Course:KIN355/2020 Projects/Rhythm
Rhythm
Childhood is a point in time that all adults at one point or another, yearn to go back to. With the wisdom collected over the lifespan, the thought of going back to change certain things becomes more desirable as one ages. Most people simply want to go back to experience life at a simpler time, when the only “work” to be done was to engage in various types of play (Gagen & Getchell, 2006). As unusual as it sounds to refer to playing as work, it truly is that, because upon closer inspection, there are much more complex things occurring when a child is playing. The first six years of life are of great importance because that is a period in time where children can build a solid foundation of fundamental movement skills. Children begin to creep, crawl, walk, run, jump, hop and skip, or a combination of these as means to explore the environment around them. The concept of rhythm then becomes to play a critical role as these movements become more advanced. Oxford dictionary defines rhythm as a strong, repeated pattern of movement or sound. Douglas R. Matthews and his colleagues conducted a study to discover how early childhood educators perceive rhythm in the context of the learning environment and how it could contribute to childhood development (Matthews et. al, 2014). One of the participants, when asked what rhythm means, steed that it can be found in a multitude of things in one’s surroundings (Matthews et. al, 2014). This phenomenon is evident in elements of life such as heart rate, which constitutes how many times the heart beats per minute. All types of music are grounded in a particular rhythm, whether fast, slow or somewhere in between. Douglas R. Matthews even sheds light on the fact that rhythm plays a role in the way human beings communicate through rhythmical patterns of speaking with a variety of tempos and tones. In reference to movement experiences, the authors noted that previous studies found a positive correlation between the discovery of rhythmical aspects of a task and more efficient knowledge attainment. Ranging from reading exercises to movement coordination, rhythm undoubtedly plays an essential role in facilitating the achievement of a vast array of tasks (Matthews et. al, 2014). Therefore, considering that the first six years of life is so pivotal for the accumulation of such a myriad of physical, mental, emotional and locomotor intelligence, childhood educators are placed in a position of great significance. The efforts being made to ensure this critical stage of learning is maximized will determine how a child moves and learns potentially for the rest of their lives. The variety of learning tools being provided by these educators will indicate how much effort is being directed to the objective, and the use of rhythm as a learning tool is one of great importance to the cause.
Role in Childhood Development and Contemporary Considerations
Rhythm is often associated with music and dance, in a way that almost limits it to those specific realms of expertise. It is undeniable that those two topics demonstrate rhythm and elevate its use to maximum levels, but as mentioned above, it serves purpose in a myriad of educational endeavors. It is of great importance to one’s quality of life in several ways, which ultimately results in a healthier individual (Matthews et. al, 2014). Those with a higher sense of rhythm are certainly capable of performing advanced movements such as hopping, skipping, and galloping. This increased capability applies to lower levels of movements as well by making them more skillful and coordinated and powerful. Walking, jumping and running are all enhanced when a rhythmical component is added. The physiological response in acquiring rhythm is the synchronization of the vestibular system and the cerebellum; the two structures contribute to one’s ability to balance as well as coordinate movements in a manner that is timed appropriately (Matthews et. al, 2014). As a result, physical movements are accomplished with more competence and efficiency. There is ample evidence that suggests rhythm’s positive effect on movement skills, however the academic development of children is just as abundant (Matthews et. al, 2014). Neurologically, rhythm directly influences the way human beings process information to acquire knowledge. It is the same mechanism that allows the grasping of movement concepts. That effect translates to academic achievement as well (Matthews et. al, 2014). As rhythm improves, so does one’s confidence, which leads to more physical activity to utilize that rhythm. Kris Berg (2013) stated in his study that physical activity positively affects the function of the brain by increasing its growth, producing more neurons and increasing the amount of synaptic connections within the brain (Berg, 2013). Subsequently, children more exposed to rhythm based physical activity experience improved academic achievement in addition to better sequencing in movement (Matthews et. al, 2014).
