should be acing the same direction during the entire movement.
Down:
Down: students move toward the bottom o the line, urthest away rom the caller or music source.
Reerences or Table 2.2 Reerences or Table 2.2
Brummitt, David, and Lois Choksy. 120 Singing Games and Dances or Elementary School . Englewood Cliffs, NJ: Prentice-Hall, 1987.
Choksy, Lois. Te Kodály Context . Englewood Cliffs, NJ: Prentice-Hall, 1981.
Eisen, Ann, and Lamar Robertson. An American Methodology . Lake Charles, LA: Sneaky Snake, 1996.
Erdei, Peter (ed.), and Komlós, Katalin. 150 American Folk Songs. London: Boosey & Hawkes, 1985 [1974].
Houlahan, Micheál, and Philip acka. From Sound to Symbol . New York: Oxord University Press, 2011.
Houlahan, Micheál, and Philip acka. Kodaly oday . New York: Oxord UniversityPress, 2008. Locke, Eleanor G. Sail Away: 155 American Folk Songs. London: Boosey & Hawkes, 1988. Zacuto, Melinda, and Jerry Silverman. Folk Songs o the Southern Appalachians as sung by Jean Ritchie. New York: OAK, 1965.
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Double line:
Double line: students orm two parallel lines, with each student acing opposite the partner. See Longways set.
Elbow turn:
Elbow turn: students link arms at the elbow with each other and turn around once. Tis may be done to the right, linking right arms, or to the lef, linking lef arms.
Grand right and lef:
Grand right and lef: partners ace each other, take right hands, and walk orward passing right shoulders. ake lef hands with the next person you meet and pass lef shoulders. Right to the next, lef to the next, and so on. ake two steps orward or each change o hands.
Head couple:
Head couple: in a line dance, the couple closest to the head o the line, the caller, or the music.
Lef hand cross:
Lef hand cross: partners ace each other, take lef hands, and walk orward, passing lef shoulders so they have switched places.
Longways set:
Longways set: students orm two parallel lines, with each student acing their partner in the opposite line.See Double line.
Promenade:
Promenade: partners walk orward side by side, holding each other’s hands, right in right and lef in lef. eachers should get students into position by saying, “Shake right, shake lef, turn orward.”
Right hand cross:
Right hand cross: partners ace each other, take right hands, and walk orward, passing right shoulders so they have switched places.
Sashay:
Sashay: partners hold hands and gallop or skip sideways.
Strip the willow:
Strip the willow: in a line dance, the head couple does a right elbow turn once and a hal around so that they are acing the opposite line rom which they started. Tey then each do a lef elbow turn once around with the next person in the line (rom the line opposite their srcinal line). Te head couple meets in the middle or a right elbow turn once around, and then each turns the next person in the opposite line with a lef elbow turn; and so on down the line until they reach the bottom. May also be done by holding hands with your partner and pulling inward rather than an elbow turn.
Wring the dishrag:
Wring the dishrag: partners ace each other, holding hands. With hands held, partners swing their hands orward, up, and over their heads as they turn underneath. Partners should be in their srcinal position, hands still held, at the end o the motion.
“DRAW ME A
“DRAW ME A BUCKET OF BUCKET OF WWATER”ATER” Classroom use:
Classroom use: square dance
Setup: Setup:
Start teaching with one set o students, with the other students watching.
Follow the text o the song: “Go under” means that one couple holding hands puts their joined hands over a player’s head and behind their back.
1. Square
2. Lead couple holds hands under. 3. Other couple holds hands over.
Dance steps: Dance steps:
1. Both couples hold hands and “saw” back and orth.
2. Students 3 and 4 put their joined hands over lead’s head and behind back o one person in the square.
3. Do this until all members o the square are included.
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4. “Frog in the bucket … .” All members o the square jump while holding their hands and sing.
Variant
Variant: Sister Sally.
