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ERIC Number: ED186334
Record Type: RIE
Publication Date: 1979
Pages: 91
Abstractor: N/A
Reference Count: 0
A Guide to the Use of Street/Folk/Musical Games in the Classroom. Volume I, Song-Games.
Hillery, Mable A.; Simmons, Patricia M.
This teaching guide is the first of three volumes designed to teach Afro-American children street/folk/musical games in the elementary classroom. It is one of the Interdependent Learning Models (ILM) whose overall objective is for teachers to use the cultures of their students as vehicles for teaching academic skills and content. This volume focuses on ten traditional folk and clapping and chanting games. An introduction offers an historical overview of games, the definition of folk and street games, and a rationale for using games in the classroom which explains the effects on learning, attention, self-concept, and physical development, as well as benefits for teachers and schools. The second chapter defines the games as Transactional Instructional Games (TIGs), lists distinguishing features of TIGs, suggests teaching methods, and offers an implementation checklist. The ten games follow: Frog in the Bucket, Stick Out, Bobbing Needle, See Aunt Dinah, Emma You My Darling, Chicken and a Chicken, Skip to the Barbershop, Johnny Cuckoo, Little Jonny Brown, and Riley. For each game background information, lyrics, directions for action/movements, and learning objectives relating to academic, physical, and social skills are presented. Line drawings illustrate the actions when necessary. All games are for groups, stress singing and clapping in rhythm, and are non-competitive. A tape cassette, available from ILM, records a group of children with a teacher singing and clapping the songs. (CK)
Interdependent Learning Model, Fordham University, Thebaud Hall, Bronx, NY 10458 ($5.00, $2.00 for cassette tapes)
Publication Type: Guides - Classroom - Teacher; Creative Works
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Fordham Univ., Bronx, NY.
Identifiers: Interdependent Learning Model
Note: For related documents, see SO 012 577-578.