Leaving It All Up to Chants

Use this activity to explore the rhythmic linguistic play of traditional hand games and transform them into original social dances.

Materials Needed: Handout with playground chants (in PDF), space for movement

1. Tell students that playground hand-clapping games and schoolyard chants are forms of “linguistic play.” They’re creative uses of language, rhythm and movement passed down for generations, especially significant in Black girl culture and African-American communities. Ask: Who remembers playing, or still plays, hand-clapping games with friends? What do you notice or remember about the lyrics and rhythms? Reference the handout on the following page and note that these games have roots in African-American oral traditions.
2. Divide students into small groups. Have each group select one playground chant from the handout. Ask groups to read it aloud several times. If they know it, invite them to clap out the rhythm and notice repetition or rhyming patterns. If they don’t know it, ask them to create a clapping rhythm for it. Ask: What’s the tempo (fast/slow)? Where are the strong rhythmic beats (beginning/middle/end of each phrase)? What emotions does your song/rhyme explore?
3. Ask them to map their rhyme to two counts of eight (16 total beats), a standard structure for many chants or social dances. Instruct them to count out loud: “1, 2, 3, 4, 5, 6, 7, 8 ; 1, 2, 3, 4, 5, 6, 7, 8.” Then say the chant while counting, adjusting to fit 16 beats. Note: Some rhymes may need shortening or repeating to fit. Figuring this out is all part of the creative process!
4. Invite groups to create a new social dance by brainstorming movements inspired by their chant, thinking about literal gestures that connect to the lyrics and then segueing into an exploration of more complex movement and rhythm. Remind students that social dances often include footwork, upper body movement, level changes and group coordination. Offer groups prompts to use like: What movements match the rhythm or connect to the words? What movements show the emotions? What movement will start your dance? Where do you want to include repetition? How will you transition from one movement to the next? What will your ending move or pose be?
5. Give groups time to rehearse their dance, working toward memorization and synchronization. Then, have groups perform their social dances for the class. Choose a format: showcase style (each group performs once), teach-back (each group teaches their dance, then everyone does it together) or cypher (groups perform in a circle). Note: Offer groups the option of dividing their small groups into chanters and dancers for students who may not want to do both. Make sure to celebrate each group as they perform their chant and dance!

Teacher Tip:

Use the following links to hear some playground chants aloud and watch video demonstrations of the traditional movements. You can follow along to the lyrics with the handout on the second page!

• “Miss Mary Mack”
• “Down by the Banks”
• “Miss Susie Had a Steamboat”

Reflection Questions:

• What surprised you about this process?
• These playground games have been passed down for generations. Why do you think certain rhymes and games survive while others are forgotten?
• How did collaborating with your group shape the final dance? What compromises or creative solutions did you have to make together?