Rhythm Games

1. Echo
The teacher claps a 4-beat rhythm pattern (e.g. tea, tea, cof-fee, tea), which the children echo. The teacher claps a new rhythm; children echo.
Difficulty level: Objective: Forces: Easy Listen, internalise and recall Body percussion

Variations
For inexperienced groups, keep the same rhythm pattern several times before

changing to a new one.

For established groups, use an 8-beat rhythm pattern. Combine claps with other body percussion: patting knees/chest, stamps, finger clicks,

etc.

Use handheld percussion instruments. As the activity progresses, make changes to, e.g. dynamics and tempo. Allow children to lead the activity.

2. Round the Circle

Stand in a circle, facing in. The teacher claps a simple, 4-beat rhythm, echoed by each child in turn, going round the circle, until it reaches the teacher again. Take care that the pulse does not increase.
Difficulty level: Objective: Forces: Easy Listen, internalise and recall Body percussion

Variations
Combine claps with other body percussion: patting knees/chest, stamps, finger clicks,

etc.

To support young children, the teacher could clap the rhythm with each child, to

help maintain the flow.

With more experienced children, introduce a second rhythm when the first has

moved part-way round the circle. Add more rhythms as appropriate to the level of the group. another 4-beat pattern of his/her own; the second child then copies the new rhythm and adds one of their own, and so on.

For more advanced groups: the first child echoes the 4-beat rhythm and adds

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3. One at a Time
Perhaps begin by playing Round the circle. Teacher claps a 4-beat rhythm pattern (keep the same one, if youve played Round the circle). Children, in any order, echo the teacher, but only one-at-a-time.
Difficulty level: Objective: Forces: Hard Listen, internalise and recall Body percussion

Children and the teacher alternate, keeping the same rhythm. If two children play/clap together, they are out and must sit down.

Variations
With more experienced children, dont alternate between the teacher and children:

children follow on after each other, and play passes back to the teacher only when children are out.

Combine claps with other body percussion: patting knees/chest, stamps, finger clicks,

etc.

4. When I say One

[clap].
Teacher says, in rhythm, When I say one, you say Repeat the phrase several times, indicating that children should add the clap. Teacher says, When I say two, you say [clap-clap]. Again, children join in with the two claps. Alternate between the two phrases, repeating each several times. Once the idea has been established, the teacher simply says one and two, with children giving the appropriate responses, in rhythm.
Difficulty level: Objective: Forces: Hard Listen, internalise and recall Body percussion

Variations
Add, When I say rest, you say [rest]. Or When I say loud/soft, Once the activity is running, get children to lead. Get children to clap rhythms of words: When I say sau-sa-ges, you say [clap-clap-clap]. Instead of saying a word, demonstrate a rhythmic idea using mixed body percussion, e.g. When I say [clap-clap-click], you say [clap-clap-click].

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5. Switch
The teacher claps a 4-beat repeating rhythm, indicating that children should join in. The teacher tells the children to keep clapping, but warns that s/he will shortly change to a new pattern, and that they should switch to the new pattern when they feel ready. Children switch when ready.
Difficulty level: Objective: Forces: Medium Listen, internalise and recall Body percussion

The teacher claps a new pattern, whilst children continue the first.

Variations
For less established groups, use a different sound source at each change of rhythm,

such as clapping, then patting knees, then clapping.

Advanced groups could wait until the third change before switching onto the

second rhythm pattern, so that they always remain one pattern behind the teacher.

6. Forbidden Rhythm
Stand, preferably in a circle, facing inwards. Play Echo. Identify one of the rhythm patterns and tell children that if they hear it, they must not clap it, but instead leave a 4-beat silence. They should continue to echo all other rhythms, as before.
Difficulty level: Objective: Forces: Medium Listen, internalise and recall Body percussion

Any child who claps the forbidden rhythm is out, and must sit down.

Variations
Younger or less experienced children could be encouraged to do silent clapping of

the forbidden rhythm i.e. they make the clapping movement with their arms, but dont allow their hands to make contact.

Instead of a silence, have children clap a different response to the forbidden

rhythm. etc.

Combine claps with other body percussion: patting knees/chest, stamps, finger clicks, Try getting children to do this activity with their eyes closed.

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7. Think of a Number
The teacher counts from 1 to 8, playing a percussion instrument on each of these beats and encouraging children to join in on their instruments. Repeat several times. Stop, and ask children to pick a number from 1-8, keeping their number a secret. Tell children that they should play only on their number. Begin the counting, 1-8, again, repeating several times. Children play each time they hear their number.
Difficulty level: Objective: Forces: Medium Listen, internalise and recall Body percussion

Variations
Some children will be able to pick two or three numbers. Count 1-4 for younger or less experienced children.

8. Missing a beat
The teacher claps a straightforward 4-beat rhythm pattern (e.g. tea, tea, cof-fee, tea), repeating several times, the children joining in. Explain that we will be adding a 1-beat rest to the pattern (e.g. tea, tea, cof-fee, tea, [rest]), and clap and repeat the new rhythm idea, whispering rest at the appropriate point.
Difficulty level: Objective: Forces: Medium Listen, internalise and recall Body percussion

Divide the children into two groups. Group 1 will be clapping the original rhythm, and Group 2 the new one (with the rest). Count 4 to establish the beat, and both groups begin simultaneously. The teacher should support Group 2. The performance ends when both groups are synchronised once more.

Variations
If working with less experienced children, enlist a helper to lead Group 1, and ask

one group to pat their knees instead of clapping.

Use an 8-beat rhythm pattern for more experienced children.

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9. Mystery Song
The teacher claps the rhythm of a well-known song melody (nursery rhymes work well) and asks children to listen through and then guess the song title.
Difficulty level: Objective: Medium Listen, internalise and recall

If someone guesses correctly, they take a turn. If noBody percussion one guesses correctly, repeat and ask again. If, still, Forces: no-one manages to work it out, play it again and sing the song, getting children to join in, and then ask for volunteers to take over.

10.Rhythm Rounds
Divide the children into groups and perform wellknown rounds using percussion or body percussion sounds, with no melody. Good rounds to use: Row, row, row your boat Frre Jacques Hey ho, nobody at home Shalom
Difficulty level: Objective: Forces: Medium Listen, internalise and recall Body percussion

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