Dramatized Rhythm Plays Mother Goose and Traditional
Chapter 1
Produced by Louise Hope, David Newman, Chuck Greif and the Online Distributed Proofreading Team at http://www.pgdp.net
[Transcriber's Note:
The HTML version of this e-text includes all songs in two forms: .pdf (image), and MIDI (sound). Some sites will allow you to download these files individually; if so, look in the "files" directory associated with the HTML text.
Text in brackets such as [inner circle] was added by the transcriber where changed text format created ambiguity.
All references to "permission", "copyright" and similar are from the original text. They are retained solely for informational purposes.]
DRAMATIZED RHYTHM PLAYS
Mother Goose and Traditional
by JOHN N. RICHARDS, B.P.E. Assistant Supervisor of Physical Education Newark, N.J.
New York A. S. BARNES AND COMPANY 1931
Copyright, 1922, by A. S. BARNES AND COMPANY
_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._
+Printed in the United States of America+
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":
Little Jack Horner See Saw, Marjory Daw Dickory, Dickory, Dock Sing a Song of Sixpence Humpty Dumpty
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 Looby Loo
J. N. Richards
ALPHABETICAL INDEX
_Aisles of Classroom_ Page
Bye O Baby Bunting 29 Bean Porridge 37 Dickory, Dickory, Dock, 1st and 2nd verses 25, 26 Diddle, Diddle, Dumpling 39 Fly Away Jack and Jill 38 Humpty Dumpty 24 Hey, Diddle, Diddle 32 Jack Be Nimble, No. 1 22 Jack Be Nimble, No. 2 23 Jack and Jill 28 Little Jack Horner 20 Little Miss Muffet 27 Little Boy Blue 30 Pat-a-cake 36 Rock-a-bye, Baby 21 Ride a Cock-horse 34 Sing a Song of Sixpence, 1st and 2nd verses 40, 41 See Saw, Marjory Daw 42 The Band 19 Wee Willie Winkie 31 Where Has My Little Dog Gone? 33 Yankee Doodle, verse and chorus 35
_Circle_ Page
Baa, Baa, Black Sheep 50 Bean Porridge 51 Dapple Grey 54 Dickory, Dickory, Dock 48 Fly Away Jack and Jill 52 Jack and Jill 47 Little Jack Horner 45 Little Miss Muffet 46 Looby Loo 49 Pop Goes the Weasel, verse and chorus 55 Sing a Song of Sixpence, 1st and 2nd verses 57
GRADATION INDEX
_First Grade_
Aisle Page 1. The Band 19 2. Little Jack Horner 20 3. Rock-a-bye Baby 21 4. Jack Be Nimble, No. 1 22 5. Humpty Dumpty 24 6. Dickory, Dickory, Dock, 1st and 2nd verses 25, 26 7. Little Miss Muffet 27 8. Jack and Jill 28 9. Bye O Baby Bunting 29 10. Little Boy Blue 30 11. Wee Willie Winkie 31 12. Jack Be Nimble, No. 2 23
Circle Page 1. Little Jack Horner 45 2. Little Miss Muffet 46 3. Jack and Jill 47 4. Dickory, Dickory, Dock 48
_Second Grade_
Aisle Page 1. Hey, Diddle, Diddle 32 2. Where Has My Little Dog Gone? 33 3. Ride a Cock-horse 34 4. Yankee Doodle, verse and chorus 35 5. Pat-a-cake 36 6. Bean Porridge 37 7. Fly Away Jack and Jill 38 8. Sing a Song of Sixpence, 1st and 2nd verses 40, 41 9. Diddle, Diddle, Dumpling 39 10. See Saw, Marjory Daw 42
Circle Page 1. Looby Loo 49 2. Baa, Baa, Black Sheep 50 3. Bean Porridge 51 4. Fly Away Jack and Jill 52
_Third Grade_
Circle Page 1. Dapple Grey 54 2. Pop Goes the Weasel, verse and chorus 55 3. Sing a Song of Sixpence, 1st and 2nd verses 57
