To play:

Ask students to figure out how many syllables are in their first, middle name(s)/if applicable, and last names. Direct them to say their names while clapping to the rhythm of the syllables. For example, for my name (Shannon Dooling-Cain), I would clap 5 times total (Shan/non/Dool/ing/Cain). 

Direct the students to create a movement phrase to the rhythm of their name, with movements that correspond to the number of syllables. For example, my movement phrase would have 5 beats total. This means I could do 5 movements that each take 1 beat, a 2 beat movement and then 3 movements that each take 1 beat, 2 movements that each take 1 beat and a triplet movement, etc.  

To share:

Ask the dancers to first say and clap their name, then say their name while performing their movement phrase, then do the movement phrase in rhythm without saying their name.

Have the rest of the class repeat each dancer’s name and movement phrase, to help each dancer feel seen and validated as they learn one another’s name. 

Appoint one dancer to be the first leader. The leader will do a movement and say what they are doing out loud. For example, they can run in place and say, “Run in place like me!”

 The other dancers will follow what the leader is saying and doing.

The leader has the option to switch things up by doing one movement, but saying another.

 For example, they can run in place, but say, “Jump up and down with me!” In this case, the other dancers will follow what the leader is saying (jump up and down), not what they are doing (running in place).

A dancer will be “out” if they do the movement the leader is doing, not the one the are saying. 

Play music, dance, and then freeze in a funny or creative pose when the music stops.

In this activity, everyone dance as the music plays. 

Before the music stops the Coach will yell out a pose for each dancer to strike when the music stops, each player must freeze immediately and hold that pose. All dancers who freeze 

the music begins again.

A great team bonding exercise would be taking team picturesthat they set up and can share amongst eachother. Also good to put a power point presentation to show off the freindships built being part of the team!

 (Pictured: Burbank Middle School Dance/ Cheer Team)

Instructions:

• On an index card (each coach will be given three cards)

• you are going to write down three different dance moves (make sure they are moves you know how to do and teach)

• Once everyone has them written down we will mix them up and number them.

• we will tape them to the wall in order.

• each coach will explain and teach their dance move in the numbered order.

• all these dance moves will create a random choreography that as a team we will on putting together and to music!

Desk Drumming

Be warned, it is LOUD!

For this activity, try using rhythm patterns to introduce each note, work on timing, and stay on beat. 

YOU DO NOT NEED DRUMSTICKS.

Some low cost noise reducing ideas are to use-

• Pencil erasers on the end of the drumsticks

• Mouse pads for students to drum onto

• Drum onto student books (but this can get crazy!)

• Drum onto the floor – if it is carpet, if your floors are floorboards, tiles or linoleum, this is NOT a good idea!

Bucket Drumming 

Like desk drumming, this is a rather low cost way to get your students learning note values, work on timing, and learn to stay on beat!!!

The fun part of using buckets is that there are quite a few different sounds that can be made by hitting different parts of the bucket.

Some different sounds can be made by:

• Hitting the center of the bucket

• Hitting the rim of the bucket

• Hitting the sides of the drum

• Clicking the sticks

Make sure to introduce basic bucket drumming techniques. Provide students with buckets and drumsticks, guiding them through foundational rhythmic patterns. This activity not only enhances rhythmic skills but also introduces students to basic drumming techniques.

A couple of hints to make your drums and sticks last longer. For your buckets, use duct tape to make a cross in the center where the students will hit the drum. For your sticks, wrap the ends with electrical tape, this will help to stop the “chewing” of the sticks when your students drum using rim shots!

Desk or Bucket Drumming Choreography 

Bucket drumming or desk drumming choreography offers an exciting avenue for teaching rhythm patterns and note values in the middle school music classroom. One captivating lesson idea is to introduce a “Rhythm Composition Challenge” to your students. 

The fun part about desk or bucket drumming is how easily it can be combined with movement to create choreographed performances. 

Begin by demonstrating basic drumming techniques on buckets or desks, emphasizing the importance of rhythm and timing. Then, divide the class into small groups and task each group with creating their own drumming composition. Provide them with a set of rhythmic patterns or note values to incorporate into their composition, encouraging experimentation and creativity. Once the groups have developed their compositions, have them perform for the class. 

This activity not only reinforces rhythm concepts but also fosters collaboration, critical thinking, and performance skills. With bucket drumming or desk drumming choreography, you’ll transform your middle school dance academy into a vibrant hub of rhythmic creativity and exploration. Give it a try and witness the rhythmic magic unfold!

Directions:

• Stand in a circle with your back to the person behind you.

• Without talking tap the person in front of you and do a dance move.

• Once the person behind you shows you their dance move. Tap the next person.

• Do their move and add your move to it

It can be a move, 4 counts, or 8 counts. Modify it to your students and their skill level!

Human Rhythm Chain is a fun and collaborative game that brings rhythm patterns and note values to life in the middle school dance academy. 

To introduce this activity, form a circle with your music students and assign each student a unique rhythmic pattern or note value. This is the perfect time to differentiate as needed, you can assign each student a rhythm pattern that you know they can perform or aloow them to create their own.

