Follow

Students respond to constant changes in the music.

Game: The teacher plays music or speaks a chant that get faster and slower; the class follows in movement.
"Engine. Engine Number Nine" is an excellent chant to use for a tempo follow.

Game: The teacher plays music. speaks a chant, or sings a song that has gradual dynamic changes. A song
from 150 American Folk Songs (Edited by Peter Erdei) that works well for a dynamic follow is "Stoopin
at the 'Window".

Game: The teacher provides an image for something in nature that has the feeling of expansion and contraction.
The students do movements for the image. The teacher provides music that supports and leads the movement.
(A possible image is water that moves in and out on the beach. As the water moves up the beach. the music gets
gradually louder; as it retreats, the music gets gradually softer.)

Game: Take a four beat rhythm pattern and play it over and over with varied dynamics, tempo. timbre,
tessitura. and/or texture. (Improvise music on the piano to provide the widest range of changes. If a drum
is used, vary only the dynamics and tempo.) Students step the pattern and adjust their movement based on
the time, space, and energy suggested by the music.

"Follows" are done to teach such concepts as tempo, dynamics, accent, phrasing, and articulation.

Interrupted Canon
Students step rhythm patterns in an echo fashion. (Movement canons can also be done.)

Game: The teacher plays a four beat pattern; the class immediately steps the pattern. (Patterns can
be played on the piano, drum, temple block, etc.)

"Interrupted Canons" are used to teach rhythm patterns, dictation, concentration, and memory.

Continuous Canon
Students step patterns in canon. (Movement canons can also be done.)

Game: The teacher plays a continuous succession of four beat patterns; the class immediately
steps the first pattern while listening to the next, etc.
(Patterns can be played on the piano, drum, temple block, etc.)

"Continuous Canons” are also used to teach rhythm patterns, dictation, concentration, and memory.

Nancy Lineburgh
NOCKA Workshop
March 12, 1994

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Activity #1: Dalcroze
Concept: Fast and slow
Game: Follow Accompaniment: Engine, engine
Children step the beat to “Engine, Engine” as the teacher speaks the verse. The teacher changes the tempo
of the verse by speaking the words faster and slower. The children follow her beat with their steps.

Activity #2: Dalcroze

Concept: Loud and soft
Game: Follow Accompaniment: Drum
The teacher plays the drum, first very soft. Then gradually louder. The children come close to listen at first,
then are pushed away as the drum is played louder and louder.

Activity #3:
Concept: Loud and soft, smooth (legato) and jerky (staccato/pizzicato)
Game: Follow Accompaniment: Haydn, Surprise Sym. (II)
At section A, the students hold the scarves and tip toe in a circle. When the sforzando section comes, the
students threw the scarves in the air, then dance with scarves freely and expressively.

Activity #4: Dalcroze

Concept: High and low
Game: Follow Accompaniment: Piano or Orff barred instruments
=Play for basic rhythmic movements. Have the children move with the music. When they hear a high
sound, they change directions. When they hear a low sound, then they stop.
= Play for basic rhythmic movements. When you play high, the children clap with the music. When you
play low, they step with the music.
Game: Quick reaction Accompaniment: Starlight Starbright, and piano
Children sing the song a they go for a pretend walk at night. When the song stops, the piano plays high
sounds for the children to pick stars out of the sky and low sounds for the children to pick up stars that have fallen on
the ground. (All children must have a pretend pocket to store the stars.)

Activity #5: Dalcroze

Concept: Quarter, eighth, half, and dotted notes
Game: Quick reaction Accompaniment: Piano, drum or Orff barred instruments
Basic Dalcroze rhythmic movements are:
walk long/stretch/swim
running skip/gallop
= The teacher plays music for walk, running, long, skip, and gallop. The students changes his of her
movement as indicated by the music. Students sill also stop and go with the music.
= Students do a different basic rhythmic movement from the one that is being played. For example, if walk
is played, then the children run (and vice versa); or if slow walk is played the children walk (and vice versa).