INDEX OF PROGRESSION
_Aisles of Classroom_ Page 1. The Band (File Alignment) 19 2. Little Jack Horner " " 20 3. Rock-a-bye, Baby " " 21 4. Jack Be Nimble, No. 1 " " 22 5. Humpty Dumpty " " 24 6. Dickory, Dickory, Dock, 1st and 2nd verses " " 25, 26 7. Little Miss Muffet " " 27 8. Jack and Jill " " 28 9. Bye O Baby Bunting " " 29 10. Little Boy Blue " " 30 11. Wee Willie Winkie " " 31 12. Jack Be Nimble, No. 2 " " 23 13. Hey, Diddle, Diddle " " 32 14. Where Has My Little Dog Gone? " " 33 15. Ride a Cock-horse " " 34 16. Yankee Doodle, verse and chorus " " 35 17. Pat-a-cake (Open line formation, partners facing) 36 18. Bean Porridge " " " " " 37 19. Fly Away Jack and Jill. " " " " 38 20. Sing a Song of Sixpence, 1st and 2nd verses " " " " 40, 41 21. Diddle, Diddle, Dumpling " " " 39 22. See Saw, Marjory Daw. " " " " 42
_Circle_
(Outer aisles of classroom) Page 1. Little Jack Horner 45 2. Little Miss Muffet 46 3. Jack and Jill 47 4. Dickory, Dickory, Dock 48 5. Looby Loo 49 6. Baa, Baa, Black Sheep 50 7. Bean Porridge 51 8. Fly Away Jack and Jill 52 9. Dapple Grey 54 10. Pop Goes the Weasel, verse and chorus 55 11. Sing a Song of Sixpence, 1st and 2nd verses 57
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
[All diagrams are in the "files" directory associated with the html version of this e-text. They are named in the form "page15a1".]
Classroom
Classroom
Circular
SINGLE
DOUBLE
* * * * * * * * *
CLASSROOM
Aisle Alignment:-- Single and partner formation.
[Transcriber's Note: The above line was printed in the center of an empty page. It was probably intended that teachers use the blank space to draw in their own classroom arrangement.]
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 BAND
[Music: Oh I can play on a big bass drum, And this is the way I do it. Boom, Boom, Boom goes the big bass drum, Boom, Boom, Boom goes the big bass drum, And this is the way I do it.]
DESCRIPTION
+Miss A. E. Barth.+
Formation;-- Children seated in their seats.
1st Line;-- Oh I can play on a big bass drum,
Interpretation;-- No activity.
2nd Line;-- And this is the way I do it.
Inter.;-- No activity.
3rd Line;-- Boom, Boom, Boom goes the big bass drum,
Inter.;-- Beat hands vigorously upon top of desks, suiting action to the words.
4th Line;-- Boom, Boom, Boom goes the big bass drum.
Inter.;-- Repeat the activity of the third line.
5th Line;-- And this is the way I do it.
Inter.;-- Repeat the activity of the fourth line.
Introduce the following activities, suiting the action to the words in imitation of the suggested activity.
Little Snare Drum ("Trum") Big Brass Horn ("Toot") Little Gay Flute ("Whistle")
LITTLE JACK HORNER
_Permission to use words and music:-- McLoughlin Bros._
+J. W. Elliott+
[Music: Little Jack Horner sat in a corner, Eating a Christmas pie; He put in his thumb, and pulled out a plum, And said, "What a good boy am I!" Nice Plum! Nice Plum! Nice Plum! Nice Plum!]
DESCRIPTION
+Miss A. E. Barth+
Formation;-- Children remain seated and move to the right side of seat.
1st Line;-- Little Jack Horner sat in a corner,
Interpretation;-- Upon the word, "sat," pupils move to the left side of seat.
