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Rhythmic Expression 47
The seven year The seven year old settles down for a
old learns through longer period of time than the "mer-reflection
and curial" six. The seven year old can be
action guided into meaningful learning, because
he now identifies himself with his en-vironment
both through feeling and through action. For ex-ample,
the song "Swinging" (Bk. 2) provides opportunities
for his reflection or feeling to be tested in his terms of action.
With guidance he can present many ideas about swings.
Some of these ideas may be hands crossed with another to make
a swing that moves high and low, a hammock that is gently
pushed by someone, a see-saw that balances up and down.
"Marching" (NMH, book 2) may include majorettes, flag-bearers,
band, soldiers, etc. "Sailing", (Bk. 2) may be expressed
with a high wind and a choppy water, or with a gentle breeze
and calm sea.
The characteristic rhythmic responses of the seven year old
are clapping, walking, marching, running, sliding, jumping, rub-bing,
tapping, hopping, swinging, flying, etc. Some of the songs
that the seven year old delights in expressing rhythmically are
"Playing in the Band"; "Oh, Where Has My Little Dog Gone";
"Here Comes the Postman"; "Over the River and Through the
Woods"; "Clocks and Watches"; "Did You Ever See a Lassie";
"Playing Indians" ; "Yankee Doodle" ; "Hickory, Dickory, Dock" ;
"John Brown Had a Little Indian" ; and others (Bk. 2) . Through
these songs the seven year old can relate his ideas through
rhythmic expression.
The eight year The eight year old, usually in the third
old learns through grade, moves out into the world both
dramatization mentally and physically. His rhythmic
expression through music is spontaneous,
dramatic, and descriptive. He is able to plan, and to present,
with guidance, dramatic renderings, historical and otherwise.
For example, he may dramatize a walk through the woods as
the Pilgrims did, while singing the song of praise, "Come Ye
i:.ari:liil People Come" (Bk. 3). He may investigate mean-ings
in songs of other countries through rhythmic dramatization.
"Little Blacksmith", "Weaving Song", "Susie Little Susie",
"Voule-vous Danser", "Turkish March", "Wake Up Sleepyhead",
etc., offer opportunities in which the eight year old can spread
Object Description
Description
| Title | Page 49 |
| Full Text | Rhythmic Expression 47 The seven year The seven year old settles down for a old learns through longer period of time than the "mer-reflection and curial" six. The seven year old can be action guided into meaningful learning, because he now identifies himself with his en-vironment both through feeling and through action. For ex-ample, the song "Swinging" (Bk. 2) provides opportunities for his reflection or feeling to be tested in his terms of action. With guidance he can present many ideas about swings. Some of these ideas may be hands crossed with another to make a swing that moves high and low, a hammock that is gently pushed by someone, a see-saw that balances up and down. "Marching" (NMH, book 2) may include majorettes, flag-bearers, band, soldiers, etc. "Sailing", (Bk. 2) may be expressed with a high wind and a choppy water, or with a gentle breeze and calm sea. The characteristic rhythmic responses of the seven year old are clapping, walking, marching, running, sliding, jumping, rub-bing, tapping, hopping, swinging, flying, etc. Some of the songs that the seven year old delights in expressing rhythmically are "Playing in the Band"; "Oh, Where Has My Little Dog Gone"; "Here Comes the Postman"; "Over the River and Through the Woods"; "Clocks and Watches"; "Did You Ever See a Lassie"; "Playing Indians" ; "Yankee Doodle" ; "Hickory, Dickory, Dock" ; "John Brown Had a Little Indian" ; and others (Bk. 2) . Through these songs the seven year old can relate his ideas through rhythmic expression. The eight year The eight year old, usually in the third old learns through grade, moves out into the world both dramatization mentally and physically. His rhythmic expression through music is spontaneous, dramatic, and descriptive. He is able to plan, and to present, with guidance, dramatic renderings, historical and otherwise. For example, he may dramatize a walk through the woods as the Pilgrims did, while singing the song of praise, "Come Ye i:.ari:liil People Come" (Bk. 3). He may investigate mean-ings in songs of other countries through rhythmic dramatization. "Little Blacksmith", "Weaving Song", "Susie Little Susie", "Voule-vous Danser", "Turkish March", "Wake Up Sleepyhead", etc., offer opportunities in which the eight year old can spread |