“FED MY HORSE” “FED MY HORSE” Classroom use—game
Classroom use—game: double circle
Setup Setup:
Double circle: make one circle, ask every other child to step in Inside circle aces out
Outside circle aces in
Dance steps Dance steps:
1. “Fed my horse in a poplar trough” “pop”: lap
“lar”: clap
“trough”: straight (clap partners hands together) 2. “Coy ma-lin-do kil-ko kil-ko”
“coy” lap “lin-do”: clap
“kil-ko kil-ko”: cross-clap cross cross cross 3. “kil-ko me”
“kil-ko”: cross cross
“me”: straight (clap partners hands together)
4. Add: on the word “Fed” outside circle step over to a new partner. Do this three times. Stay in place on words “then he caught the whooping cough.” Can step/sway over like you are shoveling.
V Version ersion 22 Setup
Setup: double line
Dance steps Dance steps:
1. Phrase 1, our steps in and clap partner’s hands 2. Phrase 2, our steps back and snap behind you 3. Phrase 3, our steps in and clap partner’s hands 4. Phrase 4, our steps back and snap behind you 5. Chorus 1, head couple sashay down the line 6. Chorus 2, next couple sashay down the line
“FIRE IN
“FIRE IN THE MOUNTAIN”THE MOUNTAIN” Classroom use—game:
Classroom use—game: circle
Game directions:
Game directions: hal the students sit in a circle in chairs acing the middle; one student sits on a chair in the middle holding a tambourine; the remaining students each stand behind a chair on the outside o the circle.
During the singing o the song, students on the outside o circle walk to the beat rom chair to chair; the person in the middle keeps the beat with the tambourine.
As in musical chairs, when the person in the middle stops the tambourine, they will run to try to get a chair to stand behind, orcing one o the students behind the chairs to be lef without a chair, thus being “it” or the next round.
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“GOLDEN RING AROUND THE SUSAN GIRL” “GOLDEN RING AROUND THE SUSAN GIRL” Classroom use—game:
Classroom use—game: square dance, birdie in a cage
Dance steps: Dance steps:
1. “Round and round”——all circle lef
2. “Golden ring”——(phrase 1) lady 1 goes to couple 3, (phrase 2) man 1 orms a circle with couple 3 and (phrases 3 and 4) they circle lef around her
3. “Round and round” circle lef with only our people (couples 1 and 3)
4. “Golden ring” now lady 1 goes to couple 2 and man 1 orms a circle with couple 2 and they circle lef around her
5. “Round and round” circle lef with six people (couples 1, 3, 2)
6. “Golden ring”—lady 1 goes to couple 4, man 4 orms a circle with couple 4 and they circle lef around her
7. “Round and round”——circle lef with whole circle, but be sure to pick up the couples in the right order.
“GREAT BIG HOUSE” “GREAT BIG HOUSE” Classroom use—game
Classroom use—game: circle
Teaching process:
Teaching process: the teacher begins by asking the students to take small sideways steps to the lef by saying “step, together, step, together” to the beat. Tis practices the motion at the end o the game once all the students are intertwined.
Verse 1: students circle lef. Count off around the circle 1 and 2. Verse 2:
“Went down to the old mill stream”
Motions: number 1 students take our tiny steps toward the center and join hands with their group.
“o etch a pail o water”
Motions: number 2 students walk in putting their hands in between the 1 students and hold hands with other 2 students. It’s helpul to demonstrate this motion with several students beore asking all the 2 students to perorm.
“Put one arm around my wie”
Motions: number 2 students raise their hands and put their arms around the back o the 1 students, keeping hands held. Again, this should be demonstrated by the teacher and a ew students first.
“Te other ‘round my daughter”
Motions: number 1 students put their arms around the back o the 2 students, keeping hands held. Te teacher may have to discuss with the class how to duck under the neighbor’s arms, especially i there are varying student heights.
