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Dances for
Preschoolers
Songs with Rhythmic and Creative Dance
Susan Kramer
Text,
Choreography, Illustrations
Copyright 2001-2016 Susan Kramer
Santa Barbara, California USA
Amsterdam, The Netherlands
susan@susankramer.com
companion texts
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Click on cover image |
Click on cover image |
Music and Dance
Dances for young children
Successfully building skills for
living
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Contents |
I. Skill
Building
II.
Rhythmic and Creative Dance Elements
Rhythmic:
Walking; Marching; Running; Galloping; Sliding
Creative Elements:
Rebound; Suspension; Sustained; Overtones; Expending Energy; Axial;
Levels; Directions; Dynamics
III. Dances
1. Jingle Bells; running steps; 2/2 time
2. Baa, Baa, Black Sheep; galloping;
2/4 time
3. Bobby Shaftoe; sliding; 2/4 time
4. Mary Had a Little Lamb; galloping; 2/4 time
5. Allouette; walking or marching; 4/4 time
6. Frère Jacques; marching and sliding; 4/4 time
7. Twinkle, Twinkle Little Star; galloping; 2/4 time
1.
For a classroom of dancers, the term I use for students dancing, provide an
open space such as all furniture pushed to the side walls of a regular
classroom; a multi-purpose room; outdoors on grass or a hard surface, bare feet
are best if appropriate for the setting. It is best not to eat right before
dancing.
2.
Each dance begins with a rhythmic movement technique¾walking, marching,
running, galloping or sliding¾and progresses into creative expression.
Enthusiastic movement using the body-mind is a basis of somatic
education.
3.
The dances are designed to be on the easy side
technically in order to:
a. move in
synchronicity with the song phrases as a preparation for language development,
writing and reading;
b. move in
levels: low, middle, high;
c. emphasize
forward and backward movement;
d. practice
clockwise and counter-clockwise directions around self and moving in space;
e. use axial
movements including swinging arms up and down and side to side;
f. move while
twisting and spinning;
g. identify
right side and left side of body;
h. develop
memory;
i. understand
sequencing;
j. use arms in
opposition to legs;
k. hear and
feel the strong beat of the rhythm, the accented part of the step;
l. move
dynamically to volume of music; soft and sharp tones; slow and fast;
m. learn
patience with self and cooperation with others;
n. finish what
is begun; the steps; the sequence; beginning, middle, end; completing the
whole;
o. discover
that enthusiastic movement is energizing and joyful.
For in-depth definitions of rhythmic
movements and creative dance go to Body-Mind
Rhythmic Movement
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1. Rebound |
The resulting bounce against the force of gravity. Energy
focused downward creates an equal reaction upward or sideward. The rebound
changes in proportion to the energy expended in the initial movement.
landing
downward from a leap, pushing in to spring upward in a rebound
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2. Suspension |
Hanging onto a breath. Sustained movement
controlled by the length of a breath.
suspending
the breath, sustaining the motion between slides
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3. Sustained |
Movement
related to a constant beat rather than a breath.
sustaining
the motion until the next beat of the rhythm
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4. Overtones |
Sense of air still vibrating even though movement has
ceased, giving the sense of moving in time.
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5. Expending Energy |
Sheer
energy and intensity are different. Containment of energy creates intensity.
Sharpness is achieved through the maximum use of energy in the attack of the
movement. Motivation gives the movement more substance and quality.
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6. Axial |
While the body is rooted in
one spot, segments of the body move independently of each other, such as
backward, forward, sideward, in spirals, swinging.
an axial
movement: foot planted on floor, body bent forward at low level, upper body
twisted, arms extended
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7. Levels |
Low on the floor or close to it; middle as in
normal walking level; high as on tip toe, jumping, arms extended upward.
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8. Directions |
Around one's self, forward, backward,
sideward, diagonally, in curves, circles, straight lines, geometric shapes.
moving
forward at low level
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9. Dynamics |
Motion with purpose,
motivation, feeling, energy.
dynamically
moving in a jump upward
1. Jingle Bells; running
steps; 2/2 time
2. Baa,
Baa, Black Sheep; galloping; 2/4 time
3. Bobby Shaftoe; sliding;
2/4 time
4. Mary Had a Little Lamb; galloping; 2/4 time
5. Allouette; walking or marching; 4/4 time
6. Frère Jacques; marching
and sliding; 4/4 time
7. Twinkle, Twinkle Little Star; galloping; 2/4 time
Each dance is written out with name of
song and the kind of rhythmic technique in the title, followed by the
verse to sing. Next, the preparation position is given. Then, the verse
and dance portion that go together are listed.
Use musical accompaniment or sing along;
repeat sequences as often as desired to make a longer dance. Easier dances are
listed first.
