“L et ’ s W alk ”
continued To incorporate rhythm, accompany any of the above activities with “Walking Along.” Don’t
be concerned if the children do not move “at one” with the beat of the music. It will all
come in good time.
Incorporate imagery into the exploration of this locomotor skill by asking the children
to walk like they are the following:
big and strong
in a parade
fat and jolly like Santa Claus
on hot sand that is burning their feet
trying to get through sticky mud;
really sad; tired; proud; scared
deep snow; an overgrown jungle
trying to find a towel with soap in
Observation and Evaluation: Does the child demonstrate proper posture and alignment,
with weight distributed evenly over all five toes and the heel of the foot? Does the child
respond to the imagery used?
Adding Equipment: Play “Walking Along,” inviting the children to accompany the song
with rhythm instruments. Challenge them to roll a hoop, balance a beanbag on different
body parts, or circle a ribbon stick overhead or to one side while walking.
Curriculum Connectors: By accompanying the activity with “Walking Along,” you are
bringing in the element of music. Because self-discovery, including the exploration of
emotions, is the first step in social studies for young children, using the imagery suggested
incorporates that content area. To include language arts and science, read the following
poem to the children. Then ask them to act it out as you read it again. (You may have to
explain and/or demonstrate what a pendulum is.)
The elephant’s walk is careful and slow.
His trunk like a pendulum swings to and fro.
But when there are children with peanuts around,
He swings it up and swings it down.
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