2017-060-E Arts - McDougle Elementary School PTA - Fall 2016 Arts Grant Agreement

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DocuSign Envelope ID: E2E21521-71A5-4711-A40C-EC691AF3B3A7 Arts in Education Grant Application-Fall 2016 McDougle Elementary School PTA <4.A.A.44%%4S""A".""A""N",""A"""•%%%%%%%%%**%%%4SO4%%%N.A.•) % I i S the students to think about things in their world that have regular and 4' % I 1 % irregular rhythms. A list below can help you get started, or keep things going 1 % if they get stuck. It is interesting to think about differences in rhythmic sounds 1 % in the city, as compared to the country, or indoor sounds compared to I % outdoor sounds. % 4* 4 e 4 Windshield wipers Dripping faucet Church bells 1 r % Bird calls Cars honking Hammer or saw / S Clock ticking Phone ringing Oars on a rowboat / % . S Body rhythms, ‘ S 4. S i % The body can be used as an instrument to make many rhythmic sounds. An e S activity that is silly and fun, yet also Instructive, is to let the children 1 S experiment with different ways to make these sounds. Many sounds can, of 1 S 1 1 % course, be made using the mouth, such as lip smacking, tongue clicking. N Different sounds can be made by clapping the body in different ways. A 1 % hand thumped on the chest will sound different than a hand thumped 1 S against the thigh. Using the body as a percussive instrument is sometimes 4' S referred to as playing the "hambone" or"patting Juba." 1 N l N l S Start with having the children repeat back a rhythm that you clap with your /fr 4 hands, using their hands. Then ask them to repeat the same rhythm clapping 1 S against their leg, then their chest, to notice how the sounds of the rhythmic 1 N pattern are the same, but the tone is different. 1 N , 4! i N., Repeat this with mouth sounds (whooshing, whistling, purring through the lips). , N Instead of the teacher setting the rhythms, the children could take turns i S clapping or vocalizing a rhythm that the class then mimics. 1 e N 1 % Finally, an "improv jam" would allow kids to improvise their own body 1 S rhythms, one at a time, or as a group.They could repeat a set rhythm, using " S their own "instrument," or everyone could devise their own rhythmic patterns 4'_ % that fit within a dominant beat that you provide by clapping your hands. e S el_ 4 % Tap dancers have a tradition of "challenging" each other to repeat a 1 % rhythmic pattern that one person sets. The person repeating the pattern then 1 S tries to return the challenge by changing the pattern and making it more I: S difficult. If this listening exercise is working well, you might let them try a e S "challenge" with either yourself or some of the students leading off. 1 i / 4 l N , Ili ill IL 41: !I fr e '1 1111 41, EP IP et_ S 1111 North Carolina Yil, Tap Ensemble-Guide for teachers :4111 I