Contents INTRODUCTION...1 ORGANISATION...3 DELIVERING THE ACTIVITIES...3 THE IMPORTANCE OF PHYSICAL ACTIVITY...4 PHYSICAL DEVELOPMENT...

Transcription

1 MUSIC FOR PARACHUTE GAMES Contents INTRODUCTION...1 ORGANISATION...3 DELIVERING THE ACTIVITIES...3 THE IMPORTANCE OF PHYSICAL ACTIVITY...4 PHYSICAL DEVELOPMENT...5 (1) MANIPULATIVE SKILL DEVELOPMENT...5 Experienced throughout the day...5 (2) GROSS MOTOR AND LOCOMOTOR SKILLS DEVELOPMENT...6 (i) Free movement...6 (ii) Planned Development...6 ACCESS TO PHYSICAL DEVELOPMENT THROUGH PARACHUTE GAMES...7 Physical or Developmental Disabilities...7 Visual impairment...8 Hearing impaired children...8 Higher Level of Physical Development...9 WHAT IS INVOLVED IN PHYSICAL DEVELOPMENT AND HOW DO PARACHUTE GAMES CONTRIBUTE?...10 (A) CO-ORDINATION AND BALANCE...11 (and how parachute games contribute) (1) BEING ABLE TO MOVE IN A BALANCED AND CONTROLLED WAY..11 (a) Along the Ground...11 (b) Above the Ground...11 (c) In the Air...11 (2) BEING ABLE TO USE EQUIPMENT WITH CONTROL...12 (a) Pouring...12 (b) Picking Up and Carrying...12 (c) Steering...12 (d) Sending and Receiving...12 (B) MOBILITY...13 (and how parachutes contribute) Val Sabin Publications

2 BEING ABLE TO MOVE ABOUT IN DIFFERENT WAYS...13 (a) On Feet...13 (b) On Hands and Feet...13 (c) On Different Body Parts...13 (d) Climbing...14 (e) Using Toys...14 (C) SPATIAL AWARENESS...15 (and how parachute games contribute) (1) KNOWING WHERE YOU ARE IN A ROOM OR OUTDOOR SPACE...15 (a) General Space...15 (2) DIFFERENT SHAPES THAT CHILDREN CAN MAKE WITH THEIR OWN BODIES (a) Personal Space (3) WHERE A CHILD IS STANDING IN RELATION TO ANOTHER CHILD OR OBJECT (a) Relationships (D) MANIPULATIVE AND AIMING SKILLS (and how parachute games contribute) (1) BEING ABLE TO PICK UP AND USE SMALL EQUIPMENT (2) BEING ABLE TO BUILD, ROLL, THROW AND AIM WITH SMALL EQUIPMENT EQUIPMENT FOR PARACHUTE GAMES Sari silk 19 Parachutes 19 GENERAL SAFETY CONSIDERATIONS SECTION 1 CONTENTS ACTION KIDS WARM-UP SONG BEFORE WE BEGIN SECTION 1 BASIC PARACHUTE MOVES AND CONTROLLING THE PARACHUTE (1) CIRCLE LEFT AND CIRCLE RIGHT (2) CHANGE DIRECTION TO MUSIC (3) WALK AND COUNT (4) PASS THE PARACHUTE (5) TEAMWORK (6) STATUES (7) MAKING A STATUE Val Sabin Publications