Teacher and dancers can do the dances
together, if desired, or until the dancers have learned the patterns. Patterns
and enthusiasm are more important than the rhythmic movement techniques; young
children are in a developmental body-mind
stage; greater skill in technique will come when dancers are beyond preschool
development.
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1. Jingle Bells;
running
steps; 2/2 time |
Dashing through the snow,
In a one horse open sleigh,
O'er the fields we go,
Laughing all the way.
Bells on bob-tail ring,
Making spirits bright,
Oh what fun it is to sing,
A sleighing song tonight.
Jingle bells, jingle bells,
Jingle all the way,
Oh what fun it is to ride,
In a one-horse open sleigh.
Jingle bells, jingle bells,
Jingle all the way,
Oh what fun it is to ride,
In a one-horse open sleigh.
preparation:dancers take hands, stretch into a large circle,
still holding hands.
1.
Dashing through the snow,
In a one horse open sleigh,
O'er the fields we go,
Laughing all the way.
Circle of dancers run to center while holding
hands and then run backwards to beginning place ending out in a large circle
shape.
2.
Bells on bob-tail ring,
Making spirits bright,
Oh what fun it is to sing,
A sleighing song tonight.
Again, circle of dancers run to center while holding
hands and then run backwards to beginning place ending out in a large circle
shape.
3.
Jingle bells, jingle bells,
Jingle all the way,
Oh what fun it is to ride,
In a one-horse open sleigh.
Jingle bells, jingle bells,
Jingle all the way,
Oh what fun it is to ride,
In a one-horse open sleigh.
Dancers drop hands and dance creatively in place with
arms up and down, turning in place, bending and stretching. When song ends
dancers freeze in their last shape.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for the master,
One for the dame,
One for the little boy
Who lives down the lane.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for the master,
One for the dame,
One for the little boy
Who lives down the lane.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
preparation:dancers take hands, stretch into a large
circle, then drop hands.
1.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
Dancers gallop in a clockwise circle shape without
holding hands.
2.
One for the master,
One for the dame,
One for the little boy
Who lives down the lane.
Dancers change direction and gallop in a
counter-clockwise circle shape without holding hands.
3.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for the master,
One for the dame,
One for the little boy
Who lives down the lane.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
Dancers break out of the circle shape and move creatively
in space. When the song ends dancers freeze in their final position.
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3. Bobby Shaftoe; sliding; 2/4 time
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Bobby Shaftoe's
gone to sea,
Silver buckles on his knee,
he'll come back and marry me,
Bonny Bobby Shaftoe.
Bobby Shaftoe's
bright and fair,
Combing down his yellow hair,
He'll be mine for ever more,
Bonny Bobby Shaftoe
Bobby Shaftoe's
gone to sea,
Silver buckles on his knee,
he'll come back and marry me,
Bonny Bobby Shaftoe.
Bobby Shaftoe's bright and fair,
Combing down his yellow hair,
He'll be mine for ever more,
Bonny Bobby Shaftoe.
Bobby Shaftoe's gone to sea,
Silver buckles on his knee,
he'll come back and marry me,
Bonny Bobby Shaftoe.
preparation: dancers form a circle facing in,
holding hands.
1.
Bobby Shaftoe's gone to sea,
Silver buckles on his knee,
he'll come back and marry me,
Bonny Bobby Shaftoe.
Keeping circle shape and holding hands, begin slides
toward the dancers right which will be in a counter-clockwise direction.
2.
Bobby Shaftoe's bright and fair,
Combing down his yellow hair,
He'll be mine for ever more,
Bonny Bobby Shaftoe.
Still holding hands, stop and start slides toward the
dancers left which will be in a clockwise direction.
3.
Bobby Shaftoe's gone to sea,
Silver buckles on his knee,
he'll come back and marry me,
Bonny Bobby Shaftoe.
Bobby Shaftoe's bright and fair,
Combing down his yellow hair,
He'll be mine for ever more,
Bonny Bobby Shaftoe.
Bobby Shaftoe's gone to sea,
Silver buckles on his knee,
he'll come back and marry me,
Bonny Bobby Shaftoe.
Dancers drop hands and dance creatively, freezing in their final
shape.
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4. Mary Had a Little
Lamb; galloping; 2/4 time |
Mary had a little lamb,
little lamb, little lamb,
Mary had a little lamb,
its fleece was white as snow.
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went,
the lamb was sure to go.
Mary had a little lamb,
little lamb, little lamb,
Mary had a little lamb,
its fleece was white as snow.
its fleece was white as snow.
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went,
the lamb was sure to go.
Mary had a little lamb,
little lamb, little lamb,
Mary had a little lamb,
its fleece was white as snow.
preparation: dancers assemble at left back corner.
1.
Mary had a little lamb,
little lamb, little lamb,
Mary had a little lamb,
its fleece was white as snow.
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went,
the lamb was sure to go.
Beginning at left back corner gallop in a line to left
front corner and then to center of room.
