Rhythmic Activities: Day 2

DAY 2: Tinkling

Lesson Objectives: (National Standard- N.S./Dance Standard- D.S.)

N.S. 1.1 Demonstrates competency in movement patterns needed to perform Tinkling routines.
N.S. 1.2 Demonstrates competency in movement patterns needed to strike the tinkling ropes/poles with 4 ropes crossed.
N.S. 5.1 Display appropriate behavior and cooperation when working in a group.
N.S. 6.1 Students will value the benefits of physical activity and enjoy being active.
D.S. Identify and demonstrate movement elements and skills in performing the Tinkling routines the Straddle Jump, Mashed Potatoes, and the Jogging Step.
D.S. 2.1 Understand choreographic principles when learning tinkling routines.
D.S. 5.1 Understand the dance Tinkling and where it comes from (Philippines).

Setting the tone: (my talking points will be highlighted in red)

I will ask the students: Does anybody remember what Tinkling is and where it came from?
Example of a correct answer: A rhythmic game that came from the Philippines.

Remind the students that: Tinkling depicts the movements of a long-legged, long-necked tinkling bird. Today we are going to learn how to strike using 4 poles crossed and stay on beat. We will also be learning how to perform the 3 different Tinkling dance routines we learned yesturday with the 4 poled crossed.

Day 2 Group activity/Instruction-Crossed 4 bands/poles: Striking, Straddle Jump stationary and Mashed Potatoes in a circle, the Circle Formation: Mashed Potatoes in a circle.

1. Begin by showing the students how to set up the crossed 4 bands and show them how to strike (in,in,out,out) and have the students go back in their groups and practice striking with no jumpers.

2. Have the students jump 4 at a time doing the Straddle Jump, switching off stikers and jumpers.

3. Call the students over and show them how to do the Mashed Potatoes jump in a clockwise circle with 4 strikers, and then have them go back in their groups and practice it, switching strikers and jumpers.

4. Set all the bands up in a circle and have the strikers practice striking in that large circle formation.

5. Have the jumping students all pick a set of bands to start at, then have them perform the Mashed Potatoes jump in the large circle clockwise, switching off striking and jumpers.

I chose to include a second day of tinkling in my Rhythmic Activities lesson with the crossed 4 bands/poles because the dances, especially in a large cirlce, spikes the interest of the students. Tinkling, as i already mentioned has many benefits to students. When the students form a large circle and strike together it teaches them how to work together because they all have to be on the same beat.

Closure:
Ask the students: Did everyone enjoy our 2 days of Tinkling? Where does Tinkling come from? How do we strike?