3 (8) RIPPLING AND WAVING (9) RIPPLE AND STOP (10) RIPPLE AND BOUNCE (11) TUNNELLING (12) HEARTBEAT (13) GROWING A MUSHROOM (14) OSTRICH AND CHICKEN (15) MUSHROOM AND LIVELY (16) SHAKING AND HEARTBEATS (17) UP AND DOWN (18) ABOUT TURN (19) FRESH MOUNTAIN AIR (20) TIDAL WAVE (21) LIFT OFF (22) MUSHROOM GAMES (23) HOT AIR BALLOON (24) HIDING IN THE MUSHROOM (25) SITTING IN A TENT (26) THE ROCKING CHAIR (27) KEEP THE TENT UP (28) ACTIVITIES IN A TENT (29) CHANGING HANDS AND DIRECTIONS (30) LIFT UP (31) THE HAMMOCK SECTION 2 CONTENTS SECTION 2 USING THE IMAGINATION AND STORY TELLING (32) BLOWING BUBBLES (33) AT THE FAIR THE BIG DIPPER (34) FAIRGROUND VOLCANO (35) AT THE FAIR WATERSLIDE (36) AT THE FAIR RIDING HIGH (37) AT THE FAIR MERRY-GO-ROUND (38) MARCHING AND SKIPPING (39) GIANTS AND FAIRIES / TOM AND JERRY (40) GIANT MUSHROOMS AND FAIRY RIPPLES (41) WIND ON THE OCEAN (42) THE WEATHER REPORT (43) THE MEXICAN WAVE (44) STORMY WATERS (45) PONDLIFE (46) LIFE AROUND THE POND (47) FROGS ON THE LILY PAD (48) CATERPILLAR (49) THE TORTOISE (50) MOVING THROUGH THE JUNGLE (51) A BIRD HATCHING FROM AN EGG Val Sabin Publications

4 (52) WASHING MACHINE (53) WRAPPING THE PARCEL (54) UNWRAPPING THE BIRTHDAY PRESENTS (55) TURNING AND SPINNING (56) THE POSTMAN (57) BAKING A CAKE (58) LITTLE RED RIDING HOOD (59) FLYING A KITE SECTION 3 CONTENTS SECTION 3 ACTION SONGS AND POEMS (60) NURSERY RHYMES (61) HICKORY DICKORY DOCK (62) JACK AND JILL (63) PITTER PATTER RAINDROPS (A) (64) PITTER PATTER RAINDROPS (B) (65) I HEAR THUNDER (66) TWINKLE, TWINKLE (67) PUT THE TEA ON THE TABLE (68) MAKE THE TEA (69) THE YELLOW BALLOON (70) FIVE LITTLE DUCKS (71) HEADS AND SHOULDERS, KNEES AND TOES (72) THE SUN HAS GOT HIS HAT ON (73) IF YOU RE HAPPY AND YOU KNOW IT (74) IF YOU RE HAPPY AND YOU KNOW IT PROGRESSION (75) MULBERRY BUSH (76) OLD MACDONALD HAD A FARM (77) ANIMALS UNDER COVER (78) SIMON SAYS (79) HOW MUCH IS THAT DOGGY IN THE WINDOW (80) THE RISING RIVER (81) ROWING A BOAT SECTION 4 CONTENTS SECTION 4 GAMES (82) CLIMB THE MOUNTAIN (83) HORSE AND JOCKEY (84) GROUP CLIMB (85) TENT POLE (86) TENT ON THE FARM (87) CHANGING TENT POLES (88) GUESS WHO S IN THE TENT (89) JELLY FISH (90) THE RUNNING JELLYFISH (91) LISTEN AND DO Val Sabin Publications

5 (92) HELLO (93) BOOTS AND SHOES (94) RINGS AND THINGS (95) CHANGE AND MOVE (96) CHANGE AROUND (97) ROUND THE WORLD (98) CHANGE OVER (99) SWAP (100) CHANGE CHARACTER (101) LOOK AT ME! (102) ALL CHANGE (103) KNOW YOUR NUMBER (104) ON HOLIDAY (105) FRIENDLY FISHES (106) JAWS (107) SHARK (ANOTHER VERSION OF JAWS) (108) CAT AND MOUSE (109) DOGS AND CATS (110) ST GEORGE AND THE DRAGON (111) VEGETABLES (112) BEANS (113) CHALLENGE (114) SHAPES (115) TURNING TURTLE! SECTION 5 CONTENTS SECTION 5 USING SMALL EQUIPMENT (116) THE SPACE SHIP (117) ERUPTING VOLCANO (118) INCY WINCY SPIDER (119) BOUNCE AND COUNT (120) ROLLERBALL (121) BASKETBALL (122) INTO ANOTHER WORLD! (123) THE TRAMPOLINE (124) GOLF (125) GOLF COMPETITION (126) SHIPS ON THE SEA (127) SHAKE THE CRUMBS OFF THE TABLECLOTH (128) VOLLEYBALL (129) POPCORN (130) BOUNCING POPCORN (131) RAINDROPS ON THE UMBRELLA (132) ON AND OFF (133) FOOTBALL (134) TENNIS (135) JUMPING BEANS (136) JUMPING SNAKES Val Sabin Publications

