RHYTHMIC ACTIVITIES

FIRST TERM 

LEARNING NOTES

CLASS: JSS 2 (BASIC 8)

SCHEME OF WORK WITH LESSON NOTES 

Subject: 

Physical and Health Education 

Topic:

RHYTHMIC ACTIVITIES

Behavioural objectives:

At the end of the lesson, the pupils should be able to

1. Define the following term
(i) Fundamental rhythms
(ii) Creative rhythms
(iii) Dramatic rhythms
2. Differentiate between dramatic rhythms and creative rhythms.

 

Term:

FIRST TERM 

Week:

WEEK 9

Class :

JSS 1 (BASIC 7)

Previous lesson : 

The pupils have previous knowledge of

Description of Outdoor Recreational Activities

that was taught as a topic during the last lesson.

 

Instructional Materials:

  • Wall charts
  • Pictures
  • Related Online Video
  • Flash Cards

Methods of Teaching:

  • Class Discussion
  • Group Discussion
  • Asking Questions
  • Explanation
  • Role Modelling
  • Role Delegation

 

Reference Materials:

  • Scheme of Work
  • Online Information
  • Textbooks
  • Workbooks
  • 9 Year Basic Education Curriculum
  • Workbooks

 

Content

RHYTHMIC ACTIVITIES 

Definition of Rhythmic Activities 

Rhythmic activities are movements performed in response to regular or specific beats. The beat  can be in the form of singing, drumming or improvised sound. 

Movements carried out in time with regular or designated beats are referred to as rhythmic activities. 
The rhythm may come from drumming, singing, or other unplanned sounds.

Classification of Rhythmic Activities 

Rhythmic activities are classified into three areas: 

(i) Fundamental rhythms 

(ii) Creative rhythms 

(iii) Dramatic rhythms 

Fundamental Rhythms 

Fundamental rhythms include walking, running, skipping, and other fundamental movements. 

The general purpose of a programme of fundamental rhythm is to provide a variety of basic  movement experiences. This will make students move effectively, efficiently and develop a sense of rhythm. 

Creative Rhythms 

Creative rhythms involve movement that initiates animals or man. In creative rhythms, the  student expresses himself by trying to be something. The student in his own mind takes on the  identity, for instance, of a soldier, giant, horse, elephant, train, or object. He proceeds to interpret  this identity with expressive movements to be accompanied with a suitable rhythm. 

Dramatic Rhythms 

This could be based on a story and idea, a poem and emotion or a song. It could take almost any  forms. A variety of rhythmic background can accompany the unfolding of the story. As the story progresses, suitable rhythmic background can be selected. A piece of music selected should have sufficient changes of tempo and pattern to provide different kinds and quality of background.

A general idea or plan of action can be selected and fitted to the music. Students should express  mood and feelings. A piece of music is played, generally, a recording student however, can interpret the music differently. 

 

 

Presentation

 

The topic is presented step by step

 

Step 1:

The class teacher revises the previous topics

 

Step 2.

He introduces the new topic

 

Step 3:

The class teacher allows the pupils to give their own examples and he corrects them when the needs arise

 

 

 

EVALUATION

1. Define the following term
(i) Fundamental rhythms
(ii) Creative rhythms
(iii) Dramatic rhythms
2. Differentiate between dramatic rhythms and creative rhythms.

 

Conclusion

The class teacher wraps up or concludes the lesson by giving out a short note to summarize the topic that he or she has just taught.

The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.

He or she makes the necessary corrections when and where the needs arise.

 

 

 

 

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