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11. Sing a Song of Sixpence, 1st and 2nd verses

SUGGESTIONS FOR THE TEACHING OF THE GYMNASTIC ACTIVITY

1. Teach the words of the rhyme to the class, keeping in mind the rhythm.

2. If in presenting the action, the movement is based upon certain words as cues, present by imitation the activity as applied to the words, i.e., Little Jack Horner; Little Miss Muffet, etc.

3. If the movement is based on a time element (rhythm), present the activity content, line by line, i.e., Yankee Doodle; Pat-a-cake, etc.

4. Be sure the rhyme and activity has been thoroughly mastered before adding the song element.

5. If a dancing movement is involved, present same to the class as a unit before combining with other movements, i.e., Fly Away Jack and Jill; Diddle, Diddle, Dumpling, etc.

The author wishes to express thanks to Miss Louise Westwood, Director of Music of the Newark Public Schools, for the following suggestions as to the teaching of the song element:

1. Pitch-pipes:

No song under any condition should be sung without the pitch of the first word being given; using the pitch-pipe to get the key in which the song is written.

2. Range of Songs:

All songs should be sung not lower than the first line E or higher than the fifth line F of the staff. If songs are scored in another range, transpose the song by changing the pitch of the first word.

3. Quality of Tone:

All singing should be in a soft, light, head tone. Half-tone quality.

No loud singing should be allowed at any time.

PROCEDURE IN TEACHING

1. Teach the rhyme.   2. Combine rhyme with the gymnastic activity.
3. Teach the song.   4. Combine No. 1, No. 2 and No. 3.

COMMANDS USED TO PRESENT THE GYMNASTIC ACTIVITY AND SONG

1. Determine key in which the song is written and find starting note.

2. Teacher sounds keynote of first syllable or word.

Command:—Pitch—Sing!

Examples:

(a) Yankee Doodle. The first syllable of the word, "Yankee," which is "Yank," is sung to establish the pitch.

(b) Oh, where, oh where has my little dog gone? The first word, "Oh," is sung to establish the pitch.

3. In order to insure united action, the following command is used:

Ready—Begin!

RHYTHMIC STEPS

1. The Point Step, Forward:

Point foot forward with outside edge of toes touching the floor; the heel is raised and turned inward toward the other foot. (No weight transference, the weight being on the stationary foot.)

2. Closing Step, Sideward:

Step sideward, right, maintaining the weight equally to both feet (1). Close left foot to right (2).

Note.—Counterlike for movement in the forward and backward direction.

3. Chasse or Gliding Step, Sideward:

Raise heels and slide sideward, right, immediately closing left to right. A light, quick movement requiring only one count for completion.

4. Step Throw or Step Hop Swing, Sideward:

Step sideward, right (1). Hop on right, and swing left leg diagonally forward across (2). (Knee slightly flexed with ankle extended.)

5. Schottische Step, Sideward:

Step sideward, right (1). Cross step left to rear of right (2). Step sideward, right (3). Hop on right, swinging left leg diagonally forward across (4). (Knee slightly flexed with ankle extended.)

6. Two Step or Change Step, Forward:

Step forward, right (1). Close left instep to right heel (and) Step forward, right (2).

7. The Step Dip, Sideward:

Step sideward, right, with transference of body weight to the right foot (1). Place left toe behind right heel (heel raised) with the knee turned sideward (and) Bend and stretch right knee slightly with trunk bending sideward, left (2).

Hand clapping occurs on counts one and two.

8. Encircle to left with partner kneeling. (Partners.)

Stationary pupil.—Pupil extends leg backward, lowering knee to floor. The trunk is erect; left hand on hip with the right arm stretched upward, supporting encircling partner's left hand.

Dancing pupil.—The encircling pupil grasps with the left hand the kneeling partner's right hand and performs the dance movement in given direction.

DIAGRAMMATIC FORMATIONS

Classroom	Classroom
Standing in the right aisle facing front of room.	Standing in the right aisle in OPEN LINE FORMATION, partners facing.
Six rows of seats; six pupils per row.	Seven rows of seats; six pupils per row. Note:—When executing partner plays, children in extreme row on the right (odd row) form in partner formation in open area.

Circular

	SINGLE
Facing, line of direction.	Facing, inward.		Facing, reverse line of direction.
Counter-clockwise			Clockwise
	DOUBLE
Facing, line of direction.		Facing, reverse line of direction.