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. � 1 <br /> Z j <br /> � the students to think about things in their world that have regular and j <br /> irregular rhythms. A list below can help you get started, or keep things gong j <br /> if they get stuck. It is interesting to think about differences in rhythmic sounds j <br /> in the city, as compared to the country, or indoor sounds compared to 1 <br /> outdoor sounds. j <br /> Windshield wipers Dripping faucet Church bells 1 <br /> Bird calls Cars honking Hammer or saw j <br /> 1 Clock ticking Phone ringing Oars on a rowboat <br /> Body rhythms 1 <br /> Z j <br /> The body can be used as an instrument to make many rhythmic sounds. Are j <br /> activity that is silly and fun, yet also instructive, is to let the children j <br /> experiment with different ways to make these sounds. Many sounds can, of <br /> course, be made using the mouth, such as lip smacking, tongue clicking. j <br /> Different sounds can be made by clapping the body in different ways. A j <br /> 1 hand thumped on the chest will sound different than a hand thumped j <br /> against the thigh. Using the body as a percussive instrument is sometimes <br /> referred to as playing the "hambone" or "patting Juba." j <br /> Start with having the children repeat back a rhythm that you clap with your j <br /> hands, using their hands. Then ask them to repeat the same rhythm clapping j <br /> against their leg, then their chest, to notice how the sounds of the rhythmi:-- 1 <br /> pattern are the same, but the tone is different. j <br /> Repeat this with mouth sounds (whooshing, whistlin g- purring through the lips). 1 <br /> Instead of the teacher setting the rhythms, the children could takE� turns j <br /> clapping or vocalizing a rhythm that the class then mimics. <br /> 1 Finally, an "improv jam" would allow kids to improvise their own body 1 <br /> rhythms, one at a time, or as a group. They could repeat a set rhythm, usir,(,) j <br /> their own "instrument," or everyone could devise their own rhythmic patterns j <br /> that fit within a dominant beat that you provide by clapping your hands. <br /> Tap dancers have a tradition of "challenging" each other to repeat a 1 <br /> *N rhythmic pattern that one person sets. The person repeating the pattern then j <br /> tries to return the challenge by changing the pattern and making it more j <br /> difficult. If this listening exercise is working well, you might let them try a 1 <br /> "challenge" with either yourself or some of the students leading off. j <br /> � l <br /> j <br /> � r <br /> Nor th Carolina Ta r E nsemble - Guide for teachers l j <br /> ' <br />