To start the human rhythm chain, start a steady beat, at a tempo that your students can easily handle. The game begins with one student clapping or performing their rhythm, then the next student performs their rhythm, and it continues around the circle. The idea is to keep the rhythm chain gouging without skipping a beat or making a mistake. This process continues around the circle, with each student adding their rhythm to create a continuous chain of rhythms. As the game progresses, encourage students to listen carefully to the rhythms that come before theirs and maintain a steady tempo. 

This activity not only reinforces rhythm concepts but also promotes active listening, teamwork, and rhythmic accuracy. For added challenge, try varying the tempo or introducing different rhythmic meters in the rhythm patterns, for example use a combination of different time signatures!

Human Rhythm Chain provides a dynamic and interactive way for middle school music students to explore rhythm patterns and note values while fostering collaboration and musical creativity. 

1. Start by everyone standing in a circle.

2. One person will start by saying “Here's my rhythm now check my beat” and follow with a beat.

3. The group will say back “We

4. got your rhythm now here's your beat” and repeat the beat.

5. The group will repeat until all participants have gone.

6. Make your beat fun and unique!

Be the first player to get three pom poms in a row – horizontally, vertically, or diagonally – just like in regular Tic Tac Toe. 

What You Need

• A Tic Tac Toe board (can be drawn on paper, cardboard, felt, etc.)
  
  

• Two sets of pom poms in different colors (e.g., red vs. blue)
  
  

Set up the board: A 3x3 grid (like a hashtag symbol: #).

Pick your colors: Each player chooses one color of pom poms.

Take turns: Players take turns placing one pom pom on an empty square.

Win the game: The first player to get 3 pom poms in a row (across, down, or diagonally) wins.

Tie: If all 9 squares are filled without a winner, it’s a tie.

Do each motion on a 5-6-7-8 count, then “hit and hold” for 8 counts. Repeat 2–3 times per motion.

1. High V → Low V → T → Broken T

• Count: “5-6-7-8” → Hit motion → Hold for 8 counts
  
  

• Reset between each
  
  

2. Touchdown → Low Touchdown → Daggers → T

• Focus on clean arm angles and strong fists
  
  

3. Candlesticks → Clasp → High V → Broken T

• Great for building fluid transitions
  
  

Check for Sharpness: 

• Have a partner or coach give visual cues or call out random motions
  
  

• Or shuffle flashcards with motions and draw at random
  
  

Challenge Round:

Go through the drill faster (4 counts per motion)

Add jumps or claps in between motions

Use a mirror to check arm level and fist tightness

MODIFY: USE cone or Pom Pom and put them in gorups of 2 or 4. Call out a motion. When you say pom, one should be able to grab the cone or pom pom before the other players.

Step One: Invite students to walk around the space. Ask them "what part of their body they think is leading that movement."

Now ask them to lead with their nose, their knees, their hips etc.

 Ask students how each felt and what characteristics they might apply to that movement? Ex: Leading with your knees might cause the rest of your body to feel slouchy and heavy. Characteristics might be lazy, naughty, sleepy, bored etc. Give students the opportunity to watch each other and have them identify characteristics in each other’s movements. 

Step Two: Resume walking normally. This time invite students to change just one thing about their walk. E.g. swinging their arms slightly higher, a small limp, their knees bend slightly, their walk is slightly quicker Ask them to think about what type of person or character might walk like this as they go. Every time you clap your hands students are to change their walk again. Only changing one thing at a time; not adding any movements, changing them. Again, have students watch each other and share their ideas about characterization. 

Encourage students to use choreographic devices like making a movement bigger, smaller, faster, slower, performed by one person or everybody, in unison or one at a time. How can movement be manipulated to make it more interesting for viewers? Focus on transitions between movements. Invite students to devise ways of linking movements so that they never stop moving. This, as well as developing movements with choreographic devices, are what help a piece really feel like a dance rather than a sequence of actions. 

1.Split students into groups.

2. Each group will get a song. (or you can let them pick a song) 

Give them no rules or regulations to gage what they think is appropriate music choices and dance moves)

3. Listen to the song and pick any part to choreograph 3-4 eight counts.

4. Each group will perform their eight count.

Once all the groups have gone, have a discussion about their song choices or songs and dance choreo made up by them. 

This activity is to dissect every song, based on tempo, lyrics and perception.

The purpose of this activity is to see that all music isn’t appropriate.

However, you can use certain parts, edited or non explicit versions, or kids versions.

• Create a Circle

• Facilitator will Designate a start point person in the middle will be the face of the Bunny and their person to the right and left will be the bunny’s ears.

• As a group they will say bunny, bunny, bunny and continue until they decide to pass the bunny spirit to another person by pointing at a different person.

• This person will become the face of the bunny and the people to the right and left will be the ears. they will repeat the process.

The purpose of this energizer is to help your students loosen up, be silly, and let go of any tension. It’s a fun way to reduce performance anxiety, get their facial expressions moving, and most importantly—encourage them to HAVE FUN!