Abstract
Body play is an important means of developing rhythmic skills. Verbal rhythm and elementary work with rhythmic ostinatos can be seen as a suitable starting point for active and effective musical educational work.
An important aspect is the emphasis on repetition and practice. This chapter presents two model situations, one intended for work with younger school-age children and the other for older children.
The rhythmic activities involve playing together, singing and moving in space and can be characterised by the efforts to motivate children, consciously concentrate, communicate with others and generally actively involve all participants in the teaching process. An important element of the models presented is the intensive encounter with music.
This chapter presents a methodical sequence of activities that can be applied in the music classroom over a longer period of time and that represent an effective strategy for the development of children's rhythmic skills.