6 (137) THE DOG AND HIS DINNER (138) BEACH BALL (139) BOUNCE AND PUSH (140) THE RABBITS BURROW (141) THE SPIDERS WEB (142) THE DETECTIVE (143) TIDY YOUR BEDROOM! (144) SUNKEN TREASURE (145) THE PIRATE S DEN! (146) MOLE IN A HOLE (147) ONE-HANDED DODGE-BALL (148) PLACE AND PICK-UP (149) THE PASSING GAME (150) WASHDAY SECTION 6 CONTENTS SECTION 6 CALM DOWN (151) BEANS ON TOAST (152) WEE WILLIE WINKIE (153) HIGH/LOW GO TO SLEEP (154) WHIP AWAY (155) PUDDLES! (156) HUMPTY DUMPTY (157) SNUGGLE UNDER! (158) HEADS OUT (159) RING A RING OF ROSES (160) DIVERS (161) ROLL IT UP (162) COVER-UP ACTION KIDS CALM-DOWN SONG Val Sabin Publications

7 THE IMPORTANCE OF PHYSICAL ACTIVITY The importance of physical activity and, in particular the development of gross motor and locomotor skills, cannot be underestimated. Children love running, jumping, skipping, climbing, crawling, sliding, rolling etc. and derive a great satisfaction from it. They enjoy experimenting and exploring to test out and develop their co-ordination and skill. They watch other children and copy what they are doing. When young children achieve something physical they desperately want to show other people what they can do look at me. Approval from the practitioner or demonstrating to the rest of their group is a highly rewarding experience and showing off newly perfected skills builds self-confidence and develops self-esteem. In the foundation stage much of the physical activity of a young child will be free, exploratory, and imaginative. An outdoor play-space which is well resourced with fixed or movable climbing apparatus, wheeled toys, and interesting features or floor markings will engage interest, imagination, and sense of adventure, and allow children to become involved in pleasurable activities. A range of small games equipment in stimulating colours and shapes will afford children the opportunity to develop manipulative skills, co-ordination and balance, as well as engage them in essential role play. As language and communication skills develop, so will social integration, co-operation and collaboration with other children. The more socially cohesive they become the more able they are to work in pairs and small groups. In the early years children need time to explore, experiment, solve problems, role play, make up games and develop their social skills through both free and supervised play. However, it is essential also for them to have their interest captured and their energies channelled through adult-planned and structured activity. Parachute games offer children structured, adult planned activities which are engaging, interesting and fun. They also encourage social co-operation, interaction and integration. Through the medium of parachute games, children will be able to engage in all areas of physical development Val Sabin Publications

8 Higher Level of Physical Development Inclusion and challenge is equally important for children who have a higher level of physical development. Because parachute games are different and rely on co-operation and group timing to succeed, the child with a higher level of physical ability is often sufficiently challenged and integrated into the group. However, the following suggestions may help with those times when they need to be challenged further:- With activities which require running around the outside of the chute, physically able children could be challenged to move 1 ½ or two times round instead of once. They could be encouraged to tell the stories in the tent or lead a game. In games which require moving under the chute they could be given a more challenging way to move. In games which require picking up a piece of equipment from below the chute, they could be challenged to pick it up and carry it in a different way. An understanding of what makes up the physical components of co-ordination and balance, mobility, awareness of space, and manipulative skill, and knowing how to use equipment effectively will make it easier to challenge those children who require it or to break down activities and make them more accessible for those who are less co-ordinated Val Sabin Publications

9 (6) STATUES The following activity can encourage children not only to move and stop, but to move, in a different direction after each STOP. Children grip the parachute firmly and hold it taunt in a circle. They walk around in a circle in the same direction and STOP on a signal from the practitioner. (Initially the signal to move and stop could be verbal or in response to a percussion instrument.) Make this into a fun activity and when children STOP, they stop very still, like statues (strong muscles). Can I see anyone moving? etc. Once children are comfortable with the move and stop, let them try it to music. ACCOMPANIMENT: Musical Statues - Track 5 When children first move to musical statues, they should move STOP move again in the same direction. When they are confident in their movements, they can progress to move STOP then move again in the opposite direction. (The STOP could be unexpected e.g. Play a pop CD and stop it at different intervals.) (7) MAKING A STATUE Choose three or four children to go under the parachute when the rest of the group make a high mushroom. The group guides the parachute down over the children in the middle who then move about to form a statue. They try to form a statue which has high and low parts and interesting shapes. They hold their shape still when it is complete and children around the chute try to guess which point of the shape is which child! Children pick up the parachute and unveil the statue and reveal the children s shapes Val Sabin Publications

