Music Games

Movement Tag
-- Emphasis on 4/4 time, steady beat, accent, tempo (played at different speeds).

 Everyone is IT. Play begins as everyone counts up to four, accenting beat one each time. All players move ONLY ON BEAT ONE, trying to tag each other. Once tagged, players sit down. The last person standing wins. If two people tag each other, they are both out! Optional: time-keepers (previous winners?) can play rhythm instruments on beat one.
Submitted by Julie A. Smith, Cottonwood, AZ 

Music Detective -- Steady beat.
Players form a circle (sitting or standing). IT gets in the middle and covers eyes. The music teacher points to another student, designated "Leader." Leader begins the steady beat, changing from time-to-time (Suggestions: clap, tap, snap, nod head, march, swing arms). Everyone copies. IT opens eyes and tries to figure out who Leader is with two guesses.
Submitted by Julie A. Smith, Cottonwood, AZ 
Dynamic Dog
-- For learning dynamics. Material: a small, stuffed dog.

IT covers eyes while someone hides the dog. IT tries to find the dog. Everyone sings, "Oh where, oh where has my little dog gone?" The closer IT gets to the dog, the louder everyone sings. The further IT gets, the softer everyone sings until Dynamic Dog is found!
Submitted by Julie A. Smith, Cottonwood, AZ 

Conductor (directing)
Split the class into 4 groups.  Each group is given a rhythmic phrase to do with their voices.  This could use vowel sounds (aah, ooh), plosive sounds (ch, ta, etc.) or a combination.  A conductor is appointed who must control each group giving clear cues and volume instructions.
Submitted by Rob Jones

8 beat movement game (memory, rhythm)
There are various variations of this game.
1. Standing in a circle, the teacher is the leader.  The pupils must do exactly what you do.  Start by stamping your foot on the 1st beat of 8.  Repeat for 4 cycles of 8.  Next stamp on 1 and 2 with alternate feet, repeat for 4 cycles.  Next, stamp on 1 and 2 and clap on 3, repeating again for 4 cycles.  The actions could be more complex depending on the ability of the group.
2. Walk rhythmically around the room counting aloud at first so that everyone knows where the 1st beat of 8 is.  Eventually stop counting and ask the pupils to feel the 1st beat.  Choose 2 beats to clap on (for example, 1 and 5).
3. Other variations are to designate different beats and sounds to pupils.  For example, those pupils who have a dog, go 'woof' on certain beats.  Girls clap on certain beats and boys shout 'ah' on other beats.
Submitted by Rob Jones

Arrangement index

This page is taken from the Music Teacher's Resource Site