Physical Education
The Rhythm and Moves, Inc. physical education curriculum has been evolving since 1984. Beginning with information obtained through the study of elementary physical education curriculum and child motor development at Northern Illinois University, the base of the curriculum and objectives have been enhanced and broadened to include the latest science and physical education information as well as evolving social demands from our changing world. The curriculum is a collection of 10 years of higher education and 24 years of practical experience in over 100 schools and of 200 teachers.
The lessons that are provided to the instructors implementing the Rhythm and Moves, Inc. curriculum include a variety of teaching styles. These are included to encourage the involvement of all students in the learning process. The Guided Discovery style is mainly used to introduce new skills and concepts. The process of using carefully worded questions to guide the students to the most efficient execution of the skill allows for cognitive involvement from every student. The auditory learners are included in the discussion of the answers discovered by the students; the physical learners are included during the individual participation while searching physically for the answers to the teacher given questions. The visual learners will be stimulated by the variety of visual demonstrations from classmates as they search for the answers as well as teacher directed demonstrations from their peers. The guided discovery style allows the students to learn the skill cognitively as well as physically. The cognitive involvement when using Guided Discovery also includes the verbal description of the answer. This causes the students to develop and use movement vocabulary to describe the skill, leading to an understanding of how to correct mechanical mistakes as well as transferring the knowledge of that particular motor skill to similar skills using the same motor patterns.
The Problem Solving teaching style causes the students to take a problem given by the teacher and create movement that solves that problem. Problem solving and guided discovery both allow cognitive involvement and students are encouraged to take an active part in their learning process. These two styles along with command style learning are the most frequently used styles in the Rhythm and Moves, Inc. Kindergarten through fourth grade program.
The Reciprocal Style is also used in the Jr. High grades. This style allows for critical thinking while watching a peer performing a skill allowing the students to interact with each other, staying consistent with the developmental need of this age student to be accepted by their peers. This style is most frequently used to review skills taught in grade school. This style also encourages the students to verbalize the skills’ steps, again engaging the students in a cognitive learning process as well a physical learning process.
Team building activities which are included in the problem solving style of teaching are specifically introduced first in the third grade and then continued throughout the rest of the curriculum. The first unit of every school year includes a series of team building problems that cause the students to work together using a variety of styles of communication. This unit sets the groundwork for the remainder of the year, giving the students tools to utilize when confronted with more difficult problem solving situations presented by the teacher or circumstances arising during class and play. Students are also encouraged throughout the year to referee their own play and solve their own conflicts, instilling the objective of playing fair and doing your best.
Below is a link to the Fitnessgram Standards. This is the standardized Physical Education test used in California to assess fitness levels of the Fifth, Seventh and Ninth grade students. The California Physical Education standards contain the 5 California Physical Education Standards along with the benchmarks for the Kindergarten through High School.
Music Education
The Rhythm and Moves, Inc. music education program began in 2002. The curriculum has been developed by music education specialists according to the national and state music standards. It continues to be adapted with the help of our growing staff of music educators and professionals within the music and performance industries.
The lessons that are provided to the instructors implementing the Rhythm and Moves, Inc. curriculum utilize a variety of teaching tools. These include videos, music, books, instruments, as well as encouragement to explore the community through assignments to be done outside of class. These are provided to facilitate the involvement of all students in the learning process. The auditory learners will be included through music and discussion, they will experience the instruments and their sounds hands on and they will hear the music and concepts as they are presented. The visual learners will get their cues seeing the instruments and how they are played, by watching video about performers and the different eras of music. Through the use of all the equipment and technological aids the physical learners will get hands on experience they need to assimilate the information given throughout the year.
The Rhythm and Moves, Inc. curriculum inherently provides opportunity for every type of learner. The teaching styles that our staff is encouraged to use promotes involvement of every student. The lessons include physical, cognitive and affective objectives in order to educate the whole student. It is our belief and philosophy that every student be involved in every activity presented during class time. This is accomplished by providing EVERY child with the equipment to allow this to happen. In general, we provide enough equipment to give every student the same piece of equipment when working on individual skills and enough organizational equipment to set up group activities so that every student is able to participate in the activity, with no sitting out or rotating in.