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DocuSign Envelope ID: E2E21521-71A5-4711-A40C-EC691AF3B3A7 <br /> Arts in Education Grant Application-Fall 2016 McDougle Elementary School PTA <br /> Sample Programs, Press, or Other Materials from This Program <br /> North Carolina Youth Tap Ensemble <br /> Below is an excerpt of NCYTE's detailed, 17-page study guide. <br /> 4111. <br /> <VS"""%414"44"NONAAP.V.4""■444".6NOV1/4"4V6"441/4"""A"■44•44.4.4"VVVV‘ONiV\ <br /> IN I" <br /> % e i <br /> class Activities <br /> ti es <br /> , <br /> % Your students may be itching to do some rhythm activities after the 1 <br /> S performance, and we have a number of ideas that you might consider trying. 1$ <br /> s <br /> % Some are noisier than others, but we hope you'll not let that deter you. <br /> % Although these activities could be done either before or after the show, in / 5 <br /> % some cases we've indicated a recommendation. 1 <br /> S . <br /> N e <br /> % 1 <br /> 4.* Scat-sinqinq l , <br /> 1 "Scat" singing can be done in a spoken tone or sung, rather than using lyrics. <br /> % A few nonsense syllables replace all the words, but in the same rhythm as the 1 <br /> S words would have been sung. For example, "Row, row, row your boat," might / <br /> S become Shoo, Shoo, Shoo, Be Doo." / I;r <br /> s <br /> s e „ <br /> % Choose a song that is known to the class. Younger grades might choose a / <br /> 5 nursery rhyme (e.g., Mary had a Little Lamb),while middle-school or high- 1 <br /> S sc:hoolers might use an American folk song or patriotic song (e.g. Row Your e <br /> % Boat, My Country 'tis of Thee), or even a current popular song from the radio or e 1, <br /> L <br /> s e <br /> % movies that the kids know. Have them choose a few syllables that they'll use <br /> 1 r. <br /> % to scat the song, and write them on the board. Examples: Shoo, Be, Doo, 11 <br /> S Wah, Bop I <br /> s e , <br /> s Ask them to "sing" the song together, replacing the syllables in the original i <br /> s e <br /> % song with the agreed-upon scat syllables. They can use them in whatever 1 <br /> 5 combination of syllables they choose, but at first should keep the same rhythm 1 <br /> % as the original song. Then they can experiment with doubling up the rhythm, / <br /> S or adding sounds on the off-beat. <br /> S <br /> I. <br /> s e <br /> % Point out that the tap dancers are making similar rhythmic sounds with their 1 <br /> % feet. There are a variety of sounds that can be made with the tap shoes, but e_ <br /> S they are more limited than speech.Some steps make a sliding sound, some ! <br /> % have a hard slap, some are soft, etc. e <br /> N 4* <br /> N e <br /> % Students could take this exercise a step further and experiment with making e <br /> % different types of rhythmic sounds with their feet. e <br /> 5 4$ <br /> S Make your own tap shoes e <br /> 1 e <br /> s e <br /> % Children who are keen to take tap dancing a step further could make their 4. <br /> 5 own tap shoes by gluing several pennies near the toe and heel of some old e <br /> S shoes (with parents' permission and help). 4* <br /> 111 e <br /> Sll op et_ i <br /> s• %S North (=Carolina Youth Tap Ensemble-Guide for teachers 8 , <br /> , <br />