A LESSON FOR APPRECIATION
A lesson for appreciation which includes creative and interpretative work. The interpretation of the song in the dance, or dramatic game.
This lesson was planned and taught to a group of second-grade children by Miss Eleanor Wright of the Speyer School, Teachers College, Columbia University.
The lesson was based upon the little German folk song which follows:—
Das Steckenpferd
1. Hopp, hopp, hopp! Pferd-chen, lauf’ Ga-lopp,
2. Tipp, tipp, tapp! Wirf mich ja nicht ab!
ü-ber Stock, und ü-ber Stei-ne,
sonst be-kommst du Peit-schen hie-be!
a-ber brich mir nicht die Bei-ne!
Pferd-chen, thu’ mir’s ja zu lie-be;
im-mer im Ga-lopp! hopp, hopp, hopp, hopp, hopp!
wirf mich ja nicht ab! tipp-ti, tapp-ti, tapp!
Teacher’s aims:—
1. To have the children make a dance which will be suitable to the music of Das Steckenpferd.
2. To help the children to appreciate this form of self-expression,—expression by means of the whole body.
Pupils’ aim:—
To make a little “folk dance” which they will present at the May Festival for the entertainment of parents and friends.
Subject Matter
I. A. Getting the problem before the children.
1. The surprise.
2. Reason for doing this work.
3. Nature of the problem.
B. 1. Set the standard for judging the value of the work done: that is, to have the dance tell the same story as the music.
2. Consider some other familiar melodies, and show, in physical expression, what they tell.
a. Soldier Song. (Bentley Song Primer.)
b. Bye-Low. (Bentley Song Primer.)
c. Old Black Joe.
d. Robin Hood and Little John.
C. Choose those pupils to interpret a song to whom it seems to appeal most.
Method of Procedure
I. A. 1. Do you remember, children, that I promised you a great surprise this morning? Well, this is it.
2. One day, not long ago, Miss S., Miss T., and I were talking over our program for the May Festival, and we decided that the little people did not have enough to do.
The first-grade children are to play a little story, and our two grades, you know, are to sing The Little Princess—so we thought that the second grade ought to have a little part of its own. Now what do you think it is to be? I am going to tell you.
3. We are going to make our own little dance to the music of Das Pferdchen. Don’t you think that will be very interesting?
1. When we made the tunes for our songs last winter, what did the music always have to tell?
Just so, as we make our dance to-day, it must tell the same story as the folk song.
2. Let us sing one of our little songs that we have known for a long time, and see if we can tell, in a dance, how that makes us feel.
Different children may here give different, individual interpretations. Encourage much freedom.
I am thinking of another tune that is quite different from this one. You may sing it with me if you like.
Virginia may show us how that song makes her feel: what she wishes to do when she hears it.
(Handle these two songs in a manner similar to that used for the other two.)
I am going to choose James to dance this, for he knows so much about soldiers.
Whom do you think could best show us how Bye-Low “goes”? Yes, I believe the girls can.
Henry may choose a little boy and girl to show us how this tune (Robin Hood) seems to go.
II. A. Das Pferdchen.
1. Kind of song—gay.
2. Things a little horse would do.
a. Gallop.
b. Jump.
c. Trot.
d. Paw the earth.
e. Stamp.
f. Step very high.
g. Carry his head proudly.
h. Prance.
3. Find any or all of these movements in the song.
4. Analysis of stanzas. First stanza—3 parts.
a. Jumping.
b. Galloping.
c. Jumping lightly.
5. Interpretation of each part by several different children.
6. Criticism.
a. Suggestions and constructive criticism of work done.
b. Judgment of the class as to the relative values of work.
c. Selection made for permanent dance.
7. a. Analysis of second stanza—3 movements.
b. Contrast the general spirit of first and second stanzas.
8. Encourage timid pupils to put forth effort. Have a very weak one work with one who is strong in this line.
II. A. Our little song, Das Pferdchen, is very different from all these.
Let us sing it together, to “la.”
1. What kind of song do you think it is? How does it make you feel?
2. This song is about a little horse. Now what can a little horse do?
3. Now we shall sing our song again, and this time you must listen very carefully so that you can tell what this little horse does.
4. Is this stanza alike throughout, or are there different parts to it? You may raise your hands when we come to the end of each part. Name each part.
5. You may show us how that first part makes you feel, Leland.
Irving may show us his way of doing it.
You have seen these two boys work; have you any suggestion to give?
Which piece of work do you consider more appropriate? Why?
Are you willing to accept this for your finished dance?
Now we have gotten the movements for our first stanza, we shall see if the second stanza is very like it.
How many movements did you hear in it?
b. Is the general spirit of the second stanza just like that of the first?
Compare?
Will you not show us, Josephine, how that little horse seems to go, in this second stanza.
Now William is a very strong horse, so we shall put you with him and make a fine “team.”
III. A. 1. Review the whole dance.
2. Give the incentive to work upon this until it is a very finished product.
3. Provide for a way of getting on and off the floor, when the dance is given.
4. Assignment.
III. A. 1. Since we have gotten all our dance, in parts, maybe you would like to see some one dance it all the way through. Who will be strong enough to do this without any help?
We liked that very much.
2. But I wonder if you feel ready to give this at the May Festival, just as it is?
Why not?
What will be necessary, then, before we can feel satisfied with it?
3. Now we know how our dance is to go after we have gotten out on the floor, but we have not said how we shall get to and from our places.
Don’t you think this is very important?
4. I am going to ask you to be ready to answer this question on Monday:
What will be the most suitable and pleasing way in which to get before our audience; and also, back to our places after our dance has been given.