Verse 3: all players do the “step together” motion to their lef while still holding hands behind each other’s backs. On the last phrase, they release their arms and step back to begin singing again. (At this point you could have the 1’s become 2’s, etc.)
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“HERE COMES A BLUEBIRD” “HERE COMES A BLUEBIRD” Classroom use—game
Classroom use—game: acting out, circle, choice, partners
Game directions version 1
Game directions version 1: students stand in a circle with hands joined and lifed to create archways. As they sing, one child walks in and out o the arches. On “take a little partner” this child takes a partner, joining hands, and gallops in and out o the opening in the circle or dances around inside the circle. Te first child joins the ring, the partner becomes the new “bluebird.”
Game directions version 2:
Game directions version 2: play as written above, except both the bluebird and their partner move in and out o the arches when the song begins again. On “take a little partner,” both students select partners to hop in the garden. Te circle will shrink as more students become bluebirds.
“HOGS IN THE CORNFIELD” “HOGS IN THE CORNFIELD” Classroom use—game:
Classroom use—game: partner
Game directions version 1: Game directions version 1:
Partners decide who will be number 1 and who will be number 2.
One or more pairs come to a line marked on the floor. Te pairs grab right hands and put their toes against the line.
Te class sings the song once. When the song is over, each student tries to pull his/her partner over the line.
Whoever wins takes his/her partner over to his/her team.
When everyone has had a turn, each team is counted, including the losers who have come rom the other team. Te team with the most students wins.
Game directions version 2: Game directions version 2:
Partners are back to back in the middle o the classroom. Partners walk away rom each other to 6 beats.
On beats 7 and 8 they do rock, paper, scissors to the eighth-note rhythm.
“HOP
“HOP , OLD , OLD SQUIRSQUIR REL”REL” Classroom use—game:
Classroom use—game: choosing
Game directions: y
Game directions: y ou will need two yoga or spring balls, and a starting line and finishing line designated on the floor. “Squirrels” race rom point A to point B while “hopping” on yoga balls. Students are allowed to hold onto the ball with their hands and/or legs. Class sings entire song. eacher claps on the final “dee” to signal the start o the race. At the end o the race, both “squirrels” choose another student to take his/her place.
“HOW MANY MILES TO BABYLON?” “HOW MANY MILES TO BABYLON?” Classroom use—game:
Classroom use—game: double line
Game directions:
Game directions: in a double line ormation acing each other, one line stands on one side o the room, and the other line stands on the opposite side o the room. One group are ravelers, the other group are Villagers and should hold hands making arches like the “city gates.”
Teaching process: Teaching process:
Te groups stand and sing to each other.
At the end o the singing, they both walk toward each other.
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Each raveler chooses which gate to walk through and walks through to the other side o the playing area.
Te groups change roles and play again.
“HUSH, LITTLE MINNIE” “HUSH, LITTLE MINNIE” Classroom use—game:
Classroom use—game: acting out, circle
Teaching process:
Teaching process: the teacher sings entire song or students. Te teacher sings the song again, replacing the word “hush” with a silent motion. Students echo. Each time the teacher sings, he/she replaces the next word with a silent motion until the end o the song. Students echo afer each new word has been replaced.
Motions:
“Hush”: back o hand covering mouth, with palm acing out “Minnie”: hold arms as i cradling a baby
“Don’t”: finger to lips, as i saying “shhh” “Buy”: slap thigh or pocket
“Mockingbird”: bird motion with hands, thumbs crossed with hands mimicking wings “Whistle”: whistle
“Sing”: two fingers pointing like sound is coming rom your mouth “Do most anything”: hands criss-cross back and orth in ront o body, with palms acing down
“JOHN KANAKA” “JOHN KANAKA” Classroom use—game:
Classroom use—game: double circle (this game can also be perormed or first taught as a single circle game). raditionally, girls stand in the inside circle acing the outside circle and their partners.