It is important to note that a lack of rhythm does not necessarily lead to any particular illnesses or threaten anybody’s life by any means. Regardless, it does result in the opposite of most things already stated as a benefit of rhythm. Children suffer from a lack of balance, coordination, an increase in fatigues during physical activity and a lack of confidence. These factors are all correlated with symptoms including fear, anxiety, frustration, and comprehension difficulties (Matthews et. al, 2014). The less children are exposed to rhythm, the less successful they will be during physical activity; this can lead to them being discouraged to participate, preventing them from reaping the neurological, cognitive, affective and physical benefits of being active. These are some of the contemporary issues that children currently face. Children are less involved in physical activity due to technological advancements that keep them glued to a screen as opposed to engaging in movement experiences and exploring the environment around them (Bredin, 2020). Educators must be aware of these issues and provide as many opportunities for their students to acquire movement experiences through rhythm based physical activities. With the plethora of studies informing the masses about the benefits of rhythm in all academic areas, it is important to deviate from the culture of curricula that allocate more time to traditional academics in comparison to physical education, and a variety of arts (Matthews et. al, 2014). Those in the position of influence to design the curriculum must factor in this information to produce a more diversified pattern of learning for children in order to maximize the early years of their childhood (Berg, 2013). Additionally, future educators must also be trained in the diverse methods to ensure they are capable of instructing children in a way that encompasses all areas of learning.
Practical Applications
Activity 1: Nursery Rhymes
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Title: Nursery Rhymes
Purpose statement: Nursery rhymes provide numerous extremely important learning opportunities for children including; language and literary skills (vocabulary, speech development, vocal abilities/range etc.), cognitive development (general knowledge, creativity, imagination, etc), communication skills as well as gain a sense of rhythm. Rhythm is an essential element in development for not only academic success but athletic success as well. Children are first exposed to rhythm through nursery rhymes and music. Nursery rhymes allow children to make silly sounds, use different voices, act things out, stress different syllables and learn rhyming words which all enhance the element of fun in learning. The vast selection of nursery rhymes gives children the opportunities to explore different types of rhythm, whether that be fast, slow or a combination of both, and provides exposure to different patterns and tempos. One end goal of rhythmic development is to allow the child to experience the pace and the beat of nursery rhymes which can then be transferred into all aspects of life. Specifically, rhythm can be seen as elements of timing, coordination and 'running to the beat' in sports. Additionally, nursery rhymes are an early source of literature providing children with opportunities of neurological development through knowledge acquisition, as well as exposure to reading and writing.
Target age: 0-7 years old.
Apparatus/Equipment Needed: not necessary but props may enhance the experience.
Environmental Space/Set-Up: no formal space required.
Instructions:
No specific instructions, emphasis on creativity!
Find nursery rhymes through a variety of sources such as, books, websites, TV shows, etc. Parents can read out loud to younger children throughout the day or for specific activities (example: getting dressed or going to bed). Slightly older children can begin to read on their own or choose more advanced rhymes to practice reading out loud.
Modifications:
- Use props.
- Add in relevant noises: crashes, animal noises, automobile/forms of transit noises
- Modify voices: whisper, shout, speak in a squeaky voice, speak in a low voice, etc.
Modifying the way in which the nursery rhymes are spoken/experienced can enhance entertainment value. Including props allows children to visualize aspects of the rhymes. Making noises teaches children about the different sounds that exist, for example, "Old MacDonald" teaches animal noises. Lastly, using different voices again makes the nursery rhymes more intriguing and children learn to mimic what is being said and learn about their own vocal ranges. These are just some examples of ways to make nursery rhymes more appealing and engaging to children and by doing so, there is more exposure to rhymes, different cognitive learning opportunities and variety in rhythmic development.
Diagram and Figures:
Please refer to images on the right side of the page.
