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Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge
DYNAMIC
PHYSICAL
EDUCATION
FOR ELEMENTARY
SCHOOL CHILDREN
R O B E R T P A N G R A Z I
S I X T E E N T H E D I T I O N
Chapter 19
Rhythmic
Movement Skills
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Rhythm
Basis for music and dance
All body movements tend to be rhythmic
Rhythmic activities appropriate for younger
children

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Rhythmic Movement Skills
Early experiences with functional and creative
movement
Locomotor skills are inherently rhythmic
Rhythm can enhance development of locomotor
skills
An important component of childrens dance is
fundamental rhythms
Begins with locomotor skills children already
possess

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Rhythm
Rhythmic activities are a vehicle for expressive
movement
Offer opportunities for broad participation
Personalize responses to a movement
Create unique rhythmic responses within song and
dances
Rhythmic programs should be balanced
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Rhythm
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Developmental Level I
Focus on creative rhythms and movement songs
Simple folk dances and mixers
Simple mixers help children find new partners and
move rhythmically
Activities that require minimum instruction while
giving a positive experience
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Developmental Level II

Folk and line dances that include combinations of
locomotor skills
Marching, basic tinikling steps, and introductory
square dancing steps
Emphasis mastering simple locomotor skills
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Developmental Level III

More difficult steps
Grapevine
Schottische
Polka
Intermediate tinikling steps
Two-step
Students not comfortable moving with partners of
opposite sex

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Understanding Rhythmic Accompaniment
Music has essential characteristics
Tempo
Speed of the music
Can be constant or show gradual increase or
decrease
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Understanding Rhythmic Accompaniment
Beat
Underlying rhythm of the music
Pulse of the music
Even or uneven
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Understanding Rhythmic Accompaniment
Measure
Group of beats made by the regular occurrence
of a heavy accent
Intensity
Loud
Soft
Light
Heavy
Phrase
Natural grouping of measures
Usually eight underlying beats
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Sources of Rhythmic Accompaniment
Children more likely to move to a rhythm that is
stimulating
Skillful use of a drum or tambourine
Primarily wrist action, not arm
Build a collection of music as a school or
department
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Creative Rhythms
Creativity should be part of all dance and
rhythmic activities
Creativity is the goal
Functional movement is secondary
Emphasis is on process, not the movement
outcomes
Careful guidance is necessary to increase self-
direction
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Creative Rhythms
Instructional Procedures
Appropriate music or rhythmic background
Analyze setting
Listening is important
Use action-directing statements
Initial focus on selecting appropriate rhythmic
background
Time to develop and try students ideas
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Expressive Movement
Children can express moods and feelings
Show reactions to colors and sounds through
improvisation
Discuss qualities of a particular piece of music
Ask children how it makes them feel

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Folk Dances
A traditional dance of a particular culture
Teaches an understanding of various cultures
Build from basic dance steps
Focus on the main skill(s) of the dance first and
sequence later
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Teaching New Dances Successfully
Slow down the music
If the dance is short, use whole-teaching approach
Students in scattered formation
Avoid use of partners
Avoid left-right, clockwise-counterclockwise
Perform a dance once or twice in a daily lesson
Teach rhythm the same way as sports skills
Dances with strong movements appeal to boys
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Modifying Rhythmic Activities
Traditional music may not be appealing
Use current music to motivate
Change traditional dances into line dances
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Modifying Rhythmic Activities
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Arranging for Partners
Dancing boy-girl is not necessary
Use follow-the-leader
Boys join hands in circle, girls step behind
Girls in circle facing counterclockwise, boys in
outer circle facing clockwise
Square dance
Take first four couples from any of the above to
form a set
Continue for all sets
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Formation for Folk Dances
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Formation for Folk Dances
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Dance Positions
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Dance Positions
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Dance Positions
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Dance Positions
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Dance Positions