10 (31) THE HAMMOCK (SAFETY this game must be played with some adults spread around the edge!) All the children and adults roll the parachute up from the edge towards the centre. They stop rolling when it has been reduced to a circle of about 8 feet. One child lays down in the middle of the parachute then everyone gently lifts the child from the ground and rocks him / her gently from side to side. (VERY CAREFULLY RETURN THE CHILD TO THE FLOOR) Let several children have a turn at swinging in the hammock, if they wish, but have a limit of 6! (Rolling the parachute up like this is also a good way of getting everyone to help when it is time to put away!!) It may be appropriate to create an atmosphere and use music e.g. ACCOMPANIMENT: Rocking - Track Val Sabin Publications

11 (39) GIANTS AND FAIRIES / TOM AND JERRY Children grip the parachute firmly and hold a tight circle i) They move in one direction using very large, heavy giant strides and then in the opposite direction travelling on the balls of their feet making tiny fairy steps. (The story can be changed e.g Tom and Jerry, Hook and Tinkerbell etc) ii) They practise to voice and percussion until the sequence is confidently performed, then perform in response to the music. ACCOMPANIMENT: Giant Strides and Fairy Steps - Track 13 or Heavy and Light - Track 29 (40) GIANT MUSHROOMS AND FAIRY RIPPLES Using the same music as for activity 39 children stamp and stride with giant strides into the middle to make a large mushroom and stride out again. Then they make themselves small and tip toe round making tiny ripples in the parachute. ACCOMPANIMENT: Giant Strides and Fairy Steps - Track Val Sabin Publications

12 (60) NURSERY RHYMES Children place the parachute flat on the floor and stand at its edge. Several children are chosen to sit in the centre of the parachute and the remaining children pick up the edges, grasping it with both hands. Children holding the parachute all walk round in one direction, singing a nursery rhyme, whilst the ones sitting in the middle enjoy the ride. Each time a new verse is sung or a new rhyme is sung the parachute is revolved in the opposite direction. ACCOMPANIMENT: Tracks 13, 14, 15, 16, 17 or 18 which feature a number of nursery rhymes or could be voice only Val Sabin Publications

13 (67) PUT THE TEA ON THE TABLE Using the music of I M A LITTLE TEA-POT walk around to the left for a complete verse, then back the other way. (Repeat) Walk in for 8 - arms high (Repeat) Walk out for 8 - ARMS LOW (Repeat) ACCOMPANIMENT: I m a Little Tea Pot - Track 19 (68) MAKE THE TEA Start in a circle with parachute held taut Whip arms up and walk in for 8 Bring arms down and walk out for 8 Keep the parachute taut to walk round in one direction for 16 counts Back in the other direction for 16 count (repeat a, b, c, d) Then finish by repeating (a) and (b) once more. To further extend this activity: For (c) walk 8 to the left - 8 to the right, 8 to the left - 8 to the right (changing direction more quickly than before) For (c) skip instead of walk. ACCOMPANIMENT: I m a Little Tea Pot - Track Val Sabin Publications

14 (84) GROUP CLIMB Prepare for this game in the same way as for Climb the Mountain. Children make a giant mushroom then all together bring the edges down to the ground and kneel on them. This traps the air underneath the parachute. Children climb the mountain as a team, and on their knees pretend to climb to the centre of the mountain using just their arms. (85) TENT POLE Everyone mushrooms the parachute, takes one step forward and sits down, pushing the parachute behind them, so everyone is sitting in a tent. With the adult in the centre of the tent, holding it up, s/he calls out a name and the named child stands up and runs around him/her and returns to their place in the tent. (Repeat as many times as desired) The same game could be extended by asking children to move in different ways around the tent pole e.g. bounce, skip, bunny hop, walk and quack like a duck move like a monkey etc. Activities inside the tent could also include story telling, action songs e.g. Old MacDonald or campfire songs etc. N.B. Sometimes young children follow the chute forwards and can t make a tent, so have the children kneel and make the tent this keeps them in place more easily! Val Sabin Publications