Game: Signal quick reaction Accompaniment: Piano, drum or Orff barred instruments
= The teacher plays music for walk. On a signal, the students turn and go the other way. On another signal,
the students stop. And, on another signal, students go back to walking. (The walk can be played on a temple block.
The signal for changing directions can be finger cymbals, the signal for stopping can be the drum, and the signal for
go can the cow bells)

1
Activity #6: Dalcroze & Kodaly
Concept: Beat vs. Rhythm, practice ta, titi, rest
Game: Quick reaction Accompaniment: Bounce high, Pease porridge hot
The children step the beat. On the signal from the teacher the children stop stepping and clap the rhythm of
the words.
Variation: Two children face each other, one with a drum and one with a woodblock. The child with the
drum plays the beat and the child with the woodblock plays the rhythm of the words. On the signal, the children
switch roles.

Activity #7: Dalcroze, Kodaly

Concept: Phrase and phrasing, prepare 2/4 meter
Game: Quick reaction Accompaniment: Improvisation; Twinkle; I see the moon
= Stand in circle or scattered around the room, Give one person a pair of finger cymbals, or a castanet. That
person moves to another person while shaking the instrument. Encourage the students to choose someone who is at
least 8 steps away. Also, encourage the students to be expressive with their walk as they move toward one another.
= Sing songs or play melodies that have clear phrases. Students are instructed to change directions when a
new phrase starts.

Activity #8: Dalcroze

Concept: Internalizing the beat, practice rest
Game: Quick reaction Accompaniment: Improvisation, Here comes a blue bird
= Children pretend to be making a house. First they saw. When they get tired, they rest for a designated
number of beats. (Determined by the teacher or the students.) Then they hammer, paint, etc.
= Have children do movements for the song of the beat. When you call out a number, they stop and rest for
that number of beats, then resume where they left off.

Activity #9: Dalcroze

Concept: subdivision of the beat, practice tiri
Game: Quick reaction Accompaniment: Improvisation
= Have the children walk to the beat of the music. When one beat is subdivided into two, they change
directions. When the beat is subdivided into three, they stop. When the beat is subdivided into four, they can go
again.
= Students step the beat. When a number is called, they subdivide the next beat by the number that was
called.

Activity #10: Dalcroze

Concept: Rhythm patterns
Game: Quick reaction Accompaniment: Jim along Josie/Improvisation
Teacher chooses three rhythms from a song and write these rhythms on cards to be placed in three different
places in the room. Teacher plays the rhythms one at a time over and over as the students copy the pattern and go to
the place in the room where the teacher has put the rhythm. When they know what the rhythm is they can say it.
(Walk walk running walk, or long long short-short long).

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Activity #38: Dalcroze, Kodaly, & Orff-Schulwerk
Concept: Boomwhakers

Game: Quick reaction Accompaniment: None/diatonic scale

Do the following sequence:
Step 8, Step 7, Step 6, Step 5, Step 4, Step 3, Step 2 ,Step 1
Step 0, Step 7, Step 6, Step 5, Step 4, Step 3, Step 2 ,Step 1
Step 0, Step 0, Step 6, Step 5, Step 4, Step 3, Step 2 ,Step 1, cont........
Reverse by starting with 8 silent beats and adding beats one at a time.

99999999
99999999
99999999
--Create a ostinato pattern for the first line. The rhythm of the first ostinato should be slow and steady, not
too busy. Try to use some rests in this line. Experiment with many possibilities. Don’t just accept the first attempt.
--Create a second ostinato. This line is likely to be a bit busier than the first ostinato. But, still try to use
some rests in this line.
--Create a third ostinato--the color part. Remember that the color part is spice and should
be used in small doses. Try to use lots of rests on this line. Not more than two sounds should be heard at the same
time.
--Use the tubes of the boomwhakers which are based on pentatonic scale.
--Divide the class into three groups. The first group plays the bass notes, the second groups plays the middle
notes, the third group plays the higher notes.
--Make sure the students do not whack their friends!!! -:)

Credits:
Dr. Nancy Lineburgh, Dalcroze games and activities.
Roger Sams, Orff-Schulwerk workshop, level I & II.