File:Rhythmic action plays and dances; a book of original games and dances, arranged progressively, to Mother Goose and other action songs, with a teaching introductory; for the kindergarten, primary (14582714508).jpg

Identifier: rhythmicaction00mose (find matches)
Title: Rhythmic action plays and dances; a book of original games and dances, arranged progressively, to Mother Goose and other action songs, with a teaching introductory; for the kindergarten, primary schools, playground and gymnasium
Year: 1915 (1910s)
Authors: Moses, Irene Elizabeth (Phillips), b. 1884
Subjects: Dance Games
Publisher: Springfield, Mass. : Milton Bradley company
Contributing Library: University of California Libraries
Digitizing Sponsor: Internet Archive

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Text Appearing Before Image:
A group of little girls chooses one of their number to be Mistress Mary. MistressMary then selects some spot for her garden where she kneels down. The rest of theplayers dance up to her and call, Mistress Mary, quite contrary, how does your gardengrow? Mistress Mary answers, With cockle-shells and silver bells and pretty maidsall in a row, at the same time Mistress Mary jumps up and chases the rest of theplayers. When she catches one she takes her back to the garden and they both kneeldown and, after the verse is sung a second time, the two start out after the other players.Those they catch take their place in Marys garden. This goes on over and over untilall the players are in the garden and there are no more to be caught.
Text Appearing After Image:
140 RHYTHMIC ACTION PLAYS AND DANCESTHE ELEPHANTS DANCE Although music and dancing ai-e so closely related that it is difficult to disassociatethe two, however, paradoxical as it may seem, rhythmic accent can often best be recog-nized when the sound of the foot tapping on the floor, or the clap of the hands is theonly accompaniment. Music helps the child to learn to march, but as a progression theassistance of the music should be withdrawn. Marching without music forces the childto keep in time by depending upon his own rhythmic sense and that of the class, communi-cated to him by the sound of the foot falls. To call the childs attention to the sound ofthe tramping, the teacher may tell the story of Toomai of The Elephants from Kip-lings First Jungle Book. The children may be asked to imagine they are these big,soft-footed animals with no hard hoofs to stamp. Stress should be laid on the fact thatthe elephants had no music but kept in time by the steady sound of the tramp, tramp, ofma

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