15 (101) LOOK AT ME! The practitioner calls out 2 names whilst children are holding the parachute at waist height. These two children choose who they want to swap with and have to give them a non-verbal communication to let them know nod, wink, wave, point etc, then on a signal children make a mushroom and the two pairs swap places by moving underneath it. Take turns to be the communicators. (102) ALL CHANGE a.) Without making gender an issue, large scale place swapping can be easily achieved by saying when the parachute mushrooms, all the girls change places and repeat with the boys. b.) Everyone with a birthday in November or December... c.) d.) Everyone who has a pet dog / cat etc. Everyone with brown eyes etc. e.) Everyone who hates Bob the Builder!... f.) Everyone who loves cabbage! etc... (103) KNOW YOUR NUMBER Children are numbered 1 5 around the parachute. Practitioner has a quick check to make sure they have all remembered their number e.g. Number 3 s sit down Number 4 s wave to me etc When the parachute mushrooms, the practitioner calls out one or more numbers. All the children whose number has been called swap places Val Sabin Publications

16 (113) CHALLENGE The group is divided into two teams (every alternate child around the chute is A, remaining children B ). They set up a heartbeat rhythm, then the practitioner calls out a challenge (e.g. Team A to touch the wall nearest to them and get back before two heartbeats GO ). Team A lets go of the chute, performs the challenge and team B count time with the heartbeats. It is important for the practitioner to create the challenges and that the challenges are achievable. (114) SHAPES Half the children make a mushroom and then all move underneath it and let it settle around them. The practitioner calls out different shapes for children to create e.g. spiky, curled, tall, wide, lie on the floor with one leg in the air, etc. The other half of the children who are watching can see all the wonderful shapes being made in the parachute Val Sabin Publications

17 (126) SHIPS ON THE SEA Children start with everyone holding the parachute stretched out taut. The adult throws a number of soft balls of different sizes, textures and shapes onto the parachute. These are ships on the sea and children respond to the words calm, slight breeze, high winds with the movement of the parachute, but try to keep the ships on the ocean (try to keep the balls on the parachute!) (127) SHAKE THE CRUMBS OFF THE TABLECLOTH Children hold the parachute firmly to keep it taut (this is the table cloth!). The practitioner throws on a variety of small balls (these are the crumbs from tea time). Children work together to ripple, shake and bounce the chute to shake the crumbs off the tablecloth Val Sabin Publications

18 (148) PLACE AND PICK-UP Choose two children A and B. A holds a large soft ball in their hands. The remaining children grasp the parachute firmly and mushroom it into the air. As it mushrooms they count loudly to 10 (or backwards 10, 9,... etc) and child A runs to place the ball on the floor in the centre of the parachute, when they return to their place, child B runs to retrieve it and returns to his / her place. This can be done with not too much pressure to begin with, and the mushroom is allowed to descend naturally with the count of ten. Once the children become accustomed to the activity and are quite fast, adjust the count to make the timing suitable and at the end, e.g , pull the chute down quickly to the ground. (149) THE PASSING GAME Children grasp the parachute firmly and one child stands holding a large soft ball. As the mushroom is created the children with the ball calls the name of another child on the opposite side of the circle and throws the ball to him / her. When they receive it, they call out a name and throw to that person... and so on until the mushroom descends. Play continues when another mushroom is created (for very young children, the ball could be rolled instead of thrown) Val Sabin Publications

19 (153) HIGH/LOW GO TO SLEEP Children hold the parachute high in the air. They begin walking round in a circle gradually bringing the parachute down lower. They all gradually get slower and slower until they stop. Children carefully place the parachute on the ground stretch and yawn, then get under the duvet and go to sleep with hands outside the parachute. ACCOMPANIMENT: Go to Sleep - Track 23 (154) WHIP AWAY Children curl up underneath the parachute, heads in and holding a tight shape. The adult counts 1, 2, 3 and whips the parachute away leaving the children curled up on the floor. They wait quietly for a few moments then are tickled to wake up and follow the pied piper (teacher) in a quiet snake about the room. They finish sitting quietly in a pre-arranged spot Val Sabin Publications