Activity 2: Hand Games
Title: Stella Stella Ola (Group activity)
Purpose Statement: This is a fun activity that requires constant engagement and enhances rhythmic and multitasking skills. Rhythm is introduced and practiced through the act of signing chants, tagging neighbouring participants as well as dodging being tagged. “Stella Stella Ola” allows participants to refine gross and fine motor skills, enhance coordination, develop body awareness, engage in social situations, improve reaction times and practice rhythmic proficiency. The development of rhythm, coordination, timing and reaction times can be translated into sport specific skills, such as running, jumping, swimming, kicking or hitting. "Stella Stella Ola" can easily get competitive and can teach core values similar to sports (coping with winning or losing if elimination is played). This game also provides the opportunity to develop multitasking and concentration skills as it is naturally fast paced, there is constant singing and selective times of tagging and dodging.
Target age: 6-12 years old.
Apparatus / Equipment Needed: no apparatuses or equipment needed.
Environment Space/Set-Up: enough space for participants to either stand or sit in a circle; bigger space for more participants, smaller space for fewer participants.
Instructions: Participants stand or sit in a circle, with everyone’s palms face up. Right hands are on top of neighbouring participants hands and left hands are underneath. Aim of the game is to not let your palm get tagged. One at a time the right hand comes across the body to tag your neighbours palm, once the palm gets tagged, the “tag” passes along the rest of the circle. The rhythm of the tag is to the words of the following chant:
Stella Stella Ola
Clap clap clap
Say yes chiga chiga chiga chiga check
say yes chiga chiga baloney baloney
Cheese and macaroni
Fire 1 2 3 4 5
You do not want to get tagged when “5” is said, you want to dodge it by removing your right hand in enough time to dodge your neighbours hand resulting in them tagging their won hand.
Modifications:
- Elimination: if your hand gets tagged on "5", you are out.
- Life system: you have x-number of lives of getting tagged before you get eliminated.
By adding in the element of losing through a life system or straight elimination, children can become more focused and be able to "count" how many tags there are before they get tagged themselves. This is essentially the skill of counting the beats and adheres to the idea that the child is multitasking (counting and singing the chant).
- Speed: alter the speed of the chant to make it easier (slower chant) or harder (faster chant).
Modifying the speed at which the chant is sung gives children the opportunity to participate and develop their own rhythmic proficiency at their own pace. If children are struggling with coordination and timing a slower tempo may be better as there is less pressure and allows for movements to be completed while still having the option to improve and get faster. If children are excelling at a normal paced round, increasing the speed gets children to think, speak and react faster which further develops their rhythmic ability, coordination skills and reaction time.
- Children make up new lyrics.
Giving children the option to create their own lyrics for new chants emphasizes imagination, creativity and allows for language development. Creation can occur in the group setting where children communicate with one another to work together and produce a new chant. This modification focuses on social aspects of development and affords creativity opportunities.
Diagrams and figures:
Please refer to images on the right side of the page.
Summary
Rhythm refers to a strong, repeated pattern of movement or sound that is acquired when the vestibular system and the cerebellum synchronize. This synchronization results in improved balance and movement coordination and can aid in the development of rhythmical aspects of tasks, information processing and acquisition of knowledge. This higher proficiency in physical skills can increase confidence and participation in physical activity, which in turn improves rhythm. The contemporary decrease in physical activity of children may lead to delays in the development of rhythm, however this can be countered by engaging in activities such as nursery rhymes and hand games.
References
Berg, K. (2010). Justifying Physical Education Based on Neuroscience Evidence. Journal of Physical Education, Recreation & Dance, 81(3), 24-46. doi:10.1080/07303084.2010.10598445
Matthews, D. R., Ubbes, V. A., & Freysinger, V. J. (2014). A qualitative investigation of early childhood teachers’ experiences of rhythm as pedagogy. Journal of Early Childhood Research, 14(1), 3-17. doi:10.1177/1476718x14523745