Dance steps: Dance steps:
1. First, teach the repeating line pattern.
2. On the word “John” students stomp their right eet.
3. Tey then pat their thighs on the words “Kanaka-naka”(5 times, alternating hands). 4. Tis is ollowed by two claps on the words “oo-la.”
5. Partners then pat both hands together on the “ay” o “oo-la-ay”.
6. All together this is: stomp, pat (legs), pat, pat, pat, pat, clap, clap, pat (partners hands). It is important to teach this step first. Model this first with one student while having the class clap the rhythm pattern. Add several other pairs, then the entire group. Isolate each step until all are successul.
7. Sing lines 1, 3, and 5 o the song adding the motions above to lines 2, 4, and 6: “John Kanaka naka oo-la-ay”
8. Ten teach the “do-si-do.” As this is a chantey, students do not need to hold their arms in ront across their chests. Instead, they should march around their partner right shoulder to right shoulder (always acing in the same direction).
9. Tis step is perormed on lines 1 and 3.
10. Next add motions or line 5——“oo-la-ay”——students will clap their own hands twice, then pat their partners’ hands.
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11. On the word “Oh” they will raise their hands up over their heads and shake their hands (jazz hands).
12. Repeat the clap, clap, pat on the word “oo-la-ay.”
13. ogether this is clap, clap, pat, raise and shake, clap, clap, pat.
Again it is important to model this with one student first. Put all the steps together and the song is complete with motions in its single circle version.
Double circle variation: Double circle variation:
o play this game in its double version orm, teach the above steps in order first and then add the ollowing:
1. Now the pairs may move into a double circle ormation. Te inner circle should ace outward, acing their partners.
2. On line 1 students do-si-do with their partner, right shoulder to right shoulder. 3. On line 2 students stamp their right eet, pat their knees with alternating hands
5 times, clap their own hands twice and pat their partners hands once.
4. On line 3 students do-si-do their partners again, right shoulder to right shoulder. 5. On line 4 students repeat line 2——stamp, pat legs five times, clap, clap, pat partners hands. 6. On line 5 partners clap their own hands twice, pat their partners hands and raise their
hands up. When they raise their hands everyone should step to the right. Tis means those in the inner circle will move clockwise and the outside circle will move counter- clockwise. Tis places everyone in ront o a new partner.
7. Repeat line 1 on the last line o the song——stomp, pat legs five times, clap, clap, pat partners hands.
8. Repeat the entire song.
“THE JOLLY MILLER” “THE JOLLY MILLER” Classroom use—game:
Classroom use—game: double circle
Teaching process:
Teaching process: the ormation is a double circle o players standing side by side; the inside player has her right arm on the lef shoulder o the outside circle player to orm the spokes o a wheel. One person is designated the “miller” and stands alone in the center o the wheel.
Game directions:
Game directions: as the song is sung, all players walk around in the circle. At the end o the verse, all the inside players drop hands and quickly step up to the next person and touch
their shoulders. At the same time, the miller tries to find a partner. One student will be lef alone and becomes the next miller and the game begins again.
“KING’S LAND” “KING’S LAND” Classroom use—game:
Classroom use—game: choosing, chase
Game directions version 1:
Game directions version 1: in an open play area, one side is the saety zone and one side is the city limits o Boston. Te king stands at one end o the playing area (in Boston) while the others march rom the saety zone across the middle o the space singing the song. At a given signal, the king chases the servants to the opposite saety zone. I the king tags anyone, he/she must stand in Boston with the king to help tag others afer each repetition o the singing and chasing.
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Game directions version 2:
Game directions version 2: two students are chosen to be guards. Te remainder o the students sing the song in a “nanny, nanny boo boo” style. At the end o the song, the students run to the “base” while “guards” tag as many students as possible. Any student who is tagged becomes a guard. Te remaining students sing the song again and run back the way they came, trying not to get tagged.
“KNOCK THE CYMBALS” “KNOCK THE CYMBALS” Classroom use—game