2.
Mary had a little lamb,
little lamb, little lamb,
Mary had a little lamb,
its fleece was white as snow.
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went,
the lamb was sure to go.
Dance creatively in space in center of room.
3.
Mary had a little lamb,
little lamb, little lamb,
Mary had a little lamb,
its fleece was white as snow.
Dancers gallop as a group to corner of room where
they first began.
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5. Allouette; walking/marching;
4/4 time |
Alouette, gentile Alouette,
Alouette, Je te
plumerai,
Je te
plumerai la tete,
Je te plumerai la tete,
Et la tete, et la tete,
Et la tete, et la tete.
Alouette, gentile Alouette,
Alouette, Je te
plumerai.
Alouette, gentile Alouette,
Alouette, Je te
plumerai,
preparation: dancers stand in a line facing forward
holding hands.
1.
Alouette, gentile Alouette,
Dancers walk or march forward
holding hands.
2.
Alouette, Je te
plumerai,
Dancers walk or march backward while still facing
forward and still holding hands.
3.
Je te plumerai
la tete,
Je te plumerai la tete,
Et la tete, et la tete,
Et la tete, et la tete.
Alouette, gentile Alouette,
Alouette, Je te
plumerai.
Drop hands and dance creatively in space.
4.
Alouette, gentile Alouette,
Form line again as at beginning joining hands and facing
forward.
5.
Alouette, Je te
plumerai.
Walk or march forward holding
hands for last line of the song.
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6. Frère Jacques; marching
and sliding; 4/4 time |
Frère Jacques, Frère Jacques
Dormez vous? Dormez vous?
Sonnes les matines, sonnez les matines,
Din, din, don. Din, din, don.
Are you sleeping, are you sleeping?
Brother John, Brother John,
Morning bells are ringing, morning bells are
ringing
Ding Ding Dong, Ding Ding
Dong.
Frère Jacques, Frère Jacques
Dormez vous? Dormez vous?
Sonnes les matines, sonnez les matines,
Din, din, don. Din, din, don.
Are you sleeping, are you sleeping?
Brother John, Brother John,
Morning bells are ringing, morning bells are ringing
Ding Ding Dong, Ding Ding
Dong.
preparation: holding hands, dancers stretch out in
a large circle, then drop hands.
1.
Frère Jacques, Frère Jacques
Dormez vous? Dormez vous?
March in to center of circle; turn in place to face outward and walk
out to place again.
2.
Sonnes les matines, sonnez les matines,
Din, din, don. Din, din, don.
Turning to face in, take hands and slide to right, counter-clockwise direction, in the circle shape.
3.
Are you sleeping, are you sleeping?
Brother John, Brother John,
Drop hands and march in to center of circle; turn in place to face
outward and walk out to place again.
4.
Morning bells are ringing, morning bells are
ringing
Ding Ding Dong, Ding Ding
Dong.
Turning to face in, take hands and slide to the left, clockwise
direction, in the circle shape.
5.
Frère Jacques, Frère Jacques
Dormez vous? Dormez vous?
Sonnes les matines, sonnez les matines,
Din, din, don. Din, din, don.
Are you sleeping, are you sleeping?
Brother John, Brother John,
Morning bells are ringing, morning bells are ringing
Ding Ding Dong, Ding Ding
Dong.
Drop hands and dance creatively around room. Stop dancing and
hold position when the music ends.
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7. Twinkle, Twinkle
Little Star; galloping; 2/4 time |
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
preparation: dancers take partners and wait in line
at back right corner of the room.
1.
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
Dancers enter room from right back corner holding hands with their
partner doing galloping steps and circle clockwise along back of room passing
left back corner, left front corner, and right front corner of the room to form
a large circle, and then all continue with their partners galloping in the
clockwise circle till the verse/music ends.
2.
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
Twinkle, twinkle little star,
how I wonder what you are.
Up above the world so high,
like a daimond in the sky,
Twinkle, twinkle little star,
how I wonder what you are.
Dancers drop hands and dance creatively in space till the verse/music
ends and then hold still in their ending position.
Susan Kramer is an international author of
more than 50 collections and thousands of articles on rhythmic movement, modern
dance, ballet, music, philosophy, relationships, social issues, yoga and
practical spirituality for children, teens, adults and those challenged, with
some Dutch, French, German, Greek and Spanish translations, and with her
husband, Stan Schaap- http://www.stanschaap.com lives in the
Netherlands.
email susan@susankramer.com
Meditation
for Children
http://www.susankramer.com/ChildMeditation.html
Radiant Yoga for Children
http://www.susankramer.com/Yoga.html
Radiant Yoga for Teens and Adults
http://www.susankramer.com/RadiantYoga.html
Member of the Gateway to Educational Materials
The Gateway.org
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published October 2, 2001; updated March 26,
2011; March 21, 2016 |