Introduction: Expressing rhythm is part of the nature of childhood. Learning speech patterns, using inflections, compound words, complex rhythms, timbre, rhythmic patterns, movement and sound, all these things are interrelated and play an important part in developing the whole being.
As we know, oral language preceeds written language. Children need to develop their oral and nonverbal language skills, including their ability to focus attention and listen to successfully undertake reading and writing skills.
Let's begin by experiencing how rhythm can be an organizing factor in language development with the following partner game:
The basic rhythmic body percussion as follows:
Face your partner. l.h. (left hand) up and r.h. (right hand) down, 2 beats patting against partners hands, then 2 beats palms forward against partners, then clap 2 times, then 2 beats with thumbs over the shoulder.
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(melodic)
Ronald McDonald * * a biscuit! (note: the astericks are quarter rests)
Ronald McDonald * * a biscuit!
Oh shu shu wah wah, a biscuit!
I've got a sweetheart! a biscuit!
He's/She's so sweet! a biscuit!
Sweeter than a cherry tree! a biscuit!
(spoken)
Ice cream soda with a cherry on the top.
Ice cream soda with a cherry on the top.
(melodic)
Down, down baby, down by the roller coaster. (make curvey roller coaster with hands)
Sweet sweet baby, don't wanna let you go! (hug yourself)
Shimmy shimmy cocoa pop! Shimmy shimmy POW! (circular hand over hand)(on POW, clenched right handed fist upward movement)
Shimmy shimmy cocoa pop! Shimmy shimmy POW! (circular hand over hand)(on POW, clenched left handed fist upward movement)
There is a feast of language enjoyment before and after the child begins to read. The child makes the rhythm of the words come alive!
Adding tonal textures to the following rhyme heightens the acuity of the student's senses.
Example: Using voice inflections, different timbres and movement in, "The Apple Tree".
Two little Apples smiled at me.
I shook that Tree as hard as I could.
Down came the Apples! Hmmm, they were good."
The second time you say the chant/poem, tell the children to pretend like they are little bitty people with a little bitty apple tree and that these little bitty people have high sounding voices. All gestures are to demonstrate miniature movements.
The third time you say the Apple Tree chant, tell the children to pretend that they are giants and they have a giant apple tree with giant apples on it and that giants have very low voices. The gestures are to demonstrate huge movements with huge-sounding voices. This is an excellent time to tell them that just because something has a high sound does not necessarily mean it is a loud sound and low doesn't mean soft, either.
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