2nd Line;-- Eating a Christmas pie;
Inter.;-- Upon the word, "eating," pupils encircle imaginary plate with the left arm and imitate eating with the right hand.
3rd Line;-- He put in his thumb, And pulled out a plum,
Inter.;-- Upon the word, "put," pupil imitates the action of putting thumb in pie and pulling out a plum, making the action vigorous upon the word, "pulled," stretching the arm overhead. Looks at the plum.
4th Line;-- And said, "What a good boy am I!"
Inter.;-- Proudly pats the chest with the left hand.
Conclusion;-- Nice Plum! Nice Plum! Nice Plum! Nice Plum!
Inter.;-- Lowers plum until it disappears in the mouth, imitating eating, tapping his chest the while.
ROCK-A-BYE, BABY
_Permission to use words and music:-- D. Appleton and Co._
[Music: Rockabye, baby in the tree top, When the wind blows the cradle will rock; When the bough breaks the cradle will fall, And down will come baby cradle and all.]
DESCRIPTION
+Miss A. E. Barth+
Formation;-- Standing in the right aisle at attention.
1st Line;-- Rock-a-bye, baby in the tree top,
Interpretation;-- Hold baby in the arms, looking down at it, and sway gently to and fro. (Right; left; right and left.)
2nd Line;-- When the wind blows the cradle will rock;
Inter.;-- Rock more vigorously.
3rd Line;-- When the bough breaks the cradle will fall,
Inter.;-- Upon the word, "breaks," children clap hands overhead-- partially dropping the baby.
4th Line;-- And down will come baby, cradle and all.
Inter.;-- Upon the word, "down," children spring into the air and immediately assume deep knee bending position.
Position.
JACK BE NIMBLE-- No. 1
Arr. by +J. N. Richards+
[Music: Jack be nimble, Jack be quick; Jack jump'd over the candle stick.]
DESCRIPTION
+Miss A. E. Barth+
Formation;-- Standing in the right aisle with hands on hips.
1st Line;-- Jack be nimble, Jack be quick;
Interpretation;-- Marking time, in place. (Seven counts.)
2nd Line;-- Jack jumped over the candle stick.
Inter.;-- Upon the word, "jumped," the children face to the left and vault over their own seats; finish facing the front of room with hands on hips.
Repeat rhyme and activity back to former aisle.
JACK BE NIMBLE-- No. 2
Music-- _See Jack Be Nimble-- No. 1_
DESCRIPTION
Formation;-- Standing in the right aisle with hands on hips.
1st Line;-- Jack be
Interpretation;-- With a jump execute 1/4 turn to the left.
nimble
Inter.;-- With a jump execute 1/4 turn to the right. (Front.)
2nd Line;-- Jack be
Inter.;-- With a jump execute 1/4 turn to the right.
quick;
Inter.;-- With a jump execute 1/4 turn to the left. (Front.)
3rd Line;-- Jack
Inter.;-- One-quarter turn to the left, placing hands on the near edge of desk and back of seat, bending knees slightly.
jumped over
Inter.;-- Vault over the seat; replace hands to hips and execute 1/4 turn to the right (Front.)
4th Line;-- The candle stick.
Inter.;-- Mark time, in place, three counts. (Left; right and left.)
Repeat back to original position.
HUMPTY DUMPTY
_Permission to use words and music:-- McLoughlin Bros._
+J. W. Elliott+
[Music: Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall; All the King's horses and all the King's men, Couldn't put Humpty Dumpty together again.]
DESCRIPTION
+Miss A. E. Barth+
Formation;-- Standing in the right aisle at attention.
1st Line;-- Humpty Dumpty sat on a wall,
Interpretation;-- Upon the word, "sat," pupils sit upon own desks; feet hanging in aisle.
2nd Line;-- Humpty Dumpty had a great fall;
Inter.;-- Upon the word, "fall," pupils jump into the right aisles; bending knees deeply, facing the front of the room.